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🎯 Lesson objectives

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

understand the main ideas of a discussion about doping in sport

use vocabulary related to sports and ethical questions

express and justify an opinion

agree and disagree politely

discuss whether athletes should be allowed to use performance-enhancing drugs

🟢 1. WARM-UP — Sports & Competition | 5 minutes

Start with some quick questions:

1. Do you like watching sports? Which sports?

2. What makes someone a great athlete?

3. Is winning the most important thing in sport?

4. Would you ever take a substance that could make you stronger or faster?

5. What if you knew it was legal?

⚡ Quick choice

Ask the student to choose:

Would you rather…

🏃 Be the fastest person in the world
or
💪 Be the strongest person in the world?

Then ask:

Why?

🟡 2. INTRODUCTION — What is doping? | 5 minutes

Show the student this simplified definition:

Doping is using banned substances or methods to help you perform better in sport.

Ask:

Why do you think athletes use drugs to improve performance?

What could be the advantages?

What could be the risks?

Why are these substances usually banned?

Introduce the idea of The Enhanced Games:

Imagine a sports competition where athletes are allowed to use performance-enhancing drugs.

Ask:

🤔 What do you think?

Is this:

A. 🏆 the future of sport?
B. 🚫 completely wrong?
C. 🔬 an interesting scientific experiment?
D. 🤷 It depends?

Have the student explain their choice.

🔵 3. BEFORE LISTENING — Predict the story | 5 minutes

Tell the student:

“Today we’re going to listen to two people discussing The Enhanced Games.”

Ask them to predict:

1. Will the speakers support the idea?

2. Will they think doping is dangerous?

3. Will they talk about fairness?

4. Will they mention famous athletes?

5. Will they agree with each other?

Then ask:

What arguments could someone use FOR allowing doping?

And:

What arguments could someone use AGAINST it?

Don’t correct everything yet. Let the student brainstorm.

🟠 4. LISTENING — First Listening | 5 minutes

Play the BBC Learning English audio.

Tell the student:

🎧 Listen for the general idea.

After listening, ask:

What is the main question of the programme?

A. Should athletes train harder?

B. Should athletes be allowed to use performance-enhancing drugs?

C. Should athletes earn more money?

Then:

What is the general attitude of the speakers?

They completely support it.

They completely reject it.

They discuss both sides.

🟣 5. LISTENING — This Week’s Question | 3 minutes

Before revealing the answer, ask:

❓ How many times did Lance Armstrong win the Tour de France before he was finally caught doping?

a) Five
b) Six
c) Seven

Ask:

“What is your guess?”

Then listen for the answer.

✅ Answer:

c) seven

Briefly explain that Armstrong was later stripped of his Tour de France titles because of doping.

🟢 6. VOCABULARY — Discover the Meaning | 10 minutes

Give the student the six expressions without definitions.

Match the vocabulary to the meanings:

1. doping
2. it’s fair to say…
3. divisive
4. cross the line
5. set a good/bad example
6. normalise

Meanings

A. to behave in a way that encourages other people to behave similarly

B. using banned substances to improve sports performance

C. to make something seem normal or acceptable

D. causing people to disagree strongly

E. to start behaving in an unacceptable way

F. an expression used before saying something reasonable or balanced

Answers

1 → B
2 → F
3 → D
4 → E
5 → A
6 → C

🔵 7. VOCABULARY IN CONTEXT | 7 minutes

Now ask the student to complete the sentences.

Complete with:

doping — divisive — cross the line — set a good example — normalise — it’s fair to say

1. Some people believe that allowing drugs in sport could ________ dangerous behaviour.

2. Many athletes think ________ gives some competitors an unfair advantage.

3. The idea of allowing doping is very ________. People have very different opinions about it.

4. Parents should ________ for young athletes.

5. ________ that professional athletes have a lot of pressure to win.

6. Using technology to improve performance is one thing, but when does it ________?

Answers

1. normalise

2. doping

3. divisive

4. set a good example

5. It’s fair to say

6. cross the line

🟠 8. SPEAKING — Agree or Disagree? | 7 minutes

Tell the student:

You must explain your answer. “Because” is not enough!

Give them these statements:

🗣️ Statement 1

“Sport should be about natural human ability.”

🗣️ Statement 2

“If something is dangerous, it should be banned.”

🗣️ Statement 3

“Athletes should be allowed to do whatever they want with their bodies.”

🗣️ Statement 4

“Technology is already changing sport, so drugs are not necessarily different.”

🗣️ Statement 5

“Professional athletes are role models for young people.”

For each one, the student must say:

I agree/disagree because…

Then challenge them:

Can you think of an example?

But what if…?

🔴 9. MINI-DEBATE — Enhanced Games | 8–10 minutes

Now create a debate.

🏟️ Situation

You are a member of a committee deciding whether The Enhanced Games should be allowed to exist.

There are two sides:

🟢 TEAM A — FOR

You believe athletes should be allowed to use performance-enhancing drugs.

Possible arguments:

Athletes should have freedom over their own bodies.

Science is always changing.

Other technologies already improve athletic performance.

It could create new world records.

Medical professionals could monitor athletes.

🔴 TEAM B — AGAINST

You believe doping should remain banned.

Possible arguments:

It can be dangerous.

It can create unfair competition.

Young athletes could feel pressured to take drugs.

Athletes are role models.

Sport should reward training and natural ability.

🧠 Useful language

Encourage the student to use:

I strongly believe that…

From my point of view…

I see your point, but…

I agree to some extent, however…

The main problem is…

On the other hand…

It’s fair to say that…

I think this crosses the line because…

🟣 10. FINAL CHALLENGE — The Ethical Question | 5 minutes

Give the student this scenario:

Imagine you are a 16-year-old professional athlete. You have trained for 10 years. You have one chance to win an Olympic gold medal.

Your doctor tells you that you can take a drug that will make you 15% faster.

The drug is completely legal, but there is a 10% chance it could cause serious health problems later in life.

Would you take it?

Ask:

1. Why or why not?

2. What if everyone else was taking it?

3. What if you could guarantee that you wouldn’t get caught?

4. What if it could make you famous?

5. What if your coach told you that you would lose your place on the team if you refused?

🔥 Final question

Where do you think we should “cross the line” between science and sport?

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BBC Learning English - 6 Minute English / The Enhanced Games

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Would you watch a sport if you knew the athletes had taken drugs?

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⚽ English Class: Watching Sports

Level: Teen Intermediate
Topic: Watching Sports
Time: 50–60 minutes

🎯 Warm-up (5–7 min)

Ask your student:

1. Do you like watching sports? Which ones?

I watch soccer, formula one, ping pong, shooting.

2. Do you prefer watching sports at home or at the stadium?

I went to the stadium once and I liked it very much but Brazil got the same score.

3. What is the most exciting match you’ve ever watched?

4. i have watched the world cup 2026 and my best match was Brazil against Japan and we won!

5. Which athlete or team do you support in Brazil>

i support Palmeira is originally from São Paulo.

🗣️ Vocabulary

Crowd/multidao

A large group of people.

Examples

The crowd cheered when the team scored.

Thousands of people were in the crowd.

the crowd is very excited for the singer.

Atmosphere

The general feeling or mood at an event.

Examples

The atmosphere at the stadium was amazing.

Everyone was excited before the game started.

the atmosphere in the house is different since Brazil lost the game.

Drama

An exciting or emotional situation.

Examples

The final minutes of the game were full of drama.

Sports can create unforgettable drama.

Argentina created lot of drama after they lost the game.

Nail-biting

Very exciting and making you feel nervous.

Examples

It was a nail-biting match.

The penalty shootout was nail-biting.

we were nail biting when bruno shootout the penalty and he failed.

📖 Reading

Watching Sports: Live or on TV?

Beth and Neil are talking about watching sports.

Beth: I love watching football on TV because I can see every replay.

Neil: Really? I prefer going to the stadium. The crowd makes everything more exciting.

Beth: That’s true. The atmosphere is incredible when thousands of fans are cheering.

Neil: And you never know what’s going to happen. Some matches are full of drama until the final second.

Beth: Last year’s championship final was so nail-biting! I couldn’t stop watching.

Neil: That’s why I love sports. Every game tells a different story.

📚 Reading Comprehension

1. Why does Beth like watching sports on TV?

2. Why does Neil prefer the stadium?

3. What creates a great atmosphere?

4. Which match does Beth remember?

5. Why does Neil enjoy sports?

💬 Useful Expressions

I’m a huge fan of…

I support…

The atmosphere was incredible.

The crowd went wild.

It was so exciting!

What a fantastic game!

I couldn’t believe it!

The match kept me on the edge of my seat.

🎯 Speaking Practice

A. Finish the sentences.

I usually watch sports…

My favourite team is…

I enjoy watching…

A good crowd makes…

The best atmosphere is…

A nail-biting match is…

I don’t like watching…

B. Would You Rather?

Explain your answer.

Watch the World Cup final at home or in the stadium?

Sit in the front row or watch from a giant screen?

Watch football or basketball?

Watch with friends or alone?

Watch one amazing final or ten normal matches?

🎭 Role-play

Sports Fans

Student A wants to watch the match at home.

Student B wants to go to the stadium.

Discuss:

ticket prices

comfort

food

atmosphere

crowd

excitement

Try to agree on one option.

🎲 Agree or Disagree

Explain why.

Watching sports live is always better than watching on TV.

Big crowds make sports more exciting.

Winning is more important than playing well.

Football is the most exciting sport.

Watching sports with friends is more fun.

Technology has improved sports.

🎤 Discussion

1. Why do people become fans of a team?

2. What makes a sports event unforgettable?

3. Have you ever celebrated a big victory?

4. Can sports bring people together?

5. Should children play sports every week?

6. Which sport would you like to try?

7. Have you ever cried because of a sports result?

8. What sporting event would you like to attend one day?

⭐ Grammar Focus: Comparatives & Superlatives

Complete the sentences.

1. Watching a match live is __________ (exciting) than watching it on TV.

2. Football is the __________ (popular) sport in my country.

3. Basketball is __________ (fast) than baseball.

4. Today’s match was the __________ (good) this season.

5. The atmosphere was __________ (loud) than I expected.

🎯 Speaking Challenge

Describe a memorable sports event using all four vocabulary words:

crowd

atmosphere

drama

nail-biting

Speak for one minute without stopping.

📝 Homework

Choose one task:

Option 1: Write 120–150 words about the most exciting sports match you’ve ever watched (or imagine one if you haven’t).

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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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🌍 Intermediate English Class: Climate Change & Our Future

Student: Teen Intermediate
Topic: Climate Change
Duration: 50–60 minutes

🎯 Warm-up (5 minutes)

Ask your student:

What’s your favorite type of weather? my favourite weather is winter because I like it cold, here where I live is not cold but not sunny. its more cloudy.

Have you noticed any strange weather recently?

no I haven't noticed nothing differently.

Do you think the climate is changing?

I don't see many changes but I think that the future is changing with disasters like in Venezuela they suffered an earthquake, and in PERU now should be cold but is very sunny.

What worries you most about the environment?

the trees because they offer us oxygen and we need them to breathe. and I am afraid of destroying the planet.

📖 Reading

Climate Change: What Can We Do?

Climate change is changing the weather around the world. Summers are becoming hotter, some places have more floods, and others have longer periods without rain.

One of the main reasons is that people burn fossil fuels like coal, oil, and gas. These produce greenhouse gases, which trap heat in the Earth’s atmosphere.

The good news is that everyone can help. We can practise energy conservation by turning off lights and unplugging devices. We can also conserve water by taking shorter showers and fixing leaking taps.

Another important solution is using renewable energy like solar and wind power. These sources do not produce as many greenhouse gases and will not run out.

Even small actions can make a big difference if millions of people do them together.

📚 Vocabulary

Fossil fuels

Coal, oil and natural gas used to produce energy.

Example:

Many countries still use fossil fuels to make electricity.

Greenhouse gases

Gases that trap heat in the atmosphere.

Example:

Cars produce greenhouse gases.

Conservation

Protecting something from waste or damage.

Example:

Wildlife conservation is important.

Energy conservation

Using less electricity and energy.

Example:

Turning off the TV helps with energy conservation.

Conserve water

Use only the water you need.

Example:

We should conserve water when brushing our teeth.

sometimes I use a cup or sometimes I leave the tap running with water.

Renewable energy

Energy from natural sources that won’t run out.

Example:

Solar panels produce renewable energy./ riniguabol

cheap/ expensive

energy bill

💬 Comprehension

1. What is climate change?

2. it is when the atmosphere change drastically.

3. What are fossil fuels examples?

4. coil, fuels, diesel, petrol, gas.

5. Why are greenhouse gases a problem?

because you trap the atmosphere and that causes damage for the planet.

i am trapped in the forest, I cannot walk.

6. Name two ways to conserve water.

don't leave water running when you are taking showers, and when you are brushing your teeth

7. What is renewable energy?

it is when the energy doesn't cause damage for the planet.

8. Why is renewable energy better?

solar energy is the best option for renewable energy.

9. What small action can you do every day?

I think I can close the tap while I brush my teeth, unplug devices when you don't need it.

🗣️ Conversation

Becca and Neil

Becca: Hi Neil! Did you watch the documentary about climate change yesterday?

Neil: Yes, I did. It was really interesting, but also a little scary.

Becca: I agree. I didn’t know that burning fossil fuels creates so many greenhouse gases.

Neil: Me neither. That’s one of the biggest causes of global warming.

Becca: My family is trying to use less electricity now.

Neil: Really? How?

Becca: We always turn off the lights when we leave a room and unplug chargers.

Neil: That’s great energy conservation.

Becca: We also try to conserve water by taking shorter showers.

Neil: Good idea! My parents collect rainwater for the garden.

Becca: Wow! That’s smart.

Neil: I hope more people start using renewable energy like solar panels.

Becca: Me too. If everyone helps a little, we can make a big difference.

Neil: Exactly! Every small action counts.

🎭 Role-play

Imagine you are talking to a friend.

Discuss:

Do you recycle?

How do you save electricity?

How do you conserve water?

Would you like solar panels on your house?

Should governments do more?

🧠 Grammar Focus

Should / Shouldn’t

(Giving Advice)

We use should to give advice or recommendations.

Examples:

We should recycle more.

People should conserve water.

Countries should use renewable energy.

We shouldn’t waste electricity.

We shouldn’t leave the tap running.

We should plant more trees.

Complete the sentences

1. We ______ recycle more.

2. People ______ waste water.

3. Countries ______ invest in renewable energy.

4. You ______ turn off lights when leaving a room.

5. We ______ burn so many fossil fuels.

💭 Critical Thinking

1. Is climate change the biggest problem in the world today? Why?

2. Who has more responsibility: people, companies, or governments?

3. Should schools teach more about climate change?

4. Would you pay more for clean energy?

5. What will happen if people don’t change their habits?

6. Can one person really make a difference?

🌟 Speaking Challenge

Speak for 1 minute answering:

“What can teenagers do to help fight climate change?”

Try to use at least five of these expressions:

fossil fuels

greenhouse gases

conserve water

energy conservation

renewable energy

should

shouldn’t

make a difference

🏡 Homework

Write 8–10 sentences about how your family helps (or could help) protect the environment.

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BBC Learning English - Real Easy English / Talking about climate change

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Becca and Neil talk about how long-term weather patterns are shifting

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📱 Phone Habits: Are Smartphones Helping or Controlling Us?

Level: Intermediate Teenager
Duration: 60 minutes

🎯 Objectives

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

Talk about phone habits confidently.

Express opinions about technology.

Learn useful vocabulary related to smartphones.

Discuss the advantages and disadvantages of having social media.

Practice speaking naturally using everyday expressions.

🔑 Vocabulary

screen time
The amount of time you spend looking at a screen.

Example:
“I try to keep my screen time under three hours a day.”

doomscrolling
Reading or watching one negative story after another online.

Example:
“My cousin spent two hours doomscrolling about bad news.”

notifications
Messages from apps that try to get your attention.

Example:
“I turned off my notifications.”

addiction
Something you cannot easily stop doing.

Example:
“Some people think smartphones can become an addiction.”

digital detox
Taking a break from phones and technology.

Example:
“I did a digital detox during my vacation.”

scroll
To move through content on your phone.

Example:
“I scroll through the news every morning.”

pick up your phone
To start using your phone.

Example:
“I pick up my phone as soon as I wake up.”

put your phone away
To stop using your phone.

Example:
“I always put my phone away during dinner.”

📖 Reading

A Different Kind of Teenager

Most teenagers spend several hours a day on their phones. Many check Instagram, TikTok, Snapchat, or YouTube almost every hour. Notifications appear all day, encouraging them to open another app or watch another video.

However, Lucas is different.

He owns a smartphone, but he doesn’t have any social media accounts. He uses his phone to text his family, call his friends, listen to music, watch educational videos, and search for information for school.

His friends often ask why he doesn’t download social media apps. Lucas says he likes having fewer distractions. He believes he has more free time because he isn’t constantly checking notifications.

Sometimes he watches videos online, but he tries not to spend too much time scrolling. He knows that spending hours looking at negative news or endless videos can become unhealthy.

Instead of checking his phone every few minutes, Lucas enjoys playing soccer, reading books, exercising, and spending time with friends in person.

He says his phone is a useful tool—not the center of his life.

📚 Reading Comprehension

1. Does Lucas have a smartphone?

yes, he does. he has an iPhone.

2. Which apps does he avoid?

he avoids instagram, TikTok and YouTube

3. Why doesn’t he want social media?

to have more free time.

4. What does he use his phone for?

he uses for texting his family, calling his friends and searching things for the school.

5. What activities does he enjoy besides using his phone?

he plays soccer, read books, and spend his time With his friends and family.

6. Do you think Lucas is missing anything?

no, I dont think.

7. Would you like to have his lifestyle? Why?

yes, because I have the lifestyle until 12 years old

💬 Speaking Discussion

Since you don’t have social media, answer these questions:

1. Why have you chosen not to use social media?

2. Do your friends think it’s unusual?

3. How much time do you spend on your phone every day?

4. What do you usually use your phone for?

5. Which app do you use the most?

6. Do you ever feel addicted to your phone?

7. How often do you receive notifications?

8. Do notifications distract you while studying?

9. Would your life change if you joined Instagram or TikTok?

10. What are the advantages of not having social media?

11. What are the disadvantages?

12. Would you recommend this lifestyle to other teenagers?

🗣️ Useful Expressions

I usually…

I hardly ever…

I don’t really like…

In my opinion…

I think smartphones are…

I prefer…

The biggest advantage is…

The biggest disadvantage is…

I try to…

I don’t feel the need to…

🎭 Speaking Activity

You Are the Interviewee

Imagine a reporter is making a documentary called:

“Teenagers Without Social Media”

Answer these questions naturally.

Why don’t you have social media?

Has anyone tried to convince you to join?

What do you do instead of scrolling?

Are you happier because of this decision?

What advice would you give to teenagers who spend six or seven hours on their phones?

🎯 Grammar Focus

Present Simple vs Present Continuous

Choose the correct answer.

1. I usually ______ my phone after school.

use

am using

2. Right now I ______ a message.

read

am reading

3. My parents always ______ about my screen time.

complain

are complaining

4. At the moment my phone ______.

rings

is ringing

5. I never ______ during class.

check my phone

am checking my phone

✍️ Complete the Sentences

Use the vocabulary words.

1. Too much __________ can make people tired.

2. I turned off my __________ because they distracted me.

3. Some people spend hours __________ without realizing it.

4. Phone __________ is becoming more common.

5. A weekend without my phone feels like a __________.

🧠 Critical Thinking

Discuss these questions.

Can someone become addicted without using social media?

Is YouTube better than TikTok? Why?

Should schools ban smartphones?

Is technology making teenagers smarter or less focused?

What would happen if phones disappeared for one week?

Do you think future generations will spend even more time on screens?

🎲 Debate

Choose one side and defend it.

Team A

Social media improves teenagers’ lives.

Team B

Teenagers are better off without social media.

Support your opinion with examples from your own life.

🏠 Homework

Prepare a 2-minute talk answering:

“Why I don’t have social media—and whether I think that’s a good decision.”

Include:

your phone habits,

your daily screen time,

the advantages and disadvantages of your choice,

and whether you might create social media accounts in the future.

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BBC Learning English - Real Easy English / Talking about phone habits

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Neil and Becca talk about how we spend our time on our phones.

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Phrasal verbs mentioned

log/sign in
enter your username and password to access a computer system

I can't log in because I'm struggling to remember my password!

My mother always forgets her password to sign in the chat.

my grandmother cannot remember the password to log in and always needs help for her grandchildren to log in.

she is always struggling with technology.

log/sign out
to exit or end your computer session

Remember to log out of your online banking after use so no one else can access your details.

my friend forgot to log out her computer in the airport easy computer access and a person logged in and made a lot of fun on her social media.

sign up
register or create an account for a service or website

If you want to be the first to hear about concert tickets, sign up to the mailing list.

nowadays teens cannot sign up on social media under 16 years old.

my mother can't sign up in the government programs alone she needs help.

scroll through
move through information or images on a screen with a dragging or swiping motion

I want to read more books, but first I need to break the habit of scrolling through social media whenever I'm bored.

in the past I had my Nokia and with this cellphone I couldn't scroll through it was an old phone.

teens need to stop scrolling through social media because is unhealthy.

turn/switch (something) on
give power to, or activate a device or system

I was bored, so I turned the TV on and started watching.

I always turn on my tv in the morning.

always my grandfather turns on the tv to watch but he can't control the functions.

turn/switch (something) off
stop the power of a device or system

Remember to turn off your computer before you leave the office.

I think I always forget to turn off my computer.

I always leave my room without turning off the AC.

turn (something) up
increase the volume or intensity of something

I can't hear the TV - can you turn it up?

I like that song man! can you turn it up?

turn (something) down
decrease the volume or intensity of something

The party next door is so noisy. Shall we ask them to turn the music down?

it is too loud! can you turn it down?

set (something) up
start or prepare a programme or device so that you can use it

My grandparents have finally got wi-fi, but I need to help them set it up.

i have a new app in my laptop but you need to set up with all the data.

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All episodes _________________________________________________________________________________________

Introduction

Georgie teaches you some phrasal verbs that can be used to talk about technology.

Phrasal verbs mentioned

log/sign in
enter your username and password to access a computer system

I can't log in because I'm struggling to remember my password!

log/sign out
to exit or end your computer session

Remember to log out of your online banking after use so no one else can access your details.

sign up
register or create an account for a service or website

If you want to be the first to hear about concert tickets, sign up to the mailing list.

scroll through
move through information or images on a screen with a dragging or swiping motion

I want to read more books, but first I need to break the habit of scrolling through social media whenever I'm bored.

turn/switch (something) on
give power to, or activate a device or system

I was bored, so I turned the TV on and started watching.

turn/switch (something) off
stop the power of a device or system

Remember to turn off your computer before you leave the office.

turn (something) up
increase the volume or intensity of something

I can't hear the TV - can you turn it up?

turn (something) down
decrease the volume or intensity of something

The party next door is so noisy. Shall we ask them to turn the music down?

set (something) up
start or prepare a programme or device so that you can use it

My grandparents have finally got wi-fi, but I need to help them set it up.
TOP TIPS!

If you see the word 'something', it usually means the verb requires an object.

If 'something' is in the middle of the phrasal verb, it means that it can be separated by the object (but doesn't have to be).

If 'something' is at the end of the phrasal verb, it means it cannot be separated.

When a pronoun, e.g. him, her, them, is the object of a separable phrasal verb, it must go between the verb and the particle.

To do
Practise by using the worksheet on this page.
NEXT Prepositions with Georgie
Try our other vocabulary programmes

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BBC Learning English - Phrasal verbs with Georgie / Phrasal verbs for technology

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Scroll through this page all about phrasal verbs for technology

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Being Intentional About Success

Intermediate English Class for a 13-Year-Old Student
(Focus on Vocabulary, Speaking, Pronunciation, Reading, and Writing)

🎯 Lesson Goals

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

Understand and use new vocabulary naturally.

Improve pronunciation of challenging words.

Discuss goals and personal growth.

Read and understand an article about success habits.

Express opinions and future plans.

Warm-Up

Discuss:

1. What is something you really want to achieve this year?

2. What helps students become successful?

3. Do you think success happens by luck or by planning?

4. What habits do good students have?

Vocabulary

1. Intentional

Meaning: acting with a plan or purpose in mind

intentional (in-TEN-shuh-nuhl)

Example:

She is intentional about her homework and studies every day.

2. The bar needs to be higher

Meaning: expectations should be higher

the bar needs to be higher (thuh bar needs tuh bee HYE-er)

Example:

If we want better results, the bar needs to be higher.

3. Enable

Meaning: make something possible

enable (en-AY-buhl)

Example:

Good teachers enable students to learn new skills.

4. Eager

Meaning: very excited and ready to do something

eager (EE-ger)

Example:

He is eager to start the soccer season.

5. Shift

Meaning: a small change

shift

Example:

There was a shift in his attitude toward school.

6. Set Someone Up for Something

Meaning: prepare someone for something

set someone up for something (set SUM-wun up for SUM-thing)

Example:

Good study habits set students up for success.

Pronunciation Practice

Read aloud:

1. I am intentional about my goals.

2. Good habits enable success.

3. She is eager to learn new things.

4. A small shift can make a big difference.

5. Good teachers set students up for success.

Minimal Pair Challenge

Practice the difference:

ship / shift

eager / tiger

enable / unable

success / process

Reading

Small Changes, Big Results

Many people think successful students are naturally smart, but success often comes from habits. Students who are intentional about their learning usually perform better in school. They set goals, manage their time, and ask questions when they need help.

Experts say that sometimes a small shift in behavior can create big improvements. For example, studying for twenty minutes every day may be more effective than studying for three hours the night before a test.

Teachers and parents can also enable success by creating a positive environment. When students feel supported, they are often eager to learn and try new challenges.

Good habits today can set young people up for success in the future. Success is rarely an accident; it is usually the result of many intentional choices.

Reading Comprehension

Answer in complete sentences.

1. What do intentional students do?

2. What example of a small shift does the article mention?

3. How can teachers and parents enable success?

4. Why are supported students often eager to learn?

5. According to the article, is success usually an accident?

Vocabulary Practice

Complete the sentences.

1. I am ________ to start my vacation.

2. Good technology can ________ learning.

3. There was a ________ in the team's strategy.

4. Being ________ helps people reach their goals.

5. Good habits can ________ you ________ for success.

Speaking

Discuss:

1. What are you eager to do this year?

2. What is one intentional choice you make at school?

3. What small shift could improve your English?

4. How do your teachers enable your learning?

5. What habits set teenagers up for success?

Critical Thinking

Agree or disagree:

"Talent is less important than good habits."

Give at least three reasons for your opinion.

Writing

Paragraph Writing (100–120 words)

Topic:
How can a teenager prepare for success?

Use at least four vocabulary words from the lesson:

intentional

enable

eager

shift

set someone up for something

the bar needs to be higher

Homework

Write 8–10 sentences about a goal you want to achieve this year.

Include:

one intentional action you will take;

one small shift you need to make;

something that enables your success;

why you are eager to achieve this goal.

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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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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)

summary/resumo

In the podcast Neil and Beca talk about life on another planet, they asked a question how long would it take to drive in a car to the sun by 100 km/hour? and the answer was 170 years to get there. They also talked about the elements found there in the planet TRAPPIST 1e was carbon dioxide, nitrogen and hydrogen and they described this planet as habitable zone, scientists still rule out the existence of the planet and we keep finger crossed to know more about it.

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 ____planet______.

2. The Sun is a __star________.

3. Some people believe ___aliens_______ exist.

4. TRAPPIST-1e may be __habitable________.

5. Life needs ___water_______.

6. It is in the habitable ____zone ______.

7. __scientists________ 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.

my planet is called Brazilian first. it is tropical there are beaches around the planet and forests all over and there live gigantic animals and non human habitants, they are tall, they are very diverse non human and animals too. they are not so smart and only some are aggressive and friendly. I would visit this planet I like the beach very much.

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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1. Warm-up Discussion (5–10 min)

Start with questions connected to his reality.

Questions

How much time do you spend online every day?

I normally I only use the video games on the weekends because my parents don't allow me to use on the weekdays.

What games do you play most often?

fortnite/minicraft/

Do you watch gaming videos on YouTube?

yes I do watch you tube.

Which apps do teenagers use the most today?

instagram, YouTube, tikTok, Facebook and threats.

Could you live without your phone for one week?

my time in my cellphone is very short 2 hours maximum or maybe on the weekends is more.

Challenge Question

What's harder to give up for a month: video games or social media?

Why?

because I dont have it and probably I will not have. I gave up for a month without games and I felt okay, I stayed more time out of home and I played soccer with my friends, climb trees and enjoy nature.

2. Vocabulary for Discussion

screen time

The amount of time spent using electronic devices.

Example:

My screen time is about four hours a day.

my screen time is about 3 hours a day.

mental health

A person's emotional and psychological wellbeing.

Example:

Exercise can improve mental health.

I practice soccer to improve my mental health.

addiction

When someone feels unable to stop doing something.

Example:

Some people think social media can become an addiction.

influence

The power to affect someone's behavior or opinions.

Example:

Social media influencers have a lot of influence on teenagers.

pressure

The feeling that you must do something.

Example:

Some teenagers feel pressure to look perfect online.

content creator

A person who makes videos, posts, or online content.

Example:

Many teenagers dream of becoming content creators.

harmful

Causing damage.

Example:

Some online trends can be harmful.

beneficial

Helpful or positive.

Example:

Educational videos can be beneficial for students.

3. Before Reading

Ask:

Which of these can social media help with?

Making friends

Learning new skills

Entertainment

Creativity

School projects

Which of these can social media make worse?

Anxiety

Sleep

Concentration

Self-esteem

Stress

Explain that there may not be one correct answer.

4. Reading Article

Is Social Media Good or Bad for Teenagers?

A group of doctors in the UK recently warned that social media may be harming children and teenagers. Some experts compare the issue to smoking, not because the health effects are the same, but because they believe society should take the problem seriously.

Studies have linked heavy social media use to anxiety, sleep problems, and lower wellbeing. However, researchers still cannot prove that social media directly causes these issues in every case.

Many teenagers disagree with the idea of banning social media. They argue that online platforms help them stay connected with friends, learn new skills, and express their creativity. For some young people, social media is also an important place to find communities that share their interests.

As governments discuss possible restrictions, the debate continues: should society limit social media use for young people, or should teenagers learn how to use it responsibly?

5. Reading Comprehension

Multiple Choice

1. Why do doctors compare social media to smoking?

a) Because they have identical health effects

b) Because they believe it is a serious public health issue

c) Because teenagers use both x

2. Which problems are mentioned in the article?

a) Broken bones

b) Sleep problems and anxiety. x

c) Eye color changes

3. Why do some teenagers support social media?

a) It helps them connect and learn x

b) It is required by schools

c) It replaces friendships

6. Teen Debate

Statement 1

Social media does more good than harm.

I disagree because it is not good for your mental health.

Agree or disagree?

Why?

Statement 2

Children under 16 should not have social media accounts.

I agree because teenagers's frontal context is still developing

Agree or disagree?

Statement 3

Video games get blamed for too many problems.

yes I agree because they are addicted for teenagers.

Discuss.

Statement 4

Parents don't understand online life very well.

maybe my mother understand but dad doesn't.

Do you agree?

Why or why not?

7. Real-Life Reflection

Ask the student:

Have you ever learned something useful online?

Have you ever made a friend through gaming?

Do social media platforms sometimes make people compare themselves to others?

What annoys you most about social media?

What do adults misunderstand about teenagers online?

8. Speaking Challenge

Imagine You Are Giving a Speech at School

Topic:

"Should teenagers have limits on social media use?"

Include:

In my opinion teenager should have limits on social media because there are many pedophiles online and this is harmful for them.

And that addiction is in the speed videos doesn't have control who you talk with but have a good side of social media and this is that you can talk to your friends but you don't talk to strangers, and you can't believe in all people on social media.

And you can learn many things in the social media for example, building and work studies at the school and research, and other abilities like cooking, dancing or tutorials.

Try to speak for 1–2 minutes.

Useful Expressions

Giving Opinions

In my opinion...

I think that...

Personally, I believe...

Agreeing

I agree because...

That's true.

I think you're right.

Disagreeing

I don't agree.

I'm not sure about that.

I see it differently.

Giving Examples

For example...

Such as...

In my experience...

Final Question

If you could create a new social media app for teenagers, what rules would you include to make it fun, safe, and healthy?

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

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

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The shopping mall where everything is recycled - BBC News

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Warm-up Conversation (5–8 min)

DIY PRODUCTS/ OBJECTS

DO

IT

YOURSELF

Start with easy teen-friendly questions:

Have you ever built something yourself?

Do you like stick posters of your favourite soccer players?

Have you ever helped your father installed furniture?

Are you good at following instructions?

What acronyms do you use online?

Do your parents understand internet slang?

Follow-up:

“What acronym do you use the most?”

Lead-in: What Is DIY?

Write on the board:

DIY = Do It Yourself

Explain:

DIY means doing things yourself instead of paying someone.

Examples:

painting your room

building shelves

fixing furniture

decorating a bedroom

Ask:

“Would you survive building IKEA furniture alone?”

Vocabulary Presentation

1. DIY

Meaning:

Doing repairs or projects yourself.

Examples:

“My brother loves DIY projects.”

“I tried some DIY decoration for my room.”

2. Decorate

Meaning:

Change the appearance of a room or object.

Examples:

“I want to decorate my gaming room.”

“She decorated her bedroom with LED lights.”

3. Flat-pack Furniture

Meaning:

Furniture you build yourself from separate pieces.

Examples:

“Flat-pack furniture looks easy online.”

“The instructions were confusing.”

4. Put Something Up

Meaning:

Attach something to the wall.

Examples:

“I put up posters in my room.”

“We put up shelves yesterday.”

Highlight:

put up = attach to wall

5. Put Something Together

Meaning:

Build or assemble something.

Examples:

“I put my desk together alone.”

“It took two hours to put the chair together.”

Highlight:

put together = build

Quick Controlled Practice

Complete:

1. I want to _PUT UP_____ new posters in my room.

2. We bought flat-pack furniture and __PUT____ it together.

3. My parents want to _DECORATE_____ the kitchen.

4. DIY means “Do It _YOURSELF _____.”

Answers:

put up

put

decorate

Yourself

Reading Activity – DIY Disaster (10–15 min)

Reading Text

Last month, my parents bought a new flat-pack desk for my bedroom. They thought it would be easy to put together, but the instructions were terrible.

My dad tried to build it quickly, but one part was backwards. My mom became stressed, and I started laughing. After two hours, the desk was finally finished, but one leg was still a little crooked.

The next day, I decorated my room with LED lights and posters. I also put up some shelves for my video games and books.

In the end, the room looked amazing, even if the DIY project was a small disaster.

Reading Comprehension Questions

1. What did the family buy?

2. Why was the project difficult?

3. Who became stressed?

4. What did the student put up?

5. Did the room look good in the end?

Internet Acronyms Section

Tell the student:

English speakers use acronyms all the time online, especially teenagers.

Introduce:

Popular Teen Internet Acronyms

LOL = Laugh Out Loud

OMG = Oh My God

BTW = By The Way

TBH = To Be Honest

IDK = I Don’t Know

BRB = Be Right Back

IMO = In My Opinion

FOMO = Fear Of Missing Out

GOAT = Greatest Of All Time

IRL = In Real Life

Mini Reading – Teen Internet Language

Reading Text

Teenagers today use many acronyms online because they make communication faster and more casual.

For example, someone might say “LOL” when something is funny or “TBH” before giving an honest opinion. If a person says “BRB,” they mean they will return soon.

Many teenagers also use “FOMO” when they feel bad about missing an event or party. Sports fans often use “GOAT” to describe their favorite athlete or musician.

Sometimes parents have no idea what these acronyms mean, which can create funny misunderstandings at home.

Discussion Questions

Which acronyms do you use most?

Do you use English acronyms in Portuguese?

Do adults understand internet slang?

Which acronyms are annoying?

What does your generation say online that older people don’t understand?

Speaking Practice – Real Conversation

Situation 1 – Room Makeover

Student explains:

how they would decorate a bedroom

what they would put up

what furniture they would buy

whether they like DIY projects

Encourage details.

Situation 2 – Online Chat Simulation

Teacher says sentences:
Student responds naturally using acronyms.

Example:

Teacher:

“I love this game!”

Student:

“OMG yes, it’s the GOAT.”

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BBC Learning English - Real Easy English / Talking about DIY

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

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Warm-up Conversation (5–8 min)

Start with easy teen-friendly questions:

Have you ever built something yourself?

Do you like stick posters of your favourite soccer players?

Have you ever helped your father installed furniture?

Are you good at following instructions?

What acronyms do you use online?

Do your parents understand internet slang?

Follow-up:

“What acronym do you use the most?”

Lead-in: What Is DIY?

Write on the board:

DIY = Do It Yourself

Explain:

DIY means doing things yourself instead of paying someone.

Examples:

painting your room

building shelves

fixing furniture

decorating a bedroom

Ask:

“Would you survive building IKEA furniture alone?”

Vocabulary Presentation

1. DIY

Meaning:

Doing repairs or projects yourself.

Examples:

“My brother loves DIY projects.”

“I tried some DIY decoration for my room.”

2. Decorate

Meaning:

Change the appearance of a room or object.

Examples:

“I want to decorate my gaming room.”

“She decorated her bedroom with LED lights.”

3. Flat-pack Furniture

Meaning:

Furniture you build yourself from separate pieces.

Examples:

“Flat-pack furniture looks easy online.”

“The instructions were confusing.”

4. Put Something Up

Meaning:

Attach something to the wall.

Examples:

“I put up posters in my room.”

“We put up shelves yesterday.”

Highlight:

put up = attach to wall

5. Put Something Together

Meaning:

Build or assemble something.

Examples:

“I put my desk together alone.”

“It took two hours to put the chair together.”

Highlight:

put together = build

Quick Controlled Practice

Complete:

1. I want to ______ new posters in my room.

2. We bought flat-pack furniture and ______ it together.

3. My parents want to ______ the kitchen.

4. DIY means “Do It ______.”

Answers:

put up

put

decorate

Yourself

Reading Activity – DIY Disaster (10–15 min)

Reading Text

Last month, my parents bought a new flat-pack desk for my bedroom. They thought it would be easy to put together, but the instructions were terrible.

My dad tried to build it quickly, but one part was backwards. My mom became stressed, and I started laughing. After two hours, the desk was finally finished, but one leg was still a little crooked.

The next day, I decorated my room with LED lights and posters. I also put up some shelves for my video games and books.

In the end, the room looked amazing, even if the DIY project was a small disaster.

Reading Comprehension Questions

1. What did the family buy?

2. Why was the project difficult?

3. Who became stressed?

4. What did the student put up?

5. Did the room look good in the end?

Internet Acronyms Section

Tell the student:

English speakers use acronyms all the time online, especially teenagers.

Introduce:

Popular Teen Internet Acronyms

LOL = Laugh Out Loud

OMG = Oh My God

BTW = By The Way

TBH = To Be Honest

IDK = I Don’t Know

BRB = Be Right Back

IMO = In My Opinion

FOMO = Fear Of Missing Out

GOAT = Greatest Of All Time

IRL = In Real Life

Mini Reading – Teen Internet Language

Reading Text

Teenagers today use many acronyms online because they make communication faster and more casual.

For example, someone might say “LOL” when something is funny or “TBH” before giving an honest opinion. If a person says “BRB,” they mean they will return soon.

Many teenagers also use “FOMO” when they feel bad about missing an event or party. Sports fans often use “GOAT” to describe their favorite athlete or musician.

Sometimes parents have no idea what these acronyms mean, which can create funny misunderstandings at home.

Discussion Questions

Which acronyms do you use most?

Do you use English acronyms in Portuguese?

Do adults understand internet slang?

Which acronyms are annoying?

What does your generation say online that older people don’t understand?

Speaking Practice – Real Conversation

Situation 1 – Room Makeover

Student explains:

how they would decorate a bedroom

what they would put up

what furniture they would buy

whether they like DIY projects

Encourage details.

Situation 2 – Online Chat Simulation

Teacher says sentences:
Student responds naturally using acronyms.

Example:

Teacher:

“I love this game!”

Student:

“OMG yes, it’s the GOAT.”

# data[].attributes.attachment_link.title
BBC Learning English - Real Easy English / Talking about DIY

# data[].attributes.attachment_link.description
Georgie and Phil talk about doing work yourself, without hiring a professional.

# data[].attributes.body
Warm-up Conversation (5–8 min)

Start with easy teen-friendly questions:

Have you ever built something yourself?

Do you like stick posters of your favourite soccer players?

Have you ever helped your father installed furniture?

Are you good at following instructions?

What acronyms do you use online?

Do your parents understand internet slang?

Follow-up:

“What acronym do you use the most?”

Lead-in: What Is DIY?

Write on the board:

DIY = Do It Yourself

Explain:

DIY means doing things yourself instead of paying someone.

Examples:

painting your room

building shelves

fixing furniture

decorating a bedroom

Ask:

“Would you survive building IKEA furniture alone?”

Vocabulary Presentation

1. DIY

Meaning:

Doing repairs or projects yourself.

Examples:

“My brother loves DIY projects.”

“I tried some DIY decoration for my room.”

2. Decorate

Meaning:

Change the appearance of a room or object.

Examples:

“I want to decorate my gaming room.”

“She decorated her bedroom with LED lights.”

3. Flat-pack Furniture

Meaning:

Furniture you build yourself from separate pieces.

Examples:

“Flat-pack furniture looks easy online.”

“The instructions were confusing.”

4. Put Something Up

Meaning:

Attach something to the wall.

Examples:

“I put up posters in my room.”

“We put up shelves yesterday.”

Highlight:

put up = attach to wall

5. Put Something Together

Meaning:

Build or assemble something.

Examples:

“I put my desk together alone.”

“It took two hours to put the chair together.”

Highlight:

put together = build

Quick Controlled Practice

Complete:

1. I want to ______ new posters in my room.

2. We bought flat-pack furniture and ______ it together.

3. My parents want to ______ the kitchen.

4. DIY means “Do It ______.”

Answers:

put up

put

decorate

Yourself

Reading Activity – DIY Disaster (10–15 min)

Reading Text

Last month, my parents bought a new flat-pack desk for my bedroom. They thought it would be easy to put together, but the instructions were terrible.

My dad tried to build it quickly, but one part was backwards. My mom became stressed, and I started laughing. After two hours, the desk was finally finished, but one leg was still a little crooked.

The next day, I decorated my room with LED lights and posters. I also put up some shelves for my video games and books.

In the end, the room looked amazing, even if the DIY project was a small disaster.

Reading Comprehension Questions

1. What did the family buy?

2. Why was the project difficult?

3. Who became stressed?

4. What did the student put up?

5. Did the room look good in the end?

Internet Acronyms Section

Tell the student:

English speakers use acronyms all the time online, especially teenagers.

Introduce:

Popular Teen Internet Acronyms

LOL = Laugh Out Loud

OMG = Oh My God

BTW = By The Way

TBH = To Be Honest

IDK = I Don’t Know

BRB = Be Right Back

IMO = In My Opinion

FOMO = Fear Of Missing Out

GOAT = Greatest Of All Time

IRL = In Real Life

Mini Reading – Teen Internet Language

Reading Text

Teenagers today use many acronyms online because they make communication faster and more casual.

For example, someone might say “LOL” when something is funny or “TBH” before giving an honest opinion. If a person says “BRB,” they mean they will return soon.

Many teenagers also use “FOMO” when they feel bad about missing an event or party. Sports fans often use “GOAT” to describe their favorite athlete or musician.

Sometimes parents have no idea what these acronyms mean, which can create funny misunderstandings at home.

Discussion Questions

Which acronyms do you use most?

Do you use English acronyms in Portuguese?

Do adults understand internet slang?

Which acronyms are annoying?

What does your generation say online that older people don’t understand?

Speaking Practice – Real Conversation

Situation 1 – Room Makeover

Student explains:

how they would decorate a bedroom

what they would put up

what furniture they would buy

whether they like DIY projects

Encourage details.

Situation 2 – Online Chat Simulation

Teacher says sentences:
Student responds naturally using acronyms.

Example:

Teacher:

“I love this game!”

Student:

“OMG yes, it’s the GOAT.”

# data[].attributes.attachment_link.title
BBC Learning English - Real Easy English / Talking about DIY

# data[].attributes.attachment_link.description
Georgie and Phil talk about doing work yourself, without hiring a professional.

# data[].attributes.body
Easy English Class: Snacks and Guilty Pleasures

Lower-Intermediate Teens (A2–B1)

Topic

Talking about snacks, junk food, and guilty pleasures

Lesson Length

45–60 minutes

Lesson Goals

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

talk about snacks they like and dislike

use new vocabulary in conversation

ask and answer questions about food habits

describe a guilty pleasure

use the phrasal verb “snack on” correctly

Target Vocabulary

Word / ExpressionMeaningExamplesnacka small thing we eat between mealsI usually have a snack after school.snack oneat small amounts of something over timeI snack on nuts while studying.junk foodunhealthy foodToo much junk food is bad for you.guilty pleasuresomething we enjoy even if we know it’s bad for usChocolate is my guilty pleasure.crispsthin fried potato snacks (British English)I love salt and vinegar crisps.nutssmall hard fruits like almonds and peanutsNuts are a healthy snack.

Warm-Up (5–10 min)

Questions

Ask students:

1. What snacks do you usually eat?

2. What is your favorite sweet snack?

3. What is your favorite salty snack?

4. Do you eat healthy snacks or junk food?

5. What snacks do you eat while watching TV or studying?

Teacher Tip

Write students’ answers on the board in categories:

Healthy snacks

Junk food

Sweet snacks

Salty snacks

Introduction Reading

Beth and Neil Talk About Snacks

Beth: Hi Neil! Are you hungry?

Neil: A little. I usually have a snack in the afternoon.

Beth: What do you snack on?

Neil: I snack on nuts and fruit during the week.

Beth: Wow, that’s healthy!

Neil: Well… sometimes I eat crisps and chocolate bars too.

Beth: Same here! Chocolate is my guilty pleasure.

Neil: Mine is spicy crisps. I know junk food is unhealthy, but I still love it.

Beth: I think everyone has a guilty pleasure!

Comprehension Check

Ask students:

1. When does Neil have a snack?

2. What healthy snacks does he eat?

3. What junk food does he like?

4. What is Beth’s guilty pleasure?

5. Is junk food healthy?

Vocabulary Practice (10 min)

Match the Word to the Meaning

1. snack

2. junk food

3. guilty pleasure

4. snack on

A. eat a little over time
B. unhealthy food
C. something small you eat between meals
D. something you enjoy even if it’s bad for you

Answers

1–C
2–B
3–D
4–A

Controlled Practice

Complete the Sentences

1. I usually ________ fruit after school.

2. Chips and burgers are ________ food.

3. My favorite ________ is popcorn.

4. Ice cream is my ________ pleasure.

5. My dad likes to snack ________ peanuts.

Possible Answers

1. snack on

2. junk

3. snack

4. guilty

5. on

Speaking Activity: Find Someone Who… (10–15 min)

Students walk around and ask classmates questions.

Find someone who:

snacks on fruit

loves chocolate

eats junk food every week

likes spicy crisps

has a strange guilty pleasure

eats snacks while studying

Useful Questions

What snacks do you like?

Do you snack on healthy food?

What is your guilty pleasure?

How often do you eat junk food?

Pair Work Discussion

In pairs, students discuss:

1. What is the best snack for studying?

2. Is popcorn healthy or unhealthy?

3. Should schools sell junk food?

4. What snacks are popular in Brazil?

5. What snacks are popular online right now?

Grammar Focus: Present Simple for Habits

Structure

Positive

I eat snacks after school.

She snacks on fruit.

Negative

I don’t eat crisps every day.

He doesn’t snack on nuts.

Questions

Do you eat junk food?

Does she like chocolate?

Pronunciation Focus

Word Stress

Practice stress in:

SNACK

JUNK food

GUILty PLEAsure

CHOcolate

Have students repeat the words together and individually.

Production Activity

Create Your Perfect Snack Box

Students imagine a snack box with 5 items.

They must include:

1 healthy snack

1 sweet snack

1 salty snack

1 drink

1 guilty pleasure

Presentation

Students present their snack box:

“In my snack box, I have…”

Encourage follow-up questions from classmates.

Optional Homework

Writing Task

Write 8–10 sentences about your eating habits.

Include:

your favorite snacks

healthy food you like

junk food you eat sometimes

your guilty pleasure

what you snack on while studying or watching TV

Fast Finishers

Students create:

a healthy snack advertisement
OR

a “Top 5 Snacks for Teenagers” list

Teacher Notes

Possible Extra Vocabulary

popcorn

cookies

candy

soft drink

sandwich

yogurt

peanuts

chips

Common Mistakes

❌ I snack chips.
✅ I snack on chips.

❌ Chocolate are my guilty pleasure.
✅ Chocolate is my guilty pleasure.

Exit Ticket

Before leaving, students answer:

1. What new word did you learn today?

2. What is your guilty pleasure?

3. What healthy snack do you recommend?

# data[].attributes.attachment_link.title
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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📱 Class Theme

Technology & Social Media: Power or Problem?

🎯 Objectives

By the end of the class, the student will:

Talk about technology habits

Use Present Simple (habits) and Present Continuous (now)

Express opinions about social media

Give simple arguments (with because)

🔥 Warm-up (5–7 min)

Ask:

How many hours do you use your phone every day?

probably 4 hours a day, I have control using my cellphone because I got my cellphone when I was 12 years old.

What apps do you use the most?

I use google to search, and to watch series and videos, movies. my favourite app is minecraft.

👉 Follow-up:

Do you think you use your phone too much?

no I dont think I use it too much. I get distracted a little sometimes.

🧠 Vocabulary (8–10 min)

Teach:

Technology → smartphones, computers, apps

Tech-savvy → good with technology

Social media → Instagram, TikTok, etc.

👉 Practice:

Are you tech-savvy? Why?

What technology do you use every day for school?

smart phones, smart screens, audio, speakers.

📚 Grammar Focus (IMPORTANT)

🔹 Present Simple (habits)

I check my phone every day.

I use Instagram a lot.

I play games at night.

I play Minecraft before I go to sleep.

👉 Ask:

What do you do every day on your phone?

i type, talk through messages apps like for example whatsapp.

🔹 Present Continuous (now)

I am checking my phone.

I am watching videos.

I am talking to my friends.

👉 Ask:

What are you doing on your phone right now?

i am learning English and we are talking about technology.

🎧 Dialogue (10 min)

Beth: Do you use your phone a lot?
Neil: Yes, I check it every day.
Beth: What are you doing now?
Neil: I’m watching videos.
Beth: Do you think that’s good?
Neil: Not always. Sometimes it’s a problem.

💬 Comprehension

What does Neil do every day?

What is he doing now?

Does he think it’s always good?

🗣️ Controlled Practice (10–15 min)

👉 Force grammar:

I use my phone every day to ______

I always ______ on social media

Right now, I am ______

At the moment, I am ______

👉 Contrast practice:

I usually ______, but now I am ______

⚡ Main Topic: Power of Technology (15–20 min)

Now guide him to express opinions:

Ask:

Is technology good or bad?

Is social media powerful? Why?

Can social media change people’s lives?

🧩 Build Simple Argumentation (VERY IMPORTANT)

Teach structure:

👉 Opinion + because

“I think social media is good because…”

“I think technology is bad because…”

👉 Push further:

“It is good because…, but it is also bad because…”

Example:

“Social media is good because we can talk to friends, but it is bad because people spend too much time online.”

🎯 Debate (Light)

Question:
👉 “Do teenagers use technology too much?”

Student must give:

2 reasons

Help with ideas:

games 🎮

videos 🎥

chatting 💬

🎭 Speaking Task (Main)

Topic: My Technology Life

Student says:

1. I use technology to…

2. I usually…

3. Right now, I am…

4. I think social media is… because…

5. In my opinion, technology is…

🌎 Personal Reflection (Optional)

Do teenagers in Brazil use technology a lot?

Is it a problem?

✍️ Homework

Write 6–8 sentences:

“Technology in my life”

Must include:

3 sentences (Present Simple)

3 sentences (Present Continuous)

1 opinion

# data[].attributes.attachment_link.title
BBC Learning English - Real Easy English / Talking about technology

# data[].attributes.attachment_link.description
Learn to talk about your technology habits

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📱 Class Theme

Technology & Social Media: Power or Problem?

🎯 Objectives

By the end of the class, the student will:

Talk about technology habits

Use Present Simple (habits) and Present Continuous (now)

Express opinions about social media

Give simple arguments (with because)

🔥 Warm-up (5–7 min)

Ask:

How many hours do you use your phone every day?

What apps do you use the most?

👉 Follow-up:

Do you think you use your phone too much?

🧠 Vocabulary (8–10 min)

Teach:

Technology → smartphones, computers, apps

Tech-savvy → good with technology

Social media → Instagram, TikTok, etc.

👉 Practice:

Are you tech-savvy? Why?

What technology do you use every day?

📚 Grammar Focus (IMPORTANT)

🔹 Present Simple (habits)

I check my phone every day.

I use Instagram a lot.

I play games at night.

👉 Ask:

What do you do every day on your phone?

🔹 Present Continuous (now)

I am checking my phone.

I am watching videos.

I am talking to my friends.

👉 Ask:

What are you doing on your phone right now?

🎧 Dialogue (10 min)

Beth: Do you use your phone a lot?
Neil: Yes, I check it every day.
Beth: What are you doing now?
Neil: I’m watching videos.
Beth: Do you think that’s good?
Neil: Not always. Sometimes it’s a problem.

💬 Comprehension

What does Neil do every day?

What is he doing now?

Does he think it’s always good?

🗣️ Controlled Practice (10–15 min)

👉 Force grammar:

I use my phone every day to ______

I always ______ on social media

Right now, I am ______

At the moment, I am ______

👉 Contrast practice:

I usually ______, but now I am ______

⚡ Main Topic: Power of Technology (15–20 min)

Now guide him to express opinions:

Ask:

Is technology good or bad?

Is social media powerful? Why?

Can social media change people’s lives?

🧩 Build Simple Argumentation (VERY IMPORTANT)

Teach structure:

👉 Opinion + because

“I think social media is good because…”

“I think technology is bad because…”

👉 Push further:

“It is good because…, but it is also bad because…”

Example:

“Social media is good because we can talk to friends, but it is bad because people spend too much time online.”

🎯 Debate (Light)

Question:
👉 “Do teenagers use technology too much?”

Student must give:

2 reasons

Help with ideas:

games 🎮

videos 🎥

chatting 💬

🎭 Speaking Task (Main)

Topic: My Technology Life

Student says:

1. I use technology to…

2. I usually…

3. Right now, I am…

4. I think social media is… because…

5. In my opinion, technology is…

🌎 Personal Reflection (Optional)

Do teenagers in Brazil use technology a lot?

Is it a problem?

✍️ Homework

Write 6–8 sentences:

“Technology in my life”

Must include:

3 sentences (Present Simple)

3 sentences (Present Continuous)

1 opinion

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BBC Learning English - Real Easy English / Talking about technology

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Learn to talk about your technology habits

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🧑‍🏫

English Class: Families & Siblings (Teen Level – A2)

🎯

Objective

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

Talk about their family

Describe their relationship with siblings

Compare themselves with their brother

🔹

1. Warm-up (5–7 min)

Ask simple, personal questions:

Do you have any brothers or sisters?

yes, I have siblings, i have 2 brothers and 2 sisters

How old is your youngest sibling?

i have three youngest siblings

who is the oldest?

Rafa is the oldest, she is 15.

Do you like spending time with your siblings?

yes, I like very much.

What do you do together?

I play, I talk, watch tv and those things.

i dont have because all are good buddies!

👉 Follow-up:

Who is more talkative? You or your brothers?

i am very talkative, I think Mateus is very talktive.

Who is more serious at home?

guilherme is serious and he's bad temper.

🔹

2. Vocabulary (10 min)

Teach and personalize:

siblings → brothers or sisters
“I have one sibling. I have a younger brother.”

similar → almost the same
“We are similar because we like video games.”

different → not the same
“We are different because he likes soccer and I don’t.”

get on (well) with → have a good relationship
“I get on well with my brother.”

in my case I had a difficulty relationship with my youngest brother, he is a year younger than me. we didn't get on well since we were kids. now our relationship is better because we dont live together. he lives in Spain.

close (to someone) → have a strong relationship
“I’m very close to my youngest brother.”

👉 Quick practice:

Ask him to complete:

I have _4__ sibling(s).

I get on well___ with my brother.

We are _good__ because we love each other.

🔹

3. Listening / Reading (Transcript) (10 min)

You can read this with him or take roles.

🎭

Dialogue: Neil & Georgie

Neil: So, Georgie, do you have any siblings?

Georgie: Yes, I have a younger brother. What about you?

Neil: I have two sisters. I’m very close to them.

Georgie: That’s nice. Do you get on well with them?

Neil: Yes, most of the time! We sometimes argue, but it’s normal.

Georgie: Same with me and my brother. We are similar, but also very different.

Neil: In what way?

Georgie: We both like video games, but he is more energetic than me.

Neil: I see. Are you close to him?

Georgie: Yes, we spend a lot of time together.

🔹

4. Comprehension Questions (5 min)

Does Georgie have siblings?

How many sisters does Neil have?

Do they always get on well with their siblings?

Are Georgie and his brother similar or different?

🔹

5. Speaking Practice (10–15 min)

Make it personal and fun:

🗣️ Activity: “Me vs My Brother”

Ask him to compare:

I am ______, but my brother is ______.

I like ______, but he likes ______.

We both like ______.

👉 Give examples:

I am quiet, but my brother is noisy.

I like video games, but he likes football.

🔹

6. Game (Optional – 5 min)

True or False? (about his brother)

You say:

“Your brother is very quiet.”

“You are very similar.”

“You get on very well.”

He answers:

True / False + correction
👉 “False! He is very loud!”

🔹

7. Wrap-up (5 min)

Ask:

Are you close to your brother?

What do you like about him?

What is different between you?

📝

Homework (Optional)

Write 5 sentences:

I have a ______ brother.

We are ______ because…

We are different because…

I get on ______ with him.

My brother likes ______.

# data[].attributes.attachment_link.title
BBC Learning English - Real Easy English / Talking about siblings

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Learn to talk about your brothers and sisters

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📚

Class Theme: Books & Real Conversations

🎯

Objectives

By the end of the class, the student will:

Talk about different types of books

Express opinions about reading

Use key vocabulary naturally

Practice speaking through real-life style conversation

🧊

Warm-up (5–7 min)

👉 Keep it personal and engaging:

Do you like reading? Why / why not?

i dont like reading because I feel bored and I dont have patience.

What was the last book (or story) you read?

my last book was a culpa das estrelas.

Do teenagers today read less/more? Why?

more people like to read in my room so I supposed people like It more.

👉 Push questions:

Do you prefer watching movies or reading books? Why?

watching movies

What kind of stories do you enjoy? (adventure, romance, mystery…)

I think I like more fantasy, romance and adventure.

📖

Vocabulary (10 min)

Teach with simple explanations + examples:

Fiction → imaginary stories
👉 Example: Harry Potter is fiction

I read a book that talked about a child who traveled the future this was a fiction book.

Non-fiction → real facts
👉 Example: A history book is non-fiction

I read a non fiction book about technology.

Novel → long fictional story
👉 Example: “I’m reading a novel about space.”

I read a novel, this was Harry Potter book.

soap opera/ novela na tv.

I like soap operas and my mother as well.

Biography → book about someone’s life
👉 Example: “I read a biography of Messi.”

I read every day

I read* red a lot of last night.

my dad is reading a biography of Elon Musk.

Autobiography → person writes their own life
👉 Example: “His autobiography is very honest.”

Poem → artistic writing with rhythm

i dont read poems but maybe I will read a poem for a girl in the future.

poetry/ poet.
👉 Example: “This poem is short but emotional.”

👉 Quick check:

Ask:

Is a superhero story fiction or non-fiction?

those superhero are fiction but then life of Jesus is non fiction.

What type of book tells real facts?

the non fiction books.

🎧

Listening / Reading (Transcript Work – 10 min)

👉 You read (or student reads) a short adapted dialogue:

Neil: Do you like reading books?

Becca: Sometimes, but I prefer fiction. It’s more exciting.

Neil: Really? I like biographies. I enjoy learning about real people.

Becca: That’s interesting. I think novels are more fun.

Neil: What about poems?

Becca: Hmm… I think poems are difficult to understand.

👉 Comprehension Questions:

What does Becca prefer?

What does Neil like?

Does Becca like poems?

🗣️

Speaking Practice (15 min)

Activity 1: Choose & Explain

Ask:

What type of book do you prefer? Why?

Give an example

👉 Model answer:

“I prefer fiction because it’s more interesting and creative.”

Activity 2: Agree or Disagree

Say statements and student reacts:

“Reading is boring.”

“Movies are better than books.”

“Poems are difficult.”

👉 Student must say:

I agree because…

I disagree because…

Activity 3: Teen-Friendly Discussion

If you wrote a book, what would it be about?

Would you write a biography, novel, or something else?

Who would be the main character?

✍️

Mini Writing (Optional – 5–10 min)

👉 Task:

Write 4–5 sentences:

“My favorite type of book”

🎯

Wrap-up (5 min)

Ask:

What new words did you learn today?

Do you want to read more books now? Why or why not?

🔥

Homework (Optional)

Find one book (real or imaginary) and describe it:

Type (fiction, biography, etc.)

What it is about

Why you would / wouldn’t read it

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BBC Learning English - Real Easy English / Talking about books

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Neil and Becca talk about the written word, when printed on pages and bound together with a cover.

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🎧 Class Topic:

What Are You Afraid Of?

🧠 Warm-up (Speaking)

Ask your student:

Are you afraid of anything?

i am afraid of my freedom, and I am afraid of getting drowned.

What makes you feel scared: movies, animals, or real life?

I feel scared when I see spiders.

I feel scared when I watch terror movies.

When was the last time you felt afraid?

the last time I felt afraid I think the new year eve it was tense and I felt afraid because I was watching terror movies.

👉 Teacher tip: React naturally (e.g., “Really? That’s interesting!”) to create a relaxed vibe.

💬 Key Vocabulary

1. afraid / frightened / scared (of something)

→ feeling fear

I’m scared of spiders.

She is afraid of the dark.

guilherme is afraid afraid of being alone

2. terrified (of something)

→ very, very scared

He is terrified of horror movies.

3. phobia

→ a very strong fear

She has a phobia of heights.

i have phobia of heights too.

4. freak out

→ lose emotional control (panic)

I freak out when I see a snake!

I like big waves because I like adrenaline so I freak out differently.

🎧 Listening / Reading (Conversation)

Phil: Hey Beth, are you afraid of anything?

Beth: Yes! I’m scared of spiders. I totally freak out when I see one!

Phil: Really? I’m not afraid of spiders, but I’m terrified of heights.

Beth: Oh wow! So you have a phobia?

Phil: Maybe! I can’t even look down from a tall building.

Beth: That sounds scary!

🗣️ Comprehension Check

Ask:

What is Beth scared of?

What does Phil feel terrified of?

Who freaks out?

Does Phil have a phobia?

🎭 Speaking Practice (Role Play)

Option 1:

Student = Beth

Teacher = Phil

Then switch roles.

Option 2: Personalize

What are YOU scared of?

Do you have any phobias?

Do you freak out easily?

🎲 Fun Activity: “Fear Ranking”

Ask your student to rank from 1 (not scary) to 5 (very scary):

Spiders 🕷️

Darkness 🌙

Heights 🏔️

Horror movies 🎬

Dogs 🐶

Then ask:

Why is this number 5?

Do you freak out or stay calm?

✍️ Mini Writing (Homework or in class)

Write 4–5 sentences:

I am scared of horror movies.

I feel terrified when my mother leaves me alone at home in the middle of the night .

I don’t like to be alone in a bus because it makes me scared.

Sometimes I freak out when my father doesn't give me permission to play with my friends.

🎯 Extra Challenge (if student is strong)

Teach:

“I’m not a fan of…”

“It doesn’t bother me.”

“I can handle it.”

Example:

I’m not a fan of spiders.

Heights don’t bother me.

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(Photo: Getty)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

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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⚡️ Mini Class: Talking About Water (Level Check)

Time: 25–35 minutes
Level Target: A2–B1
Goal: Check speaking, vocabulary use, and comprehension

🔹 1. Warm-up (3–5 min)

Ask simple questions:

“Do you drink a lot of water?”

yes I do, I drink a lot of water but sometimes I drink juices and my favourites are lemon, orange and grapes.

“How many glasses of do you drink every day?”

i am probably drinking 2 to 3 bottles of water every day.

“When do you feel very thirsty?”

when I practice sports and and I drink water before sleeping.

👉 Check:

Basic sentence structure

Present simple use

🔹 2. Vocabulary Activation (5 min)

Teach / Review:

thirsty → feeling like you need to drink/ com sede/

enough → as much as needed/ suficiente

drought → no rain for a long time/seca

save water → use less water/economiza agua.

waste water → use water you don’t need/ gastar aqua.

👉 Ask:

“Is there drought in your country?”

yes there is drought in some parts of my country I guess Ceara is very dry and there is drought.

“How can people save water?”

it is important to save water because if we save water we save people.

“Do people waste water?”

yes a lot of people waste water when take long showers, wash cars frequently, and water the plants or green areas.

🔹 3. Controlled Practice (5–7 min)

Ask the student to complete:

“I feel thirsty when…”

“I don’t drink enough water because…”

“In my city, water is essential

“People waste water when they…”

👉 If stronger, push:

“Why is this a problem?”

🔹 4. Listening (Teacher Talk) (5–7 min)

Say this slowly:

“Water is very important for our lives. Some countries have a lot of water, but others have drought. Many people waste water every day, but we need to save it.”

Ask:

“What is the problem?”

“What should people do?”

“Do you agree?”

👉 Check:

Understanding

Ability to explain in their own words

🔹 5. Speaking Task (Main Task) (8–10 min)

Ask:

👉 “How can you save water in your daily life?”

If needed, guide:

At home

In the shower

In the kitchen

👉 Push further (to test level):

“What happens if people don’t save water?”

“Is water a problem in your country?”

🔹 6. Quick Level Test Questions (Final Push)

Ask:

“What would happen if we didn’t have enough water?”

“Have you ever experienced a drought?”

👉 This reveals:

Conditionals (if → higher level)

Past experience

🧠 Quick Evaluation

If student:

Uses single sentences → A2

Uses connected ideas + reasons → B1

Uses “because”, “if”, “should” naturally → strong B1 / B2

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BBC Learning English - Real Easy English / Talking about water

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Phil and Georgie talk about drinking, wasting and saving water.

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⚡️ Mini Class: Talking About Water (Level Check)

Time: 25–35 minutes
Level Target: A2–B1
Goal: Check speaking, vocabulary use, and comprehension

🔹 1. Warm-up (3–5 min)

Ask simple questions:

“Do you drink a lot of water?”

yes I do, I drink a lot of water but sometimes I drink juices and my favourites are lemon, orange and grapes.

“How many glasses of do you drink every day?”

i am probably drinking 2 to 3 bottles of water every day.

“When do you feel very thirsty?”

when I practice sports and and I drink water before sleeping.

👉 Check:

Basic sentence structure

Present simple use

🔹 2. Vocabulary Activation (5 min)

Teach / Review:

thirsty → feeling like you need to drink/ com sede/

enough → as much as needed/ suficiente

drought → no rain for a long time/seca

save water → use less water/economiza agua.

waste water → use water you don’t need/ gastar aqua.

👉 Ask:

“Is there drought in your country?”

yes there is drought in some parts of my country I guess Ceara is very dry and there is drought.

“How can people save water?”

it is important to save water because if we save water we save people.

“Do people waste water?”

yes a lot of people waste water when take long showers, wash cars frequently, and water the plants or green areas.

🔹 3. Controlled Practice (5–7 min)

Ask the student to complete:

“I feel thirsty when…”

“I don’t drink enough water because…”

“In my city, water is essential

“People waste water when they…”

👉 If stronger, push:

“Why is this a problem?”

🔹 4. Listening (Teacher Talk) (5–7 min)

Say this slowly:

“Water is very important for our lives. Some countries have a lot of water, but others have drought. Many people waste water every day, but we need to save it.”

Ask:

“What is the problem?”

“What should people do?”

“Do you agree?”

👉 Check:

Understanding

Ability to explain in their own words

🔹 5. Speaking Task (Main Task) (8–10 min)

Ask:

👉 “How can you save water in your daily life?”

If needed, guide:

At home

In the shower

In the kitchen

👉 Push further (to test level):

“What happens if people don’t save water?”

“Is water a problem in your country?”

🔹 6. Quick Level Test Questions (Final Push)

Ask:

“What would happen if we didn’t have enough water?”

“Have you ever experienced a drought?”

👉 This reveals:

Conditionals (if → higher level)

Past experience

🧠 Quick Evaluation

If student:

Uses single sentences → A2

Uses connected ideas + reasons → B1

Uses “because”, “if”, “should” naturally → strong B1 / B2

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BBC Learning English - Real Easy English / Talking about water

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Phil and Georgie talk about drinking, wasting and saving water.

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Introduction

Georgie and Phil have a real conversation in easy English about weekends – the Saturdays and Sundays when many of us take a break from work. Learn to talk about taking it easy, getting things done and making the most of your weekend.

summary>

Georgie and Phil are talking about their weekend, Georgie likes to have breakfast at home, go to bed with her coffee and watch videos on bed. and Phil has kids and at the weekend he needs to take them for some activities like music. if he gets all the tasks done at home like cleaning he chills and makes something fun at/on the weekends.

on Monday

in the morning

in the afternoon

at night

on the weekend

at the weekend

what do you usually do on the weekend?

I wake up early and I play video games with my brother sometimes friends and I watch tv.

I like breakfast in the kitchen, we have lunch in some local restaurants and we go to our grand mothers house to eat deliciously.

Vocabulary

make the most of
use an opportunity well, without wasting time

get (something) done
complete something

take it easy
do little or no work, with only simple tasks

chill
relax

this weekend
the weekend at the end of the current week.

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BBC Learning English - Real Easy English / Talking about weekends

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Georgie and Phil talk about Saturdays and Sundays, when many of us take a break from work.

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English Lesson: Good Habits vs Bad Habits

Level: Intermediate
Student: Teen (16 years old)
Duration: 50–60 minutes
Focus: Speaking fluency, verb reinforcement, sentence order, reflection

1. Warm-up (5–7 minutes)

Start with simple questions to activate vocabulary and encourage speaking.

Ask:

What habits do you have every day?

I walk the dog at 5 10 am in the morning

I have my breakfast at 6 am

I study every day at my home I study biology

I play soccer on the weekends and Thursday.

Do you think habits are easy or difficult to change?

it is so easy to speak but hard to do.

Do teenagers usually have good habits or bad habits?

they usually have bad habits

Follow-up:

What is a good habit?

What is a bad habit?

Teacher writes two columns:

GOOD HABITS | BAD HABITS

Let the student suggest examples.

Example answers:

Good habits

exercising

studying every day

reading books

Bad habits

procrastinating / I dont procrastinate

using the phone too much

sleeping late

2. Vocabulary Introduction (8 minutes)

Explain the vocabulary clearly with examples.

Habit

Something you do regularly and repeatedly.

Example:

Brushing my teeth before bed is a habit.

taking shower every day is essential before bed time

and after and before sleeping.

Have a habit of (doing something)

Doing something often, sometimes without thinking.

Examples:

I have a habit of checking my phone before sleeping.

He has a habit of interrupting people.

i have a habit of charging my phone before I go to sleep.

Ask him to create 2 sentences.

Break a habit

Stop doing something you usually do.

Examples:

I want to break the habit of sleeping late.

She broke the habit of eating junk food.

Ask:

What habit would you like to break?

Turn over a new leaf

Start behaving in a better way.

Examples:

This year I want to turn over a new leaf and study more.

After failing the test, he turned over a new leaf.

Ask:

What could make someone turn over a new leaf?

3. Listening / Reading Context (10 minutes)

Tell him:

You will read a short conversation inspired by Georgie and Neil.

Conversation

Georgie: Do you have any bad habits?

Neil: Unfortunately, yes. I have a habit of checking my phone every five minutes.

Georgie: That sounds familiar! I have a habit of procrastinating.

Neil: Do you think it's possible to break a habit?

Georgie: Yes, but it takes discipline.

Neil: I think I need to turn over a new leaf and spend less time on social media.

Georgie: That's a good start!

Comprehension Questions

1. What bad habit does Neil have?

2. What habit does Georgie have?

3. What does Neil want to do?

4. Do you think habits are easy to change?

4. Grammar Focus – Sentence Order (10 minutes)

Write this structure:

Subject + verb + object/complement

Examples:

I | have | a habit of playing games late at night.
She | wants | to break her bad habits.
They | need | to turn over a new leaf.

Exercise – Fix the sentence

Ask the student to correct the order.

1. I have a habit of checking my phone.

2. I want to break this habit

3. I want to turn over a new leaf

4. teenagers have bad habits sometimes

Correct answers:

1. I have a habit of checking my phone.

2. I want to break this habit.

3. I want to turn over a new leaf.

4. Teenagers sometimes have bad habits.

5. Speaking Practice – Personal Reflection (10–12 minutes)

Ask him to answer in complete sentences.

Questions:

What habits do you have every day?

i have the habit of walking my dog early in the morning.

Do you have a habit of using your phone too much?

i dont have the habit of using my phone too much

What is your worst habit?

my worst habit is of going to the bed very late

What is your best habit?

my best habit is studying every day.

What habit would you like to break?

I would like to break the habit of sleeping late

What good habit would you like to start?

I would like to start a new habit of reading.

Encourage longer answers:

Example:

"I have a habit of playing video games before sleeping, but I want to break this habit because it affects my sleep."

6. Debate Moment (Teen Engagement) (5–7 minutes)

Ask him to choose:

Which habit is worse?

Spending too much time on social media

Procrastinating homework

Sleeping very late

Eating too much junk food

Ask:

Why is it a bad habit?
How can someone break this habit?

7. Final Challenge (5 minutes)

Ask him to create 3 sentences using today's vocabulary.

1 sentence with have a habit of
1 sentence with break a habit
1 sentence with turn over a new leaf

Example:

I have a habit of watching videos late at night.

I want to break the habit of procrastinating.

Next year I will turn over a new leaf and study more.

Homework (Optional)

Ask him to write a short paragraph (5–6 lines):

"My habits and the habits I want to change."

Structure:

My good habits are...

My bad habits are...

I have a habit of...

I want to break the habit of...

This year I want to turn over a new leaf by...

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BBC Learning English - Real Easy English / Talking about bad habits

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Learn to talk about having habits, breaking habits, and turning over a new leaf!

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📘 Lesson: Talking About Extreme Sports

(Continuation of “Talking about Sports”)

Level

Lower-intermediate

Lesson goals

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

talk about extreme sports

express opinions about risky activities

use clear present simple sentences

improve pronunciation and rhythm in sentences

⏱ Class structure (60 minutes)

1️⃣ Warm-up – Review Sports (10 minutes)

Start by reviewing the previous class topic.

Ask simple questions:

What sports do you like?

I do surfing, I play soccer, and play ping pong.

Do you watch sports on TV?

I watch soccer on tv I think is good.

What sports are popular in Brazil?

soccer and volleyball, these are the most popular.

What sport is difficult in your opinion

I think surfing is hard because you need to concentrate and keep the balance on the board and continue on the wave. I think surfing is not an extreme sport but is dangerous and risky because you are in the middle of the sea and sometimes you are just alone.

Encourage complete sentences.

Example correction:

Student:
"I like football."

Improve:

👉 I like play ing football.

I like to play football
👉 I like watching football.

Pronunciation focus:

Practice sports vocabulary clearly

Repeat together:

football

basketball

surfing

swimming

running

2️⃣ Lead-in – Extreme Sports (5–8 minutes)

Ask:

Do you like dangerous sports?

Then introduce the topic:

Extreme Sports

Explain simply:

Extreme sports are sports that are dangerous but exciting.

Examples you can mention:

skydiving /

surfing big waves/

mountain climbing

bungee jumping

Ask:

Do you like extreme sports?

yes I never tried but I like

Are extreme sports popular?

surfing big waves and bungee jumping

Encourage longer answers.

Example:

I think extreme sports are exciting.

3️⃣ Vocabulary Focus (10 minutes)

Introduce the key vocabulary from the podcast.

Extreme sports

Sports that are dangerous but exciting.

Example:

Skydiving is an extreme sport.

Pronunciation practice:

ex-treme sports

Risk

A possibility that something bad can happen.

Example:

Extreme sports have risks.

Pronunciation:

/rɪsk/

Risky

Something that has a lot of danger.

Example:

Skydiving is risky.

Practice sentence:

It is risky but exciting.

Adrenaline

A hormone that makes you feel excited or nervous.

Example:

Extreme sports give you adrenaline.

Simplify explanation:

👉 Adrenaline = strong excitement

Adventurous

Someone who likes exciting or dangerous activities.

Example:

An adventurous person likes extreme sports.

Ask:

Are you adventurous?

4️⃣ Listening Activity (BBC Conversation) (10 minutes)

Tell the student:

You will listen to a conversation about extreme sports.

Listening task:

Answer these questions:

1️⃣ What do they say about extreme sports?
2️⃣ Why do people like them?

After listening discuss answers.

Guide answers such as:

People like adrenaline

They enjoy risk and excitement

5️⃣ Sentence Building Practice (Important for him) (10 minutes)

Because he has sentence problems, do a controlled speaking drill.

Give him a structure:

Subject + verb + complement

Examples:

I like extreme sports.
Extreme sports are risky.
They give people adrenaline.

Ask him to complete:

1️⃣ Extreme sports are ______.
2️⃣ I think extreme sports are ______.
3️⃣ I feel ______ when I watch extreme sports.
4️⃣ Adventurous people like ______.

Encourage full sentences only.

6️⃣ Speaking Practice – Opinion Questions (10 minutes)

Ask questions that require sentences.

Do you like extreme sports?

Which extreme sport looks exciting?

Which extreme sport looks dangerous?

Do you think extreme sports are too risky?

Would you try skydiving?

Model answers:

I think skydiving is exciting but risky.

I like watching extreme sports but I don't want to try them.

7️⃣ Pronunciation Focus (5 minutes)

Practice sentence rhythm.

Have him repeat slowly:

1️⃣ Extreme sports are exciting.
2️⃣ Skydiving is very risky.
3️⃣ I like adventurous activities.
4️⃣ Extreme sports give people adrenaline.

Focus on:

clear consonants

word stress

📝 Homework

Writing

Write 5 sentences about extreme sports.

Example:

Extreme sports are exciting.

Skydiving is risky.

I like adventurous activities.

I think surfing is exciting.

I don't like dangerous sports.

Speaking practice

Record a 1-minute audio answering:

Do you like extreme sports?

Which extreme sport is exciting?

Which sport is too risky?

⭐ Teaching strategy for this student

Because he has sentence accuracy problems, in every class:

✔ correct sentences gently
✔ encourage complete sentences only
✔ practice short repetition drills

Example correction method:

Student:
"Skydiving dangerous."

You reformulate:

👉 Skydiving is dangerous.

Then he repeats.

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

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Beth and Neil talk about doing activities that get your heart racing.

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🌟 Lesson Plan – Sport, Competition & Teamwork

Level: Lower-Intermediate
Age: 16
Focus: Speaking, sentence production, pronunciation, confidence
Theme: Playing sports, tournaments, pressure

🎯 Lesson Objectives

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

Organize ideas into clear spoken sentences

Use key vocabulary about sports and competition

Talk about pressure and teamwork

Improve pronunciation of key words and sentence rhythm

1️⃣ Warm-up – Reactivating English (8–10 minutes) ⚡

Start with open but guided questions:

Ask slowly and clearly:

Do you play any sport?

yes, I play soccer/ I surf and I play volleyball and other sports.

What sport do you like the most?

my favourite sport is surfing I like to surf very much. I surf at Barra grande and Ilheus.

Do you play alone or in a team?

yes I play in a team with friends is always better.

Do you like competitions?

yes I like very much competitions.

If he hesitates, help him build the sentence:

I like…
I play…
I don’t play… but I like…

Correct structure, not ideas:

❌ I like very competition

✅ I really like competition

Focus on fluency first 🗣️

2️⃣ Listening / Context Setup – Easy Conversation (10 minutes)

Introduce the context:

Neil and Georgie are talking about playing sports, teamwork, and pressure.

Before vocabulary, ask prediction questions:

Do you think sports are more about winning or teamwork?

I think is more about teamwork and winning is just a bonus/ is a plus/ a reward/

Do you feel pressure when you compete?

yes that's normal to feel pressure when you compete because we always want to win.

Is pressure good or bad?

Let him answer freely. Do not interrupt too much.

3️⃣ Vocabulary Focus (Meaning + Use + Pronunciation)

4

🧠 Key Vocabulary

teamwork
👉 working together with other people

Teamwork is very important in sports.

Good teamwork helps the team win.

competitive
👉 wanting to win and trying very hard

I am very competitive.

He is competitive at school and in sports.

pressure
👉 feeling stress or anxiety because you want to win

I feel pressure before a game.

Too much pressure is not good.

tournament
👉 a competition with many teams or players

I played in a tournament last year.

The tournament was very difficult.

🔊 Pronunciation Work (Very Important)

Drill slowly:

teamwork → /ˈtiːm.wɜːrk/

competitive → /kəmˈpet̬.ə.tɪv/

pressure → /ˈpreʃ.ər/

tournament → /ˈtʊr.nə.mənt/

Have him:

1. Listen

2. Repeat

3. Say alone

4. Put it in a sentence

4️⃣ Sentence Building – Organizing Ideas (15 minutes)

Explain clearly:

👉 In English, good speaking needs clear order.

Model on the board:

I play football because I like teamwork.

I feel pressure when I play tournaments.

I am competitive, but I like fair play.

Now give him sentence starters:

I like sports because…

When I compete, I feel…

In a team, it’s important to…

I don’t like pressure because…

A tournament is…

Let him finish each sentence.

Correct gently:

Verb tense

Missing subject

Word order

5️⃣ Guided Speaking – Real Communication (10–12 minutes)

Ask deeper but accessible questions:

Do you prefer team sports or individual sports? Why?

Is pressure motivating or stressful for you?

Do you think winning is more important than teamwork?

Have you ever played in a tournament?

Encourage longer answers:

Not just “yes” or “no”.

Help him expand:

Why?

When?

How did you feel?

6️⃣ Controlled Practice – Accuracy ✏️

Exercise 1 – Choose the best word

1. Teamwork means working _______.
a) alone
b) together

2. A person who wants to win is _______.
a) relaxed
b) competitive

3. A sports competition with many teams is a _______.
a) training
b) tournament

Exercise 2 – Fix the sentence

1. I feel pressure very.

2. Teamwork important is in sports.

3. I competitive am when I play.

(You correct together orally.)

7️⃣ Fluency & Pronunciation – Final Task 🎤

Final speaking task:

👉 “Talk for 1 minute”

Topic:

Sports, pressure, and teamwork

Help him organize:

What sport?

Team or individual?

Pressure?

Competition?

Correct pronunciation after he finishes speaking, not during.

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BBC Learning English - Real Easy English / Talking about playing sport

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Neil and Georgie talk about the physical games we play with others, as a team or alone.