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💇 English Lesson: Let's Talk About Hair!

Level: Lower Intermediate (A2–B1)
Duration: 60 minutes

🎯 Objectives

By the end of this lesson, the student will be able to:

Describe people's hair.

Talk about hair colour and hairstyles.

Explain if someone dyes their hair.

Ask and answer questions about appearance.

Use have/has got and used to naturally.

🗣️ Warm-up (8 minutes)

Ask your student:

1. What colour is your hair?

2. Is your hair straight, curly, or wavy?

3. Have you ever dyed your hair?

4. What hair colour would you like to try?

5. Do you know anyone who is bald?

6. Who has the nicest hair in your family?

Follow-up questions

How often do you cut your hair?

Do you like long or short hair?

Would you ever shave your head?

📚 Vocabulary

Hair Colours

black

brown

blonde / blond

ginger

grey

white

Hair Types

straight

curly

wavy

long

short

thick

thin

bald

Useful Verbs

to dye

To change the colour of your hair.

Examples:

She dyes her hair blonde.

My sister dyed her hair pink.

I have never dyed my hair.

📰 Reading

Phil's Hair Story

When Phil was a child, he had ginger hair. As he got older, his hair became darker and now it is brown.

Georgie asks Phil if he has ever dyed his hair.

Phil says no. His hair changed naturally.

Georgie says many people dye their hair because they want a different look. Some people dye it blonde, black, red, or even blue.

Phil says that when he gets older, his hair may become grey or white.

They also talk about different hairstyles. Some people have curly hair, while others have straight or wavy hair. Some people lose their hair and become bald.

Hair is something that makes every person look unique.

📖 Reading Comprehension

1. What colour was Phil's hair when he was young?

2. Does Phil dye his hair?

3. Why do people dye their hair?

4. What colour might Phil's hair become?

5. What hair types do they mention?

6. What does bald mean?

🗨️ Grammar Focus

Used to

We use used to to talk about the past.

Examples:

I used to have long hair.

She used to dye her hair.

He used to be blonde.

Now make sentences:

I used to...

My mother used to...

My father used to...

When I was a child...

Have/Has Got

Examples

I have got curly hair.

She has got long blonde hair.

They have got black hair.

Practice:

Describe:

yourself

your mother

your father

your best friend

💬 Useful Expressions

I have curly hair.

She has long brown hair.

He is bald.

My hair is wavy.

I dye my hair every year.

I have never dyed my hair.

I would like blonde hair.

I think curly hair looks nice.

🎯 Vocabulary Challenge

Complete the sentences.

1. My sister ______ her hair blonde every summer.

2. My grandfather is ______ because he has no hair.

3. My cousin has beautiful ______ hair.

4. My hair isn't straight. It's ______.

5. My friend has ______ hair. It's orange-red.

6. My father ______ to have black hair, but now it's grey.

🏠 Homework

Write 8–10 sentences about your hair.

Include:

your hair colour

your hairstyle

how often you cut it

if you have ever dyed it

what your hair was like when you were younger

what hairstyle you would like in the future

Challenge: Use at least three of these words: ginger, curly, wavy, bald, dye, blonde, and include one sentence with used to.

Answers

1. dyes

2. bald

3. curly

4. wavy

5. ginger

6. used

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BBC Learning English - Real Easy English / Talking about hair

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Georgie and Phil talk about the stuff that grows on the top of your head

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☕ Intermediate English Lesson:

Getting More from Coffee

Level: Intermediate (B1–B2)
Focus: Get (review and expansion) + Reading + Speaking + Vocabulary

🎯 Warm-up (5 minutes)

Ask your student:

1. Do you drink coffee every day?

2. How many cups do you usually get through in a day?

3. What do you usually get from drinking coffee? (More energy? Better focus?)

4. Have you ever gotten a headache because you didn’t drink coffee?

🔄 Review: The Verb

GET

Tell your student:

Last class, we explored how flexible the verb get is. Today, let’s continue using it naturally while talking about coffee and brain health.

Match the meaning of

get

with the sentence.

A. receive
B. become/ I got a new person after I met Bruno
C. obtain
D. understand
E. arrive

i deserve a coffee machine / the brand is Phillips/

1. I usually get tired without coffee.

2. Where do you get your coffee?

3. Did you get my message?

4. I didn’t get what the article meant.

5. We got home at midnight.

what do you mean?

I mean that ......

I meant

I brush my teeth/ tooth/ fuss my teeth

he doesn't have manners to eat.

grumpy/

☕ Before Reading

Discuss:

What health benefits do people usually associate with coffee?

Possible answers:

More energy

Better concentration

Better mood

Staying awake

Better productivity

Then ask:

Do you think coffee can actually protect the brain?

I think that is because is excited or stimulating to do things.

📖 Reading

Coffee May Help Protect Your Brain

It’s common knowledge that coffee helps wake us up because it contains caffeine. However, researchers now believe that coffee may offer several additional health benefits.

Recent studies suggest that drinking coffee regularly may help preserve brain function and reduce the risk of diseases related to memory loss, including dementia.

Interestingly, tea appears to provide similar benefits. According to researchers, drinking between two and three cups of caffeinated beverages each day may be associated with better cognitive performance.

Although more research is still needed, these findings suggest that moderate coffee and tea consumption could play an important role in maintaining brain health.

✅ Reading Comprehension

1. Why do people usually drink coffee?

I think is because is a nice beverage for the benefits for the whole day.

2. Besides energy, what other benefit is mentioned?

it protects the brain and the muscle strength.

3. Which disease is mentioned in the article?

dementia/

4. Does tea have similar benefits?

yes it does, because it has caffeine, too.

5. How many cups are recommended?

6. probably 2 or 3 cups.

7. Is the research considered final?

the research still to be needed.

📚 Vocabulary

Key

= very important

Example:

Communication is the key to a healthy relationship.

Associated with

= connected or linked to

Example:

Stress is often associated with poor sleep.

Preserve

= keep something in good condition

Example:

Exercise helps preserve muscle strength.

Cognitive

= related to thinking, learning and remembering

Example:

Reading improves cognitive skills.

Moderate

= not too much; reasonable

Example:

Moderate exercise is good for your health.

💬 Speaking Practice

Part 1

1. Do you think coffee is healthy?

2. How much coffee is too much?

3. Have you ever tried to stop drinking coffee?

4. Do you prefer coffee or tea?

5. What’s your favorite time to drink coffee?

Part 2

Imagine your doctor tells you to stop drinking coffee for one month.

Discuss:

How would you feel?

What would you replace it with?

Would your routine change?

Would you get used to it quickly?

🔥 Grammar Connection:

GET + Adjective

Complete the sentences.

1. I usually get ______ after my first cup of coffee.

2. Without caffeine, I get ______ during the afternoon.

3. Some people get ______ if they drink too much coffee.

4. I get ______ when I smell fresh coffee.

5. If I drink coffee late, I get ______ at night.

(Possible answers: energetic, sleepy, anxious, excited, restless)

🗣️ Useful Expressions with

GET

Discuss the meanings:

get energized

get enough sleep

get into a routine

get distracted

get addicted to

get through the day

get better

get used to

get over (an addiction)

get back to work

Ask the student to create one sentence with each expression.

🎭 Role-play

Situation:

One person believes coffee is one of the healthiest drinks in the world.

The other believes coffee is addictive and unhealthy.

Use as many GET expressions as possible.

Example prompts:

“I get so much done after coffee.”

“People get addicted to caffeine.”

“I can’t get through the morning without it.”

“You’ll get used to drinking less.”

💭 Critical Thinking

Discuss:

Should schools allow teenagers to drink coffee?

Is caffeine becoming a social addiction?

Would society be less productive without coffee?

Can people get too dependent on caffeine?

Why do you think coffee is such an important part of many cultures?

✍️ Homework

Write 150–180 words answering:

Has coffee improved or worsened modern life?

Use at least 8 different uses of the verb get, such as:

get better

get used to

get through

get distracted

get enough

get tired

get addicted

get back

get healthier

get motivated

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BBC Learning English - Learning English from the News / Coffee is good for you

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Coffee is good for us, research suggests

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Hi, I'm Sian from BBC Learning English. Today, I'm going to give you five uses of the verb . So you get five lessons for the price of one!

Number one - get can mean buy or obtain. I got myself a new phone last weekend.

Number two - get can mean receive. I just got a message.

Number three - get with an adjective can mean become. Ugh! So many messages! I'm getting really annoyed!

Number four - get can also mean understand. Hang on someone's just sent me a joke... I don't get it! 'In tents!' I get it!

Number five - get can also mean arrive. I need to get home early so I'm off!

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BBC Learning English - Course: English In A Minute / Unit 1 / Session 19 / Activity 1

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Hi, I'm Sian from BBC Learning English. Today, I'm going to give you five uses of the verb . So you get five lessons for the price of one! Number one - get can mean buy or obtain. I got myself a new phone last weekend. Number two - get can mean receive.

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🌊 20,000 Leagues Under the Sea

🎯 Grammar Focus: GET & Phrasal Verbs with GET

Main Objective

By the end of the lesson, the student will be able to:

understand the different meanings of get;

recognize and use common phrasal verbs with get;

use these expressions naturally when talking about adventures, travel, and everyday situations.

1. The Verb GET

Get is one of the most common and flexible verbs in English. Its meaning changes depending on the context.

Some common meanings are:

1. Get = Receive

I got an email yesterday.

She got a gift for her birthday.

I got a message from an old friend today.

2. Get = Become/ficar plus the adjective

It gets cold at night./

The situation is getting dangerous.

The problem is getting out of hand.

the surgery is getting complicated.

i am getting chubby because I am eating fat.

From the story

The problem is getting out of hand.

This means the situation is becoming difficult to control.

More examples:

The weather is getting worse.

The sea was getting rough.

He is getting tired.

3. Get = Arrive

We got home at midnight.

What time did they get to the island?

The ship finally got to its destination.

we got late to the party.

we will get early.

can you help me how to get to my hotel?

4. Get = Obtain

They wanted to get the mysterious creature.

I need to get a new passport.

Can you get some water?

let me get you some wine.

5. Get = Understand

I don't get it.

Did you get the joke?

Now I get what Captain Nemo meant.

I can get you now, before I didnt get you

2. Phrasal Verb: Get Underway

From the story

Their journey gets underway...

Meaning

To begin or start, especially a journey, project, or event.

Examples

The meeting got underway at 9 a.m.

The rescue operation got underway immediately.

The expedition got underway despite the storm.

after the hit of the ship got underway the rescue for the passengers.

the surgery got underway at 9 am.

Ask:

When does your English class usually get underway?

When did your last vacation get underway?

3. Phrasal Verb: Get Out Of Hand

From the story

The problem is getting out of hand.

Meaning

To become impossible or difficult to control.

Examples

The fire got out of hand.

The discussion got out of hand.

Expenses are getting out of hand.

the surgery is getting out of hand.

Speaking

Have you ever seen a situation get out of hand?

Can social media arguments get out of hand?

4. Phrasal Verb: Throw Overboard

Although this is not a get phrasal verb, it appears in the story.

Meaning:

To throw someone or something into the sea.

Example

The sailors were thrown overboard during the attack.

5. Expression: Get Locked Up

From the story

Someone takes them on board and they get locked up in a cell.

I got looked up in a room with no food, no water but with 2 handsome guys.

Meaning

To become locked inside a place.

Notice the pattern:

get + past participle/ adjectives

This structure often shows a change of state.

Examples

He got injured.

They got trapped.

We got separated.

She got promoted.

They got arrested.

The explorers got lost.

Ask

What happened to the men?

They got locked up in a cell.

6. Other Common GET + Past Participle Expressions

These are extremely common in spoken English.

get married

get dressed

get hurt

get lost

get caught

get confused

get injured

get promoted

get fired

get stuck

Examples

The divers got lost underwater.

He got hurt during the expedition.

We got stuck in traffic.

She got promoted last month.

7. Vocabulary in Context

Ask the student to explain these expressions.

The problem is getting out of hand.

What does it mean?

The journey gets underway.

What starts?

The men get locked up in a cell.

What happens to them?

8. Guided Practice

Complete the sentences.

1. The meeting will get ________ at 10 a.m.

2. The situation is getting ________ of hand.

3. The explorers got ________ in the cave.

4. I didn't get the ________.

5. We got ________ very late last night.

Possible answers:

underway

out

lost

joke

home

9. Speaking Practice

Use get naturally.

Have you ever gotten lost while travelling?

What makes you get excited?

When do you usually get home?

What time do you get up?

Have you ever gotten injured playing sports?

What things can get out of hand in daily life?

How long does it take for your classes to get underway?

10. Challenge Activity

Retell the story using as many get expressions as possible.

Example:

The expedition gets underway when the government sends a ship to find the mysterious creature. Soon, the situation gets out of hand, and the sailors get thrown overboard. Later, they get locked up inside the Nautilus, where they begin to understand Captain Nemo's mysterious world.

⭐ Key Takeaway

One verb, many meanings!

Get can mean:

receive (I got a letter.)

become (It's getting colder.)

arrive (We got home late.)

obtain (Let's get some food.)

understand (I get it!)

experience a change (They got lost. He got injured. She got promoted.)

The story also introduces useful phrasal verbs and expressions with get that are common in everyday English:

get underway = begin

get out of hand = become uncontrollable

get locked up = become locked inside a place

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BBC Learning English - Course: Towards Advanced / Unit 22 / Session 4 / Activity 1

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DarrenHello, I’m Darren. Today’s story is set in the 1800s and is a watery adventure that takes us deep under the ocean in search of a mysterious creature. What can it be? Let’s find out.

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Ask your student to create one sentence with each expression.

Common Phrasal Verbs with GET

Get up

I get up at 6:30.

Get back

I'll get back tomorrow.

Get in

She got in the car.

Get out

Get out of the kitchen.

Get on

We got on the bus.

I get on well with my coworkers.

Get off

We got off the train.

Get over

He finally got over the flu.

Get through

I couldn't get through to customer service.

Get by

My English isn't perfect, but I can get by.

Get around

We got around the city by subway.

Get away

Let's get away for the weekend.

Reading

The Day Everything Went Right

Daniel got up early because he wanted to get to work before everyone else. After taking a shower, he got dressed, got his backpack, and left home.

On the way to the office, he got a message from his manager asking if he could attend an important meeting. Daniel replied immediately and got to the office just in time.

During the meeting, everyone discussed a new project. At first Daniel didn't get some of the technical details, but after his colleague explained them again, he finally got it.

At lunchtime, he went out with some coworkers. They decided to get burgers instead of cooking. While they were eating, Daniel received another surprise: his manager told him he was going to get promoted next month because of his excellent work.

After work, Daniel got together with some friends at a café. They laughed about old stories and made plans to get awayfor the weekend.

When he finally got home, he realized how much had happened in just one day. He smiled and thought, "Today couldn't have gone any better."

Reading Comprehension

1. What time did Daniel get up?

2. What did he get before leaving home?

3. Why did he go to work early?

4. What didn't he get during the meeting?

5. What did he finally get?

6. What did everyone get for lunch?

7. What good news did Daniel get?

8. Who did he get together with?

9. What did they plan to do?

10. How did Daniel feel when he got home?

Fill in the Blank

Complete the sentences with the correct form of get.

1. I usually ______ home around 7 p.m.

2. She ______ nervous before presentations.

3. We ______ a taxi because it was raining.

4. Can you ______ me a bottle of water?

5. He didn't ______ the joke.

6. They ______ married in 2022.

7. I need to ______ some bread after work.

8. We ______ stuck in traffic yesterday.

9. She ______ promoted last month.

10. My English is ______ much better.

11. I always ______ excited before traveling.

12. What time did you ______ to school?

13. He ______ paid every Friday.

14. I ______ your email yesterday.

15. Let's ______ together this weekend.

Rewrite Using GET

Rewrite these sentences using get where possible.

1. I received your message.

2. She became upset.

3. We arrived home late.

4. He obtained a new passport.

5. They recovered from the flu.

6. I understood the explanation.

7. She bought a new computer.

8. We returned yesterday.

9. He was promoted last year.

10. They met for dinner.

Speaking Challenge

Answer using get naturally.

What time do you usually get up?

How do you get to work?

What makes you get angry?

What makes you get excited?

When did you last get good news?

Have you ever gotten lost while traveling?

What do you usually get at the supermarket?

What skills are you trying to get better at?

Who do you get along with best in your family?

Where would you like to get away for a holiday?

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English Class: Moving to a New Home
Topic: Moving House & Living in a New Country
Time: 60–75 minutes

1. Warm-up (10 minutes)

Start with a personal conversation.

Questions

do you like where you live in Brazil? why?

yes, I like where I live in Brazil because I live in front of the beach, is a big city, the culture is diverse and the the theatre, the bands, the artists, the beach is amazing and this is the best destination in the world, this is rio.

what is it to live in rio?

it is very similar to big cities, but I live In a safe neighbourhood, and it it expensive. I like to workout here outdoors and I like living here.

have you ever changed apartment?

yes, I've changed apartment a year ago, because the last building I lived it was demolished and I had to leave from there and I went to the place where I know. I sold many things because the apartment had many divisions, and the things wouldn't fit well in the new apartment. but my last building it didn't have an elevator.

2. Vocabulary

Possessions

Things that belong to you.

Examples:

I packed all my possessions before moving.

My most valuable possession is my laptop.

I think my most valuable item in the house is the air fryer

my most valuable is the laptop.

Removal Van/ remove

A large vehicle used to move furniture and boxes.

Examples:

The removal van arrived early in the morning.

Everything was loaded into the removal van.

Removals Company

A company that helps people move house.

Examples:

We hired a removals company.

The removals company packed our furniture.

Packing

Putting your belongings into boxes.

Examples:

Packing took three days.

My family helped me with the packing.

Fragile

Easy to break.

Examples:

These glasses are fragile.

Please be careful with the fragile boxes.

Vocabulary Practice

Complete the sentences.

1. I put all my clothes into boxes. I was __________.

2. Plates and glasses are __________.

3. A __________ helped us move our furniture.

4. Everything I own is called my __________.

5. The furniture arrived in a large __________.

3. Reading

A New Life in Dubai

When Julia decided to move from Brazil to Dubai, she knew her life would change completely. She was excited, but she was also nervous because she had never lived in another country before.

The first challenge was packing. Julia had to decide what to take with her and what to leave behind. Some of her possessions, such as clothes and books, were easy to pack. However, her favourite coffee mugs, picture frames, and decorations were fragile, so she wrapped them carefully in bubble wrap.

Because she had many boxes, Julia hired a removals company. They collected her furniture and boxes and transported everything safely to Dubai. The removal van arrived on time, and nothing was broken during the journey.

Today, Julia enjoys her new apartment. She loves the modern buildings, the international atmosphere, and the opportunity to meet people from different countries. However, she still misses Brazilian food, spending weekends with her family, and speaking Portuguese every day.

Looking back, Julia believes moving abroad was one of the best decisions she has ever made. Although the process was stressful, it helped her become more independent and confident.

4. Reading Comprehension

Answer the questions.

1. Why was Julia nervous about moving?

2. What was the first challenge?

3. Which possessions were fragile?

4. Why did she hire a removals company?

5. What does she enjoy about Dubai?

6. What does she miss about Brazil?

7. Do you think moving was a good decision? Why?

5. Grammar Focus: Past Simple vs Present Simple

We use the Past Simple for completed actions in the past.

Examples:

She moved to Dubai last year.

She packed her boxes.

She hired a removals company.

We use the Present Simple for facts and routines now.

Examples:

She lives in Dubai.

She works in an office.

She enjoys her new life.

Practice

Complete the sentences.

1. Last year I __________ (move) to Dubai.

2. Before moving, I __________ (pack) many boxes.

3. Now I __________ (live) in a new apartment.

4. I __________ (miss) my family in Brazil.

5. I __________ (meet) new people every week.

6. Speaking Activity

Tell Me About Your Move

Answer using complete sentences.

When did you move?

How many suitcases did you bring?

What was the first thing you packed?

Did you use a removals company?

What was your most fragile possession?

Was anything broken?

What do you miss most about Brazil?

What do you enjoy most about Dubai?

If you moved again, what would you do differently?

Encourage longer answers by asking:

Why?

Can you tell me more?

How did you feel?

What happened next?

7. Useful Expressions

I moved abroad last year.

It was a big change.

Packing was stressful.

I had too many things.

I brought only the essentials.

I left some things behind.

Fortunately, nothing was broken.

It took me a long time to settle in.

Now I feel at home.

I still miss my family and friends.

8. Role-play

Situation

Your friend is moving from Brazil to Dubai next month.

Give advice.

You can talk about:

packing clothes

important documents

fragile items

choosing a removals company

what to expect in Dubai

making new friends

Example:

"Don't pack too many clothes because you can buy new ones here. Make sure you protect anything fragile with bubble wrap. Keep your passport and important documents in your hand luggage."

9. Discussion

Is moving to another country more exciting or more stressful?

What is the hardest part about living abroad?

Is it easy to make friends in a new country?

How has living in Dubai changed you?

Would you return to Brazil one day? Why or why not?

10. Homework

Writing (120–150 words)

My Experience Moving to Dubai

Write about:

Why you moved.

How you prepared for the move.

What you packed.

Your most important possessions.

What you like about Dubai.

What you miss about Brazil.

What advice you would give to someone moving abroad for the first time.

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BBC Learning English - Real Easy English / Talking about moving house

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Georgie and Neil talk about changing the place where you live

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Things We Can't Stand!

Level: Upper-Intermediate (B2)
Topic: Annoying vs Frustrating Situations
Time: 60–75 minutes

hate is a verb

hatred is a noun

hateful is an adjective

Warm-up Questions

1. What is something you absolutely can't stand?

I can't stand the lies if you lie to me you probably may lose me...

2. What annoys you most about modern life?

in modern life what really annoys me is the lack of time to things or to enjoy life with the people I love.

verb annoy / the adjective is annoying.

3. What frustrates you when you're using technology?

I think technology put apart the person who is close to you and gets closer who is far away.

4. Are you easily annoyed, or are you usually patient?

i am very calm and it is very hard for me to get annoyed, I am an evolved human.

5. What annoying habit do many people have?

6. in my opinion annoying habits can be lack of education, lack of kindness, it is always a game of taking advantage from others, or simply jump the line.

7. What's the most frustrating thing that happened to you recently?

8. in the last game I was in the place of jockey and mugged my cellphone.

Useful Expressions

I can't stand...

It drives me crazy when...

It really gets on my nerves when...

One thing that annoys me is...

I find it frustrating when...

It makes me lose my patience.

Vocabulary

Can't stand

To strongly dislike something.

Examples

I can't stand people who are always late.

She can't stand waiting in long lines.

Annoying / Irritating

Something that causes a small feeling of anger or discomfort.

Examples

Loud chewing is annoying.

The constant noise is irritating.

Annoyed / Irritated

The feeling you experience.

Examples

I get annoyed when people interrupt me.

He was irritated by the loud music.

Frustrating

Something that prevents you from doing what you want to do.

Examples

Slow internet is frustrating.

It's frustrating when your phone battery dies unexpectedly.

Frustrated

The feeling you experience.

Examples

I felt frustrated because I couldn't solve the problem.

She's frustrated with the delays.

Vocabulary Check

Choose the best word:

1. When my computer freezes while I'm working, I feel:

annoyed

frustrated

2. A mosquito buzzing near your ear is:

annoying

frustrating

3. If you can't finish something because of a problem, you are:

irritated

frustrated

4. Someone talking loudly in the cinema is:

annoying

frustrating

Explain your answers.

Reading: Why Small Things Make Us So Angry

Many people believe that major problems cause the most stress, but surprisingly, it is often the small things that affect us the most. Psychologists call these daily annoyances "minor stressors." They include situations such as waiting in traffic, listening to noisy neighbours, dealing with slow internet, or standing behind someone who takes a long time to order food.

One reason these situations are so irritating is that they happen repeatedly. A single delay may not be a problem, but when the same thing happens every day, it can become difficult to ignore. Over time, these small frustrations can have a significant effect on our mood.

Technology has also created a new category of frustrations. Modern devices are designed to make life easier, so when they fail, people often feel frustrated. A frozen computer, a weak Wi-Fi signal, or a website that crashes just before a payment is completed can quickly test a person's patience.

Interestingly, people react differently to annoying situations. Some individuals remain calm and patient, while others become irritated very quickly. Experts suggest that personality, stress levels, and even lack of sleep can influence how people respond to everyday problems.

Although we cannot eliminate every annoyance from our lives, learning to stay calm can help. Taking a deep breath, focusing on what we can control, and maintaining a sense of humour are all effective ways to deal with annoying and frustrating situations.

Reading Comprehension

Multiple Choice

1. According to the article, what often affects people more than major problems?
a) Technology
b) Daily annoyances
c) Work

2. Why do small annoyances become more irritating?
a) They are expensive.
b) They happen repeatedly.
c) They are dangerous.

3. Why are technology problems often frustrating?
a) Technology is difficult to understand.
b) Technology is expensive.
c) Technology is supposed to make life easier.

4. What can influence how people react to annoying situations?
a) Personality and stress levels
b) Age only
c) Income

Discussion

Do you agree with the article? Why or why not?

Which example from the text do you relate to most?

Are you more patient today than you were five years ago?

What strategies do you use to stay calm?

Grammar Focus: Gerunds After "Can't Stand"

After can't stand, we usually use a verb ending in -ing.

Examples

I can't stand waiting in traffic.

She can't stand listening to loud music.

We can't stand being interrupted.

Practice

Complete the sentences:

1. I can't stand __________ (wait) for people who are late.

2. My friend can't stand __________ (lose) arguments.

3. She can't stand __________ (be) ignored.

4. We can't stand __________ (hear) loud noises while studying.

5. He can't stand __________ (deal) with customer complaints.

Speaking Activity: My Biggest Pet Peeves

Choose five things that annoy or frustrate you.

For each one, explain:

Why it annoys or frustrates you

How often it happens

How you usually react

Whether other people agree with you

Example:

I can't stand people who stop suddenly while walking. It annoys me because I often walk quickly and it interrupts my pace.

Useful Expressions for Speaking

That really gets on my nerves.

I find that incredibly annoying.

It drives me crazy.

I lose my patience when...

One thing I can't stand is...

It's frustrating because...

I try not to let it bother me.

I've learned to be more patient about it.

Debate Question

Are people becoming less patient because of technology?

Discuss:

Faster internet and instant communication

Online shopping and same-day delivery

Social media and short attention spans

Whether technology has made people more demanding

Try to use:

annoying

frustrated

frustrating

irritated

can't stand

Homework

Writing Task (200–250 words)

The Most Annoying and Frustrating Things in Modern Life

Write about:

Three things that annoy you.

Two things that frustrate you.

Why they affect you.

How you usually react.

Whether people today are less patient than before.

Use at least 8 vocabulary words or expressions from today's lesson.

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BBC Learning English - Real Easy English / Talking about hates

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Neil and Georgie talk about the things that make them angry!

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Phrasal verbs mentioned

heat up
increase in temperature

The planet is heating up due to a high level of CO2 in the atmosphere.

If you put food in the microwave, it heats up.

I think deforestation heated ups the global temperature.

rely on (something) relied on/ reliable
depend on something; need something for another thing to function

Humans rely on fossil fuels to heat our homes and fuel our cars.

When I broke my ankle, I relied on my family to help me around the house.

for me the rice relies on the beens.

dry up
lose liquid and become dry

This valley used to be a lake but it dried up centuries ago.

The juice you spilled on the floor has finally dried up.

the cattle farmers dried up the rivers.

die out
gradually become extinct e.g. species

If we don't protect their habitats, many species will die out before the end of the century.

Some traditional skills are dying out in modern society.

many professions are going to die out due to AI.

wipe (something) out
eliminate something, e.g. a species, in a sudden and destructive way

Pollution and deforestation have wiped out entire ecosystems.

The hurricane wiped out the entire neighbourhood, leaving only destruction and debris.

I need to wipe out my difficulty in English.

cut down on (something)
use or do less of something

One way to combat climate change is to cut down on our use of fossil fuels.

I'm going to start cutting down on sugar to improve my health.

I cut down on soda/pop/non alcoholic beverages in my life

fight for (something)
push for (something)
try really hard to achieve something or make it happen

The community is fighting for cleaner air and water in their neighbourhood.

The workers are pushing for higher wages and better conditions.

I fight for my dreams.

take part in (something)
participate in an activity or event

I took part in a beach clean-up event and together we removed 200 bags of rubbish.

Every year, we take part in a fundraising challenge to raise money for sustainability projects.

I take part in for contributing on the atmosphere for fighting my littering.

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BBC Learning English - Phrasal verbs with Georgie / Phrasal verbs for climate change

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Learn some phrasal verbs related to climate change

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El Niño and Hot Weather in Brazil

Warm-Up Questions

1. Have you ever experienced a heatwave?

2. Do you use air conditioning at home or at work?

3. How do you cool down when it is very hot?

4. Have you heard of El Niño? What do you know about it?

Key Vocabulary

heatwave
A period when the weather is much hotter than usual.
Brazil experienced several heatwaves last summer.

make the most of
To enjoy something as much as possible.
Many people make the most of sunny weekends by going to the beach.

cool down / cool off
To become less hot.
I drank cold water to cool down.

air conditioning (AC)
A system that makes indoor air cooler.
Many offices have air conditioning.

air conditioner
The machine that cools the air.
Our air conditioner works all day during summer.

forecast
A prediction about future weather.
The weather forecast says it will be hot tomorrow.

drought
A long period with very little rain.
Some regions suffer from drought during El Niño years.

Reading:

What Can Brazil Expect from El Niño?

El Niño is a weather phenomenon that can affect many countries around the world, including Brazil. It happens when the waters of the Pacific Ocean become warmer than usual. Although the ocean is far away, these changes can influence weather patterns in South America.

During El Niño years, some parts of Brazil may experience hotter temperatures and longer heatwaves. In the South, there is often more rainfall than normal, while some areas in the North and Northeast can become drier. This can increase the risk of droughts and water shortages.

Many experts believe that El Niño can make extreme weather events more common. As a result, people may use air conditioning more frequently and look for ways to cool down during very hot days.

Despite the challenges, many Brazilians still make the most of the summer by visiting beaches, swimming, and spending time outdoors. Understanding weather forecasts and staying hydrated are important ways to stay safe during periods of intense heat.

Reading Comprehension

True or False?

1. El Niño starts in the Atlantic Ocean. _____

2. El Niño can affect weather in Brazil. _____

3. Some regions may experience more heatwaves. _____

4. The South of Brazil usually becomes drier during El Niño. _____

5. Staying hydrated is important during hot weather. _____

Answer the Questions

1. What is El Niño?

2. Which part of Brazil often receives more rain during El Niño?

3. What problems can occur in drier regions?

4. Why do people use air conditioning more often?

5. How do many Brazilians make the most of summer?

Vocabulary Practice

Complete the sentences with the correct word:

(heatwave – cool down – air conditioner – forecast – make the most of)

1. The weather __________ says temperatures will reach 38°C.

2. We stayed inside because of the __________.

3. Turn on the __________ because it is too hot.

4. Let's __________ our vacation and visit the beach every day.

5. I drank a cold juice to __________.

Speaking Practice

Discussion Questions

1. Do you think Brazil is becoming hotter each year?

2. How does hot weather affect your daily routine?

3. What are the advantages and disadvantages of air conditioning?

4. Have you ever experienced a severe heatwave?

5. What should people do to stay safe during extreme heat?

6. Do you think climate change is making El Niño stronger?

Useful Expressions

"It's extremely hot today."

"I need to cool down."

"The heatwave is difficult to handle."

"I can't live without air conditioning."

"Let's make the most of the sunny weather."

Homework

Write 100–120 words answering:

"How would a strong El Niño affect your city, and what would you do to stay comfortable during a heatwave?"

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BBC Learning English - Real Easy English / Talking about hot weather

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Phil and Becca talk about those days when the sun is shining and the temperature is high.

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How Advertising Influences Our Choices

Level:

Lesson Objectives

By the end of the lesson, the student will be able to:

Talk about things they buy and why they buy them.

Discuss how advertising influences people's decisions.

Learn and use new vocabulary related to shopping and marketing.

Express opinions and personal experiences.

Practice reading, speaking, and vocabulary skills.

Warm-Up

Discussion Questions

1. What was the last thing you bought?

2. Why did you buy it?

3. Did you compare different products before buying?

4. Have you ever bought something because you saw an advertisement?

5. Do advertisements influence your decisions?

Pre-Reading Vocabulary

Match the words with their meanings.

1. mental shortcut

2. judged

3. upsell

4. basket spend

5. think outside the box

6. model

a. show behaviour that others can copy

b. amount of money spent in one purchase

c. sell a more expensive product or extra products

d. worried about what other people think

e. a quick way to make a decision

f. think creatively

Answers

1-e

2-d

3-c

4-b

5-f

6-a

Reading

Why Do We Buy Things?

Many people believe they make rational decisions when they go shopping. However, advertisers and businesses use different strategies to influence customers.

Sometimes people use a mental shortcut when choosing a product. Instead of carefully comparing every option, they choose the brand they recognize or the product that seems popular.

People may also worry about being judged by others. For example, they might buy certain clothes, phones, or shoes because they want to make a good impression.

Stores often try to upsell customers. A salesperson may suggest a more expensive product or offer additional items to increase the basket spend.

Companies also try to model behaviour. If customers see other people enjoying a product, they may be more likely to buy it too.

Understanding these techniques can help people become smarter shoppers and think outside the box when making decisions.

Reading Comprehension

True or False

1. People always compare every product carefully before buying.

2. Mental shortcuts help people make decisions quickly.

3. Upselling means selling cheaper products.

4. Companies sometimes use other people as examples to influence customers.

5. Understanding advertising techniques can help consumers.

Answer the Questions

1. What is a mental shortcut?

2. Why might people buy certain products to avoid being judged?

3. What is upselling?

4. What does basket spend mean?

5. How can understanding advertising help consumers?

Language Focus

Talking About Purchases

Useful phrases:

I bought it because...

I chose it because...

It was cheaper than...

It looked better than...

I saw it in an advertisement.

A friend recommended it.

I needed it for...

It seemed like a good deal.

Examples

I bought these shoes because they were comfortable.

I chose this phone because it had a better camera.

I bought it after seeing an online advertisement.

Speaking Practice

Tell Me About Your Last Purchase

Answer the questions:

1. What was the last thing you bought?

2. Where did you buy it?

3. Why did you choose it?

4. Did you compare it with other products?

5. Were you influenced by an advertisement, a friend, or social media?

Vocabulary Practice

Complete the sentences with the words below.

mental shortcut – judged – upsell – basket spend – model – think outside the box

1. The salesperson tried to __________ me a more expensive laptop.

2. Many people use a __________ when choosing familiar brands.

3. Some teenagers worry about being __________ by their friends.

4. The store wants to increase the customer's __________.

5. Good leaders often __________ positive behaviour.

6. We need to __________ to solve this problem.

Discussion

Agree or Disagree?

1. Advertising influences everyone.

2. Social media influencers are effective advertisers.

3. People spend too much money on brands.

4. Companies know how to influence customers better than customers realize.

5. Young people are more influenced by advertising than adults.

Explain your answers using:

I agree because...

I disagree because...

In my opinion...

I think that...

Mini Role Play

Customer and Salesperson

Student A: Customer

You want to buy a new backpack.

Student B: Salesperson

Try to upsell the customer by recommending a more expensive backpack with extra features.

After the role play, discuss:

Did the customer buy the more expensive product?

Why or why not?

Homework

Writing Task (100–120 words)

Describe the last thing you bought.

Include:

What it was

Where you bought it

Why you chose it

Whether advertising influenced your decision

Whether you are happy with your purchase

Try to use at least three vocabulary words from today's lesson.

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BBC Learning English - 6 Minute English / How advertisers make us spend money

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When was the last time you bought something you didn’t need?

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ESL Lesson Plan: Debt, Borrowing Money & Financial Life

Lesson Objectives

By the end of the lesson, the student will be able to:

Talk about borrowing and lending money.

Discuss personal financial habits.

Use vocabulary related to debt and money management.

Express opinions about spending, saving, and financial responsibility.

Use common financial verbs naturally in conversation.

Warm-Up (10 minutes)

Discussion Questions

1. Have you ever borrowed money from someone?

2. I dont remember I think I never I borrowed money but maybe in my childhood or adolescence I borrowed money from my father or a friend. it took time for me to earn my money.

3. What is the most expensive thing you have ever bought?

4. i dint buy but I built my house in Paraná and that was the most expensive thing I have ever done.

5. Do you prefer paying in cash, by card, or in installments?

6. I like to pay by credit/ by cash/ in instalments/ no fees.

7. Is it common to buy things on credit in your country?

8. yes, it is common buy things by credit card in my country and the most used payment is in instalments.

9. Do you think debt is always a bad thing?

10. it depends, for Many people is necessary for some people is difficult to pay in cash.

Follow-up Questions

Why?

Can you give an example?

How did you feel about it?

What would you do differently?

Pre-Listening Vocabulary

Core Vocabulary

Debt/divida

Money that you owe to another person or institution.

Many people have debt after buying a house.

Pay back/pagar de Volta

To return borrowed money.

I borrowed $100 and paid it back the next week.

Pay off

To completely finish paying a debt.

She finally paid off her student loan.

Clear a debt

To remove all debt.

He worked extra hours to clear his debts.

Make ends meet

To have just enough money for necessities.

It is difficult to make ends meet when prices increase.

In arrears

Late with payments.

Some people fall in arrears on their rent.

The never-never

Buying something through regular payments over time.

My grandparents bought their first television on the never-never.

Financial strain

Stress caused by money problems.

Rising prices are creating financial strain for many families.

Language Focus: Financial Verbs

Introduce these naturally through examples.

Earn/ganhar

I earn my salary every month.

Spend/gastar

I spend a lot on transportation.

Save/economizar

I'm saving for a vacation.

Save up/ economizar com enfases de fazer algo

I'm saving up for a new laptop.

Borrow/ pedir emprestado.

He borrowed money from the bank.

Lend/emprestar

Would you lend money to a friend?

Owe/dever

I owe the bank $5,000.

Repay/ pay off

She repaid the loan quickly.

Afford/ ter condições de pagar.

I can't afford a new car right now.

Budget/orçamento

We budget carefully every month.

Invest/ investir

Some people invest their money in stocks/ na bolsa.

Deposit/ depositar

I deposited my paycheck yesterday.

Withdraw/tirar dinheiro.

He withdrew cash from the ATM.

Take out a loan

They took out a loan to buy a house.

Cut back on/reducir alguma coisa.

I'm cutting back on unnecessary spending.

Vocabulary Practice

Complete the sentences.

1. I need to save up for sao Joao's party.

2. She borrowed money from her sister last month.

3. We can't afford bigger apartment.

4. He finally paid off his debt.

5. Many families struggle to _make ends meet.

6. I try not to _spend more than I earn.

Prediction Activity

Ask:

The cost of living is increasing in many countries.

What financial problems do people face today?

Possible ideas:

Expensive rent

Expensive food

Credit card debt

Low salaries

Unemployment

High interest rates

Reading

Read together:

Many people borrow money to buy expensive things such as houses and cars. The money they owe is called debt. Usually, they pay this money back through monthly payments. However, because the cost of living is rising, some people now borrow money even for daily expenses such as food and utility bills. If debt becomes too large, it can cause financial strain, anxiety, and stress.

Comprehension Questions

1. What is debt?

2. Why do people borrow money?

3. What does "pay back" mean?

4. Why are some people borrowing money for food?

5. What can happen when debt becomes too large?

6. What is financial strain?

Speaking Activity: Money Habits

Ask the student to answer in complete sentences.

Saving

Are you good at saving money?

What are you currently saving for?

Spending

What do you spend most of your money on?

Is there anything you spend too much money on?

Borrowing

Would you borrow money to buy a car?

Would you borrow money to travel?

Debt

Is debt common in your country?

What kinds of debt are acceptable?

Functional Language: Giving Financial Advice

Useful Expressions

You should...

You shouldn't...

If I were you, I'd...

It might be a good idea to...

Why don't you...?

Practice

A friend:

has credit card debt

spends too much on shopping

cannot save money

Give three pieces of advice.

Example:

You should create a budget.

You shouldn't use your credit card so often.

It might be a good idea to save a small amount every month.

practices these verbs with some examples

owe

borrow

save up

afford

budget

pay off

Discussion Questions

1. Is it better to save first or buy in installments?

2. Would you lend money to a friend?

3. What financial advice did your parents give you?

4. What is the biggest financial mistake people make?

5. Should schools teach personal finance?

6. What would you do if you suddenly received $10,000?

Homework

Writing Task (150–200 words)

Topic: My Relationship with Money

Include:

How you earn money

What you usually spend money on

Whether you save money

Something you are saving up for

Your opinion about borrowing money

Your opinion about debt

I SEE MONEY FOR SURVIVING, I EARN MY MONEY THROUGH HARD WORK AND DEDICATION. THERE NEEDS TO BE A PLANNING AND ORGANIZATION AND ONE PERSON MUST BE ABLE TO DO THINGS ONE DESIRES, BUT WE MUST ALWAYS HAVE A RESERVE FUND AND INVESTMENTS. I DONT LIKE TO BORROW MONEY OR LEND. I LIKE TO KEEP MY FEET ON THE GROUND AND LIVE ACCORDING TO WHAT MY INCOME ALLOWS.

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______________________________________________________________________________________________________

Introduction

Have you ever borrowed money to buy something? Many people have to borrow money to make big purchases, like buying a house or a car. When you do this, you have to pay the money back over time - the money you owe is called a debt. With the current cost of living getting increasingly high, some people are having to borrow money even for everyday purchases like bills and food. Sometimes this debt can get out of control, which causes anxiety and stress. Neil and Pippa discuss this and teach you some new vocabulary.

This week's question

According to debt support group The Money Charity, roughly how much is the average British adult in debt through credit cards, overdrafts and personal loans?

Listen to the programme to hear the answer.

Vocabulary

debt
money a person has borrowed and owes to someone

pay back / pay off / clear (debt)
give back money you have borrowed

make ends meet
(idiom) have just enough money to pay for basic living expenses like food, bills and rent

in arrears
(idiom) still owing money that should have been paid already

the never-never
(informal) buying something with one large payment followed by smaller regular payments which are made until the debt is repaid

financial strain
emotional stress caused by a lack of money to meet basic needs or repay debt
TRANSCRIPT
Note: This is not a word-for-word transcript.

Neil
Hello, this is 6 Minute English from BBC Learning English. I'm Neil.

Pippa
And I'm Pippa. Are you good at saving money, Neil? Or do you like to spend it?

Neil
Well, actually, a bit of both. I like to spend money on nice things, but I also try to save, mainly because I've got children. How about you?

Pippa
Yeah, I'm the same. I like to save money, or I try to, for the future. But I also do spend it. I don't count every penny that I spend and save every single penny that I earn.

Neil
Mmm. Well, whether you're a saver or a spender, being in debt is common in the UK. Debt refers to money a person has borrowed to buy something and which they have to pay back, usually to a bank, a credit card company, or another person.

Pippa
Many people avoid talking about debt, but it affects us all. In 2025, over 1000 people contacted the UK Citizens Advice Bureau every single day of the year for help with their debt. And when debt gets out of control, it causes stress and worry. BBC Radio 4 programme Thinking Allowed interviewed one young man, Jason, about his debt.

Jason
Whatever jobs there are aren't enough to provide for a family. Sometimes you need to take out loans. I've done it a few times, but you can't ever pay it back. You can't see a way out, other than winning the lottery or something. I'd like to think I could clear them all one day, even if it means, like, five years paying them off.

Neil
Jason uses three phrases, pay back, pay off, and clear debt, all of which mean the same thing - to give back the money you've borrowed.

Pippa
In this episode, we'll hear more about living with debt by learning some useful new words and phrases. And remember, you'll find all the vocabulary used, plus a quiz and worksheet, on our website, bbclearningenglish.com.

Neil
But first, I have a question for you, Pippa. According to debt support group The Money Charity, roughly how much is the average British adult in debt through credit cards, overdrafts and personal loans? Is it:

a) £2,200,
b) £4,200, or
c) £6,200?

Pippa
Hmm. I'm not sure. I'll say £2,200.

Neil
OK. Well, we will find out the answer later in the programme. Jason's story features in a new book by sociologist Ryan Davey. Ryan spent months living in a low-income housing estate, which he gave the fictional name Woldham. He talked with residents and listened to their money worries. Here, Ryan explains more to BBC Radio 4's Thinking Allowed:

Ryan Davey
My approach was to let people know that I was interested in learning about their lives and how they were making ends meet, so I did some interviews with residents, and I paid attention to where debt came up in everyday conversations. For many people in Woldham, Jason included, debt was an ordinary feature of daily life. And beyond that, being in arrears - so, being behind with one or more monthly payment commitments - was part of daily life.

Pippa
The people of Woldham were making ends meet. To make ends meet means having just enough money to pay for basic living expenses like food, bills and rent.
Neil
Ryan found that many residents were in arrears, a phrase meaning to still owe money that should have already been repaid. For most residents, debt was a normal part of daily life.

Pippa
With a regular income, debt can be managed, but for those who are unemployed or on low incomes, it can cause serious distress. Here, Ryan discusses how the residents he met felt about their debt with BBC Radio 4's Thinking Allowed:

Ryan Davey
Jason actually fluctuated between wanting to clear all of his debts on the one hand, and on the other what he described as living on the never-never and actually questioning the supposed moral obligation to pay his debts. Over the months that I knew him, the financial strain on him and his partner increased. They missed some of their bills. Their internet was disconnected.

Neil
Jason was living on the never-never, an informal phrase for buying the things you need by making regular small payments over a long time. It's called the never-never because it seems the debt will never be repaid.

Pippa
Jason experienced financial strain - emotional stress caused by a lack of money to meet his basic needs or to repay his debt. Debt is a serious issue. It affects many people and there are support groups who can help if you need it. OK. Neil, what was the answer to your question?

Neil
I asked what the average amount of debt a British adult has through credit cards, overdrafts and personal loans.

Pippa
I said it was around £2,200.

Neil
I'm afraid that's not the right answer. In fact, it's £4,232. OK. Let's recap the vocabulary we've learned, starting with debt - money a person has borrowed and needs to give back.
Pippa
The phrases to pay back, to pay off, and to clear a debt all mean to give back money you have borrowed.

Neil
If someone is making ends meet, they have just enough money to pay for basic living expenses. And if they are in arrears, they still owe money that should have been repaid already.

Pippa
If you buy something on the never-never, you buy it by making small regular payments over a long period.

Neil
And finally, financial strain is emotional stress caused by a lack of money to meet your basic needs.

Pippa
Once again, our six minutes are up, but if you'd like to know how debt is spelled and all the other words from this episode, visit our website, bbclearningenglish.com, to find a full vocabulary list.

Neil
See you again soon. But for now, it's goodbye.

Pippa
Bye!

Next

Find an A-Z list of our programmes.

To learn English from news headlines, listen to Learning English from the News.

Practise your reading skills with The Reading Room.

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BBC Learning English - 6 Minute English / Living with debt

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limited card / unlimited credit card

WARM UP

Do your nephews use social media?

Yes, my nephew uses social, he uses instagram and TikTok. my sister says is not easy because my nephew is 10 years old and his friends they use social media all time but my sister is always monitoring.

At what age should children have social media accounts?

I think this question is depending about the maturity of every child between boys and girls I think that children should use social media after they know the consequences because social media is everywhere and every time.

Is social media a health issue?

I think is true because the social media can show you lifestyle and famous people and it is not compatible with the life with the normal people and this is only a fake face.

you feel envy sometimes/ people are envious.

Encourage complete answers.

Example:

I think social media can be useful, but children need supervision.

2. Key Vocabulary

screen time

Time spent using phones, computers, tablets, or TVs.

Example:

Many parents try to limit their children's screen time.

I spend most of the time on the screen and it is normal and I must confess I feel attracted by the apps TikTok and others.

wellbeing

A person's physical and mental health.

Example:

Exercise improves wellbeing.

running improves your wellbeing and your mood.

anxiety/anxious

A feeling of worry or nervousness.

Example:

Some teenagers experience anxiety because of social media.

yes, sometimes I feel anxious but I normally I relax and pay attention to my likes.

harm/harmful

Damage or negative effects.

Example:

Doctors believe excessive screen time may harm children's development.

the hospital day after day is better and the development of the life of the patients is real.

ban/ banning

An official rule that prohibits something.

Example:

Some countries are considering a ban on social media for young children.

this phone is banned in the surgery for the doctors.

linked to

Connected to.

Example:

Lack of sleep is often linked to poor concentration.

lack of exercise is dangerous for health and is linked to obesity.

campaigner/

A person who actively supports a cause.

Example:

Some campaigners want stricter rules for social media companies.

many campaigner go on the streets to protest.

take seriously

Example:

Doctors say we should take children's mental health seriously.

5. Vocabulary Practice

Complete the sentences:

1. Spending too much time online may affect a child's _development _______.

2. Some experts believe social media should be taken seriously________.

3. Poor sleep has been __linked______ to excessive screen time.

4. Some governments are considering a __harm______.

5. Doctors are concerned about children's mental _health_______.

Answers:
wellbeing / seriously / linked / ban / health

6. Discussion Section

Since he is a surgeon, connect the topic to medicine.

Health Perspective

Should doctors speak publicly about social media?

Is mental health becoming a bigger concern for young people?

Do you think modern children face more pressure than previous generations?

Family Perspective

If your nephew was 12 years old, would you allow him to use social media?

What rules would you establish?

Should parents monitor their children's online activity?

Society Perspective

Should governments regulate social media?

Is education better than prohibition?

Are smartphones becoming a public health issue?

7. Functional Language: Giving Opinions

Strong Opinions

I strongly believe that...

In my view...

There is no doubt that...

Example:

I strongly believe that parents should supervise children's online activity.

Balanced Opinions

On the one hand...

On the other hand...

It depends on...

Example:

On the one hand, social media can be educational. On the other hand, it may affect mental health.

Disagreeing Politely

I'm not sure I agree.

That's a good point, but...

I see it differently.

Example:

That's a good point, but I don't think a complete ban is necessary.

8. Speaking Challenge

Scenario

You are speaking at a hospital conference about children's health.

Answer:

"Should social media be considered a public health issue?"

Try to include:

Mental health

Sleep quality

Family responsibility

Government regulation

Benefits of technology

Homework (Optional)

Write 120–150 words:

Topic:

"Should children under 16 be allowed to use social media?"

Include:

Your opinion

At least two advantages

At least two disadvantages

A possible solution

IN MY OPINION, YES, EVEN THOUGH SOCIAL MEDIA IS EXTREMELY FRIVOLOUS, PROHIBITION GENERATES REVOLT AND INTOLERANCE. DIALOGUE IS NECESSARY , THE RISKS SHOULD BE EXPLAINED, AND GUIDANCE SHOULD BE PROVIDED ON WHAT IS GOOD AN WHAT IS NOT. THE FOCUS SHOULD BE ON THE GOOD THINGS THAT SOCIAL MEDIA CAN OFFER, EVEN IF UNFORTUNATELY THERE ARE FEW.

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BBC Learning English - Learning English from the News / Is social media ‘the new smoking’?

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Why are senior UK doctors comparing the harms of social media with smoking?

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Social Media and Children's Health

A group of senior doctors in the United Kingdom believes that social media and excessive screen time can be harmful to children. Some doctors compare social media to smoking, not because the physical effects are the same, but because they think society should take the issue seriously.

Research has shown that heavy social media use may be linked to anxiety, poor sleep, and lower wellbeing among some young people. However, scientists still find it difficult to prove that social media directly causes these problems.

Not everyone agrees that banning social media is the best solution. Many teenagers say that social media helps them communicate with friends, learn new things, and express themselves.

As governments discuss possible restrictions, the debate continues: how can society protect children while allowing them to benefit from modern technology?

4. Reading Comprehension

True or False

1. Doctors say social media has exactly the same effects as smoking.

2. Some studies have linked social media to anxiety.

3. Everyone agrees that social media should be banned.

4. Many young people believe social media has positive aspects.

5. Governments are discussing possible restrictions.

Open Questions

Why do doctors compare social media to smoking?

What health problems are mentioned in the article?

Why is it difficult to prove direct harm?

What benefits of social media do teenagers mention?

What would be a balanced solution?

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BBC Learning English - English in a Minute Series 5 / Phrases with ‘work’

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Get to work learning these four ‘work’ phrases!

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Warm-up

Ask:

Do you think life exists on another planet?

Do you believe in aliens?

Would you like to visit another planet?

Could humans live somewhere other than Earth?

Which planet would you like to visit?

Encourage simple answers first:

Yes, maybe.
I’m not sure.
I think so because…
Probably not because…

Space Vocabulary

planet

A large object in space that moves around a star.

Example:
Earth is our planet.

alien

A living creature from another planet.

Example:
Some people believe aliens exist.

Earth

The planet we live on.

Example:
Earth is the only planet we know with life.

star

A large ball of burning gas in space.

Example:
The Sun is a star.

solar system

The Sun and all the planets around it.

Example:
Earth is part of our solar system.

habitable

A place where life can live.

Example:
Scientists think the planet may be habitable.

zone

An area with a special characteristic.

Example:
The habitable zone is the area where water may exist.

potential

Possible in the future.

Example:
The planet has potential for life.

rule out

To say something is not possible.

Example:
Scientists cannot rule out life on the planet.

dominated

Controlled by something.

Example:
Its atmosphere may be dominated by gases.

fingers crossed

A phrase we say when we hope something good happens.

Example:
Scientists are waiting for more data—fingers crossed!

Quick Question

How long would it take to drive to the Sun at 100 km/h?

Choose one:

a) 70 years

b) 170 years

c) 1,700 years

Ask your student to guess before reading.

(Answer: c) around 1,700 years)

Reading

Could There Be Life on TRAPPIST-1e?

Scientists are always looking for life beyond Earth. One planet that interests them is called TRAPPIST-1e.

TRAPPIST-1e is outside our solar system. It is very far from Earth, but scientists believe it may be a potentially habitable planet.

This means it could possibly support life.

The planet is in what scientists call the habitable zone. This is the area around a star where temperatures may allow liquid water to exist. Water is important because all life on Earth needs it.

Scientists are studying the atmosphere of TRAPPIST-1e. They want to know if it has gases, clouds, or conditions that could support life.

Right now, they cannot confirm life exists there—but they also cannot rule it out.

Could there be plants? Tiny organisms? Or even aliens?

Nobody knows yet.

For now, scientists continue collecting data and learning more.

And like many people interested in space, they are keeping their fingers crossed.

Reading comprehension

Ask:

1. What is TRAPPIST-1e?

2. Why do scientists find it interesting?

3. What is the habitable zone?

4. Why is water important?

5. Can scientists confirm life there now?

6. What are scientists doing next?

Language in use

Could

We use could to talk about possibility.

Examples:

There could be life on another planet.

Humans could live there one day.

Aliens could exist somewhere in space.

Practice:

Complete:

TRAPPIST-1e __________ be habitable.

There __________ be water there.

Scientists __________ find life in the future.

Speaking practice

Discussion questions

Would you like to travel to space?

Would you live on another planet if you could?

What do you think aliens look like?

Do you think alien life is intelligent?

Why are humans interested in space?

Do you think we will find life in your lifetime?

Fun vocabulary – Describing aliens

Teach:

strange

intelligent

friendly

dangerous

small

giant

green

peaceful

mysterious

Ask:

What do you imagine aliens look like?

Example:

I imagine aliens are small and intelligent.
Maybe they have large eyes.
Maybe they live under the ground or in water.

Fill in the blanks

Use:

planet – aliens – habitable – water – star – zone – scientists

1. Earth is a __________.

2. The Sun is a __________.

3. Some people believe __________ exist.

4. TRAPPIST-1e may be __________.

5. Life needs __________.

6. It is in the habitable __________.

7. __________ are studying the planet.

Final task – Imagine life on another planet

Prompt:

Imagine you discover a new planet.

Answer:

What is the planet called?

Is it hot or cold?

Can people live there?

Are there aliens?

What do they look like?

Would you visit?

Example:

My planet is called Blue-X. It is very cold. There is water and ice. Small blue aliens live there. They are friendly and intelligent. I would visit the planet because it sounds beautiful.

Homework (optional)

Write 6–8 sentences:

“Do you think life exists on another planet? Why or why not?”

Try to use:

planet

alien

habitable

could

scientists

fingers crossed

INDEED, BECAUSE THE UNIVERSE IS BIG, THERE ARE MANY SYSTEMS, I DONT BELIEVE IN ALIENS, BUT IN STRANGER THINGS MAYBE.

SCIENTISTS HAVENT MANAGED IT, BUT I GET FINGERS CROSSED FOR THIS TO HAPPEN. I BELIEVE OUR PLANET WILL NOT BE ETERNAL.

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BBC Learning English - 6 Minute English / Searching for life on another planet

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Warm-up Conversation (8–10 min)

Start with natural discussion.

fix/consertar

Questions:

Do you enjoy fixing things at home?

it depends I usually I fix things at home but big problems I have something done by someone.

Who is more practical at home: you or your husband?

in my home I am usually more practical than bruno, because for example for changing the apartments, the picture frames on the wall I am the one who place them, because bruno is not good at it. I think I am more detailed with those things.

Have you ever built furniture together?

it is not easy, because there is a fight and bruno is very stubborn I prefer to pay somebody.

Do you like decorating your home?

I really like to decorate my space.

What was the last thing you repaired?

Do you prefer doing things yourself or hiring professionals?

it depends on the things, easy things I can do it and with bruno but difficult things I better pay or hire a professional.

Follow-up prompts:

“What happened?”

“Was it stressful?”

“Who solved the problem?”

“Did you argue during the process?”

This topic usually creates funny and natural conversation.

Lead-in: What Is DIY?

Introduce:

DIY = Do It Yourself

Explain:

DIY means doing jobs yourself instead of paying a professional.

Examples:

painting walls

fixing furniture

putting shelves up

building tables

decorating rooms

i am at home decorating a diy table.

Ask:

“Would you survive a weekend without calling a professional?”

Vocabulary Presentation

1. DIY

Meaning:

Doing repair or decoration work yourself.

Examples:

“My husband loves DIY projects.”

“I’m terrible at DIY.”I need to call a professional

the glass ceiling/ durable/ metal/ to match combination/

2. Decorate verb

Meaning:

Change or improve the appearance of a room or house.

Examples:

“We decorated the living room last year.”

“I prefer modern decoration/ old fashioned decoration/ I prefer the mix of the combination with a little extravagant objects.

I like the space in the room but my symbolic objectives that comes with memories. rugs and carpets

I think the houses or apartments show our personalities.

the walls were blue and yellow. very colourful.

3. Flat-pack Furniture

Meaning:

Furniture sold in pieces that you build yourself.

Show examples like IKEA furniture.

Examples:

“Flat-pack furniture can be stressful.”

“The instructions were impossible to understand.”

installing is essential to built the furniture.

4. Put Something Up

Meaning:

Attach something to the wall.

Examples:

“We put up new shelves.”

“He put the painting up in the bedroom.”

Highlight:

“Put up” = wall

5. Put Something Together

Meaning:

Build or assemble something.

Examples:

“We put the table together yesterday.”

“It took three hours to put the bed together.”

Highlight:

“Put together” = build/install

Quick Contrast Practice

Ask the student:

Which one?

1. “I ___ the TV on the wall.”
→ put up

2. “I ___ the new desk.”
→ put together

3. “We ___ the apartment last month.”
→ decorated

Reading Activity (10–15 min)

Reading Text – “The Broken Table”

Last weekend, my husband and I decided to fix a broken table leg in our dining room. He is much better at DIY than I am, so he immediately started looking for tools. I tried to help, but I mostly held the screws and read the instructions.

After fixing the table, we decided to put together a new piece of flat-pack furniture for the office. The instructions looked simple, but after one hour we realized we had built one side backwards.

At one point, my husband became stressed and said we should hire a professional. However, after taking a short break and drinking coffee, we finally finished it.

Later that evening, we put up some new pictures on the wall and talked about redecorating the apartment. In the end, it was actually a fun weekend.

Reading Comprehension Questions

1. What problem did they fix first?

2. Who is better at DIY?

3. What kind of furniture did they build?

4. What mistake did they make?

5. Why did they take a break?

6. What did they put up on the wall?

Discussion – Relationship Dynamics

This is the main communicative section.

Questions:

Who is more patient at home?

Who usually fixes problems?

Who reads instructions?

Who gets stressed more easily?

Have you ever argued while building furniture?

What household tasks do you enjoy?

What tasks do you hate?

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BBC Learning English - Real Easy English / Talking about DIY

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Georgie and Phil talk about doing work yourself, without hiring a professional.

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Disney, Travel Mishaps & Services

Upper-Intermediate English Class – Advanced Causatives

Main Grammar Focus

1. have/get + object + past participle

(service done by another person)

2. get + person + to + infinitive

(persuade / convince / arrange for someone to do something)

3. Optional Extension

have + person + infinitive

(more formal / managerial causative)

I had the concierge arrange transportation.

The manager had someone deliver our luggage.

Lesson Theme

Reflecting on travel experiences, luxury tourism, customer service, and unexpected problems during a Disney trip.

The student already has personal experience traveling to the US and Disney, so the lesson focuses on:

storytelling

natural spoken grammar

travel narratives

sophisticated corrections

emotional reactions and service experiences

Warm-Up Conversation

Discussion Questions

1. What surprised you most about Disney in the US?

2. What services did you use during the trip?

3. Did anything go wrong while you were traveling?

4. Have you ever complained to customer service during a trip?

5. What’s the best service you’ve ever received in a hotel, airport, or theme park?

6. Do you enjoy having everything organized for you while traveling?

Lead-In Discussion

Question

“When we travel, we constantly rely on other people to do things for us.”

Brainstorm examples:

transportation

reservations

luggage handling

hotel services

ride photos

food delivery

customer support

airport assistance

Then introduce:

“How can we describe these experiences naturally in English?”

Grammar Focus

1. Have/Get + Object + Past Participle

Used when someone performs a service for us.

Examples Connected to Travel

I had my luggage delivered directly to the hotel.

We got our photos edited after the trip.

I had my MagicBand replaced at the park.

We got our reservation upgraded unexpectedly.

I had my phone repaired while I was in Orlando.

Nuance Discussion

Have vs Get

HAVE

More formal / neutral

I had my suit cleaned.

GET

More conversational / informal

I got my suit cleaned.

Ask:

Which sounds more natural in spoken English?

Which would you use in a complaint email?

2. Get + Person + To + Verb

Used for persuasion, convincing, or arranging.

Examples

I got customer service to refund the tickets.

We got the hotel staff to move us to another room.

My parents got me to go on a roller coaster.

I finally got the airline to answer my complaint.

3. Advanced Meaning: Frustration / Effort

Discuss how this structure often implies:

difficulty

negotiation

persistence

Example:

It took hours, but I got them to change our reservation.

Error Awareness

Compare the Sentences

Incorrect

I cut my hair before Disney.

Correct

I got my hair cut before Disney.

Discussion

What is the difference in meaning?

(Student should notice:
the first means YOU cut it yourself)

Travel Experience Journal Activity

Read the posts and analyze the grammar

Post 1 – Airport Disaster

“After landing in Orlando, we realized one of our suitcases had been damaged during the flight. We immediately had it inspected by airport staff and eventually got the airline to pay for the repairs. It was stressful, but surprisingly efficient.”

Discussion

What services were performed?

We immediately had it inspected by airport staff.

Which sentence shows persuasion?

eventually got the airline to pay for the repairs.

Post 2 – Disney Hotel Experience

“The hotel accidentally gave us the wrong room, so we had our reservation changed at reception. Later that evening, we got the concierge to recommend less crowded attractions, which completely improved our experience.”

Discussion

Why is the causative useful here?

we use when we receive a service example, so we had our reservation changed at the reception.

is there any persuasion in the sentence in the present or the past?

we got the concierge recommended less ...

Post 3 – Technology Problems

“My phone stopped working halfway through the trip, so I had it repaired at a store near Disney Springs. I also got one of the employees to recover my photos from the cloud, which honestly saved the vacation.”

Discussion

Which sentence sounds more emotional?

Why does “saved the vacation” sound dramatic but natural?

Transformation Practice

Rewrite using causatives

1. Someone cleaned our hotel room.

2. i had my hotel room cleaned. * by the maid

3. Disney staff printed our tickets.

4. i had my tickets printed / by the Disney staff

5. The technician repaired my phone.

6. i had my phone repaired.

7. The manager upgraded our reservation.

8. i had my reservation upgraded/ by the manager.

9. My friend convinced me to ride Space Mountain.

10. i had my friend convinced me to ride space mountain.

Possible Answers:

We had our hotel room cleaned.

We got our tickets printed by Disney staff.

I had my phone repaired.

We got our reservation upgraded.

My friend got me to ride Space Mountain.

Real-Life Conversation Practice

Situation 1 – Complaint Desk

Your:

hotel room is noisy

Excuse me, I arrived from Brazil with my boyfriend, we are very tired because it is very far, we need to sleep but it is impossible because my room is very noisy, I think is because is very close to the elevator, so I need you to get it changed for a room that is more silent or I will have my reservation changed or canceled.

reservation disappeared

luggage arrived late

You must:

complain politely

explain what you want fixed

use at least 3 causative structures

Situation 2 – Disney Planning

Discuss:

services worth paying for

things tourists should arrange in advance

whether luxury travel makes vacations less stressful

Use:

have/get + object + past participle

get + person + to + infinitive

Advanced Discussion Questions

1. Do modern travelers expect too much customer service?

2. Has technology made travel easier or more stressful?

3. Why do people become more demanding during vacations?

4. Have social media and Disney culture created unrealistic expectations?

5. Is convenience making people less independent?

Language Expansion

Useful Expressions

Complaining Politely

We’d like to have this resolved as soon as possible.

Is there any way you could…?

We were hoping to get this changed.

Talking About Services

We had everything arranged in advance.

I got the staff to make an exception.

We ended up having the issue fixed immediately.

Expressing Frustration

It took forever to get someone to help us.

We kept trying to get them to respond.

I finally got the issue sorted out.

Writing Task

Disney Travel Review

Write a detailed review (150–200 words) about:

a real or imaginary Disney experience

a problem during the trip

customer service interactions

services you paid for

Requirements:

5 causative structures

at least 2 examples of:
get + person + to + verb

descriptive vocabulary

emotional reactions

Final Reflection

Debate Question

“Luxury tourism trains people to depend too much on services.”

Discuss:

convenience vs independence

expectations while traveling

whether premium experiences are worth the cost

how Disney creates a ‘perfect experience’ for visitors

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Sometimes we need people to do things for us. Maybe we pay them to do it, maybe we just ask for a favour. Listen to Beth and Neil talking about mechanics, hairdressers, doctors and opticians and grammar guru Georgie explaining the causative.

_____________

Grammar explanation
Causative: have/get + object + past participle
When you ask, or pay someone to do something for you, we can use the causative: have/get + object + past participle. It focuses on the process rather than the person who does the action.
Get + object + infinitive with to
We can use get + object + infinitive to talk about causing or persuading someone to do something. The object here is the person who does the action

I got Georgie to check my grammar.

You need to get someone to check your car.

I got them to give me a refund.

To do
Test yourself using the quiz.
NEXT
Learn more about the causative here here: BBC English Class: The causative

Try some of our other grammar programmes

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BBC Learning English - Learning English Grammar / Using services

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What did Neil get done at the hairdresser?

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🎢 Lesson Theme: Memory, Travel & What Stays With Us

🎯 Objectives

By the end of the lesson, your student will:

Talk fluently about past experiences (Disney trip)

Use vocabulary related to memory & nostalgia

Reflect on what makes experiences memorable

Narrate events with detail and emotion

🧠 1. Warm-up: Personal Reconnection

Start with his trip:

Questions:

What was the first thing you did at Disney?

the first park was sea world and I went to the rollercoaster.

What moment stood out the most?

the moment that stood me out was the simulator joins of galaxy and finally the farewell concert It was amazing!

Was there anything that didn’t go as expected?

there was something I didnt expect and it was because there was a rollercoaster that was not working. and the Jurassic park was also closed.

👉 Push him:

“What will you still remember in 5 years? Why?”

going to the trip with other friends

buying things at the outlet

the food I tried and I liked very much orange chicken.

going in the rollercoasters with Bruno.

💬 2. Lead-in: Memory & Experience

Ask:

Do you think we remember moments or feelings more?

I think these walk together moments and feelings because all the time they stay in my memory when I see the picture again or when I eat an specific food or when I listen to a song.

Are expensive trips more memorable than simple ones?

no at all. I think its a mix of things can be the person who is with me, the location of places, it is different and it doesn't matter how much because it is memorable.

👉 Transition:

“Let’s explore how memory works and how we talk about it.”

📘 3. Vocabulary Focus (Upgraded for Upper-Intermediate)

Core Words

Memory → both ability & specific moments

Forgetful → easily forget things/

Reminisce → talk about past memories with emotion

Memento → physical object that represents a memory

🔝 Expanded Vocabulary (Upgrade)

Nostalgia → emotional connection to the past

Vivid memory → very clear and detailed

Blurred memory → unclear or faded

To cherish a memory → value it deeply

To trigger a memory → something that makes you remember

Quick Practice

What’s a vivid memory from your trip?

Do you keep any mementos from Disney?

📖 4. Listening-Style Reading (Natural Conversation)

Text: “Do We Remember the Trip or the Feeling?”

Becca and Georgie were talking about how people remember their experiences after traveling.

Becca said she has a terrible memory for details. She often forgets what she ate or the exact places she visited, but she clearly remembers how she felt. “I’m quite forgetful,” she admitted, “but I never forget moments that made me happy.”

Georgie agreed but added that she loves to keep small objects from her trips. “I always bring back a memento,” she said. “It could be a ticket, a map, or even something simple. When I look at it later, it immediately triggers a memory.”

They both started reminiscing about past holidays. Becca talked about a trip where everything went wrong, but somehow it became one of her favorite memories. Georgie said that sometimes the imperfect moments are the most meaningful.

In the end, they agreed that memories are not always about what actually happened, but about how we choose to remember those moments.

🔍 5. Comprehension & Interpretation

Questions:

What kind of memory does Becca have?

Why does Georgie keep mementos?

What type of memories do they value most?

👉 Deeper:

Why do “imperfect moments” become good memories?

💬 6. Speaking: Disney Reflection (Main Task)

Part 1 – Narration

Ask him to describe:

A vivid memory from Disney

A moment that didn’t go well but became memorable

Something that triggered a strong emotion

Part 2 – Reflection

Did you take any mementos? What are they?

Do photos help or replace real memories?

Are experiences or objects more important?

Part 3 – Critical Thinking

Do you think places like Disney are designed to create memories?

Are those memories authentic or “engineered”?

👉 Push him:

“Can a memory feel real even if it was created by a commercial experience?”

🔗 7. Language Focus: Natural Expressions

Give him useful chunks:

“What really stuck with me was…”

“I’ll never forget the moment when…”

“Looking back, I realize that…”

“It didn’t seem special at the time, but…”

👉 Practice:
Tell the same story using at least 2 expressions

🎭 8. Role-play (Fun & Engaging)

Situation:

He meets a friend after the trip

👉 He must:

Reminisce

Describe memories vividly

Show emotion

✍️ 9. Optional Writing

Task:

THIS MONTH I WAS TO DISNEY FOR MY FIRST TIME, AND IT BROUGHT BACK MEMORIES OF MY CHILDHOOD WHEN I USED TO GO IN PARKS AT the AGRICULTURAL IN THE countryside OF MY STATE, REMINISCE ALL THE TIME IN MY Mind. DISNEY IS MAGICAL , IM SURE I WILL NEVER FORGeT THOSE DAYS OF FUN WITH MY FRIENDS AND MY BOYFRIEND.

“Describe a memory from your Disney trip that you think will stay with you for life.”

🧠 Teaching Tip

Push beyond simple past:
❌ “It was fun”
✅ “What made it unforgettable was…”

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(Photo: Getty)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Introduction

Becca and Georgie have a real conversation in easy English about memory - our ability to remember things from the past. Learn to talk about being forgetful, collecting mementos and reminiscing with friends.

Vocabulary

memory
general ability to remember things; specific experience you remember from the past

forgetful
not good at remembering things

reminisce
talk about happy memories from the past

memento
an object that helps you think of a particular memory

Transcript

Becca
Hello and welcome to Real Easy English. In this podcast, we have real conversations in easy English to help you learn. I'm Becca.

Georgie
And I'm Georgie. You can find a video version of this podcast with subtitles to help you learn on our website. Go to bbclearningenglish.com.

Becca
Hi Georgie.

Georgie
Hello there.

Becca
How are you doing today?

Georgie
I'm pretty good, thank you. How are you?

Becca
Good. Yeah, I'm also pretty good. But I forgot my lunch today...

Georgie
No!

Becca
...which is a bit annoying. But today we are actually talking about forgetting things and memory, so it's a good topic...

Georgie
It is!

Becca
...for today's podcast!

Georgie
Yes. And memory is your ability to remember things. So, Becca, do you have a good memory?

Becca
I usually do. This morning - not so much. Yes, I usually do have an alright memory but it depends on what I'm trying to remember. So, I will remember experiences and people very well, but when it comes to tasks or things that I have to do for myself, I must write them down or I will forget them. I won't remember them.

Georgie
I'm a very forgetful person. I... Yes, everyone knows me to leave things in the house that I needed to bring or when I... For example, an umbrella - if I take that out, it will get lost 100%. So, I have a terrible memory.

Becca
So, you don't have a great memory, Georgie? Memory we use to talk about the ability to remember something, but we can also refer to things from the past - our memories from the past. So, do you have any great memories?

Georgie
I've got lots of good memories. I think the best memory I have was when I was about eight years old. I went to a concert. And I went to this concert with my dad, my best friend and her dad, and it was outside - a summer's day. It was, kind of, sunset time. We were both on our dads' shoulders, singing, dancing. And she has the exact same memory, so I know that it's... I know that it's real. It's not fake.

Becca
You didn't dream it.

Georgie
No, I didn't dream it. But that's one of my favourite memories. Yeah. What about you?

Becca
I remember my first ever, kind of, live music, concert experience as well was around the time of November 5th. And here in the UK, we often go to see fireworks. And it was the first time seeing fireworks.

Georgie
Wow.

Becca
So, yeah. And also my first time, like, seeing a band play on a stage and, yeah, it was a great experience. That's probably why we remember these things, because they do bring us so much happiness and joy when we talk about them.

Georgie
Yeah, exactly. Do you like to think about the past and memories? I know some people don't like to.

Becca
Mmm. Yeah, I do. I think it's really lovely to be able to remember - especially the good things from the past. How about you?

Georgie
Yeah, I like to... I like to reminisce and reminisce means that we talk about things from the past, about memories with happiness. And that's really fun to do, especially with childhood friends.

Becca
Yeah.

Georgie
When I meet up with friends from school, it's a lot of fun to, kind of, think about the good times from school and talk about people that we used to know. Yeah, reminiscing is a fun activity.

Becca
Yeah, I enjoy it too.

Georgie
So, we can talk about things from the past. But some people also like to keep things, collect things from the past - mementos. That's what those are called. Do you like to keep mementos?

Becca
I love to keep mementos.
Georgie
What kinds of things?

Becca
I... So, I started a collection of fridge magnets from my first solo adventure. And so, you know, I get to see those little mementos every day and I'm reminded all of the places that I've been. It's nice to look at these mementos, and then we reminisce.

Georgie
Yeah.

Becca
Let's recap the language that we learn in that conversation, starting with memory. So, memory is the ability to remember something. But we can also have memories. And memories are things that we remember from the past. For example, I have a lot of good memories from when I was a child.

Georgie
We also heard forgetful, which describes a person who does not have a very good memory. I am a forgetful person.

Becca
If we reminisce about something, we talk about our memories from the past - memories that make us happy.

Georgie
And we heard memento, which is an object which makes you think of a particular memory, place or event.

Becca
For example, I collect fridge magnets, which are a memento of all of the places that I've travelled to.

Georgie
And that's it for this episode of Real Easy English. We'll be back next week with another conversation in easy English. And don't forget to test what you've learned with the worksheet on our website. Go to bbclearningenglish.com.

Becca
And what would you like us to talk about on this podcast? You can send us a question at learningenglish@bbc.co.uk. Bye for now!

Georgie
Goodbye.

Now try this...

Watch The London Letter Challenge.

Download a free worksheet.

Discover more programmes for your level.

Find all our latest programmes.

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BBC Learning English - Real Easy English / Talking about memory

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Becca and Georgie talk about our ability to remember things from the past

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📱 Lesson Plan:

Are Social Media Apps Addictive?

Level: A2–B1 (Lower Intermediate)

Time: 45–60 minutes

Focus: Vocabulary, speaking, simple opinions

Theme: Social media, responsibility, mental health

🎯 Objectives

By the end of the lesson, the student will:

Understand a simple news story

Learn and use key vocabulary

Express opinions with basic reasons

Talk about social media habits

🔥 1. Warm-up (5–8 min)

Start simple and personal:

Do you use Instagram, YouTube, or WhatsApp?

How many hours do you spend on your phone every day is more about work or entreatment?

on the days I have surgeries I spend less time, but at home I will use more for fun, so I have 50/50 for both.

Is it easy or difficult to stop using your phone?

it is difficult to to stop because it depends on my day is difficult no to glue on my phone due to work, lifestyle, things in general.

👉 Follow-up:

“Do you think social media is addictive?”

📖 2. Reading (Simplified News)

You can read this together:

“Meta and YouTube were found responsible for creating addictive platforms. Meta owns Facebook, Instagram, and WhatsApp.

A woman named Kaley started a lawsuit in the United States. She said social media hurt her mental health. She received $6 million.

Meta said they are trying to make their platforms safer, especially for young people. But in another case, Meta had to pay $375 million because they gave wrong information about child safety.”

highlight words>

owns / I own a house/ I own business in rio/ I am the owner of the house.

lawsuit/ my friend won a lawsuit and received 10.000 reais.

i have many lawsuit with the airlines .

hurt/hurt/hurt

you hurt my feelings

you are hurting my heart

✅ 3. Check Understanding (5–10 min)

Ask simple questions:

Who started the lawsuit?

Why did she sue the companies?

How much money did she receive?

What did Meta say in response?

👉 If needed, allow short answers.

💬 4. Vocabulary (10 min)

Teach + practice:

find liable = say someone is responsible
👉 “The company was found liable.”

addictive = hard to stop
👉 “This game is addictive.”

mental health = how you feel in your mind
👉 “Social media can affect mental health.”

reshape = change something
👉 “Technology reshaped our lives.”

having a moment = emotional for a short time
👉 “Sorry, I was having a moment.”

👉 Practice:

Ask the student to make 1 simple sentence for each word.

⚡ 5. Speaking Practice (15–20 min)

Keep questions simple but encourage explanation:

Do you think social media is addictive? Why?

Should companies be responsible for addiction?

Is social media good or bad for mental health?

Do you think $6 million is fair?

👉 Support with structures:

“I think… because…”

“In my opinion…”

“For example…”

💣 6. Mini Discussion (Guided)

Give a simple situation:

“A teenager uses social media 8 hours every day and feels sad.”

Ask:

Who is responsible? (the teenager / the company / parents)

What should change?

👉 Help them build longer answers:

“I think ___ is responsible because ___.”

✍️ 7. Simple Writing Task (Optional / Homework)

Write 5–8 sentences:

“Is social media addictive? Is it dangerous?”

Encourage:

Simple opinions

Basic connectors (and, but, because)

🎯 Extra Support (Important for this level)

If the student struggles:

Offer choices: “good or bad?”

Accept short answers first → then expand

Reformulate their sentences correctly

Example:

Student: “Social media bad.”

You: “Yes, social media i

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BBC Learning English - Learning English from the News / US Court: YouTube and Meta built addictive platforms

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Meta and YouTube have been found legally responsible for creating addictive platforms.

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🌐

Class: Influencers – A New Kind of Job

🎯

Objectives

beautify/ beauty/ beautiful.

By the end of the class, the student will:

Discuss the role of influencers in modern society

Express opinions about beauty standards

Use advanced vocabulary naturally in conversation

Develop listening and critical thinking skills

🧠

Warm-up (Conversation – 5–7 min)

Ask your student:

Do you follow any influencers? Why or why not?

no, I don't follow much. I guess I follow some influencer for example Juliet[s boyfriend. he is a personal trainer, he posts his stories about lifestyle and training. It is not common to see surgeons as influencers but I follow some medias. I prefer TikTok because it is faster and they offer me more tips and I like that.

Do you trust influencers more than traditional celebrities?

I think is different because celebrities like actors and others are different and influencers are more superficial and they are not some time very real they have a fake part behind the screen.

What kind of content do you usually watch online?

English content, surgeries, cooking tips, news.

👉 Push for longer answers:

“Can you explain why?”

“Do you think this is changing?”

there are many influencers and there are groups that are negative influencing people but they are also good influencers that can help people[s lives.

❓

Lead-in Question (Prediction)

Question:

When was lipstick first used?

a) 3000 years ago (Celts)

b) 4000 years ago (Egyptians)

c) 5000 years ago (Sumerians)

👉 Ask:

What’s your guess?

Why do you think that?

🎧

Listening Task (Teacher reads / student listens)

Context: Two beauty influencers are discussing their work and impact.

Simplified Script (Natural, Intermediate+)

Influencer 1: When I started, I just wanted to share tips, but things really took off quickly.

Influencer 2: Same here! I was surprised by how many people were watching.

Influencer 1: I think people are intrigued by authenticity. They don’t want perfection anymore.

Influencer 2: Exactly. For me, it’s a given that we should show real skin, real imperfections.

Influencer 1: And also teach the dos and don’ts of makeup without making people feel bad.

Influencer 2: Yes! Sometimes I even crack a joke to make things more relaxed.

Influencer 1: At the end of the day, we’re not just selling products—we’re influencing how people feel about themselves.

🧩

Comprehension Questions

Why did their careers take off?

Careers take off because consumption today in social media or internet is extremely high.

What are people looking for today?

Quick information and trivialities and something that they like or something that triggers them.

What do they think is “a given”?

it is a fact that people may have for something.

Why do they use humor?

I think is the best form/way for sending attrition to the people.

Are they only promoting products?

No, they are promoting lifestyle, too.

👉 Encourage full answers, not just short ones.

📚

Vocabulary (Deep Practice)

1. Influencer

→ A person who promotes products online

💬 “Influencers can shape opinions and trends.”

2. Dos and Don’ts

→ Rules about what is right and wrong

💬 “There are many dos and don’ts in social media.”

i am traveling to USA and I know there are dos and donts for me there because I am a traveler or tourist.

3. Crack a joke

→ Say something funny

💬 “Good influencers know when to crack a joke.”

i am not good at cracking a joke but I can laugh hard.

i am good at making friends

4. Took off

→ Became successful quickly

💬 “Her channel took off after one viral video.”

my career took off when I started my own business.

5. Intrigued

→ Very interested / curious

💬 “I’m intrigued by people who are different.”

i am intrigued with the house or room that I will have in this trip.

6. A given

→ Something obvious or accepted as true

💬 “It’s a given that social media affects young people.”

I think speaking English in the USA helps me a lot with my trip, it is a given.

🗣️

Speaking Practice (Controlled → Free)

🔹 Part 1 – Guided

Complete:

I think influencers are important because…

One problem with influencers is…

People are intrigued by…

🔹 Part 2 – Opinion Debate

Discuss:

👉 “Do influencers have too much power?”

Push the student to:

Agree / disagree

Give examples

Compare past vs present

💡

Critical Thinking (Advanced Discussion)

Are influencers changing beauty standards in a positive or negative way?

Is authenticity real or just another marketing strategy?

Should influencers have more responsibility?

👉 Encourage:

“On the one hand… on the other hand…”

“It depends on…”

🎯

Fluency Challenge

Role-play:

Situation:

You are an influencer launching your own channel.

Talk about:

What content you create

Your message

How you are different

✅

Answer to the Question

✔️ Correct answer:

c) around 5000 years ago by the ancient Sumerians

🏁

Wrap-up

Ask:

Would you ever like to be an influencer? Why?

What did you learn today?

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An influencer - a new kind of job from the internet era. In this programme, you'll hear from two beauty influencers from different parts of the world, and find out how they are trying to change attitudes towards female beauty. Listen to an interesting conversation and learn some extra vocabulary.

This week's question

YouTube make-up tutorials are very modern, but make-up has been around for a long time. So, when was lipstick first used?

a) around 3000 years ago by the ancient Celts

b) around 4000 years ago by the ancient Egyptians

c) around 5000 years ago by the ancient Sumerians

Listen to the programme to find out the answer.

Vocabulary

influencer
someone who is paid by a company to promote its brand on social media, encouraging other people to buy their products

dos and don'ts
rules about how people should and should not behave in a certain situation

crack a joke
tell a joke

took off
suddenly started to be successful or popular

intrigued
very interested in someone, often because of an unusual or unexpected quality

a given
some detail or fact that is considered as true or real

Transcript
Note: This is not a word-for-word transcript.
Neil
Hello. This is 6 Minute English from BBC Learning English. I'm Neil.

Sam
And I'm Sam. In the UK there's a well-known children's game called, Happy Families. Players have to collect all the cards belonging to one family - there's a butcher, a baker, a carpenter, a doctor, and a tailor - some of the traditional jobs that people in the UK have been doing for centuries.

Neil
But since the invention of the internet and social media, a more up-to-date list of jobs in the 21st century would be very different. It would include modern jobs which didn't exist before, online jobs like web designer and YouTuber.

But first I have a question for you, Sam. YouTube make-up tutorials are very modern, but make-up has been around for a long time. So, when was lipstick first used?Was it:
a) around 3000 years ago by the ancient Celts?
b) around 4000 years ago by the ancient Egyptians? or
c) around 5000 years ago by the ancient Sumerians?

Sam
I'll say it was being used 5000 years ago by the ancient Sumerians.

Neil
OK, Sam, we'll find out if you're right later on. Dimma Umeh is a beauty influencer from Nigeria. She's been creating make-up video tutorials for women of colour for eight years and has hundreds of thousands of followers. Her videos go from eyebrow-shaping tips to shopping trips in Nigeria's biggest city, Lagos.

Sam
Here's Dimma telling BBC World Service programme, The Conversation, how her life as an influencer got started.

So, I did a make-up dos and don'ts video in 2017. I had seen a couple of people doing it prior to that but then, you know, I kind of did it in a way that was a bit funny, maybe cracked a couple of jokes around the ways - or maybe not so great ways - some people were doing things at the time and that video just took off.

Dimma wasn't the first Nigerian influencer to post videos on YouTube, but the difference was her humour - the way she laughed and cracked, or told, jokes. More and more people started watching Dimma's make-up videos and they soon took off, meaning they suddenly became successful and popular.

Neil
Our next beauty influencer is Rammal Mehmud, a photographer turned make-up artist based in Islamabad, Pakistan. As well make-up tips, Rammal creates colourful face painting designs which, she says, helped her through a period of depression. She has popular Instagram and YouTube accounts on which she shares content to help other women with their confidence and mental health.

Sam
Like Dimma, Rammal now has Instagram followers numbering in the hundreds of thousands. So, how does she decide what to share in her blogs and videos? What boundaries does she set for her followers? Here's what Rammal told BBC World Service programme, The Conversation.

Rammal Mehmud
Well, people are very intrigued about your personal life as a blogger - that's a given, but you need to have strong boundaries. I do fear about my family and friends. You actually have to ask people if they are comfortable being on your platform or not.

Rammal says her followers are intrigued about her personal life. If you're intrigued, you are very interested in someone, often because of something unusual or unexpected about them.

Neil
But just because her followers' interest in her life is a given, that doesn't mean Rammal shares everything with them. She has to set boundaries.

Sam
Both Dimma and Rammal make money as beauty influencers, but what's amazing is how they're using social media to start conversations about what beauty means to women in their country. And sharing some great lipstick tips as well!

Neil
And speaking of lipstick, let's reveal the answer to my question, Sam. I asked you when lipstick was first used.

Sam
I said it was around 5000 years ago by the ancient Sumerians.

Sam
Dos and don'ts are rules about what you should and shouldn't do in certain situations.

Neil
Once again, our six minutes are up! Goodbye for now!

Sam
Bye bye!

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BBC Learning English - 6 Minute English / Being a beauty influencer

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An influencer - a new kind of job from the internet era. In this programme, you'll hear from two beauty influencers from different parts of the world, and find out how they are trying to change attitudes towards female beauty. Listen to an interesting conversation and learn some extra vocabulary.

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🧠 Lesson Plan:

Food, Thoughts & Self-Control

🎯 Objectives

By the end of the class, the student will:

Understand and use key expressions about food and thoughts

Talk about habits, decisions, and self-control

Express opinions about health and lifestyle

🔥 1. Warm-up (5–8 min)

Ask:

Do you think about food a lot during the day?

yes I think about food during the day.

What’s your favorite “temptation food”?

I love sweets in general and I think of that most of time.

Do you think eating is more physical or mental?

it depends. it is both sometimes physical and mentally.

👉 Follow-up:

“Do you ever feel like your brain tells you to eat even when you’re not hungry?” yes I feel because food is like a reward and it gives you pleasures for your brain not for because you are hungry but is a pleasure.

weight/ lose/lost/loss/ drugs/ addiction/ addicted/

📚 2. Vocabulary Presentation (10–12 min)

Teach meanings + simple examples:

🥗 food noise/

→ intrusive thoughts about food

Example:

“I have a lot of food noise when I’m stressed.”

👉 Ask:

Do you have food noise when you are bored?

yes I have food noise when I am bored or stressed and tired but the sweets help me to control it.

🌫️ into the ether (idiom)

→ disappeared completely

Example:

“My motivation to diet went into the ether.”

👉 Ask:

Have your plans ever disappeared into the ether?

yes many times In my life my plans have gone into the ether.

😇😈 angel vs devil

→ internal conflict

Example:

“One part of me wants salad, the other wants pizza.”

👉 Ask:

What does your “devil” usually say?

my devil usually say stay home and do not go to the gym.

my angel says eat healthy food.

💪 self-esteem

→ confidence in yourself

Example:

“Exercise improves my self-esteem.”

👉 Ask:

What helps your self-esteem?

exerising helps my self esteem and money to travel.

🏷️ on the market

→ available to buy

Example:

“There are many healthy snacks on the market.”

nowadays we have a lot of healthy food on the market.

👉 Ask:

What healthy products are popular now?

💊 side effect

→ extra negative effect

Example:

“This medicine has side effects.”

Mounjaro and ozemphic have side effects.

👉 Ask:

Do you worry about side effects?

🎧 3. Listening / Reading (Teacher Script) (8–10 min)

Read or paraphrase:

“These days, many people talk about ‘food noise’ — constant thoughts about eating. Some say new medications help reduce this noise, but they can have side effects. For some people, this improves their self-esteem, but others worry about long-term effects. It’s like having an angel on one shoulder and a devil on the other — one says ‘be healthy,’ the other says ‘just enjoy food.’”

Comprehension Questions:

What is “food noise”?

What do medications do?

Why are people worried?

What is the dilemma?

🗣️ 4. Speaking Practice (15–20 min)

🔹 Controlled Practice homework

Complete:

1. When I , I have food noise about ___, especially chocolate.

2. My motivation sometimes goes into the ether ___i feel overwhelmed or too __

3. My angel says _____ but my devil says ___just relax and do it tomorrow.___

4. My self-esteem improves when __ and take care of myself

🔹 Discussion homework

Do you think “food noise” is a real problem today?

Would you take medicine to control your appetite?

Are side effects worth it for losing weight?

Is food more emotional or physical?

👉 Push follow-ups:

“Why?”

“Can you give an example?”

“Do you agree or disagree?”

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BBC Learning English - 6 Minute English / Weight loss drugs

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How do weight loss drugs like Ozempic and Mounjaro help people lose weight?

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make a sentence using each phrasal verbs

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BBC Learning English - Phrasal verbs with Georgie / Phrasal verbs for health and fitness

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Don’t give up your dreams of learning English!

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01) YES A LIKE CHOCOLATE SO MUCH

02) ITS DEPENDS, MAYBE 2 OR 3 TIMES A WEEK

03) I PREFER THE MILK CHOCOLATE

04) I DONT KNOW, BUT WHY I GIVE UP THIS

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🍫

LESSON: Chocolate & Habits (Lower Intermediate)

🎯 Objectives

By the end of the class, the student will:

Talk about food habits

Use: give up, cut down on, craving

Improve listening with real conversation

Speak about preferences and routines

🔥 1. WARM-UP (5–7 min)

Ask:

Do you like chocolate? 🍫

I like it very much when I buy it I eat right away.

How often do you eat chocolate?

not every day but often * once a week/ once a month/ when special occasion like birthday.

What is your favorite chocolate?

dengo. lyndt.

👉 Model answers:

“I eat chocolate every day.”

“I don’t eat chocolate very often.”

💡 Expand:

Morning / afternoon / night

After lunch / after dinner

I normally eat chocolate after lunch during the day not in the night.

🧠 2. KEY VOCABULARY (10 min)

Teach with examples + repetition

🍫

a lot of / lots of

= many

I eat a lot of chocolate

I drink lots of coffee

😮

loads of

= very very many (more informal)

I eat loads of chocolate

👉 Ask:

Which is stronger? → loads of

🚫

give up (something)

= stop forever (or long time)

I want to give up chocolate

I gave up sugar last year

⚖️

cut down on

= eat less

I want to cut down on chocolate

👉 Contrast:

give up = 0 ❌

cut down = less ⚠️

😋

craving

= strong desire

I have a chocolate craving

I really want chocolate now

👉 Ask:

“When do you have cravings?”

normally during the day but sometimes at night.

🎧 3. LISTENING TASK (15 min)

First listening – general idea

Ask before:

👉 “Do they like chocolate?”

Answer:

Yes, both like chocolate

Georgie LOVES it 😄

Second listening – details

summary

the podcast talks about chocolate if you like or you dont like, Georgie likes more chocolate than Neil and Neil talks about chocolate combination, they mention the combination like salt caramel and chilli. Georgie talks about her preferences for chocolate and she likes to have it after lunch and dinner but commonly during breakfast.

Third listening – vocabulary

👉 Student listens and finds:

give up / parar de

I need to give up eating hamburgers on the weekends.

cut down on/ reduzir

I need to cut down on cigarettes.

craving/ desejo de comida/vontade

I need to stop my sugar/sauvory cravings

🗣️ 4. CONTROLLED SPEAKING (10 min)

Give sentence frames:

I eat chocolate…

I eat chocolate after…

I have a craving for…

I want to cut down on…

I want to give up…

👉 Example:

“I have a craving for chocolate at night.”

💬 5. FREE SPEAKING (10–15 min)

Ask:

Do you eat a lot of chocolate?

When do you eat it?

Do you have cravings?

Do you want to cut down on chocolate?

Could you give up chocolate? 😄

👉 Push for longer answers:

Why?

When?

How often?

🎮 6. FUN ACTIVITY (ROLE PLAY)

Situation:

You = doctor 👨‍⚕️

Student = patient

Problem:

👉 “I eat too much chocolate!”

Student must say:

I eat chocolate every…

I have cravings…

I want to cut down…

You respond:

You should…

Don’t eat chocolate at…

✏️ 7. ERROR CORRECTION (IMPORTANT)

Write mistakes and correct together:

Examples:

❌ “I very like chocolate”
→ ✅ “I really like chocolate”

❌ “I eat chocolate all days”
→ ✅ “every day”

❌ “I have craving”
→ ✅ “I have a craving”

🧩 8. EXTRA (IF TIME)

Ask:

👉 What is better?

give up chocolate ❌

cut down on chocolate ⚖️

👉 Why?

🏁 HOMEWORK (optional)

Speak for 1 minute:
👉 “My eating habits”

Must include:

a lot of / loads of

craving

cut down on / give up

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BBC Learning English - Real Easy English / Talking about chocolate

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Neil and Georgie talk about the delicious sweet treat that many of us love!

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Topic: Land, Cowboys, and Change in Montana

Focus: Reading comprehension, vocabulary in context, and speaking structures

1. Warm-up (5–7 minutes)

Ask the student some simple questions to activate ideas.

Questions

Do you know what a cowboy is?

is a man that wears pants and shirts and live in the farm/ranch taking care of the cattle like the cows and the horses.

I used to be a cowboy but I decided to be a doctor.

Have you ever seen a farm or a ranch?

yes of course

Do you think the government should own land? Why or why not?

of course the government should own the land that is unproductive.

Do you prefer cities or wide open spaces?

i prefer wide open spaces with nature, I like the big cities like NY city I like it very much.

Useful speaking structure

Encourage answers like:

I think…

In my opinion…

I prefer… because…

In my country…

Example:

I prefer cities because there are more opportunities.

2. Pre-Reading Vocabulary (10 minutes)

Go through the vocabulary first so the student understands the story better.

ranch

A very large farm where people raise animals.

Example:

He owns a ranch with many animals.

he is the owner of a ranch

cattle / gado

Cows raised on a farm.

Example:

The rancher has hundreds of cattle.

federal land

Land owned by the national government.

Example:

The cattle graze on federal land.

backlash

A strong negative reaction from people.

Example:

There was a backlash after the government decision.

rodeo

A traditional sport where cowboys ride bulls or horses.

Example:

He competes in rodeos every year.

artisanal

Made in a traditional or handmade way.

Example:

They sell artisanal cheese from the farm.

sullied

Damaged or ruined.

Example:

The pollution sullied the river.

3. Prediction (Before Reading)

Ask the student:

What do you think this story will be about?

this story can be about the lifestyle of the cowboys and theirs traditions in the USA.

Why might people worry about government land being sold?

because in general the government land the owners are every people in that space.

What changes could happen in Montana?

the traditions can die and the culture can be damaged.

Encourage structures like:

I think the story will talk about…

Maybe people are worried because…

summary

the reading is about how people in Montana are worried about losing the traditions, the culture and the way of life as cowboys. the federal land is increasing and there is not enough public spaces for the people in there, so they cannot run their cattle in wide open spaces because the land is owned by the government. The people also feel a threat that Montana can turn into a new city like las vegas where the commerce and the building sector is big, so the people want more wide open spaces to continue their way of life.

4. Reading homework

Student reads the text aloud.

Text

Nearly half of all the land in the American west is owned by the federal government. Some people want to change that, and sell the land to build houses and businesses.

But in Montana, a western state known for wide open spaces and cowboys, lots of people rely on the government land. They worry that their cowboy way of life is under threat.

In this short documentary, we meet Brud Smith, who owns a farm in Montana and hear about how the place is changing.

5. Reading Comprehension Questions homwork

Start simple and gradually increase difficulty.

Basic understanding

1. Who owns nearly half of the land in the American West?

2. the government of the US owns the land.

3. What do some people want to do with the land?

4. they want to sell in order to build houses and do business.

5. Why do people in Montana use this land?

6. because it has wide spaces and its traditions as cowboys.

7. What are people worried about?

8. the cowboys lifestyle can end/ can be estinguished.

Understanding ideas

5. Why is land important for ranchers?

6. I think it is important for the location, the traditions and the economy.

7. What changes might happen if the land is sold?

8. it can change the traditions and can end the cowboys lifestyle.

9. Why do people want to protect their way of life?

10. because it is a tradition and the culture is good for the people and their generation.

6. Language Focus – Useful Speaking Structures

Encourage the student to answer using these structures.

Explaining ideas

People rely on the land because…

This could change because…

Example:

People rely on the land because they raise cattle.

Expressing concern

They are worried that…

They think that…

Example:

They are worried that new houses will replace farms.

Giving opinions

I think the government should…

In my opinion…

Example:

In my opinion, the land should stay public.

7. Discussion (Speaking Practice) homework

Ask open questions to encourage longer answers.

Do you think land should belong to the government or private companies?

in my opinion the land should be public and to be used by the people.

What would happen if farms disappeared?

the cowboys lifestyle would end.

Do you think traditional lifestyles should be protected?

yes I think it is traditional and cultural.

Are there places like this in your country?

yes there are like pampas gauchos and pantanal and sertao pretty similar to this way of life.

Encourage longer answers with:

First…

Also…

Another reason is…

8. Vocabulary Practice

Ask the student to create sentences using the new words.

Example task:

Make a sentence with:

ranch

cattle

federal land

backlash

rodeo

Example answer:

There was backlash when the government tried to sell the federal land.

9. Wrap-Up (Reflection)

Ask the student:

What new word did you learn today?

What part of the story was most interesting?

Do you think Montana will change in the future?

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BBC Learning English - Our World in English / The battle for the cowboy way of life

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People in Montana, US worry that they will lose the land the makes the place special. Adapted from Assignment from the BBC World Service.

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summary>

in the story they talk about Adela and Khostya and they felt in love in a war.......

word bank

sit /sat

aware/ I am aware

warm/

warmth

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BBC Learning English - Our World in English / Love in a war zone

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Adela falls in love and moves to Kharkiv in Ukraine. Adapted from a BBC Eye documentary.

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🎭 Lesson Theme: When You’re Not Sure What’s Happening

Level: Lower Intermediate (B1)

Grammar Focus:

seem + adjective

seem like + clause

(it) was / felt / looked as if / as though + clause

🔥 1. Warm-up (Lead-in Discussion – 8 minutes)

Ask:

Have you ever thought something was happening… but you were wrong?

Have you ever seen something strange in the street?

Have you ever misunderstood a situation?

Tell a quick mini example:

“One time, I saw two people arguing in the street. It seemed serious… but they were actually rehearsing a play.”

Now ask the student to share one short story.

🎥 2. Context Introduction (George & Phil)

Explain briefly:

George thought he was seeing a crime.

Phil thought a town was quiet — but he discovered a big festival.

Ask prediction questions:

Why might George think it was a crime?

Why might a quiet town suddenly feel different?

📚 3. Grammar Presentation

1️⃣ Seem + adjective

Structure:

Subject + seem(s) + adjective

Use when:
✔ You have a general impression
✔ You are not 100% sure

Examples:

The street seemed empty.

The man seemed nervous.

The town seemed quiet.

👉 Often turns out to be wrong.

Mini-check:
Change this:
“The restaurant is closed.” (but maybe not)

Student:
“The restaurant seems closed.”

2️⃣ Seem like + clause

Structure:

It seemed like + subject + verb

Use when:
✔ You give a more detailed interpretation

Examples:

It seemed like someone was following him.

It seemed like they were arguing.

It seemed like a good idea at the time.

Ask:
What’s the difference?

Guide them:

“seemed nervous” → general

“seemed like he was hiding something” → specific idea

3️⃣ As if / As though

Structure:

It was / felt / looked / seemed + as if / as though + clause

Use when:
✔ You describe how something appeared
✔ Often dramatic or strong impression

Examples:

It was as if they were hiding something.

It felt as though something bad was going to happen.

It looked as if it was about to rain.

👉 “As if” and “as though” = same meaning (as if is more common)

🧠 4. Controlled Practice (10–12 minutes)

A) Choose the correct form

1. The man ______ nervous.

2. It seemed like someone ______ following us.

3. It was as if they ______ planning something.

4. The town seemed ______ quiet.

(Answers: seemed / was / were / very)

B) Rewrite Using the Target Grammar

1. I thought it was going to rain.
→ It seemed as if it was going to rain.

2. Maybe she was angry.
→ She seemed angry.
→ It seemed like she was angry.

3. I had the impression he was lying.
→ It was as though he was lying.

🎭 5. Story Building Activity (Key Part – 15 minutes)

Give the student a situation:

Scenario 1:

You see two people running out of a shop quickly.

Student must say:

It seemed…

It seemed like…

It was as if…

Example answer:

It seemed suspicious.

It seemed like they had stolen something.

It was as if they were escaping from someone.

Scenario 2:

You arrive in a small town. Everything is silent. Suddenly loud music starts.

Student describes:

The town seemed…

It seemed like…

It was as though…

Push for creativity.

🗣 6. Personalisation – Real Life (10 minutes)

Ask:

Have you ever thought someone was angry but they weren’t?

Have you ever felt as if something bad was going to happen?

Has something ever seemed like a good idea… but wasn’t?

Encourage longer answers:

“I thought my boss was angry. She seemed upset. It seemed like she was disappointed with me. It was as though I had made a big mistake — but actually, she was just tired.”

✍️ 7. Mini Writing Task (Homework or Final 8 min)

Title:
A Time I Was Wrong

Write 6–8 sentences using:

1 × seem + adjective

1 × seem like

1 × as if / as though

🧩 8. Error Correction Drill (Quick Review)

Correct:

1. It seemed like he was nervous. (OK)

2. He seemed like nervous. ❌

3. It was as if she is crying. ❌

4. The movie seemed boring. (OK)

(Student corrects:
2 → He seemed nervous.
3 → It was as if she was crying.)

🎯 Lesson Outcome

By the end, your student should:

✔ Express uncertainty
✔ Describe impressions
✔ Tell short dramatic stories
✔ Understand subtle meaning differences

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BBC Learning English - Learning English Grammar / An interesting sight

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Learn language to use when you see something happening and you’re not sure what’s going on

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🧠 ENGLISH CLASS (INTERMEDIATE – B1/B2)

Why Do We Procrastinate?

🎯 CLASS GOALS

By the end of the lesson, students will be able to:

Explain why people procrastinate

Discuss personal habits related to delay and motivation

Use new vocabulary related to behaviour and psychology

Express certainty, cause and consequence

Participate in a structured discussion

1️⃣ WARM-UP (8–10 minutes)

Write on the board:

“I used to work under pressure when I was younger.”

but now that I passed though many jobs opportunities, I can say I don't like to work under pressure.

Ask students:

Do you agree or disagree?

Do you usually start tasks early or at the last minute?

i prefer to start early but in general I do it at last minute.

Is procrastination always negative?

no, in some specific times is healthy is necessary to have a break and doing nothing and to have a healthy mind.

Pair discussion first → then open class feedback.

2️⃣ INTRODUCTION TO THE TOPIC

Explain:

Today we are talking about procrastination — delaying things we need to do.

Ask:

Why do people procrastinate?

Is it laziness, fear, stress, or something else?

Do you procrastinate more with work, study, or personal tasks?

prioritise our things = you dont delays things.

3️⃣ WEEKLY QUESTION (Prediction)

According to research from DePaul University in Chicago, what percentage of people procrastinate so much that it interferes with their daily life?

a) 10%

b) 20%

c) 30%

Students vote and explain their guess.

(No answer yet!)

4️⃣ KEY VOCABULARY (Core Section)

1️⃣ Procrastination/ procrastinate/

Delaying something you need to do.

Example: I normally procrastinate with things that are unimportant but I know how to prioritise things.

2️⃣ Without a shadow of a doubt homework

Completely certain.

Example:

Without a shadow of a doubt, I work better at night.

Practice:

Students complete:

Without a shadow of a doubt, I procrastinate when…

3️⃣ Under pressure homework

Feeling stressed because you have too much to do.

Example:

I only start working when I’m under pressure.

Discussion:

Is pressure good or bad for productivity?

4️⃣ Impulsive

Acting without thinking.

Example:

Checking Instagram instead of working is impulsive behaviour.

Ask:

Are procrastinators lazy or impulsive?

5️⃣ Gratification

A feeling of pleasure or satisfaction.

Explain:

Procrastination is often about instant gratification.

Example:

Watching Netflix gives immediate gratification.

Studying gives delayed gratification.

Mini discussion:

Which one is stronger for you?

6️⃣ Oodles of (something)

A very large amount.

Example:

I have oodles of homework.

There are oodles of distractions online.

Students create their own sentence.

5️⃣ DISCUSSION – CRITICAL THINKING (15–20 minutes)

Question 1:

Is procrastination a time-management problem or an emotional problem?

Question 2:

Why do we choose short-term gratification over long-term success?

Question 3:

Do deadlines help or create anxiety?

Encourage students to use:

I believe that…

In my experience…

On the one hand… on the other hand…

It depends on…

6️⃣ REAL-LIFE APPLICATION ACTIVITY

In pairs:

Student A:

Describe something you are currently procrastinating.

Student B:

Give advice using:

You should…

Maybe you could…

If you…, you might…

Switch roles.

7️⃣ ANSWER TO THE QUIZ

Correct answer:

✅ b) 20 percent

Explain:

Around 1 in 5 people procrastinate so much that it affects their daily life.

Ask:

Does that surprise you?

8️⃣ OPTIONAL EXTENSION (If Time)

Connect to modern habits:

Why do we doomscroll?

Does social media increase procrastination?

Is technology making us more impulsive?

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BBC Learning English - 6 Minute English / Why do we procrastinate?

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Do you leave your work until the last minute?

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Lesson title

Food, Mood & Life Experience: Reviewing the Present Perfect

Level

Lower-intermediate (A2–B1)

Main grammar focus

✅ Present perfect (have / has + past participle)
– life experience
– recent changes
– effects on the present

Topic

Food, emotions, habits, and mental health

1️⃣ Warm-up (5–8 minutes) – Personal & easy

Teacher prompts (oral):

When you feel sad or stressed, what food do you usually eat?

Do you eat because you are hungry or because of your mood?

👉 Write 2 answers your student gives on the board.

Then introduce naturally:

“So, you have eaten food because of your emotions. That’s emotional eating.”

No grammar explanation yet — just exposure.

2️⃣ Vocabulary activation (8–10 minutes)

Use simple definitions + examples, not translation first.

Key vocabulary (from the programme)

emotional eating
Eating food because of feelings, not hunger
➝ I eat chocolate when I feel stressed.

since I am a doctor I need to control myself for emotional eating, I know sometimes I dont have time for sit down meal but I always look for a food that I deserve after some work.

appetite
The feeling that you want to eat
➝ I’ve lost my appetite when I’m anxious.

this morning my appetite was big, I prepared my breakfast and for my mood is better.

grab and go
Take food quickly, no time to sit
➝ I’ve grabbed a sandwich and eaten at my desk.

on weeding I dont eat but I grab and go all time to the dance floor.

bananas (slang)
Silly or crazy
➝ People thought the idea was bananas.

roll your eyes
Show annoyance or disbelief
➝ He rolled his eyes when I talked about dieting.

when the people come and gossip for me , I roll my eyes!

patronising
Talking to someone like they are stupid
➝ The doctor has been patronising.

the bolsominion were patronising for the walk in Brasilia last week.

💡 Quick check
Ask:

Which word is positive?

Which words are negative?

Which words describe feelings?

3️⃣ Guided listening / reading focus (10 minutes)

You do not need the full audio. Use short excerpts.

Task 1 – Meaning first

Ask:

Why do people eat comfort food?

Why is emotional eating sometimes a problem?

Task 2 – Notice the grammar

Write these sentences on the board (adapted from the transcript):

People have linked food with mood.

Danny has suffered from depression.

Scientists have studied the connection between food and mood.

Her ideas have not been accepted by everyone.

Ask:

Are we talking about yesterday, last week, or life experience?

👉 Lead them to: experience / changes / results now

4️⃣ Present Perfect Review – Clear & simple (10 minutes)

Form (keep it light)

have / has + past participle

I have eaten

She has studied

They have felt better

Use it for this lesson:

1. Life experience

Have you ever eaten because you felt sad?

2. Changes

My eating habits have changed.

3. Present result

I’ve eaten junk food, so I feel tired now.

⚠️ Contrast briefly (no deep dive):

Past simple = when

Present perfect = experience / result

5️⃣ Controlled practice (8 minutes)

Exercise A – Choose the correct option

1. I have eaten / ate chocolate when I feel stressed.

2. She has lost / lost her appetite recently.

3. People have become / became more interested in food and mood.

👉 Correct together, ask why.

Exercise B – Finish the sentence

Give sentence starters:

I’ve eaten __________ when I felt stressed.

I’ve grabbed __________ when I had no time.

I’ve felt better after __________.

6️⃣ Speaking practice – Personal but safe (10 minutes)

Guided questions (present perfect)

Have you ever eaten because of stress or sadness?

Have you noticed that food has changed your mood?

Have you ever lost your appetite because of stress?

Have you tried eating healthier food to feel better?

Encourage follow-up:

Really?

How did you feel?

Why do you think that happened?

7️⃣ Natural wrap-up (5 minutes)

Recap together

Ask the student to complete orally:

Today I’ve learned that __________.

I’ve realised that food __________ my mood.

I’ve used the present perfect to talk about __________.

Finish with:

“So today, you’ve connected grammar, food, and real life — well done.”

Optional homework (simple & meaningful)

Writing (6–8 sentences):

Write about your food habits and emotions. Use the present perfect at least 4 times.

Example model:

I’ve eaten chocolate when I felt stressed. I’ve noticed that healthy food has made me feel better. I haven’t changed my diet completely, but I’ve started thinking more about food and mood.

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BBC Learning English - 6 Minute English / Food and mood

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We look at the link between what you eat and how you feel.

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BBC Learning English - Learning English Grammar / What have you been up to?

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This week, Beth’s been decorating her house and Neil’s been to a party!

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📘 Class: Talking About Plans & Goals for 2026

Based on: Neil & Georgie’s real conversation (Easy English)

Main focus: Future intentions, reflection, vocabulary

Skills: Listening-style reading, speaking, personal expression

Length: 60 minutes

1️⃣ Warm-up: Thinking About the New Year (5–8 minutes)

Ask the student:

Do you usually make New Year’s resolutions?

yes I have many resolutions, the first is to improve my English and sell my house in Parana, and prepare my wedding for next year, invest more in my career, maybe buy one apartment in rio.

Do you think resolutions really work? Why / why not?

I think resolutions are necessary for the objectives in our lives and it is necessary for working on our willing to do things.

How do you usually feel at the start of a new year: motivated or unsure?

I think this year I feel more motivated because I want to improve my English and I am investing a lot, now I can't invest more in my career but in other personal things.

👉 Encourage short answers first, then expand.

2️⃣ Key Vocabulary (Pre-teach)

Introduce the words before reading.

🔑 Vocabulary

New Year’s resolutions
Promises you make at the start of the year to start doing something good, or stop doing something bad.

this year I want to focus more on my English classes and stop eating sweets for a healthy life.

Goal/objective/ resolutions.
Something you want to achieve/ complete/ make it real

achieve/ achievement/

i was very happy when I bought my first apartment, I really wanted to achieve this dream. this was a great achievement.

Motivated
Wanting to do something, and therefore more likely to actually do it.

Wish your life away
To think too much about the future instead of enjoying the present.

stop wishing your life away, and focus in your present

🗣️ Quick Practice

Ask the student to complete:

One of my goals for 2026 is __________.

I feel motivated when __________.

Sometimes people wish their life away because __________.

3️⃣ Reading: Neil and Georgie Talk About 2026 (10–12 minutes)

📖 Reading Text

Neil: So, Georgie, do you usually make New Year’s resolutions?

Georgie: Not really. I like having goals, but I don’t like putting too much pressure on myself.

Neil: I understand that. I often start the year feeling very motivated, but it’s hard to stay motivated all year.

Georgie: Exactly. I think it’s important to enjoy the present and not wish your life away.

Neil: That’s true. Still, I do like planning. For 2026, I want to focus on my health and learn something new.

Georgie: That sounds good. My goal is to have better balance — work, rest, and time for myself.

Neil: So maybe it’s not about big resolutions, but small, realistic goals.

Georgie: Yes, goals that help you enjoy life now and in the future.

4️⃣ Comprehension & Reflection (8–10 minutes)

Ask open questions:

1. Why doesn’t Georgie like New Year’s resolutions?

2. What problem does Neil have with motivation?

3. What does “wish your life away” mean in this conversation?

4. Do Neil and Georgie agree or disagree about goals?

5️⃣ Language Focus: Talking About Plans (10 minutes)

Highlight useful structures from the text:

🧩 Structures

I want to…

My goal is to…

I would like to…

I don’t want to put too much pressure on myself.

I want to focus on…

✏️ Controlled Practice

Complete the sentences:

1. In 2026, I want to be more dedicated and improve my English skills for my job and for my personal life.

2. One goal I have is to be rich and be healthier with my life__________.

3. I don’t want to work anymore because _i feel that I am turning a workaholic and I need to stop_________.

4. I feel more motivated when know another culture and other places I like that

5. I need to travel more to salvador and pay a visit to my family and have my yummy acaraje _________.

6️⃣ Speaking Practice: Personal Goals (Main Activity)

🗣️ Guided Speaking

Ask the student to talk about:

One personal goal for 2026

One professional or study goal

One habit they want to change

One thing they want to enjoy more in the present

Encourage full sentences and follow-up questions:

Why is that important to you?

How do you plan to do it?

What could stop you?

7️⃣ Reflection Activity: Balance & Mindset (5–8 minutes)

Ask:

Do you think people today focus too much on the future?

How can someone have goals without wishing their life away?

What helps you stay motivated?

8️⃣ Optional Writing / Homework

✍️ Short Writing (120–150 words):

My Goals and Plans for 2026

Include:

At least 3 goals

One sentence with motivated

One sentence with wish your life away

9️⃣ Extension (Optional – Higher Level)

To challenge stronger students:

Ask them to compare resolutions vs goals

Introduce “realistic expectations” and “long-term habits”

Have them role-play a conversation like Neil and Georgie’s

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BBC Learning English - Real Easy English / Talking about New Year’s resolutions

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Neil and Georgie talk about their plans and goals for 2026.

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💬 Intermediate Class: Is Gossiping Good or Bad?

1️⃣ Warm-Up Questions (Easy)

Ask your student:

Do you gossip with friends or coworkers?

I used to gossip but now I don't.

Do you think gossip is a good thing or a bad thing?

bad thing

Why do people gossip?

because it is a lack of a topic/ conversation.

2️⃣ Grammar Focus: Speculation + Reported Speech (Simplified)

🔹 MAY / MIGHT for guessig (present & future)

MAY POSSIBILITY IS BIGGER 50 PERCENT

MIGHT THE PROBABILITY IS REMOTE 30 PERCENT

I MAY SEE YOU AT CARNIVAL, BECAUSE I WILL BE WATCHING YOUR STEPS.

MAY /QUESTIONS

MAY I COME IN?

MAY I ASK YOU A QUESTION?

MIGHT

I MIGHT BUY A TICKET TO SEE ANITTA IN CONCERT.

We use may 50 or might 30 to say a guess — something we are not sure about.

She might be sick. (= maybe she’s sick)

They may come later. (= maybe they will come)

🔹 MAY HAVE / MIGHT HAVE for guessing about the past

Use this when you guess about something that already happened:

bruno may have eaten everything in the fridge.

He may have forgotten his keys.

She might have missed the bus.

🔹 Reported speech (say what someone said)

We change the sentence one step back in time:

“I’m tired.” → She said she was tired.

“I want a new phone.” → He said he wanted a new phone.

i will get married / he said he would get married

🔹 Direct quotes (exact words)

You repeat the exact sentence:

She said, “I’m so busy today.”

**📘 3️⃣ Reading :

“Is Gossiping a Good or Bad Thing?”**

People gossip everywhere — in offices, in families, and even with friends at lunch. Some people say gossip is a bad habit. Others think it may actually be something positive. But which idea is true?

gossipers - wireless phone -

First, gossip can help people feel close. When we share a small story like, “She might be nervous today,” or “He may be excited about something,” we are trying to understand each other. A psychologist said gossip is a natural way for humans to connect. She said, “People often gossip to feel part of a group.”

But gossip can also cause problems. My friend told me about her workplace. One person said, “Tom said he may leave the company.” After a few days, many coworkers were saying, “Tom might be looking for a new job,” even though nobody really knew the truth. Later, Tom explained he never said he wanted to leave. He said he was simply tired that week.
The story grew bigger because people kept guessing and repeating it.

Gossip can also change small comments into big stories. Last month, a coworker said, “I might have a meeting with the boss.” Later, people reported it as: “She said she will be promoted.”
But she didn’t say that at all.

So, is gossip good or bad? It might be both. Gossip may help people understand each other and feel connected. But it may also create confusion or hurt someone if the information is not true.
Maybe the best rule is simple: think carefully before repeating something you heard.

4️⃣ Comprehension Questions

1. What are two reasons why people gossip?

2. in general, I think is excited and friendly with another person to talk about someone.

3. How can gossip help people feel close?

4. for example when I hear about an enemy and I hear about this person I think I have the gossip.

5. What did people say about Tom?

6. Tom said he may leave the company.” After a few days, many coworkers were saying, “Tom might be looking for a new job.

7. Why was the rumor about Tom not true?

8. because he said he may leave the company.

9. How can small comments become big stories?

10. The story grew bigger because people kept guessing and repeating it.

11. According to the text, when is gossip dangerous?

12. when you make bad comments and this can hurt people feelings.

13. What is the “best rule” the text suggests?

14. before say something think carefully what you will say.

5️⃣ Discussion (Easy Questions)

Do you think gossiping is mostly helpful or mostly harmful?

Have you ever heard a rumor that was not true?

How can people avoid problems caused by gossip?

speaculating about some strange things happening in the house.

1. your perfume is half used and you don't know who used it.

may/ might

may have/ might have / participle

I think bruno may have used my perfume. he likes it.

the wet towel is on the bed.

I may have forgotten the wet towel on the bed.

the kitchen is a mess and it smells terribly.

maybe my mother may have prepared the food for us.

reported speech

i am very fanatic of Daniela mercury

Eduardo said, he was very fanatic of Daniela mercury.

bruno is crazy for coming to salvador.

bruno told me, he was crazy for coming to salvador

i don't want to spend much money for camarote salvador.

Eduardo said, he didn't[t want to spend....

create 4 sentences using present with may and might and 3 sentences in the past using may have and might have plus a participle. * use a context to use the sentences.

1. MAY I ENTER THE ROOM ?

I MAY GO TO THE GYM LATER

2. SHE MAY CALL YOU LATER/ MAKE A CALL

3. MAY I BORROW YOUR PEN?

4. I MIGHT GO TO THE GYM LATER

5. SHE MIGHT CALL YOU LATER

6. IT MIGHT BE A BAD day.

he might travel next month

7. you may have left it in the restaurant

8. she may have gone out

9. he may have traveled

10. she might have missed the train

11. I might have left my phone at home

12. he might have left the dog inside/ on the car

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BBC Learning English - Learning English Grammar / Gossip

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How can you talk about things that may or not be true?

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💬 Class: Talking About Watching Sports

Level: Lower Intermediate
Duration: 45–60 minutes

1️⃣ Warm-Up (Speaking)

Ask your student:

1. Do you like watching sports?

2. Do you prefer watching sports on TV or live at the stadium? Why?

LIFE / LIVES

LIVE

LIVE

1. Have you ever watched a sports match with a big crowd?

Keep it simple and personal.

2️⃣ Vocabulary Review (Meaning + Simple Examples)

Teach or review the four key words:

crowd

👉 a large group of people
✔ There was a big crowd at the stadium.

AT IVETE[S CONCERT THERE WAS A BIG CROWD.

atmosphere

👉 the mood or feeling of a place
✔ The atmosphere at the match was exciting.

THE ATMOSPHERE FOR CHRISTMAS IS VERY EMOTIONAL.

drama

👉 something exciting or emotional
✔ There was a lot of drama in the game.

THERE WAS A LOT OF DRAMA WITH NEYMAR PLAYING.

nail-biting / BITE NAILS

👉 very exciting and a little stressful
✔ The last minutes were nail-biting.

WHEN MADONNA OPENED THE SHOW IT WAS VERY NAIL BITING IN RIO.

Ask the student to repeat the words and make a very small example.

3️⃣ Short Reading (Simplified Text Based on the Episode)

Have the student read this version aloud:

Beth: Hi Neil! How was your weekend?
Neil: Great! I watched a football match at the stadium.
Beth: Nice! Did you win?
Neil: Yes! And the crowd was amazing.
Beth: Do you prefer watching sports live or on TV?
Neil: I love watching live. The atmosphere at the stadium is fantastic.
Beth: I like watching gymnastics on TV because I can see everything better.
Neil: True, but at live matches there is more drama.
Beth: Yes! Sometimes games are so close. They are nail-biting!
Neil: Exactly. You don’t know who will win until the last minute.

4️⃣ Reading Comprehension (Easy Questions)

Ask:

1. What sport did Neil watch?

2. Why does he like watching live sports?

3. Why does Beth prefer watching gymnastics on TV?

4. What does nail-biting mean?

5. Do you think watching sports live is better? Why?

5️⃣ Vocabulary Practice (Controlled)

Complete the sentences:

1. There was a big ______ at the concert.

2. The ______ in the stadium was very exciting.

3. The last minute of the match was full of ______.

4. The game was so close. It was ______.

(Answers: crowd, atmosphere, drama, nail-biting)

6️⃣ Communicative Practice (Personal Questions)

Ask your student:

Have you ever been in a big crowd? Where?

What sport has the best atmosphere?

Tell me about a nail-biting moment you had (in sports or life).

Encourage short, simple answers.

7️⃣ Grammar Mini-Focus (Very Light)

Because the student is lower-intermediate, keep grammar short and simple.

Talking about preferences

I prefer watching sports on TV.

I like watching sports live.

I enjoy watching football.

👉 Note: like / love / enjoy + verb-ing

Quick practice:

Tell the student to complete:

I like ________

I prefer ________

I enjoy ________

8️⃣ Final Speaking Activity (Role-Play)

Tell the student:

“You are Beth. I will be Neil. We meet and talk about our weekend. Tell me what sport you watched, how it was, and how the crowd and atmosphere were.”

Then switch roles.

9️⃣ Optional Homework

Write 5–6 sentences about:

👉 A sports event you watched (on TV or live). Include the words: crowd, atmosphere, drama, nail-biting.

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BBC Learning English - Real Easy English / Talking about watching sports

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Learn to talk about crowds, atmosphere and nail-biting drama!

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🐶 CLASS: Can Dogs Read Our Minds?

Level: Lower Intermediate
Skills: Reading, vocabulary, speaking, basic critical thinking
Time: 45–60 minutes

1. Warm-Up (5 minutes)

Ask your student:

Do you think dogs understand humans?

Can dogs feel when we are sad or happy?

Do animals have emotions?

Encourage short, simple answers.

2. Vocabulary Preparation (8 minutes)

Teach these words using simple explanations and your own examples:

aware – when you know something

relate closely to – understand well or feel a connection

brain scan – a picture or study of the brain

provoke – to cause something to happen

domesticated – trained to live with humans

subtle – very small and difficult to notice

innate – something natural, not learned

stimulus – something that makes you react

genes – parts of DNA that affect how living things grow

Ask:
“Which of these words describe a dog you know?”

3. Reading (5 minutes)

Have the student read the text aloud or silently.
Stop after each paragraph to check understanding.

4. Comprehension: Match Headings to Paragraphs (5 minutes)

Correct answers:

Paragraph 1 → nature, nurture or friendly mind readers?

Paragraph 2 → friends or different perspectives

Paragraph 3 → canine brain responses or companions and assistants

Paragraph 4 → nature, nurture or different perspectives

Paragraph 5 → friendly mind or companions and assistants

5. Comprehension: Choose the Correct Option (8 minutes)

1. Dogs develop a detailed picture of what we are thinking.
→ False or true

2. In paragraph 2, “they” refers to…
→ dogs or humans

3. Dogs know when they should be quiet to get food.
→ True or false

4. Dogs show greater emotional responses than other domesticated animals.
→ this information is not given or it is true

5. Dogs are better than wolves at responding to ______ clues.
→ subtle or soft

6. Summary Completion (5 minutes)

write a summary using some of these words,

1. relate closely

2. aware

3. brain scans

4. provoke

5. innate

7. Guided Speaking Practice (10 minutes)

Ask your student to answer using simple sentences:

Why do people love dogs so much?

THERE IS A LOT OF AFFECTION INVOLVED, THE LOOKS, THE JOY WHEN WE SEE EACH OTHER, GRATITUDE FOR THE GESTURES.

Do you think dogs can feel human emotions? Why?

YES I THINK SO, I DONT KNOW WHY, BUT I BELIVE DOGS CAN FEEL OUR EMOTIONS.

Can you describe a moment when a dog understood something about a person?

FOR EXAMPLE , WHEN I AM SAD, MY DOG PAYS ATTENTION TO ME AND TAKES CARE OF ME.

Why do you think dogs are good assistance animals?

YES , THEY ARE VERY INTELLIGENT AND WHEN ARE TRAINED, THEY FOLLOW FUNCTIONS DAY TO DAY / DAILY.

Do you think dogs are born with emotional intelligence, or do they learn it?

I AM FROM THE SCIENCE AND I BELIVE THAT BUILDING EMOTIONAL AND INTELLIGENCE IS UNDERSTOOD BY DOGS.

Encourage them to use the new vocabulary when possible.

8. Simple Critical Thinking (5 minutes)

Give your student these statements.
Ask if they agree or disagree, and why, using easy language.

“Dogs understand humans very well.”

YES THEY UNDERSTOOD EMOTIONAL HUMANS

“Animals can feel emotions just like humans.”

NO, I THINK THAT ITS POSSIBLE BUT IS AN EXCEPTION DOG.

“Dogs should be trained to help more people.”

YES BECAUSE THEY DEVELOP FUNCTIONS AND ARE HAPPY TO FULFILL THEM

You can give sentence starters such as:
“I think… because…”
“In my opinion…”
“I agree / I disagree because…”

9. Optional Homework

Write 5–6 sentences about:

A dog you know (real or imagined): What can it understand about people?

I WRITE ABOUT MY DOG, I BELIVE THAT HE HAS THE FELLING ABOUT PEOPLE IN GENERAL, EMOTIONS, AND ACTIONS.

HE UNDERSTANDS WHEN HE CAN PLAY AND WHEN HE SOULD STAY TO HIMSELF.

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BBC Learning English - The Reading Room / Is your dog reading your mind?

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Practise your reading skills and learn about pets reading your mind in English

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🌟 CLASS: Experiences or Possessions?

Level: Lower Intermediate (B1)

Skills: Reading, Vocabulary, Speaking, Writing

Topic: Happiness — things or experiences?

🗣️ WARM-UP (5–7 minutes)

Ask your student:

1. What makes you happier — buying something new or doing something fun?

for me spending my money on experiences, I think is better than buying things.

2. What is something you bought that made you happy?

I think is the trip I bought and it was beautiful.

3. What is an experience (like a trip, concert, or event) that made you happy?

yes, I like trips, my first time in Europe this year, my trip to noronha and I was engaged and the last event was the concert that I went that made me happy in life.

Write examples on the board:

👜 a new phone – 🎢 a day at the amusement park

simpler / simple/ luxurious /quality on things/

📖 READING

Title: What Makes Us Happier: Things or Experiences?

1️⃣ Some people prefer buying things like new phones, clothes, or cars. Others prefer to spend money on experiences — trips, concerts, or dinners with friends. A study in the UK found that 6 in 10 people prefer to spend their money on experiences, especially young people between 18 and 34 years old.

2️⃣ Things can last a long time, but we quickly get used to them. When we buy something new, we feel happy at first, but that feeling doesn’t last. Soon it becomes normal, and we want something better. We also compare what we have with other people, which can make us feel jealous.

3️⃣ Experiences are different. Even if they don’t last long, they can make us happy for a long time. Waiting for an experience can make us excited. Experiences are often shared with other people, which makes us feel connected. The memories become part of who we are.

4️⃣ However, not everyone feels the same. Some people may prefer buying things — for example, people who are more introverted or who don’t have many possessions. But for many of us, spending money on experiences makes us happier than buying things.

🧠 COMPREHENSION QUESTIONS

1. Match the headings to the paragraph.

Paragraph 1 __b__

Paragraph 2 __c__

Paragraph 3 __a__

Paragraph 4 __d__

a) Experiences make people happier

b) Experiences are more popular

c) People get bored of things

d) Not everyone feels the same

✅ Suggested answers (for checking after discussion):

1–b / 2–c / 3–a / 4–d

2. Choose the correct answer.

1. Most UK people prefer to spend money on experiences.
ax) True b) False c) Not given

2. We get used to new things after some time.
ax) True b) False c) Not given

3. Experiences help us feel close to other people.
ax) True b) False c) Not given

4. Everyone prefers to buy things.
a) True bx) False c) Not given

✅ Answers: 1–a / 2–a / 3–a / 4–b

🧩 VOCABULARY PRACTICE

Match the words to their meanings:

1. material possessions /b

2. fleeting/d

3. fade/ g

4. envious /a

5. anticipation/c

6. deteriorate/e

7. personality type/f

a) feeling jealous of someone

b) things that you own

c) excited feeling before something happens

d) short, not lasting long

e) lose quality or get worse

f) the kind of person you are

g) to slowly disappear

✅ Answers: 1–b / 2–d / 3–g / 4–a / 5–c / 6–e / 7–f

✏️ SUMMARY GAP-FILL

Use the words in the box to complete the text.

Box: material possessions – deteriorate – fleeting – anticipation – identity

Buying new (1)__material possessions______ might not make us happy for long. They can (2)_deterioarate______ or lose their value. While experiences may be (3)_fleeting_______, waiting for them often gives us a feeling of (4)_anticipation_______. The memories we make help form our (5)__identity______.

✅ Answers: 1 material possessions / 2 deteriorate / 3 fleeting / 4 anticipation / 5 identity

💬 SPEAKING EXTENSION

Discuss these questions:

1. Do you agree that experiences make us happier than things? Why or why not?

YES I AGREE, THINGS ARE TEMPORARY, EXPERIENCES BUILD PERSONALITIES.

2. What was the best experience of your life so far?

THE ARE MANY BEST EXPERIENCES, I THINK THE BIG EXPERIENCE I HAD THAT'S WHEN I GOT INTO UNIVERSITY

1. What is something you bought that made you happy — for how long?

I THINK MY FIRST CAR, I DONT REMEMBER FOR HOW LONG TIME .

1. What kind of person are you — someone who likes things or experiences?

I AM A KIND OF PERSON THAT LIKE EXPERIENCES, LIKE CONCERTS, TRIPS, VACATION, PARTIES AND MANY THINGS FOR EXAMPLE TIME WHITH MY FRIENDS AND MY FAMILY.

📝 WRITING TASK

Write a short paragraph (6–8 sentences):

“A time when I spent money on something that made me really happy.”

I SPENT MONEY ON TRIPS, I THINK THIS IS THE BEST FORM TO LIVE, BECAUSE I CAN KNOW OTHER CULTURES AND PEOPLE, TO LIVE INCREDIBLE EXPERIENCES , ITS VERY IMPORTANT TO WORK, I LIKE WHAT I DO.

TO KNOW OTHER PLACES, ANOTHER SUNSETS AND DIFFERENT LIFE PURPOSES, HELP ME TO UNDERSTAND LIFE.

ANOTHER / SINGULAR

ANOTHER FRIEND/ANOTHER DAY/ANOTHER PATIENT.

OTHER /PLURAL

OTHER PEOPLE/OTHER FRIENDS/ OTHER CULTURES

Include:

What you spent money on

Why it made you happy

How long that happiness lasted

Would you rather buy or experience something next time?

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Hard: Upper intermediate level and above, B2 and above

Introduction

Read the article and answer the questions below. To listen to this article, click here for an audio download.

Read

1 What's best: a brand new phone or a day out with your friends? Is it better to spend money to buy things or to do things? A study of UK consumers showed that six in ten people would rather spend their money on experiences than material possessions. Those aged 18-34 reported spending the highest amount on fun activities.

2 Possessions can last for many years, while experiences are fleeting. This, however, might be the wrong way to look at things. Psychology professor Thomas Gilovich discovered that the happiness that objects provide can fade quickly. We adapt to having new possessions, so that rather than being something we are excited by, they just become our new normal. Soon we may even want to buy a better version of the things we own. Our feelings around possessions can also be affected by others. We tend to compare what we have with other people. If someone else has something better, we can start to feel envious.

3 A holiday or a day out may have a short duration, but the happiness it provides can last much longer. Waiting for our latest purchases to be delivered is frustrating, but waiting for an exciting event gives us a feeling of anticipation. Experiences are often shared, so we gain pleasure from social connection and time spent with other people. Memories of our experiences become part of our identity. As Gilovich points out, we are the sum of our experiences. Indeed, the very fact that experiences last for a limited time can give them value. A physical good deteriorates over time, while our memories of an experience can give us pleasure year after year.

4 Of course, it's not always that simple. Other studies have suggested that happiness gained from experiences might depend on your personality type, and how many possessions you already have. People with more introverted personality types may get less benefit from social occasions and those with few possessions may get greater benefit from objects. However, for many of us, it could be that when choosing how to spend our disposable income, we'll get far more benefit by spending on something to do, rather than something to have.

Questions
1. Match the headings to the paragraph.
Paragraph 1 ________
Paragraph 2 ________
Paragraph 3 ________
Paragraph 4 ________

a. Adapting to products
b. Experiences becoming more popular
c. Spending disposable income
d. Not for everyone
e. Anticipation and memories
2. Choose the correct option based on the content of the article.
1. Most UK consumers prefer spending their income on experiences.

a. True
b. False
c. Not given

2. What does ' this' refer to in the following passage? Possessions can last for many years, while experiences are fleeting. This, however, might be the wrong way to look at things.

a. thinking that experiences are better
b. thinking that something that lasts longer is better
c. thinking about experiences

3. According to the text, which of these are true?

a. experiences have to be exciting to be enjoyable.
b. new possessions are expensive.
c. we get bored of new possessions over time.

4. Waiting for a new experience is exciting.

a. True
b. False
c. Not given

5. Whether you can get more pleasure from experiences can depend on ________.

a. where you live
b. your income
c. your job
3. Use the words in the box to complete the summary of the article.
Buying new 1)________ might not make us happy. They can also 2)________ over time. While experiences may be 3)________, waiting for them often makes us feel 4)________, while the memories we make help form our 5)________.

deteriorate
disposable income
anticipation
fleeting
material possessions
identity
duration

Vocabulary

material possessions
physical objects that someone owns

fleeting
lasting for a very short time

envious
feeling that you want what someone else wants

duration
how long something lasts

frustrating
something that annoys you because it stops you doing something

anticipation
excitement at something that could happen in future

deteriorate
get worse in quality

personality type
the characteristics of someone's personality

disposable income
money left over after you have paid for the things you need
1. Match the headings to the paragraph.
Answers

Paragraph 1 b) Experiences becoming more popular

Paragraph 2 a) Adapting to products

Paragraph 3 e) Anticipation and memories
2. Choose the correct option based on the content of the article.
Paragraph 4 d) Not for everyone

1. a. True. A study of UK consumers showed that six in ten people would rather spend their money on experiences than material possessions.

2. b. thinking that something that lasts longer is better. The pronoun 'this' refers to the sentence 'Possessions can last for many years, while experiences are fleeting', which implies that possessions are better value.

3. c. we get bored of new possessions over time. Psychology professor Thomas Gilovich discovered that the happiness that objects provide can fade quickly.
3. Use the words in the box to complete the summary of the article.
4. a. True. Waiting for our latest new products to be delivered is frustrating but waiting for an exciting event gives us a feeling of anticipation.

5. b. your income. Other studies have suggested that happiness gained from experiences might depend on your personality type, and that people with lower incomes may be more likely to get happiness from possessions.

Buying new material possessions might not make us happy. They can also deteriorate over time. While experiences may be fleeting, waiting for them often makes us feel anticipation, while the memories we make help form our identity.

Next

Listen to the article.

Learn English to talk about what you would do with a million pounds.

Learn more about money in English.

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BBC Learning English - The Reading Room / The benefits of spending money on a good time

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Practise your reading skills and learn whether it's better to treat yourself by buying a thing or an experience

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Reading

👥 Lesson: How to Make Friends as an Adult

Level: Lower Intermediate

Topic: Friendship and social life

Skills: Reading comprehension – Vocabulary – Speaking

⸻

1. Warm-up (5–7 minutes)

when you are younger you make friends easily, but when you are older you also make friends specially depending of your likes or sexual orientation, is more common for places like the beach to make friends or on a trip.

Ask students:

• Is it easy or difficult to make new friends as an adult? Why?

i am nice meeting people and I like to make connections.

• How did you meet your closest friends?

it is very common for me to meet friends at cafes, gyms, and parks * outdoor places.

• Do you think people have more friends when they are younger or older?

I think they have more friends when they are older because when you are younger you make friends easily and when adults you have a different life based on work and studies.

2. Reading: How to Make Friends as an Adult

Read this short text together

1. At school you’re surrounded by people your own age. Of course, you spend a lot of time with them, and so some of the best friendships are forged at school. But later in life, it’s easy to lose touch – you work full-time, maybe start a family, and your old friends might be scattered across the country or even the world. A 2016 study in Finland found that after the age of 25, the number of friends someone has falls very quickly, and this number continues to decrease throughout a person’s life. So when you’re in your mid-to-late 20s, how can you make new friends?

2. Radhika Sanghani, a BBC journalist, decided to make new friends by saying yes to any invitations that came her way. If a colleague asked her for lunch, she didn’t shy away from it, and she soon made some of the closest friends she’d ever had. “We all message several times a week often leaving rambling voice notes; we host dinners at each other’s houses; and we’ve all cried on each other at least once (the true mark of friendship),” she wrote in a 2018 article.

3. The website Talk Twenties recommends joining a local class or group, like taking up running or joining a choir. Having something in common gives you something to talk about with your new acquaintances, which will hopefully then translate into meaningful relationships. When you don’t have mutual interests with someone, it can be difficult to get past the small talk stage, where conversation can quickly fizzle out, and a class can help avoid this.

4. Nowadays, there are also apps for meeting new people, like Bumble BFF or Meetup. Dr Robert Puff, who writes for Psychology Today, says solid friendships are essential for two main reasons. One is to help make life more enjoyable, and the other is to give us support in difficult times – to make hardships more tolerable.

5. As we grow up, we can feel like we’re not in control of what’s happening around us, but we can control our social life, so enrich your life with fulfilling friendships.

i want to fulfil my dreams.

3. Reading Comprehension

1. Choose the best summary for the article.

a) Let go of friends who don’t bring you happiness.

b) Meaningful relationships help you live longer. X

c) There are lots of ways to make new friends.

2. Choose the correct option based on the content.

1. What did a 2016 Finnish study find?

a) That you make more friends as you age.

b) That the number of friends you have decreases with age. X

c) That you have the closest friends after 25.

2. What did Radhika decide to do?

a) Make a new friend each week.

b) Say yes when invited to something. X

c) Host dinner parties for her school friends.

3. Which benefit of joining a class or group is mentioned?

a) You meet people you wouldn’t normally mix with.

b) Developing a new interest gives you something to discuss.

c) Sharing an interest can help develop more meaningful friendships. X

4. Small talk can sometimes lead to conversation ending quickly.

a) True X

b) False

c) Not given

5. What two reasons does Dr Puff give for having friends?

a) More social media presence and control over our life.

b) More interests and a fulfilled life.

c) A happier life and support when life gets hard. X

⸻

4. Vocabulary Practice

Explain and practice these words in simple terms:

• forge – to make or create something, often with effort.

• lose touch – to stop communicating with someone.

• scattered – spread over a large area.

ex. scattered clouds covered the sky today.

• shy away – to avoid something because you’re nervous.

ex. she doesn't shy away from speaking her mind.

• voice note – an audio message sent by phone.

• acquaintance – someone you know, but not very well.

ex. i met him once so he is just an acquaintance.

• small talk – conversation about simple topics like the weather.

• fizzle out – to slowly end or disappear.

ex. he left the party fizzling out and he didn't say goodbye.

• BFF – best friends forever.

• solid friendship – a strong, long-lasting friendship.

small talk, ex. I need a small talk about work.

⸻

5. Summary Completion

Use the words in the box to complete the sentences.

Words: acquaintance / lose touch / shy away / forged / BFF / scattered / solid friendship

As we get older, turning a/an acquaintance into a more solid friendship can be difficult. After school, friends are often scattered, and it can be easy to lose touch. Dr Puff says friendships are extremely important, so don’t shy away from meeting new people. You could join a class so that you have something in common to discuss.

⸻

6. Speaking (Pair Discussion)

• Do you agree that making new friends is harder as an adult? Why or why not?

• Would you try to make new friends through an app or a class?

• What do you think makes a friendship “solid”?

Encourage students to use the new vocabulary (for example, “lose touch”, “solid friendship”).

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BBC Learning English - The Reading Room / Making friends as you age

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Practise your reading skills and learn about ways to make friends as you reach adulthood

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🧠 Topic: Protein Craze vs. Fibre

Level: Lower Intermediate
Time: 45–60 min
Skills: Listening, Vocabulary, Speaking
Materials: BBC 6 Minute English episode (Protein Craze), vocabulary list, comprehension questions, discussion prompts

1. Warm-up (5–8 min)

Objective: Activate the student’s background knowledge.

Ask:

Do you think protein is important? Why?

How do you usually get protein in your diet? (for example, meat, eggs, shakes)

eggs- meat- chicken - cheese- milk - yogurt - tuna fish- vegetables.

Do you ever think about how much fibre you eat?

whole wheet - corn - chia - peanut -rice - beans-

Encourage short but clear answers. Note key vocabulary that comes up naturally (e.g., “meat”, “important for muscles”, “shakes”).

2. Pre-listening: Vocabulary (10 min)

Objective: Introduce and clarify the key vocabulary before listening.

Key vocabulary:

cast your eye over – to look quickly at something

i cast my eye over on promotions.

in abundance – in large quantities, more than enough

her in brazil is expensive but peruvian Maca is in abundance in PERU.

health halo – when people think food is healthy because of one feature, but ignore the rest of its nutrition.

AÇAI is a healthy halo, people eat it as something very nutricious but actually has a lot of calories.

the tide is turning – an idiom meaning that things are starting to change

after trump started his government, the tide is turning in the USA.

fibermaxxing – a social media trend where people eat a lot of fibre intentionally for health benefits

People are inventing new ideas of health habits and they end up fibermaxxing with the food.

many artists like Maraisa ended up losing weight a lot.

Activities:

Ask the student to match each expression to its meaning (or simply elicit the meanings through guided questioning).

Practice pronunciation together.

Ask the student to give a simple example for each new expression, with your help if needed.

3. Listening – First Round (5 min)

Objective: General understanding.

Play or read the first part of the episode.

Ask the student to answer:

What is Irishman Patrick Callahan famous for?
a) owning a company which makes protein shakes
b) winning the 2024 Mister Universe bodybuilding contest
c) discovering a new protein in outer space

Check the answer together after listening.
(Correct answer: b – winning the 2024 Mister Universe bodybuilding contest.)

4. Listening – Second Round (8–10 min)

Objective: Focused listening and vocabulary recognition.

Play the audio again or read a simplified version.
Ask the student to pay attention to when they hear any of the new vocabulary.

After listening, ask:

In what context did they hear each word?

What do Neil and Georgie think about the protein trend?

If needed, repeat short excerpts or paraphrase to help understanding.

5. Vocabulary Practice (10 min)

Objective: Reinforce the new vocabulary through use.

Choose one or two of the following activities:

Ask the student to make their own sentences using each word.

Do a short role play: one person sells a “protein super bar” using marketing language and a “health halo”; the other asks critical questions.

Give a short paragraph with missing words and ask the student to complete it with the new vocabulary.

6. Speaking / Discussion (10–15 min)

Objective: Encourage critical thinking and fluent speaking.

Ask and discuss:

Do you think people focus too much on protein? Why or why not?

Are there any foods in your country that have a “health halo”?

Do you think “the tide is turning” and people are starting to care more about fibre?

Would you try fibermaxxing? Why or why not?

Ask follow-up questions to keep the conversation flowing and help the student use the new vocabulary.

7. Wrap-up (3–5 min)

Review the new words quickly. For example, ask “What does ‘the tide is turning’ mean?”

Ask the student to say one new thing they learned during the lesson.

Suggest that during the week they notice food advertising that uses a “health halo”.

✨ Optional Homework

Ask the student to write a short paragraph (5–6 sentences) giving their opinion about the protein craze. For example:

“In my opinion, people today focus too much on protein and should focus more on fibre because…”

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Try more episodes of 6 Minute English:
______________________________________________________________________________________________________

Introduction

We know that protein is important for our health. It plays a crucial role in many of the body's functions, including growth, repair, the immune system and, of course, building muscles! But has our love for protein come at the expense of other important food groups, like fibre? Neil and Georgie discuss this and teach you some new vocabulary.

This week's question

What is Irishman Patrick Callahan famous for?

a) owning a company which makes protein shakes
b) winning the 2024 Mister Universe bodybuilding contest
c) discovering a new protein in outer space

Listen to the programme to hear the answer.

Vocabulary

cast your eye over (something)
look quickly at (something)

in abundance
in large quantities; more than enough

health halo
consumer perception of food which overestimates how healthy an item is based on a single feature - such as being low in calories, organic or high in protein - even if its overall nutritional value is poor

the tide is turning
(idiom) things are beginning to change

fibermaxxing
American social media trend where people intentionally consume high levels of fibre by eating fibre-rich foods and supplements for their health benefits

hack
a good solution or piece of advice
TRANSCRIPT
Note: This is not a word-for-word transcript.

Neil
Hello, this is 6 Minute English from BBC Learning English. I'm Neil.

Georgie
And I'm Georgie. Neil, we're talking about protein today. What type of protein do you usually eat?

Neil
Well, I like all kinds of proteins - fish, bit of chicken - but I think I really like an egg. An egg is my favourite kind of protein.

Georgie
Ah, I was going to say that too. I'm a big fan of breakfast foods and eggs are my favourite.

Neil
Well, you can't beat a good breakfast! Of all the main food groups, such as carbohydrate, fat and fibre, it's protein that seems to be most in the news. In shops and on social media, you'll find all kinds of high-protein foods being advertised, from shakes and yoghurts to chocolate. Here's Ruth Alexander, presenter of BBC World Service programme The Food Chain:

Ruth Alexander
Cast your eye over most aisles in the supermarkets now and you'll see high protein products in abundance: pasta made with lentils and chickpeas rather than wheat flour, bread fortified with beans and pulses.

Georgie
Ruth casts her eye over the supermarket shelves. If you cast your eye over something, you take a quick look at it.

Neil
What she sees are protein products in abundance - in other words, in large quantities. Products which already contain protein, like yoghurt, are re-packaged as 'high-protein', while other items have extra protein added, often in the form of beans and pulses. Protein is big business!

Georgie
Our bodies need protein for health and to build muscle, but with all this focus on protein, are we forgetting about other important nutrients, such as fibre? That's what we'll be discussing in this programme, hearing some useful new words and phrases.

Neil
But first I have a question for you, Georgie. The popularity of protein started with bodybuilders and people working out in gyms, who ate extra protein to gain muscle. Irishman Patrick Callahan is a big name in the protein-muscle world, but do you know who he is? Is he:

a) the owner of a company which makes protein shakes,
b) the winner of the 2024 Mister Universe bodybuilding contest, or
c) the scientist who discovered a new protein in outer space?

Georgie
Ooh, I'm going to say Patrick Callahan is the winner of the 2024 Mister Universe bodybuilding contest.

Neil
OK. We'll find out if you're right at the end. Marketing campaigns that promote sales of high-protein food are certainly working. Sales of protein products make around £7 billion globally. Here's Scott Dicker from SPINS, a market research company in Chicago, talking with BBC programme The Food Chain:

Scott Dicker
So, sometimes carbs are good; sometimes they're bad for consumers. Sometimes fat is good; sometimes it's bad for consumers. But protein seems to have this continuous health halo on it.

Georgie
Unlike carbs - that's carbohydrates - and fat, consumers don't see any downside to eating protein. Scott says protein has a health halo, a marketing term which describes perceiving a food to be healthy based on a single feature, such as being 'organic', 'gluten-free' or in this case 'high-protein', even if its overall nutritional value is poor.

Neil
Yes, food which used to be considered unhealthy is now called healthy just because a spoonful of protein powder has been added. So, could our modern obsession with protein mean that we ignore other important food groups, like fibre? NHS surgeon and blogger Dr Karan Rajan thinks so and explains why here to Ruth Alexander, on BBC World Service programme The Food Chain:

Ruth Alexander
And do you think we're paying enough attention to fibre?

Dr Karan Rajan
Historically, probably not. I think the tide is turning, and there's more people interested in fibre and optimising their fibre intake and fibermaxxing even - it's a trend on TikTok.

Ruth Alexander
What is fibermaxxing?

Dr Karan Rajan
Fibermaxxing is, you know, as it suggests, similar to the protein-maxing trend, where people are trying to maximise their fibre intake with little hacks or tricks or tips they could do, whether it's, you know, adding certain seeds or nuts to snacks.

Georgie
Many people pay more attention to protein than fibre in their diet, but Dr Karan thinks the tide is turning - an idiom which means that things are changing. In part, this is thanks to a new trend from America called fibermaxxing - consuming lots of fibre by eating fibre-rich foods and supplements for their health benefits.

Neil
Dr Karan also gives some hacks - good solutions or pieces of advice - to help boost your fibre intake. For example, adding seeds and nuts to meals.

Georgie
In fact, the healthiest diet is probably a balanced diet: one containing items from all the major food groups. But I'm still intrigued by your question, Neil. Isn't it time you revealed the answer?

Neil
I asked you who the Irishman Patrick Callahan was.

Georgie
And I said he was the winner of the Mister Universe contest.

Neil
And you were correct.

Georgie
Yay!

Neil
OK. Let's recap the vocabulary we've learned in this episode. If you cast your eye over something, you have a quick look at it.

Georgie
If something is in abundance, there's a lot or more than enough of it.

Neil
A health halo refers to overestimating how healthy an item is based on a single feature, such as being low in calories, gluten-free or high in protein.

Georgie
The idiom the tide is turning means that things are changing.

Neil
The trend fibermaxxing means people intentionally consume lots of fibre by eating fibre-rich foods and supplements for their health benefits.

Georgie
And finally, a hack is a good solution or piece of advice. Once again, our six minutes are up but here's another hack for you - remember you can find worksheets, quizzes and loads more resources to improve your English over on our website, bbclearningenglish.com. See you there soon, but for now it's goodbye!

Neil
Goodbye!

Next

Learn more about food in English with our food topic page.

Learn more idioms and phrases in The English We Speak and English in a Minute.

Try The Reading Room to improve your reading skills.

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BBC Learning English - 6 Minute English / Are we too fixated on protein?

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Is our enthusiasm for protein taking our attention away from other important food groups, like fibre?

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normally i don´t do to do lists but i remember when i studied at the university and i loved to do lists specially using the post-it in different colors. but now i use only my cellphone to insert my activities during the week or my objectives of the month.

i love paper and its demintion to write and to encourage you to follow directions. nowadays i can see that my sister still use the pos-it for her university.

in the past in my apartment on the walls i had many posts for rules like mathematic, kemmistry and other subject.

i was 16 years old a long time ago.

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BBC Learning English - Learning English Grammar / To-do lists

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What’s the difference between ‘need to do’ and ‘needs doing’?

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Class Plan – Advanced Discussion on Lists

🎯 Objectives

Use new vocabulary in context with confidence.

Practice paraphrasing ideas to clarify or restate thoughts.

Discuss cultural and psychological roles of lists.

1.

Warm-up Discussion

Prompt:

“When was the last time you made or followed a list? What kind of list was it?”
Encourage them to answer fully, then paraphrase their own answer in a different way.

“I wrote a to-do list for work so I wouldn’t forget tasks.” → “Basically, it was a reminder system to keep me on track.”

2.

Vocabulary in Context

Present these words with definitions and ask the student to give an example sentence.

bucket list – a list of all the things a person would like to do before they die.

i remember that traveling to rio was on my bucket list when i was younger and after some time i accomplished/ achieved it.

i remember in my bucket list that i wanted to be in the USA to study there and i accomplished.

now in my bucket list is to speak english fluently, travel more and buy an apartment and maybe in not a distant future have kids.

puke (slang) – vomit, sick. - throw out/threw out

i don´t remember the last time i puked i think that happened in my young age.

bang for your buck (idiom) – value gained in return for the money, time, or effort you spend doing something.

i studied long hours for the exam and i was exhausted but i received the best score and that was a bang for my buck.

saccharine – excessively sweet or sentimental, often insincere.

i met bruno´s friend and she was too much i found her very saccharine.

the nub of (something) – the most important or essential point of a situation, problem, etc.

the nub of this surgery is that you are stable/ steady now.

pros and cons – the advantages and disadvantages of something.

traveling a lot has its pros and cons.

Activity: For each word, you give a question:

“Do you have a bucket list? What’s on it?”

“What’s something you think is saccharine—too sweet or fake?”

“Where do you usually get the best bang for your buck?”

Then ask the student to paraphrase their own answer.

3.

Critical Discussion – Why Lists Matter

Prompts:

Why do people make lists?

Are lists more about efficiency or control?

Do lists reduce stress or create pressure?

Encourage paraphrasing: “So, you’re asking whether lists calm us or stress us out, right?”

4.

Mini Quiz Question

Ask: “According to IMDb, which movie has made the most money ever? Titanic, Avengers: Endgame, or Avatar?”

Reveal the answer (Avatar). Then ask them to paraphrase:

“So, in other words, Avatar is the highest-grossing film of all time.”

5.

Deep Dive – Lists in Culture

Talk about My Favourite Things from The Sound of Music as an example of a saccharine list.

Prompt: “Do you think these kinds of lists are genuine or fake? What’s the nub of their appeal?”

Ask the student to rephrase their argument in simpler or more formal terms.

6.

Pros & Cons Activity

Together, make a pros and cons list about:

Having a bucket list

Shopping online vs. in-store

Using lists to plan your week

Then ask the student to summarize/paraphrase:

“Overall, the pros seem to outweigh the cons because…”

7.

Wrap-up Reflection

Which word was easiest to use? Which was hardest?

Final challenge: “Paraphrase what this class was about in one sentence.”

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BBC Learning English - 6 Minute English / The joys of writing lists

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Shopping lists, to-do lists, check lists – when was the last time you made, or followed, a list?

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🌍 Class Plan:

Is it time to live without plastic?

with - without - within

within my heat i feel happiness.

Level: Intermediate

Focus: Discussion + Vocabulary + Grammar (modals of obligation/advice + conditionals)

Length: 60 minutes

can you live without plastic?

i think is possible the same way you learn to use plastic unlearn to use it, there are many ways to use less plastic.

1. Warm-up (5 min)

Show some objects around you (bottle, bag, phone case). Ask:
👉 Which of these items are made of plastic? Which could exist without plastic?

Quick discussion to activate topic knowledge.

summary:

in the pocast they talk ......................

2. Vocabulary Preview (10 min)

Write the new words on the board:

single-use plastic (plates, cups, cuttlery, globes)

microbeads - pérolas de plastico.

synthetic -

biodegrade- biodegradable

few and far between - é raro mas acontece

unsightly - ugly - desagradavel

decay -decompor

Activity:

Student matches word → definition.

Student uses 2 of them in short sentences about their own life. Example:
“Plastic bottles are single-use plastics.”
“Plastic bags are unsightly in the streets.”

3. Listening/Reading Task (10 min)

Student reads a short adapted part of transcript (or listens if audio available).

Ask comprehension questions:

1. Why is plastic a problem?

2. What are microbeads?

3. Can plastic biodegrade?

4. Grammar Focus (10 min)

we talked about plastic and its damage on the planet.

👉 Modals for obligation/advice

people must take care of the environment and use less plastic.

i must segregate plastic at home.

many companies must encourage workers to follow ways of reducing waste.

i was stolen (steal) on the street, i don´t know what to do?

well, i think you must report this to the police.

if you see a person throwing garbage on the street, what would you do?

i think i must talk to person to pick it up.

too much - muito / demasiado.

We must reduce single-use plastics.

Governments should ban microbeads.

People don’t have to buy plastic bags if they bring their own.

👉 Conditionals (first & second conditional)

If we recycle more, we will reduce pollution.

If people stopped buying plastic bottles, companies would change packaging.

Mini-practice: Student completes sentences:

1. If supermarkets banned plastic bags, …

2. People should … if they want to reduce plastic.

5. Discussion Activity (15 min)

Give prompts for student to discuss using grammar:

1. Should plastic be banned completely? Why / why not?

2. What should companies do about plastic packaging?

3. If plastic disappeared tomorrow, what would change in your life?

4. Do individuals or governments have more responsibility?

Encourage use of should, must, need to, have to, if…will, if…would.

6. Quiz & Wrap-up (5 min)

Question from the programme: Which items did plastic first replace?

a) snooker balls

b) shopping bags

c) hairbrushes

(Answer: ✅ snooker balls)

Final reflection: What is one change YOU could make this week to reduce plastic use?

👉 Outcome: By the end, student practices topic vocabulary, uses modals and conditionals naturally in discussion, and reflects personally on the issue.

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Is it time to start living without plastic? Beth and Neil discuss this and teach you some useful vocabulary.

This week's question

Which items did plastic first replace?

a) snooker balls?
b) shopping bags? or,
c) hairbrushes?

Listen to the programme to hear the answer.

Vocabulary

single-use plastic
plastic products which are designed to be used just once before being thrown away

microbeads
tiny plastic particles found in personal care products like toothpastes and body scrubs

synthetic
non-natural; made by combining artificial man-made chemicals

biodegrade
decay naturally, in a way that is not harmful

few and far between
very rare; not happening very often

unsightly
ugly; unattractive; unpleasant to look at
TRANSCRIPT
Note: This is not a word-for-word transcript.

Neil
Hello. This is 6 Minute English from BBC Learning English. I'm Neil.

Beth
And I'm Beth. "Plastic is fantastic!" This phrase was used a lot in the 1950s when mass- produced plastic items started to become part of our everyday lives. The following decades saw a revolution as plastic became the most commonly used material in modern life, found in everything from cars to furniture to packaging. Take a quick look around and you'll soon see how many everyday items contain plastic.

Neil
But now our love of plastic is being questioned, mostly thanks to climate change and pollution caused by single-use plastics - plastic products which are designed to be used just once before being thrown away. 11 million tonnes of plastic waste are dumped into our oceans every year. It's believed that single-use plastics make up 40% of all plastic pollution globally.

Neil
But first I have a question for you, Beth. One reason why plastic became so popular is that it's a very flexible material. It can be formed into different shapes, making it useful for keeping food fresh, or holding liquid. Originally, plastic was invented to replace the decreasing supply of natural materials like metal, wood and glass. So which items did plastic first replace? Was it:

a) snooker balls?
b) shopping bags? or,
c) hairbrushes?

Beth
Hmm, I guess the first thing to be made of plastic was a hairbrush.

Dr Sherri Mason
Plastic is synthetic and, as a consequence of that, nature doesn't really know what to do with it. Like, a paper bag that's sitting on the side of the road - it's unsightly but within weeks there are organisms in the soil that can use that paper bag as a food source, right... they have evolved to basically chew up that paper bag and turn it back into soil, turn it back into carbon and nitrogen and oxygen. But with regard to plastic because it is a synthetic material you don't have that evolution. There are some organisms that can use it as a food source, but they're few and far between, especially when you're talking about water systems, aquatic systems and the temperatures that exist, and so they can't really use it as a food source so plastic doesn't biodegrade ...

Beth
Plastic is a synthetic material, meaning that it's made by combining man-made chemicals, instead of existing naturally. Natural materials like paper decay and harmlessly turn back into soil - they biodegrade. But plastic is not like this. It doesn't decay and get broken down by microbes and bacteria.

Neil
In fact, some plastic-eating microbes and bacteria do exist, but these are few and far between, they're rare, and don't happen very often. It's the fact that plastic doesn't decay which is responsible for the waste we see in the environment, waste which is often unsightly, meaning ugly and unpleasant to look at.

Beth
Fortunately, help is at hand. The plastic-eating microbes Neil mentioned, especially one called Rhodococcus ruber, have been tested by scientists and seem capable of breaking down plastic into its basic components. What's also needed is an emphasis on reducing plastic production, especially packaging and other single-use products, rather than simply recycling. Action like this should help plastic achieve its original purpose - to help preserve, not pollute, our natural resources. And speaking of the origins of plastic, isn't it time to reveal the answer to your question, Neil?

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BBC Learning English - 6 Minute English / Can we live without plastic?

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Do we even want to live without plastic?

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🌍 Class Plan:

Is Ecotourism Good or Bad?

word bank:

I enrolled in an english course in toronto.

wildlife - vida salvagem

the wildlife in africa is threatening.

swapping - trocando

don´t swap the channels

threatened - ameaçado - i am threatened in africa

steady - firme - estável

the patient is steady now.

damage- dano

the hiking caused me many damages.

who runs smell scale

sliding

many icebers are sliding

grassroots

the ONU IS a grassroots for many countries.

rather - em vez disso

i prefer studyin english in canada rather than usa.

hiking- hiker

1. Warm-up Discussion (5–10 min)

Ask:

Do you like nature?

Have you ever done an activity in nature (hiking, diving, safari, etc.)?

Would you like to see wild animals up close? Why or why not?

Show pictures: lion, elephant, dolphin shows, tiger selfies.
→ Ask: Which of these are good for animals? Which are bad? Why?

2. Vocabulary Presentation (10 min)

Introduce key words with examples from the transcript:

ecotourism = travel to natural places to enjoy nature and support local culture

sustainable = continues without harming the environment

tiger selfie = taking a photo with a captive tiger

at the other end of the scale = by contrast

grassroots NGOs = organisations led by local people

go a long way = help a lot to achieve something

👉 Activity: Match word → definition → example.

3. Listening + Reading (15 min)

Step 1: Student listens (or teacher reads transcript aloud), follows text.

Step 2: Pause and ask comprehension checks:

What is the problem with “tiger selfies”?

What happens in Tajikistan with snow leopards?

What are the “big five” animals?

4. Vocabulary in Context (10 min)

Fill in the gap practice:

1. Swimming with dolphins is not _______ because it can stress the animals. (sustainable)

2. Local people created a _______ to protect the forest. (grassroots NGO)

3. Just a few dollars can _______ in helping protect endangered animals. (go a long way)

Contrast sentences:

1. “In Thailand, tourists can ride elephants. But _______ in Tajikistan, tourists only watch snow leopards from far away.”

5. Speaking Practice (15 min)

A. Debate:

Is ecotourism always positive?

Student gives one pro and one con. Teacher supports with guiding questions.

B. Personalization:

If you had the chance, would you rather see lions in Africa, swim with dolphins, or hike to see snow leopards? Why?

6. Writing Practice (10 min)

Task: Write a short paragraph (5–6 sentences): “The ecotourism project I would like to join.”

Must include 2 vocabulary words (sustainable, grassroots NGO, go a long way, etc.).

7. Wrap-up (5 min)

Review vocabulary with quick-fire questions:

What is ecotourism?

What is a tiger selfie?

What does “go a long way” mean?

End with the fun fact: reveal the correct answer to “the big five”: lion, leopard, rhinoceros, elephant, and buffalo.

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BBC Learning English - 6 Minute English / Ecotourism: good or bad?

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We discuss the growing popularity of ecotourism.

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a-2

b-3

c-4

d-1

2 a- speak up

b- brainstorm

c- remote

3a- no I didn't have a lot of meeting in my work

b- yes I do, in them we plan what to do

c- sometimes, when I feel confident

d- I prefer meetings face to face

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Class Plan: Meetings – Past and Present in Medicine

1. Warm-Up (5 min)

Prompt him with personal connection:

“As a surgeon, what kind of meetings do you usually have at work?”

we have kind of work meetings,it´s not very common, and we talk about plans with my secretary and the media. it´s common before the surgery we have a kind of a briefing with the team.

“Are the briefings more useful or just time-consuming?”

yes, they are useful because we can manage the surgery correctly.

→ Encourage short answers first, then extend.

2. Vocabulary Input (10 min)

Introduce / review from transcript, but adapted to medicine:

brainstorm → “Doctors brainstorm treatment options for a complex case.”

after the surgery we sometimes brainstorm about the sequences and consequences for the patient.

speak up → “Sometimes junior doctors need courage to speak up in medical meetings.”

in my team i let everyone speak up their minds.

in-person / face-to-face → “Surgical team meets face-to-face before an operation.”

i prefer to speak to a patient face to face about a diagnose.

remote meeting → “Now doctors join remote meetings for conferences or case reviews.”

📝 Task: Give him hospital-specific examples, then ask him to make his own sentences.

3. Listening/Reading Adaptation (5 min)

Briefly summarize the Georgie & Beth transcript (not the whole text, just the gist):

They discuss when meetings are useful, differences between in-person and remote, and the importance of speaking up.

Ask:

“Do you agree with them? Are medical meetings similar or very different?”

4. Grammar Focus: Comparing Past & Present (10 min)

Target: Comparatives + Used to

I“Meetings used to be always face-to-face, but now they are often remote.”

“Remote meetings are easier, but in-person meetings are more effective for surgeons.”

calm = calmer

shy= shier

EASY = EASIER

EFFECTIVE = MORE EFFECTIVE.

I USED TO HAVE CLASSES ONLY IN PERSON BUT NOW I DO REMOTELY.

I AM USED TO WORKING ONLINE.

I AM USED TO RUNNING ON MY DAY OFF.

📝 Mini-task: Give prompts: WHAT IS BETTER? IN THE PAST OR NOWADAYS.

“Medical meetings in the past vs. now”

IN THE PAST WE SPENT MUCH TIME ABOUT CASES AND NOW IS FASTER, THE IDEA OF THE CASES IS MORE ACCESSIBLE. EVERYTHING IS FASTER DUE TO TECHNOLOGY.

“Communication in the operating room before vs. today”

I THINK IN MY LIFE IS THE PRESENT BECAUSE I´M VERY YOUNG SURGEON, MY UNCLE SAID IT WAS DIFFICULT. HE USED TO WRITE EVERYTHING ON PAPER AND NOW WE HAVE A SYSTEM.

“Hospital teamwork then vs. now”

5. Discussion Round 1 – Personal Experience (10 min)

Prompts:

“How were meetings when you started working compared to now?”

“Do you think doctors used to speak up more or less than today?”

“What’s better: a quick online call or a long in-person meeting?”

Encourage him to use comparatives + used to.

6. Roleplay: Hospital Meeting (10 min)

Scenario: “You are in a surgical team meeting to discuss a complicated case.”

Student role: surgeon who must speak up with ideas.

Teacher role: colleagues who agree/disagree.

Include: brainstorming treatment ideas, deciding whether to meet face-to-face or online.

7. Discussion Round 2 – Wider Perspective (10 min)

Prompts:

“Do you think remote meetings are here to stay in medicine?”

“Are in-person medical meetings more reliable for critical decisions?”

“What’s the future of medical teamwork—more human contact or more digital tools?”

Encourage phrases:

“In my experience…”

“Compared to the past…”

“Nowadays it’s more common to…”

8. Wrap-Up (5 min)

Recap new words + structures.

Reflection: “If you could change one thing about meetings in your hospital, what would it be?”

Homework (Optional)

Write a short comparison (150 words): “Medical meetings: Past vs. Present.”

Or prepare to describe one hospital meeting he attended: who was there, what happened, what worked/didn’t.

NEW WORDS:

TRUST - LOADS- NEARBY- SPEAK UP - USEFUL - USED TO - THAT - THESE - THOSE- KIND OF -

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(Photo: Getty)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Introduction

Georgie and Beth have a real conversation in easy English about work and meetings. Learn to talk about whether meetings are useful and how many meetings you have.

Vocabulary

brainstorm
gather together to discuss ideas

speak up
express your opinion using your voice

in-person or face-fo-face (meeting)
a meeting where everyone is in the same physical place

remote (meeting)
a meeting that happens on a call, often a video call

Transcript

Georgie
Hello and welcome to Real Easy English. In this podcast, we have real conversations in easy English to help you learn. I'm Georgie.

Beth
And I'm Beth. You can find a video of this podcast and a worksheet to help you learn on our website, bbclearningenglish.com.

Georgie
Hi Beth, how are you today?

Beth
I'm good, thank you. I am very busy. I have a lot of meetings. How are you?

Georgie
I'm OK, thank you, Beth, I don't have many meetings today. But today we are talking about meetings, in particular work meetings where you talk to colleagues and discuss ideas or make decisions.

Georgie
OK. Shall we get started?

Georgie
So, Beth, you have a lot of meetings today. Do you generally have a lot of meetings at work? It really depends on what I'm working on. So if I have a project where I need to meet a lot of people, then I might have quite a few meetings. And that's why I'm busy now. But generally, we have a lot of, a few meetings together as a team. But I don't think we have loads of meetings.

Georgie
Compared to other jobs, I don't think we have many meetings. Most of our work is producing things and editing and writing. But you're right. When there are lots of big projects that we need to talk to other people on the project, we have more meetings. But yeah, like you, it really depends.

So, when do you think meetings are useful?

Beth
I think when you need to brainstorm. So, brainstorm is when you have lots of new ideas and you need to talk about them together. I think then meetings are really useful because you hear lots of new ideas, and when you're in a room with other people, if, for example, I have an idea and you say, that's good, and we can also do this and we can all work together, and I think those kind of meetings are really useful.

Georgie
Yeah, I think that way of doing it is also more efficient. So sometimes it's better to just have one hour, come up with ideas and decide on the ideas.

Georgie
I think, if the meeting has lots of people, I find it a bit more stressful to speak up because I get a bit nervous to speak in front of lots of people. But if it's a meeting with just our team, for example, you guys I like and trust. I, I don't mind speaking up that much.

Beth
And sometimes we have meetings in person. Sometimes you have meetings on a call. So a video call. Do you prefer meeting in person or having calls?

Georgie
It is also really nice to be able to take calls in your own house. So, working from home can be really nice because you can have your snacks and drinks nearby. So yeah, they both have their pros and cons.

Georgie
In an in-person meeting, everyone is in the same physical place. We can also call this a face-to-face meeting.

Georgie
That's it for this episode of Real Easy English. Why not test what you've learned using the worksheet on our website, bbclearningenglish.com.

Beth
And we'll be back next week with another conversation in easy English. See you then.

Now try this...

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BBC Learning English - Real Easy English / Talking about meetings

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1a) YES, I LIKE SPENDING TIME WITH MY FRIENDS, THIS IS NECESSARY FOR ME.

B) ITS DEPENDS, WHEN IM WITH MY FRIENDS I LIKE ANY PARTIES

C) I USUALLY DO WELL MEETING NEW PEOPLE

D) I LOVE SPENDING TIME ALONE, NOT ALONE WITH ME, I LIKE RUNNING WITH MY THOUGHTS FOR EXAMPLE

2-A

1-B

3-D

4-C

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🗣️ Class Plan – Socialising in an Exposed World

Level: Intermediate

Length: 50 minutes

1. Warm-up: Socialising Today (5–7 min)

Create a chat-like atmosphere:

“When was the last time you met friends face to face?”

“Do you prefer big groups (parties) or small groups (coffee with a friend)?”

“Do you think socialising is different now than 10 years ago? How?”

2. Vocabulary Activation (7 min)

Write the words on screen/board: socialise, small talk, awkward, embarrassed, have in common

👉 Ask:

“Which of these words are positive? Which are negative?”

“Can you give me an example: a time you felt awkward? or something you have in common with your friends?”

Then, play a short part of the Neil & Georgie conversation (or read aloud) and ask them to listen for the vocabulary.

3. Reading/Listening Activity (10 min)

Student reads or listens to the transcript excerpt.

👉 Comprehension check:

Who prefers big parties?

Who doesn’t like small talk?

What is “social burnout”?

👉 Follow-up:

Ask: “Which one are you more like — Neil or Georgie? Why?”

4. Deeper Discussion: Socialising & Exposure (12–15 min)

Guide a more analytical conversation, moving from personal to broader social questions:

1. Personal

“Do you ever feel social burnout? When?”

“What do you usually talk about when you meet someone new?”

3. The Exposed World

“Nowadays, social life often happens online (Instagram, TikTok, WhatsApp). Do you think this makes real-life socialising easier or harder?”

“Why do you think some people feel embarrassed or awkward sharing their real selves in person, but not online?”

5. The Stigma

“Is there social pressure today to always be busy, social, and visible?”

“Do you think people judge others who spend time alone? Why/why not?”

5. Role-play: Awkward Conversation (8 min)

Scenario: The student is at a party. They meet someone new but don’t know what to say.

You play the “stranger.”

They must use: small talk → weather, music, hobbies → then try to find something in common.

After, switch roles (you’re the shy one, they try to make you feel comfortable).

6. Wrap-up & Reflection (3–5 min)

“What advice would you give someone who feels awkward in social situations?”

“Do you think people should spend more time socialising face to face, or is online interaction enough?”

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BBC Learning English - Real Easy English / Talking about socialising

# data[].attributes.attachment_link.description
Learn to talk about spending time with friends

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📝 Lesson Plan – Lower Intermediate English (A2–B1)

Topic: Social Media & Adolescents
Time: 60 minutes

1️⃣ Warm-up (5 min) 🎤

Quick chat:

nephew - nice - cousin- he has access to social media - games on play station - monitor - apps - informative - educational- english consult -

Do you think social media is good or bad for teenagers?

Did you watch Felca´s video talking about 🤬 with teenagers?

jokes and pricks - 2 weeks - i was shocked -

👉 Focus: activate topic, simple sentences.

2️⃣ Vocabulary Introduction (15 min) 📚

Target words:

adolescent 👦👧 - teenagers

feed -fed - fed up 🍔📱 i am fed up with all the corruption in the country

algorithms 🧮💻

revenue 💰- the prize - the money - the earning - earn money - win a cometition -profits.

onus 🏋️ - responsability/ parents have onus to protect their children.

a losing battle ⚔️ lose - lost a battle -

Activities:

1. Matching exercise: match the word wi th its definition.

2. Pronunciation practice: teacher says, students repeat (clap syllables).

a-do-les-cent (4 syllables, stress on les)

al-go-rithms (3 syllables, stress on al)

re-ve-nue (3 syllables, stress on re)

o-nus (2 syllables, stress on o)

3. Sentence completion:

Social media makes a lot of ______ through advertising.

The ______ is on parents to control children’s phone use.

3️⃣ Grammar Focus:

✨ Teaching tip:

First, review the difference:

Must = obligation, very strong. must not = musn´t

teenegers must use social media with the permission and monitor of their parents.

Have to = external obligation/rule/ necessity to do something / don´t have/ doesn´t have to - i haven´t traveled in my life.

every parent has to monitor his/her children´s phone

Should = advice, recommendation. ( based on your opinion) shouldn´t - should not

i think children should use social media only after aged 16.

Practice:

→ students build correct sentences.
Example: (adolescents / spend / online / hours) → Adolescents mustn´t spend hours online.

4️⃣ Pronunciation & Rhythm Practice (10 min) 🔊

Practice intonation in statements vs. questions.

Adolescents are fed videos by algorithms. (falling tone)

Are adolescents fed videos by algorithms? (rising tone)

Pair work: read mini-dialogues with correct stress.

5️⃣ Controlled Practice: Short Reading (10 min) 📖

Mini-text (using vocab):

Many adolescents use social media every day. They are fed videos by algorithms. The onus is on parents to control what their children watch. Social media companies make revenue from advertising, but fighting harmful content is a losing battle.

Comprehension questions:

Who is fed videos?

Many adolescents.

Where does the revenue come from?

The revenue is come advertising in social medias.

Who has the onus to control children’s use?

The onus to control is the parents.

Why is it a losing battle?

I think so about the many social medias and the difficulty parents have in monitoring

6️⃣ Wrap-up & Homework (5 min) ✅

Quick oral recap: students must say one new word they learned.

ONUS

Homework writing task: Write 5 sentences using the new vocabulary and the modals.

1- THE PARENTS MUST MONITOR THEIR CHILDREN ON SOCIAL MEDIA.

(HAVE TO + VERB)

2- THE CHILDREN SHOULD DISPENCE/ SPEND LESS TIME ON SOCIAL MEDIAS.

3- THE GOVERNMENT HAVE TO BE MORE SUPERVISORS/ALERT WITH THE SOCIAL MEDIAS ABOUT CRIMINAL TOPICS.

4- IN GENERAL THE PEOPLE ARE ADDICTED ON SOCIAL MEDIAS.

5- GAMBLING MUST BE PROHIBITED ON SOCIAL MEDIAS.

PROHIBIT - PROHIBITED.

👉 In this lesson, the student will:

📚 Learn 6 new words.

🏗️ Practice correct sentence order.

🔊 Work on pronunciation and stress.

✍️ Produce sentences and short answers with new grammar and vocab.

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What are the risks of social media to teenage health and what can be done about them? Beth and Neil discuss this and teach you some useful vocabulary.

This week's question

What percentage of 13 to 24-year-olds use Snapchat?

Listen to the programme to hear the answer.

Vocabulary

adolescent
a person aged 10 to 19: between childhood and adulthood

fed
given content by a social media platform

algorithms
a complex set of rules and calculations that prioritise and personalise online content

revenue
the money a company earns, which could come from sales or advertising

onus
responsibility or duty

a losing battle
a fight you cannot win
TRANSCRIPT
Note: This is not a word-for-word transcript.

Neil
Hello. This is 6 Minute English from BBC Learning English. I'm Neil. ... Beth? What are you doing? Get off your phone!

Beth
Oh, sorry. And I'm Beth.

Neil
Are you addicted to social media? It wouldn't be a surprise. With so many different apps out there, Snapchat, TikTok, and the latest, Threads, it's easy to spend a lot more time on your phone than ever before.

Beth
Yes. I don't think I'm addicted, but I definitely spend more time on social media than I would like to. However, there are plenty of studies out there looking at how social media affects mental health with some saying it can be as addictive as gambling.

Neil
Research in the US has found that adolescents who spend more than three hours a day on social media have double the risk of developing depression and anxiety. An adolescent is someone aged 10 to 19, between childhood and adulthood. With that in mind, it's no wonder parents are worried. To help with this, the US is currently in the process of regulating social media apps for teenagers. Some scientists think the UK should do the same.

Beth
There has been growing agreement among health experts about the negative, chronic health effects of social media use on teenagers. They have revealed in surveys that social media makes them feel worse about their body image, and 64% of teens have said they are regularly exposed to hate-based content. In this programme, we'll be discussing how social media affects teenagers, and, as usual, we'll be learning some useful new vocabulary as well.

Neil
But first I have a question for you, Beth. The app Snapchat is a very common way that teenagers communicate these days. This is partly because messages and photos disappear after a certain time period. But, what percentage of 13 to 24-year-olds use Snapchat? Is it:

Neil
OK, Beth, I'll reveal the answer later in the programme. Now, a lot of social media platforms, such as TikTok, work by showing and suggesting similar accounts and content to those someone has already searched for. Professor Devi Sridhar, the chair of global public health at the University of Edinburgh, thinks this can be concerning, as she told BBC World Service programme, Inside Science:

Professor Devi Sridhar
And this is worrying for example, with young girls and eating disorders, that they're being fed that in an addictive way and the algorithm is saying 'oh they like that content. We want to keep giving it to them because it keeps them on their phones', and I think that's the really vital message here, of any of these apps, is that their revenue comes from advertising.

Beth
Teenagers are being fed content in a way that is addictive. If you are fed something, it means you are given something. In this case, it refers to content, not food. The content is addictive because social media uses algorithms. Algorithms are a complex set of rules and calculations that prioritise and personalise the content a user sees.

Neil
But we need to remember that social media platforms use algorithms to keep users on the platforms for as long as possible because the revenue comes from advertising. Revenue is the money a company earns. They are paid by other companies to use the social media space to promote their products.

Beth
This could be seen as social media platforms prioritising making money over the mental health of users - a worry for parents. Professor Devi Sridhar talked about the challenges of having a teenager addicted to social media on BBC World Service programme, Inside Science:

Professor Devi Sridhar
And so, I think the challenge here, as a parent, listening to this is what do you do about it. And I think the onus has really been put on parents and concerned adults to find solutions on their own. And that means debates with your child over what are you on, are you using this, but it's a losing battle because it's their entire social network.

Beth
Professor Sridhar says that, when it comes to helping teenagers navigate social media, the onus has been put on parents to find solutions. The onus means the responsibility or duty. Parents need to be able to challenge their children when they need to, even if this is a losing battle, a fight they cannot win, as teenagers have their 'entire life' on social networks.

Neil
OK, Beth. I think it's time I revealed the answer to my question. I asked you what percentage of 13 to 24-year-olds use Snapchat?

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BBC Learning English - 6 Minute English / Social media and teenage health

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What are the health risks of social media for teenagers?

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📝 Lesson Plan – Honesty, Lying, and Keeping Secrets

Level: Intermediate

Skills: Vocabulary, Speaking, Grammar (modals of advice), Writing

Time: ~50 min

1️⃣ Warm-up (5 min)

Goal: Activate ideas + personal connection

Ask:

1. Are you good at keeping secrets? Why/why not?

yes, i am good at keeping secrets/ sometimes i can reveal the secrets when is nessesary.

for skills = i´m good at remembering names; at speaking in public/ i´m good at cooking.

1. Have you ever told a lie to protect someone’s feelings?

yes, sometimes is necessary but in the past i told more lies and now i am mature and i am not a liar.

tell= told/ say/ speak/ talk

1. Do you think it’s always bad to lie?

i think so, it´s better to tell the truth hurts to whom it hurts.

💬 Encourage short answers. Teacher writes key words on the board (lie, secret, white lie, honest).

2️⃣ Vocabulary Focus (10 min)

Words: secret, keep a secret, an open book, lie, liar

Introduce each word with definition + example sentence.

Quick activity: Fill in the blanks.

1. I can’t tell you. It’s a secret.

2. She never tells the truth. She is a liar.

3. He is an open book. He never hides anything.

4. Please keep my secret. Don’t tell anyone.

5. He told a lie about his age.

👉 Extension: Student makes 2 original sentences using new words.

3️⃣ Reading / Listening Input (10 min)

Mini-dialogue:

Beth: Do you ever keep secrets?

Georgie: Sometimes. But I usually tell my best friend everything.

Beth: I’m an open book. I don’t really have secrets.

Georgie: Really? I sometimes lie if I don’t want to hurt someone’s feelings.

Beth: Yeah, I do that too. But I don’t like big lies.

Comprehension / Discussion:

Who is more honest, Beth or Georgie?

Do you think small lies are okay? Why / why not?

4️⃣ Grammar Focus – Modals of Advice (10 min)

Target: should / shouldn’t / must / have to

Examples:

You should tell the truth if someone asks you directly.

You shouldn’t tell secrets that aren’t yours.

You have to be honest with your close friends.

You mustn’t tell a big lie in serious situations.

Activity: Answer with advice.

1. Your friend cheated on a test. Should you tell the teacher?

2. Someone tells you a secret, but another friend asks about it. What should you do?

i guess i should change the topic because i mustn´t tell the secret.

3. Your parents ask if you come for chritsmas, but you can´t. What should you say?

i need to tell the thruth they will understand/ spend christmas.

5️⃣ Discussion (10 min)

Do you think it’s ever good to lie?

Is honesty always the best policy?

What’s the difference between a white lie and a real lie?

Are you more of an open book or more secretive?

👉 Encourage use of vocabulary (secret, lie, open book, liar) + modals (should, shouldn’t, must, have to).

6️⃣ Writing Task (Homework) ✍️

Prompt: Write a short paragraph (80–100 words) about a time when you had to:

Keep a secret, OR

Tell a small lie.

should = suggestion

must = obligation

have to = necessity

⚡ Requirements: Use at least 2 new vocabulary words and 2 modal verbs (should, shouldn’t, must, have to, could).

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BBC Learning English - Real Easy English / Talking about secrets

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Learn to talk about being honest and lying

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a- 2

b- 4

c- 3

d- 1

a- worried

b- calm

c?

3) a- Yes , mainly about my work

b- my job

c- go to the beach, exercise, music, sleep

d- talk about the problem

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🎯 Lesson Title:

Talking About Worries – Grammar, Vocabulary & Pronunciation Practice

📌 Objectives:

By the end of the class, you will:
1️⃣ Use intensifiers & conditionals to talk about worries.
2️⃣ Improve sentence order & word stress.
3️⃣ Expand vocabulary about stress & relaxation.
4️⃣ Practice real-life speaking through roleplay.

🔥 Part 1 – Warm-Up (10 min)

To worry = verb

worried = adj

worry/worries= noun

🎯 Aim: Activate prior knowledge & get speaking.

💬 Questions:

😟 What small things make you feel worried?

i think it depends, for example in trips, hours flying, the check in and money make me worried.

😌 What do you do to relax?

i think time with my family, the people i love make me relax.

🤔 Do you think worrying helps? Why/Why not?

worrying makes me feel sometimes certain about something, and when i am under control of the things i feel better.

✅ Speak in full sentences – teacher will correct word order if needed.

🗣️ Part 2 – Vocabulary Work (15 min)

🆕 Target words:

😟 worry – a problem that makes you feel upset or scared.

i have a worry, i think this month i won´t do my ceramic class because i have much work.

😰 worried – feeling scared or nervous.

i am worried not to be able to attend my ceramic class

😎 chilled – relaxed or calm (informal).

after my classes on friday i regularly chill at the beach alone watching the waves. i am so chilled after the beach.

🧠➡️🪞 take your mind off (something) – distract yourself.

i need to take my mind off and enjoy the beach.

🔊 Pronunciation:

wórry, wórr-ied, chilled

Linking: take your mind off → /teɪkjə maɪnd ɒf/

✍ Task: Write 3 personal sentences using these words.
Example: “I take my mind off work 🎬 by watching movies.”

💪 Part 3 – Grammar 1: Intensifiers (15 min)

🎯 Intensifiers: very, really, quite, slightly, so, too, enough

🔍 From transcript:

“I’m very well” 😊

“I’m quite chilled” 😎

“Slightly worried” 😬

“So relaxed” 💤

📏 Rule: Intensifier + adjective/adverb (enough comes after).

📝 Practice: Upgrade simple sentences:

“I’m tired” → “I’m really tired” 😫

🔗 Part 4 – Grammar 2: Conditionals (20 min)

🎯 First & Zero conditionals

📖 Examples:

Zero: If you worry about everything, it affects you badly. 😵

First: If you have kids, you’ll be worried all the time. 👶

📏 Structure:

Zero: If + present simple, present simple.

First: If + present simple, will + base verb.

✍ Task: Complete:

If I drink ☕ at night, …

If I have a big problem 😬, …

📐 Part 5 – Sentence Order Practice (10 min)

🔀 Reorder:

1. help / worry / doesn’t / problem / a / about
→ Worrying about a problem doesn’t help.

2. I / take / my / off / mind / stress / to / music / listen
→ I listen to music to take my mind off stress. 🎶

🎯 Student challenge: Make your own scrambled sentence.

🔊 Part 6 – Pronunciation Focus (10 min)

🎯 Focus: Word stress, intonation, linking.

📢 Practice:

“If you wórry about éverything, it can afféct you badly.”

“Take your mind off your worries.”

Repeat with different emotions: 😨 😎 😠

🎭 Part 7 – Speaking & Roleplay (10 min)

Scenario:

👩 “Worried friend”

👨 “Chilled friend”

💬 Must use:

🎯 Target vocabulary

💪 Intensifiers

🔗 1 conditional

Example:
A: “I’m really worried about my exam 📚 tomorrow.”
B: “If you study tonight 📖, you’ll feel more confident.”

📚 Part 8 – Wrap-Up & Homework (5 min)

Recap:

Vocabulary ✅

Intensifiers 💪

Conditionals 🔗

Sentence order 📐

📝 Homework:
Write a short paragraph (6–8 sentences) about a worry you have and how you deal with it. Use:

3️⃣ intensifiers

2️⃣ conditionals

2️⃣ target vocabulary words

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(Photo: Getty)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Introduction

Neil and Georgie have a real conversation in easy English about their worries. Learn to talk about things that are stressful and scary.

Vocabulary

worry
a problem that makes you feel upset or scared

worried
the feeling of being scared or nervous about something

chilled
have a good relationship

take your mind off (something)
do something to make you stop thinking about your worries

Transcript

Neil
Hello and welcome to Real Easy English. In this podcast, we have real conversations in easy English to help you learn. I'm Neil.

Georgie
And I'm Georgie. Remember, you can watch a video version of this podcast on our website, bbclearningenglish.com.

Neil
How are you today, Georgie?

Georgie
I'm very well, thank you, today, Neil. How are you?

Georgie
Have you? Well, that's interesting because we are talking about worries today in this podcast. Worries are problems that make you feel upset or scared. So shall we start the conversation?

Georgie
And how was he this morning?

Neil
He seemed OK. Yeah, he seemed a bit bruised.

Georgie
Oh, no. An injury to the knee or something?

Neil
No, not really. Sometimes, but I think there's lots of stuff that you can worry about. And if you, if you worry about all of it, it can really affect you badly. So I try, I know it's difficult sometimes, not to worry too much about things that aren't so important.

Georgie
My thing is that worrying about a problem or a thing doesn't actually help. So I'm, I'm in general, I'm a person that doesn't worry too much. I kind of just think whatever happens, happens. So I'm generally quite chilled and relaxed.

And yeah my friend always says that to me because she's someone that worries a lot about everything. Travel, you know, all of those things. And she always says, "how are you always so relaxed about things that go wrong?" But you can't change, you can't change them, so...

Neil
That's true. That's a very healthy attitude probably.

Georgie
So I don't tend to worry a lot. But you, you worry a little bit because you have kids. What kinds of things do you do to make yourself feel more relaxed?

Georgie
Finding maybe a distraction. Like something that makes you feel good. Like a TV programme that you love. Or seeing friends, that love you, that can make you feel more relaxed. Mindfulness techniques as well. Maybe jigsaws. I've talked about puzzles in the past. Do you have any other tips?

Neil
No. These are all very good ideas.

Neil
Yeah. I think it can be useful to have something that distracts you. Like maybe drawing, listening to music, playing an instrument can help. Something that just kind of takes that time away.

Neil
OK. Let's recap the vocabulary we heard during the conversation, starting with worry. A worry is a problem that makes you feel upset or scared, and worry is also a verb. So for example, I worry about my kids.

Georgie
Yes, and we also use the adjective worried to describe that feeling of being scared or upset about something. For example, I'm worried about climate change.

Neil
And we heard the expression take your mind off something, which means to do something to stop you worrying. For example, I play my guitar to take my mind off my worries.

That's it for this episode of Real Easy English. Try the worksheet on our website to test what you've learned. Go to bbclearningenglish.com.

Neil
Next time we'll be talking about our brains. See you then.

Now try this...

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BBC Learning English - Real Easy English / Talking about worries

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Learn to talk about things that are stressful and scary

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I studying languages, I watch documentary, reading.

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I studying languages, I watch documentary, reading.

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01)

a) I define myself as a confident and optimistic person

b) When I need to speak in public, when a unknown subject

c) I need to studying the topics, or meet the people who are with me

d)when I feel safest is when Im with my friends or family

a-4

b-2

c-1

d-3

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🎯 Intermediate Class Plan – Talking About Confidence

Duration: 60 minutes

Level: B1-B2

Skills: Listening · Vocabulary · Grammar · Speaking

1️⃣ Warm-Up – Let's Talk About You (10 min)

Purpose: Set the tone for a confident, open space.

Ask:

In your first language, do you like public speaking?

no i don´t like because i am shy...

Is there anything that makes you feel confident quickly?

topics that i know make me confident.

How do you usually feel in English class: confident or shy?

i am afraid to commit mistakes, my minds gets blank

unknown people

2️⃣ Vocabulary in Context (15 min)

Introduce key vocabulary through definition + example sentence (from the podcast):

🎧 Vocabulary (5 key items)

Confident – feeling sure and relaxed in a situation

“I feel confident when I give presentations because I’ve practised a lot.”

Confidence – the feeling of being sure or comfortable

“His confidence grew after he passed the test.”

Shy – feeling nervous or quiet around people

“She is very shy at parties. She prefers to listen.”

Nerve-racking – very stressful or worrying

“Job interviews are always nerve-racking for me.”

Boost your confidence – increase your confidence

“Good preparation before speaking can boost your confidence.”

in the morning coffee boosts me

🔄 Quick task:

Ask:

What situations make you feel confident?

What’s something that makes you shy?

Can you name something that boosts your confidence?

Encourage full sentences.

3️⃣ Listening and Comprehension (10 min)

Activity: Play a 1–2 minute segment of the podcast (Neil and Beth discussing situations that make them feel confident or shy).

Ask:

What makes Beth feel confident?

What situation makes Neil feel nervous?

What helps boost their confidence?

Follow-up: Have the student summarize in their own words:

“Beth feels confident when…”
“Neil says that…”
“They both agree that…”

4️⃣ Grammar Focus – Reference Grammar in Use (15 min)

🧠 Focus: First Conditional + Modal Verbs (for confidence)

Reference Grammar:

First Conditional: Used to talk about real possibilities in the future

If + present simple, will + base verb
Example: If I practise, I will feel more confident.

Modal Verbs (can, might, should) to express attitude

Preparation can boost your confidence.
You should try breathing before speaking.

🔁 Practice task:

Give sentence prompts and ask the student to complete:

If I speak in front of a group, I ___.

I should ___ before an important interview.

If I feel shy, I usually ___.

Good sleep can ___.

Encourage natural, personal answers.

5️⃣ Speaking Task – Real Talk (15 min)

Option A – Structured Pair/Teacher Dialogue
Prompts:

What makes you feel confident in your daily life?

Have you ever done something nerve-racking but rewarding?

In what situations do you feel shy?

Do you have a routine to boost your confidence before big moments?

Option B – Scenario Roleplay
"You are about to give a speech in English. I’m your friend. Tell me how you feel, and I’ll give you advice."

Encourage the student to use:

“I feel nervous because…”

“I’ve done this before, so I feel confident.”

“Maybe I should…”

“If I prepare, I’ll do well.”

✅ Wrap-Up and Reflection (5 min)

Ask:

What new word did you like from today?

Do you feel more confident speaking about yourself in English?

One thing you’ll do next time you feel nervous?

📝 Optional Homework

Writing Task:
Write 5–6 sentences about a situation where you felt:

Confident

Shy

Nervous
Use at least 3 new words and one first conditional sentence.

Example: “I felt nervous before my job interview, but I had prepared a lot, so I felt confident. If I practise more, I’ll be even better next time.”

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(Photo: Getty)

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______________________________________________________________________________________________________

Introduction

Neil and Beth have a real conversation in easy English about things that make them feel confident or shy. Learn to talk about how confident you are.

Vocabulary

confident
describes someone who is certain or comfortable about something

confidence
the feeling of being certain or comfortable about something

shy
describes someone who feels nervous or uncomfortable around other people

nerve-racking (or nerve-wracking)
describes a situation which is stressful or worrying

boost your confidence
increase your confidence

Transcript

Beth
Hello and welcome to Real Easy English, the podcast where we have real conversations in easy English to help you learn. I'm Beth.

Neil
And I'm Neil. You can watch this podcast and test yourself with a worksheet, which you can get free on our website at bbclearningenglish.com.

Beth
So, Neil, how are you today? I'm very well actually.

Neil
I think like you, if I think I know what I'm doing, then I'm confident. But if I'm doing something, especially with people who maybe know more about that thing than I do, then that can be nerve-racking, make you feel nervous, and then not be confident.

Neil
Maybe. I think I'm probably the opposite.

Beth
Yeah. I remember watching a video, about a lady saying, if you want to improve your confidence, to boost your confidence, you should stand in a power stance and think about all the good things that you're going to do, and it will make you confident with your hands on your hips. And she said, if you're going to do public speaking or something, that's, really can be quite scary, she said, even just go to the toilet, stand in the toilet and do it on your own. And apparently it increases your confidence.

Neil
Well, I must try that.

Neil
Maybe. I mean, I have a lot of experience of driving, and I'm quite confident driving. But driving abroad, driving, especially in a foreign city, can be nerve-racking. And yeah, I think it would be nice to be more confident driving abroad.

Let's recap some of the vocabulary we heard during the conversation. We had confident which means certain or comfortable. And we also had the noun confidence, which means that feeling or quality of being certain.

Beth
And that's it for this episode of Real Easy English. Head over to our website for more episodes, bbclearningenglish.com.

Neil
And next time we'll be talking about our summer plans. Join us then.

Now try this...

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BBC Learning English - Real Easy English / Talking about confidence

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Learn to talk about how confident you are

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🧠 Class Plan: How to Keep Your Brain Active

Level: Lower Intermediate
Duration: 60–70 minutes
Focus: Vocabulary, sentence building, speaking, and writing.

🎯 Objectives

By the end of the class, your student will:

Learn and use key vocabulary about the brain and memory.

Practice completing simple sentences with support.

Speak about her own memory habits.

Write basic sentences using the vocabulary from class.

🧩 1. Warm-Up – Let’s Talk! (10 min)

Ask simple questions:

Do you think you have a good memory?

yes i think but it pedends because i am not good at remembering names but specific dates i remember.

What do you do to keep your brain active?

i think the execerise is good for the brain, reading, watching the new, and estimulate the brain with socializing.

Do you like games or puzzles?

i like but it´s not common in my life puzzles. and drawing is good for the brain. i like drawing. i like painting.

➡️ Encourage short answers and use gestures or visual support if needed.

🧠 2. Vocabulary Introduction (10 min)

Teach these words with examples and gestures:

Memory – I have a good memory. I remember names easily. ( i am good at remembering names)

Long-term memory – I remember my first day at school.

Short-term memory – I forget where I put my phone!

Sharp – My grandmother is 80, but she’s very sharp.

On the tip of your tongue – What’s the name of that actor? It’s on the tip of my tongue.

Screen time – I have 5 hours of screen time every day.

➡️ Ask: "Do you use your long-term memory more or short-term memory?"

✍️ 3. Sentence Building Practice (15 min)

Instructions: Complete the sentence with a new word.

Examples for student:

they are talking about their long and short term memory, about exercising for estimulating your brain, Neil has a sharp daughter, and Georgie has a slow brain she needs time to process her thoughts.

study languages, he reads a lot and not much puzzles.

Help the student complete them using the vocabulary.

➡️ Extra support: Give options if needed.

“I want to reduce my… (a) memory (b) screen time (c) long-term memory”

💬 4. Speaking Practice – Brain Habits (15 min)

Ask the student to answer these using full sentences:

What do you do to help your memory?

for my memory i study languages, i read and watch documentaries.

Do you think your brain is sharp? foreigner

it depends for dates or for names is okay for foreign language is not sharp.

How many hours of screen time do you have?

it depends on my days, when i don´t have surgery i have time for social media and work.

Do you ever forget words that are on the tip of your tongue?

Help her build complete answers. You can model and then ask her to repeat with her own ideas:

“I try to read every day. It helps my memory.”
“I forget names. Sometimes they are on the tip of my tongue.”

✏️ 5. Writing Activity – My Memory and Brain (10–15 min)

Ask the student to write 5–6 simple sentences using vocabulary from the lesson.

You can give prompts to complete:

1. I have a good memory because i

2. I remember when i went to

3. My short-term memory is good

4. I feel sharp when

5. My screen time is

Review her writing, correct gently, and ask her to read aloud.

✅ 6. Cool Down & Review (5–10 min)

Ask:

What new words did you learn today?

What can you do to keep your brain active?

Offer praise and summarize:

“Today you learned how to talk about memory. Great job completing your sentences!”

🏠 Optional Homework

Write 3 more sentences about your memory and brain using your wife as an example.

long-term memory

screen time

sharp

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BBC Learning English - Real Easy English / Talking about your brain

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Learn to talk about your mind and memory

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big walls- flags - 30 euros - go up - main square - parade - pride - reserved - surrounded trucks with music, with street vendors- walk around - went biking - night life - islands - headlines - red line - homemade sweets - industralized sweets - mousse - cakes -

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🍩 Discussion Class:

The Global Obesity Epidemic

🎯 Level: Upper-Intermediate

⏰ Duration: 60–75 minutes

👥 Skills: Speaking, Vocabulary Expansion, Critical Thinking

✍️ Optional Output: Short Opinion Paragraph or Summary

🔥 1. Warm-Up (10 min)

Start the class by asking:

What comes to your mind when you hear the word epidemic?

i think about life in general, like suffering and loss.

In your Brazil, do you think more people are becoming overweight or obese? Why?

more people are becoming overweight and many people are obese but now the medicine is helping people to control their weight and lose pounds.

How have eating or exercise habits changed in the last 20 years? do you think the pandemic made an impact on people´s lives?

yes, i think during the pandemic or an epidemic the mind of the people is compulsive to eat ( compulsively). self- care is very important in these cases because these people can end up to be obese so, they must pay attention to their regular health.

📰 2. News Headlines Discussion (15 min)

Read these real headlines aloud or display them one by one:

1. How global obesity epidemic is set to get a whole lot worse.

2. ‘Unparalleled threat’ of death: Over 50% of adults worldwide will be overweight by 2050

3. Shocking number of Brits who will be obese by 2050 revealed in damning study

Ask student:

What message do you think each headline is trying to send?

it´s a warning message for attention of the population, self care in general.

Which words in the headlines feel dramatic or emotional? Why do you think journalists use this kind of language?

it´s necessary because people don´t pay attention to the the headlines so dramatic messages are more moving.

Which headline would make you want to read more? Why?

🧠 3. Vocabulary Input (10 min)

Here are some useful words and expressions from the headlines and the article, with definitions:

A whole lot – means “a large amount” or “very much”. For example, “People today eat a whole lot more processed food than in the past.”

the people in general in my field prefer a whole lot more of liposuction and surgery in general rather than diets and exercise.

Unparalleled – means something that has no equal or comparison; nothing else is like it. For example, “The rise in obesity rates is unparalleled in history.”

examaple: the facility access and fast food is unparalled compared to a century ago because now we have an excess of junk food and it´s now easier, faster and more dangerous.

Damning – describes something very critical or negative. For example, “The study gave a damning conclusion about government inaction.”

the fast food is damning food for all..

Epidemic – when something (not just disease) spreads quickly and affects a large number of people. For example, “Obesity has become a global epidemic.”

Preventable – something that can be avoided if the right actions are taken. For example, “Experts say obesity is largely preventable with better education and access to healthy food.”

Processed food – food that has been altered or changed from its natural state, often with added sugar, salt, or chemicals. For example, “Processed snacks and fast food contribute heavily to obesity.”

🗣️ 4. Guided Discussion Questions (20–25 min)

Now dive deeper into the topic with these discussion prompts:

Personal Experience & Lifestyle

Do you know someone who has struggled with being overweight? What challenges did they face?

What are the main causes of obesity in your opinion? Poor diet, lifestyle, stress, genetics?

Social and Global Issues

Why do you think obesity is increasing in both rich and poor countries?

Should fast food advertising be restricted, especially to children?

Critical Thinking

Some people say obesity is a personal choice. Others say it’s a systemic issue caused by government and industry. What’s your view?

Should governments tax unhealthy food to stop people from buying it?

🎯 5. Language Practice (15–20 min)

Part A – Useful Phrases for Opinions:

Teach your student or review these expressions to sound more fluent and confident:

“In my opinion…”

“It’s clear that…”

“I strongly believe…”

“On the other hand…”

“It could be argued that…”

“That may be true, but…”

Mini Activity:

Give a statement like:

“Fast food is the number one cause of obesity.”

Ask your student to agree or disagree using at least two opinion phrases.

Part B – Optional Writing Task (Homework or Final 10 min)

Have your student write a short paragraph (100–150 words) answering:

“What should governments do to reduce obesity by 2050?”

Ask them to include:

3 of the new vocabulary words

At least 2 opinion expressions

You can review the writing together in the next lesson.

🎬 Wrap-Up Prompt (5 min)

End with a reflection or imaginative question:

“Imagine it’s 2050 and most people in your city are obese. How might daily life look different?”

Let the student speculate using future modals like:

“People might…”

“There could be…”

“It may be necessary to

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BBC Learning English - Learning English from the News / 50% adults overweight or obese by 2050: Global study

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What does this new study reveal about obesity?

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🏠 Clase de Español: Feng Shui y Vocabulario Avanzado de la Casa

Nivel: Intermedio Alto (B2)

Duración estimada: 90 minutos

Objetivos:

Ampliar el vocabulario relacionado con la vivienda y su decoración.

Familiarizarse con conceptos básicos del Feng Shui.

Interpretar y aplicar refranes relacionados con el hogar.

Desarrollar habilidades de expresión oral y escrita.

1. Activación de conocimientos previos (10 minutos)

Actividad: Conversación guiada

¿Qué sabes sobre el Feng Shui?

¿Cómo describirías tu casa ideal?

¿Conoces algún refrán relacionado con el hogar?

2. Introducción al Feng Shui (15 minutos)

Actividad: Lectura y discusión

Presentar una breve introducción al Feng Shui, destacando su origen y principios básicos.

Discutir cómo la disposición de los espacios puede influir en el bienestar.

3. Vocabulario avanzado de la casa (20 minutos)

Actividad: Asociación y aplicación

Introducir términos avanzados relacionados con la vivienda (e.g., “vestíbulo”, “despensa”, “altillo”).

Realizar ejercicios de asociación de palabras con imágenes o definiciones.

Aplicar el vocabulario en descripciones de espacios.

4. Refranes sobre el hogar (15 minutos)

Actividad: Interpretación y uso

Presentar refranes como “En casa de herrero, cuchillo de palo” o “Cada oveja con su pareja”.

Discutir su significado y contexto de uso.

Crear situaciones donde se puedan aplicar estos refranes.

5. Proyecto práctico: Redecora tu espacio según el Feng Shui (20 minutos)

Actividad: Presentación oral

El estudiante elige una habitación de su casa y propone cambios en la disposición y decoración basados en los principios del Feng Shui.

Presenta sus ideas al profesor, utilizando el vocabulario aprendido y justificando sus elecciones.

6. Cierre y reflexión (10 minutos)

Actividad: Debate y autoevaluación

¿Qué aspectos del Feng Shui te parecen más interesantes o aplicables?

¿Cómo ha cambiado tu percepción sobre la organización del espacio en el hogar?

¿Qué refrán te ha parecido más curioso o útil?

Materiales necesarios:

Imágenes de diferentes espacios del hogar.

Lista de vocabulario avanzado de la casa.

Listado de refranes relacionados con el hogar.

Breve texto introductorio sobre el Feng Shui

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Ejercicios interactivos en español para nivel avanzado sobre el vocabulario de la casa, el feng shui, los colores y refranes sobre la casa

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🧥 Clase: Mi armario sostenible

Nivel: Intermedio bajo (A2-B1)
Duración: 60 minutos
Objetivo comunicativo: Hablar sobre la ropa, el consumo responsable y las decisiones sostenibles
Gramática: Presente del indicativo + expresiones de frecuencia
Vocabulario: Ropa, materiales, sostenibilidad, hábitos de consumo

🟢 Calentamiento (10 min) – “¿Qué llevas hoy?”

Objetivo: Activar vocabulario relacionado con la ropa.
Actividad:

Pregunta al alumno:

¿Qué ropa llevas hoy?

¿De qué color es? ¿De qué material es (algodón, lana, poliéster)?

¿Te gusta? ¿Es cómoda? ¿Dónde la compraste?

Apunta las palabras nuevas que salgan y revísalas brevemente.

🟡 Actividad principal (25 min) – Comprensión + vocabulario

Objetivo: Leer y comprender información sobre sostenibilidad en la moda.
Material: Texto “Mi armario sostenible” (puedes copiar partes clave del sitio o resumirlas en clase).
Pasos:

1. Lectura guiada (10 min):
Lee con el alumno la sección introductoria del artículo. Pregunta:

¿Qué es un armario sostenible?

¿Cuál es el problema con la ropa hoy en día?

2. Vocabulario contextual (5-7 palabras):
Enséñale estas palabras/frases en contexto:

sostenible - sustentavel

algodón orgánico - algodón organico

segunda mano - ropas usadas

comercio justo - comercio honesto

marcas éticas - marcas justas

reciclar ropa - reutilizar ropas

fast fashion - moda rápida.

📌 Técnica: Haz que el alumno relacione las palabras con ejemplos personales.
Ejemplo:

¿Has comprado ropa de segunda mano alguna vez?

¿Tienes algo de algodón orgánico?

3. Comprensión oral (si ves el vídeo):
Puedes ver juntos el vídeo del sitio (sin necesidad de charts) y luego preguntar:

¿Qué hace Lucía para tener un armario más sostenible?

¿Qué ideas te parecen buenas sobre lo que habló lucía?

Hay varias ideas buenas, usar las ropas

yo pienso que la compra debe ser hecha si es necesaria, mirar el lugar de utilización y reutilizar las ropas.

🔵 Producción oral (15 min) – “Mis hábitos con la ropa”

Objetivo: Practicar presente del indicativo y expresiones de frecuencia.
Actividad: TAREA BRUNO!
Haz preguntas como:

¿Con qué frecuencia compras ropa?

¿Dónde compras normalmente? Y porque?

¿Tiras la ropa que no usas? ¿La donas?

¿Qué piensas del fast fashion?

¿Te gustaría cambiar tus hábitos? ¿Cómo?

No lo sé exactamente, pero creo que compro mis ropas principalmente en viajes internacionales, viajo a cada 2 anos, muchas veces abro mi armario y veo ropa que ya no uso, trato de donarlas, normalmente a alguna institución o para mi señora de la limpieza la lleve a sus conocidos.

Yo creo que las ropas de fast fashion tienes sus serventias para quienes no pueden permitirse comprar ropa de buena calidad.creo que mis hábitos de vestir son sostenibles.

🗣️ Puedes transformar esto en una pequeña conversación o entrevista.

🟣 Tarea (opcional) – “Consejos sostenibles”

Objetivo: Escribir y reflexionar.
Actividad escrita para casa:
Escribe 5 frases con consejos para tener un armario más sostenible. Usa:

Verbos en presente

Expresiones como: “Es importante…”, “Debes…”, “Puedes…”
Ejemplo:

Puedes donar la ropa que no usas.

Es mejor comprar ropa de segunda mano.

📌 Vocabulario clave de repaso (final de clase)

Repasa al final brevemente estas palabras con el alumno y pídele que las use en una frase:

sostenible

segunda mano

fast fashion

donar

reciclar

comprar

usar

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Actividades interactivas sobre el tema de la moda sostenible y el consumo consciente.

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LingoClip - Enjoy learning languages with music

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Discover a new and fun way to learn English and other languages by filling in the lyrics of your favorite songs.

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🧑‍🏫 Clase de Español: "La Gratitud en Nuestra Vida"

Nivel: Intermedio (B1-B2)
Duración: 60 minutos
Tema: La gratitud y su impacto en nuestras vidas
Habilidades: Comprensión oral, expresión oral, vocabulario emocional

🟣 1. Introducción (10 minutos)

¿Qué significa para ti la gratitud?

la gratitud es un sentimiento de agradecimiento, con las personas con las cosas que hemos vivido, un estado de espiritu muy bueno y positivo.

¿Cuándo fue la última vez que te sentiste agradecido?

diariamente las pequeñas cosas me hacen sentir agradecido por la vida, por ver el mar, estar con mi pareja, mi perro y mi trabajo.

la gratitud tiene beneficios para la salud física y mental ?

si, la gratitud fisica y mental porque se muestra en el estado de espiritu y nos permite disfrutar de las actividades fisicas, tienes buen descanso, y te le levantas renovado.

🟡 2. Vocabulario Emocional (10 minutos)

Objetivo: Ampliar el vocabulario relacionado con las emociones positivas

Presenta una lista de palabras relacionadas con la gratitud (agradecido/a, reconocimiento, aprecio,...

🔵 3. Actividad Principal: Diario de Gratitud (20 minutos)

Objetivo: Fomentar la reflexión personal y la expresión escrita

Hoy estoy agradecido/a por mi salud y de mi familia.

Una persona que aprecio es mi pareja porque lo amo.

Algo bueno que me sucedió fue almorzar con mis suegros en casa.

🟢 4. Calendario de Gratitud (10 minutos)

Objetivo: Establecer hábitos diarios de gratitud

1. agradecer más por lo bueno que me pasa.

2. elogiar más a las personas que veo pasar.

3. tener tiempo para reflexionar sobre las cosas que me pasan.

4. mirar el futuro y impulsionar las ideas

5. hacer lo que me gusta .

🔴 5. Cierre: Mandalas de Gratitud (10 minutos)

Objetivo: Promover la relajación y la reflexión.

📝 Tarea para Casa

Escribir sobre la gratitud que vives en este momento.

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Segunda parte de la serie "Español-Terapia" con un set de actividades para trabajar la gratitud.

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📕 – ¿Tienes algún tipo de discapacidad o conoces a alguien que la tenga? ¿Cuál? ¿A qué dificultades se enfrenta en su vida diaria? huelga = greve

yo no tengo ninguna discapacidad fisica que dificulte mis dias, pero tengo un brazo, el izquierdo con algunas difucultades.

📕 – ¿Qué significa “tener una discapacidad”? ¿Qué tipos de discapacidad conoces?

1. discapacidad visual, motora, intelectual, física, oral, auditiva.

discapacidad físicas:

dificultad al caminar, discapcidad en las extremidades, dificultad auditiva, dificultad intelectual, dificultad al hablar (mudo).

📕 – ¿Conoces los deportes paralímpicos? Busca qué categorías hay.

📕 – ¿Cómo crees que hay que dirigirse a una persona con discapacidad para no ser ofensiva u ofensivo? ¿Qué terminología deberíamos usar?

la palabra seria discapacitado/ discapacidad.

💬 – ¿Crees que las personas con discapacidad están discriminadas? ¿Qué otros colectivos sociales lo están?

hay más medidas para estas personas, pero aún falta inclusión.

💬 – ¿Crees que los niños y las niñas tratan de manera diferente a las personas con discapacidad? ¿Por qué?

creo que ellos tratan con discriminación cuando no saben del problema que enfrentan estas personas.

💬 – ¿Crees que las personas con discapacidad y las personas sin discapacidad deberían educarse por separado? ¿Por qué?

yO creo que deben educarse juntos pero tienen que haber medidas para minimizar la desigualdad y permitir que aprendan a socializar y convivir juntos.

💬 – ¿Qué puede hacer la sociedad para ser más inclusiva y dejar de excluir a las personas con discapacidad?

hay una ley que obliga los espacios publicos adecuar y permitir la inclusión.

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🧑‍🏫 Plan de Clase: “Lo que necesito ahora”

🎯 Objetivo general:

El alumno será capaz de expresar necesidades y deseos usando el verbo “necesitar” con estructuras con infinitivo y subjuntivo.

⏱ Duración: 60 minutos

🟨 1. Calentamiento – ¿Qué necesitas hoy? (10 min)

Objetivo: Activar vocabulario y conectar con el tema.

Actividad: Conversación guiada

Pregunta al alumno:

¿Qué necesitas hoy?

necesito (yo) reconponerme del final de semana.

¿Qué necesitabas la semana pasada?

la semana pasada necesitaba más tiempo con chocolate.

¿Qué necesita tu familia ahora?]

nosotros necesitamos de vacaciones, nos gustaria ir a una hacienda cerca de rio.

Haz énfasis en la estructura:
✅ Necesito descansar.
✅ Mi madre necesita unas vacaciones.

🟦 2. Comprensión auditiva y análisis del texto (15 min)

Actividad: Leer o escuchar la transcripción del “mensaje”

Puedes leerlo tú en voz alta con entonación emocional.

Luego haz estas preguntas de comprensión:

¿Por qué la persona dice que necesita vacaciones?

EL NESECITA DE VACACIONES PARA TENER MAS TIEMPO DE VIVIR.

¿Qué cosas ya no quiere más?

YO PIENSO QUE NO QUIERE MAS LA RUTINA, LA FALTA DE TIEMPO, EL TRABAJO DESGASTANTE, Y LA MONOTOMIA.

¿Qué quiere hacer con su vida?

QUIERE EXPERIMENTAR LAS COSAS NUEVAS, TENER TIEMPO DE LOS VIAJES, DE LAS PLAYAS, DE LAS RUTAS, DE LOS PAISAJES.

Vocabulario a destacar:

pesimismo, dudas, miedos, inspirar, probar, cambio

🟩 3. Gramática: Necesitar + infinitivo / Necesitar que + subjuntivo (15 min)

Explicación clara con ejemplos:

✅ Necesito descansar. → mismo sujeto (yo-yo)

✅ Necesito que descanses. → diferentes sujetos (yo-tú)

Ejercicio guiado:
Completa con infinitivo o con "que + subjuntivo":

1. Necesito ___hacer___ (hacer) ejercicio.

2. Necesito que tú me __escuches____ (escuchar).

3. Necesitamos __tomarnos____ (tomar) un descanso.

4. Ella necesita que su hijo _estudie____ (estudiar) más.

🟧 4. Producción oral – “Mis necesidades” (15 min)

Actividad: Habla personal guiada

El alumno debe completar frases y luego expandir:

Ahora necesito estudiar más

Necesito que tu cocines más

Esta semana necesito mas tiempo libre

Cuando estoy estresado, necesito que Bruno me deje en paz.

👉 Puedes darle apoyo visual con tarjetas o frases modelo.

🟥 5. Tarea para casa

Escribir un mensaje personal al estilo del texto original
Título: Mensaje a mí mismo
Instrucciones: Escribe 6-8 frases sobre lo que necesitas ahora. Usa estructuras con:

infinitivo (cuando hablas de ti)

que + subjuntivo (cuando hablas de otros)

Ejemplo:

Necesito dormir mejor.
Necesito que mi jefe me dé un poco más de tiempo.
Necesito volver a sentirme feliz.

NECESITO TENER MAS GANAS DE ESTUDIAR IDIOMAS, NECESITO ORGANIZARME MEJOR MI TIEMPO, TENGO QUE HABLAR MAS COM MIS PADRES Y MI HERMANA, EN MI TRABAJO TENGO QUE HACER MAS VIDEOS PARA MI INSTAGRAM. NO ME GUSTA HACER VIDEOS PERO ME GUSTA MUCHO OPERAR MIS PACIENTES.

PALABRAS NUEVAS:

TENGO GANAS

JEFE

RUTA

RUTINA

SACANDO EL PASAPORTE

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"Aquí, ahora y así" - Spot publicitario de Estrella Damm 2022

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Actividades interactivas en torno al spot publicitario "Aquí, ahora y así" de Estrella Damm (verano 2022)

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Clase de Español - Nivel Intermedio

Tema: La revolución de los juguetes
Objetivo: El estudiante comprenderá y debatirá sobre la historia, identificará las quejas de los juguetes y practicará la expresión de opiniones.

1. Introducción (5 min)

Actividad: Preguntas para activar conocimientos previos

¿Crees que los juguetes deben tener roles específicos según su género?

¿Cómo ha cambiado la manera en que se diseñan los juguetes en los últimos años?

¿Has escuchado sobre la lucha por la igualdad en la industria del juguete?

palabras clave; Muñeca - roles-descapacitadas- diferentes estereotipos- carritos -niñas - hermana- mayor - jugaba - saltaba soga -soga = cuerda- saltaba elastico- yo jugaba con la pelota-menos crueles - amables y comprensibles -jugar - adaptando al ambiente- conciencia -sobrino - subido de peso - gordito - bullying- sufren más -me preguntó - me cuestionó -

3. Expresión Oral y Debate (10 min)

Actividad: Discusión en parejas o en grupo

¿Qué opinas sobre la queja de los juguetes?

¿Crees que los juguetes reflejan los estereotipos de la sociedad?

¿Cómo cambiarías la industria del juguete para hacerla más inclusiva?

4. Producción Escrita (10 min)

Tarea: Escribe un breve discurso como si fueras uno de los juguetes en la asamblea. Usa estructuras como:

Estamos cansados de…

Exigimos que…

No es justo que…

5. Cierre y Reflexión (5 min)

Preguntas finales:

¿Aprendiste algo nuevo sobre los juguetes y su impacto en la sociedad?

¿Cambió tu opinión sobre el tema después de la discusión?

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Actividades en torno al cuento "La revolución de los juguetes", en el que los juguetes se revelan porque están hartos de ser considerados "de niños" o "de niñas".

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📢 Español

Queridos alumnos,

A partir de ahora, tendremos nuevas políticas para las clases de español e inglés.
Si una clase no es cancelada con al menos 24 horas de anticipación, será cobrada dentro del paquete correspondiente.
Les agradezco mucho su comprensión y compromiso.

Un saludo cordial,

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Clase de Español: El Origen del Chocolate

Niveles: B1-B2

Duración: 60-75 minutos

Objetivos de la Clase:

• Comprender un texto sobre el origen del chocolate.

• Mejorar la comprensión auditiva con un audio relacionado.

• Ampliar vocabulario sobre gastronomía e historia.

• Practicar la expresión oral a través de debates y actividades interactivas.

1. Actividad de Calentamiento (10 minutos)

Preguntas de discusión:

• ¿Te gusta el chocolate? ¿Por qué sí o por qué no?

me gusta mucho el chocolate, me gusta porque es mi dulce favorito; me gusta el chocolate en barra , en tortas, en general en postres tanbiem. no me gusta mucho el sabor chocolate en helados.

• ¿Sabes de dónde proviene el chocolate?

creo que proviene de China,

• ¿Cómo crees que se descubrió el cacao?

Hás probado algún chocolate que te gustó mucho? De donde es este chocolate?

hace mucho tiempo atras, yo probé un chocolate chino y era muy bueno, era un chocolate al leche y con champagne.

2. Lectura y Comprensión (20 minutos)

Paso 1: Lectura guiada

• Distribuir el artículo de la revista Punto y Coma.

Resumen:

el texto nos cuenta sobre el origen del chocolate, nos cuenta tanbiem sobre las formas de usarlas para regalos, para piropos, para recetas, y para conocer la historia.

lista de palabras clave para el chocolate:

amargo - fuerte- dulce- regalo- avellana - llegar - leyenda- el polvo.

Paso 2: Preguntas de comprensión

• ¿Dónde se originó el cacao/cacau?

.

• ¿Qué civilización utilizaba el cacao como moneda?

• ¿Cómo llegó el chocolate a Europa?

Ejercicio:

• Subrayar palabras clave y nuevas en el texto.

3. Comprensión Auditiva (15 minutos)

Paso 1: Introducción al audio

• Explicar que escucharán un fragmento sobre la historia del chocolate.

Paso 2: Primera escucha

• Escuchar sin leer la transcripción.

• Preguntas generales: ¿Quiénes mencionan en el audio? ¿Qué datos nuevos aprendiste?

Paso 3: Segunda escucha

• Escuchar con la transcripción y completar un ejercicio de palabras faltantes.

4. Debate y Expresión Oral (15-20 minutos)

Temas para debatir:

1. ¿Crees que el chocolate es un lujo o una necesidad hoy en día?

2. ¿Cuál es el impacto del cultivo del cacao en el medioambiente?

3. ¿Prefieres el chocolate en su forma más pura o con ingredientes adicionales?

4. Cierre y Tarea (5 minutos)

• Repaso del vocabulario nuevo.

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• Tarea: Escribir un breve artículo sobre el impacto del chocolate en la cultura y la economía. ( inflación) ( cambios climaticos) ( los precios en el mercado) ( los privilegios sociales)

El chocolate es un producto súper valorado en todo el mundo. Ademàs, el chocolate forma parte de la cultura y siempre esta presente en fechas especiales como la Pascua.

Pero no todo es tan dulce: el precio del chocolate está subiendo por problemas en la producción en manos de personas mayores y con pocos recursos.

Para que el chocolate siga llegando a nosotros, hay que invertir en tecnología mejorar las condiciones de los agricultores y hacer que toda la cadena sea más justa y sostenible.

Palabras nuevas

fechas= datas de festas

invertir= investir

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✅ Revisión de la clase: Debate sobre el corto "Cocodrilo"

Objetivo logrado:
El alumno practicó con éxito las estructuras para expresar acuerdo, desacuerdo y opinión. Sus respuestas fueron reflexivas, personales y conectadas con los temas del corto.

Aspectos destacados:

Mostró buena comprensión emocional y temática del corto.

Usó expresiones como "en mi humilde opinión", "yo creo que...", "no estoy de acuerdo porque..." de manera natural.

Se atrevió a conectar el contenido con su propia vida, lo que enriqueció el debate.

Aspectos a reforzar:

Cuidado con la ortografía de tecnología y audífonos.

Seguir trabajando la concordancia entre sujeto y verbo (ej: “nos conecta” y no “nos conectan” cuando el sujeto es singular).

Revisar expresiones más naturales en español como “si yo hubiera tenido una situación como esta…”.

Recomendación:
En futuras sesiones, seguir usando materiales audiovisuales emotivos y permitir que el alumno relacione el contenido con experiencias personales.

🎲 Juego de vocabulario básico: Emociones y Opiniones

Objetivo: Reforzar vocabulario útil para debates y expresión emocional.

Material: Tarjetas virtuales o físicas con palabras.

Instrucciones:
Dile al alumno que saque una tarjeta y diga una frase usando la palabra. Puedes ayudarlo con estructuras como:

Me siento… cuando…

En mi opinión, es importante…

Estoy de acuerdo con… porque…

🎭 Emociones (nivel básico):

Triste

Feliz

Sorprendido/a

Confundido/a

Enojado/a

Asustado/a

Agradecido/a

💬 Opiniones (nivel básico):

Diálogo - conversación

Respeto - el hijo se refiere a sus padres con respeto pero no llevan bien.

Familia- es hijo unico

Perdón- parece que si, que la madre y su hijo van a tomar un cafe.

Recuerdo - una fotografía de un cocodrilo

Tecnología - la tecnología los hacerca al hijo y la madre.

Silencio-talvez por no ser transparentes con los sentimientos.

Variación para avanzar:
Puedes hacer “frases incompletas” para que él las termine, como:

Perdonar es importante cuando se ama.

La tecnología puede ser buena si, puede aproximar a las personas sin embargo; puede muchas vezes alejar a las personas.

Una familia fuerte necesita de dialogo, comprensión y amor.

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Actividad: Debate sobre el corto 🎬💬

📌 Objetivo: Practicar cómo expresar acuerdo, desacuerdo y dar opiniones sobre el corto Cocodrilo.

👍 Para mostrar acuerdo: Estoy de acuerdo porque… / Creo que es verdad que…

👎 Para mostrar desacuerdo: No estoy de acuerdo porque… / No creo que sea así porque…

💬 Para dar tu opinión: En mi opinión, es importante… /  Yo pienso que…

🔹 Paso 1: Reacción inicial

Después de ver el corto, el alumno responde:

¿Qué sentimientos te produjo el corto?

bueno, me produjo reflexión entre madre e hijo sobre la technología y las nuevas profesiones.

¿Qué crees que nos quiere decir la historia?

Nos quiere decir que un buen dialogo hace fuerte la relación entre personas.

¿Alguna parte del corto te sorprendió? ¿Por qué?

me sorprendió la verguenza de su madre con su padre, cuando cierra la ventana del monitor y retira los audifonos para no mostrar su conversación.

🔹 Paso 2: Opiniones guiadas

Presenta afirmaciones sobre el corto y el alumno debe reaccionar usando las estructuras de la tabla.

Puede responder con “Estoy de acuerdo porque…”, “No estoy de acuerdo porque…” o “En mi opinión…”.

📢 Frases para debatir:

1. El protagonista se siente solo porque ha tomado malas decisiones en el pasado.

no estoy de acuerdo porque el esta feliz haciendo lo que le gusta.

2. Los recuerdos pueden ser dolorosos, pero también nos ayudan a crecer.

realmente los recuerdos dolorosos nos hacen actuar diferente.

1. La tecnología nos permite conectar mejor con el pasado y las personas que queremos.

en mi humilde opinión algunas vezes nos conecta con alguien que esta lejos pero nos aleja de quien esta cerca.

2. Si el protagonista hubiera hablado con su hijo antes, su relación sería diferente.

yo creo que un buen dialogo es la mejor forma de solucionar el problema, si yo hubiera tenido una situación como esta, creo que hubiera siempre sido claro con mis pensamientos y actitudes con mi madre.

3. El final del corto es triste porque muestra que la tecnología no sustituye el contacto humano.

💬 ¿Qué opinas sobre esta situación?
¿Por qué crees que la madre y el hijo no se hablan?
¿Cómo se siente la madre? ¿Y el hijo?

💬 ¿Serías capaz de perdonar cualquier cosa?
¿Hay algo que no podrías perdonar? ¿Por qué?
¿Qué significa la frase “perdono pero no olvido”? ¿Te sientes identificada/o?
¿Te gustaría pedir perdón a alguien? ¿Y recibir el perdón de alguien?

💬 ¿Has escuchado frases como “Familia es familia”, “Familia, lugar del perdón”, o “A la familia se le perdona todo”?
¿Estás de acuerdo?
¿Crees que siempre hay que perdonar a la familia?

🔹 Paso 3: Expresión libre

Pide al alumno que haga su propia afirmación sobre el corto para que tú reacciones usando las expresiones de la tabla.

hoy en dia nos quedamos callados con la technología y necesitamos decir lo que realmente pensamos cara a cara.

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Cocodrilo – Corto sobre la familia y el perdón

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Practica la comprensión auditiva con dinámicas basadas en el corto “Cocodrilo” y amplía tu vocabulario de forma divertida e interactiva.