Preparation:

Materials: whiteboard; pens; a rucksack or bag; some objects (e.g., pens, tapes - the usual equipment you might carry with you to class).

Procedure:

1. Board round, into, over, under, onto, around, from, to, out of. Then board a picture of a cat’s journey through a room, going round, jumping onto and off, going under and around, etc., various objects (chairs, books, tables, vases, etc.) and out of the window.
2. Encourage students to tell you the cat’s journey.
3. Ask them to draw their own rooms and imagine a cat’s journey through that. Monitor and help with vocabulary.
4. Pair the students and ask them to recount the journey to each other.
5. Play a game of preposition basketball: screw up a piece of paper into a ball, and open your bag or rucksack; place the bag in the corner of the room furthest from the students; and throw a few objects (books, tapes, pens, etc.) around the outside of the bag. Stand at the other end of the room with the paper ball and ask students if 3 or 5 points should be awarded to anyone who can throw the ball into the bag from here. When the students answer, explain that they can also get 1 point for each correct preposition that they use to say where the ball is. Tell them that they will have 1 minute to use as many correct prepositions as they can. Demonstrate this activity: throw the ball (aim to miss), then use prepositions to describe where it is (e.g., "it’s by the door, it’s between the tape and the folder, it’s opposite the window, it’s under the ceiling," etc.). Retrieve the ball and throw it towards one of the students, who starts the game by standing at the opposite end of the room from the bag and throwing the ball at it. NB: if any student gets the ball into the bag, give them 3 or 5 points (whichever the class has decided), then tip the ball out onto the floor and allow them a minute to accumulate even more points.

Note: I came up with this simple activity today. It should take about 12 minutes or so, and leads naturally into an interview-style lesson.

Materials: Whiteboard and pens.

Preparation: None.

Procedure:

1. Board the following, in two columns:

The place The person The food The country The animal

I’d most like to visit where I feel happiest which I’d most like to have as a pet I love the most I feel closest to

2. Divide the students into pairs or small groups and ask them to match the first with the second columns (e.g., "the place –> where I feel happiest"); explain that each sentence half should be used only once.  Allow two or three minutes for this, then feedback with the class and draw lines connecting the "correct" sentence halves (the others are, "the food –> I love the most," "the animal –> which I’d most like to have as a pet," "the person –> I feel closest to," and "the country –> I’d most like to visit").
    
3. Divide the students into small groups or pairs and ask them to talk about these topics (saying which country they’d most like to visit, etc.), giving reasons for their choices. Allow between five and ten minutes for this.
    
4. Feedback with the class, asking individual students to share with the class one or two interesting pieces of information about another person in their group.

Preparation: exercises 1 and 2 below, cut up and separated, and this "adverb placement" rulesheet - enough copies for every student. A copy of these teaching notes. Enough blank sheets of paper for each student twice over. Whiteboard and pens.

Procedure:

Part 1 - competition

• Divide the class into pairs and explain that they are going to play a quick game. Tell them that they are now in teams and ask each pair to choose an animal to represent their teams. Board the names of the animals, or a quick drawing if you’re feeling brave.
• Board "They chose immediately a rabbit as their team animal." Underline "immediately" and elicit that it’s an adverb. Ask the class if there’s anything odd about this sentence. If anyone says the adverb’s in the wrong position, give their team one point; otherwise, explain that this is the problem. Ask where the adverb can go (NB, it can go either at the start of the sentence, before "chose", or at the end of the sentence). Give a point to any team whose member gives a correct option.
• Explain that you have another 11 sentences where the adverb might or might not be in the correct position. Tell them that, if the sentence seems strange, there’s probably a mistake with the adverb position. Ask them to tick all the sentences which seem OK (tell them to use their instincts to decide this) and to correct any mistakes they find. Use the example on the board to show them there may be more than one possible correction; but tell them they only have to find one correct option.
• Hand out exercise 1, below, and set a time limit (e.g., 8 minutes).
• After 8 minutes or so, stop the students and ask them to write the name of their team animal at the top of the exercise sheet. Ask them to pass their sheet to the team on their left and give out the adverb rulesheet. Allow them 5 minutes or so to use this rulesheet to mark the paper in front of them - one point for each correct sentence; then check as a class and award points as appropriate. The winning team gets to name their animal.

Part 2 - individual work - gap fill

• Give out exercise 2 and ask the students to look at the phrases in the box. Ask them when they might use these phrases (in formal or business letters, when writing academic essays, etc.).
• Ask the students to match the adverbial phrases with the gaps in the sentences on their own. Allow them just 4 minutes for this. Ask them to compare with their partner; then go through them as a class. Elicit answers from different students and discuss these answers.

Part 3 - interlude/ preparation for listening

• Ask the students to close their eyes. In a calm voice, explain that you would like them to really focus on the sounds they can hear around them for one minute. Tell them to focus first on the biggest sound, and then to notice what other, smaller sounds there are beyond that; tell them to listen to these sounds instead now, and then to find any other, even smaller sounds in the background. After one minute, ask them to open their eyes. If they were working with the person on their left, ask them to discuss what they heard with the person on their right (or vice versa). Allow 2 minutes for this, and then get some feedback - were there any strange sounds which the students couldn’t account for? What were the sounds they heard?

Part 4 - listening - gap dictation

• Tell the students to have a pen and paper ready. Explain that you’re going to tell them a very short story, and ask them to write down what you say. Tell them to leave a large space after every line they write.
• Read out the following, in a natural voice: "He woke. He opened his eyes. He looked around him. He got to his feet and walked to the door. He opened it and looked outside."
• Ask the students to check what they have written with their new partner. Read the above again and ask your students to check again, then to read what they have written back to you, a different student for each sentence. Correct any mistakes.
• Ask the students what they think of this story, and ask them what kind of story it might be (e.g., horror, mystery, romance, etc); ask them why they think this. Ask them how the story might be improved and, if necessary, tell them you think it is a little bit boring at the moment and could be improved with some adverbs. Put the students into groups of 3 or 4 and ask them to work together to choose the most interesting adverbs and where to put them. Allow about 6 minutes for this, and monitor carefully.

Part 5 - speaking/ intonation practise

• When the students have finished, ask them what kind of stories they have written. Board their responses, and ask what kind of voice they would like to hear their stories read in. Choose one group and read out the first sentence in a variety of different ways (e.g., high-pitched and fast; slow and sad; in a "neutral" way, as though you are a newsreader). Ask them which voice they preferred for this kind of story, and what it was about this voice that they thought was good. Board their answers.
• Explain that you would like the students to recite their own stories for the class. Ask the groups to divide up their stories equally between themselves, so that everyone has a chance to speak, and to decide on a voice for their story. Tell them you will give them 6 minutes for this, including practice time.
• Monitor the groups and invite them to give feedback to each other about the way they are saying the story. Ask them to exaggerate their story’s voice. If necessary, give them some feedback and help with intonation, etc., yourself.
• After the students have practiced, ask each group in turn to read their stories aloud. Ask the listening groups to give each student a mark out of 5 for delivery, and to write down the most interesting adverb they heard. Make notes yourself for each student.
• When all the stories have been read, get and give whole class feedback, and maybe have a vote for the class’ favourite story.

Part 6 - writing practise - circle story writing

• Ask the students what their favourite story is in whatever genre(s) they have chosen for the exercise above.  Ask them to tell the person on their left (or right) what this story is about and why they like it so much. Allow about 4 minutes for this.
• Ask the students how they think the story above might continue. How might it end?
• Put the students back into groups of 4 and give them each a blank sheet of paper. Explain that you will ask them to carry on the story and ask one member of each group to dictate the last sentence given to the rest of the group, who should each write down what they hear. Allow about 3 minutes for them to do this.
• Explain that you will ask the students 2 minutes to write the next sentence in the story. Monitor and encourage early finishers to add more adverbs or adjectives to their sentence, or an extra clause.
• Ask the students to pass their sheets of paper to the person on their left. Ask them to read what they have in front of them and give them 2 minutes to write the next sentence.
• Ask the students to fold their paper over, so that only the last sentence can be seen. Ask the students to pass their folded sheets over to the student on their left, who should not look at any other sentences other than the one they can see. Again, give students 2 minutes to write the next sentence.
• Ask the students to fold the paper again, so only one sentence can be seen. They pass the paper to their left and then have 2 minutes to write the next sentence in the story.
• Finally, ask the students to fold their sheets for the last time, and to pass the paper to their left. The person who started the story now has the responsibility to end it; however, they cannot see anything other than the last sentence written. Tell them that, this time, you will give them 6 minutes to complete their story. Monitor and encourage embellishments to the writing as necessary.
• After 6 minutes, ask the students to finish the sentence they are writing, as it is the last one in the story. Give an extra minute for this if necessary. Ask the students now to pass their finished story to their left, to unfold what is in front of them and to read it silently. Ask them to think about the best voice to recite this story in and, in their groups, ask them to read out their stories to each other.
• Ask each group to choose its favourite story, collect these and put them in different places around the classroom. Invite all the students to stand and, as a group, read the different stories. Ask them to give a mark out of 5 for use of language and a mark out of 5 for interest (where 5 is the most interesting story). Which is their favourite?

Part 7 - Class story and feedback

• Sit the students in a circle and join the circle yourself. Explain that you will give the first sentence of a story, then call out a student’s name and ask them to continue the story. Say that, normally, you think people try too hard to be creative, and that you don’t want them to be creative at all. Ask the students to just relax and say the first thing that comes into their heads, and only then to try and fit it into the story. Explain that, when they have finished their sentence, they should call out another student’s name, and ask them to continue the story. When everyone has had a turn, they should call your name again and you will try to end it for them; tell them to give you feedback on your ending, and what they did and didn’t like about it.
• Give the students your first sentence. It should be the first thing you think of - relax and be obvious. For example, "It was a cold day in Spring and the tigers were restless." "One bright evening in March, I walked to the department store." etc., etc. Then call out a student’s name and ask them to continue the story. Remind them to call out another student’s name, if necessary, and if they are really stuck, ask anyone for an idea and then continue from there. Don’t panic, as sometimes these stories take time (for the students to warm up) before they start to flow. Monitor and make notes on students’ language use.
• When the story starts to sag and everyone has had a turn, either signal that you would like your name to be called out, or quietly ask a student to say your name, and finish the story. Get feedback from the students on your ending - encourage both positive and negative comments, and keep the atmosphere light-hearted.
• Finally, write up a few sentences you heard on the board, some correct and some problematic. Tell the students how many sentences need correcting, but not which ones; put them into pairs and ask them to choose the problem sentences and to correct them. After a few minutes, feedback with the class on the sentences to be corrected and what those corrections should be. Collect the group stories, as these may be useful for further feedback later on.

Exercises (to be cut up individually):

1. Correct the sentences if necessary. Tick any which are already correct!

1. We go frequently for a ramble through the woods.

2. Always the teacher gives the students a lot of homework.

3. The rhinoceros suddenly charged out of the undergrowth, straight towards us!

4. She turned to him with a disarming smile.

5. He slammed suddenly the book down on the table.

6. She stamped out angrily of the classroom, cursing English adverb structures.

7. I make sure I do every day my homework.

8. They yesterday got quite tipsy at the pub.

9. Tomorrow I always put things off until.

10. She likes very much watching DVDs with her friends.

11. I went to the Principal’s office immediately.

2. Some common adverbial phrases are:

Please complete the sentences with the phrases from the study box above.

______________________, he realised he should not have resigned.

The army was sent to the region, _____________ popular unrest there.

They are paying for their new car ____________________.

_______________________________, he put on his coat and left the room.

He was an extremely prolific writer, but his huge output was achieved _________________________ his health.

_____________________ your letter of 15 February, please note that I shall be consulting my legal advisers forthwith.

No, I’m afraid he’s __________________ the sort of friend I would have chosen for you.

1. Go through the monophthongs (single sounds) on the standard EFL phonetic chart and invite your students to a game of rhyming tennis.
2. Elicit the diphthongs (/aʊ/, /aɪ/, etc.) from the chart and ask what the difference is between these sounds and monophthongs (diphthongs involve a quick glide from one “articulator” [a word for the organs of speech - lips, tongue, teeth, etc.] position to a second, whilst monophthongs involve holding the articulator in one position). Ask the students to find as many rhyming words containing these sounds as they can.
3. Ask the students to stand and call out a word in turn, followed by another student’s name. The student whose name was called has to say a word which rhymes with the first word. If they can’t find a rhyme, they sit down and play continues with another student invited to call out a word, followed by a student’s name, until only one student remains standing (and is the winner).
4. Board “fire” and “power” and ask how these are pronounced.
5. Explain that these words contain triphthongs (vowel sounds which glide through three articulator positions) and invite the students to use symbols from the phonetic chart to try and portray all the sounds (e.g., fire = /’faɪə/; power = /’paʊə/).
6. Give feedback on the students’ work. Which is the most accurate? Ask the students to decide and give feedback on their answers. Can they think of any more triphthongs? (”Flower” is one more example). Why do they think triphthongs were not included on the Sound Foundations chart? Is there any other way we can approximate the sound of triphthongs, using just the symbols on the chart? (I suggest /’faɪjə/ and /’paʊwə/ would be the closest approximations).
   
7. Ask the students for homework to listen to English-language conversations or interviews (in the pub, or on TV or the internet) and to see if they can find any more examples of English sounds that aren’t in the phonetic chart (e.g., dark “l” sounds ["dull", "full", etc.], tapped or trilled “r”s, etc). Ask them to think of ways they could represent these sounds visually, and to draw a diagram of the vocal organs, showing how we make them.

Preparation: copies of a medium-length coursebook tapescript, cut into four sections of equal size (I find it helps to enlarge the tapescripts to about 115%).

Procedure:

NB: If this is the first time the students have encountered this activity, warn them they are about to make quite a lot of noise, and that their job is to communicate clearly through this noise. You might want to warn teachers in next-door rooms before you do this activity, as well!

Setting-Up

1. Put the students into four small groups or pairs.
2. Ask one student from each group to stand and place them each in a different corner of the room. Give each of these students one of the four different tapescript sections and ask them to divide their section into equal parts, one for them and one for each of the other members of the group at the opposite end of the room.
3. Explain that the standing students will dictate their section of the tapescript to the group at the opposite end of the room, so they should speak clearly and loudly enough to be heard. Tell them not to stop after every word, but to speak words in meaningful groups, like they would if they were having a conversation in English.
4. Tell the sitting students to have a pen and paper ready. Explain that if they can’t hear the standing student, they can say "louder." They can also instruct the standing student to "rewind" and "repeat." However, they cannot ask him or her to spell any words, or to repeat just single words. Add that they will also take it in turns to stand and dictate to their group, when the standing student sits down; ask them quickly to agree on an order of speakers.
5. Make sure all students understand that they will all be speaking, and that they will all be expected to write as well. Go over the "louder," "rewind" and "repeat" controls again.

During the activity

1. Start the activity and monitor clarity and language "chunking" (into meaningful groups of words, rather than pausing after each individual word).

Afterwards

1. Thank the students and asked them how they found the activity. Was it difficult? Easy? OK? Explain the different skills the activity was practicing (see above) and ask if they have any comments about it.
2. Tell the students they will now check what they have written. Play the corresponding coursebook CD/tape track and then have a group feedback session. Did the speakers sound similar? What was most different from what the students had written? What did they find difficult to understand? Which parts had they transcribed accurately and which were easy for them? This feedback can be a useful way of focussing students’ attention on what they know already in the language, and on their own areas of difficulty.
3. Listen again and answer the coursebook questions.

Preparation:

Make copies of a reading passage from the last unit covered in your coursebook. I find it useful to enlarge the copies to about 110%.

Instructions:

Text-Stripping

1. Give each student a copy of the reading passage.
2. Ask them to delete all the adjectives;
3. Ask them to delete all the adverbs;
4. (With higher levels) ask them to delete all the conjunctions and to change the punctuation accordingly;
5. (With higher levels) ask them to delete any subordinate clauses.

Dictation

1. Give one student a pen and ask him/her to come to the board.
2. Ask the other students to dictate the reduced passage to this student.

Reconstruction

1. Pair the students.
2. Ask them to close their books and turn over their reading passage sheets.
3. Ask them to write out the passage as it was before.

Suggested level: Advanced.

Dictionary worksheet (1) - using a dictionary (teacher’s notes)

This is an expanded version of a simpler worksheet published by CUP and available here:
http://www.cambridge.org/elt/dictionaries/worksheets/CALD3-Worksheets/CALD3_WS_01UsingADictionary.pdf

The aims of this lesson are:
-    to raise students’ awareness of the variety of different meanings which may be listed under each headword
-    to give practice in identifying which of the meanings is the relevant one.
-    to give students practice in the reading skills of skimming and scanning

———————————————————————————–

1. Which extract…
…comes from a newspaper? (extract C)
…comes from a website about celebrities? (extract E)
…is about some scientific research? (extract A)
…comes from a website about outer space? (extract B)
…is a description of a plant? (extract F)
…is about English and Scottish history? (extract D)

This is to ensure that students have had a chance to engage briefly with the content of the extracts by skim reading - they do not need to go into detail but they must know what they are reading. The extracts are taken randomly from the internet after putting “partial” into google.

———————————————————————————–

2. There is one word which appears in all six of the extracts. What is this word?  (partial) Find it and circle it in each extract.

This is to give practice in the skill of scanning.

———————————————————————————–

3. Look this word up in the dictionary.

Read the dictionary definition of this word and answer the questions.
a. What are the three guidewords in the definition? not complete; unfair; liking
b. What is the most common use of this word? The first one
c. What part of speech is it? adjective
d. What does the ‘A’ mean after the first guideword? advanced
e. What is the opposite of this word? impartial

This is to allow students the chance to explore the dictionary entry without being put off by the dense amount of information given.

———————————————————————————–

4. Which of the three meanings in the dictionary corresponds to each example of this word in the extracts?

This is to give practice in analysing short chunks of text to identify which of several meanings is the relevant one.

———————————————————————————–

5. Now think about how you would translate this word into your language in three different ways, corresponding to its three different meanings. Try looking up these words in a bilingual dictionary in your first language: hopefully, the result given should be this word. Check with a friend who knows your language.

This is to draw attention to the fact that many words have several translations; that it is not enough just to know what a word means when it stands alone, but to know what it might mean in a variety of contexts.

———————————————————————————–

6. Which meaning of the following words in the texts (be careful! Are you looking for a noun or a verb, in each case?)

spring (extract F)
brand (extract C)
act (extract D)
diet (extract A)
share (extract B)
come (extract E)

This is to provide further, freer practice of the above activities.

Answers:
spring (noun, meaning 1)
brand (noun; meaning 1)
act (noun; meaning 5)
diet (noun; meaning 2)
share (verb; meaning 5)
come (verb; meaning 8)

Dictionary worksheet (1) - using a dictionary - Students’ Sheet

Extracts

  A    And even if you don’t fast, Mattson says that simply limiting the calories you consume may be beneficial. He points to studies where rats and mice were fed every other day. Compared with those fed normal daily diets, there was a reduction in disease among the rats that were severely restricted in their food intake. Mattson says those findings hold promise that humans could also benefit from partial fasting.

    http://www.npr.org/templates/story/story.php?storyId=16513299

  B     If you read this week’s SkyWatcher’s Forecast, then you knew several areas of the world were in for a partial lunar eclipse event. While the Moon basically just did a glancing pass  through the umbral shadow, the effect was still dramatic and I was hoping that at least one photographer out there would have a picture and story to share!

    http://www.universetoday.com/2008/08/18/august-17-2008-partial-lunar-eclipse-caught-down-under/

C    Rich Chinese are partial to foreign brands
    By Wang Zhuoqiong (China Daily)
    Updated: 2008-02-21 07:50
    Big foreign labels such as Chanel and BMW continue to dominate as top brands for wealthy Chinese consumers, with their choices determined mainly by quality and environment factors, a   recent survey has found.

    http://www2.chinadaily.com.cn/china/2008-02/21/content_6471759.htm

  D    King James was especially concerned to present himself as impartial, given suspicions that he would be partial in his acts and decrees to the Scotsmen many English feared would impoverish their own country.

    http://findarticles.com/p/articles/mi_m2220/is_/ai_16946519

  E    USA Today reported, at parties in Los Angeles and the Hamptons, Zino Platinum cigars considered the "Cristal of cigars" were given out as part of the festivities. Jay-Z, who says he     has smoked cigars "on and off since 1996, " is partial to Zino Platinums, which come in large silver matchboxes of three cigars for $87 to $127.

    http://coolspotters.com/musicians/jay-z/and/products/zino-platinum-cigars#medium-6526

  F    Chokecherry (Prunus virginiana) Grows from 25 to 30 feet tall with a
    spread of 20 feet. Grows best in moist soil with partial to full sun.
    White flowers bloom in the spring and are followed by bright red berries.
    Flowers have a strong sweet fragrance. The fruit has an astringent taste
    but does attract birds.

    http://66.102.9.104/search?q=cache:pxMKIdvEg5kJ:www.yardscaping.org/plants/swcdplants/native_shrubs.pdf+%22partial+to+full%22&hl=en&ct=clnk&cd=149&gl=uk&safe=vss
   
 

Tasks
  
    1. Which extract…
    …comes from a newspaper?
    …comes from a website about celebrities?
    …is about some scientific research?
    …comes from a website about outer space?
    …is a description of a plant?
    …is about English and Scottish history?
   
   
    2. There is one word which appears in all six of the extracts. What is this word?  Find it and circle it in each extract.
   
   
    3. Look this word up in the dictionary.
   
   
    Read the dictionary definition of this word and answer the questions.
    a. What are the three guidewords in the definition?
    b. What is the most common use of this word?
    c. What part of speech is it?
    d. What does the ‘A’ mean after the first guideword?
    e. What is the opposite of this word?
   
   
    4. Which of the three meanings in the dictionary corresponds to each example of this word in the extracts?
   
   
    5. Now think about how you would translate this word into your language in three different ways, corresponding to its three different meanings. Try looking up these words in a bilingual dictionary in your first language: hopefully, the result given should be this word. Check with a friend who knows your language.
   
   
    6. What is the meaning of the following words in the texts? (be careful! Are you looking for a noun or a verb, in each case?)
   
    spring (extract F)
    brand (extract C)
    act (extract D)
    diet (extract A)
    share (extract B)
    come (extract E)

    (Based on Cambridge Advanced Learner’s Dictionary Worksheets CUP2008)
 

Preparation: slips of paper; optional - some recorded music the students won’t dislike.

Suggested levels: intermediate to advanced.

1. Divide the class into small groups and ask each group to sit apart from the rest, so they can talk without any other groups overhearing them.
2. Explain that each group is going to write a list of ten things, but that they get to choose the topic together. Give some examples (e.g., "Things I would never eat in bed", "The ten best things your parents could ever tell you", "Ten things to do before you die"). Make sure the students understand that they cannot use your examples, but must come up with their own topic as a group. Tell them to be obvious, so they don’t strain for ideas.
3. Allow between six and ten minutes for the students to decide on a topic and agree a list of ten things. Play the background music if you have any.
4. (Stop the music and) ask each group in turn to call out their items, clearly and loudly (make sure each student calls out at least two things). The other groups listen and individually write down what they think the topic is.
5. When each group has finished calling out their lists, ask the groups to compare what they have written and try and agree what the topic was for each of the other groups. Allow about three or four minutes for this, and again play the background music for this period, if you have any.
6. Ask each group to decide on a team name and board what they tell you; find a really unimportant object from your bag or pocket (e.g., a paperclip, or a small coin) and proudly hold it up, reverently saying that this will be the prize for the lucky winners. Explain that each group will get 10 points for every topic they guess correctly (if they are a good-natured group, add that they will lose 10 points for every one they get wrong).
7. Taking each group in turn, ask the other groups what they thought the topic was; you should say what you thought the topic was as well (try to be wrong). After you have all guessed, the group reveals their topic; award points accordingly (though not to yourself!).
8. At the end of the activity, award the prize (it’s good to be very reverent here, as though you’re bestowing a vast fortune upon the winning group) and have a class vote on the most interesting or surprising topic.
9. Give whole class feedback, either on pronunciation or on language choices.

Preparation: A coursebook topic title; some questions. Lesson:

1. Ask the students to help you push any classroom tables back against the walls.
2. Group the students into two circles: an inner circle facing outwards, and an outer circle facing inwards. The two circles of students should now be facing each other.
3. Ask a question relating to the topic title*; explain that the students have two minutes to discuss this question with the person facing them.
4. After two minutes, ask the outer circle to move one space to their left. Repeat the procedure, asking a different question - this time, students have just 90 seconds to discuss with their new partner.
5. Repeat again, each time allowing less time for speaking, until all the students have spoken with each other.
6. Ask them to sit down with their final partner. In pairs, they discuss what the most interesting question they heard was, and the most interesting response.
7. Conduct a whole class feedback on this; and then proceed to the main listening or reading task of the unit.

*For example, if the topic was "Women’s Work?" (unit 5C, Straightforward Advanced), questions might include: "Who normally does your housework in your home?", "What is your least favourite household chore?", "What would you do if your partner insisted you stay at home and look after the house?", etc.