HEAAADERLOGORIGHT

ENGLISH FOR TEENAGERS · ENGLISH IN VIDEO · UPPER-INTERMEDIATE (B2-C1)

FRIENDSHIP
AND THEORY
OF MIND
QrrkoD Scan to review worksheet

Expemo code:
1BH7-U1J9-B59S

1 Warm up

In pairs, do a brief brainstorm of words you associate with friendship.

friendship

1) 2) 3) 4)

5) 6) 7) 8)

9) 10) 11) 12)

FOOOOTERRIGHT Learn without forgetting! 1/6

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Michael Cui's lessons.
 HEAAADERLOGORIGHT
UPPER-INTERMEDIATE (B2-C1)

FRIENDSHIP AND THEORY OF MIND

2 Focus on vocabulary
Part A: You are going to watch a video about friendship. Before you watch, match the following
vocabulary from the video with their definitions.

Group 1:

1. get dumped (phr. v) a. sounds a baby makes before he or she can talk

2. adolescent (n) b. grow and develop in a healthy way

3. flourish (v) c. be broken up with by your boyfriend or girlfriend

4. infants (n) d. in a very bad state

5. intimate (adj.) e. very close and warm

6. wreck (n) f. a young person who is developing from childhood to

adulthood
7. babble (v) g. small children up to around a year of age

Group 2:

1. consciously (adv.) a. in a manner regarding the nature of existence

2. hinges on (phr. v) b. occur at the same time

3. manifest (v) c. walk in a relaxed way

4. metaphysically (adv.) d. friends

5. pals (n) e. with awareness

6. synchronise (v) f. displays and occurs in some way

7. stroll (v) g. depends on

Part B: Put the words into the gaps in the sentences. Note some of them may need to change their
form.

Group 1:

1. are babies up to the age of one.

2. I by my boyfriend the day before prom. Can you believe it?

3. My sister’s baby is now at the stage. All his nonsense sounds are
super cute.

4. Plants when you give them the right care.

5. I was an absolute this morning. I only had two hours of sleep.

6. An is a young person who is developing into an adult.

7. They had an friendship. They shared everything with each other.

FOOOOTERLEFT Learn without forgetting! 2/6

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Michael Cui's lessons.
 HEAAADERLOGORIGHT
UPPER-INTERMEDIATE (B2-C1)

FRIENDSHIP AND THEORY OF MIND

Group 2:

1. My nerves often in sweating. I hate it.

2. I chose a brightly coloured suit for my job interview so I could stand

out.

3. My husband and I were along the beach yesterday.

4. I’m so nervous. My entire career how well I do in this presentation.

5. Soldiers have to their steps when marching.

6. Her cousins are really more like . They all hang out together often.

7. I’m doing a course. The first lecture is on what it means to exist.

3 Listening for gist

Watch the video about friendship then answer the following comprehension questions.

1. How and why are friendships in adolescence different?

2. What is the basic idea of the Theory of Mind?

3. When do we start developing the Theory of Mind?

4. What is interpersonal synchrony?

4 Listening for detail

Watch the video again and listen for the missing phrases in the following extracts from the transcript.
Write them into the gaps. Check your answers with a partner first. Together, try to complete any that
you missed.

1
a. Before we the science, let’s first observe one in action.

b. If I could somehow design a best friend, you know, put together all the ideal qualities of my perfect
2
match, that person would Priya.
3
c. And she’s . Like last year after I got dumped by Te— you know
4
what? I don’t even want to mention their name. It felt like .

d. But as soon as I told Priya, boom, she was at my door. I was a wreck, but she sat there with me and
5 6
listened. We’re always ; it’s as if we can !
And we can talk for hours— about anything. I know my mom would say she has the phone bills to
prove it.
7
e. Teenage friends can seem .

f. You and your best friend may not be only on the same page, but also scientifically,
8
.

FOOOOTERRIGHT Learn without forgetting! 3/6

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Michael Cui's lessons.
 HEAAADERLOGORIGHT
UPPER-INTERMEDIATE (B2-C1)

FRIENDSHIP AND THEORY OF MIND

5 Language point: idioms

Part A: Idioms are phrases which have a non-literal meaning. The video uses several idioms which
you heard in the previous task. Match the phrases with their definitions.

1. dive into something

2. pale in comparison

3. be there for someone

4. the whole world is crashing down

5. be on the same page

6. read each other’s minds

7. be attached at the hip

8. be in step with someone else

a. be able to tell what the other is thinking

b. when everything in your life has been significantly negatively impacted

c. available to listen to and help someone

d. when two people are extremely close and spend a lot of time together

e. understand and agree with someone else about something

f. start doing something suddenly and with enthusiasm

g. be in agreement and in sync with someone

h. not be anywhere as good

Part B: Join the two halves of the idioms together.

1. the whole world a. for someone

2. be in step b. each other’s minds

3. dive c. into something

4. be there d. with someone else

5. be attached e. same page

6. pale f. in comparison

7. be on the g. at the hip

8. read h. is crashing down

FOOOOTERLEFT Learn without forgetting! 4/6

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Michael Cui's lessons.
 HEAAADERLOGORIGHT
UPPER-INTERMEDIATE (B2-C1)

FRIENDSHIP AND THEORY OF MIND

6 Talking point

In pairs or small groups, discuss the following questions.

1. When was the last time you dived into something new, like a new hobby or skill?
2. Who is an actor or sports star who you think everyone else pales in comparison to?
3. How do you want someone to be there for you when you’re experiencing a difficult time? What
does that look like for you?

7 Let’s play: Mirror and Echo

Read the instructions and work in pairs. These activities will help you practise interpersonal synchrony.

Mirror

1. Get into pairs and face each other.

2. Now you have to synchronise your movements as though you are looking into a mirror.
3. Both of you should try to mirror each other. One person should not lead continuously.
4. Keep your movements slow otherwise, it will be difficult to synchronise.

Do the following actions:

• Brush your teeth

• Eat an apple
• Put on make-up, or
• Choose your own task – can the others guess what you are doing?

FOOOOTERRIGHT Learn without forgetting! 5/6

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Michael Cui's lessons.
 HEAAADERLOGORIGHT
UPPER-INTERMEDIATE (B2-C1)

FRIENDSHIP AND THEORY OF MIND

Echo

1. The echo activity is harder. Now you have to synchronise your speech.
2. Again, speak freely but slowly so that you can coordinate.

Talk about one of the following for one minute:

• The city where you live

• Your favourite animal
• Food you like
• A topic you choose in your pair

8 Optional extension/homework

Task A: Ask someone older you know about the friendships they had when they were a teenager.

Task B: Think of one of your friends. How are you the same and how are you different? Are there
ways that you synchronise with each other?

Task C: Find out more about the Theory of Mind. How do researchers determine whether the Theory
of Mind exists in children? How is it related to empathy?

FOOOOTERLEFT Learn without forgetting! 6/6

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Michael Cui's lessons.
 HEAAADERLOGORIGHT
TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)

FRIENDSHIP AND THEORY OF MIND

Transcripts

3. Listening for gist

Speaker: Friendships can hold an exceptional place in our life stories. What is it about these
connections that make them so unique? Before we dive into the science, let’s first observe
one in action.

Speaker: If I could somehow design a best friend, you know, put together all the ideal qualities of
my perfect match, that person would pale in comparison to Priya.

Speaker: She can turn any situation into a good time—chemistry lab, band practice. What I’m trying
to say is I never laugh harder than when I’m with Priya. And she’s always there for me. Like
last year after I got dumped by Te— you know what? I don’t even want to mention their
name. It felt like my whole world was crashing down.

Speaker: But as soon as I told Priya, boom, she was at my door. I was a wreck, but she sat there with
me and listened. We’re always on the same page; it’s as if we can read each other’s minds!
And we can talk for hours— about anything. I know my mom would say she has the phone
bills to prove it.

Speaker: If it seems like friendships formed in adolescence are particularly special, that’s because
they are.

Speaker: Early childhood, adolescent, and adult friendships all manifest a little differently in part
because the brain works in different ways at those stages of life. Adolescence is a unique
time when peer relationships take focus, and thanks to the developing brain, there are
changes in the way you value, understand, and connect to friends.

Speaker: Teenage friends can seem attached at the hip. Scientists describe adolescence as a social
reorientation as teenagers begin to spend as much or more time with their friends than
with their parents. This drive to hang with pals may be due to changes in the brain’s
reward centre, known as the ventral striatum. Its activation makes hanging out with others
enjoyable and motivates you to spend more time with them.

Speaker: Neuroimaging studies show that this region is highly reactive during your teenage years,
which may explain why adolescents seem to place a higher value on social interactions
than children or adults.

Speaker: Teenage friendships can also feel more intimate than the friendships of your childhood.
This deeper connection is possible thanks to improvements in what scientists call Theory
of Mind.

Speaker: Theory of Mind is the ability to understand others’ emotions, thoughts, motivations, and
points of view, and to realise that they may be different from your own.

FOOOOTERAPPENDIXRIGHT
Learn without forgetting! i
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Michael Cui's lessons.
 HEAAADERLOGORIGHT
TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)

FRIENDSHIP AND THEORY OF MIND

Speaker: While it may seem intuitive, this ability hinges on the careful coordination of various brain
regions, sometimes referred to as the social brain. Babies begin to develop Theory of Mind
around 18 months or so. Before that, it’s thought they believe that everyone perceives and
knows exactly what they know. It was once considered to be fully developed by age five,
but scientists now know that Theory of Mind continues to improve and mature well into
your teenage years and beyond.

Speaker: Likewise, regions within the social brain show increased connectivity during adolescence
compared with childhood. As a result, teens can better understand their friend’s
perspectives, allowing for deeper connections to flourish.

Speaker: In the closest friendships, it can almost feel as if you’re metaphysically connected—two
bodies and minds, perfectly in sync. And there is a science to this!

Speaker: Your ability to connect with others somewhat depends on the coordination of actions,
emotions, physiology, and thoughts. This is what psychologists call interpersonal
synchrony.

Speaker: You first show signs of the ability to sync with others as infants—synchronising movements
and babbling with your parents.

Speaker: As you get older and spend more time outside the home, you increasingly show this
synchrony with your peers. For example, imagine walking down the street with a friend.

Speaker: Often without consciously thinking, you stroll at the same pace and follow the same path.
You and your best friend may not be only on the same page, but also scientifically, in step.

FOOOOTERAPPENDIXLEFT
Learn without forgetting! ii
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Michael Cui's lessons.
 HEAAADERLOGORIGHT
TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)

FRIENDSHIP AND THEORY OF MIND

Key

1. Warm up

5 mins.
Ask students to brainstorm some words they associate with friendship. This could be done as individuals, in pairs
or as a whole group activity. Mind that there are no correct answers here.

2. Focus on vocabulary

Part A:
5 mins.
Tell students they are going to watch a video on the importance of friendships in adolescence. Ask them to first
look at some of the vocabulary from the video and match them to their definitions. Monitor so you can assist
them with any unknown words and help them with stress and pronunciation.
Group 1:

1. → c. 2. → f. 3. → b. 4. → g. 5. → e. 6. → d. 7. → a.
Group 2:

1. → e. 2. → g. 3. → f. 4. → a. 5. → d. 6. → b. 7. → c.
Part B:
5 mins.
Students can now practise the vocabulary from the previous task by completing the gaps in the sentences.
Group 1:

1. Infants 2. got dumped 3. babbling 4. flourish

5. wreck 6. adolescent 7. intimate
Group 2:

1. manifest 2. consciously 3. strolling 4. hinges on

5. synchronise 6. pals 7. metaphysics

3. Listening for gist

5 mins.
Play the video for the students and then put them into pairs to do the questions together. Check if they would
like a second play-through before they start.

1. Because the brain is working differently, it is focused on relationships with peers. There are changes in the
value, understanding and building of friendships. Adolescents tend to spend lots of time with their friends and
are not so focused on their parents. Their friendships are also more intimate.
2. Understanding other people’s emotions, motivations, thoughts, etc.
3. around the age of 18 months
4. It is the ability to connect with other people (emotionally, through actions or thoughts).

FOOOOTERAPPENDIXRIGHT
Learn without forgetting! iii
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Michael Cui's lessons.
 HEAAADERLOGORIGHT
TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)

FRIENDSHIP AND THEORY OF MIND

4. Listening for detail

5 mins.
Now play the video again and ask the students to complete the gaps. You can let them know that the gaps are
multi-word phrases. If they don’t get them exactly you can tell them that you will go through the idioms in the
next task.

1. dive into 2. pale in comparison to

3. always there for me 4. my whole world was crashing down
5. on the same page 6. read each other’s minds
7. attached at the hip 8. in step

5. Language point: idioms

Part A:
5 mins.
Confirm that students understand the concept of idioms, then ask them to look at the list of idioms. You can ask
them which ones they already know and which ones are completely new to them. Then they can match the idioms
with their definitions. They can do this as individuals or in pairs.

1. → f. 2. → h. 3. → c. 4. → b. 5. → e. 6. → a. 7. → d. 8. → g.
Part B:
5 mins.
To further reinforce the idioms, have the students match the two halves of the idioms together.

1. → h. 2. → d. 3. → c. 4. → a. 5. → g. 6. → f. 7. → e. 8. → b.

6. Talking point

5 mins.
Students can use these questions using a few of the idioms for discussion.

7. Let’s play: Mirror and Echo

10 mins.
These are improvisation drama games which can be used to develop synchronicity. It would be helpful to model
this for your students (or perhaps you could find a video online) so that students have a clear idea of what to do.
If you have a pair who are not shy to ‘perform’ they could do these in front of the others.
If you are working with an individual as a teacher/student you could play the other part and do these exercises
with them.

8. Optional extension/homework

Task A:
15 mins.+
Students can extend the lesson with the tasks listed. They can choose one or more or you could ‘assign’ them.
Task A is designed to encourage students to elaborate on the topic of friendship itself.

FOOOOTERAPPENDIXLEFT
Learn without forgetting! iv
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Michael Cui's lessons.
 HEAAADERLOGORIGHT
TEACHER MATERIALS · UPPER-INTERMEDIATE (B2-C1)

FRIENDSHIP AND THEORY OF MIND

Task B:
15 mins.+
Task B is an extension of an issue that came up at the very beginning of the film. Students might write down some
notes and present them to the rest of the group.
Task C:
15 mins. +
Regarding task c. above, briefly, Theory of Mind (ToM) is tested with a False Belief task. One example is known as
the ‘’Smarties” test (Smarties is a type of candy). A child is presented with a Smarties box and asked what is inside.
When they say ‘’Smarties” the box is opened to reveal pencils instead. Then the child is asked what someone else
would expect to find inside. If the child answers ‘’pencils” they have yet to develop Theory of Mind because they
cannot yet think beyond what they know. If they answer ‘’pencils” they have developed a Theory of Mind because
they can imagine what another person might think.
Regarding the Theory of Mind and empathy, before someone can imagine themselves in someone’s place and
empathise with them, they have to first be able to understand how the person might be thinking or experiencing
the world.

FOOOOTERAPPENDIXRIGHT v
Learn without forgetting!
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Michael Cui's lessons.