New Year and new beginnings! This month we want to engage students as much as possible in the learning process with our activities for learners from A1 Movers to C1 Advanced. Happy teaching!

1. 1
New beginnings
New Year and new beginnings! This month we want to engage our learners as much as
possible in the learning process. Our B2 First and C1 Advanced students will have the
opportunity to set their own goals and make a plan to achieve them. B1 Preliminary and B2
First students will contribute to the classroom by bringing images that inspire them while they
practise their listening, speaking and writing. Finally, our younger learners can have some fun
while learning about animals and art. Happy teaching!
1. Set a goal, make a plan .................................................................................................. 2
2. A picture is worth a thousand words................................................................................ 6
3. What is it? ...................................................................................................................... 8
4. References....................................................................................................................10

2. 2
1. Set a goal, make a plan
Level: B2 First / C1 Advanced
Skills: speaking, listening, writing
Interaction: in groups, in pairs, individual activity
Time: 60 minutes
Warm up (10’) – in groups of 3
• Do you consider yourself confident? Why (not)?
• How do you react to new situations and challenges? Why?
• Think about a successful experience you have had and that you want to share with
your classmates. Tell us about it.
• Think about a moment when you failed at something (not necessarily an exam) and
that you are happy to share with your classmates. Tell us about it. Did you learn
anything from it? If so, tell us more about it.
Lead in (5’) – in groups of 3
You are going to watch a short video on TED Talks about how to boost your confidence.
What tips or recommendations do you think will be mentioned?

3. 3
Listening (10’) – individual activity
Watch the video and answer these questions. You will watch the video twice.
1. What are the three factors that affect confidence?
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2. What does the video mean by a ‘quick fix’? Can you give two examples of how you
can follow this recommendation?
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3. What should you think about when considering setting a long-term goal?
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4. According to research, what features do people with a growth mindset have?
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5. What is the connection between J.K. Rowling and the Wright brothers?
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6. What lessons can you learn when you fail?
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Discussion (10’) – groups of 3
• How much of the information in the video did you already know?
• Did you find any of the content of the video surprising? Why (not)?
Writing and reflection (15’) – individual activity
Think about two objectives that you would like to achieve by the end of the course. One of
them should be related to language learning e.g. improving my vocabulary, organising my
ideas better. Try to make it as specific as possible.

4. 4
The second objective should be related to other abilities not necessarily related to language,
but which will help you when learning English e.g. collaborating more, being more organised,
planning better.
Speaking (10’: 5’ for each goal) – in pairs
You are going to talk to your partner about one of your long-term goals. Discuss it thinking
about these aspects.
Has your classmate given you any useful feedback to fine-tune your goal and your plan? If so,
make any necessary changes before presenting the idea to your teacher.
My goal
•Set a time limit to achieve your goal (e.g. end of the course)
•Explain how achieving this goal will have a positive impact on learning English. You can connect it
to the assessment criteria for example.
My actions
•What classroom activities are going to help you achieve this objective? Ask your teacher for
support with this.
•What personal work do you need to do outside the class toachieve this objective? Consider time
available and type of support you may need.
Reflection
and feedback
•Plan for opportunities to receive feedback (from your teacher, from classmates) about activities
you have done. For example, ask your teacher to focus on a specific aspect of the writing tasks
you have submitted.
•Plan for opportunities for reflection. What have you done? How has this helped you achieve your
objective? What changes do you need to make based on the feedback you have received?
My goal
Learning materials
Learning strategy
Relevance and
motivation
Time
Effort

5. 5
KEY
1. What are the three factors that affect confidence?
The first one has to do with your genes, the second one is related to how you are
treated e.g. social pressures, and the third one is about the choices you make, the
risks you take and how you respond to challenges and setbacks.
2. What does the video mean by a ‘quick fix’? Can you give two examples of how
you can follow this recommendation?
By a ‘quick fix’the author refersto tricks that can give you an immediate confidence boost in
the short term. Some ways in which you can follow this recommendation are by picturing your
success when you're beginning a difficult task; listening to music with deep bass, which can
promote feelings of power; striking a powerful pose or giving yourself a pep talk.
3. What should you think about when considering setting a long-term goal?
Consider the way you think about your abilities and talents. Think about whether you
consider that these abilities are fixed at birth or if they can be developed like a
muscle.
4. According to research, what features do people with a growth mindset have?
People who have a growth mindset are more successful, get better grades, and do better in
the face of challenges.
5. What is the connection between J.K. Rowling and the Wright brothers?
They succeeded in the end, but they failed at first. J.K. Rowling was rejected by twelve
different publishers before one picked up "Harry Potter." The Wright Brothers built on history's
failed attempts at flight, including some of their own, before designing a successful airplane.
6. What lessons can you learn when you fail?
You can learn how to try different strategies, ask others for advice, and persevere.

6. 6
2. A picture is worth a thousand words
Level: B1 Preliminary / B2 First
Skills: speaking
Interaction: in pairs and whole class activity
Time: 30 minutes
Warm up (15’) – whole class activity
• Do you like drawing and painting? Why (not)?
• Do you enjoy going to museums and art galleries to see paintings, photographs and
sculptures? Why (not)?
• Do you think taking photographs is a better way of capturing memories than writing
down about your experiences? Why (not)?
• Do you usually take photographs with your phone? What do you take photographsof?
• Do you print some of the photos you take? Why (not)?
• Can you think of an image that you’ve seen and that impacted you in some way? What
was special about it? Why do you think it had that effect on you?
• A picture is worth a thousand words. What do you think this saying means? Do you
agree? Why (not)?
Writing and Speaking (15’) – in pairs
The image of the week. Your teacher has asked you to bring an image that you saw over the
last seven days and that attracted your attention and has had an impact on you. It can be a
painting you’ve seen, a photograph in a newspaper or magazine, a photograph you’ve taken,
something that you have drawn or an image you’ve seen in the street.
Your teacher will put the different images students have brought on the wall. She will assign
each of them to a student in the class (not the person who brought it). Students will have to
answer these questions about their image, taking some notes.
- What do you think the image shows? Why?
- Where do you think this image was found? Why?
- What may this image represent? Why?
- Why do you think the author took the photograph, painted the work or drew it?
- How does this image make you feel? Why?
- Why do you think your classmate might have chosen this image?
The person talking about the image will then check their answers with the person who brought
the image. Were they right about their assumptions? How were they different?

7. 7
Writing (40’) – individual activity
The image of the year 2022. At the end of January, a well-known magazine is going to publish
the image of the year 2022 and has asked young people between 13 and 18 to submit what
for them has been the image of the year (they should include the source if it isn’t their own
image) and an article explaining what makes the image special, how it has made them feel
and why it is important to share it with the rest of the world.
The image of 2022
We want to hear your thoughts about the image of the year 2022. Send us your
suggestions and tell us what makes the image special, how this image made you feel
when you first saw it and why you think it is important to share it with the rest of the
world. Write your article in about 140 words.
Those whose image is shortlisted will receive a grant to do a photography or painting
course worth up to 500 euros. If your image and article are the winners, you will be
invited to our exhibition in New York and will receive a grant to do an art course worth
up to 500 euros.
Deadline 15th
January 2023

8. 8
3. What is it?
Level: A1 Movers / A2 Flyers
Skills: speaking and reading
Interaction: individual, in pairs and whole class activity
Time: 30 minutes
Warm up (10’) – whole class activity
 Do you like drawing and painting?
 Do you enjoy looking at pictures and photographs? Why (not)?
 Do you usually draw or paint?
 If so, where do you usually do it?
 What is your favourite colour? Why?
Speaking (10’) – in pairs / whole class activity
Visit the National Geographic for Kids website and play the game.
Once you have completed the puzzle. Say five things about what you can see in the image.
Then read the fun information about the animal. Did you already know that?

9. 9
Vocabulary (10’) – individual activity
Find the words below in the word search.

10. 10
4. References
Gilleette, D. (2016). Blue and Orange Sunset over Lake With Tree Silhouettes. [image/ jpeg].
Available at: https://www.pexels.com/photo/blue-and-orange-sunset-over-lake-with-
tree-silhouettes-89749/ [21st November 2022].
Monstera (2021). Opened notebook with white blank pages and pen on table. [image/ jpeg].
Available at: https://www.pexels.com/photo/opened-notebook-with-white-blank-
pages-and-pen-on-table-9429448/ [21st November 2022].
Adkins, A. (n.d.) 3 tips to boost your confidence. [online]. TED-Ed. Available at:
https://www.pexels.com/photo/opened-notebook-with-white-blank-pages-and-pen-on-
table-9429448/ [17th November 2022].
Danilyuk, P. (2016). Children Attending Art Class. [image/ jpeg]. Available at:
https://www.pexels.com/photo/children-attending-art-class-8382271/ [21st November
2022].
Grabowska, K. (2021). Boy with a Puzzle. [image/ jpeg]. Available at:
https://www.pexels.com/photo/boy-with-a-puzzle-7269501/ [21st November 2022].
National Geographic Society (2015). Puzzles: Photo Ark [online]. National Geographic KiDS.
Available at: https://kids.nationalgeographic.com/games/puzzles/article/puzzles-
photo-ark [17th November 2022].
Flippity.net (2022). Flippity Crossword. Available at:
https://www.flippity.net/cw.php?k=1VFg8neptpLljbsQMH9SSO1tjzk0yH3TIR5Xq6HtE
47E [17th November 2022].