Posted 11/11/13
ToiletIn this activity, students hear about a strange restaurant recommendation. They watch a video in which Paul talks about a friend’s suggestion to visit a new restaurant in town specifically because of its brilliant toilet. But what could be so special about a toilet? And why is Paul offended by the recommendation?
  • Language level: Intermediate + (B1)
  • Learner type: Teens; Adults
  • Time: 45 minutes
  • Activity: Reading and speaking
  • Topic: Restaurants
  • Language: Evaluative adjectives (brilliant, wonderful, unbelievable, great, etc.)
  • Materials: Video; worksheet
Brilliant toilet pdf [downloaded 8494 times]

Lesson plan outline (part 1)

  1. Ask students how often they eat out. Ask them what their favourite kind of restaurant is.
  2. If students eat out regularly, ask them to think of three restaurants that they would recommend to a friend (or their teacher!). For this purpose, draw the following table on the board and ask students to copy and complete it.
  3. Restaurant table

  4. Take feedback. As you do so, compile a list of things that people generally recommend about restaurants. Possibilities include:
    • Good service
    • Friendly staff (waiters, waitresses, management, etc.)
    • The menu / the food
    • The prices
    • The cleanliness of the place
    • The location (it might have a nice view of the city, for example.)
    • The ambience or atmosphere
    • The decor (it might have a theme, for example.)
  5. Write ideas on the board and invite students to add more ideas if they can. If anyone suggests toilets, add this to the list. But if not, don’t suggest it.

  6. Tell students that they are going to see a video in which a man called Paul tells a story. Paul speaks about a strange restaurant recommendation that a friend made to him. Paul seems offended by the thing that his friend recommends. Ask students if they can:
    • guess what Paul’s friend recommends about the restaurant.
    • guess why Paul is offended.
  7. Give out the Brilliant Toilet worksheet (this is included in the PDF). Explain to students that the text is a transcription of the video. Ask them to guess what the three missing words are.
  8. I have a really good friend who goes to lots of new bars and likes to recommend these kinds of places. So he came up to me and he said Paul, Paul, I’ve got something I’ve got to tell you, and he said listen to this: There’s a new restaurant that’s opened and it’s brilliant!

    So I’m expecting to hear about the menu, how wonderful the food is, the view, the service, the usual things that you would like to hear about in a recommendation and I get: You should see the toilet. It’s unbelievable!

    And I’m thinking, what is so great about the toilet? And he says: It’s got a __________. It’s got a __________ that’s low down. It’s got a __________. And it’s got everything you could possibly want. You’ve got to go there!

    Now if you were reading a recommendation in a newspaper and it said: go to this new restaurant because its toilet is brilliant, would you rush to that restaurant?

    I haven’t been to the restaurant yet because I’m not quite sure what the food’s like. But I know that if I need to go to the toilet, I can always go there!

    Note that the transcription has been altered slightly. On paper, spoken language can appear quite messy. By making gentle changes, we can tidy it up a bit.

  9. Put students into pairs to compare their answers but don’t take feedback at this stage.
  10. In their pairs, ask students to discuss the following questions:
    • Would you go to a restaurant because of its toilet? What would it depend on?
    • Would you be offended if a friend recommended that you visit a restaurant because of its toilet?
    • Why do you think Paul is offended?
  11. Play the video (twice if you like) so that students can hear it but can’t see it. Ask students if they understood what is so special about the toilet.
  12. Note: Paul mentioned that the toilet has a ramp, a mirror (that is low down) and a bar. It is possible that students will think that the bar is the drinks type. If so, entertain the idea but don’t correct them at this stage.
  13. Ask students to speculate about Paul. For example, ask them:
    • What do you think he looks like?
    • How old do you think he is?
    • Where do you think he is from?
  14. Play the video. Students may or may not see that Paul is a wheelchair user. This is, of course, key to understanding the story.
  15. Go over the missing words: a ramp, a mirror and a bar (= a handrail).
  16. Give a few examples of evaluative adjectives in your students’ own language if possible. Tell them that the text contains four English evaluative adjectives and ask them to find them (answer: brilliant, wonderful, unbelievable and  great). Ask them how many more they can think of (cool, excellent, fantastic, superb, awesome, etc.)

Lesson plan outline (part 2)

  1. Make sure that students are aware that Paul uses a wheelchair. Also ask students whether or not they agree that Paul is offended by his friend’s recommendation (play the video again if necessary).
  2. Split the class into A students and B students. Regardless of their own views, students have to argue the following:
    • A students have to defend Paul’s friend. They should argue that the recommendation was good and should not have been offensive.
    • B students have to criticize Paul’s friend. They should argue that it was a bad idea to make the recommendation.
  3. Put students into A:A or B:B pairs and ask them to write a list of points to justify their answers (some ideas are offered below). Go around the class and offer language support as they do this.
  4. Allow students to get into bigger homologous groups (i.e groups of A students and groups of B students – no mixing yet).
  5. Conduct a class debate: explore the naturally conflicting points that students make and help with language along the way.

Possible reasons for defending Paul’s friend (A students):

  • The friend’s intentions were good. He/she was trying to be helpful and didn’t mean to offend Paul.
  • A lot of bars and restaurants don’t have a disabled toilet. Often, when they do, the toilet gets used as store room for mops, buckets, stepladders, boxes, crates of drinks, etc. Incredibly, people with disabilities can even be denied simple access to their own toilets. The image below illustrates a common situation which probably results from people who don’t have disabilities using disabled toilets. In any case, Paul would surely want to hear about a new restaurant which takes the disabled toilet seriously.
  • Perhaps the friend’s intention was to encourage Paul by letting him know that facilities for people with mobility disabled are improving.
  • Perhaps there was actually something outstanding about the toilet that everyone should see – a triumph of interior design, for example.

Locked toilets UK crop
Possible reasons for criticizing Paul’s friend (B students):

  • Everyone expects a clean, functional toilet in a restaurant. Why would anyone choose this as a plus point – disabled or not?
  • Perhaps Paul’s friend is falling into the trap of associating disabled people with disabled toilets. Perhaps he feels that since Paul is disabled, this must surely be something that interests him.
  • Perhaps Paul feels that his friend is defining him by his disability.
  • People with disabilities don’t want to talk about disability issues all the time.
  • As Paul said, where was the mention of the other things – the food, service, view, etc.?


  1. A simple lesson to learn from this story would be: put yourself in other people’s situations and consider how you would feel.
  2. Wikipedia has a Disabled Etiquette entry which lists a number of ‘Do not assume’ sentences. These could be useful for the basis of a follow up activity.
  3. In the media, it is common for people with disabilities to be defined by their disabilities. Rarely do we go beneath the surface and find out about the person. Perhaps this is illustrated by the following toilet signs that I saw in a Barcelona restaurant recently. Brilliant toilet

My thoughts are:

  • Why could the designers not have created a ‘bursting for the toilet’ icon for the disabled toilet?
  • Why did they have to refer to the boring old International symbol of access?
Were they worried that disability should never be a laughing matter?
  • Does this mean that people with disabilities are exempt from the fun?
  • Is this treating people with disabilities as equals?
  • Does it perpetuate the ‘us and them’ attitude?
Does this contribute to the tendency in the media to define people with disabilities by their disabilities?


SquarebannerThe Disabled Access Friendly Campaign is a voluntary campaign that provides ELT teachers with online materials that raise awareness of mobility disability issues. It is run by two friends of mine – Katie Quartano and Paul Shaw (Paul is the man in the video). Please ‘like’ their Facebook page.

All of the material is completely free. The site has lesson plans, reading texts and video clips at all levels that can be used as supplementary material, for projects and examination practice. The material allows teachers to provide insight and information about life as a person with a mobility disability, thus building pathways for caring and action. By stepping into someone else’s shoes, students explore their own and other people’s attitudes and become aware while learning English.

If you have an idea for a lesson plan of your own, then you might want to enter it in the Disabled Access Friendly Campaign competition that is currently being held. All details are provided here. Note that the deadline is the 16 December 2012. Good luck!

Posted 11/11/13

19 Responses to Brilliant toilet!

  1. Mapi says:

    I think this is great. I haven´t used it yet, but I´m sure I will because it kept me reading till I watched the video!

    I´ll post feedback as soon as I use it.

    Hope you are fine!!

  2. Jamie Keddie says:

    Thanks Mapi
    I’d really interested to hear how it goes.
    Jamie :)

  3. Emily says:

    Regardless of disabilities or not, it’s who is presenting the idea/suggesting the bathroom. Is this a woman suggesting this to her boyfriend? Or a boyfriend suggesting it to his girlfriend? Or a boyfriend suggesting it to his boyfriend? Or a girlfriend suggesting it to her girlfriend? Sometimes bathrooms are pretty awesome!!!
    And also, not all international bathrooms are user-friendly. For example, some students in third world countries have to pay to use the toilet paper in the bathroom and walk through a door. Which basically means if you have any disabilities, you can’t go to the bathroom. I think the details of a bathroom are important, but not something that can be publicized in a newspaper. It is something more private, among friends or lovers.

  4. Jamie Keddie says:

    Yep – there’s a lot to be said here Emily
    Thank you for your comment
    Jamie :)

  5. Fernanda says:

    Very interesting and useful! Please check out my site. Worksheets based in musics to work on grammar and vocabulary. I’m only beginning and could use some visits. Thanks

  6. neila ben rejeb says:

    I think you are doing a great job. I can’t wait to try out this super lesson with my students. I strongly believe that using video clipis a key factor to engage our 21st century “screenagers” I will undoubtedly give more feedback after I conduct this lesson

  7. Jamie Keddie says:

    Thanks Neila
    I hope your screenagers like it!
    Jamie :)

  8. Galia says:

    Jamie,thank you for your wonderful ideas! They are really a source of inspiration for me.And they always work in class!

  9. Dedene says:

    Thank you for this thought-provoking lesson. It worked very well with a upper-intermediate adult group I teach. The lesson got them stimulated and there was lots of discussion.

  10. Jamie Keddie says:

    Great to hear it Dedene
    Thanks for the feedback
    Jamie :)

  11. Stewart Whitney says:

    I’m going to try this tomorrow. I’m adding a speaking activity, asking the students to rate facilities for wheelchair users, blind people etc.
    Note: I made a conscious choice to use the term ‘blind people’ as opposed to ‘visually impaired’ or ‘person who is blind’ after reading the criticisms of ‘people-first’ language.

    That could be another whole lesson’s worth of discussion in itself!

  12. aigerim says:

    Very interesting and useful! Please check out my site. Worksheets based in musics to work on grammar and vocabulary. I’m only beginning and could use some visits. Thanks

  13. Bunny says:

    All of your lessons are really interesting and my students find them interesting as well. I teach English but I’m a not a native speaker of English language so sometimes have problem with listening. It’s better if you add transcript for every lesson you upload. Could you please tell me what Paul says after ” It’s got a bar….missing…..and it’s got everything you could possibly want”…I don’t understand from 0.50-0.60

    • Linda says:

      From 0:50 It’s got a bar, and they’ve not been asked to put one in. They put a bar in by themselves!
      Sorry it’s a bit late to reply, but in case anyone else needs it.

      • Jamie Keddie says:

        Thank you Linda
        And sorry Bunny for not replying to your comment. I don’t know how I missed it – I try to reply to everything on the site. I put subtitles on all the videos that I upload these days. Will try and find the time to go back to this one.
        Jamie :)

      • Bunny says:

        Thanks linda!

  14. abderrahmane says:

    Thank you so much Mr jammie Keddie for these wonderfull course plans.