| Last updated: Apr 21, 2026
LESSON OVERVIEW
The main objectives of this lesson are to:
- engage in talking about theories from different viewpoints;
- watch part a video about the bean soup theory;
- formulate original theories and hypothesise their explanations.
In this lesson, students reflect on the meanings of the word ‘theory’ and debate the nature and credibility of claims. They argue for and against common theories and watch a video about a theory. Students discuss social media theory trends and their impact, read about theories related to human nature and, in pairs, develop their own theories.
60 minSpeaking ClassUnlimited Plan
This is a Speaking Class worksheet. It includes a variety of tasks that let your students practise their speaking skills. This lesson format does not focus on grammar or vocabulary. Learn more about it here.
WARM-UP AND DISCUSSION
This lesson starts with a warm-up. Students read three meanings of the word ‘theory’ and provide two more examples for each meaning. After that, they look at different claims (e.g. the Big Bang theory, the theory of evolution, the flat Earth theory) and engage in talking about theories’ origins, evidence and validity. At this point, students can do an extra vocabulary task. They use the correct prefixes (e.g. irrational, non-scientific, illogical) to complete the words in statements about theoretical claims. Then, students choose three statements and say to what extent they agree with them. Next, they examine some common theories (e.g. the dead internet theory) and explain what they might be about. They then provide one argument in favour and one argument against each.
VIDEO AND MORE DISCUSSION
In this part of the lesson, students watch a video about the bean soup theory. They say whether they noticed the behaviour in question. Moving on, students continue talking about theories and discuss questions about viral social media claims. They then look at some popular online theories about human nature (e.g. the taxicab theory). Following that, students do tasks that involve analysing, evaluating and creatively applying them. Afterwards, they work in pairs and come up with theories, including their names, explanations, inspirations and testing methods. Student A tells Student B the name of their first theory. Student B tries to guess what it is about. If it’s hard to guess, Student A gives them some hints. After describing each theory, students discuss whether people are likely to relate to it. Then, they swap roles until all theories are discussed.
WORKSHEETS
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maybe a little tough for some B2 learners
Thanks for your feedback! Please bear in mind that it’s a speaking lesson, so it’s designed to be more flexible: there’s no listening comprehension task and the vocabulary section is optional. This allows the lesson to be adjusted to suit different levels.
Not sure about using a video with the word “chode” in it guys… I certainly wouldn’t want to have to explain this new piece of vocab to any of my students!
*Please be aware, especially if teaching younger learners!*
There are indeed a couple of instances of strong language in the video, which is why we included a disclaimer. We’d always recommend that teachers preview the material and decide whether it’s appropriate for their group.
Hi Hayley! Thanks for sharing your concerns with us. We have picked a different video and updated the lesson.
You need a comma after “body” on slide 14 because “which…” is a non-defining clause. Let’s keep the grammar correct for the students.
Hi David! Thanks, nice catch! It’s now fixed.
It’s a wonderful topic and great for discussions. I just think that a better video or none at all could have been chosen to get the same point across. Yes, there’s a disclaimer for strong language, but I think a different video would have suffice, or multiple videos that discuss or give examples of each theory.
Hi Jorge! Thanks for sharing your concerns with us. We have picked a different video and updated the lesson.
I really don’t want to explain to my student what a “chode” is. This also seems to be a bit tough for B2 students.
Hi Harriet! Thanks for sharing your concerns with us. We have picked a different video and updated the lesson.