Level: Beginner
Length: 45–60 minutes
Main goal: Learn and use simple words to talk about money habits.

1. 🧊 Warm-up (10 minutes) – Getting to Know You

Ask simple, friendly questions to break the ice and introduce the topic:

• Do you like shopping?

• very much.

• What do you buy often?

• i often buy clothing for sports specially for beach tennis i love to do that!

• Do you save money?

• no, i don´t save money in this moment.

• (save the date/ keep )

• What is something you want to buy?

• well i want to buy sun glasses for this upcoming summer.

Encourage short, clear answers. Repeat and expand them if needed:

Student: "I like shopping."
You: "You like shopping! What do you buy? Clothes? Food?"

2. 🧠 Vocabulary Time (10 minutes) – Easy Words for Money

Introduce 5 new expressions naturally in conversation. Use examples, gestures, and questions to help the student understand. Speak slowly and clearly.

1. Save
Say: “Save means keep money. Not spend.”
Example: “I save money every month. Do you save money?”

Julia saves money every month.

julia doesn´t save money every month.

does julia save money every month?

2. Save up for
Say: “Save money for something special.”
Example: “I save up for a holiday. What do you save up for?”

i am saving up for my trip to Paris.

3. Afford
Say: “Afford means you have enough money to buy something.”
Example: “Can you afford a car?”
Student: “No, I can’t. It’s expensive!”

i can afford the sims only in this moment. but in the future i know i will afford many things.

4. Stingy
Say: “Stingy is when a person doesn’t like to spend money.”
Example: “My uncle is stingy. He never pays for coffee!”

alright i think i am stingy but it´s because i am saving for my trip to paris.

5. Break the bank
Say: “Something that costs too much money.”
Example: “A house breaks the bank. It’s very expensive!”

an airplane can break a bank.

a car

i study in an university

i have an umbrella

6. Splash out
Say: “To spend a lot of money, usually for fun.”
Example: “I splash out on my birthday!”

• I splash out on carnival

  on/in/at duvida

Let the student repeat each word and give a short example if possible.

3. 🎧 Listen and Understand (10 minutes) – Short Dialogue

Read this very short and easy version of the podcast aloud. You can act it out and ask the student to repeat after you or take one role.

You: Do you save money?

Student: Yes, I save money.

You: What do you save for?

Student: I save for a trip.

You: Can you afford a new phone?

Student: No, I can’t.

You: That’s OK. A phone can break the bank!

Student: Yes! It’s too expensive!

You: Do you splash out on anything?

Student: Yes. I splash out on clothes!

After the dialogue, ask a few follow-up questions to check understanding:

• What does “save” mean?

• What is something that breaks the bank for you?

• What do you splash out on?

4. HOMEWORK🗣️ Speaking Practice (10–15 minutes) – Let’s Talk!

Now ask the student to talk more about her own habits, using the new words. Keep it slow and clear.

Questions you can ask:

• What do you save for?

• What do you want to buy now, but can’t afford?

• What’s something expensive?

• Do you splash out on holidays or gifts?

• Do you know someone who is stingy?

Help with grammar and vocabulary gently. Repeat and expand what she says.

5. 🎨 Optional Homework or Drawing (5 minutes)

Ask her to draw or write 3 things at home:

• Something i save for

• Something that breaks the bank

• Something i want to splash out on

Or: ask her to bring a picture next class and talk about it in English.

✅ End of Class – Wrap-up (5 minutes)

Say the new words again and ask:

• What new word do you remember?

• Do you save or spend more?

Finish with encouragement:

"Great job today! You used a lot of new words. Well done!" 🌟

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 watch tv, i have my favorite series now and it´s called the handsmaid tale.

  • well , i would say... i like to play beach tennis in my free time.

    how about you?

  • Do you have a hobby?

  • yes, i like to read and water the plants in my apartment

  • my hobby is just play beach tennis, last time i played 8 hours straight.

    
    

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

i would say that i like to work out in my free time.

i don´t like i would say that i only like to play beach tennis.

2. Vocabulary Presentation (10 minutes)

Introduce new words with pictures or realia if possible:

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

   
   

   create - i love to create

   creativity= my brother has much creativity

   creative = i am an engineer and i am not creative.

   create = verb

   Caua likes to create games with his friends

   
   

   creativity = noun

   
   

   
   

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

3. i don´t like to sew.

   
   

4. 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.

   
   

5. 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 ________. She writes stories and paints.

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

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

  4. I want to __________ 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.

USES OF PRESENT SIMPLE 

PRESENT meaning: 

When something happens regularly. Habits and routines. 

• She plays football every Monday.

• i don´t play soccer but i work out everyday.

• My cousins often stay at my house at the weekends.

• i don´t stay at my house at the weekends

• I brush my teeth twice a day.

• We usually leave the house at 8AM.

• i like to play beach tennis everyday.

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./ i don´t live in london but i live in Dubai

• Mum works as an engineer.my mom works as a freelancer.

• 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?

🎯 Objectives

• Practice listening and speaking about money and savings.

• Learn and use vocabulary: budget, shop around, offer, on offer, deal.

• Share personal strategies about spending and saving.

1. Warm-up (5–7 min)

Discussion questions

• Do you usually save money or spend it quickly?

• I usually spend it quickly but i try to save sometimes.

• What was the last thing you buy/bought that was a good deal?

• the last thing i bought was a cellphone and it was a good deal.

• When you travel, do you usually stick to a budget?

  well when i travel i don´t stick to a budget but i find it very important, specially in a different country.

  
  

2. Vocabulary (10 min)

Introduce the words from the episode with simple definitions and examples:

• budget → “I have a budget of $5.000 for my trip to Guatemala.

• shop around → “Before buying a phone, I shop around online.”

• offer/deal → “The shop/store has a deal/offer on shoes: buy one, get one free.” it´s a good offer

• on offer → “Milk is on offer today – half price!”

• on sale - american accent -

👉 Activity: Give sentences with a gap, student completes:

1. I can’t spend more than $200. That’s my ________.

2. Before buying a computer, it’s smart to ________.

3. These jeans are normally $40, but today they are $25. They are ________.

3. Listening Practice (10–12 min)

🎧 Play or read a short part of the transcript (Beth talking about shopping around).

Comprehension questions:

1. What does Beth do before she buys something expensive?

   
   

2. Why does she think this is a good way to save money?

   
   

3. Do you do the same?

   
   

4. 4. Speaking Practice – Role-play (12–15 min)

Set up scenarios where student uses the new vocabulary:

• Situation 1: You are shopping online. You see a phone on offer. Talk to your friend about whether to buy it.

• Situation 2: You are planning a holiday. Decide on a budget and discuss how to save money.

• Situation 3: A shop has a great deal but you don’t really need the product. Discuss if it’s a good idea to buy.

5. Personalization (8–10 min)

Questions for student to expand:

• Are you saving for something right now?

• 
  

• How do you usually save money?

• 
  

• Do you prefer to buy things on offer, or do you prefer the original price and good quality?

• 
  

6. Wrap-up (3–5 min)

• Review vocabulary quickly.

• Ask student: “What’s one new idea you learned today about saving money?”

• Give a small homework task: Write 5 sentences using today’s vocabulary in your own life.

🎯 Objectives

• Learn vocabulary to talk about fear.

• Practice intensifiers with adjectives (very, really, so, absolutely, completely).

• Talk about personal fears in different situations.

1. Warm-up (5 min)

Teacher asks:

• Do you get scared easily?

• What was the last time you felt afraid?

(Prompt student to use short, simple answers: Yes, I was scared of a dog / I was afraid of the dark).

2. Vocabulary (10 min)

Introduce with gestures, pictures, or simple examples:

• afraid / frightened / scared of → "I’m scared of dogs."

• terrified of → stronger fear → "I’m terrified of snakes."

• phobia → extreme fear → "I have a phobia of heights."

• freak out → lose control → "I freak out when I see a cockroach!"

👉 Write them on the board in order of intensity.

3. Grammar Focus: Intensifiers (10 min)

Explain simply:

• very / really / so → make the adjective stronger.

• absolutely / completely / totally → only with strong adjectives.

Examples:

• I’m very scared of spiders.

• I’m really afraid of the dark.

• I’m so terrified of flying.

• I’m absolutely terrified of snakes.

• I completely freak out when I see a mouse.

👉 Do quick practice:
You say the adjective → student makes a stronger sentence.

• Teacher: "afraid of dogs" → Student: "I’m really afraid of dogs."

4. Listening / Reading Practice (8 min)

Use part of the Phil & Beth conversation (shortened):

• Beth: I’m afraid of spiders. I really hate spiders.

• Phil: I’m scared of small spaces. I’d be worried about getting stuck.

• Beth: My friend has a phobia of bananas. She completely freaks out!

Ask comprehension questions:

• What is Beth afraid of?

• What is Phil afraid of?

• What phobia does Beth’s friend have?

5. New Situations for Practice (10–12 min)

Give student situations and ask: Are you afraid? How afraid are you?
Encourage answers with intensifiers.

Situations:

1. You are in the dark alone at night.

2. You see a big spider in your bed.

3. You are in a small elevator and it stops.

4. You hear thunder and lightning very close.

5. You watch a horror movie.

6. You are on a very high bridge.

Example:

• Teacher: "You are in the dark alone at night."

• Student: "I’m so scared." / "I’m really afraid of the dark."

6. Controlled Speaking (Pair Role-Play / Teacher-Student) (10 min)

Model a dialogue:

A: What are you afraid of?
B: I’m really afraid of snakes.
A: Do you freak out?
B: Yes, I completely freak out when I see one.

👉 Student practices with different fears.

7. Wrap-Up / Reflection (5 min)

• Review: words for fear + intensifiers.

• Ask student: What are you afraid of? Are you more afraid of spiders or of the dark?

• Quick writing: 3 sentences with fears + intensifiers.

✅ Homework idea:
Write 5 sentences about fears using very, really, so, absolutely, completely.
Example: I’m absolutely terrified of snakes.

Level: Basic (A1–A2)
Time: 45–60 minutes
Theme: Driving – highs and lows
Skills: Vocabulary, Listening, Speaking, Pronunciation

1. Warm-up (5–7 min)

Goal: Activate prior knowledge and get the student speaking.

Ask a few simple questions to start the conversation:

• “Do you drive?”

• i drive and i drive very well.

• “Do you like cars?”

• i like cars, i have my favorite car that is cheap territory by Ford, and expensive one Macan.

• “How do you go to work or university?”

• options: by car. by bike, by airplane, by train, by uber. on foot.

• “Have you ever been in a car with someone singing?”

• no, but i sing sometimes....

Encourage short answers. If needed, show pictures of cars, buses, or roads to support understanding.

2. Vocabulary Introduction (10 min)

Goal: Teach and practice four new words.

Introduce the following vocabulary one by one:

• Commute: travel to work or school using any kind of transport.
  Example: “I commute to work by bus.”

• commuting in salvador is better now with the subway.

• people in india commute by full busses.

• Speeding: driving faster than the legal speed limit.
  Example: “Speeding is dangerous.”

• do not speed, drive safely.

• eating brocoli is good for your health

• driving drunk is dangerous

• Park: stop your car and leave it in a space.
  Example: “I park my car near my house.”

• parking in salvador is hard/difficult/chaotic.

• Reverse: drive backwards.
  Example: “I reverse slowly in the parking lot.”

• i left the car in the parking lot inside of the shopping mall.

Say each word clearly and ask the student to repeat after you several times.
Show a picture or act it out to make it more memorable. For example, pretend to reverse or park a car.

3. Listening Activity (10 min)

Goal: Help the student understand the main ideas in a short conversation.

Read this short dialogue slowly two times:

Beth: I love singing in the car when I drive to work.
Neil: I don’t! I have to reverse and park every morning — it’s stressful.
Beth: Do you ever get caught speeding?
Neil: No, I don’t like speeding. My commute is short, so I drive slowly.

First time: The student just listens.
Second time: Ask comprehension questions:

• Who likes singing?

• Beth

• What does Neil do every morning?

• Neil reverse and park every morning

• Does Neil like speeding?

• Neil doesn't like speeding

You can adapt the language if needed for clarity.

4. Pronunciation Practice (5 min)

Focus on the pronunciation of the four vocabulary words:

• commute

• speeding

• park

• reverse

Say each word slowly and clearly. Ask the student to repeat several times.
Then, use short example sentences for drilling:

• “I commute to work.”

• “She is speeding.”

• “He parks the car.”

• “We reverse slowly.”

5. Guided Speaking Practice (10–15 min)

Goal: Help the student use the new vocabulary in simple sentences.

Part 1 – Personal Questions
Ask the student questions so they can answer with the target words:

• “How do you commute to work or school?”

• “Where do you park your car?”

• “Do you like to sing in the car?”

• “Is speeding good or bad?”

Part 2 – Role-play
You play Beth and the student plays Neil (or the other way around).
Repeat the short conversation together, focusing on pronunciation and fluency.
Encourage the student to act out reversing or parking to make it fun and memorable.

6. Wrap-up and Homework (5 min)

Review the four new words together. Ask the student to explain them in their own words or give an example.
Ask: “What new word did you like the most today?”

For homework:
Ask the student to find or draw one picture that shows each of the new vocabulary words and write one short sentence for each word.

✅ Learning Outcomes:
By the end of the class, the student will:

• Understand and use four driving-related vocabulary words.

• Comprehend a short conversation about driving.

• Answer simple questions and participate in a role-play.

• Pronounce the new words correctly.

🧠 Topic:

Spending Time with Friends

Level: Intermediate

Time: 45–60 minutes

Skills: Listening, Vocabulary, Speaking

Materials: Audio (or transcript), vocabulary list, comprehension and discussion questions

1. Warm-up (5–8 min)

Objective: Activate the student’s background knowledge and set the context.

Ask:

• Do you like spending time with friends?

• yes i do, i like spending time with friends on the weekend.

• What kinds of things do you usually do with your friends?

• we usually play beach tennis and after that we drink at somebody´s house or in a bar.

• Do you prefer big parties or small gatherings? Why?

• i prefer small gatherings at home with friends for a birthday.

• How do you usually feel when you meet new people?

• are you good making new friends?

• i am very good making new friends and i like to meet new people specially when i play beach tennis.

Encourage extended answers and follow up with short personal questions to make it natural.

2. Pre-listening: Vocabulary (10 min)

Objective: Introduce key vocabulary that appears in the conversation.

Key vocabulary:

• socialise – to spend time with people for fun

• i used to socialise a lot but now i am more reserved, i stay home but socialising is essential.

• small talk – conversation about unimportant things, usually with people you don’t know well (for example, the weather)

• i don´t like small talk but if i have to socialise i need use it.

• awkward – feeling uncomfortable in a social situation

• i was invited to a birthday party and i didn´t know the rest of the people so, i felt awkward.

• embarrassed – feeling shy or ashamed in front of others

• i felt embarrassed when my friend asked me to dance samba because everyone was watching me.

• have something in common – to share the same interests, likes or dislikes with someone.

Activities:

• Ask the student if they know any of these words already.

• Give them quick example sentences and ask them to guess the meanings.

• Ask them to make a simple sentence with each word to check understanding.

• Clarify pronunciation if necessary.

3. Listening – First Round (5–8 min)

Objective: General comprehension.

Play or read the conversation between Neil and Georgie.

Ask the student to listen for the main idea and then answer these questions:

• What is the main topic of Neil and Georgie’s conversation?

• The main topic is socialising.

• Do they both enjoy socialising in the same way?

• No

• What kinds of social events do they each prefer?

• Georgie prefers big parties and Neil prefers small events

Discuss answers briefly without focusing on details yet.

4. Listening – Second Round (8–10 min)

Objective: Focused comprehension and vocabulary recognition.

Play or read the conversation again, more slowly if needed.

Ask the student to listen for the key vocabulary in context.

Then ask comprehension questions such as:

• Why doesn’t Neil see his friends very often?

• Because he has responsibilities

• Why does Georgie sometimes prefer small events?

• Because she has a shy side

• How does Neil feel about small talk?

• He doesn't like, she feels a bit empty

• How do they both deal with feeling embarrassed in social situations?

• If you find a topic quite quickly that you have in common, it's ok.

• What does Georgie mean by “social burnout”?

• Exhausted from spending too much time with others.

Go over the answers together, clarifying any confusing parts.

5. Vocabulary Practice (10 min)

Objective: Reinforce vocabulary through personalisation.

Activities (choose one or two):

• Ask the student to make sentences from their real life using each word.
  (e.g. “I usually feel awkward when I meet people at work events.”)

• I like meet new people and spending time with friends in small events.

• Give a situation and ask the student to respond using the vocabulary.
  Example: “You’re at a party and don’t know anyone. How do you feel?” → encourage using awkward or embarrassed.

• Quick oral quiz: say a definition and the student says the word.

6. Speaking & Discussion (15 min)

Objective: Encourage fluency and deeper conversation.

Ask discussion questions:

• How often do you socialise with friends?

• I socialise with friends quite often

• Do you prefer small talk or deeper conversations? Why?

• It depends, because it depends do moment and da people

• Can you remember a time when you felt awkward or embarrassed at a social event? What happened?

  No

• Do you think it’s important to have friends who share your interests? Why or why not?

• Yes, because you can speending time doing thins que you like and talking about things que you like.

• Do you ever need time alone after socialising?

• No

Encourage the student to give personal answers, use new vocabulary naturally, and explain their opinions. Give feedback on grammar and vocabulary as they speak.

7. Wrap-up (3–5 min)

Objective: Review and consolidate.

• Review the key vocabulary briefly. For example, ask “What does ‘have something in common’ mean?”

• Ask the student to share one new word or idea they liked from the lesson.

• Optionally, assign a short speaking or writing homework.

✍ Optional Homework

Ask the student to record a 1–2 minute audio or write a short paragraph about:

“Describe a recent time you socialised with friends. What did you do? How did you feel?”

I went a Halloween party in a friend house, foi muito divertido, estávamos todos fantasiados. Apesar de i was tired because i played all day, eu me fun bastante

🧠 Class Title:

Greedy or Hungry? Talking about Greed and Food

Level: Low Intermediate (A2–B1)

Duration: 60 minutes

Skills: Listening (or reading), speaking, vocabulary, and writing

Topic: Greed, food habits, and expressions about eating too much

1. Warm-up (10 minutes)

Start with a short, friendly conversation.

Ask the student:

• When you are hungry, what food do you usually want?

• When i'm hungry i want to eat nooddles, pasta, italian food.

• Have you ever eaten too much? How did you feel after?

• I have eaten too much many times in my life and i felt so bad after

• Do you like buffets? Why or why not?

• I like buffets

Encourage short and natural answers, for example:

“Yes, sometimes I eat too much pizza.”

“I love buffets because I can try many things.”

2. Vocabulary (10 minutes)

Introduce the main words and expressions from the podcast.

Explain them with simple examples:

greedy – wanting more than you need.

Example: He’s greedy because he ate all the cake.

too much / too many – having more than necessary.

Example: You drank too much soda.

enough – the correct amount, not more and not less.

Example: I have enough food, thanks.

your eyes are bigger than your belly – you take more food than you can eat.

Example: I couldn’t finish my plate – my eyes were bigger than my belly!

moreish – something so tasty that you want more.

Example: These cookies are so moreish!

Then ask the student to make one example with “greedy”, “too much”, and “enough”.

3. Listening or Reading (15 minutes)

If you have the audio, play the first part of the conversation (until they explain “your eyes are bigger than your belly”).

If not, give the student the transcript to read aloud or silently.

Ask the student to underline or note the new words they find.

Then check comprehension with these questions:

1. What does “greedy” mean?

2. What happens when Neil goes shopping hungry?

3. What does “your eyes are bigger than your belly” mean?

4. What food is moreish for Beth? And for Neil?

5. Is being greedy always about food? What else can we be greedy with?

4. Grammar Focus (10 minutes)

Work with “too much”, “too many”, and “enough”.

Examples:

• I ate too much pizza.

• She bought too many biscuits.

• I didn’t eat enough vegetables.

Speaking practice: complete the sentences orally.

1. Yesterday, I drank too much _______.

2. I don’t eat enough _______.

3. I have too many _______ at home.

Encourage full sentences and help correct small mistakes.

5. Speaking Activity (10 minutes)

Now make it personal and fun.

Ask:

• What food is moreish for you?

• Pizza is moreish for me

• When was the last time your eyes were bigger than your belly?

• Last weekend, i ate kibe, candy, pork and pasta.

• Do you think people today are greedy in general? (with food, money, or things)

• Yes, people are very greedy

Model answers if necessary:

“Chocolate is very moreish for me.”

“I ordered a big pizza and couldn’t finish it.”

6. Writing Practice (5–10 minutes)

Ask the student to write 5 or 6 sentences about a time they were greedy or ate too much.

They should use the words greedy, too much, enough, and moreish.

Example:

Last weekend, I went to a buffet. The food was delicious and moreish. I ate too much sushi and dessert. My eyes were bigger than my belly!

1. My eyes are usually bigger than my belly.

2. Last weekend, i went to a fair and there were many options of moreish food.

7. Wrap-up and Homework (5 minutes)

Review the key points:

• What does “greedy” mean?

• What is a “moreish” food for you?

• What happens when your eyes are bigger than your belly?

Homework idea:

Ask the student to find or take a photo of a “moreish” food they love and describe it next class using today’s vocabulary.

🌙

Upgraded Class Plan – Talking About Naps (Upper Basic Plus / A2+–B1)

1. Warm-up Discussion

Encourage longer answers:

• When during the day do you usually feel tired?

• I usually feel tired all day

• Do you sleep well at night? Why / why not?

• I normally sleep well, because i need to

• In your culture, is taking a nap common?

• Yes, in my country is common to take a nap, mainly/generally after lunch.

• What is better: a 20-minute nap or a 1-hour nap?

• For me is better a 1-hour nap.

2. Vocabulary Expansion

1. nap

Short sleep during the day.

Example: Some people think a 20-minute nap gives you more energy.

2. snooze

Sleep lightly, usually for a few minutes.

Example: On weekends, I snooze in bed before getting up.

3. yawn

Open your mouth and breathe in because you’re tired or bored.

Example: When I yawn in meetings, I feel embarrassed.

4. crash

Suddenly lose energy and feel very tired.

Example: I usually crash after lunch, around 2 p.m.

Vocabulary Challenge

Choose the correct option:

1. I usually nap for ten minutes after lunch. (nap / crash)

2. When I’m bored, I yawn. (snooze / yawn)

3. After a long day, many people crash at 6 p.m. (snooze / crash)

4. Some people snooze in class, but only for a moment. (yawn / snooze)

3. Listening / Reading (Upgraded Version)

Read this adapted paragraph:

Neil says he’s tired today, and Georgie suggests he might need a nap.

They talk about why people nap and if naps can help you feel more awake.

Georgie explains that a nap is a short sleep in the daytime, and she asks Neil if he usually takes naps.

Comprehension Questions (A2+/B1–):

• Why is Neil tired?

• What does Georgie suggest?

• Georgie suggests take a nap

• What definition does Georgie give for a nap?

• A nap is a short sleep

• Do you think naps are helpful? Why?

• Yes, because people recovery energy for the day.

4. Grammar Focus – Frequency & Habits

Review Frequency Adverbs

• I always nap on Sundays.

• I usually snooze after lunch.

• I sometimes crash in the afternoon.

• I never nap at work.

Speaking Activity

Let the student choose three frequency adverbs and make sentences about their sleep habits.

5. Controlled Speaking Practice

Prompt Cards (Student Answers in 3–4 sentences):

1. Describe your perfect nap: time, place, duration.

2. The perfect for me is after lunch, in my bed for one hour.

3. Talk about a time when you crashed during the day.

4. I always crash after my classes. I feel very tired.

5. Why do people yawn? Give two ideas.

6. When they are sleepy and they are bored.

7. Do you think snoozing in the morning is a good or bad habit? Explain.

8. I don't know, In the morning, we usually, we just woke up, so it's not normal to snooze.

I just arrived...

Encourage linking words: because, but, so, also.

6. Mini Role-play (B1– readiness)

Situation:

Neil and Georgie meet in the office. Neil looks extremely tired.

Student should include:

• nap

• snooze

• crash

• yawn

• a frequency adverb (usually / sometimes / often)

Let the student improvise, you play the second character.

7. Writing Task (Upgraded)

Write 80–100 words:

Topic: “My Daily Energy Levels”

Include:

• When you usually crash

• If you take naps and why

• What makes you yawn

• Your opinion about snoozing in the morning

8. Extension Discussion (More Challenging)

• Should workplaces allow naps? Why or why not?

• Yes, because in lunch time the employees can rest/ sleep/ take a nap before they go back to work.

• Are naps healthy, or do they make you more tired?

• It depends, each person reacts in a different way.

• What’s the difference between a nap and being lazy?

• I think when you take a nap you rest for some time specially after some work is very essential, and when you are lazy that is a behaviour or personality type.

🌟 CLASS: Experiences or Possessions?

Level: Lower Intermediate (B1)

Skills: Reading, Vocabulary, Speaking, Writing

Topic: Happiness — things or experiences?

🗣️ WARM-UP (5–7 minutes)

Ask your student:

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

   I think buying makes me happier because it makes me powerful.

   
   

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

   humm I just bought my cellphone and I am in love with it.

   
   

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

   i have many experiences but recently I went to a friend's house and I had a very good time there. we made/prepared pizza and we played games on boards.

Write examples on the board:

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

simpler / simple/ luxurious /quality on things/

📖 READING

Title: What Makes Us Happier: Things or Experiences?

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

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

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

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

🧠 COMPREHENSION QUESTIONS

1. Match the headings to the paragraph.

Paragraph 1 b

Paragraph 2 c

Paragraph 3 _a_

Paragraph 4_d_

a) Experiences make people happier

b) Experiences are more popular

c) People get bored of things

d) Not everyone feels the same

✅ Suggested answers (for checking after discussion):

1–b / 2–c / 3–a / 4–d

2. Choose the correct answer.

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

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

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

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

✅ Answers: 1–a / 2–a / 3–a / 4–b

🧩 VOCABULARY PRACTICE

Match the words to their meanings:

1. material possessions /

2. fleeting/

3. fade/

4. envious /

5. anticipation/

6. deteriorate/

7. personality type/

a) feeling jealous of someone

b) things that you own

c) excited feeling before something happens

d) short, not lasting long

e) lose quality or get worse

f) the kind of person you are

g) to slowly disappear

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

✏️ SUMMARY GAP-FILL

Use the words in the box to complete the text.

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

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

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

💬 SPEAKING EXTENSION

Discuss these questions:

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

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

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

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

📝 WRITING TASK

Write a short paragraph (6–8 sentences):

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

Include:

• What you spent money on

• Why it made you happy

• How long that happiness lasted

• Would you rather buy or experience something next time?

1. Warm-up (5 minutes)

Ask your student:

• Do you think dogs understand humans?

• yes very much because they feel our emotions, when I am sad he feels it and he feels my emotions.

• Do you have or know a dog?

• i have a dog called Antonio I call him Toninho and other names and he is my loyal friend and son.

Encourage short, simple answers.

2. Pre-reading (5 minutes)

Teach / review these key words in simple language:

• aware know something

• i am aware *that the dogs can feel our emotions.

• relate closely to – understand and feel connected

• dogs can relate closely to their owners.

• brain scan – a picture of the brain

• the doctor asked me a brain scan of Antonio.

• provoke – make something happen

• I always provoke him to eat more vegetables.

• domesticated – trained to live with humans

• yes he is domesticated and very well behaved.

• stimulus – something that makes a reaction

• genes – information in DNA

• subtle – small, not easy to see

• he has a subtle dark fur.

• innate – something natural, born with

• his love is innate.

Use quick examples:

• “Dogs are aware when you are sad.”

• “Loud noises provoke fear.”

• my dog barks loud

3. Reading (Teacher reads aloud first; student reads after)

Use the text you provided.

4. Task 1 — Match the Headings (Lower Intermediate Version)

Match a heading to each paragraph:

Headings:
a. nature or nurture
b. companions and assistants
c. not just cats
d. different perspectives
e. canine brain responses
f. friendly mind readers?

5. Task 2 — Choose the Correct Option

1. Dogs develop a detailed picture of what we are thinking.

   • true or false

2. In paragraph 2, "they" refers to:

   • humans or dogs

3. Dogs know when they have to be secretive when getting food.

   • true or false

4. Dogs show greater emotional responses than other commonly domesticated animals.

   • dogs or Not given

5. Dogs are better than wolves at responding to ________ signs from their carers.

   • soft or subtle

6. Task 3 — Summary Completion with Word Bank

Word bank:
subtle – aware – domesticated – relate closely – innate – brain scans – provoke

Summary (student completes):

It's clear that dogs 1) to humans.
Experiments have shown that these animals are 2) that humans see things in a different way to them.
3) have shown that dogs respond to human faces.
They also show that human sounds that show strong emotions 4) emotional responses.
Studies have tried to show whether these reactions are 5) or learned behaviours.

7. Vocabulary Practice (speaking)

Ask your student to use each word in a simple sentence. Example prompts:

• aware → “Dogs are aware when…”

• provoke → “Loud noises provoke…”

• subtle → “A subtle signal is…”

• domesticated → “A domesticated animal is…”

8. Speaking Discussion (5–10 minutes)

Use easy questions:

1. Do you think dogs understand human emotions? Give an example.

2. Why do you think dogs are good helpers for humans?

3. Are dogs better at understanding people than other animals?

4. Do you think dogs learn these skills or are born with them?

9. Optional Writing Task (homework)

Write 5–6 sentences:
“Why dogs are good friends for humans.”

Answers key (for teacher):
1 — f
2 — d
3 — e
4 — a
5 — b

1️⃣ Warm-Up Questions (Easy)

gossip / verb / ing

gossiper /adj.

Ask your student:

• Do you gossip with friends or coworkers?

• of course I gossip with friends and if I can with everyone.

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

• it depends, if is a gossip that is healthy and helps your life with something is okay but if it is not this way, this isn't good.

• Why do people gossip?

• it is a way to connect with people or sometimes to bond relationships.

2️⃣ Grammar Focus: Speculation + Reported Speech (Simplified) modal verbs.

🔹 MAY / MIGHT for guessing (present & future)

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

• She might be sick. (= maybe she’s sick) 30 percent certainty.

• They may come later. (= maybe they will come) 50 percent of certainty.

🔹 MAY HAVE / MIGHT HAVE for guessing about the past

Use this when you guess about something that already happened:

• He may have forgotten his keys.

• She might have missed the bus.

• there is a chocolate on the table. I know... my father may have bought for me, because in the morning I was mad with him.

• I think your boyfriend may have bought it for you.

🔹 Reported speech (say what someone said)

We change the sentence one step back in time:

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

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

🔹 Direct quotes (exact words)

You repeat the exact sentence:

• She said, “I’m so busy today.”

**📘 3️⃣ Reading :

“Is Gossiping a Good or Bad Thing?”**

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

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

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

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

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

4️⃣ Comprehension Questions

1. What are two reasons why people gossip?

   I guess one of the reasons can be that people feel close when they gossip and share something.

2. How can gossip help people feel close?

3. What did people say about Tom?

   I remember that people were saying that tom might be looking for a new job but the truth is that he was really tired that week.

4. How can small comments become big stories?

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

   Gossip can also change small comments into big stories.

   
   

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

   Maybe the best rule is simple: think carefully before repeating something you heard.

5️⃣ Discussion (Easy Questions)

• Do you think gossiping is mostly helpful or mostly harmful?

• I think gossip in Salvador is very harmful because it hurts people rather than being helpful.

• Have you ever heard a rumour that was not true?

• uncountably I have heard many rumours and they were not true.

• How can people avoid problems caused by gossip?

• I think if they stop saying what the others said it may help everyone. stop talking things that are not your business!

• it is not your business!

📘 Class: Talking About Plans & Goals for 2026

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

Main focus: Future intentions, reflection, vocabulary

Skills: Listening-style reading, speaking, personal expression

Length: 60 minutes

I WOULD LIKE TO WORK AND MAKE MY MONEY

I ALSO WANT TO FOCUS MORE ON MY HEALTHY LIFE AND MY WORKOUT TRAINING AND KEEP MY BEACH TENNIS PASSION.

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

Ask the student:

• Do you usually make New Year’s resolutions?

• YES I DO , I NORMALLY THINK ABOUT MY NEW OBJECTIVES/ RESOLUTION FOR THE NEW YEAR.

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

• WELL I THINK YOU MAKE IT WORK WITH YOUR INTENTION, DISCIPLINE AND A GOOD ATTITUDE.

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

• I LOVE TO START THE NEW YEAR BECAUSE WE HAVE A CHANCE TO RESTART WHAT WE DIDNT FINISH OR SIMPLY START NEW OBJECTIVES.

👉 Encourage short answers first, then expand.

2️⃣ Key Vocabulary (Pre-teach)

Introduce the words before reading.

🔑 Vocabulary

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

• FOR THIS 2026 MY YEARS RESOLUTION IS BEING FLUENT IN ENGLISH

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

• achieve/ achievement/

• THIS YEAR I WANT TO HAVE MANY ACHIEVEMENTS FOR EXAMPLE ONE IS TO BE FLUENT IN ANOTHER LANGUAGE I REALLY WANT TO ACHIEVE THAT!

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

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

MANY PEOPE WISH THEIR LIFE AWAY AND I LOVE TO BE IN THE PRESENT.

🗣️ Quick Practice

Ask the student to complete:

• One of my goals for 2026 is LIVING /TO LIVE THE PRESENT AND FOCUS ON WHAT IS GOOD FOR ME .

• I feel motivated when CARNIVAL ARRIVES AND WHEN I AM WITH MY FRIENDS.

• Sometimes people wish their life away because _THEY HAVE PROBLEMS TO FACE _________.

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

📖 Reading Text

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

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

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

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

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

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

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

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

4️⃣ Comprehension & Reflection (8–10 minutes)

Ask open questions:

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

2. BECAUSE THEY CANT GET TO ACHIEVE THEM.

3. What problem does Neil have with motivation?

4. JANUARY AND FEBRUARY ARE THE COLDEST AND DARKEST AND ALSO THE SADDEST SO, THAT MAKES HIM BE WITHOUT MOTIVATION.

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

6. TO LIVE IN THE FUTURE RATHER THAN THE PRESENT.

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

8. THEY AGREE THAT GOALS ARE DIFFICULT SOMETIMES.

5️⃣ Language Focus: Talking About Plans (10 minutes)

Highlight useful structures from the text:

🧩 Structures

• I want to BE FLUENT

• My goal is SPEAKING ENGLISH

• I would like to TRAVEL A LOT AND ALONE AND MEET SOMEBODY.

• I don’t want to put too much pressure on myself BECAUSE I AM SINGLE NOW I WANT TO LIVE WITHOUT PRESSURE.

• I want to focus oN MY CAREER AND MY TENNIS SPORT AND BE HAPPY WITH THE PEOPLE THAT DESERVE.

PROMESA = MY PROMISE

EU PROMETO = I PROMISE

COMECAR ALGO NOVO = I WANT TO TAKE UP SURFING LESSONS.

✏️ Controlled Practice

Complete the sentences:

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

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

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

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

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

6️⃣ Speaking Practice: Personal Goals (Main Activity)

🗣️ Guided Speaking

Ask the student to talk about:

• One personal goal for 2026

• One professional or study goal

• One habit they want to change

• One thing they want to enjoy more in the present

Encourage full sentences and follow-up questions:

• Why is that important to you?

• How do you plan to do it?

• What could stop you?

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

Ask:

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

• How can someone have goals without wishing their life away?

• What helps you stay motivated?

8️⃣ Optional Writing / Homework

✍️ Short Writing (120–150 words):

My Goals and Plans for 2026

Include:

• At least 3 goals

• One sentence with motivated

• One sentence with wish your life away

9️⃣ Extension (Optional – Higher Level)

To challenge stronger students:

• Ask them to compare resolutions vs goals

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

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

1️⃣ Warm-Up – Personal Connection (8 minutes)

procrastinate/ procrastination/ procrastinator.

Write on the board:

“I work better under pressure.”

I don't like to do anything under pressure I can't do things under pressure.

Ask:

• Do you agree or disagree?

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

• How did you feel?

👉 Encourage full sentences:

• I agree because…

• I disagree because…

2️⃣ Vocabulary in Context (Core Review Section)

Instead of just explaining, follow this structure:

Step 1: Meaning

Step 2: Personal Example

Step 3: Student Personalization

1️⃣ Procrastination

Meaning: Delaying something you need to do.

Example: I normally procrastinate the time I need to go to the gym.

• I procrastinate when I have difficult tasks.

👉 Student task:

Complete:

Follow-up:

Why?

2️⃣ Under Pressure

Meaning: Feeling stress because of deadlines.

Example: this month at the university I have many projects and I need to meet all my deadlines.

3️⃣ Without a Shadow of a Doubt

Meaning: Completely certain.

Example: without a shadow of a doubt Brazil won't participate in the war .

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

👉 Student completes:

• Without a shadow of a doubt,

• Without a shadow of a doubt,

4️⃣ Impulsive

Meaning: Acting without thinking.

Example:

• Checking Instagram instead of studying is impulsive.

👉 Ask:

• Are you impulsive with your phone?

• 
  

• Is procrastination impulsive behavior?

• 
  

5️⃣ Gratification

Meaning: Pleasure or satisfaction.

Explain simply:

• Watching Netflix = instant gratification

• Studying = delayed gratification

👉 Ask:

Which one is stronger for you? Why?

6️⃣ Oodles of

Meaning: A lot of.

Example:

• I have oodles of homework/ time

👉 Student creates:

• I have oodles of

3️⃣ Controlled Practice – Cause & Consequence (10 min)

Write on the board:

Because…

So…

If…

Model:

• Because I feel stressed, I procrastinate.

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

• I procrastinate, so I work under pressure.

👉 Student creates 4 sentences using:

• Because

• So

• If

Correct gently and reformulate.

4️⃣ Guided Discussion (Lower-Intermediate Friendly)

Instead of very abstract questions, simplify:

1. Is procrastination laziness or emotion?

2. In my opinion procrastination is laziness

3. Why do we choose Netflix instead of studying?

4. Because Netflix causa um prazer instantaneo, enquanto estudar traz um beneficio a longo prazo.

5. because Netflix cause an instant pleasure while studying brings a benefit in a long term.

6. Do deadlines help you or stress you?

7. It depends, if o prazo está curto e a tarefa é grande ou se o prazo condiz com a atividade.

8. it depends if the deadline is short or if the task is big our if the deadline is about the activity.

Encourage:

• I think…

• In my opinion…

• It depends because…

• Sometimes…

5️⃣ Real-Life Application (Very Important)

Role-play:

Student A:

Describe something you are procrastinating.

I should stop procrastinating em relação/ related to/ my professional life.

Student B:

Give advice using:

• I should practice more my English.

• Maybe I could practice with Pedro when he is around.

• If i start today, I will be better

  
  

Switch.

6️⃣ Quiz Reveal

Ask again:

What percentage of people procrastinate seriously?

Reveal:

✅ 20%

Ask:

Does that make you feel normal? 😄

7️⃣ Reflection (Powerful Ending)

Ask her:

• What is one thing you are procrastinating now?

• When will you start it?

• What is your first small step?

Make her answer using:

• Tomorrow I will…

• Tonight I will…

• This week I will…

Time: 40–60 minutes
Level: B1–B2
Focus: Fluency, argumentation, vocabulary expansion

🔹 1. Warm-up (5 min) — Personal + Natural Fluency

Ask:

• “How important is water in your daily routine?”

• I practice a lot of sports so, I need to drink lot of water to survive and even more when you live in hot and warm city.

• “Do you think you drink enough water? Why or why not?”

• still I dont drink enough water because my body needs probably more because it is constantly in movement.

• “Have you ever been in a situation where water was limited?”

• no, I haven't been to war or in a water shortage but I think this could be a problem if we dont save water for the future.

👉 Push:

• “What happened?”

• “How did you feel?”

🔹 2. Vocabulary Expansion (8–10 min)

Go beyond basic definitions:

• thirsty → not just physical, also metaphorical (“thirsty for success”)

• enough → “not enough / more than enough”

• drought → causes, consequences, long-term impact

• save water → conservation habits

• waste water → daily behaviors + systemic issues

👉 Ask her to explain in her own words:

• “What causes a drought?”

• many things cause drought maybe one can be no rain.

• “Why do people waste water even when they know it’s important?”

• because they dont save water and they dont care about the future and take long baths/long showers. they stink

• “What does ‘enough water’ mean in different contexts?”

• it means that you took sufficient water.

🔹 3. Real-Life Discussion (10 min)

Ask:

• “Do you think people in your country waste water?”

• “Who is more responsible: individuals or governments?”

👉 Encourage structure:

• “In my opinion…”

• “The main reason is…”

• “However…”

👉 Push deeper:

• “Can you give an example?”

• “Do you think laws should control water usage?”

🔹 4. Listening + Critical Thinking (8–10 min)

Say:

“Although water is essential for life, many people take it for granted. In some regions, drought is becoming more frequent due to climate change. Experts argue that if we don’t change our habits, water shortages could become a serious global problem.”

Ask:

• “Why is water becoming a problem?”

• “What does ‘take it for granted’ mean?”

• “What might happen in the future?”

👉 Upgrade question:

• “Do you think this is exaggerated or realistic?”

🔹 5. Debate Task (10–12 min) — Key Level Indicator

Main Question:

👉 “Should governments control how much water people use?”

Divide:

• You = one side

• Student = opposite side

👉 Push with:

• “Is it fair?”

• “What about personal freedom?”

• “What about emergencies like drought?”

👉 Look for:

• Argument structure

• Use of connectors (however, therefore, although)

• Ability to defend ideas

🔹 6. Hypothetical Thinking (5–8 min)

Ask:

• “What would happen if your city had no water for one week?”

• “How would your life change?”

• “What would be the first problem?”

👉 This tests:

• Conditionals

• Imagination + fluency

🧠 Target Language (Give Her Tools)

Encourage use of:

• “I believe that…”

• “One of the main issues is…”

• “If this continues…”

• “On the other hand…”

• “This could lead to…”

🥕 Adapted Lesson Plan (Lower Intermediate – B1)

Theme: Food Waste – Why do we throw food away?

Time: 50–60 minutes
Focus: Speaking, simple opinions, vocabulary use

🎯 Objectives (Simplified)

By the end, the student can:

• Talk about food waste in simple English

• Give reasons and basic opinions

• Use 3–5 key vocabulary words

• Speak in short, clear sentences

🧊 1. Warm-up (Easy + Personal)

👉 Ask:

• “Do you throw food away at home?”

• “What food do you throw away?”

👉 Follow-up:

• “Why do you throw it away?”

👉 Support:

• “Because it is old”

• “Because I don’t like it anymore”

• “Because I forget it”

💡 Keep it relaxed and natural

🧠 2. Lead-in (Simple Idea)

👉 Say:

“Many people around the world throw food away. This is a big problem.”

👉 Ask:

• “Is food waste a problem in your country?”

👉 Help:

• “Yes, because…”

• “No, because…”

👉 Then:

• “Why is it a problem?”

👉 Guide answers:

• “It wastes money”

• “People are hungry”

• “It is bad for the environment”

❓ 3. Prediction (Light & Fun)

👉 Ask:
“Which food can grow all year in the UK?”

a) strawberries
b) kale
c) rhubarb

👉 Student:

• Chooses one

• Says why:

👉 Support:

• “I think it is ___ because…”

💡 No pressure — focus on speaking, not correct answer

📚 4. Vocabulary (Simplified & Useful)

Focus on 5 easy words only:

1. Food waste
   👉 Throwing food away

• “Food waste is a big problem.”

2. Expiration date
   👉 Date when food is not good

• “I check the expiration date.”

3. Fresh
   👉 New / not old

• “This food is fresh.”

4. Throw away
   👉 Put in the trash

• “I throw away old food.”

5. Save food
   👉 Not waste it

• “We should save food.”

💡 Tell student:
👉 “Try to use 3 words when you speak”

🗣️ 5. Practice Speaking (Guided Sentences)

👉 Ask student to complete:

• “One problem is…”

• “This happens because…”

• “I think people should…”

• “A good idea is…”

👉 Encourage 2 sentences:

Example:

“One problem is people buy too much food.
This happens because they don’t plan.”

💬 6. Main Discussion (Very Guided)

👉 Part 1: Causes

Ask:

• “Why do people throw food away?”

👉 Help:

• “They buy too much”

• “They forget food”

• “Food goes bad”

👉 Part 2: Supermarkets

Ask:

• “Why do supermarkets throw food away?”

👉 Help:

• “Food is not fresh”

• “Food looks bad”

• “They follow rules”

👉 Part 3: Responsibility (Simplified)

Ask:

• “Who is more responsible?”

  • People?

  • Supermarkets?

👉 Support:

• “I think ___ because…”

💡 No “on the one hand” yet — keep it simple

🎭 7. Speaking Task (Real-Life Situations)

Scenario 1:

👉 “You have food in your fridge, but it is close to the expiration date.”

Ask:

• “What do you do?”

Scenario 2:

👉 “A supermarket wants to throw away food.”

Ask:

• “What can they do instead?”

👉 Help:

• “Give food to people”

• “Sell it cheaper”

🔄 8. Simple Solutions

👉 Ask:

• “How can we reduce food waste?”

👉 Support:

• “People should…”

• “Supermarkets should…”

⚖️ 9. Mini Opinion Task (Very Simple)

👉 Statement:
“Food waste is normal today.”

👉 Ask:

• “Do you agree or disagree?”

👉 Student must say:

• Opinion

• 1 reason

👉 Model:

“I disagree because people can change their habits.”

✍️ 10. Final Reflection (Short & Easy)

👉 Ask:

• “What is one thing you can do to waste less food?”

🏁 Optional Homework (Simplified)

👉 Write 80–100 words:

“Why is food waste a problem and what can people do?”

Memory & Being Forgetful

Level: Lower-intermediate (A2–B1)

Objective:

• Talk about memories and past experiences

• Use remember / remind / mind correctly

• Build fluency with personal stories

1. 🔥 Warm-up (5–7 min)

Simple questions:

• Are you a forgetful person?

• depends on what I need remember or I need to forget but normally i am not forgetful.

• What things do you forget often? (keys, names, passwords, bills to pay )

• I normally forget bills to pay actually I like to forget so I can keep my money a little longer.

• Do you like talking about your past?

• no, actually I dont like to talk about my past.

• 👉 Follow-up:

• What is a good memory from your childhood?

• i have a good memory when I was a child and I remember we used to live in paraty and I used to buy ice cream and I used to ask money to my mom and I used to go to the ice cream store to get my ice cream this was a very nice memory from my childhood.

2. 🧠 Vocabulary Input (8–10 min)

Teach with examples + CCQs:

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

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

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

• Memento → “I keep photos as mementos.”

Quick check:

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

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

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

Keep it simple and practical.

✅ 1.

REMEMBER/remembered /forget/forgot

👉 Use: when YOU have a memory

• “I remember my first school.”

• “I remembered to call my mom.”

• “I forgot to call her.” (contrast)

Pattern:

• remember + noun → I remember that day

• remember + to + verb → don’t forget obligation

• remember to pay your English class

• remember + -ing → memory from the past

• i remember buying ice cream when I was a child

grammar.

this /singular/near

this is my house

that /singular/far

that is my brother

these/ plural/ near

these are my friends from school

those / plural/ far

those are my friends

👉 Examples:

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

• “I remember meeting you.” (past memory)

✅ 2.

REMIND

👉 Use: when something/someone helps you remember

Pattern:

• remind + person + to + verb

• remind + person + of + thing

👉 Examples:

• “Remind me to call my mom.”

• “This song reminds me of my childhood.”

• that thing reminds me of my past

• you reminded me that I need to subscribe in the tournament.

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

✅ 3.

MIND

👉 Use: to ask about preference (polite)

Pattern:

• Do you mind + -ing…?

👉 Examples:

• “Do you mind opening the window?”

• do you mind turning the AC?

• NO OF COURSE YOU CAN TURN IT ON

• YES I MIND. I FEEL COLD VERY FAST.

• “Do you mind if I sit here?”

👉 Short answers:

• “No, I don’t mind.” (OK 👍)

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

4. 🧩 Controlled Practice (10 min)

Exercise 1: Choose the correct verb

1. This photo REMINDS me of my childhood.

2. I always FORGET to lock the door.

3. Can you REMIND me to buy milk?

4. Do you MIND helping me?

✔️ Answers:

1. reminds

2. forget / remember (depending context)

3. remind

4. mind

Exercise 2: Complete

• I remember ______ (visit) my grandmother.

• Please remind me ______ (call) him.

• Do you mind ______ (wait) here?

5. 🎧 Listening / Speaking (based on conversation)

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

First task:

• Are they forgetful or organized?

Second task:

• What kinds of memories do they talk about?

6. 🗣️ Speaking Practice (Main Production)

Activity 1: Personal questions

• What do you remember about your first school?

• Do you keep mementos? What kind?

• What reminds you of your childhood?

• Are you forgetful? Give examples.

Activity 2: Functional speaking

Roleplay:

Student A: forgetful person
Student B: helpful friend

Use:

• “Remind me to…”

• “Do you mind…?”

• “I remember…”

7. 🎤 Fluency Task (Stronger push)

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

Encourage:

• “I think people like to reminisce because…”

• “For example…”

8. ✍️ Homework (optional)

Option 1 (easy):
Write 5 sentences:

• 2 with remember

• 2 with remind

• 1 with mind

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

🧠 Teaching Tips

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

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

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

Ask:

• Do you think life exists on another planet?

• i dont know I sometimes think exist life but sometime I dont.

• Do you believe in aliens?

• exist a way of life that we dont recognise and aliens may exist.

• Would you like to visit another planet?

• of course, I would like to visit March or any other.

• Could humans live somewhere other than Earth?

• i dont know.

• Which planet would you like to visit?

• I would like to visit the moon.

Encourage simple answers first:

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

Space Vocabulary

planet

A large object in space that moves around a star.

Example:
Earth is our planet.

alien

A living creature from another planet.

Example:
Some people believe aliens exist.

Earth

The planet we live on.

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

star

A large ball of burning gas in space.

Example:
The Sun is a star.

solar system

The Sun and all the planets around it.

Example:
Earth is part of our solar system.

habitable

A place where life can live.

Example:
Scientists think the planet may be habitable.

zone

An area with a special characteristic.

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

potential

Possible in the future.

Example:
The planet has potential for life.

rule out

To say something is not possible.

Example:
Scientists cannot rule out life on the planet.

dominated

Controlled by something.

Example:
Its atmosphere may be dominated by gases.

fingers crossed

A phrase we say when we hope something good happens.

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

Quick Question

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

Choose one:

a) 70 years

b) 170 years

c) 1,700 years

Ask your student to guess before reading.

(Answer: c) around 1,700 years)

Reading

Could There Be Life on TRAPPIST-1e?

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

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

This means it could possibly support life.

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

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

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

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

Nobody knows yet.

For now, scientists continue collecting data and learning more.

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

Reading comprehension

Ask:

1. What is TRAPPIST-1e?

2. Why do scientists find it interesting?

3. What is the habitable zone?

4. Why is water important?

5. Can scientists confirm life there now?

6. What are scientists doing next?

Language in use

Could

We use could to talk about possibility.

Examples:

• There could be life on another planet.

• Humans could live there one day.

• Aliens could exist somewhere in space.

Practice:

Complete:

• TRAPPIST-1e __________ be habitable.

• There __________ be water there.

• Scientists __________ find life in the future.

Speaking practice

Discussion questions

• Would you like to travel to space?

• Would you live on another planet if you could?

• What do you think aliens look like?

• Do you think alien life is intelligent?

• Why are humans interested in space?

• Do you think we will find life in your lifetime?

Fun vocabulary – Describing aliens

Teach:

• strange

• intelligent

• friendly

• dangerous

• small

• giant

• green

• peaceful

• mysterious

Ask:

What do you imagine aliens look like?

Example:

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

Fill in the blanks

Use:

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

1. Earth is a __________.

2. The Sun is a __________.

3. Some people believe __________ exist.

4. TRAPPIST-1e may be __________.

5. Life needs __________.

6. It is in the habitable __________.

7. __________ are studying the planet.

Final task – Imagine life on another planet

Prompt:

Imagine you discover a new planet.

Answer:

• What is the planet called?

• Is it hot or cold?

• Can people live there?

• Are there aliens?

• What do they look like?

• Would you visit?

Example:

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

Homework (optional)

Write 6–8 sentences:

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

Try to use:

• planet

• alien

• habitable

• could

• scientists

• fingers crossed