Learn English with Arthur Christmas

More film and television lessons

Hibiscus Teach · Cartoons

Arthur Christmas

The Person Matters More Than the Credit

Refocus a disagreement on its purpose and explain what motivates a difficult action.

B1–B2 English target60-minute lesson target

13+ target only after a strict exact-cut review. Clip B contains dark jokes that may block the proposed selection.

Created by , British English teacher.

All the Santas

The family reaches Gwen’s home with the missing present, but several people want to deliver it.

Watch for: What matters most to Arthur?

Original source

Clip A quiz: 6 questions

Answer about this clip. Replay when you need to. Choose one answer for each question.

1. What have they brought to Gwen’s home?
2. What do several family members argue about?
3. What does Arthur say Gwen needs?
4. Who is finally encouraged to deliver the present?
5. What is Gwen doing while the family is in her bedroom?
6. What does the family do at the end of this clip?

1–2 minGrammar in a minuteB2 · Could reporting earlier permission
“You said I could drive!”

Clip 1, quotation excerpt

Could can report can from an earlier statement of permission. You is the person who spoke; I is the person permitted to drive. The sentence does not show that any driving actually happened.

New practice based on the quote: In a new reconstruction, which earlier statement best fits the reported permission?

Useful English

Let’s focus on who needs this.

You say: Refocus a meeting on the waiting visitors.

One possible response

Let’s focus on the visitors who need this.

You go ahead; I’ll help from here.

You say: Let your partner present while you handle questions.

One possible response

You go ahead; I’ll help with the questions.

Keep talking: 3 questions

Speak before opening the help or example. With a partner, ask a follow-up. On your own, say your answer aloud.

  1. What changes when Arthur mentions Gwen’s need?

    Help me start

    The focus changes from… to…

    Show an example

    The focus changes from who gets the credit to the person waiting.

  2. When is it useful to step aside?

    Help me start

    It is useful when…

    Show an example

    It is useful when another person can finish a task better.

  3. Refocus a disagreement about a group project.

    Help me start

    Let’s focus on…

    Show an example

    Let’s focus on what the audience needs, then divide the speaking.

Scared of Everything

Arthur has a frightening chance to recover the sleigh and continue the delivery.

Watch for: What makes him act despite his fear?

Original source

Clip B quiz: 6 questions

Answer about this clip. Replay when you need to. Choose one answer for each question.

1. What does the group hope to recover?
2. Why do they expect it to pass them again?
3. What is supposed to help Arthur reach it?
4. How does Arthur describe his fears?
5. Whose disappointment helps motivate him?
6. Does he act only after all fear has disappeared?

1–2 minGrammar in a minuteB2 · A future approach in progress
“This sleigh will be coming at you”

Clip 2, quotation excerpt

Will be coming presents the approach as ongoing at the expected encounter. Will have come would look back at a completed approach from a later future point.

New practice based on the quote: Which version keeps the action in progress at that encounter?

Useful English

I’m worried about this part.

You say: Explain that you are worried about speaking first.

One possible response

I’m worried about speaking first.

Let’s take one step at a time.

You say: Suggest doing one practice question first.

One possible response

Let’s take one step at a time and try one question.

Keep talking: 3 questions

Speak before opening the help or example. With a partner, ask a follow-up. On your own, say your answer aloud.

  1. Is Arthur’s worry only a weakness in this scene?

    Help me start

    It is… because…

    Show an example

    It is not only a weakness because he cares about the child.

  2. What helps you begin a difficult but safe task?

    Help me start

    It helps when…

    Show an example

    It helps when I practise the first part with someone.

  3. Name a concern and agree a manageable first step.

    Help me start

    I’m worried… / Let’s…

    Show an example

    I’m worried about speaking first. Let’s practise the opening together.

Mastery: use your English

Apply language and ideas from both clips in new situations.

Mastery: 6 questions

Use the English in a new situation. Choose one answer for each question.

1. Refocus a delivery disagreement on the recipient.
2. Support a partner without taking the main role.
3. Name a specific concern instead of a vague refusal.
4. Suggest a manageable start.
5. Someone is not included in a shared activity. They feel ___.
6. Acknowledge fear without claiming it has disappeared.

Put it all together: speaking

Use English from both clips. Start with the two short questions, then take a private role each. On your own, practise both roles.

  1. What links the family argument and Arthur’s fear?

    Help me start

    Both return to…

    Show an example

    Both return to the child who needs the present.

  2. How can a team divide credit and responsibility fairly?

    Help me start

    Recognise… while…

    Show an example

    Recognise everyone’s help while letting the right person finish the task.

  3. Can you reach a workable outcome together using the two private role cards?

    Private Role A

    You are responsible for delivering a class exhibition. Two people want to give the opening speech. Visitors arrive in fifteen minutes and the display labels are unfinished. Ask which jobs matter most.

    Private Role B

    You wrote the introduction but feel nervous speaking. You can finish the labels quickly. You would like to say one short welcome, not give the whole speech. Negotiate a role.

    Open only your own role card. Share its information by speaking, without showing the card.

    Help me start

    Discover the missing information; explain your constraint; respond to your partner; agree on a practical next step. Use language from both clips.

    Check your conversation

    • Complete the practical goal on both role cards.
    • Use at least three target items naturally, including language from each clip.
    • Ask a relevant follow-up and respond to information you did not know.
    • End with a clear agreement, next step or summary.
    Show an example

    A: Visitors arrive soon. What still needs doing? B: The labels. I can finish them, but I’m worried about the speech. A: Could you give a short welcome? B: Yes, one sentence, then you explain the display. A: Good. Let’s focus on what visitors need.

    Try again: The confident speaker is delayed. Agree a thirty-second welcome and a practical way to guide visitors without a long speech.

1–2 minGrammar masteryB2 · A wh-question reported in the passive
“What do you mean?”

Clip 2, quotation excerpt

In a passive report, the listener becomes the subject of was asked. The reported what-clause keeps statement order and a past viewpoint.

In a new later retelling, the listener is called Anna. Which passive report keeps her role and the meaning question?

Original teaching activities: Hibiscus Teach. Film and television clips belong to their respective owners.