2. TALENTS Think of talented people you know and admire (famous or not). What talents do they have? Do you think they have natural talent? Or did they work hard to cultivate their abilities?

3. I can … / I can’t … I …. very well / I don’t … very well. d_ _ _ and p_ _ _ _ p_ _ _ s_ _ _ _ _ p_ _ _ m_ _ _ _ _ _ instruments draw and paint play sports play musical instruments

4. investigate and study facts i_ _ e _ _ _ g _ _ _ and s_ _ _ _ facts s_ _ _ _ puzzles and mathematical p_ _ _ _ _ m _ d_ _ _ _dance solve puzzles and mathematical problems I can … / I can’t … I …. very well / I don’t … very well.

5. make other people feel better write stories or poems make other p_ _ _ l _ f_ _ _ better w_ _ _ _ stories or p_ e _ _ I can … / I can’t … I …. very well / I don’t … very well. sing s_ _ _

6. i_ _ _ _ n _ and i_ _ _ _ t things relate to a_ _ _ _ _ _ and n_ _ _ r _ I can … / I can’t … I …. very well / I don’t … very well. imagine and invent things relate to animals and nature cook c_ _ _

8. Bullies chase after him. I’m down for the rest of the day. It ruins my day. During recess she avoids her friends. Come on and give it a try! There’s nothing wrong with being different.

9. Why do the boy and the girl feel sad? Do similar things happen in your school? What is the message of the video? Do you agree?

10. … it’s your birthday? … it’s the first day of school? … the holidays are coming? … you have to go to the doctor’s? … you are the new one in a group of people? When … I sometimes feel… I’m … when … sad happy excited nervous scared bored

14. (S)he makes me feel special. (S)he cheers me up when I am sad. (S)he is honest with me. (S)he likes me the way I am. (S)he helps me when I need it and also accepts my help. (S)he likes to share things with me. It’s very important that … It’s not very important that … I agree. / I disagree. What do you think?

15. TEACHERS NOTES SLIDE 2 : Introduce the topic of talents. Exploit the questions as whole group or in pairs. SLIDE 3 – 6 : Click to reveal words with gaps. Elicit answers. Click to check one by one. Work on meaning and pronunciation. Ask students to work in pairs and say if they can / can’t do those things well. Elicit a few answers from pairs and click to move on to the next slide. SLIDE 7 : Elicit and clarify the meaning of everybody and nobody. At teachers’ discretion, discuss the statements as a whole group or in smaller groups. Use the statements to introduce the topic of the video on the next slide. SLIDE 8 : Work on the meaning of the sentences focusing on the underlined expressions. Ask concept questions to elicit meaning. Ask for examples (e.g.: what makes you feel down?) to further clarify meaning and encourage students to use the expressions in their own sentences.

16. SLIDE 9 : Go through the questions with the students. Clarify meaning. Click on the link to open the video. Discuss the questions with students. Foster conversation and encourage all students to participate and contribute ideas and opinions. At teacher’s discretion, allow L1 to communicate more complex ideas if necessary. SLIDE 10 : Go through the questions with students. Clarify meaning. Click to reveal prompts and give an example. Elicit from whole group some vocabulary on feelings (happy, sad, excited, nervous…). Click to reveal vocabulary prompts. Have pairs talk and answer the questions. SLIDE 11 – 12 : Let sts look at the pictures and words and answer the question. Click to reveal instructions. Click to match one by one. SLIDE 13 : (Extra) Ask sts to work in small groups and brainstorm characteristics of a good friend. SLIDE 14 : Go through the list with sts. Let them check whether those ideas were on their lists. Click to reveal question and prompts. Have pairs or small groups discuss.