B2 Level 18 PDF - Reading, Handouts, and Grammar Exercises

B2 Level 18 Handout 1: Reading What comes to your mind when you see this picture? Now read the following passage and come up with a title for it. Cairo was buzzing with excitement as CZN Burak, the famous internet chef known for his giant dishes and cheerful smile, opened his restaurant in the city. Burak Özdemir, who had become a global star thanks to his viral cooking videos, had finally brought his Turkish flavours with a modern twist to the heart of Egypt. By the time the restaurant opened, the news had spread everywhere, and food lovers couldn’t wait to try the unique dishes. When we arrived, the smell of grilled meat filled the air, creating the perfect atmosphere for an amazing dinner. Earlier in the evening, the staff had been busy getting everything ready, making sure the restaurant was perfect for its first guests. As we sat down, the lively sound of chatter and the occasional cheers from the kitchen made it clear this would be a fun experience. We decided to skip the appetizers. We had heard that while they were good, local Egyptian dishes often tasted better. Instead, we focused on the main courses, which were all about lamb. The dishes were meant to be shared, making them great for groups. One standout dish was the Ali Nazik. It was served on a base of grilled and pureed aubergine, topped with soft and juicy beef pieces. The flavours were rich and special, though it might not suit everyone’s taste. We also tried the Lamb with Kabseh Tandoori. This dish, cooked in a clay pot, was big enough for three people. By the time it reached our table, the lamb shanks were tender and buttery, placed on fluffy rice flavoured with tandoori spices. It was clear that this dish had been slow- cooked to perfection. Unfortunately, we were too full for dessert. Other guests recommended the baklava and exotic fruit platters, but we simply couldn’t eat more. The dessert menu was tempting, and we promised ourselves to save room next time. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 The atmosphere throughout the evening was full of energy. At one point, while we were enjoying our meal, the staff started cheering and clapping, creating a loud and festive moment as a fire show lit up the room. It was surprising at first, but it added excitement to the night. When the bill came, it was quite expensive, but we had expected that. The quality of the food and the lively atmosphere made it worth the price. It’s definitely a place to visit with friends so you can share the dishes—and the cost. CZN Burak’s new restaurant in Cairo is a place that combines great food with a fun experience, and we’ll remember it for a long time. Read the passage again and complete the following chart: Category Location of the restaurant Reason for the excitement Main ingredient of the dishes Recommended dishes Atmosphere description Reason for skipping appetizers Dessert options Cost of the experience Below is a list of words and phrases from the passage. Use the context in which they are found to guess their meaning. Write your answer next to each word or phrase. 1) Buzzing with excitement Meaning: ______________________________________________ 2) Viral cooking videos Meaning: ______________________________________________ 3) Melt-in-your-mouth Meaning: ______________________________________________ 4) Fluffy rice Meaning: ______________________________________________ 5) Tempting dessert menu Meaning: ______________________________________________ 6) Steep bill Meaning: ______________________________________________ 7) Festive ambiance Meaning: ______________________________________________ © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 2: Reading Who is the man in the picture? Where is he? Discuss the following questions with your partner. Student A 1. Have you ever visited a restaurant based on a food blogger’s review? Was your experience similar to what they described? 2. What makes a food blogger trustworthy? Can you think of examples of qualities they should have? 3. How can sponsorships or free meals affect the honesty of a food blogger’s review? 4. Do you think food bloggers exaggerate their reviews to gain followers? Why might they do this? 5. How can you tell if a food blogger’s review is biased or authentic? Student B 1. How has social media changed the way people decide where to eat? Do you think this is a good or bad thing? 2. Do you trust photos and videos from food bloggers more than written reviews? Why or why not? 3. Should food bloggers focus more on highlighting traditional cuisines or trendy dishes? Why? 4. What responsibilities do food bloggers have towards their audience when writing reviews? 5. Should food bloggers always disclose when they’re being paid for a review? Why is this important? © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 3: Grammar Discuss the highlighted sentences with your partners. What tenses are used and what do they mean? Cairo was buzzing with excitement as CZN Burak, the famous internet chef known for his giant dishes and cheerful smile, opened his restaurant in the city. Burak Özdemir, who had become a global star thanks to his viral cooking videos, had finally brought his Turkish flavours with a modern twist to the heart of Egypt. By the time the restaurant opened, the news had spread everywhere, and food lovers couldn’t wait to try the unique dishes. When we arrived, the smell of grilled meat filled the air, creating the perfect atmosphere for an amazing dinner. Earlier in the evening, the staff had been busy getting everything ready, making sure the restaurant was perfect for its first guests. As we sat down, the lively sound of chatter and the occasional cheers from the kitchen made it clear this would be a fun experience. We decided to skip the appetizers. We had heard that while they were good, local Egyptian dishes often tasted better. Instead, we focused on the main courses, which were all about lamb. The dishes were meant to be shared, making them great for groups. One standout dish was the Ali Nazik. It was served on a base of grilled and pureed aubergine, topped with soft and juicy beef pieces. The flavours were rich and special, though it might not suit everyone’s taste. We also tried the Lamb with Kabseh Tandoori. This dish, cooked in a clay pot, was big enough for three people. By the time it reached our table, the lamb shanks were tender and buttery, placed on fluffy rice flavoured with tandoori spices. It was clear that this dish had been slow- cooked to perfection. Unfortunately, we were too full for dessert. Other guests recommended the baklava and exotic fruit platters, but we simply couldn’t eat more. The dessert menu was tempting, and we promised ourselves to save room next time. The atmosphere throughout the evening was full of energy. At one point, while we were enjoying our meal, the staff started cheering and clapping, creating a loud and festive moment as a fire show lit up the room. It was surprising at first, but it added excitement to the night. When the bill came, it was quite expensive, but we had expected that. The quality of the food and the lively atmosphere made it worth the price. It’s definitely a place to visit with friends so you can share the dishes—and the cost. CZN Burak’s new restaurant in Cairo is a place that combines great food with a fun experience, and we’ll remember it for a long time. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 4: Grammar Complete the story below with the correct form of the verbs in brackets. Use past simple, past continuous, or past perfect as needed. Jamie Oliver (start) his career as a chef when he (work) in his parents’ pub kitchen during his teenage years. By the time he (appear) on television for the first time in 1999, he (already develop) a unique style that focused on fresh, simple ingredients. While he (film) his first TV show, producers (notice) his natural charm and decided to promote him as “The Naked Chef,” which quickly made him a household name. Over the years, Jamie (write) many cookbooks and (open) several restaurants. By the time he (launch) his campaign to improve school lunches, he (become) one of the most influential chefs in the world. However, while he (promote) healthy eating, some critics (argue) that his ideas were unrealistic for many families. Despite the challenges, Jamie (continue) to inspire millions with his passion for cooking and his commitment to making healthy food accessible. You are going to talk about a memorable experience you had at a restaurant. It could be a positive or a negative experience. Use narrative tenses (past simple, past continuous and past perfect) to describe the events clearly and in detail. Take 2-3 minutes to think about a specific restaurant experience. Consider the following prompts to help you organize your thoughts: When and where did it happen? Who were you with? What made the experience memorable (food, service, atmosphere)? Were there any surprises or unexpected events? How did you feel during and after the experience? © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 5: Vocabulary What comes to your mind when you see this picture? What is the main topic of Janet and Peter’s conversation? a) The poor service at restaurants. b) Sobhi Kaber’s decision to sell his restaurant and the opening of his new one. c) Trying new restaurants and exploring different cuisines. d) The best ways to improve restaurant service. Janet: Hey Peter, did you hear about Sobhi Kaber selling his restaurant and brand name? I couldn’t believe it when I first saw the news. Peter: Yeah, I heard about it! It was shocking, especially since his place was so iconic. But you know, every cloud has a silver lining. When he announced his new restaurant, I figured he had something even better planned—and it looks like he really delivered. Janet: True. I saw the pictures from the opening night, and it looks amazing. Honestly, no one does Egyptian grills like Sobhi Kaber. I’ve tried other places, but they just don’t compare. Peter: Same here. I went to a place last month that was trying to copy his style, but it was a disaster. The service was bad, and the food wasn’t even close to his level. I left a small tip, and the waiter wasn’t happy, but hey, what goes around comes around. Janet: (laughs) Exactly! I’ve had similar experiences. That’s why I’m always hesitant to try new places now. You know, once bitten, twice shy. Peter: I get that, but sometimes you just have to take a chance. I mean, nothing ventured, nothing gained, right? Besides, if Sobhi Kaber can make a comeback like this, maybe some of those other places will improve too. Janet: Fair point. When I visited Sobhi Kaber’s original restaurant last year, it felt like I was experiencing true Egyptian culture. It reminded me of the saying, when in Rome, do as the Romans do. If you’re in Cairo, you just have to go to Sobhi Kaber’s. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Peter: Exactly! Speaking of which, let’s go check out his new place together. It’ll be fun to see how it compares to his first one. Janet: Great idea! If it’s as good as everyone says, we might have found our new favourite spot. Match the highlighted sayings to their meanings a-e. a) Follow the local customs wherever you go. b) Get hurt once, never try again. c) A bad situation always has something good in it. d) Take risks or you'll never achieve anything. e) If you do something good/bad, the same will happen to you. Complete the following conversations with one of the previous sayings. A) I tried that new sushi place last night, but the waiter forgot my order, and it took ages to arrive. B) Well, at least the food must've been good. You know, ……………………………………………………. A) Did you hear about that chef who used to overcharge his customers? He's out of business now. B) I'm not surprised. You know what they say ……………………………………………………. A) I tried a fancy steakhouse last month, and it was such a letdown. Now I'm nervous about trying new places. B) I get that. Sometimes you just have to be careful ……………………………………………………. A) I'm thinking of trying that new fusion restaurant downtown. It's a bit pricey, though. B) You should go for it! After all, ……………………………………………………. A) When I visited Italy, I started eating dinner late because that's what everyone else did. B) Makes sense! When you're traveling, ……………………………………………………. Choose an experience in your life related restaurants that illustrates one of the previous sayings. Prepare to tell your story. Write down eight to ten key words to help you. Think about the verb forms you want to use. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 1: Vocabulary Discuss these questions with your partner. ▪ Have you ever had a day where you were so lazy, even the simplest tasks felt impossible? ▪ Have you ever been in a funny or embarrassing situation at home, like tripping over something or scaring yourself accidentally? Now look at the following picture and guess what story you will listen to. Now listen and check your prediction. Were you right? Look at the highlighted words in the text and match them to their definitions: “Alright, guys, this one’s going to make you laugh. Let me tell you about the time I almost got trapped in my own living room. So, last Sunday, I was feeling super lazy. You know the kind of lazy where even thinking about moving makes you sigh dramatically? Yeah, that was me. I was lying on the couch, binge-watching some random show. At one point, I decide to grab some snacks—because, obviously, binge-watching needs fuel. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 I start to get up, but… my foot is tangled in the blanket. And not just, like, ‘oops, let me fix this’ tangled. I’m talking full-on, this-blanket-is-trying-to-drag-me-to-another- dimension tangled. I try to pull it off gracefully—because, of course, I can’t just call for help. But no, I trip. Next thing I know, I’m on the floor, doing some awkward crawl across the carpet like a scene straight out of a zombie movie. So I’m halfway to the kitchen, still on my hands and knees because now I’m committed. I stop, let out another sigh, and think, ‘This is my life now. I live here on the floor.’ Then, as I’m crawling, I see my cat, Mr. Snuggles. He’s sitting by the doorway, just staring at me. He doesn’t move. He doesn’t blink. He’s got this judgmental gaze like, ‘Wow. This is the human I depend on?’ I swear, the embarrassment of being silently mocked by a cat was worse than the fall. But it gets better. I finally make it to the kitchen, grab the snacks, and sit down on the floor because—why bother standing at this point, right? As I’m eating, I let out this massive yawn. I’m talking wide-mouthed, full-lung yawn, like I’ve just run a marathon. And that’s when I hear it. A whisper. I freeze. My heart’s racing. I think, ‘Oh great, now my house is haunted.’ I sit there for a second, holding my bag of chips like it’s some kind of weapon, and then I realize… it’s the stupid TV. I’d left it on, and the sound was so low it sounded like whispering. But I’m stubborn, so instead of turning it off like a normal person, I wander back to the living room—snacks in hand—thinking, ‘This is fine. I’m not scared. Definitely not scared.’ I sit back on the couch, blanket still in a heap on the floor, and pretend the whole thing never happened. So yeah, that’s the story of how I fought a blanket, got judged by a cat, and scared myself with a whispering TV. A real champion moment for me.” © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Definitions: 1) To move on your hands and knees, often slowly and awkwardly. 2) A long, deep breath used to express tiredness, frustration, or relief. 3) To look steadily at something for a long time, often with concentration or admiration. 4) An involuntary action where you open your mouth wide and breathe deeply, usually because you’re tired or bored. 5) To speak very softly or quietly, often so only one person can hear. 6) To move or walk around without a clear purpose or direction, often aimlessly. 7) Caught in a situation or position where escape or movement is difficult or impossible. 8) In an exaggerated or theatrical way, often to emphasize emotions or actions. 9) The act of watching multiple episodes of a TV show or series in one sitting. 10) Twisted or knotted together in a way that makes it hard to separate or undo. 11) A measurable extent or aspect of something, often referring to size, scope, or another realm of existence. 12) In a smooth, elegant, or controlled manner. 13) To quickly open and close your eyes, often involuntarily. 14) Inclined to judge or criticize others harshly, often without full understanding. 15) To make fun of someone or something in a way that ridicules or imitates. 16) Describes a place or person believed to be visited by ghosts or filled with fear, worry, or memories. 17) Unwilling to change one’s mind or attitude, even when it might be better to do so. 18) A large, messy pile of things. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 2: Vocabulary Fill in the blanks with the correct word from the list provided. Each word can be used only once. Crawl, sigh, gaze, yawn, whisper, wander, trapped, dramatically, binge-watching, tangled, dimension, gracefully, blink, judgmental, mock, haunted, stubborn, heap The Lazy Afternoon It was a quiet Sunday, and I was _______ (1) on the couch, too tired to move. My blanket was _______ (2) around my legs, making it nearly impossible to get up. I let out a loud _______ (3) and stared at the TV, ready to start _______ (4) my favorite series. The Mysterious Forest As I walked through the forest, I couldn’t help but _______ (5) at the towering trees. I began to _______ (6) off the trail, curious about where it might lead. Suddenly, I felt _______ (7) between two thick bushes, unsure how to free myself. The Haunted House The old house looked _______ (8) as I approached it at dusk. The door creaked open, and I thought I heard a _______ (9) coming from inside. My heart raced, and I wondered if the place was really _______ (10), just as the locals had said. The Clumsy Dancer At the recital, Sarah moved _______ (11) across the stage, but just as she was finishing, her foot got _______ (12) in her scarf. She tried not to panic, but the crowd couldn’t help but _______ (13) her graceful recovery. The Long Class During the lecture, I struggled to keep my eyes open. I let out a huge _______ (14) and tried not to _______ (15) too much, but the professor kept talking. My notebook sat in a messy _______ (16) on my desk. The Argument Jake was so _______ (17) during the debate that he refused to admit he was wrong. His opponent gave him a _______ (18) look, clearly unimpressed with his behavior. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 3: Vocabulary Work in groups to create a collaborative story using the given vocabulary words. Instructions: 1) Start Your Story: The first student in your group begins the story. They must use one vocabulary word in their sentence or short paragraph. 2) Continue the Story: The next student adds to the story, incorporating another vocabulary word naturally. 3) Finish the Chain: Continue taking turns until all the vocabulary words have been used. Rules: Each word can only be used once. The story must be logical and make sense. Use the vocabulary words naturally and appropriately in context. Example: A: “Last weekend, I was so tired I could barely crawl out of bed.” B: “I let out a big sigh and decided it was time to stop binge-watching TV shows and do something productive.” C: “As I walked outside, I couldn’t help but gaze at the beautiful sky, but my shoelaces were tangled, and I tripped!” © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 1: Listening Work in pairs. Read the text below and discuss the questions. 1)What do you think Hemingway's story is about? 2)Who is Larry Smith and why is he on Today? 3)Where does the title of the book come from? A life in six words In the 1920s, the American author Ernest Hemingway bet ten dollars that he could write a complete story in just six words. He wrote: 'For Sale: baby shoes, never worn? He won the bet. An American online magazine has used the Hemingway story to inspire its readers to write their life story in just six words, and they've been overwhelmed by the thousands who took up the challenge. They have published the best in a book, which they have given the title of one of the submissions: Not Quite What I Was Planning. The online magazine editor, Larry Smith, appeared on Today, BBC Radio 4's early morning current affairs programme. Today then invited its listeners to send their own six-word life stories to the BBC website. Work in pairs. Predict the correct alternative in sentences 1-5. Then listen to the interview with Larry Smith and check your answers. 1) Larry expected/didn't expect a large number of entries. 2) People were very intense about the challenge/didn't take the challenge seriously. 3) People wrote about their own life/someone else's life. 4) Many stories had a sense of excitement and drama/ regret and disappointment. 5) A lot of people had had a satisfying/tough life. Listen again and complete the six-word stories. 1) Not quite ……………………………………………………………………………… 2) Wasn't born ……………………………………………………………………………… 3) Found ……………………………………………………………………………… 4) Never ……………………………………………………………………………… Which story sounds most interesting? What do you think happened in this person's life? © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 2: Grammar 1. Work in pairs. Look at these six-word stories. What does each person want to change about their life? 1) Wrong era, wrong class, wrong gender. 2) Really should have been a lawyer. 3) Born London, lived elsewhere, died inside. 4) Any chance I could start again? 5) Worry about tomorrow, rarely enjoy today! 6) Married, TV, computer, never any flowers. 2. Match sentences a)-f) with stories 1-6 above. a) I wish I could do it all again. b) I wish I weren't so anxious. c) I wish l'd stayed where I was happy. d) I wish he'd pay more attention to me. e) If only I hadn't become a doctor. f) If only l'd been born twenty years later. 3. Match sentences a)-f) with the rules below. 4. Listen to the sentences from Exercise 3 and underline the stressed words. Then listen and repeat. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 3: Grammar 1. For each pair of sentences, complete the second sentence so that it means the same as the ﬁrst. 1) I'd really like to have a new laptop. I wish I had a new laptop. 2) I regret growing up in a small family. I wish …………………………………………………….. 3) I'm not very sociable. If only …………………………………………………….. 4) I've got a friend who speaks too quietly. It's very annoying. I wish …………………………………………………….. 5) I can't get to sleep before about 2a.m. If only …………………………………………………….. 6) l often lose my temper with people. I wish …………………………………………………….. 7) I'm sorry I don't have my camera with me. I wish …………………………………………………….. 8) I can't cook very well. I wish …………………………………………………….. 9) I'm frustrated because it's raining. I wish …………………………………………………….. 10) I regret not spending more time with my grandfather. If only …………………………………………………….. 2. Tick the sentences in Exercise 1 which are true for you. Change the others so that they are true. I wish I had a new taptop car. 3. Work in pairs and choose three sentences you changed. Student A: Say your sentence from exercise 1. Student B: Ask follow-up questions. A: I wish I could cook better. B: Do you? Why? © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 1: Vocabulary Who are the people in the pictures? What do you know about them? Discuss the meaning of the following words and phrases with your partner. ▪ Award ceremony ▪ Intense ▪ Punctual ▪ Unpredictable ▪ Apparently ▪ Give someone's all ▪ Shoot a movie ▪ Dedicated to ▪ Stay balanced ▪ Craft ▪ Spotlight ▪ Thriller ▪ Fast-paced ▪ Inspiration © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 2: Vocabulary Read the following dialogue and decide which of the following statements are true or false. Ahmed: Did you hear that Ahmed Helmy didn’t turn up to the award ceremony last night? Sarah: Really? That’s surprising! He’s usually so punctual. What happened? Ahmed: Apparently, he had completely used up his energy shooting his new movie. I heard he’s been working nonstop for weeks. Sarah: I can imagine. He’s such a hardworking actor. By the way, did you know Yasmine Sabri has taken up yoga recently? Ahmed: Yeah, I saw that in an interview. She said it helps her manage stress and focus better on her roles. Sarah: That makes sense. I think a lot of actors try new things to stay balanced. Speaking of changes, do you think Mohamed Ramadan will ever settle down? He’s always in the spotlight, and his lifestyle seems so fast-paced. Ahmed: I doubt it. He seems to love the energy and attention. But who knows? Maybe one day he’ll decide to settle down and focus on his family. Sarah: True. He’s unpredictable. Oh, and did you see that Asser Yassin is doing a new action series? It looks intense! Ahmed: Yes! I heard he turned up on set with a completely new look. He’s really committed to his roles. Sarah: That’s what I admire about him. He always gives his all. By the way, did you know Mona Zaki gave up a major role to spend more time with her family? Ahmed: Really? That must have been a tough decision. She’s always so dedicated to her craft. Sarah: I agree. She’s amazing. And I heard that Youssef El Sherif came up with the idea for his latest thriller. He’s not just acting—he’s getting involved in writing too! Ahmed: That’s impressive! He’s really creative. Speaking of creative, I think Yasmine Abdelaziz should look into doing more dramatic roles. She’s great at comedy, but I’d love to see another side of her. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Sarah: That’s a great idea. She has so much talent. Oh, did you know Ahmed Ezz put off his vacation to finish filming his latest project? Ahmed: Wow, he really takes his work seriously. Egyptian actors truly are an inspiration! 1) Ahmed Helmy didn’t turn up to the award ceremony because he was too tired from shooting his new movie. 2) Yasmine Sabri has started doing yoga to help her manage stress. 3) Mohamed Ramadan has settled down and now lives a quiet life. 4) Asser Yassin arrived on set with a completely new look for his action series. 5) Mona Zaki gave up a major role to spend more time with her family. 6) Youssef El Sherif came up with the idea for his latest thriller. 7) Yasmine Abdelaziz is focusing only on comedy and isn’t considering dramatic roles. 8) Ahmed Ezz put off his vacation to finish filming his latest project. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 3: Vocabulary Match the following multi-word verbs in the dialogue to their definitions. Ahmed: Did you hear that Ahmed Helmy didn’t turn up to the award ceremony last night? Sarah: Really? That’s surprising! He’s usually so punctual. What happened? Ahmed: Apparently, he had completely used up his energy shooting his new movie. I heard he’s been working nonstop for weeks. Sarah: I can imagine. He’s such a hardworking actor. By the way, did you know Yasmine Sabri has taken up yoga recently? Ahmed: Yeah, I saw that in an interview. She said it helps her manage stress and focus better on her roles. Sarah: That makes sense. I think a lot of actors try new things to stay balanced. Speaking of changes, do you think Mohamed Ramadan will ever settle down? He’s always in the spotlight, and his lifestyle seems so fast-paced. Ahmed: I doubt it. He seems to love the energy and attention. But who knows? Maybe one day he’ll decide to settle down and focus on his family. Sarah: True. He’s unpredictable. Oh, and did you see that Asser Yassin is doing a new action series? It looks intense! Ahmed: Yes! I heard he turned up on set with a completely new look. He’s really committed to his roles. Sarah: That’s what I admire about him. He always gives his all. By the way, did you know Mona Zaki gave up a major role to spend more time with her family? Ahmed: Really? That must have been a tough decision. She’s always so dedicated to her craft. Sarah: I agree. She’s amazing. And I heard that Youssef El Sherif came up with the idea for his latest thriller. He’s not just acting—he’s getting involved in writing too! Ahmed: That’s impressive! He’s really creative. Speaking of creative, I think Yasmine Abdelaziz should look into doing more dramatic roles. She’s great at comedy, but I’d love to see another side of her. Sarah: That’s a great idea. She has so much talent. Oh, did you know Ahmed Ezz put off his vacation to finish filming his latest project? © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Ahmed: Wow, he really takes his work seriously. Egyptian actors truly are an inspiration! Multi-Word Verb Definition 1. Turn up A. To decide to live a calmer and more stable life 2. Take up B. To stop doing something, often for a specific reason 3. Settle down C. To arrive or appear, often unexpectedly 4. used up D. To delay or postpone something 5. Give up E. To have no energy or resources left 6. Come up with F. To think of or create something, such as an idea 7. Look into G. To investigate or explore something in detail 8. Put off H. To start doing something new as a hobby © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 4: Vocabulary Read the text about Adel Imam carefully. Then, choose the best main idea for the text from the options below: 1) Adel Imam’s modest upbringing and his struggles as a young actor. 2) Adel Imam’s journey to becoming one of Egypt’s most celebrated actors and his influence on Arab cinema. 3) Adel Imam’s contributions to politics and his role as an activist. 4) Adel Imam’s early life and education in Cairo. Adel Imam, one of the most celebrated Egyptian actors of all time, was born in Mansoura, Egypt, in 1940, and grew up in Cairo. He was brought up in a modest family, where he showed an early passion for acting. Despite societal expectations, he pursued his dreams of performing arts. At university, Adel Imam took on small theatrical roles, honing his skills and gaining recognition. After graduating, he picked up a reputation for his sharp wit and ability to bring humour to serious social issues. By the 1970s, he had become one of the most famous faces in Egyptian cinema. Throughout his career, Adel went on to star in over 100 films and numerous TV series, portraying diverse characters that resonated with audiences across the Arab world. As the years went by, his work became increasingly focused on addressing political and social issues, cementing his role as a voice for the people. Many young actors have looked up to Adel Imam for his dedication and fearless approach to controversial topics. His career stands for resilience, creativity, and the power of storytelling in shaping society. Adel Imam’s contributions to Arab cinema have inspired generations, making him not just an actor but a cultural icon. His legacy continues to thrive as his works are celebrated by millions worldwide. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Read the article about Adel Imam again and match meanings 1–10 with the multi- word verbs in bold. Write the multi-word verbs in the infinitive form. 1. To grow older or for time to pass 2. To admire and respect someone 3. To accept responsibility for something 4. To continue to do something after starting it 5. To learn or acquire a new skill or habit 6. To symbolize or represent something 7. To live during childhood in a particular place 8. To be raised or cared for as a child 9. To achieve recognition over time 10. To start a journey or career path Choose the correct answer from a, b, c or d. 1. Yasmine Sabri decided to take on the role of a strong, independent woman in her latest drama. What does take on mean in this context? A. To reject a responsibility B. To accept or start doing something as a responsibility C. To postpone a task D. To give up an opportunity 2. After years of acting, Ahmed Ezz finally settled down in Cairo to spend more time with his family. What does settle down mean in this context? A. To begin living a calmer, more stable life B. To continue working on new projects C. To take up a new hobby D. To travel for work © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 3. Mona Zaki didn’t turn up to the film festival this year, surprising her fans. What does turn up mean here? A. To stop doing something B. To arrive or appear somewhere C. To represent a cause D. To cancel an appearance 4. Mohamed Ramadan has picked up a new skill in horseback riding for his upcoming historical drama. What does picked up mean in this sentence? A. To acquire or learn something B. To abandon a skill C. To refuse to take on a task D. To look into a topic 5. As the years went by, Adel Imam’s influence on Egyptian cinema became even stronger. What does went by mean in this context? A. To pass, referring to time B. To travel frequently C. To take on responsibilities D. To give up on a career 6. Youssef El Sherif looked up to several legendary Egyptian actors for inspiration in his early career. What does looked up to mean here? A. To investigate something B. To admire and respect someone C. To reject someone’s ideas D. To represent someone © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 7. Yasmine Abdelaziz gave up her chance to star in an action film to focus on her family. What does gave up mean in this context? A. To stop doing something, often reluctantly B. To postpone a decision C. To take on a new responsibility D. To pick up a new skill 8. In preparation for his political drama, Asser Yassin looked into the life of a historical leader to better understand his character. What does looked into mean here? A. To investigate or explore something B. To give up on a task C. To create something new D. To admire and respect someone 9. Amr Waked went on to star in several Hollywood productions after his initial success in Egyptian cinema. What does went on mean in this context? A. To continue to achieve something B. To stop pursuing a career C. To symbolize a cause D. To settle down in a new place 10. Dina El Sherbiny’s dedication to her craft stands for resilience and determination in the acting world. What does stands for mean here? A. To represent or symbolize something B. To look into something deeply C. To take up a new role D. To pick up new skills © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Work in pairs and write notes about the life story of an Egyptian actor. Use at least five of the multi-word verbs from the lesson (e.g., turn up, take up, settle down, pick up, go on, stand for). Focus on key events and achievements in their career. Work with other students and use your notes to tell them about the actor’s life story. Do not say their name. Other students: guess which Egyptian actor it is. If your classmates guess incorrectly, give one more hint using another multi-word verb. If they still cannot guess, reveal the name and explain more about the actor’s career. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 1: Vocabulary Work in pairs. Look at the words in the box and answer the questions. Use a dictionary if necessary. novel / blog / lyrics / tweet / gossip magazine / biography / social media update / manga / autobiography / poetry / manual / Wikipedia / website forum / online article / blockbuster Which things: 1) can only be read on a screen? 2) often include rhymes? 3) are about real people's lives? 4) aim to give factual information? 5) usually have pictures, photos or diagrams? 6) are fictional stories? Work in pairs. Student A: tell Student B the kinds of things you read the most, and which you like reading, and give examples. Student B: ask questions. A: I enjoy gossip magazines. My favourite is '¡Hola!' B: Why do you like it? A: It's a really easy read after a long day... Work with other students and discuss the questions. a) What type of book would you take on a long flight? b) Which book might you say you have read in order to impress someone? c) What books would you recommend for someone who enjoys biographies or other factual books? d) Do you know a film that is better than the book it is based on? © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 1: Read the following blog post and come up with a suitable title for it. In a story of resilience and hope, a Syrian prisoner recently emerged from the infamous prison system of Al-Assad’s regime in Damascus. After spending years in one of Syria’s most notorious detention facilities, his release has brought both relief to his family and a renewed sense of determination to the broader community advocating for justice in the region. The man, whose identity has been kept private for security reasons, was arrested during the early days of the Syrian conflict. Like many others, he was accused of opposing the government and detained without clear evidence or a fair trial. His imprisonment was marked by harsh conditions, including limited access to medical care, restricted contact with his family, and exposure to severe physical and psychological abuse. A Symbol of Resilience His release is not just a personal victory but also a symbol of the resilience of the thousands who remain detained across Syria. Advocacy groups have long highlighted the plight of political prisoners, shedding light on the widespread human rights abuses within the country’s detention system. This release is seen as a small yet significant step in a much larger struggle for justice and accountability. Family members and activists campaigned tirelessly for his freedom, reaching out to international organizations and leveraging social media to amplify their message. Their efforts paid off when, after years of uncertainty, he was finally reunited with his loved ones. “We had almost lost hope,” his sister shared in a tearful interview, “but today, we see the light again.” The Road Ahead While his freedom is a cause for celebration, it also serves as a reminder of the many who remain behind bars. Human rights organizations estimate that tens of thousands of Syrians are still detained, many without due process. Advocates continue to push for transparency, accountability, and the release of all political prisoners. For the freed man, the journey to rebuild his life will not be easy. Years of trauma have left deep scars, but his story is one of perseverance and courage. His resilience inspires others, offering a glimmer of hope in a situation that often feels overwhelming. As Syria continues to face complex political and humanitarian challenges, stories like this remind us of the power of solidarity and the enduring human spirit. His release is a beacon of hope, shining a light on the importance of never giving up the fight for justice. This man’s journey is a testament to the strength of the human spirit and the belief that freedom and dignity are worth fighting for—even in the darkest of times. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Read the blog post again and decide which of the following statements true or false. 1) The Syrian prisoner spent only a few months in detention before being released. 2) The man was detained on clear evidence of opposing the government. 3) His family and activists campaigned for his freedom using international organizations and social media. 4) The prisoner’s sister expressed her confidence that he would be released soon. 5) The detention facility where he was held is known for its fair treatment of prisoners. 6) Tens of thousands of Syrians are still detained without due process. 7) The release of the prisoner symbolizes the end of political imprisonment in Syria. 8) Advocacy groups have highlighted human rights abuses within Syria’s detention system. 9) The prisoner’s release is a personal victory but not significant for the broader community. 10) Rebuilding his life after release will be easy for the freed man. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 2: Vocabulary Match the words on the left with their correct deﬁnitions on the right. 1) Resilience 2) Notorious 3) Advocacy 4) Transparency 5) Accountability 6) Detention 7) Perseverance 8) Trauma 9) Amplify 10) Dignity Definitions: a) The act of standing up for a cause or supporting an idea. b) The quality of being honest and open in actions or decisions. c) Emotional or physical pain caused by a deeply distressing experience. d) The state of being imprisoned or held in custody. e) The ability to recover quickly from difficulties or setbacks. f) The quality of being responsible for one’s actions and decisions. g) A sense of self-respect or worth. h) Famous for something bad or unfavorable. i) Continuing to work hard despite challenges or obstacles. j) To make something louder, stronger, or more powerful. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 3: Vocabulary Below are words from the text. Identify the stressed syllable in each word by underlining or marking it. Then, practice saying the words aloud, focusing on the correct stress. 1) Resilience 2) Notorious 3) Advocacy 4) Transparency 5) Accountability 6) Detention 7) Perseverance 8) Trauma 9) Amplify 10) Dignity Transform each noun into its corresponding adjective. 1) Resilience → __________ 2) Notorious → __________ 3) Advocacy → __________ 4) Transparency → __________ 5) Accountability → __________ 6) Detention → __________ 7) Perseverance → __________ 8) Trauma → __________ 9) Amplify → __________ 10) Dignity → __________ © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 4: Vocabulary Read each description below and match it to the correct adjective from the list. Write your answers in the space provided. Use the adjectives: resilient, notorious, transparent, accountable, traumatic, dignified, perseverant, amplified. 1) Despite the hardships of imprisonment, many Syrian detainees showed incredible strength and the ability to recover. → __________ 2) The prison system in Syria has become well-known for its harsh and inhumane conditions. → __________ 3) Activists demand that the Syrian government be honest and open about the conditions inside its detention facilities. → __________ 4) Human rights organizations insist that those responsible for the abuse of detainees take responsibility for their actions. → __________ 5) Many prisoners suffer severe emotional and psychological damage due to the horrific experiences they endured. → __________ 6) Even in the face of oppression, some Syrians continue to fight for their rights with a sense of self-respect and composure. → __________ 7) Families of prisoners tirelessly campaigned for their release, refusing to give up despite repeated setbacks. → __________ 8) The voices of Syrian human rights activists became louder and more impactful after international attention grew. → __________ Role-Play Activity: Reporter and Released Prisoner Interview Instructions: Pair up. One student will act as the reporter, and the other will act as the released prisoner. The reporter will ask questions using the provided prompts, while the prisoner will answer based on the prompts given for their role. Switch roles after the first round so both students experience each perspective. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Reporter Prompts 1. Can you tell us about your experience in prison? 2. How did you feel when you heard Bashar Al-Assad had fled the country? 3. What kept you strong during your time in prison? 4. What were the conditions like in the prison? 5. What do you plan to do now that you are free? 6. What message would you like to send to Syrians still fighting for freedom? 7. How do you feel about the future of Syria now that Assad is gone? Released Prisoner Prompts 1. Describe the moment you were released from prison. 2. Talk about the hardest part of your experience in detention. 3. Explain what gave you hope during your imprisonment. 4. Share your emotions when you heard the news about Assad fleeing. 5. Discuss your hopes and dreams now that you are free. 6. Share a message of encouragement for other Syrians who have suffered under Assad’s regime. 7. Reflect on what Syria needs to do to rebuild after years of conflict. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 5: Listening Look at the following picture. What does it tell you? Listen to the lady in the picture and answer the following questions: 1) What is the speaker’s main feeling about Bashar Al-Assad fleeing Syria? a. Anger b. Relief and hope c. Indifference d. Confusion 2) Why did the speaker leave Syria? a. For better job opportunities b. To escape the dangerous conditions caused by the regime c. To pursue higher education d. To join family members in another country 3) What does the speaker think about the revolutionaries who fought against Assad? a. They wasted their time. b. Their efforts were ignored by the world. c. They are heroes who gave Syria a second chance. d. They should have avoided the conflict. 4) According to the speaker, what does Syria need to do now that Assad is gone? a. Focus on punishing those responsible for the war. b. Rebuild trust, heal as a nation, and work toward a brighter future. c. Close its borders to prevent further conflicts. d. Seek help from other countries to rebuild its economy only. 5) How does the speaker describe her future role in Syria’s recovery? a. She plans to return immediately to Syria to rebuild her home. b. She is ready to support Syria’s future from wherever she is. c. She feels that she has no role to play anymore. d. She is unsure about how she can help. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 6: Listening Listen again complete the sentences below with the missing details from the listening text. 1) The speaker waited for this moment for __________ years. 2) The speaker describes Bashar Al-Assad as a __________ who ruled with fear and violence. 3) The speaker left Syria because of __________, __________, and constant fear. 4) The speaker now lives in __________ but says part of her always stayed in __________. 5) The speaker feels that the revolutionaries are __________ who gave Syria a second chance. 6) While Bashar is gone, Syria still needs to rebuild __________, __________, and __________. 7) The speaker describes this moment as the end of Bashar’s regime but the beginning of __________. Read the listening script and discuss the meaning of the highlighted words with your partners. It’s hard to put into words. This moment feels surreal. For years, we dreamed about this day, but it always seemed so far away. Now that it’s finally here, I feel like a huge weight has been lifted off my chest. Bashar Al-Assad, the man who ruled Syria with fear and violence for so many years, is gone. He didn’t leave with dignity or honor; he ran away. To me, that says everything about his character—he was never a leader, only a dictator clinging to power. And now, even that is gone. I can’t help but think back to the day I had to leave Syria. It was one of the hardest decisions of my life. The situation had become unbearable. The bombings, the arrests, the constant fear— it wasn’t a life anymore. I left behind my home, my friends, and my family, not knowing if I would ever see them again. When I arrived here in Britain, I was safe, but part of me always stayed in Syria. Every day, I thought about the people I left behind and wondered if they would ever have the chance to live in freedom. Hearing the news that Bashar has fled brings me immense relief, but also a flood of emotions. I feel proud of the revolutionaries who made this happen. These are people who fought for freedom with everything they had, even when the world ignored their struggle. Their bravery and perseverance have given Syria this chance—a chance to start over, to rebuild, and to heal. But I also feel a deep sense of sadness. I think about the lives that were lost over the past decade—so many innocent people who didn’t get to see this day. Families torn apart, entire neighborhoods destroyed, and countless dreams shattered. This victory belongs to those who © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 fought and to those who lost their lives for the sake of a free Syria. Their sacrifices will never be forgotten. And while I feel hope, I also know that this is just the beginning. Yes, Bashar is gone, but the damage he caused remains. Syria needs to be rebuilt—not just the buildings, but the trust between its people. We need to heal as a nation, and that will take time. There are still challenges ahead, but for the first time in years, I feel like we have a real chance to overcome them. So, how do I feel? I feel proud, relieved, and hopeful. I feel ready to do whatever I can to help Syria move forward, even from here in Britain. I know many Syrians around the world feel the same. Today, we celebrate, but tomorrow, we start working toward a brighter future for Syria. This isn’t just the end of Bashar’s regime—it’s the beginning of something new. And I believe that together, we can make Syria the beautiful, free country we’ve always dreamed of. Speaking Activity: Role-Play as a Syrian Refugee Prompts to Cover: 1. Initial Reaction: a. How did you feel when you heard the news? b. What were your first thoughts? 2. Personal Experience: a. How has Bashar’s regime affected your life? b. What challenges did you face as a refugee? 3. Feelings About the Revolutionaries: a. What do you think about the people who fought against Bashar’s regime? b. How do you feel about their efforts and sacrifices? 4. Future Aspirations: a. What are your hopes for Syria now that Bashar is gone? b. How do you see your role in rebuilding the country, if any?] 5. Message to Others: a. What would you say to other Syrians who have endured this struggle? b. What is your message to the world about Syria’s future? © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 1: Where was I? Look at the following pictures. Where do you think Shady is? Listen again and make notes about Shady’s feelings about each place. Discuss. Which of these places would you choose to visit? Why? © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 2: Functional Language Now read the text and highlight the parts where Shady talks about what he likes and dislikes. Hi everyone, this is Shady Abuyusuf, and I want to share a bit about my time in South Africa when I was teaching CELTA courses there. Let me tell you, I’m a big fan of South Africa—it’s one of those places that has so much to offer, both culturally and naturally. I stayed in Durban, which has such a vibrant atmosphere. It’s right on the coast, and the mix of cultures there is something I really enjoyed. One of the things I love about Durban is how close you are to nature while still being in a lively city. For instance, I visited Wilson’s Wharf, which has such a relaxed vibe. I’m really into places where you can sit by the water, enjoy some amazing food, and just watch the world go by. It’s the kind of place that feels alive but peaceful at the same time. I also went to the Imfolozi Game Reserve, and wow—what an experience! I’m a huge fan of wildlife, and seeing animals like rhinos, giraffes, and elephants up close was just incredible. What I really liked about the reserve was how natural and untouched everything felt. It wasn’t just a safari; it was like stepping into their world. Another highlight for me was uShaka Marine World. Now, I’m not someone who’s always into theme parks, but this place is different. It’s not just fun—it’s educational, too. The aquarium there is amazing, and the shows were so engaging. Plus, the water slides were great for unwinding after teaching sessions. The Botanic Gardens in Durban were another favorite spot of mine. I can’t stand busy, crowded places sometimes, so the calm and serenity of the gardens were perfect. There’s something about walking among those beautiful plants and flowers that just clears your mind. And of course, I couldn’t leave without visiting St. Lucia. It’s a small town, but the landscapes there are breathtaking. I loved the chance to see hippos in the wild and explore the wetlands. What I really liked was how untouched and authentic it felt, like a hidden gem. Overall, my time in South Africa wasn’t just about teaching—it was about experiencing a completely new culture and way of life. I really loved how welcoming the people were, and the natural beauty of the country is something I’ll never forget. If you ever get the chance to visit, don’t hesitate—you’ll absolutely fall in love with it, just like I did. Thanks for listening! © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 3: Functional Language Here are the parts where Shady expressed his likes and dislikes: 1) “I’m a big fan of South Africa—it’s one of those places that has so much to offer, both culturally and naturally.” 2) “The mix of cultures there is something I really enjoyed.” 3) “One of the things I love about Durban is how close you are to nature while still being in a lively city.” 4) “I’m really into places where you can sit by the water, enjoy some amazing food, and just watch the world go by.” 5) “I’m a huge fan of wildlife, and seeing animals like rhinos, giraffes, and elephants up close was just incredible.” 6) “What I really liked about the reserve was how natural and untouched everything felt.” 7) “I’m not someone who’s always into theme parks, but this place is different.” 8) “The aquarium there is amazing, and the shows were so engaging.” 9) “The Botanic Gardens in Durban were another favorite spot of mine.” 10) “I can’t stand busy, crowded places sometimes, so the calm and serenity of the gardens were perfect.” 11) “I loved the chance to see hippos in the wild and explore the wetlands.” 12) “What I really liked was how untouched and authentic it felt, like a hidden gem.” 13) “I really loved how welcoming the people were, and the natural beauty of the country is something I’ll never forget.” © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 4: Functional Language Rewrite the sentences using the words in brackets. Make sure the meaning is the same. 1) I really enjoyed the peaceful atmosphere at the Botanic Gardens. (What / liked) 2) Watching hippos in St. Lucia amazed me. (The thing / amazed) 3) I don’t enjoy crowded and noisy places. (I / stand) 4) uShaka Marine World was a great place to relax after work. (What / liked) 5) I was fascinated by the diversity of animals in Imfolozi Game Reserve. (The thing / fascinated) 6) The food and views at Wilson’s Wharf made it an unforgettable experience. (What / really liked) 7) Exploring St. Lucia’s wetlands felt like stepping into another world. (I / big fan) Choose three places from the list of South African destinations and explain to your friends why you chose them. Make sure to use expressions for likes and dislikes. 1. Cape Town 2. Kruger National Park Advantages: Advantages: Stunning scenery with Table Mountain as a One of the largest game reserves in Africa. backdrop. Opportunity to see the Big Five (lion, leopard, Vibrant culture and diverse culinary elephant, rhino, buffalo). experiences. Wide range of accommodation options, from Easy access to beaches, vineyards, and budget to luxury. nature reserves. Activities: Activities: Guided safari drives. Hike or take the cable car up Table Mountain. Self-drive wildlife viewing. Explore the colorful Bo-Kaap neighborhood. Birdwatching with over 500 bird species. Visit the historic Robben Island. Bush walks with experienced guides. Relax at Camps Bay beach. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 3. Durban 4. St. Lucia and iSimangaliso Wetland Park Advantages: Advantages: Warm subtropical climate year-round. UNESCO World Heritage Site with rich biodiversity. Rich cultural diversity and Indian-influenced cuisine. Unique landscapes featuring wetlands, savannah, and beaches. Beautiful beaches along the Indian Ocean. Home to hippos, crocodiles, and diverse bird Activities: species. Stroll along the Golden Mile promenade. Activities: Visit uShaka Marine World for water slides Boat cruises to spot hippos and crocodiles. and aquariums. Explore the wetlands on guided walking tours. Surf or swim at North Beach. Relax on the unspoiled beaches of Cape Vidal. Enjoy a curry feast in Durban’s Indian Quarter. Snorkeling and whale watching. 5. Drakensberg Mountains 6. Garden Route Advantages: Advantages: Breathtaking mountain landscapes and Scenic coastal route stretching from Mossel pristine nature. Bay to Storms River. Great for outdoor enthusiasts. Perfect for road trips with varied landscapes and activities. Rich in San rock art and historical significance. Access to charming towns like Knysna and Plettenberg Bay. Activities: Activities: Hiking trails, including the Amphitheatre and Tugela Falls. Explore the Cango Caves near Oudtshoorn. Horseback riding through the mountains. Bungee jump from Bloukrans Bridge. Visit rock art sites created by the San people. Hike the Robberg Nature Reserve trails. Camping and star-gazing. Canoe or kayak on the Touw River. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 7. Johannesburg 8. Blyde River Canyon Advantages: Advantages: Hub of South Africa’s history and culture. Third-largest canyon in the world and one of the greenest. Modern city with vibrant arts and nightlife scenes. Incredible viewpoints and lush vegetation. Gateway to safari destinations. Great for scenic drives and photography. Activities: Activities: Visit the Apartheid Museum and Constitution Enjoy panoramic views at God’s Window and Hill. Bourke’s Luck Potholes. Take a guided tour of Soweto, including Go river rafting or boating in the canyon. Nelson Mandela’s house. Hike trails with breathtaking views. Explore Maboneng Precinct for art galleries and cafes. Take a hot air balloon ride for a unique perspective. Shop at Sandton City or local markets. 9. Winelands (Stellenbosch & Franschhoek) 10. Addo Elephant National Park Advantages: Advantages: Renowned for world-class wines and Famous for its large population of elephants. picturesque vineyards. Malaria-free reserve, ideal for families. Quaint towns with a rich history. Offers a variety of terrains, from bushveld to Gourmet dining options in wine estates. dunes. Activities: Activities: Wine tasting tours. Game drives to see elephants, lions, and zebras. Cycle through the vineyards. Visit the Zuurberg Mountains for hiking. Visit the Stellenbosch Village Museum. Horseback riding safaris. Dine at award-winning farm-to-table restaurants. Birdwatching and photography. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 1: Education Do you agree with Nelson Mandela? Why? What is the main idea of the passage? a) Education is primarily about academic success. b) Education is a powerful tool for personal and societal transformation. c) Education is only accessible to certain groups of people. d) Education solves all global challenges on its own. Education is one of the most significant forces for positive change in the world. Nelson Mandela’s famous quote, “Education is the most powerful weapon which you can use to change the world,” encapsulates the transformative power of knowledge and learning. Through education, individuals can develop the skills and understanding they need to overcome challenges in their personal lives, contribute to their communities, and work towards a better future for society as a whole. Mandela’s words remind us that education is not just about acquiring facts or passing exams; it is a tool that empowers people to think critically, solve problems, and take action to make the world a better place. When we think about education, we often imagine schools and classrooms. However, education is not limited to formal institutions. It encompasses a wide range of learning experiences that help individuals grow intellectually, emotionally, and socially. Whether it is a child learning to read, a young adult mastering a new skill, or an older person gaining knowledge about modern technology, education plays a vital role in shaping minds and opening doors to new opportunities. By providing people with the knowledge and tools they need, education helps individuals break free from cycles of poverty, discrimination, and inequality. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Education is also a key driver of social change. For instance, when girls receive an education, their lives and the lives of those around them are transformed. Educated women are more likely to have healthier children, participate in the workforce, and contribute to their communities. In countries where girls have access to quality education, there is often a decrease in child marriage and an increase in economic growth. Similarly, when people in underserved communities receive education, they gain the ability to advocate for their rights, improve their living conditions, and challenge unjust systems. Furthermore, education is essential for addressing global challenges. Issues such as climate change, poverty, and inequality require innovative solutions and collaborative efforts. Educated individuals are better equipped to understand these complex problems and work towards solutions. For example, environmental scientists and researchers rely on education to develop strategies to combat climate change, while social workers and policymakers use their knowledge to address societal issues. Without education, tackling these challenges would be nearly impossible. Mandela’s quote also emphasizes the idea that education is a weapon—a powerful tool for fighting ignorance, prejudice, and injustice. History shows us how education has played a central role in many social and political movements. For example, during the Civil Rights Movement in the United States, education was a critical component in empowering individuals to fight for equality and justice. Similarly, in Mandela’s own life, education was a means of resisting apartheid and promoting peace and reconciliation in South Africa. However, it is important to recognize that access to education is still unequal in many parts of the world. Millions of children and adults are unable to attend school or receive quality education due to factors such as poverty, conflict, or systemic barriers. Mandela’s words serve as a call to action to ensure that education is accessible to everyone, regardless of their background or circumstances. By investing in education and making it inclusive, we can create a world where every individual has the opportunity to reach their full potential. In conclusion, education is not just a means to an end—it is a transformative force that can change lives and shape the future of humanity. Nelson Mandela’s quote reminds us of the immense power of education and our responsibility to ensure it is used for the betterment of society. When we prioritize education, we are not only empowering individuals but also building a foundation for a more just, equitable, and prosperous world. Whether through teaching, learning, or advocating for access to education, we all have a role to play in using this powerful weapon to create meaningful and lasting change. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 2: Education Match the following words to their deﬁnitions: 1. Empower a) Treating someone unfairly because of their background, race, or gender. 2. Discrimination b) Making a significant and lasting change. 3. Innovation c) A series of events or situations that repeat in the same order. 4. Underserved d) Providing equal opportunities and including everyone. 5. Advocate e) To support or argue in favor of something. 6. Inequality f) A lack of fairness or equality. g) To give someone the ability or confidence to do something. 7. Inclusive h) A process of making peace or restoring harmony after a 8. Transformative conflict. 9. Cycle i) Something new or creative that improves a situation. 10. Reconciliation j) Areas or groups that do not receive adequate resources or services. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 3: Education Read the passage again. Choose which statement is true or false. 1) Nelson Mandela believed education was important only for personal success. 2) Education is a tool for breaking cycles of poverty and inequality. 3) Humanities are the main focus of this passage. 4) Educating girls leads to healthier communities and economic growth. 5) Education is limited to formal institutions like schools and universities. 6) Environmental scientists use education to address global challenges such as climate change. 7) Nelson Mandela’s quote emphasizes that education can be a weapon against ignorance and injustice. 8) The passage suggests that everyone in the world has equal access to education. 9) Social and political movements have never relied on education for success. 10) Investing in education can help create a more just and equitable world. Discuss the following questions with your partner. Student A’s Questions: 1. Why does Nelson Mandela describe education as a “weapon”? How does it differ from other tools for change? 2. What role does education play in breaking cycles of poverty and inequality? Can you think of examples? 3. How does educating girls benefit their communities and society as a whole? 4. The passage mentions global challenges like climate change. Why is education important for solving these problems? 5. Do you agree with the idea that education is transformative? Why or why not? © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Student B’s Questions: 1. According to the passage, how does education empower individuals to advocate for their rights? 2. What does the passage say about informal learning? How is it different from formal education? 3. Why is ensuring equal access to education important for a just and equitable world? 4. The passage highlights the link between education and social movements. Can you explain this connection? 5. How can investing in education lead to lasting societal changes? What examples does the passage provide? © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 4: Education What are your memories of University Education? Are they positive or negative? What is the main focus of Sara and Omar’s conversation? Sara: Hi, Omar! It’s been ages since we last met. How’s life after graduation treating you? Omar: Hey, Sara! It’s going well, though I still miss the university days sometimes. You know, back then, I used to stay up late working on assignments and projects. It’s strange how I now go to bed earlier because of my job schedule. Sara: Oh, I can relate! I remember I would always hang out in the library during exam periods. It feels weird not having that routine anymore. Now, I only read when I have free time, which isn’t often! Omar: Same here. I also used to take part in a lot of extracurricular activities. Do you remember the debate club? Sara: Of course! You were always the one leading the debates with those powerful arguments. You really had a habit of practicing until everything was perfect. Omar: Thanks! I guess I still prepare like that for presentations at work. What about you? Are you doing anything similar to what you did at university? Sara: Well, I still write essays from time to time, but now they’re for blogs instead of assignments. It’s funny how I used to complain about writing back then, and now I actually enjoy it! Omar: That’s great! You know, I’ve noticed that some habits from university stick with us, while others completely disappear. For instance, I used to skip breakfast before morning classes, but now I make sure to eat something every day. Sara: Oh, I still have the habit of drinking coffee every morning, just like I did before lectures. I can’t start my day without it! Omar: I guess some things never change. By the way, do you ever miss the group study sessions? Sara: Definitely! We would always cram together the night before exams. It’s funny how stressful it felt at the time, but looking back, those were some of the best memories. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Omar: Absolutely. University was such a unique time. Anyway, we should catch up more often and maybe recreate some of those study sessions—though now it could be for work challenges! Sara: Great idea! Let’s plan something soon. Omar: Deal. Talk soon, Sara! Sara: Bye, Omar! Read the dialogue again. What do the highlighted parts express? Now look at the following pairs of sentences. What is the diCerence between them? 1. a) I used to study late at night before exams. b) I am in the habit of studying late at night now. 2. a) She always complains about group assignments. b) She is always complaining about group assignments. 3. a) We would meet in the library to prepare for exams. b) We are used to meeting in the library now because it’s quiet. 4. a) He frequently skipped lectures during his first year. b) He rarely skips lectures now. 5. a) I used to find presentations nerve-wracking. b) I am used to presenting now, and it feels normal. 6. a) I used to go with my friends to the restaurant opposite gate 4. b) I would go with my friends to the restaurant opposite gate 4. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 5: Education Rewrite the Following Sentences using the words in brackets: 1) Students took notes on paper before laptops became common in classrooms. (used to) 2) Teachers frequently assigned group projects to encourage collaboration among students. (would) 3) Many students rely on online resources to study nowadays. (tend to) 4) We wrote essays by hand before computers were widely available. (used to) 5) In the past, students memorized information for exams instead of focusing on critical thinking. (often) 6) Teachers encourage students to participate actively in class discussions these days. (always) 7) Children played outside during breaks when there were no smartphones. (used to) 8) In online courses, students discuss their ideas in forums. (tend to) 9) Universities didn’t offer many online courses until recent years. (didn’t use to) 10) Some teachers prefer traditional methods like chalkboards instead of technology. (be used to) Discuss the following questions with your partner: a. What kind of school did you use to go to (e.g., traditional, modern, private, public)? b. Did your teachers always give homework? How did you feel about it? c. What kind of tools or materials did you use to study with (e.g., books, blackboards, digital tools)? d. How do you tend to study now? Do you prefer online resources or traditional books? e. Are you used to using technology like apps or online platforms for learning? f. Do you always plan your lessons or studies, or do you prefer a more flexible approach? g. What habits from your school days have changed significantly? h. Is there anything you used to do as a student that you would never do now? © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 1: Education Work in pairs and tell each other about your last course. Did you enjoy it? How did you choose it? Read the language course adverts and answer the questions. 1) Which adverts mention cultural experiences along with language learning? 2) Which courses take place in vibrant, bustling cities? 3) Which course location would you personally enjoy the most, and why? Learn Business English in London Study French in Paris Discover the vibrant heart of London while Immerse yourself in the romantic charm of Paris mastering business English! Our engaging course as you learn French. This exceptional course focuses on professional communication, making it combines practical language skills with cultural perfect for ambitious learners. With expert experiences, from tasting authentic cuisine to instructors and interactive workshops, you’ll visiting the breathtaking Eiffel Tower. Our enhance your skills in a dynamic and inspiring supportive tutors ensure you’ll make fantastic environment. Explore the city’s iconic landmarks progress while enjoying the beauty of this while preparing for a successful career. enchanting city. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Learn Spanish by the Beach in Barcelona Master German in Berlin Perfect your Spanish while basking in Barcelona’s Join our highly-rated German course in Berlin, a sunny atmosphere! This course combines top- city rich in history and creativity. With stimulating notch language lessons with exciting cultural classes led by experienced tutors, you’ll dive into activities like tapas tours and Flamenco nights. the language while exploring the fascinating With passionate teachers and a friendly culture of Germany’s capital. Enjoy guided tours, environment, you’ll quickly boost your confidence museum visits, and plenty of opportunities to while enjoying the vibrant coastal lifestyle. practice your German in real-life situations. Learn Italian in the Picturesque Hills of Tuscany Study Japanese in the Heart of Tokyo Transform your Italian skills in the breathtaking Experience the dynamic energy of Tokyo while Tuscan countryside. This immersive course is learning Japanese! This vibrant course blends perfect for students who love scenic landscapes interactive lessons with cultural adventures, such and authentic cultural experiences. From sampling as sushi-making classes and visits to historic exquisite Italian cuisine to engaging in delightful temples. With patient, enthusiastic instructors language workshops, you’ll achieve impressive and plenty of real-life practice opportunities, results while enjoying the region’s natural beauty. you’ll develop excellent language skills while exploring this exciting city. Underline the positive adjectives in the adverts. Circle the nouns they describe. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 2: Education Match the positive adjective with its definitions. Adjectives Definitions 1. Vibrant A. Kind, pleasant, and easy to approach. 2. Engaging B. Extremely pleasing or charming. 3. Inspiring C. Capturing and holding attention or interest. 4. Romantic D. Providing encouragement or assistance. 5. Exceptional E. Full of energy, life, and excitement. 6. Supportive F. Extremely interesting or captivating. 7. Authentic G. Evoking a sense of love, charm, and adventure. 8. Breathtaking H. Outstanding or above average in quality. 9. Friendly I. Motivating or encouraging enthusiasm and creativity. 10. Stimulating J. Calm and understanding, especially in teaching or 11. Fascinating learning situations. 12. Scenic K. Creating strong feelings of enthusiasm or eagerness. 13. Delightful L. Involving active participation and engagement. 14. Dynamic M. Providing beautiful natural views or surroundings. 15. Patient N. Genuine, real, or true to its nature. 16. Enthusiastic O. Pleasant and attractive in manner or appearance. 17. Exciting P. Encouraging interest, enthusiasm, or creativity. 18. Interactive Q. Energetic and full of new ideas or activity. 19. Impressive R. Extremely impressive, exciting, or beautiful. 20. Charming S. Evoking admiration due to quality, skill, or ability. © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 3: Education Listen to a student talking her learning experience. What is the student’s overall impression of their language learning experience in Beijing? a) It was challenging and stressful. b) It was engaging and highly rewarding. c) It focused only on grammar and vocabulary. Listen one more time and answer the following questions: 1) What specific environment did the teachers create in the language course? 2) How did the lessons incorporate real-life scenarios? Give two examples. 3) What specific places in Beijing did the student find fascinating? 4) How did locals respond to the student’s attempts to speak Chinese? 5) What was the student’s favourite part about interacting with locals? 6) What were two adjectives the student used to describe Beijing’s hutongs? 7) What cultural blend did the student observe in the city of Beijing? 8) By the end of the experience, what did the student feel they had accomplished? Discuss the following questions with your partners. ▪ Which detail from the student’s experience do you find most inspiring? Why? ▪ If you studied a language abroad, what specific activities would you like included in your lessons? © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 4: Education Listen to the following script by a student and focus on how the highlighted adjectives are naturally pronounced. Hi everyone! I’d love to share my vibrant experience studying Chinese in Beijing, the capital of China. From the moment I arrived, I was struck by the dynamic atmosphere of the city—it’s a place full of energy and endless opportunities to learn. The language course itself was engaging and interactive. Our teachers were so supportive and patient, always encouraging us to practice speaking even when we made mistakes. They created a stimulating environment where learning felt exciting rather than overwhelming. Their enthusiastic teaching style really motivated me to push my limits. What made this experience exceptional was how authentic it felt. The lessons weren’t just about learning grammar or vocabulary—they incorporated real-life scenarios. For example, one day we practiced ordering food at a local market, and another day we learned how to navigate Beijing’s subway system. These activities were not only impressive but also extremely practical. Outside of class, the city itself was fascinating. From the ancient Forbidden City to the scenic parks like the Summer Palace, Beijing is a blend of history and modernity. Walking through these places was absolutely breathtaking—I could feel the depth of Chinese culture all around me. My favorite part was interacting with locals. The people were so friendly and willing to help, even if my Chinese wasn’t perfect. They always greeted me with a charming smile, which gave me the confidence to speak more. One elderly shopkeeper told me my pronunciation was improving, and that was such an inspiring moment for me. Another highlight was exploring the romantic charm of Beijing’s hutongs, the narrow alleys lined with traditional courtyards. These areas were so delightful, and I loved spending quiet afternoons there, practicing my characters while sipping tea. By the end of my stay, I felt a strong sense of accomplishment. Studying in Beijing wasn’t just about learning a language—it was about immersing myself in a culture that is so rich and impressive. It’s an experience I’ll always treasure, and I’d recommend it to anyone looking for a truly exceptional and stimulating adventure. Thanks to this vibrant city and the supportive teachers, my time in Beijing has been unforgettable. I can’t wait to go back someday! © Britishey Training Centre is an accredited English language teaching organization by Oxford TESOL Accreditation Centre B2 Level 18 Handout 1: Mo Salah What comes to your mind when you see these Mo Salah’s photos? Read the following passage on Mohammed Salah. What could be a good title for it? Mo Salah, the Egyptian King of football, is playing in a crucial match next weekend for his club. Fans around the world are excited, as everything has been arranged for the big game. After the match, Salah is planning to visit his family in Egypt. He rarely gets time off during the busy football season, but he is hoping to spend a few relaxing days with his loved ones. During an interview last night, Salah mentioned, “I think I will donate a portion of my next salary to help young athletes in Egypt.” He often makes such decisions spontaneously during conversations with the media. However, he also admitted, “I might travel to a quiet place for some rest before the next season begins.” His plans for the break are not confirmed yet, and he is considering several options. Looking ahead, it’s clear that Salah’s future will definitely include more trophies and achievements. Many football analysts predict this with great confidence. His next big moment is due to happen in just a few days when he leads his team in a Champions League match. It’s a critical event that everyone is looking forward to. In the football community, Salah is likely to break another record this season, considering his exceptional form and determination. Many believe he’ll continue to make history. © Britishey Training Centre is an accredited Eng

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