DISCUSSION TASKS FOR THE COURSEBOOK

“New Destinations. Level B1+” MMpublications

 

The course “New Destinations. Level B1+” MMpublications is good for mixed ability groups, because it contains lots of words easily confused, useful vocabulary, with collocations and phrases for different purposes, full grammar reference, and models for writing letters, essays, reviews, and stories. Each unit begins with a text that introduces new vocabulary and grammar material, which is then analyzed in further lessons. The course allows students not only to learn a new language but also to revise everything from the very beginning. That’s why it's a good course for college students, as all of them have different backgrounds. Each unit provides lots of tests for exam preparation. However, one of the disadvantages of this course is a lack of speaking activities and dialogues, which is a widespread problem in courses where there are 2 hours of a foreign language a week. In order to add some speaking to the lessons, 5 discussion situations were developed for each lesson. They can be used for making up dialogues, for 1-minute speeches, and for writing essays, letters, and stories too.  

 

UNIT 1. MEETING PEOPLE  

Human Relationships

Situation 1: Describing a Friendship

Instructions: Think about a good friend you have. Describe your friendship to your partner or group.

Points to cover:

•       How did you meet this friend?

•       What qualities do you like most about them?

•       What activities do you often do together?

•       How do you support each other?

•       What makes this friendship special?

 

Situation 2: Family Life

Instructions: Discuss your family relationships. You can talk about your immediate family (parents, siblings) or extended family (aunts, uncles, cousins).

Points to cover:

•       Who are the most important people in your family?

•       How often do you see or speak with your family members?

•       What are some typical family traditions or activities you share?

•       What do you appreciate about your family?

•       Are there any challenges in your family relationships, and how do you handle them?

 

Situation 3: Social Gatherings

Instructions: Imagine you are planning a small get-together with friends. Discuss the details with your partner.

Points to cover:

•       Who would you invite?

•       What kind of gathering would it be (e.g., dinner, picnic, game night)?

•       What would you do to prepare?

•       What topics would you talk about with your friends?

•       What makes a social gathering successful?

 

Situation 4: Dealing with Disagreements

Instructions: Discuss how people can resolve disagreements in relationships (e.g., with friends, family, or colleagues).

Points to cover:

•       Is it normal to have disagreements? Why or why not?

•       What are some common reasons for arguments?

•       What are good ways to deal with a disagreement? (e.g., talking calmly, listening, apologizing)

•       What should you not do when you have a disagreement?

•       Have you ever had to resolve a disagreement? How did it go?

 

Situation 5: The Importance of Communication

Instructions: Discuss the role of communication in healthy relationships.

Points to cover:

•       Why is it important to talk openly with people you care about?

•       What happens when people don't communicate well?

•       What are some good ways to communicate (e.g., face-to-face, phone calls, messages)?

•       Can technology help or hurt communication in relationships?

•       What advice would you give someone who wants to improve their communication skills?

Human Emotions

Situation 1: Describing Feelings

Instructions: Think about a time you felt a strong emotion (e.g., happiness, sadness, anger, excitement). Describe the situation and how you felt.

Points to cover:

•       When and where did this happen?

•       What was the specific emotion you felt?

•       What caused you to feel that way?

•       How did your body feel (e.g., heart racing, stomach butterflies, tense muscles)?

•       What did you do or say while feeling that emotion?

 

Situation 2: Expressing Emotions Appropriately

Instructions: Discuss how people express different emotions. Is it always good to show what you feel?

Points to cover:

•       How do people usually show happiness, sadness, or anger?

•       In what situations is it okay to show strong emotions?

•       Are there times when it's better to hide your feelings? Why?

•       How do people in your culture usually express emotions? Is it different from other cultures you know about?

•       What are some healthy ways to deal with difficult emotions like anger or frustration?

 

Situation 3: Emotions and Everyday Life

Instructions: Talk about how emotions affect your daily life and decisions.

Points to cover:

•       How do your emotions affect your mood when you wake up?

•       Do your emotions influence the choices you make (e.g., what to eat, what to watch, who to talk to)? Give an example.

•       How do emotions like stress or boredom affect your concentration at work or during studies?

•       Can positive emotions (like hope or inspiration) help you achieve goals? How?

•       What do you do to manage your emotions throughout the day?

 

Situation 4: Dealing with Others' Emotions

Instructions: Discuss how you react when someone else is feeling a strong emotion (e.g., a friend is sad, a family member is angry).

Points to cover:

•       How do you usually try to help a friend who is sad or upset?

•       What do you say or do when someone you know is very angry?

•       Is it easy or difficult for you to comfort others? Why?

•       What's the best way to support someone who is going through a difficult emotional time?

•       Have you ever had to deal with someone else's very strong emotions? How did it go?

 

Situation 5: The Power of Positive Emotions

Instructions: Focus on positive emotions like joy, hope, or gratitude. Discuss their importance.

Points to cover:

•       What makes you feel truly joyful or happy?

•       Why is it important to feel positive emotions in life?

•       How can you encourage more positive emotions in your daily life?

•       What are some simple things that make you feel grateful?

•       How can sharing positive emotions with others make relationships stronger?

Kinds of Communication

Situation 1: Your Favorite Way to Communicate

Instructions: Discuss with your partner or group your preferred method of communication and why you like it.

Points to cover:

•       What is your favorite way to communicate with friends and family (e.g., face-to-face, phone call, text message, video call, email, social media)?

•       Why do you prefer this method? What are its advantages?

•       When do you use other methods?

•       Are there any methods you dislike? Why?

•       How has the way you communicate changed over the years?

 

Situation 2: Communication in Different Situations

Instructions: Discuss which type of communication is best for different situations and why.

Points to cover:

•       Imagine you need to tell a friend some important news. Would you text, call, or meet in person? Why?

•       You need to ask your teacher or boss a question. How would you communicate?

•       You want to wish someone a happy birthday. What's the best way?

•       You are trying to solve a misunderstanding with someone. Which communication method would you choose?

•       What are the pros and cons of written communication (like texts or emails) versus spoken communication (like calls or face-to-face)?

 

Situation 3: Non-Verbal Communication

Instructions: Discuss the importance of non-verbal communication (body language, gestures, facial expressions).

Points to cover:

•       What are some common examples of body language (e.g., smiling, nodding, crossing arms)?

•       How can someone's body language tell you how they are feeling, even if they don't say anything?

•       Do gestures mean the same thing in all cultures? Give an example if you know one.

•       Why is it important to pay attention to non-verbal cues when you are talking to someone?

•       Have you ever misunderstood someone because of their non-verbal communication?

 

Situation 4: Communication Challenges

Instructions: Talk about problems that can arise in communication and how to avoid them.

Points to cover:

•       What happens when people don't listen carefully?

•       Have you ever had a misunderstanding because of unclear communication? What happened?

•       What are some common challenges when communicating with people who speak a different language?

•       How can loud noises or bad internet connection affect communication?

•       What advice would you give someone to communicate more clearly and avoid misunderstandings?

 

Situation 5: Communication in a Digital World

Instructions: Discuss how technology has changed the way we communicate.

Points to cover:

•       What are some new ways of communicating that didn't exist 20 years ago?

•       What are the benefits of communicating digitally (e.g., speed, distance)?

•       What are the drawbacks or risks of digital communication (e.g., less personal, misunderstandings from text)?

•       Do you think people communicate more or less effectively now with all the technology?

•       How do you balance online and offline communication in your life?

Family Relationships

Situation 1: Describing Your Family

Instructions: Describe your immediate or extended family to your partner or group.

Points to cover:

•       Who are the main people in your family (e.g., parents, siblings, grandparents, children)?

•       What is one positive word you would use to describe your family?

•       How often do you usually see or speak with your family members? •           What are some common activities or traditions your family shares?

•       What do you appreciate most about your family?

 

Situation 2: Family Celebrations and Events

Instructions: Talk about a recent or memorable family celebration or event.

Points to cover:

•       What was the occasion (e.g., birthday, holiday, wedding, family reunion)?

•       Who was there?

•       What did you do together?

•       What was your favorite part of the event?

•       Why are family celebrations important?

 

Situation 3: Helping Each Other in the Family

Instructions: Discuss how family members support each other, especially during difficult times.

Points to cover:

•       How do you help your family members, and how do they help you? (e.g., with chores, advice, emotional support)

•       Can you give an example of a time your family supported you, or you supported them?

•       Why is it important for family members to help each other?

•       Are there specific roles or responsibilities that different family members have?

•       How do families in your community or country typically support each other?

 

Situation 4: Changes in Family Life

Instructions: Discuss how family relationships can change over time, for example, as children grow up or circumstances change.

Points to cover:

•       How do relationships with parents or siblings change from childhood to adulthood?

•       Have you noticed any changes in your family dynamics recently? (e.g., due to moving, new jobs, or global events)

•       How do families adapt to these changes?

•       What are some positive aspects of changes in family life? What are some challenges?

•       How do you maintain strong family bonds even when circumstances change?

 

Situation 5: Ideal Family Qualities

Instructions: Imagine you are giving advice to someone about building strong family relationships. What qualities are most important?

Points to cover:

•       What qualities make a family relationship strong and healthy (e.g., trust, communication, respect, understanding, patience)?

•       Why is each of these qualities important?

•       What are some small actions that can help build stronger family bonds?

•       What role does forgiveness play in family relationships?

•       What does "family" mean to you beyond just blood relatives?

Unusual Lifestyles

Situation 1: Living Without a Lot of Things (Minimalism) Instructions: Discuss the idea of living with very few possessions.

Points to cover:

•       What does "minimalism" mean to you?

•       Can you imagine living with only a few essential items? What would be easy or difficult about it?

•       What do you think are the advantages of a minimalist lifestyle (e.g., less stress, more freedom, saving money)?

•       What might be the disadvantages?

•       Do you know anyone who lives a minimalist life? Would you ever try it?

 

Situation 2: Digital Nomads – Working from Anywhere

Instructions: Talk about people who travel and work online from different parts of the world.

Points to cover:

•       What is a "digital nomad"?

•       What kind of jobs do you think digital nomads do?

•       What are the benefits of this lifestyle (e.g., seeing new places, flexibility, meeting new people)?

•       What are the challenges (e.g., loneliness, unstable internet, missing family)?

•       Would you like to try being a digital nomad for a while? Why or why not?

 

Situation 3: Living in a Tiny House or Alternative Home

Instructions: Discuss different types of homes, like tiny houses, houseboats, or converted vans.

Points to cover:

•       What comes to mind when you hear "tiny house" or "alternative home"?

•       What are the advantages of living in a small space or an unusual home (e.g., less cost, environmentally friendly, mobility)?

•       What might be difficult about it (e.g., lack of space, privacy)?

•       Have you ever seen a tiny house or another unusual home? Where?

•       Would you consider living in such a place? What kind of alternative home would you choose?

 

Situation 4: People Who Don't Follow the Crowd

Instructions: Talk about individuals who choose a very different path from what is considered "normal" in society.

Points to cover:

•       What does it mean to "not follow the crowd"?

•       Can you think of examples of people who live very differently (e.g., someone who lives offgrid, someone who dedicates their life to a very unusual hobby, someone who chooses not to use technology)?

•       What might motivate someone to choose such an unusual lifestyle?

•       What are the reactions of society often like towards people with unusual lifestyles?

•       Do you admire people who live very differently? Why or why not?

 

Situation 5: Your Ideal (Perhaps Unusual) Day

Instructions: Imagine you could design a perfectly unusual or unique day for yourself. Describe it.

Points to cover:

•       What would you do from morning to night that is different from your usual routine?

•       Where would you be? Who would you be with, or would you be alone?

•       What kind of activities would you engage in (e.g., extreme sports, living in nature, learning a very unusual skill)?

•       What emotions would you feel throughout this day?

•       Would this "unusual day" make you happy? Why?

Person's Character

Situation 1: Describing a Friend's Character

Instructions: Think about a close friend or a family member. Describe their personality to your partner or group.

Points to cover:

•       What are 2-3 main positive character traits they have? (e.g., kind, humorous, patient, generous, honest, reliable, optimistic, calm)

•       Give an example of when or how they show one of these traits.

•       Do they have any small "faults" or less positive traits that you still like or accept? (e.g., a bit messy, sometimes late, a little shy)

•       What do you appreciate most about their character?

•       How does their character influence your relationship?

 

Situation 2: Character for Different Jobs

Instructions: Discuss what character traits are important for different professions.

Points to cover:

•       Imagine a teacher. What character traits are important for them to have? (e.g., patient, understanding, enthusiastic, organized)

•       What about a doctor? What kind of personality is best for that job? (e.g., calm, empathetic, responsible, careful)

•       What character traits are useful for someone working in customer service?

•       Are there any character traits that would be bad for a certain job? Give an example.

•       What character traits do you think are important for your current or desired profession?

 

Situation 3: How Character Shows Through Actions

Instructions: Discuss how people's character is often revealed through their actions, not just their words.

Points to cover:

•       Can you give an example of a time someone's actions showed their kindness or generosity?

•       How might someone's impatience be revealed without them saying "I'm impatient"? (e.g., body language, how they react to waiting)

•       Why is it important to pay attention to both what people say and what they do?

•       Can someone pretend to have a good character, but their actions show something different?

•       What actions do you think show that someone is truly honest or trustworthy?

 

Situation 4: Changing Character

Instructions: Discuss whether a person's character can change over time.

Points to cover:

•       Do you think people's basic character traits stay the same throughout their lives, or can they change?

•       What might cause a person's character to change? (e.g., life experiences, challenges, meeting new people, becoming older)

•       Can someone become more patient, more confident, or more optimistic? How?

•       Have you noticed any changes in your own character over the years? What caused them?

•       Is it ever too late for someone to try and improve certain aspects of their character?

 

Situation 5: The Character of a Leader

Instructions: Imagine you are choosing a leader for a community or a project. What character traits would be most important?

Points to cover:

•       What are the most important character traits for a good leader? (e.g., responsible, fair, decisive, inspiring, good listener, courageous, resilient)

•       Why is each of these traits important for a leader?

•       Are there any traits that would be very negative for a leader to have?

•       Can a leader have a good character but still make mistakes?

•       Do you think the current situation (e.g., in Ukraine) highlights any specific character traits that are very important for leaders?

Teenage Problems

Situation 1: School and Studying Pressures

Instructions: Discuss the challenges teenagers might face related to school and their studies.

Points to cover:

•       What kind of pressure do teenagers feel at school (e.g., getting good grades, exams, homework)?

•       How can this pressure affect them?

•       What subjects do you think are most difficult for teenagers? Why?

•       How can parents or teachers help teenagers with school-related stress?

•       What are some good ways for teenagers to manage their time and studies effectively?

 

Situation 2: Social Life and Friendships

Instructions: Talk about the importance of friends for teenagers and some common friendship problems.

Points to cover:

•       Why are friends so important during the teenage years?

•       What are some common problems teenagers might have with friends (e.g., arguments, jealousy, feeling left out)?

•       How can a teenager make new friends or deal with a difficult friendship?

•       How does social media affect teenage friendships? Is it always positive?

•       What advice would you give to a teenager who is feeling lonely or having trouble with friends?

 

Situation 3: Family Relationships and Independence

Instructions: Discuss how relationships with parents can change during teenage years and the desire for independence.

Points to cover:

•       Why might teenagers and their parents sometimes disagree? (e.g., rules, freedom, choices)

•       How do teenagers try to become more independent?

•       What are some good ways for teenagers and parents to communicate better?

•       Is it important for teenagers to have more freedom as they get older? Why or why not?

•       What kind of support do teenagers need from their families during these years?

 

Situation 4: Future Plans and Uncertainty

Instructions: Talk about the challenges teenagers face when thinking about their future (e.g., career, further education).

Points to cover:

•       What kind of questions or worries do teenagers have about their future?

•       How do they decide what to study or what job to choose?

•       What role do parents or teachers play in helping teenagers with future plans?

•       Is it normal for teenagers to feel uncertain about the future?

•       How might current events (like the situation in Ukraine) affect teenagers' plans for the future?

 

Situation 5: Modern Challenges for Teenagers

Instructions: Discuss some unique challenges teenagers face in today's world (e.g., technology, global events).

Points to cover:

•       How does technology (internet, smartphones, social media) create new problems for teenagers? (e.g., cyberbullying, screen time, comparing themselves to others)

•       How do global events or difficult situations (like the war in Ukraine) affect the emotional well-being of teenagers?

•       What are some ways teenagers can deal with stress or anxiety from these modern challenges?

•       What kind of support systems (e.g., friends, family, school counselors, online resources) can help teenagers?

•       What advice would you give to a teenager trying to navigate today's complex world?

Arguments Between Family Members or Friends

Situation 1: A Disagreement About Chores

Instructions: Imagine you and a family member (e.g., a sibling, partner, or parent) are arguing about household chores.

Points to cover:

•       What is the disagreement about exactly? (e.g., who should clean, how often, whose turn it is)

•       How does each person feel during the argument? (e.g., annoyed, frustrated, misunderstood)

•       What are some things you could say to try and resolve the argument calmly?

•       What are some things you should not say or do?

•       How can you make sure this argument doesn't happen again?

 

Situation 2: A Misunderstanding with a Friend

Instructions: You've had a misunderstanding with a friend, and now they seem upset with you.

Points to cover:

•       What do you think the misunderstanding is about?

•       How do you feel about the situation?

•       What is the best way to approach your friend to talk about it? (e.g., text, call, meet in person)

•       What would you say to try and clear up the misunderstanding?

•       How important is it to apologize, even if you didn't mean to cause a problem?

 

Situation 3: Disagreement Over Plans

Instructions: You and your friends or family can't agree on what to do for an evening or a weekend trip.

Points to cover:

•       What are the different ideas for plans? (e.g., going to the cinema, staying home, visiting somewhere new)

•       Why can't you agree? What does each person want?

•       How can you find a compromise that everyone is happy with?

•       What happens if you can't agree at all?

•       How important is it to be flexible when making plans with others?

 

Situation 4: Dealing with Someone Else's Argument

Instructions: You witness an argument between two of your friends or family members.

Points to cover:

•       What kind of argument are they having?

•       How does it make you feel to see them arguing?

•       Should you get involved, or is it better to stay out of it? Why?

•       If you decide to get involved, what could you say or do to help them?

•       What are some good ways for people to cool down after an argument?

 

Situation 5: Learning from Arguments

Instructions: Discuss how arguments, even though they can be difficult, can sometimes make relationships stronger.

Points to cover:

•       Can a disagreement actually be a good thing sometimes? How?

•       What can people learn about each other when they argue?

•       Why is it important to communicate openly, even during an argument?

•       What's the difference between a healthy disagreement and a destructive argument?

•       What advice would you give to someone who is afraid of arguments in their relationships?

UNIT 2. SEE THE WORLD

Winter Sports

Situation 1: Your Favorite Winter Sport

Instructions: Describe a winter sport that you enjoy, or one that you would like to try.

Points to cover:

•       What is the name of the sport?

•       What equipment do you need to do it?

•       Where do people usually do this sport?

•       What do you like about it? (e.g., exciting, peaceful, good exercise) •           Have you ever tried it? If not, why would you like to?

 

Situation 2: Planning a Winter Trip

Instructions: Imagine you are planning a short winter trip with friends to go skiing or snowboarding. Discuss your plans.

Points to cover:

•       Where would you like to go? (e.g., mountains in Ukraine, a different country)

•       What equipment would you need to rent or buy?

•       What kind of weather would you hope for?

•       What other activities would you do besides the main sport? (e.g., drink hot chocolate, relax, visit a local town)

•       What challenges might you face during the trip?

 

Situation 3: Safety in Winter Sports

Instructions: Discuss the importance of safety when participating in winter sports.

Points to cover:

•       What are some common dangers or risks in winter sports like skiing, snowboarding, or ice skating?

•       What safety equipment should people always use? (e.g., helmet, goggles, warm clothes)

•       What rules should people follow on the slopes or on the ice?

•       Why is it important to be aware of the weather conditions?

•       What should you do if you see someone who needs help during a winter sport?

 

Situation 4: Winter Sports and Health

Instructions: Talk about the health benefits of participating in winter sports.

Points to cover:

•       Is winter sport good for your physical health? How? (e.g., builds strength, improves balance, good for the heart)

•       Is it good for your mental health? How? (e.g., reduces stress, fun, fresh air) •          What are some specific muscles or parts of the body that get a good workout?

•       Are there any downsides to winter sports for your health?

•       Do you think more people should try winter sports for their health? Why?

 

Situation 5: Watching Winter Sports

Instructions: Discuss watching winter sports, either live or on TV, and your favorite winter Olympic events.

Points to cover:

•       Do you enjoy watching winter sports? Which ones?

•       Do you prefer watching them live (if possible) or on television? Why?

•       What are some exciting winter sports to watch during the Olympic Games?

•       Do you have a favorite winter athlete or team?

•       What makes a winter sport exciting or interesting to watch for you?

Different Types of Holidays

Situation 1: Your Ideal Holiday Destination

Instructions: Describe your dream holiday. Where would you go, and what kind of holiday would it be?

Points to cover:

•       Where would you go for your ideal holiday? (e.g., a big city, a quiet beach, mountains, a historical place)

•       Who would you go with? (e.g., family, friends, alone)

•       What kind of activities would you do there? (e.g., relax, explore, go sightseeing, try new food, do sports)

•       What makes this type of holiday perfect for you?

•       How long would this ideal holiday last?

 

Situation 2: Comparing Holiday Types

Instructions: Discuss the pros and cons of two different types of holidays (e.g., a city break vs. a beach holiday, or an active holiday vs. a relaxing holiday).

Points to cover:

•       Choose two different types of holidays.

•       What are the advantages of each type? (e.g., culture, relaxation, adventure, good for families)

•       What are the disadvantages of each type? (e.g., expensive, crowded, too much walking, can be boring)

•       Which type do you prefer, and why?

•       Which type would be better for a family with small children, and which for a group of friends?

 

Situation 3: Planning a Budget-Friendly Holiday in Ukraine

Instructions: Imagine you need to plan a holiday for yourself and a friend on a limited budget within Ukraine. Discuss your ideas.

Points to cover:

•       Where in Ukraine could you go for a budget-friendly holiday? (e.g., Carpathians, Odesa, a specific historical city, a village)

•       What kind of accommodation would you look for? (e.g., a guesthouse, hostel, camping)

•       What activities could you do that are cheap or free? (e.g., hiking, visiting parks, museums with free entry, local markets)

•       How would you travel there? (e.g., train, bus, carpooling)

•       What are the most important things to consider when planning a cheap holiday?

 

Situation 4: Difficulties on Holiday

Instructions: Talk about potential problems or unexpected situations that can happen on holiday and how to deal with them.

Points to cover:

•       What are some common problems people face on holiday? (e.g., bad weather, lost luggage, getting sick, something breaking, unexpected costs)

•       How can you prepare for these problems before you go?

•       What would you do if you lost your passport or phone while on holiday?

•       How important is travel insurance?

•       Have you ever had a difficult experience on holiday? What happened?

 

Situation 5: "Staycation" vs. Traveling Abroad

Instructions: Discuss the concept of a "staycation" (holiday at home) versus traveling to a different country for a holiday.

Points to cover:

•       What does "staycation" mean? What are its advantages? (e.g., cheaper, no travel stress, can explore local area)

•       What are the advantages of traveling abroad for a holiday? (e.g., new cultures, different experiences, language practice)

•       What are the disadvantages of each?

•       Would you prefer a staycation or a trip abroad this year, considering the current situation?

Why?

•       What are some interesting things to do for a staycation in your local area or city?

My City

Situation 1: Describing Your City to a Visitor

Instructions: Imagine a friend from another country is coming to visit your city for the first time. Describe your city to them.

Points to cover:

•       What is the name of your city? Is it big or small?

•       What are the most famous or interesting places to see? (e.g., historical buildings, parks, museums, specific streets)

•       What kind of atmosphere does it have? (e.g., lively, quiet, modern, historic)

•       What is one unique thing about your city that a visitor should know?

•       What kind of public transport is available?

 

Situation 2: Daily Life in Your City

Instructions: Talk about what daily life is like for you in your city.

Points to cover:

•       Where do you usually go for shopping, leisure, or work/study?

•       What are your favorite places to spend time in your city? (e.g., a specific cafe, park, library)

•       How do you usually travel around the city?

•       What do you like to do on a typical weekend in your city?

•       Are there any challenges or difficulties you face in your daily life in the city?

 

Situation 3: Improvements for Your City

Instructions: Discuss what you would like to change or improve in your city to make it a better place to live.

Points to cover:

•       What specific areas or services could be improved? (e.g., public transport, parks, roads, cultural events, job opportunities)

•       Why do you think these improvements are necessary?

•       Who do you think should be responsible for making these changes (e.g., local government, citizens)?

•       If you had the power, what is the first thing you would change?

•       How might these changes affect the people living in your city?

 

Situation 4: Your City's History and Future

Instructions: Talk about the past and possible future of your city.

Points to cover:

•       What is one interesting historical fact about your city?

•       How has your city changed over the years (e.g., in terms of buildings, population, economy)?

•       What do you hope your city will be like in 10 or 20 years?

•       Are there any specific challenges (e.g., related to current events, economy, environment) that might affect your city's future?

•       How do you think young people in your city view its future?

 

Situation 5: Living in a City vs. the Countryside

Instructions: Compare living in a city with living in a small town or the countryside, focusing on your personal preference.

Points to cover:

•       What are the main advantages of living in a city like yours? (e.g., job opportunities, entertainment, services)

•       What are the main disadvantages of city life? (e.g., noise, pollution, crowded)

•       What are the advantages of living in the countryside?

•       What are the disadvantages of living in the countryside?

•       Would you prefer to live in your city forever, or would you consider moving to a different type of place? Why?

Reading as a Pastime

Situation 1: Your Reading Habits

Instructions: Discuss your personal reading habits with your partner or group.

Points to cover:

•       How often do you read for pleasure? (e.g., every day, once a week, rarely)

•       What kind of books or materials do you usually read? (e.g., novels, newspapers, magazines, online articles, comics)

•       Do you prefer physical books, e-books (on a device), or audiobooks? Why?

•       When and where do you usually read? (e.g., before bed, on public transport, in a cafe) •    Do you think you read enough, too much, or too little?

 

Situation 2: Recommending a Book

Instructions: Imagine your friend is looking for a new book to read. Recommend a book you've enjoyed and explain why they might like it.

Points to cover:

•       What is the title of the book and who is the author?

•       What genre is it (e.g., fantasy, mystery, romance, history, biography)?

•       What is the main idea or a brief summary of the story/topic (without giving away the ending)?

•       What did you particularly like about the book (e.g., the characters, the plot, the writing style)?

•       Who would you recommend this book to, and why?

 

Situation 3: The Benefits of Reading

Instructions: Discuss the advantages and benefits of reading as a pastime.

Points to cover:

•       How can reading help you relax or escape from stress?

•       How can reading improve your knowledge or understanding of the world?

•       Can reading help you learn new vocabulary or improve your language skills? Give an example.

•       What other benefits does reading offer (e.g., imagination, concentration, empathy)?

•       Do you think reading is more beneficial than watching TV or playing video games? Why or why not?

 

Situation 4: Reading vs. Other Hobbies

Instructions: Compare reading to other popular pastimes and discuss which one you prefer for different situations.

Points to cover:

•       What are some other popular hobbies people have (e.g., watching movies, playing sports, listening to music, gardening)?

•       When would you prefer to read, and when would you prefer to do another activity?

•       For example, if you have only 15 minutes, would you read or do something else?

•       If you have a whole evening free, what would you choose to do?

•       Do you think reading is becoming less popular because of other digital entertainment?

 

Situation 5: Encouraging Others to Read

Instructions: You want to encourage a friend or a younger family member to read more. Discuss how you would do it.

Points to cover:

•       Why do you think some people don't enjoy reading?

•       What steps could you take to make reading more appealing to someone? (e.g., suggest specific genres, read together, visit a library)

•       What kind of books or materials would you suggest for a reluctant reader?

•       How important is it for children to read from a young age?

•       What role do libraries or book clubs play in encouraging reading?

Unusual Holidays

Situation 1: A Working Holiday/Volunteering Abroad

Instructions: Discuss the idea of going on a holiday where you also work or volunteer.

Points to cover:

•       What does "working holiday" or "volunteering abroad" mean to you?

•       What kind of work or volunteering could someone do on such a holiday? (e.g., helping at an animal shelter, teaching English, working on a farm)

•       What are the benefits of this type of holiday compared to a typical relaxing one? (e.g., learning new skills, meeting locals, feeling useful)

•       What might be the challenges or difficulties?

•       Would you be interested in doing a working holiday or volunteering? Where and what would you do?

 

Situation 2: A "Digital Detox" Holiday

Instructions: Imagine a holiday where you cannot use any electronic devices (phone, laptop, TV). Discuss this concept.

Points to cover:

•       What does a "digital detox" holiday involve?

•       What would be the most difficult part of such a holiday for you?

•       What would be the advantages of not using your phone or computer for a week? (e.g., more present, better sleep, connecting with nature/people)

•       Where would be a good place to go for a digital detox holiday? (e.g., a remote cabin, a quiet village, a nature reserve)

•       Do you think people need more digital detoxes in their lives today? Why?

 

Situation 3: An Adventure or Extreme Sports Holiday

Instructions: Talk about a holiday focused on adventure activities or extreme sports.

Points to cover:

•       What kind of adventure activities come to mind? (e.g., rock climbing, white-water rafting, paragliding, multi-day hiking)

•       Have you ever tried any adventure sports? Would you like to?

•       What are the risks involved in these types of holidays? How can people stay safe?

•       What kind of personality suits an adventure holiday?

•       Do you think it's important to challenge yourself and try new things on holiday? Why?

 

Situation 4: A Creative or Learning Holiday

Instructions: Discuss a holiday where the main goal is to learn a new skill or develop a creative hobby.

Points to cover:

•       What kind of skills or hobbies could someone learn on holiday? (e.g., cooking, painting, photography, a new language, traditional crafts)

•       Where could you go for such a holiday (e.g., a cooking school in Italy, an art workshop in a small village)?

•       What are the benefits of combining learning with a holiday?

•       What new skill would you most like to learn if you went on this type of holiday?

•       Do you think it's important to continue learning new things throughout your life?

 

Situation 5: A Local "Hidden Gem" Exploration Holiday (in Ukraine)

Instructions: Imagine you are planning an unusual holiday exploring a lesser-known but interesting place within Ukraine.

Points to cover:

•       Where in Ukraine would you choose to go that isn't a typical tourist destination? (e.g., a unique village, a specific natural park, an historical site off the main routes)

•       What makes this place unusual or special?

•       What kind of activities could you do there that are different from common holidays? (e.g., exploring local traditions, looking for specific wildlife, researching local history)

•       Who would you take with you on this kind of exploratory trip?

•       What challenges might you face exploring a "hidden gem" compared to a popular spot?

Travelling Problems

Situation 1: Lost or Delayed Luggage

Instructions: Imagine you arrive at your destination after a long journey, but your luggage is missing or very delayed.

Points to cover:

•       How would you feel in this situation? (e.g., frustrated, stressed, worried)

•       What would be the first things you would do at the airport? (e.g., find the information desk, fill out a form)

•       What essential items would you be most worried about losing in your luggage?

•       How would you manage for the first few days without your clothes or toiletries?

•       What steps can people take to prevent lost luggage in the future?

 

Situation 2: Unexpected Costs and Budget Issues

Instructions: You are on holiday, but you realize you are spending money much faster than you planned, and you might run out.

Points to cover:

•       What are some common unexpected costs that can arise during travel? (e.g., expensive food, extra fees, emergency purchases)

•       How would you try to save money for the rest of your trip? (e.g., eat cheaper, cut down on activities, walk more)

•       What would you do if you ran out of money completely? (e.g., contact family, find a parttime job, look for help)

•       What advice would you give to someone planning a trip on a budget?

•       Is it better to over-budget or under-budget when planning a holiday?

 

Situation 3: Getting Lost or Navigating a New Place

Instructions: You are in a foreign city or a new area, and you realize you are lost and don't know how to get back to your accommodation.

Points to cover:

•       What is the first thing you would do if you got lost? (e.g., check a map, ask for directions, use a GPS on your phone)

•       What challenges might you face if you don't speak the local language well?

•       Who would you ask for help? (e.g., police, shop assistant, a friendly-looking local)

•       How can you use technology (like a smartphone) to help you when you're lost?

•       What advice would you give to someone traveling alone to avoid getting lost?

 

Situation 4: Health Problems While Away From Home

Instructions: You get sick or have a minor accident while travelling in a different city or country.

Points to cover:

•       What kind of health problems can happen during travel? (e.g., common cold, stomach problems, minor injuries)

•       What would you do first if you felt unwell? (e.g., rest, drink water, find a pharmacy)

•       How would you find a doctor or medical help in an unfamiliar place?

•       Why is it important to have travel insurance or know your medical options when abroad?

•       What essential medicines or first-aid items should you always carry when travelling?

 

Situation 5: Travel Delays and Cancellations (Current Situations)

Instructions: Your train, bus, or flight is severely delayed or cancelled due to unforeseen circumstances (e.g., bad weather, technical issues, current situation in the country).

Points to cover:

•       How would a long delay or cancellation affect your travel plans?

•       What would you do while waiting at the station or airport?

•       What information would you try to get from the transport company?

•       What are some ways to stay calm and patient during long delays?

•       How might current events or unforeseen circumstances (like the situation in Ukraine) make travel planning and delays more challenging?

Memories about Travelling

Situation 1: Your Most Memorable Trip

Instructions: Describe a trip you remember very well. It could be a short trip within Ukraine or a longer one abroad.

Points to cover:

•       Where did you go and when?

•       Who did you travel with?

•       What was special or unique about this trip?

•       What is one specific moment or memory from this trip that you will never forget?

•       Why do you remember this trip so clearly?

 

Situation 2: A Funny or Unexpected Travel Moment

Instructions: Share a funny, surprising, or unexpected experience you had while travelling.

Points to cover:

•       Where and when did this happen?

•       What was the situation that led to the funny/unexpected moment?

•       What happened exactly?

•       How did you react or feel at that moment?

•       What did you learn from this experience?

 

Situation 3: Bringing Back Memories (Souvenirs and Photos)

Instructions: Discuss how people keep their travel memories alive, for example, through souvenirs or photos.

Points to cover:

•       Do you buy souvenirs when you travel? What kind?

•       Do you take many photos when you travel? How do you look at them later?

•       What is one souvenir or photo from a trip that is very special to you? Why?

•       How do these items help you remember your experiences?

•       What other ways do people keep their travel memories (e.g., writing a diary, telling stories)?

 

Situation 4: Travel that Changed You

Instructions: Talk about a trip that taught you something new or changed your perspective in some way.

Points to cover:

•       Where did you go for this trip?

•       What was different or challenging about this place or experience?

•       What did you learn about yourself or the world during this trip?

•       Did it change your opinion about anything?

•       Would you recommend this type of "learning" travel to others? Why?

 

Situation 5: Memories of Childhood Holidays

Instructions: Share memories of holidays or trips you took when you were a child with your family.

Points to cover:

•       Where did your family usually go for holidays when you were a child?

•       What kind of activities did you do during those trips?

•       What are some of your happiest memories from those childhood holidays?

•       Did these trips influence your love for travel now?

•       How are holidays now different from your childhood holidays?

Sports Equipment and Competitions

Situation 1: Your Favorite Sport and Its Equipment

Instructions: Describe a sport you enjoy playing or watching, and talk about the equipment needed for it.

Points to cover:

•       What is the name of the sport?

•       What basic equipment do you need to play this sport? (e.g., ball, racket, special shoes, protective gear)

•       Is the equipment expensive or affordable?

•       What is the most important piece of equipment for this sport, in your opinion? Why?

•       Have you ever bought sports equipment? What was it, and where did you buy it?

 

Situation 2: The Importance of Right Equipment

Instructions: Discuss why it's important to use the correct and safe equipment when playing sports.

Points to cover:

•       What can happen if you use the wrong equipment or old equipment? (e.g., injury, poor performance)

•       Give an example of a sport where good equipment is crucial for safety.

•       What protective gear is important for certain sports? (e.g., helmet, pads, mouthguard)

•       How does good equipment help athletes perform better?

•       What advice would you give to someone buying sports equipment for the first time?

 

Situation 3: Being a Fan at a Sports Competition

Instructions: Talk about your experience or ideal experience of being a fan at a sports competition.

Points to cover:

•       Do you like watching sports competitions (live or on TV)? Which ones?

•       Have you ever been to a live sports competition (e.g., football match, basketball game, athletics event)?

•       What was the atmosphere like? (e.g., exciting, loud, energetic)

•       What do fans often do to support their team or athlete? (e.g., cheer, wave flags, wear team colors)

•       What makes a sports competition exciting to watch for you?

 

Situation 4: Preparing for a Competition

Instructions: Imagine you are preparing for a local sports competition (e.g., a running race, a friendly football tournament). Discuss your preparation.

Points to cover:

•       What kind of competition is it?

•       How would you train or practice for it?

•       What equipment would you need to make sure is ready?

•       How do you mentally prepare for a competition? (e.g., stay calm, focus)

•       What is more important: winning or participating and doing your best? Why?

 

Situation 5: The Role of Technology in Sports Equipment

Instructions: Discuss how technology has changed sports equipment over the years.

Points to cover:

•       Can you think of any sports equipment that has become more advanced due to technology? (e.g., running shoes, tennis rackets, bicycles)

•       How does new technology help athletes? (e.g., faster, safer, more precise)

•       Are there any downsides to very high-tech sports equipment? (e.g., very expensive, makes it less accessible)

•       Do you think technology makes sports more fair or less fair?

•       What kind of new sports equipment do you think might appear in the future?

UNIT 3. GETTING AHEAD

Odd Jobs

Situation 1: Describing a Very Unusual Job

Instructions: Imagine you met someone who has a very strange or unusual job. Describe what this job might be.

Points to cover:

•       What is the job called? (If it doesn't have a common name, invent one!)

•       What does a person doing this job actually do every day?

•       Where do they work?

•       What kind of skills or personal qualities would you need for this job?

•       What do you think would be the most interesting or difficult part of this job?

 

Situation 2: The Challenges and Benefits of Odd Jobs

Instructions: Discuss the pros and cons of having an odd or unusual job compared to a regular 9to-5 office job.

Points to cover:

•       What are the possible advantages of an odd job? (e.g., flexibility, interesting work, meeting different people, unique skills)

•       What are the possible disadvantages? (e.g., unstable income, no benefits, unusual hours, strange tasks, public perception)

•       Do you think odd jobs are more common now than in the past? Why?

•       What kind of person is usually suited for an odd job?

•       Would you prefer a stable, traditional job or an unusual, less predictable one? Why?

 

Situation 3: Temporary or "Survival" Odd Jobs

Instructions: Sometimes people take odd jobs for a short time or out of necessity. Discuss this type of odd job.

Points to cover:

•       Can you think of situations when someone might take a temporary or unusual job just to earn money? (e.g., student, between jobs, during difficult times)

•       What kind of "odd jobs" might appear during times of change or crisis in a country (e.g., helping with specific tasks, unique repair services)?

•       What skills might be useful for quickly finding and doing these kinds of jobs?

•       What are the benefits of doing such a job, even if it's not your long-term career?

•       Have you or anyone you know ever done an odd job out of necessity? What was it?

 

Situation 4: An Odd Job You Would Never Do

Instructions: Imagine all the strange jobs in the world. Describe one odd job you would absolutely never want to do, and explain why.

Points to cover:

•       What is this odd job? (It can be real or imagined).

•       What makes it so unappealing to you? (e.g., dangerous, dirty, boring, requires strange skills, morally difficult)

•       What would be the biggest challenge if you had to do this job?

•       Are there any positive sides to this job, even if you wouldn't do it?

•       What kind of person do you think would be willing to do this job?

 

Situation 5: Invent Your Own Odd Job

Instructions: Invent a completely new and unusual job that you think people might need in the future, or that would be useful today.

Points to cover:

•       What is the name of this new odd job?

•       What problem does this job solve, or what service does it provide?

•       Who would be the "customers" for this job?

•       What kind of tools or special training would someone need for it?

•       Do you think this job would be popular or successful? Why or why not? People Who Achieved Everything by Themselves

Situation 1: Describing a "Self-Made" Person You Admire

Instructions: Think about someone you know, or someone famous, who achieved success mostly by themselves, without much help. Describe them.

Points to cover:

•       Who is this person? (You don't need to use their real name if it's someone you know personally).

What did they achieve? (e.g., started a successful business, became very good at a sport or art, overcame a big difficulty).

•       What challenges did they face?

•       What personal qualities do they have that helped them succeed? (e.g., determined, hardworking, creative, resilient, patient).

•       What do you admire most about them?

 

Situation 2: Qualities for Self-Achievement

Instructions: Discuss what personal qualities are most important for someone to achieve great things by themselves.

Points to cover:

•       What are 2-3 most important character traits needed for self-achievement? (e.g., determination, perseverance, discipline, optimism, problem-solving skills).

•       Why is each of these qualities important? Give an example.

•       Is talent more important than hard work, or is hard work more important than talent?

Explain your opinion.

•       What role does learning from mistakes play?

•       Do you think these qualities can be learned or developed? How?

 

Situation 3: Overcoming Difficulties

Instructions: Talk about how people overcome big problems or difficult situations to achieve their goals.

Points to cover:

•       What kind of difficulties might a person face when trying to achieve something on their own (e.g., lack of money, no connections, health issues, discouraging opinions from others)?

•       How do successful self-made people usually react to failure or setbacks?

•       Can you think of an example (real or imagined) where someone turned a very difficult situation into an opportunity?

•       How important is it to stay positive when facing challenges?

•       What support systems (even if not financial) can help a person overcome difficulties?

 

Situation 4: "Self-Made" in Ukraine Today

Instructions: Discuss the idea of people achieving success by themselves in the current situation in Ukraine.

Points to cover:

•       What kind of challenges do people in Ukraine face today when trying to achieve personal goals or start something new?

Are there examples of people showing incredible resilience and achieving things despite the current difficulties? (You can use general examples if you prefer not to name specific people).

•       What kind of "self-made" achievements might be particularly valuable or inspiring in today's Ukraine?

•       How important is community support, even for someone who seems to achieve everything "by themselves"?

•       What advice would you give to someone in Ukraine who is trying to achieve something challenging on their own?

 

Situation 5: The Role of Luck vs. Hard Work

Instructions: Discuss how much luck and how much hard work contribute to someone achieving everything by themselves.

Points to cover:

•       Do you believe that some people are just "lucky," or is it mostly about hard work?

•       Can someone be very talented and work hard, but still not succeed without some luck?

•       What do people mean when they say someone "created their own luck"?

•       Is it fair to say someone "achieved everything by themselves" or do we all rely on some help or good fortune?

•       What balance do you think is ideal between relying on oneself and accepting help when needed?

Job Choice

Situation 1: What's Important in a Job?

Instructions: Discuss what factors are most important to you when choosing a job or a career path.

Points to cover:

•       What is more important to you: a high salary, interesting work, good colleagues, or worklife balance? Why?

•       How important is it to you that your job helps other people or your community?

•       Do you prefer a stable job or one that has more challenges and opportunities for growth?

•       What role do your personal interests and hobbies play in your job choice?

•       If you could choose any job in the world, what would it be and why?

 

Situation 2: The Role of Education and Skills

Instructions: Talk about how education and specific skills influence job choices and opportunities.

Points to cover:

•       How important is a university degree for finding a good job today?

•       What kind of practical skills are most useful for getting a job in Ukraine right now? (e.g., IT skills, language skills, communication skills)

Can someone get a good job without a lot of formal education? Give an example if you can.

•       How important is it to continue learning new skills throughout your career?

•       What skills do you think will be most important for jobs in the future?

 

Situation 3: Choosing a First Job

Instructions: Imagine you are finishing school or university and are looking for your first job. Discuss the challenges and considerations.

Points to cover:

•       What kind of first job would you ideally like to find?

•       What are some common challenges for young people looking for their first job? (e.g., lack of experience, competition)

•       How can you gain experience before getting a permanent job? (e.g., volunteering, internships, part-time work)

•       What role do family or friends play in helping young people choose their first job?

•       How might the current situation in Ukraine affect a young person's first job choice or job opportunities?

 

Situation 4: Changing Careers

Instructions: Discuss why people might decide to change their careers later in life, and what challenges they face.

Points to cover:

•       Why might someone want to change their job or career after many years? (e.g., bored, want something new, better opportunities, economic reasons)

•       What are some difficulties of changing careers as an adult? (e.g., learning new skills, starting from zero, financial risks)

•       Have you ever thought about changing your own career? What would you do?

•       Is it ever too late to change careers and learn something completely new?

•       How can people adapt their skills to new job opportunities, especially in changing times?

 

Situation 5: Job Opportunities and the Future in Ukraine

Instructions: Talk about the job market and opportunities in Ukraine, considering the present and future.

Points to cover:

•       What sectors or industries do you think currently have the most job opportunities in Ukraine?

•       What kind of jobs do you think will be in high demand in the next 5-10 years? (e.g., related to reconstruction, technology, healthcare)

•       How might current events influence people's job choices and the types of jobs available in Ukraine?

What can individuals do to make themselves more competitive in the job market?

What do you hope for the future of the job market in your city/region?

Job Application

Situation 1: Preparing Your CV (Resume)

Instructions: Discuss what information should be included in a good CV (Curriculum Vitae or Resume) when applying for a job.

Points to cover:

•       What is the purpose of a CV?

•       What personal information should you always include? (e.g., name, contact details)

•       What kind of education and work experience should you list?

•       How important are skills (e.g., language skills, computer skills) on a CV?

•       What advice would you give to someone creating their first CV?

 

Situation 2: Writing a Cover Letter

Instructions: Talk about why a cover letter is important and what it should contain.

Points to cover:

•       What is a cover letter, and why do employers ask for it?

•       How is a cover letter different from a CV?

•       What main points should you include in a cover letter? (e.g., why you want the job, why you are a good candidate)

•       How can you make your cover letter stand out?

•       Is it important to write a new cover letter for every job application, or can you use the same one?

 

Situation 3: Preparing for a Job Interview

Instructions: Discuss how to prepare for a job interview to make a good impression.

Points to cover:

•       What kind of research should you do before an interview? (e.g., about the company, the job role)

•       What questions should you prepare to ask the interviewer?

•       What should you wear for a job interview?

•       How important are body language and making eye contact during an interview?

•       What advice would you give to someone who is very nervous about an interview?

 

Situation 4: Common Interview Questions

Instructions: Imagine you are at a job interview. Discuss how you would answer some common interview questions.

Points to cover:

•       If an interviewer asks, "Tell me about yourself," what would you say? •      How would you answer the question, "Why do you want this job?"

•       What is a good way to talk about your strengths and weaknesses?

•       If they ask, "Do you have any questions for us?" what would you ask?

•       How would you politely ask about the salary or working conditions?

 

Situation 5: Job Applications in Today's Ukraine

Instructions: Talk about how job application processes might be affected by the current situation in Ukraine.

Points to cover:

•       Are there new challenges or considerations for people applying for jobs in Ukraine now?

(e.g., remote work, security, specific industry demands)

•       Are online applications and video interviews more common now? What are their advantages and disadvantages?

•       How important is showing resilience or adaptability in a job application in the current climate?

•       Do you think employers are looking for different qualities in candidates now?

•       What advice would you give to someone currently looking for a job in Ukraine?

School and Academic Subjects

Situation 1: Your Favorite and Least Favorite Subjects

Instructions: Discuss your favorite school subjects and the ones you found most challenging or least interesting.

Points to cover:

•       What was (or is) your favorite subject at school? Why did you enjoy it?

•       What was your least favorite subject? What made it difficult or boring for you?

•       Are there any subjects you think are very important for everyone to study? Which ones and why?

•       What subjects do you think are more important for future jobs in Ukraine?

•       Did your favorite subjects influence your career choice or future plans?

 

Situation 2: The Importance of Different Subjects

Instructions: Discuss the value and importance of different academic subjects in real life.

Points to cover:

How is mathematics used in everyday life?

Why is learning foreign languages important for people in Ukraine today?

•       What can history teach us about the present and future?

•       How does science (like physics, chemistry, biology) help us understand the world around us?

•       Are there any "less academic" subjects, like art or music, that you think are also very important? Why?

 

Situation 3: Learning Styles and Study Habits

Instructions: Talk about different ways people learn and effective study habits for academic subjects.

Points to cover:

•       Do you learn best by listening, reading, or doing practical exercises?

•       What are some good ways to prepare for exams in different subjects?

•       Do you prefer to study alone or in a group? Why?

•       How can students stay motivated to study, even for difficult subjects?

•       How has learning changed recently (e.g., online classes, using digital tools)? Are these changes positive or negative?

 

Situation 4: A Typical School Day (Past vs. Present)

Instructions: Describe a typical school day and compare it to how school might be different now due to current circumstances.

Points to cover:

•       What was a typical school day like for you (or for students you know)? (e.g., start time, subjects, breaks, after-school activities)

•       How might a typical school day be different for students in Ukraine now? (e.g., online learning, air raid drills, safety considerations)

•       What are the main challenges for students and teachers in the current educational environment?

•       What are the advantages or disadvantages of online learning compared to traditional classroom learning?

•       What do you think is the most important thing a school should provide for its students, especially now?

 

Situation 5: School Trips and Extracurricular Activities

Instructions: Discuss school trips, clubs, or other activities outside of regular lessons.

Points to cover:

•       Did you go on any school trips when you were a student? Where did you go, and what did you do?

What kind of school clubs or extracurricular activities are popular among students? (e.g., sports clubs, drama, chess, debate)

•       How do these activities help students beyond their academic studies? (e.g., teamwork, leadership, new skills, making friends)

•       Do you think these activities are as important as academic subjects? Why or why not?

•       How can schools encourage students to participate in more non-academic activities, especially given the current situation?

Creative Jobs

Situation 1: Describing a Creative Job You Know

Instructions: Think about a creative job (e.g., artist, musician, designer, writer, photographer, chef, fashion designer) that you know about or find interesting. Describe what the person does.

Points to cover:

•       What is the name of this creative job?

•       What does a person in this job usually do on a typical day?

•       What tools or equipment do they use?

•       What kind of education or skills do you think are important for this job?

•       What do you find most interesting or appealing about this job?

 

Situation 2: Creativity in Everyday Jobs

Instructions: Discuss how even "non-creative" jobs can sometimes require creativity and imagination.

Points to cover:

•       Can a doctor be creative? How? (e.g., finding new solutions to problems, communicating with patients)

•       What about a teacher or a shop assistant? Where do they use creativity?

•       Why is problem-solving an important part of creativity in any job?

•       Do you think creativity is becoming more or less important in the modern workplace? Why? •      How can people be more creative in their everyday jobs, even if their job isn't officially "creative"?

 

Situation 3: The Pros and Cons of a Creative Career

Instructions: Talk about the advantages and disadvantages of having a creative job.

Points to cover:

•       What are the benefits of a creative job? (e.g., passion, expressing yourself, unique work, flexible hours sometimes, satisfaction)

•       What are the challenges or downsides? (e.g., unstable income, competition, long hours, criticism, finding clients)

•       Do you think creative jobs are usually well-paid or not? Why?

How important is it to love your job, even if it has some difficulties?

Would you prefer a stable, less creative job or a more unpredictable but creative one?

 

Situation 4: Starting a Creative Project in Ukraine Today

Instructions: Imagine you want to start a small creative project or business in Ukraine now (e.g., making handmade crafts, offering photography services, writing a blog). Discuss the steps and challenges.

Points to cover:

•       What specific creative project or business would you like to start?

•       What resources would you need to begin? (e.g., materials, a computer, a place to work)

•       What challenges might you face in starting this project in Ukraine today? (e.g., finding customers, funding, current situation)

•       How would you find people interested in your creative work? (e.g., online, local markets)

•       What advice would you give to someone trying to be creative or start a creative venture in difficult times?

 

Situation 5: Creative Skills for the Future

Instructions: Discuss which creative skills you think will be most important for future jobs, not just in "creative industries" but in general.

Points to cover:

•       What does "creative thinking" mean to you?

•       Beyond art or music, what are some important creative skills for the future? (e.g., problemsolving, innovation, adaptability, communication, design thinking)

•       Why will these skills be important? (e.g., robots can't do them, need for new ideas) •         How can people develop their creative skills, even if they don't feel naturally artistic?

•       Do you think schools should focus more on teaching creative skills? How?

Foreign Language Learning

Situation 1: Your Personal Language Learning Journey

Instructions: Talk about your experience learning English or another foreign language.

Points to cover:

•       Which foreign language(s) have you studied?

•       When and where did you start learning? (e.g., at school, with a tutor, online)

•       What do you find easy or difficult about learning a foreign language?

•       What is one specific thing you did that really helped you learn?

•       What is your main goal for learning a foreign language (e.g., for travel, work, personal interest)?

 

Situation 2: Best Ways to Learn a Language

Instructions: Discuss different methods of learning a foreign language and which ones you think are most effective.

Points to cover:

•       What are some popular ways to learn a language? (e.g., classes, apps, watching movies, listening to music, talking with native speakers)

•       Which method do you think is best for learning vocabulary? And for grammar?

•       How important is it to practice speaking, even if you make mistakes?

•       Do you think it's necessary to live in a country where the language is spoken to become fluent? Why or why not?

•       What advice would you give to someone who is just starting to learn a new language?

 

Situation 3: Motivation for Language Learning

Instructions: Talk about different reasons why people learn foreign languages and what keeps them motivated.

Points to cover:

•       Why do many people in Ukraine choose to learn English?

•       What other languages are popular to learn, and for what reasons (e.g., for business, travel, culture, family)?

•       How can you stay motivated to continue learning a language when it gets difficult?

•       What role does future job opportunity play in choosing a language to learn?

•       Do you think knowing multiple languages can help people connect with others, especially in current times?

 

Situation 4: Dealing with Challenges in Language Learning

Instructions: Discuss common difficulties that language learners face and how to overcome them.

Points to cover:

•       What are some common challenges in language learning? (e.g., understanding fast speech, pronunciation, remembering words, feeling shy to speak)

•       How do you deal with mistakes when you are speaking a foreign language?

•       What if you don't have many opportunities to speak the language with others?

•       How can you use online resources or technology to overcome learning difficulties?

•       What's the most challenging part of learning a foreign language for you?

 

Situation 5: The Future of Language Learning

Instructions: Talk about how language learning might change in the future with new technology, and its importance in a changing world.

Points to cover:

•       Do you think AI tools or translation apps will make learning languages less important in the future? Why or why not?

•       How might virtual reality or other new technologies change how we learn languages?

•       What are the benefits of human interaction (e.g., with a teacher, language exchange partner) that technology cannot replace?

•       Do you believe that knowing foreign languages will be even more important for people in Ukraine's future? How?

•       What kind of new language learning methods would you like to see developed?

Education Abroad

Situation 1: Your Dream of Studying Abroad

Instructions: Imagine you have the opportunity to study abroad. Where would you go, and what would you study?

Points to cover:

•       Which country would you choose to study in? Why that country?

•       What subject or field of study would you pursue?

•       What do you hope to gain from studying abroad (e.g., better education, new experiences, language skills, cultural understanding)?

•       What would be the most exciting part of this experience for you?

•       Who would you tell first about your dream, and what would they say?

 

Situation 2: Advantages and Disadvantages of Studying Abroad

Instructions: Discuss the pros and cons of getting an education in a foreign country.

Points to cover:

•       What are the main advantages of studying abroad? (e.g., high-quality education, international friends, independence, better job opportunities)

•       What are the main disadvantages or challenges? (e.g., cost, homesickness, language barrier, cultural differences, visa issues)

•       Do you think studying abroad is suitable for everyone? Why or why not?

•       How can a student prepare for these challenges before going abroad?

•       Which advantage do you think is the most important?

 

Situation 3: Preparing for Life in a New Country

Instructions: Imagine you are preparing to move to a new country for your studies. What do you need to prepare for, apart from academics?

Points to cover:

•       What practical things would you need to organize before leaving? (e.g., passport, visa, accommodation, money, insurance)

•       How would you prepare yourself culturally and emotionally? (e.g., learn about customs, practice the language, stay in touch with family)

•       What essential items would you pack?

•       How would you plan to make new friends and integrate into the local community?

•       What are your biggest worries or excitements about living independently in a new country?

 

Situation 4: Financial Aspects of Studying Abroad

Instructions: Discuss the costs associated with education abroad and how students can finance their studies.

Points to cover:

•       What are the main expenses of studying abroad? (e.g., tuition fees, living costs, travel, health insurance)

•       What options do students have to pay for their education abroad? (e.g., scholarships, loans, part-time jobs)

•       Is it common for students to work while studying in other countries? What kind of jobs do they do?

•       What financial challenges might students from Ukraine face when considering education abroad, especially now?

•       How can careful budgeting help manage costs while studying abroad?

 

Situation 5: Returning Home After Studying Abroad

Instructions: Imagine you have finished your studies abroad and returned to Ukraine. Discuss the experience of coming back.

Points to cover:

•       How do you think you would have changed after living and studying abroad? (e.g., more independent, more confident, new perspectives)

•       What new skills or knowledge would you bring back to Ukraine?

•       What might be easy or difficult about adapting to life in Ukraine again after living abroad?

(e.g., reuniting with family/friends, finding a job, cultural re-adjustment)

•       How could your international experience benefit your future career in Ukraine?

•       What advice would you give to someone from Ukraine who is considering studying abroad and then returning home?

Modern Jobs

Situation 1: Jobs Created by Technology

Instructions: Discuss how new technologies have created completely new types of jobs that didn't exist 20 or 30 years ago.

Points to cover:

•       Can you name some jobs that are new because of the internet or computers? (e.g., social media manager, app developer, cybersecurity specialist, data analyst)

•       What do people in these jobs do?

•       What skills do you need for these new jobs? (e.g., digital literacy, programming, critical thinking)

•       Do you think technology will create more new jobs in the future, or will it replace old ones?

•       Is it important for everyone to learn some basic computer skills for modern jobs? Why?

 

Situation 2: Remote Work and Flexible Jobs

Instructions: Talk about the rise of remote work and other flexible work arrangements in modern jobs.

Points to cover:

•       What does "remote work" mean?

•       What are the advantages of working from home or another remote location? (e.g., flexibility, no travel time, can work from anywhere)

•       What are the disadvantages? (e.g., feeling isolated, difficulty separating work and home life)

•       What types of modern jobs can easily be done remotely?

•       Do you think remote work will become more common in Ukraine in the future? Why?

 

Situation 3: Jobs in High Demand in Ukraine

Instructions: Discuss what types of jobs are currently in high demand in Ukraine and why.

Points to cover:

•       Based on what you know, what are some jobs that many companies in Ukraine are looking for right now? (e.g., construction workers, engineers, doctors, IT specialists, drivers)

•       Why do you think these jobs are in demand? (e.g., reconstruction, healthcare needs, digital transformation)

•       What kind of education or training is usually needed for these jobs?

•       Do you think these demands will change in the next few years? How?

•       How can young people prepare themselves for these in-demand jobs?

 

Situation 4: Important Skills for Modern Workers

Instructions: Talk about the most important skills that modern workers need, beyond just specific job knowledge.

Points to cover:

•       What are "soft skills"? (e.g., communication, teamwork, problem-solving, adaptability) • Why are these soft skills important in modern jobs?

•       How important is it to be able to learn new things quickly in today's job market?

•       What role do creativity and critical thinking play in modern jobs?

•       Which of these skills do you think you have, and which would you like to develop more?

 

Situation 5: The Future of Work in Your City/Region

Instructions: Discuss how you see the future of work in your city or region, considering modern job trends.

Points to cover:

•       What new types of businesses or industries do you think might grow in your area?

•       What kind of jobs might become more common, and which might become less common?

•       How might the reconstruction process influence job opportunities in your city/region?

•       What challenges do you foresee for the job market in your area in the future?

•       What would you hope for the future of employment for young people in your city?

UNIT 4. FROM HI-FI  WIFI

 

Traffic of the Future

Situation 1: Self-Driving Cars Everywhere

Instructions: Imagine a future where most cars are self-driving (driverless). Discuss how this would change traffic.

Points to cover:

•       What does "self-driving car" mean?

•       What are the main advantages of self-driving cars? (e.g., fewer accidents, less traffic jams, can work/sleep in the car)

•       What are the possible disadvantages or worries? (e.g., safety, losing jobs for drivers, technology failures)

•       Would you feel safe riding in a self-driving car? Why or why not?

•       How might self-driving cars change cities in Ukraine?

 

Situation 2: Flying Cars and Personal Drones

Instructions: Discuss the possibility of flying cars or personal drones becoming common ways to travel in cities.

Points to cover:

•       Do you think flying cars will ever be a reality? Why or why not?

•       What would be exciting about travelling in a flying car or a personal drone?

•       What would be the biggest problems or dangers? (e.g., air traffic control, noise, accidents, weather)

•       How would cities need to change to support flying vehicles? (e.g., landing pads, new rules) • Would you prefer to travel by flying car or a fast ground transport system?

 

Situation 3: Public Transport of the Future

Instructions: Talk about how public transport (buses, trains, trams, metro) might improve and change in the future.

Points to cover:

•       What kind of new public transport could exist? (e.g., hyperloop trains, faster trams, automated buses)

•       How could public transport become more efficient, comfortable, or environmentally friendly?

•       What technologies could make public transport better? (e.g., smart systems, real-time information)

•       Do you think more people will use public transport in the future? Why?

•       What improvements would you like to see in public transport in your city in Ukraine?

 

Situation 4: Environmentally Friendly Transport

Instructions: Discuss how future traffic might become more environmentally friendly and what changes are needed.

Points to cover:

•       What are the environmental problems with current traffic? (e.g., pollution, noise)

•       What kinds of transport are good for the environment? (e.g., electric vehicles, bicycles, walking)

•       How can cities encourage people to use more environmentally friendly transport? (e.g., better bike lanes, charging stations, public transport discounts)

•       Do you think everyone will drive electric cars in the future? What are the challenges?

•       How important is it for Ukraine to develop green transport solutions for its cities?

 

Situation 5: Living in a City with Future Traffic

Instructions: Imagine what it would be like to live in a city with very advanced future traffic.

Points to cover:

•       How would your daily commute to work or school change?

•       Would there be less noise or more noise? Less pollution?

•       How would shops and deliveries work with future transport?

•       What new rules or laws might be needed for future traffic?

•       What would be the best thing about living in a city with future traffic? And the worst thing?

Problems of Humanity in the Future

Situation 1: Climate Change and Natural Disasters

Instructions: Discuss how climate change might affect people's lives in the future and what problems it could cause.

Points to cover:

•       What does "climate change" mean?

•       What kind of natural disasters might become more common? (e.g., floods, droughts, extreme heat/cold, strong storms)

•       How might these changes affect food and water supplies around the world, and in Ukraine?

•       What can ordinary people do to help reduce climate change?

•       Do you think future generations will face bigger problems because of climate change?

 

Situation 2: Overpopulation and Resource Scarcity

Instructions: Talk about the challenges of a growing global population and the availability of resources like food and water.

Points to cover:

•       Do you think the world's population will continue to grow a lot? What problems could this cause?

•       How might we ensure everyone has enough food and clean water in the future?

•       What are some new ways people might produce food or find water? (e.g., vertical farms, desalination plants)

•       What natural resources might become scarce (difficult to find or expensive) in the future?

•       How can people live more sustainably to use fewer resources?

 

Situation 3: Technology and Its Challenges

Instructions: Discuss how new technologies, while helpful, could also create new problems for humanity in the future.

Points to cover:

•       What are some exciting new technologies? (e.g., Artificial Intelligence (AI), robots, advanced biotechnology)

•       What are some potential problems these technologies could cause? (e.g., job losses from automation, privacy issues, ethical dilemmas with AI)

•       How can we make sure technology helps people and doesn't harm them?

•       Do you think AI will be a good thing or a bad thing for humanity in the long run? Why?

•       What kind of ethical rules might be needed for future technologies?

 

Situation 4: Global Conflicts and Peacekeeping

Instructions: Talk about the challenge of maintaining peace and preventing conflicts between countries or within countries in the future.

Points to cover:

•       What are common reasons for conflicts between countries?

•       How can international organizations or governments work together to promote peace?

•       Do you think future conflicts might be different from past wars (e.g., cyber warfare, new weapons)?

•       What role can ordinary citizens play in promoting peace and understanding between people from different countries?

•       How do you think the current situation in Ukraine might influence global efforts for peace in the future?

 

Situation 5: Health Challenges of the Future

Instructions: Discuss potential health problems that humanity might face in the future and how we can prepare for them.

Points to cover:

•       What new diseases or health challenges might appear in the future? (e.g., new viruses, antibiotic resistance, mental health issues)

•       How can science and medicine help solve these problems?

•       How important is global cooperation for fighting future pandemics or health crises?

•       What role might technology play in future healthcare? (e.g., remote doctors, new treatments, health monitoring devices)

•       What can individuals do now to stay healthy and prepare for future health challenges?

Carrying Out Experiments

Situation 1: A School Science Experiment

Instructions: Describe a science experiment you remember doing at school or that you've seen performed.

Points to cover:

•       What was the experiment about? (e.g., mixing chemicals, growing plants, testing a hypothesis)

•       What materials or equipment did you use?

•       What steps did you follow to carry out the experiment?

•       What was the result or what did you learn from it?

•       Did you enjoy doing science experiments at school? Why or why not?

 

Situation 2: An Experiment at Home

Instructions: Imagine you want to do a simple experiment at home to test something (e.g., which cleaning product works best, how long food stays fresh, which paper airplane flies furthest).

Discuss your plan.

Points to cover:

•       What is the question you want to answer with your experiment?

•       What simple materials would you need from your home?

•       What steps would you take to conduct the experiment?

•       How would you measure or observe the results?

•       What do you hope to learn from this experiment?

 

Situation 3: The Importance of Experiments

Instructions: Discuss why experiments are important in different areas of life, not just in science.

Points to cover:

•       Why are experiments important for scientists and researchers? (e.g., discovering new things, proving theories)

•       How do experiments help in creating new products or technologies? (e.g., testing new phones, medicines)

•       Can everyday life be like an "experiment"? (e.g., trying a new route to work, cooking a new recipe)

•       What qualities do you think a good experimenter needs? (e.g., patience, carefulness, curiosity)

•       Do you think experiments are always safe? What precautions are sometimes necessary?

 

Situation 4: Difficulties in Experiments

Instructions: Talk about potential problems or difficulties that can arise when carrying out experiments.

Points to cover:

•       What are some common challenges people face when doing experiments? (e.g., getting unexpected results, making mistakes, equipment not working, lack of materials)

•       How can you make sure an experiment is fair and accurate? (e.g., control variables, repeat tests)

•       What should you do if an experiment doesn't give you the results you expected?

•       Have you ever done an experiment that went wrong? What happened?

•       Why is it important to record your observations and results carefully, even if they are not what you expected?

 

Situation 5: Ethical Considerations in Experiments

Instructions: Discuss whether there are some experiments that should not be carried out, and why.

Points to cover:

•       Are there any types of experiments that could be dangerous for people, animals, or the environment?

•       What are "ethical rules" in science? Why are they important?

•       Do you think experiments on animals are always acceptable if they help humans?

•       What responsibilities do scientists have when carrying out experiments?

•       How can society decide which experiments are acceptable and which are not?

The Internet and Computer Technologies

Situation 1: How You Use the Internet Daily

Instructions: Talk about how you use the internet and computer technologies in your daily life.

Points to cover:

•       What are the first things you do online when you wake up?

•       How do you use the internet for communication (e.g., messaging, video calls, social media)?

•       Do you use the internet for studying, working, or shopping? Give examples.

•       What are your favorite websites or apps? Why do you like them?

•       What would your day be like without the internet?

 

Situation 2: The Internet for Learning and Information

Instructions: Discuss how the internet and computer technologies help people learn and find information.

Points to cover:

•       How do you use the internet for learning new things or for your studies?

•       Where do you usually get your news or information online?

•       Do you prefer reading articles, watching videos, or listening to podcasts for information?

•       What are the advantages of learning online compared to traditional learning (e.g., books, classroom)?

•       What advice would you give to someone who wants to use the internet to learn a new skill?

 

Situation 3: Online Safety and Privacy

Instructions: Talk about the importance of being safe and protecting your privacy when using the internet.

Points to cover:

•       What is "online safety" and why is it important?

•       What are some common dangers online (e.g., viruses, fake news, giving personal information)?

•       What are "strong passwords," and why should you use them?

•       What information should you never share online?

•       What should you do if you see something strange or receive a suspicious message online?

 

Situation 4: The Impact of Social Media

Instructions: Discuss the positive and negative effects of social media platforms on people's lives and communication.

Points to cover:

•       What social media platforms do you use, if any?

•       What are the good things about social media? (e.g., staying connected with friends/family, sharing news, finding information)

•       What are the bad things about social media? (e.g., wasting time, comparing yourself to others, cyberbullying)

•       Do you think social media has changed how people communicate? How?

•       How can people use social media responsibly?

 

Situation 5: Future of Internet and Technology

Instructions: Talk about how you think the internet and computer technologies might change in the future and how they could affect our lives.

Points to cover:

•       What new technologies do you think will become popular in the future? (e.g., virtual reality, artificial intelligence in daily life, smart homes)

•       How might these technologies change the way we work, study, or relax?

•       Do you think future technology will make our lives easier or more complicated?

•       What are you excited about regarding future technologies? What worries you?

•       How do you think technology will help Ukraine in the future, especially with reconstruction and development?

Virtual Reality

Situation 1: Your First VR Experience

Instructions: Describe a time you or someone you know tried Virtual Reality for the first time.

Points to cover:

•       What kind of VR device was it (e.g., a headset for gaming, a phone-based VR viewer)? • What did you experience in VR? (e.g., a game, a virtual tour, a simulation)

•       How did it feel? Was it surprising, exciting, or a bit strange?

•       Did it feel like you were really "there"?

•       Would you like to try VR again? What would you like to do in VR next time?

 

Situation 2: VR for Fun and Entertainment

Instructions: Discuss how Virtual Reality is used for entertainment and leisure, and what you think about it.

Points to cover:

•       What kind of games or entertainment can you experience in VR? (e.g., adventure games, sports simulations, concerts)

•       Do you think VR games are better than traditional video games? Why or why not?

•       What are the advantages of watching movies or concerts in VR?

•       What are the disadvantages of using VR for entertainment (e.g., cost, motion sickness, isolation)?

•       If you could design a new VR entertainment experience, what would it be?

 

Situation 3: VR for Learning and Training

Instructions: Talk about how Virtual Reality can be used for education, training, and learning new skills.

Points to cover:

•       How can students use VR to learn about history or science? (e.g., visiting ancient Rome, exploring the human body)

•       What jobs or professions could use VR for training? (e.g., doctors practicing surgery, pilots training for flights, firefighters practicing emergencies)

•       What are the benefits of learning with VR compared to just reading a book or watching a video? (e.g., hands-on experience, safe practice)

•       Do you think VR will be common in Ukrainian schools and universities in the future?

•       What is one skill you would like to learn using VR?

 

Situation 4: Challenges and Future of VR

Instructions: Discuss the current challenges facing Virtual Reality technology and what you think its future holds.

Points to cover:

•       What are some current problems with VR? (e.g., expensive equipment, need for powerful computers, some people feel sick)

•       Do you think VR headsets will become smaller and more comfortable in the future?

•       How might VR connect with other technologies like Artificial Intelligence (AI) in the future?

•       Do you think most people will own VR headsets in 10-15 years?

•       What new uses for VR can you imagine in the future that don't exist today?

 

Situation 5: VR and Real Life

Instructions: Talk about the balance between spending time in virtual reality and living in the real world.

Points to cover:

•       Is it important to spend more time in the real world than in virtual reality? Why?

•       Can too much time in VR be bad for your health or social life? How?

•       How can VR help people in real life, especially in difficult situations? (e.g., virtual meetings for remote workers, therapy for PTSD, connecting displaced people)

•       Do you think VR will ever be so realistic that people prefer it to real life?

•       What kind of real-life experiences should always be preferred over virtual ones?

Future Forecasts, Situation Modeling

Situation 1: Forecasting the Weather

Instructions: Discuss how weather forecasts are made and how they help us plan our day or week.

Points to cover:

•       How do meteorologists (weather scientists) predict the weather? (e.g., using technology, studying patterns)

•       How accurate are weather forecasts usually?

•       How does knowing the weather forecast help you in your daily life? (e.g., deciding what to wear, planning outdoor activities)

•       Can unexpected weather events still happen even with good forecasts? Give an example.

•       What kind of extreme weather events might be more important to forecast in Ukraine?

 

Situation 2: Planning for Personal Future Events

Instructions: Talk about how you (or people you know) plan or "model" different situations for your personal future.

Points to cover:

•       Do you make plans for your future? (e.g., for education, career, travel, family)

•       How do you think about different possible outcomes for your plans? (e.g., "If I do X, then Y will happen...")

•       What are some important things to consider when planning for a big personal event (e.g., buying a house, starting a family)?

•       How important is it to have a "Plan B" (an alternative plan) for your future?

•       How has the current situation in Ukraine affected how people plan their personal futures?

 

Situation 3: City Planning and Future Development

Instructions: Discuss how city planners might forecast and model the future needs of a city, especially in the context of reconstruction.

Points to cover:

•       What kind of things do city planners need to think about for the future? (e.g., population growth, transport, housing, parks, jobs)

•       How can they use technology to "model" different ideas for a city's future?

•       What are some important things to consider when rebuilding or developing a city after a difficult period?

•       What kind of city development do you hope to see in your city/region in the next 10-20 years?

•       How can citizens help city planners by sharing their ideas for the future?

 

Situation 4: Preparing for Unexpected Situations

Instructions: Talk about how individuals or communities prepare for unexpected future problems or emergencies.

Points to cover:

•       What kind of unexpected situations can happen in life or in a community? (e.g., natural disasters, power outages, health crises)

•       What does it mean to "be prepared" for these situations?

•       What essential items should a family have ready for an emergency?

•       How can communities work together to plan for difficult futures?

•       How important is learning from past experiences to prepare for future challenges?

 

Situation 5: Forecasting Future Job Markets

Instructions: Discuss how people try to forecast what kind of jobs will be important in the future and how this affects education and career choices.

Points to cover:

•       What kinds of jobs do you think will be in high demand in Ukraine in 5-10 years? Why?

•       How do universities or training centers try to predict future job needs?

•       How does forecasting future jobs influence what students choose to study today?

•       What role do modern technologies (like AI or automation) play in changing the future job market?

•       What advice would you give to a young person trying to choose a profession for the future?

Biometric Technologies

Situation 1: Unlocking Your Devices

Instructions: Discuss how you (or others) use biometric technology to unlock phones, tablets, or computers.

Points to cover:

•       What does "biometric technology" mean? (e.g., using fingerprints, face, voice)

•       Do you use your fingerprint or face to unlock your phone? What are the advantages of this?

•       How is it different from using a password or a PIN?

•       Do you think it's more secure or less secure than a traditional password? Why?

•       What happens if the technology doesn't recognize your face or fingerprint?

 

Situation 2: Biometrics in Everyday Life (Beyond Phones)

Instructions: Talk about other places where biometric technologies are used in daily life, or where you think they might be used in the future.

Points to cover:

•       Where else do you see or hear about biometrics being used? (e.g., at the airport for passports, at a bank, for entering buildings)

•       What are the benefits of using biometrics in these places? (e.g., faster, more convenient, more secure)

•       Can you imagine using your fingerprint or face to pay in a shop? What would be the pros and cons?

•       What other everyday situations could use biometrics in the future?

•       Do you think biometrics will become very common in Ukraine in the coming years?

 

Situation 3: Security and Privacy Concerns

Instructions: Discuss the potential concerns or problems related to using biometric technologies, especially regarding security and privacy.

Points to cover:

•       What are your worries about companies or governments collecting your biometric data (e.g., fingerprints, facial scans)?

•       Could biometric data be stolen or misused? What would happen if it was?

•       Do you think it's possible for someone to "hack" or fake biometric identification?

•       Is there a risk that biometrics could be used to track people without their knowledge?

•       How can people protect their privacy in a world with more biometrics?

 

Situation 4: Biometrics for Travel and Borders

Instructions: Talk about how biometric technology is used at airports and borders for identification and security.

Points to cover:

•       Have you ever used a biometric system (like a fingerprint scanner or facial recognition) at an airport?

•       How does biometrics make crossing borders or boarding planes faster or more secure?

•       What are the advantages for travelers?

•       What are the disadvantages or potential problems in this context?

•       Do you think all borders will use biometrics in the future?

 

Situation 5: The Future of Biometrics

Instructions: Discuss what you imagine the future of biometric technologies will be like and its impact on society.

Points to cover:

•       What new types of biometric identification might exist in the future? (e.g., voice, heartbeat, gait analysis)

How might biometrics change jobs or daily routines in the future?

•       Do you think biometrics will make our lives much safer or more convenient, or will they create new problems?

•       Should there be strict laws about how biometric data is collected and used?

•       What is your overall feeling about the increasing use of biometric technologies – positive, negative, or mixed?

Children on the Internet: Cyberbullying and Internet Addiction

Situation 1: What is Cyberbullying?

Instructions: Discuss what cyberbullying is and how it is different from traditional bullying.

Points to cover:

•       What does "cyberbullying" mean? (e.g., bullying online, using phones or computers)

•       How is cyberbullying different from bullying in person at school? (e.g., can happen anywhere, anytime, harder to escape)

•       What are some examples of cyberbullying? (e.g., sending mean messages, spreading rumors online, sharing embarrassing photos)

•       How might cyberbullying make a child feel?

•       What should a child do if they are cyberbullied?

 

Situation 2: Understanding Internet Addiction in Children

Instructions: Talk about what "internet addiction" means for children and how to recognize it. Points to cover:

•       What does it mean if a child is "addicted to the internet"? (e.g., spending too much time online, neglecting other activities, getting angry when not online)

•       What are some signs that a child might be spending too much time online?

•       What are the negative effects of internet addiction on a child's health or schoolwork?

•       What kind of online activities can lead to addiction?

•       How can parents or guardians help a child who might be addicted to the internet?

 

Situation 3: Staying Safe from Cyberbullying

Instructions: Discuss practical steps children and parents can take to prevent or deal with cyberbullying.

Points to cover:

•       What advice can parents give their children about online behavior? (e.g., be kind, don't share personal information)

•       Should children tell an adult if they are cyberbullied or see someone else being cyberbullied? Why?

•       What are some privacy settings on social media or games that children can use to protect themselves?

How can schools help prevent cyberbullying among students?

•       Is it important for parents to monitor their children's online activity? Why or why not?

 

Situation 4: Balancing Screen Time

Instructions: Talk about the importance of finding a healthy balance between screen time and other activities for children.

Points to cover:

•       How much screen time do you think is healthy for children of different ages (e.g., young children, teenagers)?

•       What are some healthy activities that children should do instead of spending too much time online? (e.g., playing outside, reading, sports, hobbies)

•       How can families set rules for screen time at home?

•       What role can schools play in promoting a healthy balance?

•       Why is it especially important for children in Ukraine to have a balance between online activities and other forms of engagement, given the current situation?

 

Situation 5: The Role of Social Media Companies and Platforms

Instructions: Discuss the responsibility of social media companies and online platforms in protecting children from cyberbullying and addiction.

Points to cover:

•       What responsibilities do social media companies have to keep children safe? (e.g., creating tools to report abuse, having age limits, using algorithms responsibly)

•       Do you think they are doing enough to protect children?

•       Should there be stricter laws for online platforms to ensure children's safety?

•       How can platforms make it easier for children to report cyberbullying or get help for addiction?

•       What kind of features could social media platforms add to encourage healthier use for young people?

Modern Means of Communication and Information

Situation 1: Your Favorite Way to Communicate

Instructions: Discuss your preferred modern means of communication and why you like it.

Points to cover:

•       What is your favorite way to communicate with friends and family (e.g., messaging apps like Telegram/Viber, video calls, social media, email)?

•       Why do you prefer this method? (e.g., fast, easy, free, allows photos/videos)

•       How often do you use it?

•       What do you think are its main advantages compared to older methods (like traditional phone calls or letters)?

Do you think people communicate more or less effectively with modern tools?

 

Situation 2: Getting News and Information Online

Instructions: Talk about how you get your news and information in today's world, especially online.

Points to cover:

•       Where do you usually get your news (e.g., news websites, social media, online TV/radio, messengers)?

•       How has the internet changed the way people get news in Ukraine?

•       What are the advantages of getting news online? (e.g., fast, diverse sources, easy to share)

•       What are the disadvantages or challenges? (e.g., fake news, too much information, unreliable sources)

•       How do you check if information you find online is true and reliable?

 

Situation 3: Communication for Work or Study

Instructions: Discuss how modern communication tools are used for work or study, especially in a flexible or remote environment.

Points to cover:

•       What communication tools do you use for work or study (e.g., email, video conferencing like Zoom/Google Meet, collaboration platforms like Slack/Microsoft Teams)?

•       How do these tools help you with your work or studies?

•       What are the benefits of online meetings or remote work?

•       What are the challenges or difficulties? (e.g., technical problems, feeling less connected) •            Do you think modern communication makes work/study more efficient? Why or why not?

 

Situation 4: The Impact of Social Media

Instructions: Talk about the significant role social media plays in modern communication and its effects.

Points to cover:

•       What are some popular social media platforms in Ukraine?

•       How do people use social media to share information or connect with a larger audience?

•       What are the positive aspects of social media for communication? (e.g., staying informed, expressing opinions, connecting with global communities)

•       What are the negative aspects? (e.g., addiction, privacy issues, cyberbullying, pressure to present a perfect life)

•       How do you think social media will evolve in the future?

 

Situation 5: The Future of Communication

Instructions: Imagine how communication might change in the future with new technologies, and what you hope for.

Points to cover:

•       What new communication technologies do you think might appear in the next 10-20 years?

(e.g., very realistic holograms, advanced AI assistants, brain-computer interfaces)

•       How might these technologies change the way we interact with each other?

•       Do you think future communication will make us feel more connected or more isolated?

•       What do you hope for in the future of communication? (e.g., faster, safer, more personal, more accessible)

•       How important is it for Ukraine to embrace new communication technologies for its development and connection with the world?

UNIT 5. OUT AND ABOUT  

Attending Theme Parks

Situation 1: Your Ideal Theme Park Day

Instructions: Imagine you are planning a perfect day at a theme park. Describe what you would do.

Points to cover:

•       Which theme park would you choose to visit (real or imagined)?

•       Who would you go with? (e.g., family, friends, alone)

•       What kind of rides or attractions would you go on first? (e.g., roller coasters, water rides, gentle rides)

•       What kind of food would you eat there?

•       What makes a day at a theme park fun and memorable for you?

 

Situation 2: The Thrill of Roller Coasters vs. Other Attractions

Instructions: Discuss whether you prefer thrilling roller coasters or other types of attractions at a theme park.

Points to cover:

•       Do you like roller coasters? Why or why not? (e.g., exciting, scary, fun, too fast)

•       What other types of attractions do theme parks offer? (e.g., shows, parades, themed lands, gentle rides)

•       Which do you prefer, and why?

•       Is it important for a theme park to have something for everyone (e.g., for children, teenagers, adults)?

•       What's the most thrilling ride you've ever been on?

 

Situation 3: Planning a Family Trip to a Theme Park

Instructions: Imagine you are planning a trip to a theme park with your family, including younger children. Discuss the preparations.

Points to cover:

•       What specific theme park would be suitable for families with children?

•       What things would you need to consider before going? (e.g., tickets, food, what to wear, strollers)

•       How would you keep the children entertained and safe during the day?

•       What kind of rides or shows would you prioritize for a family trip?

•       What challenges might a family face when visiting a busy theme park?

 

Situation 4: Local Entertainment vs. Big Theme Parks

Instructions: Discuss the differences between visiting a large international theme park (like Disneyland) and smaller local amusement parks or entertainment venues in Ukraine.

Points to cover:

•       What are the main differences between a huge theme park and a smaller local park (e.g., rides, cost, atmosphere, crowds)?

•       What are the advantages of visiting a large, famous theme park?

•       What are the advantages of visiting a smaller, local amusement park or entertainment center in Ukraine?

•       Which one would you prefer to visit right now, and why?

•       Do you think Ukraine will have more big theme parks in the future?

 

Situation 5: The Future of Theme Parks

Instructions: Imagine how theme parks might change in the future with new technologies.

Points to cover:

•       How do you think virtual reality or augmented reality might be used in future theme park rides?

•       Could robots play a bigger role in theme parks (e.g., as characters, helpers)?

•       What new themes or experiences might theme parks offer in 10-20 years?

•       Do you think theme parks will become more or less popular in the future? Why?

•       What kind of technology would make a theme park even more exciting for you?

Unusual Pastimes

Situation 1: Describing a Strange Hobby

Instructions: Think about an unusual hobby you've heard of or seen (e.g., extreme ironing, competitive dog grooming, collecting specific unusual items, geocaching, urban exploring).

Describe what it is.

Points to cover:

What is the name of this unusual pastime?

•       What do people do when they participate in it?

•       What kind of person do you think would enjoy this hobby? (e.g., adventurous, patient, creative)

•       What equipment or special skills might they need?

•       Would you ever try this hobby? Why or why not?

 

Situation 2: Why People Choose Unusual Hobbies

Instructions: Discuss why some people choose to spend their free time doing unusual or uncommon activities instead of more traditional hobbies.

Points to cover:

•       What are some common hobbies (e.g., reading, sports, cooking)?

•       Why might someone prefer an unusual hobby? (e.g., to be unique, for excitement, to learn something new, to meet different people)

•       Do unusual hobbies offer different benefits than common ones? What are they? (e.g., mental challenge, physical activity, creativity, sense of achievement)

•       Can an unusual hobby help someone feel less stressed or more happy? How?

•       Do you think people in Ukraine are finding new or unusual ways to spend their free time now?

 

Situation 3: Starting a New, Unusual Hobby

Instructions: Imagine you want to start an unusual hobby. What steps would you take, and what challenges might you face?

Points to cover:

•       What unusual hobby would you like to try (e.g., beekeeping, urban gardening on a balcony, learning an old craft like pottery or carving, collecting something very specific)? •   How would you learn about it? (e.g., online, from books, from other people)

•       What materials or tools would you need to buy or find?

•       What challenges might you face when starting this new hobby? (e.g., cost, finding time, learning new skills)

•       How would you find other people who share this interest?

 

Situation 4: The Community Around Unusual Hobbies

Instructions: Talk about how people with unusual pastimes often connect with others who share the same interest.

Points to cover:

•       Do you think people with unusual hobbies often form special groups or communities? Why?

•       How do these communities communicate? (e.g., online forums, social media groups, local meetings, events)

What are the benefits of being part of such a community? (e.g., sharing tips, getting support, making friends, feeling understood)

•       Do you know of any unusual hobby communities in Ukraine?

•       How can these communities help people during difficult times by providing a positive pastime?

 

Situation 5: From Hobby to Something More?

Instructions: Discuss whether an unusual pastime can sometimes become more than just a hobby, perhaps a job or a way to help others.

Points to cover:

•       Can an unusual hobby ever become a job or a business? Give an example if you can.

•       How can a hobby lead to personal development or new skills that are useful in other areas of life?

•       Can people use their unusual hobbies to help their community or country? How? (e.g., upcycling, creating art for a cause, unique volunteering)

•       Is it important for a hobby to be productive, or is it enough just to enjoy it?

•       Do you know anyone who turned an unusual pastime into something bigger?

Youth Hobbies

Situation 1: Popular Hobbies Among Teenagers

Instructions: Discuss what kind of hobbies are most popular with teenagers and young people today.

Points to cover:

•       What are some common hobbies for young people in Ukraine today? (e.g., gaming, social media, sports, music, art, blogging)

•       Why do you think these hobbies are so popular?

•       Are there any differences in hobbies between boys and girls?

•       How have popular hobbies changed compared to when your parents or grandparents were young?

•       What is one hobby that you think is unique or interesting among young people?

 

Situation 2: Digital Hobbies vs. Offline Hobbies

Instructions: Talk about the balance between hobbies that involve screens (like gaming or social media) and hobbies that are done offline (like sports or crafts).

Points to cover:

•       What are some popular digital hobbies for young people?

•       What are some popular offline hobbies?

•       What are the advantages of digital hobbies? (e.g., connecting with friends online, learning new skills, entertainment)

What are the advantages of offline hobbies? (e.g., physical activity, fresh air, hands-on creativity)

•       Do you think young people spend too much time on digital hobbies? What's a healthy balance?

 

Situation 3: Hobbies for Skill Development

Instructions: Discuss how certain hobbies can help young people develop useful skills for their future or for life in general.

Points to cover:

•       Can playing video games help develop skills? What kind? (e.g., problem-solving, teamwork, quick thinking)

•       How can creative hobbies like drawing, playing an instrument, or writing help young people? (e.g., self-expression, patience, discipline)

•       What about sports? What skills do they teach? (e.g., teamwork, leadership, perseverance)

•       Do you think schools should encourage more varied hobbies? How?

•       What hobby do you think is best for developing a young person's character?

 

Situation 4: Hobbies for Well-being in Difficult Times

Instructions: Talk about how hobbies can help young people deal with stress or difficult emotions, especially in the current situation in Ukraine.

Points to cover:

•       How can having a hobby help someone relax or feel better when they are stressed or worried?

•       What kind of hobbies might be particularly helpful for young people in Ukraine right now?

(e.g., creative outlets, physical activity, hobbies that connect them with others)

•       Do hobbies help create a sense of routine or normalcy?

•       Is it important for young people to have safe spaces or groups where they can practice their hobbies?

•       How can hobbies provide a sense of hope or purpose during challenging times?

 

Situation 5: Encouraging Hobbies

Instructions: Discuss how parents, teachers, or communities can encourage young people to find and develop positive hobbies.

Points to cover:

•       What can parents do to help their children find interesting hobbies?

•       What role can schools play in introducing students to different activities?

•       How can communities create opportunities for young people to try new hobbies (e.g., clubs, workshops, youth centers)?

•       Is it better to let young people choose their own hobbies, or should adults guide them?

What kind of support (e.g., equipment, lessons, encouragement) might young people need to pursue their hobbies?

Why to Attend Museums and Concerts?

Situation 1: Your Favorite Cultural Experience

Instructions: Describe a time you went to a museum or a concert that you really enjoyed.

Points to cover:

•       Where and when did you go? (e.g., a museum in Kyiv, an online concert, a local band performance)

•       Who did you go with?

•       What did you see or hear there? (e.g., specific art, type of music, historical exhibits)

•       What did you like most about the experience?

•       How did it make you feel? (e.g., inspired, relaxed, thoughtful, excited)

 

Situation 2: The Benefits of Visiting Museums

Instructions: Discuss why visiting museums is a valuable and enriching pastime.

Points to cover:

•       What kind of things can you learn at a museum? (e.g., history, art, science, culture)

•       How do museums help us understand the past better?

•       Can museums inspire creativity or new ideas? How?

•       What are the benefits of seeing real historical objects or original artworks instead of just pictures online?

•       Do you think museums are important for a country's culture and heritage, especially in Ukraine now?

 

Situation 3: The Magic of Live Music

Instructions: Talk about why attending live concerts is a special experience compared to listening to music at home.

Points to cover:

•       What kind of music do you like to listen to live? (e.g., classical, rock, folk, pop)

•       What is different about the atmosphere at a live concert? (e.g., energy, sound quality, seeing the performers)

•       How does attending a concert connect you with other people?

•       What preparations do you usually make before going to a concert?

•       Do you think concerts help people relax or feel more hopeful during challenging times?

 

Situation 4: Museums and Concerts in Difficult Times

Instructions: Discuss the importance of museums and concerts for people and communities, especially during challenging periods like the present in Ukraine.

Points to cover:

•       How can museums help preserve a country's history and identity when it's under threat?

•       What role can concerts and music play in supporting people's spirits and mental well-being during difficult times?

•       Are there examples of concerts or art exhibitions in Ukraine that are specifically designed to support or inspire people now?

•       Do you think it's important to continue holding cultural events even when times are tough? Why?

•       How can technology help people access museums or concerts when they cannot attend in person?

 

Situation 5: Encouraging Others to Go

Instructions: Imagine you are trying to convince a friend who rarely visits museums or goes to concerts to join you. What would you say?

Points to cover:

•       What arguments would you use to persuade them? (e.g., it's a great experience, you'll learn something new, it's fun)

•       What specific type of museum or concert would you recommend for a beginner?

•       How would you address their possible concerns (e.g., "it's boring," "it's too expensive," "I don't know anything about art/music")?

•       What kind of unique experience can only be found by attending in person?

•       What do you think is the best way to introduce someone to the world of museums or live music?

Unusual Hobbies

Situation 1: Describing a Unique Pastime

Instructions: Think about an unusual hobby you've heard of, seen, or perhaps even tried (e.g., extreme ironing, competitive dog grooming, collecting specific unusual items like drain covers or sand, urban exploring, beekeeping). Describe what it is.

Points to cover:

•       What is the name of this unusual hobby?

•       What do people actually do when they participate in it?

•       What kind of person do you imagine enjoys this hobby? (e.g., adventurous, patient, creative, brave)

•       What special tools, equipment, or skills might they need?

•       Would you ever try this hobby? Why or why not?

 

Situation 2: The Appeal of the Uncommon

Instructions: Discuss why some people choose to spend their free time doing unusual or uncommon activities instead of more traditional hobbies like reading, sports, or cooking.

Points to cover:

•       What are some typical, common hobbies?

•       Why might someone prefer a hobby that is out of the ordinary? (e.g., to feel unique, for excitement, to learn something completely new, to meet different kinds of people)

•       What unique benefits can unusual hobbies offer that common ones might not? (e.g., a strong mental challenge, intense physical activity, a deeper sense of achievement, new perspectives)

•       Can an unusual hobby help someone feel less stressed or more happy? How?

•       Do you think people in Ukraine are discovering or trying more unusual ways to spend their free time now?

 

Situation 3: Starting a Niche Hobby

Instructions: Imagine you are interested in starting a new, slightly unusual hobby (e.g., making miniature models, learning a less common musical instrument, birdwatching, soap carving, or creating unique digital art). Discuss the first steps you would take and potential challenges.

Points to cover:

•       What specific unusual hobby would you like to try?

•       How would you begin to learn about it? (e.g., online tutorials, books, finding an expert, a local club)

•       What initial materials or tools would you need to buy or find?

•       What difficulties or challenges might you face when starting this new hobby? (e.g., cost, finding time, developing the necessary skills, finding a teacher)

•       How would you find other people who share this interest to connect with?

 

Situation 4: The Community of Shared Interests

Instructions: Talk about how people with unusual pastimes often connect and form communities with others who share the same unique interest.

Points to cover:

•       Do you think it's common for people with unusual hobbies to form special groups, clubs, or online communities? Why is that important?

•       How do these communities communicate and interact? (e.g., online forums, social media groups, local meetings, national/international events)

•       What are the benefits of being part of such a niche community? (e.g., sharing tips and knowledge, getting support, making new friends, feeling like you belong)

•       Do you know of any unusual hobby communities that exist in Ukraine?

•       How can these communities help people by providing a positive outlet or distraction during challenging times?

 

Situation 5: From Hobby to Purpose

Instructions: Discuss whether an unusual pastime can sometimes grow into something more significant than just a hobby, perhaps a job, a way to help others, or even a form of therapy.

Points to cover:

•       Can an unusual hobby ever become a professional job or a successful business? Give an example if you can (e.g., a unique craft becoming a small business, a gaming hobby turning into e-sports).

•       How can a hobby lead to personal growth, new useful skills, or even a new career path?

•       Can people use their unusual hobbies to help their community or country, especially in the current situation? How? (e.g., using unique skills for volunteering, creating art for charity)

•       Is it essential for a hobby to be productive or useful, or is it enough just to enjoy it for personal pleasure?

•       Do you know anyone who has successfully transformed an unusual pastime into something bigger or more impactful?

Kinds and Genres of Arts

Situation 1: Your Favorite Art Form

Instructions: Discuss your favorite type or genre of art and explain why you like it.

Points to cover:

•       What is your favorite kind of art? (e.g., painting, sculpture, music, dance, literature, theatre, cinema, photography)

•       What specific genre within that art form do you prefer? (e.g., for music: classical, rock, folk; for painting: landscape, portrait, abstract)

•       What do you like about it? How does it make you feel?

•       Have you ever tried to create this type of art yourself?

•       Where can you experience this art form in Ukraine?

 

Situation 2: The Role of Arts in Society

Instructions: Talk about why different kinds of art are important for a society and its people.

Points to cover:

•       How does art help people express their feelings and ideas?

•       Can art teach us about history or different cultures? Give an example.

•       How can art bring people together? (e.g., at concerts, exhibitions, festivals) •          Do you think art can inspire hope or resilience, especially in challenging times?

•       What role do you think art plays in the identity and spirit of Ukraine?

 

Situation 3: Traditional vs. Modern Art

Instructions: Compare and contrast traditional art forms (like classical painting, folk music) with modern art forms (like digital art, electronic music, street art).

Points to cover:

•       What are some examples of traditional art forms you know? And modern ones? •   What are the main differences between them? (e.g., materials, ideas, audience)

•       Do you prefer traditional art or modern art? Why?

•       Is it important to preserve traditional art forms while also developing new ones?

•       How does technology influence modern art?

 

Situation 4: Art and Personal Expression

Instructions: Discuss how people use different art forms to express themselves and their emotions.

Points to cover:

•       How can painting or drawing express feelings without words?

•       How can music express different emotions (happiness, sadness, anger)?

•       Do you think writing (e.g., poetry, stories) is a powerful way to express oneself?

•       Have you ever used any art form to express your own feelings? What was it?

•       Why is it important for people, especially young people, to have ways to express themselves creatively?

 

Situation 5: Visiting an Art Event

Instructions: Imagine you are planning to attend an art event (e.g., a painting exhibition, a play, a music concert, a dance performance). Discuss your expectations.

Points to cover:

•       What kind of art event would you choose to go to?

•       Who would you go with?

•       What do you expect to see or hear at this event?

•       How do you think you will feel during and after the event?

•       What are some famous art venues or cultural events in Ukraine that you would like to visit in the future?

Tastes Differ

Situation 1: Favorite Foods

Instructions: Discuss how people have very different tastes in food, and share your own preferences.

Points to cover:

•       What is your favorite type of food?

•       What is one food that you really dislike, but many other people enjoy?

Why do you think people's tastes in food are so different? (e.g., culture, childhood experiences, personal preferences)

•       Is it important to try new foods, even if you think you won't like them?

•       How can people with different food tastes enjoy a meal together?

 

Situation 2: Movies and Books Preferences

Instructions: Talk about how people enjoy different kinds of movies and books, and explain your own choices.

Points to cover:

•       What is your favorite movie genre (e.g., action, comedy, drama, sci-fi, horror)? What genre do you usually avoid?

•       What kind of books do you prefer to read (e.g., fantasy, detective, romance, history)?

•       Why do you think people have such strong preferences for certain genres?

•       Have you ever watched a movie or read a book that wasn't your usual genre, and you surprisingly liked it?

•       How do you react when someone criticizes a movie or book that you love?

 

Situation 3: Fashion and Style

Instructions: Discuss how personal tastes in clothes and fashion vary greatly from person to person.

Points to cover:

•       What kind of clothes do you prefer to wear for everyday life? What about for special occasions?

•       Do you follow fashion trends, or do you prefer your own style?

•       What is one fashion style that you don't understand or wouldn't wear yourself, but you see other people wearing?

•       Why is it important for people to be able to express themselves through their clothing?

•       Do you think fashion tastes in Ukraine are becoming more globalized or are local styles still very strong?

 

Situation 4: Ideal Holiday Types

Instructions: Talk about how different people prefer very different types of holidays, and which kind is your ideal.

Points to cover:

•       What is your ideal type of holiday (e.g., relaxing on a beach, exploring a big city, hiking in the mountains, an adventure trip)?

•       What kind of holiday would you not enjoy, but you know many people love?

•       Why do you think people's holiday preferences are so diverse? (e.g., personality, what they need from a break, budget)

How do friends or family members with different holiday tastes decide where to go together?

•       Is it better to always stick to your preferred holiday type, or try something new?

 

Situation 5: Different Opinions are Okay

Instructions: Discuss the general idea that "tastes differ" and why it's important to accept that others have different opinions and preferences.

Points to cover:

•       What does the phrase "Tastes differ" (or "There's no accounting for taste") mean to you?

•       Why is it important to respect other people's preferences, even if you don't understand them?

•       When might it be difficult to accept someone else's different taste or opinion?

•       Can disagreements about tastes (e.g., in music, art, food) ever lead to bigger arguments? How can we avoid this?

•       How does understanding that "tastes differ" help us in our daily interactions with friends, family, and colleagues?

Tastes Differ in Art

Situation 1: Your Favorite (and Least Favorite) Art Style

Instructions: Discuss how people have very different tastes in art styles, and share your own preferences.

Points to cover:

•       What is your favorite style of art (e.g., impressionism, abstract, realism, street art, classical)?

Why do you like it?

•       What is one art style that you really dislike or don't understand? Why?

•       Why do you think people's preferences for art styles are so different? (e.g., personal experiences, emotions, cultural background)

•       Is it important to try to understand different art styles, even if you don't like them?

•       How can people with different art tastes enjoy visiting an art gallery together?

 

Situation 2: The Meaning of Art

Instructions: Talk about how people can interpret the same piece of art in very different ways, and what makes art meaningful to you.

Points to cover:

•       Have you ever looked at a piece of art and had a completely different opinion about it from someone else? What was it?

•       Do you think there is always one "right" meaning to a painting or a sculpture?

•       What makes a piece of art powerful or meaningful for you? (e.g., its beauty, the emotions it evokes, the story it tells, its message)

•       Can art be meaningful even if you don't understand it completely?

How can discussing art with others help you see it in a new way?

 

Situation 3: Art You Don't Understand

Instructions: Describe a piece of art (it could be a painting, a sculpture, or even a piece of modern performance art) that you found confusing or that you didn't "get."

Points to cover:

•       What kind of art was it? Where did you see it (e.g., a museum, online, a public space)?

•       What did it look like or involve?

•       How did it make you feel? (e.g., confused, amused, annoyed)

•       Why do you think the artist created it?

•       Do you think all art needs to be easily understood to be valuable? Why or why not?

 

Situation 4: Art and Culture in Ukraine

Instructions: Discuss how artistic tastes can reflect cultural differences, focusing on art in Ukraine.

Points to cover:

•       Are there any types of art or artistic traditions that are very popular or unique in Ukraine? (e.g., folk art, specific painting styles, musical genres)

•       Do you think young people in Ukraine have different artistic tastes compared to older generations? How?

•       How can art help people understand Ukrainian culture and history?

•       Have you noticed any new art forms or tastes becoming popular in Ukraine recently, perhaps influenced by the current situation?

•       Is it important for countries to support their local artists and art forms, even if they are not popular globally?

 

Situation 5: Art as a Gift or Decoration

Instructions: Imagine you need to choose a piece of art as a gift for a friend or for your home. Discuss the challenges of choosing art for someone else or for a shared space.

Points to cover:

•       How difficult is it to choose art for someone else when "tastes differ"?

•       What kind of art would you choose as a gift if you knew your friend's taste very well?

•       What kind of art would you choose if you didn't know their taste very well?

•       How do people decide what art to put in their homes? Do families always agree?

•       Do you think it's more important for art to be beautiful, or to have a strong message, especially when choosing for a public space?

Impressions of a Film, Book, Concert, Performance

Situation 1: Discussing a Recent Film

Instructions: Talk about a film you've seen recently, sharing your impressions with a friend.

Points to cover:

•       What was the name of the film and what genre was it (e.g., action, comedy, drama, documentary)?

•       Where did you watch it (cinema, home, online)?

•       What was the main story or topic of the film? (Don't give away the ending!)

•       What did you like or dislike about it (e.g., the actors, the plot, the special effects, the message)?

•       Would you recommend it to your friend? Why or why not?

 

Situation 2: Sharing Impressions of a Book

Instructions: Describe a book you have read, focusing on your personal feelings and thoughts about it.

Points to cover:

•       What is the title of the book and who is the author?

•       What kind of book is it (e.g., novel, non-fiction, historical, fantasy)?

•       What was your favorite part or character in the book? Why?

•       Did the book make you think about anything new or change your perspective?

•       How did the book make you feel (e.g., happy, sad, thoughtful, excited)?

•       Would you recommend this book to someone, and who would enjoy it most?

 

Situation 3: Remembering a Live Performance (Concert or Play)

Instructions: Talk about a concert, play, or other live performance you have attended and your lasting impressions of it.

Points to cover:

•       What kind of performance was it (e.g., a rock concert, a classical music concert, a play, a dance show)?

•       Where and when did you see it?

•       What was the atmosphere like?

•       What was the most memorable moment of the performance for you?

•       How did the live performance make you feel compared to watching something on a screen?

•       Has this experience encouraged you to attend more live events in Ukraine?

 

Situation 4: Art's Emotional Impact

Instructions: Discuss how a film, book, song, or performance can have a strong emotional impact on people, and share an example from your own experience.

Points to cover:

•       Can a piece of art (film, book, music, etc.) make you cry or feel very happy?

•       Describe a time when a particular film, book, or song made a strong emotional impression on you. What was it?

•       What elements contributed to this strong feeling (e.g., the story, the music, a character's performance)?

•       Do you think it's important for art to make people feel strong emotions?

•       How can art help people deal with difficult emotions or experiences, especially in challenging times?

 

Situation 5: Impressions from Media about Ukraine

Instructions: Talk about how foreign films, books, or news reports about Ukraine create impressions on people outside the country, and what your impressions are of them.

Points to cover:

•       Have you seen any foreign films or read any foreign books that portray Ukraine?

•       What impressions do you think these media create about Ukraine for an international audience?

•       Are these impressions always accurate, in your opinion? What are the common stereotypes or misunderstandings?

•       How important is it for the world to have a fair and accurate impression of Ukraine through media?

•       What kind of film or book about Ukraine would you like the world to see or read to get a truer impression?

UNIT 6. EARTH WATCH

Environmental Problems and Ways to Overcome Them

Situation 1: The Problem of Plastic Waste

Instructions: Discuss the problem of plastic pollution and what people can do to reduce it in their daily lives.

Points to cover:

•       Where do we see a lot of plastic waste (e.g., in shops, in our homes, in nature)?

•       What are the dangers of too much plastic for the environment (e.g., for animals, for water)?

•       What simple things can individuals do to use less plastic? (e.g., reusable bags, water bottles, coffee cups)

•       How can recycling help with the plastic problem? Is recycling common in your area of Ukraine?

•       What changes would you like to see in shops or restaurants to reduce plastic?

 

Situation 2: Air and Water Pollution

Instructions: Talk about the causes and effects of air and water pollution, and how they can be reduced.

Points to cover:

•       What causes air pollution in cities (e.g., cars, factories, burning things)?

•       What causes water pollution (e.g., industrial waste, sewage, litter)?

•       How do air and water pollution affect human health and nature?

•       What can governments or big companies do to make air and water cleaner?

•       What are some examples of clean energy that can help reduce pollution? (e.g., solar, wind power)

 

Situation 3: Protecting Nature and Animals

Instructions: Discuss the importance of protecting natural environments and endangered animals, especially in Ukraine.

Points to cover:

•       Why is it important to protect forests, rivers, and mountains?

•       What are some animals in Ukraine or around the world that are in danger? Why are they endangered?

•       What can individuals do to help protect local nature (e.g., not litter, support national parks)?

•       How can education help people understand the importance of protecting animals and their habitats?

•       Do you think it's important to restore damaged natural areas in Ukraine after current events?

 

Situation 4: Local Environmental Actions

Instructions: Talk about small actions that people in your community or city can take to improve the local environment.

Points to cover:

•       Are there any local environmental problems in your city or region that you notice?

•       What kind of local events or initiatives help the environment? (e.g., clean-up days, planting trees)

•       What can schools or universities do to teach young people about environmental protection?

•       How can people encourage their neighbors or friends to be more environmentally friendly?

•       What is one small, easy change everyone in your community could make to help the environment?

 

Situation 5: Global Warming and Future Solutions

Instructions: Discuss the bigger picture of global warming and what major solutions might be needed for the future.

Points to cover:

•       What is "global warming" and why is it a big problem for the planet?

•       What big changes do countries need to make to stop global warming? (e.g., using less fossil fuels, investing in green technology)

•       Do you think international cooperation is important for solving global environmental problems?

•       What role can new technologies play in overcoming future environmental challenges?

•       Are you optimistic or pessimistic about humanity's ability to solve environmental problems?

Why?

Eco-tourism: Blessing or Threat?

Situation 1: What is Eco-tourism?

Instructions: Discuss what eco-tourism means and what kind of activities it involves.

Points to cover:

•       What do you understand by "eco-tourism"?

•       What are some examples of eco-tourism activities? (e.g., hiking in national parks, wildlife watching, staying in eco-lodges, visiting local communities)

•       How is eco-tourism different from regular tourism? (e.g., focus on nature, low impact, support for local people)

•       Have you ever participated in any eco-tourism activities, perhaps in Ukraine?

•       What kind of places are ideal for eco-tourism?

 

Situation 2: Eco-tourism as a Blessing for Ukraine

Instructions: Talk about how eco-tourism can be good for Ukraine, its nature, and its people, especially during recovery and development.

Points to cover:

•       How can eco-tourism help protect Ukraine's natural parks and wildlife?

•       What economic benefits can eco-tourism bring to local communities in rural areas of Ukraine? (e.g., jobs, money for small businesses)

•       Can eco-tourism help raise awareness about environmental protection among both tourists and locals? How?

•       Do you think eco-tourism could be an important part of Ukraine's future economy? Why?

•       What are some beautiful natural places in Ukraine that would be perfect for eco-tourism?

 

Situation 3: The Threat of Eco-tourism

Instructions: Discuss the potential negative impacts or threats that eco-tourism could pose to the environment and local communities if not managed carefully.

Points to cover:

How could too many tourists harm natural areas? (e.g., litter, damage to plants/animals, noise pollution)

•       Could eco-tourism lead to local people losing their traditional way of life or land?

•       What happens if eco-tourists don't follow rules (e.g., feeding wild animals, leaving trash)?

•       How can large numbers of visitors increase carbon emissions from travel?

•       Do you think there needs to be strict rules and regulations for eco-tourism? Who should enforce them?

 

Situation 4: Choosing an Eco-friendly Trip

Instructions: Imagine you are planning a trip and want it to be as eco-friendly as possible. What choices would you make?

Points to cover:

•       What kind of transport would you choose to minimize your environmental impact?

•       What type of accommodation would you look for? (e.g., eco-lodges, small local guesthouses)

•       How would you ensure your activities don't harm the local environment or community?

(e.g., supporting local businesses, respecting customs)

•       What would you do with your waste (litter)?

•       How can you be a responsible eco-tourist when visiting natural sites in Ukraine or abroad?

 

Situation 5: Balancing Tourism and Protection in Ukraine

Instructions: Talk about how Ukraine can find a balance between developing tourism (including eco-tourism) and protecting its unique natural environment, especially given the current need for rebuilding.

Points to cover:

•       Why is it important for Ukraine to carefully plan its tourism development?

•       How can education help both tourists and local residents understand responsible tourism?

•       What role can technology play in monitoring and protecting natural sites from tourist damage?

•       Do you think the government should invest more in developing sustainable tourism in protected areas?

•       What message should Ukraine send to potential eco-tourists about its natural beauty and the importance of respectful travel?

Natural Reserves as a Way of Flora and Fauna Protection

Situation 1: What is a Natural Reserve?

Instructions: Discuss what a natural reserve (or national park) is and its main purpose.

Points to cover:

•       What do you understand by the term "natural reserve" or "national park"?

What is the main goal of creating such protected areas? (e.g., to protect plants, animals, and ecosystems)

•       Are there any famous natural reserves in Ukraine that you know of? Where are they located?

•       What kind of activities are usually allowed or forbidden inside a natural reserve?

•       Have you ever visited a natural reserve or a national park? What was it like?

 

Situation 2: Protecting Endangered Species

Instructions: Talk about how natural reserves specifically help to protect plants and animals that are in danger of disappearing.

Points to cover:

•       What does "endangered species" mean? Can you name any endangered animals or plants in Ukraine?

•       How do natural reserves provide a safe home for these species? (e.g., protecting their habitat, preventing hunting)

•       What role do scientists and rangers play inside natural reserves?

•       Do you think it's important to spend money and effort to save endangered species? Why?

•       What are some ways natural reserves help animals reproduce and grow their populations?

 

Situation 3: Benefits for People and the Environment

Instructions: Discuss the benefits that natural reserves provide not only for nature but also for people and the wider environment.

Points to cover:

•       How do natural reserves help keep air and water clean?

•       Can they help regulate climate or prevent natural disasters (like floods)?

•       What educational opportunities do natural reserves offer for visitors and students?

•       How can people enjoy natural reserves responsibly (e.g., hiking, birdwatching, photography) without harming nature?

•       Do you think having natural reserves makes a country more attractive for tourists?

 

Situation 4: Challenges and Threats to Reserves in Ukraine

Instructions: Talk about the challenges and threats that natural reserves in Ukraine might face, especially in the current situation.

Points to cover:

•       What kind of damage or problems can natural reserves face (e.g., forest fires, illegal logging, pollution, human conflict)?

•       How might the current situation in Ukraine affect its natural reserves and the flora and fauna within them?

•       What are some long-term consequences of damage to natural ecosystems?

•       What can be done to protect and restore natural reserves that have been affected?

How important is international support for protecting Ukraine's natural heritage?

 

Situation 5: Your Role in Protection

Instructions: Discuss what individuals and communities can do to support natural reserves and contribute to flora and fauna protection.

Points to cover:

•       What simple actions can you take in your daily life to help protect nature (e.g., recycling, saving energy, not littering)?

•       How can people learn more about natural reserves and their importance?

•       Would you consider volunteering to help in a natural reserve or participate in clean-up events?

•       What message would you send to people about respecting nature and protected areas?

•       Do you think it's important for future generations in Ukraine to grow up with protected natural spaces?

Zoo as an Example of Conservation of Animals from All Over the World

Situation 1: Visiting a Zoo

Instructions: Describe your experience visiting a zoo, focusing on what you saw and learned.

Points to cover:

•       When and where did you last visit a zoo (e.g., Kyiv Zoo, another zoo in Ukraine or abroad)?

•       What animals did you see there? Which one was your favorite and why?

•       What did you learn about the animals or their natural habitats?

•       How did the zoo make you feel? (e.g., happy, sad, interested, thoughtful)

•       Do you think visiting a zoo is a good way to learn about animals from different parts of the world?

 

Situation 2: The Role of Zoos in Animal Conservation

Instructions: Discuss how zoos help to protect endangered animals from around the world.

Points to cover:

•       What does "animal conservation" mean?

•       How do zoos help animals that are in danger of disappearing in the wild? (e.g., breeding programs, research, protecting genetic diversity)

•       Can zoos help educate people about endangered animals and environmental problems? How?

•       Do you think zoos are doing enough to protect animals, especially those from war zones or difficult situations?

•       What are some examples of animals that have been saved or helped by zoos?

 

Situation 3: Animals' Well-being in Zoos

Instructions: Talk about whether animals can live a good life in a zoo and what makes a good zoo habitat.

Points to cover:

•       Do you think animals in zoos are happy? Why or why not?

•       What should a good zoo provide for its animals? (e.g., enough space, natural environment, healthy food, medical care, opportunities to play)

•       How do modern zoos try to make animals' lives better?

•       What are some challenges for zoos, especially during difficult times or with limited resources?

•       Should zoos focus more on caring for local animals or animals from all over the world?

 

Situation 4: Rescue and Rehabilitation Efforts

Instructions: Discuss how zoos or animal rescue centers in Ukraine (or elsewhere) help animals that have been injured, displaced, or abandoned, especially from conflict zones.

Points to cover:

•       How do zoos or rescue centers take in and care for animals that need help?

•       What kind of medical care or rehabilitation do these animals receive?

•       Can some rescued animals eventually return to the wild?

•       What is the importance of these rescue efforts, particularly for animals affected by current events in Ukraine?

•       How can people support animal rescue and rehabilitation work?

 

Situation 5: Zoos: Necessity or Not?

Instructions: Debate whether zoos are still necessary in the modern world, considering both their benefits and criticisms.

Points to cover:

•       What are the main arguments for having zoos? (e.g., conservation, education, research, entertainment)

•       What are the main arguments against having zoos? (e.g., animals not in their natural habitat, sometimes small enclosures, ethical concerns)

•       Do you think zoos will exist in 100 years? How might they change?

•       If zoos didn't exist, how would people learn about and protect wild animals?

•       What is your final opinion: are zoos mostly a blessing or a threat to animals and their conservation?

Food Miles

Situation 1: What are "Food Miles"?

Instructions: Discuss what "food miles" means and give examples of food that travels a long way and food that travels a short way to get to your plate.

Points to cover:

•       What do you understand by the term "food miles"?

•       Can you give an example of a fruit or vegetable that probably travels many "food miles" to reach Ukraine? Why?

•       Can you give an example of food that probably has very few "food miles" in Ukraine? •    Why do some foods travel so far? (e.g., climate, seasonal availability, cost) •            Do you usually think about where your food comes from when you buy it?

 

Situation 2: The Environmental Impact of Food Miles

Instructions: Talk about how long food miles can negatively affect the environment.

Points to cover:

•       How does transporting food for long distances affect the environment? (e.g., fuel consumption, air pollution, carbon emissions)

•       Do you think food packaging is also an environmental problem related to food miles?

•       How can long food miles contribute to climate change?

•       What are some other environmental problems associated with global food transport?

•       Do you think individuals can make a difference by choosing food with fewer food miles?

 

Situation 3: Supporting Local Produce

Instructions: Discuss the benefits of buying local food and supporting local farmers, especially in Ukraine.

Points to cover:

•       What are the advantages of buying food that is grown or produced close to your home? (e.g., fresher, supports local economy, fewer food miles)

•       Do you buy local produce? Where do you find it (e.g., farmer's markets, local shops)?

•       How can buying local food help farmers in Ukraine, especially now?

•       Does local food usually taste better or cost more/less than imported food?

•       What is your favorite local product or food from your region in Ukraine?

 

Situation 4: Challenges of Reducing Food Miles

Instructions: Talk about the difficulties and challenges of trying to reduce food miles for everyone.

Points to cover:

•       Why is it difficult for people to always buy local food? (e.g., not available all year, more expensive, less choice)

•       What role do supermarkets play in promoting global food chains?

Are there some foods that are impossible to grow in Ukraine (e.g., bananas, pineapples)? What should we do about them?

•       What challenges do Ukrainian farmers face in getting their local produce to consumers across the country?

•       Do you think people are generally aware of food miles when they shop?

 

Situation 5: Government and Industry Role in Reducing Food Miles

Instructions: Discuss what governments, large companies, and the food industry can do to help reduce food miles and promote sustainable food systems.

Points to cover:

•       What kind of policies can a government introduce to encourage local food production and reduce imports?

•       How can food companies make their supply chains more environmentally friendly?

•       Should there be clearer labels on food telling us how far it has traveled?

•       What technologies could help reduce food miles in the future (e.g., urban farming, better storage)?

•       How can Ukraine, as a large agricultural country, contribute to reducing global food miles and promoting sustainable practices?

Natural Disasters

Situation 1: What are Common Natural Disasters?

Instructions: Discuss different types of natural disasters and which ones are common in Ukraine or other parts of the world.

Points to cover:

•       What is a "natural disaster"? (e.g., a big event caused by nature)

•       What kinds of natural disasters do you know? (e.g., floods, earthquakes, wildfires, storms, droughts)

•       Which of these are common in Ukraine? (e.g., floods, droughts, severe storms, wildfires in some areas)

•       What causes these disasters?

•       Have you ever experienced a natural disaster or heard about one affecting your region?

 

Situation 2: Personal Preparedness for Disasters

Instructions: Talk about how individuals and families can prepare for a natural disaster.

Points to cover:

•       What should people do to prepare for a flood, a strong storm, or a power outage?

•       What essential items should be in an emergency kit at home? (e.g., water, food, first aid, flashlight)

•       Is it important to have a plan for how to contact family members during a disaster?

Do schools or workplaces in Ukraine teach people about disaster preparedness?

•       What is the most important piece of advice you would give to someone to prepare for an unexpected event?

 

Situation 3: The Impact on Communities

Instructions: Discuss how natural disasters affect communities and what challenges they face afterwards.

Points to cover:

•       How do natural disasters damage homes, roads, and infrastructure (e.g., electricity, water)?

•       What problems do people face immediately after a disaster? (e.g., losing homes, no electricity, lack of food/water, injuries)

•       How do communities help each other during and after a disaster? (e.g., volunteering, providing shelter)

•       What long-term effects can natural disasters have on a community? (e.g., rebuilding, psychological impact)

•       How important is international aid and support for communities affected by disasters, like those in Ukraine?

 

Situation 4: Role of Technology in Disaster Management

Instructions: Talk about how modern technology helps us predict, prepare for, and respond to natural disasters.

Points to cover:

•       How do weather forecasts and satellite images help predict storms or floods?

•       What are "early warning systems"? How do they work?

•       Can mobile phones and social media help people during a disaster? How? (e.g., sending warnings, sharing information, asking for help)

•       Do you think technology makes us safer from natural disasters than in the past?

•       What new technologies do you think could help with disaster management in the future?

 

Situation 5: Rebuilding and Resilience

Instructions: Discuss the process of rebuilding after a natural disaster and what it means for a community to be "resilient."

Points to cover:

•       What does "rebuilding" mean after a disaster? Is it just about fixing buildings?

•       What steps are involved in rebuilding a community after a natural disaster? (e.g., clearing debris, repairing infrastructure, providing housing)

•       What does it mean for a community to be "resilient" in the face of disasters? (e.g., able to recover quickly, learn from experience)

•       How can new buildings be made stronger to resist future disasters?

What lessons can Ukraine learn from dealing with current challenges that might help in future natural disaster recovery?

Setting Bans and Limits as a Way of Environmental Protection

Situation 1: Banning Single-Use Plastics

Instructions: Discuss the idea of banning single-use plastic items (like plastic bags, straws, or disposable cups) to protect the environment.

Points to cover:

•       What are "single-use plastics"?

•       Why do governments or cities ban them? (e.g., to reduce pollution, protect animals)

•       What are the advantages of such bans for the environment?

•       What are the disadvantages or challenges for people or businesses? (e.g., finding alternatives, cost)

•       Do you think Ukraine should have more bans on single-use plastics? Why or why not?

 

Situation 2: Limiting Emissions from Vehicles and Factories

Instructions: Talk about setting limits on pollution from cars and industrial factories to improve air quality.

Points to cover:

•       What kind of pollution comes from cars and factories?

•       Why is it important to limit these emissions? (e.g., for human health, for the environment)

•       How can governments or cities control emissions? (e.g., stricter rules for car engines, fines for polluting factories)

•       What are the benefits of cleaner air for people in cities like Kyiv or Lviv?

•       What challenges might companies or car owners face with stricter limits?

 

Situation 3: Protected Areas and Limiting Access

Instructions: Discuss the creation of natural reserves and national parks where human activity is limited or banned to protect unique ecosystems.

Points to cover:

•       Why do we need "protected areas" like national parks? (e.g., to save endangered plants and animals, preserve biodiversity)

•       What kinds of activities are usually forbidden or limited in these areas? (e.g., hunting, logging, building)

•       What are the benefits of such limits for nature?

•       Do you think it's fair to limit human access to some beautiful natural places?

•       How important are natural reserves for Ukraine, especially for preserving its unique flora and fauna affected by conflict?

 

Situation 4: Setting Limits on Water and Energy Use

Instructions: Talk about situations where governments or communities might need to set limits on how much water or energy people can use, especially during shortages.

Points to cover:

•       Why might a city need to limit water use (e.g., during a drought, after infrastructure damage)?

•       What about limiting electricity use? When could that be necessary?

•       How can these limits help conserve resources?

•       What are the difficulties people face when there are limits on water or energy?

•       Do you think people in Ukraine are more aware of the need to conserve resources now?

 

Situation 5: Debating the Effectiveness of Bans and Limits

Instructions: Discuss whether setting bans and limits is always the best way to protect the environment, or if other methods are also important.

Points to cover:

•       Are bans and limits always effective? What makes them work or not work?

•       What other ways can we protect the environment besides rules and laws? (e.g., education, new technologies, incentives, individual responsibility)

•       Do you think people generally follow environmental bans, or do they try to find ways around them?

•       What is more important: strict laws or educating people to make better choices?

•       How can a country like Ukraine balance economic development with strong environmental protection through regulations?

UNIT 7. CULTURE TIME FOR UKRAINE

Ukrainian Customs and Traditions

Situation 1: Celebrating a Ukrainian Holiday

Instructions: Describe how a traditional Ukrainian holiday (e.g., Christmas, Easter, Ivana Kupala, Vyshyvanka Day) is celebrated in your family or community.

Points to cover:

•       What is the name of the holiday?

•       When is it celebrated?

•       What are some typical customs or rituals associated with this holiday? (e.g., special food, songs, clothing, activities)

•       Who do you celebrate it with?

•       What do you like most about this tradition?

 

Situation 2: Ukrainian Hospitality

Instructions: Talk about Ukrainian traditions related to hospitality and welcoming guests.

Points to cover:

•       How do Ukrainians traditionally welcome guests into their homes? (e.g., offering food, drinks, a warm welcome)

•       What are some typical foods or drinks offered to guests?

•       Is it important to bring a gift when visiting someone's home in Ukraine? What kind of gift?

•       How is Ukrainian hospitality different from other cultures you know?

•       Do you think hospitality is a very important part of Ukrainian culture? Why?

 

Situation 3: Traditional Ukrainian Clothing and Symbols

Instructions: Discuss traditional Ukrainian clothing (like Vyshyvanka) and other national symbols, and their importance.

Points to cover:

•       What is a Vyshyvanka? When do people wear it?

•       What do the patterns and colors on a Vyshyvanka often symbolize?

•       Are there other important national symbols in Ukraine (e.g., flag, trident, specific trees or flowers)? What do they represent?

•       Why is it important to know about and respect national symbols and traditional clothing?

•       Have you noticed more people wearing traditional Ukrainian clothing recently? Why do you think that is?

 

Situation 4: Passing Down Traditions

Instructions: Talk about how Ukrainian customs and traditions are passed down from older generations to younger ones.

Points to cover:

•       Who taught you about Ukrainian traditions in your family (e.g., grandparents, parents)?

•       What is the best way to teach children about their national customs? (e.g., telling stories, celebrating holidays together, cooking traditional food)

•       Do you think young people today are still interested in traditional customs?

•       What are some challenges in keeping traditions alive in modern times?

•       How important is it for future generations to know and continue Ukrainian traditions, especially after current events?

 

Situation 5: The Role of Tradition in Difficult Times

Instructions: Discuss how Ukrainian customs and traditions can provide strength, comfort, and a sense of unity during challenging times.

Points to cover:

•       How can celebrating traditional holidays or practicing customs help people feel connected to their culture and history during difficult times?

•       Do you think traditions offer a sense of stability and hope?

•       Are there any specific traditions that have become even more important in Ukraine recently?

•       How do people adapt traditions when they cannot celebrate them in the usual way (e.g., celebrating online, in new places)?

•       What do Ukrainian customs and traditions mean to you personally right now?

Education in Ukraine and the UK

Situation 1: Starting School: Age and First Impressions

Instructions: Discuss when children start school in Ukraine and the UK, and what the first years of schooling might be like.

Points to cover:

•       At what age do children usually start primary school in Ukraine? What about in the UK?

•       What do you think are the most important things children learn in their first years of school?

•       Are there any special traditions or events for the first day of school in Ukraine? Do you know about any in the UK?

•       How might learning in a Ukrainian primary school be similar or different to a UK primary school? (e.g., subjects, activities, homework)

•       What is your most vivid memory from your first years at school?

 

Situation 2: The School Day and School Year

Instructions: Compare a typical school day and school year in Ukraine and the UK.

Points to cover:

•       How long is a typical school day in Ukraine? What time do classes usually start and finish?

•       How long is the school year in Ukraine (from September to when)? How many holidays are there?

•       Do you know anything about the school day or year in the UK? (e.g., terms, half-term breaks)

•       Are there many extracurricular activities offered in Ukrainian schools? What about in UK schools?

•       How has the school day or year changed in Ukraine recently due to current challenges (e.g., online learning, shelters)?

 

Situation 3: Choosing Subjects and Exams

Instructions: Discuss how students choose subjects and take exams in Ukrainian and UK schools, especially as they get older.

Points to cover:

In Ukraine, do students study many subjects until graduation, or do they specialize? What about in the UK (e.g., GCSEs, A-Levels)?

•       What are the main exams students take in Ukraine to finish school and enter university (e.g.,

ZNO/NMT)?

•       Do you know about any exams students take in the UK to finish secondary school or go to university?

•       What are the advantages of specializing in a few subjects? What are the advantages of studying many subjects?

•       How do exams affect students' stress levels in both countries?

 

Situation 4: Higher Education: Universities and Beyond

Instructions: Compare university education in Ukraine and the UK, considering aspects like duration, fees, and degrees.

Points to cover:

•       How long does a Bachelor's degree typically last in Ukraine? What about a Master's degree?

•       Is higher education usually free or paid in Ukraine? What about in the UK?

•       What are some well-known universities in Ukraine? Do you know any famous universities in the UK?

•       What are the advantages of studying at a Ukrainian university? What are the advantages of studying at a UK university?

•       How important is a university degree for finding a good job in both countries?

 

Situation 5: Challenges and Future of Education

Instructions: Discuss the main challenges facing education in Ukraine and the UK today, and what you think the future of education holds.

Points to cover:

•       What are the biggest challenges for education in Ukraine right now? (e.g., damaged schools, online learning, psychological impact of war, power outages)

•       Do you know about any challenges for education in the UK (e.g., funding, student wellbeing)?

•       How can technology change education in the future in both countries?

•       Do you think it will be more common to study online, or will traditional schooling always be important?

•       What are your hopes for the future of education in Ukraine after the current situation?

Ukrainian and British Artists

Situation 1: Introducing a Famous Artist

Instructions: Choose one famous Ukrainian or British artist (e.g., Taras Shevchenko, Kazimir Malevich, Ivan Marchuk, Banksy, William Shakespeare, Adele). Introduce them and their work.

Points to cover:

What is the artist's name?

•       What kind of art do they create? (e.g., painting, sculpture, music, writing, street art) •        What are they famous for? (e.g., specific works, their style, their influence)

•       What do you like or find interesting about their art?

•       Where can people see or experience their art (e.g., museums, concerts, books, online)?

 

Situation 2: The Role of Art in Society

Instructions: Discuss how artists in Ukraine and the UK reflect their countries' history, culture, or current events in their work.

Points to cover:

•       How can artists express emotions or ideas about their country through their art?

•       Can art tell stories about history or social issues? Give an example from either Ukraine or the UK.

•       Do you think artists have a special role to play during difficult times, like in Ukraine now?

How?

•       How can art help people understand a country's culture, even if they don't speak the language?

•       What messages do you think Ukrainian artists are sending to the world today through their work?

 

Situation 3: Traditional vs. Modern Artistic Styles

Instructions: Compare and contrast traditional artistic styles (e.g., classical painting, folk music) with modern ones (e.g., digital art, electronic music, contemporary theatre) in both Ukrainian and British contexts.

Points to cover:

•       What are some examples of traditional Ukrainian art forms (e.g., Petrykivka painting, folk songs)? What about British traditional art?

•       What are some examples of modern art from Ukraine or the UK?

•       What are the main differences in their styles, messages, or techniques?

•       Do you prefer traditional or modern art? Why?

•       How does technology influence modern artists in both countries?

 

Situation 4: Art and Public Spaces

Instructions: Talk about how art appears in public spaces in Ukraine and the UK (e.g., street art, monuments, outdoor sculptures, murals).

Points to cover:

•       What kind of art can you see in public places in your city in Ukraine?

•       Have you seen any famous street art or public sculptures in the UK (e.g., by Banksy)?

What is the purpose of art in public spaces? (e.g., to beautify, to educate, to make a statement, to inspire)

•       Do you think all public art is good art? Why or why not?

•       How can public art reflect the spirit of a city or its people, especially in times of change?

 

Situation 5: The Global Reach of Artists

Instructions: Discuss how artists from Ukraine and the UK achieve international recognition and share their art with the world.

Points to cover:

•       How do artists from Ukraine become known internationally? (e.g., exhibitions abroad, social media, international competitions)

•       What helps British artists become famous globally? (e.g., music industry, film industry, art galleries)

•       Do you think it's easier or harder for artists from Ukraine to achieve global recognition compared to British artists? Why?

•       How can art help build connections and understanding between different countries and cultures?

•       What Ukrainian artist would you most like the world to discover, and why?

National Cuisine

Situation 1: Your Favorite Ukrainian Dish

Instructions: Describe your favorite traditional Ukrainian dish and explain why you love it.

Points to cover:

•       What is the name of the dish?

•       What ingredients are in it?

•       How is it usually prepared or cooked?

•       When do people typically eat this dish (e.g., for holidays, everyday meals)?

•       What memories or feelings do you associate with this food?

 

Situation 2: A Typical Ukrainian Meal

Instructions: Talk about what a typical breakfast, lunch, or dinner looks like in a Ukrainian home.

Points to cover:

•       What kind of food do Ukrainians traditionally eat for breakfast? What about lunch or dinner?

•       Are there any common drinks that go with these meals?

•       How important is it for families to eat together in Ukraine?

•       Are there different types of meals for weekdays versus weekends or special occasions?

•       How has eating habits in Ukraine changed over the years (e.g., more fast food, more international cuisine)?

 

Situation 3: Trying International Cuisine

Instructions: Discuss your experiences with trying food from other countries and compare it to Ukrainian cuisine.

Points to cover:

•       Have you ever tried food from another country (e.g., Italian pasta, Japanese sushi, American burgers)?

•       What was your impression of it? Did you like it?

•       How is food from other countries different from Ukrainian food? (e.g., ingredients, spices, cooking methods)

•       What national cuisine from another country would you like to try in the future? Why?

•       Do you think it's important to try new foods from different cultures?

 

Situation 4: The Role of Food in Culture

Instructions: Talk about how national cuisine is an important part of a country's culture and traditions.

Points to cover:

•       How does food connect people to their history and traditions?

•       Are there any special Ukrainian foods that are linked to specific holidays or events?

•       How can food help you learn about a country's culture when you travel there?

•       Do you think food can bring people together, even people from different backgrounds? How?

•       How has Ukrainian cuisine gained more recognition around the world recently, and why is that important?

 

Situation 5: Modern Trends in National Cuisine

Instructions: Discuss how national cuisines are changing or adapting in the modern world, perhaps with new trends or influences.

Points to cover:

•       Are there modern versions of traditional Ukrainian dishes? How are they different?

•       Do you think young people in Ukraine are interested in cooking traditional dishes?

•       How have international food trends (e.g., vegetarianism, healthy eating, fast food) influenced Ukrainian cuisine?

•       Is it important to preserve traditional recipes, or is it good for cuisine to evolve?

•       What do you think the future of Ukrainian national cuisine will look like in 10-20 years?

UNIT 8. BODY TALK

Rehabilitation and Different Ways of Body Recovery

Situation 1: Recovering from a Physical Injury

Instructions: Imagine you or someone you know has had a common injury (e.g., a broken leg, a sprained ankle, a back problem). Discuss the steps of physical rehabilitation.

Points to cover:

•       What kind of injury is it? How did it happen?

•       What are the first things a person needs to do after such an injury? (e.g., rest, see a doctor)

•       What is "physical therapy" or "rehabilitation"? What kind of exercises might they do?

•       How long do you think it might take to recover fully?

•       What challenges might a person face during their physical recovery?

 

Situation 2: The Role of Rest and Nutrition in Recovery

Instructions: Talk about how important rest, sleep, and good food are for the body to recover from illness, injury, or even just daily stress.

Points to cover:

•       Why is getting enough sleep crucial for recovery?

•       What kind of food should people eat when they are recovering? (e.g., healthy, protein-rich, fruits and vegetables)

•       Can drinking enough water help the body heal? How?

•       How do athletes use rest and nutrition to recover after training or competitions?

•       Do you think people generally pay enough attention to rest and healthy eating for recovery?

 

Situation 3: Beyond Physical: Mental and Emotional Recovery

Instructions: Discuss how mental and emotional well-being are also important parts of body recovery, especially after difficult experiences.

Points to cover:

•       Can stress or sadness make it harder for the body to heal? Why?

•       What are some ways people can take care of their mental health during recovery? (e.g., talking to friends/family, hobbies, mindfulness)

•       Why is psychological support important for people who have experienced trauma or a long illness, like many in Ukraine today?

•       What activities can help improve mood and reduce stress for better overall recovery?

•       Do you think mental health support is as important as physical rehabilitation?

 

Situation 4: Different Recovery Techniques

Instructions: Explore various methods people use for body recovery, from traditional approaches to more modern ones.

Points to cover:

•       Besides physical therapy, what other methods do people use for recovery? (e.g., massage, hot/cold therapy, swimming, yoga, acupuncture)

•       What are the benefits of these different methods?

•       Have you ever tried any of these recovery techniques? What was your experience?

•       Do you think natural remedies or traditional medicine can help with recovery?

•       How can people find the right recovery method for their specific needs?

 

Situation 5: Rehabilitation in Ukraine Today

Instructions: Discuss the growing importance of rehabilitation and body recovery services in Ukraine, given the current situation.

Points to cover:

•       Why is rehabilitation especially important for many people in Ukraine right now? (e.g., for soldiers, civilians with injuries, those affected by trauma)

•       What kind of rehabilitation centers or programs are being developed or expanded in Ukraine?

•       What challenges do rehabilitation services face in Ukraine today? (e.g., funding, specialists, equipment)

•       How can international support help with rehabilitation efforts in Ukraine?

•       What is your hope for the future of rehabilitation and body recovery for all Ukrainians who need it?

Healthy Daily Habits

Situation 1: Your Healthy Morning Routine

Instructions: Describe what you do in the morning to start your day in a healthy way.

Points to cover:

•       What time do you usually wake up?

•       What are the first things you do in the morning to feel good? (e.g., drink water, do some exercise, eat breakfast)

•       What kind of breakfast do you usually eat? Is it healthy?

•       How does a good morning routine affect the rest of your day?

•       Do you think most people in Ukraine have a healthy morning routine, or is it difficult?

 

Situation 2: Staying Active Throughout the Day

Instructions: Talk about how people can incorporate physical activity into their daily lives, even if they have busy schedules.

Points to cover:

•       How much physical activity do you think a person needs every day?

•       What are some simple ways to be more active during the day (e.g., walking, taking stairs, short breaks)?

•       Do you do any sports or exercises regularly? What kind?

•       What are the benefits of regular physical activity for your body and mind?

•       What challenges do people in Ukraine face when trying to stay active (e.g., safety, lack of facilities)?

 

Situation 3: Healthy Eating Habits

Instructions: Discuss what makes a diet healthy and how to make healthy food choices every day.

Points to cover:

•       What kind of foods are good for your health? (e.g., fruits, vegetables, whole grains, lean protein)

•       What kind of foods should people try to eat less of? (e.g., sugary drinks, processed snacks, fast food)

•       Do you usually cook at home, or do you often eat out?

•       How can someone make healthier food choices when they are busy or on a budget?

•       Do you think traditional Ukrainian cuisine is generally healthy? Why or why not?

 

Situation 4: The Importance of Sleep and Rest

Instructions: Talk about why getting enough sleep and rest is a crucial part of healthy daily habits.

Points to cover:

•       How many hours of sleep do you think an adult needs every night? What about a teenager?

•       What are the negative effects of not getting enough sleep? (e.g., feeling tired, difficulty concentrating, getting sick)

•       What do you do to relax and rest after a busy day? (e.g., reading, listening to music, spending time with family)

•       Do you find it difficult to get enough sleep sometimes? Why?

•       How important is good sleep for mental and emotional well-being, especially for people in Ukraine today?

 

Situation 5: Healthy Habits for Overall Well-being

Instructions: Discuss some less obvious healthy habits that contribute to overall well-being, beyond just diet and exercise.

Points to cover:

•       What does "overall well-being" mean to you?

What are some healthy habits that are not about food or exercise? (e.g., spending time with loved ones, managing stress, pursuing hobbies, spending time in nature, learning new things)

•       How can positive thinking or gratitude be a healthy habit?

What kind of "unusual" healthy habit do you have?

•       How can people encourage each other to adopt healthier daily habits in their communities?

Fearless Travellers

Situation 1: What Makes a Traveller Fearless?

Instructions: Discuss the qualities that make a person a "fearless traveller" and give examples.

Points to cover:

•       What does "fearless traveller" mean to you? Is it someone who travels alone, to remote places, or tries extreme activities?

•       What personal qualities do you think a fearless traveller needs? (e.g., bravery, independence, curiosity, good planning skills, adaptability)

•       Can you think of any famous fearless travellers from history or modern times? (e.g., explorers, adventurers, even some famous Ukrainian travelers like Yurii Lysianskyi or Mykola Myklukho-Maklai)

•       Is it possible to be fearless but still be careful and safe?

•       Do you think everyone can become a fearless traveller, or is it a special personality type?

 

Situation 2: Facing Challenges on the Road

Instructions: Imagine you are on an adventurous trip. Discuss some challenges you might face and how a fearless traveller would overcome them.

Points to cover:

•       What are some common problems or difficulties a traveller might face in a new or remote place? (e.g., getting lost, language barriers, unexpected weather, getting sick, problems with transport)

•       How would a fearless traveller react to these problems?

•       What practical skills would be useful in these situations? (e.g., using a map/GPS, basic first aid, problem-solving)

•       Have you ever faced a small travel challenge? How did you handle it?

•       Do you think overcoming challenges makes a trip more memorable?

 

Situation 3: The Benefits of Adventurous Travel

Instructions: Talk about the positive aspects and personal growth that can come from being an adventurous or fearless traveller.

Points to cover:

What can a person learn about themselves when they travel alone or to challenging places? (e.g., self-reliance, confidence, problem-solving)

•       How can adventurous travel help you understand different cultures and people better?

•       Does stepping out of your "comfort zone" make you stronger? How?

Can such travel help reduce stress or make you appreciate your home more?

•       What new skills or experiences can you gain from adventurous journeys?

 

Situation 4: Safety for Fearless Travellers

Instructions: Discuss how even fearless travellers need to think about safety and take precautions, especially when exploring less-travelled areas.

Points to cover:

•       What important safety precautions should a fearless traveller take before or during a trip? (e.g., telling someone their plans, researching the area, having emergency contacts, travel insurance)

•       How can technology help keep travellers safe? (e.g., phones, GPS, communication devices)

•       What are the dangers of being too fearless or taking unnecessary risks?

•       Do you think it's important to respect local customs and rules for safety?

•       How might the current situation in Ukraine influence the safety considerations for any type of travel within the country?

 

Situation 5: Your Dream Fearless Journey

Instructions: Describe a "fearless" journey or adventure you would love to take, even if it seems a bit scary.

Points to cover:

•       Where would you go and what kind of adventure would it be? (e.g., hiking a difficult mountain, exploring a remote region, a long solo trip)

•       What appeals to you about this particular journey?

•       What challenges do you imagine you would face?

•       What would you hope to learn or experience from this trip?

•       If you couldn't do your dream journey, what's a smaller, less "fearless" adventure you would like to try in Ukraine?

Advantages and Disadvantages of Different Kinds of Sports

Situation 1: Team Sports vs. Individual Sports

Instructions: Discuss the advantages and disadvantages of playing team sports compared to individual sports.

Points to cover:

•       What are some popular team sports (e.g., football, basketball, volleyball) and individual sports (e.g., swimming, running, tennis)?

What are the main advantages of team sports? (e.g., teamwork, social interaction, learning to cooperate)

•       What are the main disadvantages of team sports? (e.g., relying on others, disagreements, pressure)

What are the main advantages of individual sports? (e.g., personal achievement, flexibility, focus)

•       What are the main disadvantages of individual sports? (e.g., less social, can be lonely) •    Which do you prefer, and why?

 

Situation 2: Contact Sports vs. Non-Contact Sports

Instructions: Talk about the pros and cons of contact sports (like boxing or rugby) versus noncontact sports (like gymnastics or badminton).

Points to cover:

•       What are some examples of contact sports? What about non-contact sports?

•       What are the potential risks or disadvantages of contact sports? (e.g., injuries, physical aggression)

•       What are the advantages of contact sports for some people? (e.g., strength, discipline, adrenaline)

•       What are the benefits of non-contact sports? (e.g., focus on skill, less risk of injury)

•       Would you ever try a contact sport? Why or why not?

•       How important is safety in any kind of sport?

 

Situation 3: Indoor Sports vs. Outdoor Sports

Instructions: Discuss the advantages and disadvantages of playing sports indoors compared to playing outdoors.

Points to cover:

•       What are some common indoor sports (e.g., bowling, table tennis, indoor climbing)? What about outdoor sports (e.g., cycling, hiking, football)?

•       What are the advantages of indoor sports? (e.g., not affected by weather, available all year, controlled environment)

•       What are the disadvantages of indoor sports? (e.g., less fresh air, can be crowded)

•       What are the advantages of outdoor sports? (e.g., fresh air, nature, more space)

•       What are the disadvantages of outdoor sports? (e.g., weather-dependent, safety concerns in some areas of Ukraine)

•       Which do you usually prefer, and why?

 

Situation 4: Sports for Health and Well-being

Instructions: Talk about how different kinds of sports offer various advantages for physical and mental health.

Points to cover:

What kind of sports are good for your heart and lungs (cardio)?

•       What kind of sports help build strong muscles?

•       Can sports help reduce stress and improve mental well-being? How?

•       Are there any sports that are particularly good for flexibility or balance?

•       What are the disadvantages of not doing any sports or physical activity for your health?

•       What kind of sport would you recommend for someone who wants to improve their overall well-being in Ukraine today?

 

Situation 5: Professional Sports: The Pros and Cons

Instructions: Discuss the advantages and disadvantages of being a professional athlete in any sport.

Points to cover:

•       What are the big advantages of being a professional athlete? (e.g., fame, money, pursuing a passion, representing your country)

•       What are the significant disadvantages or challenges of being a professional athlete? (e.g., injuries, high pressure, short career, constant training, media attention)

•       Do you think professional athletes have a healthy lifestyle, despite their training?

•       How important are professional sports for a country's image and morale, especially for Ukraine?

•       Would you like to be a professional athlete if you had the chance? Why or why not?

Healthy Food

Situation 1: What is "Healthy Food" to You?

Instructions: Discuss what you understand by "healthy food" and give examples of foods you consider healthy.

Points to cover:

•       What foods do you usually think of when you hear "healthy food"?

•       What are the main groups of healthy foods? (e.g., fruits, vegetables, whole grains, protein, dairy)

•       Why are these foods good for our bodies? (e.g., provide energy, vitamins, minerals)

•       What is one healthy food that you eat almost every day?

•       Do you think it's easy or difficult for people in Ukraine to eat healthy food regularly? Why?

 

Situation 2: Making Healthy Choices at Home

Instructions: Talk about how you (or people in your family) try to cook and eat healthy meals at home.

Points to cover:

•       Do you cook at home often? Who usually cooks in your family?

•       What are some simple ways to make your home-cooked meals healthier? (e.g., using less oil, adding more vegetables, baking instead of frying)

What healthy snacks do you keep at home?

•       How can you make healthy food taste good so everyone enjoys it?

•       What traditional Ukrainian dishes do you think are naturally very healthy?

 

Situation 3: Healthy Eating Out and On the Go

Instructions: Discuss the challenges and strategies for eating healthy when you're outside your home, like at a cafe or when you're busy.

Points to cover:

•       Is it easy to find healthy food options in cafes or restaurants in Ukraine?

•       What kind of healthy choices can you make when ordering food outside? (e.g., salads, grilled meat, water instead of soda)

•       What are some quick and healthy snacks you can take with you when you're busy?

•       What are the dangers of eating too much fast food or processed snacks?

•       Do you think restaurants in Ukraine are offering more healthy options now?

 

Situation 4: The Impact of Healthy Food on Life

Instructions: Talk about how eating healthy food affects a person's energy, mood, and overall wellbeing.

Points to cover:

•       How do you feel when you eat healthy food regularly? (e.g., more energetic, better concentration, happier)

•       How do you feel after eating unhealthy food?

•       Can eating healthy food help you avoid getting sick often? How?

•       What are the long-term benefits of a healthy diet? (e.g., preventing diseases)

•       Do you think focusing on healthy food is especially important for people's well-being in Ukraine today?

 

Situation 5: Encouraging Healthy Eating in Society

Instructions: Discuss what schools, governments, or communities can do to encourage more people to eat healthy food.

Points to cover:

•       What can schools do to teach children about healthy eating? (e.g., healthy school lunches, cooking classes)

•       Should the government make healthy food cheaper or unhealthy food more expensive?

•       How can supermarkets help people choose healthier options? (e.g., clear labels, promotions)

•       What advertising or public campaigns could encourage healthy eating in Ukraine?

•       What is one small change that you think could make a big difference in the way people eat in your community?

Sports Equipment and Facilities

Situation 1: Your Favorite Sport and Its Equipment

Instructions: Describe your favorite sport (or a sport you enjoy playing) and the equipment needed for it.

Points to cover:

•       What is your favorite sport to play or watch?

•       What essential equipment do you need for this sport? (e.g., ball, racket, special shoes, protective gear)

•       Is this equipment expensive or affordable in Ukraine?

•       Where do people usually buy this kind of sports equipment?

•       Do you think having good equipment makes a big difference in how well you play?

 

Situation 2: Local Sports Facilities in Your Area

Instructions: Talk about the sports facilities available in your city or town in Ukraine.

Points to cover:

•       What kind of sports facilities are there in your area? (e.g., football stadiums, basketball courts, swimming pools, gyms, outdoor workout areas, running tracks)

•       Are these facilities public (free) or private (paid)?

•       How often do you use any of these facilities? For what purpose?

•       Are there enough good sports facilities for everyone in your community?

•       How have sports facilities in Ukraine been affected by recent events, and what is being done to rebuild them?

 

Situation 3: Choosing the Right Gear

Instructions: Imagine you are helping a friend choose equipment for a new sport they want to try. Discuss what to consider.

Points to cover:

•       What new sport does your friend want to try?

•       What basic equipment will they need to get started?

•       What advice would you give them about buying equipment (e.g., quality, price, comfort, safety)?

•       Is it better to buy new or second-hand equipment for a beginner?

•       Are there any special clothes or shoes needed for this sport?

 

Situation 4: Ideal Sports Facilities

Instructions: Describe your ideal sports facility or complex. What would it include?

Points to cover:

•       If you could design a perfect sports facility, what would it look like?

•       What different sports could people play there?

•       What special features would it have? (e.g., a good gym, a large swimming pool, outdoor fields, changing rooms, a cafe)

•       Who would be able to use this facility (e.g., professionals, children, everyone)?

•       Do you think having excellent sports facilities is important for a country's health and sporting success? Why?

 

Situation 5: Maintaining Sports Equipment and Facilities

Instructions: Talk about the importance of maintaining sports equipment and facilities to keep them safe and usable.

Points to cover:

•       Why is it important to clean and take care of sports equipment? (e.g., for safety, to make it last longer)

•       Who is responsible for maintaining public sports facilities like stadiums or gyms?

•       What happens if sports facilities are not well-maintained? (e.g., accidents, bad conditions)

•       What challenges might Ukrainian sports facilities face with maintenance and repairs, especially now?

•       Do you think people appreciate well-maintained sports facilities?

 

UNIT 9. ON THE GO

Different Kinds of Shops

Situation 1: Your Favorite Type of Shop

Instructions: Describe your favorite kind of shop to visit and explain why you like it.

Points to cover:

•       What kind of shop is it? (e.g., a supermarket, a small local shop, a bookstore, a clothes shop, an electronics store)

•       What do you usually buy there?

•       Why do you like this type of shop? (e.g., good prices, wide selection, good service, convenient location, nice atmosphere)

•       How often do you visit this kind of shop?

•       Do you think this type of shop is popular in Ukraine?

 

Situation 2: Shopping for Groceries: Supermarket vs. Market

Instructions: Compare shopping for food at a large supermarket with shopping at a local outdoor market (rynok) in Ukraine.

Points to cover:

•       What are the advantages of buying groceries at a supermarket? (e.g., convenience, variety, often cheaper for some items)

•       What are the disadvantages of supermarkets? (e.g., can be crowded, less personal)

•       What are the advantages of buying food at a local market (rynok)? (e.g., fresh produce, local products, talking to sellers, supporting local farmers)

•       What are the disadvantages of a market? (e.g., might be open only certain days, can be more expensive for some things)

•       Where do you usually buy most of your groceries in Ukraine? Why?

 

Situation 3: Online Shopping vs. Physical Stores

Instructions: Discuss the advantages and disadvantages of buying things online compared to going to a physical shop.

Points to cover:

•       What do you usually buy online? What do you prefer to buy in a physical store?

•       What are the advantages of online shopping? (e.g., convenient, can compare prices easily, wider selection, delivery)

•       What are the disadvantages of online shopping? (e.g., can't see/touch the product, waiting for delivery, returns can be difficult, security concerns)

•       What are the advantages of shopping in a physical store? (e.g., can try things on, immediate purchase, social experience)

•       How popular is online shopping in Ukraine now, especially with current events?

 

Situation 4: Speciality Shops and Local Businesses

Instructions: Talk about the importance of small, specialized shops (like a bakery, a butcher, a flower shop, or a local bookstore) in a community.

Points to cover:

•       What kind of specialized shops exist in your neighborhood or city?

•       What are the benefits of having these small, local shops? (e.g., unique products, personal service, support local economy, community feeling)

•       Why do you think some people prefer these shops over big supermarkets or chain stores?

•       What challenges do small shops face, especially in Ukraine today?

•       What is one small, local shop in your area that you particularly like?

 

Situation 5: The Future of Shopping

Instructions: Discuss how you think shopping might change in the future. Will traditional shops disappear?

Points to cover:

Do you think more people will shop online in the future, or will physical shops always be important?

•       What new technologies might change the way we shop? (e.g., virtual reality shopping, selfcheckout, drone delivery)

•       Do you think there will be fewer large shopping centers in the future, or more?

•       How might shops in Ukraine adapt to new technologies and consumer habits in the coming years?

•       What kind of shopping experience would you like to see in the future?

Fast Food Addiction

Situation 1: What is Fast Food Addiction?

Instructions: Discuss what "fast food addiction" means and how it might be similar to or different from other addictions.

Points to cover:

•       What do you understand by "fast food addiction"? Is it a real addiction?

•       What kind of fast food do people usually eat (e.g., burgers, fries, pizza, sugary drinks)?

•       What makes fast food so appealing to many people? (e.g., taste, convenience, price)

•       How might someone know if they are eating too much fast food? (e.g., cravings, eating it often, feeling bad afterwards)

•       Do you think fast food addiction is a growing problem in Ukraine?

 

Situation 2: The Effects of Eating Too Much Fast Food

Instructions: Talk about the negative effects of regularly eating large amounts of fast food on a person's health and well-being.

Points to cover:

•       What physical health problems can fast food cause? (e.g., weight gain, heart problems, diabetes)

•       Can eating a lot of fast food affect your energy levels or mood? How?

•       Does it impact your concentration or ability to study/work?

•       Are there any financial disadvantages to eating fast food frequently?

•       How does eating fast food compare to eating home-cooked meals in terms of health?

 

Situation 3: Breaking the Fast Food Habit

Instructions: Discuss practical strategies for reducing fast food consumption and developing healthier eating habits.

Points to cover:

•       What are some tips for someone who wants to eat less fast food? (e.g., cooking at home, planning meals, bringing snacks)

•       How can healthier alternatives replace fast food cravings?

What role can friends or family play in helping someone reduce their fast food intake?

•       Is it important to stop eating fast food completely, or is moderation okay?

•       What are some healthy, quick meal options popular in Ukraine that can be alternatives to fast food?

 

Situation 4: Why Do People Become "Addicted"?

Instructions: Explore the reasons why people might develop an unhealthy habit of eating fast food frequently.

Points to cover:

•       What factors in modern life might lead people to choose fast food often? (e.g., busy schedules, stress, advertising)

•       How do fast food companies make their products so appealing and addictive? (e.g., taste, sugar, fat, salt)

•       Can emotions (like stress or boredom) play a role in fast food consumption?

•       Is it more difficult for young people to avoid fast food than for adults? Why?

•       What role does price play in people choosing fast food in Ukraine?

 

Situation 5: Society's Role in Promoting Healthy Eating

Instructions: Talk about what schools, governments, or communities can do to encourage healthier eating and reduce fast food consumption, especially among young people.

Points to cover:

•       What can schools do to teach children about healthy eating and the dangers of fast food?

•       Should there be more regulations on fast food advertising, especially for children?

•       How can cities or communities promote access to healthy, affordable food options?

•       What kind of public campaigns could encourage people to choose healthier food?

•       Do you think Ukrainian society is becoming more aware of the importance of healthy eating?

How to Improve Life in a City?

Situation 1: Improving Public Transport

Instructions: Discuss how better public transport can improve city life for everyone.

Points to cover:

•       What kinds of public transport are common in Ukrainian cities (e.g., buses, trams, trolleybuses, metro)?

•       What are the problems with public transport in your city? (e.g., traffic jams, old vehicles, not enough routes, safety issues)

•       How can public transport be improved? (e.g., more routes, new vehicles, faster services, better schedules, making it more accessible for everyone)

What are the benefits of good public transport for the city and its people? (e.g., less traffic, cleaner air, easier to get around, save money)

•       Do you use public transport often? Why or why not?

 

Situation 2: More Green Spaces and Clean Air

Instructions: Talk about the importance of parks, trees, and clean air in a city, and how to create more of them.

Points to cover:

•       Does your city have enough parks and green areas? Where do people go to relax in nature?

•       Why are green spaces important for people's health and well-being? (e.g., for walking, playing, fresh air, mental health)

•       What causes air pollution in cities? (e.g., cars, factories, dust)

•       How can a city become greener and have cleaner air? (e.g., planting more trees, reducing car use, controlling pollution from factories)

•       Do you think people in Ukraine are worried about air and water quality in their cities?

 

Situation 3: Making Cities Safer and More Comfortable

Instructions: Discuss ways to make city streets and public spaces feel safer and more comfortable for residents.

Points to cover:

•       What makes people feel unsafe in a city? (e.g., poor lighting, bad roads, high crime rates in some areas, abandoned buildings)

•       How can a city improve safety? (e.g., better street lighting, more police presence, repairing roads and sidewalks)

•       What makes a city comfortable for walking, cycling, or just spending time outdoors? (e.g., wide sidewalks, benches, cafes with outdoor seating, bicycle lanes)

•       Do you think Ukrainian cities are becoming more comfortable for pedestrians and cyclists?

•       How important is a feeling of safety and comfort for a good quality of life in a city?

 

Situation 4: Community Involvement in City Improvement

Instructions: Talk about how citizens can get involved in making their city better, not just relying on the government.

Points to cover:

•       Do you think local people can make a difference in improving their city? How?

•       What are some examples of community projects or initiatives that improve city life? (e.g., cleaning up parks, organizing local events, planting flowers)

•       Have you ever participated in a community activity to improve your neighborhood or city?

•       Why is it important for city authorities to listen to their citizens' ideas and needs?

How can people get more involved in city development, especially in Ukraine where many cities are being rebuilt?

 

Situation 5: Planning for the Future City

Instructions: Imagine you are a city planner for a Ukrainian city. What are your top three priorities for improving life in the city for the next 10-20 years?

Points to cover:

•       What are the most urgent needs for your city right now?

•       What long-term goals would you have for urban development? (e.g., modern housing, smart technologies, cultural spaces, creating jobs)

•       How would you balance new construction with preserving historical areas?

•       How would you make sure the city is good for everyone (e.g., families, young people, elderly, people with disabilities)?

•       What role would sustainability and environmental protection play in your future city plans?

Life in the City and the Countryside

Situation 1: Advantages of City Life

Instructions: Discuss the main benefits of living in a large city in Ukraine, such as Kyiv or Lviv.

Points to cover:

•       What job opportunities are typically available in big cities?

•       What kind of entertainment and cultural activities can you find in a city? (e.g., cinemas, theaters, museums, restaurants)

•       How is transportation usually better in cities?

•       What are the advantages of city life for young people or students? (e.g., education, social life)

•       Do you think cities in Ukraine offer good access to services like hospitals and shops?

 

Situation 2: Disadvantages of City Life

Instructions: Talk about the negative aspects or challenges of living in a Ukrainian city.

Points to cover:

•       What are some common problems in big cities? (e.g., traffic jams, noise, air pollution, crowded places)

•       Is the cost of living (rent, groceries, utilities) higher in Ukrainian cities compared to the countryside?

•       Can city life be stressful or lonely for some people? Why?

•       What are some safety concerns people might have in a city?

•       How have current events in Ukraine made city life more challenging or different?

 

Situation 3: Advantages of Countryside Life

Instructions: Discuss the main benefits of living in a village or rural area in Ukraine.

Points to cover:

•       What are the main advantages of living closer to nature? (e.g., fresh air, quiet, beautiful scenery, growing your own food)

•       Is the cost of living generally lower in the countryside in Ukraine?

•       How is the community feeling different in a village compared to a city? (e.g., friendly neighbors, helping each other)

•       What kind of activities can people do in the countryside? (e.g., gardening, hiking, fishing) •          Do you think living in the countryside can be good for your health and well-being?

 

Situation 4: Disadvantages of Countryside Life

Instructions: Talk about the difficulties or limitations of living in a rural area in Ukraine.

Points to cover:

•       What are some common problems in villages or rural areas? (e.g., fewer job opportunities, limited public transport, fewer services like hospitals or big shops)

•       Is it more difficult to get a good education in the countryside?

•       Can it be boring for young people in the countryside? Why?

•       What challenges might rural areas in Ukraine face, especially concerning infrastructure and opportunities?

•       How might current events in Ukraine have particularly impacted agricultural or rural communities?

 

Situation 5: Your Ideal Place to Live

Instructions: Imagine you can choose anywhere to live in Ukraine. Would you prefer to live in a city or the countryside, or perhaps a balance between the two? Explain your choice.

Points to cover:

•       Where would your ideal home be located (e.g., big city, small town, village, close to a forest/river)?

•       What specific advantages of that location are important to you?

•       What disadvantages would you be willing to accept for that lifestyle?

•       How important is access to work, education, and nature for you?

•       Do you think your ideal place to live might change as you get older or if your family situation changes?

Role of the Media in Our Life

Situation 1: How Do You Get Your News?

Instructions: Discuss the different ways you get news and information about Ukraine and the world.

Points to cover:

•       What are the main sources of news for you? (e.g., TV, radio, newspapers, online news websites, social media, messaging apps like Telegram, YouTube)

•       How often do you check the news? (e.g., daily, several times a day, weekly)

•       What are the advantages of your preferred news source? (e.g., fast, visual, detailed, easy to share)

•       What are the disadvantages of other news sources? (e.g., not immediate, can be biased, too much information)

•       How has the way you get news changed in Ukraine recently?

 

Situation 2: Media as Entertainment

Instructions: Talk about how media provides entertainment in your life and what kind of entertainment you prefer.

Points to cover:

•       What kind of entertainment do you get from media? (e.g., movies, TV shows, music, video games, online videos, podcasts)

•       What are your favorite TV channels, streaming platforms, or social media for entertainment?

•       How much time do you spend on entertainment media each day or week?

•       What are the advantages of getting entertainment from media? (e.g., relaxing, learning new things, connecting with friends)

•       Do you think people in Ukraine need more entertainment from media now to relax? Why?

 

Situation 3: The Influence of Media on Opinions

Instructions: Discuss how media can influence people's opinions and what we should be careful about.

Points to cover:

•       Do you think what you see or hear in the news can change your opinion about something?

•       What is "fake news" or "misinformation"? How can it be dangerous, especially in Ukraine?

•       How can you check if news is true or false? (e.g., checking different sources, looking at official information)

•       Do you think social media influences young people's opinions a lot?

•       Why is it important to think critically about the information we receive from the media?

 

Situation 4: Media and Society

Instructions: Talk about the broader role of media in society, beyond just news and entertainment.

Points to cover:

How can media help people learn about important social issues (e.g., environmental problems, health, human rights)?

•       Can media help people connect with each other and build communities? How?

•       What is the role of media during a crisis or an emergency in Ukraine? (e.g., informing people, providing instructions, connecting aid)

•       Do you think media can help a country's culture and identity?

•       What responsibilities do journalists and media companies have to society?

 

Situation 5: Being a Responsible Media Consumer

Instructions: Discuss what it means to be a "responsible media consumer" in today's world, and what advice you would give to others.

Points to cover:

•       What does it mean to be a responsible media consumer? (e.g., thinking before you believe, not sharing unverified information, balancing news with other activities)

•       How can you protect yourself from too much negative news, especially given the situation in Ukraine?

•       Is it important to consume media from different points of view? Why?

•       What advice would you give to a friend about using social media for news?

•       Do you think media literacy (understanding how media works) should be taught in Ukrainian schools?

 

TV, Social Media, or a Family Evening

Situation 1: Your Typical Evening Routine

Instructions: Describe how you usually spend your evenings, mentioning if TV, social media, or family activities are part of it.

Points to cover:

•       After work/study, what do you usually do first in the evening?

•       How much time do you typically spend watching TV or Browse social media?

•       What kind of TV shows, movies, or social media content do you prefer in the evening?

•       Do you usually have dinner with your family? What do you do afterwards?

•       How has your evening routine changed recently, given current circumstances in Ukraine?

 

Situation 2: The Advantages of a Family Evening

Instructions: Discuss the benefits of spending an evening with family, doing activities together without screens.

Points to cover:

What kind of activities can families do together in the evening without using TV or social media? (e.g., playing board games, reading, talking, cooking, going for a walk)

•       Why is it important for families to spend quality time together? (e.g., bonding, communication, support)

•       How can a family evening help reduce stress or improve mood?

•       Do you think family evenings are becoming less common because of technology?

•       How can families in Ukraine prioritize spending time together during challenging times?

 

Situation 3: The Role of TV and Social Media in Evenings

Instructions: Talk about how TV and social media influence how people spend their evenings, both positively and negatively.

Points to cover:

•       What are the advantages of watching TV or using social media in the evening? (e.g., entertainment, relaxation, staying informed, connecting with friends far away)

•       What are the disadvantages or potential problems of spending too much time on TV or social media? (e.g., less communication with family, sleep problems, feeling isolated)

•       Do you think TV and social media can make people feel less lonely?

•       How do you balance screen time with other activities in your evening?

•       Has the role of TV and social media changed in Ukrainian households due to the need for information or connection?

 

Situation 4: Choosing the Best Evening Activity

Instructions: Imagine you have a free evening. Decide whether you would prefer to watch TV, use social media, or have a family evening, and explain your choice.

Points to cover:

•       What factors would influence your decision? (e.g., your mood, who you are with, what you did during the day)

•       If you choose TV or social media, what specific content would you go for?

•       If you choose a family evening, what activity would you propose?

•       Are there times when one option is clearly better than the others?

•       How important is it to choose activities that make you feel good and relaxed in the evening in the current climate?

 

Situation 5: Healthy Evening Habits

Instructions: Discuss what makes an evening routine healthy and balanced, considering the roles of rest, communication, and digital devices.

Points to cover:

•       What are some healthy habits for an evening that help you prepare for a good night's sleep?

(e.g., avoiding screens before bed, reading, relaxing)

How can families set rules about screen time in the evening for children and adults?

•       Do you think a balanced evening includes a mix of personal time, family time, and perhaps some screen time?

•       What are the long-term benefits of a healthy evening routine?

•       What advice would you give to someone in Ukraine looking to create a more positive and relaxing evening routine?