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💼 8-Class Course: English for Beauty & Cosmetology Interviews

🟣 CLASS 1 — “Tell Me About Yourself”

Main goal

Build her professional introduction and establish the language she will repeatedly use throughout the course.

Interview questions

Start with:

Tell me about yourself.

i am sabrina, i am specialize in micropigmentation and eyebrows treatments. i work fifteen years at beauty industry and love this job, results e possibilites.

Can you tell me about your professional background?

well, i learned do eyebrow when i was adolecent maybe fourteen years old. I always loved things about beauty and treatement . the firts time i learned onw my onw after that e I studies in a important school in brasil senac and since then i have been deleloping my skills through various important course.

How long have you been working as cosmetician?

i have been a cosmetician since 2014 when i open

my first clinic in brasil.

What made you choose this profession?

For sure i choose this profession because i in love saw people happy with yous self-esteem high. For me each person have a important history about traum or bad things in your lifes and beauty help us deeply.

What do you enjoy most about your work?

i love hear all stories about my clients. understand what she is looking for and deliver the best result. my work allows me to transform lives, not just eyebrows and that's what i love most.

What are your main skills?

i have many skills.

eyebrows micropigmentation, lips micropigmentation, browlamination, dermaplening.. over the year developed my onw tecnique for natural eyebrows i call it micronatural amazing tecnique for those who would like beauty without exaggeration.

What kind of clients have you worked with?

All types of people. people who have money to invest and people who save up to achive their dreams.

Language focus

Present Simple vs. Present Perfect

This is extremely useful for her.

I work as a cosmetician.
I specialize in facial and eyebrow treatments.
I have been working in the beauty industry for several years.
I have worked with different types of clients.
I have developed strong skills in…

Also:

I am responsible for…
I specialize in…
I have experience in…
My main strengths are…

Speaking task

Give her 60 seconds:

“Tell me about yourself as a professional.”

Then 2 minutes.

Then 3 minutes.

Each time, correct only the most important recurring mistakes.

Homework

Record a 2-minute professional introduction without reading.

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BBC Learning English - Office English / Career development

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Learn to talk about training, promotions and networking.

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💼 8-Class Course: English for Beauty & Cosmetology Interviews

🟣 CLASS 1 — “Tell Me About Yourself”

Main goal

Build her professional introduction and establish the language she will repeatedly use throughout the course.

Interview questions

Start with:

Tell me about yourself.

i am sabrina, i am specialize in micropigmentation and eyebrows treatments. i work fifteen years at beauty industry and love this job, results e possibilites.

Can you tell me about your professional background?

well, i learned do eyebrow when i was adolecent maybe fourteen years old. I always loved things about beauty and treatement . the firts time i learned onw my onw after that e I studies in a important school in brasil senac and since then i have been deleloping my skills through various important course.

How long have you been working as cosmetician?

i have been a cosmetician since 2014 when i open

my first clinic in brasil.

What made you choose this profession?

For sure i choose this profession because i in love saw people happy with yous self-esteem high. For me each person have a important history about traum or bad things in your lifes and beauty help us deeply.

What do you enjoy most about your work?

i love hear all stories about my clients. understand what she is looking for and deliver the best result. my work allows me to transform lives, not just eyebrows and that's what i love most.

What are your main skills?

i have many skills.

eyebrows micropigmentation, lips micropigmentation, browlamination, dermaplening.. over the year developed my onw tecnique for natural eyebrows i call it micronatural amazing tecnique for those who would like beauty without exaggeration.

What kind of clients have you worked with?

All types of people. people who have money to invest and people who save up to achive their dreams.

Language focus

Present Simple vs. Present Perfect

This is extremely useful for her.

I work as a cosmetician.
I specialize in facial and eyebrow treatments.
I have been working in the beauty industry for several years.
I have worked with different types of clients.
I have developed strong skills in…

Also:

I am responsible for…
I specialize in…
I have experience in…
My main strengths are…

Speaking task

Give her 60 seconds:

“Tell me about yourself as a professional.”

Then 2 minutes.

Then 3 minutes.

Each time, correct only the most important recurring mistakes.

Homework

Record a 2-minute professional introduction without reading.

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BBC Learning English - Office English / Career development

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Learn to talk about training, promotions and networking.

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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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💇 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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🌊 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/ I got hurt after I knew about Nino.

get lost

get caught/catch/ I got caught by the police

get confused

get injured

get promoted/Renan got promoted.

get fired/ got fired

get stuck/ I was late because Renan and I got stuck in the traffic jam/ rush hour.

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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i am getting very nervous with this

i am staying home lately

she stayed crazy

she got crazy

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

Vocabulary

hive/colmeia
a home for bees/ abelhas.

spin
(of a web) when spiders make their homes

dam
a wall built to stop or control water

nest/ninho
a home built by animals (like birds) for eggs or babies

architect
a person who designs buildings

pass down
give something (like traits or knowledge) from parent to child

transmit
send something from one place or person to another

trait
a feature or characteristic of a living thing
imitate
to copy someone or something

caregiver
who looks after someone else

coin
to invent a new word or phrase

evolution/ evolve
the slow change of living things over time

invasive
has spread quickly in a new place and caused harm

mate
who you choose to reproduce or have babies

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BBC Learning English - The Reading Room / Do birds build their homes like humans?

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Birds teach each other how to build a home

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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

Where did you live in Brazil?

I lived in the northeast of Brazil, my city is called SALVADOR my neighbour was Stella Maris this a beach zone and natural views is just beautiful there.

How long have you lived in Dubai?

i have lived here for 1 year and a half.

Why did you move?

because, first it was a dream for a long time, I always wanted to live in another country, I like the new cultures, new opportunities, make money which is very important and to live new experiences far from the family and the same things.

What do you like most about living in Dubai?

I think the first thing I like here is the security, the safety, the clean public spaces, it is amazing. The government takes the best decisions for the citizens and everyone has a job and protection.

What do you miss about Brazil?

I miss so much the food, even though I like cook my own food but can not be compared. I miss the beach and the climate which is very hot and I cant deal with it because it is hot as hell.

Was moving easy or difficult?

it was easy because I sell all my stuff in brazil before I left the country.

Would you move to another country again? Why?

yes, I would move again. I guess I would like to go to Paris or the USA. because I would like to learn English better in a native speaking country.

Follow-up Questions

Did you bring many things from Brazil?

Did you leave some possessions behind?

How long did it take to pack?

What was the most difficult part of moving?

2. Vocabulary

Possessions

Things that belong to you.

Examples:

I packed all my possessions before moving.

My most valuable possession is my laptop.

Removal Van

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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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

Where did you live in Brazil?

I lived in the northeast of Brazil, my city is called SALVADOR my neighbour was Stella Maris this a beach zone and natural views is just beautiful there.

How long have you lived in Dubai?

i have lived here for 1 year and a half.

Why did you move?

because, first it was a dream for a long time, I always wanted to live in another country, I like the new cultures, new opportunities, make money which is very important and to live new experiences far from the family and the same things.

What do you like most about living in Dubai?

I think the first thing I like here is the security, the safety, the clean public spaces, it is amazing. The government takes the best decisions for the citizens and everyone has a job and protection.

What do you miss about Brazil?

I miss so much the food, even though I like cook my own food but can not be compared. I miss the beach and the climate which is very hot and I cant deal with it because it is hot as hell.

Was moving easy or difficult?

it was easy because I sell all my stuff in brazil before I left the country.

Would you move to another country again? Why?

yes, I would move again. I guess I would like to go to Paris or the USA. because I would like to learn English better in a native speaking country.

Follow-up Questions

Did you bring many things from Brazil?

Did you leave some possessions behind?

How long did it take to pack?

What was the most difficult part of moving?

2. Vocabulary

Possessions

Things that belong to you.

Examples:

I packed all my possessions before moving.

My most valuable possession is my laptop.

Removal Van

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

Warm-up Questions

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

2. What annoys you most about modern life?

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

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

5. What annoying habit do many people have?

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

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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Screen Time and Children: How Much Is Too Much?

Lesson Objectives

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

Discuss screen time habits and social media use.

Express opinions about technology and children.

Use new vocabulary in context.

Practice speaking, reading, listening comprehension, and writing.

Talk about advantages and disadvantages of screen use.

Warm-up

Discuss the questions:

1. How much time do you spend on your phone each day?

2. What apps do you use the most?

3. Do you think children spend too much time on screens?

4. At what age should a child have a smartphone?

5. Should governments regulate children’s screen time? Why or why not?

Before Listening

Quiz Question

According to the UK media regulator, how many children aged 3–4 have a smartphone?

a) One in twenty

b) One in ten

c) One in five

Make your guess and explain why.

Vocabulary/homework

Match the words with their meanings.

1. intentional

2. enable

3. eager

4. shift

5. set someone up for something

6. the bar needs to be higher

Definitions:

a. To make something possible

b. A small change

c. Acting with a specific plan or purpose

d. To prepare someone for a future situation

e. Very excited and willing to do something

f. Expectations should be increased

Vocabulary Practice

Complete the sentences:

1. Parents should be __________ about how much screen time their children have.

2. Educational apps can __________ children to learn new skills.

3. Many teenagers are __________ to join social media.

4. There has been a __________ in attitudes toward technology.

5. Good study habits can __________ students for success.

6. When it comes to online safety, __________.

Reading/ homework

Are Children Spending Too Much Time Online?

Many parents worry that their children spend too much time looking at screens. Smartphones, tablets, video games, and social media are now part of everyday life. While technology offers many benefits, excessive screen time can sometimes affect sleep, concentration, and physical activity.

As a result, some governments are introducing online safety measures. Countries such as the UK, Australia, and China have discussed or implemented rules designed to protect children online. These measures may limit access to social media or encourage healthier digital habits.

Supporters believe these policies help children develop better relationships with technology. They argue that young people need time for face-to-face communication, exercise, and creative activities.

Others believe that technology itself is not the problem. Instead, they argue that children should learn how to use digital tools responsibly because technology will continue to play an important role in education and future careers.

The debate continues as families, schools, and governments search for the best balance between technology and healthy childhood development.

Reading Comprehension

Answer the questions.

1. Why are many parents concerned about screen time?

2. What are some benefits of technology?

3. What measures are some governments introducing?

4. Why do some people support restrictions?

5. What is the argument against strict limits?

True or False?

1. Technology has no benefits for children.

2. Some governments want to improve online safety.

3. Everyone agrees on the best solution.

4. Face-to-face communication is mentioned as important.

5. Technology will probably remain important in the future.

Speaking Activity

Discussion

1. How much screen time is healthy for children?

2. Should children under 13 use social media?

3. What are the advantages of smartphones for children?

4. What are the disadvantages?

5. Did you spend more or less time on screens when you were young?

6. How can parents encourage healthy technology habits?

Grammar Focus/ homework

First Conditional

We use the first conditional to talk about real future possibilities.

Structure

If + present simple, will + verb

Examples:

If children spend too much time online, they will sleep less.

If parents set limits, children will develop healthier habits.

If governments create regulations, social media companies will need to adapt.

Practice

Complete the sentences:

1. If children use screens before bed, they ________.

2. If parents monitor social media use, children ________.

3. If schools teach digital literacy, students ________.

4. If screen time becomes excessive, ________.

Debate

Statement

“Children under 13 should not have smartphones.”

Prepare arguments:

Agree

Better concentration

Less social media pressure

More outdoor activities

Disagree

Safety and communication

Educational resources

Technology skills

Discuss which side is more convincing.

Role Play

Student A: Concerned parent

Student B: Child who wants a smartphone

Discuss:

Why the child wants a phone

Parents’ concerns

Rules and limits

Possible compromise

Try to reach an agreement.

Writing Task

Opinion Paragraph (120–150 words)

Question:

Should governments limit children’s access to social media?

Include:

Your opinion

Two reasons

One possible disadvantage

A conclusion

Useful expressions:

In my opinion…

I believe that…

One advantage is…

However…

On the other hand…

Therefore…

Homework

Track your own screen time for one day.

Write a short reflection (100–120 words):

How many hours did you spend on screens?

Which apps did you use most?

Was your screen time intentional or automatic?

What would you like to change about your digital habits?

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BBC Learning English - 6 Minute English / Limiting screen time for children

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Children are spending too much time with electronic devices.

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The Positive Power of Poetry

Upper-Intermediate English Class (B2)
Topic: Poetry, Emotions, and Self-Expression
Duration: 60–75 minutes

Warm-up Discussion

Discuss the questions:

1. Do you enjoy reading poetry? Why or why not?

2. What is the difference between poetry and song lyrics?

3. Have you ever heard someone recite a poem?

4. Can poetry help people express difficult emotions?

5. Do you think poetry is still relevant today?

6. What topics make the best poems?

Vocabulary

Match the words to the definitions.

Words

open mic night

touch your soul

jargon

impenetrable

turn-off

get goose bumps

Definitions

a. difficult or impossible to understand

b. special language used by a particular profession or group

c. something that makes people lose interest

d. a live event where anyone can perform

e. affect someone deeply emotionally

f. feel physically or emotionally affected so that the hairs on your skin stand up

Reading

Why Poetry Continues to Inspire People

Poetry has existed for thousands of years, yet it remains an important form of expression today. Many people think poetry belongs only in schools or old books, but poems continue to be shared on social media, at festivals, and during open mic nights.

One reason poetry remains popular is its ability to express emotions. Sometimes people find it difficult to describe feelings such as love, grief, hope, or fear. A poem can provide words for experiences that are hard to explain. The right poem can touch your soul and help you understand yourself better.

However, poetry can also have a reputation for being difficult. Some readers find certain poems impenetrable because of unusual vocabulary or complex symbolism. Others are turned off by the academic jargon often used when discussing poetry in school.

Despite these challenges, poetry continues to attract new audiences. Spoken-word performances, online communities, and poetry videos have introduced younger generations to the art form. Many people discover poems that give them goose bumps because they feel personally connected to the message.

Poetry reminds us that language is not only a tool for communication but also a way to share emotions, experiences, and ideas.

Reading Comprehension

Choose the Correct Answer

1. Why do many people still enjoy poetry?

a) It helps express emotions.

b) It teaches mathematics.

c) It is always easy to understand.

2. What might make a poem difficult to understand?

a) Too many pictures.

b) Complex symbolism and vocabulary.

c) Short sentences.

3. Why are some people turned off by poetry?

a) They dislike reading.

b) They find the academic jargon confusing.

c) Poems are too expensive.

4. How are younger people discovering poetry?

a) Through social media and spoken-word performances.

b) Through newspapers only.

c) Through television commercials.

5. According to the article, poetry is a way to:

a) memorize information.

b) communicate emotions and ideas.

c) learn foreign languages only.

Language Focus: Literary Devices

This Week's Question

The phrase:

"The Positive Power of Poetry"

repeats the same initial p sound.

What is this called?

a) Assonance

b) Alliteration

c) Simile

✅ Answer: Alliteration

More Examples

Wild winds whisper.

Busy bees buzz.

Silver stars shine.

Practice

Create your own alliteration using:

the letter S

the letter B

the first letter of your name

Speaking Activity

Discussion Questions

1. Have you ever read a poem that moved you emotionally?

2. Why do some people love poetry while others dislike it?

3. Can poetry help people during difficult times?

4. Should poetry be taught more often in schools?

5. Are song lyrics a form of poetry?

6. Can poetry create social or political change?

Poetry Analysis

Read the poem:

The ocean speaks in waves of blue,
A thousand stories coming through.
The wind carries dreams across the sea,
Whispering softly to you and me.
Though storms may come and skies grow gray,
Hope is the light that shows the way.

Discuss

1. What is the main message of the poem?

2. What emotions does it create?

3. Which images can you visualize?

4. What does "Hope is the light that shows the way" mean?

Writing Task

Option A – Personal Reflection

Write 120–150 words about a piece of writing, song, or poem that has touched your soul.

Include:

What it was

When you discovered it

Why it affected you

What message you learned from it

Option B – Create Your Own Poem

Write a poem of 6–10 lines about one of the following topics:

Friendship

Hope

Nature

Family

The future

Try to include:

one example of alliteration

descriptive language

an emotional message

Extension Activity

Read this quote and discuss:

"Poetry is when an emotion has found its thought and the thought has found words."

— Robert Frost

Questions

1. What do you think this quote means?

2. Do you agree with it?

3. Can emotions always be expressed with words?

Homework

Find a short English poem online and prepare to:

Read it aloud.

Explain its meaning.

Identify any examples of alliteration, rhyme, or imagery.

Describe whether the poem gave you goose bumps and why.

Answers:
1-d | 2-e | 3-b | 4-a | 5-c | 6-f

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BBC Learning English - 6 Minute English / The power of poetry

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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/e

2. judged/d

3. upsell/c

4. basket spend /b

5. think outside the box/f

6. model/a

a. show behaviour that others can copy

b. amount of money spent in one purchase/compra.

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. TRUE

2. Mental shortcuts help people make decisions quickly. TRUE.

3. Upselling means selling cheaper products. FALSE

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

5. Understanding advertising techniques can help consumers. TRUE

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

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

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

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

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

Money that you owe to another person or institution.

Many people have debt after buying a house.

Pay back

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

I earn my salary every month.

Spend

I spend a lot on transportation.

Save

I'm saving for a vacation.

Save up

I'm saving up for a new laptop.

Borrow

He borrowed money from the bank.

Lend

Would you lend money to a friend?

Owe

I owe the bank $5,000.

Repay

She repaid the loan quickly.

Afford

I can't afford a new car right now.

Budget

We budget carefully every month.

Invest

Some people invest their money in stocks.

Deposit

I deposited my paycheck yesterday.

Withdraw

He withdrew cash from the ATM.

Take out a loan

They took out a loan to buy a house.

Cut back on

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 a bigger apartment.

4. He finally off his debt.

5. Many families struggle to ______ ends meet.

6. I try not to ______ 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

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

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

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

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

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

Money that you owe to another person or institution.

Many people have debt after buying a house.

Pay back

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

I earn my salary every month.

Spend

I spend a lot on transportation.

Save

I'm saving for a vacation.

Save up

I'm saving up for a new laptop.

Borrow

He borrowed money from the bank.

Lend

Would you lend money to a friend?

Owe

I owe the bank $5,000.

Repay

She repaid the loan quickly.

Afford

I can't afford a new car right now.

Budget

We budget carefully every month.

Invest

Some people invest their money in stocks.

Deposit

I deposited my paycheck yesterday.

Withdraw

He withdrew cash from the ATM.

Take out a loan

They took out a loan to buy a house.

Cut back on

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 a bigger apartment.

4. He finally off his debt.

5. Many families struggle to ______ ends meet.

6. I try not to ______ 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

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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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BBC Learning English - The English We Speak / Throw ideas at the wall

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Is it good to just throw ideas at the wall?

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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

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

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Objectives

Students will:

talk about their names and nicknames

use the expressions named after, common, and unusual

read and discuss a short text about names in Brazil today

practice speaking through a dialogue

Warm-up

Ask students:

What’s your name?

Do people call you by your full name or nickname?

Who chose your name?

Were you named after someone?

Is your name common or unusual in Brazil?

Do you like your name?

Give students a few minutes to discuss in pairs before sharing with the class.

Vocabulary

nickname
an informal name used by family and friends

Example: My nickname is Ju.

to name someone
to give someone a name

Example: My parents named me Pedro.

named after
to have the same name as another person because of them

Example: I was named after my grandfather.

common
used by many people

Example: Gabriel is a common name in Brazil.

unusual
different or not very common

Example: Her name is unusual.

Reading

Names in Brazil Today

Names in Brazil tell stories about family, culture, and now technology too.

In the past, many Brazilian children were named after relatives. It was very common for a son to have his father’s name or for a daughter to be named after her grandmother. Names like Maria, José, João, and Ana were everywhere.

Today, society is different. Technology connects people to the world every day through phones, social media, music, movies, and games. Because of this, parents hear many new names from other countries and cultures.

Some parents still choose traditional family names. Others prefer modern or unusual names because they want something unique. English-inspired names have become more common in Brazil, and some parents even create new spellings to make a name feel more personal.

Nicknames are also an important part of Brazilian culture. Many people use nicknames more than their real names. A Beatriz becomes Bia. An Eduardo becomes Duda. A Fernando becomes Nando.

Today, a name can carry family history, but it can also reflect the modern digital world we live in.

Reading questions

Ask students:

1. How were many children named in Brazil in the past?

2. What has changed the way parents choose names today?

3. Why do some parents choose unusual names?

4. Why are nicknames important in Brazil?

5. Do you think technology influences names? Why or why not?

Conversation – Phil and Georgie

Phil: Hi Georgie. Can I ask you something?

Georgie: Sure.

Phil: Were you named after anyone?

Georgie: Yes, I was named after my grandmother. Her name was Georgia.

Phil: That’s nice. And Georgie is your nickname?

Georgie: Yes. My family always calls me Georgie.

Phil: I like it. My full name is Philip, but everyone calls me Phil.

Georgie: Is Philip common where you’re from?

Phil: Yes, it’s pretty common.

Georgie: Mine feels a little unusual.

Phil: Do you have any other nicknames?

Georgie: My little brother calls me “G.” It’s funny, but I like it.

Phil: That’s a good one.

Georgie: What about you?

Phil: My uncle calls me Philly. Only him.

Speaking practice

Students work in pairs.

Student A asks:

What’s your full name?

Do you have a nickname?

Who named you?

Were you named after someone?

Student B answers and then switches roles.

Final speaking task

Students introduce themselves to the class:

Example:

“My name is Lucas, but my friends call me Lu. My parents named me after my uncle. Lucas is a common name in Brazil. I like my name because it is simple and easy to say.”

Optional homework

Write 6–8 sentences answering:

What is the story behind your name?

Include:

your full name

nickname

who named you

if you were named after someone

if your name is common or unusual

if you like it and why

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BBC Learning English - Real Easy English / Talking about names

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Georgie’s nickname is Silly Billy - learn ‘nickname’ and more

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Reading Text – Working Nowadays

Today, many people feel stressed at work. Modern life is fast, and workers often have many responsibilities. Emails, meetings, deadlines, and long hours can make people feel nervous and tired.

Some workplaces are very organised. Managers plan tasks carefully, and employees know what they need to do. In organised companies, workers usually feel calmer and more confident.

However, other workplaces can be disorganised. People may not communicate well, meetings start late, and employees sometimes do not understand their tasks. This situation can increase stress and create problems between coworkers.

Supportive colleagues and managers are very important nowadays. When people help each other and communicate clearly, employees feel happier and more relaxed. Small actions, like listening carefully or offering help, can make a big difference.

Many people are also trying to create a better work-life balance. They want time for family, hobbies, exercise, and rest. Psychologists say that calm moments during the day can reduce stress and improve mental health.

Working nowadays can be difficult, but good communication, organisation, and supportive people can help create a healthier workplace.

Comprehension Questions

1. Why do many people feel stressed at work?

2. How do organised companies help workers?

3. What happens in disorganised workplaces?

4. Why are supportive colleagues important?

5. What can reduce stress according to psychologists?

Discussion Questions

Is your workplace organised or disorganised?

What causes stress at work?

How do you stay calm during difficult days?

Are supportive coworkers important?

What advice do psychologists give about stress?

Useful Expressions

“I feel stressed at work sometimes.”

“My workplace is very organised.”

“Supportive colleagues make work easier.”

“Good communication helps reduce stress.”

“I try to stay calm during busy days.”

Writing Practice

Write 5–8 sentences about your work routine.

You can answer:

Is your work stressful?

Are your coworkers supportive?

Is your workplace organised?

How do you relax after work?

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💄 Lesson Theme: Beauty, Services & Getting Things Done (Causatives)

🎯 Objectives

By the end of the lesson, your student will:

Use causative structures naturally

Talk about beauty treatments & services

Understand causatives in a real-life context (dentist experience)

Compare services in Dubai vs elsewhere

🧠 1. Warm-up (Personalized Speaking)

Start with her world:

Questions:

What services do your clients usually get done?

They get their eyebrows done, they get their derma planing done, they get their lips done with nutrigloss.

Do clients prefer natural or styled eyebrows in Dubai?

normally my clients prefer natural because my clients are Brazilians girls living in Dubai but they prefer more natural procedures.

What do you get done regularly? (hair, nails, skin, etc.)

I get my hair done in a salon but the service I use the most is nails and I get my nails done done in my own house, so the nail specialist comes home and get the service done.

👉 Push:

“Do you do everything yourself or do you sometimes ask someone to do things for you?”

many things I do by myself but Many others I ask someone to do for me for example I get my groceries delivered, I get my house cleaned every 15 days and forth.

💬 2. Lead-in to Grammar (Natural Discovery)

Write examples based on her life:

“I design eyebrows.”

“I have my eyebrows done every month.”

Ask:
👉 What’s the difference?

Guide her to notice:

Doing vs receiving a service

📘 3. Grammar Focus: CAUSATIVES

🔹 Structure 1: Services (Focus on result)

👉 Use this visual block:

have/get + object + past participlehave/get + object + past participle

Examples (beauty context):

I get my eyebrows done every two weeks. * present

She had her lashes lifted yesterday. / past

I’m going to /I will have my skin treated next week./ future

👉 Concept:
Focus = the service, not the person

🔹 Structure 2: Persuasion / Arranging

get + person + to + verbget + person + to + verb

Examples:

I got my colleague to help me with a client.

She got the technician to fix the machine.

👉 Concept:
Focus = who does the action

✍️ 4. Controlled Practice

Task A – Transform (Basic → Causative)

Someone cleaned my skin → past
👉 I _got my skin cleaned last week_________________________

A technician fixed my laser machine →
👉 I _got/had my laser machine fixed by a technician yesterday _________________________

Someone shaped my eyebrows →
👉 I __got my eyebrows shaped last weekend ________________________

Task B – Personalization

Complete:

I usually get my nails done every weekend

Last month, I had my hair done in a salon

I need to get someone to fix my eyebrows machine

📖 5. Reading: Dentist Experience (Causatives in Context)

Text: “A Visit to the Dentist in Dubai”

Last week, I went to a dental clinic in Dubai because I had a problem with one of my teeth. The clinic was very modern, and the staff were extremely professional.

When I arrived, I had my teeth checked by the dentist. He told me I needed some treatment, so I decided to have my tooth cleaned and get a cavity filled.

At first, I was nervous, but the dentist explained everything carefully. I also got the assistant to explain the procedure again, just to feel more comfortable.

The whole experience was surprisingly pleasant. I even decided to have my teeth whitened next month.

In Dubai, many people regularly get their teeth cleaned and have cosmetic treatments done, just like they do with beauty services.

🔍 6. Comprehension + Grammar Awareness

Questions:

What treatments did the person receive?

How did the person feel at the beginning and at the end?

Why did they ask the assistant for help?

👉 Grammar focus:

Find 3 examples of:

have/get + object + past participle

get + person + to + verb

💬 7. Speaking: Real-Life Application

Role-play 1: Client & Cosmetician

She = expert

You = client

👉 Include:

“I’d like to get my eyebrows done”

“You should have them shaped”

“I can get someone to help you”

Role-play 2: Service Culture in Dubai

Questions:

Do people in Dubai prefer to do things themselves or pay for services?

Are beauty services expensive?

Is it common to “get things done” regularly?

👉 Push:

“Do you think people depend too much on services?”

🔗 8. Final Task (Fluency Challenge)

Task:
Describe your weekly routine using at least 4 causatives

Example:

“I usually get my eyebrows done every week. I also have my nails done…”

✍️ Optional Homework

Writing:

“Describe all the services you had done last month.”

🧠 Teaching Tip (Important for Intermediate)

She might:
❌ Say: “I did my eyebrows” (when she means service)
✅ Encourage: “I had my eyebrows done”

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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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🦷 Class Topic: Going to the Dentist

🎯 Objectives

By the end of the class, the student will:

Understand and use basic vocabulary about dental care

Talk about personal experiences at the dentist

Ask and answer simple health questions

🔹 1. Warm-up (5–7 min)

Ask simple questions:

Do you go to the dentist often?

I always wanted to be a dentist when I was a child, and I always went to dentist when it was possible. maybe once in a month for cleaning my teeth/tooth.

in Dubai, When was your last visit?

here I haven't gone yet, but when I was in Brazil I went very often.

Do you like going to the dentist? Why or why not?

What do you usually do there?

👉 Encourage short answers first, then expand:

“I go once a year.” → “I go once a year for a check-up.”

🔹 2. Key Vocabulary (10 min)

Teach and practice:

Check-up → A visit to the dentist to check your teeth

Toothache → Pain in your tooth

backache / stomachache/headache / I have aches

Filling → Material used to fix a hole in a tooth/

Braces → Metal wires to make teeth straight

i wear/wore/used braces when I was 8 years old until 15 years old

👉 Practice:

Repeat pronunciation

Ask concept questions:

Do you go for a check-up when you are healthy? (Yes)

Is a toothache comfortable? (No)

👉 Quick matching:

Toothache → pain

Filling → fix a hole

Braces → straight teeth

🔹 3. Reading / Listening (10 min)

Simple Dialogue (adapted)

Neil: Hi Becca, how are you?
Becca: Not great. I have a toothache.
Neil: Oh no! Are you going to the dentist?
Becca: Yes, I have a check-up tomorrow.
Neil: That’s good. Maybe you need a filling.
Becca: I hope not! When I was younger, I had braces.
Neil: Really? Your teeth look great now!
Becca: Thanks! But I don’t like going to the dentist.

Comprehension Questions:

Why is Becca not feeling well?

When is her appointment?

What did she have when she was younger?

🔹 4. Language Focus (10 min)

Talking about health problems:

Structure:

I have + problem

I have a toothache

I have a headache

Talking about plans:

I’m going to + place

I’m going to the dentist

I’m going to the doctor

👉 Practice:

I have ______

I’m going to ______

🔹 5. Speaking Practice (15–20 min)

🗣️ Role Play

Situation 1: At the dentist

Student = patient

Teacher = dentist

Prompts:

What’s the problem?

How long?

Do you have pain?

Situation 2: Talking to a friend

“I have a toothache.”

“You should go to the dentist.”

🧩 Personal Questions

Have you ever had braces?

Do you have fillings?

What do you do for a toothache?

🔹 6. Optional Extension (if time)

Advice Practice:

Teach:

You should…

You should go to the dentist

You should brush your teeth

👉 Student gives advice:

“I have a toothache” → Student: “You should…”

🔹 7. Homework (Optional)

Write 5–6 sentences:

When was your last check-up?

Have you ever had a toothache?

Do you like the dentist? Why?

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BBC Learning English - Real Easy English / Talking about the dentist

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Neil and Becca talk about the person we visit to check the health of our teeth

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🧠 Lesson Plan:

Memory & Being Forgetful

Level: Lower-intermediate (A2–B1)

Objective:

Talk about memories and past experiences

Use remember / remind / mind correctly

Build fluency with personal stories

1. 🔥 Warm-up (5–7 min)

Simple questions:

Are you a forgetful person?

a little bit, sometimes I forget my activities, I forgot all the times people's names and I hate that.

What things do you forget often? (keys, names, passwords…)

my problem is names.

Do you like talking about the past?

yes I do, I get the positive and the bad as a learning process.

👉 Follow-up:

What is a good memory from your childhood?

2. 🧠 Vocabulary Input (8–10 min)

Teach with examples + CCQs:

Memory → “I have a great memory for names.”

Forgetful → “I’m very forgetful. I forget my keys.”

Reminisce → “I like to reminisce with my friends.”

Memento → “I keep photos as mementos.”

Quick check:

Is a memento an object or a feeling? (object)

If you reminisce, are you talking about the future? (no)

3. 📥 Grammar Input: Remember / Remind / Mind (CORE)

Keep it simple and practical.

✅ 1.

REMEMBER

👉 Use: when YOU have a memory

“I remember my first school.”

“I remembered to call my mom.”

“I forgot to call her.” (contrast)

Pattern:

remember + noun → I remember that day

remember + to + verb → don’t forget obligation

remember + -ing → memory from the past

👉 Examples:

“I remembered to bring my keys.” (obligation)

“I remember meeting you.” (past memory)

✅ 2.

REMIND

👉 Use: when something/someone helps you remember

Pattern:

remind + person + to + verb

remind + person + of + thing

👉 Examples:

“Remind me to call my mom.”

“This song reminds me of my childhood.”

👉 Key idea:
➡️ You remind someone. You remember something.

✅ 3.

MIND

👉 Use: to ask about preference (polite)

Pattern:

Do you mind + -ing…?

👉 Examples:

“Do you mind opening the window?”

“Do you mind if I sit here?”

👉 Short answers:

“No, I don’t mind.” (OK 👍)

“Yes, I mind.” (Not OK ❌ — explain carefully!)

4. 🧩 Controlled Practice (10 min)

Exercise 1: Choose the correct verb

1. This photo ______ me of my childhood.

2. I always ______ to lock the door.

3. Can you ______ me to buy milk?

4. Do you ______ helping me?

✔️ Answers:

1. reminds

2. forget / remember (depending context)

3. remind

4. mind

Exercise 2: Complete

I remember ______ (visit) my grandmother.

Please remind me ______ (call) him.

Do you mind ______ (wait) here?

5. 🎧 Listening / Speaking (based on conversation)

Tell student:
“Two people are talking about memory and the past.”

First task:

Are they forgetful or organized?

Second task:

What kinds of memories do they talk about?

6. 🗣️ Speaking Practice (Main Production)

Activity 1: Personal questions

What do you remember about your first school?

Do you keep mementos? What kind?

What reminds you of your childhood?

Are you forgetful? Give examples.

Activity 2: Functional speaking

Roleplay:

Student A: forgetful person
Student B: helpful friend

Use:

“Remind me to…”

“Do you mind…?”

“I remember…”

7. 🎤 Fluency Task (Stronger push)

👉 Topic:
“Why do people like to remember the past?”

Encourage:

“I think people like to reminisce because…”

“For example…”

8. ✍️ Homework (optional)

Option 1 (easy):
Write 5 sentences:

2 with remember

2 with remind

1 with mind

Option 2 (personal):
Write about:
👉 “A memory I will never forget”

🧠 Teaching Tips

Students often confuse:
❌ I remind my childhood
✔️ I remember my childhood

Drill contrast clearly:
👉 “This reminds me of…”
👉 “I remember…”

With mind, emphasize meaning:
✔️ “Do you mind…?” = polite request

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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:

Memory & Being Forgetful

Level: Lower-intermediate (A2–B1)

Objective:

Talk about memories and past experiences

Use remember / remind / mind correctly

Build fluency with personal stories

1. 🔥 Warm-up (5–7 min)

Simple questions:

Are you a forgetful person?

a little bit, sometimes I forget my activities, I forgot all the times people's names and I hate that.

What things do you forget often? (keys, names, passwords…)

my problem is names.

Do you like talking about the past?

yes I do, I get the positive and the bad as a learning process.

👉 Follow-up:

What is a good memory from your childhood?

2. 🧠 Vocabulary Input (8–10 min)

Teach with examples + CCQs:

Memory → “I have a great memory for names.”

Forgetful → “I’m very forgetful. I forget my keys.”

Reminisce → “I like to reminisce with my friends.”

Memento → “I keep photos as mementos.”

Quick check:

Is a memento an object or a feeling? (object)

If you reminisce, are you talking about the future? (no)

3. 📥 Grammar Input: Remember / Remind / Mind (CORE)

Keep it simple and practical.

✅ 1.

REMEMBER

👉 Use: when YOU have a memory

“I remember my first school.”

“I remembered to call my mom.”

“I forgot to call her.” (contrast)

Pattern:

remember + noun → I remember that day

remember + to + verb → don’t forget obligation

remember + -ing → memory from the past

👉 Examples:

“I remembered to bring my keys.” (obligation)

“I remember meeting you.” (past memory)

✅ 2.

REMIND

👉 Use: when something/someone helps you remember

Pattern:

remind + person + to + verb

remind + person + of + thing

👉 Examples:

“Remind me to call my mom.”

“This song reminds me of my childhood.”

👉 Key idea:
➡️ You remind someone. You remember something.

✅ 3.

MIND

👉 Use: to ask about preference (polite)

Pattern:

Do you mind + -ing…?

👉 Examples:

“Do you mind opening the window?”

“Do you mind if I sit here?”

👉 Short answers:

“No, I don’t mind.” (OK 👍)

“Yes, I mind.” (Not OK ❌ — explain carefully!)

4. 🧩 Controlled Practice (10 min)

Exercise 1: Choose the correct verb

1. This photo ______ me of my childhood.

2. I always ______ to lock the door.

3. Can you ______ me to buy milk?

4. Do you ______ helping me?

✔️ Answers:

1. reminds

2. forget / remember (depending context)

3. remind

4. mind

Exercise 2: Complete

I remember ______ (visit) my grandmother.

Please remind me ______ (call) him.

Do you mind ______ (wait) here?

5. 🎧 Listening / Speaking (based on conversation)

Tell student:
“Two people are talking about memory and the past.”

First task:

Are they forgetful or organized?

Second task:

What kinds of memories do they talk about?

6. 🗣️ Speaking Practice (Main Production)

Activity 1: Personal questions

What do you remember about your first school?

Do you keep mementos? What kind?

What reminds you of your childhood?

Are you forgetful? Give examples.

Activity 2: Functional speaking

Roleplay:

Student A: forgetful person
Student B: helpful friend

Use:

“Remind me to…”

“Do you mind…?”

“I remember…”

7. 🎤 Fluency Task (Stronger push)

👉 Topic:
“Why do people like to remember the past?”

Encourage:

“I think people like to reminisce because…”

“For example…”

8. ✍️ Homework (optional)

Option 1 (easy):
Write 5 sentences:

2 with remember

2 with remind

1 with mind

Option 2 (personal):
Write about:
👉 “A memory I will never forget”

🧠 Teaching Tips

Students often confuse:
❌ I remind my childhood
✔️ I remember my childhood

Drill contrast clearly:
👉 “This reminds me of…”
👉 “I remember…”

With mind, emphasize meaning:
✔️ “Do you mind…?” = polite request

# data[].attributes.attachment_link.readable_text
(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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Questions about the text

1. Basic understanding

How many days do people usually work in a traditional workweek?

well it is normally the people usually work 5 days a week from Monday to Friday.

Which two countries are mentioned in the text?

dubai and brazil

2. Vocabulary check

What does “stress” mean?

it means to have worries and anxiety and some other things.

How do people feel when they are “calm”?

they feel calm and relaxed and positive.

What is the difference between “organised” and “disorganised”?

organised has a list to do and disorganised doesn't have anything.

What is a “supportive” workplace?

it is a workplace which gives you more time for yourself and benefits for your family and for your wellbeing.

3. True or False

People feel more stressed in a four-day workweek. false

Some companies in Brazil are testing shorter workweeks. true

A supportive environment can help workers feel better. true

Everyone agrees that a four-day workweek is perfect. false

4. Personal opinion

Do you feel stressed in your daily routine? Why?

no, I have a to do list for my day, I like my routine is very organised and I follow it.

Do you prefer to be organised or disorganised?

Do you think a supportive boss is important? Why? Renans life

very important, because the health and the mental health starts at the job and the relationship with the boss is very appreciative and important for both, employer and employee.

5. Discussion (speaking practice)

Would you like to work four days a week? Why or why not?

yes I would, because I would have more time for myself and my family.

Do you think people in Dubai work too much?

yes they do, many people in Dubai work a lot and they have much work to do , they work and think about work.

Do you think this idea could work well in Brazil?

yes because in Brasil people like to work less and this can help them with other things or other jobs.

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🧑‍💼 Class Theme

Work and How We Feel About It

🎯 Objectives

By the end of the class, the student will:

Talk about their job or daily work routine

Describe feelings (stress, calm, nervousness)

Use simple arguments to express opinions

Give ideas about working hours in Brazil

🔥 Warm-up (5–7 min)

Ask:

Do you work or study?

Yes, I work and study. I work as a freelancer I am a cosmetician and I study 3 days a week I study English.

What do you do every day?

I prepare a routine every day, not everyday I have a schedule but I have Many things to do in my day like preparing my lunch, cleaning the house, walking the dog, feeding my pets and studying.

Do you like your routine?

Yes, I like because I have my time for many things and I get to take care of my skin, my hair, my mental health.

👉 Follow-up:
“How do you feel during your workday?”

I don't have a real difficult workday but Renan does, and he is very tired sometimes and with no energy and I feel everything. I wish he could work less and be more energised working out and spending more time at home with our pets and myself.

🧠 Vocabulary (10 min)

Teach and practice:

Stress → “I feel stress when I have many tasks.”

i have many tasks to do

Calm → “I feel calm when I finish my work.”

I feel calm when I am with my pets.

Nervous → “I feel nervous before meetings.”

I feel nervous when I talk to a stranger in English.

Organised → “I plan my day. I am organised.”

I try to organise everything before my attendance for the day.

Disorganised → “I forget things. I am disorganised.”

i am not disorganised but I can forget things.

Supportive → “My boss helps me. He is supportive.”

i am very supportive for my husband all the time.

👉 Quick practice:
Ask the student:

Are you organised or disorganised?

Is your work environment supportive?

🎧 Listening / Speaking (10 min)

Create a simple dialogue (you can read it together):

Georgie: Do you like your job?
Becca: Yes, but sometimes I feel stressed.
Georgie: Why?
Becca: Because I have many tasks and little time.
Georgie: I understand. My job is calm, but sometimes I feel nervous in meetings.
Becca: Is your team supportive?
Georgie: Yes, they help me a lot.

👉 Ask:

Who feels stressed?

Who feels calm?

Why does Becca feel stressed?

💬 Controlled Practice (10 min)

Student answers:

I feel stressed when ______

I feel calm when ______

I feel nervous when ______

My work is (organised / disorganised) because ______

My environment is supportive because ______

🇧🇷 Brazil Discussion (Guided Argumentation – 15 min)

Now guide the student to build simple opinions about working hours in Brazil.

Step 1: Give structure

Teach simple opinion phrases:

“I think…”

“In my opinion…”

“For me…”

“Because…”

Step 2: Ask guided questions

Do people work a lot in Brazil?

Do people feel stressed or calm? Why?

Do you think working many hours is good?

Step 3: Build argumentation (VERY IMPORTANT)

Help the student expand ideas:

👉 Model:

“I think people in Brazil work many hours because they need money. This can make people stressed.”

👉 Student practice:

I think working many hours is ______ because ______

I think shorter workdays are ______ because ______

People feel ______ because ______

🗣️ Mini Debate (Simple) (10–15 min)

Question:
👉 “Should people work fewer hours in Brazil?”

Help student answer with structure:

Opinion + reason + result

Example:

“I think people should work fewer hours because they feel stressed. They can be more calm and happy.”

Encourage:

At least 2 reasons

Use vocabulary (stress, calm, supportive, etc.)

🎭 Role Play (Optional)

Situation:
Student = employee
Teacher = boss

Student says:

“I feel stressed because…”

“I want fewer hours because…”

✍️ Homework (Optional)

Write 5–6 sentences:

“My work and how I feel”

Guide:

What do you do?

How do you feel?

Do you want more or fewer hours? Why?

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BBC Learning English - Real Easy English / Talking about work

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Georgie and Becca talk about the jobs we do and the way we feel about them

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🧑‍💼 Class Theme

Work and How We Feel About It HOMEWORK

Georgie: Do you like your job?
Becca: Yes, but sometimes I feel stressed.
Georgie: Why?
Becca: Because I have many tasks and little time.
Georgie: I understand. My job is calm, but sometimes I feel nervous in meetings.
Becca: Is your team supportive?
Georgie: Yes, they help me a lot.

👉 Ask:

Who feels stressed?

Who feels calm?

Why does Becca feel stressed?

💬 Controlled Practice (10 min)

Student answers:

I feel stressed when ______

I feel calm when ______

I feel nervous when ______

My work is (organised / disorganised) because ______

My environment is supportive because ______

🇧🇷 Brazil Discussion (Guided Argumentation – 15 min)

Now guide the student to build simple opinions about working hours in Brazil.

Step 1: Give structure

Teach simple opinion phrases:

“I think…”

“In my opinion…”

“For me…”

“Because…”

Step 2: Ask guided questions

Do people work a lot in Brazil?

In my opinion they do, yes long journeys of work.

Do people feel stressed or calm? Why?

I think they feel stressed because they work a lot and they have few time for enjoying their families, friends, practicing sports or working out, keeping a lifestyle is difficult.

Do you think working many hours is good or bad?

I think is bad for the employers because they have a target to meet and good for the employees because they need time for taking care of their health and home family and children in the majority of cases.

Step 3: Build argumentation (VERY IMPORTANT)

Help the student expand ideas:

👉 Model:

“I think people in Brazil work many hours because they need money. This can make people stressed.”

👉 Student practice:

I think working many hours is ______ because ______

I think shorter workdays are ______ because ______

People feel ______ because ______

🗣️

Working Hours: Are 4-Day Workweeks the Future?

Today, many people around the world are talking about working hours. In the past, a normal workweek was five days, usually from Monday to Friday. However, this is starting to change. Some companies and countries are testing a four-day workweek.

The idea is simple: people work fewer days, but they try to stay productive. Many workers say this helps them feel less stress. When people are less stressed, they can feel more calm and focused at work.

For example, in some countries, companies tested a four-day workweek and saw positive results. Workers were more organised, and they used their time better. They also had more time to rest, spend time with family, and take care of their health.

In Brazil, this idea is also becoming popular. Some companies are starting to test shorter workweeks. Many people believe this can improve quality of life. When workers are not too tired, they can do their jobs better and feel happier.

In places like Dubai, where many people work long hours, this idea is also interesting. A shorter workweek could help people who feel nervous or tired because of work pressure. Having more free time can help people relax and feel more balanced.

Another important factor is the work environment. A supportive workplace can make a big difference. When people feel supported by their managers and colleagues, they are less stressed and more confident.

However, not everyone agrees with the four-day workweek. Some people think it can be difficult for certain jobs, especially in industries that need constant service. Others worry that workers may feel more pressure to finish all their tasks in less time.

In conclusion, the four-day workweek is a growing trend. It may not be perfect for every job, but it shows that the world is changing. People want to work in a way that is healthier, more balanced, and less stressful.

What do you think? Would you prefer to work four days or five days a week? Why?

I live in Dubai in here they adopted 4 workdays, and interesting and but has a pressure for employees to finish their tasks and this can be sometimes very complicated and stressful for people's lives not only in Dubai but around the world.

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BBC Learning English - Real Easy English / Talking about work

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Georgie and Becca talk about the jobs we do and the way we feel about them

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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

a woman asking for the court to bring her benefits for her passing through depression after using social media.

lawsuit/ process legal

trial/ tribunal /

judge/ juiz

sue/ colocar na justiça

to claim/ claiming/ damages/struggles/ to be blamed/don't blame me/ misleading people/ denial/ deny/ overwhelmed/ overwhelming/ awarded/ received/ punishment/punish/ found liable/ I am liable of my own actions.

🎯 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?

yes

How many hours do you spend on your phone every day?

4 to 5 hours

Is it easy or difficult to stop using your phone?

it is a little bit difficult because In some specific times I need to check on my phone/ use my phone.

👉 Follow-up:

“Do you think social media is addictive?”

yes, because many platforms stimulate dopamine and this is very addictive for everyone.

📖 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.

I own a business in peru

i am the owner of the house.

i have my own opinion.

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.”

3 headlines

✅ 3. Check Understanding (5–10 min) homework

Ask simple questions:

Who started the lawsuit?

The woman her name is kaley.

Why did she sue the companies?

Because the social media hurt her mental health.

How much money did she receive?

She received 6 million.

What did Meta say in response?

Meta said they are trying to make their platforms safer, especially for young people.

👉 If needed, allow short answers.

💬 4. Vocabulary (10 min) homework

Teach + practice:

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

renans friend was found liable for driving her car drunk.

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

Using social media is addictive.

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

Mental health is important for our lives.

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

The social media reshaped many works.

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

I needed to have a moment with myself in many times.

👉 Practice:

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

⚡ 5. Speaking Practice (15–20 min) homework

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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💘 Lesson Plan: Soulmates & Relationships

🎯 Objective

By the end of the lesson, the student will:

Understand and use vocabulary related to love and relationships

Express opinions about romance and “soulmates”

Practice speaking through discussion and personal reflection

🔥 Warm-up (5–7 min)

Ask:

Do you believe in soulmates? Why or why not?

not anymore, because the people attract through their similarities not for an excuse. I dont believe in coincidence everything has a purpose in life.

Can people fall in love more than once?

yes of course... is very possible, because we are prepared for this, and the life is aways welcoming a new love, a new possibility or a new beginning.

What makes a relationship strong?

in my opinion is confidence, transparency, agreement about many things, respect is fundamental, and water the relationship with love. there are differences in personality traits but they attract themselves to keep the relationship stronger and the balance.

👉 Encourage full answers, not just “yes/no.”

📚 Vocabulary (10–12 min)

1. soulmate
👉 the person you have a special romantic bond with and love very much
Example: She thinks she has found her soulmate.

2. cynicism
👉 the belief that something will not be successful, or that people are not sincere.
Example: His cynicism about love comes from past experiences.

3. validated
👉 having confirmation that your ideas, feelings, or actions are worthwhile
Example: She felt validated when her partner supported her dreams.

4. Go for it!
👉 used to encourage someone
Example: You like her? Go for it!

5. heartbreak
👉 deep sadness, especially after a romantic relationship ends
Example: He experienced heartbreak after the breakup.

6. get over (someone/something)
👉 recover emotionally
Example: It took her months to get over her ex.

🧠 Controlled Practice (8–10 min)

Fill in the blanks:

1. After the breakup, he couldn’t _get over______ her.

2. I’m not romantic because I have a lot of __cynicism______ about love.

3. When she said yes, I felt completely _validated_______.

4. If you like him, just __go for it______!

5. Losing her was a real __heartbreak______.

6. Some people believe their _soulmate_______ is already chosen.

👉 Correct together and ask WHY for each answer.

🗣️ Speaking Practice (15–20 min)

💬 Discussion Questions

Do you think soulmates really exist or is it just a myth?

I think it's a myth. I believe in building relationships.

Why do people become cynical about love?

Many people become cynical because have suffered or been disappointed by someone.

Is heartbreak necessary to grow emotionally?

Not always, but relationships play an important role in our maturity.

How long does it take to get over someone?

It depends. Some people get over it very quicky while others grieve for longer.

What advice would you give a friend with a broken heart?

the life is pretty simple and enjoy your life and the good times with family and friends. you need to get over it.

👉 Push the student to:

Explain reasons

Give examples

Use at least 3 vocabulary words

🎭 Role Play (10 min)

Scenario 1:
Your friend is scared to confess their feelings. Encourage them.

Scenario 2:
Your friend just had heartbreak. Give advice.

👉 Encourage use of:

Go for it!

get over

heartbreak

✍️ Production (Homework or in class)

Option A – Writing:
Write a short paragraph (8–10 lines):
👉 “Do you believe in soulmates? Why or why not?”

Option B – Speaking:
Tell a short story about:

A relationship (real or imaginary)

Include at least 3 vocabulary words

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There's a strong connection between music and love. In this programme, we'll be meeting a singer-songwriter who used music to express her feelings of falling in love, and later to mend her broken heart when the relationship ended. Sam and Neil discuss the topic and teach you related vocabulary along the way.

This week's question

In which Italian city was Romeo and Juliet set? Was it:

a) Florence?
b) Venice? or,
c) Verona?

Listen to the programme to find out the answer.

Vocabulary

soulmate
the person you have a special romantic bond with and love very much

cynicism
the belief that something will not be successful, or that the people involved are not sincere

validated
having confirmation that your ideas, feeling or actions are worthwhile and valuable

Go for it!
used to encourage someone to make whatever efforts are needed to get something done

heartbreak
feelings of great sadness as if your heart is broken, especially at the end of a romantic affair

get over (something/someone)
feel better again after something or someone has made you unhappy

TRANSCRIPT
Note: This is not a word-for-word transcript.

Sam
Hello. This is 6 Minute English from BBC Learning English. I'm Sam.

Neil
And I'm Neil. There are a million songs about falling in love, and just as many about being broken-hearted. Do you remember the first time you fell in love, Sam?

Sam
Yes - I was fourteen and it seemed like every word of every love song had been written just for me!

Neil
There's a strong connection between music and love - as Shakespeare famously wrote, 'If music be the food of love, play on'. In this programme we'll be meeting a singer-songwriter who used music to express her feelings of falling in love, and later to mend her broken heart when the relationship ended. And as usual, we'll be learning some new vocabulary as well.

Sam
But first I have a question for you, Neil. Your mention of Shakespeare reminds me of Romeo and Juliet, his famous lovers who fall in love despite their fighting families, only to die tragically young. But in which Italian city was Romeo and Juliet set? Was it:

a) Florence?
b) Venice? or,
c) Verona?

Neil
I think it must be one of the world's most romantic cities - Florence.

Sam
OK, Neil, I'll reveal the answer later in the programme. Julia Jacklin is an Australian singer-songwriter whose song, 'Don't Know How To Keep Loving You', reached number eight in the Australian pop charts. Her song lyrics explore feelings of falling in love as well as the pain of breaking up.

Sam
Julia turned to music, pouring her feelings of lost love into the songs which later became her first album as a successful grown-up musician. So when BBC World Service programme, The Conversation, spoke with her, they asked Julia what she would tell her younger self:

Julia Jacklin
The one thing that was just very heart-breaking for me at that age was adult cynicism, I guess, about love... I found that really difficult. You know, now when a young person is, like, really in love at fourteen, I know that as an adult, all your instincts are telling them... you know that it's probably not going to work, you know? And it's like, just relax, or whatever, but I remember at the time just desperately wanting to be validated by adults and not be told that I was being stupid. I don't know, I'd probably just be like, yeah - go for it!

Sam
The young Julia wanted to feel validated - to get confirmation that her feelings were worthwhile and valued. She wanted someone to tell her, 'Go for it!', a phrase used to encourage a person to do whatever it takes to make something work.

Neil
Young love is delicate and it's easy to be pessimistic. I mean, how many couples do you know, Sam, who met as teenagers and stayed together for the rest of their lives?

Sam
I don't know many, it's true. Neuroscientist, Dr Lucy Brown, is co-creator of, The Anatomy Of Love, a website exploring the science of romance. She thinks we need to be more realistic about falling in love, as she explains here to BBC World Service's, The Conversation:

Dr Lucy Brown
I wish someone had said: you know love is wonderful... yes, go for it but heartbreak happens and maybe this isn't gonna last... maybe it is, but maybe it isn't, and just realise that it can be one of the most devastating experiences in your life, but you're gonna get over it.

Sam
But she also wants young people to know that, whatever happens, they can get over it - feel better again after something has made them unhappy.

Neil
Falling in love is one of the great experiences in life, and developing the strength to face whatever happens makes it more likely that the story ends happily- unlike the tale of Romeo and Juliet.

Sam
I think it's time to reveal the answer to my question - in which Italian city does the story of Romeo and Juliet take place?

Neil
I said it was Florence - so, was I right?

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BBC Learning English - 6 Minute English / Can music mend a broken heart?

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There's a strong connection between music and love. In this programme, we'll be meeting a singer-songwriter who used music to express her feelings of falling in love, and later to mend her broken heart when the relationship ended. Sam and Neil discuss the topic and teach you related vocabulary along the way.

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🗳️ opinion pollster

👉 pesquisador de opinião / instituto de pesquisa

Definição:
Pessoa ou organização que realiza pesquisas para descobrir a opinião do público, especialmente sobre temas políticos.

Example:

Opinion pollsters asked people about their voting preferences.

💥 misfire

👉 falha / algo que não funcionou como esperado

Definição:
Algo que não teve o resultado esperado ou não funcionou como planejado.

Example:

The plan was a complete misfire.

🧠 figure (something) out

👉 descobrir / entender / resolver

Definição:
Conseguir entender ou encontrar a solução para algo após pensar com atenção.

Example:

I couldn’t solve it at first, but I finally figured it out.

💰 blank cheque (blank check)

👉 carta branca

Definição:
Liberdade total, muitas vezes com recursos ilimitados, para tomar decisões ou realizar uma tarefa.

Example:

The manager gave her a blank check to lead the project.

🎯 laser-like

👉 muito focado / extremamente preciso

Definição:
Que demonstra um nível muito alto de foco e precisão.

Example:

He has laser-like focus when he works.

⚡ stark

👉 evidente / gritante / marcante / duro

Definição:
Algo muito claro, fácil de perceber, ou que causa impacto por ser forte ou contrastante.

Example:

There is a stark difference between the two situations.

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🧠 Class Theme

Understanding Opinions & Decisions

🎯 Objectives

By the end of the class, the student will:

Understand and use 6 new vocabulary items

Express opinions in a simple but clear way

Talk about decisions and mistakes

Practice speaking with examples and personal ideas

🧊 Warm-up (5–7 min)

Ask:

Do you like giving your opinion? Why / why not?

Do people usually agree with you?

Have you ever made a bad decision?

👉 Follow-up (push a bit):

What happens when people don’t agree?

📚 Vocabulary Presentation (10 min)

Teach with simple explanations + examples:

1. Opinion pollster

👉 A person who asks people questions about what they think

Example:

Opinion pollsters ask people who they will vote for.

2. Misfire

👉 Something that doesn’t work as planned

Example:

My plan to study all night was a misfire.

3. Figure something out

👉 To understand or solve something

Example:

I couldn’t do the exercise, but I figured it out later.

4. Blank cheque

👉 Unlimited freedom or money

Example:

My boss gave me a blank cheque for the project.

5. Laser-like

👉 Very focused and precise

Example:

She has laser-like focus when she studies.

6. Stark

👉 Very clear, obvious, or strong

Example:

There is a stark difference between the two ideas.

🗣️ Controlled Practice (10 min)

👉 Ask the student to complete:

1. Yesterday, I couldn’t __________, but today I understand.

2. My last plan was a __________ because…

3. A good leader needs __________ focus.

4. A __________ difference I see in my life is…

5. If I had a blank cheque, I would…

💬 Speaking Practice (15 min)

Activity: Opinions & Decisions

Ask:

Do you trust opinion pollsters? Why?

Have you ever made a decision that was a misfire?

When do you need laser-like focus?

What would you do if someone gave you a blank cheque?

What is a stark difference between your life now and 5 years ago?

👉 Encourage:

“I think…”

“In my opinion…”

“For me…”

🎭 Role Play (10 min)

Situation:

You are starting a new project.

Student = Project leader

Teacher = Boss

👉 The boss says:

“I give you a blank cheque. Do anything you want.”

Student must:

Explain their plan

Stay focused (laser-like!)

Avoid a misfire

✍️ Mini Writing (Optional Homework)

Write 5–6 sentences:

Topic:
“A time I made a mistake but figured it out”

Try to use:

figure out

misfire

stark

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Predicting the future is not easy but that's exactly the job of opinion pollsters - researchers who ask people questions to discover what they think about certain topics. Neil and Sam look at the inventor of the opinion poll and discuss if they always give the right results, and they teach you some related vocabulary as well.

This week's question

Few pollsters predicted that Britain would vote to leave the European Union in the 2016 Brexit referendum which, in the end, it did. But what was the final split between those who voted to leave and those who wanted to remain? Was it:

a) 51 leave to 49 remain?

b) 52 leave to 48 remain?

c) 52 remain to 48 leave?

Listen to the programme to find out the answer.

Vocabulary

opinion pollster
people who conduct polls which ask members of the public their opinion on particular subjects, especially ones concerning politics

misfire
something that does not work in the way it was intended to

figure (something) out
finally understand something, or find the solution to a problem, after thinking hard about it

blank cheque
unlimited money and freedom to complete a task

laser-like
very accurate and focused, like the beam of a laser

stark
obvious; easy to see; harsh; without decoration
TRANSCRIPT
Note: This is not a word-for-word transcript.

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

Neil
But predicting the future is never one hundred percent accurate, and opinion polls don't always get it right. In 2016, few pollsters predicted a victory for Donald Trump over Hillary Clinton in the US presidential election.

And in the 2020 US elections, most polls predicted Trump would lose to Joe Biden by a much larger amount than he actually did. These mistakes, sometimes called misfires -when things do not work in the way intended - have damaged the reputation of opinion pollsters. In this programme we'll be taking a look into the opinion polling industry and, of course, learning some useful new vocabulary as well.

Neil
But first I have a question for you, Sam, and it's about another time when the opinion polls got it wrong. Few pollsters predicted that Britain would vote to leave the European Union in the 2016 Brexit referendum which, in the end, it did. But what was the final split between those who voted to leave and those who wanted to remain? Was it:

a) 51 leave to 49 remain?

b) 52 leave to 48 remain?

c) 52 remain to 48 leave?

Sam
I think it was b) 52 percent voted to leave and 48 percent to remain.

Neil
OK, Sam, I'll reveal the answer at the end of the programme.

Sam
One of the biggest polling companies was founded by George Gallup. Born in 1901 on a farm in Iowa, Gallup was a student of journalism. He wanted to know people's opinion on a range of subjects and came up with a simple idea - why not try asking them? Here's G Elliot Morris, a data journalist for 'The Economist', explaining more to BBC World Service programme, More or Less...

G Elliot Morris
And he publishes his dissertation on this - how to measure what people want, basically. And he gets hired by a much bigger advertising agency in New York called Young and Rubicam. And they basically give him a blank cheque to do their research, to figure out how to call people, how to talk to them, to figure out if they remember or liked a certain product. Basically to figure out early methodologies in advertising. And then by 1931 or so, he's wondering: well, if it works for toothpaste, why not politics?

George Gallup tried to figure out what customers wanted to buy. If you figure something out, you finally understand it or find a solution to a problem after thinking about it a lot.

Neil
At this time, polling was focused on consumer preferences, not politics. But asking people about their political views is a lot more complicated than asking them about toothpaste. Making accurate election predictions depends on polling a sample group of people who accurately represent the population as a whole. One of the reasons for pollsters failure to predict Trump's election in 2016 is that they didn't ask enough white, non-college educated voters.

Sam
So, polling is a very complex process, one which is never totally reliable according to G Elliot Morris , speaking again here to BBC World Service's, More or Less...

G Elliot Morris
If people were understanding this process, that's generating all the polls, then they would understand polls as less precise tools - tools that definitely can't offer the laser-like predictive accuracy we've come to expect from them, then the difference between polling's' expectations and performance wouldn't be so stark.

Opinion polls can estimate the outcome of an election but they can't give us laser-like accuracy. If you describe something as laser-like you mean it is very accurate and focused, like a laser.

Neil
Predicting the future is difficult, otherwise everyone would be a lottery winner by now! Maybe it's not opinion polls that are broken but our desire to know the future that's the problem. OK, it's time to reveal the answer to my question about the Brexit referendum.

Sam
I said the final result was 52 percent for leave and 48 percent for remain.

Which was... the correct answer! and another example of an opinion poll misfire - a situation where something does not work as intended. OK, let's recap the rest of the vocabulary from this programme about opinion pollsters - people who conduct polls asking the public their opinion on particular subjects, especially politics.

If you figure something out, you finally understand it, or find the solution to a problem after thinking long and hard about it.

Sam
Bye!

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BBC Learning English - 6 Minute English / Are opinion polls accurate?

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Predicting the future is not easy but that's exactly the job of opinion pollsters - researchers who ask people questions to discover what they think about certain topics. Neil and Sam look at the inventor of the opinion poll and discuss if they always give the right results, and they teach you some related vocabulary as well.

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🥕 Class Theme:

Food Waste – Why Are We Throwing Food Away?

to throw/threw a party/ throw/threw me against the wall/

to throw away/ throw out

put away / guardar. can you put the bread away?

waste

leave it on the floor

pick it up

to litter/ dont litter!

🎯 Objectives

Talk about food habits and waste

Learn and use key vocabulary in context

Express opinions and give simple explanations

Improve listening prediction and discussion skills

🧊 Warm-up (Personal Connection)

Start naturally:

👉 Do you ever throw food away at home? Why?

yes, because in my house there are two people only and we have leftovers everyday and it is inevitable to keep all the food so, some food will get rotten. I do my best to not throw away the food.

Follow-up questions:

What food do people waste the most?

in my opinion maybe is the vegetables, and fruits because they get rotten very easily.

How do you feel when you waste food?

I feel bad because exist many hungry people around the world and throwing away the food is not a good decision but maybe controlling is essential.

Do you think food waste is a big problem in the planet?

I think so, but sometimes is inevitable because is necessary the comprehension about this behaviour from the human beings.

🧠 Lead-in (Think & Predict)

Say:

“According to the United Nations, one third of all food produced is wasted.”

👉 Ask:

Does this surprise you?

no because some companies have the obligation to throw food away following the sanitation laws.

Where do you think most waste happens? (home, supermarkets, farms, restaurants?)

I think it happens more waste in restaurants and supermarkets because they are in constant change of our food.

HOMEWORK:

This yogurt is past its use-by date, so don't eat it.

Restaurants that eat local usually have fresher ingredients.

Buying directly from the farmer avoids the middleman.

The campany commissioned a new report on market trends.

The worst- case scenario, the system could go offline.

The store created a blanket restriction on experired product refunds.

❓ Pre-Listening Question (Prediction)

Ask:

👉 Which of these foods can be grown in Britain all year?

a) strawberries

b) kale

c) rhubarb

👉 Student guesses and explains:

I think it’s… because…

(Don’t give the answer yet)

📚 Vocabulary Focus (In Context)

Introduce vocabulary through simple examples:

1.

Use-by date

👉 The date until food is safe to eat

Example:

“Check the use-by date before eating the yogurt.”

2.

Eat local, eat seasonal

👉 Eat food from your area and from the current season

“In summer, I try to eat seasonal fruits.”

3.

Middleman

👉 A person who buys from farmers and sells to shops

“The middleman makes food more expensive.”

4.

Commissioned

👉 Paid depending on how much you sell

“Salespeople are often commissioned.”

5.

Worst-case scenario

👉 The worst thing that could happen

“The worst-case scenario is getting sick from bad food.”

6.

Blanket (rule/action)

👉 The same rule for everything

“Some supermarkets use blanket rules to throw food away.”

🗣️ Controlled Practice

👉 Fill the gaps:

1. I always check the ______ before eating meat.

2. It’s better to ______ because the food is fresher.

3. The ______ buys food from farmers.

4. A ______ rule doesn’t consider differences.

💬 Main Discussion (Guided Conversation)

Part 1: The Problem

👉 Ask:

Why do people throw food away?

Do supermarkets waste food? Why?

Part 2: Understanding the System

Explain simply:

“Sometimes food is thrown away because of rules, appearance, or business decisions.”

👉 Ask:

Is it okay to throw away food that doesn’t look perfect?

Do you trust use-by dates 100%?

Part 3: Real-Life Reflection

👉 Ask:

What do you do with leftover food?

Do you plan your meals or buy too much?

🎭 Speaking Activity: “What Would You Do?”

Give situations:

👉 Situation 1:

You see food at home past the use-by date.

Do you eat it or throw it away?

👉 Situation 2:

A supermarket throws away “ugly” vegetables.

Is this right or wrong?

Encourage:

I think…

In my opinion…

Maybe… but…

🧭 Solutions (Interactive Thinking)

Say:

“Some people are trying to reduce food waste.”

👉 Ask:

What solutions can you suggest?

Help if needed:

Buy less food

Freeze leftovers

Share food

Eat seasonal products

🔄 Mini Debate (Light)

👉 Statement:

“People are responsible for food waste, not companies.”

Student:

Agree or disagree

Give 2 reasons

✍️ Final Reflection

👉 Ask:

What is one thing you can change this week to waste less food?

🏁 Homework (Optional)

Check your fridge at home

Write a short answer:

👉 What food do you usually waste and why?

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BBC Learning English - 6 Minute English / United against food waste

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According to the UN, one third of the food we grow ends up in the rubbish bin - how can we stop this?

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Vocabulary and examples

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

dos and donts

example

in a trip you should answer the phone or be very alert for some unexpected things, do and donts are essential in a trip.

crack a joke
tell a joke

i crack a joke with friends and family on a table all the time

took off
suddenly started to be successful or popular

my career took off when I started to post more about cosmetic tips and talking with my followers.

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

I got many followers that were very intrigued with my work.

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

my trip went wrong for a universe given in the day of the trip.

summary

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.

Sam
One of the most unusual of these new digital jobs is the influencer – someone who is paid by a company to promote their brand on social media, encouraging people to buy their products. In this programme, we’ll meet two beauty influencers from different parts of the world: Nigeria and Pakistan. We’ll discover how these women are using their online influence to change attitudes towards female beauty, and as usual, we’ll learn some related vocabulary too.

Neil
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.

Dimma Umeh
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.

Neil
In 2017, Dimma made a YouTube video of make-up dos and don’ts - rules about what to do and what not to do in a certain situation, or when doing a certain activity.

Sam
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.

Neil
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.

Sam
Rammal accepts that her followers’ interest in her personal life is a given – something that is considered to be a fact, or that is certain to happen. For example, you could say, ‘it’s a given that there will be champagne at a typical British wedding’, meaning, it’s certain - it’s a fact – there will be champagne.

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.

Neil
Which was the correct answer! Ancient Sumerians, both men and women, painted their faces, eyes and lips – a very early kind of lipstick. OK, let’s recap the vocabulary from this programme on influencers – people who influence their social media followers to try different products.

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

Neil
To crack a joke, means to tell a joke.

Sam
The phrasal verb take off means to suddenly become popular or successful.

Neil
If you are intrigued, you’re interested in someone, often because of something unusual about them.

Sam
And finally, a given describes something that is considered to be a fact, or that is certain to happen.

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

Sam
Bye bye!

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.body
Vocabulary and examples

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

dos and donts

example

in a trip you should answer the phone or be very alert for some unexpected things, do and donts are essential in a trip.

crack a joke
tell a joke

i crack a joke with friends and family on a table all the time

took off
suddenly started to be successful or popular

my career took off when I started to post more about cosmetic tips and talking with my followers.

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

I got many followers that were very intrigued with my work.

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

my trip went wrong for a universe given in the day of the trip.

summary

HOMEWORK:

1 She is an influencer who promotes skincare products on instragram.

2 before traveling, it's good to learn the dos and don'ts of the country.

3 I like to crack a joke when i'm with my friends.

4 Her Youtube channel took off last year.

5 I was intrigued by her story.

6 Good communication is a given in any relationship.

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.

Sam
One of the most unusual of these new digital jobs is the influencer – someone who is paid by a company to promote their brand on social media, encouraging people to buy their products. In this programme, we’ll meet two beauty influencers from different parts of the world: Nigeria and Pakistan. We’ll discover how these women are using their online influence to change attitudes towards female beauty, and as usual, we’ll learn some related vocabulary too.

Neil
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.

Dimma Umeh
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.

Neil
In 2017, Dimma made a YouTube video of make-up dos and don’ts - rules about what to do and what not to do in a certain situation, or when doing a certain activity.

Sam
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.

Neil
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.

Sam
Rammal accepts that her followers’ interest in her personal life is a given – something that is considered to be a fact, or that is certain to happen. For example, you could say, ‘it’s a given that there will be champagne at a typical British wedding’, meaning, it’s certain - it’s a fact – there will be champagne.

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.

Neil
Which was the correct answer! Ancient Sumerians, both men and women, painted their faces, eyes and lips – a very early kind of lipstick. OK, let’s recap the vocabulary from this programme on influencers – people who influence their social media followers to try different products.

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

Neil
To crack a joke, means to tell a joke.

Sam
The phrasal verb take off means to suddenly become popular or successful.

Neil
If you are intrigued, you’re interested in someone, often because of something unusual about them.

Sam
And finally, a given describes something that is considered to be a fact, or that is certain to happen.

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

Sam
Bye bye!

# data[].attributes.attachment_link.readable_text
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: Dyslexia – A Different Way of Thinking

Level: A2–B1 (Lower Intermediate)
Time: 50–60 minutes
Focus: Speaking, Vocabulary, Listening/Reading, Confidence building
Theme: Strengths, differences, intelligence

🎯 Objectives

By the end of the lesson, the student will:

Understand what dyslexia is (simple explanation)

Learn and use 6 key vocabulary words

Talk about strengths and abilities

Express opinions using simple structures

🔹 1. Warm-up (5–7 min)

Ask:

Do you like reading?

I love reading. I read maybe 2 books in a year I would like to read more but my priorities are 2 books for a year.

Is reading easy or difficult for you?

for me is very easy because I have a habit since I was an adolescent and I read/red magazines and gifts came with it and I loved it, it was like a motivation to read more.

about your skills, What are you good at?

I am really good at many things but I love handmade and art and that's why I work with cosmetic and eyebrows procedures and i am good at working with it

👉 Follow-up:

Everyone is good at something. What is your “special ability”?

I am really good at many things but I love handmade and art and that's why I work with cosmetic and eyebrows procedures and i am good at working with it

🔹 2. Pre-Teach Vocabulary (10 min)

Teach with simple definitions + examples:

1. Life skill/
👉 Important skill for life
Example: Cooking is a life skill.

taking care of my pets is a life skill for me.

1. Superpower
👉 Something you do very well
Example: My superpower is learning languages.

i have a superpower about learning cosmetics and I am a fast learner.

2. Spy
👉 A person who secretly gets information
Example: A spy works for the government.

I think everyone has a spy on the social media.

3. Read people
👉 Understand people (feelings, intentions)
Example: She can read people very well.

I think I am really good at reading people.

4. Value (verb)
👉 Think something is important
Example: I value my family.

I think now I value more my principles as a woman living in another country.

5. Reach for the stars ⭐
👉 Try to do something big/difficult
Example: He wants to reach for the stars.

studying English is like reaching for the stars but I will achieve it. this is my new achievement.

🔹 3. Prediction Question (5 min)

Ask:

👉 Which famous scientist had dyslexia?

a) Stephen Hawking
b) Albert Einstein
c) Marie Curie

👉 Student guesses + explain why

🔹 4. Reading / Listening (Simplified) (10–12 min)

Give a simplified version:

Dyslexia is a condition that makes reading and writing difficult.
Many students with dyslexia have problems at school.
But dyslexic people often have other strong skills.
They are good at problem-solving and creative thinking.
Some people say dyslexia is a “superpower”.

Dyslexic people can also be good at jobs like spies.
Why? Because they can read people and understand situations quickly.

It is important to value different skills.
When people work together, they can reach for the stars.

🔹 5. Comprehension Check (5–7 min)

Ask simple questions:

What is dyslexia?

Is dyslexia only bad? Why/why not?

What are dyslexic people good at?

Why can they be good spies?

What does “reach for the stars” mean?

🔹 6. Speaking Practice (Guided) (10–15 min)

🗣️ Part A – Personal

What are your strengths?

What is your “superpower”?

What is difficult for you?

👉 Give sentence frames:

I am good at…

I am not very good at…

My superpower is…

I think ___ is important because…

🗣️ Part B – Opinion

Do you think school values all skills?

Is being different good or bad?

Can problems become advantages?

👉 Help with:

I think yes because…

I think no because…

In my opinion…

🔹 7. Mini Discussion (Real Life) (5–8 min)

Ask:

👉 Do you know someone who learns differently?

👉 Teacher can guide:

Some people learn fast

Some people learn differently

Is that a problem?

🔹 8. Answer Reveal (2 min)

✔ Correct answer: Albert Einstein

👉 Ask:

Are you surprised?

🔹 9. Wrap-up (3–5 min)

Quick review:

👉 Ask student to complete:

A life skill is…

A superpower is…

One thing I learned today is…

I want to reach for the stars by…

✨ Optional Homework

Write 5–8 sentences:
👉 “My strengths and my challenges”

OR

Describe someone you admire and their “superpower”

💡 Teacher Tip

For lower-intermediate:

Speak slowly

Use examples from student’s life

Repeat vocabulary often

Encourage short answers first, then expand

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BBC Learning English - 6 Minute English / Rethinking dyslexia

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Is dyslexia actually a kind of superpower?

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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?

no, I think food most of the time at night, that is my problem my night craving.

What’s your favorite “temptation food”?

my temptation food is pizza and bread and pasta.

Do you think eating is more physical or mental?

both because we need to eat for energy and health and mental because when we are anxious we need to eat more, for having a self control or simply forgetting things.

👉 Follow-up:

“Do you ever feel like your brain tells you to eat even when you’re not hungry?”

yes I do and I obey everything my brain tells me to do... but I have self control because I want a perfect body.

📚 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?

🌫️ into the ether (idiom)

→ disappeared completely

Example:

“My motivation to diet went into the ether.”

👉 Ask:

Have your plans ever disappeared 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?

💪 self-esteem

→ confidence in yourself

Example:

“Exercise improves my self-esteem.”

👉 Ask:

What helps your self-esteem?

🏷️ on the market

→ available to buy

Example:

“There are many healthy snacks on the market.”

👉 Ask:

What healthy products are popular now?

💊 side effect

→ extra negative effect

Example:

“This medicine has 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 feel stressed, I have food noise about ___snack and sugary food, especially chocolate.

2. My motivation sometimes goes into the ether when ___i feel overwhelmed or too tired.___

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

4. My self-esteem improves when __i accomplish my goals and take care of myself.____

🔹 Discussion homework

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

Yes, i think it's a real problem because people are constantly exposed to food through social media and advertising, which makes them think about food all time.

Would you take medicine to control your appetite?

It depends. I would only take it if it were recommended by doctor and if i really needed it.

Are side effects worth it for losing weight?

In my opinion, its depends on the severity of the side effects. Health should always come first.

Is food more emotional or physical?

I think it's both, but for many people it is more emotional, especially when they eat because of stress or anxiety.

👉 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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❄️ Lesson Plan:

How do we adapt to the cold?

Level: B1 (Lower-Intermediate)

Time: 45–60 minutes

Focus: Listening, Speaking, Vocabulary

🎯 Objectives

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

Talk about weather and temperature

Explain how people react to cold

Use new vocabulary in simple sentences

Share personal experiences

🧊 1. Warm-up (5–10 min)

Start with easy, personal questions:

Where is the coldest place you have ever been?

Once I visited gramado and Brasilia the temperature was 9 degrees and I felt very cold.

Do you like cold weather or hot weather?

i prefer cold weather not much but I prefer cloudy and little rainy. I like the combination of the cold and the hot.

What do you wear when it’s very cold?

I wear cold jackets, boots, gloves and scarf.

👉 Follow-up:

“Do you think you are good with cold weather?”

yes I am good and I think is fancy when you are in the cold weather.

🌍 2. Pre-Listening Prediction (5 min)

Ask the question from the episode:

👉 Where was the lowest temperature (-89°C) recorded?

a) Arctic

b) Antarctica

c) Mount Everest

Ask:

What do you think?

Why?

(Don’t give the answer yet 👀)

👂 3. Listening Task (10–15 min)

Ask the student to listen (or you can summarize if needed).

First Listening:

👉 General idea:

Why do people feel cold differently?

Second Listening:

👉 Try to catch:

What helps people adapt to the cold?

💬 4. Vocabulary (Simple + Practical)

Teach with examples and ask them to repeat/use:

🧠

first and foremost

= most important thing

👉 “First and foremost, we need warm clothes.”

first and foremost, i need to do my hair and my nails for this event.

🥶

tolerant of (cold)

= able to handle something difficult

👉 “Some people are more tolerant of cold weather.”

i am tolerant of hot because I lived in a desert.

🔁

used to

= familiar with something

👉 “I am used to hot weather.”

👉 Ask: Are you used to cold weather?

i am used to wearing sport wear because I am Brazilian.

🤷

yes and no

= partly true

👉 “Do people adapt quickly? Yes and no.”

yes and no I am used to taking care of Carlitos here.

👤

subjectively

= based on personal feeling

👉 “Cold feels different subjectively.”

(Simplify: “It depends on the person”)

my opinion is subjectively because is my experience of life.

🫨

shiver

= body shakes when cold

👉 “I shiver when it’s very cold.”

👉 Ask student to mimic → makes it fun 😄

i shiver for the cold and the air conditioner.

🗣️ 5. Speaking Practice (15–20 min)

Part 1 – Personal Questions

homework>

Do you shiver easily?

Are you tolerant of cold?

What do you do to stay warm?

Is cold weather a problem in your country?

Part 2 – Opinion (simple level)

homework

Why do some people feel colder than others?

well, many factors influence this. sensitivity in the body, hormones, body fat,metabolism and blood . Another factor is the place and climate in which the person grows up.

Is it physical or psychological?

For me it's physical, not psychological because there are several factors that demonstrate this.

👉 Help them:

“I think it is… because…”

🎭 6. Mini Role Play (Fun + Simple)

Situation:

You are traveling to a very cold country.

Ask:

What will you take?

What will you wear?

How will you prepare?

👉 You can play the “friend”:

“Don’t forget! It’s -20°C!”

✍️ 7. Simple Writing (Optional – 5–10 min)

Ask them to write 4–6 sentences:

“How do I deal with cold weather?”

Example structure:

I don’t like / I like cold weather

I usually…

First and foremost…

When it’s very cold, I…

✅ 8. Answer to the Quiz

👉 Correct answer: b) Antarctica

🎯 Homework (Optional)

Describe your “perfect weather”

OR: My perfect

Record a short audio:
“Do you prefer hot or cold weather? Why

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BBC Learning English - 6 Minute English / How do we adapt to the cold?

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Would you prefer to be too hot or too cold?

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🍫 1.

Warm-up

Do you like chocolate?

yes I do I like it very much I control myself because is very caloric and it has much sugar on it.

How often do you eat it?

I eat it twice a month because I am healthy and I try to stick to my diet.

What is your favorite chocolate?

I love Sneakers and I am crazy for them.

👉

Today we will talk about chocolate 🍫

Chocolate is very popular in Europe, in Brazil and here in Dubai we have a famous chocolate combination made of pistachio.

But now, chocolate could become more expensive.

Why? Because there is a new law to protect forests.

We will learn:

Where chocolate comes from

Why forests are important 🌳

New words in English

🎯 2. SIMPLIFIED STORY (SHORT READING)

Why Chocolate May Become More Expensive

Chocolate comes from cocoa beans. These beans grow in farms in hot countries. * in Brazil it grows in the northeast In Ilheus.

Sometimes, farmers cut down trees to make more space for cocoa farms. This is called deforestation.

Now, the European Union wants to stop this.

They made a new rule:

👉 Companies must show where their cocoa comes from.

If the cocoa comes from places with deforestation, they cannot sell it in Europe.

Because of this:

Chocolate may cost more money 💰

Companies need more time and work

Some people say:

✅ “This is good for the planet”

Other people say:

❌ “This is difficult for farmers and businesses”

📚 3. VERY SIMPLE VOCABULARY

Focus on fewer words + more repetition:

🌳 deforestation

Cutting down many trees

👉 People cut trees to make farms

👨‍🌾 co-op

A farm owned by workers together

👉 The farmers work as a team

❤️ social enterprise

A business that helps people

👉 Not only money, but also helping

🔍 trace back

Find where something comes from

👉 We trace chocolate back to the farm

📍 geolocation

Technology that shows location

👉 It shows where the farm is

🏝️ remote

Far away from cities

👉 A remote farm = far from people

🎲 4. MAKE THE QUESTION EASIER

Original question is too hard. Adapt like this:

👉 Guess:

Europe buys a LOT of cocoa.

Is it:

a) small amount

b) medium amount

c) very big amount

(Then explain: It’s very big → millions of tonnes)

🗣️ 5. SPEAKING PRACTICE (CONTROLLED)

Give sentence frames (VERY important for low level):

I like chocolate because… it is sweet and makes me happy.

I eat chocolate every…every week

Chocolate comes from…cacoa beans

Trees are important because…they give us oxygen and clean the air

I think the law is good/bad because…it helps pleople live safely.

🎯 6. SIMPLE DISCUSSION

Keep it personal:

Do you care where your chocolate comes from?

yes, i care because i want good quality and fair production.

Would you pay more for chocolate?

yes, i would pay more if it is better and more natural.

Is it important to protect forests?

yes, it is very important because forests help the environment and animals.

🎮 7. FUN ACTIVITY (WORKS VERY WELL)

“Chocolate journey”

Ask:

👉 “From farm → factory → shop → you”

Student explains:

First…chocolate comes from cacao farmas

Then… it goes to the factory where it is made into chocolate.

Finally it is sold in shops and we buy and eat it.

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BBC Learning English - 6 Minute English / Should we pay more for chocolate?

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English Class Plan – Telling Stories in the Past

Level: Lower Intermediate
Objective: Help the student tell past stories with better flow and clearer sequence of events.

1. Warm-up (5–7 minutes)

Start with simple questions to activate past experiences.

Ask your student:

Did anything funny or unexpected happen recently?

yes, I know you know that we faced some attacks here in Dubai and we felt scared and very sad with this situation.

Have you ever had a strange experience in Dubai?

yes I think living in another country makes you experience many things and sometimes is strange like for example a war and explosions happening around you and that is very strange.

Follow-up prompts:

What happened first?

And then what happened?

How did it end?

Explain:

💡 When we tell stories, we usually use different past tenses to organize events clearly.

2. Grammar Input – Story Timeline (10 minutes)

Explain the idea using a story timeline.

1️⃣ Past Simple – the main events

Used for completed actions that move the story forward.

Examples:

I left home early.

I spilled coffee on my shirt.

My phone stopped working.

Teacher explanation:

👉 This tense is the skeleton of the story.

Practice question:

What did you do yesterday evening?

2️⃣ Past Continuous – background actions

Used for actions in progress when something else happened.

Structure:
was / were + verb-ing

Examples:

I was leaving the party when I saw my friend.

Everyone was dancing when the music stopped.

I was driving home when it started raining.

Teacher explanation:

👉 This gives background or context in the story.

Mini practice:

Finish the sentence:

I was walking in the street when…

I was talking to a friend when…

3️⃣ Past Perfect – the past before the past

Used for something that happened before the main event.

Structure:
had + past participle

Examples:

I hadn't seen him for years.

She had forgotten her phone.

We had never been there before.

Teacher explanation:

👉 This helps explain earlier events in the story.

Mini practice:

Complete:

I was nervous because I had never…

I was tired because I had slept…

4️⃣ Past Perfect Continuous – duration before something happened

Structure:

had been + verb-ing

Examples:

I had been studying for hours when I fell asleep.

She had been working all day before the party started.

I had been waiting for 30 minutes when the bus arrived.

Teacher explanation:

👉 This shows how long something was happening before another event.

Mini practice:

Finish:

I had been working for ___ hours when…

I had been waiting for ___ minutes when…

3. Guided Practice – Build the Story (10 minutes)

Give the student a story skeleton.

Ask them to complete it using different past tenses.

Story:

Last Saturday I went to a party.
When I arrived, people __________ (dance).
I suddenly saw someone I __________ (not see) for years.
Before I came to the party, I __________ (work) all day.
Then something strange __________ (happen).

Follow-up speaking questions:

What happened next?

How did you feel?

What did you do after that?

Encourage longer sentences.

4. Speaking Practice – Real Story (15 minutes)

Ask the student to tell a real story.

Topic options:

1️⃣ An embarrassing moment
2️⃣ A strange experience
3️⃣ A funny situation with friends
4️⃣ A surprising moment

Give them this story structure:

1️⃣ Set the scene

Where were you?

Who were you with?

2️⃣ Background actions

What was happening?

3️⃣ Main event

What suddenly happened?

4️⃣ Earlier context

Had something happened before that?

5️⃣ Result

How did the story end?

Example prompt:

Tell me about a time when something unexpected happened while you were doing something.

Teacher role:

Encourage full sentences.

Ask follow-up questions:

What were you doing at that moment?

Had you ever experienced that before?

How long had it been happening?

5. Fluency Challenge – 1 Minute Story (8 minutes)

Give a random situation and the student must tell a quick story.

Situations:

You lost your phone

You missed an important bus

You met someone famous

Something strange happened at work

Rule:

They must use at least 3 different past tenses.

Example:

I was walking in the street when I realized I had lost my phone. I had been using it just five minutes earlier…

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BBC Learning English - Learning English Grammar / Stories from the past

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Learn language to use to tell stories from the past

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🌧️ English Class – Talking About Rain

Level: Lower-Intermediate
Length: ~50–60 minutes
Goal: Learn and use vocabulary about different types of rain

Vocabulary focus:

spitting

drizzling

pouring

soaked

soaked to the skin/bone

caught in the rain

refreshing

1️⃣ Warm-up (Conversation – 5 minutes)

Start with personal questions to activate vocabulary.

Ask:

Do you like rainy weather? Why or why not?

I like the rainy weather is very comfortable, I love to wear dresses and be refreshed and I feel better, my skin and my hair get much beautiful.

rain/ rainy/ it is raining

Does it rain a lot in Dubai?

not at all, rarely. Because in winter is a little drizzling but normally there is no rain, unfortunately.

What do you usually do when it rains?

well, I love to watch tv or read a book. or I eat something delicious.

Have you ever been catch/caught in the rain?

not yet here in Dubai because here is very dry and hot and humid but In salvador I have been caught in the rain many times.

Teacher tip:
Encourage full sentences.

Example:

"Yes, it rains a lot in Salvador in April."

2️⃣ Context Introduction (Listening / Reading – 5 minutes)

Explain:

In England, it rains very often. People don’t just say “rain” — they have many words to describe different types of rain.

Tell the student:

Today we will learn how English speakers describe rain.

3️⃣ Vocabulary in Context (10 minutes)

Explain each word using simple situations.

🌦️ Spitting

Very light rain.

Example:

It’s spitting a little. I don't need an umbrella.

Ask:

Do you take an umbrella if it’s spitting?

🌫️ Drizzling

Light rain with very small drops.

Example:

It’s drizzling all morning.

Ask:

Do you like walking when it’s drizzling?

🌧️ Pouring

Very heavy rain.

Example:

It’s pouring! I can’t go outside.

Ask:

What do you do when it’s pouring in Salvador?

💦 Soaked

Very wet.

Example:

My clothes are soaked.

Ask:

Have you ever arrived home soaked?

💧 Soaked to the skin / bone

Completely wet.

Example:

I forgot my umbrella and got soaked to the bone.

Ask:

When was the last time this happened to you?

🌧️ Caught in the rain

Rain starts when you are outside without preparation.

Example:

I was walking home and got caught in the rain.

Ask:

Where were you the last time you were caught in the rain?

🌿 Refreshing

Cool and pleasant.

Example:

After a hot day, rain feels refreshing.

Ask:

Do you think rain is refreshing sometimes?

4️⃣ Situation Practice (Speaking – 10 minutes)

Give small situations.
The student chooses the correct word.

Example:

Situation 1
You go outside and there are only a few drops.

Student answer:

It's spitting I love it the nature thanks that

Situation 2
Rain is very strong and loud.

Answer:

It's pouring I dont know how much time it will last

Situation 3
You forgot your umbrella and your clothes are completely wet.

Answer: I am soaked to the skin I was walking to the supermarket and I got caught in the rain.

.

5️⃣ Mini Story Practice (10 minutes)

Ask the student to complete the story using vocabulary.

Story:

Yesterday I left home and it was only _drizzling_____.
After 10 minutes it started _sppitting_____.
Suddenly it was _pouring_____!
I didn’t have an umbrella and I got _soaked to the skin/ I got caught in the rain _____.

(Student uses vocabulary.)

6️⃣ Personal Conversation (10 minutes) homework

Discussion questions:

Do you enjoy walking in the rain?

no, i don't i prefer stay home and watch tv.

I hate to feel soaked.

Is rain refreshing or annoying for you?

Well. for me is very refreshing i love grey sky and drizzling.

What do people usually do in Salvador when it rains a lot?

Many people feel sad and demotivated but when that happens, they go to the mall or they meet with friends at home.

Have you ever been soaked to the bone in the street?

yes, i have been soaked to the bone when i walked in the street, was pouring and a car sped past me and splashed me all over.

Encourage longer answers.

7️⃣ Final Speaking Challenge (5 minutes) homework

Ask the student to tell a real story.

Prompt:

Tell me about a time you were caught in the rain.

Encourage them to use at least 3 new words.

Example answer:

I was walking home and it started drizzling. Suddenly it was pouring and I got soaked.

I was going to the work when started spitting. Suddenly it was pouring and i got soaked to the bone. when i arrived in my work my first client was waiting for me, i was very embarrassed because i was very soaked it wasn't a good impression.

✅ Homework idea

Ask the student to write 5 sentences about rain, for example:

Yesterday it was pouring.

I got caught in the rain last week.

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BBC Learning English - Real Easy English / Talking about rain

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Georgie and Neil talk about the wet weather for which England is famous!

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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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👶 Class Theme: Having Children Today

Level: Lower Intermediate
Focus: Speaking + Vocabulary + Real-life conversation
Tone: Light, sincere, realistic

1️⃣ Warm-up (10 minutes)

Write on the board:

Do you want to have children? Why or why not?

What are good things about having children?

What are difficult things?

Let students discuss in pairs first (very important for lower levels).
Then open the discussion with the whole class.

Encourage simple answers:

"I think children bring happiness."

"Children are expensive."

"It is a big responsibility."

2️⃣ Vocabulary Presentation (10 minutes)

Teach the target words with simple explanations and examples:

👩‍🍼 pregnant

When a woman has a baby growing inside her.
Example: My sister is pregnant. She will have a baby in June.

👨‍👩‍👧 raise a child

To take care of and support a child while they grow.
Example: It is not easy to raise a child today.

👨‍👩‍👧 parenting

Being a parent.
Example: Parenting is beautiful but challenging.

🚼 toddler

A young child (1–3 years old) who is learning to walk.
Example: Toddlers love to explore everything.

😡 tantrum

When a child screams and cries because they are angry.
Example: The toddler had a tantrum in the supermarket.

👉 Quick practice:
Ask students to make 1 sentence for each word.

3️⃣ Listening / Reading: Beth & Phil’s Conversation (15 minutes)

You can read it aloud dramatically or ask two students to read.

🎙️ Beth and Phil Talk About Having Kids

Beth: So… do you ever think about having children?

Phil: Yes, I do. But honestly, I feel a little scared.

Beth: Why scared?

Phil: Because life is expensive now. Raising a child costs a lot of money.

Beth: That’s true. And parenting is a big responsibility.

Phil: Exactly. And what about sleep? I heard parents don’t sleep for years!

Beth: (laughs) Especially when the baby is a toddler. Toddlers wake up early and sometimes have tantrums.

Phil: Oh no… tantrums in public?

Beth: Yes! Supermarkets, restaurants… everywhere!

Phil: That sounds stressful.

Beth: It is. But many parents say it’s also the best feeling in the world.

Phil: I guess love makes everything easier.

Beth: Not easier… but more meaningful.

Phil: That’s a good way to say it.

4️⃣ Comprehension Questions (10 minutes)

1. Why does Phil feel scared?

2. What does Beth say about toddlers?

3. Where can tantrums happen?

4. Is parenting easy?

5. How does Beth describe having children at the end?

5️⃣ Language Focus – Talking About Expectations (10 minutes)

Teach useful expressions:

I think…

I feel that…

I’m afraid that…

I guess…

In my opinion…

It seems that…

Practice:
Students complete:

I think raising a child is…

I’m afraid that parenting can be…

In my opinion, children need…

6️⃣ Speaking Practice – Real Talk (15–20 minutes)

Discussion Questions

1. Do you think it is harder to raise a child today than in the past?

2. Is money the biggest problem?

3. What is more important: love or money?

4. At what age is good to become a parent?

5. Should both parents work?

Encourage respectful conversation.
Remind them: There is no right or wrong answer.

7️⃣ Light Reality Reflection (Optional Closing Activity)

Write on the board:

Having children is…

beautiful because…

difficult because…

worth it because…

Students complete the sentences.

8️⃣ Homework (Optional)

GIVE A PIECE OF ADVICE FOR YOUR SISTER THAT IS HAVING A BABY VERY SOON.

One small piece of advice for when the baby arrives: Try to enjoy every little moment, even the simple ones. The day can feel long and sometimes exhausting, but the moths pass incredibly fast. Take pictures, laugh at the chaos, rest whenever you can, and don't be too hard on yourself. You are going to be an amazing mothe,and this new chapter will bring more love than you can imagine.

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BBC Learning English - Real Easy English / Talking about having kids

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Beth and Phil talk about what to expect when you’re parenting a child.

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🔵 INTERMEDIATE VERSION (B1–B2)

If you see they speak comfortably, switch to this level 👇

1️⃣ Discussion Warm-Up (10–15 min)

Ask deeper questions:

Are birthdays more important for children or adults?

I think for children because actually we join with friends, we eat cake and sweets and for sure we play a lot with games.

for adults we enjoy with family, with close friends and we eat something we like , and drink and make a toast for our new cycle.

Do milestone birthdays create pressure?

I think when an adolescent makes a birthday is very important and creates a pressure about a big party, growing up, make money and be independent. so, when you turn 30 or 40 years old we think about our elderly and we worry about the health, life circumstances and money all the time because is important, and have medicine and very expensive to buy.

Is getting older positive or negative?

positive, and it depends because when we have more confidence and maturity to face the life circumstances. and negative because our body gets fragile, our mind gets weak and we get very tired of things or even people that aren't important in our day to day life.

highlights>

my birthday is in February / in january

my birthday is on February 15th / on January 31st.

Encourage opinions + reasons.

2️⃣ Vocabulary Expansion

Teach more naturally:

milestone birthday

celebration

tradition

anniversary

chaos

terrifying

Ask them to create sentences with:

“I think milestone birthdays are ___ because…”

3️⃣ Listening Analysis

After reading the transcript, ask:

Why doesn’t Phil like big parties?

because I think he doesn't like the chaos that normally children have in their birthday. he prefers something calm like going to a restaurant with special people and blow out the candles that is important.

Why do milestone birthdays feel scary for some people?

sometimes people are scared.

Why is getting older a good thing?

Encourage longer answers.

4️⃣ Debate Activity (Teens Love This)

Statement:

👉 “Getting older is scary.”

One student agrees.
One disagrees.

They must explain WHY.

You observe:

Vocabulary range

Grammar accuracy

Fluency

Confidence

5️⃣ Creative Speaking Task

🎬 Scenario:

“You are turning 18. This is your milestone birthday. Describe the celebration.”

Ask them to include:

Location

Guests

Music

Emotions

Traditions

Push them to use:

future tense

past experiences

conditionals (if possible)

🟣 Mixed-Level Strategy (If One Is Stronger)

If levels are different:

Ask easier questions to the weaker student.

Ask follow-up “why?” questions to the stronger one.

Pair them for short dialogues.

Let the stronger one model answers.

🎯 Diagnostic Checklist (Very Important for First Class)

During the class, observe:

✅ Can they use past tense correctly?
✅ Do they understand natural speed?
✅ Do they answer with full sentences?
✅ Do they use connectors (because, but, so)?
✅ Are they shy or confident?

Take notes!

✨ Nice Closing Activity (All Levels)

Ask:

“If you could make one birthday wish right now, what would it be?”

without a doubt, it would be a memorable celebretion with all my family and friends gathered together.

Something truly special the kind of moment that stays in everyone's heart long after the night is over.

A celebration filled with joy, laughter and meaningful moments. Every detail would be thoughtfully planned from the menu to the party gifts. There would be a live band to bring energy and life to the evening and most importantly i would wish for the presence of the most difficult person in my family and it is to have there my father. That would be my true wish for my 40th birthday.

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BBC Learning English - Real Easy English / Talking about birthdays

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Phil and Beth talk about that time of year you celebrate when you were born

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1️⃣ Warm-Up – Personal Connection (8 minutes)

Write on the board:

“I work better under pressure.”

Ask:

Do you agree or disagree?

When was the last time you did something at the last minute?

How did you feel?

👉 Encourage full sentences:

I agree because…

I disagree because…

2️⃣ Vocabulary in Context (Core Review Section)

Instead of just explaining, follow this structure:

Step 1: Meaning

Step 2: Personal Example

Step 3: Student Personalization

unpleasant/ emphasise/ emphasis/ threatened/blame/ caveman/ squarely/ rushing off/ rush hour/ putting things off/

1️⃣ Procrastination

Meaning: Delaying something you need to do.

Example:

I procrastinate when I have difficult tasks.

👉 Student task:

Complete:

I procrastinate when I need to learn something boring for me but important.

I usually procrastinate with delivering something immediately because I need the time and I dont like short time.

Follow-up:

Why?

2️⃣ Under Pressure

Meaning: Feeling stress because of deadlines.

Example:

I only start studying when I’m under pressure.

👉 Ask:

Do you work better under pressure?

i don't. I work better when I have time because I need an organisation of my work, studies or everything I work better this way.

What happens to your body when you feel pressure?

my body feels very stressful because I sweat my hands and my heart accelerate and I feel much adrenaline and I have to feel this, and I feel very nervous and stressed.

3️⃣ Without a Shadow of a Doubt

Meaning: Completely certain.

Example:

Without a shadow of a doubt, I procrastinate when I’m tired.

👉 Student completes:

Without a shadow of a doubt, I work better when my things are organised and on time.

Without a shadow of a doubt, my biggest distraction is my cellphone because I want to see every time what is happening in the world and that can be a distraction and you start to procrastinate.

4️⃣ Impulsive

Meaning: Acting without thinking.

Example:

Checking Instagram instead of studying is impulsive.

👉 Ask:

Are you impulsive with your phone?

yes a little bit because I have time and sometimes I spend time with my phone and I could study or prepare something about my work.

Is procrastination impulsive behavior?

sometimes I think it is because we adquiere these habits every time since we wake up until we go to sleep and the addiction is an impulsive behaviour.

5️⃣ Gratification

Meaning: Pleasure or satisfaction.

Explain simply:

Watching Netflix = instant gratification

Studying = delayed gratification

👉 Ask:

Which one is stronger for you? Why?

i prefer the delayed gratification But my mind needs the instant gratification because I feel the impulse of the motivation for doing things. But it is very important to think that we can change this habit for a delayed gratification which is very difficult sometimes but certain.

6️⃣ Oodles of

Meaning: A lot of.

Example:

I have oodles of homework.

👉 Student creates:

I have oodles of time in my day/ clients lately/ treatments to attend.

There are oodles of distractions when I pick up my cellphone and check people's stories.

3️⃣ Controlled Practice – Cause & Consequence (10 min)

Write on the board:

Because…

So…

If…

Model:

Because I feel stressed, I procrastinate.

If I don’t start early, I feel anxious.

I procrastinate, so I work under pressure.

👉 Student creates 4 sentences using:

Because

So

If

Correct gently and reformulate.

4️⃣ Guided Discussion (Lower-Intermediate Friendly)

Instead of very abstract questions, simplify:

1. Is procrastination laziness or emotion?

2. Why do we choose Netflix instead of studying?

3. Do deadlines help you or stress you?

Encourage:

I think…

In my opinion…

It depends because…

Sometimes…

5️⃣ Real-Life Application (Very Important)

Role-play:

Student A:

Describe something you are procrastinating.

Student B:

Give advice using:

You should…

Maybe you could…

If you start today, you will…

Why don’t you…?

Switch.

6️⃣ Quiz Reveal

Ask again:

What percentage of people procrastinate seriously?

Reveal:

✅ 20%

Ask:

Does that make you feel normal? 😄

7️⃣ Reflection (Powerful Ending)

Ask her:

What is one thing you are procrastinating now?

When will you start it?

What is your first small step?

Make her answer using:

Tomorrow I will…

Tonight I will…

This week I will…

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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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What would you like to make a programme about? Might I suggest dogs and cats? Listen to Neil and Becca talking about ideas for a new programme, while grammar guru Georgie gives you language tips to make your own suggestions.
_____________

Grammar explanation
I was thinking...
We can use past tenses and the continuous to create distance and make suggestions seem more polite

I was thinking that we could make a programme about dogs and cats.

I was wondering if you might clean the car this weekend.

I've been thinking that we could go out to eat this evening.

Have got to
'Have go to' is often used to talk about obligation, but we can also use it to talk about strong suggestions.

We've got to try that new restuarant.

You've got to listen to this song.

You've got to come and visit us soon!

Let's / Let's not
We use let's or let's not to make suggestions. Notice that it is almost always used as a contraction (rather than 'let us')

Let's go to the beach.

Let's not buy too much food.

Let's not do the presentation with no preparation.

Might I suggest...?
We can use the fixed expression 'Might I suggest' or 'Might I suggest that' to make suggestions.

Might I suggest that you come on time next time?

Might I suggest that we take a break for now?

Might I suggest going for a drive?

To do
Test yourself using the quiz.
NEXT
Find speaking English stressful? Try our Beating Speaking Anxiety series.

Try some of our other grammar programmes.

Find all our latest programmes.

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BBC Learning English - Learning English Grammar / Making suggestions

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Might we suggest a programme about dogs and cats?

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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 work better under pressure.”

Ask students:

Do you agree or disagree?

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

Is procrastination always negative?

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?

I think the first thing is the humans habit and laziness attack you and the emotions can contribute too, and not to have a focus on something can make you procrastinate.

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

a little of every thing I think because our mind looks for excuses for not to do every time so, we need to learn how to take action in front of it.

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

i procrastinate more with studies because since my childhood I procrastinated Many things I always hated studying but when I like something I get motivated and I need to like something very much.

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

Delaying something you need to do.

Example:

I procrastinate when I have difficult tasks.

2️⃣ Without a shadow of a doubt

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

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

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What does it mean when something gets ‘out of hand’?

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Class 5 Review losing your mother tongue

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Class 5 Review losing your mother tongue

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🧠 ENGLISH CLASS REVIEW

Losing a Language: Refugee Children and Identity

🌍 1️⃣ Quick Recall – What Was the Story About?

Answer in 2–3 sentences:

• Who was the woman in the story?
• Why did she leave her country?
• What happened to her mother tongue?
• What language does she speak now?

👉 Try to use: mother tongue / native language / refugee

📚 2️⃣ Vocabulary in Context (Core Focus)

Complete the sentences using the correct vocabulary word:

mother tongue – native language – dunked into – have faith – sort itself out – full-fledged – either-or

1. Portuguese is my __mother tongue________.

2. When she moved to a new country, she was _dunked into_________ a new culture.

3. Her _native language _________ was Czech, but she forgot it.

4. Her parents had FAITH__________ that life would improve.

5. The family hoped the situation would SORT ITSELF OUT__________.

6. She became a _FULL FLEDGE____ English speaker.

7. It was an __EITHER OR ________ decision: stay or leave.

✍️ 3️⃣ Vocabulary Production (Personalized)

Answer using full sentences:

1. My mother tongue is __PORTUGUESE________ and it is important to me because IS MY NATIVE LANGUAGE__ ________.

2. Moving to another country can be _EITHER GOOD OR BETTER________ because IN THE NEW COUNTRY YOU HAVE MORE OPPORTUNITY, NEW FRIENDS, NEW JOB AND SECURITY AND SOMETHING VERY IMPORTANT MONEY __________.

3. I have faith in __MYSELF________.

4. I think language is _AN OPPORTUNITY TO BE IN THE LABOR MARKET_________.

👉 Focus on natural sentences, not only short answers.

🧠 4️⃣ Comprehension Check

Answer in simple English:

1. Did the woman choose to forget her first language? Why or why not?

2. Why do some refugee children lose their native language?

3. Is losing a language always negative? Explain.

💬 5️⃣ Speaking Review (Use Context + Vocabulary)

Choose ONE question and answer for 1–2 minutes:

• Is language part of identity?
• Can you be the same person in another language?
• Does learning a new language mean losing your old one?

👉 Try to use at least 3 vocabulary words from the lesson.

🌎 6️⃣ Global Context Question

According to the United Nations, how many people are displaced refugees today?

a) 3 million
b) 53 million
c) 103 million ✅

👉 Why is this number important when we talk about language and identity?

🔎 7️⃣ Reflection

Imagine you move to another country as a child.

• Which language would you want to keep?
• Why?
• How would you feel if you lost it?

Try to connect your answer to:

identity / mother tongue / belonging

I RECOGNIZE MYSELF AS A PERSON THAT DID THE BEST TO IMPROVE MY IDENTITY AS A CITIZEN WITH A LOT OF EFFORT AND PROFESSIONALISM IN MY AREA OF COSMETIC AND WELLNESS. MY MOTHER TONGUE IS PORTUGUES AND I AM LEARNING ENGLISH AND I LIVE IN ANOTHER COUNTRY BUT I FEEL THAT NOW I BELONG HERE.

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🧠 ENGLISH CLASS (LOWER-INTERMEDIATE – A2/B1)

Losing a Language: Refugee Children and Identity

Based on a listening text (BBC-style)

THIS PODCAST TALKS ABOUT CHILD REFUGEES SPECIALLY A GIRL WHO SPEAKS ENGLISH BECAUSE HER MOTHER TONGUE DISSAPEARED AND THIS CAUSES MANY CHANGES OF THE PERSON WHO CANNOT SPEAK THEIR MOTHER TONGUE ANYMORE.

🎯 LESSON GOALS

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

Understand what it means to lose a first language

Talk about refugees and language change in simple English

Learn and use new vocabulary from the text

Share personal opinions about language, identity, and belonging

1️⃣ WARM-UP (5–8 minutes)

Teacher asks:

What is your mother tongue?

Can you speak more than one language?

How would you feel if you could not speak your first language anymore?

👉 Board key idea:

Language = identity

2️⃣ CONTEXT SETTING (Teacher explains – simple English)

Today we will listen to a story about a woman who was a child refugee.

She left her country and later forgot her first language, Czech.

Now, she only speaks English.

Ask students:

Is that possible?

Is language easy or difficult to lose?

3️⃣ LISTENING / READING FOCUS QUESTIONS

Before listening or reading, give students these questions:

1. Why did the woman leave her country?

2. What language did she stop speaking?

3. What language does she speak now?

4. How do you think she feels about this?

4️⃣ KEY QUESTION OF THE PROGRAMME (Prediction)

This week’s question:

According to the United Nations, how many people are living as displaced refugees today?

a) 3 million

b) 53 million

c) 103 million

👉 Students choose before listening

👉 No correction yet — just opinions

5️⃣ VOCABULARY WORK (Core of the lesson)

Vocabulary from the programme

1. reveal / verb

2. struggled / verb/ adj.

3. graving/ luto/ mourning

(Teacher explains + examples)

1.

Mother tongue

👉 the first language you learn as a child

🗣 Example:

Portuguese is my mother tongue.

ex> RENAN'S MOTHER TONGUE IS PORTUGUESE, TOO.

2.

Native language

👉 same meaning as mother tongue

🗣 Example:

Her native language is Czech.

MY NATIVE LANGUAGE IS PORTUGUESE.

3.

(To be) dunked into

👉 suddenly put into a new situation

🗣 Example:

She was dunked into a new culture.

I WAS DUNKED INTO A NEW CULTURE WITH A LOT OF CHANGES AND CHALLENGES.

4.

Have faith

👉 to believe or trust

🗣 Example:

She had faith in her family.

I HAVE FAITH THAT I WILL SPEAK ENGLIH FLUENTLY.

5.

Sort itself out

👉 a problem stops without help

🗣 Example:

The situation will sort itself out.

RENAN SORTED THE SITUATION OUT

I NEED TO SORT A SITUATION OUT RIGHT NOW

6.

Full-fledged

👉 complete, fully developed

🗣 Example:

She became a full-fledged English speaker.

I BECAME A FULL FLEDGE COSMETICIAN EXPERT IN EYEBROWS IN DUBAI.

7.

Either-or

👉 only two choices

🗣 Example:

It was an either-or decision.

YOU CAN SPEAK TO ME EITHER PORTUGUESE OR ENGLISH * POSITIVE

NEITHER NOR

NEITHER SPANISH NOR GERMAN I SPEAK

Quick practice

Students complete:

My mother tongue is PORTUGUESE

Moving to another country can be a DIFFICULT situation.

I have faith in _MY CAPACITY AND MY PROFESSIONALISM_____.

6️⃣ COMPREHENSION CHECK (Simple)

Ask:

Did the woman choose to forget her language?

NO, SHE DIDN'T SHE IS A REFUGEE WHEN SHE WAS A CHILD AND SHE WAS DUNKED INTO MANY COUNTRIES AND SITUATIONS.

Why do some refugee children lose their first language?

BECAUSE THEY LEARN MANY LANGUAGES AT THE SAME TIME AND THERE IS A TENDENCY TO FORGET THEIR MOTHER TONGUE.

Is learning a new language always positive?

YES, BECAUSE LEARNING NEW VOCABULARY, MAKING NEW FRIENDS AND BEING OPEN FOR SPEAKING IS ESSENTIAL AND VERY POSITIVE FOR ME.

7️⃣ SPEAKING ACTIVITY (Guided)

Small-group or pair discussion:

Is language part of who we are?

Can you be the same person in another language?

Is it sad or normal to lose a language?

Sentence starters on the board:

I think that…

In my opinion…

For me, language is…

8️⃣ CRITICAL THINKING (Very accessible)

Teacher asks:

Do you think learning a new language means losing your old one?

IT IS POSSIBLE BUT EXIST WAYS TO KEEP THE LANGUAGE WITH YOU FOR EXAMPLE SPEAKING YOUR LANGUAGE WITH SOMEBODY ELSE IS A GOOD PRACTICE .

Students answer yes / no / maybe, then explain.

9️⃣ ANSWER TO THE QUIZ QUESTION (End of class)

Correct answer:

✅ c) 103 million

Teacher adds:

Many of these people are children.

Language change is part of their life story.

🔚 CLOSING REFLECTION

Ask one final question:

If you moved to another country as a child, which language would you want to keep — and why?

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What does it mean for a child refugee to lose their first language? Sam and Rob hear the story of a woman who could no longer speak her native Czech after her family left their home country. Now she speaks English. We talk about leaving a language behind and teach you new vocabulary along the way.

This week's question

According to the United Nations, how many people around the world are currently living as displaced refugees?

a) 3 million

b) 53 million

c) 103 million

Listen to the programme to find out the answer.

Vocabulary

mother tongue
native language; the first language you learn from your parents as a child

(someone is) dunked into
suddenly placed into a new, unfamiliar situation for a short time before being removed again

have faith
have confidence or trust in something or someone

sort itself out
(phrasal verb) stop being a problem without anyone having to do anything

either-or
situation where only a choice between two options, with no third alternative, is possible

TRANSCRIPT

Note: This is not a word-for-word transcript.

Sam
Hello. This is 6 Minute English from BBC Learning English. I'm Sam.

Rob
And I'm Rob.

Rob
Julie Sedivy and her family left their home in what was then Czechoslovakia and is now the Czech Republic during the Cold War, when Julie was a small child. After several years travelling through Europe, they arrived in Canada as political refugees with no English. We'll be hearing about Julie's childhood when learning English started to replace her native language, Czech, and, as usual, we'll be learning some new vocabulary as well.

Sam
But first, I have a question, Rob. Julie's family left their home as political refugees, but every year millions of people are also displaced because of war, persecution, or the damaging effects of climate change. So, according to the United Nations, how many people around the world are currently living as displaced refugees? Is it:

a) 3 million?
b) 53 million? or,
c) 103 million?

Rob
I'll guess it's 103 million.

Sam
I'll reveal the answer later in the programme, Rob. Like many child refugees, Julie spoke only her mother tongue, Czech, at home with her brothers, sisters and parents who, in the beginning, spoke no English at all. Here she describes to Michael Rosen, presenter of BBC Radio 4 programme, Word of Mouth, going to an English-speaking school for the first time.

Michael Rosen
...so, you went into school not, to start off, with really understanding what was going on, is that right?

Julie Sedivy
That's right. I just kind of interpreted things as best I could, and my memory of that is that that was not particularly difficult or traumatic. I think by then I'd had the experience of being dunked into various unfamiliar languages numerous times, and I had faith that it would sort itself out, and that everything would be just fine; and it was of course...

By the time she arrived in Canada, Julie had been exposed to several other languages including Italian and French. She had experienced many difficulties, but never given up hope of finding a new home. Julie had faith - in other words, trust or confidence, that everything would sort itself out, a phrase meaning to stop being a problem automatically, without having to do anything.

Rob
Over the following years, Julie faced many challenges: going to school and making friends; helping her parents as they struggled in the English-speaking world; and grieving for her native language which she slowly forgot, and with it, the chance to speak Czech with her dad before he passed away. Julie shares her thoughts on losing and refinding her mother tongue in her book, Memory Speaks.

Sam
Through it all, Julie kept alive her belief that by speaking two, three or even more languages, we don't forget who we are, but instead gain a sense of tolerance, an idea which she talked about with BBC Radio 4's, Word of Mouth.

Julie Sedivy
The idea that you can be both of Mexican ancestry, for example, and speak Spanish, and be a full-fledged American, or in my case come from a country like the Czech Republic, continue to speak my language and to be a Canadian and very proudly so and very invested in Canada as a society. There's a number of studies that suggest that the very presence of people with blended ideas in a society seem to lead to greater acceptance between groups. It creates the sense that this is not an either-or, that we can coexist, perhaps precisely because we have evidence that these cultures can coexist within a single person.

For Julie, there's no contradiction in being a Canadian refugee speaking Czech, or a Spanish-speaking immigrant who's a full-fledged - or fully developed - American. These are not either-or situations - cases where there is only a choice between two options, with no third possibility. Instead, a peaceful coexistence can develop, as shown in the life of Julie Sedivy herself.

Sam
Right. it's time to reveal the answer to my question: how many people around the world, like Julie, are living as displaced refugees?

Rob
Well, I said it was 103 million. Was I right?

If something is dunked, it's dipped into a liquid, like a biscuit in a cup of tea, but if someoneis dunked into a situation, they're suddenly placed into a new and unfamiliar setting before being removed again after a short time.

Sam
And that brings us to the end of this programme. Bye for now!

Rob
Bye bye!

# data[].attributes.attachment_link.title
BBC Learning English - 6 Minute English / Losing your mother tongue

# data[].attributes.attachment_link.description
Hear the story of a woman who replaced her native Czech for English.

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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?

expressions to use when you are in a mood for something.

i am in the mood of ice cream

I feel like having ice cream

I feel like dancing

I feel like watching tv/ I dont feel like ...

👉 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.

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

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

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.

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

💡 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.

# data[].attributes.attachment_link.title
BBC Learning English - 6 Minute English / Food and mood

# data[].attributes.attachment_link.description
We look at the link between what you eat and how you feel.

# data[].attributes.body
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?

expressions to use when you are in a mood for something.

i am in the mood of ice cream

I feel like having ice cream

I feel like dancing

I feel like watching tv/ I dont feel like ...

summary<

this podcast talks about the food and mood, a research shows a fact that eating healthy benifits for the health, and an example we have a chef that talked about his experience in the restaurant and he said he doesnt have time to sit down and he only grabs and go so, we can say that many people deal with bad nutrition everytime they do not have time for food and their mood is affected.

👉 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.

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

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

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.

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

💡 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.

# data[].attributes.attachment_link.title
BBC Learning English - 6 Minute English / Food and mood

# data[].attributes.attachment_link.description
We look at the link between what you eat and how you feel.

# data[].attributes.attachment_link.title
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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🗣️ Speaking Class: “Afraid to Speak English?”

Level: Lower-Intermediate
Main skill: Speaking
Secondary skills: Listening, vocabulary, confidence
Time: 45–60 minutes

1️⃣ Warm-up: Personal connection (5–8 min)

👉 Goal: make the student feel safe + start speaking immediately

Ask simple, open questions (one at a time):

😬 Do you feel nervous when you speak English?

🗣️ When do you feel MORE nervous?

with friends

with strangers

at work / in class

❌ What are you afraid of?

making mistakes

pronunciation

people judging you

👉 Follow-up prompts (very important for speaking):

Why?

Can you give me an example?

How do you feel in your body? (hands, heart, voice)

2️⃣ Lead-in to the topic (BBC context) (5 min)

Say something like:

“Many people feel nervous speaking English — even people who are GOOD at English.”

Then ask:

🤔 Do you think good English speakers can feel anxiety too? Why?

☕ How do you feel when you order food or coffee in English?

(Connect directly to the barista story.)

3️⃣ Vocabulary – Speaking first, not memorizing (8–10 min)

Present only the most useful words, with examples the student can relate to:

Key vocabulary (with guided speaking)

pretty = quite / a bit
👉 Are you pretty confident in English or pretty nervous?

relate to
👉 Do you relate to Hanan’s story? Why?

anxiety/ anxious adj.
👉 What gives you anxiety in English? Speaking, listening, or pronunciation?

irrational beliefs (simplify!)
👉 Do you think “I must speak perfectly” is a good belief or an irrational belief?

believe/ I believe I can fly, this is my belief.

self-perception
👉 How do you see yourself when you speak English? Confident or shy?

internal
👉 Is your fear internal (inside you) or external (people)?

⚠️ Tip: Let the student answer freely. Don’t correct every mistake.

4️⃣ Guided discussion (main speaking task) (15–20 min)

Use scaffolded questions → easy ➜ deeper.

Part A – Personal experience

🗣️ Tell me about a time you felt nervous speaking English.

One day i took a taxi and simply i couldn't talk to the driver.

who only had a card. he insisted he only accepted cash, clearly noticing my nervousness, and he took advantage of the situation to charge me more. he got angry and demanded payment in cash! it was a terrible day.

A felt anxious and lost, believing in an irrational belief that i should speak perfectly, but i know it's an internal fear.

😓 What happened?

🧠 What were you thinking at that moment?

Part B – Reflection

👀 Do people really judge your mistakes? Or is it more in your head?

🔄 Do you make mistakes in your own language? Is that a problem?

Part C – Opinion

💡 Do you agree with this sentence? Why or why not?

“Mistakes are necessary to learn a language.”

5️⃣ Quiz discussion (speaking, not testing) (5 min)

Ask before revealing the answer:

📊 How many words do YOU think people use in daily English?
a) 2,000–3,000
b) 20,000–30,000
c) 200,000–300,000

Follow-up:

😲 Are you surprised by the answer?

💭 Does this number make you feel more confident or more nervous? Why?

👉 Key takeaway:

“You don’t need ALL the words. You need confidence with the words you have.”

6️⃣ Confidence-building speaking task (role play) (8–10 min)

🎭 Role play (very effective)

Situation options (choose ONE):

Ordering coffee ☕

Introducing yourself at work 👋

Asking for help in a shop 🛍️

Rules:

✅ Fluency > accuracy

❌ No interrupting

🧠 Focus on message, not perfection

After:

How did you feel?

Was it easier than you expected?

7️⃣ Wrap-up reflection (5 min)

End with positive awareness:

Ask the student to complete:

🌱 Today I learned that…

💬 One thing I want to improve in speaking is…

💪 One thing I do well in English is…

⭐ Teacher tip (important for this topic)

Correct after the student finishes speaking

Praise effort, not accuracy

Normalize fear: “This feeling is very common.”

# data[].attributes.attachment_link.title
BBC Learning English - 6 Minute English / Scared of speaking English?

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Beth and Pippa talk about why we often find speaking a new language scary.

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4️⃣ Grammar Focus 1 – Separable Phrasal Verbs

Explanation (simple & visual)

Some phrasal verbs take an object and can be separated.

Key rule (very important):
👉 When we use a pronoun, it goes in the middle.

Examples:

I asked out my friend.

I asked my friend out.

I asked her out ✅

❌ I asked out her.

When I met Renan, we got on well as friends, we were close friends actually and we always we went out together I don't remember when he ask me out for the first time, we were always together.

Guided Practice (oral)

Complete together:

1. I put on my jacket.
→ I put it on ___.

2. I turned off the phone.
→ I turned it _off__.

3. turn down/ turn up the radio

4. turn it up! turn it down!

5️⃣ Grammar Focus 2 – Inseparable Phrasal Verbs

Explain:

Some phrasal verbs take an object but cannot be separated.

Examples connected to her life:

I look after my clients.

I went out with friends in Brazil.

I bumped into someone from my past.

❌ I looked my clients after.
✅ I looked after my clients.

Quick Check

when I started my business as a cosmetician in Brazil I really cared my clients and I was always looking after them with much professionalism and motivation.

Ask:

Can we separate look after? (No)

6️⃣ Grammar Focus 3 – Phrasal Verbs Without an Object

Explain gently:

Some phrasal verbs don’t need an object.

Examples:

I get on with my colleagues.

I settled down in Dubai.

They broke up.

Then show:

If we add with, we can add an object.

I broke up with my boyfriend.

7️⃣ Controlled Practice – Choose & Complete

Choose the correct option:

1. I _get on_____ really well with my coworkers.
(get on / get on them)

2. I really get on with my sisters even though each one is pretty different and unique.

3. I _looked after_____ my clients when I worked in Brazil.
(looked after / looked them after)

4. right now my sister who lives in Brazil, she looks after her clients in her beauty salon.

5. One day, I _bumped into_____ a friend in the mall.
(bumped into / bumped)

6. yesterday bumped into my new Indian colleague here in the gym.

7. Now I’m trying to _settle down _____ in Dubai.
(settle down / settle)

8. I finally settle down in my relationship I am not available for anyone only the ones I love.

HOMEWORK

1.Do you believe that is very easy to settle down in a new country?

No. i don´t believe that, it's important to have a plan

to settle down in a new country, like a job and AN affinity with a new culture make friends and to create a good atmosphere for this.

2.Do you think people now are breaking up more than before, why?

Yes i do. People are breaking up more in this time, because the social media and the advances of society teach us that ! absolutely everything can be replaced, including a relationship.

3.Do you think that is common to go on a blind date?

No. i think is very unusual go on a blind date, for safety and care with your life, maybe in the past go on a blind date was very common but now i really DONT THINK SO.

4.would you accept to be asked out for a date with an stranger?

No way. for me is very important before to be asked out i know who is the person and possess some kind of trust. i love myself and take care of my life. strangers are not welcome.

5. what do you think people should look after for a better life? I think maybe look after yourself. More health more plan and action for your life. finding the way isn't always easy but is possible.

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🧩 Grammar & Use Class

Phrasal Verbs in Real Life (Her Life)

Student profile: Lower-intermediate, strong life experience
Main goal: Understand + use phrasal verbs naturally
Grammar focus:

Separable phrasal verbs

Inseparable phrasal verbs

Phrasal verbs without an object

1️⃣ Warm-up – Life First, Grammar Later (5 minutes)

You start with a model:

When I moved to a new place, I had to get on with new people.

Ask her:

When you moved to Dubai, was it easy to get on with people?

Do you look after yourself more now than before?

Have you ever bumped into someone from Brazil in Dubai?

📝 Write down her answers, don’t correct yet.

2️⃣ Context Reading – Phrasal Verbs in Her Reality

📘 Reading: Starting a New Life Abroad

When I decided to move to Dubai, many things changed.
At first, I needed to get on with new colleagues at work.
Some people looked after me when everything felt new.
One day, I bumped into a Brazilian friend in a shopping mall.

In Brazil, I worked as a cosmetician and looked after many clients.
Now, I’m more focused on my future and trying to settle down in a new country.

Before grammar:

Is this text closer to your life in Brazil or Dubai?

Which sentence feels very true for you?

3️⃣ Grammar Discovery – What Are Phrasal Verbs?

Explain simply:

A phrasal verb is a verb + a particle (preposition or adverb).
Together, they have a new meaning.

Examples from the text:

get on

look after

bump into

settle down

👉 Emphasise: The meaning is not always literal.

4️⃣ Grammar Focus 1 – Separable Phrasal Verbs

Explanation (simple & visual)

Some phrasal verbs take an object and can be separated.

Key rule (very important):
👉 When we use a pronoun, it goes in the middle.

Examples:

I asked out my friend.

I asked my friend out.

I asked her out ✅

❌ I asked out her.

Guided Practice (oral)

Complete together:

1. I put on my jacket.
→ I put it ___.

2. I turned off the phone.
→ I turned it ___.

5️⃣ Grammar Focus 2 – Inseparable Phrasal Verbs

Explain:

Some phrasal verbs take an object but cannot be separated.

Examples connected to her life:

I look after my clients.

I went out with friends in Brazil.

I bumped into someone from my past.

❌ I looked my clients after.
✅ I looked after my clients.

Quick Check

Ask:

Can we separate look after? (No)

6️⃣ Grammar Focus 3 – Phrasal Verbs Without an Object

Explain gently:

Some phrasal verbs don’t need an object.

Examples:

I get on with my colleagues.

I settled down in Dubai.

They broke up.

Then show:

If we add with, we can add an object.

I broke up with my boyfriend.

7️⃣ Controlled Practice – Choose & Complete

Choose the correct option:

1. I ______ really well with my coworkers.
(get on / get on them)

2. I ______ my clients when I worked in Brazil.
(looked after / looked them after)

3. One day, I ______ a friend in the mall.
(bumped into / bumped)

4. Now I’m trying to ______ in Dubai.
(settle down / settle)

8️⃣ Guided Speaking – Her Life, Her Words (Key Stage)

Give her this framework:

When I moved to Dubai, I had to get on with…

In Brazil, I looked after…

One day, I bumped into…

Now I want to settle down and…

Ask for 3–4 sentences only.
Help her reformulate calmly.

9️⃣ Error Correction – Supportive Recasting

Use her sentences from the warm-up.

Example:

❌ I bumped a friend in the mall.

✅ I bumped into a friend in the mall.

Ask:

Why do we need into?

🔁 Optional Homework / Extra Practice

Mini task:
Write 4 sentences:

1 about Brazil

1 about Dubai

1 about people

1 about the future

Each sentence must include one phrasal verb.

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BBC Learning English - Learning English Grammar / First dates

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Neil’s date fell asleep, and he still married her!

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🎯 Review Lesson – Relative Clauses through Her Life Story

Grammar: Relative clauses (who / where / when / whose / which)
Core idea: “Your English can tell your story.”

1️⃣ Warm-up – Personal Activation (5 minutes)

You model first (very important):

I once lived in a city where I had to start again.

Then ask her:

You worked as a cosmetician in Brazil, right?

yes I work with cosmetics and my job is to beautify many women not only for the outside but the inside.

What was that a job where you learned a lot?

my first job happened with myself I learned with my mistakes, and talking with my clients about the procedures that they received by me. so, In my first studio in my city town I lived good moment which I bring with me all the time.

Is there a moment when you decided to move to Dubai?

yes, I went back to my relationship with my boyfriend at that time he talked to me about the plans and I saw a big opportunity to live here and start again in my career and my job and for my economies which is necessary.

📝 Write key nouns on the board:

job / salon / client / city / moment / colleague

2️⃣ Reading Context – Her Story in Simple English

📘 Reading: From Brazil to Dubai

I worked as a cosmetician in Brazil, where I learned many professional skills.
It was a job which helped me become more confident.
I worked with clients who trusted my work and my experience.
There was a moment when I decided to move to Dubai.
In Dubai, I found new opportunities and met people whose stories inspired me.

Today, I live in a city that challenges me every day and helps me grow.

my specialty is eyebrows design, and permanent make up.

👉 Before reading, ask:

Does this text sound a little like your life?

3️⃣ Task 1 – Noticing (Grammar without “Teaching”)

Instruction:

Read again and underline the information that gives extra details.

Then guide:

Which words introduce that information?

Are they about people who/ whom, places where, time when things which, or possession whose?

i am a person who values effort.

i am from a place where people have a big heart.

when I was a child I loved makeup and beautify my dolls.

social media is a tool which I talk with my client and record information about procedures and daily life.

whose car is parked in my slot?

4️⃣ Task 2 – Meaning Check (Very Personal)

Ask questions connected to her:

Where did she learn her skills?

Who trusted her work?

When did she decide to move?

Whose stories inspired her?

This reinforces why relative clauses matter.

5️⃣ Task 3 – Guided Practice (Based on Her Reality)

Do the first one together.

1. I worked in a salon. The salon was in Brazil.
→ I worked in a salon where I learned a lot.

2. I had clients. They trusted my work.

3. There was a moment. I decided to move abroad.

4. I met people. Their stories inspired me.

Let her choose the relative word — pause, think, decide.

6️⃣ Task 4 – Speaking: Her Story, Her Words (Core Stage)

Give her this personal framework:

I worked as a cosmetician where…

I had clients who…

There was a time when…

I met people whose…

Ask her to create 3 sentences about:

Brazil

Her job

Dubai

💬 Example model (simple & achievable):

I had clients who trusted my work.
Dubai is a city where I am learning a lot.

7️⃣ Live Reformulation (Supportive Correction)

Recast gently:

❌ I met people which helped me a lot.

✅ I met people who helped me a lot.

Ask:

Why who?

Let her explain — even if imperfect.

8️⃣ Reflection – Empowering Close

Ask her:

Which sentence talks about your past?

Which one talks about your present?

End with:

You already have the life. Now English is helping you tell it.

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🎯 Lesson Focus

Grammar: Relative clauses (who / where / which / when / whose)
Theme: Jobs & work experience
Level: Intermediate → lower performance / shaky foundations

what does a cosmetician do exactly?

a cosmetician is a person who does a professional skin care treatment, different procedures like eyebrows design, she takes care of your beauty.

that/ who/ where/ which/what/ whose/ whom

whose books are on the table??

ah it[s renan[s books.

to whom it may concern this certificate provide real information that SABRINA LIMA HAS FINISHED HER ENGLISH CLASS IN 2 YEARS OF ACADEMY AND HAS DONE IT SUCCESSFULLY.

whose car is parked in my slot?

it is your neighbour's

Main aims:

Understand what relative clauses do

Use who / where / whose accurately in simple sentences

Speak about jobs using guided structures

1️⃣ Warm-up – Personal & Low Pressure (5–7 minutes)

Teacher questions (model first):

The most interesting job I’ve had was a job where I met many people.

Ask her:

What’s the most interesting job you’ve ever had?

Was it interesting or difficult?

Was there a person who helped you?

👉 Support:
Write these sentence starters on the screen / paper:

I had a job where…

I worked with a person who…

It was a time when…

(No correction yet — just listening.)

2️⃣ Gentle Introduction to Relative Clauses (Guided Discovery)

Simple explanation (student-friendly)

A relative clause gives extra information about a person, place, thing, or time.

Write on the board:

I had a job.
The job was interesting.

Then combine:

I had a job which was interesting.

Explain:

We use who → for people

We use where → for places

We use whose → to show possession (something belongs to someone)

3️⃣ Focus on DEFINING Relative Clauses (Main focus for this student)

Explain simply:

Defining relative clauses are necessary information.
Without them, the sentence is unclear.

Controlled examples (adapted & simpler)

I took that job at a time when I needed money.

That’s the office where I had my first job.

I was the person whose job was to help customers.

Ask concept-check questions (CCQs):

Can we remove the relative clause? (❌ No)

Do we know which job / office / person? (✅ Yes)

4️⃣ Guided Practice – Fill the Gaps (Very Controlled)

Complete the sentences:

1. I worked with a manager ____who__ helped me a lot.

2. That was a company _where_____ I learned many things.

3. I remember a time __which/when ____ I was very stressed at work.

4. She’s the colleague _whose_____ job was to train new employees.

👉 Options on the board:
who / where / when / whose

5️⃣ Introducing NON-DEFINING Relative Clauses (Light exposure only)

Don’t go deep — just awareness.

Explain:

Non-defining relative clauses give extra information, not essential information.
We use commas.

Example (job-related & simple):

My office, which was near my house, was very comfortable.

My manager, who was very patient, helped me a lot.

⚠️ Tip for her level:

Today, it’s OK if you just understand them. You don’t need to use them perfectly.

6️⃣ Speaking Practice – Scaffolded & Safe (Key part)

Step 1 – Choose

Ask her to choose ONE job (real or imaginary).

Step 2 – Build sentences together

Use this framework:

It was a job where I… learned many things about eyebrow.

I worked with a person who…was very competent.

It was a time when…I had much money for that.

I had a colleague whose job was…to teach and managing students.

Example model:

I worked in a shop where I talked to customers. I worked with a woman who helped me a lot.

7️⃣ Optional Extension (If she’s doing well)

Error correction task (very gentle):

Correct the sentence:

❌ I worked with a person which helped me.

✅ I worked with a person who helped me.

Ask:

Why do we use who here?

8️⃣ Wrap-up & Confidence Check

Ask her:

Which word is easier: who, where, or whose?

Can you tell me one sentence about a job using who?

I have a friend who lives in portugal.

End with encouragement:

Today you used real grammar that native speakers use every day.

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BBC Learning English - Learning English Grammar / Describing a job

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What’s the most interesting job you’ve ever had?

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Level: Intermediate
Grammar focus: Passive voice (multiple tenses)
Skills: Reading, speaking, noticing grammar, sentence reformulation
Topic: Crime & museum robbery (Louvre, Paris)

STEAL / STOLE/ STOLEN

SOMEBODY STOLE MY JACKET IN THE RESTAURANT.

YOU ROBBED MY JACKET.

I HAD MY JACKET STOLEN.
Communicative goal: Express facts, news, and opinions when the agent is unknown or unimportant

2. Warm-up (10 minutes)

Lead-in: Personal connection

Ask and encourage full sentences:

Have you ever heard about a famous robbery?

NO I HAVENT HEARD ABOUT A FAMOUS ROBBERY.

Why do criminals often target museums or banks?

BECAUSE THERE ARE PRECIOUS THINGS IN THESE PLACES VERY IMPORTANT OBJECTS.

What objects are usually stolen in robberies?

THE JEWELLRY, PAINTINGS, SCULPTURES, MONEY AND COINS.

Write 1–2 student answers on the board and reformulate naturally into the passive, e.g.:

“Someone stole a painting.” → ACTIVE VOICE
“A painting was stolen.” PASSIVE VOICE

👉 Do not explain yet — just expose.

3. Guided Discovery: Noticing the Passive (10 minutes)

Use examples from the introduction:

Neil’s guitar was stolen.

The shop was being broken into.

Ask guided questions:

1. Are we focusing on who did it or what happened? YES

2. Do we know who stole it? NO

3. What verb do you see in all sentences? (be) WAS

A PAINTING WAS STOLEN

Highlight:

be + past participle

Agent is optional: by someone

4. Reading Text (Main Input)

📖 Reading: Robbery at the Louvre

A Famous Museum Under Attack

Last weekend, several valuable objects were stolen from the Louvre Museum in Paris. The robbery was discovered early on Sunday morning, when security staff noticed that one of the exhibition rooms had been damaged.

According to the police, the alarm system had been turned off, and a glass display case was broken during the night. Three ancient artifacts were taken, including a gold necklace and two historical coins. The items are valued at more than two million euros.

The robbery is being investigated by a special police unit. So far, no suspects have been identified, and no arrests have been made. Museum officials said that the stolen objects will be replaced temporarily by replicas so that the exhibition can remain open.

This is not the first time the Louvre has been targeted by criminals. In the past, artworks were recovered months after being stolen, but some pieces have never been found. Authorities hope that the artifacts will be returned safely.

5. Reading Tasks (15 minutes)

Task 1 – Gist (easy)

Ask:

What happened at the Louvre?

ARTIFACTS WERE STOLEN

Were the criminals identified?

NO, SO FAR, NO ARRESTS WERE MADE.

(Student answers orally.)

Task 2 – Grammar Noticing

Ask the student to:

👉 Underline all passive sentences
👉 Circle the tense (past simple, present perfect, etc.)

Then ask:

Why is the passive used here instead of the active?

Which sentences mention the criminal? Which don’t?

6. Grammar Expansion (Controlled Practice – 10 minutes)

Task: Active → Passive

Ask her to transform:

1. Someone stole three ancient artifacts.

2. THREE ANCIENT ARTIFACTS WERE STOLEN.

3. The police are investigating the robbery.

4. THE ROBBERY IS BEING INVESTIGATED.

5. They have not identified the suspects yet.

6. THE SUSPECTS HAVENT BEEN IDENTIFIED.

7. Someone had turned off the alarm system.

8. THE ALARM SYSTEM WAS TURNED OFF

9. THE ALARM SYSTEM HAD BEEEN TURNED OFF.

Possible answers:

Three ancient artifacts were stolen.

The robbery is being investigated.

The suspects have not been identified.

The alarm system had been turned off.

7. Speaking Task (Freer Practice – 15 minutes)

Role-play: News Reporter 📰

Prompt:

You are a journalist reporting on a museum robbery. Use at least 5 passive sentences.

Support with sentence starters:

“It was discovered that…”

“Several objects were…”

“No suspects have been…”

“The case is being…”

Optional challenge:
👉 Add one sentence with “by + agent”

8. Reflection & Wrap-up (5 minutes)

Ask:

Why do journalists often use the passive?

When is it better to use the active instead?

End with:

“Next class, we’ll rewrite this news story using the active voice and compare the effect.”

Optional Homework

Write a short crime report () using at least 6 passive sentences.

The aesthetics course was completed last week.

All the detail were carried out with great attention

and care.

The final content was prepared and sent to all the students.

Some issues were idenfified and were resolved before the final delivery.

In the end, the result was praised by everyone involved.

The course was a success!

1 The aesthetic course was completed last week.

2 All details were carreied out with great attention and care.

3 The final content was prepared and send to all students.

4 Were issues were identified.

5 Some issues were resolved before the final delivery.

6 the result was praised by everyone involved.

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What possession was stolen from Neil, and who stole it? Neil and Pippa talk about crime, and Beth and Phil discuss the passive, e.g. 'was stolen', with our grammar guru Georgie.

_____________

Grammar explanation
When should I use the passive?
Use the passive when it's more important to emphasise the action than the person who did the action. This is often because the person who did the action isn't important or we don't know who did the action.
Examples:
When I was a student, my house was burgled.
The shop was being broken into.

If you want to say who did the action, add by + person at the end of the passive structure.
Examples:
When I was a student, my house was burgled by children.
The shop was being broken into by a robber.
How can I form the passive? 'be' + the past participle
The past participle is the third form of the verb, for example 'stolen' - steal, stole, stolen. The verb 'be' changes depending on the tense.
Examples:
Present simple: Animals are banned from the cafe.
Present continuous: Look! The shop is being broken into.
Present perfect: The criminal has been sent to jail for ten years.
Past simple: Neil's guitar was stolen.
Past continuous: The class were being taught by a new teacher.
Past perfect: The thief had been arrested twice before!
To do
Test yourself using the quiz.
NEXT
Watch Tenses with Georgie

Try some of our other grammar programmes

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BBC Learning English - Learning English Grammar / A stolen guitar

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What possession was stolen from Neil, and who stole it?

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✅ TASK 1 — Choose & Fix (Very Guided)

Instructions for the student:
Choose the correct option. Then rewrite the full sentence.

1. I have / went to the cinema last night.

2. I went to the cinema last night.

3. I have / have never tried sushi.

4. I have never tried sushi.

5. She did / has done a lot of work this week.

6. She has done a lot of work this week.

7. We saw / have seen him yesterday.

8. we saw him yesterday.

9. They have / did just arrived home.

10. They have just arrived home.

👉 What she practices:

noticing tense

light correction

writing complete sentences (not just choosing)

✨ TASK 2 — Complete the Sentence (Personal & Simple)

Instructions for the student:
Complete the sentences with your own ideas.

1. This week, I have _been__ with my friends_____________.

2. I have never ___eaten lamb_.

3. Yesterday, I practiced english with my boyfriend_____________.

4. Last weekend, I _started to read a book__________________.

5. I have already ___an appointment________________ today.

👉 Tip for you:
If she hesitates, give verb options:
watched / visited / finished / eaten / gone

🌱 Optional Speaking Step (2–3 minutes)

Ask her to read 2 sentences aloud and answer:

I have lived in Dubai for one year, and during this time i have faced many challenges: making new friends,discovering new places, and learning a new language.

I admit that although it has been an enriching experience, it has also been extremely challenging.

LIFE / LIVE/ LIVED / ON LIVE

Last month, i felt very homesick because spending christmas away from my country is quite lonely.

But everything is for a good reason, and despite the challenges, being here has been a divine gift.

When did this happen?

This happened at christmas.

Is this finished or still true now?

Yes, finished! it was only for a while.

(No grammar labels needed — just meaning.)

SUMMARY

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English Speaking Practice - Present Perfect Simple Tense | Daily Conversation

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🌍 English Class – Lower Intermediate (A2–B1)

Small Life Changes & New Experiences

⏱️ Duration: 60 minutes
🎯 Grammar review: Simple Past vs Present Perfect
🧠 Skills: reading, listening, noticing, guided writing, speaking

1️⃣ Warm-up: Personal & Light (5–7 minutes)

Ask naturally:

Have you tried something new recently?

yes, recently I have tried to read a book in English , it is about the universe and the power of conciousness and many words I didn't understand but I will continue.

What did you do last weekend?

I joined with friends, I went to carols and gustavos[s house we prepared barbecue and we played many games together.

Write one Present Perfect and one Simple Past answer on the screen, without explaining yet.

Example:
I have started a new habit this month.
I watched a movie last Saturday.

2️⃣ Lead-in to the Reading (5 minutes)

Tell her:

Today we’re going to read about someone who decided to change a small part of their life.

Prediction questions:

What kind of change do people usually make?

the kind of change people do is for me is external and not spiritual rather than a deep change. sometimes they want to change through knowledge or physically which is sometimes hard but not impossible.

Is it easy or difficult to change habits?

sometimes is very difficult because is necessary to focus and if they really want to change but it is not impossible too.

3️⃣ Reading + Listening (More interesting text) (15 minutes)

📖 Text: “I Tried Something New This Month”

Read it aloud first (natural speed), then ask her to read it.

I Tried Something New This Month

This month, I have decided to change my daily routine. I have felt very tired lately, so I wanted to do something different.

Last month, I worked long hours and spent too much time on my phone. I didn’t sleep very well, and I felt stressed. One day, I read an article about small habits, and it inspired me.

Since then, I have started waking up earlier and going for short walks in the morning. I have also stopped using my phone before bed.

Yesterday, I woke up at 6 a.m. and went for a walk in the park. I felt calm and motivated. It wasn’t easy, but it was worth it.

I haven’t changed everything, but I have already noticed a difference.

grammar> it is worth it/ she is worth it/ he is worth it / the price is not worth it. the price wasn't worth it/ I am worth it.

4️⃣ Comprehension (Meaning First) (5–7 minutes)

Ask orally:

Why did the person want to change their routine?

because the routine is very stressful spending much time on the phone, sleeping late and working too much.

What did she do last month?

she changed her routine, she woke up earlier and she forgot her phone, she walked in the park.

Is the change finished or still happening?

the change is still happening because she felt much better, she knows is not easy but is very important for her health and her emotions, she is feeling much better.

5️⃣ Grammar Noticing (10 minutes)

Ask her to find and write about your routine now

4 sentences in Present Perfect

I HAVE WAKEN UP EARLIER BECAUSE I NEEDED TO STUDY AND WORK AT SAME TIME.

I HAVE SEEN MANY FRIENDS LATELY ON THE WEEKENDS AND I FELT VERY HAPPY WITH THEM.

I HAVE READ TWO BOOKS ONE IN ENGLISH AND ONE IN PORTUGUES BECAUSE IN THIS YEAR I WANT TO READ MORE!

I HAVE THOUGHT IN OPENING ANOTHER BUSINESS TO COMPLEMENT MY WORK.

3 sentences in Simple Past

YESTERDAY I JOINED WITH RENAN[S FRIENDS AND THEY PREPARED DELICIOUS FOOD FOR US.

LAST MONTH I CHANGED MY DIET AND NOW MY DIET IS BETTER TO HAVE MORE MUSCLES.

TODAY I STARTED THE NEW ROUTINE WITH MY SKINCARE FOR BETTER RESULTS.

Then guide her:

Which sentences talk about finished time? SIMPLE PAST

Which sentences talk about experience or change until now? PRESENT PERFECT

Write a simple rule together:

Simple Past = finished time
Present Perfect = experience / change until now

6️⃣ Guided Writing (15 minutes)

✍️ Activity 1 – Sentence prompts

She listens → writes → you correct lightly.

1. This month, I have __WORKED VERY LESS________.

2. Recently, I have __TRAVELED A LOT ________.

3. Yesterday, I __ENJOYED THE BEACH ________.

4. Last year, I _STARTED MY ENGLISH CLASSES._________.

5. I haven’t __WORKED HERE IN DUBAI________ yet, but I want to.

✍️ Activity 2 – Short personal text

Ask her to write 5–7 sentences:

“A small change I have made (or want to make)”

Requirements:

At least 2 Present Perfect

At least 2 Simple Past

You can help with vocabulary, not structure.

7️⃣ Speaking Extension (5–8 minutes)

Use her writing:

How did you feel when you did that?

Is it easy for you to keep this habit?

Have you ever stopped a habit before?

Recast gently:

You have start waking up early →
Yes, you’ve started waking up early.

8️⃣ Optional Homework (Meaningful & Simple)

Choose one:

📝 Writing

Write 6 sentences about:

something you have changed recently

something you did yesterday

🎧 Listening

Watch a short video about habits or routines and write:

2 Present Perfect sentences you hear

2 Simple Past sentences you hear

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🗣️ Class: Gossip — Good or Bad? (Upper-Intermediate)

1. Warm-up Questions

Start with discussion:

Do you think gossip is part of everyday life?

Is gossip different from sharing information?

Do people gossip in hotels? Why?

Is gossip always negative?

2. Key Vocabulary

Introduce and explain:

Gossip – informal talk about other people’s private lives

Rumour – information that may not be true

Speculate – guess about something without complete information

Reputation – what people think about someone

Invade someone’s privacy – enter someone’s personal life without permission

Social bonding – making connections with others

Judgemental – quick to criticise

Second-hand information – information that comes from someone else, not directly

3. Reading Text (≈ 300 words)

“Is Gossip Really That Bad?”

Gossip is often seen as something negative — a bad habit, a waste of time, or even a way of hurting other people. However, gossip is much more complex than it seems. In fact, some psychologists say that gossip plays an important role in human relationships.

First, gossip helps us make sense of social behaviour. When we hear a rumour, we try to understand why someone did something unusual. For example, in a hotel environment, staff might speculate about why a guest is upset or why a coworker suddenly changed shifts. This information may be incomplete or even wrong, but it helps people feel connected and aware of what is happening around them.

Second, gossip can help create social bonds. Sharing stories — even small ones — can make people feel closer. When two people talk about a third person, they often feel they share a secret or a special connection. This is why gossip spreads quickly in offices, families and friend groups.

However, gossip also has a darker side. It can easily damage someone’s reputation, especially when the information is false or exaggerated. When we spread a story that invades someone’s privacy, we may hurt their feelings or create unnecessary conflict. In professional environments like hotels, gossip about guests or colleagues can also be unprofessional and disrespectful.

So, is gossip good or bad? The truth is that gossip is both. It can bring people together, but it can also pull them apart. What matters is the intention behind the gossip, the accuracy of the information, and the impact it has on others. A responsible person knows when to speak — and when to stay silent.

4. Comprehension Questions

Ask your student:

1. Why do psychologists say gossip has an important role?

2. How can gossip help people in a workplace like a hotel?

3. Why does gossip make people feel bonded?

4. What are some negative consequences of gossip?

5. What factors decide whether gossip is good or bad?

5. Grammar Focus (Speculation + Reported Speech)

Speculation (may / might)

“He might be having problems at home.”

“The guest may have misunderstood the instructions.”

Past speculation (may/might have + past participle)

“The guest might have left early.”

“She may have forgotten to send the message.”

Reported speech

“He said he was leaving the hotel.”

“She told me she might arrive late.”

Practice: Turn these into reported speech:

1. “I’m not sure the rumour is true.”

2. “We may talk about it later.”

3. “I might stay in Morro de São Paulo next month.”

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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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🧠 Present Perfect – Explanation for Students

The Present Perfect is used to talk about:

1️⃣ Life experiences (no specific time)

We use it to say if something has happened at any time in your life — but we don’t say when.

I have visited Spain.

She has never tried sushi.

i have visited Morro de Sao Paulo many times * I've visited

i have been to the nude beach * I've been..

We focus on the experience, not the time.

2️⃣ Actions that started in the past and continue now

We use have/has + past participle to show something is still true until now.

Usually with for (duration) or since (start time):

I have lived in Brazil for five years.

He has worked here since 2020.

i have worked here since last year

i (adopted) Little john in 2024/ he was a little cat.

Explain about progressive verbs

3️⃣ Recent events with a result now

We use it when something just happened and has an effect in the present.

She has lost her keys. (She can’t open the door now.)

We have finished the report. (It is ready.)

she has gone! you can't talk to her

I just have baked the cake. you can't eat it now / it needs to get cold.

Words like just, already, yet often appear.

i have just arrived from the gym.

📘 Short Reading: “The New Stadium Experience”

Read the text and notice the Present Perfect verbs.

Lucas loves basketball, and this year he has followed every game of his favorite team. He has watched matches on TV, he has listened to games on the radio, and he has even travelled to other cities to support the players.

Today, Lucas is feeling especially excited. His city has opened a new stadium, and he and his friends have bought tickets for the very first match. The atmosphere is incredible. Thousands of fans have arrived early to see the place.

Lucas looks around and says, “I have never seen a stadium this big! The design is amazing.”
His friend Marta agrees: “Yes! And they have added new seats, new lights, and a huge screen. It looks great.”

The game hasn’t started yet, but the crowd is already cheering. Some fans have painted their faces, others have preparedbanners, and everyone feels excited. Lucas smiles and says, “I have been a fan of this team for many years, but tonight feels special.”

✔️ Comprehension Check

1. What new place has opened in the city?

2. A new stadium has opened in the city.

3. What activities has Lucas done to follow the team this year?

4. He has watched matches on tv, has listtened to games on the radio and has trevelled to other cities to support the players.

5. Why is this night special for Lucas?

6. Because it is the first match in the new stadium and he feels especially excited.

7. What has the stadium added?

8. the stadium has added new seat, new ligths, and a huge screen.

9. What have the fans done to show support?

10. Some fans have painted their faces, others have prepered banners, and they have arrived early to support the team.

create extra sentences with the present perfect

1

2

3

4

5

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🎯 Sports Vocabulary & Reading Quiz

Part 1 – Vocabulary (Choose the correct option)

1. A crowd is…
a) a single person
b) X a large group of people
c) a quiet place

2. The word atmosphere describes…
a) the weather
b) x the general feeling or mood
c) the type of food at the stadium

3. A dramatic moment usually feels…
a) boring and slow
b) x exciting or emotional
c) silent and empty

4. A nail-biting game is…
a) calm and easy
b) confusing and long
c) x tense and very exciting

Part 2 – Pronunciation Awareness (Circle the correct answer)

5. Which word has the “cr” sound at the beginning?
a) x crowd
b) drama
c) atmosphere

6. Which word has two connected parts when spoken?
a) drama
b) x nail-biting
c) crowd

Part 3 – Complete the Sentence (Use: crowd / atmosphere / drama / nail-biting)

7. The atmosphere __________ in the stadium was full of energy.

8. The final minutes of the game were very _nail biting_________.

9. There was so much __drama________ during the first half.

10. A huge __crowd________ was waiting outside the stadium.

Part 4 – Reading Comprehension

Answer the questions in full sentences.

11. Where did Beth and Neil go last Saturday?

12. they went to a cricket match

13. Why was the crowd already waiting outside the stadium?

14. they arrived early for the match but there were a huge crowd outside.

15. How did the atmosphere change when they entered the stadium?

16. the atmosphere changed when the other team made a score.

17. What made the beginning of the game full of drama?

18. a player fell down and the drama started.

19. Why did the game become nail-biting in the second half?

20. because Both teams were almost close to win.

21. What happened in the last minute of the game?

22. one of the team scored and won the game

23. How did the crowd react when the final shot went in?

24. they crowd pulled and yelled when the shot went in.

25. How did Beth and Neil feel after the game ended?

26. they feel very emotional and happy about this moment and they think the game was nail biting.

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Class: Watching Sports – Vocabulary & Pronunciation Review

1. Warm-up (3–5 min)

Ask your student:

Do you like watching sports?

Do you prefer watching sports live, on TV, or online?

Describe a memorable sports moment you’ve seen.

2. Vocabulary Review & Pronunciation (10 min)

Target Vocabulary

1. crowd – /kraʊd/ – a large group of people

2. atmosphere – /ˈætməsfɪr/ – the general feeling or mood at an event

3. drama – /ˈdrɑːmə/ – an exciting or emotional experience

4. nail-biting – /ˈneɪlˌbaɪtɪŋ/ – tense; causing anxiety and excitement

Pronunciation Drills

Repeat each word 3 times:

crowd → “cr” blend + “ow” sound

atmosphere → focus on ATM-uh-sfeer

drama → stress on DRA-ma

nail-biting → two words connected NAIL-BI-ting

Sentence Pronunciation

Have the student repeat:

“The crowd was cheering loudly.”

“The atmosphere in the stadium was amazing.”

“There was so much drama in the last minute.”

“The game was nail-biting until the final second.”

3. Short Reading (5–6 min)

Ask the student to read aloud. Then check comprehension.

Reading:

The Championship Weekend

Last Saturday, Beth and Neil decided to go to the city stadium to watch the final game of the basketball championship. They arrived early, but a large crowd was already waiting outside. Some people were wearing team jerseys, others were carrying snacks, and everyone seemed excited. Beth looked around and said, “Wow, this crowd is huge! It feels like the whole city is here.”

When they entered the stadium, the atmosphere immediately changed. Lights were flashing, music was playing, and fans were shouting the names of their favorite players. Neil smiled and said, “I love this atmosphere. It’s impossible not to feel the energy.” Even before the game started, the atmosphere made them feel like something big was about to happen.

The game began fast, and from the first minute, there was a lot of drama. One team scored quickly, but the other team responded with an even better play. Every few minutes, something surprising happened. A player slipped, another made an incredible shot, and the coaches kept shouting instructions. Beth whispered, “There’s so much drama tonight. I can’t stop watching!”

Halfway through the second half, the game became really nail-biting. The score was almost equal, and both teams were fighting for every point. The crowd stood up, shouting and clapping. The players looked tired but focused. Neil said, “This is getting nail-biting. I can’t believe how close the score is.”

In the last minute, the atmosphere became even more intense. Everyone held their breath. One team had the ball, and they only needed one more point to win. Beth felt her heart beating fast. The whole crowd was silent for a moment, and then—boom! The final shot went in. The stadium exploded with noise. People hugged, jumped, and waved their arms. The drama finally ended, and the winning team ran across the court celebrating.

As Beth and Neil left the stadium, they both felt happy and tired. “What a night,” Neil said. “The crowd, the atmosphere, the drama… everything was perfect.” Beth nodded and added, “And that last minute? So nail-biting! I loved it.”

omprehension Questions

General Understanding

1. Where did Beth and Neil go last Saturday?

2. Why was the crowd already waiting outside the stadium?

3. How did the atmosphere change when they entered the stadium?

4. What made the beginning of the game full of drama?

5. Why did the game become nail-biting in the second half?

6. What happened in the last minute of the game?

7. How did the crowd react when the final shot went in?

8. How did Beth and Neil feel after the game ended?

Vocabulary in Context

9. What does crowd refer to in the story?

10. How would you describe the atmosphere in the stadium?

11. What moments created drama during the match?

12. Why was the ending considered nail-biting?

5. Vocabulary in Context – Practice (10 min)

A. Fill in the blanks

Use: crowd / atmosphere / drama / nail-biting

1. The ________ in the stadium felt electric.

2. A ________ waited outside the gates.

3. The last moment of the game was very ________.

4. There was a lot of ________ during the match.

B. Personal connection (speaking)

Ask:

Have you ever been in a big crowd? Where?

Describe the atmosphere of your favorite sports event.

What is the most dramatic moment you’ve seen in sports?

What is a nail-biting situation you experienced?

6. Pronunciation Challenge (2 min)

Practice minimal pairs:

crowd → cloud / cried

atmosphere → sphere / fear

drama → trauma / llama

nail → male / bail

biting → writing / fighting

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CLASS: Watching Sports – Crowds, Atmosphere & Nail-Biting Drama

Level: Lower Intermediate

Length: 60 minutes

1. Warm-Up (5 minutes)

Ask your student:

Do you watch sports? Which ones?

yes I do. I watch tennis with Renan because he likes it and maybe soccer with Renan.

Do you like watching sports live at a stadium or on TV?

i don't like stadiums because there are a lot of people in one place all together and screaming and I feel very little. so, I prefer watching tv at home.

Have you ever been in a big crowd? How did it feel?

yes I have been in big crowds and I felt pretty bad.

2. Vocabulary (10 minutes)

Teach the four words:

crowd – a large group of people

Example: The crowd shouted loudly in the stadium.

everytime I see a crowd at the beach I try to walk more distant so I can enjoy the silence.

adj> crowded, the beach is crowded/ I avoid to go to the shopping mall at Christmas because it is pretty/too/very/fucking crowded.

atmosphere – the general feeling or mood

Example: The atmosphere at the game was very exciting.

when I entered the house I felt the atmosphere too heavy so I walked away.

drama – exciting or emotional events

Example: There was a lot of drama in the final match.

there was too much drama in the soap opera. *novela

there was too much drama at the family meeting.

there were a lot of people making drama to buy cosmetics for lower prices.

nail-biting – very tense and exciting; makes you feel nervous

Example: The last minutes of the game were nail-biting.

after the interview I was nail biting waiting for the results.

Activity:

Ask the student to make one simple sentence with each word.

3. Reading (10 minutes)

Give the student a simple summary of the dialogue:

Beth and Neil talk about watching sports. Neil watched football live at a stadium. Beth likes gymnastics and usually watches it on TV. They discuss if it’s better to watch sports live or on TV. They mention the crowd, the atmosphere, dramatic moments, and nail-biting finishes.

Comprehension Questions:

1. What sport did Neil watch?

2. He watched a football match.

3. What sport does Beth enjoy?

4. She enjoys gymnastic.

5. Does Beth prefer watching gymnastics live or on TV?

6. She prefers to watch on Tv because Gymnastics is a sport where there's lots of individual.

7. What exciting match did Neil see?

8. He saw a really exciting cricket match.

9. What does “nail-biting” mean?

10. something that makes you nervous and anxious.

4. Language for Preferences (10 minutes)

Teach or review these simple structures:

I prefer… because…

I prefer watching /to watch on tv because I hate crowded places.

I enjoy watching…

i enjoy watching tennis games/matches on tv.

It’s better to…

it's better to watch TV live because some games are very individual and have much details.

The atmosphere is…

The atmosfere is the general feeling or mood .

There was / There is…

There was a parking in the stadium. There is the best player on game.

Practice:

Ask the student to complete these sentences:

1. I prefer watching sports ______ because __at home I am more relaxed____.

2. The atmosphere at a stadium is exciting.______.

3. A sport I enjoy watching is _tennis games_____.

4. The most nail-biting moment I remember was _the finals of the matches with Djokovic____.

5. Speaking Practice (10 minutes)

Use these prompts to make the student speak:

Have you ever watched a live game? Describe the crowd and atmosphere. Yes. I watched the football game.

the crowd was excited and happy. the atmosphere was great.

Have you seen a nail-biting moment in a sport or move?

yes, movies make me feel that.

Do you like drama in sports? Why or why not?

No. i don't like. because it is normal that a team can lose the game.

Do your friends or family enjoy watching sports with you? Yes, but generally my boyfriend enjoys more!

Optional:

Role-play: You are Beth, your student is Neil. Ask each other if you prefer watching sports live or on TV.

6. Focus on the Transcript (10 minutes)

Choose these lines from the transcript:

“The atmosphere – you can’t beat. And it’s definitely not the same at home.”

“The cricket match was so nail-biting. It was very exciting and made me feel nervous.”

Activity:

Have the student identify the vocabulary words in the sentences.

Ask the student to rewrite the sentences in their own words.
Example: The atmosphere was amazing. Watching at home is not the same.

7. Final Task (5–8 minutes)

Ask your student to speak for one minute:

“Talk about a sport you like watching. Mention the crowd, the atmosphere, the drama, and a nail-biting moment if possible. Also say whether you prefer watching it live or on TV.”

Give corrections and feedback.

8. Homework (optional)

Ask the student to write 80–100 words about:

“Describe the most exciting sports moment you remember. Why was it dramatic or 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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🌟 REVIEW CLASS: notice / see / hear + try to / try -ing

1️⃣ Warm-Up Reading (Short Dialogue)

Context:
María is staying with her friend Lucas for the weekend. They are talking about what happened last night.

Dialogue

María: Lucas, did you notice anything strange last night?
Lucas: I’m not sure… I heard someone walking in the kitchen, but I didn’t see anyone.
María: I also heard a noise. And I noticed that the fridge door was open this morning.
Lucas: Really? I didn’t notice that! Maybe it was the cat.
María: Maybe. By the way, I tried to sleep early, but I couldn’t.
Lucas: Same. I tried drinking chamomile tea, but it didn’t help.

Comprehension Questions

1. What did Lucas hear?

2. Lucas heard someone walking in the kitchen.

3. What did María notice?

4. maria noticed the fridge door was open.

5. What didn’t Lucas see?

6. he didn't see anything.

7. What did María try to do?

8. Maria tried sleeping early but she couldn't

9. What did Lucas try + ING?

10. Lucas tried drinking camomile tea.

2️⃣ Quick Review (Explained in Text)

A. Perception Verbs

See = when something reaches your eyes naturally. You don’t make a special effort.
Example: I saw a dog crossing the street.

Hear = when something reaches your ears naturally.
Example: I heard loud music from next door.

Notice = when you become aware of something, usually a detail or something unexpected.
Example: I noticed he looked tired.

B. Try to vs. Try + -ing

Try to + verb = make an effort to do something difficult.
Example: I tried to call you but you didn’t answer.

Try + -ing = experiment with a method to solve a problem.
Example: My phone wasn’t working, so I tried restarting it.

Easy reminder:
“Try to” = effort.

I tried to travel for Christmas but. I couldn't it's too expensive to go to Brazil this season.
“Try -ing” = method / solution.

I tried making the cake but I am not so good at the kitchen.

3️⃣ Short Story With Target Grammar

Context: At the office

Yesterday, Ana arrived early at work. When she entered the office, she noticed that her computer was still on, even though she had turned it off the night before. She walked around but didn’t see anyone. Then she heard a message notification from her phone.

She tried to open a file, but the program didn’t respond. So she tried restarting the computer, and finally everything worked.

Later, her boss asked, “Did you notice anything strange this morning?”
Ana said, “Not really, but I heard the cleaning staff talking very early.”

Task: Ask your student to identify:
• all the examples of notice, see, hear
• all the examples of try to / try + ing

4️⃣ Guided Practice (Fill-in Context)

A. notice / see / hear

1. You are cooking and your friend enters the kitchen quietly. You suddenly realize he is behind you.
→ “I __noticed____ my friend behind me.”

2. You walk on the street and a bus passes very loudly.
→ “I _heard_____ the bus.”

3. You visit your cousin and observe that the living room is very different.
→ “I __saw____ the new decoration.”

B. try to / try + -ing

4. Your phone doesn’t charge. What solution can you test?
→ “Tried _changing____ the cable.”/ try changing the cable/ try to change the cable.

5. You want to wake up earlier.
→ “I will try to __wake up____ up at 6 a.m.”

6. You can’t open a document.
→ “Try __restarting____ your computer.”

5️⃣ Communicative Conversation (Teacher–Student)

For perception verbs:

“What was the last thing you noticed while walking in your neighborhood?”

i noticed that people from different countries are living here.

“What did you see when you opened your window today?”

I saw the beautiful garden and the soccer field.

“What did you hear this morning?”

in this morning I heard beautiful songs from the birds.

homework

For try to / try -ing:

“Your friend can’t sleep. What should he try -ing?”

he could try drinking chammomile tea.

“You want to improve your English. What should you try to do?”

I should try to study and pratice more.

“Your computer is slow. What can you try -ing?”

I can try restarding my computer.

6️⃣ Final Output (Production Task)

Tell your student:

“Describe your last 24 hours using:
• two sentences with notice
• two with see or hear
• one with try to
• one with try + -ing”

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Writing

Now, write sentences giving advice using the following structures.

1. try + infinitive (with 'to')

I try to play with my cat but my time is short.

2. try + and

try and cook for your boyfriend for the first date.

3. try + '-ing' form

I try making exercise but my day is very busy.

Renan tries to learn everyday something in arabic.

My sisters try selling their products online or through social media. but sometimes they are silly.

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BBC Learning English - Learning English Grammar / Life advice

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What’s the best advice you’ve been given?

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Grammar explanation

see/notice/hear + object + -ing verb
see/notice/hear + personal pronoun e.g. him, her, us + -ing verb

Examples:

I noticed a snake slithering in the grass.
I heard him talking to my dad on the phone.
She saw us whispering in the corner.

see/notice/hear + (that) + object + be + -ing verb

Examples:

I saw that my friend was standing in the queue.
I saw my friend was standing in the queue.

We noticed that she is living alone. * we are gossiping

I saw him buying a car in the store.

3. They heard you speaking loud

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BBC Learning English - Learning English Grammar / Secrets and surprises

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Have you ever noticed someone being secretive?

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Vocabulary Quiz

Choose the correct word from the box to complete each sentence.
material possessions – fleeting – fade – envious – anticipation – deteriorate – personality type

1. Maria felt _envious_______ when she saw her friend’s new phone.

(= wanting what someone else has) ciumento/jelous/jelousy

2. The paint on the old house began to __fade______ after many years.

(= slowly disappear)

3. Childhood feels __fleeting______ because it goes by very fast.

(= short, doesn’t last long)

4. He was full of __anticipation______ before his birthday party.

(= excited feeling before something happens)

5. My grandfather’s vision began to _deteriorate_______ with age.

(= get worse)

6. People sometimes think _material possessions_______ make them happy, but true happiness is inside.

(= things you own)

7. A __personality type______ can help explain why someone is quiet or outgoing.

(= general way a person thinks/acts)

Match the word to its meaning

(Choose A–G)

Words:
8. anticipation/c
9. deteriorate/a
10. fleeting/b

Meanings:
A. get worse/get better
B. short; doesn’t last long
C. excited feeling before something happens

Scoring Guide (Total: 10 points)

1 point for each correct answer.

10 points: Excellent!

7–9 points: Very good understanding.

5–6 points: Needs a bit more review.

0–4 points: Review the vocabulary again together.

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🌟

Vocabulary Flashcards (simple definitions)

1. material possessions – things you own

2. fleeting – short, doesn’t last long

3. fade – slowly disappear

4. envious – wanting what someone else has

5. anticipation – excited feeling before something happens

6. deteriorate – get worse

7. personality type – general way a person thinks/acts

📘

Reading: Experiences or Things?

Many people love to buy new phones, clothes, or other material possessions. These objects can make us happy, but the feeling is often fleeting. After a few days, the excitement begins to fade, and we want something new again.

Experiences, like traveling or spending a day with friends, often make us happier for a longer time. Why? Because they help us connect with people and understand ourselves better. They stay in our memory, even when objects deteriorate or break.

Sometimes we feel envious when we see other people buying nice things. But it is important to remember that happiness is not only about what we buy. It also depends on our personality type. Some people love objects; others prefer experiences. In the end, what matters is choosing what feels meaningful to you.

❓

Comprehension Questions (low-intermediate)

1. What are material possessions?

2. Why is happiness from buying things fleeting?

3. What usually fades after buying something new?

4. Why can experiences make us happier for longer?

5. What happens to objects over time?

6. When do we feel envious?

7. Do all people like the same things? Why or why not?

🎙️

Speaking Activity (guided discussion)

Use the vocabulary!

A. Student completes the sentences:

1. One material possession that is important to me is ______.

2. A fleeting moment of happiness I had was when ______.

3. A memory that will never fade for me is ______.

4. I sometimes feel envious when ______.

5. I feel anticipation when ______.

6. Something that deteriorates quickly is ______.

7. My personality type is more (object-focused / experience-focused) because ______.

B. Optional conversation questions:

Do you prefer buying things or doing activities? Why?

What experience made you really happy?

Do you think social media makes people more envious?

✍️

Writing Task (5–7 sentences)

Write a short paragraph:

“Do experiences make people happier than material possessions?”

Use at least 4 vocabulary words from the list.

Example starter: In my opinion… / I believe that…

In my opinion material possession is very important but experiences mark on our lives. our time here is fleeting for this reason enjoy the moments end experiences with family, friends, lovers they make our lives more interesting. Material possessions deteriorate while experiences make our life significant.

If you want, I can also make:

✔️ a quiz

✔️ a homework worksheet

✔️ a role-play activity

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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?

sometimes I like buying things and sometimes I like doing something fun. like for example I went bowling with friends yesterday and I had a lot fun.

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

my first cellphone bought by me and that made me feel so happy.

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

so many experiences but the trip I went to caraiva in Bahia was very interesting and I liked it very much, the beautiful place. I will go to caravan again.

Write examples on the board:

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

i don't like amusement park so, I prefer a new phone.

📖 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.
a) True b) False c) xNot given

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

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

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

✅ Answers: 1–a / 2–a / 3–a / 4–b

🧩 VOCABULARY PRACTICE

Match the words to their meanings:

1. material possessions /

2. fleeting/

3. fade/

4. envious /

5. anticipation/

6. deteriorate/

7. personality type/

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)________ might not make us happy for long. They can (2)_______ or lose their value. While experiences may be (3)________, waiting for them often gives us a feeling of (4)________. The memories we make help form our (5)________.

✅ 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?

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

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

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

📝 WRITING TASK

Write a short paragraph (6–8 sentences):

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

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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BBC Learning English - English in a Minute Series 5 / Phrases with 'pull'

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Pull out all the stops and learn four phrases with 'pull' here.

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Total: 5 marks

Name: ____sabrina _______________________

Date: _________13/11/2025__________________

⸻

🌟 Part 1 – Vocabulary (Questions 1–5)

Choose the correct word to complete each sentence.

Words: forge – lose touch – acquaintance – shy away – scattered – small talk – BFF – fizzle out – solid friendship

1. I met Lucas at a work event, but we aren’t close friends. He’s just an ___acquaintance_________________.

2. After university, my friends were ______scattered _____________ across different countries.

3. We _________BFF________ a great friendship during a difficult time at work.

4. I sometimes ______small talk/ fizzle out____________ from talking to new people because I’m shy.

5. Our friendship started strong but then it began to ______solid friends/ lose touch____________.

📝 Vocabulary score ( /2.5): _______

⸻

🕓 Part 2 – Grammar Practice (Questions 6–10)

Use the correct tense: present, past, or present perfect.

6. (Present)

Write one sentence about your best friend now.

→ __________My best friend have/has a many qualits she is a very imprtant to me._________________________________

i have a friend In Dubai *

ive been a good friend to many people.

bruno has been my friend from the school. * he's been a good friend.

7. (Past)

Who was your best friend when you were a child?

→ _______My best friend was a child was luana i played every day with her in the school. good time ____________________________________

8. (Present Perfect)

Write one sentence about a friendship experience that connects to your life today.

→ ________________________I've ( I have) a new friend here in dubai her name is taty is a wonderful person and help is much moment.________________

9. Complete the sentence:

I _______didnt see I haven't seen_____________ (not see) my school friends for years.

10. Choose the correct sentence:

a) I have met my best friend last year.

b) I met my best friend last year.

c) I have meet my best friend last year.x

📝 Grammar score ( /2.5): _______

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🌟 Review Class:

Friendships Over Time

🎯 Objectives

Review and use key friendship vocabulary.

Talk about friendship experiences using present, past, and present perfect tenses.

Practice expressing opinions and personal experiences about friendships.

1. Warm-Up (5 minutes)

Start a short conversation to activate the topic.

Ask:

Do you have many friends from school?

How do you usually make new friends?

Do you think it’s easy or hard to keep friends as an adult? Why?

Encourage answers in the present tense first.

2. Vocabulary Review (10 minutes)

Match the words to their meanings.

Words:

forge – lose touch – scattered – shy away – acquaintance – small talk – fizzle out – BFF – solid friendship

Meanings:

a) stop communicating with someone lose touch

EX, I lost touch with my Brazilian clients because I live in another country now.

b) a person you know but not very well acquaintance

i have many acquaintances here but exist some people that I love here.

c) avoid something because you’re scared or nervous shy away ex, I shy away when in talk in public for many people but I will improve.

d) conversation about unimportant things small talk

i have a small talk with my janitor.

e) strong and lasting friendship solid friendship

ex I have a solid friendship and love with Renan everyday.

f) to slowly end or disappear fizzle out

ex, I fizzle out with my parents because I feel better far away from their problems.

g) spread over a wide area scattered

ex, i have scattered friends over Brazil.

h) to create or make under difficult conditions forge

i) best friends foreverBFF

After checking answers together, ask the student to make short example sentences, for example:

I forged a friendship with my colleague at work.

I lost touch with my old neighbor.

My friends are scattered around the country.

3. Article Summary Activity (10 minutes)

Ask the student to complete the summary using the correct words.

As we get older, turning a/an (1) _acquaintance_______ into a more (2) solid friendship________ can be difficult. After school, friends are often (3) __scattered______ and it can be easy to (4) __lose touch______. Dr Puff says friendships are extremely important, so don’t (5)shy away from meeting new people. You could join a class so that you have something in common to discuss.

Words: acquaintance – lose touch – shy away – forged – BFF – scattered – solid friendship

Afterward, have the student read it aloud and explain the meaning of the text in their own words.

4. Grammar Practice: Talking About Friendship (15 minutes)

Explain that the student will now talk about friendships using three different tenses — present, past, and present perfect.

Give short examples:

Present:

Who is your closest friend now?

– My closest friend is Ana. We talk every day.

- My closest friend is katia. we talk every day.

Past:

Who was your best friend when you were a child?

– My best friend was Carla. We played together after school.

My best friend was Luana. we played every day in the school and weekends.

Present Perfect:

Have you ever lost touch with a friend?

– Yes, I’ve lost touch with many friends from university.

-Yes, i've lost touch with many friends from high school.

Then, ask the student to make their own sentences using the same tenses.

5. Discussion Extension (15 minutes)

Encourage open conversation and opinion sharing. Use these prompts:

1. Do you think it’s easier to make friends when you are a child or an adult? Why?

2. Have you ever forged a strong friendship in a difficult situation (for example, at work or during a trip)?

3. Have you ever had a friendship that fizzled out? What happened?

4. Do you usually shy away from talking to new people, or do you enjoy small talk?

5. What’s more important for you — having one BFF or many acquaintances?

Remind the student to use the vocabulary and tenses naturally while answering.

6. Optional Homework

Ask the student to write a short paragraph (6–8 lines) titled:

“A Friendship That Changed My Life.”

They should:

Use at least three of the new vocabulary words.

Include one sentence in the present, one in the past, and one in the present perfect.

Answer key:

1. acquaintance

2. solid friendship

3. scattered

4. lose touch

5. shy away

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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)

Ask students:

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

For me it is easy because I like talking with people I am very communicative, it is not easy at the first time but later you get more open to speak and get to know the person.

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

I think it is very easy when younger because when it is a child we are very open to new relationships and we are not very selective at this age, we are not ashamed to talk and make new friends.

2. Reading: How to Make Friends as an Adult

Reading Text

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.

⸻

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.

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.

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.

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.

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

a) True

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.

⸻

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.

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

• voice note – an audio message sent by phone.

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

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

• fizzle out – to slowly end or disappear.

• BFF – best friends forever.

• solid friendship – a strong, long-lasting friendship.

⸻

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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🧠 CLASS PLAN – Topic: Relaxing

Level: Lower Intermediate (A2–B1)
Length: 60 minutes
Skills: Listening, Vocabulary, Reading, Speaking

1. Warm-up (5 minutes)

Introduce the topic by asking a few simple questions to get the student speaking:

“When you finish work or studying, what do you usually do to relax?”

I read a book, i listen my playlist and meditation.

“Do you find it easy to switch off after a busy day?”

yes i do, i take a shower and dress my baby doll and i relax it´s easy to do that.

Write the word “Relaxing - relaxtion” on the board and brainstorm ideas together. Encourage the student to say activities they associate with relaxing (e.g., listening to music, sleeping, walking).

2. Vocabulary Introduction (10 minutes)

Pre-teach and drill pronunciation of the key words:

relax – to do less activity so that you are calm and happy.

so i normally relax at night watching series.

i am relaxing every sunday mornings.

i normally switch off around 10 pm.
Example: “I relax by listening to music.”

i relax by cooking.

i relax by traveling

i relax by reding my book.

relaxing – something that gives a feeling of calmness and happiness.
Example: “The beach is relaxing.”

reading a book at the beach or the swimming pool is relaxing.

switch off – to stop thinking about stressful things.
Example: “I switch off when I go for a walk.”

i normally switch off when i walk at the beach around the sunset.

i feel homesick, and the beach in this moment.

i miss my home.

i missed you/ ( saudade) i miss you.

i missed the bus/the flight/ the ride.

rest – to stop doing activities so you can recover.
Example: “I need to rest after work.”

resting after work is necessary.

take your mind off – to stop thinking about one thing and start thinking about another.
Example: “Watching TV takes my mind off work.”

i need to go to paris to take my mind off work.

Do a quick oral gap-fill activity to check comprehension. For example:

“When I want to forget stress, I ______.” (switch off)

“The beach is very ______.” (relaxing)

3. Listening: Beth and Neil’s Conversation (15 minutes)

Read the transcript aloud (or play the audio if available).

First listening – general understanding:
Ask: “What are some ways Beth and Neil like to relax?”
The student listens and gives a general answer.

Second listening – detail:
Ask a few comprehension questions, for example:

What does Neil like to do to relax?

What helps Beth switch off in the kitchen?

How does Beth like to rest?

Why does Neil find it difficult to rest?

Clarify any vocabulary or expressions that were confusing.

4. Reading & Analysis (10 minutes)

Give the student the short reading text below and read it together:

How People Relax Today
In today’s fast world, people are looking for new ways to relax. Many prefer simple activities, like going for a walk, reading a book, or spending time with family. Technology also plays a role: some people watch series, listen to podcasts, or use relaxation apps. However, studies show that more people are trying “digital detox” — spending time without phones — to rest their minds. The tendency is clear: relaxation is becoming more personal and varied, depending on each person’s lifestyle.

Ask comprehension questions:

What are some traditional ways people relax?

the traditional ways people relax is walking, reading a book and spending their time with family.

What technological activities are popular?

watching series, relaxtion apps and listening to podcast.

What is “digital detox”?

digital detox is clearing your mind and not using phones and spending time with another thing.

What is the general trend about relaxation?

relaxation is becoming more personal and varied, depending on each person’s lifestyle.

Then briefly highlight some verbs related to relaxing and connectors such as “however” and “also”.

5. Speaking Practice (15 minutes)

Use the new vocabulary to have a natural conversation. Suggested questions:

“What do you usually do to relax?”

i usually use relaxation apps, i love this, and i love meditation.

“Do you prefer quiet activities or active ones?”

i prefer quier activities because is very calm and refresh my mind and i love spending time stretching with yoga that takes my mind off.

“Would you like to try digital detox? Why or why not?”

yes, i tried this digital detox, on sundays i forgot my phone and i concentrated on my things like courses, studying and i´ve tried much, because celphones take our concentration and that is not healthy.

You can also do a short role-play where one person is a journalist asking about people’s relaxing habits.

6. Wrap-up (5 minutes)

Review the new words together. Ask:

“What new words or phrases did you learn today?”

relaxation- rest- switch off - take your mind off - chilling out - folding laundry- and homesick.

“Which activity from the lesson do you find most relaxing?”

Optional homework: ask the student to write a short paragraph titled “How I relax after a busy day.”

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BBC Learning English - Real Easy English / Talking about relaxing

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Take your mind off your busy day by learning to talk about resting and switching off.

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📝

Title: Healthy Habits for a Better Life

Reading Text (≈150 words)

Many people want to live a healthy life. To be healthy, it is important to eat good food and have healthy habits every day.

Healthy food gives our bodies the vitamins and energy we need. Fruits and vegetables are very important because they have many nutrients. For example, apples, bananas, carrots, and spinach are full of vitamins. Drinking water is also essential. We should drink about 6 to 8 glasses of water every day.

Healthy habits are also about how we live. Doing exercise helps us stay strong and happy. We can walk, run, dance, or play a sport. Sleeping well is another good habit — people need about 7 to 8 hours of sleep each night.

doing 2 hours of cardio ( it) makes you body burn many calories

Eating healthy food and having good habits make us feel better, give us more energy, and help prevent illness.

🧠

Comprehension Questions

1. Why is healthy food important?

2. because it gives many nutrients for our bodies.

3. Name two examples of healthy foods from the text.

bananas, carrots, apples and vegetables.

4. How many glasses of water should we drink every day?

we should drink 6 to 8 glasses of water every day.

5. What are two examples of healthy habits (not food)?

doing exercise and running are examples of healthy habits.

1. How many hours of sleep do people need each night?

people need 6 to 8 hours of sleeping.

💬

Vocabulary Focus

Match the words with their meanings:

a. Nutrients/3

ex: i am eating many nutrients everyday for my body staying healthy.

b. Essential/1

ex; drinking water 10 to 12 glasses of water everyday is essential for our health.

c. Prevent/4

ex: for preventing illness is necessary good and healthy habits.

d. Energy/2

ex: i need much energy through my day.

1. Something very important or necessary

2. Power we get from food to move and work

3. Substances in food that help the body grow and stay healthy

4. To stop something from happening

🗣️

Speaking / Personalization

Ask and answer:

What healthy foods do you eat every day?

i eat chicken, meat and a lot of vegetables everyday.

How many hours do you usually sleep?

i usually sleep 7 to 8 hour each day/ per day.

What exercises do you like to do?

i like to train different workouts and biking .

Is there a habit you would like to change to be healthier?

maybe eating junk food on the weekend would make me healthier.

After watching:

Comprehension questions:
1. What are some healthy foods mentioned?

garlic vegetables, scrambled eggs, boiled eggs, boiled vegetables, baked potatos, grilled salmon. smashed potato
2. What should people try to avoid or do less often?

people should avoid eating less junk food, and sugar and people should try to do more exercise.
3. What is one tip from the video you’d like to try?

i would like to try to prepare my food and make it more healthy and at the same time delicious and yummmy.

Discussion / Speaking:
- Which habit from the video do you already do?

i already cook, i already eat vegetables and i already prepared smashed potatoes at home.
- Which one is hard for you?

for me is very complicated to prepare typical food and grilled chicken because i need practice.

Extension:
- Ask students to write a short paragraph: “My Healthy Plan for Tomorrow” incorporating at least 3 habits from the video and from your reading activity.

ask Renan what are the healthy things he would like to try for getting hotter and healthier?

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Healthy Eating Habits | Improve Your English | English Listening Skills - Speaking Skills

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📝 Class Plan – Healthy vs Unhealthy Snacking

Level: Basic (A1–A2)
Topic: Snacking and healthy lifestyle
Skills: Vocabulary review, reading comprehension, speaking, writing
Time: 45–60 minutes

1. 🧠 Warm-up (5 min)

Objective: Activate prior knowledge and get the student speaking.

Ask simple questions:

Do you eat snacks every day?

yes i eat snacks, i eat whole grain biscuits with milk and protein, i think this is snack is healthy.

What snacks do you like?

i like many but i don´t eat all for example i eat bread, cheese bread. I like cornflakes, i like croissants much.

Are your snacks healthy or unhealthy?

the majority are healthy because i do diets and i try to be fit even though sometimes i eat unhealthy.

👉 Encourage full but short answers:

“Yes, I eat snacks every day.” / “I like fruit.” / “I eat chocolate sometimes.”

2. 🗣️ Vocabulary Review (10 min)

Go over the target vocabulary with examples, no charts:

Snack → a small thing that we eat between meals.
👉 Example: I eat a snack at 4 p.m.

Snack on → to eat a little bit of something over time.
👉 Example: I like to snack on nuts.

Junk food → food that is not good for our health.
👉 Example: Crisps and chocolate are junk food.

Guilty pleasure → something we enjoy even if we know it’s not good for us.
👉 Example: Chocolate is my guilty pleasure.

👉 After explaining, ask the student to repeat and give their own example with each word.

3. 📖 Reading Comprehension (10–12 min)

Title: When You Don’t Eat Healthy Snacks

Emma loves snacks. Every afternoon, she eats chocolate bars and crisps. These snacks are her guilty pleasure. At first, she feels happy and full of energy. But later, she feels tired.

Sometimes Emma skips lunch and only eats junk food during the day. After some weeks, she notices changes: she has less energy in the morning, she feels sleepy during her classes, and she often has a headache.

Emma’s friend, Tom, snacks on fruit and nuts. He tells her that healthy snacks give more energy and help you feel better. Emma decides to try it. After a few days of eating healthier snacks, she feels stronger and more active.

4. 📝 Comprehension Questions (10 min)

Ask the student to answer orally or in writing. Keep questions simple and direct:

1. What snacks does Emma eat in the afternoon?

Emma eats in the afternoon chocolate bars and crisps.

2. How does Emma feel after eating junk food?

She has a headache.

3. What problems does Emma have after some weeks?

She feels sleepy during her classes, and she has less energy.

4. What does Tom snack on?

Tom snacks on fruit and nuts.

5. How does Emma feel after changing her snacks?

She feels stronger and more active.

she is feeling.....

👉 Check understanding and correct gently.

5. 💬 Speaking Practice (10 min)

Ask personalized questions to get the student using the vocabulary:

Do you snack on fruit?

Yes, i do snack on fruit on my week.

What is your guilty pleasure?

My guilty pleasure is pasta, pizza and hamburgue.

Do you eat junk food every day?

No, i don't because i has a diet healthy i take care my health.

How do you feel after eating junk food?

I feel less energy and unmotived for my activety.

What healthy snacks do you like?

I like natural tuna sanduiches , nuts, and banana cake with oats.

👉 Encourage answers in complete sentences, but keep it light and supportive.

Optional: do a short roleplay — you are Tom, the student is Emma — and have a simple conversation about changing snacks.

6. ✍️ Mini Writing Activity (5–8 min)

Ask the student to write 4–5 short sentences about their snacking habits, using the vocabulary:

Example: “I usually snack in the afternoon. I like to snack on nuts. Sometimes I eat chocolate. Chocolate is my guilty pleasure. I want to eat more fruit.”

Then read it together and help with small corrections.

🟡 Optional Homework

Ask the student to keep a Snack Journal for 2 days.
They write:

What they snack on

If it’s healthy or junk food

How they feel afterwards

In my routine i eat snacks in the afternoon healthy biscuit and milk protein but sometimes i snack on junk food. My guilty pleasure is pizza and cake i am really obssessed for this.

After that i feel very sleepy and undesmotived but while i snack on healthy i feel more energy and happy.

i have english class.

i´ve eaten pizza

i´ve (have) sent the link by email

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BBC Learning English - Real Easy English / Talking about snacks

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Learn to talk about fruit, nuts, crisps and chocolate bars!

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BBC Learning English - Learning English Grammar / Preferences

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What’s the difference between prefer, would prefer and would rather?

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🌍 Lesson Plan:

Fears in Today’s World

Level: Lower Intermediate

Focus: Reading comprehension + Grammar (I am afraid of / I am scared of / I am terrified of)

1. Warm-up (5 min)

Ask: What are some things people are afraid of today?]

today people are afraid of violence, crimes, corruption, injustice, the news, but this is not in Dubai but maybe in other countries like Brazil.

👉 Introduce grammar input:

I am afraid of…

I am scared of…

I am terrified of…

i am frightened of
Give a simple example: I am afraid of spiders.

⸻

📖 Extended Reading: Fears in Today’s World.

People everywhere experience fear. Some fears are small and personal, while others are big and connected to society or the world. Fear is a natural feeling, but the things we are afraid of can change over time.

Long ago, people were afraid of animals, darkness, storms, or being attacked. These fears are still common today. For example, many people are still afraid of spiders, snakes, or flying in an airplane. Others are scared of speaking in public or going to the dentist.

But modern life has also created new fears. Many people are afraid of climate change. They are scared of fires, floods, or hurricanes. They are also worried about the future of the planet and the next generations.

Another modern fear is technology. Some workers are afraid of losing their jobs because robots or artificial intelligence can replace them. Others are scared of the internet, because of hackers or online scams.

Teenagers especially are afraid of not being popular or not being accepted on social media. For them, “likes” and comments can feel very important, so they are terrified of being ignored or rejected online.

Adults often have social and financial fears. Many are afraid of losing money or not having enough to support their families. Others are scared of being alone or not having enough time for the people they love. Some are terrified of illness, especially after the COVID-19 pandemic, which showed how quickly life can change.

Fears are also different around the world. In countries with violence, many people are afraid of war, crime, or terrorism. In other countries, people are scared of not having clean water, good education, or safe hospitals. While fears can look different depending on where people live, one thing is the same everywhere: everyone has fears.

Fear can be difficult, but it also connects us. When we talk about our fears, we see that we are not alone.

2. Pre-Reading Vocabulary (5 min)

Go over some key words:

climate change = changes in world weather

floods = too much water in a place

hurricanes = very strong storms

hackers = people who steal information online

scams = lies to steal money

Check with quick matching or examples.

3. Reading (10–12 min)

📖 Extended Passage (already created in previous step).

👉 Options for delivery:

Teacher reads aloud first, student follows.

Then student reads one paragraph at a time.

4. Reading Comprehension (10 min)

Ask simple questions:

1. What were people afraid of long ago?

the people were afraid of crimes, violence, the climate change and not being accepted online or rejected.

2. Why are many people scared of climate change today?

because we are having high temperatures globally and this makes people be scared of.

3. Why are some workers afraid of technology?

because the are afraid of losing their jobs, careers, and they are also scared od scams or hackers.

4. What are teenagers often terrified of?

the teeneagers are afraid of not being accepted, being ignored or rejected on social media and the likes and the comments are essential for them.

5. What fears do adults usually have?

the adults have many fears, like illness, losing money, financial problems and climate change.

6. Do fears change in different countries? Give examples.

yeah, in different countries have many fears like brazil, violence, corruption and the robbery of institutions and the biggest fear is lack of security.

7. Why does fear connect people?

the fear connect the people around the world because the world had a pandemic and illness and everything changes in any moment to anyone and if you talk about it, people will feel it too and this connect us.

5. Grammar Focus:

I am afraid of / I am scared of / I am terrified of

(10 min)

Model sentences from the text:

Many people are afraid of climate change.

Teenagers are scared of being rejected on social media.

Some adults are terrified of illness.

i am scared of losing connection through internet because my work depends on the internet.

i am terrified of watching horror movies, because i see it every time in my dream and i hate it.

what are you afraid of?

👉 Practice:

Transform words into full sentences:

Spiders → I am afraid of spiders.

Speaking in public → I am scared of speaking in public.

War → I am terrified of war.

Losing money → I am afraid of losing money.

Flying → I am scared of flying.

6. Speaking Practice (10–12 min)

Student writes 3 personal sentences with the target grammar.

Share aloud: I am afraid of ___. → Teacher responds naturally (Really? I am not. I am afraid of ___.).

Pair role-play: Imagine two friends talking about fears. Example:

A: I am afraid of climate change.

B: Oh yes, me too! But I am also scared of losing my phone.

7. Wrap-up / Reflection (5 min)

Review: vocabulary + grammar structure.

Ask: What is one fear you think most people in the world share today?

Homework option: Write 5 sentences about fears you and your family/friends have.

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🌟 Class Plan – Talking About Fears (Basic Level)

🎯 Objectives

Learn vocabulary to talk about fear.

Practice intensifiers with adjectives (very, really, so, absolutely, completely).

Talk about personal fears in different situations.

1. Warm-up (5 min)

Teacher asks: fear- medo - scared - assustado afraid - com medo.

Do you get scared easily?

not any more, but in the past i got very scared easily.

What was the last time you felt afraid?

the last time i felt afraid was when Curica my cat was sick and i had to take her to the hospital i felt completly afraid/scared.

(Prompt student to use short, simple answers: Yes, I was scared of a dog / I was afraid of the dark).

2. Vocabulary (10 min)

Introduce with gestures, pictures, or simple examples:

afraid / frightened / scared of → "I’m completely scared of dogs."

terrified of → stronger fear → "I’m absolutly terrified of snakes."

phobia → extreme fear → "I have a phobia of heights."

freak out → lose control → "I freak out when I see a cockroach!"

👉 Write them on the board in order of intensity.

3. Grammar Focus: Intensifiers (10 min)

Explain simply:

very / really / so → make the adjective stronger.

absolutely / completely / totally → only with strong adjectives.

Examples:

I’m very scared of spiders.

I’m really afraid of the dark.

I’m so terrified of flying.

I’m absolutely terrified of snakes.

I completely freak out when I see a mouse.

👉 Do quick practice:
You say the adjective → student makes a stronger sentence.

Teacher: "afraid of dogs" → Student: "I’m really afraid of dogs."

4. Listening / Reading Practice (8 min)

Use part of the Phil & Beth conversation (shortened):

Beth: I’m afraid of spiders. I really hate spiders.

Phil: I’m scared of small spaces. I’d be worried about getting stuck.

Beth: My friend has a phobia of bananas. She completely freaks out!

Ask comprehension questions:

What is Beth afraid of?

Beth has afraid of spider.

What is Phil afraid of?

Phil has afraid of small space.

What phobia does Beth’s friend have?

The Beth's friend have a phobia of banana.

5. New Situations for Practice (10–12 min)

Give student situations and ask: Are you afraid? How afraid are you?
Encourage answers with intensifiers.

Situations:

1. You are in the dark alone at night.

2. No, i'm nor afraid.

3. You see a big spider in your bed.

4. yes, i'm afraid. i'm terrified of spider in my bed.

5. You are in a small elevator and it stops.

6. No, i'm not afraid.

7. You hear thunder and lightning very close.

8. No,i'm not a fraid.

9. You watch a horror movie.

10. I'm a fraid a horror movie. i'm a frightened.

11. You are on a very high bridge.

12. yes, i am. i'm have phobia of high bridge.

Example:

Teacher: "You are in the dark alone at night."

Student: "I’m so scared." / "I’m really afraid of the dark."

6. Controlled Speaking (Pair Role-Play / Teacher-Student) (10 min)

Model a dialogue:

A: What are you afraid of?
B: I’m really afraid of snakes.
A: Do you freak out?
B: Yes, I completely freak out when I see one.

A: i have a phobia of snack

B: Are you terrified of?

A: Yes, i'm a freak out when i see snack.

i really scared since i was child.

👉 Student practices with different fears.

7. Wrap-Up / Reflection (5 min)

Review: words for fear + intensifiers.

Ask student: What are you afraid of? Are you more afraid of spiders or of the dark?

Quick writing: 3 sentences with fears + intensifiers.

✅ Homework idea:
Write 5 sentences about fears using very, really, so, absolutely, completely.
Example: I’m absolutely terrified of snakes.

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(Photo: Getty)

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Introduction

Phil and Beth talk about what makes them scared. Learn to talk about your fears with this conversation in easy English.

Vocabulary

afraid/frightened/scared (of something)
a feeling of fear

terrified (of something)
a feeling of a lot of fear

phobia
a very big fear of something

freak out
lose emotional control

Transcript

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

Beth
And I'm Beth. You can find a video of this podcast and a free worksheet on our website. Go to bbclearningenglish.com

Phil
Hi, Beth.

Beth
Hello, Phil. How are you?

Phil
I'm good, I'm good. You?

Beth
Yes, I'm very well, thank you.

OK, well, today we're going to talk about fears and we're going to talk about the things that make you scared.

Beth
OK, let's get started.

What am I afraid of? I'm afraid of spiders. I really hate spiders. I'm really scared of spiders. It's OK if they're small. Maybe, no, yeah, I was going to say medium-sized is OK - they're not. Anything like medium, large, long legs. Uh, no, I don't like spiders.

Phil
What do you do if you see a spider?

Make weird noises, go "Ah! Help! There's a spider." What are you afraid of?

Um, this is a strange one, because it doesn't really happen to me very much. But I'm scared of being in really small spaces. You know, people who work under floors and do things like that. I'd, I'd be too worried about getting stuck.

Yeah, I completely understand that fear. Phil, do you have any phobias? A phobia is a really bad, extreme fear of something.

I don't think I do, really. I don't think there's, like, one thing that I am absolutely terrified of and can't see. I think just sometimes there are situations that are scary because, you know, maybe they could be dangerous or worrying, but I don't think there's one thing that I see and go "Ah!"

Yeah. I have a friend and she has a phobia of bananas. I know it sounds silly. She is terrified of bananas. If she sees a banana, she will cry and scream, and it's very dramatic. And that is a proper phobia. When you see something and you break down, you completely freak out. That's a phobia. So, I don't think I have any phobias either. Like, I don't like spiders and I am scared of them, but they don't make me freak out and panic.

So, Beth, is there anything that you were afraid of when you were younger, but you're not afraid of now?

Actually, yes. So when I was young and even a teenager, I was scared of looking out at the sea. So if I was, I was always good at swimming, so swimming wasn't the problem. But looking out to the ocean and seeing the horizon - that's the end of the ocean - really scared me and I just couldn't look at it. And I had that for quite a long time. And I don't really know why, because I don't know what I was scared of. It was almost so big that it scared me.

Mmm, I've got a watery one. Um, I remember when I was learning to swim and the teacher taking me to the deep end of the swimming pool, so it was about two metres deep nearly, and I wasn't very tall then. Um, and I had to jump in and I was absolutely terrified. But now I can swim, so I'm not scared of water in that way.

Beth
Do you often jump in pools these days?

Phil
Um, now and then when I get the chance. I don't go swimming very often, but when I do, I can jump in and it's fine.

Let's recap the vocabulary that we used in this conversation. We used a lot of words to describe the feeling of fear so we can be afraid, frightened, or scared of something which all mean something makes us feel fear.

And we also had terrified of. If you are terrified of something, you are really, really scared of it.

We heard the word phobia, which describes a very bad fear of something.

Yes. For example, my friend has a phobia of bananas. She cries when she sees them because she's so scared. And we also had freak out. If you freak out, then you panic because you're so, so scared of something.

Phil
That's it for this episode of Real Easy English. Test yourself with the worksheet on our website, bbclearningenglish.com.

Beth
And we'll be back next week with another conversation in easy English. Goodbye for now.

Phil
Bye.

Next

Learn more phrasal verbs like 'freak out' in Phrasal verbs with Georgie.

Download a free worksheet.

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BBC Learning English - Real Easy English / Talking about fears

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Learn to talk about your fears with this conversation in easy English

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🍴 Lesson Plan –

Prefer vs. Would Rather

Level: Lower Intermediate

Topic: Talking about food choices (focus on grammar: prefer and would rather)

Length: ~60 minutes

1. Warm-up (5 min)

Quick chat:

What did you eat for lunch yesterday?

What’s your favourite meal of the day?

Do you ever skip meals?

Encourage short, natural answers.

2. Grammar Focus (10 min)

Prefer

Form 1: Prefer + noun + to + noun

I prefer tea to coffee.

Form 2: Prefer + -ing + to + -ing

I prefer eating at home to eating in a restaurant.

Form 3: Prefer + to + infinitive (+ rather than + infinitive)

I prefer to walk rather than take the bus.

Would rather

Form: Would rather + infinitive (without to)

I’d rather eat pasta.

Compare two things:

I’d rather eat pasta than pizza.

👉 Key difference:

Prefer is more general (things you usually like).

Would rather is more specific / in this situation now.

3. Controlled Practice (10 min)

💡 Student chooses the correct form:

1. I (prefer / would rather) ___ tea to coffee.

2. I (prefer / would rather) ___ eat at home tonight.

3. She (prefers / would rather) ___ swimming to running.

4. I (prefer / would rather) ___ have pizza than sushi right now.

5. They (prefer / would rather) ___ buy lunch rather than cook.

4. Guided Practice – Food Choices (15 min)

Give situations and student answers using prefer or would rather:

1. You are very hungry. You can eat a salad or a burger. (right now)
→ I’d rather eat a burger than a salad.

2. In general, do you like eating at home or eating in restaurants?
→ I prefer eating at home to eating in restaurants.

3. You can drink water or soda. Which do you like better?
→ I prefer water to soda.

4. Imagine it’s lunch break. Your friend suggests sushi. Would you say yes?
→ I’d rather eat sushi than a sandwich.

5. Freer Practice – “Food Survey” (15 min)

Roleplay: Teacher asks, student answers.

Do you prefer… pasta or rice?

i prefer pasta to rice

Would you rather… have ice cream or cake right now?

i´d rather have ice cream than a cake

Do you prefer… eating with friends or eating alone?

i prefer eating with friends to eating alone

Would you rather… cook at home or go to a restaurant tonight?

i´d rather go to a restaurant than cook at home.

👉 Student then asks teacher back.

6. Wrap-up & Homework (5 min)

Quick recap:

Prefer = general likes

Would rather = specific choice, often now

Homework: Write 5 sentences with prefer and 5 with would rather about food, hobbies, or daily life.

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BBC Learning English - Real Easy English / Talking about lunch

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Beth and Neil talk about what they like to eat for lunch

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buClass Plan – Saving Money

🎯 Objectives

Practice listening and speaking about money and savings.

Learn and use vocabulary: budget, shop around, offer, on offer, deal.

Share personal strategies about spending and saving.

1. Warm-up (5–7 min)

Discussion questions

Do you usually save money or spend it quickly?

i usually save money because i think in my future is very important because at my age 34 is very necessary.

What was the last thing you bought that was a good deal?

the last thing i bought was a the treatment for lips because the product content is really good and the price was cheap, so i think it was a good deal. ( compra/negocio/fechamento/acordo)

i have a deal

(drug dealers)

agreement - acordo - i agree with you

When you travel, do you usually stick to a budget?

yes because when i travel i do a budget and i try to save to stick to the budget. i think is very important.

what´s you budget? how much can you spend?

2. Vocabulary (10 min)

Introduce the words from the episode with simple definitions and examples:

budget → “I have a budget of $5.000 for my trip to Guatemala.

shop around → “Before buying a phone, I shop around online.”

offer/deal → “The shop/store has a deal/offer on shoes: buy one, get one free.” it´s a good offer

on offer → “Milk is on offer today – half price!”

on sale - american accent -

👉 Activity: Give sentences with a gap, student completes:

1. I can’t spend more than $200. That’s my ___budget_____.

2. Before buying a computer, it’s smart to __deal______.

3. These jeans are normally $40, but today they are $25. They are ____on offer____.

3. Listening Practice (10–12 min)

🎧 Play or read a short part of the transcript (Beth talking about shopping around).

Comprehension questions:

1. What does Beth do before she buys something expensive?

She goes to a different website and shop around.

2. Why does she think this is a good way to save money?she thinks shopping around is a good way to save money.

3. Do you do the same?

Yes, i do for me before buy something shop around is a good way.

4. Speaking Practice – Role-play (12–15 min)

Set up scenarios where student uses the new vocabulary:

Situation 1: You are shopping online. You see a phone on offer. Talk to your friend about whether to buy it.

Situation 2: You are planning a holiday. Decide on a budget and discuss how to save money.

Situation 3: A shop has a great deal but you don’t really need the product. Discuss if it’s a good idea to buy.

5. Personalization (8–10 min)

Questions for student to expand:

Are you saving for something right now?

Yes. i am saving money for my future.

How do you usually save money?

I always make good deal and i buy on offer and shop around everything.

Do you prefer to buy things on offer, or do you prefer high-quality items even if they’re expensive? I prefer to buy on offer although in some cases i prefer to buy high quality.

6. Wrap-up (3–5 min)

Review vocabulary quickly.

Ask student: “What’s one new idea you learned today about saving money?”

Give a small homework task: Write 5 sentences using today’s vocabulary in your own life.

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BBC Learning English - Real Easy English / Talking about saving money

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🏋️‍♀️ Class Plan – Staying Healthy

1. Warm-up (5 min)

Teacher asks:

Do you like sports?

yes i do, generally work out, i love to work out i always did, and i love to ride a bike.

What do you do to stay healthy?

i do natural healthy eating i practice exercise everyday and i ride a bike in the gym for 40 min everyday, and i drink a lot of water to stay healthy.

Do you eat healthy food?

yes i do. i ear healthy foods i follow the diets and sometimes on the weekends i eat junk food or i pif out but generally i follow my diet.

Encourage short answers with examples: Yes, I run. / I eat fruit. / I don’t like sugar.

2. Vocabulary (10 min)

in this house there isn´t sugar/ we don´t have sugar in this house.

Write on the board / screen with pictures:

healthy diet – eating food that is good for you

advice – opinions about what you should do

sweet tooth – a liking for sweet foods

sweet treat – something sugary that you enjoy

trick or treat

💡 Ask her to give examples from her life:

Healthy diet = “I eat chicken and vegetables.”

Sweet treat = “I like cake.”

3. Language Tip (5 min)

soon → something in a short time

Example: I will go to the gym soon.

still → something that continues

Example: I eat vegetables, but I still like chocolate.

Practice: Ask her to make 2 sentences with soon and still about her health.

4. Listening / Reading Practice (8 min)

Read (or play) short adapted part of the transcript:

Georgie: I had a healthy lunch. But this weekend I ate a lot of chocolate.

Neil: Do you have a sweet tooth?

Georgie: Yes! But I walk a lot, so I feel healthy.

👂 Student answers:

What did Georgie eat this weekend?

this weekend georgie ate a lot of chocolate.

Does Georgie have a sweet tooth?

yes she does, she always eats her sweet treat at the end of the day.

What does Georgie do to stay healthy?

she walks to work or to places instead of taking public transportation or driving

Does Neil do something to stay healthy?

he eats healthy food, he eats less sugar, less fat and less junk food.

does georgie want to start to eat less sweat treat?

yes she will start next weak but she´s a liar she won´t start.

5. Speaking – Personalization (10 min)

Student talks about her own life using target language:

What do you do to stay healthy?

i practice exercise and eat healthy food , i drink water and sleep enough.

Do you have a sweet tooth? What sweet treats do you like?

no i dont´ i eat sweet treats not very often.

What advice do you give to a friend to stay healthy?

i think this friend should practice exercise, should drink more water, should eat healthy food such as vegetables, protein and grains is very good for your health.

What will you do soon for your health?

i will follow the diet of my nutrionist soon.

What do you still do that is not very healthy?

i still eat junk food sometimes but i don´t smoke or drink alcohol because this is not healthy.

6. Writing (Homework or in class if time) (5 min)

Write 5 sentences about her routine:

Example: I eat a healthy diet. I go to the gym every day. I will sleep more soon. I still eat chocolate. My advice: drink water!

writing:

using should in an advice for a friend that never worked out and now she wants a better and healthy life.

i think you should .....

7. Wrap-up (2 min)

Quick review:

Vocabulary check with flash questions (What is a sweet tooth?)

Practice soon and still one last time.

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BBC Learning English - Real Easy English / Talking about health

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Learn to talk about your healthy and unhealthy habits

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🎬 Class Plan:

Subtitles and Surprises

(Level: Basic / Time: 60–75 minutes)

1. Warm-up (5–10 min)

Teacher shows pictures / gestures: someone clapping a high five, someone gasping, someone looking gobsmacked.

Ask:

What is happening? What do you think these words mean?

Objective: create curiosity before listening.

2. Vocabulary Presentation (10 min)

Introduce the words from the programme with simple definitions + gestures:

upbeat = happy, positive

jaunty = full of energy, confident

gasp = quick breath of surprise

gobsmacked = very surprised (slang)

high five = clap hands together to say “well done”

👉 Practice:

Students repeat pronunciation.

Quick mini-questions:

When do you feel upbeat?

What makes you gasp?

Who would you give a high five to?

3. Listening + Reading (15 min)

Step 1: Play the audio (or read the transcript aloud dramatically). Student follows with transcript.

Step 2: Stop at key moments and ask comprehension checks:

Who is Karli Witkowska?

What does gobsmacked silence mean?

Which superhero appeared in the subtitle mistake?

4. Vocabulary in Action (10–15 min)

Matching game: match word → definition → picture (teacher provides).

Fill in the gap (oral practice):

“The music in Stranger Things can be scary, but in a comedy it is more _______.” (upbeat)

“When I saw the surprise party, I was _______.” (gobsmacked)

5. Speaking Practice (15 min)

A. Personal questions:

Tell me about a time you felt gobsmacked.

What makes you feel upbeat?

When was the last time you gave someone a high five?

B. Mini role-play:

Teacher describes a situation, student reacts using the new words.

You open the door and see your best friend after many years → gasp!

You pass a very hard test → high five!

You win free concert tickets → gobsmacked!

6. Wrap-up (5 min)

Review the five words again quickly with gestures.

Ask: Which word is your favorite? Why?

🔑 Why this works

Listening + reading together = builds comprehension and confidence.

Visual + emotional vocabulary = easy to remember.

Role-play + personal connection = encourages speaking, even at basic level.

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Subtitles help deaf people understand movies and TV. They also let you watch films in foreign languages. But in recent years, the creativity in describing sounds has reached new levels. Learn more about the art of subtitling and pick up some new vocabulary at the same time.

This week's question

Sometimes there are funny mistakes in subtitles. What was written on a BBC News programme in 2019? Was it:

a) We can’t allow Spiderman to become prime minister?

b) We can’t allow Superman to become prime minister?, or,

c) We can’t allow Batman to become prime minister?

Listen to the programme to find out the answer.

Vocabulary

genre
style of film, music or book with its own particular set of characteristics

upbeat
cheerful, hopeful and light-hearted

jaunty
full of energy and confidence

gasp
take in a short, quick breath of air to show shock, surprise or pain

gobsmacked
(slang) so surprised that you cannot speak

high five
two people lifting their arms and clapping hands together as a greeting, or a way of saying, ‘well done!’

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.

Neil
If you’re deaf or hard of hearing, watching television would be impossible without subtitles - the words of dialogue added at the bottom of the screen explaining what the characters are saying.

Beth
Subtitled captions aren’t only for dialogue. In the most dramatic, action-packed scenes of a movie, there might be no-one speaking, but there are plenty of sounds - a scream, a thrilling car chase… And all these sounds need to be described as well.

Neil
In this programme, we’ll be meeting Karli Witkowska, a subtitler who works on the Stranger Things show, to find out more. And of course, we’ll be learning some useful new vocabulary as well.

Beth
But first I have a question for you, Neil. Movie subtitles are written ahead of time, but subtitling for live TV has to be done in the moment, as the person is speaking.  This can lead to mistakes - sometimes very funny ones, including a subtitle which appeared in an interview for the BBC Six O’Clock News in 2019. But what did the subtitle say? Was it:

a)    We can’t allow Spiderman to become prime minister?

b)    We can’t allow Superman to become prime minister?, or,

c)     We can’t allow Batman to become prime minister?

Neil
Hmmm, I guess the subtitling mistake involved Spiderman.

Beth
I’ll reveal the answer later in the programme. Of course, it’s not just deaf audiences that subtitles help. The translated subtitles of foreign films are great for learning languages, letting you read a word and hear how its pronounced at the same time. And because subtitles describe everything, from monster squelches to bombs exploding, it’s a great way to learn new adjectives. Here’s subtitler Karli Witkowska explaining to BBC Radio 4 programme Word of Mouth how her choice of adjective creates emotion for the viewer:

Karli Witkowska
It depends on the genre and depends on the shows, and so if you have a very upbeat period piece where the music is very jaunty… you would use the word ‘jaunty’ to describe the music. It’s creating an idea of what a sound is like and using a very, very descriptive word in order to do so.

Neil
Karli bases her descriptions on the film’s genre – a style of film, music or book with its own particular set of features. The sound effects needed for a thriller like Stranger Things – creaking stairs and sudden screams - are very different from the sounds used in historical period dramas which are more upbeat – light-hearted and cheerful.

Beth
This influences the adjective Karli chooses to describe a sound. For example, upbeat music might be described as jaunty - full of energy and confidence.

Neil
Subtitles started out as an accessibility feature for deaf audiences, and to translate foreign language films into English. But since the growth of online streaming services like Netflix, subtitling has become something of an art.

Beth
Karli belongs to a team of subtitlers who try to make their descriptions as close as possible to the sounds they hear. Here she tells BBC Radio 4’s Word of Mouth about a time her team found exactly the right word:

Karli Witkowska
…so I loved ‘gobsmacked silence’ because you were able to tell that people were almost on the verge of a gasp, or on the verge of a shock, and that was the atmosphere, but there wasn’t actually a sound, so when my colleague came up with that one I definitely wanted to give him a virtual high five.

Neil
In this scene, the surprised characters were about to gasp – take in a short, quick breath of air. There was no speech or sound in the scene, but Karli’s team found the perfect adjective to describe the silence - gobsmacked, which is slang for being so surprised you can’t speak.

Beth
This was definitely one description that deserved a high five – lifting up your hand to clap hands with someone else as a greeting or to say ‘well done’. In fact, the phrase ‘gobsmacked silence’ was so good it went viral and started being used in all kinds of situations.

Neil
Maybe gobsmacked was how the viewers of that TV news programme felt, you know, the mistaken subtitle you asked me about in your question. I guessed the incorrect subtitle was: We can't allow Spiderman to become prime minister.

Beth
Which was… the wrong answer, I’m afraid. In fact the interviewee said, “we can't allow that man to become prime minister”, speaking about Boris Johnson, but the misheard subtitle appeared as Batman.

Neil
OK, let's recap the vocabulary we’ve learnt from this programme on subtitles, starting with genre – a style of film, music or book with its own particular set of characteristics.

Beth
Something which is upbeat ischeerful, hopeful and light-hearted.

Neil
The adjective jaunty means full of energy and confidence.

Beth
If you gasp, you take in a short, quick breath of air in surprise or in pain.

Neil
You can use the slang expression gobsmacked when someone is so surprised they can’t speak.

Beth
And finally, if you give someone a high five, you hold up your hand above your head, clapping hands with somebody else as a greeting, or to say ‘well done!’

Neil
Once again our 6 minutes are up. Goodbye for now!

Beth
Bye