Friends
This month our activities give students the opportunity to explore the importance that
relationships have for people’s happiness and wellbeing. B2 First and C1 Advanced learners
will reflect on how relationships can benefit our health while they improve their speaking and
listening. B1 Preliminary students will talk about friends while they keep working on their
listening and speaking. Finally, Pre A1 Starters and A1 Movers learners will talk about their
friends while having fun and improving their listening, speaking and writing. Happy teaching!
1. Connection to happiness ................................................................................................ 2
2. Best friends .................................................................................................................... 8
3. Fantastic friends! ...........................................................................................................12
4. References....................................................................................................................14
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1. Connection to happiness
Level: B2 First / C1 Advanced
Skills: listening and speaking
Interaction: in groups of 3 /4, individual and whole class
activity
Time: 55 minutes
Warm up (15’) – in groups of 3 / 4
Discuss these questions in your groups. Listen to your colleagues and answer the questions.
• Think about the person you feel the closest to. Are they your partner? Are they
someone in your family? Are they friends? Are they workmates / classmates?
• Have you always had the same connection with that person? Why (not)?
• What makes this relationship special?
• What are the key qualities you value in this person? Why?
• Do you think it is possible to have more than ten good friends? Why (not)?
• How do you think relationships affect us? Why?
• In today’s world some people may feel lonely. How do you think loneliness affects
them?
• Do you think it is difficult to find and maintain strong, healthy relationships in today’s
world? Why (not)?
• How do you think technology affects our relationships? Why?
Listening (10’) – individually
You will hear a researcher called Robert Waldinger, who has led the Harvard Study of Adult
Development. The research, one of the longest-running studies of adult life ever conducted,
explores the vital connection between social bonds and quality of life.
For questions 1 to 3, write an answer. You will hear the recording twice.
Start video at 02:39 and stop the video at 06.25.
Questions
1. What effect does the fight or flight response have on our body?
_________________________________________________________________________
_________________________________________________________________________
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2. What happens to people who have gone through an upsetting situation and don’t have
anyone to talk to at the end of the day?
_________________________________________________________________________
_________________________________________________________________________
3. What did people taking part in this study remember the most when they grew older?
_________________________________________________________________________
_________________________________________________________________________
Follow up! (5’) – whole class
• Are you surprised by any of the information Dr Waldinger shared? Why (not)?
• Do you agree with his views and conclusions? Why (not)?
Listening (10’) – individually
You will watch a video about how friendships affect our brain.
For questions 4 to 5, write an answer. You will watch the video twice. Start video at 01.07.
4. What social changes happen during teenage years?
_________________________________________________________________________
_________________________________________________________________________
5. During teenage years, some brain areas increase their connectivity. How does this affect
relationships?
_________________________________________________________________________
_________________________________________________________________________
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Speaking (15’) – in groups of 3
Two of you will be the candidates and one of you will act as the interlocutor, conducting the
test. The person in the role of interlocutor will also give the two candidates feedback using
the success criteria below.
Now, I’d like you to talk about something together for about two minutes. How important are
these aspects to achieve happiness?
relationships work
happiness
health money
time
Now you’ve got about a minute to decide which two would be the least important.
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B2 First Speaking Success Criteria*
B2 First Speaking Success Criteria
Grammar and Vocabulary Yes No Comments / Examples
Did your classmates use simple grammar e.g. present
simple, past simple, can?
Did your classmates use some complex grammar e.g.
modal verbs, future tenses, conditionals, perfect tenses,
phrasal verbs?
Did your classmates use synonyms?
Did your classmates repeat the same words several
times?
Discourse Management Yes No Comments / Examples
Did your classmates use longer sentences?
Were there long pauses when your classmates spoke?
Did your classmates speak about the task?
Did your classmates repeat their ideas?
Did your classmates use connectors such as and, but,
so, because, although, however, moreover?
Pronunciation Yes No Comments / Examples
Could you understand your classmates?
Were there any problems with pronunciation that made
communication difficult?
Was intonation appropriate e.g. in questions, showing
interest?
Interactive Communication Yes No Comments / Examples
Did your classmates start the conversation sometimes
and respond to each other’s ideas?
Did your classmates help each other reach a decision?
Did your classmates need some help when talking?
Global Achievement Yes No Comments / Examples
Did your classmates handle communication on familiar
topics despite some pauses?
Did your classmates organise their ideas in general?
Were there any examples of incoherent ideas,
inaccuracies and inappropriate use of grammar and
vocabulary?
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C1 Advanced Speaking Success Criteria*
C1 Advanced Speaking Success Criteria Yes No Comments / Examples
Grammatical resource Yes No Comments / Examples
Did your classmates show a good degree of control of simple grammar e.g.
present simple, past simple, can?
Did your classmates use some complex grammar e.g. modal verbs, future tenses,
conditionals, perfect tenses, phrasal verbs?
Lexical resource Yes No Comments / Examples
Did your classmates use a variety of appropriate vocabulary to talk about
familiar topics?
Did your classmates use a variety of appropriate vocabulary to talk about
unfamiliar topics?
Discourse Management Yes No Comments / Examples
Did your classmates use longer sentences?
Were there long pauses when your classmates were speaking? Were they
frequent?
Did your classmates speak about the task?
Did your classmates organise their ideas clearly?
Did your classmates use different cohesive devices and discourse markers
(connectors, reference pronouns, substitution, etc.)?
Pronunciation Yes No Comments / Examples
Could you understand your classmates without difficulty?
Were there any problems with pronunciation that made communication
difficult?
Was intonation appropriate e.g. in questions, showing interest?
Was sentence and word stress accurately placed?
Were individual sounds clear?
Interactive Communication Yes No Comments / Examples
Did your classmates start the conversation and respond to each other’s ideas in
a suitable way?
Did your classmates follow up on each other’s ideas?
Did your classmates need some help when talking?
Did your classmates develop the ideas discussed?
Did your classmates help each other reach a decision?
Global achievement Yes No Comments / Examples
Did your classmates handle communication on a variety of familiar topics
without many pauses?
Did your classmates handle communication on a variety of unfamiliar topics
without many pauses?
Did your classmates use suitable grammar and vocabulary with good control to
express ideas?
Did your classmates talk in a coherent and organised way?
* Please note that your classmates’ performance should be analysed independently, considering
what each of them does in the different parts of the test.
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KEY
Questions 1 to 3
1. What effect does the fight or flight response have on our body?
Our heart rate goes up, we might start sweating a bit and, in general, we don’t feel very well.
2. What happens to people who have gone through an upsetting situation and don’t
have anyone to talk to at the end of the day?
They don’t have anyone acting as their stress regulators. As a result, their bodies remain in
the fight or flight mode and experience chronic stress, chronic levels of inflammation and
circulating stress hormones that wear away the people’s happiness and break down several
body systems.
3. What did people taking part in this study remember the most when they grew older?
They remembered mainly the strength and warmth of their relationships to others: whether
they were good mentors, they were good friends or had healthy children.
Adapted from Waldinger (n.d.)
Questions 4 to 5
4. What social changes happen during teenage years?
Teenagers start to spend more time with their friends than with their parents.
5. During teenage years, some brain areas increase their connectivity. How does this
affect relationships?
Teenagers can better understand their friend’s perspectives, allowing for deeper connections
to flourish.
Adapted from Odell (n.d.)
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2. Best friends
Level: B1 Preliminary
Skills: listening and speaking
Interaction: in pairs, individual and whole class activity
Time: 35 minutes
Warm up (10’) – whole class activity
• When you have a problem or you want to share some good news, who do you go to?
Why?
• Have you always had the same connection with that person? Why (not)?
• What makes this relationship special?
• What is this person like? Why?
• In your opinion, is it possible to have more than ten good friends? Why (not)?
• Do you think it is difficult to find and maintain strong, healthy relationships in today’s
world? Why (not)?
• How do you think technology affects our relationships? Why?
Listening (10’) – individually
You will watch a video about friendship.
For questions 1 to 3, write an answer.
1. What is special about Priya?
_________________________________________________________________________
_________________________________________________________________________
2. What did Priya do when her friend went through a difficult situation?
_________________________________________________________________________
_________________________________________________________________________
3. What does the girl say about her connection to Priya?
_________________________________________________________________________
_________________________________________________________________________
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Speaking (15’) – in pairs
Now, I’d like each of you to talk on your own about something. I’m going to give each of you
a photograph and I’d like you to talk about it.
Student A, here is your photograph. It shows someone at school.
Student B, listen and take some notes about your partner’s performance using the success
criteria below.
Student A, please tell us what you can see in the photograph. You’ve got about a minute.
Student B, share your feedback with your partner.
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Student B, here is your photograph. It shows someone spending time outdoors.
Student A, listen and take some notes about your partner’s performance using the success
criteria below.
Student B, please tell us what you can see in the photograph. You’ve got about a minute.
Student A, share your feedback with your partner.
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B1 Preliminary Speaking Success Criteria
B1 Preliminary Speaking Success Criteria
Grammar and Vocabulary Yes No Comments / Examples
Did your partner use simple grammar e.g. present
simple, past simple, can?
Did your partner use some complex grammar e.g.
modal verbs, future tenses, conditionals?
Did your partner use synonyms?
Did your partner repeat the same words several times?
Discourse Management Yes No Comments / Examples
Did your partner use longer sentences?
Were there long pauses when your partner spoke?
Did your partner talk about the task?
Did your partner repeat their ideas?
Did your partner use connectors such as and, but, so,
because?
Pronunciation Yes No Comments / Examples
Could you understand your partner?
Were there any problems with pronunciation that made
communication difficult?
KEY
1. What is special about Priya?
She is so much fun, she can turn any situation into fun time.
2. What did Priya do when her friend went through a difficult situation?
She stayed with her and listened.
3. What does the girl say about her connection to Priya?
They are always on the same page, it is as if they could read each other’s mind, they can talk
about anything for hours.
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3. Fantastic friends!
Level: Pre A1 Starters / A1 Movers
Skills: speaking, listening and writing
Interaction: whole class and individual activity
Time: 30 minutes
Warm up (10’) – whole class activity
Who is your best friend?
Why is he / she your best friend?
Tell us about him / her.
When do you see him / her?
What do you like doing with him / her?
When is your birthday?
Do you like birthdays? Why (not)?
How do you celebrate your birthday? (Where do you go? What do you do? Who do
you celebrate it with?)
Speaking (10’) – whole class activity
Look at the people below. They are celebrating a birthday. Look at the picture, point and
answer the questions.
Where is the cake? Do you like cakes?
Where is the green balloon? What is your favourite colour?
Where is the baby? Do you have brothers or sisters?
Where is the lorry? What toys do you have?
How is the birthday boy feeling? Why?
Where is the radio? Put the radio on the table.
Where is the orange juice? Put the orange juice next to the mirror.
Where is the painting? Put the painting under the alien.
Where is the pencil? Put the pencil behind the monster.
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Writing (10’) – individually
Tell us about your best friend. Write a card describing your friend. Circle the correct option.
My friend’s name is ___________________________
He / She is _________________ years old.
He / She likes _______________________.
He / She has got ____________________ hair and
______________ eyes.
We play ____________________ together.
He / she has got ____________________.
His / her favourite colour is _____________________.
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4. References
Cottonbro studio. (2017). Photo of girls dancing. [image / jpeg]. Available at:
https://www.pexels.com/photo/photo-of-girls-dancing-3662824/ [27th March 2023].
Kelley, L. (2017). Group of people enjoying music concert. [image / jpeg]. Available at:
https://www.pexels.com/photo/group-of-people-enjoying-music-concert-325521/ [27th
March 2023].
Leppänen, M. (2017). Men’s black denim pants. [image / jpeg]. Available at:
https://www.pexels.com/photo/men-s-black-denim-pants-1019771/ [27th March 2023].
Lopes, H. (2017). Group of people having fun together under the sun. [image / jpeg]. Available
at: https://www.pexels.com/photo/group-of-people-having-fun-together-under-the-
sun-708392/ [27th March 2023].
Odell, S. (n.d.). How friendship affects your brain. [online]. TED. Available at:
https://www.ted.com/talks/shannon_odell_how_friendship_affects_your_brain/transcri
pt?language=en [24th March 2023].
UCLES (2017). Pre A1 Starters Flash cards. Available at:
https://www.cambridgeenglish.org/it/Images/425841-starters-flash-cards.pdf [27th
March 2023].
UCLES (2018). Pre A1 World list picture book. Available at:
https://www.cambridgeenglish.org/images/starters-word-list-picture-book.pdf [27th
March 2023].
Waldinger, R. (n.d.). The secret to a happy life -- lessons from 8 decades of research. [online].
TED. Available at:
https://www.ted.com/talks/robert_waldinger_the_secret_to_a_happy_life_lessons_fro
m_8_decades_of_research/comments/transcript [24th March 2023].
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