More practice with the language you're learning
Supplementary support — grammar, vocabulary, speaking and review — built from language already taught in the course. Not a lesson, and never a test.
1.Transformation: express the same meaning without repeating the original wording — "**The obvious failure of** the current model means we need to talk about replacement, not reform."
2.Transformation: express the same meaning without repeating the original wording — "We are in **a war on** misinformation, and you don't negotiate in a war."
3.Transformation: express the same meaning without repeating the original wording — "Were they **protesters or rioters**? That single choice decides the rest of the discussion."
4.Re-frame 'tax increase' from the supporter's side.
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'a fairness adjustment' or 'restoring revenue'.
5.Re-frame 'school cuts' from the cutter's side.
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'budget rebalancing' or 'spending discipline'.
6.Mini-context: someone disagrees with you in a meeting. Reply in two turns, using this structure at least once.
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Frames at C2 are installed by: (a) presupposition ('the obvious failure of…'), (b) metaphor as ground truth ('this is a war on…'), (c) category choice ('protesters' vs 'rioters'), (d) the loaded question ('how long will we tolerate…?').
1.Sort these into "positive", "neutral" and "critical" in tone, and be ready to defend a borderline case: to set the terms of the debate, to reframe (something) as, loaded language, to grant the premise, a false dichotomy, to call the question
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to set the terms of the debate — to define what the argument is really about | to reframe (something) as — to present an issue under a different category | loaded language — wording chosen for emotional pull, not neutrality | to grant the premise — to accept the assumption an argument is built on | a false dichotomy — a fake either/or that hides other options | to call the question — to demand a decision on the actual point
2.Odd one out: which of these is least like "to set the terms of the debate" in meaning or use — to reframe (something) as / loaded language / to grant the premise? Explain why.
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Compare against: to define what the argument is really about
3.Odd one out: which of these is least like "to reframe (something) as" in meaning or use — loaded language / to grant the premise / a false dichotomy? Explain why.
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Compare against: to present an issue under a different category
4.Odd one out: which of these is least like "loaded language" in meaning or use — to grant the premise / a false dichotomy / to call the question? Explain why.
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Compare against: wording chosen for emotional pull, not neutrality
5.Odd one out: which of these is least like "to grant the premise" in meaning or use — a false dichotomy / to call the question / to set the terms of the debate? Explain why.
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Compare against: to accept the assumption an argument is built on
6.Semantic map: place "to set the terms of the debate" on a scale from mild to strong against two other words you know. Then use the strongest one.
7.Semantic map: place "to reframe (something) as" on a scale from mild to strong against two other words you know. Then use the strongest one.
8.Semantic map: place "loaded language" on a scale from mild to strong against two other words you know. Then use the strongest one.
9.Mini-dialogue: write four lines in which two of this lesson's words appear naturally.
1.Word family: give the noun, verb, adjective and adverb forms linked to "to set the terms of the debate" where they exist, then use the form that is hardest for you.
2.Word family: give the noun, verb, adjective and adverb forms linked to "to reframe (something) as" where they exist, then use the form that is hardest for you.
3.Word family: give the noun, verb, adjective and adverb forms linked to "loaded language" where they exist, then use the form that is hardest for you.
4.Word family: give the noun, verb, adjective and adverb forms linked to "to grant the premise" where they exist, then use the form that is hardest for you.
5.Spot the mismatch: which partner does NOT work with "to set the terms of the debate" — and what would a proficient speaker say instead?
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Natural model: Whoever sets the terms of the debate has half-won it.
6.Spot the mismatch: which partner does NOT work with "to reframe (something) as" — and what would a proficient speaker say instead?
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Natural model: Let's reframe this as a question of trust, not cost.
7.Spot the mismatch: which partner does NOT work with "loaded language" — and what would a proficient speaker say instead?
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Natural model: 'Crackdown' is loaded language; 'enforcement' is closer to neutral.
8.Rewrite one sentence from your last piece of writing, swapping a weak combination for a precise one from this lesson.
1.Shift the register twice: make this markedly formal, then markedly conversational — "**The obvious failure of** the current model means we need to talk about replacement, not reform."
2.Shift the register twice: make this markedly formal, then markedly conversational — "We are in **a war on** misinformation, and you don't negotiate in a war."
3.Shift the register twice: make this markedly formal, then markedly conversational — "Were they **protesters or rioters**? That single choice decides the rest of the discussion."
4.Diplomatic vs direct: soften this, then sharpen it. Which version would you actually use, and to whom? "If you accept the writer's frame, what is the debate now about?"
5.Compress: express the idea behind "Whoever sets the terms of the debate has half-won it." in six words or fewer without losing the nuance.
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to define what the argument is really about
6.Compress: express the idea behind "Let's reframe this as a question of trust, not cost." in six words or fewer without losing the nuance.
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to present an issue under a different category
7.Compress: express the idea behind "'Crackdown' is loaded language; 'enforcement' is closer to neutral." in six words or fewer without losing the nuance.
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wording chosen for emotional pull, not neutrality
8.Read one of your own paraphrases aloud. Which word choice is doing the most work? Replace everything around it.
1.Rank and justify: order the ideas in If you accept the writer's frame, what is the debate now about? / What evidence would the writer need to actually prove the claim — and how much of that work does the frame do for them? / Where could a critic re-install the original frame? from most to least convincing. Defend your top choice.
2.Role-play: Two minutes prep. Each writes their frame in one sentence before starting. Take the position you least agree with.
3.Decision task: you have two minutes to reach a single recommendation on Both frames written down + one note on which won by frame, not by evidence.. State it in one sentence.
4.Now switch sides and argue the opposite for 60 seconds. Which language had to change?
5.Follow-up — push further: Topic: remote work as the default. Add a counter-example.
6.Follow-up — push further: Topic: phones in schools. Add a counter-example.
1.Paragraph ordering: draft your four topic sentences only, then decide their best order and say why.
2.Partial writing: write only the concession paragraph of Write the opening 120–140 words of an op-ed on a topic of your choice. You MUST: (a) install your own frame in the first two sentences, (b) name and reject one opposing frame, (c) use at least three target items, (d) avoid all bombast. — 60–80 words.
3.Editing pass: cut 15% of your words without losing content. What went first?
4.Audience switch: rewrite your opening for a hostile reader, then for a sympathetic one.
5.Self-check: underline every repeated word and replace two with precise choices from this lesson.
1.Prompt cards: 'Best way to learn a language: travel / classes / immersion at home.' Open by naming the shared frame and offering one alternative. Say it aloud.
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Open with: 'These options share an assumption — that X. Let's also consider Y.' Then proceed.
2.Find the evidence: which exact words in the text/script support this — What is the writer's reframe?
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From 'productivity as output-per-hour' to 'the cultivation of judgment over time'.
3.Find the evidence: which exact words in the text/script support this — Where is the premise named and challenged?
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Sentence 1 names it; sentence 4 ('Question the premise…') challenges it.
4.Find the evidence: which exact words in the text/script support this — Find ONE loaded phrase.
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'calendar tetris' / 'small dopamine of the ticked box' / 'the wrong unit of measurement'.
5.Key word transformation: rewrite "**The obvious failure of** the current model means we need to talk about replacement, not reform." using the structure from Framing moves at C2, in 3–8 words.
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Frames at C2 are installed by: (a) presupposition ('the obvious failure of…'), (b) metaphor as ground truth ('this is a war on…'), (c) category choice ('protesters' vs 'rioters'), (d) the loaded question ('how long will we tolerate…?').
6.Reflection: which part of this task type costs you most time, and what will you do differently next time?
1.True, false or not stated? Decide for each, then correct the false ones: "From 'productivity as output-per-hour' to 'the cultivation of judgment over time'." · "Sentence 1 names it; sentence 4 ('Question the premise…') challenges it." · "'calendar tetris' / 'small dopamine of the ticked box' / 'the wrong unit of measurement'."
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What is the writer's reframe? → From 'productivity as output-per-hour' to 'the cultivation of judgment over time'. | Where is the premise named and challenged? → Sentence 1 names it; sentence 4 ('Question the premise…') challenges it. | Find ONE loaded phrase. → 'calendar tetris' / 'small dopamine of the ticked box' / 'the wrong unit of measurement'.
2.Retrieval race: in 60 seconds, list every word from this lesson you can remember, then check what you missed.
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to set the terms of the debate, to reframe (something) as, loaded language, to grant the premise, a false dichotomy, to call the question
3.Use "to set the terms of the debate" in a sentence about a completely different topic from the lesson.
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to define what the argument is really about
4.Use "to reframe (something) as" in a sentence about a completely different topic from the lesson.
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to present an issue under a different category
5.Use "loaded language" in a sentence about a completely different topic from the lesson.
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wording chosen for emotional pull, not neutrality
6.Teach it back: explain Framing moves at C2 to someone who has never met it, in under 45 seconds.
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Frames at C2 are installed by: (a) presupposition ('the obvious failure of…'), (b) metaphor as ground truth ('this is a war on…'), (c) category choice ('protesters' vs 'rioters'), (d) the loaded question ('how long will we tolerate…?').
7.Which frame did you install most clearly today, and which one slipped through unchallenged?