b1 magazine | audio | video | online el 1 / b2 magazine

These Teachers’ Notes contain specific background info, teaching ideas and exercises for the September issue of TEAM. For general ideas on how to teach using our articles, see the printed Teachers’ Guide (also online).

The cover story for this issue of TEAM magazine is about an app that lets people make daily decisions for others! It is a great way for content creators to make money, and for their followers to have fun. But what are the implications – and who really influences the decisions that teens make? We also cover some anxieties young people face in the post-lockdown world, and our new back page feature tells the stories of famous and inspiring people through graphics. This issue we celebrate the work of Malala Yousafzai. She's the Afghan teenager who survived being shot in the head by the Taliban after continuing to go to school.

Dive into our amazing range of content and activities!

The TEAM team [email protected]

Welcome to Team!

MaryGlasgow MaryGlasgowMags @maryglasgow [email protected]

2021/2022Beginner level

A1

MAGAZINE | AUDIO | VIDEO | ONLINE

Cover Question

Name 3 things in

your school bag.

www.mg-plus.net September / October 2021

Vol.

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The Smart School

Bag!

The Smart School

Bag!

Hello, goodbye!

Finish the conversation.

Use the examples or

write your own answers.

Examples:

page

6

More than a magazine!

Find content online mg-plus.net/click211

VIDEO

What’s in your school bag?

AUDIO

We travel around London!

LANGUAGE LAB

Test yourself!

September / October 2021

Advanced level B2 / C1MAGAZINE | AUDIO | VIDEO | ONLINE

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Di is sed?organ

Your doctor’s appointment at the Cedars Surgery is at:14:20To confirm: text YESTo cancel: text NO

Text MessageMonday 14.22Are you in?

Not again, mate!!

I’ve left my keys at home

11:45

11:52

11:50

What test!?

Revised for the test?

16:58

15:30

English

essay due

20th Oct!

Call Keira back!URGENT!

How to stop faffing and start fixing!

Can I borrow

your charger,

please?

I'm running out

of battery!

More than a magazine! Find content online mg-plus.net/current211 VIDEO

Watch a disorganised teen! AUDIO

Listen and follow the articles! LANGUAGE LABTest yourself!

Page 4

CHOKED UPThe teens fighting air quality injustice

Page 4

Phot

ogra

ph: C

hoke

d U

p

More than a magazine! Find content online mg-plus.net/club211 VIDEO

Watch a video about pollution! AUDIO

Listen and follow the articles! LANGUAGE LAB

Test yourself!

Upper-intermediate level B1 / B2MAGAZINE | AUDIO | VIDEO | ONLINE


Vol. 6

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CROWN ONLINE

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Pre-Intermediate level A2



I have a voice!

Ashlyn SoWhy one

teen is talking about racism


Find content online mg-plus.net/crown211

VIDEOWatch a video about

Ashlyn!

AUDIOListen and follow articles

online!

LANGUAGE LAB

Test yourself!

1 ‘mic’ is short for ‘microphone’

page 9

TEACHERS' NOTES TEACHERS' NOTES TEAM ISSUE 1Level: B1

Buy a dog?63%

WATCH MY RESPONSE!

Foster a cat?37%

Order pizza?80%

WATCH MY RESPONSE!

Cook pasta?20%

Stay together?80%

WATCH MY RESPONSE!

Break up?20%

Blue Top?31%

WATCH MY RESPONSE!

Green Top?69%

Do a workout?35%

WATCH MY RESPONSE!

Do my homework?65%

Play Fifa?37%

WATCH MY RESPONSE!

Play football?63%

Wear jeans?52%

WATCH MY RESPONSE!

Wear joggers?48%

Intermediate level B1



Vol.

28

ISS

N 0

969

5141

CONTROL MY LIFE? page 6

Would YOU let an app decide your daily decisions?

More than a magazine! Find content online mg-plus.net/team211 VIDEOA video about pollution!

AUDIOListen and follow the articles!

LANGUAGE LABTest yourself!

In this issue ...

Environment: Air pollutionSocial media: Control and influence; techDebate: Sports sponsorshipMental health: Socialising after lockdownTeam English: Neologisms; informal EnglishReport: City v country lifePeople: Equality; education; life in Afghanistan

THEMES AND VOCABULARY

✱ ed v ing adjectives✱ will future✱ dylexical verbs make and take✱ superlatives✱ past simple✱ comparatives

GRAMMAR AND LANGUAGE FOCUS

LISTEN ALONG

✱ TEAM News ✱ Team Mental Health

✱ TEAM Environment ✱ Team English

✱ TEAM Social Media ✱ Team Report

VIDEO

✱ TEAM Environment

LANGUAGE LAB

✱ TEAM Debate

Check out our Check out our

brilliant online brilliant online

resources for resources for

this issue!this issue!TEAM ONLINETeacher code: ke65ya

Buy a dog?63%

WATCH MY RESPONSE!

Foster a cat?37%

Order pizza?80%

WATCH MY RESPONSE!

Cook pasta?20%

Stay together?80%

WATCH MY RESPONSE!

Break up?20%

Blue Top?31%

WATCH MY RESPONSE!

Green Top?69%

Do a workout?35%

WATCH MY RESPONSE!

Do my homework?65%

Play Fifa?37%

WATCH MY RESPONSE!

Play football?63%

Wear jeans?52%

WATCH MY RESPONSE!

Wear joggers?48%

Intermediate level B1



Vol.

28

ISS

N 0

969

5141

CONTROL MY LIFE? page 6

Would YOU let an app decide your daily decisions?


Find content online mg-plus.net/team211 VIDEO

A video about pollution! AUDIO

Listen and follow the articles! LANGUAGE LAB

Test yourself!

Digital resources for this level >>>

maryglasgowplus.com

Background information: ‘Choked Up’ is an environmental movement led by four students from London. Their goal is to raise awareness of the dangerous levels of air pollution, especially in poorer areas of the city. 'To choke' means you can't breathe properly. For example: I nearly choked on a nut. 'Choked up' means unable to speak about something: I was too choked up to speak after my Grandma's death.

Lead-in: Before students read the article, ask them: What sort of dangers do you face when walking / travelling to school? Tell them to discuss in pairs, then share their answers with the class.

Reading: Give students three minutes to scan through pages 4 & 5 for the answers to these questions.1. What is Anjali terrified of?2. What do the four students have in common?3. What does research on air pollution show? Who suffers the most from air pollution?4. What is the slogan used in the signs put up by the students?[Answers: 1. air pollution from her daily commute; 2. they all grew up in the polluted streets of London; 3. air pollution is 24-31% higher in poorer areas, so poor people and often people of colour who live there will suffer the most; 4. ‘Breathing Kills.’]

Vocabulary – ed / ing adjectives: Students complete the following questions with the correct form of the adjectives, then discuss the answers to the questions in pairs. 1. Which statistic from page 5 were you most [_________] (SURPRISE) by?2. Which teenagers from your country do you find [______________] (INSPIRE)? Why?3. When was the last time you felt [___________] (HORRIFY) by a news story? 4. Are the levels of air pollution in your city [______________] (WORRY)? 5. Do you think the slogan ‘Breathing Kills’ is [____________] (SHOCK)? Why (not)?[Answers: 1. surprised; 2. inspiring; 3. horrified; 4. worrying; 5. shocking.]

Then, for each adjective ask students to change the -ed endings to -ing and the -ing endings to -ed (you could do this as a class or individually) and then tell them to rewrite each sentence using the new adjective. For example, surprised -> surprising. The statistics from page 5 are surprising.

Project: In small groups, students prepare posters for Choked Up. They can use statistics from London, or research ones from their own area.

We love to see students’ work! Send a picture of your class’ posters to [email protected] and we may feature them on our website.

Sign

by

Chok

ed U

p

SEPTEMBER / OCTOBER 2021 54 SEPTEMBER / OCTOBER 2021

POLLUTION PROTEST: Destiny, Anjali and Nyeleti hope their street signs will inform and empower* communities.

1 Sixth-form – the final two years of school where students study for A-levels. Students are between 16 – 18 years old.

CHOKED UP*

TEAM ENVIRONMENTLANGUAGE FOCUS: ed v ing Adjectives THEME: Environment AUDIO: Listen along VIDEO: Pollution

The answers are on page 15 ➧ WATCH A video about pollution.www.mg-plus.net/team211

BEFORE YOU READ: • Where are the most

polluted roads in your city / town?

You’re walking to school. You worry as you cross a busy road. But should you be more worried about the air you’re breathing? These London teenagers think so. TEAM talked to them about their inspiring campaign*.

There’s something deadly on the city streets. But you can’t see it. Is

it Covid? Is it a stranger? No. It’s the air. “I am terrified that my daily commute* to school has a negative impact* on my lungs”, says Anjali Raman-Middleton. It’s no surprise the seventeen-year-old from South London is worried. At age nine, something truly horrifying happened. Her friend Ella died from an asthma* attack. The cause? Air pollution. Nyeleti, 17, remembers their classmate. “Ella lived down the road from where I live. Her death felt very close to home.”

Air activismAnjali and Nyeleti joined up with Destiny and Kaydine. They’re sixth form1 students with something in common*. “We grew up along the polluted streets of London. Our stories have been forgotten. But not anymore.” The teens want government action on air pollution. ‘Choked Up’ was born.

Air injusticeResearch shows that air pollution is 24-31% higher in poorer parts of the city. These areas typically

Design a sign or poster to warn people about the dangers of air pollution.

Creative writing: 20-minute task

LISTEN ALONG Listen to the article.www.mg.plus.net/team211

✱ to choke (v): to not be able to breathe ✱ campaign (n): organised activities or events to achieve something (a political campaign, a campaign for the environment) ✱ commute (n): journey to school or a workplace ✱ impact (n): result, effect✱ asthma (n): condition of the lungs that makes breathing difficult ✱ to have something in common (phr): to share the same experience ✱ slogan (n): phrase or words that are catchy – and you can remember ✱ pedestrian (n): person who walks on pavements ✱ to empower (v): to give someone power / control ✱ to contribute (v): to help to cause

WORDWISE

have busier roads and fewer green spaces. As a result, pollution affects poor communities and – in particular – people of colour. “No one should be surprised that poorer people live in areas with worse environmental conditions,” says Professor Adam Elliot Cooper from Greenwich University. “Growing up in polluted air is my reality,” says Destiny. “We don’t all breathe the same air.”

Air ideaTheir latest action: the girls put up signs with the slogan* 'Breathing kills' in London’s pollution hotspots in Whitechapel, Catford and Brixton. The girls say it's important to warn pedestrians* about the risk of pollution. “Clean air is a human right,” says Nyeleti. “It’s time to start taking this crisis seriously.”

4.6 million people die every year as a result of air pollution.

Black or Caribbean people are 60% more likely to suffer from asthma than others.

Air pollution contributes to 4,000 deaths in London every year.

Comprehension CheckAnswer the questions in full sentences:1 How does Anjali feel when

she walks to school?2 What event made Anjali

want to take action about pollution?

3 Who is affected by pollution? Why?

4 Where in London did the girls put up signs?

5 Why did the girls put up pollution signs?

Reading: 10-minute test

The most polluted city is …Hotan, China.

The least polluted city is …Stockholm, Sweden.

Poor air can cause: heart disease

lung diseases

and may even contribute* to mental health issues.

• Is air pollution a problem in your town / city?

• What can we do to reduce air pollution in cities?

Speaking: 10-minute chat

1 In the article, you can find examples of ed/ing adjectives. Circle them and write the form in the table:

2 Choose the correct form of the verb. Then, tick [ ✓] the statements that you agree with:

1 ●I am worried / worrying about pollution in my city. 2 ●The statistics are alarmed / alarming. I'm shocked / shocking! 3 ●It’s surprised / surprising that poorer communities are affected more. 4 ●The girls are inspired / inspiring. I want to do something to change this situation.

Vocabulary: 10-minute check Air Alarm

✓✗-ed form -ing form1 inspired2 worrying3 horrified4 surprising

TEAM Environment

Pages 4 & 5

Choked Up

Video

Listen along

Teacher code: ke65ya

Background information: NewNew is an app created for people on social media to profit from the latest internet trend: letting their followers make their daily decisions for them! Using a poll system, fans can now vote on what their favourite influencers eat, wear, watch, and other day to day choices.

Lead-in: 1 Ask students to write down three decisions they often find difficult during a typical day or weekend (e.g. choosing which clothes to wear, which food to eat, which Netflix show to watch). Ask them to share their experiences. • What decisions do you find difficult to make during the day? (for example, choosing an outfit, what to eat for lunch, which boxset to watch?)• How do you make big decisions? (for example, which exams/subjects to take? Which laptop to buy?) • Are you decisive? Or indecisive?

2 Elicit some examples and ask them:• Who or what influences your decision making? (e.g. parents, friends, money, school, society)• How do you feel when you have to make these decisions? • Do you wish someone could make those choices for you? • Would you let your friends or family make these decisions for you for a day? What about a stranger?

Reading comprehension: Students read the article and answer these questions.1. How many decisions does the average person make daily?2. What does NewNew allow fans of influencers to do? 3. On average, how much can a vote on NewNew cost? 4. What is NewNew’s main goal?5. Why did Kaitlyn’s opinion of the app change?[Answers: 1. 27 decisions; 2. make decisions for them; 3. $5 to $500; 4. empower people to monetize their social media; 5. she thought some polls were not OK (e.g. an influencer dumping his girlfriend)]

Speaking – debate: Divide the class into two groups. Group A is in favour of the NewNew app, and letting followers make decisions for influencers, while Group B is against this new trend. Give them five minutes to prepare their main arguments, then the class will have an open debate about the topic. Each group will have a turn to present an argument, to which the other group will provide a response for or against.

Short Hair51%

Long Hair49%

SEPTEMBER / OCTOBER 2021 76 SEPTEMBER / OCTOBER 2021

CONTROL CONTROL MY LIFE? MY LIFE?

TEAM SOCIAL MEDIALANGUAGE FOCUS: will ; Delexical verbs – make and take THEME: Control and influence; tech AUDIO: Listen along

Would you let an app make YOUR daily decisions?

BEFORE YOU READ: • Which social media platforms

do you use?• Do you ever post* polls* online?

Pizza or pasta? Netflix or Twitch?Homework or workout?What will you do today? The average person makes 27 decisions in a day. But what if someone made those decisions – and money – for you?TEAM reports on a new app that does that …

“Have you ever wanted to control my life?” asks TikTok

creator Lev Cameron. For his 3.3 million fans the answer is ‘Yes’.

Will he wear jeans or joggers? Will he order pizza or make pasta?

Will he play on Twitch or watch Netflix?

Lev’s followers decide what he’ll do that day. Why?

Scroll* through Insta, Snapchat and TikTok and you’ll find thousands of influencers and creators. It’s a competitive* world. And they all want your attention*.How can they keep fans interested? And how can they make money?

Enter NewNew – an app that gives fans control over their favourite influencer. ‘Choose what real people do …’ it says ‘…then watch them do it.’ How does it work? The influencer posts* a question about their daily lives: what to wear, who to hang out with, or even what to name their pet. Fans then pay to vote and the influencer will do what the majority* decide. “When my fans vote, I do the thing they vote for,” explains Lev. “It’s not like I secretly do the other thing.” Lev’s fans even chose the name of his pet hamster.

Lev asks his latest question: “What should we play?” he says, holding a ball. “Dodgeball or catch?” Within minutes, he has an answer. Seventy-three per cent vote for dodgeball. So, for the next hour, Lev and his mates play dodgeball. Is he a puppet? Maybe. But he’s a puppet

• Who do you follow on social media? Why?

• Do you think NewNew is a clever* way to make money? Or creepy*? Why?

• Who or what has most control over your life?


“When they vote, I do the thing they vote for …”

demand* more control? Kaitlyn, 18, tested the app. “At first I thought it was fun. Most people ask what to wear or how to style their hair. But then I saw a guy ask if he should dump* his girlfriend. How is that OK?” Smith says the platform will ban* polls that are offensive*, inappropriate* or dangerous.Whether you think it’s a smart way to make money or a scary look into our social media futures, just ask yourself this: who is really in control?

making a lot of money. To buy votes on NewNew it costs anything from $5 to $500.

Courtne Smith is the founder of NewNew: “We’re empowering* people to monetize* their social media,” she says. “And we are empowering people to control moments of other people’s lives.” But is this empowering – or exploitation*? Giving someone control of your life is scary. If a person can decide what you eat, drink, and wear then what if they

Buy A Dog63%

Foster A Cat37%

Shoes72%

Flip Flops28%

Shopping93%

Workout7%

Watch Netflix79%

Play Fortnite21%

Break Up12%

Stay Together88%

Blue Top31%

Green Top69%

Listen along

TEAM Social Media

Pages 6 – 8

Control my life?

maryglasgowplus.com

Background information: The end of lockdown and COVID restrictions in the UK means shops, cafés, cinemas, football stadiums and bowling alleys are finally open. So after months of staying at home, teens can finally go out and meet their friends and have fun. But with the increase in freedom, there has been an increase in ‘FOMO’ (Fear Of Missing Out) amongst teens. Some young people feel pressure to go to social events even if they may not want to, in case they miss out on opportunities to make memories or are missing on social media. Yet after a year of staying in, socialising for long periods of time can be tiring and stressful, and some teens don’t feel ready.

Lead-in: 1 Write the following abbreviations on the board: FOMO, ASAP, BRB, LOL, OMG, YOLO, TBC, COVID. Form pairs and ask students: What do these abbreviations mean? What do the letters stand for?[Answers: FOMO: Fear of missing out; ASAP: As soon as possible; BRB: Be right back; LOL: Laugh out loud; OMG: Oh my God; YOLO: You only live once; TBC: To be confirmed; COVID: COrona VIrus Disease]2 Ask students to discuss the following questions as a whole class or in small groups.• Had you ever experienced FOMO (being scared that your friends were having fun without you) before COVID? • If so, did it get worse or better during the pandemic?• How did COVID affect your social life? • Do you go to social events you don’t want to go to, just because you are scared of missing opportunities?

Reading – True or False? Students read the text, then mark if the statements below are true or false.1. Nathan found lockdown boring. 2. While he enjoyed going to parties at first, Nathan became exhausted after a while. 3. Seeing his friends having fun on social media had a positive effect on Nathan. 4. Nathan had never had FOMO before lockdown. 5. JOSI stands for Joy Of Sitting In.6. Kate Murphy from The New York Times says socialising comes easily for most people. 7. Psychiatrist Gregory Scott-Brown recommends getting back to your old routine as quickly as possible.8. 36% of the population like staying inside. [Answers: 1T; 2T; 3F; 4F; 5F; 6F; 7F; 8T.]

Writing – Social media posts: Students prepare three social media posts for young teens about post lockdown anxiety. It can be a quote, a message, a photo or TikTok post.The three posts must contain tips and advice for people who are scared of socialising after staying inside for so long. Students can use the information given by experts in the article, such as Kate Murphy or Gregory Scott-Brown.

BEFORE YOU READ: What does FOMO stand for?❍ Frightened of meeting others❍ Future of meeting outside❍ Fear of missing out

The answers are on page 15 ➧

LANGUAGE FOCUS: ed + ing Adjectives, past simple THEME: Social life, mental health AUDIO: Listen along

10 SEPTEMBER / OCTOBER 2021 SEPTEMBER / OCTOBER 2021 11

TEAM MENTAL HEALTH

Nathan, 16

TEAM FIRST PERSON:

LISTEN ALONG Listen to this article.www.mg-plus.net/team211

✱ to moan (v): to complain, say a situation is bad ✱ exhausted (adj): very tired ✱ to scroll (v): to look through news and pictures on your phone by using your finger ✱ gig (n): small concert ✱ lad (n, sl): boy ✱ to admit (v): to say something is true, even if you prefer not to ✱ distress (n): stress and sadness ✱ awkward (adj): feeling uneasy, uncomfortable ✱ to atrophy (v): to waste away, decline ✱ gradually (adv): little by little, slowly ✱ pace (n): speed

WORDWISE

After spending the past year on the sofa, my

social life reduced to mum and dad, the dog and watching Netflix, I moaned* about being bored. This summer, everything changed. Suddenly, I had something to do every night of the week – whether I wanted to or not.

At first, it was all good –I was excited. House parties (remember those?), five-a-side football games (how unfit am I?), barbeques.

TEAM: Why do I feel FOMO again?There’s been a social change: “Lockdown was a shared experience, everyone had to stay home for a long period of time,” says Sarah Romotsky from the charity Headspace. “Suddenly seeing people out on social media, whether you don’t feel ready to go out or not can cause emotional distress*.”

TEAM: I am (was) a sociable person. So why do I feel awkward* in social situations now?Socialising is a skill: People separated from society report feeling more socially-anxious and awkward when they return

1 Survey of 900 people for Anxiety UK, March 2021.

is back! ‘Return anxiety’

Staying in?After a year of staying on the sofa, TEAM asks:Are YOU ready to socialise? (And why it’s OK if you’re not!)

FOMO FIGURES1

18% suffer from Fomo.

23% of people feel pressure from family and friends to socialise.

37% are looking forward to returning to ‘normal life’

36% are happy to stay at home.

• What did you do at home during lockdown? How did you feel?

• How did you feel when you first went out after lockdown? Why? What was different?


After a week I was exhausted*. How did I even do this before?I was frightened to say no to anything:“What if something amazing happens?” “What if they don’t invite me again?” “What if there is another lockdown?”

Next mistake. I scrolled* through social media, where I saw posts of the events I wasn’t invited to that week: bowling, a birthday and a gig*. Ugh. The old feeling hit me:

to ‘normal’ life. This is because social skills are like “... muscles that atrophy* from lack of use,” says Kate Murphy in the New York Times. ”Socialising takes practice!”

TEAM: But I don’t feel ready!Don’t put pressure on yourself – or others. “Don’t feel as if you have to do lots immediately,” says psychiatrist Gregory Scott-Brown. “… gradually* get back into your usual routine at your own pace* and in your own time.”

TEAM: How do I tell a friend that I don’t want to go out?A good friend will understand. “Be clear, calm. Don’t explain.” says Romotsky. “Remind yourself that this is a confusing time.”

Going out? FOMO (fear of missing out) was back – the thought that everyone is having fun – except you. I hadn’t felt like this for a whole year because sitting at home was what everybody was doing. As a 16-year-old lad*, I’m embarrassed to admit* I have JOSI – joy of staying in!

TEAM UNDERSTANDS:

TEAM Mental Health

Pages 10 & 11

Going out? Staying in?FOMO is back!

Listen along

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