# data[].attributes.body
the new addiction/addicted/

Topic: Should Social Media Be Banned for Children?

Duration: 60–75 minutes

Lesson Objectives

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

discuss the effects of social media on children using advanced vocabulary.

express opinions with different degrees of certainty.

use key news expressions naturally.

debate a controversial topic using persuasive language.

1. Warm-up (10 minutes)

Conversation

1. How often do you use social media?

well, I spend a lot of time I think and it is because I work online and that makes me spend more time for my English content sometimes I end up in social media like instagram.

I usually use instagram, only instagram and I think I use a lot of time.

less/more

1. Which platform do you use the most? Why?

2. Do you think children spend too much time online?

3. At what age should children be allowed to have social media accounts?

4. What positive effects can social media have?

5. What negative effects have you noticed?

Follow-up Questions

Do you think social media is addictive?

Are adults better at using social media responsibly than teenagers?

Would your life be different without social media?

2. Pre-Reading Vocabulary

Before reading, discuss the meaning of these words.

harm

wellbeing

anxiety

campaigner

ban/prohibit

linked to/ related to

public health issue

regulation

Check Understanding

Answer using complete sentences.

Can something be linked to a problem without causing it?

What activities improve your wellbeing?

What things are banned in schools?

Have you ever supported a campaign or a cause?

3. Reading

Read the article.

A group of senior doctors in the UK say that time spent on screens and social media harms children. They compared social media to smoking—not because it has the same physical health effects, but because they believe it is an important public health issue that deserves serious attention.

Although researchers have found links between social media use and problems such as anxiety and poor wellbeing, it is still difficult to prove that social media directly causes these issues.

Not everyone agrees that banning social media for children is the best solution. Some campaigners believe education, parental guidance, and digital literacy are more effective than banning apps altogether. At the same time, many young people argue that social media helps them stay connected with friends, learn new skills, and express themselves.

The debate continues as governments consider different ways to protect children online.

4. Reading Comprehension

Answer the questions.

1. Why did doctors compare social media to smoking?

2. because .....

3. What problems have studies linked to social media?

4. Why is it difficult to prove that social media causes harm?

5. Why do some people disagree with a ban?

6. According to many teenagers, what are the benefits of social media?

5. News Vocabulary

Overwhelming consensus

Meaning:
Almost everyone in a group agrees.

Example:

"There is an overwhelming consensus that students need more practical experience."

Discussion

Can you think of a topic where there is an overwhelming consensus?

Behind the curve

Meaning:
Slower than others to adapt or react.

Example:

"Some schools are behind the curve when it comes to teaching AI."

Speaking

Who is usually behind the curve: governments, schools, or businesses? Why?

Nothing's off the table

Meaning:
Every possibility is still being considered.

Example:

"Nothing's off the table as the government discusses new internet regulations."

Practice

Finish the sentence:

"If I decided to change careers, nothing would be off the table because..."

6. Useful Expressions for Giving Opinions

Strong Opinions

I'm convinced that...

There's no doubt that...

I'm certain that...

It's obvious that...

Balanced Opinions

I tend to think...

It seems that...

It appears that...

From what I've read...

There isn't enough evidence to say that...

It's possible that...

Agreeing

I completely agree.

That's a good point.

I couldn't agree more.

Disagreeing Politely

I'm not so sure about that.

I see your point, but...

That's one way of looking at it.

I partly agree, however...

7. Speaking Practice

Give detailed answers.

1. Should children under 16 be allowed to use Instagram or TikTok?

2. Who is more responsible for children's online safety: parents or governments?

3. Should schools teach students how to use social media responsibly?

4. Are screen time limits realistic?

5. Would banning social media actually solve the problem?

Encourage the student to support every opinion with examples.

8. Grammar Focus – Hedging

Sometimes English speakers soften their opinions to sound more objective.

Compare:

Social media causes anxiety.

Social media appears to be linked to anxiety.

Which sounds more scientific? Why?

Rewrite these statements using softer language.

1. Smartphones ruin childhood.

2. Teenagers waste too much time online.

3. Governments should ban social media.

4. Parents are always responsible.

5. Technology is making children less intelligent.

9. Debate

Motion

Children under 16 should not be allowed to use social media.

Round 1

The student argues in favor of the ban.

Round 2

The student argues against the ban.

Round 3

The teacher challenges both positions by asking follow-up questions.

Useful expressions:

On the one hand...

On the other hand...

That's a fair point, but...

I understand your argument; however...

The evidence isn't conclusive.

We should also consider...

10. Critical Thinking

Discuss.

1. Is banning something usually the best solution?

2. Could education be more effective than prohibition?

3. Should technology companies be legally responsible for protecting children?

4. Are adults also affected by excessive screen time?

5. Do you think social media will become safer in the future?

11. Vocabulary Review

Use each expression in your own sentence.

overwhelming consensus

behind the curve

nothing's off the table

wellbeing

campaigner

linked to

anxiety

public health issue

12. Wrap-Up

Complete the sentences.

The most interesting idea today was...

I changed my opinion about...

One new expression I'll definitely use is...

The strongest argument for a ban is...

The strongest argument against a ban is...

Homework

Write 220–250 words answering the question:

Should governments ban social media for children under the age of 16?

Include:

at least five new vocabulary words from today's lesson,

the expressions overwhelming consensus, behind the curve, and nothing's off the table,

arguments for and against the ban,

and your own conclusion with reasons.

# data[].attributes.attachment_link.title
BBC Learning English - Learning English from the News / Is social media ‘the new smoking’?

# data[].attributes.attachment_link.description
Why are senior UK doctors comparing the harms of social media with smoking?

# data[].attributes.attachment_link.readable_text
USES OF PRESENT SIMPLE

PRESENT meaning:
When something happens regularly. Habits and routines.
Useful vocabulary for habits and routines: never, rarely, sometimes, often, usually, always, every ____, once/twice, three times a day/month/year, at the weekend, in the morning/afternoon/evening.
For something that is true now. For something that is always true, or a fact.
FUTURE meaning:

When something is scheduled.
Useful vocabulary for schedules: at ____ (time), next Monday, next week/month/year/season, this afternoon/evening, tonight, tomorrow, tomorrow morning.
In a first conditional.
PAST meaning:
When telling a story (usually we use past tenses, but occasionally we use present tenses).

So, I'm at the park. There's a kid on the slide. He falls off and hits his head. I call an ambulance.
When you're summarising books, films, series, plays etc.

In the first Harry Potter book, Harry goes to Hogwarts school and makes friends with Ron and Hermione. They learn how to do magic and fight with You-Know-Who.

STRUCTURE

For positive sentences, use the main verb but add an ' s' for he, she and it.

For negative sentences, put ' don't' before the main verb for I, you, we and they, and ' doesn't' before the main verb for he, she and it. ' Don't' and 'doesn't' are a contracted form of the auxiliary verb 'do/does' plus 'not'.

To ask yes/no questions, add 'do' or 'does' before the pronoun.

To ask for more information, add the 'who, what, where, why, how, when' question words before 'do'.

To do

Practise by using the worksheet on this page, and watch other videos.

NEXT

Try some of our other grammar programmes

# data[].attributes.attachment_link.title
BBC Learning English - Tenses with Georgie / Present simple

# data[].attributes.attachment_link.description
Learn the uses and structure of the present simple

# data[].attributes.body
Basic Trial Lesson Plan

Topic: Happiness 😊

Level: Beginner (A0–A1)

Goal: Talk about things that make us happy

1. Warm-up (5–8 minutes)

Ask very simple questions:

Are you happy 😊 today with your life ?

yes, I have a good life, I have a dog, I have a home and a husband and my job and I am healthy.

what else makes you happy?

arriving home with a delicious food makes me happy.

cooking the food I ate in a trip makes me happy.

waking up in the morning and prepare my coffee and listening to Spanish songs from 80's makes me happy.

watching Alexandre playing with my dog makes me happy.

arriving home very tired but my dog showing me happiness makes me happy.

2. Introduce the Topic (5 minutes

“Today we talk about happiness and things that make us feel good.”

happy/adjective I am happy

happiness/noun I have happiness

Ask:

i am happy or I feel happy or I get happy

Are you a positive person or a negative person?

I think I can be both sometimes, depends on the day, situation, or mood.

Explain simply:

Positive person

→ thinks about good things

Negative person

→ thinks about bad things

Ask:

Are you positive or negative?

3. Vocabulary Focus (10–12 minutes)

Teach only the most useful words first.

Write them clearly.

positive/ positiveness

happy/ happiness

a person who thinks good things will happen

Example:

“I am a positive person.”

negative/ negativity

a person who thinks bad things will happen

Example:

“He is very negative.”

i have a boss, and he is very negative I would say...

I would work in Africa

I would see you tomorrow

I would buy a new house.

grumpy

in a bad mood 😠

Example:

“I am grumpy in the morning, but If I drink coffee I get very happy.

Ask:

Are you grumpy in the morning?

cheer up/ energise/ boost

start feeling happy again 😊

Example:

“Music from the 80's cheers me up in the morning .”

coffee boosts me in the morning

Ask:

What cheers you up?

dancing forro cheers me up.

food cheers me up

who are you cheering up for?

take time out

stop and relax

Example:

“I take time out and go for a walk.”

4. Listening (Short Part) (8–10 minutes)

Tell the student:

“Two people are talking about happiness.”

Play or read a short part of the dialogue.

Example part:

“Being with my friends and family makes me happy.”

Ask simple questions:

What makes Neil happy?

neil is happy when he is with friends and family.

Friends or work?

Possible answers:

Friends / Family

Another question:

Is Neil positive or negative?

neil is very positive and Beth is also very positive.

5. Speaking Practice (10–15 minutes)

Ask guided questions:

1️⃣ What makes you happy?

Examples:

music

family

friends

food

movies

2️⃣ What do you do when you are sad?

Example answers:

listen to music

sleep

talk to a friend

watch TV

3️⃣ Are you sometimes grumpy?

4️⃣ What cheers you up?

Encourage simple sentences:

Music cheers me up.

My family makes me happy.

I go for a walk.

6. Personal Conversation (Trial Class Moment) (5–8 minutes)

This is important for a trial class.

Ask:

What do you do in your free time?

Do you like music?

Do you like being with friends?

React naturally and keep conversation relaxed.

7. Review (3 minutes)

Quickly review vocabulary:

Ask:

What is a positive person?

What is grumpy?

What does cheer up mean?

Optional Homework (very simple)

Ask the student to write 3 sentences:

1. Something that makes me happy

2. Something that cheers me up

3. Something I do when I am sad

Example:

“I listen to music when I am sad.”

research<

nowadays many pnnnnnn

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

# data[].attributes.attachment_link.description
Beth and Neil talk about what makes them happy

# data[].attributes.attachment_link.title
BBC Learning English - Easy English Conversations / What do you like?

# data[].attributes.attachment_link.description
What do you like? I like chocolate and fruit. I don’t like nuts.

# data[].attributes.body
I need to discuss this.

# data[].attributes.body
Topic: Should Social Media Be Banned for Children?

Duration: 60–75 minutes

Lesson Objectives

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

discuss the effects of social media on children using advanced vocabulary.

express opinions with different degrees of certainty.

use key news expressions naturally.

debate a controversial topic using persuasive language.

1. Warm-up (10 minutes)

Conversation

1. How often do you use social media?

2. Which platform do you use the most? Why?

3. Do you think children spend too much time online?

4. At what age should children be allowed to have social media accounts?

5. What positive effects can social media have?

6. What negative effects have you noticed?

Follow-up Questions

Do you think social media is addictive?

Are adults better at using social media responsibly than teenagers?

Would your life be different without social media?

2. Pre-Reading Vocabulary

Before reading, discuss the meaning of these words.

harm

wellbeing

anxiety

campaigner

ban/prohibit

linked to/ related to

public health issue

regulation

Check Understanding

Answer using complete sentences.

Can something be linked to a problem without causing it?

What activities improve your wellbeing?

What things are banned in schools?

Have you ever supported a campaign or a cause?

3. Reading

Read the article.

A group of senior doctors in the UK say that time spent on screens and social media harms children. They compared social media to smoking—not because it has the same physical health effects, but because they believe it is an important public health issue that deserves serious attention.

Although researchers have found links between social media use and problems such as anxiety and poor wellbeing, it is still difficult to prove that social media directly causes these issues.

Not everyone agrees that banning social media for children is the best solution. Some campaigners believe education, parental guidance, and digital literacy are more effective than banning apps altogether. At the same time, many young people argue that social media helps them stay connected with friends, learn new skills, and express themselves.

The debate continues as governments consider different ways to protect children online.

4. Reading Comprehension

Answer the questions.

1. Why did doctors compare social media to smoking?

2. because .....

3. What problems have studies linked to social media?

4. Why is it difficult to prove that social media causes harm?

5. Why do some people disagree with a ban?

6. According to many teenagers, what are the benefits of social media?

5. News Vocabulary

Overwhelming consensus

Meaning:
Almost everyone in a group agrees.

Example:

"There is an overwhelming consensus that students need more practical experience."

Discussion

Can you think of a topic where there is an overwhelming consensus?

Behind the curve

Meaning:
Slower than others to adapt or react.

Example:

"Some schools are behind the curve when it comes to teaching AI."

Speaking

Who is usually behind the curve: governments, schools, or businesses? Why?

Nothing's off the table

Meaning:
Every possibility is still being considered.

Example:

"Nothing's off the table as the government discusses new internet regulations."

Practice

Finish the sentence:

"If I decided to change careers, nothing would be off the table because..."

6. Useful Expressions for Giving Opinions

Strong Opinions

I'm convinced that...

There's no doubt that...

I'm certain that...

It's obvious that...

Balanced Opinions

I tend to think...

It seems that...

It appears that...

From what I've read...

There isn't enough evidence to say that...

It's possible that...

Agreeing

I completely agree.

That's a good point.

I couldn't agree more.

Disagreeing Politely

I'm not so sure about that.

I see your point, but...

That's one way of looking at it.

I partly agree, however...

7. Speaking Practice

Give detailed answers.

1. Should children under 16 be allowed to use Instagram or TikTok?

2. Who is more responsible for children's online safety: parents or governments?

3. Should schools teach students how to use social media responsibly?

4. Are screen time limits realistic?

5. Would banning social media actually solve the problem?

Encourage the student to support every opinion with examples.

8. Grammar Focus – Hedging

Sometimes English speakers soften their opinions to sound more objective.

Compare:

Social media causes anxiety.

Social media appears to be linked to anxiety.

Which sounds more scientific? Why?

Rewrite these statements using softer language.

1. Smartphones ruin childhood.

2. Teenagers waste too much time online.

3. Governments should ban social media.

4. Parents are always responsible.

5. Technology is making children less intelligent.

9. Debate

Motion

Children under 16 should not be allowed to use social media.

Round 1

The student argues in favor of the ban.

Round 2

The student argues against the ban.

Round 3

The teacher challenges both positions by asking follow-up questions.

Useful expressions:

On the one hand...

On the other hand...

That's a fair point, but...

I understand your argument; however...

The evidence isn't conclusive.

We should also consider...

10. Critical Thinking

Discuss.

1. Is banning something usually the best solution?

2. Could education be more effective than prohibition?

3. Should technology companies be legally responsible for protecting children?

4. Are adults also affected by excessive screen time?

5. Do you think social media will become safer in the future?

11. Vocabulary Review

Use each expression in your own sentence.

overwhelming consensus

behind the curve

nothing's off the table

wellbeing

campaigner

linked to

anxiety

public health issue

12. Wrap-Up

Complete the sentences.

The most interesting idea today was...

I changed my opinion about...

One new expression I'll definitely use is...

The strongest argument for a ban is...

The strongest argument against a ban is...

Homework

Write 220–250 words answering the question:

Should governments ban social media for children under the age of 16?

Include:

at least five new vocabulary words from today's lesson,

the expressions overwhelming consensus, behind the curve, and nothing's off the table,

arguments for and against the ban,

and your own conclusion with reasons.

# data[].attributes.attachment_link.title
BBC Learning English - Learning English from the News / Is social media ‘the new smoking’?

# data[].attributes.attachment_link.description
Why are senior UK doctors comparing the harms of social media with smoking?

# data[].attributes.body
Topic: Should Social Media Be Banned for Children?

Duration: 60–75 minutes

Lesson Objectives

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

discuss the effects of social media on children using advanced vocabulary.

express opinions with different degrees of certainty.

use key news expressions naturally.

debate a controversial topic using persuasive language.

1. Warm-up (10 minutes)

Conversation

1. How often do you use social media?

2. Which platform do you use the most? Why?

3. Do you think children spend too much time online?

4. At what age should children be allowed to have social media accounts?

5. What positive effects can social media have?

6. What negative effects have you noticed?

Follow-up Questions

Do you think social media is addictive?

Are adults better at using social media responsibly than teenagers?

Would your life be different without social media?

2. Pre-Reading Vocabulary

Before reading, discuss the meaning of these words.

harm

wellbeing

anxiety

campaigner

ban/prohibit

linked to/ related to

public health issue

regulation

Check Understanding

Answer using complete sentences.

Can something be linked to a problem without causing it?

What activities improve your wellbeing?

What things are banned in schools?

Have you ever supported a campaign or a cause?

3. Reading

Read the article.

A group of senior doctors in the UK say that time spent on screens and social media harms children. They compared social media to smoking—not because it has the same physical health effects, but because they believe it is an important public health issue that deserves serious attention.

Although researchers have found links between social media use and problems such as anxiety and poor wellbeing, it is still difficult to prove that social media directly causes these issues.

Not everyone agrees that banning social media for children is the best solution. Some campaigners believe education, parental guidance, and digital literacy are more effective than banning apps altogether. At the same time, many young people argue that social media helps them stay connected with friends, learn new skills, and express themselves.

The debate continues as governments consider different ways to protect children online.

4. Reading Comprehension

Answer the questions.

1. Why did doctors compare social media to smoking?

2. because .....

3. What problems have studies linked to social media?

4. Why is it difficult to prove that social media causes harm?

5. Why do some people disagree with a ban?

6. According to many teenagers, what are the benefits of social media?

5. News Vocabulary

Overwhelming consensus

Meaning:
Almost everyone in a group agrees.

Example:

"There is an overwhelming consensus that students need more practical experience."

Discussion

Can you think of a topic where there is an overwhelming consensus?

Behind the curve

Meaning:
Slower than others to adapt or react.

Example:

"Some schools are behind the curve when it comes to teaching AI."

Speaking

Who is usually behind the curve: governments, schools, or businesses? Why?

Nothing's off the table

Meaning:
Every possibility is still being considered.

Example:

"Nothing's off the table as the government discusses new internet regulations."

Practice

Finish the sentence:

"If I decided to change careers, nothing would be off the table because..."

6. Useful Expressions for Giving Opinions

Strong Opinions

I'm convinced that...

There's no doubt that...

I'm certain that...

It's obvious that...

Balanced Opinions

I tend to think...

It seems that...

It appears that...

From what I've read...

There isn't enough evidence to say that...

It's possible that...

Agreeing

I completely agree.

That's a good point.

I couldn't agree more.

Disagreeing Politely

I'm not so sure about that.

I see your point, but...

That's one way of looking at it.

I partly agree, however...

7. Speaking Practice

Give detailed answers.

1. Should children under 16 be allowed to use Instagram or TikTok?

2. Who is more responsible for children's online safety: parents or governments?

3. Should schools teach students how to use social media responsibly?

4. Are screen time limits realistic?

5. Would banning social media actually solve the problem?

Encourage the student to support every opinion with examples.

8. Grammar Focus – Hedging

Sometimes English speakers soften their opinions to sound more objective.

Compare:

Social media causes anxiety.

Social media appears to be linked to anxiety.

Which sounds more scientific? Why?

Rewrite these statements using softer language.

1. Smartphones ruin childhood.

2. Teenagers waste too much time online.

3. Governments should ban social media.

4. Parents are always responsible.

5. Technology is making children less intelligent.

9. Debate

Motion

Children under 16 should not be allowed to use social media.

Round 1

The student argues in favor of the ban.

Round 2

The student argues against the ban.

Round 3

The teacher challenges both positions by asking follow-up questions.

Useful expressions:

On the one hand...

On the other hand...

That's a fair point, but...

I understand your argument; however...

The evidence isn't conclusive.

We should also consider...

10. Critical Thinking

Discuss.

1. Is banning something usually the best solution?

2. Could education be more effective than prohibition?

3. Should technology companies be legally responsible for protecting children?

4. Are adults also affected by excessive screen time?

5. Do you think social media will become safer in the future?

11. Vocabulary Review

Use each expression in your own sentence.

overwhelming consensus

behind the curve

nothing's off the table

wellbeing

campaigner

linked to

anxiety

public health issue

12. Wrap-Up

Complete the sentences.

The most interesting idea today was...

I changed my opinion about...

One new expression I'll definitely use is...

The strongest argument for a ban is...

The strongest argument against a ban is...

Homework

Write 220–250 words answering the question:

Should governments ban social media for children under the age of 16?

Include:

at least five new vocabulary words from today's lesson,

the expressions overwhelming consensus, behind the curve, and nothing's off the table,

arguments for and against the ban,

and your own conclusion with reasons.

# data[].attributes.attachment_link.title
BBC Learning English - Learning English from the News / Is social media ‘the new smoking’?

# data[].attributes.attachment_link.description
Why are senior UK doctors comparing the harms of social media with smoking?

# data[].attributes.body
Topic: Should Social Media Be Banned for Children?

Duration: 60–75 minutes

Lesson Objectives

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

discuss the effects of social media on children using advanced vocabulary.

express opinions with different degrees of certainty.

use key news expressions naturally.

debate a controversial topic using persuasive language.

1. Warm-up (10 minutes)

Conversation

1. How often do you use social media?

2. Which platform do you use the most? Why?

3. Do you think children spend too much time online?

4. At what age should children be allowed to have social media accounts?

5. What positive effects can social media have?

6. What negative effects have you noticed?

Follow-up Questions

Do you think social media is addictive?

Are adults better at using social media responsibly than teenagers?

Would your life be different without social media?

2. Pre-Reading Vocabulary

Before reading, discuss the meaning of these words.

harm

wellbeing

anxiety

campaigner

ban/prohibit

linked to/ related to

public health issue

regulation

Check Understanding

Answer using complete sentences.

Can something be linked to a problem without causing it?

What activities improve your wellbeing?

What things are banned in schools?

Have you ever supported a campaign or a cause?

3. Reading

Read the article.

A group of senior doctors in the UK say that time spent on screens and social media harms children. They compared social media to smoking—not because it has the same physical health effects, but because they believe it is an important public health issue that deserves serious attention.

Although researchers have found links between social media use and problems such as anxiety and poor wellbeing, it is still difficult to prove that social media directly causes these issues.

Not everyone agrees that banning social media for children is the best solution. Some campaigners believe education, parental guidance, and digital literacy are more effective than banning apps altogether. At the same time, many young people argue that social media helps them stay connected with friends, learn new skills, and express themselves.

The debate continues as governments consider different ways to protect children online.

4. Reading Comprehension

Answer the questions.

1. Why did doctors compare social media to smoking?

2. because .....

3. What problems have studies linked to social media?

4. Why is it difficult to prove that social media causes harm?

5. Why do some people disagree with a ban?

6. According to many teenagers, what are the benefits of social media?

5. News Vocabulary

Overwhelming consensus

Meaning:
Almost everyone in a group agrees.

Example:

"There is an overwhelming consensus that students need more practical experience."

Discussion

Can you think of a topic where there is an overwhelming consensus?

Behind the curve

Meaning:
Slower than others to adapt or react.

Example:

"Some schools are behind the curve when it comes to teaching AI."

Speaking

Who is usually behind the curve: governments, schools, or businesses? Why?

Nothing's off the table

Meaning:
Every possibility is still being considered.

Example:

"Nothing's off the table as the government discusses new internet regulations."

Practice

Finish the sentence:

"If I decided to change careers, nothing would be off the table because..."

6. Useful Expressions for Giving Opinions

Strong Opinions

I'm convinced that...

There's no doubt that...

I'm certain that...

It's obvious that...

Balanced Opinions

I tend to think...

It seems that...

It appears that...

From what I've read...

There isn't enough evidence to say that...

It's possible that...

Agreeing

I completely agree.

That's a good point.

I couldn't agree more.

Disagreeing Politely

I'm not so sure about that.

I see your point, but...

That's one way of looking at it.

I partly agree, however...

7. Speaking Practice

Give detailed answers.

1. Should children under 16 be allowed to use Instagram or TikTok?

2. Who is more responsible for children's online safety: parents or governments?

3. Should schools teach students how to use social media responsibly?

4. Are screen time limits realistic?

5. Would banning social media actually solve the problem?

Encourage the student to support every opinion with examples.

8. Grammar Focus – Hedging

Sometimes English speakers soften their opinions to sound more objective.

Compare:

Social media causes anxiety.

Social media appears to be linked to anxiety.

Which sounds more scientific? Why?

Rewrite these statements using softer language.

1. Smartphones ruin childhood.

2. Teenagers waste too much time online.

3. Governments should ban social media.

4. Parents are always responsible.

5. Technology is making children less intelligent.

9. Debate

Motion

Children under 16 should not be allowed to use social media.

Round 1

The student argues in favor of the ban.

Round 2

The student argues against the ban.

Round 3

The teacher challenges both positions by asking follow-up questions.

Useful expressions:

On the one hand...

On the other hand...

That's a fair point, but...

I understand your argument; however...

The evidence isn't conclusive.

We should also consider...

10. Critical Thinking

Discuss.

1. Is banning something usually the best solution?

2. Could education be more effective than prohibition?

3. Should technology companies be legally responsible for protecting children?

4. Are adults also affected by excessive screen time?

5. Do you think social media will become safer in the future?

11. Vocabulary Review

Use each expression in your own sentence.

overwhelming consensus

behind the curve

nothing's off the table

wellbeing

campaigner

linked to

anxiety

public health issue

12. Wrap-Up

Complete the sentences.

The most interesting idea today was...

I changed my opinion about...

One new expression I'll definitely use is...

The strongest argument for a ban is...

The strongest argument against a ban is...

Homework

Write 220–250 words answering the question:

Should governments ban social media for children under the age of 16?

Include:

at least five new vocabulary words from today's lesson,

the expressions overwhelming consensus, behind the curve, and nothing's off the table,

arguments for and against the ban,

and your own conclusion with reasons.

# data[].attributes.attachment_link.title
BBC Learning English - Learning English from the News / Is social media ‘the new smoking’?

# data[].attributes.attachment_link.description
Why are senior UK doctors comparing the harms of social media with smoking?

# data[].attributes.body
I heard the word boosting. how can I use it?

# data[].attributes.body
Basic Trial Lesson Plan

Topic: Happiness 😊

Level: Beginner (A0–A1)

Goal: Talk about things that make us happy

1. Warm-up (5–8 minutes)

Purpose: Help the student relax and start speaking simple English.

Ask very simple questions:

Are you happy 😊 today with your life ?

i am happy today with life because I have a family that I love.

what makes you happy?

my friends, my professional life

do you live alone?

do you have children?

i have desires/ big expectations for having children.

do you think people nowadays feel more happy or less motivated to be happy?

it all depends of many factors like working hours, relationships, politics, cost of living and the price of using social media. besides that I guess every person looks forward to being happy.

2. Introduce the Topic (5 minutes)

“Today we talk about happiness and things that make us feel good.”

happy/ happiness

Ask:

i am happy or I feel happy or I get happy

Are you a positive person or a negative person?

I think that the world can be better and I am very optimistic with our positive attitude. bonding is essential for making a better world for us to live and that makes me a very positive person.

Explain simply:

Positive person

→ thinks about good things

Negative person

→ thinks about bad things

Ask:

Are you positive or negative?

3. Vocabulary Focus (10–12 minutes)

Teach only the most useful words first.

Write them clearly.

positive/ positiveness

happy/ happiness

a person who thinks good things will happen

Example:

“I am a positive person.”

negative/ negativity

a person who thinks bad things will happen

Example:

“He is very negative.”

i have a boss, and he is very negative I would say...

I would work in Africa

I would see you tomorrow

I would buy a new house.

grumpy

in a bad mood 😠

Example:

“I am grumpy in the morning, but If I drink coffee I get very happy.

Ask:

Are you grumpy in the morning?

cheer up/ energise/ boost

start feeling happy again 😊

Example:

“Music from the 80's cheers me up in the morning .”

coffee boosts me in the morning

Ask:

What cheers you up?

dancing forro cheers me up.

food cheers me up

who are you cheering up for?

take time out

stop and relax

Example:

“I take time out and go for a walk.”

4. Listening (Short Part) (8–10 minutes)

Tell the student:

“Two people are talking about happiness.”

Play or read a short part of the dialogue.

Example part:

“Being with my friends and family makes me happy.”

Ask simple questions:

What makes Neil happy?

neil is happy when he is with friends and family.

Friends or work?

Possible answers:

Friends / Family

Another question:

Is Neil positive or negative?

neil is very positive and Beth is also very positive.

5. Speaking Practice (10–15 minutes)

Ask guided questions:

1️⃣ What makes you happy?

Examples:

music

family

friends

food

movies

2️⃣ What do you do when you are sad?

Example answers:

listen to music

sleep

talk to a friend

watch TV

3️⃣ Are you sometimes grumpy?

4️⃣ What cheers you up?

Encourage simple sentences:

Music cheers me up.

My family makes me happy.

I go for a walk.

6. Personal Conversation (Trial Class Moment) (5–8 minutes)

This is important for a trial class.

Ask:

What do you do in your free time?

Do you like music?

Do you like being with friends?

React naturally and keep conversation relaxed.

7. Review (3 minutes)

Quickly review vocabulary:

Ask:

What is a positive person?

What is grumpy?

What does cheer up mean?

Optional Homework (very simple)

Ask the student to write 3 sentences:

1. Something that makes me happy

2. Something that cheers me up

3. Something I do when I am sad

Example:

“I listen to music when I am sad.”

research<

nowadays many pnnnnnn

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

# data[].attributes.attachment_link.description
Beth and Neil talk about what makes them happy

# data[].attributes.body
⚖️ Experimental Level Test Class: Child Marriage & Resistance

Time: 45–60 minutes
Level Target: B2–C1
Focus: Discussion, ethics, vocabulary, argumentation

🔹 1. Warm-up (5 min) — Ease into a sensitive topic

Start lighter:

“What do you think is the ideal age to get married?”

“Do you think culture influences marriage decisions?”

👉 Then transition:

“Should people always be free to choose when and who to marry?”

👉 Check:

Fluency

Comfort expressing opinions

🔹 2. Pre-Teaching Vocabulary (8–10 min)

Introduce and push deeper usage:

illiterate → unable to read or write

marry off → arrange someone’s marriage (often without full consent)

without a care in the world → completely relaxed

with abandon → freely, without control

impromptu → not planned

👉 Ask her to create sentences:

“Why might someone be illiterate in modern society?”

“Why do some families still marry off their children?”

“When was the last time you did something with abandon?”

👉 Check:

Flexibility with vocabulary

Natural usage vs memorized

🔹 3. First Reaction (5–7 min)

Tell her:

“In India, millions of girls are married before 18, even though it is illegal. Some girls are now resisting this tradition.”

Ask:

“What is your immediate reaction to this?”

“Why do you think this still happens?”

👉 Push:

“Is this only a cultural issue or also an economic one?”

🔹 4. Guided Discussion (10–12 min)

Ask deeper questions:

“Why might families choose to marry off their daughters early?”

“Do you think education can prevent this?”

“What role should the government play?”

👉 Encourage structure:

“One reason is…”

“This is mainly because…”

“However…”

👉 Check:

Ability to explain complex causes

Logical organization

🔹 5. Video / Story Discussion (Munna) (10–12 min)

Summarize:

“Munna avoided child marriage by playing football, which gave her independence and opportunities.”

Ask:

“Why do you think football helped her?”

“What does this say about freedom and opportunity?”

“Do you think this solution is realistic for most girls?”

👉 Push harder:

“Is this an individual solution or a systemic one?”

🔹 6. Debate (10–12 min) — Key Level Test

👉 Statement:

“Cultural traditions should never justify harmful practices.”

Take opposite sides.

Push with:

“Who decides what is ‘harmful’?”

“What if communities disagree?”

“Is it ethical to interfere in another culture?”

👉 Check:

Argument depth

Ability to challenge ideas

Use of advanced connectors

🔹 7. Hypothetical Thinking (5–8 min)

Ask:

“What would you do if you were in Munna’s situation?”

“If you had the power to change one thing in this system, what would it be?”

“How would society change if all girls had access to education?”

👉 Check:

Conditionals

Abstract thinking

🧠 Advanced Language to Encourage

“From an ethical standpoint…”

“This raises the question of…”

“It could be argued that…”

“On the other hand…”

“This might lead to…”

🔍 What This Reveals

B2 Student:

Can explain ideas clearly

Some hesitation with complex arguments

Limited nuance

C1 Student:

Strong, structured arguments

Can handle ethical complexity

Uses precise vocabulary naturally

🔥 Optional Final Challenge

👉 Ask:

“Is it ever acceptable to break the law for cultural reasons?”

This usually reveals true advanced level thinking.

# data[].attributes.attachment_link.title
BBC Learning English - Our World in English / Fighting child marriage through football

# data[].attributes.attachment_link.description
In Rajasthan, India, Munna is playing football to avoid getting married young. Adapted from Assignment from the BBC World Service.

# data[].attributes.body
Basic Trial Lesson Plan

Topic: Happiness 😊

Level: Beginner (A0–A1)

Goal: Talk about things that make us happy

1. Warm-up (5–8 minutes)

jashdashdashdhdkhdkadhkahdak

Purpose: Help the student relax and start speaking simple English.

Ask very simple questions:

What is your name?

i am Daniela Schade/ how do you spell?

Where are you from?

i am from Brazil, naturally from Itajai.

Are you happy today? 😊

so so/ more less/ not that happy but I am ok/

yes, I am very happy/ and I am very eager to start the classes.

what makes you happy?

well, I think something that makes me happy is seeing my dog early in the morning running around the house, it makes me happy to wake up and have my coffee and it makes me happy to work with people.

it makes me happy to talk with my daughter every day in the morning and going to sleep very early, so I wake up happy the next day.

Model answers if needed:

Teacher:

“I am happy when I listen to my daughter on the phone

i am happy when I water my plants

i am happy when I see my friends

i am happy when I get good news

i am happy when I get my salary

i am happy when the world is in peace.

Encourage short answers, not perfect sentences.

Example answers:

Music/artist/ singer/ musician/song

Family/ brothers and sisters/ relatives/parents

Food/alimentation/ delivery/ eat/ fasting/

Friends/ close friends/ friendly/ everlasting /friendship

she is 21/ my daughter is 21/ have/has / I am 42 years old.

Write some answers.

2. Introduce the Topic (5 minutes)

Tell the student:

“Today we talk about happiness and things that make us feel good.”

Ask:

Are you a positive person or a negative person?

I think I am a negative person because I always think things will go wrong/right.

I think I am a very positive person because as the song by bob Marley, he said everything will be all right.

well, I think I am very positive when I want but normally I am very positive with life circumstances.

Explain simply:

Positive person

→ thinks about good things

Negative person

→ thinks about bad things

Ask:

Are you positive or negative?

i am very negative but I would say that I will change....

3. Vocabulary Focus (10–12 minutes)

Teach only the most useful words first.

Write them clearly.

positive

a person who thinks good things will happen

Example:

“I am a positive person.”

my husband is very positive

my daughter is definitely positive

negative

a person who thinks bad things will happen

Example:

“He is very negative.”

i have a boss, and he is very negative I would say...

I would work in Africa

I would see you tomorrow

I would buy a new house.

grumpy

in a bad mood 😠

Example:

“I am grumpy in the morning.”

Ask:

Are you grumpy in the morning?

cheer up

start feeling happy again 😊

Example:

“Music cheers me up.”

Ask:

What cheers you up?

well, listening to my favourite songs cheers me up.

take time out

stop and relax

Example:

“I take time out and go for a walk.”

so, I take time out and I go to the beach.

4. Listening (Short Part) (8–10 minutes)

Tell the student:

“Two people are talking about happiness.”

Play or read a short part of the dialogue.

Example part:

“Being with my friends and family makes me happy.”

Ask simple questions:

What makes Neil happy?

neil is happy when he is with friends and family.

Friends or work?

Possible answers:

Friends / Family

Another question:

Is Neil positive or negative?

neil is very positive and Beth is also very positive.

5. Speaking Practice (10–15 minutes)

Ask guided questions:

1️⃣ What makes you happy?

Examples:

music

family

friends

food

movies

2️⃣ What do you do when you are sad?

Example answers:

listen to music

sleep

talk to a friend

watch TV

3️⃣ Are you sometimes grumpy?

4️⃣ What cheers you up?

Encourage simple sentences:

Music cheers me up.

My family makes me happy.

I go for a walk.

6. Personal Conversation (Trial Class Moment) (5–8 minutes)

This is important for a trial class.

Ask:

What do you do in your free time?

Do you like music?

Do you like being with friends?

React naturally and keep conversation relaxed.

7. Review (3 minutes)

Quickly review vocabulary:

Ask:

What is a positive person?

What is grumpy?

What does cheer up mean?

Optional Homework (very simple)

Ask the student to write 3 sentences:

1. Something that makes me happy

2. Something that cheers me up

3. Something I do when I am sad

Example:

“I listen to music when I am sad.”

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

# data[].attributes.attachment_link.description
Beth and Neil talk about what makes them happy

# data[].attributes.body
what does budget mean?

# data[].attributes.body
⚖️ Experimental Level Test Class: Child Marriage & Resistance

Time: 45–60 minutes
Level Target: B2–C1
Focus: Discussion, ethics, vocabulary, argumentation

🔹 1. Warm-up (5 min) — Ease into a sensitive topic

Start lighter:

“What do you think is the ideal age to get married?”

“Do you think culture influences marriage decisions?”

👉 Then transition:

“Should people always be free to choose when and who to marry?”

👉 Check:

Fluency

Comfort expressing opinions

🔹 2. Pre-Teaching Vocabulary (8–10 min)

Introduce and push deeper usage:

illiterate → unable to read or write

marry off → arrange someone’s marriage (often without full consent)

without a care in the world → completely relaxed

with abandon → freely, without control

impromptu → not planned

👉 Ask her to create sentences:

“Why might someone be illiterate in modern society?”

“Why do some families still marry off their children?”

“When was the last time you did something with abandon?”

👉 Check:

Flexibility with vocabulary

Natural usage vs memorized

🔹 3. First Reaction (5–7 min)

Tell her:

“In India, millions of girls are married before 18, even though it is illegal. Some girls are now resisting this tradition.”

Ask:

“What is your immediate reaction to this?”

“Why do you think this still happens?”

👉 Push:

“Is this only a cultural issue or also an economic one?”

🔹 4. Guided Discussion (10–12 min)

Ask deeper questions:

“Why might families choose to marry off their daughters early?”

“Do you think education can prevent this?”

“What role should the government play?”

👉 Encourage structure:

“One reason is…”

“This is mainly because…”

“However…”

👉 Check:

Ability to explain complex causes

Logical organization

🔹 5. Video / Story Discussion (Munna) (10–12 min)

Summarize:

“Munna avoided child marriage by playing football, which gave her independence and opportunities.”

Ask:

“Why do you think football helped her?”

“What does this say about freedom and opportunity?”

“Do you think this solution is realistic for most girls?”

👉 Push harder:

“Is this an individual solution or a systemic one?”

🔹 6. Debate (10–12 min) — Key Level Test

👉 Statement:

“Cultural traditions should never justify harmful practices.”

Take opposite sides.

Push with:

“Who decides what is ‘harmful’?”

“What if communities disagree?”

“Is it ethical to interfere in another culture?”

👉 Check:

Argument depth

Ability to challenge ideas

Use of advanced connectors

🔹 7. Hypothetical Thinking (5–8 min)

Ask:

“What would you do if you were in Munna’s situation?”

“If you had the power to change one thing in this system, what would it be?”

“How would society change if all girls had access to education?”

👉 Check:

Conditionals

Abstract thinking

🧠 Advanced Language to Encourage

“From an ethical standpoint…”

“This raises the question of…”

“It could be argued that…”

“On the other hand…”

“This might lead to…”

🔍 What This Reveals

B2 Student:

Can explain ideas clearly

Some hesitation with complex arguments

Limited nuance

C1 Student:

Strong, structured arguments

Can handle ethical complexity

Uses precise vocabulary naturally

🔥 Optional Final Challenge

👉 Ask:

“Is it ever acceptable to break the law for cultural reasons?”

This usually reveals true advanced level thinking.

# data[].attributes.attachment_link.title
BBC Learning English - Our World in English / Fighting child marriage through football

# data[].attributes.attachment_link.description
In Rajasthan, India, Munna is playing football to avoid getting married young. Adapted from Assignment from the BBC World Service.

# data[].attributes.body
# 🗓️ CHECKLIST DIÁRIO – CUT (70kg)

## 🎯 OBJETIVO DO DIA

☐ Manter proteína alta

☐ Controlar carbo

☐ Treinar com intensidade

☐ Beber 3L de água

---

# 🌅 TREINO DE MANHÃ

### ⏰ 08:00 – Café (Pré)

☐ 1 ovo inteiro

☐ 2 claras

☐ 60g frango

☐ Carbo (1 opção):

☐ 120g batata inglesa

☐ OU banana-da-terra

☐ OU 60g tapioca

---

### ⏰ 10:00 – Pós-treino

☐ 1 scoop whey (30g)

☐ 20g tarwi

☐ 15g aveia

☐ 100g morango

---

### ⏰ 12:30 – Almoço

☐ 120g frango/peixe/carne

☐ 1 carbo:

☐ 120g batata inglesa

☐ OU 100g arroz

☐ Legumes

☐ 1 colher chá azeite

---

### ⏰ 16:00 – Lanche

☐ 100g frango/atum

☐ 1 carbo:

☐ 100g batata inglesa

☐ OU 80g arroz

---

### ⏰ 19:00 – Jantar

☐ 100g frango/peixe

☐ Legumes

☐ (opcional) até 80g batata

---

### ⏰ 21:30 – Ceia

☐ 1 scoop whey (30g)

---

# 🌤️ TREINO À TARDE

### ⏰ 08:00 – Café

☐ 1 ovo + 2 claras

☐ 60g frango

☐ 1 carbo (batata inglesa ou banana-da-terra)

---

### ⏰ 12:00 – Almoço

☐ 120g frango

☐ 120g batata inglesa

---

### ⏰ 15:30 – Pré-treino

☐ 1 scoop whey

☐ 1 fruta

---

### ⏰ 17:30 – Pós-treino

☐ 120g frango

☐ 20g tarwi

☐ 100g batata inglesa

---

### ⏰ 20:00 – Jantar

☐ 100g frango

---

### ⏰ 21:30 – Ceia

☐ 1 scoop whey

---

# 🌙 TREINO À NOITE

### ⏰ 08:00 – Café

☐ 1 ovo + 2 claras

☐ 60g frango

☐ 1 carbo

---

### ⏰ 12:00 – Almoço

☐ 120g frango

☐ 120g batata inglesa

---

### ⏰ 16:00 – Lanche

☐ 100g frango

☐ 20g tarwi

☐ 100g batata inglesa

---

### ⏰ 19:00 – Pré-treino

☐ 1 scoop whey

☐ 1 fruta

---

### ⏰ 21:00 – Pós-treino

☐ 120g frango

☐ 100g batata inglesa

---

### ⏰ 22:30 – Ceia

☐ 1 scoop whey

---

# 🏃‍♂️ DIA CARDIO

### ⏰ 08:00

☐ Proteína (~30g)

☐ 80–100g batata inglesa

---

### ⏰ 12:00

☐ 130g frango

☐ 100g batata inglesa

---

### ⏰ 16:00

☐ 1 scoop whey

☐ 25g tarwi

☐ 10g castanhas

---

### ⏰ 19:00

☐ 120g frango

☐ legumes

---

### ⏰ 21:00

☐ 1 scoop whey

---

# ✅ CHECK FINAL DO DIA

☐ 3L de água

☐ Proteína em todas refeições

☐ Carbo controlado

☐ Treino feito

☐ Dieta seguida

---

🔥 FOCO: consistência > perfe

# data[].attributes.body
USES OF PRESENT SIMPLE

PRESENT meaning:

When something happens regularly. Habits and routines.

She plays football every Monday.

My cousins often stay at my house at the weekends.

I brush my teeth twice a day.

We usually leave the house at 8AM.

Useful vocabulary for habits and routines: never, rarely, sometimes, often, usually, always, every ____, once/twice, three times a day/month/year, at the weekend, in the morning/afternoon/evening.

For something that is true now.

I live in London.

Mum works as an engineer.

My grandparents are 80 years old.

I want a hamster.

For something that is always true, or a fact.

Fire is hot.

Humans need oxygen to live.

The Earth moves around the Sun.

Light travels faster than sound.

FUTURE meaning:

When something is scheduled.

My train leaves at 10am tomorrow.

The museum opens next week.

The concert starts at 8am this evening.

My friends from Bangladesh arrive in London in December.

Useful vocabulary for schedules: at ____ (time), next Monday, next week/month/year/season, this afternoon/evening, tonight, tomorrow, tomorrow morning.

In a first conditional.

If it snows, we’ll go to the mountains.

If I see him, I'll tell him you called.

They can watch TV if they finish their homework.

The plants will die if you don’t water the plants.

PAST meaning:

When telling a story (usually we use past tenses, but occasionally we use present tenses).

So, I'm at the park. There's a kid on the slide. He falls off and hits his head. I call an ambulance.

When you’re summarising books, films, series, plays etc.

In the first Harry Potter book, Harry goes to Hogwarts school and makes friends with Ron and Hermione. They learn how to do magic and fight with You-Know-Who.

STRUCTURE

For positive sentences, use the main verb but add an ‘s’ for he, she and it.

I walk

You walk

He walks

She walks

It walks

We walk

They walk

For negative sentences, put ‘don’t’ before the main verb for I, you, we and they, and ‘doesn’t’ before the main verb for he, she and it. ‘Don’t’ and ‘doesn’t’ are a contracted form of the auxiliary verb ‘do/does’ plus ‘not’.

I don’t walk

You don’t walk

He doesn’t walk

She doesn’t walk

It doesn’t walk

We don’t walk

They don’t walk

To ask yes/no questions, add ‘do’ or ‘does’ before the pronoun.

Do I walk?

Yes, I do

No, I don’t

Do you walk?

Yes, you do

No, you don’t

Does he walk?

Yes, he does

No, he doesn’t

Does she walk?

Yes, she does

No, she doesn’t

Does it walk?

Yes, it does

No, it doesn’t

Do we walk?

Yes, we do

No, we don’t

Do they walk?

Yes, they do

No, they don’t

To ask for more information, add the ‘who, what, where, why, how, when’ question words before ‘do’.

Why do I walk?

Who do you walk with?

Where does he walk?

When does she walk?

How do they walk?

When do we walk?

# data[].attributes.attachment_link.readable_text
USES OF PRESENT SIMPLE

PRESENT meaning:
When something happens regularly. Habits and routines.
Useful vocabulary for habits and routines: never, rarely, sometimes, often, usually, always, every ____, once/twice, three times a day/month/year, at the weekend, in the morning/afternoon/evening.
For something that is true now. For something that is always true, or a fact.
FUTURE meaning:

When something is scheduled.
Useful vocabulary for schedules: at ____ (time), next Monday, next week/month/year/season, this afternoon/evening, tonight, tomorrow, tomorrow morning.
In a first conditional.
PAST meaning:
When telling a story (usually we use past tenses, but occasionally we use present tenses).

So, I'm at the park. There's a kid on the slide. He falls off and hits his head. I call an ambulance.
When you're summarising books, films, series, plays etc.

In the first Harry Potter book, Harry goes to Hogwarts school and makes friends with Ron and Hermione. They learn how to do magic and fight with You-Know-Who.

STRUCTURE

For positive sentences, use the main verb but add an ' s' for he, she and it.

For negative sentences, put ' don't' before the main verb for I, you, we and they, and ' doesn't' before the main verb for he, she and it. ' Don't' and 'doesn't' are a contracted form of the auxiliary verb 'do/does' plus 'not'.

To ask yes/no questions, add 'do' or 'does' before the pronoun.

To ask for more information, add the 'who, what, where, why, how, when' question words before 'do'.

To do

Practise by using the worksheet on this page, and watch other videos.

NEXT

Try some of our other grammar programmes

# data[].attributes.attachment_link.title
BBC Learning English - Tenses with Georgie / Present simple

# data[].attributes.attachment_link.description
Learn the uses and structure of the present simple

# data[].attributes.body
Clase experimental de español (A0–A1)

Objetivo

La alumna podrá:

presentarse

decir información básica

responder preguntas simples

1. Bienvenida / Warm-up (5 minutos)

Habla despacio y con gestos.

Di:

Hola 👋

Me llamo ____.

Escribe:

Me llamo…

Pregunta:

¿Cómo te llamas?

Modelo de respuesta:

Me llamo Ana.

Luego:

¿De dónde eres?

Escribe:

Soy de…

Ejemplo:

Soy de Brasil.

Soy de Estados Unidos.

2. Vocabulario básico (5–8 minutos)

Tema: información personal

Escribe y pronuncia:

nombre

país

ciudad

idioma

trabajo / estudiante

Haz preguntas:

¿De qué país eres?

¿Qué idiomas hablas?

Modelo:

Hablo inglés.

Hablo portugués.

3. Mini conversación (10 minutos)

Practica preguntas básicas.

Preguntas:

1. ¿Dónde vives?

2. ¿Trabajas o estudias?

3. ¿Te gusta aprender español?

Ayúdala a formar frases simples:

Vivo en…

Trabajo en…

Estudio…

4. Tema simple para hablar (10 minutos)

Tema: gustos

Introduce:

Me gusta 👍

No me gusta 👎

Ejemplos:

Me gusta la música.

Me gusta el café.

No me gusta el frío.

Preguntas:

¿Te gusta el café?

¿Te gusta la música?

¿Te gusta viajar?

5. Actividad corta (5–7 minutos)

Juego rápido:

¿Te gusta o no te gusta?

Di palabras y la alumna responde.

Ejemplo:

Pizza 🍕

→ Me gusta / No me gusta

Netflix

Viajar

Café

Música

6. Cierre (3 minutos)

Haz un mini resumen.

Pregunta:

¿Cómo te llamas?

¿De dónde eres?

¿Te gusta aprender español?

Así verificas lo aprendido.

# data[].attributes.headline
Placement class intermediate to advanced.

# data[].attributes.subject
Placement class intermediate to advanced.

# data[].attributes.body
💸 Debate Activity: The Psychology of Spending

🎯 Objective

Develop critical thinking

Practice giving opinions

Use financial vocabulary

Use conditionals and opinion structures

1️⃣ Warm-Up Reflection (5–8 minutes)

Ask:

Have you ever regretted buying something?

well I felt like a regret when ....

Do you think you control your money, or does marketing control you?

Is spending emotional or rational?

Let her answer freely first.

2️⃣ Debate Statements (Main Activity)

Explain:
You will read a statement. She must say if she agree, disagree, or partially agree — and explain why.

Encourage full answers using:

I agree because…

I disagree because…

I partially agree since…

In my opinion…

From my experience…

🗣 Statement 1:

“Most people don’t have money problems. They have emotional problems.”

Follow-up:

Do people spend because they are sad, bored, or stressed?

Is shopping therapy real?

🗣 Statement 2:

“Sales and special offers are psychological manipulation.”

Follow-up:

Are companies tricking us?

Or are they just doing business?

🗣 Statement 3:

“Social media makes people spend more money.”

Follow-up:

Does Instagram influence spending?

Do influencers create unnecessary desires?

🗣 Statement 4:

“If something is on sale, it’s not saving money — it’s still spending money.”

Follow-up:

When is a deal really a good deal?

Have you ever bought something only because it was on offer?

🗣 Statement 5:

“Financial education should be taught in schools.”

Follow-up:

Would young people save more?

Did you learn about money at school?

3️⃣ Role Reversal Debate (Advanced Twist)

Now make it harder:

Even if she agrees with a statement, she must argue the opposite side.

Example:
If she agrees that social media increases spending → she must defend social media.

This pushes:

Vocabulary expansion

Critical thinking

Flexibility in speaking

4️⃣ Grammar Push (During Debate)

Encourage her to use:

🔹 Second Conditional

If people understood psychology, they would spend less.

If I didn’t see ads, I would save more.

🔹 Present Perfect

I have bought things I didn’t need.

I have learned to control my spending.

🔹 “Tend to”

People tend to spend more when they are stressed.

I tend to buy things when they are on sale.

5️⃣ Mini Critical Thinking Task (5 minutes)

Ask her to create:

👉 3 psychological tricks stores use
👉 3 strategies to avoid emotional spending

Example:
Trick: “Limited time only”
Strategy: Wait 24 hours before buying

6️⃣ Strong Closing Question

End with a reflective question:

“Do you control your money, or does your psychology control you?”

Let her speak freely and summarize her ideas.

💡 If She Is Very Strong (B1/B2)

You can finish with this challenge:

“Is capitalism dependent on emotional spending?”

# data[].attributes.attachment_link.title
The Psychology of Spending: Why We Buy What We Buy - Kiss Me

# data[].attributes.attachment_link.description
Breaking down the hidden motives behind our purchases reveals surprising insights into why we buy what we buy and how to take control.

# data[].attributes.headline
Placement class intermediate to advanced.

# data[].attributes.subject
Placement class intermediate to advanced.

# data[].attributes.body
💸 Debate Activity: The Psychology of Spending

🎯 Objective

Develop critical thinking

Practice giving opinions

Use financial vocabulary

Use conditionals and opinion structures

1️⃣ Warm-Up Reflection (5–8 minutes)

Ask:

Have you ever regretted buying something?

Do you think you control your money, or does marketing control you?

Is spending emotional or rational?

Let her answer freely first.

2️⃣ Debate Statements (Main Activity)

Explain:
You will read a statement. She must say if she agree, disagree, or partially agree — and explain why.

Encourage full answers using:

I agree because…

I disagree because…

I partially agree since…

In my opinion…

From my experience…

🗣 Statement 1:

“Most people don’t have money problems. They have emotional problems.”

Follow-up:

Do people spend because they are sad, bored, or stressed?

Is shopping therapy real?

🗣 Statement 2:

“Sales and special offers are psychological manipulation.”

Follow-up:

Are companies tricking us?

Or are they just doing business?

🗣 Statement 3:

“Social media makes people spend more money.”

Follow-up:

Does Instagram influence spending?

Do influencers create unnecessary desires?

🗣 Statement 4:

“If something is on sale, it’s not saving money — it’s still spending money.”

Follow-up:

When is a deal really a good deal?

Have you ever bought something only because it was on offer?

🗣 Statement 5:

“Financial education should be taught in schools.”

Follow-up:

Would young people save more?

Did you learn about money at school?

3️⃣ Role Reversal Debate (Advanced Twist)

Now make it harder:

Even if she agrees with a statement, she must argue the opposite side.

Example:
If she agrees that social media increases spending → she must defend social media.

This pushes:

Vocabulary expansion

Critical thinking

Flexibility in speaking

4️⃣ Grammar Push (During Debate)

Encourage her to use:

🔹 Second Conditional

If people understood psychology, they would spend less.

If I didn’t see ads, I would save more.

🔹 Present Perfect

I have bought things I didn’t need.

I have learned to control my spending.

🔹 “Tend to”

People tend to spend more when they are stressed.

I tend to buy things when they are on sale.

5️⃣ Mini Critical Thinking Task (5 minutes)

Ask her to create:

👉 3 psychological tricks stores use
👉 3 strategies to avoid emotional spending

Example:
Trick: “Limited time only”
Strategy: Wait 24 hours before buying

6️⃣ Strong Closing Question

End with a reflective question:

“Do you control your money, or does your psychology control you?”

Let her speak freely and summarize her ideas.

💡 If She Is Very Strong (B1/B2)

You can finish with this challenge:

“Is capitalism dependent on emotional spending?”

# data[].attributes.attachment_link.title
The Psychology of Spending: Why We Buy What We Buy - Kiss Me

# data[].attributes.attachment_link.description
Breaking down the hidden motives behind our purchases reveals surprising insights into why we buy what we buy and how to take control.

# data[].attributes.body
💰 Real Easy English – Saving Money

(Adapted from BBC Learning English – Real Easy English)

🎯 Level:

Basic to Lower-Intermediate

⏰ Duration:

60 minutes

🎓 Objective:

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

✅ Talk about saving money
✅ Use key vocabulary (budget, deal, offer, shop around)
✅ Use the structure I’m good at + verb -ing
✅ Speak about personal financial habits

1️⃣ Warm-up (10 minutes)

save money /save the date/ save/ waste

nowadays is very important to save money, with this you may have a better future. so, saving money is essential.

💬 Conversation Questions

Do you think you are good at saving money?

well, from my perspective I think I am good at saving money now, I can say nowadays I am good at controlling my impulses with my money.

I can control my impulses because my life is very fast/quickly and intense with responsibilities, so money is now essential.

What do you usually spend money on?

well let me tell you something, I spent on skin care, unexpected things like going out or maybe just for impulse but now I think I have more maturity to say NO to many things. when you say No you start to save money.

okay, well I usually spend money on my house, me and thais buy food for the month and I spend on my son and I need and I like the equipment for my job and that is kind of expensive.

Is life expensive in Itacare?

that is kind of life in Europe, but the lifestyle here is mindfulness.

If needed, give sentence starters:

I usually spend money on equipment

I try to save money by responsibility

In itacare, things were cheap but now are expensive

I think I am / am good at saving money because I buy the necessary for my home.

2️⃣ Vocabulary Focus (15 minutes)

💵 Budget

Definition: A plan for how much money you want to spend.

Examples:

I have a budget of 500 euros for my trip.

I try to stick to my budget.

We decided on a monthly budget.

🛍 Shop around

Definition: Look in different places to find the best price.

Examples:

I shop around before buying electronics.

It’s important to shop around before booking a hotel.

I always shop around for flights.

🏷 Offer / Deal / On offer

Offer / Deal: A special lower price.
On offer: Available at a cheaper price.

Examples:

This jacket is on offer.

That’s a great deal!

The supermarket has good offers this week.

3️⃣ Listening / Reading (15 minutes)

🔎 Pre-reading Question:

Are Beth and Phil good at saving money?

After Reading / Listening:

What is Phil saving for?

What does Beth do before buying something?

What does Phil check first when shopping online?

Do they waste money?

Encourage full answers:

Phil is saving for…

Beth shops around because…

They are careful with money because…

4️⃣ Grammar Focus (10–15 minutes)

⭐ Talking About Skills and Abilities

Structure:

Subject + be + good at + verb (-ing)

Examples:

I’m good at saving money.

I’m good at sticking to a budget.

I’m not good at controlling my spending.

🚨 Important Rule:

After “good at” → verb + ING

❌ I’m good at save money.
✅ I’m good at saving money.

✏ Guided Practice

Complete the sentences:

I’m good at __________.

I’m not very good at __________.

I’m careful with money because I’m good at __________.

I need to improve at __________.

I’m good at managing money when __________.

➕ Extra Grammar (Optional if time)

Tend to + base verb

Structure:
Subject + tend to + verb

Examples:

I tend to think before I buy.

I tend to spend more on food.

I tend to save money at the end of the month.

5️⃣ Speaking Practice – Roleplay (10–15 minutes)

✈ Situation 1:

You and a friend want to travel to Spain. You need to plan your budget.

Discuss:

How much money do we need?

How can we save money?

Should we shop around for flights?

What should we not spend money on?

💼 Situation 2:

You just started a new job.

Discuss:

Are you good at managing money?

What are you saving for?

Do you stick to a budget?

How do you avoid bad deals?

Encourage use of:

I’m good at…

I tend to…

I try to…

I usually…

I don’t usually…

6️⃣ Personalization (Very Important) 🌍

Because she lived in Portugal, connect to her experience:

Is Portugal expensive compared to Brazil?

Did you shop around for rent?

Were there good offers in supermarkets?

Did you have a budget during your internship?

Did living abroad change your spending habits?

Push for longer answers:

When I lived in Portugal, I…

I learned to…

I became better at…

7️⃣ Homework 📝

Writing task:

Are you good at saving money? Why or why not?

Minimum 8–10 sentences.

She must use:

I’m good at + ing (at least twice)

budget

offer or deal

shop around

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

# data[].attributes.body
💰 Real Easy English – Saving Money

(Adapted from BBC Learning English – Real Easy English)

🎯 Level:

Basic to Lower-Intermediate

⏰ Duration:

60 minutes

🎓 Objective:

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

✅ Talk about saving money
✅ Use key vocabulary (budget, deal, offer, shop around)
✅ Use the structure I’m good at + verb -ing
✅ Speak about personal financial habits

1️⃣ Warm-up (10 minutes)

💬 Conversation Questions

Do you think you are good at saving money?

What do you usually spend money on?

Is life expensive in Portugal?

Did you save money during your internship?

If needed, give sentence starters:

I usually spend money on…

I try to save money by…

In Portugal, things were…

I think I am / am not good at saving money because…

2️⃣ Vocabulary Focus (15 minutes)

💵 Budget

Definition: A plan for how much money you want to spend.

Examples:

I have a budget of 500 euros for my trip.

I try to stick to my budget.

We decided on a monthly budget.

🛍 Shop around

Definition: Look in different places to find the best price.

Examples:

I shop around before buying electronics.

It’s important to shop around before booking a hotel.

I always shop around for flights.

🏷 Offer / Deal / On offer

Offer / Deal: A special lower price.
On offer: Available at a cheaper price.

Examples:

This jacket is on offer.

That’s a great deal!

The supermarket has good offers this week.

3️⃣ Listening / Reading (15 minutes)

🔎 Pre-reading Question:

Are Beth and Phil good at saving money?

After Reading / Listening:

What is Phil saving for?

What does Beth do before buying something?

What does Phil check first when shopping online?

Do they waste money?

Encourage full answers:

Phil is saving for…

Beth shops around because…

They are careful with money because…

4️⃣ Grammar Focus (10–15 minutes)

⭐ Talking About Skills and Abilities

Structure:

Subject + be + good at + verb (-ing)

Examples:

I’m good at saving money.

I’m good at sticking to a budget.

I’m not good at controlling my spending.

🚨 Important Rule:

After “good at” → verb + ING

❌ I’m good at save money.
✅ I’m good at saving money.

✏ Guided Practice

Complete the sentences:

I’m good at __________.

I’m not very good at __________.

I’m careful with money because I’m good at __________.

I need to improve at __________.

I’m good at managing money when __________.

➕ Extra Grammar (Optional if time)

Tend to + base verb

Structure:
Subject + tend to + verb

Examples:

I tend to think before I buy.

I tend to spend more on food.

I tend to save money at the end of the month.

5️⃣ Speaking Practice – Roleplay (10–15 minutes)

✈ Situation 1:

You and a friend want to travel to Spain. You need to plan your budget.

Discuss:

How much money do we need?

How can we save money?

Should we shop around for flights?

What should we not spend money on?

💼 Situation 2:

You just started a new job.

Discuss:

Are you good at managing money?

What are you saving for?

Do you stick to a budget?

How do you avoid bad deals?

Encourage use of:

I’m good at…

I tend to…

I try to…

I usually…

I don’t usually…

6️⃣ Personalization (Very Important) 🌍

Because she lived in Portugal, connect to her experience:

Is Portugal expensive compared to Brazil?

Did you shop around for rent?

Were there good offers in supermarkets?

Did you have a budget during your internship?

Did living abroad change your spending habits?

Push for longer answers:

When I lived in Portugal, I…

I learned to…

I became better at…

7️⃣ Homework 📝

Writing task:

Are you good at saving money? Why or why not?

Minimum 8–10 sentences.

She must use:

I’m good at + ing (at least twice)

budget

offer or deal

shop around

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

# data[].attributes.body
I’ll give you:

1. ✅ A diagnostic warm-up

2. 🟢 A Basic (A1–A2) lesson plan

3. 🔵 An Intermediate (B1–B2) lesson plan

4. 🎯 Activities to mix both levels in the same class

5. 🗣 Speaking tasks to evaluate their level naturally

You can adapt in real time depending on how they respond.

🎉 FIRST CLASS – THEME: BIRTHDAYS

🎯 Main Goals

Get to know the students

Assess speaking level

Introduce birthday vocabulary

Encourage natural conversation

🟢 BASIC VERSION (A1–A2)

1️⃣ Warm-Up (10 minutes)

Write on the board:

When is your birthday?

my birthday is in July

my birthday is on July 2nd

my birthday is on February 15th

my grandmother's birthday is on July 1st

she married that day on her birthday

Do you like birthdays?

yes I like food, hamburguers, pasta, pizza and junk food

What do you do on your birthday?

I play with my friends video games, all video games in general.

Let them answer freely.

👉 Observe:

Do they answer in full sentences?

Do they struggle with past tense?

Do they need vocabulary support?

2️⃣ Vocabulary Introduction (15 minutes)

Teach with examples + gestures:

🎉 party/

I love parties I love to go to parties

🎂 cake/

there is no birthday without a cake

🕯 candle/

💨 blow out candles, everyone must blow candles on their birthdays.

🌟 make a wish/ before blow the candles you need to make a wish but do not tell anyone.

🎈 throw a party/ if my parents leave me alone at home I can throw a party.

in my birthday I always throw a party and I play soccer, and I have a cake and I blow out the candles and I make a wish.

Have them repeat and make simple sentences:

I have/ter a party.

I blow out candles.

I make/fazer a wish. *pedido

i have a cake

Then ask:
👉 “What do you do at a birthday party?”

3️⃣ Listening / Reading (Simplified Transcript)

Read part of the conversation slowly.

Stop and ask:

When is Beth’s birthday?

Beth[s birthday is in February.

phil[s birthday is in december

Does Phil have big parties?

no he doesn't have big parties

What is a milestone birthday?

its a party that you make 30 or 40 years old.

Keep comprehension simple.

4️⃣ Speaking Practice (Fun & Easy)

🎂 Activity: Plan Your Perfect Birthday

They answer:

Where is your party?

Who is there?

What food do you have?

What gift do you want?

If very basic:
Let them write first, then speak.

5️⃣ Game: True or False

Say sentences:

“Phil got married on his birthday.”

“Beth loves big parties.”

“You must tell your wish to everyone.”

They answer:
TRUE or FALSE

This helps you check comprehension easily.

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

# data[].attributes.attachment_link.description
Phil and Beth talk about that time of year you celebrate when you were born

# data[].attributes.body
I’ll give you:

1. ✅ A diagnostic warm-up

2. 🟢 A Basic (A1–A2) lesson plan

3. 🔵 An Intermediate (B1–B2) lesson plan

4. 🎯 Activities to mix both levels in the same class

5. 🗣 Speaking tasks to evaluate their level naturally

You can adapt in real time depending on how they respond.

🎉 FIRST CLASS – THEME: BIRTHDAYS

🎯 Main Goals

Get to know the students

Assess speaking level

Introduce birthday vocabulary

Encourage natural conversation

🟢 BASIC VERSION (A1–A2)

1️⃣ Warm-Up (10 minutes)

Write on the board:

When is your birthday?

Do you like birthdays?

What do you do on your birthday?

Let them answer freely.

👉 Observe:

Do they answer in full sentences?

Do they struggle with past tense?

Do they need vocabulary support?

2️⃣ Vocabulary Introduction (15 minutes)

Teach with examples + gestures:

🎉 party

🎂 cake

🕯 candle

💨 blow out candles

🌟 make a wish

🎈 throw a party

Have them repeat and make simple sentences:

I have a party.

I blow out candles.

I make a wish.

Then ask:
👉 “What do you do at a birthday party?”

3️⃣ Listening / Reading (Simplified Transcript)

Read part of the conversation slowly.

Stop and ask:

When is Beth’s birthday?

Does Phil have big parties?

What is a milestone birthday?

Keep comprehension simple.

4️⃣ Speaking Practice (Fun & Easy)

🎂 Activity: Plan Your Perfect Birthday

They answer:

Where is your party?

Who is there?

What food do you have?

What gift do you want?

If very basic:
Let them write first, then speak.

5️⃣ Game: True or False

Say sentences:

“Phil got married on his birthday.”

“Beth loves big parties.”

“You must tell your wish to everyone.”

They answer:
TRUE or FALSE

This helps you check comprehension easily.

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

# data[].attributes.attachment_link.description
Phil and Beth talk about that time of year you celebrate when you were born

# data[].attributes.body
💰 CLASS THEME: SAVING MONEY

🎯 Class Objective

Assess fluency and confidence

Test vocabulary around money

Check control of:

Present simple

saving money

verb to save

save money/ youcan save the date / save time/

save/waste/

I always save money for the future

I try not to waste my money.

Present perfect

Conditionals

Modal verbs (should, could, might)

🟢 LOWER INTERMEDIATE (A2–B1)

1️⃣ Warm-Up (10 minutes)

Start simple:

Are you good at saving money?

well, normally I save some money every month, but it is difficult nowadays to save money. Brazil is very expensive.

Do you prefer saving or spending?

let me tell you something, I need to spend money to survive so now in this moment I am spending more than saving.

What do you usually spend money on?

I usually spend money on groceries for the family and maybe for studies.

If he struggles → good indicator of A2.
If he answers comfortably with explanations → likely B1.

2️⃣ Key Vocabulary (Guided Practice)

Write on board:

budget/ orcamento

i am working very much to buy a new car, I have a budget to stick.

shop around/ comprar/

offer/ oferta

deal/ um acordo

stick to a budget/ se apegar a um orçamento

afford/ poder comprar.

Ask him to explain what he thinks they mean.

Then clarify:

A budget = a plan for how much money you will spend.

Shop around = look in different places to find a better price.

An offer/deal = special cheaper price.

👉 Practice:

“Do you have a budget every month?”

yes I normally plan my budget to spend every month.

“Do you shop around before buying something expensive?”

yes of course, it is necessary to shop around before we buy something expensive.

Encourage full sentences.

3️⃣ Controlled Speaking Task

Situation:

“You want to buy a new phone but you don’t want to spend too much.”

Ask:

What do you do first?

Do you check different websites?

Do you wait for an offer?

Do you pay in cash or instalments?

If he can:

Use sequence words (first, then, after that)

Explain reasons (because, so)
→ He’s B1.

4️⃣ Listening/Reading Comprehension

Ask:

Why is Phil saving money?

What does Beth do before buying something expensive?

Why can offers be dangerous?

Check if he:

Paraphrases

Uses his own words

Uses past tense correctly

5️⃣ Personalisation Task

Ask:

Are you saving for something now?

What was the last expensive thing you bought?

Have you ever bought something you didn’t really need?

Look for:
Present perfect accuracy
("I have bought…" vs "I bought…")

🔵 HIGHER INTERMEDIATE (B1+–B2)

If he answers smoothly, move into deeper territory 👇

1️⃣ Opinion-Based Discussion

Is saving money a personality trait or a habit?

Do you think schools should teach financial education?

Are people today better or worse at managing money?

Now you’re testing:

Argument structure

Abstract thinking

Connector use (however, although, on the other hand)

2️⃣ Vocabulary Expansion

Add:

financial discipline

impulsive buying

long-term goals

short-term satisfaction

consumer culture

marketing strategy

resist temptation

Ask him to create sentences:

“Impulsive buying happens when…”
“Consumer culture encourages…”

If he handles this well → likely B2.

3️⃣ Critical Thinking Task

Statement:

👉 “Offers don’t actually save you money.”

Ask him to agree or disagree.

Push him:

Why do companies create offers?

Are deals psychological strategies?

Have you ever fallen for marketing?

Now you're testing:

Complex sentence structure

Conditionals

Hypothetical thinking

Example prompts:

“If there were no discounts, people would…”

“If I had more financial discipline, I would…”

4️⃣ Scenario Challenge

“You earn $3,000 per month. Your rent is $1,200. You want to travel next year.”

Ask:

How would you organise your budget?

How much would you save monthly?

What would you cut from your expenses?

If he calculates and explains strategy clearly → strong B2 indicator.

5️⃣ Advanced Extension (If He’s Very Good)

Ask:

Do you think capitalism makes it harder to save?

Is debt always negative?

Should governments regulate advertising more strictly?

If he can debate calmly and logically → definitely upper-intermediate.

🎯 WHAT TO OBSERVE (Important for You)

Grammar

Present perfect vs past simple

Conditionals

Modal verbs

Sentence complexity

Fluency

Does he hesitate a lot?

Does he self-correct?

Does he reformulate ideas?

Vocabulary

Does he repeat basic words (money, buy, cheap)?

Or does he use terms like investment, expense, priority?

Confidence

Does he expand answers?

Or wait for questions?

🧠 Natural Closing Question (All Levels)

“If you suddenly won $50,000, what would you do?”

This reveals:

Creativity

Tense control

Spontaneity

Personality

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

# data[].attributes.body
🔵 INTERMEDIATE VERSION (B1–B2)

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

1️⃣ Discussion Warm-Up (10–15 min)

Ask deeper questions:

Are birthdays more important for children or adults?

Do milestone birthdays create pressure?

Is getting older positive or negative?

Encourage opinions + reasons.

2️⃣ Vocabulary Expansion

Teach more naturally:

milestone birthday

celebration

tradition

anniversary

chaos

terrifying

Ask them to create sentences with:

“I think milestone birthdays are ___ because…”

3️⃣ Listening Analysis

After reading the transcript, ask:

Why doesn’t Phil like big parties?

Why do milestone birthdays feel scary for some people?

Why is getting older a good thing?

Encourage longer answers.

4️⃣ Debate Activity (Teens Love This)

Statement:

👉 “Getting older is scary.”

One student agrees.
One disagrees.

They must explain WHY.

You observe:

Vocabulary range

Grammar accuracy

Fluency

Confidence

5️⃣ Creative Speaking Task

🎬 Scenario:

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

Ask them to include:

Location

Guests

Music

Emotions

Traditions

Push them to use:

future tense

past experiences

conditionals (if possible)

🟣 Mixed-Level Strategy (If One Is Stronger)

If levels are different:

Ask easier questions to the weaker student.

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

Pair them for short dialogues.

Let the stronger one model answers.

🎯 Diagnostic Checklist (Very Important for First Class)

During the class, observe:

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

Take notes!

✨ Nice Closing Activity (All Levels)

Ask:

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

Remind them:
👉 Don’t tell anyone… or it won’t come true 😄

Fun and memorable ending.

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

# data[].attributes.attachment_link.description
Phil and Beth talk about that time of year you celebrate when you were born

# data[].attributes.body
🕒 English Class: Present Simple

🎯 Objective

By the end of the lesson, the student will:

Understand the main uses of Present Simple.

Use Present Simple to talk about her daily routine.

Write a short paragraph about her daily life.

1️⃣ Warm-up (5 min)

👩‍🏫 Teacher:

Ask: “What do you do every day? What time do you wake up?”

Get some natural answers (e.g., wake up, eat breakfast, go to work/school).

Write them on the board in base form → then introduce Present Simple.

2️⃣ Explanation: Uses of Present Simple (10 min)

A) Habits and routines (regular actions)

She plays football every Monday.

I brush my teeth twice a day.

We usually leave the house at 8am.

👉 Useful vocabulary: never, rarely, sometimes, often, usually, always, every day, once/twice a week, in the morning, at the weekend.

B) True now

I live in London.

Mum works as an engineer.

I want a hamster.

C) Always true / Facts

Fire is hot.

The Earth moves around the Sun.

Humans need oxygen.

D) Scheduled future

My train leaves at 10am tomorrow.

The concert starts at 8pm this evening.

My friends arrive in December.

E) Special cases

In stories: “So I’m at the park, there’s a kid on the slide…”

In summaries: “In the book, Harry goes to Hogwarts.”

3️⃣ Guided Practice (15 min)

🗣️ Speaking – Routines

Ask the student to make sentences with frequency words:

“I always…”

“I sometimes…”

“I never…”

Example:

I always eat breakfast at 7am.

I sometimes go shopping on Saturday.

✍️ Writing – Daily Routine (controlled)

Fill in the blanks:

1. I usually ______ (wake) up at 7am.

2. I ______ (brush) my teeth twice a day.

3. On Sundays, I ______ (visit) my grandparents.

4. I ______ (watch) TV in the evening.

4️⃣ Communicative Practice (10 min)

🗣️ Dialogue Activity

Role-play:

Teacher: “What do you do in the morning?”

Student: “I wake up at 7. I brush my teeth. I have coffee.”

Teacher asks about afternoon, evening, weekends.

✍️ Writing Task

Write a short paragraph (5–6 sentences):
“My Daily Routine”

Example: “I usually wake up at 7am. I brush my teeth and have breakfast. I go to work at 9. I often have lunch at 1pm. In the evening, I watch TV. I always go to bed at 11pm.”

5️⃣ Wrap-Up & Homework (5 min)

Review the 4 main uses of Present Simple.

Homework: Write 10 sentences about your daily life using frequency words and time expressions.

# data[].attributes.attachment_link.readable_text
USES OF PRESENT SIMPLE

PRESENT meaning:
When something happens regularly. Habits and routines.
Useful vocabulary for habits and routines: never, rarely, sometimes, often, usually, always, every ____, once/twice, three times a day/month/year, at the weekend, in the morning/afternoon/evening.
For something that is true now. For something that is always true, or a fact.
FUTURE meaning:

When something is scheduled.
Useful vocabulary for schedules: at ____ (time), next Monday, next week/month/year/season, this afternoon/evening, tonight, tomorrow, tomorrow morning.
In a first conditional.
PAST meaning:
When telling a story (usually we use past tenses, but occasionally we use present tenses).

So, I'm at the park. There's a kid on the slide. He falls off and hits his head. I call an ambulance.
When you're summarising books, films, series, plays etc.

In the first Harry Potter book, Harry goes to Hogwarts school and makes friends with Ron and Hermione. They learn how to do magic and fight with You-Know-Who.

STRUCTURE

For positive sentences, use the main verb but add an ' s' for he, she and it.

For negative sentences, put ' don't' before the main verb for I, you, we and they, and ' doesn't' before the main verb for he, she and it. ' Don't' and 'doesn't' are a contracted form of the auxiliary verb 'do/does' plus 'not'.

To ask yes/no questions, add 'do' or 'does' before the pronoun.

To ask for more information, add the 'who, what, where, why, how, when' question words before 'do'.

To do

Practise by using the worksheet on this page, and watch other videos.

NEXT

Try some of our other grammar programmes

# data[].attributes.attachment_link.title
BBC Learning English - Tenses with Georgie / Present simple

# data[].attributes.attachment_link.description
Learn the uses and structure of the present simple

# data[].attributes.body
🧩 BASIC ENGLISH LESSON

Topic: Spending Time with Friends

Level: Basic

Skills: Listening, Speaking, Vocabulary, Sentence Building

Time: 45–60 minutes

🎯 Objectives

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

Use basic words to describe social activities

Talk about how they feel at parties or with new people

Build short sentences using new vocabulary

1️⃣ Warm-Up (5–10 minutes)

Ask simple yes/no and short-answer questions to get started:

Do you like spending time with friends? spend / gastar/pasar tempo/ spend money

well, I really like spending time with friends I think when I am with my friends I feel loved, cared and with high spirit.

I like to dance with my friends and I like to talk with my friends and I like to travel with my friends.

Do you like parties?

of course speacially when I am with my friends and we can dance together and have fun.

I love parties with my friends and I like to meet new people.

Do you like talking to new people?

certainly I like to talk to new people and I like to learn about new experiences.

Do you like being alone? be /ser

it depends sometimes I like to be alone, maybe on Sundays I like to think about the next day and I like to concentrate in my activities.

it depends sometimes, it depends on my spirit in that moment so, I like to spend time alone.

2️⃣ Vocabulary (15 minutes)

Teach these 5 words using simple explanations and questions:

1. Socialise/social/ society/socialised/socialising/socializing

= Spend time with people for fun

👉 Do you like to socialise?

2. Small talk/

= Talk about simple things like the weather

👉 Do you like small talk?

3. Awkward

= Feeling uncomfortable

👉 Do you feel awkward at parties?

4. Embarrassed/ adj

= Feeling shy or ashamed

👉 When do you feel embarrassed?

5. Have something in common

= Like the same things

👉 Do you have something in common with your friends?

3️⃣ Listening Practice (5–10 minutes)

Play (or read aloud) a short part of the podcast, like this section:

Georgie: I also like spending time with my friends. I’ve had a lot of social plans lately.

Neil: Wow, so you like socialising, but do you like big parties or smaller events?

Georgie: I like big parties, but I’m a little shy, so small events are better.

Ask:

What does Georgie like?

Is she shy or very social?

Does she like big parties or small groups?

4️⃣ Speaking Practice (10–15 minutes)

Use this conversation guide. Ask the student to answer your questions, then reverse roles.

You ask:

Do you like socialising?

Do you like small talk?

Do you feel awkward at big parties?

What do you have in common with your friends?

5️⃣ Build a Mini Dialogue (10 minutes)

Help your student create a short, 3–4 line conversation. Give this model first:

A: Do you like going to parties?

B: Not really. I feel awkward.

A: Why?

B: I don’t like small talk. I feel embarrassed.

Then ask the student to create their own version. Help them write or speak it using the words from the lesson.

🏠 Optional Homework

Ask the student to draw or write about:

“What do you like to do with your friends?”

They can write 3–5 sentences using words like socialise, small talk, or in common, or even make a voice message if that’s easier.

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

# data[].attributes.attachment_link.description
Learn to talk about spending time with friends

# data[].attributes.body
Phrasal verbs mentioned

take (something) on
accept responsibility for a task or project, often in addition to one's usual duties.

She decided to take on a new project at work, even though she was already busy.

He’s always willing to take on extra tasks to help the team.

come up with (something)
think of or create an idea, solution, or plan.

She came up with a brilliant marketing strategy that boosted sales.

We need to come up with a new approach to meet the deadline.

put (something) in
contribute something to achieve a goal

He’s been putting in a lot of effort to improve his performance at work.

They put in long days and weekends to complete the project before the deadline.

knuckle down
start working very hard, especially after a period of not doing much.

Let’s get rid of all the distractions and knuckle down so I can get this project done.

The team needs to knuckle down and focus if they want to finish the project on time.

get ahead
make progress and move past others, or complete your tasks earlier than expected

She worked hard to get ahead in her career and eventually became a manager.

In order to get ahead in this company, you need to be proactive and take initiative.

look into (something)
investigate, or get information before you take action

The HR department is looking into the complaints made by the employees.

We need to look into new software options to improve our workflow.

get back to (someone)
speak to someone again later to give them a reply after you've looked into something

I’ll get back to you with more information after I discuss it with the team.

Can you get back to the client about their inquiry as soon as possible?

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.

# data[].attributes.attachment_link.title
BBC Learning English - Phrasal verbs with Georgie / Phrasal verbs for work

# data[].attributes.attachment_link.description
It’s time to put in some effort to learn these phrasal verbs

# data[].attributes.body
📰 Short Article + Reflection Task

Should Social Media Be Banned for Teenagers?

🧠 Read & Think

In recent years, several countries have discussed or introduced restrictions on social media use for teenagers. Supporters of these measures argue that social media can negatively affect mental health, self-esteem, and concentration, particularly among young people who are still developing emotionally. According to some studies, excessive use of social platforms may increase anxiety, reduce attention span, and encourage unhealthy comparisons.

However, others believe that banning social media is neither realistic nor effective. They argue that social media plays an important role in social connection, self-expression, and digital literacy. For many teenagers, online platforms are a space to build identity, find communities, and express opinions that they may not feel comfortable sharing offline. Critics of bans also suggest that education and guidance may be more effective than strict prohibition.

Rather than banning social media entirely, some experts propose regulated use, such as age-appropriate limits, parental involvement, and digital education. This approach aims to protect teenagers while also preparing them to navigate the digital world responsibly. The debate continues, as societies try to balance protection, freedom, and real-world practicality.

🧩 Language Activation (before writing)

👉 Do not write full answers yet. Just think or take notes.

1️⃣ Find one argument FOR restricting or banning social media.
2️⃣ Find one argument AGAINST banning it.
3️⃣ Underline or note hedging expressions in the text (e.g. some studies suggest, may, others believe).

💬 Reflection Question (main task)

GRAMMAR REVIEW CLICK HERE https://www.bbc.co.uk/learningenglish/english/features/conditionals_with_georgie/ep-240809

Answer briefly (5–8 lines):

If you were a teenager today, how do you think social media would affect you differently than it does now?

You may think about:

📱 mental health

🧠 identity and self-image

🤝 friendships and social pressure

📚 learning and concentration

🌫 Language support (use naturally)

You may use expressions like:

It could be argued that…

Some people believe…

This may have an impact on…

In my view…

🌟 Why this task matters

This is not about being right.

It’s about:

🧠 questioning information

🔄 seeing complexity

💬 expressing opinions responsibly

🤍 Important

“We’ll use your ideas — not to judge them — but to explore and refine your language next class.”

# data[].attributes.body
🧠✨ 50-Minute Reconnection Class

Level: Upper-Intermediate / Advanced
Theme: Life Challenges & Critical Thinking
Main goal: Reconnect 🤝 · Reactivate advanced language 💬 · Think deeply 🧠

1️⃣ Warm reconnection & emotional grounding (7 min) 🤝💬

Purpose: Lower pressure, rebuild trust, talking naturally.

Opening line :

“You’ve studied at a very high level before. Today isn’t about testing you — it’s about thinking together.”

Choose 2–3 questions:

🌱 What has been one unexpected challenge in your life recently?

⏳ When life gets busy, what do people usually give up first?

💪 Do challenges make people stronger, or just more realistic?

2️⃣ Framing the topic + prediction (5 min) 🎯🔮

Set the scene:

“We’re going to watch a woman who balances sport, work, study, and relationships. But the real topic is how she thinks under pressure.”

Prediction questions (spoken):

🥊 What challenges do you think she faces?

🔁 What skills from sport could help her in life or study?

Encourage soft language:

She might be / I imagine she must / She probably

3️⃣ First viewing – big picture only (8 min) 👀🎥

▶️ Watch without subtitles

After watching:

🧩 Describe Ruth using three adjectives

🎯 What seems to be her main challenge?

⭐ What impressed you the most?

🧠 Follow-up:

“What makes you say that?”

4️⃣ Second viewing – thinking & language (10 min) 🧠📌

Before watching again, write on the board:

Listen for 👂:
1️⃣ Challenging what you read
2️⃣ Looking at both sides
3️⃣ Hedging language

▶️ Watch again with subtitles ON

After watching, ask her to find:

🔍 One example of questioning information

🔄 One contrast word (however, but, on the other hand)

🌫 One hedging expression (suggests, might, could)

5️⃣ Language activation (10 min) ⚙️💬

A️⃣ Hedging upgrade (5 min) 🌫⬆️

Give a strong statement:

❗ “People should trust experts and never question information.”

Ask her to soften it:

🟡 It could be argued that…

🟡 Some people suggest that…

🟡 Experts may be right; however…

👉 Focus on meaning, not perfection.

B️⃣ Seeing both sides (5 min) 🔄⚖️

Prompt:

“Can too much critical thinking be a problem?”

Encourage:

On the one hand… / On the other hand…

However / Nevertheless

6️⃣ Personal connection & reflection (8 min) 💭❤️

This is the bonding moment.

Choose 2 questions:

🔄 Has your way of thinking changed over the years?

📱 Do you challenge information more now — or less?

🧭 Where would critical thinking help you most right now?

Let the conversation flow. This is where trust comes back.

7️⃣ Gentle wrap-up (2 min) 🌟🧘‍♀️

End with reassurance and confidence.

Closing line:

“Critical thinking isn’t about being right — it’s about being aware. And that’s something you clearly already have.”

Optional teaser:

“Next time, we can apply this to a more controversial topic — media, work culture, or success.”

# data[].attributes.attachment_link.title
BBC Learning English - Course: Go The Distance / Unit 7 / Session 1 / Activity 1

# data[].attributes.attachment_link.description
RuthI started kickboxing when I was nine years old. I’ve won some British titles, some European titles, I won a world title in Greece. I went through a stage of competing almost every single weekend somewhere different around the country, which has been such an amazing experience.

# data[].attributes.body
1. Lead-in (Opinion ac

tivation – 5 minutes)

Warm-up questions

When people want to lose weight, what options do they usually consider?

people consider most of the time a short term ob...

Why do you think weight-loss drugs have become so popular in recent years?

Do you see obesity more as a personal responsibility or a public health issue? Why?

👉 Teacher note: Encourage hedging language (“I tend to think…”, “It could be argued that…”).

2. Guided Reading & Clarification (5–7 minutes)

Give the student the adapted text below (you can show or read it aloud):

People typically start to lose weight within a few weeks of using weight-loss injections.

A major trial suggested that Mounjaro was more effective than Wegovy, with a 20% weight reduction after 72 weeks, compared to 14% for Wegovy.

However, research published in the British Medical Journal indicates that when people stop taking these drugs, most regain the weight quickly, as normal food cravings return.

The study found that people regained weight four times faster than those who stopped traditional diet and exercise programmes.

As a result, the NHS has been urged to offer ongoing support, check-ups, and lifestyle guidance to prevent rebound weight gain.

Quick check

What is the main benefit of these drugs?

What is the main problem after people stop using them?

3. Critical Thinking Discussion (Core Part – 15–20 minutes)

A. Evaluating Evidence

Ask the student to respond using reasoned arguments:

1. The trial was funded by the drug manufacturer.

How might this affect the results or how they are presented?

Should this automatically make us distrust the study?

3. The BMJ research shows rapid weight regain.

Does this mean the drugs don’t work?

Or does it suggest they work only under certain conditions?

B. Ethical & Social Questions

Push deeper thinking:

Should public healthcare systems like the NHS pay for weight-loss injections?

Is it fair to restrict these drugs only to people with obesity-related health risks?

Could these drugs increase social pressure to be thin?

👉 Encourage contrast structures:

“On the one hand…, on the other hand…”

“While it’s true that…, it’s also important to consider…”

C. Long-Term Impact

Do these drugs treat the cause of obesity or just the symptoms?

What happens if people rely on medication instead of changing habits?

Could long-term use create dependency—psychological or physical?

4. Vocabulary Expansion (Active Use)

Key Vocabulary (with nuance)

Ask the student to use each word in a sentence related to the topic:

rebound (weight gain) – weight that returns after being lost

cravings – strong, often emotional desire for food

lifestyle intervention – long-term changes in habits and behavior

short-term solution / long-term sustainability

medicalisation (of weight loss) – turning a social issue into a medical one

cost-effective – worth the money spent

health risk vs. aesthetic goal

Challenge

Which of these words has a negative connotation? Which sounds more neutral or scientific?

5. Discussion Task (Higher-Level Speaking)

Scenario

You are advising a public health committee.

Choose one position and defend it:

A) Weight-loss injections should be widely available with medical supervision

B) They should only be a last resort after lifestyle changes fail

The student must:

Give two arguments

Acknowledge one counterargument

Conclude with a balanced opinion

6. Reflection Question (Wrap-up)

End with a reflective question:

If people regain weight quickly after stopping the drugs, what does that tell us about how humans relate to food, habits, and control?

Optional Extension (Homework or next class)

Watch or read a short news piece on obesity drugs and summarise the tone: optimistic, cautious, or critical.

Prepare 3 discussion questions for the next class

# data[].attributes.attachment_link.title
Weight-loss injections: How do drugs like Wegovy and Mounjaro work?

# data[].attributes.attachment_link.description
Wegovy and Mounjaro are available to certain patients on the NHS, and can also be bought privately.

# data[].attributes.body
🌐 ADVANCED CLASS: Social Media Influencers in Politics

(Discussion + Argumentation + Vocabulary Integration)

1️⃣ Warm-Up: Opinion Starters

Ask students:

Should social media influencers get involved in politics? Why/why not?

I think depends on the influencers, some should and other can't.

Do influencers have too much power in shaping public opinion?

yes they do, like virginia she has a power on the press and people who follow her can be influenced by her.

Do you trust political messages delivered by influencers?

Encourage nuanced responses, not yes/no.

2️⃣ Vocabulary Activation (Advanced Use)

Use the vocabulary in political or social debates, not basic examples.

Vocabulary:

turned off

super (+ adjective)

shape the narrative

branch out (into)

pushback

dig up (information/dirt)

Task:

Give students these prompts and ask them to incorporate 2–3 target expressions in each response:

1. Many young voters feel ____ by traditional political campaigns.

2. Influencers can ______ when they promote political candidates.

3. When celebrities ______ politics, audiences react in different ways.

4. There was massive ______ when a YouTuber announced his candidacy.

5. Journalists sometimes ______ scandals during election season.

Students justify their choices.

3️⃣ Critical Listening / Reading Reflection

After revisiting the text, pose reflective questions:

Why do you think politicians are attracted to influencers as political allies?

Is shaping the narrative inherently manipulative, or is it part of modern communication?

Is branching out into politics a natural progression for influencers or a dangerous trend?

Push students to explore multiple sides, not only personal opinion.

4️⃣ Discussion Round: The Nigerian Case

Use this part of the transcript to spark debate:

Influencers in Nigeria became “super important” in shaping the narrative among young voters.
When they promoted political parties, there was “a huge pushback,” and people started to dig up information about them.

Debate Questions

1. Is this pushback justified? Do influencers deserve more scrutiny than traditional politicians?

2. Is digging up personal information ethical if someone enters politics—even accidentally?

3. Should influencers be held to political-ethics standards if they shape public opinion?

Encourage students to support arguments with:

examples

comparisons with other countries

short personal experiences

hypothetical scenarios

5️⃣ ARGUMENTATION SKILLS MODULE

Teach students how to structure complex arguments using this topic.

A. How to Build an Argument (Advanced)

1. Claim – Your main point

2. Reason – Why you believe this

3. Evidence – Examples, data, comparisons, real cases

4. Counterargument – Opposing view

5. Rebuttal – Why the counterargument is insufficient

Example (Model)

Claim: Influencers should avoid political endorsements.
Reason: They lack political expertise and may spread misinformation.
Evidence: Several countries (example: X) show influencers sharing incorrect data.
Counterargument: But influencers help engage young voters who don’t read traditional news.
Rebuttal: Engagement without accuracy creates poorly informed voters, which is worse.

Students then build their own arguments using this structure.

6️⃣ Structured Debate (Two-Sided)

Divide the class or your student into Pro vs. Con and assign:

Motion:

“Social media influencers entering politics is beneficial for democracy.”

Provide time for students to prepare arguments and counterarguments using:

target vocabulary

discourse markers (Firstly, however, in contrast, ultimately…)

evidence from the text

7️⃣ Ethical Dilemma Simulation (Role-Play)

Scenario:
A very popular influencer (20 million followers) is considering endorsing a candidate in an upcoming election. A large political party offers them money to post support. Journalists threaten to dig up past controversial posts.

Assign roles:

Influencer

Political strategist

Journalist

Young voter

Ethics investigator

Each role must explain:

motivations

possible risks

expected pushback

how they would shape the narrative

This encourages high-level reasoning and spontaneous argumentation.

8️⃣ Advanced Writing Task (Homework or In-class)

Write an opinion article (250–300 words):

Topic:
Should influencers be allowed to participate in political campaigns, or should there be restrictions?

Requirements:

include 4 target vocabulary items

use at least one counterargument

conclude with a balanced judgment

9️⃣ Final Quick Quiz (Vocabulary-in-Context)

1. Many young people feel ______ by political debates on TV.

2. Influencers can ______ the public narrative during election season.

3. When a fashion influencer ______ politics, the reaction was intense.

4. The public showed strong ______ when influencers endorsed a controversial candidate.

5. Reporters tried to ______ old tweets to damage her credibility.

# data[].attributes.attachment_link.title
BBC Learning English - 6 Minute English / How are influencers affecting politics?

# data[].attributes.body
Topic: Hobbies and Creativity

Level: Basic / Beginner

Objective: Students will be able to talk about hobbies, use simple sentences with new vocabulary, and practice asking/answering questions.

1. Warm-up (5 minutes)

Teacher asks:

What do you like to do in your free time?

I LIKE TO SWIM, I LIKE TO SPEND TIME WITH FRIENDS, AND FAMILY AND I LOVE TO WORK OUT.

Do you have a hobby?

MY HOBBY IS RUNNING AT THE BEACH.

HSHSHHSHHSSHAHSA

watch tv - read a book - color in - clean - exercise - work out - go to the beach.

2. Vocabulary Presentation (10 minutes)

Introduce new words with pictures or realia if possible:

1. creative / ADJ.–cri ei tif describes someone who likes art and making things, or has lots of ideas
→ Example: i am very creative.

2. IN MY FAMILY THERE ARE MANY CREATIVE PEOPLE,

3. IN MY FAMILY THERE ARE MANY INTELLIGENT PEOPLE, BEAUTIFUL PEOPLE AND I AM VERY CREATIVE, TOO.

create - i love to create

creativity= my brother has much creativity

creative = i am aN ENGLISH TEACHER and i am not creative.

4. I AM A LAWYER AND I AM CREATIVE WITH THE CASES I HOLD.

5. BUSINESSMAN/ BOSS/

create = verb

Caua likes to create games with his friends

creativity = noun

6. sewing – making things from fabric, for example clothes or blankets
→ Example: My grandmother loves sewing. She makes dresses.

7. i don´t like to sew.

8. ceramics (or pottery) – making things like mugs and plates from clay. coffee cup
→ Example: In class, we learned ceramics. I made a cup with clay.

9. take up – start doing something new, for example a hobby
→ Example: I want to take up guitar this year.

my brother took up his new hobby to be a dj.

3. Controlled Practice (10 minutes)

Match words to pictures/definitions.

Fill in blanks:

1. Anna is very _creative _______. She writes stories and paints.

2. My uncle does _sewing_________. He made me a blanket.

3. In school we learned __ceramics________ and I made a bowl.

4. I want to __take up________ swimming this summer.

4. Speaking Practice (10 minutes)

Pair work (or with teacher if 1:1):

Ask and answer:

Are you creative? Why / why not?

Do you like sewing? Why / why not?

Would you like to try ceramics?

What hobby would you like to take up in the future?

5. Wrap-up (5 minutes)

Quick review game: Teacher says a definition, students say the word.

Homework idea: Write 3 sentences about hobbies you want to take up.

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

# data[].attributes.attachment_link.description
Learn to talk about art and making things

# data[].attributes.body
🧑‍🏫 BASIC ENGLISH LESSON – “Social Media Habits”

🎧 Based on the BBC Real Easy English podcast

🎯 OBJECTIVE

Students will:

Understand and use four new vocabulary words: maybe, probably, definitely, catch up with

Practice talking about their social media habits

Improve listening and speaking fluency in everyday conversation

🧠 1. WARM-UP (5–7 min)

Ask your student:

Do you use social media?

.

Which app do you use the most? (Instagram, TikTok, WhatsApp…) why?

How many hours a day do you use your phone?

📚 2. VOCABULARY (10 min)

Teach these 4 words/phrases from the conversation:

Maybe – not sure / perhaps

Probably – more than 50% sure

Definitely – 100% sure

Catch up with someone – talk to a friend you haven’t seen in a long time/ let´s catch up any time?

s

Practice:
Say each sentence and ask the student to choose the right word:

"___ I will stop using TikTok… but I’m not sure."

"I will ___ use my phone tomorrow. I have many messages!"

"I ___ want to take a break from Instagram. I’m sure about it."

"On the weekend, I will _ _ my cousin. We haven’t talked in a long time."

🎧 3. LISTENING TASK (10–12 min)

Play a short part of the audio (you can choose 1–2 minutes, e.g. from “Today we’re talking about social media…” until “...you can waste a lot of time watching TikTok”).

Ask basic comprehension questions:

What is the topic?

Who likes social media?

What app is Georgie talking about?

Does she like or hate it?

Then ask:

Does Neil watch TikTok?

What does Neil think about his phone use?

Go slowly and pause often for clarification or repetition.

💬 4. SPEAKING PRACTICE (10–15 min)

Ask your student to answer these using the vocabulary:

Do you maybe, probably, or definitely use your phone too much?

What do you definitely like about social media?

Do you probably want to stop using your phone so much?

Who do you like to catch up with?

Give your own example before they respond, e.g.:
"I definitely use my phone too much! I love watching short videos. Maybe I will stop someday."

✍️ 5. OPTIONAL WRITING TASK (Homework or quick in-class)

Write 4 sentences:

1. One with maybe

2. One with probably

3. One with definitely

4. One with catch up with

Example:
"I probably use my phone 3 hours a day."
"I catch up with my friend on WhatsApp."

🔁 6. REVIEW & WRAP-UP

Review the 4 new expressions. Ask:

Which new word do you remember best?

Will you maybe change your phone habits?

Remind them:
Maybe = not sure
Probably = more than 50% sure
Definitely = 100% sure
Catch up with = talk to someone after a long time

# data[].attributes.attachment_link.readable_text
(Image: Getty)

Introduction

Neil and Georgie have a real conversation in easy English about their social media habits. Learn to talk about how much you use social media and whether you plan to change.

Vocabulary
maybe
used to talk about something that is not certain
probably
used to talk about something that is most likely
definitely
used to talk about something that is certain
catch up with
talk to someone you haven't seen for a long time

Transcript

Neil
Hello. You're listening to Real Easy English from BBC Learning English. I'm Neil.

Georgie
And I'm Georgie. In this podcast, we talk in easy English about a different topic each week to help improve your English skills.

Neil
If you want to read a long, you can visit our website: bbclearningenglish.com.

Neil
Hi, Georgie, how are you?

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

Neil
I'm very well thank you.

Georgie
What are we talking about today, Neil?

Neil
Today we're talking about social media and how much we use it.

Georgie
Well, I use social media all the time, so I have lots of things to say.

Neil
Great! OK, Georgie, so you said you use social media a lot. Why do you like it?

Georgie
Well, the reason I like it is actually the reason I dislike it as well. I use it when I'm bored. It's... it can be very entertaining, especially TikTok, for example, yeah, the videos I watch are very fun and entertaining. I like that about it, but it's also something I hate because it can be very addictive and you can waste a lot of time watching TikTok videos.

Neil, do you watch TikTok videos?

Neil
I try not to, to be honest, because I'm too old.

Georgie
You're never too old for TikTok videos!

Neil
But I always think I'm using it too much. Do you think you use social media too much, Georgie?

Neil
OK, Georgie, you used the word definitely. Tell us more about definitely.

Georgie
Yes, well definitely means that something is certainly the case. If you definitely do something there is no doubt that you did it. You certainly did it.

Neil
Yeah. So what do you use social media for? You said you watch videos, but anything else?

Georgie
The main reason I think is to stay in touch with my friends. This was definitely true when I lived in Spain. It was a good way for me to see what my friends in England were doing. I also posted things myself, so it was a way to show everyone else what I was doing as well.

Neil, what do you use social media for?

Neil
So, Georgie, you said you think you use your phone too much for social media. Do you have any plans to use your phone less?

Georgie
I would love to use my phone less. But if I'm being realistic, I think I will probably continue using my phone in the same way. It's just too difficult to reduce the screen time, it's so addictive. But maybe in the future, I will put those limits that your phone can put to help me reduce my screen time.

Neil
Georgie, you used words like maybe and probably and we use these when we're not sure or not certain if we are going to do something.

Georgie
Yes. So maybe I will use my phone less, maybe I will continue using my phone in the same way. Probably, I will continue using my phone in the same way.

Georgie
Yes, Neil. I think you're right. Let's quickly recap the words and phrases we learned during the conversation.

Neil
Thanks for listening to Real Easy English. Remember, you can find more programmes to help you with your English at bbclearningenglish.com.

Next time, we'll talk about journeys and how we get to work.

Georgie
See you, then. Bye.

Now try this...

Learn more about using maybe, probably and definitely here.

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

# data[].attributes.attachment_link.description
Learn how to talk about your social media habits

# data[].attributes.body
🗓️ First Class Plan – Basic Level

Theme: Getting to Know You + Talking about Transport

🎯 Lesson Objectives

Break the ice and get to know your student

Show how the class will focus on real-life topics, vocabulary in use, and grammar with purpose

Introduce simple public transport vocabulary and practice Present Simple + small touches of Present Perfect

1️⃣ Warm-Up – Getting to Know Each Other (15 min)

Goal: Build rapport and learn about your student in simple English.

Start with greetings:

“Hello! I’m [your name]. Nice to meet you!”

“What’s your name?”

“Where do you live?”

“Do you work or study?”

“Why do you want to learn English?”

“Have you studied English before?”

Explain your methodology in simple terms:

“In our classes, we speak a lot.”

“We learn useful words for everyday life.”

“We listen to real English.”

“We use grammar in conversation.”

“You will improve with practice!”

Encourage simple responses. Use body language and supportive questions if needed.

2️⃣ Topic Introduction – Transport (5 min)

Transition naturally:

“Let’s talk about something simple: transport – buses, trains, travel.”

Ask:

“Do you use the bus?”

No i don´t use the bus. shuttle bus

“Do you take the subway or train?”

“Do you like public transport?” what´s your opinion about public transport in salvador?]

Use short follow-up questions:

“Every day?” / “In the morning?” / “Is it fast?”

This helps you check how much she understands and speaks.

3️⃣ Vocabulary in Context – (10 min)

Introduce 6 key words from the podcast with definitions and examples, spoken slowly and clearly.

Crowded – when there are many people in one place

“The train is crowded in the morning.”

the shopping mall was really crowded yesterday.

Packed – very full (more intense than crowded)

“The bus is packed with people at 8am.”

the street was really packed with cars.

Reliable – you can trust it; it works well

“The subway is reliable. It’s always on time.”

the shopping mall is a reliable place because its stores always open on time.

Unreliable – you can’t trust it; it has problems

“The bus is unreliable. It comes late.”

the hospital is unreliable because sometimes you go there on time and the doctor is not there.

Frequent – it happens often / frequently

“There is a bus every 10 minutes. It’s frequent.”

the accidents on the road happens frequently.

Delayed – it comes late

“The train was delayed. It came 20 minutes late.”

my friend was delayed she came 30 min late;

Mini task: Ask: “Is your bus reliable?” “Are buses crowded in your city?”

4️⃣ Listening & Conversation (10 min)

Tell her:

“Now we will listen to a short real conversation. It’s in slow, easy English.”

Play short part of Georgie and Neil’s podcast (first 1–2 minutes).
Then ask simple questions:

“What transport does Georgie use?”

georgie uses the tube to work

“Does Neil take the bus?”

so neil lives far away so he takes a bus first and the he takes the tube.

“Do they like the Tube?”

yes they like it because it is reliable.

Help her answer with short sentences. Focus on listening comprehension and confidence.

5️⃣ Grammar in Context – Present Simple + Intro to Present Perfect (10 min)

Explain in simple English:

We use Present Simple to talk about things we do often

“I take the bus every day.”
“She walks to the station.”

We use Present Perfect to talk about past experiences with no time

“I have taken the train to another city.”
“Have you ever used the subway?”

Don’t dive too deep into rules yet — just show that grammar is used to communicate meaning.

Practice: Ask her:

“Do you take the bus every day?” (Present Simple)

“Have you ever been on a crowded bus?” (Present Perfect) no i haven´t ever been on a crowded bus.

6️⃣ Wrap-Up and Homework (5 min)

Ask:

“How do you feel about the class?”

“Did you like the topic?”

Explain next steps:

“In every class, we will:

talk about a real topic

learn useful words

use grammar in real sentences

speak and listen a lot!”

Homework (optional):

“Write 3 sentences about your transport in salvador.”
➤ Example: “I take the bus every day. It is crowded. It is not reliable.”

✅ Final Notes

This first class introduces your student to:

Your friendly, real-world approach

Learning through listening, conversation, and vocabulary

Natural use of grammar (not grammar-heavy)

Low-pressure, high-engagement interaction

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

# data[].attributes.body
Reflexión oral

El cortometraje se centra en la relación entre una madre y su hijo. Ellos no se hablan desde hace dos años. Parece que ocurrió algo y que, aunque las dos partes quieren solucion...

Instrucciones

El cortometraje se centra en la relación entre una madre y su hijo. Ellos no se hablan desde hace dos años. Parece que ocurrió algo y que, aunque las dos partes quieren solucionar el problema, nadie se atreve a dar el primer paso. Al final, la madre le escribe un mensaje y el hijo se emociona. ¡Esto sugiere que la historia podría tener un final feliz!

Ahora, responde a las siguientes preguntas y reflexiona sobre lo que has visto. Puedes usar este esquema para expresar tu acuerdo, desacuerdo o tu opinión:

👍 Para mostrar acuerdo: Estoy de acuerdo porque... / Creo que es verdad que...

👎 Para mostrar desacuerdo: No estoy de acuerdo porque... / No creo que sea así porque...

💬 Para dar tu opinión: En mi opinión, es importante... /  Yo pienso que...

💬 ¿Qué opinas sobre esta situación?

¿Por qué crees que la madre y el hijo no se hablan?
¿Cómo se siente la madre? ¿Y el hijo?

💬 ¿Serías capaz de perdonar cualquier cosa?
¿Hay algo que no podrías perdonar? ¿Por qué?
¿Qué significa la frase "perdono pero no olvido"? ¿Te sientes identificada/o?
¿Te gustaría pedir perdón a alguien? ¿Y recibir el perdón de alguien?

💬 ¿Has escuchado frases como "Familia es familia", "Familia, lugar del perdón", o "A la familia se le perdona todo"?
¿Estás de acuerdo?
¿Crees que siempre hay que perdonar a la familia?

# data[].attributes.body
🧩 Clase Experimental de Español (30 minutos)

Nivel estimado: Básico-alto a intermedio bajo (a confirmar)
Objetivo general: Evaluar el nivel real de la alumna a través de actividades orales que combinen expresiones cotidianas y una reflexión sobre el perdón.
Material de apoyo: imagen inicial del corto "Cocodrilo", acceso al video del corto.

🔹 Estructura de la clase

1. 🗣️ Introducción + conversación libre (5 min)

Objetivo: crear confianza, escuchar fluidez espontánea.

Preguntas guía:

¿Cómo estás hoy? como te sientes?

yo estoy bien, yo me siento un poco cansada, pero estoy bien.

¿Hace cuánto que no hablas español?

hace 4 años creo que es el tiempo sin hablar español.

¿Por qué quieres retomarlo?

quiero retomarlo porque me gusta aprender un nuevo idioma/ lengua. No veo peliculas pero me gusta leer mucho, me gusta la musica de Luis miguel.

¿Te gusta ver cortos - cortometrajes o películas?

me gustan más los cortos, prefiero leer que ver alguna película.

el último libro que leí Neuro ciencia baseado en arquitectura?

2. 🧠 Actividad 1 – Expresiones coloquiales en contexto (10 min)

Objetivo: activar lenguaje cotidiano y observar la capacidad de deducir o usar expresiones.

Preséntale una por una estas frases, y hazle preguntas para ver si entiende y puede usarlas:

1. “Me he pillado un nuevo móvil.”
👉 Pillarse algo = comprarse algo de forma casual o rápida.
Pregunta: ¿Te has pillado algo últimamente?

2. “Me llevo muy bien con mis suegros.”
👉 Llevarse bien con alguien = tener buena relación.
Pregunta: ¿Con quién te llevas muy bien? ¿Y con quién no?

3. “Me van los planes al aire libre.”
👉 Irle algo a alguien = gustarle algo.
Pregunta: ¿Te van más los planes tranquilos o aventureros?

4. “¡Mira que eres egoísta!”
👉 Mira que... = se usa para expresar crítica o sorpresa.
Pregunta: ¿Has escuchado esta expresión antes? ¿Cuándo la usarías?

5. “Quiero hacer las paces con mi hermano.”
👉 Hacer las paces con alguien = reconciliarse.
Pregunta: ¿Te cuesta hacer las paces o te reconcilias fácilmente?

no me gusta quedarme enojada, y prefiero hacer las pases o ignorar e olvidar lo que pasó/ocurrió.

6. “No vale la pena pagar la entrada.”
👉 Valer la pena = merecer el esfuerzo o el dinero.
Pregunta: ¿Qué cosa no vale la pena para ti?

no vale la pena quedarse enojado con la gente.

3. 🎬 Actividad 2 – Corto “Cocodrilo” (15 min)

Objetivo: trabajar comprensión, vocabulario emocional y reflexión sobre el perdón.

🖼️ Antes de ver (5 min)

1. Observa esta imagen (muestra la primera escena del corto):

¿Qué ves? Describe tres elementos.

¿Cómo crees que se siente la mujer?

2. Pregunta de predicción:

Hay dos personajes: la mujer y un familiar. ¿Qué relación tienen?

El título es “Cocodrilo”. ¿Por qué crees que se llama así?

▶️ Ver el corto (5 min)

Instrucción: Ver sin subtítulos. Luego comentar impresiones generales.

💬 Después de ver – conversación guiada (5 min)

1. ¿Qué entendiste del corto?

2. ¿Cómo se siente la mujer? ¿Qué cambia en ella?

3. ¿Tú crees que es fácil perdonar?

4. ¿Qué frases usas en español para disculparte? (ej. lo siento, perdón, no fue mi intención)

5. ¿Sabes qué significa “rencoroso/a”? ¿Eres una persona rencorosa o no?

✅ Cierre rápido

¿Qué parte de la clase te gustó más?

¿Te sentiste cómoda hablando?

¿Te gustaría seguir con este tipo de clases?

📝 Tarea opcional

Escribe tres frases con las expresiones que practicamos (pillarse, llevarse bien, valer la pena).

# data[].attributes.attachment_link.title
Cocodrilo – Corto sobre la familia y el perdón

# data[].attributes.attachment_link.description
Practica la comprensión auditiva con dinámicas basadas en el corto “Cocodrilo” y amplía tu vocabulario de forma divertida e interactiva.

# data[].attributes.body
✍️ Lesson Plan: Health Is Our Greatest Wealth – Written Discourse

🎯 Objective

You will write a reflective and analytical text based on the TEDx Talk and classroom discussion, using advanced vocabulary, structured writing, and personal insights.

🧠 Vocabulary Focus (with definitions)

1. Wealth – something valuable or important; not just about money, but anything that improves quality of life.

2. Wellness – the state of being healthy in body and mind, especially as a result of lifestyle choices.

3. Longevity – living a long life; often used when talking about the benefits of a healthy lifestyle.

4. Luxury – something desirable but not always accessible; in this context, health is seen as a luxury when not everyone can maintain it.

5. Outcome – the result of a process or decision; in health, it refers to how our choices affect our well-being.

6. Opportunity – a chance to do something; here, having the ability to make healthy choices.

7. Habit – a regular behavior or routine, often done without thinking; habits shape our health over time.

8. Lifestyle – the way a person lives, including daily choices related to food, activity, rest, and stress.

🧩 Writing Task Instructions

Write a short essay or structured reflection (200–300 words) using the following prompts as a template. This helps you stay organized and work through ideas logically.

🧱 Writing Template (5 short paragraphs)

1. Introduction
Briefly introduce the main idea of the TED Talk. Summarize the speaker’s key message in your own words.
→ Example: The speaker, Craig Metcalf, explains how health is not just about medicine but about our daily choices. He believes that our wellness is our greatest wealth.

2. Personal Connection
Reflect on your own life. How does this message connect to your experience? Do you agree with the idea that health is a luxury or privilege?
→ Example: I’ve noticed that when I sleep well and eat healthy, I feel more productive and focused. I agree that wellness often feels like a luxury because it takes time, money, and effort to maintain.

3. Example from the Talk
Choose one point, example, or story from the TEDx talk that stood out to you. Explain what it shows and why it’s important.
→ Example: Metcalf gives the example of small habits like walking more or drinking water. These are simple, yet many people ignore them. This made me think about how powerful our routines really are.

4. Analysis and Opinion
Discuss why treating health as wealth is an important idea. What are the dangers of ignoring this? How should society think about health?
→ Example: If we don’t see health as a priority, we end up paying more in the long term—with poor outcomes, low energy, and expensive treatments. Wellness should be treated as a foundation, not an extra.

5. Conclusion
Summarize your message. What is one change or habit you believe is essential for a healthy life?
→ Example: To me, health means having the opportunity to enjoy life. One small change that works for me is preparing my meals in advance so I can eat better during the week.

📌 Follow-Up Activity (Optional)

Ask your student to revise their text after receiving feedback and highlight where they’ve improved vocabulary, clarity, and structure.

📝 Teacher Feedback Tips

Is the structure clear and logical?

Are key vocabulary words used correctly and naturally?

Are the ideas original and reflective?

Is the tone academic but personal?

Are grammar and sentence variety strong?

# data[].attributes.body
🧩 BASIC ENGLISH LESSON

Topic: Spending Time with Friends

Level: Basic

Skills: Listening, Speaking, Vocabulary, Sentence Building

Time: 45–60 minutes

🎯 Objectives

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

Use basic words to describe social activities

Talk about how they feel at parties or with new people

Build short sentences using new vocabulary

1️⃣ Warm-Up (5–10 minutes)

Ask simple yes/no and short-answer questions to get started:

Do you like spending time with friends?

Yes, I love spending time with my friends!

Do you like parties?

Yes, soo much! i love parties with my friends, my favorite band is imagen dragons so, i like to listen and dance this music in parties.

Do you like talking to new people?

Yes, I like talking to new people and talk to them and listen to them.

Do you like being alone?

Yes, I do. Sometimes i like being alone i think is very important to be alone sometimes.

2️⃣ Vocabulary (15 minutes)

Teach these 5 words using simple explanations and questions:

1. Socialise/social/ society/socialised/socialising/socializing

= Spend time with people for fun

👉 Do you like to socialise?

yes, i do. i love to socialize with my friends on the weekends.

2. Small talk/

= Talk about simple things like the weather

👉 Do you like small talk?

yes, i do. i sometimes use small talk to break the ice.

3. Awkward

= Feeling uncomfortable

👉 Do you feel awkward at parties?

no i don´t. it depends on the party, if i don´t know anyone maybe i will be in an awkward situation.

4. Embarrassed/ adj

= Feeling shy or ashamed

👉 When do you feel embarrassed?

when i work as a trainee in a new hospital and i don´t know anyone. This way i feel very embarrased.

in the firm i work as a secretary

exist many professions for you like ( exemplification/ comparing)

5. Have something in common

= Like the same things

👉 Do you have something in common with your friends?

yes, i do have many things in common with my friends like for example music, the same celebrities, parties, and sports. but, we have many things that we don´t have in common like politics and religion.

Let the student repeat each word and answer a short question using it. Encourage them to make their own sentences if possible.

3️⃣ Listening Practice (5–10 minutes)

Play (or read aloud) a short part of the podcast, like this section:

Georgie: I also like spending time with my friends. I’ve had a lot of social plans lately.

Neil: Wow, so you like socialising, but do you like big parties or smaller events?

Georgie: I like big parties, but I’m a little shy, so small events are better.

Ask:

What does Georgie like?

Is she shy or very social?

Does she like big parties or small groups?

Keep the questions short and simple.

4️⃣ Speaking Practice (10–15 minutes)

Use this conversation guide. Ask the student to answer your questions, then reverse roles.

You ask:

Do you like socialising?

Do you like small talk?

Do you feel awkward at big parties?

What do you have in common with your friends?

Then student asks you using the same questions. Help with pronunciation and grammar if needed.

5️⃣ Build a Mini Dialogue (10 minutes)

Help your student create a short, 3–4 line conversation. Give this model first:

A: Do you like going to parties?

B: Not really. I feel awkward.

A: Why?

B: I don’t like small talk. I feel embarrassed.

Then ask the student to create their own version. Help them write or speak it using the words from the lesson.

🏠 Optional Homework

Ask the student to draw or write about:

“What do you like to do with your friends?”

They can write 3–5 sentences using words like socialise, small talk, or in common, or even make a voice message if that’s easier.

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

# data[].attributes.attachment_link.description
Learn to talk about spending time with friends

# data[].attributes.body
🧩 BASIC ENGLISH LESSON

Topic: Spending Time with Friends

Level: Basic

Skills: Listening, Speaking, Vocabulary, Sentence Building

Time: 45–60 minutes

🎯 Objectives

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

Use basic words to describe social activities

Talk about how they feel at parties or with new people

Build short sentences using new vocabulary

1️⃣ Warm-Up (5–10 minutes)

Ask simple yes/no and short-answer questions to get started:

Do you like spending time with friends?

Yes, I love spending time with my friends!

Do you like parties?

Yes, soo much! i love parties with my friends, my favorite band is imagen dragons so, i like to listen and dance this music in parties.

Do you like talking to new people?

Yes, I like talking to new people and talk to them and listen to them.

Do you like being alone?

Yes, I do. Sometimes i like being alone i think is very important to be alone sometimes.

2️⃣ Vocabulary (15 minutes)

Teach these 5 words using simple explanations and questions:

1. Socialise/social/ society/socialised/socialising/socializing

= Spend time with people for fun

👉 Do you like to socialise?

yes, i do. i love to socialize with my friends on the weekends.

2. Small talk/

= Talk about simple things like the weather

👉 Do you like small talk?

yes, i do. i sometimes use small talk to break the ice.

3. Awkward

= Feeling uncomfortable

👉 Do you feel awkward at parties?

no i don´t. it depends on the party, if i don´t know anyone maybe i will be in an awkward situation.

4. Embarrassed/ adj

= Feeling shy or ashamed

👉 When do you feel embarrassed?

when i work as a trainee in a new hospital and i don´t know anyone. This way i feel very embarrased.

in the firm i work as a secretary

exist many professions for you like ( exemplification/ comparing)

5. Have something in common

= Like the same things

👉 Do you have something in common with your friends?

yes, i do have many things in common with my friends like for example music, the same celebrities, parties, and sports. but, we have many things that we don´t have in common like politics and religion.

Let the student repeat each word and answer a short question using it. Encourage them to make their own sentences if possible.

3️⃣ Listening Practice (5–10 minutes)

Play (or read aloud) a short part of the podcast, like this section:

Georgie: I also like spending time with my friends. I’ve had a lot of social plans lately.

Neil: Wow, so you like socialising, but do you like big parties or smaller events?

Georgie: I like big parties, but I’m a little shy, so small events are better.

Ask:

What does Georgie like?

Is she shy or very social?

Does she like big parties or small groups?

Keep the questions short and simple.

4️⃣ Speaking Practice (10–15 minutes)

Use this conversation guide. Ask the student to answer your questions, then reverse roles.

You ask:

Do you like socialising?

Do you like small talk?

Do you feel awkward at big parties?

What do you have in common with your friends?

Then student asks you using the same questions. Help with pronunciation and grammar if needed.

5️⃣ Build a Mini Dialogue (10 minutes)

Help your student create a short, 3–4 line conversation. Give this model first:

A: Do you like going to parties?

B: Not really. I feel awkward.

A: Why?

B: I don’t like small talk. I feel embarrassed.

Then ask the student to create their own version. Help them write or speak it using the words from the lesson.

🏠 Optional Homework

Ask the student to draw or write about:

“What do you like to do with your friends?”

They can write 3–5 sentences using words like socialise, small talk, or in common, or even make a voice message if that’s easier.

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

# data[].attributes.attachment_link.description
Learn to talk about spending time with friends

# data[].attributes.body
🔐

Lesson Plan: The Price of Privacy

Level: Upper-Intermediate (strong)

Time: 60–75 minutes

🎯

Objectives

:

Use advanced vocabulary related to technology, privacy, surveillance, and ethics

Practice opinion-sharing, defending ideas, and agreeing/disagreeing

Develop fluency and critical thinking through structured discussion

🧠

Warm-up

(10 min)

💬 Questions:

“What apps do you use daily that track your activity or location?”

“Would you give up some privacy for comfort or speed?”

“Do you read the terms and conditions before accepting them?”

🗣️

🔍

Key Terms and Definitions

1. Data mining

The process of collecting and analyzing large amounts of information (data) to find patterns or useful insights—often used by companies to understand customer behavior.

Example: A company might use data mining to see what products people buy together.

2. Surveillance capitalism

A system where companies collect personal data from people (often without them knowing) and use it to make money—mainly through advertising or selling the data.

Example: Free apps often collect your data and sell it to advertisers. That’s surveillance capitalism.

3. Facial recognition

Technology that identifies people by analyzing their face, often used for security, unlocking phones, or even surveillance in public places.

Example: Some airports use facial recognition to check passengers.

4. Consent

Giving clear permission for something to happen, especially when your personal data is being collected or used.

Example: When you click “I agree” on a website’s privacy policy, you’re giving consent.

5. Algorithm bias

When a computer program or system makes unfair or incorrect decisions because of how it was designed or the data it was trained on.

Example: A hiring algorithm might reject qualified people because of biased data.

6. Digital footprint

The record of everything you do online—like websites you visit, posts you make, and data you share.

Example: Your digital footprint includes your social media activity and search history.

7. Data breach

When private or sensitive information is accidentally or illegally shared, leaked, or stolen from a system.

Example: A data breach at a bank might expose customers’ account details.

8. Opt-in vs Opt-out

Opt-in: You must actively say “yes” to allow your data to be used.

Opt-out: Your data is used automatically unless you say “no.”

Example: Some newsletters use opt-in (you sign up), while others use opt-out (you’re added unless you unsubscribe).

9. Targeted advertising

Ads that are shown to you based on your online behavior, like your searches, interests, or past purchases.

Example: If you search for shoes, you might see ads for sneakers everywhere online. That’s targeted advertising

💡 Mini-task: Match the word to its definition or create a sentence with each term.

📺

Main Input: Video

(10 min)

🎥 Suggested Video:

“

📍https://youtu.be/hIXhnWUmMvw

💬 Post-Viewing Questions:

What surprised you in the video?

How easy is it to track someone’s digital life?

Do you feel comfortable with how companies use your data?

📖

Alternative/Additional Reading

(optional)

📰 Article:

“The Trade-Off Between Privacy and Convenience” – Harvard Business Review

📍 Read here

💬 Suggested questions:

What examples of trade-offs are mentioned?

Do you agree with the idea that most people “say they care about privacy” but don’t act accordingly?

How does this apply to your own habits?

🔍

Discussion Questions

(15–20 min)

Use these to guide a rich conversation:

1. Should privacy be a basic right in the digital age?

2. Would you prefer a highly personalized but data-driven world or a private but less convenient one?

3. Should governments limit how much data companies collect?

4. Is it ethical for smart devices to listen in, even if it helps us?

5. How do you feel about surveillance in public spaces for safety?

📘

Language Focus – Opinion & Agreement Structures

(10 min)

Teach/review expressions:

“As far as I’m concerned…”

“The way I see it…”

“One could argue that…”

“That’s a valid point, but…”

“I totally see your point, although…”

“Let me play devil’s advocate for a moment…”

📝 Mini-task: Student reformulates their opinions using these phrases.

🏁

Wrap-Up / Homework Suggestion

Speaking Prompt:

🎤 Prepare a 2-minute opinion talk: “Is there a fair balance between privacy and convenience in today’s world?”

Writing Prompt:

📝 Write a short argumentative paragraph (150 words):

“Governments should strictly regulate how tech companies collect and use our personal data. Do you agree?”

Key Vocabulary in class content

highlight:

Dubious – If something is dubious, it means you're not sure whether it's true or trustworthy.
Example: I’m dubious about his explanation—it doesn’t sound right.

Hijacked – This means something was taken over by force, often used for vehicles or ideas.
Example: The plane was hijacked by armed men.
Or: The conversation was hijacked by someone with a different agenda.

Engineer of – This refers to someone who plans or creates something complex.
Example: She was the engineer of the company’s success.

Bamboozled – This is an informal word meaning tricked or confused.
Example: I was bamboozled by the salesman into buying something I didn’t need.

Trade-off – This is when you give up one thing in order to get another.
Example: There’s a trade-off between working long hours and having free time.

Retrieve – To retrieve means to get something back.
Example: He retrieved the file from the trash on his computer.

Divulge – This means to reveal something private or secret.
Example: She refused to divulge the details of the conversation.

Residual data – This refers to leftover information that remains after a process is complete.
Example: Even after deleting the app, residual data stayed on the phone.

Harbored – If you harbored something, you kept it hidden, often feelings or people.
Example: He harbored resentment for years.
Or: She harbored a fugitive in her home.

Surplus – This means more than what is needed.
Example: We had a surplus of food after the party.

Persuade – To persuade means to convince someone to do or believe something.
Example: He persuaded me to try the new restaurant

# data[].attributes.attachment_link.title
Shoshana Zuboff on surveillance capitalism | VPRO Documentary

# data[].attributes.body
Here’s a short speaking class based on the topic “Saving and Spending” for your students:

Objective:

Practice speaking about saving and spending money using simple vocabulary and real-life situations.

Warm-up (5 min)

• Ask: “Are you a saver or a spender? Why?”

well, i think that i am a big spender because i like to spend my money.

verb to be

i am eduardo

i am from PERU

I am married

i am 1.65 meter tall

i am a big spender

i am at home

i am happy

simple present:

i like to spend money...

i don´t like to spend money on unnecessary things.

third person S

she likes to spend money on unnecessary things.

she doesn´t like to spend money on unnecessary things

save

saver i am a saver

spend = gastar dinheiro/ gastar tempo

i spend a lot of money in ubers, i am a big spender

Listening & Discussion (10 min)

• Play or summarize Neil and Georgie’s conversation (if available).

• Ask comprehension questions:

• “What do Neil and Georgie prefer: saving or spending?”

• “What do they usually spend their money on?”

• Discussion Questions:

• “Is saving money important? Why or why not?”

• “What is something you would save money for?”

• “Do you think young people today save more or spend more?”

Wrap-up (5 min)

• Ask: “One tip for saving money?”

————————————————————-

Class Title: What Do You Like?

Level: Beginner

Duration: 30–40 minutes

Focus: Simple Present with “like”

⸻

1. Warm-Up (5 minutes)

Start with friendly questions using emojis:

• What’s your name?

My name is Andson/ i am Andson/

• How are you today? 😊happy😴sleepy😡bad tempered

i am very happy because i am learning english.

• What do you like? 🍕pizza🐶dogs🎵music

⸻well i normally listen to music and i love dogs...

2. Teach: “I like…” / “He likes…” (10 minutes)

Explain with examples and emojis:

• I like pizza. 🍕

• You like dogs. 🐶

• He likes coffee. ☕

• She likes music. 🎵

• We like books. 📚

• They like movies. 🎬

Important: Say, “HE likes” and “SHE likes” — add S!

⸻

3. Practice Time! (10 minutes)

Ask the student:

• Do you like chocolate? 🍫

yes , i do. i like chocolate - no, i don´t like chocolate

• Do you like cats? 🐱

yes i do. i like cats very much !

• Do you like dancing? 💃🕺

yes i do. i like dancing very much! i dance very much! i am a good dancer.

Let the student answer:

• Yes, I like chocolate.

• No, I don’t like cats.

Make it fun — show emojis as you ask!

⸻

4. Speaking Practice (10 minutes)

Give some mini situations:

• Anna loves ice cream 🍦 → She likes ice cream.

• Tom plays football ⚽ → He likes football.

• You and I love music 🎵 → We like music.

simple present:

i like - i don´t like - do i like music?

you like - you don´t like - do you like music?

we like - we don´t like- do we like music?

they like - they don´t like - do they like music?

he likes- he doesn´t like - does he like music?

she likes - she doesn´t like - does she like music?

it likes - it doesn´t like - does it like music?

Ask the student to make their own examples!

⸻

5. Wrap-Up & Homework (5 minutes)

Ask:

• What do you like?

• What does your friend like?

Homework:

Draw or find 3 things you like and write:

• I like ______.

• I like ______.

• I like ______.

# data[].attributes.attachment_link.readable_text
(Photo: Getty)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Introduction

Neil and Georgie have a real conversation in easy English about saving and spending. Learn to talk about how you use your money.

Vocabulary

save
keep money to spend in the future

save up for/save for
keep money to spend on a specific item in the future

(be able to) afford
have enough money to buy something

stingy
used to describe someone who doesn't like spending their money or isn't generous

break the bank
cost too much money

splash out
spend a lot of money on luxurious items

Transcript

Georgie
Hello and welcome to Real Easy English, the podcast where we have real conversations in easy English to help you learn. I'm Georgie.

Neil
And I'm Neil. And you can read along with this podcast and find a worksheet to help you on our website, bbclearningenglish.com.

Georgie
Hi, Neil. How's your week going?

Neil
Very well, Georgie. How are you?

Georgie
Yes, I'm pretty good, thank you.

Today we're going to talk about money. We'll talk about how much things cost and learn some useful vocabulary about money.

Neil
OK. Everybody likes talking about money so let's get started.

Neil
I like to do both of those things. I like to save if there's something that I want. But I don't like to save just for savings, for the sake of saving. And I do also like spending money because that's what it's for. So how about you?

Georgie
I think I have quite a good balance as well. I don't feel too guilty about spending money. But I also like saving for things. What are you saving for at the moment?

Neil
I'm always saving for a holiday. So, next October, a while away, I'm going on a holiday with my family and I need to start saving or we can't go.

Georgie
That's quite hard.

Neil
Are you generous with your money?

Georgie
I try to be. If I can, I try to be. I give monthly to charity. And at one point, I wasn't paying rent where I lived. And in that period, I was much more generous with buying my friend's drinks or paying for meals and things like that. So, if I, if I had a lot of money, I would definitely be generous.

Georgie
What about you? No one wants, no one wants to say they're not generous.

Neil
I actually don't like when people don't like spending money. I understand, obviously, that some people have more money than others, but I think you find a lot of people who don't have very much money are often more generous than people with a lot of money.

Georgie
Yes, I agree. We have a word for that, don't we? Do you know the one I'm thinking of?

Georgie
Someone who has a lot of money but doesn't like to... is not generous with it.

Neil
It means it will cost so much it will cause me problems.

Georgie
Have I splashed out? Well, actually, next week, I'm going to splash out a lot because it's a friend's birthday, and they've made a big plan. They want to do an escape room, dinner and cocktails, and I'm quite worried about it because we're all going to be splashing out.

OK, let's recap the language we heard during the conversation. We had save, keep money to use in the future. We can also say save up for something. For example, I'm saving up for my trip to Peru.

Neil
And we also had afford. So afford means to be able to buy something because you have enough money for it. For example, I can't afford to go to Japan. It's too expensive.

Georgie
We had the expression break the bank, which means something costs too much. For example, Neil's trip to Japan will break the bank.

Neil
And you've made a video on phrasal verbs, haven't you, Georgie?

Georgie
Yes, you can search for Phrasal verbs with Georgie. And this video is about money. You can find it on our website, bbclearningenglish.com.

Neil
Next time we'll be talking about what we do in the mornings and learn language about daily morning routines.

Now try this...

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

# data[].attributes.attachment_link.description
Learn to talk about money and how you spend it

# data[].attributes.body
Actividad: Debate sobre el corto 🎬💬

📌 Objetivo: Practicar cómo expresar acuerdo, desacuerdo y dar opiniones sobre el corto Cocodrilo.

👍 Para mostrar acuerdo: Estoy de acuerdo porque… / Creo que es verdad que…

👎 Para mostrar desacuerdo: No estoy de acuerdo porque… / No creo que sea así porque…

💬 Para dar tu opinión: En mi opinión, es importante… /  Yo pienso que…

🔹 Paso 1: Reacción inicial

Después de ver el corto, el alumno responde:

¿Qué sentimientos te produjo el corto?

bueno, me produjo reflexión entre madre e hijo sobre la technología y las nuevas profesiones.

¿Qué crees que nos quiere decir la historia?

Nos quiere decir que un buen dialogo hace fuerte la relación entre personas.

¿Alguna parte del corto te sorprendió? ¿Por qué?

me sorprendió la verguenza de su madre con su padre, cuando cierra la ventana del monitor y retira los audifonos para no mostrar su conversación.

🔹 Paso 2: Opiniones guiadas

Presenta afirmaciones sobre el corto y el alumno debe reaccionar usando las estructuras de la tabla.

Puede responder con “Estoy de acuerdo porque…”, “No estoy de acuerdo porque…” o “En mi opinión…”.

📢 Frases para debatir:

1. El protagonista se siente solo porque ha tomado malas decisiones en el pasado.

no estoy de acuerdo porque el esta feliz haciendo lo que le gusta.

2. Los recuerdos pueden ser dolorosos, pero también nos ayudan a crecer.

realmente los recuerdos dolorosos nos hacen actuar diferente.

1. La tecnología nos permite conectar mejor con el pasado y las personas que queremos.

en mi humilde opinión algunas vezes nos conecta con alguien que esta lejos pero nos aleja de quien esta cerca.

2. Si el protagonista hubiera hablado con su hijo antes, su relación sería diferente.

yo creo que un buen dialogo es la mejor forma de solucionar el problema, si yo hubiera tenido una situación como esta, creo que hubiera siempre sido claro con mis pensamientos y actitudes con mi madre.

3. El final del corto es triste porque muestra que la tecnología no sustituye el contacto humano.

💬 ¿Qué opinas sobre esta situación?
¿Por qué crees que la madre y el hijo no se hablan?
¿Cómo se siente la madre? ¿Y el hijo?

💬 ¿Serías capaz de perdonar cualquier cosa?
¿Hay algo que no podrías perdonar? ¿Por qué?
¿Qué significa la frase “perdono pero no olvido”? ¿Te sientes identificada/o?
¿Te gustaría pedir perdón a alguien? ¿Y recibir el perdón de alguien?

💬 ¿Has escuchado frases como “Familia es familia”, “Familia, lugar del perdón”, o “A la familia se le perdona todo”?
¿Estás de acuerdo?
¿Crees que siempre hay que perdonar a la familia?

🔹 Paso 3: Expresión libre

Pide al alumno que haga su propia afirmación sobre el corto para que tú reacciones usando las expresiones de la tabla.

hoy en dia nos quedamos callados con la technología y necesitamos decir lo que realmente pensamos cara a cara.

# data[].attributes.attachment_link.title
Cocodrilo – Corto sobre la familia y el perdón

# data[].attributes.attachment_link.description
Practica la comprensión auditiva con dinámicas basadas en el corto “Cocodrilo” y amplía tu vocabulario de forma divertida e interactiva.

# data[].attributes.body
Here’s a short speaking class based on the topic “Saving and Spending” for your students:

Objective:

Practice speaking about saving and spending money using simple vocabulary and real-life situations.

Warm-up (5 min)

• Ask: “Are you a saver or a spender? Why?”

well i think i am a spender because i like to spend my money. but i need to save for my future.

hahahahahahahahahahahaha

• Show two pictures: one of someone saving money and another of someone shopping. Ask: “Which one represents you more?”

Listening & Discussion (10 min)

• Play or summarize Neil and Georgie’s conversation (if available).

• Ask comprehension questions:

• “What do Neil and Georgie prefer: saving or spending?”

• “What do they usually spend their money on?”

Speaking Practice (10 min)

• Role-play: Student A is a saver, Student B is a spender. They have a short conversation about how they use their money.

• Discussion Questions:

• “Is saving money important? Why or why not?”

i think is important because you can save for your future

• “What is something you would save money for?”

• “Do you think young people today save more or spend more?”

Wrap-up (5 min)

• Ask: “One tip for saving money?”

# data[].attributes.attachment_link.readable_text
(Photo: Getty)

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Introduction

Neil and Georgie have a real conversation in easy English about saving and spending. Learn to talk about how you use your money.

Vocabulary

save
keep money to spend in the future

save up for/save for
keep money to spend on a specific item in the future

(be able to) afford
have enough money to buy something

stingy
used to describe someone who doesn't like spending their money or isn't generous

break the bank
cost too much money

splash out
spend a lot of money on luxurious items

Transcript

Georgie
Hello and welcome to Real Easy English, the podcast where we have real conversations in easy English to help you learn. I'm Georgie.

Neil
And I'm Neil. And you can read along with this podcast and find a worksheet to help you on our website, bbclearningenglish.com.

Georgie
Hi, Neil. How's your week going?

Neil
Very well, Georgie. How are you?

Georgie
Yes, I'm pretty good, thank you.

Today we're going to talk about money. We'll talk about how much things cost and learn some useful vocabulary about money.

Neil
OK. Everybody likes talking about money so let's get started.

Neil
I like to do both of those things. I like to save if there's something that I want. But I don't like to save just for savings, for the sake of saving. And I do also like spending money because that's what it's for. So how about you?

Georgie
I think I have quite a good balance as well. I don't feel too guilty about spending money. But I also like saving for things. What are you saving for at the moment?

Neil
I'm always saving for a holiday. So, next October, a while away, I'm going on a holiday with my family and I need to start saving or we can't go.

Georgie
That's quite hard.

Neil
Are you generous with your money?

Georgie
I try to be. If I can, I try to be. I give monthly to charity. And at one point, I wasn't paying rent where I lived. And in that period, I was much more generous with buying my friend's drinks or paying for meals and things like that. So, if I, if I had a lot of money, I would definitely be generous.

Georgie
What about you? No one wants, no one wants to say they're not generous.

Neil
I actually don't like when people don't like spending money. I understand, obviously, that some people have more money than others, but I think you find a lot of people who don't have very much money are often more generous than people with a lot of money.

Georgie
Yes, I agree. We have a word for that, don't we? Do you know the one I'm thinking of?

Georgie
Someone who has a lot of money but doesn't like to... is not generous with it.

Neil
It means it will cost so much it will cause me problems.

Georgie
Have I splashed out? Well, actually, next week, I'm going to splash out a lot because it's a friend's birthday, and they've made a big plan. They want to do an escape room, dinner and cocktails, and I'm quite worried about it because we're all going to be splashing out.

OK, let's recap the language we heard during the conversation. We had save, keep money to use in the future. We can also say save up for something. For example, I'm saving up for my trip to Peru.

Neil
And we also had afford. So afford means to be able to buy something because you have enough money for it. For example, I can't afford to go to Japan. It's too expensive.

Georgie
We had the expression break the bank, which means something costs too much. For example, Neil's trip to Japan will break the bank.

Neil
And you've made a video on phrasal verbs, haven't you, Georgie?

Georgie
Yes, you can search for Phrasal verbs with Georgie. And this video is about money. You can find it on our website, bbclearningenglish.com.

Neil
Next time we'll be talking about what we do in the mornings and learn language about daily morning routines.

Now try this...

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

# data[].attributes.attachment_link.description
Learn to talk about money and how you spend it

# data[].attributes.body
Talking About Ungenerous/ generous People

do you consider yourself a generous person?

Objective:

• Improve listening and vocabulary skills using a BBC Learning English podcast.

• Introduce and practice question words (who, what, when, where, why, how).

• Use Simple Present, Present Continuous, and Simple Past in questions.

1. Warm-up (10 minutes)

Activity:

• Ask students: What do you think makes a person generous?

• Show pictures of different scenarios (e.g., someone giving money, someone refusing to share food). Ask students:

• What do you see?

• Do you think this person is generous or stingy? Why?

Target Vocabulary (Pre-teach words from the podcast):

• Generous – A person who likes to give or share.

• Stingy – A person that/who does not like to give or share.

• Tight – Another word for stingy.

• Penny-pinching – Not wanting to spend money.

2. Listening Activity (15 minutes)

• Play the BBC Learning English podcast (easy English level).

• First Listening: Students listen for general meaning.

• Second Listening: Give students a worksheet with gaps (fill in the missing words).

• Discuss: What did you understand? Do you know people like this?

3. Grammar Focus: Question Words (20 minutes)

Explanation:

• Who – for people (Who is stingy in your family?

• What – for things (What do you think about stingy people?)

• Where – for places (Where do people spend the most money?)

• When – for time (When was the last time you gave money to someone?)

• Why – for reasons (Why do some people prefer to save money?)

• How – for manner/way (How can we be generous without spending money?)

Practice with Verb Tenses:

• Simple Present: Why do people save money?

• Present Continuous: Who is giving money to charity right now?

• Simple Past: What did you buy last weekend?

Activity:

• Give students question prompts. They must write and ask each other questions using the different tenses.

4. Speaking Practice (15 minutes)

• Students work in pairs and use new vocabulary and question words to discuss:

• Do you know a generous person?

• Do you think being stingy is always bad? Why/why not?

5. Homework Assignment

• Writing: Write about a time you were generous or stingy. Use at least three question words in your paragraph.

• Listening: Listen to the podcast again and write three new words you learned.

# data[].attributes.attachment_link.title
BBC Learning English on Instagram: "🤔 Do you know someone who doesn’t like spending 💰 money? Learn English to 🗣️ talk about people who aren’t generous in our easy English 🎙️ podcast. 🎧 Listen to the full show at bbclearninenglish.com

#learnenglish #speakenglish #easyenglish #vocabulary #money #bbclearningenglish #britishenglish  #britishslang #informalenglish #podcast #stingy #tight #penny-pinching"

# data[].attributes.attachment_link.description
10K likes, 195 comments - bbclearningenglish on February 26, 2025: "🤔 Do you know someone who doesn’t like spending 💰 money? Learn English to 🗣️ talk about people who aren’t generous in our easy English 🎙️ podcast. 🎧 Listen to the full show at bbclearninenglish.com

#learnenglish #speakenglish #easyenglish #vocabulary #money #bbclearningenglish #britishenglish  #britishslang #informalenglish #podcast #stingy #tight #penny-pinching". 

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by BBC Learning English (@bbclearningenglish)

# data[].attributes.body
Vocabulary Activity: Generous or Stingy?

Objective: Practice new vocabulary words in context (generous, stingy, tight, penny-pinching).

Step 1: Sentence Completion (5 minutes)

Students must complete them with the correct word: generous, stingy, tight, penny-pinching.

1. My uncle never gives tips at restaurants. He is very _________.

2. Maria always donates money to charity. She is a very __________ person.

3. John refuses to buy coffee because he thinks it’s too expensive. He is so _________.

4. Some people say being _________ is

good because it helps save money.

Step 2: Discussion (10 minutes)

In pairs or small groups, students discuss:

• Would you rather be described as generous or penny-pinching? Why?

• Is there a situation where being stingy is a good thing?

• Describe a famous person who is known for being generous.

# data[].attributes.body
• Show pictures of different scenarios (e.g., someone giving money, someone refusing to share food). Ask students:

• What do you see?

• Do you think this person is generous or stingy? Why?

Target Vocabulary (Pre-teach words from the podcast):

• Generous – A person who likes to give or share.

• Stingy – A person who does not like to give or share.

• Tight – Another word for stingy.

• Penny-pinching – Not wanting to spend money.

# data[].attributes.attachment_link.title
1,100+ Refusing Eating Food Women Stock Photos, Pictures & Royalty ...

# data[].attributes.body
• Show pictures of different scenarios (e.g., someone giving money, someone refusing to share food). Ask students:

• What do you see?

• Do you think this person is generous or stingy? Why?

Target Vocabulary (Pre-teach words from the podcast):

• Generous – A person who likes to give or share.

• Stingy – A person that/who does not like to give or share.

• Tight – Another word for stingy.

• Penny-pinching – Not wanting to spend money.

# data[].attributes.attachment_link.title
How to Graciously Pay a Restaurant Tab | Art of Manliness

# data[].attributes.body
Lesson Plan: AI and Customer Service Calls

Skills Focus: Speaking and Writing
Vocabulary: Queue, hold, automated system, chatbot, efficiency, frustration, customer service, human touch, AI-driven, resolution

1️⃣ Warm-up Discussion (5-10 min)

Have you ever called a company and been put on hold? How did you feel?

What do you usually prefer: talking to a human or using an automated system? Why?

Do you think AI could improve customer service calls? Why or why not?

2️⃣ Listening/Reading Activity (15 min)

Listen to/read a short dialogue or article about AI in customer service.

Focus on the advantages and disadvantages of AI-driven customer support.

Comprehension Questions:

1. What are some benefits of AI in customer service?

2. Why do some customers get frustrated with AI?

3. How can companies balance AI and human support?

3️⃣ Vocabulary Focus (10 min)

Go over key terms and their meanings.

Match vocabulary words with definitions.

Fill in the blanks with the correct words in sample sentences.

4️⃣ Speaking Activity (15-20 min)

🔹 Role-play:

One student is a customer calling a company, and the other is an AI system or a human agent.

Try different scenarios (e.g., a billing issue, a delayed order, or a technical problem).

Discuss how the AI or human agent handles the situation.

🔹 Debate:

Topic: "Should companies replace human agents with AI?"

Divide students into two groups (For & Against).

Each side presents arguments and counters the other side’s points.

5️⃣ Writing Activity (15 min)

✍ Option 1: Write a short email to a company complaining about a frustrating customer service experience.

Use polite but firm language.

Explain the problem and suggest a solution.

✍ Option 2: Write an opinion piece on whether AI will make customer service better or worse.

Support your argument with examples.

Use at least three vocabulary words from the lesson.

6️⃣ Wrap-up Discussion (5 min)

What was the most interesting idea you heard today?

How do you think AI will change customer service in the future?

Would you rather talk to an AI or a human when calling customer service?

# data[].attributes.attachment_link.title
BBC Learning English - 6 Minute English / Call centres: Are you talking to AI?

# data[].attributes.attachment_link.description
Have you ever phoned up a company and had your call held in a queue? Could AI make this less painful?

# data[].attributes.body
Lesson Plan: AI and Customer Service Calls

Skills Focus: Speaking and Writing
Vocabulary: Queue, hold, automated system, chatbot, efficiency, frustration, customer service, human touch, AI-driven, resolution

1️⃣ Warm-up Discussion (5-10 min)

Have you ever called a company and been put on hold? How did you feel?

What do you usually prefer: talking to a human or using an automated system? Why?

Do you think AI could improve customer service calls? Why or why not?

2️⃣ Listening/Reading Activity (15 min)

Listen to/read a short dialogue or article about AI in customer service.

Focus on the advantages and disadvantages of AI-driven customer support.

Comprehension Questions:

1. What are some benefits of AI in customer service?

2. Why do some customers get frustrated with AI?

3. How can companies balance AI and human support?

3️⃣ Vocabulary Focus (10 min)

Go over key terms and their meanings.

Match vocabulary words with definitions.

Fill in the blanks with the correct words in sample sentences.

4️⃣ Speaking Activity (15-20 min)

🔹 Role-play:

One student is a customer calling a company, and the other is an AI system or a human agent.

Try different scenarios (e.g., a billing issue, a delayed order, or a technical problem).

Discuss how the AI or human agent handles the situation.

🔹 Debate:

Topic: "Should companies replace human agents with AI?"

Divide students into two groups (For & Against).

Each side presents arguments and counters the other side’s points.

5️⃣ Writing Activity (15 min)

✍ Option 1: Write a short email to a company complaining about a frustrating customer service experience.

Use polite but firm language.

Explain the problem and suggest a solution.

✍ Option 2: Write an opinion piece on whether AI will make customer service better or worse.

Support your argument with examples.

Use at least three vocabulary words from the lesson.

6️⃣ Wrap-up Discussion (5 min)

What was the most interesting idea you heard today?

How do you think AI will change customer service in the future?

Would you rather talk to an AI or a human when calling customer service?

# data[].attributes.attachment_link.title
BBC Learning English - 6 Minute English / Call centres: Are you talking to AI?

# data[].attributes.attachment_link.description
Have you ever phoned up a company and had your call held in a queue? Could AI make this less painful?

# data[].attributes.body
In the “Working It” podcast episode titled “How to Get Ahead Without Burning Out”, host Isabel Berwick converses with psychologist Dr. Audrey Tang about strategies for career advancement while maintaining well-being. The discussion introduces several key expressions and phrases pertinent to workplace dynamics and mental health. Below are these expressions along with their definitions:

Key Expressions and Definitions:

1. Burnout: A state of severe emotional, physical, and social exhaustion that significantly impacts daily life.

2. Resilience: The capacity to adapt positively to adversity and maintain effective functioning in daily activities.

3. Toxic Positivity: The overgeneralization of a happy, optimistic state across all situations, which can result in the denial and invalidation of authentic human emotions.

4. Structural Issues: Fundamental organizational problems that can contribute to employee stress and burnout, such as excessive workloads or lack of support.

5. Remote Work: A work arrangement where employees perform their job duties outside of the traditional office environment, often from home.

6. Work-Life Balance: The equilibrium between professional responsibilities and personal life, ensuring neither domain overwhelms the other.

7. Emotional Exhaustion: A state of feeling emotionally worn-out and drained due to accumulated stress from personal or work life.

8. Supportive Work Environment: A workplace atmosphere that fosters employee well-being through understanding, assistance, and resources.

9. Positive Adaptation: The process of adjusting effectively to new or challenging circumstances.

10. Meaningful Praise: Genuine and specific acknowledgment of an individual’s efforts or achievements, contributing to their sense of value and motivation.

Class Discussion Plan:

Objective: To engage in a comprehensive discussion about career progression and burnout prevention, utilizing key expressions from the podcast to enhance understanding and practical application.

1. Warm-Up (10 minutes)

• Questions:

• “How do you define career success?”

• “What strategies do you employ to manage work-related stress?”

2. Vocabulary Introduction (15 minutes):

• Activity: Present the key expressions and their definitions.

• Exercise: Provide sentences with blanks for the student to fill in using the appropriate terms.

• “Maintaining a healthy __________ is essential to prevent burnout.”

• “Companies should address __________ to create a supportive work environment.”

3. Listening and Comprehension (20 minutes):

• Activity: Listen to selected excerpts from the podcast focusing on burnout and resilience.

• Questions:

• “What factors contribute to burnout according to Dr. Tang?”

• “How can leaders model seeking help in the workplace?”

4. Discussion and Application (15 minutes):

• Activity: Engage in a dialogue about implementing the discussed strategies in the student’s professional life.

• Questions:

• “Can you identify any structural issues in your workplace that may lead to burnout?”

• “How can you promote a supportive work environment among your colleagues?”

5. Role-Play (15 minutes):

• Scenario: The student assumes the role of a manager addressing a team member showing signs of emotional exhaustion.

• Objective: To practice offering meaningful praise and discussing resilience-building strategies.

6. Wrap-Up and Reflection (5 minutes):

• Activity: Summarize the key takeaways from the lesson.

• Question: “What is one strategy you plan to implement to advance your career without compromising your well-being?”

# data[].attributes.attachment_link.title
Transcript: Working It live — How to get ahead without burning out

# data[].attributes.attachment_link.description
Isabel Berwick talks to psychologist Dr Audrey Tang

# data[].attributes.body
Lesson Plan: AI and Customer Service Calls

Skills Focus: Speaking and Writing

Vocabulary: Queue, hold, automated system, chatbot, efficiency, frustration, customer service, human touch, AI-driven, resolution

1. Warm-up Discussion (5-10 min)

• Have you ever called a company and been put on hold? How did you feel?

• Do you think AI could improve customer service calls? Why or why not?

2. Listening/Reading Activity (15 min)

3. Vocabulary Focus (10 min)

Summary:

4. Speaking Activity (15-20 min)

• Role-play: One student is a customer calling a company, and the other is an AI system or a customer service agent.

• Debate: Should companies replace human agents with AI? Divide students into two groups to discuss.

5. Writing Activity (15 min)

• Option 1: Write a short email to a company complaining about a frustrating customer service experience.

• Option 2: Write a short opinion piece on whether AI will make customer service better or worse.

6. Wrap-up Discussion (5 min)

• What was the most interesting idea you heard today?

• How do you think AI will change customer service in the future?

# data[].attributes.attachment_link.title
BBC Learning English - 6 Minute English / Call centres: Are you talking to AI?

# data[].attributes.attachment_link.description
Have you ever phoned up a company and had your call held in a queue? Could AI make this less painful?

# data[].attributes.attachment_link.title
TED Talks on Instagram: "Getting attention on social media might feel good — for a while. But what happens when you become addicted to it? In his TED Talk, actor Joseph Gordon-Levitt (@hitrecordjoe) shares how he found himself on a never-ending quest for likes and followers, which ultimately left him feeling inadequate and less creative. From that experience, he decided to shift his focus to paying attention instead — and recommends you do the same. The results? Better collaboration, learning and fulfillment. “If we could just stop competing for attention, then the internet becomes a great place to find collaborators,” he says. “Because we’re all just paying attention to the one thing that we’re making together.” Visit the link in bio to watch the full talk."

# data[].attributes.attachment_link.description
19K likes, 64 comments - ted on March 2, 2025: "Getting attention on social media might feel good — for a while. But what happens when you become addicted to it? In his TED Talk, actor Joseph Gordon-Levitt (@hitrecordjoe) shares how he found himself on a never-ending quest for likes and followers, which ultimately left him feeling inadequate and less creative. From that experience, he decided to shift his focus to paying attention instead — and recommends you do the same. The results? Better collaboration, learning and fulfillment. “If we could just stop competing for attention, then the internet becomes a great place to find collaborators,” he says. “Because we’re all just paying attention to the one thing that we’re making together.” Visit the link in bio to watch the full talk.". 

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by TED Talks (@ted)

# data[].attributes.body
Warm-Up (10 min) – Personalized Discussion

Activity: Dubai’s Job Market

• Ask: What are some common jobs in Dubai?

• Discuss industries that are strong in Dubai (tourism, real estate, finance, healthcare).

• Students share what jobs their family members have or what careers interest them.

2. Vocabulary Expansion (10 min) – Professions in Context

• Go over the key terms (nurse, estate agent, retired, counsellor, florist).

• Pair Activity: Each student chooses a job and explains:

• What skills are needed?

• What challenges come with this job?

• Would they like to do it? Why/why not?

3. Listening & Speaking (15 min) – Real Conversations

Activity: Role-Playing a Job Interview

• Listen to a short job-related conversation (Georgie and Neil’s dialogue).

• Discuss:

• What professions do they mention?

• What do their family members do?

• Speaking Task:

• Students role-play a job interview. One is the employer, the other is the candidate.

• Encourage follow-up questions like “Why do you want this job?” or “What experience do you have?”

4. Fluency Practice (15 min) – Debate & Problem-Solving

Activity: Best Jobs in Dubai

• Give different job roles (doctor, teacher, estate agent, engineer, flight attendant, business owner).

• Small groups debate: Which is the best profession in Dubai?

• They present their reasons to the class.

5. Personal Reflection & Speaking

Challenge (10 min) – Future Goals

Activity: Talk About Your Dream Career

• Students give a 2-minute speech about:

• A job they admire.

• What skills it requires.

• If they would like to do it in the future.

• Provide feedback on fluency and pronunciation.

Wrap-Up (5 min) – Quick Speaking Drill

• Rapid-fire questions: Ask students to answer in 30 seconds without hesitation.

• Describe a job you could never do and why.

• What makes a job enjoyable?

• What is the most important job in the world?

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

# data[].attributes.attachment_link.description
Learn to talk about different professions

# data[].attributes.body
Elderly Crime in Japan - A Social Crisis.

1. Warm-up

Why do people commit crimes? and Do you think some people commit crimes on purpose?

well, first of all to think about why a person could commit something like that, i just think what a person can have in his heart he might have issues like a mental problems, sometimes is even chemical.

many times they are pushed to commit crimes.

Watch the picture of the article and brainstorm what may be happening with elderly people? : (homeless , struggling) how’s life for elderly people nowadays?

actually i can see the elderly people having less conditions than before, maybe they can decide about the quality life they want, many times it depends on family members like sons or the kind. it seems to be worse for them because everything is expensive so, everyone is impacted with social and finannces struggles.

i think is not easy because a lot of people don´t have a plan for being secure in the future.

2. Reading/Listening Activity (15 min)

Use this BBC article: Why some elderly Japanese are turning to crime

Have the student skim the article and identify key points.

Discussion: What are the main reasons elderly people commit crimes?

3. Vocabulary & Discussion (15 min)

Introduce key terms:

shoplifting, social isolation, welfare system, recidivism, life expectancy, incarceration

Ask: How does Japan is aging population contribute to this problem?

4. Speaking Activity Role-play (10 min)

One student plays a government official, the other an elderly citizen considering committing a crime.

The official must persuade the citizen not to go to prison and offer alternatives.

5. Debate (10 min)

Should governments provide better welfare for the elderly, or is prison a reasonable solution?

6. Wrap-up (5 min)

Ask: What solutions do you think Japan should implement?

Reflect on:Could this happen in other countries?

# data[].attributes.attachment_link.readable_text
Japan is in the grip of an elderly crime wave - the proportion of crimes committed by people over the age of 65 has been steadily increasing for 20 years. The BBC's Ed Butler asks why.

At a halfway house in Hiroshima - for criminals who are being released from jail back into the community - 69-year-old Toshio Takata tells me he broke the law because he was poor. He wanted somewhere to live free of charge, even if it was behind bars.

"I reached pension age and then I ran out of money. So it occurred to me - perhaps I could live for free if I lived in jail," he says.

"So I took a bicycle and rode it to the police station and told the guy there: 'Look, I took this.'"

The plan worked. This was Toshio's first offence, committed when he was 62, but Japanese courts treat petty theft seriously, so it was enough to get him a one-year sentence.

Small, slender, and with a tendency to giggle, Toshio looks nothing like a habitual criminal, much less someone who'd threaten women with knives. But after he was released from his first sentence, that's exactly what he did.

"I went to a park and just threatened them. I wasn't intending to do any harm. I just showed the knife to them hoping one of them would call the police. One did."

Altogether, Toshio has spent half of the last eight years in jail.

I ask him if he likes being in prison, and he points out an additional financial upside - his pension continues to be paid even while he's inside.

"It's not that I like it but I can stay there for free," he says. "And when I get out I have saved some money. So it is not that painful."

Toshio represents a striking trend in Japanese crime. In a remarkably law-abiding society, a rapidly growing proportion of crimes is carried about by over-65s. In 1997 this age group accounted for about one in 20 convictions but 20 years later the figure had grown to more than one in five - a rate that far outstrips the growth of the over-65s as a proportion of the population (though they now make up more than a quarter of the total).

Another example is Keiko (not her real name). Seventy years old, small, and neatly presented, she also tells me that it was poverty that was her undoing.

"I couldn't get along with my husband. I had nowhere to live and no place to stay. So it became my only choice: to steal," she says. "Even women in their 80s who can't properly walk are committing crime. It's because they can't find food, money."

We spoke some months ago in an ex-offender's hostel. I've been told she's since been re-arrested, and is now serving another jail-term for shoplifting.

Japan's Elderly Crime Wave can be heard on Assignment on the BBC World Service from Thursday 31 January - click here for transmission times

Michael Newman, an Australian-born demographer with the Tokyo-based research house, Custom Products Research Group points out that the "measly" basic state pension in Japan is very hard to live on.

"The pensioners don't want to be a burden to their children, and feel that if they can't survive on the state pension then pretty much the only way not to be a burden is to shuffle themselves away into prison," he says.

The repeat offending is a way "to get back into prison" where there are three square meals a day and no bills, he says.

"It's almost as though you're rolled out, so you roll yourself back in."

Newman points out that suicide is also becoming more common among the elderly - another way for them to fulfil what he they may regard as "their duty to bow out".

The director of "With Hiroshima", the rehabilitation centre where I met Toshio Takata, also thinks changes in Japanese families have contributed to the elderly crime wave, but he emphasises the psychological consequences not the financial ones.

"Ultimately the relationship among people has changed. People have become more isolated. They don't find a place to be in this society. They cannot put up with their loneliness," says Kanichi Yamada, an 85-year-old who as a child was pulled out of the rubble of his home when the atomic bomb was dropped on Hiroshima.

"Among the elderly who commit crimes a number have this turning point in their middle life. There is some trigger. They lose a wife or children and they just can't cope with that... Usually people don't commit crime if they have people to look after them and provide them with support."

Toshio's story about being driven to crime as a result of poverty is just an "excuse", Kanichi Yamada suggests. The core of the problem is his loneliness. And one factor that may have prompted him to reoffend, he speculates, was the promise of company in jail.

It's true that Toshio is alone in the world. His parents are dead, and he has lost contact with two older brothers, who don't answer his calls. He has also lost contact with his two ex-wives, both of whom he divorced, and his three children.

I ask him if he thinks things would have turned out differently if he'd had a wife and family. He says they would.

"If they had been around to support me I wouldn't have done this," he says.

Michael Newman has watched as the Japanese government has expanded prison capacity, and recruited additional female prison guards (the number of elderly women criminals is rising particularly fast, though from a low base). He's also noted the steeply rising bill for medical treatment of people in prison.

There have been other changes too, as I see for myself at a prison in Fuchu, outside Tokyo, where nearly a third of the inmates are now over 60.

There's a lot of marching inside Japanese prisons - marching and shouting. But here the military drill seems to be getting harder to enforce. I see a couple of grey-haired inmates at the back of one platoon struggling to keep up. One is on crutches.

"We have had to improve the facilities here," Masatsugu Yazawa, the prison's head of education tells me. "We've put in handrails, special toilets. There are classes for older offenders."

He takes me to watch one of them. It begins with a karaoke rendition of a popular song, The Reason I was Born, all about the meaning of life. The inmates are encouraged to sing along. Some look quite moved.

"We sing to show them that the real life is outside prison, and that happiness is there," Yazawa says. "But still they think the life in prison is better and many come back."

Michael Newman argues that it would be far better - and much cheaper - to look after the elderly without the expense of court proceedings and incarceration.

"We actually costed a model to build an industrial complex retirement village where people would forfeit half their pension but get free food, free board and healthcare and so on, and get to play karaoke or gate-ball with the other residents and have a relative amount of freedom. It would cost way less than what the government's spending at the moment," he says.

But he also suggests that the tendency for Japanese courts to hand down custodial sentences for petty theft "is slightly bizarre, in terms of the punishment actually fitting the crime".

"The theft of a 200-yen (£1.40) sandwich could lead to an 8.4m-yen (£58,000) tax bill to provide for a two-year sentence," he writes in his 2016 report.

That may be a hypothetical example, but I met one elderly jailbird whose experience was almost identical. He'd been given a two-year jail term for only his second offence: stealing a bottle of peppers worth £2.50.

And I heard from Morio Mochizuki, who provides security for some 3,000 retail outlets in Japan, that if anything the courts are getting tougher on shoplifters.

"Even if they only stole one piece of bread," says Masayuki Sho of Japan's Prison Service, "it was decided at trial that it is appropriate for them to go to prison, therefore we need to teach them the way: how to live in society without committing crime."

I don't know whether the prison service has taught Toshio Takata this lesson, but when I ask him if he is already planning his next crime, he denies it.

"No, actually this is it," he says.

"I don't want to do this again, and I will soon be 70 and I will be old and frail the next time. I won't do that again."

Just over a year ago, Greek pilot Vasileios Vasileiou checked into a luxury hilltop hotel in Kabul. The Intercontinental was popular with foreign visitors - which is why, on 20 January, Taliban gunmen stormed it, killing at least 40 people. Vasileios explains how he survived.

# data[].attributes.attachment_link.title
Why some Japanese pensioners want to go to jail

# data[].attributes.attachment_link.description
Japan is in the grip of an elderly crime wave - the proportion of crimes committed by people over the age of 65 has been steadily increasing for 20 years. The BBC's Ed Butler asks why.

# data[].attributes.body
Here are the definitions of the key terms:

Key Terms & Definitions

1. Shoplifting “ The act of stealing goods from a store without paying.

2. Social isolation “ A state in which a person has little or no contact with others, leading to loneliness.

3. Welfare system “ Government programs designed to provide financial and social support to people in need.

4. Recidivism “ The tendency of a convicted criminal to reoffend after being released.

5. Life expectancy “ The average number of years a person is expected to live based on demographic factors.

6. Incarceration “ The state of being imprisoned or confined in jail.

7. Petty theft “ A minor crime involving the stealing of small or inexpensive items.

8. Giggle “ A light, high-pitched laugh, often from nervousness or amusement.

9. Outstrips “ Exceeds or surpasses something in degree, amount, or performance.

10. Undoing “ A cause of downfall or failure; something that ruins or destroys.

11. Serving “ (in the context of prison) The act of completing a sentence or period of imprisonment.

# data[].attributes.body
Here are some useful vocabulary terms and phrases related to elderly people, financial security, and legal protection:

Financial & Housing Terms

1. Mortgage A loan taken out to buy a home, usually repaid over many years. Some elderly people struggle with mortgage payments after retirement.

2. Reverse mortgage A loan that allows elderly homeowners to access the value of their home while still living in it.

3. Pension A regular payment from the government or a company after retirement.

4. Retirement savings Money set aside for use after a person stops working.

5. Fixed income A limited amount of money received regularly, often referring to pensions or retirement benefits.

6. Debt Money that a person owes to a bank or lender. Many elderly people face debt due to medical expenses.

7. Loan Money borrowed that must be paid back, often with interest.

8. Foreclosure When a bank takes a person’s home because they failed to pay their mortgage.

Security & Social Issues

9. Elderly abuse Mistreatment of older people, often financial, physical, or emotional.

10. Nursing home A facility where elderly people live and receive medical care.

11. Social security Government assistance programs that provide financial support to retired or disabled people.

12. Fraud A crime that involves tricking people, often elderly victims, into giving away their money.

13. Identity theft A type of fraud where someone steals another person’s personal information to commit crimes.

Legal Protections for the Elderly

14. Age discrimination Unfair treatment based on age, such as being denied a job or medical care.

15. Power of attorney A legal document allowing someone to make financial or medical decisions for an elderly person.

16. Elder law Legal policies that protect older adults rights, including housing, healthcare, and financial matters.

17. Long-term care insurance

Insurance that helps cover the cost of nursing homes or home care services.

18. Will & inheritance A legal document that states how a person’s assets will be distributed after their death.

19. Guardianship A legal arrangement where a person is responsible for making decisions for an elderly person who cannot do so themselves.

20. Scam A dishonest scheme to trick people out of their money, often targeting the elderly.

# data[].attributes.attachment_link.title
Channel 4 News on Instagram: "Almost 40,000 people have died alone in the first half of the year, and thousands were not discovered until a month or more after their death, according to Japan’s National Police Agency.

It comes amid a loneliness crisis, as Japan grapples with an older population and declining birth rates.

#Japan #Elderly #Loneliness #Channel4News"

# data[].attributes.attachment_link.description
905 likes, 34 comments - channel4news on September 5, 2024: "Almost 40,000 people have died alone in the first half of the year, and thousands were not discovered until a month or more after their death, according to Japan’s National Police Agency.

It comes amid a loneliness crisis, as Japan grapples with an older population and declining birth rates.

#Japan #Elderly #Loneliness #Channel4News". 

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Channel 4 News (@channel4news)

# data[].attributes.body
Cómplices de tu vida

2. Qué palabras asocias con la palabra Amigo?

honrradez, tranparencia, fidelidad, compañerismo, lealtad, vondad.

3. La  Amistad es para Siempre?

Para que la amistad sea para siempre, necesita ser verdadera, tener conexiones y siempre apoyar o tambien decir cuando las cosas están bien.

APOIO

APOYO

EL TEXTO HABLA SOBRE LA AMISTAD, MEMÓRIAS Y LA IMPORTNACIA DE LA AMISTAD.

LA AUTORA RECONOCE QUE LA AMISTAD ES COMO UN SENTIMIENTO QUE SIENTES DE ESTAR EN DEUDA CON LOS OTROS ( AMIGOS) POR TODO LO QUE HAS VIVIDO Y POR LO QUE VIVIRÁN.

ELLA TAMBIEN CITA LA AMISTAD COMO UN RECUENTO FINAL E IR TRENZANDO MEMORIAS POR LA ESPALDA.

Competencia: Fíjate en la gramática: ( opina, estás de acuerdo con la autora cuando dice...? - utiliza las oraciones de relativo.

"De joven... te haces amigo de lo primero que pasa"

BUENO, ESO VERDAD DESPUES DE UNA CIERTA EDAS, COMIENZAS A FILTRAR Y A SELECIONAR TUS AMISTADES.

"Envejecer es perder"

PARCIALMENTE, PORQUE NOSOTROS PERDEMOS PERSONAS , LAS QUE MUEREN PERO TAMBIEN GANAMOS EXPERIENCIAS.

porque se pierde futuro, SI ESO ES VERDAD PORQUE MIENTRAS MAS EL TIEMPO PASA ESO SE CONVIERTE EN PRESENTE Y DEJA DE SER FUTURO.

Argumentar:

1. Crees que la amistad verdadera, existe? cómo podrías resumirla?

Bueno yo creo que la amistad verdadera tiene que ser constante y que dure mucho, necesitamos regarla no sólo con regalos pero con actitudes como por ejemplo la comprensión, la paciencia, la transparencia, la lealtad y el amor de la amistad.

ESTA PERSONA PODRIA SER VERDADERA, ALEGRE Y PACIENTE.

Dictado:

Relaciona: a qué se refiere esas palabras en el contexto?

1. haces un esfuerzo (........)

2. hacerse mayor, viejo (............)

3. difícil, complicada, lo contrario de simple (............)

4. empiezas a sentir amor por otra persona (............)

5. lista hecha para comprobar que están todas las cosas (..................l)

6. personas cercanas a ti (..............)

7. personas que han estado y pueden contar lo que pasó (............)

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

# data[].attributes.attachment_link.description
Learn to talk about different professions

# data[].attributes.body
Answer the questions:

1. Have you ever felt embarrassed for something you did?

well i think i can get/ feel embarrased when i dont speak the right word or intonation when i speak portuguese in public. so, i easily i get blushed or a little nervous.

Yourself: when i forget your name i get/ feel emabarrased.

1. What can make you feel embarrassed to go to the doctor?

yourself:

About the podcast: what happened in the conversation?

the podcast talks ksjjdbkjsdbasjkdbksdkabdkasadjkbaskdadkabdaskkdbabdasjkdadbadkdkjsdbdkjsdksdkskdbdkjsdkk

Words and phrases to remember:

delay
put off to a later time; postpone

diagnose
identify a disease or medical problem by recognising the symptoms and examining the patient

suffer in silence
endure or struggle with painful feelings or trauma without asking anyone for help

put (someone) at ease
make someone feel calm and relaxed

confidential
kept private and secret; information which is not shared with anyone

non-verbal cues
communication using means such as the expression on your face, hand gestures, or tone of voice to show how you feel about something, rather than using words

put it off/ postpone

Highlight the grammar:

Here are some useful phrases for argumentation, categorized by their function:

Introducing an Argument

• To begin with, …

• First and foremost, …

• The main point is …

• Let me start by saying …

• It is often argued that …

Presenting Evidence or Examples

• For example, …

• For instance, …

• According to …

• As evidence shows, …

• Research suggests that …

Agreeing with a Point

• I agree with you because …

• You’re absolutely right that …

• I share your view on …

• That’s a valid point …

• I couldn’t agree more …

Disagreeing Politely

• I see your point, but …

• While I respect your opinion, …

• I understand your perspective, however …

• I beg to differ because …

• That’s an interesting point, but …

Clarifying a Point

• Let me clarify, …

• In other words, …

• What I’m trying to say is …

• To put it another way, …

• Let me explain further …

Summarizing

• In summary, …

• To sum up, …

• All in all, …

• In conclusion, …

• To wrap things up, …

Conceding a Point

• That’s true, however …

• I agree up to a point, but …

• You have a point, yet …

• I can see why you think that, but …

• Although I agree with some aspects, …

Offering Alternatives

• Instead, we could …

• Alternatively, …

• Another option might be …

• Have you considered …

• Perhaps we should look at …

Asking for Clarification

• Could you elaborate on …

• What do you mean by …

• Can you explain that further?

• I’m not sure I understand. Could you clarify?

# data[].attributes.attachment_link.title
BBC Learning English - 6 Minute English / Embarrassed to go to the doctor?

# data[].attributes.attachment_link.description
Have you ever been embarrassed to go to the doctor?

# data[].attributes.body
What is ‘tense’?

Tense is the form of a verb which tells you when something happened. Look at the verb ‘talk’ for example.

If you say ‘I talk’, you are either telling us a fact or talking about your routine.

If you say ‘I talked’, you are telling us about a finished action in the past.

-------------------------------------------------------------------------------------------------------------------------

On a basic timeline, you have the past, present and future. At each of these points in time, there are four different verb structures: simple, continuous, perfect, and perfect continuous.

Technically, there are only two grammatical tenses in English: present and past. To talk about the future, we actually use the present tense. However, it can be useful to separate the verb structures into 12, like this:

1. Present simple e.g. I walk

2. Present continuous e.g. I am walking

3. Present perfect e.g. I have walked

4. Present perfect continuous e.g.  I have been walking

5. Past simple e.g. I walked

6. Past continuous e.g. I was walking

7. Past perfect e.g. I had walked

8. Past perfect continuous e.g. I had been walking

9. Future simple e.g. I will walk

10. Future continuous e.g. I will be walking

11. Future perfect e.g. I will have walked

12. Future perfect continuous e.g. I will have been walking

Vocabulary

weekly
every week

monthly
every month

regularly
often, or, as part of a routine

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

# data[].attributes.attachment_link.description
Learn to talk about what you do in your free time

# data[].attributes.body
Vídeo Warm up 🆙

Wrap-Up Questions (5-10 minutes)

1. “What is the most surprising thing you learned about the future of work?”

2. “Do you feel excited or worried about how work is changing? Why?”

YouTube: “The Future of Work | What Will Work Look Like in 2030?”

• Summary: A short video (3–5 minutes) discussing automation, AI, and hybrid work models.

• “What do you think about their point?”

“What industries do you think will disappear by 2030?”

The Future of Work

Warm-Up Questions (5-10

1. “What do you think makes a job interesting or satisfying?”

2. “How do you think work has changed compared to 10 years ago?”

3. “What is your ideal work environment? Why?”

Discussion Topics with Questions

1. Remote Work and Work-Life Balance

• Questions:

• “Do you think working from home is better than working in an office? Why?”

• “What are some challenges people face when working remotely?”

well, i think

• “How do you think remote work affects productivity?”

• Expansion Ideas:

• Discuss flexible schedules and time management.

• Compare how different industries approach remote work.

2. Automation and Job Security

• Questions:

• “How do you feel about robots or AI replacing human jobs?”

• “What kinds of jobs do you think are most at risk of automation?”

• “What skills will people need to stay relevant in the future?”

• Expansion Ideas:

• Discuss jobs that require human creativity, empathy, or critical thinking.

• Talk about industries that are growing because of technology (e.g., tech, healthcare).

3. Future Skills

• Questions:

• “What skills do you think will be important for jobs in the next 10 years?”

• “Should schools focus more on soft skills or technical skills?”

• “How do you stay updated with new skills or trends in your field?”

• Expansion Ideas:

• Explore the importance of problem-solving, communication, and adaptability.

• Discuss the value of coding, data analysis, or other tech skills.

4. Work Culture and Diversity

• Questions:

• “Do you think having a diverse workplace is important? Why or why not?”

• “How can companies create a positive and inclusive work environment?”

• “What are some differences between work culture in your country and others?”

• Expansion Ideas:

• Discuss the impact of global teams and remote collaboration.

• Explore stereotypes or biases in the workplace and how to overcome them.

Activity Ideas

1. Role-Playing

• Scenario: “Imagine you’re a manager hiring for a new position. What kind of candidate would you look for?”

• Ask them to explain the skills, experience, and qualities they’d value.

2. Debate

• Topic: “Robots and AI will create more jobs than they replace.”

• Encourage them to pick a side and defend their opinion.

3. Prediction Exercise

• Activity: “Describe what a typical workday might look like 20 years from now.”

• Focus on vocabulary like flexible hours, digital tools, virtual meetings, augmented reality.

Key Vocabulary to Teach or Review

• Automation, remote work, freelance, gig economy

• Work-life balance, productivity, collaboration, innovation

• Artificial intelligence (AI), virtual reality (VR), globalization

# data[].attributes.body
“The Impact of Technology on Human Relationships.”

Why this topic?

1. Relatable: Most of you have personal experiences with technology, so you can easily relate and share your opinion.

2. Versatile: It allows exploration of both positive and negative aspects, encouraging critical thinking.

3. Skill-Building: This topic promotes vocabulary development around technology, emotions, and social interactions.

🗣️ Questions for Discussion:

• How has technology improved human relationships?

• What are some negative impacts of technology on communication?

• Can online friendships be as meaningful as face-to-face ones? Why or why not?

• Should there be limits on technology use in personal relationships?

I think

🧠 Critical Thinking Activity:

• what’s your thought about family that uses technology during dinner, friends who only interact online, or coworkers relying on messaging apps).

Write footnotes about your thoughts:

🎥 Video summary:

📝 Word bank:

✍️Writing Prompt:

“Write an essay about how technology has changed the way people connect with one another. Discuss both the advantages and disadvantages, and provide examples from your personal experiences or observations.”

# data[].attributes.attachment_link.title
Sherry Turkle: Connected, but alone? | TED Talk

# data[].attributes.attachment_link.description
As we expect more from technology, do we expect less from each other? Sherry Turkle studies how our devices and online personas are redefining human connection and communication -- and asks us to think deeply about the new kinds of connection we want to have.

# data[].attributes.attachment_caption
BBC Learning English - Tenses with Georgie / Present simple

# data[].attributes.body
Learning simple present

When something happens regularly. Habits and routines.

She plays football every Monday.

bug i Don't play football. i work out and walk to do my cardio.

My cousins often stay at my house at the weekends.

well, i Don't see my cousins but i always stay at my boyfriend's House on the weekends.

I brush my teeth twice a day.

We usually leave the house at 8AM.

routines and habits:

well, i am a very disciplined person in my routine. so, i wake up Early around 6;10 am, then i walk for 30 min. later i prepare my classes because i am an English teacher and right after i drink my Coffee and i am ready to start my Day.

well i am very sleepy but i wake up in the morning around 7 and i drink my Coffee with bread and eggs, and i am ready for work.

i work at 10 am tomorrow/ next week/ next month/ tonight

i work at 5pm this afternoon. ( schedule)

that's your schedule?

on monday i have English classes and on wednesday i have yoga classes.

the book talks about a girl that travels the world and she meets important people on her way.

# data[].attributes.attachment_link.readable_text
USES OF PRESENT SIMPLE

PRESENT meaning:
When something happens regularly. Habits and routines.
Useful vocabulary for habits and routines: never, rarely, sometimes, often, usually, always, every ____, once/twice, three times a day/month/year, at the weekend, in the morning/afternoon/evening.
For something that is true now. For something that is always true, or a fact.
FUTURE meaning:

When something is scheduled.
Useful vocabulary for schedules: at ____ (time), next Monday, next week/month/year/season, this afternoon/evening, tonight, tomorrow, tomorrow morning.
In a first conditional.
PAST meaning:
When telling a story (usually we use past tenses, but occasionally we use present tenses).

So, I'm at the park. There's a kid on the slide. He falls off and hits his head. I call an ambulance.
When you're summarising books, films, series, plays etc.

In the first Harry Potter book, Harry goes to Hogwarts school and makes friends with Ron and Hermione. They learn how to do magic and fight with You-Know-Who.

STRUCTURE

For positive sentences, use the main verb but add an ' s' for he, she and it.

For negative sentences, put ' don't' before the main verb for I, you, we and they, and ' doesn't' before the main verb for he, she and it. ' Don't' and 'doesn't' are a contracted form of the auxiliary verb 'do/does' plus 'not'.

To ask yes/no questions, add 'do' or 'does' before the pronoun.

To ask for more information, add the 'who, what, where, why, how, when' question words before 'do'.

To do

Practise by using the worksheet on this page, and watch other videos.

NEXT

Try some of our other grammar programmes

# data[].attributes.attachment_link.title
BBC Learning English - Tenses with Georgie / Present simple

# data[].attributes.attachment_link.description
Learn the uses and structure of the present simple

# data[].attributes.body
1. what’s your favorite color?

2. Where do you live?

3. What did you do yesterday.?

# data[].attributes.body
Answer these questions:

1. Do you work standing or sitting?

well, i normally work sitting because i am a permanent make up dresser. and i work sitting all time.

2. how much time do work sitting or standing?

well, i work sitting around 8 hours in a day

3. Do you Think this can have a negative effect on

your Body?

well i Think so, because my Body is sitting and doesn't make Any movement and it is bad for blood circulation. and my Body inflamates.

PODCAST SUMMARY:

WORD BANK:

GRAMMAR EXPLORATION:

Georgie
When we sit, we stop using important muscles. This reduces blood circulation and causes a range of other effects like increased levels of glucose and fat, and decreased energy levels. The body uses 20% more energy when simply standing than when sitting down, and walking uses 92% more energy. And that’s not to mention the damage sitting too much causes to muscle movement and blood pressure.

# data[].attributes.attachment_link.readable_text
Could sitting be damaging to our health? Phil and Georgie discuss this and teach you some useful vocabulary.

This week's question

On average, how many hours a day do British adults spend sitting down? Is it:

a) 7 hours?
b) 9 hours? or,
c) 12 hours?

Listen to the programme to hear the answer.

Vocabulary

engineer (something) out
design or plan in such a way that something is not required

this/so much
in such large amounts

blood circulation
the flow of blood through the heart and blood vessels which carries oxygen around the body

geared around
organised and prepared towards a certain activity or purpose

swim against the tide
not follow what most people are doing; do the opposite of most people

drive (someone) towards
push someone towards accepting a new condition or situation
TRANSCRIPT
Note: This is not a word-for-word transcript.

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

Georgie
And I'm Georgie. We all know how important exercise is to stay fit and reduce the risk of heart disease. Do you exercise much, Phil?

Phil
I try to. I ride my bike at the weekend. But to be honest I do spend a lot of time sitting down.

Georgie
Sitting too much is becoming an increasing problem in the modern world. Maybe you take the bus or train to work, then sit at a desk all day, then go home feeling tired and just sit in front of the television all evening as well. Added together, that's hours of sitting every single day.

Phil
In this programme, we'll be finding out exactly how much sitting is too much. And, of course, we'll be learning some useful new vocabulary.

Georgie
But first, are you sitting comfortably, Phil? Because I have a question for you. On average, how many hours a day do British adults spend sitting down? Is it:

a) 7 hours?

b) 9 hours? or,

c) 12 hours?

Phil
I'll guess it's 7 hours.

Georgie
OK, Phil, I'll reveal the correct answer later. Charlotte Edwardson is a professor of health and behaviour studies who has investigated the link between sitting and health problems in her lab at Leicester University. Here, she talks to BBC Radio 4 programme, Inside Health:

Professor Charlotte Edwardson
If we think about our daily activities, a lot of activities are done sitting down. Movement in our everyday lives has really been engineered out with advances in technology, and our bodies just weren't designed to sit this much, so it's going to cause problems with our health.

[...]

So when you sit down you're not using the largest muscles in your body. So, these are the ones in your legs and your bum. So, that means that your muscle activity goes down. When your muscle activity goes down, your blood circulation reduces.

Throughout history, humans have always walked and moved their bodies. Now, modern technologies like motorised vehicles and office jobs, mean we spend more and more time sitting. Modern life has engineered out the need for us to move. When you engineer something out, you design things in such a way that it is no longer required. For example, CD drives have been engineered out of laptops because downloads are more popular.

Charlotte says humans are not used to sitting this much. Here, the words this much mean in such large amounts. It's a negative thing, one negative being the harm to blood circulation, the flow of blood through the heart and blood vessels which carries oxygen around the body.

Georgie
When we sit, we stop using important muscles. This reduces blood circulation and causes a range of other effects like increased levels of glucose and fat, and decreased energy levels. The body uses 20% more energy when simply standing than when sitting down, and walking uses 92% more energy. And that's not to mention the damage sitting too much causes to muscle movement and blood pressure.

James Gallagher
How much do you feel like you're just swimming against the tide with all of this? Like the whole of society is like driving us more and more towards, you know, sitting down all the time, and you're like, 'please don't!'

James asks if Charlotte is swimming against the tide of modern life. If you're swimming against the tide, you're doing the opposite of what most people are doing. He also says that society is driving us towards sitting more. To drive someone towards something means pushing them to accept a new situation, even when the situation isn't so good.

Phil
Luckily, there's some simple advice to help. Break up periods of sitting 30 minutes or more with a few minutes of walking or moving your arms. Also try to spend less than half of your waking hours sitting down. Good to know. Now how about your question, Georgie.

Georgie
Right, my question was how long does the average British adult spend sitting each day. Phil guessed it was 7 hours which was...close, but not right, I'm afraid. In fact, on average we spend 9 hours per day sitting down, that's about 60% of our waking life. So, remember to take regular breaks, even just a minute or two.

The phrase this much or so much means in such large amounts.

Phil
Bye!

# data[].attributes.attachment_link.title
BBC Learning English - 6 Minute English / Why sitting is bad for health

# data[].attributes.attachment_link.description
Could sitting be damaging to our health?

# data[].attributes.attachment_caption
BBC Learning English - Tenses with Georgie / Present simple

# data[].attributes.body
Learning simple present

When something happens regularly. Habits and routines.

She plays football every Monday.

bug i Don't play football. i work out and walk to do my cardio.

My cousins often stay at my house at the weekends.

well, i Don't see my cousins but i always stay at my boyfriend's House on the weekends.

I brush my teeth twice a day.

We usually leave the house at 8AM.

routines and habits:

well, i am a very disciplined person in my routine. so, i wake up Early around 6;10 am, then i walk for 30 min. later i prepare my classes because i am an English teacher and right after i drink my Coffee and i am ready to start my Day.

well i am very sleepy but i wake up in the morning around 7 and i drink my Coffee with bread and eggs, and i am ready for work.

i work at 10 am tomorrow/ next week/ next month/ tonight

i work at 5pm this afternoon. ( schedule)

that's your schedule?

on monday i have English classes and on wednesday i have yoga classes.

the book talks about a girl that travels the world and she meets important people on her way.

# data[].attributes.attachment_link.readable_text
USES OF PRESENT SIMPLE

PRESENT meaning:
When something happens regularly. Habits and routines.
Useful vocabulary for habits and routines: never, rarely, sometimes, often, usually, always, every ____, once/twice, three times a day/month/year, at the weekend, in the morning/afternoon/evening.
For something that is true now. For something that is always true, or a fact.
FUTURE meaning:

When something is scheduled.
Useful vocabulary for schedules: at ____ (time), next Monday, next week/month/year/season, this afternoon/evening, tonight, tomorrow, tomorrow morning.
In a first conditional.
PAST meaning:
When telling a story (usually we use past tenses, but occasionally we use present tenses).

So, I'm at the park. There's a kid on the slide. He falls off and hits his head. I call an ambulance.
When you're summarising books, films, series, plays etc.

In the first Harry Potter book, Harry goes to Hogwarts school and makes friends with Ron and Hermione. They learn how to do magic and fight with You-Know-Who.

STRUCTURE

For positive sentences, use the main verb but add an ' s' for he, she and it.

For negative sentences, put ' don't' before the main verb for I, you, we and they, and ' doesn't' before the main verb for he, she and it. ' Don't' and 'doesn't' are a contracted form of the auxiliary verb 'do/does' plus 'not'.

To ask yes/no questions, add 'do' or 'does' before the pronoun.

To ask for more information, add the 'who, what, where, why, how, when' question words before 'do'.

To do

Practise by using the worksheet on this page, and watch other videos.

NEXT

Try some of our other grammar programmes

# data[].attributes.attachment_link.title
BBC Learning English - Tenses with Georgie / Present simple

# data[].attributes.attachment_link.description
Learn the uses and structure of the present simple

# data[].attributes.body
Writing

Now, write your own complete sentences using the following phrasal verbs. The prompts in italics are optional.

1. sleep in, e.g. Do you like sleeping in? Why/why not?

Yes I love sleeping in but only on the weekends because during the weekdays I need to work early.

2. work out, e.g. Do you like working out? Why/why not?

3. pick (something) out, e.g. When was the last time you picked out a special gift for someone?

# data[].attributes.attachment_link.readable_text
Georgie teaches you some phrasal verbs related to the morning routine.

Phrasal verbs mentioned

go off
start making a noise (alarms)

I knew the cookies in the oven were ready when the timer went off.

wake up
open your eyes and stop sleeping

The smell of freshly brewed coffee is a great way to wake up.

sleep in
continue sleeping after the time you usually wake up

After a long week of work, Sarah allowed herself to sleep in on Saturday morning.

get up
stand up after being in bed

My daughter got up at 5 am because she was so excited about her birthday.

put (something) on
dress yourself in something

He quickly put on his running shoes and headed out for a morning jog.

work out
train the body through exercise

I try to work out at the gym at least three times a week.

pick (something) out
choose (something) carefully

Can you help me pick out a gift for my sister's birthday?

get dressed
put on your clothes

I turned up to an online meeting in pyjamas because I forgot to get dressed.

work on (something)
spend time learning, studying or doing something

The team decided to work on the project collaboratively to achieve better results
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.

To do
Practise by using the worksheet on this page.
NEXT
Watch more Phrasal verbswith Georgie, and try some of our other grammar programmes.

# data[].attributes.attachment_link.title
BBC Learning English - Phrasal verbs with Georgie / Phrasal verbs for your morning routine

# data[].attributes.attachment_link.description
Do you like sleeping in or are you more of an early riser?

# data[].attributes.body
i agagspakdasdj;lajdas;dj;ads

# data[].attributes.attachment_link.readable_text
What is a preposition?

Prepositions are words that usually go before a noun or a pronoun. They express things like:

Time

Place

Movement/direction

The lions are walking towards the safari car.

Why are they so difficult?

Often they aren't easy to translate, but even when there's a translation, it doesn't always apply, because English prepositions have lots of meanings and uses.

For example, ' over':

Expresses direction/place

Expresses a duration of time

I worked on a project over the weekend

Means 'more than'
TOP TIPS!

Learn prepositions in categories like time, place and movement/direction

Learn phrases in chunks like depend on, consist of, agree with, believe in

To do
Practise by using the worksheet on this page, and for more video with Georgie, try Tenses with Georgie.
NEXT
Try some of our other grammar programmes

# data[].attributes.attachment_link.title
BBC Learning English - Prepositions with Georgie / What is a preposition?

# data[].attributes.attachment_link.description
Georgie explains why prepositions are so tricky

# data[].attributes.attachment_caption
BBC Learning English - Tenses with Georgie / Present simple

# data[].attributes.body
Learning simple present

# data[].attributes.attachment_link.readable_text
USES OF PRESENT SIMPLE

PRESENT meaning:
When something happens regularly. Habits and routines.
Useful vocabulary for habits and routines: never, rarely, sometimes, often, usually, always, every ____, once/twice, three times a day/month/year, at the weekend, in the morning/afternoon/evening.
For something that is true now. For something that is always true, or a fact.
FUTURE meaning:

When something is scheduled.
Useful vocabulary for schedules: at ____ (time), next Monday, next week/month/year/season, this afternoon/evening, tonight, tomorrow, tomorrow morning.
In a first conditional.
PAST meaning:
When telling a story (usually we use past tenses, but occasionally we use present tenses).

So, I'm at the park. There's a kid on the slide. He falls off and hits his head. I call an ambulance.
When you're summarising books, films, series, plays etc.

In the first Harry Potter book, Harry goes to Hogwarts school and makes friends with Ron and Hermione. They learn how to do magic and fight with You-Know-Who.

STRUCTURE

For positive sentences, use the main verb but add an ' s' for he, she and it.

For negative sentences, put ' don't' before the main verb for I, you, we and they, and ' doesn't' before the main verb for he, she and it. ' Don't' and 'doesn't' are a contracted form of the auxiliary verb 'do/does' plus 'not'.

To ask yes/no questions, add 'do' or 'does' before the pronoun.

To ask for more information, add the 'who, what, where, why, how, when' question words before 'do'.

To do

Practise by using the worksheet on this page, and watch other videos.

NEXT

Try some of our other grammar programmes

# data[].attributes.attachment_link.title
BBC Learning English - Tenses with Georgie / Present simple

# data[].attributes.attachment_link.description
Learn the uses and structure of the present simple

# data[].attributes.body
Cómplices de tu vida

1. Habla sobre la amistad

Hahahahahahahahahahahahahaha

2. Qué palabras asocias con la palabra Amigo?

3. La  Amistad es para Siempre? ( Responde las preguntas del libro pagina

Competencia: Fíjate en la gramática: ( opina, estás de acuerdo con la autora cuando dice...? - utiliza las oraciones de relativo.

"De joven... te haces amigo de lo primero que pasa"

bueno, yo me hacia amigo de todos.

"Envejecer es perder"

porque se pierde futuro,

Argumentar:

1. Crees que la amistad verdadera, existe? cómo podrías resumirla?

Dictado:

Relaciona: a qué se refiere esas palabras en el contexto?

1. haces un esfuerzo (........)

2. hacerse mayor, viejo (............)

3. difícil, complicada, lo contrario de simple (............)

4. empiezas a sentir amor por otra persona (............)

5. lista hecha para comprobar que están todas las cosas (..................l)

6. personas cercanas a ti (..............)

7. personas que han estado y pueden contar lo que pasó (............)

# data[].attributes.attachment_link.title
BBC Learning English - Course: News Review / Unit 1 / Session 18 / Activity 1

# data[].attributes.attachment_caption
Playing with FIRE: How to quit work and retire in your 30s

# data[].attributes.body
Does this really make sense? What reaction in words can you describe with the title?

About the video footnotes:

F.I.R E is a movement for people to retire at early ages.( ordinary lifestyle- do not regret - saving money every year)

less is more for these people who say that this is a new tendency.

economy is changing every time and this can screw you if you do not save money.

studying is essential for getting information about saving.

every family can't reach the same income to afford houses our luxurious things.

Remarkable facts you consider to write down: disagree/ agree.

i agree with the fact that we need to learn how to save and look forward prosperity and retirement.

i'm not 100 percent agree because moderation is the key for my desires in the future, l have many concrete things in my head like buying a house and keep a quality of life.

Your conclusion: everyone can do this? get retired as happy as they can?

word bank:

priorities - infrastructure - littering the streets -

# data[].attributes.attachment_link.title
Playing with FIRE: How to quit work and retire in your 30s

# data[].attributes.attachment_link.description
A personal finance strategy popular among millennials is helping them to quit their job and retire decades early.

# data[].attributes.body
Cómplices de tu vida

1. Habla sobre la amistad

la amistad es una conexión de otras vidas , que dos personas o más se proponen a tener, es un sentimiento muy bonito cuando lo alimentas de comprensión, transparencia, calidad, honradez, y amor sobre todas las cosas.

la amistad para mi seria tener una persona para compartir la vida en todos los momentos felices y no tan buenos.

2. Qué palabras asocias con la palabra Amigo?

hermano/colega/ compañero de vida/ complice/ confidente/amigo/hermandad/ voluntad/ calidad/

3. La  Amistad es para Siempre? ( Responde las preguntas del libro pagina 16)

Competencia: Fíjate en la gramática: ( opina, estás de acuerdo con la autora cuando dice...? - utiliza las oraciones de relativo.

"De joven... te haces amigo de lo primero que pasa"

bueno, yo me hacia amigo de todos.

yo me hago fácilmente de amigos con todos.

"Envejecer es perder"

porque se pierde futuro,

"La única patría que conozco son mis amigos"

Argumentar:

1. Crees que la amistad verdadera, existe? cómo podrías resumirla?

Dictado:

Relaciona: a qué se refiere esas palabras en el contexto?

1. haces un esfuerzo (........)

2. hacerse mayor, viejo (............)

3. difícil, complicada, lo contrario de simple (............)

4. empiezas a sentir amor por otra persona (............)

5. lista hecha para comprobar que están todas las cosas (..................l)

6. personas cercanas a ti (..............)

7. personas que han estado y pueden contar lo que pasó (............)

# data[].attributes.headline
placement class 1 - complementary ADRIANO

# data[].attributes.subject
placement class 1 - complementary ADRIANO

# data[].attributes.body
worksheet:

https://downloads.bbc.co.uk//learningenglish/features/tenses_with_georgie/240126_twg_present_simple_worksheet.pdf

# data[].attributes.attachment_link.readable_text
USES OF PRESENT SIMPLE

PRESENT meaning:
When something happens regularly. Habits and routines.
Useful vocabulary for habits and routines: never, rarely, sometimes, often, usually, always, every ____, once/twice, three times a day/month/year, at the weekend, in the morning/afternoon/evening.
For something that is true now. For something that is always true, or a fact.
FUTURE meaning:

When something is scheduled.
Useful vocabulary for schedules: at ____ (time), next Monday, next week/month/year/season, this afternoon/evening, tonight, tomorrow, tomorrow morning.
In a first conditional.
PAST meaning:
When telling a story (usually we use past tenses, but occasionally we use present tenses).

So, I'm at the park. There's a kid on the slide. He falls off and hits his head. I call an ambulance.
When you're summarising books, films, series, plays etc.

In the first Harry Potter book, Harry goes to Hogwarts school and makes friends with Ron and Hermione. They learn how to do magic and fight with You-Know-Who.

STRUCTURE

For positive sentences, use the main verb but add an ' s' for he, she and it.

For negative sentences, put ' don't' before the main verb for I, you, we and they, and ' doesn't' before the main verb for he, she and it. ' Don't' and 'doesn't' are a contracted form of the auxiliary verb 'do/does' plus 'not'.

To ask yes/no questions, add 'do' or 'does' before the pronoun.

To ask for more information, add the 'who, what, where, why, how, when' question words before 'do'.

To do

Practise by using the worksheet on this page, and watch other videos.

NEXT

Try some of our other grammar programmes

# data[].attributes.attachment_link.title
BBC Learning English - Tenses with Georgie / Present simple

# data[].attributes.attachment_link.description
Learn the uses and structure of the present simple