📌 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.

Objetivo logrado:
El alumno practicó con éxito las estructuras para expresar acuerdo, desacuerdo y opinión. Sus respuestas fueron reflexivas, personales y conectadas con los temas del corto.

Aspectos destacados:

• Mostró buena comprensión emocional y temática del corto.

• Usó expresiones como "en mi humilde opinión", "yo creo que...", "no estoy de acuerdo porque..." de manera natural.

• Se atrevió a conectar el contenido con su propia vida, lo que enriqueció el debate.

Aspectos a reforzar:

• Cuidado con la ortografía de tecnología y audífonos.

• Seguir trabajando la concordancia entre sujeto y verbo (ej: “nos conecta” y no “nos conectan” cuando el sujeto es singular).

• Revisar expresiones más naturales en español como “si yo hubiera tenido una situación como esta…”.

Recomendación:
En futuras sesiones, seguir usando materiales audiovisuales emotivos y permitir que el alumno relacione el contenido con experiencias personales.

🎲 Juego de vocabulario básico: Emociones y Opiniones

Objetivo: Reforzar vocabulario útil para debates y expresión emocional.

Material: Tarjetas virtuales o físicas con palabras.

Instrucciones:
Dile al alumno que saque una tarjeta y diga una frase usando la palabra. Puedes ayudarlo con estructuras como:

• Me siento… cuando…

• En mi opinión, es importante…

• Estoy de acuerdo con… porque…

🎭 Emociones (nivel básico):

• Triste

• Feliz

• Sorprendido/a

• Confundido/a

• Enojado/a

• Asustado/a

• Agradecido/a

💬 Opiniones (nivel básico):

• Diálogo - conversación

• Respeto - el hijo se refiere a sus padres con respeto pero no llevan bien.

• Familia- es hijo unico

• Perdón- parece que si, que la madre y su hijo van a tomar un cafe.

• Recuerdo - una fotografía de un cocodrilo

• Tecnología - la tecnología los hacerca al hijo y la madre.

• Silencio-talvez por no ser transparentes con los sentimientos.

Variación para avanzar:
Puedes hacer “frases incompletas” para que él las termine, como:

• Perdonar es importante cuando se ama.

• La tecnología puede ser buena si, puede aproximar a las personas sin embargo; puede muchas vezes alejar a las personas.

• Una familia fuerte necesita de dialogo, comprensión y amor.

Niveles: B1-B2

Duración: 60-75 minutos

Objetivos de la Clase:

• Comprender un texto sobre el origen del chocolate.

• Mejorar la comprensión auditiva con un audio relacionado.

• Ampliar vocabulario sobre gastronomía e historia.

• Practicar la expresión oral a través de debates y actividades interactivas.

1. Actividad de Calentamiento (10 minutos)

Preguntas de discusión:

• ¿Te gusta el chocolate? ¿Por qué sí o por qué no?

me gusta mucho el chocolate, me gusta porque es mi dulce favorito; me gusta el chocolate en barra , en tortas, en general en postres tanbiem. no me gusta mucho el sabor chocolate en helados.

• ¿Sabes de dónde proviene el chocolate?

creo que proviene de China,

• ¿Cómo crees que se descubrió el cacao?

• Hás probado algún chocolate que te gustó mucho? De donde es este chocolate?

hace mucho tiempo atras, yo probé un chocolate chino y era muy bueno, era un chocolate al leche y con champagne.

2. Lectura y Comprensión (20 minutos)

Paso 1: Lectura guiada

• Distribuir el artículo de la revista Punto y Coma.

Resumen:

el texto nos cuenta sobre el origen del chocolate, nos cuenta tanbiem sobre las formas de usarlas para regalos, para piropos, para recetas, y para conocer la historia.

lista de palabras clave para el chocolate:

amargo - fuerte- dulce- regalo- avellana - llegar - leyenda- el polvo.

Paso 2: Preguntas de comprensión

• ¿Dónde se originó el cacao/cacau?

.

• ¿Qué civilización utilizaba el cacao como moneda?

• ¿Cómo llegó el chocolate a Europa?

Ejercicio:

• Subrayar palabras clave y nuevas en el texto.

3. Comprensión Auditiva (15 minutos)

Paso 1: Introducción al audio

• Explicar que escucharán un fragmento sobre la historia del chocolate.

Paso 2: Primera escucha

• Escuchar sin leer la transcripción.

• Preguntas generales: ¿Quiénes mencionan en el audio? ¿Qué datos nuevos aprendiste?

Paso 3: Segunda escucha

• Escuchar con la transcripción y completar un ejercicio de palabras faltantes.

4. Debate y Expresión Oral (15-20 minutos)

Temas para debatir:

1. ¿Crees que el chocolate es un lujo o una necesidad hoy en día?

2. ¿Cuál es el impacto del cultivo del cacao en el medioambiente?

3. ¿Prefieres el chocolate en su forma más pura o con ingredientes adicionales?

4. Cierre y Tarea (5 minutos)

• Repaso del vocabulario nuevo.

El chocolate es un producto súper valorado en todo el mundo. Ademàs, el chocolate forma parte de la cultura y siempre esta presente en fechas especiales como la Pascua.

Pero no todo es tan dulce: el precio del chocolate está subiendo por problemas en la producción en manos de personas mayores y con pocos recursos.

Para que el chocolate siga llegando a nosotros, hay que invertir en tecnología mejorar las condiciones de los agricultores y hacer que toda la cadena sea más justa y sostenible.

Palabras nuevas

fechas= datas de festas

invertir= investir

Queridos alumnos,

A partir de ahora, tendremos nuevas políticas para las clases de español e inglés.
Si una clase no es cancelada con al menos 24 horas de anticipación, será cobrada dentro del paquete correspondiente.
Les agradezco mucho su comprensión y compromiso.

Un saludo cordial,

Tema: La revolución de los juguetes
Objetivo: El estudiante comprenderá y debatirá sobre la historia, identificará las quejas de los juguetes y practicará la expresión de opiniones.

1. Introducción (5 min)

Actividad: Preguntas para activar conocimientos previos

• ¿Crees que los juguetes deben tener roles específicos según su género?

• ¿Cómo ha cambiado la manera en que se diseñan los juguetes en los últimos años?

• ¿Has escuchado sobre la lucha por la igualdad en la industria del juguete?

• palabras clave; Muñeca - roles-descapacitadas- diferentes estereotipos- carritos -niñas - hermana- mayor - jugaba - saltaba soga -soga = cuerda- saltaba elastico- yo jugaba con la pelota-menos crueles - amables y comprensibles -jugar - adaptando al ambiente- conciencia -sobrino - subido de peso - gordito - bullying- sufren más -me preguntó - me cuestionó -

3. Expresión Oral y Debate (10 min)

Actividad: Discusión en parejas o en grupo

• ¿Qué opinas sobre la queja de los juguetes?

• ¿Crees que los juguetes reflejan los estereotipos de la sociedad?

• ¿Cómo cambiarías la industria del juguete para hacerla más inclusiva?

4. Producción Escrita (10 min)

Tarea: Escribe un breve discurso como si fueras uno de los juguetes en la asamblea. Usa estructuras como:

• Estamos cansados de…

• Exigimos que…

• No es justo que…

5. Cierre y Reflexión (5 min)

Preguntas finales:

• ¿Aprendiste algo nuevo sobre los juguetes y su impacto en la sociedad?

• ¿Cambió tu opinión sobre el tema después de la discusión?

yo no tengo ninguna discapacidad fisica que dificulte mis dias, pero tengo un brazo, el izquierdo con algunas difucultades.

📕 – ¿Qué significa “tener una discapacidad”? ¿Qué tipos de discapacidad conoces? 

1. discapacidad visual, motora, intelectual, física, oral, auditiva.

discapacidad físicas:

dificultad al caminar, discapcidad en las extremidades, dificultad auditiva, dificultad intelectual, dificultad al hablar (mudo).

📕 – ¿Conoces los deportes paralímpicos? Busca qué categorías hay.

📕 – ¿Cómo crees que hay que dirigirse a una persona con discapacidad para no ser ofensiva u ofensivo? ¿Qué terminología deberíamos usar?

la palabra seria discapacitado/ discapacidad.

💬 – ¿Crees que las personas con discapacidad están discriminadas? ¿Qué otros colectivos sociales lo están?

hay más medidas para estas personas, pero aún falta inclusión.

💬 – ¿Crees que los niños y las niñas tratan de manera diferente a las personas con discapacidad? ¿Por qué?

creo que ellos tratan con discriminación cuando no saben del problema que enfrentan estas personas.

💬 – ¿Crees que las personas con discapacidad y las personas sin discapacidad deberían educarse por separado? ¿Por qué? 

yO creo que deben educarse juntos pero tienen que haber medidas para minimizar la desigualdad y permitir que aprendan a socializar y convivir juntos.

💬 – ¿Qué puede hacer la sociedad para ser más inclusiva y dejar de excluir a las personas con discapacidad?

hay una ley que obliga los espacios publicos adecuar y permitir la inclusión.

🎯 Objetivo general:

El alumno será capaz de expresar necesidades y deseos usando el verbo “necesitar” con estructuras con infinitivo y subjuntivo.

⏱ Duración: 60 minutos

🟨 1. Calentamiento – ¿Qué necesitas hoy? (10 min)

Objetivo: Activar vocabulario y conectar con el tema.

Actividad: Conversación guiada

• Pregunta al alumno:

  • ¿Qué necesitas hoy?

  • necesito (yo) reconponerme del final de semana.

  • ¿Qué necesitabas la semana pasada?

  • la semana pasada necesitaba más tiempo con chocolate.

  • ¿Qué necesita tu familia ahora?]

  • nosotros necesitamos de vacaciones, nos gustaria ir a una hacienda cerca de rio.

• Haz énfasis en la estructura:
  ✅ Necesito descansar.
  ✅ Mi madre necesita unas vacaciones.

🟦 2. Comprensión auditiva y análisis del texto (15 min)

Actividad: Leer o escuchar la transcripción del “mensaje”

• Puedes leerlo tú en voz alta con entonación emocional.

• Luego haz estas preguntas de comprensión:

  • ¿Por qué la persona dice que necesita vacaciones?

  • EL NESECITA DE VACACIONES PARA TENER MAS TIEMPO DE VIVIR.

  • ¿Qué cosas ya no quiere más?

  • YO PIENSO QUE NO QUIERE MAS LA RUTINA, LA FALTA DE TIEMPO, EL TRABAJO DESGASTANTE, Y LA MONOTOMIA.

  • ¿Qué quiere hacer con su vida?

  • QUIERE EXPERIMENTAR LAS COSAS NUEVAS, TENER TIEMPO DE LOS VIAJES, DE LAS PLAYAS, DE LAS RUTAS, DE LOS PAISAJES.

Vocabulario a destacar:

• pesimismo, dudas, miedos, inspirar, probar, cambio

🟩 3. Gramática: Necesitar + infinitivo / Necesitar que + subjuntivo (15 min)

Explicación clara con ejemplos:

• ✅ Necesito descansar. → mismo sujeto (yo-yo)

• ✅ Necesito que descanses. → diferentes sujetos (yo-tú)

Ejercicio guiado:
Completa con infinitivo o con "que + subjuntivo":

1. Necesito ___hacer___ (hacer) ejercicio.

2. Necesito que tú me __escuches____ (escuchar).

3. Necesitamos __tomarnos____ (tomar) un descanso.

4. Ella necesita que su hijo _estudie____ (estudiar) más.

🟧 4. Producción oral – “Mis necesidades” (15 min)

Actividad: Habla personal guiada

• El alumno debe completar frases y luego expandir:

  • Ahora necesito estudiar más

  • Necesito que tu cocines más

  • Esta semana necesito mas tiempo libre

  • Cuando estoy estresado, necesito que Bruno me deje en paz.

👉 Puedes darle apoyo visual con tarjetas o frases modelo.

🟥 5. Tarea para casa

Escribir un mensaje personal al estilo del texto original
Título: Mensaje a mí mismo
Instrucciones: Escribe 6-8 frases sobre lo que necesitas ahora. Usa estructuras con:

• infinitivo (cuando hablas de ti)

• que + subjuntivo (cuando hablas de otros)

Ejemplo:

Necesito dormir mejor.
Necesito que mi jefe me dé un poco más de tiempo.
Necesito volver a sentirme feliz.

NECESITO TENER MAS GANAS DE ESTUDIAR IDIOMAS, NECESITO ORGANIZARME MEJOR MI TIEMPO, TENGO QUE HABLAR MAS COM MIS PADRES Y MI HERMANA, EN MI TRABAJO TENGO QUE HACER MAS VIDEOS PARA MI INSTAGRAM. NO ME GUSTA HACER VIDEOS PERO ME GUSTA MUCHO OPERAR MIS PACIENTES.

PALABRAS NUEVAS:

TENGO GANAS

JEFE

RUTA

RUTINA

SACANDO EL PASAPORTE

Nivel: Intermedio (B1-B2)
Duración: 60 minutos
Tema: La gratitud y su impacto en nuestras vidas
Habilidades: Comprensión oral, expresión oral, vocabulario emocional

🟣 1. Introducción (10 minutos)

• 
  

  • ¿Qué significa para ti la gratitud?

  • la gratitud es un sentimiento de agradecimiento, con las personas con las cosas que hemos vivido, un estado de espiritu muy bueno y positivo.

  • ¿Cuándo fue la última vez que te sentiste agradecido?

  • diariamente las pequeñas cosas me hacen sentir agradecido por la vida, por ver el mar, estar con mi pareja, mi perro y mi trabajo.

  • la gratitud tiene beneficios para la salud física y mental ?

  • si, la gratitud fisica y mental porque se muestra en el estado de espiritu y nos permite disfrutar de las actividades fisicas, tienes buen descanso, y te le levantas renovado.

    
    

🟡 2. Vocabulario Emocional (10 minutos)

Objetivo: Ampliar el vocabulario relacionado con las emociones positivas

• Presenta una lista de palabras relacionadas con la gratitud (agradecido/a, reconocimiento, aprecio,...

  
  

🔵 3. Actividad Principal: Diario de Gratitud (20 minutos)

Objetivo: Fomentar la reflexión personal y la expresión escrita

• 
  

  • Hoy estoy agradecido/a por mi salud y de mi familia.

  • Una persona que aprecio es mi pareja porque lo amo.

  • Algo bueno que me sucedió fue almorzar con mis suegros en casa.

  
  

🟢 4. Calendario de Gratitud (10 minutos)

Objetivo: Establecer hábitos diarios de gratitud

1. agradecer más por lo bueno que me pasa.

2. elogiar más a las personas que veo pasar.

3. tener tiempo para reflexionar sobre las cosas que me pasan.

4. mirar el futuro y impulsionar las ideas

5. hacer lo que me gusta .

🔴 5. Cierre: Mandalas de Gratitud (10 minutos)

Objetivo: Promover la relajación y la reflexión.

📝 Tarea para Casa

• Escribir sobre la gratitud que vives en este momento.

Nivel: Intermedio bajo (A2-B1)
Duración: 60 minutos
Objetivo comunicativo: Hablar sobre la ropa, el consumo responsable y las decisiones sostenibles
Gramática: Presente del indicativo + expresiones de frecuencia
Vocabulario: Ropa, materiales, sostenibilidad, hábitos de consumo

🟢 Calentamiento (10 min) – “¿Qué llevas hoy?”

Objetivo: Activar vocabulario relacionado con la ropa.
Actividad:

• Pregunta al alumno:

  • ¿Qué ropa llevas hoy?

  • ¿De qué color es? ¿De qué material es (algodón, lana, poliéster)?

  • ¿Te gusta? ¿Es cómoda? ¿Dónde la compraste?

• Apunta las palabras nuevas que salgan y revísalas brevemente.

🟡 Actividad principal (25 min) – Comprensión + vocabulario

Objetivo: Leer y comprender información sobre sostenibilidad en la moda.
Material: Texto “Mi armario sostenible” (puedes copiar partes clave del sitio o resumirlas en clase).
Pasos:

1. Lectura guiada (10 min):
   Lee con el alumno la sección introductoria del artículo. Pregunta:

   • ¿Qué es un armario sostenible?

   • ¿Cuál es el problema con la ropa hoy en día?

2. Vocabulario contextual (5-7 palabras):
   Enséñale estas palabras/frases en contexto:

   • sostenible - sustentavel

   • algodón orgánico - algodón organico

   • segunda mano - ropas usadas

   • comercio justo - comercio honesto

   • marcas éticas - marcas justas

   • reciclar ropa - reutilizar ropas

   • fast fashion - moda rápida.

   📌 Técnica: Haz que el alumno relacione las palabras con ejemplos personales.
   Ejemplo:

   • ¿Has comprado ropa de segunda mano alguna vez?

   • ¿Tienes algo de algodón orgánico?

3. Comprensión oral (si ves el vídeo):
   Puedes ver juntos el vídeo del sitio (sin necesidad de charts) y luego preguntar:

   • ¿Qué hace Lucía para tener un armario más sostenible?

   • ¿Qué ideas te parecen buenas sobre lo que habló lucía?

   Hay varias ideas buenas, usar las ropas

   yo pienso que la compra debe ser hecha si es necesaria, mirar el lugar de utilización y reutilizar las ropas.

🔵 Producción oral (15 min) – “Mis hábitos con la ropa”

Objetivo: Practicar presente del indicativo y expresiones de frecuencia.
Actividad: TAREA BRUNO!
Haz preguntas como:

• ¿Con qué frecuencia compras ropa?

• ¿Dónde compras normalmente? Y porque?

• ¿Tiras la ropa que no usas? ¿La donas?

• ¿Qué piensas del fast fashion?

• ¿Te gustaría cambiar tus hábitos? ¿Cómo?

No lo sé exactamente, pero creo que compro mis ropas principalmente en viajes internacionales, viajo a cada 2 anos, muchas veces abro mi armario y veo ropa que ya no uso, trato de donarlas, normalmente a alguna institución o para mi señora de la limpieza la lleve a sus conocidos.

Yo creo que las ropas de fast fashion tienes sus serventias para quienes no pueden permitirse comprar ropa de buena calidad.creo que mis hábitos de vestir son sostenibles.

🗣️ Puedes transformar esto en una pequeña conversación o entrevista.

🟣 Tarea (opcional) – “Consejos sostenibles”

Objetivo: Escribir y reflexionar.
Actividad escrita para casa:
Escribe 5 frases con consejos para tener un armario más sostenible. Usa:

• Verbos en presente

• Expresiones como: “Es importante…”, “Debes…”, “Puedes…”
  Ejemplo:

• Puedes donar la ropa que no usas.

• Es mejor comprar ropa de segunda mano.

📌 Vocabulario clave de repaso (final de clase)

Repasa al final brevemente estas palabras con el alumno y pídele que las use en una frase:

• sostenible

• segunda mano

• fast fashion

• donar

• reciclar

• comprar

• usar

🏠 Clase de Español: Feng Shui y Vocabulario Avanzado de la Casa

Nivel: Intermedio Alto (B2)

Duración estimada: 90 minutos

Objetivos:

• Ampliar el vocabulario relacionado con la vivienda y su decoración.

• Familiarizarse con conceptos básicos del Feng Shui.

• Interpretar y aplicar refranes relacionados con el hogar.

• Desarrollar habilidades de expresión oral y escrita.

1. Activación de conocimientos previos (10 minutos)

Actividad: Conversación guiada

• ¿Qué sabes sobre el Feng Shui?

• ¿Cómo describirías tu casa ideal?

• ¿Conoces algún refrán relacionado con el hogar?

2. Introducción al Feng Shui (15 minutos)

Actividad: Lectura y discusión

• Presentar una breve introducción al Feng Shui, destacando su origen y principios básicos.

• Discutir cómo la disposición de los espacios puede influir en el bienestar.

3. Vocabulario avanzado de la casa (20 minutos)

Actividad: Asociación y aplicación

• Introducir términos avanzados relacionados con la vivienda (e.g., “vestíbulo”, “despensa”, “altillo”).

• Realizar ejercicios de asociación de palabras con imágenes o definiciones.

• Aplicar el vocabulario en descripciones de espacios.

4. Refranes sobre el hogar (15 minutos)

Actividad: Interpretación y uso

• Presentar refranes como “En casa de herrero, cuchillo de palo” o “Cada oveja con su pareja”.

• Discutir su significado y contexto de uso.

• Crear situaciones donde se puedan aplicar estos refranes.

5. Proyecto práctico: Redecora tu espacio según el Feng Shui (20 minutos)

Actividad: Presentación oral

• El estudiante elige una habitación de su casa y propone cambios en la disposición y decoración basados en los principios del Feng Shui.

• Presenta sus ideas al profesor, utilizando el vocabulario aprendido y justificando sus elecciones.

6. Cierre y reflexión (10 minutos)

Actividad: Debate y autoevaluación

• ¿Qué aspectos del Feng Shui te parecen más interesantes o aplicables?

• ¿Cómo ha cambiado tu percepción sobre la organización del espacio en el hogar?

• ¿Qué refrán te ha parecido más curioso o útil?

Materiales necesarios:

• Imágenes de diferentes espacios del hogar.

• Lista de vocabulario avanzado de la casa.

• Listado de refranes relacionados con el hogar.

• Breve texto introductorio sobre el Feng Shui

🍩 Discussion Class:

The Global Obesity Epidemic

🎯 Level: Upper-Intermediate

⏰ Duration: 60–75 minutes

👥 Skills: Speaking, Vocabulary Expansion, Critical Thinking

✍️ Optional Output: Short Opinion Paragraph or Summary

🔥 1. Warm-Up (10 min)

Start the class by asking:

• What comes to your mind when you hear the word epidemic?

• i think about life in general, like suffering and loss.

• In your Brazil, do you think more people are becoming overweight or obese? Why?

• more people are becoming overweight and many people are obese but now the medicine is helping people to control their weight and lose pounds.

• How have eating or exercise habits changed in the last 20 years? do you think the pandemic made an impact on people´s lives?

• yes, i think during the pandemic or an epidemic the mind of the people is compulsive to eat ( compulsively). self- care is very important in these cases because these people can end up to be obese so, they must pay attention to their regular health.

📰 2. News Headlines Discussion (15 min)

Read these real headlines aloud or display them one by one:

1. How global obesity epidemic is set to get a whole lot worse.

2. ‘Unparalleled threat’ of death: Over 50% of adults worldwide will be overweight by 2050

3. Shocking number of Brits who will be obese by 2050 revealed in damning study

Ask student:

• What message do you think each headline is trying to send?

• it´s a warning message for attention of the population, self care in general.

• Which words in the headlines feel dramatic or emotional? Why do you think journalists use this kind of language?

• it´s necessary because people don´t pay attention to the the headlines so dramatic messages are more moving.

• Which headline would make you want to read more? Why?

🧠 3. Vocabulary Input (10 min)

Here are some useful words and expressions from the headlines and the article, with definitions:

• A whole lot – means “a large amount” or “very much”. For example, “People today eat a whole lot more processed food than in the past.”

• the people in general in my field prefer a whole lot more of liposuction and surgery in general rather than diets and exercise.

• Unparalleled – means something that has no equal or comparison; nothing else is like it. For example, “The rise in obesity rates is unparalleled in history.”

• examaple: the facility access and fast food is unparalled compared to a century ago because now we have an excess of junk food and it´s now easier, faster and more dangerous.

• Damning – describes something very critical or negative. For example, “The study gave a damning conclusion about government inaction.”

• the fast food is damning food for all..

• 
  

• Epidemic – when something (not just disease) spreads quickly and affects a large number of people. For example, “Obesity has become a global epidemic.”

• Preventable – something that can be avoided if the right actions are taken. For example, “Experts say obesity is largely preventable with better education and access to healthy food.”

• Processed food – food that has been altered or changed from its natural state, often with added sugar, salt, or chemicals. For example, “Processed snacks and fast food contribute heavily to obesity.”

  
  

🗣️ 4. Guided Discussion Questions (20–25 min)

Now dive deeper into the topic with these discussion prompts:

Personal Experience & Lifestyle

• Do you know someone who has struggled with being overweight? What challenges did they face?

• What are the main causes of obesity in your opinion? Poor diet, lifestyle, stress, genetics?

Social and Global Issues

• Why do you think obesity is increasing in both rich and poor countries?

• Should fast food advertising be restricted, especially to children?

Critical Thinking

• Some people say obesity is a personal choice. Others say it’s a systemic issue caused by government and industry. What’s your view?

• Should governments tax unhealthy food to stop people from buying it?

  
  

🎯 5. Language Practice (15–20 min)

Part A – Useful Phrases for Opinions:

Teach your student or review these expressions to sound more fluent and confident:

• “In my opinion…”

• “It’s clear that…”

• “I strongly believe…”

• “On the other hand…”

• “It could be argued that…”

• “That may be true, but…”

Mini Activity:

Give a statement like:

“Fast food is the number one cause of obesity.”

Ask your student to agree or disagree using at least two opinion phrases.

Part B – Optional Writing Task (Homework or Final 10 min)

Have your student write a short paragraph (100–150 words) answering:

“What should governments do to reduce obesity by 2050?”

Ask them to include:

• 3 of the new vocabulary words

• At least 2 opinion expressions

You can review the writing together in the next lesson.

🎬 Wrap-Up Prompt (5 min)

End with a reflection or imaginative question:

“Imagine it’s 2050 and most people in your city are obese. How might daily life look different?”

Let the student speculate using future modals like:

• “People might…”

• “There could be…”

• “It may be necessary to

Level: Lower Intermediate
Duration: 60–70 minutes
Focus: Vocabulary, sentence building, speaking, and writing.

🎯 Objectives

By the end of the class, your student will:

• Learn and use key vocabulary about the brain and memory.

• Practice completing simple sentences with support.

• Speak about her own memory habits.

• Write basic sentences using the vocabulary from class.

🧩 1. Warm-Up – Let’s Talk! (10 min)

Ask simple questions:

• Do you think you have a good memory?

• yes i think but it pedends because i am not good at remembering names but specific dates i remember.

• What do you do to keep your brain active?

• i think the execerise is good for the brain, reading, watching the new, and estimulate the brain with socializing.

• Do you like games or puzzles?

• i like but it´s not common in my life puzzles. and drawing is good for the brain. i like drawing. i like painting.

➡️ Encourage short answers and use gestures or visual support if needed.

🧠 2. Vocabulary Introduction (10 min)

Teach these words with examples and gestures:

• Memory – I have a good memory. I remember names easily. ( i am good at remembering names)

• Long-term memory – I remember my first day at school.

• Short-term memory – I forget where I put my phone!

• Sharp – My grandmother is 80, but she’s very sharp.

• On the tip of your tongue – What’s the name of that actor? It’s on the tip of my tongue.

• Screen time – I have 5 hours of screen time every day.

  
  

➡️ Ask: "Do you use your long-term memory more or short-term memory?"

✍️ 3. Sentence Building Practice (15 min)

Instructions: Complete the sentence with a new word.

Examples for student:

they are talking about their long and short term memory, about exercising for estimulating your brain, Neil has a sharp daughter, and Georgie has a slow brain she needs time to process her thoughts.

study languages, he reads a lot and not much puzzles.

Help the student complete them using the vocabulary.

➡️ Extra support: Give options if needed.

“I want to reduce my… (a) memory (b) screen time (c) long-term memory”

💬 4. Speaking Practice – Brain Habits (15 min)

Ask the student to answer these using full sentences:

• What do you do to help your memory?

• for my memory i study languages, i read and watch documentaries.

• Do you think your brain is sharp? foreigner

  it depends for dates or for names is okay for foreign language is not sharp.

• How many hours of screen time do you have?

• it depends on my days, when i don´t have surgery i have time for social media and work.

• Do you ever forget words that are on the tip of your tongue?

• 
  

Help her build complete answers. You can model and then ask her to repeat with her own ideas:

“I try to read every day. It helps my memory.”
“I forget names. Sometimes they are on the tip of my tongue.”

✏️ 5. Writing Activity – My Memory and Brain (10–15 min)

Ask the student to write 5–6 simple sentences using vocabulary from the lesson.

You can give prompts to complete:

1. I have a good memory because i

2. I remember when i went to

3. My short-term memory is good

4. I feel sharp when

5. My screen time is

Review her writing, correct gently, and ask her to read aloud.

✅ 6. Cool Down & Review (5–10 min)

Ask:

• What new words did you learn today?

• What can you do to keep your brain active?

• 
  

Offer praise and summarize:

“Today you learned how to talk about memory. Great job completing your sentences!”

🏠 Optional Homework

Write 3 more sentences about your memory and brain using your wife as an example.

• long-term memory

• screen time

• sharp

Duration: 60 minutes

Level: B1-B2

Skills: Listening · Vocabulary · Grammar · Speaking

1️⃣ Warm-Up – Let's Talk About You (10 min)

Purpose: Set the tone for a confident, open space.

Ask:

• In your first language, do you like public speaking?

• no i don´t like because i am shy...

• Is there anything that makes you feel confident quickly?

• topics that i know make me confident.

• How do you usually feel in English class: confident or shy?

i am afraid to commit mistakes, my minds gets blank

unknown people

2️⃣ Vocabulary in Context (15 min)

Introduce key vocabulary through definition + example sentence (from the podcast):

🎧 Vocabulary (5 key items)

Confident – feeling sure and relaxed in a situation

“I feel confident when I give presentations because I’ve practised a lot.”

Confidence – the feeling of being sure or comfortable

“His confidence grew after he passed the test.”

Shy – feeling nervous or quiet around people

“She is very shy at parties. She prefers to listen.”

Nerve-racking – very stressful or worrying

“Job interviews are always nerve-racking for me.”

Boost your confidence – increase your confidence

“Good preparation before speaking can boost your confidence.”

in the morning coffee boosts me

🔄 Quick task:

Ask:

• What situations make you feel confident?

• What’s something that makes you shy?

• Can you name something that boosts your confidence?

Encourage full sentences.

3️⃣ Listening and Comprehension (10 min)

Activity: Play a 1–2 minute segment of the podcast (Neil and Beth discussing situations that make them feel confident or shy).

Ask:

• What makes Beth feel confident?

• What situation makes Neil feel nervous?

• What helps boost their confidence?

Follow-up: Have the student summarize in their own words:

“Beth feels confident when…”
“Neil says that…”
“They both agree that…”

4️⃣ Grammar Focus – Reference Grammar in Use (15 min)

🧠 Focus: First Conditional + Modal Verbs (for confidence)

Reference Grammar:

• First Conditional: Used to talk about real possibilities in the future

If + present simple, will + base verb
Example: If I practise, I will feel more confident.

• Modal Verbs (can, might, should) to express attitude

Preparation can boost your confidence.
You should try breathing before speaking.

🔁 Practice task:

Give sentence prompts and ask the student to complete:

• If I speak in front of a group, I ___.

• I should ___ before an important interview.

• If I feel shy, I usually ___.

• Good sleep can ___.

Encourage natural, personal answers.

5️⃣ Speaking Task – Real Talk (15 min)

Option A – Structured Pair/Teacher Dialogue
Prompts:

• What makes you feel confident in your daily life?

• Have you ever done something nerve-racking but rewarding?

• In what situations do you feel shy?

• Do you have a routine to boost your confidence before big moments?

Option B – Scenario Roleplay
"You are about to give a speech in English. I’m your friend. Tell me how you feel, and I’ll give you advice."

Encourage the student to use:

• “I feel nervous because…”

• “I’ve done this before, so I feel confident.”

• “Maybe I should…”

• “If I prepare, I’ll do well.”

✅ Wrap-Up and Reflection (5 min)

Ask:

• What new word did you like from today?

• Do you feel more confident speaking about yourself in English?

• One thing you’ll do next time you feel nervous?

📝 Optional Homework

Writing Task:
Write 5–6 sentences about a situation where you felt:

• Confident

• Shy

• Nervous
  Use at least 3 new words and one first conditional sentence.

Example: “I felt nervous before my job interview, but I had prepared a lot, so I felt confident. If I practise more, I’ll be even better next time.”

a) I define myself as a confident and optimistic person

b) When I need to speak in public, when a unknown subject

c) I need to studying the topics, or meet the people who are with me

d)when I feel safest is when Im with my friends or family

a-4

b-2

c-1

d-3

Talking About Worries – Grammar, Vocabulary & Pronunciation Practice

📌 Objectives:

By the end of the class, you will:
1️⃣ Use intensifiers & conditionals to talk about worries.
2️⃣ Improve sentence order & word stress.
3️⃣ Expand vocabulary about stress & relaxation.
4️⃣ Practice real-life speaking through roleplay.

🔥 Part 1 – Warm-Up (10 min)

To worry = verb

worried = adj

worry/worries= noun

🎯 Aim: Activate prior knowledge & get speaking.

💬 Questions:

• 😟 What small things make you feel worried?

• i think it depends, for example in trips, hours flying, the check in and money make me worried.

• 😌 What do you do to relax?

• i think time with my family, the people i love make me relax.

• 🤔 Do you think worrying helps? Why/Why not?

• worrying makes me feel sometimes certain about something, and when i am under control of the things i feel better.

✅ Speak in full sentences – teacher will correct word order if needed.

🗣️ Part 2 – Vocabulary Work (15 min)

🆕 Target words:

• 😟 worry – a problem that makes you feel upset or scared.

• i have a worry, i think this month i won´t do my ceramic class because i have much work.

• 😰 worried – feeling scared or nervous.

• i am worried not to be able to attend my ceramic class

• 😎 chilled – relaxed or calm (informal).

• after my classes on friday i regularly chill at the beach alone watching the waves. i am so chilled after the beach.

• 🧠➡️🪞 take your mind off (something) – distract yourself.

• i need to take my mind off and enjoy the beach.

🔊 Pronunciation:

• wórry, wórr-ied, chilled

• Linking: take your mind off → /teɪkjə maɪnd ɒf/

✍ Task: Write 3 personal sentences using these words.
Example: “I take my mind off work 🎬 by watching movies.”

💪 Part 3 – Grammar 1: Intensifiers (15 min)

🎯 Intensifiers: very, really, quite, slightly, so, too, enough

🔍 From transcript:

• “I’m very well” 😊

• “I’m quite chilled” 😎

• “Slightly worried” 😬

• “So relaxed” 💤

📏 Rule: Intensifier + adjective/adverb (enough comes after).

📝 Practice: Upgrade simple sentences:

• “I’m tired” → “I’m really tired” 😫

🔗 Part 4 – Grammar 2: Conditionals (20 min)

🎯 First & Zero conditionals

📖 Examples:

• Zero: If you worry about everything, it affects you badly. 😵

• First: If you have kids, you’ll be worried all the time. 👶

📏 Structure:

• Zero: If + present simple, present simple.

• First: If + present simple, will + base verb.

✍ Task: Complete:

• If I drink ☕ at night, …

• If I have a big problem 😬, …

📐 Part 5 – Sentence Order Practice (10 min)

🔀 Reorder:

1. help / worry / doesn’t / problem / a / about
   → Worrying about a problem doesn’t help.

2. I / take / my / off / mind / stress / to / music / listen
   → I listen to music to take my mind off stress. 🎶

🎯 Student challenge: Make your own scrambled sentence.

🔊 Part 6 – Pronunciation Focus (10 min)

🎯 Focus: Word stress, intonation, linking.

📢 Practice:

• “If you wórry about éverything, it can afféct you badly.”

• “Take your mind off your worries.”

Repeat with different emotions: 😨 😎 😠

🎭 Part 7 – Speaking & Roleplay (10 min)

Scenario:

• 👩 “Worried friend”

• 👨 “Chilled friend”

💬 Must use:

• 🎯 Target vocabulary

• 💪 Intensifiers

• 🔗 1 conditional

Example:
A: “I’m really worried about my exam 📚 tomorrow.”
B: “If you study tonight 📖, you’ll feel more confident.”

📚 Part 8 – Wrap-Up & Homework (5 min)

Recap:

• Vocabulary ✅

• Intensifiers 💪

• Conditionals 🔗

• Sentence order 📐

📝 Homework:
Write a short paragraph (6–8 sentences) about a worry you have and how you deal with it. Use:

• 3️⃣ intensifiers

• 2️⃣ conditionals

• 2️⃣ target vocabulary words

b- 4

c- 3

d- 1

a- worried

b- calm

c?

3) a- Yes , mainly about my work

b- my job

c- go to the beach, exercise, music, sleep

d- talk about the problem

📝 Lesson Plan – Honesty, Lying, and Keeping Secrets

Level: Intermediate

Skills: Vocabulary, Speaking, Grammar (modals of advice), Writing

Time: ~50 min

1️⃣ Warm-up (5 min)

Goal: Activate ideas + personal connection

• Ask:
  

  1. Are you good at keeping secrets? Why/why not?

  
  

• yes, i am good at keeping secrets/ sometimes i can reveal the secrets when is nessesary.

  for skills = i´m good at remembering names; at speaking in public/ i´m good at cooking.

• 
  

  1. Have you ever told a lie to protect someone’s feelings?

     yes, sometimes is necessary but in the past i told more lies and now i am mature and i am not a liar.

  tell= told/ say/ speak/ talk

  1. Do you think it’s always bad to lie?

• i think so, it´s better to tell the truth hurts to whom it hurts^.

💬 Encourage short answers. Teacher writes key words on the board (lie, secret, white lie, honest).

2️⃣ Vocabulary Focus (10 min)

Words: secret, keep a secret, an open book, lie, liar

• Introduce each word with definition + example sentence.

• Quick activity: Fill in the blanks.

1. I can’t tell you. It’s a secret.

2. She never tells the truth. She is a liar.

3. He is an open book. He never hides anything.

4. Please keep my secret. Don’t tell anyone.

5. He told a lie about his age.

👉 Extension: Student makes 2 original sentences using new words.

3️⃣ Reading / Listening Input (10 min)

Mini-dialogue:

Beth: Do you ever keep secrets?

Georgie: Sometimes. But I usually tell my best friend everything.

Beth: I’m an open book. I don’t really have secrets.

Georgie: Really? I sometimes lie if I don’t want to hurt someone’s feelings.

Beth: Yeah, I do that too. But I don’t like big lies.

Comprehension / Discussion:

• Who is more honest, Beth or Georgie?

• Do you think small lies are okay? Why / why not?

4️⃣ Grammar Focus – Modals of Advice (10 min)

Target: should / shouldn’t / must / have to

Examples:

• You should tell the truth if someone asks you directly.

• You shouldn’t tell secrets that aren’t yours.

• You have to be honest with your close friends.

• You mustn’t tell a big lie in serious situations.

Activity: Answer with advice.

1. Your friend cheated on a test. Should you tell the teacher?

2. Someone tells you a secret, but another friend asks about it. What should you do?

   i guess i should change the topic because i mustn´t tell the secret.

3. Your parents ask if you come for chritsmas, but you can´t. What should you say?

i need to tell the thruth they will understand/ spend christmas.

5️⃣ Discussion (10 min)

• Do you think it’s ever good to lie?

• Is honesty always the best policy?

• What’s the difference between a white lie and a real lie?

• Are you more of an open book or more secretive?

👉 Encourage use of vocabulary (secret, lie, open book, liar) + modals (should, shouldn’t, must, have to).

6️⃣ Writing Task (Homework) ✍️

Prompt: Write a short paragraph (80–100 words) about a time when you had to:

• Keep a secret, OR

• Tell a small lie.

should = suggestion

must = obligation

have to = necessity

⚡ Requirements: Use at least 2 new vocabulary words and 2 modal verbs (should, shouldn’t, must, have to, could).

Topic: Social Media & Adolescents
Time: 60 minutes

1️⃣ Warm-up (5 min) 🎤

• Quick chat:

  nephew - nice - cousin- he has access to social media - games on play station - monitor - apps - informative - educational- english consult -

  • Do you think social media is good or bad for teenagers?

  • Did you watch Felca´s video talking about 🤬 with teenagers?

  • jokes and pricks - 2 weeks - i was shocked -

👉 Focus: activate topic, simple sentences.

2️⃣ Vocabulary Introduction (15 min) 📚

Target words:

• adolescent 👦👧 - teenagers

• feed -fed - fed up 🍔📱 i am fed up with all the corruption in the country

• algorithms 🧮💻

• revenue 💰- the prize - the money - the earning - earn money - win a cometition -profits.

• onus 🏋️ - responsability/ parents have onus to protect their children.

• a losing battle ⚔️ lose - lost a battle -

Activities:

1. Matching exercise: match the word wi th its definition.

2. Pronunciation practice: teacher says, students repeat (clap syllables).

   • a-do-les-cent (4 syllables, stress on les)

   • al-go-rithms (3 syllables, stress on al)

   • re-ve-nue (3 syllables, stress on re)

   • o-nus (2 syllables, stress on o)

3. Sentence completion:

   • Social media makes a lot of ______ through advertising.

   • The ______ is on parents to control children’s phone use.

3️⃣ Grammar Focus:

✨ Teaching tip:

• First, review the difference:

  • Must = obligation, very strong. must not = musn´t

  • teenegers must use social media with the permission and monitor of their parents.

  • Have to = external obligation/rule/ necessity to do something / don´t have/ doesn´t have to - i haven´t traveled in my life.

  • every parent has to monitor his/her children´s phone

  • Should = advice, recommendation. ( based on your opinion) shouldn´t - should not

  • i think children should use social media only after aged 16.

Practice:

1. 
   

   • → students build correct sentences.
     Example: (adolescents / spend / online / hours) → Adolescents mustn´t spend hours online.

4️⃣ Pronunciation & Rhythm Practice (10 min) 🔊

• Practice intonation in statements vs. questions.

  • Adolescents are fed videos by algorithms. (falling tone)

  • Are adolescents fed videos by algorithms? (rising tone)

• Pair work: read mini-dialogues with correct stress.

5️⃣ Controlled Practice: Short Reading (10 min) 📖

Mini-text (using vocab):

Many adolescents use social media every day. They are fed videos by algorithms. The onus is on parents to control what their children watch. Social media companies make revenue from advertising, but fighting harmful content is a losing battle.

Comprehension questions:

• Who is fed videos?

  Many adolescents.

• Where does the revenue come from?

  The revenue is come advertising in social medias.

• Who has the onus to control children’s use?

  The onus to control is the parents.

• Why is it a losing battle?

  I think so about the many social medias and the difficulty parents have in monitoring

6️⃣ Wrap-up & Homework (5 min) ✅

• Quick oral recap: students must say one new word they learned.

  ONUS

• Homework writing task: Write 5 sentences using the new vocabulary and the modals.

1- THE PARENTS MUST MONITOR THEIR CHILDREN ON SOCIAL MEDIA.

(HAVE TO + VERB)

2- THE CHILDREN SHOULD DISPENCE/ SPEND LESS TIME ON SOCIAL MEDIAS.

3- THE GOVERNMENT HAVE TO BE MORE SUPERVISORS/ALERT WITH THE SOCIAL MEDIAS ABOUT CRIMINAL TOPICS.

4- IN GENERAL THE PEOPLE ARE ADDICTED ON SOCIAL MEDIAS.

5- GAMBLING MUST BE PROHIBITED ON SOCIAL MEDIAS.

PROHIBIT - PROHIBITED.

👉 In this lesson, the student will:

• 📚 Learn 6 new words.

• 🏗️ Practice correct sentence order.

• 🔊 Work on pronunciation and stress.

• ✍️ Produce sentences and short answers with new grammar and vocab.

🗣️ Class Plan – Socialising in an Exposed World

Level: Intermediate

Length: 50 minutes

1. Warm-up: Socialising Today (5–7 min)

Create a chat-like atmosphere:

• “When was the last time you met friends face to face?”

• “Do you prefer big groups (parties) or small groups (coffee with a friend)?”

• “Do you think socialising is different now than 10 years ago? How?”

2. Vocabulary Activation (7 min)

Write the words on screen/board: socialise, small talk, awkward, embarrassed, have in common

👉 Ask:

• “Which of these words are positive? Which are negative?”

• “Can you give me an example: a time you felt awkward? or something you have in common with your friends?”

Then, play a short part of the Neil & Georgie conversation (or read aloud) and ask them to listen for the vocabulary.

3. Reading/Listening Activity (10 min)

Student reads or listens to the transcript excerpt.

👉 Comprehension check:

• Who prefers big parties?

• Who doesn’t like small talk?

• What is “social burnout”?

👉 Follow-up:

Ask: “Which one are you more like — Neil or Georgie? Why?”

4. Deeper Discussion: Socialising & Exposure (12–15 min)

Guide a more analytical conversation, moving from personal to broader social questions:

1. Personal
   

   • “Do you ever feel social burnout? When?”

   • “What do you usually talk about when you meet someone new?”

2. 
   

3. The Exposed World
   

   • “Nowadays, social life often happens online (Instagram, TikTok, WhatsApp). Do you think this makes real-life socialising easier or harder?”

   • “Why do you think some people feel embarrassed or awkward sharing their real selves in person, but not online?”

4. 
   

5. The Stigma
   

   • “Is there social pressure today to always be busy, social, and visible?”

   • “Do you think people judge others who spend time alone? Why/why not?”

6. 
   

5. Role-play: Awkward Conversation (8 min)

Scenario: The student is at a party. They meet someone new but don’t know what to say.

• You play the “stranger.”

• They must use: small talk → weather, music, hobbies → then try to find something in common.

• After, switch roles (you’re the shy one, they try to make you feel comfortable).

6. Wrap-up & Reflection (3–5 min)

• “What advice would you give someone who feels awkward in social situations?”

• “Do you think people should spend more time socialising face to face, or is online interaction enough?”

B) ITS DEPENDS, WHEN IM WITH MY FRIENDS I LIKE ANY PARTIES

C) I USUALLY DO WELL MEETING NEW PEOPLE

D) I LOVE SPENDING TIME ALONE, NOT ALONE WITH ME, I LIKE RUNNING WITH MY THOUGHTS FOR EXAMPLE

2-A

1-B

3-D

4-C

1. Warm-Up (5 min)

• Prompt him with personal connection:

  • “As a surgeon, what kind of meetings do you usually have at work?”

  • we have kind of work meetings,it´s not very common, and we talk about plans with my secretary and the media. it´s common before the surgery we have a kind of a briefing with the team.

  • “Are the briefings more useful or just time-consuming?”

  • yes, they are useful because we can manage the surgery correctly.

→ Encourage short answers first, then extend.

2. Vocabulary Input (10 min)

Introduce / review from transcript, but adapted to medicine:

• brainstorm → “Doctors brainstorm treatment options for a complex case.”

• after the surgery we sometimes brainstorm about the sequences and consequences for the patient.

• speak up → “Sometimes junior doctors need courage to speak up in medical meetings.”

• in my team i let everyone speak up their minds.

• in-person / face-to-face → “Surgical team meets face-to-face before an operation.”

• i prefer to speak to a patient face to face about a diagnose.

• remote meeting → “Now doctors join remote meetings for conferences or case reviews.”

📝 Task: Give him hospital-specific examples, then ask him to make his own sentences.

3. Listening/Reading Adaptation (5 min)

Briefly summarize the Georgie & Beth transcript (not the whole text, just the gist):

• They discuss when meetings are useful, differences between in-person and remote, and the importance of speaking up.

Ask:

• “Do you agree with them? Are medical meetings similar or very different?”

4. Grammar Focus: Comparing Past & Present (10 min)

Target: Comparatives + Used to

• I“Meetings used to be always face-to-face, but now they are often remote.”

• “Remote meetings are easier, but in-person meetings are more effective for surgeons.”

• calm = calmer

• shy= shier

• EASY = EASIER

• EFFECTIVE = MORE EFFECTIVE.

• I USED TO HAVE CLASSES ONLY IN PERSON BUT NOW I DO REMOTELY.

• I AM USED TO WORKING ONLINE.

• I AM USED TO RUNNING ON MY DAY OFF.

📝 Mini-task: Give prompts: WHAT IS BETTER? IN THE PAST OR NOWADAYS.

• “Medical meetings in the past vs. now”

• IN THE PAST WE SPENT MUCH TIME ABOUT CASES AND NOW IS FASTER, THE IDEA OF THE CASES IS MORE ACCESSIBLE. EVERYTHING IS FASTER DUE TO TECHNOLOGY.

• “Communication in the operating room before vs. today”

• I THINK IN MY LIFE IS THE PRESENT BECAUSE I´M VERY YOUNG SURGEON, MY UNCLE SAID IT WAS DIFFICULT. HE USED TO WRITE EVERYTHING ON PAPER AND NOW WE HAVE A SYSTEM.

• “Hospital teamwork then vs. now”

5. Discussion Round 1 – Personal Experience (10 min)

Prompts:

• “How were meetings when you started working compared to now?”

• “Do you think doctors used to speak up more or less than today?”

• “What’s better: a quick online call or a long in-person meeting?”

Encourage him to use comparatives + used to.

6. Roleplay: Hospital Meeting (10 min)

Scenario: “You are in a surgical team meeting to discuss a complicated case.”

• Student role: surgeon who must speak up with ideas.

• Teacher role: colleagues who agree/disagree.

• Include: brainstorming treatment ideas, deciding whether to meet face-to-face or online.

7. Discussion Round 2 – Wider Perspective (10 min)

Prompts:

• “Do you think remote meetings are here to stay in medicine?”

• “Are in-person medical meetings more reliable for critical decisions?”

• “What’s the future of medical teamwork—more human contact or more digital tools?”

Encourage phrases:

• “In my experience…”

• “Compared to the past…”

• “Nowadays it’s more common to…”

8. Wrap-Up (5 min)

• Recap new words + structures.

• Reflection: “If you could change one thing about meetings in your hospital, what would it be?”

Homework (Optional)

• Write a short comparison (150 words): “Medical meetings: Past vs. Present.”

• Or prepare to describe one hospital meeting he attended: who was there, what happened, what worked/didn’t.

NEW WORDS:

TRUST - LOADS- NEARBY- SPEAK UP - USEFUL - USED TO - THAT - THESE - THOSE- KIND OF -

b-3

c-4

d-1

2 a- speak up

b- brainstorm

c- remote

3a- no I didn't have a lot of meeting in my work

b- yes I do, in them we plan what to do

c- sometimes, when I feel confident

d- I prefer meetings face to face

🌍 Class Plan:

Is Ecotourism Good or Bad?

word bank:

I enrolled in an english course in toronto.

wildlife - vida salvagem

the wildlife in africa is threatening.

swapping - trocando

don´t swap the channels

threatened - ameaçado - i am threatened in africa

steady - firme - estável

the patient is steady now.

damage- dano

the hiking caused me many damages.

who runs smell scale

sliding

many icebers are sliding

grassroots

the ONU IS a grassroots for many countries.

rather - em vez disso

i prefer studyin english in canada rather than usa.

hiking- hiker

1. Warm-up Discussion (5–10 min)

• Ask:
  

  • Do you like nature?

  • Have you ever done an activity in nature (hiking, diving, safari, etc.)?

  • Would you like to see wild animals up close? Why or why not?

• 
  

• Show pictures: lion, elephant, dolphin shows, tiger selfies.
  → Ask: Which of these are good for animals? Which are bad? Why?

2. Vocabulary Presentation (10 min)

Introduce key words with examples from the transcript:

• ecotourism = travel to natural places to enjoy nature and support local culture

• sustainable = continues without harming the environment

• tiger selfie = taking a photo with a captive tiger

• at the other end of the scale = by contrast

• grassroots NGOs = organisations led by local people

• go a long way = help a lot to achieve something

👉 Activity: Match word → definition → example.

3. Listening + Reading (15 min)

• Step 1: Student listens (or teacher reads transcript aloud), follows text.

• Step 2: Pause and ask comprehension checks:
  

  • What is the problem with “tiger selfies”?

  • What happens in Tajikistan with snow leopards?

  • What are the “big five” animals?

• 
  

4. Vocabulary in Context (10 min)

• Fill in the gap practice:
  

  1. Swimming with dolphins is not _______ because it can stress the animals. (sustainable)

  2. Local people created a _______ to protect the forest. (grassroots NGO)

  3. Just a few dollars can _______ in helping protect endangered animals. (go a long way)

• 
  

• Contrast sentences:
  

  1. “In Thailand, tourists can ride elephants. But _______ in Tajikistan, tourists only watch snow leopards from far away.”

• 
  

5. Speaking Practice (15 min)

A. Debate:

• Is ecotourism always positive?

• Student gives one pro and one con. Teacher supports with guiding questions.

B. Personalization:

• If you had the chance, would you rather see lions in Africa, swim with dolphins, or hike to see snow leopards? Why?

6. Writing Practice (10 min)

• Task: Write a short paragraph (5–6 sentences): “The ecotourism project I would like to join.”
  

  • Must include 2 vocabulary words (sustainable, grassroots NGO, go a long way, etc.).

• 
  

7. Wrap-up (5 min)

• Review vocabulary with quick-fire questions:
  

  • What is ecotourism?

  • What is a tiger selfie?

  • What does “go a long way” mean?

• 
  

• End with the fun fact: reveal the correct answer to “the big five”: lion, leopard, rhinoceros, elephant, and buffalo.

🌍 Class Plan:

Is it time to live without plastic?

with - without - within

within my heat i feel happiness.

Level: Intermediate

Focus: Discussion + Vocabulary + Grammar (modals of obligation/advice + conditionals)

Length: 60 minutes

can you live without plastic?

i think is possible the same way you learn to use plastic unlearn to use it, there are many ways to use less plastic.

1. Warm-up (5 min)

• Show some objects around you (bottle, bag, phone case). Ask:
  👉 Which of these items are made of plastic? Which could exist without plastic?

• Quick discussion to activate topic knowledge.

summary:

in the pocast they talk ......................

2. Vocabulary Preview (10 min)

Write the new words on the board:

• single-use plastic (plates, cups, cuttlery, globes)

• microbeads - pérolas de plastico.

• synthetic -

• biodegrade- biodegradable

• few and far between - é raro mas acontece

• unsightly - ugly - desagradavel

• decay -decompor

Activity:

• Student matches word → definition.

• Student uses 2 of them in short sentences about their own life. Example:
  “Plastic bottles are single-use plastics.”
  “Plastic bags are unsightly in the streets.”

3. Listening/Reading Task (10 min)

• Student reads a short adapted part of transcript (or listens if audio available).

• Ask comprehension questions:
  

  1. Why is plastic a problem?

  2. What are microbeads?

  3. Can plastic biodegrade?

• 
  

4. Grammar Focus (10 min)

we talked about plastic and its damage on the planet.

👉 Modals for obligation/advice

people must take care of the environment and use less plastic.

i must segregate plastic at home.

many companies must encourage workers to follow ways of reducing waste.

i was stolen (steal) on the street, i don´t know what to do?

well, i think you must report this to the police.

if you see a person throwing garbage on the street, what would you do?

i think i must talk to person to pick it up.

too much - muito / demasiado.

• We must reduce single-use plastics.

• Governments should ban microbeads.

• People don’t have to buy plastic bags if they bring their own.

👉 Conditionals (first & second conditional)

• If we recycle more, we will reduce pollution.

• If people stopped buying plastic bottles, companies would change packaging.

Mini-practice: Student completes sentences:

1. If supermarkets banned plastic bags, …

2. People should … if they want to reduce plastic.

5. Discussion Activity (15 min)

Give prompts for student to discuss using grammar:

1. Should plastic be banned completely? Why / why not?

2. What should companies do about plastic packaging?

3. If plastic disappeared tomorrow, what would change in your life?

4. Do individuals or governments have more responsibility?

Encourage use of should, must, need to, have to, if…will, if…would.

6. Quiz & Wrap-up (5 min)

Question from the programme: Which items did plastic first replace?

a) snooker balls

b) shopping bags

c) hairbrushes

(Answer: ✅ snooker balls)

Final reflection: What is one change YOU could make this week to reduce plastic use?

👉 Outcome: By the end, student practices topic vocabulary, uses modals and conditionals naturally in discussion, and reflects personally on the issue.

Class Plan – Advanced Discussion on Lists

🎯 Objectives

• Use new vocabulary in context with confidence.

• Practice paraphrasing ideas to clarify or restate thoughts.

• Discuss cultural and psychological roles of lists.

1.

Warm-up Discussion

Prompt:

• “When was the last time you made or followed a list? What kind of list was it?”
  Encourage them to answer fully, then paraphrase their own answer in a different way.

• “I wrote a to-do list for work so I wouldn’t forget tasks.” → “Basically, it was a reminder system to keep me on track.”

2.

Vocabulary in Context

Present these words with definitions and ask the student to give an example sentence.

• bucket list – a list of all the things a person would like to do before they die.

• i remember that traveling to rio was on my bucket list when i was younger and after some time i accomplished/ achieved it.

• i remember in my bucket list that i wanted to be in the USA to study there and i accomplished.

now in my bucket list is to speak english fluently, travel more and buy an apartment and maybe in not a distant future have kids.

• puke (slang) – vomit, sick. - throw out/threw out

• i don´t remember the last time i puked i think that happened in my young age.

• bang for your buck (idiom) – value gained in return for the money, time, or effort you spend doing something.

• i studied long hours for the exam and i was exhausted but i received the best score and that was a bang for my buck.

• saccharine – excessively sweet or sentimental, often insincere.

• i met bruno´s friend and she was too much i found her very saccharine.

  
  

• the nub of (something) – the most important or essential point of a situation, problem, etc.

• the nub of this surgery is that you are stable/ steady now.

• pros and cons – the advantages and disadvantages of something.

• traveling a lot has its pros and cons.

Activity: For each word, you give a question:

• “Do you have a bucket list? What’s on it?”

• “What’s something you think is saccharine—too sweet or fake?”

• “Where do you usually get the best bang for your buck?”

Then ask the student to paraphrase their own answer.

3.

Critical Discussion – Why Lists Matter

Prompts:

• Why do people make lists?

• Are lists more about efficiency or control?

• Do lists reduce stress or create pressure?

Encourage paraphrasing: “So, you’re asking whether lists calm us or stress us out, right?”

4.

Mini Quiz Question

Ask: “According to IMDb, which movie has made the most money ever? Titanic, Avengers: Endgame, or Avatar?”

Reveal the answer (Avatar). Then ask them to paraphrase:

• “So, in other words, Avatar is the highest-grossing film of all time.”

5.

Deep Dive – Lists in Culture

• Talk about My Favourite Things from The Sound of Music as an example of a saccharine list.

• Prompt: “Do you think these kinds of lists are genuine or fake? What’s the nub of their appeal?”

Ask the student to rephrase their argument in simpler or more formal terms.

6.

Pros & Cons Activity

Together, make a pros and cons list about:

• Having a bucket list

• Shopping online vs. in-store

• Using lists to plan your week

Then ask the student to summarize/paraphrase:

• “Overall, the pros seem to outweigh the cons because…”

7.

Wrap-up Reflection

• Which word was easiest to use? Which was hardest?

• Final challenge: “Paraphrase what this class was about in one sentence.”

i love paper and its demintion to write and to encourage you to follow directions. nowadays i can see that my sister still use the pos-it for her university.

in the past in my apartment on the walls i had many posts for rules like mathematic, kemmistry and other subject.

i was 16 years old a long time ago.

Level: Lower Intermediate
Time: 45–60 min
Skills: Listening, Vocabulary, Speaking
Materials: BBC 6 Minute English episode (Protein Craze), vocabulary list, comprehension questions, discussion prompts

1. Warm-up (5–8 min)

Objective: Activate the student’s background knowledge.

Ask:

• Do you think protein is important? Why?

• How do you usually get protein in your diet? (for example, meat, eggs, shakes)

• eggs- meat- chicken - cheese- milk - yogurt - tuna fish- vegetables.

• Do you ever think about how much fibre you eat?

• whole wheet - corn - chia - peanut -rice - beans-

Encourage short but clear answers. Note key vocabulary that comes up naturally (e.g., “meat”, “important for muscles”, “shakes”).

2. Pre-listening: Vocabulary (10 min)

Objective: Introduce and clarify the key vocabulary before listening.

Key vocabulary:

• cast your eye over – to look quickly at something

• i cast my eye over on promotions.

• in abundance – in large quantities, more than enough

• her in brazil is expensive but peruvian Maca is in abundance in PERU.

• health halo – when people think food is healthy because of one feature, but ignore the rest of its nutrition.

• AÇAI is a healthy halo, people eat it as something very nutricious but actually has a lot of calories.

• the tide is turning – an idiom meaning that things are starting to change

• after trump started his government, the tide is turning in the USA.

• fibermaxxing – a social media trend where people eat a lot of fibre intentionally for health benefits

• People are inventing new ideas of health habits and they end up fibermaxxing with the food.

• many artists like Maraisa ended up losing weight a lot.

Activities:

• Ask the student to match each expression to its meaning (or simply elicit the meanings through guided questioning).

• Practice pronunciation together.

• Ask the student to give a simple example for each new expression, with your help if needed.

3. Listening – First Round (5 min)

Objective: General understanding.

Play or read the first part of the episode.

Ask the student to answer:

What is Irishman Patrick Callahan famous for?
a) owning a company which makes protein shakes
b) winning the 2024 Mister Universe bodybuilding contest
c) discovering a new protein in outer space

Check the answer together after listening.
(Correct answer: b – winning the 2024 Mister Universe bodybuilding contest.)

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

Objective: Focused listening and vocabulary recognition.

Play the audio again or read a simplified version.
Ask the student to pay attention to when they hear any of the new vocabulary.

After listening, ask:

• In what context did they hear each word?

• What do Neil and Georgie think about the protein trend?

If needed, repeat short excerpts or paraphrase to help understanding.

5. Vocabulary Practice (10 min)

Objective: Reinforce the new vocabulary through use.

Choose one or two of the following activities:

• Ask the student to make their own sentences using each word.

• Do a short role play: one person sells a “protein super bar” using marketing language and a “health halo”; the other asks critical questions.

• Give a short paragraph with missing words and ask the student to complete it with the new vocabulary.

6. Speaking / Discussion (10–15 min)

Objective: Encourage critical thinking and fluent speaking.

Ask and discuss:

• Do you think people focus too much on protein? Why or why not?

• Are there any foods in your country that have a “health halo”?

• Do you think “the tide is turning” and people are starting to care more about fibre?

• Would you try fibermaxxing? Why or why not?

Ask follow-up questions to keep the conversation flowing and help the student use the new vocabulary.

7. Wrap-up (3–5 min)

• Review the new words quickly. For example, ask “What does ‘the tide is turning’ mean?”

• Ask the student to say one new thing they learned during the lesson.

• Suggest that during the week they notice food advertising that uses a “health halo”.

✨ Optional Homework

Ask the student to write a short paragraph (5–6 sentences) giving their opinion about the protein craze. For example:

“In my opinion, people today focus too much on protein and should focus more on fibre because…”

👥 Lesson: How to Make Friends as an Adult

Level: Lower Intermediate

Topic: Friendship and social life

Skills: Reading comprehension – Vocabulary – Speaking

⸻

1. Warm-up (5–7 minutes)

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

Ask students:

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

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

• How did you meet your closest friends?

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

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

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

2. Reading: How to Make Friends as an Adult

Read this short text together

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

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

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

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

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

i want to fulfil my dreams.

3. Reading Comprehension

1. Choose the best summary for the article.

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

b) Meaningful relationships help you live longer. X

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

2. Choose the correct option based on the content.

1. What did a 2016 Finnish study find?

a) That you make more friends as you age.

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

c) That you have the closest friends after 25.

2. What did Radhika decide to do?

a) Make a new friend each week.

b) Say yes when invited to something. X

c) Host dinner parties for her school friends.

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

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

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

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

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

a) True X

b) False

c) Not given

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

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

b) More interests and a fulfilled life.

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

⸻

4. Vocabulary Practice

Explain and practice these words in simple terms:

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

• lose touch – to stop communicating with someone.

• scattered – spread over a large area.

ex. scattered clouds covered the sky today.

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

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

• voice note – an audio message sent by phone.

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

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

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

• fizzle out – to slowly end or disappear.

ex. he left the party fizzling out and he didn't say goodbye.

• BFF – best friends forever.

• solid friendship – a strong, long-lasting friendship.

small talk, ex. I need a small talk about work.

⸻

5. Summary Completion

Use the words in the box to complete the sentences.

Words: acquaintance / lose touch / shy away / forged / BFF / scattered / solid friendship

As we get older, turning a/an acquaintance into a more solid friendship can be difficult. After school, friends are often scattered, and it can be easy to lose touch. Dr Puff says friendships are extremely important, so don’t shy away from meeting new people. You could join a class so that you have something in common to discuss.

⸻

6. Speaking (Pair Discussion)

• Do you agree that making new friends is harder as an adult? Why or why not?

• Would you try to make new friends through an app or a class?

• What do you think makes a friendship “solid”?

Encourage students to use the new vocabulary (for example, “lose touch”, “solid friendship”).

🌟 CLASS: Experiences or Possessions?

Level: Lower Intermediate (B1)

Skills: Reading, Vocabulary, Speaking, Writing

Topic: Happiness — things or experiences?

🗣️ WARM-UP (5–7 minutes)

Ask your student:

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

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

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

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

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

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

Write examples on the board:

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

simpler / simple/ luxurious /quality on things/

📖 READING

Title: What Makes Us Happier: Things or Experiences?

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

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

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

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

🧠 COMPREHENSION QUESTIONS

1. Match the headings to the paragraph.

Paragraph 1 __b__

Paragraph 2 __c__

Paragraph 3 __a__

Paragraph 4 __d__

a) Experiences make people happier

b) Experiences are more popular

c) People get bored of things

d) Not everyone feels the same

✅ Suggested answers (for checking after discussion):

1–b / 2–c / 3–a / 4–d

2. Choose the correct answer.

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

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

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

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

✅ Answers: 1–a / 2–a / 3–a / 4–b

🧩 VOCABULARY PRACTICE

Match the words to their meanings:

1. material possessions /b

2. fleeting/d

3. fade/ g

4. envious /a

5. anticipation/c

6. deteriorate/e

7. personality type/f

a) feeling jealous of someone

b) things that you own

c) excited feeling before something happens

d) short, not lasting long

e) lose quality or get worse

f) the kind of person you are

g) to slowly disappear

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

✏️ SUMMARY GAP-FILL

Use the words in the box to complete the text.

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

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

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

💬 SPEAKING EXTENSION

Discuss these questions:

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

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

   
   

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

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

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

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

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

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

📝 WRITING TASK

Write a short paragraph (6–8 sentences):

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

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

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

ANOTHER / SINGULAR

ANOTHER FRIEND/ANOTHER DAY/ANOTHER PATIENT.

OTHER /PLURAL

OTHER PEOPLE/OTHER FRIENDS/ OTHER CULTURES

Include:

• What you spent money on

• Why it made you happy

• How long that happiness lasted

• Would you rather buy or experience something next time?

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

1. Warm-Up (5 minutes)

Ask your student:

• Do you think dogs understand humans?

• Can dogs feel when we are sad or happy?

• Do animals have emotions?

Encourage short, simple answers.

2. Vocabulary Preparation (8 minutes)

Teach these words using simple explanations and your own examples:

• aware – when you know something

• relate closely to – understand well or feel a connection

• brain scan – a picture or study of the brain

• provoke – to cause something to happen

• domesticated – trained to live with humans

• subtle – very small and difficult to notice

• innate – something natural, not learned

• stimulus – something that makes you react

• genes – parts of DNA that affect how living things grow

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

3. Reading (5 minutes)

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

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

Correct answers:

• Paragraph 1 → nature, nurture or friendly mind readers?

• Paragraph 2 → friends or different perspectives

• Paragraph 3 → canine brain responses or companions and assistants

• Paragraph 4 → nature, nurture or different perspectives

• Paragraph 5 → friendly mind or companions and assistants

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

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

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

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

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

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

6. Summary Completion (5 minutes)

write a summary using some of these words,

1. relate closely

2. aware

3. brain scans

4. provoke

5. innate

7. Guided Speaking Practice (10 minutes)

Ask your student to answer using simple sentences:

• Why do people love dogs so much?

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

• Do you think dogs can feel human emotions? Why?

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

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

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

• Why do you think dogs are good assistance animals?

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

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

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

Encourage them to use the new vocabulary when possible.

8. Simple Critical Thinking (5 minutes)

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

• “Dogs understand humans very well.”

YES THEY UNDERSTOOD EMOTIONAL HUMANS

• “Animals can feel emotions just like humans.”

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

• “Dogs should be trained to help more people.”

YES BECAUSE THEY DEVELOP FUNCTIONS AND ARE HAPPY TO FULFILL THEM

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

9. Optional Homework

Write 5–6 sentences about:

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

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

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

Level: Lower Intermediate
Duration: 45–60 minutes

1️⃣ Warm-Up (Speaking)

Ask your student:

1. Do you like watching sports?

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

LIFE / LIVES

LIVE

LIVE

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

Keep it simple and personal.

2️⃣ Vocabulary Review (Meaning + Simple Examples)

Teach or review the four key words:

crowd

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

AT IVETE[S CONCERT THERE WAS A BIG CROWD.

atmosphere

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

THE ATMOSPHERE FOR CHRISTMAS IS VERY EMOTIONAL.

drama

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

THERE WAS A LOT OF DRAMA WITH NEYMAR PLAYING.

nail-biting / BITE NAILS

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

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

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

3️⃣ Short Reading (Simplified Text Based on the Episode)

Have the student read this version aloud:

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

4️⃣ Reading Comprehension (Easy Questions)

Ask:

1. What sport did Neil watch?

2. Why does he like watching live sports?

3. Why does Beth prefer watching gymnastics on TV?

4. What does nail-biting mean?

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

5️⃣ Vocabulary Practice (Controlled)

Complete the sentences:

1. There was a big ______ at the concert.

2. The ______ in the stadium was very exciting.

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

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

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

6️⃣ Communicative Practice (Personal Questions)

Ask your student:

• Have you ever been in a big crowd? Where?

• What sport has the best atmosphere?

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

Encourage short, simple answers.

7️⃣ Grammar Mini-Focus (Very Light)

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

Talking about preferences

• I prefer watching sports on TV.

• I like watching sports live.

• I enjoy watching football.

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

Quick practice:

Tell the student to complete:

• I like ________

• I prefer ________

• I enjoy ________

8️⃣ Final Speaking Activity (Role-Play)

Tell the student:

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

Then switch roles.

9️⃣ Optional Homework

Write 5–6 sentences about:

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

1️⃣ Warm-Up Questions (Easy)

Ask your student:

• Do you gossip with friends or coworkers?

• I used to gossip but now I don't.

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

• bad thing

• Why do people gossip?

• because it is a lack of a topic/ conversation.

2️⃣ Grammar Focus: Speculation + Reported Speech (Simplified)

🔹 MAY / MIGHT for guessig (present & future)

MAY POSSIBILITY IS BIGGER 50 PERCENT

MIGHT THE PROBABILITY IS REMOTE 30 PERCENT

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

MAY /QUESTIONS

MAY I COME IN?

MAY I ASK YOU A QUESTION?

MIGHT

I MIGHT BUY A TICKET TO SEE ANITTA IN CONCERT.

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

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

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

🔹 MAY HAVE / MIGHT HAVE for guessing about the past

Use this when you guess about something that already happened:

bruno may have eaten everything in the fridge.

• He may have forgotten his keys.

• She might have missed the bus.

🔹 Reported speech (say what someone said)

We change the sentence one step back in time:

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

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

• i will get married / he said he would get married

🔹 Direct quotes (exact words)

You repeat the exact sentence:

• She said, “I’m so busy today.”

**📘 3️⃣ Reading :

“Is Gossiping a Good or Bad Thing?”**

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

gossipers - wireless phone -

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

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

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

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

4️⃣ Comprehension Questions

1. What are two reasons why people gossip?

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

3. How can gossip help people feel close?

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

5. What did people say about Tom?

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

7. Why was the rumor about Tom not true?

8. because he said he may leave the company.

9. How can small comments become big stories?

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

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

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

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

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

5️⃣ Discussion (Easy Questions)

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

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

• How can people avoid problems caused by gossip?

speaculating about some strange things happening in the house.

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

   may/ might

   may have/ might have / participle

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

the wet towel is on the bed.

I may have forgotten the wet towel on the bed.

the kitchen is a mess and it smells terribly.

maybe my mother may have prepared the food for us.

reported speech

i am very fanatic of Daniela mercury

Eduardo said, he was very fanatic of Daniela mercury.

bruno is crazy for coming to salvador.

bruno told me, he was crazy for coming to salvador

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

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

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

1. MAY I ENTER THE ROOM ?

   I MAY GO TO THE GYM LATER

2. SHE MAY CALL YOU LATER/ MAKE A CALL

3. MAY I BORROW YOUR PEN?

4. I MIGHT GO TO THE GYM LATER

5. SHE MIGHT CALL YOU LATER

6. IT MIGHT BE A BAD day.

   he might travel next month

7. you may have left it in the restaurant

8. she may have gone out

9. he may have traveled

10. she might have missed the train

11. I might have left my phone at home

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

    
    

📘 Class: Talking About Plans & Goals for 2026

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

Main focus: Future intentions, reflection, vocabulary

Skills: Listening-style reading, speaking, personal expression

Length: 60 minutes

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

Ask the student:

• Do you usually make New Year’s resolutions?

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

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

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

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

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

👉 Encourage short answers first, then expand.

2️⃣ Key Vocabulary (Pre-teach)

Introduce the words before reading.

🔑 Vocabulary

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

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

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

• achieve/ achievement/

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

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

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

stop wishing your life away, and focus in your present

🗣️ Quick Practice

Ask the student to complete:

• One of my goals for 2026 is __________.

• I feel motivated when __________.

• Sometimes people wish their life away because __________.

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

📖 Reading Text

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

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

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

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

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

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

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

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

4️⃣ Comprehension & Reflection (8–10 minutes)

Ask open questions:

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

2. What problem does Neil have with motivation?

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

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

5️⃣ Language Focus: Talking About Plans (10 minutes)

Highlight useful structures from the text:

🧩 Structures

• I want to…

• My goal is to…

• I would like to…

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

• I want to focus on…

✏️ Controlled Practice

Complete the sentences:

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

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

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

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

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

6️⃣ Speaking Practice: Personal Goals (Main Activity)

🗣️ Guided Speaking

Ask the student to talk about:

• One personal goal for 2026

• One professional or study goal

• One habit they want to change

• One thing they want to enjoy more in the present

Encourage full sentences and follow-up questions:

• Why is that important to you?

• How do you plan to do it?

• What could stop you?

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

Ask:

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

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

• What helps you stay motivated?

8️⃣ Optional Writing / Homework

✍️ Short Writing (120–150 words):

My Goals and Plans for 2026

Include:

• At least 3 goals

• One sentence with motivated

• One sentence with wish your life away

9️⃣ Extension (Optional – Higher Level)

To challenge stronger students:

• Ask them to compare resolutions vs goals

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

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

Food, Mood & Life Experience: Reviewing the Present Perfect

Level

Lower-intermediate (A2–B1)

Main grammar focus

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

Topic

Food, emotions, habits, and mental health

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

Teacher prompts (oral):

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

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

👉 Write 2 answers your student gives on the board.

Then introduce naturally:

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

No grammar explanation yet — just exposure.

2️⃣ Vocabulary activation (8–10 minutes)

Use simple definitions + examples, not translation first.

Key vocabulary (from the programme)

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

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

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

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

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

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

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

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

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

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

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

💡 Quick check
Ask:

• Which word is positive?

• Which words are negative?

• Which words describe feelings?

3️⃣ Guided listening / reading focus (10 minutes)

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

Task 1 – Meaning first

Ask:

• Why do people eat comfort food?

• Why is emotional eating sometimes a problem?

Task 2 – Notice the grammar

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

• People have linked food with mood.

• Danny has suffered from depression.

• Scientists have studied the connection between food and mood.

• Her ideas have not been accepted by everyone.

Ask:

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

👉 Lead them to: experience / changes / results now

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

Form (keep it light)

have / has + past participle

• I have eaten

• She has studied

• They have felt better

Use it for this lesson:

1. Life experience

Have you ever eaten because you felt sad?

2. Changes

My eating habits have changed.

3. Present result

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

⚠️ Contrast briefly (no deep dive):

• Past simple = when

• Present perfect = experience / result

5️⃣ Controlled practice (8 minutes)

Exercise A – Choose the correct option

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

2. She has lost / lost her appetite recently.

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

👉 Correct together, ask why.

Exercise B – Finish the sentence

Give sentence starters:

• I’ve eaten __________ when I felt stressed.

• I’ve grabbed __________ when I had no time.

• I’ve felt better after __________.

6️⃣ Speaking practice – Personal but safe (10 minutes)

Guided questions (present perfect)

• Have you ever eaten because of stress or sadness?

• Have you noticed that food has changed your mood?

• Have you ever lost your appetite because of stress?

• Have you tried eating healthier food to feel better?

Encourage follow-up:

• Really?

• How did you feel?

• Why do you think that happened?

7️⃣ Natural wrap-up (5 minutes)

Recap together

Ask the student to complete orally:

• Today I’ve learned that __________.

• I’ve realised that food __________ my mood.

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

Finish with:

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

Optional homework (simple & meaningful)

Writing (6–8 sentences):

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

Example model:

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

🧠 ENGLISH CLASS (INTERMEDIATE – B1/B2)

Why Do We Procrastinate?

🎯 CLASS GOALS

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

• Explain why people procrastinate

• Discuss personal habits related to delay and motivation

• Use new vocabulary related to behaviour and psychology

• Express certainty, cause and consequence

• Participate in a structured discussion
  

1️⃣ WARM-UP (8–10 minutes)

Write on the board:

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

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

Ask students:

• Do you agree or disagree?

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

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

• Is procrastination always negative?

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

Pair discussion first → then open class feedback.

2️⃣ INTRODUCTION TO THE TOPIC

Explain:

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

Ask:

• Why do people procrastinate?

• 
  

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

• 
  

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

• prioritise our things = you dont delays things.

3️⃣ WEEKLY QUESTION (Prediction)

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

a) 10%

b) 20%

c) 30%

Students vote and explain their guess.

(No answer yet!)

4️⃣ KEY VOCABULARY (Core Section)

1️⃣ Procrastination/ procrastinate/

Delaying something you need to do.

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

2️⃣ Without a shadow of a doubt homework

Completely certain.

Example:

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

• 
  

Practice:

Students complete:

• Without a shadow of a doubt, I procrastinate when…

3️⃣ Under pressure homework

Feeling stressed because you have too much to do.

Example:

• I only start working when I’m under pressure.

Discussion:

Is pressure good or bad for productivity?

4️⃣ Impulsive

Acting without thinking.

Example:

• Checking Instagram instead of working is impulsive behaviour.

Ask:

Are procrastinators lazy or impulsive?

5️⃣ Gratification

A feeling of pleasure or satisfaction.

Explain:

Procrastination is often about instant gratification.

Example:

• Watching Netflix gives immediate gratification.

• Studying gives delayed gratification.

Mini discussion:

Which one is stronger for you?

6️⃣ Oodles of (something)

A very large amount.

Example:

• I have oodles of homework.

• There are oodles of distractions online.

Students create their own sentence.

5️⃣ DISCUSSION – CRITICAL THINKING (15–20 minutes)

Question 1:

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

Question 2:

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

Question 3:

Do deadlines help or create anxiety?

Encourage students to use:

• I believe that…

• In my experience…

• On the one hand… on the other hand…

• It depends on…

6️⃣ REAL-LIFE APPLICATION ACTIVITY

In pairs:

Student A:

Describe something you are currently procrastinating.

Student B:

Give advice using:

• You should…

• Maybe you could…

• If you…, you might…

Switch roles.

7️⃣ ANSWER TO THE QUIZ

Correct answer:

✅ b) 20 percent

Explain:

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

Ask:

Does that surprise you?

8️⃣ OPTIONAL EXTENSION (If Time)

Connect to modern habits:

• Why do we doomscroll?

• Does social media increase procrastination?

• Is technology making us more impulsive?

Level: Lower Intermediate (B1)

Grammar Focus:

• seem + adjective

• seem like + clause

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

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

Ask:

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

• Have you ever seen something strange in the street?

• Have you ever misunderstood a situation?

Tell a quick mini example:

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

Now ask the student to share one short story.

🎥 2. Context Introduction (George & Phil)

Explain briefly:

• George thought he was seeing a crime.

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

Ask prediction questions:

• Why might George think it was a crime?

• Why might a quiet town suddenly feel different?

📚 3. Grammar Presentation

1️⃣ Seem + adjective

Structure:

Subject + seem(s) + adjective

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

Examples:

• The street seemed empty.

• The man seemed nervous.

• The town seemed quiet.

👉 Often turns out to be wrong.

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

Student:
“The restaurant seems closed.”

2️⃣ Seem like + clause

Structure:

It seemed like + subject + verb

Use when:
✔ You give a more detailed interpretation

Examples:

• It seemed like someone was following him.

• It seemed like they were arguing.

• It seemed like a good idea at the time.

Ask:
What’s the difference?

Guide them:

• “seemed nervous” → general

• “seemed like he was hiding something” → specific idea

3️⃣ As if / As though

Structure:

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

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

Examples:

• It was as if they were hiding something.

• It felt as though something bad was going to happen.

• It looked as if it was about to rain.

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

🧠 4. Controlled Practice (10–12 minutes)

A) Choose the correct form

1. The man ______ nervous.

2. It seemed like someone ______ following us.

3. It was as if they ______ planning something.

4. The town seemed ______ quiet.

(Answers: seemed / was / were / very)

B) Rewrite Using the Target Grammar

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

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

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

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

Give the student a situation:

Scenario 1:

You see two people running out of a shop quickly.

Student must say:

• It seemed…

• It seemed like…

• It was as if…

Example answer:

• It seemed suspicious.

• It seemed like they had stolen something.

• It was as if they were escaping from someone.

Scenario 2:

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

Student describes:

• The town seemed…

• It seemed like…

• It was as though…

Push for creativity.

🗣 6. Personalisation – Real Life (10 minutes)

Ask:

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

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

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

Encourage longer answers:

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

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

Title:
A Time I Was Wrong

Write 6–8 sentences using:

• 1 × seem + adjective

• 1 × seem like

• 1 × as if / as though

🧩 8. Error Correction Drill (Quick Review)

Correct:

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

2. He seemed like nervous. ❌

3. It was as if she is crying. ❌

4. The movie seemed boring. (OK)

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

🎯 Lesson Outcome

By the end, your student should:

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

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

word bank

sit /sat

aware/ I am aware

warm/

warmth

Topic: Land, Cowboys, and Change in Montana

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

1. Warm-up (5–7 minutes)

Ask the student some simple questions to activate ideas.

Questions

• Do you know what a cowboy is?

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

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

• Have you ever seen a farm or a ranch?

• yes of course

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

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

• Do you prefer cities or wide open spaces?

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

Useful speaking structure

Encourage answers like:

• I think…

• In my opinion…

• I prefer… because…

• In my country…

Example:

I prefer cities because there are more opportunities.

2. Pre-Reading Vocabulary (10 minutes)

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

ranch

A very large farm where people raise animals.

Example:

He owns a ranch with many animals.

he is the owner of a ranch

cattle / gado

Cows raised on a farm.

Example:

The rancher has hundreds of cattle.

federal land

Land owned by the national government.

Example:

The cattle graze on federal land.

backlash

A strong negative reaction from people.

Example:

There was a backlash after the government decision.

rodeo

A traditional sport where cowboys ride bulls or horses.

Example:

He competes in rodeos every year.

artisanal

Made in a traditional or handmade way.

Example:

They sell artisanal cheese from the farm.

sullied

Damaged or ruined.

Example:

The pollution sullied the river.

3. Prediction (Before Reading)

Ask the student:

• What do you think this story will be about?

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

• Why might people worry about government land being sold?

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

• What changes could happen in Montana?

• the traditions can die and the culture can be damaged.

Encourage structures like:

• I think the story will talk about…

• Maybe people are worried because…

summary

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

4. Reading homework

Student reads the text aloud.

Text

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

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

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

5. Reading Comprehension Questions homwork

Start simple and gradually increase difficulty.

Basic understanding

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

2. the government of the US owns the land.

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

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

5. Why do people in Montana use this land?

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

7. What are people worried about?

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

Understanding ideas

5. Why is land important for ranchers?

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

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

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

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

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

6. Language Focus – Useful Speaking Structures

Encourage the student to answer using these structures.

Explaining ideas

• People rely on the land because…

• This could change because…

Example:

People rely on the land because they raise cattle.

Expressing concern

• They are worried that…

• They think that…

Example:

They are worried that new houses will replace farms.

Giving opinions

• I think the government should…

• In my opinion…

Example:

In my opinion, the land should stay public.

7. Discussion (Speaking Practice) homework

Ask open questions to encourage longer answers.

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

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

• What would happen if farms disappeared?

• the cowboys lifestyle would end.

• Do you think traditional lifestyles should be protected?

• yes I think it is traditional and cultural.

• Are there places like this in your country?

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

Encourage longer answers with:

• First…

• Also…

• Another reason is…

8. Vocabulary Practice

Ask the student to create sentences using the new words.

Example task:

Make a sentence with:

• ranch

• cattle

• federal land

• backlash

• rodeo

Example answer:

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

9. Wrap-Up (Reflection)

Ask the student:

• What new word did you learn today?

• What part of the story was most interesting?

• Do you think Montana will change in the future?

🍫

LESSON: Chocolate & Habits (Lower Intermediate)

🎯 Objectives

By the end of the class, the student will:

• Talk about food habits

• Use: give up, cut down on, craving

• Improve listening with real conversation

• Speak about preferences and routines

🔥 1. WARM-UP (5–7 min)

Ask:

• Do you like chocolate? 🍫

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

• How often do you eat chocolate?

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

• What is your favorite chocolate?

• dengo. lyndt.

👉 Model answers:

• “I eat chocolate every day.”

• “I don’t eat chocolate very often.”

💡 Expand:

• Morning / afternoon / night

• After lunch / after dinner

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

🧠 2. KEY VOCABULARY (10 min)

Teach with examples + repetition

🍫

a lot of / lots of

= many

• I eat a lot of chocolate

• I drink lots of coffee

😮

loads of

= very very many (more informal)

• I eat loads of chocolate

👉 Ask:

Which is stronger? → loads of

🚫

give up (something)

= stop forever (or long time)

• I want to give up chocolate

• I gave up sugar last year

⚖️

cut down on

= eat less

• I want to cut down on chocolate

👉 Contrast:

• give up = 0 ❌

• cut down = less ⚠️

😋

craving

= strong desire

• I have a chocolate craving

• I really want chocolate now

👉 Ask:

“When do you have cravings?”

normally during the day but sometimes at night.

🎧 3. LISTENING TASK (15 min)

First listening – general idea

Ask before:

👉 “Do they like chocolate?”

Answer:

• Yes, both like chocolate

• Georgie LOVES it 😄

Second listening – details

summary

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

Third listening – vocabulary

👉 Student listens and finds:

• give up / parar de

• I need to give up eating hamburgers on the weekends.

• cut down on/ reduzir

• I need to cut down on cigarettes.

• craving/ desejo de comida/vontade

• I need to stop my sugar/sauvory cravings

🗣️ 4. CONTROLLED SPEAKING (10 min)

Give sentence frames:

• I eat chocolate…

• I eat chocolate after…

• I have a craving for…

• I want to cut down on…

• I want to give up…

👉 Example:

“I have a craving for chocolate at night.”

💬 5. FREE SPEAKING (10–15 min)

Ask:

• Do you eat a lot of chocolate?

• When do you eat it?

• Do you have cravings?

• Do you want to cut down on chocolate?

• Could you give up chocolate? 😄

👉 Push for longer answers:

• Why?

• When?

• How often?

🎮 6. FUN ACTIVITY (ROLE PLAY)

Situation:

You = doctor 👨‍⚕️

Student = patient

Problem:

👉 “I eat too much chocolate!”

Student must say:

• I eat chocolate every…

• I have cravings…

• I want to cut down…

You respond:

• You should…

• Don’t eat chocolate at…

✏️ 7. ERROR CORRECTION (IMPORTANT)

Write mistakes and correct together:

Examples:

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

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

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

🧩 8. EXTRA (IF TIME)

Ask:

👉 What is better?

• give up chocolate ❌

• cut down on chocolate ⚖️

👉 Why?

🏁 HOMEWORK (optional)

• Speak for 1 minute:
  👉 “My eating habits”

Must include:

• a lot of / loads of

• craving

• cut down on / give up

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

03) I PREFER THE MILK CHOCOLATE

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

🧠 Lesson Plan:

Food, Thoughts & Self-Control

🎯 Objectives

By the end of the class, the student will:

• Understand and use key expressions about food and thoughts

• Talk about habits, decisions, and self-control

• Express opinions about health and lifestyle

🔥 1. Warm-up (5–8 min)

Ask:

• Do you think about food a lot during the day?

• yes I think about food during the day.

• What’s your favorite “temptation food”?

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

• Do you think eating is more physical or mental?

• it depends. it is both sometimes physical and mentally.

• 
  

👉 Follow-up:

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

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

📚 2. Vocabulary Presentation (10–12 min)

Teach meanings + simple examples:

🥗 food noise/

→ intrusive thoughts about food

Example:

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

👉 Ask:

Do you have food noise when you are bored?

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

🌫️ into the ether (idiom)

→ disappeared completely

Example:

“My motivation to diet went into the ether.”

👉 Ask:

Have your plans ever disappeared into the ether?

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

😇😈 angel vs devil

→ internal conflict

Example:

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

👉 Ask:

What does your “devil” usually say?

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

my angel says eat healthy food.

💪 self-esteem

→ confidence in yourself

Example:

“Exercise improves my self-esteem.”

👉 Ask:

What helps your self-esteem?

exerising helps my self esteem and money to travel.

🏷️ on the market

→ available to buy

Example:

“There are many healthy snacks on the market.”

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

👉 Ask:

What healthy products are popular now?

💊 side effect

→ extra negative effect

Example:

“This medicine has side effects.”

Mounjaro and ozemphic have side effects.

👉 Ask:

Do you worry about side effects?

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

Read or paraphrase:

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

Comprehension Questions:

• What is “food noise”?

• What do medications do?

• Why are people worried?

• What is the dilemma?

🗣️ 4. Speaking Practice (15–20 min)

🔹 Controlled Practice homework

Complete:

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

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

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

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

🔹 Discussion homework

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

  
  

• Would you take medicine to control your appetite?

  
  

  
  

• Are side effects worth it for losing weight?

  
  

• Is food more emotional or physical?

  
  

👉 Push follow-ups:

“Why?”

“Can you give an example?”

“Do you agree or disagree?”

🌐

Class: Influencers – A New Kind of Job

🎯

Objectives

beautify/ beauty/ beautiful.

By the end of the class, the student will:

• Discuss the role of influencers in modern society

• Express opinions about beauty standards

• Use advanced vocabulary naturally in conversation

• Develop listening and critical thinking skills

  
  

🧠

Warm-up (Conversation – 5–7 min)

Ask your student:

• Do you follow any influencers? Why or why not?

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

• Do you trust influencers more than traditional celebrities?

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

• What kind of content do you usually watch online?

• English content, surgeries, cooking tips, news.

  
  

  
  

👉 Push for longer answers:

“Can you explain why?”

“Do you think this is changing?”

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

❓

Lead-in Question (Prediction)

Question:

When was lipstick first used?

a) 3000 years ago (Celts)

b) 4000 years ago (Egyptians)

c) 5000 years ago (Sumerians)

👉 Ask:

• What’s your guess?

• Why do you think that?

🎧

Listening Task (Teacher reads / student listens)

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

Simplified Script (Natural, Intermediate+)

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

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

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

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

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

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

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

🧩

Comprehension Questions

• Why did their careers take off?

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

  
  

• What are people looking for today?

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

• What do they think is “a given”?

it is a fact that people may have for something.

• Why do they use humor?

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

• Are they only promoting products?

No, they are promoting lifestyle, too.

👉 Encourage full answers, not just short ones.

📚

Vocabulary (Deep Practice)

1. Influencer

→ A person who promotes products online

💬 “Influencers can shape opinions and trends.”

2. Dos and Don’ts

→ Rules about what is right and wrong

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

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

3. Crack a joke

→ Say something funny

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

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

i am good at making friends

4. Took off

→ Became successful quickly

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

my career took off when I started my own business.

5. Intrigued

→ Very interested / curious

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

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

6. A given

→ Something obvious or accepted as true

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

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

🗣️

Speaking Practice (Controlled → Free)

🔹 Part 1 – Guided

Complete:

• I think influencers are important because…

• One problem with influencers is…

• People are intrigued by…

🔹 Part 2 – Opinion Debate

Discuss:

👉 “Do influencers have too much power?”

Push the student to:

• Agree / disagree

• Give examples

• Compare past vs present

💡

Critical Thinking (Advanced Discussion)

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

• Is authenticity real or just another marketing strategy?

• Should influencers have more responsibility?

👉 Encourage:

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

• “It depends on…”