BEGIN:VCALENDAR VERSION:2.0 PRODID:-//ESL 360 - ECPv6.15.16//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-ORIGINAL-URL:https://esl360.org X-WR-CALDESC:Events for ESL 360 REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:America/Chicago BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20250309T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20251102T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20260308T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20261101T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20270314T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20271107T070000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260901T000000 DTEND;TZID=America/Chicago:20260901T235959 DTSTAMP:20261020T003541 CREATED:20260825T080240Z LAST-MODIFIED:20260828T054811Z UID:6454-1788220800-1788307199@esl360.org SUMMARY:No Class DESCRIPTION: URL:https://esl360.org/event/no-esl-class-today/ CATEGORIES:Class,Lesson END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260903T100000 DTEND;TZID=America/Chicago:20260903T120000 DTSTAMP:20261020T003541 CREATED:20260825T080428Z LAST-MODIFIED:20260905T055453Z UID:6456-1788429600-1788436800@esl360.org SUMMARY:ZOOM!!! Session #1 Book Club (Ch 1-2) DESCRIPTION:CLICK HERE TO JOIN ZOOM MEETING \n\n\n\n\n📖 Ch 1-2 Reading Guide\n\n\n\nđŸ“ș Ch 1 Comprehension Video\n\n\n\nđŸ“ș Ch 2 Comprehension Video URL:https://esl360.org/event/esl-book-club-p-s-i-still-love-you/ CATEGORIES:Bookclub,Class,Lesson END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260908T000000 DTEND;TZID=America/Chicago:20260908T235959 DTSTAMP:20261020T003541 CREATED:20260813T043441Z LAST-MODIFIED:20260813T043442Z UID:6280-1788825600-1788911999@esl360.org SUMMARY:NO CLASS--FISD Holiday DESCRIPTION: URL:https://esl360.org/event/no-class-fisd-holiday-2/ CATEGORIES:Class,Lesson END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260910T100000 DTEND;TZID=America/Chicago:20260910T120000 DTSTAMP:20261020T003541 CREATED:20260827T074841Z LAST-MODIFIED:20260905T190524Z UID:6484-1789034400-1789041600@esl360.org SUMMARY:Session #2 Book Club (Ch. 3-5) DESCRIPTION:📖 Session #2\, Ch 3-5 Reading Guide\n\n\n\nđŸ“ș Ch 3 Comprehension Video\n\n\n\nđŸ“ș Ch 4 Comprehension Video\n\n\n\nđŸ“ș Ch 5 Comprehension Video URL:https://esl360.org/event/session-2-esl-book-club-p-s-i-still-love-you/ CATEGORIES:Bookclub,Class,Lesson END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260915T100000 DTEND;TZID=America/Chicago:20260915T120000 DTSTAMP:20261020T003541 CREATED:20260813T043316Z LAST-MODIFIED:20260915T071223Z UID:6277-1789466400-1789473600@esl360.org SUMMARY:Ending Conversations Naturally & Warmly DESCRIPTION:Lesson Topic–“I Should Let You Go”: Ending conversations naturally & warmly; recognizing & using closing signals\, giving a reason when appropriate\, responding to the other person’s closing language\, & leaving the door open for future conversation. \n\n\n\n\n\nMeeting Room #2 \n\n\n\nDoor Codes: \n\n\n\n9:15 – 10:45: 860356 \n\n\n\n10:45 – 12:45: 357239 \n\n\n\n\n\n\n\n\n\n \n\n \n\n Listening for Conversation-End Cues\n\n \n You will hear two versions of the same conversation.\n As you listen\, think about the people\, the conversation\,\n and what happens when one person tries to end it.\n \n\n \n\n\n \n\n \n\n As You Listen\n\n \n Who is talking to whom?\n\n How do they know each other?\n\n What are they talking about?\n\n Who attempts to end the conversation?\n\n \n How does she or he signal that the conversation is ending?\n \n\n How does the other person respond?\n\n \n Which version helps the conversation come to a natural end\,\n A or B?\n \n\n \n What makes the difference?\n \n \n\n \n Print Listening Questions\n \n\n \n\n\n\n \n\n \n\n Conversation 1 \n\n Maya & Daniel\n\n \n Maya and Daniel are friends from ESL class.\n \n\n \n\n\n \n\n\n \n\n \n\n Version A\n\n \n \n Your browser does not support audio playback.\n \n\n\n \n\n Show Transcript\n\n \n\n Maya: Hey\, Daniel. How’s it going? \n\n Daniel: Pretty good. How about you? \n\n Maya: Good. Did you end up going hiking this weekend? \n\n Daniel: Yeah\, we did. We went up to this trail near the lake. It was beautiful\, but it was way more crowded than I expected. \n\n Maya: Oh\, really? Was it hard to find a place to park? \n\n Daniel: At first\, yeah. We almost gave up. But then somebody was leaving\, so we got lucky. \n\n Maya: Nice. Was the hike itself worth it? \n\n Daniel: Definitely. Once we got away from the parking area\, it was actually pretty peaceful. Have you ever been up there? \n\n Maya: Not to that trail. I’ve been wanting to\, though. I usually go walking closer to home because I never want to spend half the day driving somewhere. \n\n Daniel: I know what you mean. That’s usually what stops me\, too. \n\n Maya: Well\, I should probably get inside. I want to grab some coffee before class starts. I really don’t want to miss Angela’s English in the Wild discussion. \n\n Daniel: Oh\, before you go—have you tried that new coffee place over on Main Street? \n\n Maya: Um\, uh . . . no\, not yet. \n\n Daniel: We went there Saturday. It was really good. They have this— \n\n [Audio stops.]\n\n \n\n \n\n \n\n\n\n \n\n \n\n Version B\n\n \n \n Your browser does not support audio playback.\n \n\n\n \n\n Show Transcript\n\n \n\n Maya: Hey\, Daniel. How’s it going? \n\n Daniel: Pretty good. How about you? \n\n Maya: Good. Did you end up going hiking this weekend? \n\n Daniel: Yeah\, we did. We went up to this trail near the lake. It was beautiful\, but it was way more crowded than I expected. \n\n Maya: Oh\, really? Was it hard to find a place to park? \n\n Daniel: At first\, yeah. We almost gave up. But then somebody was leaving\, so we got lucky. \n\n Maya: Nice. Was the hike itself worth it? \n\n Daniel: Definitely. Once we got away from the parking area\, it was actually pretty peaceful. Have you ever been up there? \n\n Maya: Not to that trail. I’ve been wanting to\, though. I usually go walking closer to home because I never want to spend half the day driving somewhere. \n\n Daniel: I know what you mean. That’s usually what stops me\, too. \n\n Maya: Well\, I should probably get inside. I want to grab some coffee before class starts. I really don’t want to miss Angela’s English in the Wild discussion. \n\n Daniel: Oh\, sure. It was good talking to you. \n\n Maya: You too. See you in there. \n\n Daniel: See you. \n\n \n\n \n\n \n\n \n\n \n\n\n\n \n\n \n\n Conversation 2 \n\n Nina & Sophia\n\n \n Sophia is new to ESL360. She and Nina are meeting for the first time.\n \n\n \n\n\n \n\n\n \n\n \n\n Version A\n\n \n \n Your browser does not support audio playback.\n \n\n\n \n\n Show Transcript\n\n \n\n Nina: Hi. I don’t think we’ve met. I’m Nina. \n\n Sophia: Hi\, I’m Sophia. It’s nice to meet you. \n\n Nina: Nice to meet you\, too. Is this your first time here? \n\n Sophia: Yes\, it is. Today is my first class. \n\n Nina: Oh\, welcome! How did you hear about ESL360? \n\n Sophia: A friend told me about it. She used to come here and really liked the class. \n\n Nina: Oh\, really? Was she here recently? \n\n Sophia: No\, I think it was a few years ago. \n\n Nina: Ah\, okay. I’ve been coming for several years\, but there are always new people. \n\n Sophia: Oh\, wow. So you must know everyone! \n\n Nina: Not everyone! But I do know quite a few people. \n\n Sophia: That’s good. I was a little nervous about coming today because I didn’t know anyone. \n\n Nina: Oh\, I understand. I remember feeling that way when I first came. I actually came because a friend recommended it to me\, too. \n\n Sophia: Oh\, that’s funny. So we both ended up here because of friends. \n\n Nina: We did! And now I’m the one telling other people about it. \n\n Sophia: That’s a good sign! \n\n Nina: I guess it is. \n\n Sophia: Well\, I’d better go find a seat before class starts. \n\n Nina: Of course. It was really nice meeting you\, Sophia. \n\n Sophia: You too. Thanks for making me feel welcome. \n\n Nina: Anytime. I’ll see you in class. \n\n Sophia: See you! \n\n \n\n \n\n \n\n\n\n \n\n \n\n Version B\n\n \n \n Your browser does not support audio playback.\n \n\n\n \n\n Show Transcript\n\n \n\n Nina: Hi. I don’t think we’ve met. I’m Nina. \n\n Sophia: Hi\, I’m Sophia. It’s nice to meet you. \n\n Nina: Nice to meet you\, too. Is this your first time here? \n\n Sophia: Yes\, it is. Today is my first class. \n\n Nina: Oh\, welcome! How did you hear about ESL360? \n\n Sophia: A friend told me about it. She used to come here and really liked the class. \n\n Nina: Oh\, really? Was she here recently? \n\n Sophia: No\, I think it was a few years ago. \n\n Nina: Ah\, okay. I’ve been coming for several years\, but there are always new people. \n\n Sophia: Oh\, wow. So you must know everyone! \n\n Nina: Not everyone! But I do know quite a few people. \n\n Sophia: That’s good. I was a little nervous about coming today because I didn’t know anyone. \n\n Nina: Oh\, I understand. I remember feeling that way when I first came. I actually came because a friend recommended it to me\, too. \n\n Sophia: Oh\, that’s funny. So we both ended up here because of friends. \n\n Nina: We did! And now I’m the one telling other people about it. \n\n Sophia: That’s a good sign! \n\n Nina: I guess it is. \n\n Sophia: Well\, I’d better go find a seat before class starts. \n\n Nina: Oh\, sure. Hey\, before you do\, I love your coat\, and I was wondering where you got it. \n\n Sophia: Oh . . . um . . . from Nordstrom\, I think. \n\n Nina: Wow! Nordstrom. I haven’t been there in ages. I remember going there before COVID and buying some sandals\, but they gave me blisters\, so I hardly ever wear them . . . \n\n [Audio stops.]\n\n \n\n \n\n \n\n \n\n \n\n\n\n \n\n \n\n Conversation 3 \n\n Elena & Marcus\n\n \n Elena and Marcus are old friends who run into each other at the grocery store.\n \n\n \n\n\n \n\n\n \n\n \n\n Version A\n\n \n \n Your browser does not support audio playback.\n \n\n\n \n\n Show Transcript\n\n \n\n Marcus: Hey\, Elena! I haven’t seen you in forever. How’ve you been? \n\n Elena: I know! I’ve been good. Busy\, but good. How about you? \n\n Marcus: Same. Work has been kind of crazy lately. What’s been keeping you busy? \n\n Elena: Mostly my family. My sister and her kids came to visit for a couple of weeks. \n\n Marcus: Oh\, nice! How old are her kids now? \n\n Elena: Eight and eleven. And they have a lot of energy. \n\n Marcus: I bet. Did you guys do anything fun while they were here? \n\n Elena: We did. We went to the zoo\, we went swimming\, and we took them downtown one day. I think I need a vacation now. \n\n Marcus: I can imagine! Did they have a favorite? \n\n Elena: Definitely the zoo. My nephew is obsessed with elephants\, so we spent forever watching them. \n\n Marcus: That sounds like fun\, though. \n\n Elena: It was. I loved having them here. The house seems really quiet now that they’re gone. \n\n Marcus: I know that feeling. It’s nice to get back to normal\, but then you kind of miss the chaos. \n\n Elena: Exactly! Hey\, I hate to run\, but I have a dentist appointment in about twenty minutes. \n\n Marcus: Oh\, yeah\, you’d better get going. Hey\, give me your phone for a second. I want to show you this picture of my niece. You won’t believe how much she’s grown. \n\n Elena: Oh . . . okay. \n\n Marcus: Hang on. I know it’s in here somewhere . . . \n\n [Audio stops.]\n\n \n\n \n\n \n\n\n\n \n\n \n\n Version B\n\n \n \n Your browser does not support audio playback.\n \n\n\n \n\n Show Transcript\n\n \n\n Marcus: Hey\, Elena! I haven’t seen you in forever. How’ve you been? \n\n Elena: I know! I’ve been good. Busy\, but good. How about you? \n\n Marcus: Same. Work has been kind of crazy lately. What’s been keeping you busy? \n\n Elena: Mostly my family. My sister and her kids came to visit for a couple of weeks. \n\n Marcus: Oh\, nice! How old are her kids now? \n\n Elena: Eight and eleven. And they have a lot of energy. \n\n Marcus: I bet. Did you guys do anything fun while they were here? \n\n Elena: We did. We went to the zoo\, we went swimming\, and we took them downtown one day. I think I need a vacation now. \n\n Marcus: I can imagine! Did they have a favorite? \n\n Elena: Definitely the zoo. My nephew is obsessed with elephants\, so we spent forever watching them. \n\n Marcus: That sounds like fun\, though. \n\n Elena: It was. I loved having them here. The house seems really quiet now that they’re gone. \n\n Marcus: I know that feeling. It’s nice to get back to normal\, but then you kind of miss the chaos. \n\n Elena: Exactly! Hey\, I hate to run\, but I have a dentist appointment in about twenty minutes. \n\n Marcus: Oh\, yeah\, you’d better get going. It was great catching up. \n\n Elena: You too. Let’s not wait so long next time. \n\n Marcus: Definitely. Talk to you soon. \n\n Elena: See you! \n\n \n\n \n\n \n\n \n\n \n\n\n\n \n\n \n\n Take-Away\n\n \n \n Good conversational listening means knowing when to keep\n a conversation going—and when to help it end.\n \n \n\n \n When someone signals that a conversation is ending\,\n recognize the signal and change what you do next.\n Instead of asking another question or starting a new topic\,\n help the conversation come to a natural\, warm end. URL:https://esl360.org/event/ending-conversations/ CATEGORIES:Class,Lesson END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260917T100000 DTEND;TZID=America/Chicago:20260917T120000 DTSTAMP:20261020T003541 CREATED:20260827T074131Z LAST-MODIFIED:20260917T063314Z UID:6481-1789639200-1789646400@esl360.org SUMMARY:Session #3 Book Club (Ch. 6-7) DESCRIPTION:P.S. I Still Love You — Session 3 \nChapters 6–7 · September 17\, 2026 \n\n Today we will use Chapters 6–7 to practice useful vocabulary and real-life communication:\n supporting someone\, questioning conclusions\, and matching our language to how certain we really are.\n \n\n\n\n\nMeeting Details\nDate: Thursday\, September 17\, 2026 \nTime: 10:00 a.m.–12:00 p.m. Texas time \nReading: Chapters 6–7 \nLocation: Meeting Room #2 \n\nDoor codes:\n 9:15–10:45: 765133\n 10:45–12:45: 188281\n\n\n\nSession Materials\nUse the reading guide and comprehension-support videos before or after the meeting as needed. \n\nReading Guide (PDF)\nChapter 6 Video\nChapter 7 Video\n\n\n\n\nJoining on Zoom\nBook Club meets in person each Thursday. If you are unable to attend in person\, you may join the meeting on Zoom using the link below. \nJoin Book Club on Zoom\n\n\nBook Club Meeting Sections Chapter SummaryVocabulary RetrievalMini-ConversationsHow Sure Are You?Discussion CirclesReal-Life CommunicationTeam ChallengeExit RetrievalHomework\n\nPart A · Chapter Summary60-Second SummaryAbout 8 minutesOpen\nInstructionsWork together to make a 3–4 sentence summary of the most important events in Chapters 6 and 7.Do not retell every detail. Choose the events that you feel are most important.\n\nUseful summary frame:\n At first\, 
   Then\, 
   After that\, 
   By the end of the chapter(s)\, 
\n \nPart B · Vocabulary RetrievalWhat Would You Say?About 15 minutesOpen\n\nModel example\nExample only: “You are angry about something your friend said\, but you decide not to answer until you calm down.” \nBest expression: bite your tongue. It fits because you deliberately stop yourself from saying what you want to say. A natural sentence would be: “I had to bite my tongue until I cooled off.” \n\nInstructionsRead the scenario below and choose the one best expression from the phrase bank.Explain why it fits\, and use it in a new sentence.\nChoose one or two situations for the whole class\, depending on time. \n\nSituation 1\nA coworker learns that a project she spent months on has been canceled. She goes quiet and says\, “I need a minute.” Which expression describes the effect the news had on her? Use it: Say one sentence that describes what happened. Phrase Bankknock the wind out of someonethink straightbeside the pointnot mince wordsget a rise out of someonehold upget caught up in somethingbuckle downdawn on someoneput on a brave faceget to the bottom of somethinghave someone’s backoff the top of my headroll with itfight or flighthold a grudgebite your tonguebe up front with someonepoint of no returnyesterday’s news\n\nCheck your answer\n\nknock the wind out of someoneSomething shocks or upsets a person so strongly that for a moment the person does not know how to react.\n \n\n\n\n\nSituation 2\nAfter a stressful phone call\, you need to make an important decision\, but your thoughts are all over the place. Which expression describes what you cannot do yet? Use it: What might you tell someone who wants an answer immediately? Phrase Bankknock the wind out of someonethink straightbeside the pointnot mince wordsget a rise out of someonehold upget caught up in somethingbuckle downdawn on someoneput on a brave faceget to the bottom of somethinghave someone’s backoff the top of my headroll with itfight or flighthold a grudgebite your tonguebe up front with someonepoint of no returnyesterday’s news\n\nCheck your answer\n\nthink straightTo think clearly enough to make sensible decisions.\n \n\n\n\n\nSituation 3\nYour family is discussing whether to repair an expensive car. Someone keeps arguing about who forgot to fill the gas tank last week. Which expression describes that side issue? Use it: Use the expression in a polite sentence that redirects the discussion. Phrase Bankknock the wind out of someonethink straightbeside the pointnot mince wordsget a rise out of someonehold upget caught up in somethingbuckle downdawn on someoneput on a brave faceget to the bottom of somethinghave someone’s backoff the top of my headroll with itfight or flighthold a grudgebite your tonguebe up front with someonepoint of no returnyesterday’s news\n\nCheck your answer\n\nbeside the pointNot relevant to the main issue being discussed.\n \n\n\n\n\nSituation 4\nA supervisor tells an employee\, “This report is confusing\, incomplete\, and not ready to send.” Which expression describes the supervisor’s very direct way of speaking? Use it: Use the expression to describe someone who communicates this way. Phrase Bankknock the wind out of someonethink straightbeside the pointnot mince wordsget a rise out of someonehold upget caught up in somethingbuckle downdawn on someoneput on a brave faceget to the bottom of somethinghave someone’s backoff the top of my headroll with itfight or flighthold a grudgebite your tonguebe up front with someonepoint of no returnyesterday’s news\n\nCheck your answer\n\nnot mince wordsTo say exactly what you mean\, even when it may sound unpleasant or very direct.\n \n\n\n\n\nSituation 5\nYour brother keeps mentioning the same embarrassing story because he knows it annoys you and enjoys watching your reaction. Which expression describes what he is trying to do? Use it: Give one piece of advice to the person being teased. Phrase Bankknock the wind out of someonethink straightbeside the pointnot mince wordsget a rise out of someonehold upget caught up in somethingbuckle downdawn on someoneput on a brave faceget to the bottom of somethinghave someone’s backoff the top of my headroll with itfight or flighthold a grudgebite your tonguebe up front with someonepoint of no returnyesterday’s news\n\nCheck your answer\n\nget a rise out of someoneTo deliberately provoke an emotional reaction\, especially annoyance or embarrassment.\n \n\n\n\n\nSituation 6\nA friend has had a difficult week with several problems at once. You want to ask how she is coping without asking for private details. Which expression could you use in your question? Use it: Give a natural follow-up if she answers\, “Not great.” Phrase Bankknock the wind out of someonethink straightbeside the pointnot mince wordsget a rise out of someonehold upget caught up in somethingbuckle downdawn on someoneput on a brave faceget to the bottom of somethinghave someone’s backoff the top of my headroll with itfight or flighthold a grudgebite your tonguebe up front with someonepoint of no returnyesterday’s news\n\nCheck your answer\n\nhold upTo cope or manage emotionally during a difficult situation. A common question is: “How are you holding up?”\n \n\n\n\n\nSituation 7\nYou start looking through old family photos for just a few minutes. An hour later\, you are still sorting\, reading notes\, and telling stories. Which expression explains what happened? Use it: Give a new example involving a different activity. Phrase Bankknock the wind out of someonethink straightbeside the pointnot mince wordsget a rise out of someonehold upget caught up in somethingbuckle downdawn on someoneput on a brave faceget to the bottom of somethinghave someone’s backoff the top of my headroll with itfight or flighthold a grudgebite your tonguebe up front with someonepoint of no returnyesterday’s news\n\nCheck your answer\n\nget caught up in somethingTo become very involved in something\, often more than you intended.\n \n\n\n\n\nSituation 8\nYou have spent most of the afternoon avoiding a task\, but the deadline is tomorrow morning. Which expression describes what you need to do now? Use it: Say something you might tell yourself or a friend. Phrase Bankknock the wind out of someonethink straightbeside the pointnot mince wordsget a rise out of someonehold upget caught up in somethingbuckle downdawn on someoneput on a brave faceget to the bottom of somethinghave someone’s backoff the top of my headroll with itfight or flighthold a grudgebite your tonguebe up front with someonepoint of no returnyesterday’s news\n\nCheck your answer\n\nbuckle downTo begin working seriously and with determination.\n \n\n\n\n\nSituation 9\nYou are halfway to the airport when you suddenly realize your passport is still on the kitchen counter. Which expression describes that moment of realization? Use it: Complete: “It suddenly dawned on me that
” Phrase Bankknock the wind out of someonethink straightbeside the pointnot mince wordsget a rise out of someonehold upget caught up in somethingbuckle downdawn on someoneput on a brave faceget to the bottom of somethinghave someone’s backoff the top of my headroll with itfight or flighthold a grudgebite your tonguebe up front with someonepoint of no returnyesterday’s news\n\nCheck your answer\n\ndawn on someoneTo suddenly become clear or be understood.\n \n\n\n\n\nSituation 10\nYou are nervous before an important event\, but you smile and act confident because you do not want your family to worry. Which expression describes what you are doing? Use it: Say when this might be helpful—and when it might make things harder. Phrase Bankknock the wind out of someonethink straightbeside the pointnot mince wordsget a rise out of someonehold upget caught up in somethingbuckle downdawn on someoneput on a brave faceget to the bottom of somethinghave someone’s backoff the top of my headroll with itfight or flighthold a grudgebite your tonguebe up front with someonepoint of no returnyesterday’s news\n\nCheck your answer\n\nput on a brave faceTo try to appear calm or confident even though you are worried or upset.\n \n\n\n\n\nSituation 11\nMoney is missing from an account\, and several explanations are possible. The bank reviews records and interviews people until it understands what really happened. Which expression describes what the bank is trying to do? Use it: Name another everyday problem that might be worth investigating this way. Phrase Bankknock the wind out of someonethink straightbeside the pointnot mince wordsget a rise out of someonehold upget caught up in somethingbuckle downdawn on someoneput on a brave faceget to the bottom of somethinghave someone’s backoff the top of my headroll with itfight or flighthold a grudgebite your tonguebe up front with someonepoint of no returnyesterday’s news\n\nCheck your answer\n\nget to the bottom of somethingTo investigate until you discover the truth or real cause.\n \n\n\n\n\nSituation 12\nSeveral people criticize your friend’s decision. You do not necessarily agree with every part of the decision\, but you make sure she is not facing the situation alone. Which expression describes what you are doing? Use it: Can you do this without agreeing with everything someone says? Explain. Phrase Bankknock the wind out of someonethink straightbeside the pointnot mince wordsget a rise out of someonehold upget caught up in somethingbuckle downdawn on someoneput on a brave faceget to the bottom of somethinghave someone’s backoff the top of my headroll with itfight or flighthold a grudgebite your tonguebe up front with someonepoint of no returnyesterday’s news\n\nCheck your answer\n\nhave someone’s backTo support and protect someone when that person is facing difficulty or criticism.\n \n\n\n\n\n\n\nPart C · Mini-ConversationsFrom the Book to Real ConversationAbout 12 minutesOpen\n\nBook connection\nThese expressions are part of the action in Chapters 6–7: Lara Jean cannot think straight after the video appears; Lucas does not mince words; Lara Jean refuses to let Genevieve get a rise out of her; Ms. Davenport asks how she is holding up; Mrs. Duvall tells her to buckle down; Lara Jean later puts on a brave face; Peter says he will get to the bottom of what happened; and Margot says Peter should have Lara Jean’s back. Now use the same language in your own conversation. \n\n\nModel mini-conversation\nA: “When do you have trouble thinking straight?”\nB: “Usually when I’m rushing and several people need something from me at once.”\nA: “Me too. What helps you?”\nB: “I stop for a minute and write down what I need to do first.” \n\nInstructionsDiscuss the assigned prompt with your partner or small group.Respond to what the other person says by asking at least one follow-up question.\nChoose one prompt for the whole class. If time allows\, choose another. \n\nPrompt 1 · think straight\nWhat situations make it hard to think straight? What helps you clear your head? \n\n\nPrompt 2 · get caught up in something\nWhat activities make people lose track of time? Is getting caught up in something always negative? \n\n\nPrompt 3 · buckle down\nWhat usually makes people finally buckle down? What helps with procrastination? \n\n\nPrompt 4 · dawn on someone\nWhy can something obvious take a long time to dawn on us? Can another person help it happen? \n\n\nPrompt 5 · put on a brave face\nWhen do people put on a brave face? When is that useful\, and when can it make things harder? \n\n\nPrompt 6 · hold up\nWhat kind of answer are we inviting when we ask\, “How are you holding up?” What could you say if the person answers\, “Not well”? \n\n\nPrompt 7 · have someone’s back\nWhat does having someone’s back look like in real life? Does it always mean agreeing? \n\n\nPrompt 8 · get to the bottom of something\nWhat kinds of everyday problems are worth getting to the bottom of? When is it better to let a small mystery go? \n\n\nPrompt 9 · get a rise out of someone\nWhy do some people enjoy getting a rise out of others? What response usually works best? \n\n\nPrompt 10 · not mince words\nWhen is it helpful not to mince words? When can very direct language create problems? \n\n\nPrompt 11 · beside the point\nWhy do conversations sometimes get stuck on things that are beside the point? How can you politely return to the main issue? \n\n\nPrompt 12 · knock the wind out of someone\nWhat kinds of news can knock the wind out of someone? Can the expression describe positive news as well as bad news? \n\n\n\n\n5-minute breakStand up\, stretch your legs\, and be ready to restart in 5 minutes.\n\nPart D · Grammar in ConversationHow Sure Are You?About 20 minutesOpen\n\nGrammar reference: saying it more gently—and more accurately\nEnglish speakers often adjust the strength of what they say when giving advice\, disagreeing\, making an accusation\, or responding to someone who is upset. The goal is to choose language that matches what you know\, the relationship\, and the situation. \n\n\nAdvice: should / could / might want toshould = clear advice: “You should talk to her.”could = one possible option: “You could talk to her.”might want to = more tentative: “You might want to talk to her.”\n\n\nCertainty: match the evidenceShe did it. — presented as factI think she did it. — a conclusion/opinionShe probably did it. — likely\, not certainShe might have done it. — one possibility\n\n\nSoften disagreement“I’m not sure I agree.”“I don’t think we know that yet.”“Maybe\, but
”“I can see why you think that\, but
”\n\n\nUse would for softened advice“Don’t accuse her yet.” → “I wouldn’t accuse her yet.”“Wait until you know more.” → “I’d wait until I knew more.”\n\n\n\n\nModel example\nToo certain: “She ignored your message because she’s angry.” \nBetter match to the evidence: “She might have ignored your message because she’s angry.” \nThe second sentence keeps the same basic idea but presents it as a possibility rather than a fact. \n\n\nFACT / CERTAINGenevieve did it.\nCONCLUSIONI think Genevieve did it.\nPROBABLEGenevieve probably did it.\nPOSSIBLEGenevieve might have done it.\n\n\n\nStage 1 · Chris accuses Genevieve \nChris says Genevieve is responsible because Lara Jean is with Peter and reminds Lara Jean of the cruel rumor Genevieve once spread about Jamila Singh. Lara Jean is not convinced and says it could have been anybody who happened to see them that night. \nQuestion: At this point\, which level of certainty fits the evidence best? \nAnswerAnswer: Genevieve might have done it fits best. Chris has a reason for suspecting her\, but there is no direct evidence yet.\n\nStage 2 · Lara Jean hears Genevieve joking \nIn French class\, Lara Jean hears Genevieve joking with Emily about the video. Lara Jean is humiliated and begins to suspect Genevieve more strongly. \nQuestion: Has the evidence become stronger\, or has Lara Jean’s suspicion become stronger? Are those the same thing? \nAnswerAnswer: Lara Jean’s suspicion becomes stronger\, but the evidence is still indirect. Hearing Genevieve joke about the video does not prove that she posted it.\n\nStage 3 · The bathroom confrontation \nGenevieve directly denies sending the video. Lara Jean notices the movement at the corner of Genevieve’s mouth that she believes is Genevieve’s “tell” when she lies. Lara Jean becomes certain Genevieve did it. \nQuestion: How could Lara Jean state her conclusion accurately without presenting it as proven fact? \nAnswerAnswer: She could say\, “I think Genevieve did it” or “I’m pretty sure Genevieve did it.” Those forms show a strong conclusion without presenting it as proven fact.\n\nStage 4 · Peter asks for the exact words \nLara Jean tells Peter that Genevieve admitted it. Peter asks whether Genevieve actually said that. Lara Jean realizes she never directly admitted sending the video. \nQuestion: What changes when Lara Jean separates what she believes from what Genevieve actually said? \nAnswerAnswer: Lara Jean recognizes the difference between her interpretation and Genevieve’s actual words. That should make her language more careful: she believes Genevieve did it\, but Genevieve did not directly admit it.\n\n\nModel the final challenge\nClaim: “He left me out on purpose.” \nRevision: “I think he may have left me out on purpose\, but I don’t know that yet.” \n\nChoose one claim for the final grammar challenge. \n\nClaim 1\n\nOriginal: Genevieve sent the video. \nRevise it so the language matches the evidence. \nPossible revisionI think Genevieve sent the video. / Genevieve might have sent the video.\n\n\n\nClaim 2\n\nOriginal: Peter doesn’t believe Lara Jean. \nRevise it so the language matches the evidence. \nPossible revisionLara Jean may feel that Peter doesn’t believe her. / Peter seems unsure about her conclusion.\n\n\n\nClaim 3\n\nOriginal: Genevieve is jealous of Lara Jean. \nRevise it so the language matches the evidence. \nPossible revisionLara Jean thinks Genevieve is jealous of her.\n\n\n\nClaim 4\n\nOriginal: Peter is defending Genevieve. \nRevise it so the language matches the evidence. \nPossible revisionPeter might be trying to separate what they know from what they suspect.\n\n\n\n\n\nPart E · Discussion CirclesBook → Life → PracticeAbout 25 minutesOpen\n\nInstructions\n\nBegin with the example from the book.\nDiscuss the larger communication question.\nDo the short real-life speaking task.\nRespond to a classmate before adding your own idea.\nUse softening and uncertainty only when they fit what you really mean.\n\n\n\nModel response\nFriend: “My manager didn’t invite me to the meeting. She clearly doesn’t value my work.” \nResponse: “I can see why that would bother you. I’m not sure we know why you weren’t invited\, though. There might be another explanation. You could ask what the meeting was about.” \n\nChoose one discussion circle. If time allows\, choose another. \n\nCircle 1 · What does support sound like?\nIn the book: Lara Jean is shocked and embarrassed by the video. Chris tries to reassure her by focusing on how she looks\, and Margot says that is beside the point. Other people respond in very different ways.\nDiscussWhen someone is upset\, what makes a response genuinely supportive? Can a truthful or positive comment still miss what the person needs? \nPut It Into PracticeYour friend says: “Everyone at the meeting ignored my idea. They obviously don’t respect me.” Support the person emotionally without pretending you know why the group reacted that way. \n\n\nCircle 2 · Disagree without dismissing\nIn the book: Peter does not immediately accept Lara Jean’s conclusion about Genevieve. He asks whether Genevieve actually admitted sending the video.\nDiscussWhat is the difference between questioning someone’s conclusion and dismissing the person’s feelings? Can a careful question be a form of support? \nPut It Into PracticeSomeone says: “My sister didn’t answer my text all day. She’s angry with me.” Respond with acknowledgment + uncertainty + another possibility. \n\n\nCircle 3 · Give advice without taking over\nIn the book: Lara Jean wants Peter to act on her conclusion about Genevieve while the evidence is still incomplete.\nDiscussWhen is strong advice helpful? When is it better to offer an option and let the person decide? \nPut It Into PracticeYour friend says: “I’m sure she did it. I’m going to confront her right now.” Try three strengths: “You should
” / “You could
” / “You might want to
” Then decide which you would actually use. \n\n\n\n\nPart F · Real-Life CommunicationSupport Without Automatically AgreeingAbout 10 minutes OPTIONAL IF TIMEOpen\nIn real conversations\, we often need to support a person and avoid claiming more than we actually know. These four moves can help. They are choices\, not a script. \n\n1 · Acknowledge“That sounds really frustrating.”\n2 · Avoid claiming too much“I’m not sure we know that yet.”\n3 · Offer another possibility“She might have misunderstood.”\n4 · Help decide what to do“You could ask her directly.”\n\n\nModel conversation\nA: “My coworker didn’t reply to my message. She must be annoyed with me.”\nB: “I can see why you’d wonder. I’m not sure we know that yet—she might just be busy.”\nA: “Maybe. What would you do?”\nB: “I’d give it a little time and then follow up.” \n\n\nInstructions\n\nPartner A reads the statement as if it were a real conversation.\nPartner B responds naturally; use only the moves that fit.\nContinue for at least three turns\, then switch roles if time allows.\n\n\nChoose one scenario for the class if you use this optional section. \n\nScenario 1\n“My friend didn’t invite me to dinner. She must be angry with me.” \n\n\nScenario 2\n“My boss hasn’t answered my email. I think something is wrong.” \n\n\nScenario 3\n“My package disappeared. I’m sure the neighbor took it.” \n\n\nScenario 4\n“My daughter didn’t call me back. She’s obviously upset.” \n\n\nScenario 5\n“Two people stopped talking when I walked into the room. They were talking about me.” \n\n\nScenario 6\n“My coworker corrected me during the meeting. She was trying to embarrass me.” \n\n\n\n\nPart G · Team Vocabulary FinaleDescribe It—Don’t Say It!About 8 minutesOpen\n\nDo not open a card until your teacher assigns it to you.\n Only the person giving clues should look at the expression.\n \n\nInstructions\n\nOpen only your assigned card.\nDescribe a situation that communicates the meaning.\nDo not say the target expression or the forbidden words.\nYour team guesses the expression.\nAfter the team guesses\, another person must use the expression in a new sentence.\n\n\nModel clue\nExample expression: hold a grudge \nPossible clue: “Two friends argued years ago. One person forgave and moved on\, but the other person is still angry every time the old problem comes up.” \nThe clue explains the meaning through a situation instead of simply giving a synonym. \n\nChoose challenge cards as time allows. \nCard 1 · Reveal only if assignedbuckle down Do not say: buckle\, down\, serious\, work \nNeed help?\nMeaning: start working seriously and with determination \nExample: I need to buckle down and finish this report tonight. \n\nCard 2 · Reveal only if assignedget caught up in something Do not say: caught\, involved\, activity\, time \nNeed help?\nMeaning: become very involved in something\, often more than you intended \nExample: We got caught up in talking and lost track of time. \n\nCard 3 · Reveal only if assignedhave someone’s back Do not say: back\, support\, protect\, defend \nNeed help?\nMeaning: support or protect someone during difficulty or criticism \nExample: I knew she had my back during the meeting. \n\nCard 4 · Reveal only if assignedput on a brave face Do not say: brave\, face\, pretend\, worried \nNeed help?\nMeaning: look calm or confident even though you are worried or upset \nExample: He put on a brave face before the interview. \n\nCard 5 · Reveal only if assignedget a rise out of someone Do not say: rise\, reaction\, tease\, annoy \nNeed help?\nMeaning: deliberately provoke an emotional reaction \nExample: Ignore him—he’s just trying to get a rise out of you. \n\nCard 6 · Reveal only if assignedthink straight Do not say: think\, straight\, clear\, confused \nNeed help?\nMeaning: think clearly enough to make sensible decisions \nExample: I was so tired that I couldn’t think straight. \n\nCard 7 · Reveal only if assignedbeside the point Do not say: beside\, point\, relevant\, issue \nNeed help?\nMeaning: not relevant to the main issue \nExample: Who arrived first is beside the point. \n\nCard 8 · Reveal only if assignednot mince words Do not say: mince\, words\, direct\, honest \nNeed help?\nMeaning: say exactly what you mean\, even if it sounds very direct \nExample: She didn’t mince words about the problem. \n\nCard 9 · Reveal only if assignedhold up Do not say: hold\, up\, coping\, difficult \nNeed help?\nMeaning: cope or manage during a difficult situation \nExample: How are you holding up after such a stressful week? \n\nCard 10 · Reveal only if assigneddawn on someone Do not say: dawn\, realize\, suddenly\, understand \nNeed help?\nMeaning: suddenly become clear or understood \nExample: It dawned on me that I had left my keys at work. \n\nCard 11 · Reveal only if assignedget to the bottom of something Do not say: bottom\, investigate\, truth\, cause \nNeed help?\nMeaning: investigate until you discover the truth or real cause \nExample: We need to get to the bottom of why the bill is so high. \n\nCard 12 · Reveal only if assignedknock the wind out of someone Do not say: wind\, breath\, shock\, surprise \nNeed help?\nMeaning: shock or upset someone so strongly that they cannot react normally for a moment \nExample: The unexpected news really knocked the wind out of her. \n\n\n\n\nPart H · Exit RetrievalOne Expression I Want to KeepFinal 3 minutesOpen\n\nModel exit response\nExpression: buckle down\nMeaning: start working seriously and with determination\nNew example: “I’ve been putting off the paperwork all week\, so I need to buckle down tonight.” \n\nBefore you leave\, choose one expression from today that you think you could actually use in English. \nTell a partner: \n\nWhat is the expression?\nWhat does it mean?\nGive one new example.\n\nTomorrow: Can you still remember your expression without looking at the vocabulary list? \n\nHomework · Group ChatSay It With the Right Amount of CertaintySend it before next Book ClubOpen\n\nInstructions\n\nThink of one everyday situation where you are not 100% sure what happened.\nText the Book Club group chat one sentence using I think
\, probably
\, or might
 so your language matches how certain you are.\n\n\n\nExample\n“My neighbor’s car isn’t there\, so I think she might be out of town.” URL:https://esl360.org/event/session-3-esl-book-club-p-s-i-still-love-you/ CATEGORIES:Bookclub,Class,Lesson END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260917T100000 DTEND;TZID=America/Chicago:20260917T120000 DTSTAMP:20261020T003541 CREATED:20260910T180529Z LAST-MODIFIED:20260910T180532Z UID:6711-1789639200-1789646400@esl360.org SUMMARY: DESCRIPTION:← Back to Book Club Calendar URL:https://esl360.org/event/6711/ CATEGORIES:Bookclub,Class,Lesson END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260922T100000 DTEND;TZID=America/Chicago:20260922T120000 DTSTAMP:20261020T003541 CREATED:20260813T044735Z LAST-MODIFIED:20260922T154339Z UID:6303-1790071200-1790078400@esl360.org SUMMARY:Managing Awkward Interactions & Learning to Say "No." DESCRIPTION:Managing Offensive Interactions / Learning to Say “No.” \n September 22 · 10:00 a.m.–12:00 p.m. CDT \n Today we will practice responding to uncomfortable comments and saying no clearly\, naturally\, and appropriately for the person and situation. \n \n\n \n Meeting Room #2 Door Codes\n 9:15 a.m.–10:45 a.m. — 022805 \n 10:45 a.m.–12:45 p.m. — 724942 \n \n\n\n\n \n Session Materials\n Use the student handout during today’s lesson and for review afterward. \n Student Lesson Handout\n \n\n Today’s Lesson \n \n English in the Wild\n Ann · Awkward Conversations\n Break\n Say No Naturally\n English in the Wild · Next Week\n \n\n \n Part A · English in the WildWhat Happened When You Tried to Close a Conversation?About 10 minutesOpen\n \n Talk with a partner or small group\n If you practiced ending a conversation\, tell your group what you tried. What closing signal did you use? How did the other person respond?\n If you noticed someone else ending a conversation\, what words or signals did you hear?\n If you did not have a natural opportunity\, choose one situation where the language could be useful and say one closing line you could use.\n \n Useful language from last weekWell\, I should probably get going.I’d better get going.I’ll let you get back to it.Of course. I’ll let you go.It was great talking to you.Take care.\n \n \n\n \n\n \n Part B · Conversation Support · AnnYIKES! That’s Awkward:Responding to Uncomfortable CommentsAbout 45 minutesOpen\n \n Four ways to respondChoose the response that fits you and the situation. Use these phrases during your conversations. \n\n 1Brush it offAcknowledge the awkward comment without making it a big deal.Language BankTry this Oh\, I don’t know
That’s a long story.Ha! I’m not answering that!\n 2Change the subjectLet them know you don’t want to answer\, but keep the conversation friendly.Language BankTry this Anyway\, how are you?I’ll keep that one to myself!That’s a long story! So
\n 3Put it back on themAsk them to explain what they said or why they asked.Language BankTry this What do you mean?What makes you ask?What makes you say that?\n 4Set a boundaryClearly tell them you want the comment or conversation to stop.Language BankTry this I’d rather not get into that.Let’s not talk about that.Okay\, that’s enough.\n\n Ann will lead the practice and discussion for this section. The four response cards are designed to be revealed one at a time. \n \n \n\n \n 10-minute breakStand up\, stretch\, and be ready to restart in 10 minutes.\n \n\n \n Part C · Communication Practice · LoriSay No NaturallyAbout 45 minutesOpen\n \n \n 1 · Start with the communication problem · About 5 minutes\n DiscussIn the culture or community you know best\, what is considered polite when someone wants to refuse a request or invitation—and what might be considered rude?\n \n\n 2 · Recycle: What do you really mean? · About 8 minutes\n Listen for the differenceListen to each response.Decide: Is the answer definitely no\, probably no\, or still not decided?Notice how the grammar changes the meaning.\n Recycle language we practiced in Book Club. In a refusal\, choose the form that matches what you really mean. \n \n DEFINITE NOI can’t this week.I know the answer is no.\n PROBABLY NOI probably can’t this week.No is likely\, but not certain.\n NOT SURE YETI might not be able to this week.The answer is still unresolved.\n \n\n \n Same request. Three different answer states.\n Request: “Can you help me on Saturday?” \n \n Definite: “I can’t on Saturday.”\n Probably: “I probably can’t on Saturday.”\n Not sure yet: “I might not be able to on Saturday.”\n \n Discuss: Which response is final? Which means “probably no”? Which means the speaker does not know yet?\n \n\n \n Match the meaning\n Choose the response that best matches each situation. Say the response aloud. \n \n 1 · You already have plans Saturday.Reveal best matchI can’t on Saturday. \n 2 · Your week is filling up and Saturday is likely difficult.Reveal best matchI probably can’t on Saturday. \n 3 · You are waiting to find out whether you have to work.Reveal best matchI might not be able to on Saturday. \n \n \n\n Also useful: I don’t think I can
 is a very common softened refusal. It does not need its own category here.\n Match the grammar to what you really mean: a definite no\, a probable no\, or an answer that is still unresolved.\n \n\n 3 · Add natural language when it helps · About 7 minutes\n \n Warm beginningsI’d love to\, but
I’d really like to\, but
I wish I could\, but
 \n Useful reasonsMy plate is full.I’m swamped.I’m tied up.My schedule is packed. More options: I’m slammed. / I’m stretched pretty thin. \n \n When you genuinely want another option“Could we do it next week instead?”   “Maybe another time.”   “I could help with part of it\, if that’s useful.” An alternative is optional. Offer one only when you really want to. \n \n Which version fits?\n Request: “Can you help me move this weekend?” \n A. “I can’t this weekend.” \n B. “I’d love to\, but I’m swamped this weekend.” \n C. “I can’t this weekend. Could I help you Friday evening instead?” \n Discuss: All three can be natural. What extra information or relationship message does B or C add? When would you keep the answer simple?\n \n \n\n \n4 · Rapid Fire: Say No Naturally · About 20 minutes\n\n \n How the activity works\n Rapid Fire gives you a short scenario. Partner A turns the scenario into a natural request. Partner B responds. Then switch roles and use the same scenario again. \n Each new level adds one skill. Open only the level you are working on. \n \n\n \n Round 1A · No + Warmth\n \n \n Look at the scenario.\n Partner A: Turn the scenario into a natural request.\n Partner B: Say no and add warmth.\n Switch roles and repeat the same scenario.\n \n \n Sample exchange\n Scenario: help a friend move this weekend \n A: “Could you help me move this weekend?”\n B: “I’d love to\, but I can’t.” \n Switch roles — same scenario:\n B: “Would you be able to help me move this weekend?”\n A: “I wish I could\, but I can’t.” \n \n \n \n\n \n Round 1B · Match Your Answer\n \n \n Use the new scenario shown in Rapid Fire.\n Partner A: Make a natural request.\n Partner B: Respond with warmth and match the answer type shown in Rapid Fire.\n Switch roles and repeat the same scenario.\n \n \n Sample exchange\n Scenario: dinner on Saturday \n A: “Could you come to dinner Saturday?”\n B: “I’d love to\, but I probably can’t Saturday.” \n Switch roles — same scenario:\n B: “Would you like to come to dinner Saturday?”\n A: “I’d love to\, but I might not be able to.” \n \n \n \n\n \n Round 2A · Add Your Own Reason\n \n \n Use the new scenario shown in Rapid Fire.\n Partner A: Make a natural request.\n Partner B: Say no with warmth and give a specific reason of your own.\n Switch roles and repeat the same scenario. Give a different reason.\n \n \n Sample exchange\n Scenario: help at a school event next week \n A: “Could you help at the school event next week?”\n B: “I’d love to\, but I can’t. I already promised to help my daughter that evening.” \n \n \n \n\n \n Round 2B · Reason + Match Your Answer\n \n \n Use the new scenario shown in Rapid Fire.\n Partner A: Make a natural request.\n Partner B: Respond with warmth\, match the answer type shown in Rapid Fire\, and give a specific reason of your own.\n Switch roles and repeat the same scenario.\n \n \n Sample exchange\n Scenario: practice a presentation tomorrow \n A: “Could you help me practice my presentation tomorrow?”\n B: “I’d love to\, but I might not be able to. I’m waiting to find out whether I have to work late.” \n \n \n \n\n \n Round 3A · Add Your Own Alternative\n \n \n Use the new scenario shown in Rapid Fire.\n Partner A: Make a natural request.\n Partner B: Say no with warmth\, give a specific reason of your own\, and offer a specific alternative of your own.\n Switch roles and repeat the same scenario. Give a different reason and alternative.\n \n \n Sample exchange\n Scenario: practice English tonight \n A: “Could you help me practice English tonight?”\n B: “I’d love to\, but I can’t tonight. My sister is coming over for dinner. Could we practice tomorrow afternoon instead?” \n \n \n \n\n \n Round 3B · Alternative + Match Your Answer\n \n \n Use the new scenario shown in Rapid Fire.\n Partner A: Make a natural request.\n Partner B: Respond with warmth\, match the answer type shown in Rapid Fire\, give a specific reason of your own\, and offer a specific alternative of your own.\n Switch roles and repeat the same scenario.\n \n \n Sample exchange\n Scenario: come early to help set up Friday \n A: “Could you come early to help set up on Friday?”\n B: “I’d really like to\, but I probably can’t get there early. I have an appointment that afternoon. Could I stay afterward and help clean up instead?” \n \n \n \n\n Teacher backup · Scenario cues if Rapid Fire is unavailable\n \n get coffee this afternoon\n help cook for a potluck this weekend\n volunteer at a school event next week\n help pack for a trip on Sunday\n join a new book club\n help translate a letter this month\n help plan a holiday celebration\n drive someone to pick up a car tomorrow\n practice English conversation twice a week\n bring a dish to a potluck Friday\n carpool to the library every week\n watch someone’s house or plants while they travel\n help practice a presentation\n go grocery shopping this week\n join a holiday planning committee\n help set up for a book club meeting\n \n \n\n\n5 · Quick retrieval · About 5 minutesWithout looking at the language bank\, tell a partner: one way to give a definite no;one way to show you are not completely sure;one useful expression for being busy;one line you can use if the person asks again.\n \n \n \n\n \n\n \n Part D · English in the WildTry It—or Notice It—This WeekFinal 10 minutesOpen\n \n Choose one small mission that fits your real life. If you do not have a natural opportunity to say no\, noticing other people’s English counts. \n \n 1 · Try a natural noUse one phrase from today when you genuinely need to decline a request or invitation.\n 2 · Listen for a noNotice how someone declines in a real conversation\, TV show\, podcast\, or video. What words do they use?\n 3 · Notice the extra moveWhen you hear a refusal\, notice whether the speaker gives a reason\, adds warmth\, or offers an alternative.\n 4 · Notice what happens nextIf someone says no to you\, notice how the conversation continues. What response helps the interaction stay comfortable?\n \n Before you leaveTell a partner which mission you are choosing and one phrase from today that you want to remember. URL:https://esl360.org/event/awkward-saying-no/ CATEGORIES:Class,Lesson END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260924T100000 DTEND;TZID=America/Chicago:20260924T120000 DTSTAMP:20261020T003541 CREATED:20260905T044908Z LAST-MODIFIED:20260924T064010Z UID:6541-1790244000-1790251200@esl360.org SUMMARY:Session #4 Book Club (Ch. 8-11) DESCRIPTION:ESL360 Book Club · Session 4 \n P.S. I Still Love You · Chapters 8–11\n Thursday\, September 24\, 2026 · 10:00 a.m.–12:00 p.m. Texas time \n \n\n \n \n \n Meeting Details\n \n Location: Meeting Room #2 \n \n Door codes:\n 9:15 a.m.–10:45 a.m.: 147975\n 10:45 a.m.–12:45 p.m.: 018154\n \n \n\n \n Session Materials\n Use the reading guide and comprehension-support videos before or after the meeting as needed. \n \n Reading Guide (PDF)\n Vocabulary Scenario Game (PDF)\n Chapter 8 Video\n Chapter 9 Video\n Chapter 10 Video\n Chapter 11 Video\n \n \n \n \n\n \n Joining on Zoom\n Book Club meets in person each Thursday. If you are unable to attend in person\, you may join the meeting on Zoom using the link below. \n Join Book Club on Zoom\n \n \n\n Book Club Meeting Sections \n \n Chapter Summary\n Vocabulary Retrieval\n Mini-Conversations\n Grammar in Conversation\n Book → Life → Practice\n Real-Life Communication\n Team Retrieval\n Exit Retrieval\n Homework\n \n\n \n \n \n Part A · Chapter Summary\n 60-Second Summary\n About 8 minutes\n \n Open\n \n \n \n Instructions\n \n Work together to make a 3–4 sentence summary of the most important events in Chapters 8–11.\n Do not retell every detail. Choose the events that matter most.\n \n \n Useful frame:At first\, 
   Then\, 
   After that\, 
   By the end of these chapters\, 
\n \n Need help? Story anchors\n \n \n Margot’s last dinner leads to a conversation about Korean language/culture\, and Lara Jean invents a Belleview volunteer idea.\n After Margot leaves\, Lara Jean hears back from Belleview and feels that she has finally “gotten it together.”\n The hot-tub memes spread at school and Peter speaks at the junior-class assembly.\n Peter says he “sweet-talked” his way out of suspension; Chris says he “set the record straight.”\n Lara Jean meets Janette at Belleview and begins turning an improvised idea into a real plan despite the tiny budget.\n \n \n \n \n \n\n \n\n \n \n \n Part B · Vocabulary Retrieval\n Match\, Check\, Roll & Use\n About 15 minutes\n \n Open\n \n\n \n\n \n Round 1 · Match the Vocabulary to the Scenarios\n \n\n \n Instructions\n \n Work together in your small group.\n Match each vocabulary word or phrase with the scenario where it fits best.\n Write your answers on the scenario handout.\n When your group is ready\, open Check your answer for each scenario.\n \n \n\n \n Vocabulary Bank\n \n figure things out\n be on a roll\n burned out\n get someone off your back\n put something behind you\n get it together\n laugh something off\n set the record straight\n sweet-talk\n make do\n look up to someone\n do the trick\n \n \n\n \n \n Scenario 1\n \n Your friend has two good job offers and says she is not ready to decide yet. She needs more time to understand what matters most to her. \n \n Check your answer\n \n \n \n \n figure things out \n Understand a situation well enough to decide what to do. \n \n \n \n \n \n \n \n Scenario 2\n \n Your team has finished three difficult tasks in a row\, and everything has gone unusually well. Someone says\, “Let’s keep going while things are going this well.” \n \n Check your answer\n \n \n \n \n be on a roll \n Be having a series of successes or making unusually good progress. \n \n \n \n \n \n \n \n Scenario 3\n \n After months of long hours\, constant deadlines\, and very little time to recover\, a coworker says she has lost her energy and enthusiasm for a job she normally enjoys. \n \n Check your answer\n \n \n \n \n burned out \n Extremely tired and lacking energy or enthusiasm after a long period of stress or demanding work. \n \n \n \n \n \n \n \n Scenario 4\n \n Your relatives keep asking when you are going to make a decision. You finally give them a temporary answer mainly so they will stop asking. \n \n Check your answer\n \n \n \n \n get someone off your back \n Make someone stop pressuring or bothering you about something. \n \n \n \n \n \n \n \n Scenario 5\n \n You made an embarrassing mistake during a presentation last month. You learned from it\, but you do not want to keep thinking about it or let it affect your next presentation. \n \n Check your answer\n \n \n \n \n put something behind you \n Stop focusing on a difficult or unpleasant experience and move forward. \n \n \n \n \n \n \n \n Scenario 6\n \n You have been distracted all morning and have not accomplished much. A meeting starts in thirty minutes\, so you organize your notes\, focus\, and prepare yourself. \n \n Check your answer\n \n \n \n \n get it together \n Become organized\, focused\, or in control after being confused\, distracted\, or overwhelmed. \n \n \n \n \n \n \n \n Scenario 7\n \n Someone makes an embarrassing joke about you in front of other people. You smile and act as though it does not bother you. \n \n Check your answer\n \n \n \n \n laugh something off \n Treat something as unimportant or amusing so it appears not to bother you. \n \n \n \n \n \n \n \n Scenario 8\n \n A false rumor says a local clinic is closing. The director posts an official statement explaining what is actually happening. \n \n Check your answer\n \n \n \n \n set the record straight \n Correct false or misleading information so people know what actually happened. \n \n \n \n \n \n \n \n Scenario 9\n \n The restaurant is completely booked\, but your friend smiles\, chats warmly with the host\, compliments the restaurant\, and somehow persuades him to find your group a table. \n \n Check your answer\n \n \n \n \n sweet-talk \n Use charm\, compliments\, or pleasant language to persuade someone to do what you want. \n \n \n \n \n \n \n \n Scenario 10\n \n A community group has almost no decorating budget\, so members borrow tablecloths\, reuse jars as vases\, and make decorations from supplies they already own. \n \n Check your answer\n \n \n \n \n make do \n Manage with what is available\, even if it is not exactly what you want or need. \n \n \n \n \n \n \n \n Scenario 11\n \n A young employee often asks an experienced colleague for advice. She admires the way the colleague handles difficult situations and hopes to become that capable herself. \n \n Check your answer\n \n \n \n \n look up to someone \n Admire and respect someone because of that person’s qualities\, abilities\, or achievements. \n \n \n \n \n \n \n \n Scenario 12\n \n You keep changing settings on your phone because the sound is too low. Finally\, one small adjustment fixes the problem. \n \n Check your answer\n \n \n \n \n do the trick \n Produce the result that is needed. \n \n \n \n \n \n \n \n\n \n \n\n \n \n Round 2 · Roll & Use: First 6 Expressions\n \n\n \n How to Play\n \n Stay in your small group.\n One student rolls one die.\n The number on the die tells you which vocabulary expression to use.\n The student who rolled makes a new sentence using that expression.\n Then pass the die to the next person.\n Keep going until everyone has had several turns.\n \n \n\n \n Model\n Maria rolls a 4.\n Number 4 is get someone off your back.\n Maria says: “I finally answered all of my sister’s questions just to get her off my back.”\n Then Maria passes the die to the next person.\n \n\n \n 1figure things out\n 2be on a roll\n 3burned out\n 4get someone off your back\n 5put something behind you\n 6get it together\n \n\n \n \n\n \n Round 3 · Roll & Use: Next 6 Expressions\n \n\n \n How to Play\n \n Keep the same small group.\n One student rolls one die.\n The number on the die tells you which vocabulary expression to use.\n The student who rolled makes a new sentence using that expression.\n Then pass the die to the next person.\n Keep going until everyone has had several turns.\n \n \n\n \n Model\n Aisha rolls a 2.\n Number 2 is set the record straight.\n Aisha says: “The manager sent an email to set the record straight about the new schedule.”\n Then Aisha passes the die to the next person.\n \n\n \n 1laugh something off\n 2set the record straight\n 3sweet-talk\n 4make do\n 5look up to someone\n 6do the trick\n \n\n \n \n\n \n \n\n \n\n \n \n \n Part C · Mini-Conversations\n Talk It Through\n About 15 minutes\n \n Open\n \n \n \n Instructions\n \n Choose one prompt and discuss it with a partner or small group.\n Respond to at least one classmate and ask one follow-up question.\n If a Session 4 expression fits naturally\, use it.\n \n \n \n 1 · figure things outWhy do people sometimes expect an answer before someone is ready to give one? \n 2 · set the record straightWhen does incorrect information matter enough that someone needs to correct it publicly? \n 3 · make doWhat kinds of situations bring out people’s creativity when resources are limited? \n 4 · laugh it offWhat is the difference between genuinely not caring about something and laughing it off? \n 5 · burned outWhat does burned out communicate that tired does not? \n 6 · look up to someoneWhat qualities tend to make people admire or look up to another person? \n \n \n \n\n \n\n \n \n \n Part D · Grammar in Conversation\n Two Ideas Can Both Be True\n About 20 minutes\n \n Open\n \n \n \n Grammar reference: concession + contrast\n \n butConnects two contrasting ideas. I understand her concern\, but I see the situation differently. \n although / even thoughIntroduce a concession. Do not add but in the same sentence. Although I understand her concern\, I see the situation differently. \n Useful framesI can see why you think that\, but 
That might be true\, but 
You could be right. At the same time\, 
 \n PronunciationA speaker may use a slight rise on the concession and a fall on the main point. Although I understand your POINT ↗\, I see it DIFFERENTLY ↘. \n \n \n \n Quick error check\n Correct these: \n 1. Although I understand your point\, but I disagree. \n 2. Even though the plan is expensive\, but it might still be worth considering. \n AnswerUse one pattern\, not both: remove but\, or remove although/even though.\n \n \n Grammar Dice · Two Ideas Can Both Be True\n \n\n \n How to Play\n \n Stay in your small group.\n Choose one pair of ideas below.\n One student rolls one die.\n If the number is odd (1\, 3\, or 5)\, combine the two ideas with but.\n If the number is even (2\, 4\, or 6)\, combine the two ideas with although or even though.\n Say the complete sentence aloud.\n Then pass the die to the next person and choose another pair of ideas.\n \n \n\n \n Model\n Ideas: Peter’s speech supported Lara Jean. / Peter may also have enjoyed the attention.\n If Elena rolls a 3\, that is an odd number\, so she uses but:\n “Peter’s speech supported Lara Jean\, but he may also have enjoyed the attention.”\n If Elena rolls a 4\, that is an even number\, so she uses although or even though:\n “Although Peter’s speech supported Lara Jean\, he may also have enjoyed the attention.”\n \n\n \n \n ODD NUMBER\n Use but.\n \n\n \n EVEN NUMBER\n Use although or even though.\n \n \n\n \n 1. Peter’s speech supported Lara Jean.Peter may also have enjoyed the attention.\n 2. Janette has very little money for events.Lara Jean has creative ideas.\n 3. The meme may have been intended as a joke.It can still embarrass someone.\n 4. A tradition can be important to a family.A younger family member may want something different.\n 5. Working from home can be convenient.In-person work can make collaboration easier.\n 6. The plan is simple.It could still be effective.\n \n\n \n \n \n\n\n5-minute breakStand up\, stretch\, and be ready to restart in 5 minutes.\n\n \n\n \n \n \n Part E · Discussion Circles\n Book → Life → Practice\n About 30 minutes\n \n Open\n \n \n InstructionsStart with the example from the book.Discuss the larger question.Do the real-life speaking task.Use concession language when it fits what you mean.\n Choose one or two circles. You do not need to complete all four. \n \n\n \n Circle 1 · Mixed motives\n \n In the bookPeter publicly speaks up after the memes spread. Lara Jean finds it romantic\, while Chris calls it chivalry; Peter also seems pleased by the attention he receives afterward.\n Discuss \n Can a good action have mixed motives? How does knowing someone’s motives change the way we interpret the action? \n Put It Into PracticeA coworker volunteers to lead a difficult charity project. She genuinely wants to help\, but she also knows the project will make her visible to senior leadership. \n Useful languageAlthough she may want the recognition\, 
 I can see why someone might question her motives\, but 
 Even though ___\, ___. \n \n \n \n\n \n Circle 2 · Heritage language\n \n In the bookAt Margot’s last dinner\, Daddy says one of his regrets is that the girls did not continue Korean school.\n Discuss \n What helps a heritage language survive across generations? What can make that difficult? \n Put It Into PracticeA parent wants a teenager to continue weekend heritage-language classes. The teenager values the language but also wants to use that time for another demanding activity. \n Useful languageI understand why the parent values ___\, but 
 Although the teenager cares about ___\, 
 Both things can be true: ___\, but ___. \n \n \n \n\n \n Circle 3 · Friendship and new relationships\n \n In the bookChris worries that Lara Jean will disappear into her relationship with Peter\, even though Chris herself sometimes disappears when she starts seeing someone.\n Discuss \n How can friendships change when someone begins an important new relationship? What tensions can arise even when nobody intends to hurt anyone? \n Put It Into PracticeTwo friends used to spend a lot of time together. One begins a serious relationship and has much less free time. The other friend feels left behind. \n Useful languageI can see why the friend feels ___\, but 
 Even though the relationship is important\, 
 Although no one may be doing anything intentionally\, 
 \n \n \n \n\n \n Circle 4 · Creativity under constraints\n \n In the bookJanette tells Lara Jean that Belleview has very little money. Lara Jean responds by simplifying the idea\, borrowing materials\, reducing how often the event would happen\, and offering to do much of the work herself.\n Discuss \n How can limits sometimes change the way people solve a problem? \n Put It Into PracticeA neighborhood group wants to hold a welcoming community event but has almost no budget. Use make do and concession language to discuss possible approaches. \n \n \n\n \n \n \n\n \n\n \n \n \n Part F · Real-Life Communication Optional\n Disagree Without Dismissing\n About 10 minutes\n \n Open\n \n \n This section practices English choices\, not rules for how people should disagree.\n \n AcknowledgeI can see why you think that.\n Contrast
but I see it differently.\n Hedgemight · could · I think · I’m not sure\n Invite moreWhat makes you see it that way?\n \n Try it\n Rewrite one blunt response: \n \n “That idea won’t work.”\n “You’re wrong about what happened.”\n “That’s a terrible use of money.”\n “She only did it for attention.”\n \n Possible modelsI can see what you’re trying to do\, but I’m not sure that approach will solve the problem. You might be right\, but I think there could be another explanation. \n \n \n\n \n\n \n \n \n Part G · Team Retrieval\n Describe It — Don’t Say It!\n About 12 minutes\n \n Open\n \n \n InstructionsDescribe the expression without saying the expression or the forbidden words. Your teammates guess. \n \nfigure things out Do not say: understand · solve · decide be on a roll Do not say: success · winning · good burned out Do not say: tired · exhausted · work get someone off your back Do not say: stop · bothering · pressure put something behind you Do not say: past · forget · move on get it together Do not say: organized · control · calm laugh something off Do not say: funny · joke · bothered set the record straight Do not say: truth · correct · rumor sweet-talk Do not say: persuade · charm · flatter make do Do not say: enough · available · manage look up to someone Do not say: admire · respect · role model do the trick Do not say: work · solve · successful \n \n \n \n\n \n\n \n \n \n Part H · Exit Retrieval\n Three Things Before You Go\n About 5 minutes\n \n Open\n \n \n \n \n Complete naturally: Although ____________________\, ____________________.\n Choose one Session 4 expression and use it in a new sentence.\n Say one phrase you can use to acknowledge another person’s view before adding your own.\n \n \n \n \n\n \n\n \n \n \n Homework\n One Sentence in the Group Chat\n After class\n \n Open\n \n \n \n Post one sentence using although\, even though\, or but to show two ideas that are both true. \n It can be about the book or an ordinary situation. \n Example: Although the plan is simple\, I think it could work. URL:https://esl360.org/event/session-4-book-club-ch-8-11/ CATEGORIES:Bookclub,Class,Lesson END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20260929T100000 DTEND;TZID=America/Chicago:20260929T120000 DTSTAMP:20261020T003541 CREATED:20260905T043941Z LAST-MODIFIED:20260929T045121Z UID:6532-1790676000-1790683200@esl360.org SUMMARY:Unit 1: Munch & Mingle DESCRIPTION:Munch & Mingle\n September 29\, 2026 · 10:00–12:00 \n Stay in character. Meet new people. Practice the conversation skills we have built throughout Unit 1. \n \n\n \n Lesson Materials\n Keep the Munch & Mingle Student Guide available as a reference before and during the activity. \n Open Student Guide (PDF)\n \n\n \n \n \n Welcome · About 4 minutes\n How Munch & Mingle Works\n Stay in character for the entire event.\n \n \n \n \n Right now: Get ready to meet your first character.\n \n \n Stay in character. Speak as the person from your book or movie.\n Meet someone new each round. Choose someone you have not already spoken with whenever possible.\n Use the Language Bank and Grammar in Use if they help. They are resources\, not a checklist.\n Listen and respond. Let what your partner says affect what you say next.\n \n \n Prepare your character\, not your conversation.\n \n \n\n\n \n\n \n Round 1 · 8 minutesMeet the CharacterStart with someone you have not spoken with yet.\n \n Right now: Meet someone new. Find out who they are without turning the conversation into an interview.\n \n ConversationIntroduce yourself as your character. Share enough detail to give your partner something interesting to respond to. Listen for something you genuinely want to know more about. \n \n Language BankWhat brings you here?What are you interested in?That sounds interesting.Really? Tell me more.How did that happen?What about you?\n Grammar in UseAsking open questions What / Why / How / Where / Who
? Use accurate question word order and choose questions that invite more than a one-word answer. \n \n \n At the end: Close the conversation naturally\, then rotate to someone new.\n \n \n\n \n\n \n Round 2 · 8 minutesSomething Interesting About YouReact\, comment\, connect\, or ask—choose what fits.\n \n Right now: Share something interesting or surprising about your character and help your partner keep the conversation going.\n \n ConversationTell your partner something that reveals more about who you are. When your partner shares\, respond naturally before automatically asking another question. \n \n Language BankOne thing people don’t know about me is
I’m really interested in
I tend to
I’ve always
That reminds me of
I didn’t know that.\n Grammar in UseHabits vs. what is happening now simple present / present progressive Use the simple present for usual habits or general facts. Use the present progressive for what is happening now or around now. \n \n \n At the end: Close naturally and rotate.\n \n \n\n \n\n \n Round 3 · 8 minutesA Challenge You FacedPartner A has the introduction role near the end.\n \n Right now: Talk about a challenge your character faced and how you responded.\n \n ConversationExplain a challenge or problem from your character’s story. Your partner should react and ask about what happened\, what you did\, or what changed. Near the end — Partner A only: Introduce Partner B to someone you met earlier. Use one detail you remember about each person.\n \n Language BankI had to
The hardest part was
At first
Eventually
I wasn’t sure what to do.What happened next?How did you handle it?\n Grammar in UseTelling what happened past-tense verbs + sequence language Use familiar past forms and sequence words to make the story easy to follow. The focus is communication\, not a new grammar lesson. \n \n \n After the introduction: Thank each other and rotate.\n \n \n\n \n\n \n Round 4 · 8 minutesWhat’s Next?Future plans + invitation or request + a natural decline\n \n Right now: Talk about your character’s future plans. Then make an invitation or request that fits the conversation.\n \n ConversationWhat does your character want to do next? What are you planning\, hoping\, or trying to do? During the round: One invitation or request needs to receive a polite no. The other person should receive the no gracefully and continue the conversation.\n \n Language BankI’m planning to
I’d like to
Would you like to
?Could you
?I’d love to\, but I can’t.I’m sorry\, I can’t.No worries.Maybe another time.\n Grammar in UseTalking about future intentions I’m planning to
 / I’d like to
 Use familiar future-intention language\, then adjust your response to what your partner says. \n \n \n At the end: Close naturally and rotate.\n \n \n\n \n\n \n Round 5 · 8 minutesAgree to DisagreeFind a real difference in viewpoint between the characters.\n \n Right now: Find something your characters see differently. Disagree without ending the conversation.\n \n ConversationYou might disagree about food\, travel\, rules\, money\, another character’s choices\, what someone should have done\, or another topic that fits your stories. \n \n Language BankI see it a little differently.I understand your point\, but
Maybe\, but
I’m not sure I agree.That’s interesting. Why do you think that?I hadn’t thought about it that way.\n Grammar in UseSoftening a different opinion I think / maybe / a little / I’m not sure
 Use familiar hedges to adjust the strength and directness of your message. \n \n \n At the end: Close naturally and rotate.\n \n \n\n \n\n \n Round 6 · 8 minutesThe Conversation Gets AwkwardUse one situation that fits your conversation.\n \n Right now: Start with a natural conversation. Then handle one awkward turn without dropping character.\n \n Choose one situationSomeone asks something too personal.Someone says something that comes out wrong.Someone shares difficult news.Someone makes a request you need to decline.\n \n Language BankI’d rather not talk about that.That’s a little personal.Oh—I’m sorry. That came out wrong.I shouldn’t have asked that.I’m sorry to hear that.That sounds really difficult.I’d love to\, but I can’t.No worries.\n Grammar in UseAdjusting directness Could I ask
? / Do you mind if I ask
? Use familiar indirect-question and softening patterns when they help you make the message less direct. \n \n \n At the end: Close naturally and rotate.\n \n \n\n \n\n \n Round 7 · 8 minutesUse What FitsPartner B has the introduction role near the end.\n \n Right now: Have a natural conversation. There is no assigned topic.\n \n Conversation choicesReact · Comment · Ask · Connect · Go back · Disagree · Say no · Repair · Close naturally Near the end — Partner B only: Introduce Partner A to one character you met earlier. Use one detail you remember about each person.\n \n Language BankThat reminds me of
Going back to what you said
Really? What happened?I see it a little differently.No worries.I should let you go.\n Grammar in UseChoose what fits Use familiar forms from Unit 1. The goal is not to display grammar. The goal is to make the conversation work. \n \n \n After the introduction: Thank each other and rotate.\n \n \n\n \n\n \n Final Mingle · 7 minutesEnjoy the Food. Keep Talking.Meet one more character—or return to someone you’d like to know better.\n \n Right now: Mingle naturally and enjoy the themed snacks.\n \n Before time is up
Ask someone about the snack they brought.Make one invitation or request if it fits.End at least one conversation naturally.\n Language BankWhat did you bring?Why does it fit your story?Would you like to try
?No\, thank you.It was really nice talking with you.I should let you go.\n \n \n \n\n \n\n \n \n \n Whole-Group Debrief · 45 minutes\n What Did We Learn From the Mingle?\n Come back together as one group. Stay in character.\n \n \n \n\n \n Right now: Come together as one group. Stay in character for the entire debrief.\n\n \n 1. Snack Share · About 15 minutes\n Show the group what you brought and explain: \n \n What is it?\n Why does it fit your character\, book\, or movie?\n \n Others may ask a natural follow-up question if they are curious. \n \n\n \n 2. What Was Difficult? · About 15 minutes\n As a group\, talk about what was most difficult during the conversations. \n \n What part of the conversations was hardest?\n Was there any grammar that felt tricky?\n Was there a phrase or response you wanted but could not find?\n What would you like more practice with?\n \n \n\n \n 3. What Will You Remember? · About 15 minutes\n Share one conversation you’ll remember and/or one thing you learned about someone here. URL:https://esl360.org/event/unit-1-munch-mingle/ CATEGORIES:Class,Lesson END:VEVENT END:VCALENDAR