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www.britishcouncil.pl/trenduk.htm
Your Face is your Fortune
Teacher’s Notes
Level: Intermediate
Main Aims: By the end of this lesson, students will be able to conduct a short interview and
write a report on it using reported speech.
Subsidiary For students to become familiar with some new phrases from the text
Aims: For students to practice intensive reading with a short text
Time: 30 minutes: Reading and Vocabulary: Stages 1 to 3
60 minutes: Full lesson with Language Point and Task: Stages 1 to 6.
Materials: Pictures of celebrity look-alikes from an internet search engine (see Lead in)
1 copy of worksheet 1 and worksheet 2 for each student
1 full copy of the article ‘Your face is your fortune‘ per student
1 copy of the article divided into 3 sections per 3 students
1 set of phrase strips (enough to match the number of students in your class)
Rationale: Your students are probably interested in celebrities and you may even have a
few who actively follow particular celebrities’ lives. This article provides a new
angle on celebrities by looking at celebrity impersonators. In this lesson, this
topic is used as an authentic context for an introduction to reported speech.
Stage 1 – Lead in
Print off two or three pictures of people who look like celebrities and show them to the class.
(You can find these pictures by searching an internet search engine like Google under
‘celebrity look-alikes’ or try a site like www.splitting-images.com). Ask your students who the
celebrity is and what they know about them. When you have had a brief discussion, reveal
that the pictures you are holding are not the actual celebrities themselves, but look-alikes.
Check that the students know the meaning of the following words:
a look-alike
an impersonator (elicit: impersonate / impersonated / impersonating / impersonation)
Ask students if they have ever see any celebrity impersonators at work.
Methodology note: The main aim of this stage is to make the main topic of the lesson clear
to students, to activate their prior knowledge of the subject and to pre-each the essential key
words needed in the lesson.
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
www.britishcouncil.pl/trenduk.htm
Stage 2 – Vocabulary
Write the following phrases on the board:
1. A celebrity fuelled world
2. An encounter with his / her impersonator
3. A charity event
4. A book launch
5. To give up your desk job
6. Allotted time
7. To live the high life
8. To make a living
9. To be sitting on a fortune
10. To do shots
Next hand out strips of paper containing explanations of the phrases above (see Phrase
Strips later in lesson plan). Give one strip to each student (double up if there are a lot of
students in your class). The idea is that your students should walk around the room and read
their explanations to each other and then they should then try to guess the matching phrase.
Once they have guessed the phrase correctly, they swap phrase strips. At some point in the
activity you can erase the phrases from the board to make it more challenging. Challenge
your students to recall the exact words from each phrase.
Methodology note: The aim of this stage is to familiarise students with some of the
vocabulary from the text as well as improving their recall of the collocations in the phrases.
This is an activity that involves movement which should help to introduce some variety of
focus in the lesson as well as appealing to kinaesthetic learners.
Stage 3 – Reading
Divide the class into groups of 3 and give each student one of the three main sections of the
article, viz. ‘Posh and Becks’, ‘The Political World’ and ‘Charity Work’. Also hand each
student a copy of Worksheet 1. Ask your students to read their section of the text carefully
with a view to filling in the table in Worksheet 1. Have dictionaries available in case students
want to check words. Once they have finished reading, each group of three should talk about
their respective sections so that they can complete the table in Worksheet 1 as a group.
Next direct students to the discussion questions on Worksheet 1 and take some feedback
once this is completed.
Methodology note: The aim of this stage is to ensure that students have read and
understood the text. The jigsaw reading technique helps reluctant readers and gives
students confidence with a short text on which they become the ‘expert’. The personalization
questions at the end of worksheet 1 should help students to relate the topic to their own lives.
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www.britishcouncil.pl/trenduk.htm
Stage 4 – Language point: Reported Speech
Write up a quote from the article on the board, e.g. ‘they went over the time allotted for the
visit’ and ask students how to change it into reported speech. Analyse this example with your
students. Then hand out copies of Worksheet 2 for them to complete. Take some feedback
from students once they have completed the worksheet.
Methodology note: The aim of this stage is to use authentic examples of direct and
reported speech in order to raise your students’ awareness of how reported speech works.
The worksheet follows a discovery approach, whereby some rules or guidelines are worked
out from the examples given.
Stage 5 – Speaking: Interview with a celebrity impersonator
Put your students back into groups of 3 and assign them roles: The Interviewer, The
Impersonator and The Reporter. Their task is to role-play an interview with a celebrity
impersonator. Before they start, brainstorm a few questions that they could ask during the
interview, e.g. How long have you been impersonating Mr X?
Do you enjoy it?
What don’t you like about the job? etc.
Tell students that they are free to act within their roles. The role of the reporter is to take
notes on the answers to the interview questions. They should just take down short notes on
what is actually said and not try to convert this into reported speech yet. The reporter should
not interrupt the interview to take notes as the group will working out what was said in more
detail later.
Methodology note: The aim of this stage is for students to practice doing mini-interviews
and using questions forms. This stage provides the material for the writing activity which is to
follow.
Stage 6 – Writing
Give the group some time to discuss how the interview went and to exchange notes on the
content of the interview. Their next task (this could be set for homework) is to write a short
report on what happened in the interview. Your students should use the article as a guiding
text and thus they should end up with a text that contains a mixture of direct and reported
speech. In addition, students should cover the sort of topic areas treated in Worksheet 1, as
well as using the vocabulary and phrases dealt with in this lesson.
Methodology note: The aim of this stage is to give students practice in converting direct
speech into reported speech in an authentic context. This final stage aims to draw together
all the material covered in previous stages.
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www.britishcouncil.pl/trenduk.htm
Phrase Strips: Give one strip to each student in your class. If you have less than 10
students then give each student more than one strip. If you have more than 10 students then
copy the phrases and double up on the phrases.
A world that is driven by famous people. A celebrity fuelled world
A unexpected meeting An encounter
A special occasion that has been organised in order A charity event
to raise money to help people in need.
An event that introduces a new book to the public. A book launch
To stop working in an office To give up your desk job
The amount of time that has been put aside for a Allotted time
particular activity.
To travel a lot, stay in expensive hotels, meet lots of To live the high life
important and interesting people, become famous.
To earn money To make a living
To have the potential to make a lot of money, but this To be sitting on a fortune
is not happening yet.
To take photos To do shots
Page 4 of 8
www.britishcouncil.pl/trenduk.htm
WORKSHEET 1
Section 1 Section 2 Section 3
Which famous people
are being
impersonated?
Who is impersonating
these celebrities?
How long has the
impersonator been
working?
What are the positive
aspects of
impersonating?
What are the negative
aspects of doing
impersonating?
Any other interesting
information:
Discussion questions:
1. Have you ever met any celebrities (either Polish or international)? If so, who?
2. Have you ever seen any celebrity impersonators? If so, who were they
impersonating?
3. If you could, would you like to do the job of an impersonator? Why or why not?
4. In your opinion, is impersonating: a) a dishonest job that is damaging to celebrities
b) a worthwhile job that makes a lot of people
happy
c) a good idea, because it makes seeing celebrities
much cheaper
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www.britishcouncil.pl/trenduk.htm
WORKSHEET 1 – ANSWERS
Section 1 Section 2 Section 3
Which famous people Posh and Becks Tony Blair Hagrid
are being John Major Dumbledore
impersonated? George W Bush
John Prescott
Who is impersonating Andy Harmer and Tom Skehan Doesn’t say
these celebrities? Camilla Shadbolt
How long has the Seven years as a Eight years Doesn’t say
impersonator been full time job
working?
What are the positive They’ve had an He enjoys the job The
aspects of amazing time, and travels to impersonators of
impersonating? parties, travel, fabulous places all Hagrid and
meeting people round Europe. Dumbledore
He will not lose his stayed for longer
job even if the than expected
politicians change, and made the
as politicians from children in
the past are still hospital very
popular. happy.
What are the negative It has been bad for Doesn’t say. Doesn’t say.
aspects of doing her hair.
impersonating?
Any other interesting The couple refused George W Bush Look-alikes also
information: to do shots of Posh recently met his work at charity
and Becks looking impersonator. events.
angry with each
other when
Beckham was
unfaithful.
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www.britishcouncil.pl/trenduk.htm
WORKSHEET 2 – Reported speech
1. Look at the examples of direct speech in Column A. Underline the words that have
changed when that speech is reported in Column B.
A: Direct speech B: Reported speech
1. ‘It has had a bad effect on my hair’ 1. It has had a bad effect on her hair.
2. ‘We’ve had an amazing time, the travel, 2. Camilla told The Guardian newspaper
the parties, the people we’ve met…’ about the amazing time they’ve had,
the travel, the parties, the people
they’ve met…
3. ‘We were asked to do shots looking 3. They were asked to do shots looking
angry with each other’. angry with each other.
4. ‘It’s just like the real Tony Blair – his 4. He said it was just like the real Tony
diary’s been full since ’97 and mine has Blair – his dairy has been full since ’97
too.’ and so has Tom’s.
5. ‘I believe that the latest trend is going 5. He said he believed that the latest
to be Prescott impersonators roaming trend is going to be Prescott roaming
parties this year.’ parties this year.
6. ‘They went over the time allotted for the 6. Hospital staff said that they had gone
visit and …made some children very over the time allotted for the visit and
happy.’ …made some children very happy.
2. Discuss with your partner. Think of three ways in which direct speech can be changed
into reported speech:
3. Find examples of the following guidelines from the table above:
1. When we report someone’s words afterwards, the verb forms often move into the past.
_________________________________________________________________________
2. The personal pronoun (I, we, they etc.) changes in reported speech:
_________________________________________________________________________
3. If what a person said is still true, it is not necessary to change the tense of the verb
form into the past.
_________________________________________________________________________
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www.britishcouncil.pl/trenduk.htm
WORKSHEET 2 - ANSWERS
3. Find examples of the following guidelines from the table above:
1. When we report someone’s words afterwards, the verb forms often move into the past.
Example 5: ‘believe to believed’; Example 6: ‘went’ to ‘had gone’, Example 4; ‘it is’ to ‘it
was’
2. The personal pronoun (I, we, they etc.) changes in reported speech:
Example 2, 3; ‘we’ to ‘they’; Example 4: ‘mine’ to ‘Tom’s’; Example 5: ‘I’ to ‘he’.
3. If what a person said is still true, it is not necessary to change the tense of the verb
form into the past.
See example 1, 2, 4, 5.
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