Levels/contexts Archives: pre-intermediate upwards

Data Privacy Day

Social networks and you

Write the phrase ‘social network’ in the middle of the board, put some markers on a table, and ask students to think of social networking sites and things in connection with them, go up to the board, and write their ideas around the phrase. Tell them to collect as many sites and ideas as they can. Everybody should write at least one idea.

Once students have finished brainstorming, put them into pairs and ask them to have a look at the board and discuss the ideas. Have them make note of any item they don’t know or are unsure about. Let the class clarify any ambiguous idea.

Follow-up discussion

After discussing the ideas, continue with some questions, such as

  • Which of these sites do you use on a regular basis?
  • What do you do on these sites?
  • Is there one you would/wouldn’t like to join? Why/Why not?
  • What do you usually share?


Turn your attention to sharing and oversharing. Ask students whether they think it is possible to OVERshare. If yes, what does that mean in terms of social networking? After they get the idea, elicit some situations when oversharing can backfire. Also, ask for personal experiences, stories — students are quite likely to have an opinion on this.

Data protection video

Play the video and ask students to write a reaction to the video. It can be a word, a phrase, or even a short sentence that expresses how they feel about the video. Ask them discuss their reactions in small groups.

Golden rules of data privacy

In this activity, students work in small groups. Each group needs to come up with 5 rules they think could lead to a safer and more privacy-conscious Internet use. Then, put together 2 groups to have bigger groups and ask students to look at each other’s ideas, discuss them, and agree on 5 (out of 10) that they consider the most important. Conduct open-class feedback on the rules and write them on the board; see if there are similarities or differences.

Note: if your has not done much debating/convincing, you might want to pre-teach some vocabulary on how to persuade each other.


Go back to whole-class mode and divide students into As and Bs. As now need to find a B that is not their neighbour. Once you have got the pairs, tell them that As are going to be the guy from the video and Bs are journalists. The journalists need to interview their partner on his last job interview and take notes. At the end of the activity, you might want to ask for some feedback on what the journalists learned about their interviewees.

Optional homework

Ask the interviewees to write an email to a friend about their job interview and the journalists to compose a magazine article based on the interview they conducted.

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International Volunteer Day

Optional introduction

Provide a short description on the UN International Volunteer Day: it has been held on 5 December since 1985 to celebrate volunteerism and promote volunteers’ work. More information: http://www.un.org/en/events/volunteerday/index.shtml

Key lexis

Students get the task sheet with the definitions of the new words. In pairs, they discuss which definition goes to which word. We check the solutions with the whole group.

1. to be close to somebody and touch or hug him/her

 a) significance
2. importance  b) orphan
3. present, available  c) volunteer
4. something that happens  d) stress-relief
5. a child/animal whose parents are dead  e) have cuddles
6. a person who does something for free because he/she wants to do it  f) on hand
7. something which helps you let go of stress  g) up and close
8. to be very near  h) occurrence

Key: 1-e / 2-a / 3-f / 4-h / 5-b / 6-c / 7-d / 8-g

Little kangaroos

Students read the text and fill the gaps with the new words. (Note that sometimes they have to use different forms of the words than the forms in the table!) Then they watch the video on the website of News in Levels and check their answers. If there is no Internet access in your classroom, check the solutions together with the whole group.

These cute baby kangaroos have unfortunately lost their mothers to traffic accidents, a sadly common ………………. in Australia. But luckily, ………………. like Sam and Owen are ………………. to look after them.

“She came with me to the university. Just about everyone in my class has ………………. with her. Especially during exam time, she’s a bit of a ……………….. Just hand her around and she has cuddles!”

Their work doesn’t just involve looking after the ……………….. It has a wider ………………..

“We go to schools and we go to markets and fairs and have all the animals there, so people who may generally not come in contact with these animals – we give them that opportunity to and that way, they can see, they can touch and they can get ………………. with these animals and they build their connection with the animals, with the environment and they’re able to see the significance of their actions.

Key: occurrence / volunteers / on hand / had cuddles / stress-relief / orphans / significance / get up and close


In groups of 3, students think of as many opportunities to do some voluntary work as they can. After about 5 minutes, we collect all their ideas and write them on the board.

Job advertisement posters

Each group chooses one cause they could be volunteering for and create a poster to advertise that volunteer job. They should include the description of the organisation and the tasks of the volunteer, the qualities needed for the job and the hours worked per week – and anything else they might find important.


Students put their posters on the wall, then they walk around and check out the posters of the other groups. After that, they sit down and choose an organisation/a cause they would want to volunteer for out of the other groups’ ideas.

This unit was created by Andrea Vinkler and Eszter Lengyelfi, teacher trainees from Hungary.

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