Cybersecurity Challenges for Global Businesses

Focus Areas:

• Common Threats: Examples like phishing, ransomware, and insider threats.

• Business Impact: Discuss financial losses, reputational damage, and legal consequences.

• Emerging Solutions: The use of AI for real-time threat detection, blockchain for secure transactions, and multi-factor authentication.

• Real-World Examples: Colonial Pipeline ransomware attack or the 2021 Facebook data breach.

Activities:

1. Scenario Simulation:

• Present a scenario where a company faces a ransomware attack. Have students develop a response strategy, including internal and external communication plans.

2. News Analysis:

• Analyze a real cybersecurity breach, such as the Marriott data leak. Discuss what went wrong and how it could have been prevented.

3. Panel Discussion:

• Topic: “Should companies invest more in proactive cybersecurity measures than reactive solutions?” Divide the class into teams representing CEOs, cybersecurity experts, and government regulators.

Resources:

• Video: cyber crime

https://m.youtube.com/watch?v=V3TiBF71lwk

1. Phishing:

Phishing is a type of cyber attack where attackers disguise themselves as legitimate entities, typically via email, to trick individuals into providing sensitive information such as usernames, passwords, credit card numbers, or other personal details. The goal is often to steal sensitive data or spread malware.

2. Ransomware:

Ransomware is a type of malicious software (malware) that encrypts a victim’s files or locks them out of their system, rendering the data inaccessible. The attacker then demands a ransom, usually in cryptocurrency, to restore access to the data or system. Failure to pay often results in permanent data loss.

3. Insider Threats:

Insider threats refer to risks posed by individuals within an organization, such as employees, contractors, or business partners, who have inside information concerning the organization’s security practices, data, and computer systems. These insiders can misuse their access, intentionally or unintentionally, to harm the organization by leaking sensitive information, sabotaging systems, or committing fraud.

Recent Developments:

• January 18, 2025: TikTok ceased operations in the U.S. following a Supreme Court decision upholding a law that mandated its Chinese parent company, ByteDance, to divest its ownership or face a ban.

• January 19, 2025: President-elect Donald Trump announced plans to issue an executive order granting TikTok a 90-day extension to negotiate a security deal, allowing the app to resume services in the U.S.

Linking to Cybercrime:

These events highlight critical aspects of cybercrime and cybersecurity:

• Data Privacy Concerns: The U.S. government’s actions stem from fears that ByteDance could be compelled by Chinese laws to share user data, posing a potential national security risk. This scenario underscores the importance of data sovereignty and the vulnerabilities associated with foreign ownership of technology platforms.

• Regulatory Measures: The enforced shutdown and subsequent negotiations illustrate how governments may intervene to mitigate perceived cyber threats, emphasizing the role of policy in cybersecurity.

Classroom Application:

case to discuss:

• International Cybersecurity Policies: Examine how different countries address foreign tech companies operating within their borders.

Your view:

• Corporate Responsibility: Debate the ethical obligations of tech companies in protecting user data against potential misuse.

Your view:

• Legal Frameworks: Analyze the legal precedents for government intervention in tech operations and their implications for the future.

Conclusion:

word bank:

meanwhile

upheld= respeitado

enacted

perceived

avert = prevenir

path = way/ path bike

free speech

Class Topic: The Psychology of Gaming

Key Points to Cover

1. Positive Effects of Gaming

Cognitive Benefits:

Improves problem-solving and strategic thinking.

Enhances hand-eye coordination and reaction time.

Social Benefits:

Multiplayer games help develop teamwork and communication skills.

Online gaming creates communities and friendships.

Emotional Benefits:

Games can reduce stress and provide a sense of achievement.

• can worse your stress because is competitive.

• teamwork must be diverse.

  
  

2. Negative Effects of Gaming

Addiction and Overuse:

Gaming addiction can disrupt sleep, relationships, and work/school performance.

Aggression and Violence:

Some argue violent games may increase aggressive behaviour, but research is mixed.

Health Issues:

Long hours of gaming can lead to physical problems like eye strain, posture issues, and lack of exercise.

E-Sports: Professional gaming has become a multi-billion-dollar industry.

Creativity: Many games are now recognized as art for their stories, design, and music.

Activities/writing

What are the most significant benefits of gaming?

How can we avoid the negative impacts of gaming?

Should gaming be considered a sport? Why or why not?

Argue that gaming is good for individuals and society.

Argue that gaming has more harmful effects than benefits.

1. When we talk about significant benefits of gaming, we can analise this discussion in two perpectives: first, the cognitive benefits are the most notorious; in other way emotional benefits are an also true think thats gamming can provides, but only if this practice are made with moderation. The way you face the gamming practice, can turn thinks more competitive than should be, so this may turn gamming a motive to being more stressed.

2. The way we can avoid the negative impact of gamming are with moderation, and also creating another objetives, like learn 15 minutes per day and turn that habits more longer day by day, because this practice will reduce the levels of discharge of dopamine and also its decline.

3. I don't think gamming should be considered a sport because dont demands physical exercise in the practice, so i think its correct expression "e-sport" like a individual classification for competitive games, creating an specific term for its practice and formalizing a difference between one an the other one.

4. With moderation, of corse. Gamming its a giant comercial industry, its responsible for moviment a lot of money. Moreover, gammin are an universe for soo much people, are a way to socialize, distract an have fun.

5. I dont think so. The real problem are in the addiction in gamming. Gamming to have some fun can be a moment of therapy, to socialize, and reduce stress. Alternatively, like everything without control, gamming realy can be harmful, but its not about gamming, its about lose control and became addicted.

Word bank;

overwhelming

getting sick

seeking - searching

baseline

peaks

novelty

narrow

lofty

willing/ willingness

cold turkey

1. Warm-Up Discussion

Do you think the new generation is more focused on health than previous ones? Why or why not?

What are some modern trends that promote a healthier lifestyle? (e.g., fitness apps, plant-based diets, mental health awareness)

2. Vocabulary Expansion

key words: Use these words in sentences related to your life.

Wellness, longevity, mindfulness, nutrition, sustainable living, mental health, fitness culture, wearable technology (e.g., smartwatches, fitness trackers).

3. Debate or Opinion Sharing

Will the new generation live longer and healthier than past generations? Why or why not?

Are social media and influencers helping or harming health trends?

5. Writing Task

Prompt: Imagine the year 2050. How has the focus on health changed the world?

--> After 25 years of focus on health, people come to live longer, and the idea of becoming a centenary person turn into a usual thing. Beyond that, the concept of becoming an elderly person is not more about being at 60 or 65 years, but to achieve 80 years old without vitality. Moreover, live until 100 years already became a normal thing, not rare. On other side, the health food industry became more than a market field or a trend, but mostly more profitable than ever, and the result of a collective focus on health, and the government impossed. In the end, people start to pay more attention to achieve a sustainable living.

word bank:

spread

harmful

afford

make it possible

keep up

trainers

bankrupt

illness/disease

The Psychology of Motivation

1. Warm-up (5-10 min)

What motivates you to do something, even when it is difficult?

running a marathon wasn´t my dream but a plus for encouragement.

Pictionary: What do you think motivates these people?

2. Vocabulary (10-15 min)

threatening tasks - dare you -

Introduce key terms:

Intrinsic motivation (doing something for personal satisfaction)

Extrinsic motivation (doing something for external rewards)

Goals (short-term vs. long-term)

Self-discipline (staying consistent without external pressure)

Procrastination (delaying tasks)

Practice: Give your student short scenarios and ask, Is this intrinsic or extrinsic motivation?

3. Discussion (15-20 min)

Why do some people struggle to stay motivated?

-> Some people struggle to stay motivated because is very difficult to keep doing things with discipline and consistence. In another way, sometimes people don't focus on the real objective, and And end up giving in to the momentary desire.

Which is more effective: rewarding yourself for good habits or developing self-discipline?

--> I believe that answer is different from person to person. Talking about me, is more effective developing self-discipline and gradually shielding my mind. on the other side, some people prefer to reward themselves to stay motivated and achieve small objectives.

Have you ever set a goal and lost motivation? What happened?

--> Yeah, of course. Like everyone, i don´t wake up motivated every day. By far, i usually wake up doing things only because of the discipline. Talking about an specific goal, when i lost motivation, normally is about not believing anymore in the process, like doing a diet and do not achieve the objective.

4. Listening/Reading Activity (15 min)

Watch a short video or read an article about motivation theories (Self-Determination Theory, the role of dopamine, etc.).

Discuss: What did you learn?

5. Speaking Practice (15-20 min)

Role-play: Convince a friend to stay motivated to exercise/eat healthy.

Debate: People should be rewarded for good habits. Agree or disagree?

Word bank:

determined - self -concious - no burdens- solve and face- squeeze the time studying -

Watch a short video about motivation theories (Self-Determination Theory, the role of every human with motivation)

Discuss: What did you learn?

Wrap-up & Reflection

What is your main takeaway from today?

--> My main takeaway from today firstly was learning how i can tackle a big problem, or even a depression, facing life like a game, seing simple things as a challenge, and concentrating in beat them, restoring happines in life.

--> After that, was incredible to learn how the primor things in life it's the key to live more. So, when we spend a lot of time at work and not enjoying with family and friends, we are wasting time and our health.

How will you apply this knowledge in your daily life?

--> After learning with Jane, i think the most value knowledge i can take from the video is the importance of appreciating the simple moments even more, and how that is so impactful in life.

Word bank:

1. Warm-up

Why do people commit crimes? and Do you think some people commit crimes on purpose?

Watch the picture of the article and brainstorm what may be happening with elderly people? : (homeless, struggling) how’s life for elderly people nowadays?

invisible - homeless- no attention- no respect - no routines - no lifestyle - poor elderly. elderly has struggles.

2. Reading/Listening Activity (15 min)

Use this BBC article: Why some elderly Japanese are turning to crime

Have the student skim the article and identify key points.

Discussion: What are the main reasons elderly people commit crimes?

3. Vocabulary & Discussion (15 min)

Introduce key terms:

shoplifting, social isolation, welfare system, recidivism, life expectancy, incarceration

Ask: How does Japan is aging population contribute to this problem?

4. Speaking Activity Role-play (10 min)

One student plays a government official, the other an elderly citizen considering committing a crime.

The official must persuade the citizen not to go to prison and offer alternatives.

5. Debate (10 min)

Should governments provide better welfare for the elderly, or is prison a reasonable solution?

6. Wrap-up (5 min)

Ask: What solutions do you think Japan should implement?

Reflect on:Could this happen in other countries?

Key Terms & Definitions

1. Shoplifting “ The act of stealing goods from a store without paying.

2. Social isolation “ A state in which a person has little or no contact with others, leading to loneliness.

3. Welfare system “ Government programs designed to provide financial and social support to people in need.

4. Recidivism “ The tendency of a convicted criminal to reoffend after being released.

5. Life expectancy “ The average number of years a person is expected to live based on demographic factors.

6. Incarceration “ The state of being imprisoned or confined in jail.

7. Petty theft “ A minor crime involving the stealing of small or inexpensive items.

8. Giggle “ A light, high-pitched laugh, often from nervousness or amusement.

9. Outstrips “ Exceeds or surpasses something in degree, amount, or performance.

10. Undoing “ A cause of downfall or failure; something that ruins or destroys.

11. Serving “ (in the context of prison) The act of completing a sentence or period of imprisonment.

Comprehension Questions

Understanding the Main Idea

1. Why are some elderly people in Japan committing crimes on purpose?

--> Elderly people are struggling with poverty, so they prefer to go to jail to receive some money and have better conditions.

2. What basic needs does prison provide that some elderly people lack outside?

--> Some money, like pension, a nice room to sleep and food.

3. How has Japan is aging population affected crime rates?

--> Because of this situation, crime rates, commited by elderly pople, are growling fast.

Key Details

4. What types of crimes do most elderly offenders commit?

--> Pretty teft.

5. What is the connection between social isolation and elderly crime?

--> Some elderly people suffer with isolation and starts to commit crimes to go to prision to have better conditions to live.

6. Why do some elderly people giggle when talking about returning to prison?

--> Because that was the real objective. They prefer to go to prision than face the reality of an unassisted system.

7. How does the welfare system contribute to the increase in elderly crime?

--> Givving better conditions to prisioners than the elderly pople, the government can create a propitious place to commit crimes.

8. What does the article mean when it says elderly crime outstrips that of younger generations?

--> Elderly people are commiting more crimes than younger generations.

Critical Thinking & Discussion

9. Do you think prison should be a solution for elderly people struggling with poverty? Why or why not?

--> Absolutely not. The prision is the place where criminals should serve their sentences in consequence of an ilegal act. In the same way, elderly people struggling with poverty deserves to be cared for by the government.

10. What could the Japanese government do to reduce elderly crime?

--> In this case, its essecial to pay more attention to elderly people, ensuring basic financial conditions, accessibility, and leisure, to garantee a good life to elderly people.

11. Could this situation happen in other countries? Why or why not?

--> Maybe things like that can happen in coutries where the conditions are similar to Japan, i mean, prisions in good condition, a possibility to receive and save some money serving, and where elderly people are neglected. On the other hand, that situation doesn't seem possible in developing countries without these conditions.

Vocabulary in Context

12. What is the difference between petty theft and more serious crimes?

--> petty theft its about small ilegal actions, and more serious crimes are more violent or offensive.

13. What does recidivism mean, and why is it common among elderly offenders?

--> recidivism mean infringe the law another time.

14. What does the article mean when it says social issues are the undoing of many elderly people?

--> Unassist elderly people is a cause of social issues, with them suffering the consequences.

Financial & Housing Terms

1. Mortgage A loan taken out to buy a home, usually repaid over many years. Some elderly people struggle with mortgage payments after retirement.

2. Reverse mortgage A loan that allows elderly homeowners to access the value of their home while still living in it.

3. Pension A regular payment from the government or a company after retirement.

4. Retirement savings Money set aside for use after a person stops working.

5. Fixed income A limited amount of money received regularly, often referring to pensions or retirement benefits.

6. Debt Money that a person owes to a bank or lender. Many elderly people face debt due to medical expenses.

7. Loan Money borrowed that must be paid back, often with interest.

8. Foreclosure When a bank takes a person’s home because they failed to pay their mortgage.

Security & Social Issues

9. Elderly abuse Mistreatment of older people, often financial, physical, or emotional.

10. Nursing home A facility where elderly people live and receive medical care.

11. Social security Government assistance programs that provide financial support to retired or disabled people.

12. Fraud A crime that involves tricking people, often elderly victims, into giving away their money.

13. Identity theft A type of fraud where someone steals another person’s personal information to commit crimes.

Legal Protections for the Elderly

14. Age discrimination Unfair treatment based on age, such as being denied a job or medical care.

15. Power of attorney A legal document allowing someone to make financial or medical decisions for an elderly person.

16. Elder law Legal policies that protect older adults rights, including housing, healthcare, and financial matters.

17. Long-term care insurance

Insurance that helps cover the cost of nursing homes or home care services.

18. Will & inheritance A legal document that states how a person’s assets will be distributed after their death.

19. Guardianship A legal arrangement where a person is responsible for making decisions for an elderly person who cannot do so themselves.

20. Scam A dishonest scheme to trick people out of their money, often targeting the elderly.

Lesson Objectives:

• Discuss the stigma surrounding mental health in different societies.

• Expand vocabulary related to mental health and social issues.

• Express opinions and debate solutions to reduce stigma.

highlights:

respectful - tolerant- open minded/ narrow minded - trustworthy-

1. Warm-up (10 minutes)

Discussion Questions:

• How do people in your country view mental health issues?

• Why do you think there is stigma around mental health?

• Have attitudes toward mental health changed over time?

2. Vocabulary Expansion (10 minutes)

Introduce key terms and phrases:

• Stigma – Negative social perception or shame associated with something.

• Taboo – A subject that people avoid discussing.

• Mental illness – Disorders affecting a person’s thinking, emotions, or behavior.

• Therapy – Treatment for mental health issues.

• Vulnerability – The state of being open to emotional or psychological difficulties.

• Coping mechanisms – Strategies to deal with stress or emotional pain.

• Resilience – The ability to recover from difficulties.

3. Listening/Reading Activity (15 minutes)

• Provide a short article or video about mental health stigma (e.g., how celebrities or public figures have helped reduce stigma).

• Comprehension Questions:

• What are some examples of mental health stigma in the article/video?

• How have individuals or organizations worked to change perceptions?

4. Speaking & Debate (15 minutes)

Discussion Scenarios:

• “A friend is struggling with anxiety but refuses to seek help because they fear being judged. What advice would you give?”

--> Firstly, is very important to be able to listen, and understand his fear. After that, and with de right informations, make him see that help can start in secret, showing how anxiety is a illness, how important is to seek help, and recommending a Therapy.

• “Some employers hesitate to hire people with a history of mental illness. Should companies have policies to protect these employees?”

--> Is logical the act of employers hesitate to hire people with a history of mental illness, chosing to protect the profit. But is logical too the necessity of companies have policies to protect not only this employees, but to prevent and create a respecfull and oppen minded atmosphere.

• “In some cultures, therapy is seen as a sign of weakness. How can we change this perception?”

--> To change this perception is necessary to break some taboos to fight and end with some stigmas. Is fundamental to start with the awareness through education. Besides that, demonstrate how bigger are the mental health problem are, with information and data, and how therapy are the key. In the end, maybe motivate people try therapy.

5. Wrap-up & Homework (10 minutes)

• Summarize key points from the discussion.

• Homework: Write an opinion essay on:

“How can society reduce mental health stigma?”

--> Society can reduce mental health stigma with awareness throught education, information and data. After that, is important to keep always raising awareness and discouraging acts of judgment and prejudice.

2. Crack on: A British informal expression meaning to continue or proceed with a task.

3. Burning the candle at both ends: Working excessively hard, to the point of exhaustion, by extending one’s workday into the early morning and late evening.

4. Hit the ground running: To start a new activity or job with immediate enthusiasm and energy, without any delay.

5. Keep your nose to the grindstone: To work hard and diligently on a particular task.

6. Throw in the towel: To give up or admit defeat in a challenging situation.

7. Burning the midnight oil: Staying up late working on a project or task.

8. Take it in stride: To handle a difficult situation calmly and without letting it affect you negatively.

9. Jump on the bandwagon: To start doing something because it has become popular or trendy.

10. The ball is in your court: It is now your responsibility to take action or make a decision.

Exercise 1: Complete the sentences using the correct chunk.

(Options: No biggie, Crack on, Burning the candle at both ends, Hit the ground running, Keep your nose to the grindstone, Throw in the towel, Burning the midnight oil, Take it in stride, Jump on the bandwagon, The ball is in your court)

1. We have a tight deadline, so let’s ___Crack On______ and finish this project as soon as possible.

2. She was exhausted from _____Burning the midnight oil_____ for weeks to meet the launch deadline.

3. He had a bad day at work, but he knows how to ____take it in stride______ and stay positive.

4. The marketing team needs someone who can ____Hit the ground running______ from day one without much training.

5. You’ve been working nonstop—you need to rest! Stop ____Burning the candle at both ends______ or you’ll burn out.

6. The decision is yours now. _____The ball is in your court_____ and let us know what you want to do.

7. Don’t worry about the mistake. It’s _____No biggie_____, and we can fix it easily.

8. I know this project is tough, but you’ve come so far! Don’t ____Throw in the towel______ now.

9. Everyone is suddenly investing in AI startups. It looks like they’re all _____Jump on the bandwagon_____.

10. If you want to get promoted, you have to _____Keep your nose to the grindstone_____ and stay focused on your goals.

Key Expressions and Definitions:

1. Burnout: A state of severe emotional, physical, and social exhaustion that significantly impacts daily life.

2. Resilience: The capacity to adapt positively to adversity and maintain effective functioning in daily activities.

3. Toxic Positivity: The overgeneralization of a happy, optimistic state across all situations, which can result in the denial and invalidation of authentic human emotions.

4. Structural Issues: Fundamental organizational problems that can contribute to employee stress and burnout, such as excessive workloads or lack of support.

5. Remote Work: A work arrangement where employees perform their job duties outside of the traditional office environment, often from home.

6. Work-Life Balance: The equilibrium between professional responsibilities and personal life, ensuring neither domain overwhelms the other.

7. Emotional Exhaustion: A state of feeling emotionally worn-out and drained due to accumulated stress from personal or work life.

8. Supportive Work Environment: A workplace atmosphere that fosters employee well-being through understanding, assistance, and resources.

9. Positive Adaptation: The process of adjusting effectively to new or challenging circumstances.

10. Meaningful Praise: Genuine and specific acknowledgment of an individual’s efforts or achievements, contributing to their sense of value and motivation.

Class Discussion Plan:

Objective: To engage in a comprehensive discussion about career progression and burnout prevention, utilizing key expressions from the podcast to enhance understanding and practical application.

1. Warm-Up (10 minutes)

• Questions:

• “How do you define career success?”

achieving happiness that can be combined with other values that make you happy. work is a purpose and not a burden you have to carry on.

• “What strategies do you employ to manage work-related stress?”

working out, walking, therapies, and gathering. ( friends gathering)

2. Vocabulary Introduction (15 minutes):

• Activity: Present the key expressions and their definitions.

• Exercise: Provide sentences with blanks for the student to fill in using the appropriate terms.

• “Maintaining a healthy __________ is essential to prevent burnout.”

• “Companies should address __________ to create a supportive work environment.”

3. Listening and Comprehension (20 minutes):

• Activity: Listen to selected excerpts from the podcast focusing on burnout and resilience.

• Questions:

• “What factors contribute to burnout according to Dr. Tang?”

• “How can leaders model seeking help in the workplace?”

4. Discussion and Application (15 minutes):

• Activity: Engage in a dialogue about implementing the discussed strategies in the student’s professional life.

• Questions:

• “Can you identify any structural issues in your workplace that may lead to burnout?”

• “How can you promote a supportive work environment among your colleagues?”

5. Role-Play (15 minutes):

• Scenario: The student assumes the role of a manager addressing a team member showing signs of emotional exhaustion.

• Objective: To practice offering meaningful praise and discussing resilience-building strategies.

6. Wrap-Up and Reflection (5 minutes):

• Activity: Summarize the key takeaways from the lesson.

• Question: “What is one strategy you plan to implement to advance your career without compromising your well-being?”

Incel (Involuntary Celibate)

• Definition: A person (typically a man) who believes they are unable to establish romantic or sexual relationships despite wanting to.

• Context: The term was originally coined in the 1990s by a woman creating an online support group, but it has since evolved into a more controversial online movement.

Blackpill vs. Redpill

• Redpill (from The Matrix): In incel communities, “taking the red pill” means awakening to the belief that society is unfair to men, especially in dating. This term is often used in men’s rights activism (MRA) and pickup artist (PUA) communities.

• Blackpill: A more extreme ideology, where incels believe that their fate is permanently sealed due to genetics, looks, or societal structures. Blackpillers often express hopelessness, resentment, and fatalism.

Chad & Stacy vs. Normies & Femcels

• Chad: A conventionally attractive and successful man who is seen as having effortless success with women.

• Stacy: The female equivalent of Chad—stereotyped as attractive, superficial, and only interested in high-status men.

• Normie: An average person who is neither highly attractive nor unattractive and has normal social interactions.

• Femcel: A term for a female incel, though some incel communities reject the idea that women can be truly involuntarily celibate.

2. Psychological and Sociological Concepts

Echo Chamber

• Definition: An online space where individuals are only exposed to opinions that reinforce their existing beliefs, leading to radicalization.

• Example: In incel forums, users may repeatedly blame their struggles on external factors (e.g., women, society) rather than self-reflection, deepening their frustration.

Misogyny & Misandry

• Misogyny: Hatred or prejudice against women, often found in incel communities through the belief that women are responsible for men’s loneliness.

• Misandry: Hatred or prejudice against men, sometimes used as a counterargument by those who believe feminism unfairly targets men.

Toxic Masculinity

• Definition: A cultural expectation that men should be dominant, aggressive, and emotionally repressed. Some argue that incels embody toxic masculinity through their entitlement to women’s attention, while others see them as victims of unrealistic male standards.

Radicalization

• Definition: The process by which individuals adopt increasingly extreme beliefs, sometimes leading to real-world violence. Some incel communities have been linked to attacks by men who expressed hatred toward women.

3. Online & Cultural Phenomena Related to Incels

The Manosphere

• Definition: A network of online communities discussing men’s issues, including MRAs (Men’s Rights Activists), PUAs (Pickup Artists), MGTOW (Men Going Their Own Way), and incels.

• Why It Matters: Some parts of the manosphere offer self-improvement advice, while others promote harmful stereotypes and resentment.

Looksmaxing

• Definition: A term in incel communities referring to extreme efforts to improve physical appearance through surgery, fitness, or other means.

• Example: Some incels believe that only drastic measures (e.g., jaw surgery) can help them become attractive enough to date.

Doomer Mentality

• Definition: A worldview centered around extreme pessimism and nihilism. In the incel community, this takes the form of believing that happiness or success is impossible.

• Example: Some incels claim that unless you are genetically gifted (a “Chad”), there is no point in trying to improve your life.

“It’s Over” Mentality

• Definition: A belief among incels that there is no hope for them to ever be in a relationship, leading to deep fatalism.

• Example: Some incels constantly reinforce each other’s negative outlook by posting things like “It’s over for us.”

How to Use These Concepts in Class:

• Discussion: Ask students how these terms relate to broader societal issues like social media influence, mental health, and gender norms.

• Case Study: Analyze a real or fictionalized incel post and identify key terms.

• Debate: Discuss whether incel forums should be banned or whether they should be reformed into support groups.

Discussion Questions:

• “Have you ever heard of online communities that are built around frustration or shared struggles?”

• “What are some reasons people seek online communities instead of real-life connections?”

• “Do you think online communities are more positive or negative for people’s mental health?”

2. Vocabulary & Key Concepts (15 minutes)

Introduce and define key terms:

• Incel (involuntary celibate)

• Blackpill vs. Redpill (ideological divisions in incel communities)

• Echo chamber (reinforcement of beliefs within a closed group)

• Misogyny (hatred or prejudice against women)

• Radicalization (process of adopting extreme views)

• Toxic masculinity (harmful societal expectations of male behavior)

Use real or fictionalized quotes from incel forums (modified for appropriateness) and have students infer the meaning of words in context.

3. Reading & Analysis (20 minutes)

Provide a short article or excerpt on the rise of incel culture, its connection to social isolation, and its darker consequences.

Guided Questions:

--> After watching the video, I can say I've learned about a new issue, more specifically, a new problem facing this generation. This issue seems to be a consequence of isolation caused by the pandemic, or even a lack of love from parents.

Due to this isolation, boys are having trouble meeting girls and finding a girlfriend, which reflects their stress and frustration as hate. They place the responsibility for this problem on genetics or on the girls, which is truly disgusting.

Once we realize that the incel movement starts with victims, it is clear that incels also become aggressors, encouraging, talking about, and acting with violence against girls.

Talking about societal norms and dating expecations, it is evident that two things are the fuel of the problem, creating a greater pressure at kids.

• What are the main arguments presented?

what do we undertand about the new generation and its problems?

• Do you see incels as victims, aggressors, or both?

• How do societal norms and dating expectations play a role in this phenomenon?

4. Debate & Discussion (30 minutes)

Debate topic: Should online platforms ban incel communities?

5. Conclusion & Reflection (10 minutes)

• How do incel communities reflect broader societal issues?

--> The incel communities reflect the danger of anonymous forums and blogs on internet, as well as how they and other groups can easily organize attacks and grow as a community.

• What solutions could help people who feel isolated or excluded?

--> The solutions needs to start at home, with family near as a good listener and friend, and with love. Simultaneously, the govern needs to face this problem and invest in awareness campaigns and incentive therapy as a practice.

• How should we address radicalization without reinforcing negative behaviors?

--> In the case of the article, the best way is threat people with love, undestanding the pain and work toghether to face their fears.

Optional Homework:

• Write an opinion essay: Is loneliness a modern epidemic?

--> For sure, no doubts about that. loneliness was aways a problem, but after the pandemics and also in the "smartphone generation", people are even more far and cold, living their lives alone and showing a false life on social media.

Goal: Activate prior knowledge, introduce the topic, and review key vocabulary.

Questions to discuss:

• What are some of the biggest differences between generations?

• How has technology shaped different generations?

• What are some challenges younger generations face today?

• What groups or movements have emerged in the last decade? (e.g., incels, activists, influencers, digital nomads)

Vocabulary Review (Optional):

• Incels (involuntary celibates)

• Boomers, Millennials, Gen Z

• Cancel culture, toxic masculinity, woke culture

• Echo chambers, online radicalization, social justice movements

2. Writing Task (30-40 min)

Goal: Develop a well-structured opinion piece using the vocabulary in context.

Prompt:

“Different generations have shaped the world in many ways, from cultural revolutions to technological advancements. However, some challenges arise between generations, leading to social divisions. Write an essay discussing how generational differences impact society today. Include examples of online movements, cultural conflicts, and social changes.”

Structure Guide:

1. Introduction (5-7 sentences)

• Define generations and their importance.

• Mention key generational differences.

• Introduce a thesis statement

(e.g., “Generational conflicts shape society by influencing social movements, online behavior, and cultural norms.”).

--> Boomers, Millennials and Gen Z: three dfiferent generations, but also threee different ways to live.

Generation is a term used to separate persons who were born in different period of time. Talking about this three generations, it´s impossible to not say they belong from each oder, but also they are so different because of the technology and how this change how people live.

When we think about Boomers, we think about a generation without internet, soo much human touch and taboos too. on the other side, the Millennials was the generation who "discover" the social media during the young ages and fastly understand this movement and bring it tight to their lives. After than, the Gen Z already were born in this shaped world, facing life by another way, with another vision.

So, with so much differences the question is, how much generational conflicts is shapping the society? Where we are going?

2. Body Paragraph 1: Social and Cultural Impact

• Example: Cancel culture and its role in generational conflicts.

• Example: Millennials and Gen Z pushing for inclusivity, while older generations resist change.

--> It's a fact that this three generations face life in a different way. Nowadays, at the Gen Z, we see things and movements impossible to imagine in other generations, especifcly in the cuture and social part. With the intense use of social media, we start to see movements like cancel culture, toxic masculinity and woke culture. These movements are responsible for making violence against women and famous people grow.

3. Body Paragraph 2: Online Movements and Radicalization

• Example: Incels and echo chambers leading to extreme viewpoints.

• Example: Social media algorithms reinforcing generational divides.

-->

4. Body Paragraph 3: Technology and

Work Culture

• Example: Remote work culture vs. traditional corporate jobs.

• Example: AI and automation shaping career opportunities differently for generations.

5. Conclusion (5-7 sentences)

• Summarize key points.

• Offer a solution or a personal reflection (e.g., “Understanding generational differences can help bridge gaps rather than deepen conflicts.”).

3. Revision & Feedback (10-15 min)

Self-Editing Checklist:

✔ Did I clearly introduce my main idea?

✔ Did I use specific examples to support my points?

✔ Did I use transition words (however, for example, in contrast)?

✔ Did I include at least 3 target vocabulary words?

Teacher Feedback Focus:

• Grammar & sentence structure

• Use of vocabulary in context

• Clarity & coherence

Objective: To enhance reading comprehension, discuss the socio-political factors influencing travel decisions, and develop related vocabulary.

1. Warm-Up Discussion:

The Impact of Tariffs and the Post-Trump Environment

Begin with a discussion to activate prior knowledge and set the context for the article.

Discussion Questions:

• How do tariffs imposed by a country affect international relations and global trade?

• In what ways can tariffs influence the perception of a country by foreigners?

• Considering the political climate after President Trump’s tenure, how might international travelers’ views towards the US have changed?

• Can political decisions lead individuals to boycott travel to certain countries? Why or why not?

Background Information:

Recent aggressive tariff policies by the US have led to global economic uncertainties. For instance, the Trump administration’s tariff implementations have caused fluctuations in global markets and strained relations with various countries.

2. Vocabulary Development

Introduce and discuss the following vocabulary words that will appear in the article:

• Boycott: To refuse to buy, use, or participate in something as a form of protest.

• Tariff: A tax imposed by a government on imported or exported goods.

• Perception: The way in which something is regarded, understood, or interpreted.

• Hostile: Unfriendly; antagonistic.

• Sanctuary: A place of refuge or safety.

• Deterrent: Something that discourages or is intended to discourage someone from doing something.

• Diplomatic: Concerning the profession, activity, or skill of managing international relations.

• Repercussions: Unintended consequences occurring after an event or action, especially unwelcome ones.

3. Reading Comprehension

Have the student read the article “The people boycotting travel to the US”. After reading, discuss the following questions:

Comprehension Questions:

1. What are the primary reasons mentioned in the article for individuals choosing to boycott travel to the US?

--> The primary reasons for individuals choosing to boyvott travel to the US are bascally two things: a reaction after Donald Trump issues tarrifs on alies and an immigration crackdown, that increases hostility towards tourists.

2. How have US immigration policies influenced travelers’ decisions? The perception of hostility by the tourists, and people starts to get worry about the border and getting stuck.

3. What specific examples does the article provide of countries or groups affected by US policies?

--> The article provide examples like: border crossings were down by more than 20%, some international properties have seen a bump in traffic, directly attributable to Canadians now spurning the US. The change in travel patterns is already having a tangible effect on the US economy.

4. How do the individuals interviewed in the article express their feelings about traveling to the US? They worry

--> They don't feel safe, they worry about the border, they are avoiding travel to the US.

5. What alternatives are travelers considering instead of visiting the US, according to the article?

--> Travelers are considering Canada, Mexico, South America and Europe, because they feel more welcoming at the moment.

4. Writing Assignment

Essay Prompt:

Reflect on the reasons discussed in the article for boycotting travel to the US. Do you believe that political and economic policies should influence personal travel decisions?

Write a 300-word essay expressing your opinion, supporting your arguments with examples from the article and your own experiences or observations.

Begin with questions to activate prior knowledge and stimulate critical thinking:

• What are tariffs, and what purposes do they serve in international trade?
  
  

• Can you think of historical instances where tariffs significantly impacted a country’s economy?
  
  

• What might be some immediate and long-term effects of imposing tariffs on imported goods?
  
  

2. Reading Activity (15 minutes)

Selected Article for Analysis:

Is a Recession Looming? What to Expect from Trump’s Tariffs

Published by TIME on April 9, 2025. 

Key Points from the Article:

• Implementation of widespread tariffs has raised concerns about a potential U.S. recession.
  
  

• Tariffs may lead to increased consumer prices due to higher import costs.
  
  

• Potential stifling of economic growth and increased instability.
  
  

• Possible limited job creation in manufacturing due to automation.
  
  

Vocabulary to Highlight:

• Tariff: A tax imposed on imported goods and services.
  
  

• Recession: A significant decline in economic activity across the economy.
  
  

• Inflation: The rate at which the general level of prices for goods and services is rising.
  
  

• Automation: The use of largely automatic equipment in a system of operation.
  
  

Activity: Have the student read the article, identify these terms, and discuss their meanings in context.

3. Comprehension and Critical Thinking Questions (15 minutes)

After reading, engage the student with the following questions:

1. What are the main arguments presented in the article regarding the impact of tariffs on the U.S. economy?
   --> The impact of tariffs on the U.S. economy, according to the article is a recession. The article explains how difficult will be for the U.S. to avoid a recession if the tariffs stay at the level that's been announced. The article sopports the exports to other countries and imports into the U.S. from other countries are going to stop because there's higher levels of uncertainty.
   

2. How might increased tariffs influence consumer behavior and spending?
   --> Firstly, the potential effects to the economy impact consumer confidence. With this high tariffs, the employers will have to pass it on to consumers, deacrising economy. According to the article, changes in consumer attitudes may be immediate, with people deciding to not going to take a vacation, deciding they can't afford a new house, and anothers reactions.
   

3. The article mentions potential job creation in manufacturing due to tariffs. Why might this be limited, according to the text?

   --> According to the text, this actions won't will be significant to increase U.S. manufacturing, beacuse it's gonna take years to see a difference. Its a long and a big process.
   
   

4. Discuss the balance between protecting domestic industries and the potential negative effects on consumers.
   --> It's undeniable the importance of a country protect it own domestic industries to protect the economy and industries. On the other hand, the way U.S. does that is excessive, trying to change a process putting tarrifs in more than 180 countries. That change creates a scenario of conflict, and competition to which the US did not expect the Chinese response.

4. Writing Assignment: Argumentative Essay (30 minutes)

Prompt:

Evaluate the effectiveness of imposing tariffs as a strategy to strengthen the domestic economy. Consider both the potential benefits and drawbacks, and support your argument with evidence from the article and additional sources if available.

Essay Structure:

1. Introduction
   
   

   • Introduce the concept of tariffs and their intended purpose.
     
     

   • Present a clear thesis statement outlining your position on their effectiveness.
     
     

2. Body Paragraphs
   
   

   • Paragraph 1: Discuss potential benefits of tariffs, such as protecting domestic industries and potential job creation.
     
     

   • Paragraph 2: Examine the drawbacks, including increased consumer prices and potential for economic recession.
     
     

   • Paragraph 3: Analyze the overall impact on the average American citizen, considering both economic and social factors.
     
     

3. Conclusion
   
   

   • Summarize the key points made.
     
     

   • Restate your thesis in light of the discussion.
     
     

   • Offer a final thought or recommendation regarding the use of tariffs in economic policy.
     
     

Note: Encourage the use of evidence from the reading and, if possible, integration of additional reputable sources to support arguments.

5. Peer Review and Discussion (Optional, 15 minutes)

If in a group setting, have students exchange essays for peer review, focusing on:

• Clarity and coherence of arguments.
  
  

• Use of evidence and examples.
  
  

• Grammar and vocabulary usage.
  
  

Conclude with a class discussion on the various perspectives presented in the essays.

6. Homework/Extension Activity

Assign students to research a recent instance where another country implemented tariffs and analyze the economic outcomes. They should prepare a brief report comparing and contrasting that situation with the U.S. scenario discussed in class.

This lesson plan aims to develop advanced writing skills through critical analysis of current economic policies, fostering a deeper understanding of the complexities involved in international trade and domestic economic strategies

Looming
Definition: Something bad that seems likely to happen soon.
Example: A recession is looming, and people are getting worried.

Frenzy
Definition: A state of great excitement, fear, or confusion.
Example: The news caused a frenzy among consumers and experts.

Turmoil
Definition: A state of confusion or disorder.
Example: Political turmoil often affects the economy.

Adjacents (as in government-adjacent sectors)
Definition: Related or close to something, especially in type or connection.
Example: Government-adjacent sectors include companies that work with or depend on government money.

Brusque
Definition: Quick, direct, and often seen as rude or unfriendly.
Example: The policy was applied in a brusque and confusing way.

Calculated
Definition: Planned or thought through in a specific way.
Example: The move seemed calculated but was still confusing to many.

Unfair trade competition
Definition: When companies or countries trade in a way that is seen as dishonest or harmful to others.
Example: Some say China creates unfair trade competition by lowering prices too much.

Stability
Definition: Being steady or not changing quickly.
Example: Tariffs might hurt the stability of the market.

Everyday people
Definition: Regular people who are not part of the government or big companies.
Example: Everyday people are feeling unsure about the economy.

Car parts
Definition: The pieces that make up a car, like engines or wheels.
Example: Tariffs on car parts can raise the price of vehicles.

Automobiles
Definition: Cars and other vehicles.
Example: The U.S. added tariffs on imported automobiles.

Dot-com recession
Definition: An economic slowdown that happened around the year 2000, when many internet companies failed.
Example: The dot-com recession hurt many tech companies.

Great Recession
Definition: A major global economic crisis from 2007 to 2009.
Example: The Great Recession caused millions to lose jobs.

Economic downturn
Definition: A period when the economy grows more slowly or shrinks.
Example: COVID-19 caused a big economic downturn worldwide.

Declines (noun)
Definition: Drops or decreases in numbers or strength.
Example: The economy saw sharp declines in 2008.

Lasts (verb)
Definition: To continue for a certain amount of time.
Example: A recession usually lasts for months, but a depression lasts longer.

Decade
Definition: A period of ten years.
Example: The Great Depression lasted for almost a decade.

Avoid
Definition: To stop something from happening.
Example: The government is trying to avoid a recession.

Measures (noun)
Definition: Actions or steps taken to fix or change something.
Example: New economic measures were introduced to support growth.

Shutting down (immigration)
Definition: Stopping or closing completely.
Example: The country is shutting down immigration as part of its new policy.

Index
Definition: A number that shows changes in the economy or other areas.
Example: The consumer confidence index dropped by 7 points.

Dear students,

From now on, we will have new policies for Spanish and English classes.
If a class is not cancelled at least 24 hours in advance, it will be charged as part of your current package.
Thank you very much for your understanding and commitment.

Best regards,

🏘️ Topic: The Housing Crisis & Social Inequality

Level: Upper-Intermediate to Advanced

Time: 75–90 minutes

Focus: Speaking, Reading, Vocabulary, Grammar (Conjunctions)

🧠 Warm-Up Discussion

Ask your student:

• How would you define “housing as a human right”?

• In what ways is housing connected to social inequality?

• What social groups are most affected by housing instability in your country?

• Should the government intervene in the housing market? Why or why not?

🧾 Key Vocabulary

Introduce these words and expressions. Ask the student to explain them or use them in a sentence:

• Precarious housing – unstable or insecure living conditions

• Socioeconomic disparity – differences in income, education, and opportunity

• Urban displacement – when people are forced to leave their neighborhoods due to rising costs

• Structural inequality – systemic unfairness built into institutions

• Speculative real estate – buying property to make money, not to live in

• Rent-burdened – spending too much of your income on rent (usually over 30%)

📖 Reading Input (Adapted from Real Articles)

“Cities Divided: The Growing Chasm in Urban Housing”

In global cities from London to São Paulo, the housing crisis is not merely a shortage of homes — it’s a reflection of systemic inequality. Whereas luxury condominiums rise in central districts, marginalized communities are pushed to the outskirts.

The root causes are complex. While some point to population growth, others highlight speculative real estate investment that drives up prices. Moreover, wages have stagnated even though the cost of living has surged.

In Los Angeles, over 75,000 people experience homelessness. Unless governments adopt bold, long-term strategies, the crisis will worsen.

Policy responses differ: some governments offer tax breaks to developers, whereas others emphasize rent control and public housing. Nevertheless, critics argue these approaches often prioritize short-term optics over systemic change.

🔗 Grammar Focus: Conjunctions

Ask your student to identify conjunctions in the reading and explain the relationship they express.

Examples from the text:

• Whereas – contrast

• While – contrast

• Even though – concession

• Unless – condition

• Nevertheless – contrast / concession

• Moreover – addition

but = however/ even though/ nevertheless/ unless/ while

so = to sum up/ to make the story short/ finally

and = moreover/ besides that

Practice – Complete or transform the following sentences using conjunctions:

1. Property prices rose significantly, while/whereas/even though incomes remained static.

2. Unless some cities focus on affordable housing, others rely on market forces.

3. Governments introduced subsidies. nevertheless, the problem persisted.

4. We won’t see real change __moreover_ systemic reforms are enacted.

5. Many people remain homeless _even though__ cities report economic growth.

🗣️ Discussion Prompts

Encourage detailed answers and examples. Use follow-up questions like “Why?” or “Can you give an example?”

• In what ways do housing policies reflect broader social values?

  --> Housing policies are a reflection of the social values of a society. When the focus is on providing affordable and decent housing for everyone, it shows a value of equality. However, when policies prioritize the real estate market as a way to make profit, it often means that money is valued more than people's basic needs.

• How does urban planning contribute to inequality?

  --> Urban planning can contribute to inequality in several ways. For example, zoning laws may segregate communities by income or race, limiting access to resources and opportunities. Gentrification is another factor, where urban projects increase property values and force low-income residents to move away.

• What’s the role of private companies in solving the crisis?

  --> Private companies can be very important solving the housing crisis, especially when they work together with the government. Moreover, they can invest in social housing and use new technologies to build affordable homes.

• Should housing be a public good or a commodity?

  --> Housing is a basic human right, and it should be treated as a public good. Whereas facing housing like a commodity and only for profit can increase social inequality and iprove housing crises.

• Are there housing initiatives in your country that you think are working?

  --> Yes, the “Minha Casa, Minha Vida” program is one of the most important housing initiatives in Brazil.

  It has helped millions of Brazilians get access to housing.

  
  

highlight:

settle down

settlement

settle members

✍️ Optional Homework – Opinion Writing

Prompt (150–200 words):

To what extent should the government be responsible for ensuring equal access to housing? Use at least four different conjunctions to connect your ideas clearly.

Advanced Lesson Plan: Universal Basic Income (UBI) – Solution or Risk?

Skill focus: Speaking, Writing, Vocabulary

Level: Advanced

Topic type: Controversial / Global issue

1️⃣ Warm-up – Let’s Talk!

Start with some thought-provoking questions to activate prior knowledge and spark curiosity:

• Have you heard of Universal Basic Income (UBI)? What is it?

• Do you think people should receive money from the government with no conditions?

• How would your life change if you received a monthly income from the state?

Encourage elaboration and examples from real life or recent news about minimun wage ( basic income)

2️⃣ Vocabulary Boost – Learn & Use!

Introduce and discuss the following key vocabulary related to UBI. Ask the student to categorize them into “pro” and “con” arguments or to use them in example sentences.

• Means-tested – Financial support based on a person’s income or situation.

• Welfare state – A system where the government provides many services to ensure citizens’ well-being.

• Safety net – Government programs that protect people from extreme poverty or sudden hardship.

• Pilot program – A small-scale experiment to test a new idea or policy.

• Fiscal policy – Government management of taxes and public spending.

• Dependency culture – A situation in which people rely too heavily on government help.

• Economic inequality – The unequal distribution of income and wealth.

• Automation – Technology or machines replacing human jobs.

• Livable income – The minimum amount of money needed to meet basic needs.

• Universal access – Available to all people, without restrictions or qualifications.

3️⃣ (Optional) Input – Watch

• A short video on Finland’s UBI experiment

  WRITE FOOTNOTES:

1. receiving free incomes might be risky for individuals.

2. in brazil the problem might be the education in finances

3. Finland seems to be better educated in terms of finances.

   4. the experiment didn´t continue due to the knowledge economy of the country.

4️⃣ Speaking – Debate & Discuss

Debate Prompt:

Should governments implement Universal Basic Income for all citizens?

Assign sides or let the student choose one:

• For UBI: It reduces poverty, supports people in uncertain economies, and prepares for job loss due to automation.

• Against UBI: It’s expensive, may reduce motivation to work, and could create a culture of dependency.

Useful debate phrases:

• “One of the key advantages is…”

• “However, a major drawback is…”

• “Although some people believe…, I would argue that…”

• “From an economic perspective…”

odd jobs= cashiers/ sales/

5️⃣ Writing Task – Time to Reflect

Prompt:

Is Universal Basic Income a practical solution for today’s economic challenges, or is it too risky? Support your opinion with examples.

Instructions:

• Write 200–250 words

• Use at least 5 vocabulary terms from the lesson

• Include a clear introduction, body paragraphs, and conclusion

• Use linking expressions (e.g. however, in contrast, therefore, furthermore)

--> The idea of a Universal Basic Income as a practical solution to today's economic challenges seems not only like a good idea, but also a necessary action to combat the extreme poverty.

However, it's important to know this measure must have limits and isn't the solution for the main problem, being only a way to guarantee the existential minimum aiming to restore people's dignity.

Universal Basic Income, as a temporary form of support, can be an important tool to combat extreme poverty and give people the oppotunity to be able to find a job or start a business, therefore reorganize their lives. Furthermore, this action could be very important for the economy as a whole, making it move.

Although there are many benefits, all this money could end up being wasted if this measure doesn't come with other actions that really can ensure it is used effectively, such as offering vocational, financial and business courses. Furthermore, it is important to assist people in this journey and to understand the pain and needs of the participants.

In the end, as a safety net, it's important to monitor those who receive this benefit, ensuring that they respect the goals of the program in order to maintain its quality and achieve its purpose.

6️⃣ Grammar Focus – Precision in Argument

Use this opportunity to reinforce grammar structures useful in advanced discussions:

• Conditionals:
  If everyone received UBI, the job market might change dramatically.

• whether you like it or not...

• Modals for speculation:
  UBI could help reduce inequality, but it might also encourage less productivity.

• assumption: must

• suggestion = should

• Passive voice:
  UBI has been tested in various countries with mixed results.

Lesson Plan: The Fitness Revolution — a modern obsession?

Level: Advanced

Focus: Speaking, Vocabulary, Critical Thinking

Optional Grammar: Modals for advice & obligation, Conditionals

Length: 60–75 min

1. Warm-Up 🧠🗣️

Discuss:

• Do you think working out has become a trend nowadays? Why?

• How often do you work out? What’s your motivation?

• Is working out more about health or appearance today?

2. Key Vocabulary 💬

Introduce and discuss the following terms:

• Wellness culture

• Gym rat

• Clean eating

• Cheat day

• Fad diets

• Body image pressure

• Overtraining

• Supplements

• Discipline vs obsession

• Sustainable habits

➡️ Ask the student to create sentences or give examples with each word.

3. Short Reading Activity 📖

Title: “Chasing the Perfect Body: When Health Turns Harmful”

Text:

In today’s fitness-focused world, more people than ever are hitting the gym, eating clean, and sharing their progress online. While the shift toward healthier lifestyles is a positive change, experts warn of a darker side. Some individuals fall into obsessive patterns — extreme diets, constant workouts, and anxiety over their appearance. The pressure to look “perfect” on social media can lead to burnout, disordered eating, and even depression.

Health professionals emphasize the importance of balance. A sustainable fitness journey should support both physical and mental well-being, not harm them.

Comprehension Questions:

1. What are the positive aspects of the fitness trend mentioned?

2. What are some negative effects people may experience?

3. Do you agree that social media plays a big role in this? Why or why not?

4. What advice would you give to someone who is starting their fitness journey?

4. Speaking Practice – Pros & Cons ⚖️

Part A – The Good Side:

• What are the benefits of regular exercise?

• How has the idea of health changed in recent years?

• Do you think people are more educated about wellness?

Part B – The Bad Side:

• What are the risks of taking fitness too far?

• Can gym culture be toxic?

• How can we protect ourselves from unhealthy expectations?

5. Grammar in Context ✍️

(Optional)

Use of modals & conditionals:

• People should listen to their bodies.

• You mustn’t skip meals to lose weight.

• If someone trains too hard, they might get injured.

• If I had followed that extreme diet, I would have felt terrible.

6. Agree or Disagree Game ✅❌

Present the statements below and ask the student to explain their opinion:

• “The gym has become a status symbol.”

--> For sure. It is impossible, nowadays, to do not say the gym become a status simbol with so many marketing and influencers on digital midias. However, the growth of this moviment are not only about this.

• “Fad diets are dangerous and unnecessary.”

--> Yes. This kind of magical diets are unnecessary and unhealthy for everyone. Unfortunaly, the principal person who are commited by this ideas are who have more necessity to lose weight and are fragile by fear or shame.

• “Everyone should follow a strict workout routine.”

--> I don't believe everybody needs a "strict workout routine", for some persons works better be more flexible and face it in a recreational way.

• “Social media motivates more than it harms.”

--> This balance are difficult to affirm. But for me it's true the growth of persons going to the gym and carry with themselfs after pandemic and the fitness boom on social media. Nevertheless, the comparison with others is the central part of the problem in social media.

7. Final Reflection ✨

• Would you say the fitness revolution is more positive or negative?

• What’s your personal approach to health and fitness?

• How can someone strike the right balance between motivation and pressure?

Protein Craze or Clever Marketing?

🥞🍿💪

Level

: AdvanceD

Duration

: 60 minutes

Skills

: Reading 📖 | Speaking 🗣️ | Vocabulary 🧠 | Critical Thinking 🤔

Materials

: Article excerpt 📄 | Vocabulary handout 📘 | Discussion prompts 💬

1. Warm-Up – Trend Spotting

(10 min) 🔍

Activity: Discuss recent health or fitness trends.

Ask:

• What health trends are popular on social media? 📱

• Have you ever tried “high-protein” products? 🍫

• Do you follow celebrity health advice? ⭐

Encourage phrases like:

“In my opinion…” “It seems like…” “I’ve noticed that…” 💬

2. Vocabulary Focus – Protein Power Words

(15 min) 📚💥

Target Vocabulary:

• High-protein 💪

• Staples (food staples) 🍞

• Unveiled 🎉

• Marketing gimmick 🎭

• Fuel your day ⛽

• Protein-rich 🥣

• Worth the extra cost 💸

Activity:

Match words to definitions + create your own sentence ✍️

Example:

Unveiled – revealed or introduced something publicly.

“The company unveiled a new protein drink last month.”

3. Reading Comprehension

(10 min) 📖

Task: Read the excerpt or summarized version.

Questions:

• What products are mentioned? 🍕

• What issue is the article questioning? ❓

--> Whole Food, Whey Protein, Popcorn, Chicken breast an dpulses, Cereal bar, milk shake protein.

--> The article cites the marketing movement involving the protein slogan in all kind of food, as a wonderfull solution and a new eating culture. However, the article shows us the dark side of this industry, demonstrating how people can eat protein with whole foods and daily food. Moreover, it show us how some snacks are manipulated with water to have more protein concentration in their labels. After all, what is the principal theme of the article is a marketing gimmick connected with influencers and presented to consumers using the protein label.

4. Discussion – Is It Worth It?

(20 min) 🗣️🤔

Discussion Prompts (pairs or groups):

• Are protein-packed versions of snacks necessary? 🍫✅❌

• Do you think it’s smart marketing or manipulation? 🎯🧠

• Should celebrities influence health choices? 👩‍⚕️⭐

• Is this a helpful or harmful trend? ❤️⚠️

Encourage connectors:

“Although,” “Despite,” “On the other hand,” “It could be argued that…” 🔗

5. Optional Extension – Write It Out

✍️📰

Homework:

Write a mini-article (150–200 words):

“Is the Protein Craze Helping or Harming Us?”

Use at least 5 new vocabulary words from the lesson! ✅✅✅✅✅

🧠

“Rethinking Urban Life – The Housing Crisis”

🎯 Objectives:

• Develop critical thinking through discussion and problem-solving

• Expand topic-specific vocabulary (urban life, housing, social issues)

• Practice writing skills through structured opinion writing

• Engage in collaborative and independent thinking

🕒

Lesson Breakdown (90 minutes)

🔹

1. Warm-Up Discussion (10 min)

Topic: “What makes a city livable?”

• Ask: “What do you need to feel comfortable and happy where you live?”

• Use images or headlines (e.g., housing protests in Spain) to spark ideas.

💬 Vocabulary focus: infrastructure, affordability, accessibility, gentrification, public services

🔹

2. Vocabulary Expansion (15 min)

–

Urban Life & Housing

Let’s look at some key vocabulary that will help us talk about housing problems in big cities:

• Gentrification: This is when poorer neighborhoods become more attractive to wealthier people, often leading to rising rents and pushing out the original residents. For example, “Many people are worried about gentrification in their city because long-time residents can no longer afford to live there.”

• Overcrowding: This happens when too many people live in a small space. It’s common in areas where housing is expensive and people can’t afford larger homes. You might say, “Overcrowding in the city has made public transport and hospitals very stressful.”

• Rent control: This is a law that limits how much landlords can charge for rent. It’s meant to keep housing affordable. For example, “Some cities use rent control to help low-income families stay in their homes.”

• Displacement: When people are forced to leave their homes, often because of rising prices, construction, or gentrification. For example, “The new luxury buildings caused displacement in the neighborhood.”

• Urban planning: This refers to how cities are designed and organized—like where to build homes, parks, schools, and transportation. A sentence might be, “Good urban planning can help reduce traffic and improve access to green spaces.”

💡 Activity Tip:

After reading each word and example aloud, ask your student:

• “Can you think of an example from your city or country?”

• “Which of these problems do you think is the most serious?”

🔹 3. Critical Thinking & Problem Solving (25 min)

Activity: City Council Challenge

You are part of a city council in a major European city facing a housing crisis.

Task:

• Work through the following problem:

“Tourism has boosted the economy but made housing unaffordable for locals. How would you balance tourism and the rights of residents?”

🧩 Use these guiding questions:

• Should Airbnb be limited? Why?

• What laws could protect local residents?

• Is tourism always good for cities?

➡️ Present your city plan in 3 minutes. Teacher gives feedback on structure, clarity, and persuasiveness.

⸻

🔹 4. Writing Task (30 min)

Prompt:

“Some people believe that housing is a human right and should not be left to the free market. Do you agree or disagree? Support your opinion with examples.”

Structure:

1. Introduction with thesis

2. Two body paragraphs (1 argument per paragraph)

3. Counterargument + rebuttal

4. Conclusion

Focus: Logical flow, vocabulary from the lesson, linking devices (however, although, moreover)

✍️ Tip: Provide a sentence starter guide if needed:

• “It is widely believed that…”

• “One argument in favor of…”

• “However, critics argue that…”

For sure, I agree that housing is a basic human right. Everybody deserves a place to call "home". Housing is essential to living a good life and meeting basic needs.

Although housing is a basic need, many governments still rely on market forces to regulate it.

Of course, it is normal that tourism influences changes in rent prices. However, issues like gentrification, overcrowding and and displacement are serious social problems that can violate a basic human right as a result of the state's omission.

It is widely believed that market can regulate itself and find the balance for everybody in any sector. Nonetheless, the reality is very different.

An organized urban plan is crucial to guarantee a balance between tourism and the rights of residents, preparing the city to welcome tourists without violating housing of those in need. Furthermore, applying rent control as a measure to prevent abuse, seems necessary to avoid displacement.

In conclusion, a basic human right cannot be infringed upon because of government's omission. Moreover, it is fundamental to guarantee free market, provided that this practice respects housing as a basic human right.

⸻

🔹 5. Wrap-Up and Reflection (10 min)

• Share final thoughts

• Vocabulary review: quick quiz or use new words in spontaneous sentences

• Feedback on writing (if there’s time) or assign revision as homework

⸻

📚 Optional Homework:

• Revise your essay based on peer or teacher feedback

• Interview a friend/family member about their view on housing and summarize their opinion in English

🔐

Lesson Plan: The Price of Privacy

Level: Upper-Intermediate (strong)

Time: 60–75 minutes

🎯

Objectives

:

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

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

• Develop fluency and critical thinking through structured discussion

🧠

Warm-up

(10 min)

💬 Questions:

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

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

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

🗣️

Key Vocabulary in class content

highlight:

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

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

• Engineer of – This refers to someone who plans or creates something complex.
  Example: She was the engineer of the company’s success.

• Bamboozled – This is an informal word meaning tricked or confused.
  Example: I was bamboozled by the salesman into buying something I didn’t need.

• Trade-off – This is when you give up one thing in order to get another.
  Example: There’s a trade-off between working long hours and having free time.

• Retrieve – To retrieve means to get something back.
  Example: He retrieved the file from the trash on his computer.

• Divulge – This means to reveal something private or secret.
  Example: She refused to divulge the details of the conversation.

• Residual data – This refers to leftover information that remains after a process is complete.
  Example: Even after deleting the app, residual data stayed on the phone.

• Harbored – If you harbored something, you kept it hidden, often feelings or people.
  Example: He harbored resentment for years.
  Or: She harbored a fugitive in her home.

• Surplus – This means more than what is needed.
  Example: We had a surplus of food after the party.

• Persuade – To persuade means to convince someone to do or believe something.
  Example: He persuaded me to try the new restaurant

Introduce and discuss the following terms with definitions/examples:

• Data mining

• Surveillance capitalism

• Facial recognition

• Consent

• Algorithm bias

• Digital footprint

• Data breach

• Opt-in vs opt-out

• Targeted advertising

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

📺

Main Input: Video

(10 min)

🎥 Suggested Video:

“Your Data is Showing” – The New York Times (2022)

📍 Watch on YouTube (6:56 min)

💬 Post-Viewing Questions:

• What surprised you in the video?

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

• Do you feel comfortable with how companies use your data?

📖

Alternative/Additional Reading

(optional)

📰 Article:

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

📍 Read here

💬 Suggested questions:

• What examples of trade-offs are mentioned?

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

• How does this apply to your own habits?

🔍

Discussion Questions

(15–20 min)

Use these to guide a rich conversation:

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

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

3. Should governments limit how much data companies collect?

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

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

📘

Language Focus – Opinion & Agreement Structures

(10 min)

Teach/review expressions:

• “As far as I’m concerned…”

• “The way I see it…”

• “One could argue that…”

• “That’s a valid point, but…”

• “I totally see your point, although…”

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

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

🏁

Wrap-Up / Homework Suggestion

Speaking Prompt:

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

Writing Prompt:

📝 Write a short argumentative paragraph (150 words):

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

Governments should strictly regulate how tech companies collect and use our personal data. Privacy is a basic human right, and the Government has the guty to protect this right.

Nowadays, tech companies collect too much data without transparency, which can already be considered an invasion of privacy. Furthermore, the issue has escalated, as these companies not only sell our data but also exploit it to influence our purchasing decisions. The problem stars when people even know how their data is used, and didn't have anything to do at this stage.

In 2024, Netshoes suffered a data breach that exposed the information of around 38 million users, including CPF numbers and addresses. This is not the first data breach incident at Netshoes. In 2017, half a million customer records were exposed, and that number rose to 2.5 million in 2018. Until now, no action has been taken against Netshoes or anyone involved in the data breach.

In conclusion, without strict oversight, tech companies will continue to prioritize profit over privacy, putting millions at risk. Regulation is no longer optional, it's a necessity.

The Color Purple

– Discussion Guide (for an Advanced English Class)

✨ Class Goals

• Engage in a critical discussion about race, gender, power, and identity.

• Analyze key scenes and messages in The Color Purple (1985 film or 2023 musical film).

• Connect the movie’s historical context with contemporary issues in Black communities.

🧩 Key Themes to Explore

1.

Multiple Oppressions: Racism, Sexism & Poverty

• How do these forces shape Celie’s life?

• In what ways are Black women uniquely impacted in the story?

• What are some examples of intersectionality in the film?

2.

Sisterhood & Empowerment

• How do female characters like Shug Avery and Sofia empower each other?

• How does the relationship between women shift power dynamics?

3.

Black Masculinity and Redemption

• How are male characters like Mister and Harpo portrayed?

• What do you think about Mister’s transformation? Is it believable or problematic?

4.

Voice, Identity & Self-Worth

• What is the role of letter-writing in Celie’s journey?

• When does Celie truly begin to “find her voice”? What leads to that moment?

5.

Faith, Spirituality, and Liberation

• How is God or spirituality depicted throughout the film?

• What changes in Celie’s view of religion and faith?

🎯 Key Scenes for Close Discussion

1. Celie and Nettie’s Separation

   • How does this scene highlight power, vulnerability, and injustice?

   • What does this separation symbolize for Black families?

2. 
   

3. Shug Avery’s Arrival

   • What impact does Shug have on Celie’s sense of self?

   • Discuss the complexity of Shug’s role — both liberating and flawed.

4. 
   

5. The Confrontation at the Dinner Table

   • How does Celie claim power in this scene?

   • What’s the emotional and symbolic weight of this confrontation?

6. 
   

7. The Reunion with Nettie

   • What emotions does this reunion evoke?

   • What does it say about hope and resilience?

8. 
   

🔥 Broader Discussion Questions

• What messages in The Color Purple still resonate with Black communities today?

• What lessons can we draw about resilience, community, and justice?

• In your opinion, how does the film handle the portrayal of Black men and masculinity?

• What do you think Alice Walker and the filmmakers want us to take away from Celie’s journey?

💜

The Color Purple

– Short Summary

The Color Purple is a deeply moving story of pain, resilience, and transformation. Set in the early 1900s American South, it follows Celie, a young Black woman who is separated from her sister Nettie and forced into an abusive marriage. Silenced and mistreated for most of her life, Celie’s spirit is nearly broken — until she meets Shug Avery, a bold, free-spirited singer who helps her rediscover her worth.

Through heartbreak, loss, and betrayal, Celie slowly finds her voice. She learns to stand up for herself, to love without shame, and to claim her identity as a full, powerful human being. The story also centers the strength of Black sisterhood — particularly in Celie’s deep bond with Nettie, and her friendship with the fierce and outspoken Sofia, who fights back against oppression.

Ultimately, The Color Purple is a story of liberation — not just from external cruelty, but from internalized shame and silence. It celebrates the power of love, connection, and self-discovery in the face of immense adversity. The film leaves a lasting message: that every person, no matter how voiceless they seem, deserves to be heard and seen.

1. Sofia's Defiance ("Hell No" Scene)
   This scene showcases Sofia's strength as she confronts societal expectations and racism.
   Watch on YouTube

🎯 Objective

Write a thoughtful, structured essay (250–350 words) that explores how The Color Purple portrays race, gender, power, and identity — and how those themes still resonate today.

📌 Prompt

Choose one of the following prompts for your essay:

1. "Finding One’s Voice":
   How does Celie’s journey toward self-worth and empowerment inspire reflection on the power of voice and identity?
   In your opinion, what helps a person ‘find their voice’ in today’s world?

2. "Intersectionality and Oppression":
   In what ways does the film show how racism, sexism, and poverty affect Black women differently from others?
   Can you relate these issues to any current events or social movements?

3. "Sisterhood and Liberation":
   How do relationships between women in the film help them survive and grow?
   What does this say about the role of community and support among marginalized people today?

4. "Redemption and Masculinity":
   Analyze the transformation of Mister or Harpo.
   Do you think redemption is always possible? What does it take for someone to truly change?

🧠 Instructions

• Begin with a clear introduction that states your main idea.

• Use at least one scene from the film to support your points.

• Reflect on connections between the film and the real world.

• End with a strong conclusion that shares your personal takeaway from the story.

💡 Language Goals

• Use transition words (however, moreover, for example, in contrast…).

• Include at least 2–3 complex sentences using relative clauses, conditionals, or passive voice.

• Try to include strong opinion phrases:
  I believe that… / It seems clear that… / One could argue…

Introduce Straw briefly:

• The story follows Janiyah, a Black single mother overwhelmed by financial hardship, grief, and eventual trauma—culminating in a symbolic “last straw” moment.

• 
  

• The film tackles structural issues such as systemic neglect, mental health, crisis, and marginalization. theguardian.com+3medium.com+3indiatimes.com+3

STRUGGLES - DIFFICULTIES-

Class prompt: Why do you think the film is titled “Straw”? What do you imagine is the "last straw" in Janiyah's experience?

✍️ 2. Writing Practice with Connectors & Fillers

Give them a short paragraph prompt and ask them to expand it using connectors like however, moreover, consequently, and fillers for clarification:

Prompt version (basic):
“Janiyah goes to the bank because she has no ID. Then she’s mistaken for robbing it and it becomes a hostage situation.”

Challenge version (to expand):
“Janiyah’s day begins with mounting pressure—first, she is denied access to her daughter due to childcare issues. Consequently, she loses her job, and furthermore, her landlord issues an eviction notice. As a result, she heads to the bank without proper identification. Suddenly, things escalate into a crisis.”

Ask the student to expand, add feelings, balance clauses, and use linking words:

• Nevertheless, despite, in addition, subsequently, notably, thus, as a result, for instance, on the other hand...

🧠 3. Discussion & Writing Prompts

Encourage deeper reflection and more formal writing style:

1. Exploration:
   “Discuss how the film depicts systemic injustice and mental health struggles. Use furthermore or moreover to add supporting ideas.”

2. Compare:
   “Compare Straw to The Color Purple. Similarly, both address racial trauma, yet they differ in focus—whereas one deals with historical bondage, the other addresses modern economic hardship.”

3. Reaction:
   “Write your reaction: On one hand, Janiyah’s confrontation reflects broader societal failure. On the other hand, it might be argued that the film's portrayal risks melodrama. Nevertheless, her story sparks necessary awareness.”

📱 4. Integrating Social Media

Use Tweets or news posts to illustrate public reactions:

• News response: “Audiences have praised the film for its heart‑wrenching storyline and an unexpected, 'insane' plot twist.” people.comindiatimes.com

• Critical perspective: “Critics argue the film is over‑the‑top and overly dramatized.” refinery29.com+12decider.com+12youtube.com+12

Prompt:
“Analyze these reactions. In short, what do public acclaim and critical skepticism reveal about how we receive racially focused drama?”

📝 5. Classroom Activity

• Display film screenshot(s) from the carousel.

• Have the student compose a summary paragraph (60–80 words) integrating 2–3 connectors and 1 filler sentence.

• Then write a reaction paragraph (another 60–80 words) discussing how Straw made them feel and why it matters socially.

✅ 6. Polishing Writing Style

Wrap up by reviewing:

• Polite tone: Avoid blaming; say “The film suggests…” not “The film shows…”

• Clarity: Keep sentences direct and smooth.

• Connectors: Use them to structure argument.

• Fillers: “In fact, …”, “Essentially, …”, “That said, …” for natural expression.

• Objectivity: Balance praise and critique.

🚀 Take-home Assignment

Ask the student to write an op-ed-style short essay (200–250 words):

Title idea: “Why Straw Matters in situations that we live nowadays, can you write about the limits and how to hold guards? a how a person can suffer with a lot of struggles through society.

-> Everybody has a limit. Firstly, to talk about this idea, is important to understand that everybody can break down. Living in a society of pressure, it make you feel humilhated an overhelmed can make anyone feel worn-down and collapse.

Suffer a lot ot struggles and stay in a position that seems didn't have solution is an invite to go crazy and make something even wrong.

In fact, everybody needs assistance, and hold your own guards can be impossible in some cases.

• Intro with hook and thesis

• Body: examples from film using connectors

• Conclusion: significance for broader social awareness

Emphasize good writing conventions, strong cohesion, and respectful language.

🇧🇷 Class Plan: The Impact of War in the World and in Brazil

Level: Advanced

Length: 60–75 minutes

Format: Conversation-driven

Focus: Global conflicts and consequences; fluency using phrasal verbs and natural linking expressions

🎯

Objectives

• Encourage natural speech while discussing global issues.

• Practice phrasal verbs in context.

• Use conversational chunks to express contrast, addition, and conclusion.

• Explore how war affects Brazil economically, socially, and politically.

🧠 1. Warm-up (10 mins)

• “What have you been hearing or reading about global events lately?”

• “Do you think Brazil is influenced by global tensions or wars? In what ways?”

• “When people talk about war, what do they usually focus on?”

Encourage spontaneous speech. Note down anything that can be revisited later (vocabulary, errors, good phrases).

🗣️ 2. Useful Phrasal Verbs (10–15 mins)

Instead of explaining directly, use guided questions:

Introduce informally during conversation:

🔥 Break out

When a conflict or violent situation suddenly starts, often after growing tension.

“The war broke out unexpectedly after weeks of diplomatic failure.”

🤝 Step in

When a country or leader decides to get involved in a situation to help solve it or stop it from getting worse.

“The UN had to step in to prevent the violence from escalating.”

🎯 Carry out

To perform or complete an action, mission, or plan—often used with military or political actions.

“The army carried out a peacekeeping mission in the region.”

🚫 Cut off

To stop giving or allowing access to something like supplies, services, or communication.

“The country was cut off from international aid due to sanctions.”

✋ Hold back

To decide not to take action even when you could—usually to avoid worsening a situation.

“They wanted to intervene, but chose to hold back and observe first.”

🧩 Fall apart

When a system, government, or relationship becomes weak and eventually collapses or stops functioning.

“After years of corruption and crisis, the regime began to fall apart.”

📢 Speak out

To publicly express a strong opinion, especially against something wrong or unjust.

“Several leaders spoke out against the attacks on civilians.”

⬇️ Back down

To retreat or withdraw from a position, demand, or conflict, often due to pressure or opposition.

“The country backed down after facing strong international criticism.”

Prompt with questions like:

• “Can you imagine a situation where a country decides to step in?”

• “What happens when diplomacy falls apart?”

Let your student come up with examples or relate to Brazil.

Key Vocabulary (10–15 mins)

Geopolitics

Global politics between countries.

Sanctions

Economic or political penalties.

Military intervention

When one country enters another with its army.

Displacement

When people are forced to leave their homes.

Propaganda

Biased information used to influence opinions.

Alliances

Agreements between countries to support each other.

Neutrality

When a country does not take sides in a conflict.

Ripple effects

Small events that lead to big consequences.

➡️ Ask:

Which of these is most relevant for Brazil right now?

Can you explain one using your own words?

🔗 3. Chunks for Argumentation (instead of conjunctions) – 15 mins

Encourage the use of natural linking chunks to structure opinions clearly. Say them aloud and ask your student to complete ideas using them.

To add ideas:

• What’s more,

• On top of that,

• Another thing is that…

• Let’s not forget that…

To show contrast:

• That said,

• At the same time,

• Still,

• Even so,

To conclude or express effect:

• That’s why…

• So in the end…

• This just goes to show that…

• All things considered…

Mini Practice:

• Give a few sentence starters, such as:
  

  • “Brazil tries to stay neutral. That said,…”

  • “War causes damage to the economy. On top of that,…”

  • “Many Brazilians don’t follow international news. Still,…”

• 
  

🌍 4. Discussion: Global Conflicts and Brazil (20–25 mins)

Let your student pick 1–2 questions to start. Build follow-ups as the conversation develops.

Sample questions:

1. Do you think war in Europe or the Middle East really affects Brazil? How?

2. What are the ripple effects of global instability on Brazilian society or economy?

3. In your opinion, how should Brazil position itself globally — neutral, active, passive?

4. Is Brazilian media giving enough attention to global conflicts?

5. What role do you think Brazil could play in peacebuilding or diplomacy?

Keep the atmosphere reflective but allow space for strong opinions.

💡 While the student speaks, gently suggest ways to incorporate phrasal verbs and linking chunks. Echo good usage.

🔄 5. Mini Debate (Optional – 10 mins)

Debate Prompt:

“Brazil should take a stronger stance in international conflicts.”

--> Brazil should take a stronger neutral position, searching for alternetives to force a better conversation with the other coutries. On top of that, Brazil could be more present at this war, representing a netrual position with a minister goin to Israel and trying a dialogue.

At the same time, it's important to alarm the brazilians about how cant this war impact in their lives, let's not forget the diesel price can impact directly in people's live's.

All this consiedered, the peace as the unique way has to be the proposit of the Government, not taking the problem to him, but understanding how important is this for the world.

Let your student take a position and defend it. Midway, you can suggest switching sides if they enjoy a challenge. Encourage strong openings and natural connectors like “Look at it this way,” or “That might be true, but…”

🧘‍♂️ 6. Cool-down & Reflection (5 mins)

Ask reflective wrap-up questions:

• “Which word or phrase today felt most useful or new to you?”

• “Has your opinion on Brazil’s role in the world changed in any way after today’s talk?”

Optional quick check:

• “Can you give me one phrasal verb we used today and create a new sentence with it?”

✅ Optional Homework (speaking-based)

Task:

Ask your student to find a 5–10 minute news piece (audio or video) about Brazil’s relationship with another country — can be economic, political, or environmental.

For the next class:

• Summarize the event orally

• Give their opinion using at least 3 phrasal verbs and some linking chunks.

1. Watch ~2–3 minutes.

2. Ask comprehension questions:

   • What are the main economic impacts mentioned?

   • Who in Brazil is most affected? Why?

3. Follow with opinion prompts:

   • Do you agree that this is a global ripple effect?

   • In addition to economy, do you think there are social or political consequences?

🛠️ How to Integrate into Your Lesson

1. Warm-up reading (~7 minutes):

   • Read key paragraphs together.

   • Highlight terms: mediator, sanctions, energy crisis, multilateralism.

   • Ask him to paraphrase or comment.

2. Vocabulary check:

   • What does “non-alignment” mean?

   • Can you explain “energy crisis” in your own words?

3. Watch video (~5 minutes)

   • Pause at interesting segments and ask:
     “What did you notice?”
     “Why is fertilizer important for Brazil’s farmers?”

4. Discussion prompts (with connectors):

   • “Brazil remains neutral; however, we’re still economically impacted because…”

   • “This creates inflation, and as a result…”

5. Opinion practice:

   • “Therefore, do you think Brazil should diversify suppliers?”

   • “Even though the war is far away, we still feel it here—on the other hand, what else could be done?”

🎥 Resource

TED Talk: Why the best hire might not have the perfect resume by Regina Hartley—focuses on selecting “Silver Spoon” vs. “Scrapper” candidates and why resilience trumps polish  .

(Video is available on the TED website—optimal for transcription use, not embedded here)

🕒 Lesson Duration: 60–75 minutes

🧩 Part 1 – Context & Warm-Up (10–15 min)

Start with an open-ended discussion:

• Silver Spoon vs. Scrapper — what do these terms mean to you?

• Do you identify more with one term? Why?

• In your experience, is it better to have polished credentials or proven grit?

Objective:

Activate prior opinions and introduce the key contrast: privilege vs. resilience.

📝 Part 2 – Vocabulary & Expressions (10 min)

Introduce and contextualize high-level terms drawn from the talk:

• Silver Spoon (someone born into privilege)
  “She came from wealth and had everything handed to her—a real silver spoon.”

• Scrapper (someone who’s fought through adversity)
  “He’s a scrapper—worked three odd jobs while studying.”

• Patchwork résumé, Post‑Traumatic Growth, Can‑do attitude, Underdog, Resilience, Growth mindset, Cultural fit.

Practice Drill:

Ask the student to craft sentences describing people they know using at least three of the expressions above.

📺 Part 3 – Video Analysis (15–20 min)

Task:

Watch key clips (or refer to the transcript) covering:

1. Hartley’s definitions of Silver Spoon vs. Scrapper

2. The story of Steve Jobs and dyslexia—resilience as an asset ()

3. Companies that outperform by embracing Scrappers and diversity

Comprehension Check Questions:

• Why might a flawless resume be deceptive?

• What does “patchwork résumé” imply?

• How does Hartley connect adversity to success?

• What evidence does she use to show diverse hires outperform the S&P 500?

💬 Part 4 – Guided Discussion & Vocabulary in Context (10–15 min)

Prompt a deep-dive conversation using chunked language:

• “Tell me about a time you felt like a scrapper.”

• “How would you redefine a ‘perfect resume’ in today’s market?”

• “Do you think adversity always translates into better job performance?”

Encourage responses using advanced vocabulary and chunks like:

• “That stick-to-itiveness showed real grit…”

• “Facing those challenges shaped my can‑do attitude…”

• “What sets me apart is my resilience when things go south…”

🎯 Part 5 – Simulation & Skill Application (10–15 min)

Role-play prompt:

You’re the job candidate. I ask:

“Your resume shows a non-linear career path (projects, odd jobs). Tell me what that says about you.”

Goal:

Formulate a polished answer that:

• Reframes non-linear paths as patchwork résumé

• Highlights resilience, adaptability, and post‑traumatic growth

• Uses at least 5 new terms and 2 key chunks

Sample response structure:

1. Acknowledge reality: “Yes, it’s patchwork, but…”

2. Emphasize learning: “That variety taught me…”

3. Deliver your value: “It demonstrates grit, adaptability, and a growth mindset…”

✍️ Part 6 – Reflection & Optional Homework

Discussion Prompts:

• How would you market yourself as a Scrapper in interviews?

--> I would emphasize my resilience, adaptability, and the fact that I have successfully overcome different environments from legal operations to entrepreneurship and now investments. I would highlight that I learned how to lead teams, build partnerships, and improve efficiency even without a traditional linear path.

• Can you see disadvantages to presenting adversity?

--> Yes, some institutions may interpret a patchwork résumé as a lack of focus or consistency. However, I would frame my path as intentional learning through diverse challenges, not random moves.

• Are institutes biased toward Silver Spoon candidates?

--> Many institutes still favor Silver Spoon candidates because they look polished and predictable. But increasingly, organizations value grit, creativity, and adaptability, traits that Scrappers like me have cultivated through experience.

Homework Options:

• Writing: Draft a 250-word “About Me” for LinkedIn that embraces your Scrapper story and resilience, including 8+ vocab items.

• Listening: Find and reflect on another interview talk (e.g., an HBR or business podcast) featuring someone with a non-traditional path. Summarize using new expressions.

Theme: Scrappers vs. Silver Spoons – Who Thrives at Work?
Focus: Writing skills, tone, vocabulary for workplace values
Student Level: Advanced

Output: Formal opinion article or essay]

1. 🔥 Warm-Up Discussion (10–15 minutes)

"In your opinion, what is more important for success: where you come from or what you’re made of?"

"Scrappers bring resilience and resourcefulness, while silver spoons often benefit from confidence and connections. But in the long run, which one adapts better to change?"

Encourage the student to use the following vocabulary during their answers (spoken first, to activate them for writing later):

• Grit

• Entitled

• Resourceful

• Privileged

• Perseverance

• Unwavering

• Propelled

Ask them to explain the meanings in their own words or provide examples.

2. 🧠 Vocabulary Expansion & Register Awareness (10 minutes)

Now say:
"I’ll give you a few professional contexts, and you’ll suggest whether a 'scrapper' or a 'silver spoon' would be better suited—and why—using at least one of the vocabulary words in your answer."

Examples:

• Starting a business in a difficult economy

• Leading a team through a crisis

• Working in a highly political corporate environment

• Negotiating a raise

Encourage full sentences with linking language such as:
In contrast..., Conversely..., On the other hand..., As a result...

3. ✍️ Main Writing Task (30–40 minutes)

Prompt:
"In today’s job market, success is no longer guaranteed by privilege. It is earned through adaptability, character, and relentless effort."

Write a formal opinion article of around 300 to 400 words explaining whether you agree or disagree. Your argument should be thoughtful and supported with examples. Try to include:

• A powerful introduction with a hook (e.g., a question, quote, or striking statement)

• 2 to 3 well-developed body paragraphs with connectors

• A clear conclusion with a final reflection or call to action

• 4 to 5 of the vocabulary words from earlier

• A respectful but persuasive tone

• 
  

Let the student know this could be published in a career blog or a business magazine.

4. 💬 Optional Extension Task (Homework or Class Time)

Offer this reflective comparison task:

"Imagine two short texts—one written emotionally, the other in a formal tone. How does the tone affect the reader’s trust? What would be the best tone to use if you were applying for a leadership position or writing a blog about career struggles?"

Ask them to briefly rewrite a paragraph from an emotional tone into a more formal version, keeping the same meaning but adjusting the structure and word choice.

5. ✅ Wrap-Up (5–10 minutes)

Ask these reflection questions:

• Which part of the writing was most challenging—vocabulary, tone, or organization?

• Which vocabulary item felt the most useful to describe your opinion?

• How can your background—scrapper or spoon—be framed powerfully in real life?

Part 1: Work-Life Balance

1. Warm-Up Discussion (10 min)

• Question: “What does ‘balance’ mean to you in a modern work context?”

• Introduce contrasting views:
  

  • Some believe balance means rigid separation (e.g., leaving work at 5 pm).

  • Others think it’s about flexibility and integration over time.

• 
  

2. Reading & Listening

• Read: The Guardian article on how work-life is now more important than pay — 83% of employees prioritize it  .

  
  

3. Vocabulary & Concepts

• Focus Terms: blurred boundaries, burnout, digital disconnection, hybrid model, FWA (flexible work arrangement)  .

• Concept: Job demands‑resources model – balancing high demands with sufficient resources helps prevent burnout  .

4. Discussion Questions

• Have boundaries blurred in your experience? Give examples.

• Can flexible hours lead to more freedom—or more work?

• How can companies support well‑being? (Data-driven surveys? Wellness apps? Booster breaks?)

5. Writing Task

Choose one of the prompts:

1. Argue whether flexible/integrated work is better than fixed boundaries.

2. Propose a plan for a company to improve employee well‑being and balance, using evidence and strategies.

• Use 300–350 words, formal tone, strong connectors (e.g., “Moreover”, “Conversely”).

• Include 4–5 target vocabulary items.

🤖 Part 2: AI in the Workplace

1. Warm-Up Discussion (10 min)

• Prompt: “Where have you seen AI at work—helpful assistant or job robber?”

• Elicit reactions to emerging tools (chatbots, generative AI).

2. Reading & Case Study

• Article: Financial Times argues that a strong knowledge base is vital; AI shouldn’t replace human critical thinking  .

• Case Study: Effects of AI-generated screenplays on writers’ livelihoods—Writers Guild demands protections  .

3. Vocabulary & Ethical Issues

• Key Terms: automation, displacement, upskilling, ethical use, human‑centered tasks.

• Ethics: Refer to guidelines for AI ethics and critical thinking  .

4. Small-Group or Paired Discussion

• Which roles are at risk and which are secure from AI?

• How can professionals upskill to stay relevant?

• Should tasks like grading, CV‑screening, or customer service be automated—with safeguards?

5. Writing Task

Pick a format:

• Op-Ed (300–350 words): “AI should augment—not replace—human workers.” Use examples and ethical reasoning.

• Proposal Memo: Suggest strategies for your department/company to integrate AI responsibly (training, policy, safeguards).

🧠

Lesson Plan: Health Is Our Greatest Wealth

Level: Advanced

Duration: 60–75 minutes

Skills: Listening, Vocabulary, Speaking, Writing

Theme: The value of health as a personal and societal asset

🔥 Warm-up (10 min)

wealth - wealthy adj

health - healthy adj.

wellness - in good health

Ask your student(s):

1. What does the phrase “health is wealth” mean to you?

   • it´s very important to be healthy than being rich and this could the new normal after the pandemic we reflected a lot on our wellness.

2. How can someone’s economic status affect their health?

   • finances can affect your nutrition because of how much you can spend for basic needs like food.

3. Think of a country or situation where poor health systems had serious consequences. What happened?

   • the problem causes the health system to collapse in countries like africa, cuba, haiti where the people do not have access to medical care.

🧾 Vocabulary (Word Bank Introduction – 5–7 min)

Introduce and discuss these advanced terms and expressions:

• Preventable – something that can be avoided with proper action.

• the medicine i am taking is preventable for any vascular disease.

• Premature death – dying earlier than expected due to avoidable causes

• Chronic disease – long-term illness like diabetes or heart disease

• Public health policy – strategies to protect or improve community health

• Health equity – fair and equal access to health services

• Burden of disease – the negative impact of illness on individuals and society.

• since my colleagues have gone to holydays i´ve been carrying all the burdens in the office.

• in two years poor people will carry the burdens of the fees.

• Investment in health – putting resources (money, time, planning) into health systems

• Socioeconomic factors – elements like income/minimum wage/ education, and job status that influence health

• Resilience – the ability to bounce back from difficulty or illness

• Universal healthcare – a system where everyone receives health services regardless of income

💡 Tip: You can write these on a board or have students match them to definitions.

🎧 Watch the TED Talk (10 min)

Title: Health Is Our Greatest Wealth by Craig Metcalf

Link: Watch here

📝 Ask students to take notes on:

• One quote or statistic that stood out

• The speaker’s main message

• Any surprising or new ideas

💬 Guided Discussion (20–25 min)

Use these questions to deepen understanding and encourage critical thinking:

1. The speaker says that “health is not a cost but an investment.” Do you agree? Why?

2. What connections does he make between national health and the economy?

3. How can investing in health lead to a more productive society?

4. In your country, is preventive healthcare taken seriously? What could improve?

5. Do you think health should be considered a human right or a personal responsibility?

6. What role do education and employment play in someone’s ability to stay healthy?

7. What health-related changes would you make to your city or country’s priorities?

✍️ Writing Task (Homework or 10–15 min in-class)

Prompt:

Do you believe governments should invest more in healthcare than in the military or infrastructure? Why or why not?

-> No i don't. Im my opinion doesn't have logic in this comparisson, because the main thing is the importance of the Government pay attention to the healthcare too as a area to invest. To be honest, it is important to invest in all of these three points. Since the society start to became older, more than ever, healthcare should be on the governments eyes as a garantee.

Requirements:

• 150–200 words

• Use 3 words from the Word Bank

• Include at least two linking words, such as: however, in contrast, as a result, moreover, although

💡 Optional Extension

If you want to stretch the topic:

• Research what percentage of your country’s budget goes to healthcare

• Debate: “Health is a personal responsibility, not a government concern”

🎯 Objective

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

🧠 Vocabulary Focus (with definitions)

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

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

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

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

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

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

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

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

🧩 Writing Task Instructions

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

🧱 Writing Template (5 short paragraphs)

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

--> At the video, we can see Craig Metcalf showing how important is do the right choices day by day to be health. He deffends the ideia of wellness as the new luxury.

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

--> Since i changed my lifestyle and start to became more healthy, everything gets better. Change my relationship with food, drink more water and practice some activity turned me a person who sleep better, who has more focus at work, who live happier and have more social energy. I agree, more than ever, with the idea health became a luxury when the point of view is to get access to the market behind the popularity of this lifestyle. On the other hand, with all of this popularity, healthy information never was so near, and according to the video, change some habits do right choices seems realistic for almost everybody.

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

--> Metcalf talks about eat better, start to drink water and walk as good habits and i started to do all of this things. But, perhaps start to do this thing seems simple, turn this actions as a habit are not easy and demands a lot of discipline and some kind if motivation at the begenning. At the pandemics i started to walk as a way to run away from the reality. With discipline and constancy, walks stars to be easy and born the necessity to do more so, at this moment i liked to go walk or run. So, the main thing at this point for me was challenge myself getting more far, until one day a prepare to run a entire marathon. But, the thing is, firstly was difficult to accept and like the process of suffer and run aggainst our brains comands.

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

--> The only thing we can garantee in our lives is everybody, wil get older everyday. Thinking about that, the society are living more and getting older, so if we don't see health as a necessity to invest, we are going to face several consequences. At this fact, society needs to firstly think more about be healthy as a necessity and, after that, each one needs to ask themselfs how much live with more dignity is important.

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

--> To me, health is basic. That sentence could sounds as a cliche, but our body are realy our temple, so if we don't take care, naturally it is going to fall apart.

📌 Follow-Up Activity (Optional)

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

📝 Teacher Feedback Tips

• Is the structure clear and logical?

• Are key vocabulary words used correctly and naturally?

• Are the ideas original and reflective?

• Is the tone academic but personal?

• Are grammar and sentence variety strong?

1. Wealth of health – metaphor comparing good health to financial wealth.

2. Chronic illness – a long-term health condition like diabetes or heart disease.

3. Lifestyle medicine – medical practices that focus on diet, exercise, and habits.

4. Burnout – physical and emotional exhaustion caused by overwork or stress.

5. Holistic approach – considering the whole person, including mental and social factors.

6. Preventative care – healthcare focused on preventing disease rather than treating it.

7. Resilience – the ability to recover from difficulties.

8. Mental clarity – a clear and focused state of mind.

9. Nourishment – the food or other substances necessary for growth and health.

10. Work-life integration – balancing work responsibilities with personal life smoothly.

11. Purpose-driven life – living with intention and meaning.

12. Healthspan – the length of time a person is healthy, not just alive.

13. Toxic stress – chronic stress that negatively affects the body and mind.

14. Thriving vs. surviving – living fully rather than just getting by.

15. Intentional living – making conscious choices about how to live your life.

16. Quality of life – the general well-being of a person or society.

17. Sedentary lifestyle – a way of life that involves little physical activity.

18. Mind-body connection – the link between a person’s thoughts, attitudes, and physical health.

19. Restorative practices – actions that restore health and balance, like sleep or meditation.

20. Disconnection from self – losing touch with one's needs, emotions, or well-being.

💬 Useful Expressions for Writing

• “Health should be viewed as an investment, not an expense.”

• “A reactive approach to health is no longer sustainable.”

• “Our society often glorifies productivity at the cost of well-being.”

• “True wealth is waking up feeling energized and fulfilled.”

• “Neglecting health eventually becomes the most expensive decision.”

• “We cannot thrive in a culture that rewards burnout.”

• “Self-care is not a luxury, but a necessity for long-term success.”

• “Longevity without quality of life is a hollow victory.”

🧭

Lesson Plan: Leadership, Legacy & Influence

Level: Advanced

Duration: 60 minutes

Skills: Speaking, Vocabulary, Critical Thinking, Writing

🎯

Main Theme:

“Leadership, Legacy, and Purpose — Lessons from Arnold Schwarzenegger”

Based on your experience at the lecture, the focus is on analyzing ideas from the talk:

• Sustainability

• Reinvention

• Discipline

• Influence through personal branding

  
  

🔗

Linked Topic:

“Personal Branding and Global Influence”

The class connects Schwarzenegger’s journey to broader questions about how public figures use their platforms and build lasting influence.

🔹 1. Warm-up (5–7 minutes)

Start with questions to activate reflection:

• What stood out to you most from Schwarzenegger’s lecture?

• so, to be honest from obstacles are kind of the discipline that i followed during the pandemic and this made me stood out to what really matters in life.

• Did anything surprise or challenge you?

• i think the challenge was to be near/close to him, he seems to have a person with lot of personal wounds/ experiences and now he knows how to manage things and take it easy, that susprised me and made me think in ways of living your life.

• How would you describe his message in one word? Why?

disciple - his life was structured to be discipline as a value and he conquered everything in his life.

Encourage personal insights and reactions.

very tanned - regular ans loose clothing- escalation-

🔹 2. Key Vocabulary (10 minutes)

Introduce the following words and phrases. For each, ask your student to define, then give an example related to Schwarzenegger or another public figure:

• Resilience – the ability to overcome challenges

• Long-term vision – planning for future outcomes

• Reinventing yourself – changing your identity, career, or public image

• Impact vs. influence – having a large effect vs. shaping opinions or behavior

• Sustainable change – change that lasts and benefits the future

• Environmental responsibility – the duty to protect the planet

• Public perception – how the public views someone

• Personal brand – the image or identity someone presents to the world

You can review pronunciation, collocations, or word families if relevant.

🔹 3. Discussion (15–20 minutes)

Ask open-ended questions that require depth and personal opinion:

1. What leadership qualities does Schwarzenegger embody? narrow minded

2. How has his personal brand changed over time? What remained the same?

3. Should celebrities use their influence to speak out on global issues? Why or why not?

4. Can someone reinvent themselves multiple times and still be authentic?

5. Is having a personal brand necessary for modern leadership? Why?

Encourage the student to support opinions with real-world examples (e.g., Greta Thunberg, Elon Musk, Malala).

🔹 4. Writing Task (15 minutes or Homework)

Prompt:

“Do public figures have a responsibility to use their influence for the greater good?”

Ask your student to write a short opinion paragraph (150–200 words) including:

• Clear argument

• At least three linking devices (e.g., however, therefore, as a result, in contrast)

• One or more vocabulary items from the lesson

--> Yes. It is a fact that public figures have the power of influence in the social opinion and choices. Considering this, a simple recomendation of a public person can make a big difference in many ways, what demmands social responsability. However, off corse public figures uses their opinion as a way to make money, and that’s understandable. Therefore, it becomes even more important that they are aware of the impact their words and actions may have. Promoting harmful products, spreading misinformation, or encouraging unhealthy habits can affect millions of people. In contrast, when they use their platform to support social causes, raise awareness, or educate others, the benefits are significant to the entire society.

You can review their writing in the next class and provide feedback on structure, clarity, and tone.

🔹 5. Optional Extension (Next Class Idea)

Compare Influential Figures:

Bring a short article or video excerpt from another global figure (e.g., Malala, Obama, Emma Watson). Discuss:

• How do they communicate purpose?

• Who has greater long-term impact: activists, politicians, or celebrities?

• What can we learn from their leadership styles

🌍 Advanced English Class: Cultural Intelligence & Career Growth

must have - assumption

can have =possibility

may have / might have = remotely

could have= hipothesis

should have = a duty/ a suggestion

🎯 Objectives:

• Explore how cultural intelligence (CQ) impacts global career development

• Practice cleft sentences and modals for speculation/deduction

• Expand vocabulary for international workplace communication

• Discuss real-world applications of CQ and career skills

🔤 PART 1 – VOCABULARY WARM-UP (10 min)

🔹 Vocabulary from the article:

1. Cultural intelligence (CQ) – the ability to relate and work effectively across cultures

2. Global workplace – an environment where people from different cultures interact

3. Leadership agility – the ability to adapt quickly to new or changing situations

4. Unconscious bias – automatic and unintentional judgments based on stereotypes

5. Cross-cultural competence – a mix of knowledge, skills, and awareness for working across cultures

6. Competitive edge – an advantage that makes someone more likely to succeed

📝 Task:

Match the words to their definitions. Then, create an example sentence using at least 2 expressions in a career-related context.

⚙️ PART 2 – GRAMMAR FOCUS (20 min)

🎯 A.

Cleft Sentences for Emphasis

✅ Use to highlight the most important info:

What gave her a competitive edge was her cultural intelligence.

It was during her time in Tokyo that she developed her leadership agility.

💡 Task: Transform and personalize

Original:

1. She got promoted because of her experience working in diverse teams.

2. The Singapore project helped him become a more empathetic leader.

3. Exposure to new cultures developed my confidence.

4. A colleague’s feedback opened my eyes to unconscious bias.

Now rewrite each using cleft sentence structure.

🎯 B.

Modals for Speculation & Deduction

Use to speculate about cause, effect, or hidden details:

She must have had strong intercultural skills to lead that team.

They might have underestimated the impact of cultural misunderstandings.

He can’t have succeeded without adapting his communication style.

🧩 Task: Complete the sentences

1. The team adapted fast in a new market. They _must have__ had prior experience working abroad.

2. She handled the conflict so calmly. She _must have__ developed great emotional intelligence.

3. They made a major mistake in that presentation. They _should have_____ prepared properly.

4. He connected well with everyone. He _must have_____ spent time understanding the culture first.

📘 PART 3 – TEXT INPUT (15 min)

🔗 Article Summary:

“Why Cultural Intelligence Is a Game-Changer for Your Career”

Read it here

👁 While reading, underline:

• 2 ideas you agree with

1. i agree with the main idea og CQ basically when you think of big markets, i agree with the preparation for the vast oportunities and better professionalism.

• 2 vocabulary items you’d like to reuse

• foster - thrive - provide - biases -regret

• 1 line you could expand into a cleft sentence

• when started at work, i could have had more motivation to use all my tools and skills to put them on the table and learn fastly.

i have a foster family.

📢 Reflect & Discuss:

• Which part of the article feels most relevant to your work or goals?

• How can developing CQ give professionals a competitive edge?

• What habits or skills help build CQ in real life?

💬 PART 4 – DISCUSSION TASKS (15–20 min)

Pick and explore 2–3 questions:

1. What cultural experience has shaped your career the most?
   → Try using a cleft sentence in your answer.

2. Have you ever experienced or witnessed unconscious bias at work?
   → What might have been done differently?

3. Which skills do you believe are truly transferable in a global career?

4. If you were leading a team in another country, what would you do to build cultural understanding?
   → Use modals to speculate.

🏁 PART 5 – WRAP-UP (5 min)

Quick Recap:

• One new vocabulary item you’ll try to use this week?

• A cultural lesson from today’s class that stuck with you?

• How would you finish this sentence:

“What really shapes a global leader is…”

✍️ Optional Homework

how can you imagine a scenario where people use and function the use of cultural intelligence to conquer objectives, focus on how you and the team would manage.

🌐 Class Plan – Online Safety, VPNs & Children’s Exposure to 🤬

🎯 Objectives

• Students will expand vocabulary related to technology, online safety, and social issues.

• Students will discuss real-life issues based on a current documentary (Felca) and BBC article.

• Students will practice modals in the past (should have, could have, might have, must have, would have).

1️⃣ Warm-up (5–7 min)

• Ask:
  

  • Do you use a VPN? For what reasons?

  • What are the advantages and disadvantages of VPNs?

  • Do you think children should be protected from certain online content? Why or why not?

• 
  

• Link: Felca recently released a documentary on this topic — what do you know about it?

2️⃣ Vocabulary Work (10 min)

Key Words from the Article

• VPN (Virtual Private Network) – tool to hide your location online.

• Loophole – a way to avoid or escape a law or rule.

• Age verification – system to check someone’s age.

• Circumvent – to find a way around rules or restrictions.

• Algorithm – computer process that recommends content online.

• Depictions – representations or images.

• Exposure – the state of being made to experience or see something.

• Safeguards – protections or safety measures.

👉 Activity: Matching exercise (definition ↔ vocabulary word).

👉 Then ask students to create one original sentence with each word.

3️⃣ Grammar Focus – Modals in the Past (15 min)

Review examples:

• Should have + past participle → expresses regret or advice about the past.
  

  • The government should have acted earlier to protect children.

• i think the british minister should have tackled the problem with more severe in the actual scandal.

• Could have + past participle → possibility in the past.
  

  • Children could have avoided exposure with stricter safeguards.

• parents could have been more alertc controling children´s access.

• Might have / May have + past participle → uncertainty about the past.
  

  • He might have used a VPN to bypass the system.

• I might have used some platforms when people were sleeping.

  
  

• Must have + past participle → strong certainty.
  

  • They must have seen harmful content at a very young age.

• she must have felt secure because he seemed to be the father for many other children.

  
  

• Would have + past participle → hypothetical situation in the past.
  

  • Without VPNs, children would have been blocked from those sites.

• without Felca´s video, Hytalo Santos wouldn´t have been stopped to produce ilegal content for pedofolhies.

👉 Practice:

• Give students sentences from the article and ask them to rewrite using modals in the past.
  Example:
  

  • Original: Josh was addicted by 14.

  • Student: He might have started watching 🤬 too young.

• 
  

4️⃣ Discussion (15 min)

Use the article + Felca’s documentary to guide discussion:

• Do you agree with Dame Rachel that VPNs should have age verification?

• What could the government have done differently in the past to avoid this situation?

• How might the algorithms have contributed to children’s exposure?

• What should parents have done when children first had access to the internet?

• After watching Felca’s documentary, what new perspectives did you gain?

👉 Encourage use of modals in the past in all answers.

5️⃣ Writing Task (Homework or last 10 min)

Prompt:

“Imagine you are a government advisor. Write a short report (150–200 words) using at least five modals in the past explaining what the Brazil government should have done, could have done, and must have done to better protect children online.”

—> The Brazilian government should have acted earlier to address the growing issue of children accessing inappropriate content online. Despite existing laws, children have been able to circumvent safeguards by using VPNs, which highlights weaknesses in current digital regulations. Authorities could have implemented stricter age verification systems, making it harder for minors to access 🤬. In addition, tech companies should have been required to adjust their algorithms to reduce exposure to explicit material.

The government must have underestimated the speed at which young users adapt to loopholes. More investment could have been allocated to educating parents and schools about online risks.

In conclusion, the government should have done more to create rules, enforce them, and teach people about online safety.

✅ This way, your student will:

• Learn new academic and social issue vocabulary.

• Practice discussion skills on a sensitive but relevant topic.

• Apply grammar (modals in the past) naturally in both speaking and writing.

• Connect the BBC article with Felca’s documentary for cultural and real-world relevance

🌍 Lesson Plan: Violence Against Women – A Social Crisis

Level: Advanced

Time: ~75 minutes (can be adjusted)

Skills: Reading comprehension, vocabulary building, critical discussion, debate

1. Warm-up (10 min)

Goal: Activate prior knowledge & set the context

• Ask:
  

  • “What do you know about violence against women in Brazil or worldwide?”

  • “Why do you think this is still such a serious issue today?”

• 
  

• Show some quick facts:
  

  • In Brazil, over 275,000 cases of violence against women were reported in 2023, 60% at home.

  • Introduce the concept of femicide briefly.

• 
  

2. Reading Activity (15 min)

Goal: Understand the article & identify main ideas

• Provide the article: “Violence Against Women: A Social Crisis That Cannot Be Ignored” (from previous answer).

• Student reads silently (or aloud in parts if you want pronunciation practice).

• Quick comprehension check:
  

  • What happened in the recent case mentioned?

  • What statistics are given about Brazil?

  • What cultural issues are linked to the problem?

  • What big question does the article end with?

• 
  

3. Vocabulary Work (15 min)

jelous - jelousy - revealing - monitoring - lasting scars- root -

Goal: Strengthen advanced vocabulary on social issues

• Hand out the glossary (femicide, misogyny, restraining order, root causes, etc.).

• Matching activity: Student matches terms to definitions.

• Sentence building: Student creates 2–3 sentences using key words. Example:
  

  • “Femicide is a devastating consequence of gender inequality.”

  • “Protective measures like restraining orders can save lives.”

• 
  

4. Critical Discussion (15 min)

Goal: Encourage analysis and personal opinions

Use the discussion questions from the article:

1. Why do you think violence against women continues despite new laws?

2. Is this problem more legal, cultural, or educational? Why?

3. How does the connection between misogyny and homophobia make the issue worse?

4. What role should men play in preventing violence against women?

5. What is the most effective way to change society’s mindset?

👉 Teacher note: Encourage the student to use new vocabulary naturally during discussion.

5. Debate Activity (15–20 min)

Goal: Practice structured argument & critical language

Setup:

Give the student debate prompts. They must argue for one side (you can argue the other side if it’s 1:1). Encourage the use of vocabulary words.

Prompts:

• “Harsher punishments are the best solution to stop femicide.” (Agree / Disagree)

• “The root causes of violence are cultural, not legal.”

• “Awareness campaigns are more effective than new laws.”

• “Men should be held more responsible for educating other men about toxic attitudes.”

👉 During debate, correct structure, highlight advanced connectors: however, nevertheless, in contrast, on the other hand, moreover.

6. Wrap-up & Reflection (5 min)

• Ask the student to reflect:
  

  • “What is one thing you learned today?”

  • “Which vocabulary words will you try to use in daily discussions?”

• 
  

• Optional short writing homework:
  

  • Write a 200-word opinion essay on: “What concrete steps should Brazil (or your country) take to reduce violence against women?”

  --> Brazil Government has to go in to the root of the problem to combat violence against women. Misoginy is a cultural problem in Brazil, and, because of this, like every cultural problem, it has to be faced with concrete steps in education. Moreover, like any social issue, it is talking about the theme how we can open space to debate and naturally shape this discussion as an idea in society for the future.

Materials Recap

• Article: Violence Against Women: A Social Crisis That Cannot Be Ignored

• Glossary: Femicide, misogyny, restraining order, etc.

• Discussion questions (5 provided)

• Debate prompts (4 provided)

Glossary: Violence Against Women

Legal & Social Terms

• Femicide (noun) – the killing of a woman or girl because of her gender.

• Restraining order (noun) – a legal order that prevents someone from contacting or approaching another person.

• Protective measures (noun) – actions authorized by law to keep victims safe (e.g., monitoring aggressors).

• Attempted femicide (noun) – when someone tries to kill a woman due to her gender but does not succeed.

• Aggressor / perpetrator (noun) – the person who commits violence or an attack.

Cultural & Critical Vocabulary

• Gender inequality (noun) – unfair differences in treatment, rights, or opportunities between men and women.

• Misogyny (noun) – hatred, prejudice, or contempt against women.

• Homophobia (noun) – fear, hatred, or prejudice against people who are gay.

• Toxic attitudes (noun) – harmful ideas or behaviors, often linked to power, control, or prejudice.

• Cultural attitudes (noun) – the shared beliefs and values in a society that shape behavior.

Describing the Problem

• Devastating consequences (phrase) – very serious negative results or effects.

• Emotional trauma (noun) – deep psychological pain caused by violence or abuse.

• Lasting scars (phrase) – permanent physical or emotional effects of a violent event.

• Public health crisis (phrase) – a situation that affects the safety and well-being of a large number of people.

• Human rights issue (phrase) – a problem that involves basic rights and freedoms that every person should have.

Vocabulary for Discussion

• Root causes (phrase) – the deeper reasons why a problem exists.

• Legal system (noun) – the structure of laws, courts, and law enforcement in a country.

• Awareness campaigns (noun) – organized efforts to inform people about a social issue.

• Intersection (noun) – the point where two issues connect (e.g., misogyny and homophobia).

• Concrete steps (phrase) – practical and specific actions to solve a problem.

👉 Teaching tip:

• Ask your student to use these words in sentences related to the article.

• For example: “Femicide is a serious human rights issue in Brazil.”

• Or: “We need to address the root causes of violence, not only punish aggressors.”

Violence Against Women: A Social Crisis That Cannot Be Ignored

In recent months, Brazil has been shaken by another case of brutal violence against a woman. A 27-year-old doctor was severely beaten by her boyfriend during what should have been a moment of celebration. She suffered multiple facial fractures, underwent several surgeries, and is now recovering with lasting physical and emotional scars. The case is being treated as attempted femicide, a crime motivated by gender.

Unfortunately, this story is not an isolated event. According to national data, more than 275,000 cases of violence against women were reported in Brazil in 2023, an increase compared to the previous year. Around 60% of these incidents occurred inside the home, revealing how unsafe many women still are in their own private spaces.

Brazilian law recognizes femicide as a specific crime, and protective measures such as restraining orders and electronic monitoring of aggressors have been introduced. Yet, despite these legal advances, the numbers remain alarmingly high. The persistence of this problem suggests that the roots of violence against women go beyond the legal system. They are deeply connected to cultural attitudes, gender inequality, and toxic ideas about power and control.

The recent case also revealed another layer of discrimination. Reports suggest that the aggressor’s jealousy was triggered by the presence of a gay man at the party. This points to the intersection of misogyny and homophobia—two forms of prejudice that continue to harm vulnerable groups in society.

The consequences of such violence are devastating: victims face long recoveries, financial costs, and emotional trauma. Communities lose professionals, mothers, sisters, and daughters who could otherwise contribute positively to society. In short, violence against women is not a “private matter.” It is a public health crisis and a human rights issue.

The question remains: Why, despite new laws and increased awareness campaigns, does violence against women persist at such high rates? And more importantly, what concrete steps can individuals, communities, and governments take to ensure that women are safe in every space—public and private?

Discussion Questions for Students

1. Why do you think violence against women continues despite new laws and policies?

2. Do you believe this issue is primarily legal, cultural, or educational? Why?

3. How does the connection between misogyny and other forms of prejudice (such as homophobia) make the problem worse?

4. What role should men play in preventing violence against women?

5. In your opinion, what is the most effective way to change society’s mindset about gender equality?

The Art of Last-Minute Travel

1. Warm-up Chat (5–7 min)

• “When was the last time you traveled? Was it planned in advance or spontaneous?”

• “If you had to pack your bag and leave tomorrow, where would you go?”

• “Do you think spontaneous trips are exciting or stressful?”

2. Reading Input (10 min)

Provide your student with the short adapted excerpt (from the text you shared):

🔹 “77% of Gen Z and millennials booked last-minute trips in 2024. Many deals on flights and hotels appear just two to three days before check-in. Gen Z, often called the ‘loneliest generation,’ is also the most tech-savvy. They decide on a Monday to fly to Madrid, and by Thursday they’re already there — without spending too much. About 40% of these last-minute bookings are solo trips.”

👉 Ask them to:

• Identify key facts.

• Summarize the main idea in 2 sentences.

• React: “Does this surprise you? Why/why not?”

3. Discussion: Gen Z Travel Trends (15–20 min)

Guide a chatty conversation with prompts:

1. Flexibility & spontaneity
   

   • “Would you feel comfortable booking a trip just a day or two before leaving?”

   • “What’s the biggest advantage of last-minute travel? The biggest risk?”

2. 
   

3. Solo travel
   

   • “The article says 40% of last-minute trips are solo. Have you ever traveled alone? Would you?”

4. 
   

5. Budget hacks
   

   • “What do you think of ‘townsizing’—skipping the big city for a smaller town to save money?”

   • “Would you trade San Francisco for San Jose if it cut your budget in half?”

6. 
   

7. Tech tools
   

   • “Do you use Google Flights, Hopper, or Skyscanner? How do you usually book your trips?”

   • “How much do you trust social media advice on food and places?”

8. 
   

4. Language in Use (10 min)

Focus on useful vocabulary & expressions from the text.

• spontaneous (unplanned, sudden)

• flexibility (being adaptable)

• last-minute deals (discounts close to the travel date)

• solo trip (traveling alone)

• to slash prices (reduce prices drastically)

• budget-friendly (cheap/affordable)

• predawn flight (very early flight)

👉 Activity: Ask the student to make 3 new sentences using these expressions about their own travel habits.

5. Role-play (10 min)

Scenario: Your student wants to book a last-minute trip.

• You play the travel agent (or app, like Hopper/Skyscanner).

• They must negotiate: ask for cheaper options, flexible dates, or nearby cities.

• Push them to use target vocabulary: “budget-friendly,” “last-minute,” “flexibility,” etc.

6. Wrap-up Reflection (5 min)

• “If you had to book a last-minute trip this month, where would you go?”

• “Do you think this trend will grow in the future, or is it just hype?”

Traveling is much more than seeing new places or taking beautiful pictures. Research shows that it has powerful effects on our mental health, creativity, and social life.

A recent poll in the United States revealed that people reported a 67% improvement in mental health after going on a trip. Those who traveled more frequently — both for short local trips and international journeys — showed better emotional balance and overall happiness.

Traveling also makes us more social and open to new friendships. Have you ever noticed how easy it is to meet people on vacation? Scientists say that when we are relaxed and in a positive mood, we are more open to connecting with strangers. Some friendships, and even relationships, begin this way.

Another major benefit is self-discovery. Solo travelers often say that traveling alone helps them build confidence, reduce stress, and practice mindfulness. Exploring a new city by yourself pushes you out of your comfort zone and helps you discover what you are truly capable of.

Finally, traveling can boost creativity and inspiration. When you experience new cultures, try different foods, and see unfamiliar landscapes, your brain makes new connections. Many artists, writers, and entrepreneurs find their best ideas while abroad.

So, traveling is not just about escaping routine — it can actually make you healthier, happier, and more creative. ✈️

⸻

✨ Key Vocabulary

• mental health – emotional and psychological well-being

• emotional balance – a state of stability in your feelings

• mindfulness – focusing on the present moment calmly and without judgment

• comfort zone – a situation where you feel safe and not challenged

• self-discovery – learning more about your own character and abilities

• boost creativity – increase the ability to think of new ideas

⸻

💬 Discussion Questions

1. What benefits of traveling have you personally experienced?

2. Do you agree that travel improves mental health? Why or why not?

3. Have you ever made a friend while traveling? How did it happen?

4. Do you think traveling alone is better for self-discovery, or do you prefer going with others?

5. If money and time were not a problem, where would you go right now to recharge your energy

1. Warm-Up (5–7 min)

• Quick recap of last class: “Last time, we talked about the benefits of travel. But what happens when travel is not leisure, but a life-changing commitment—like moving abroad to study?”

• Prompt:

  • What do you think are the biggest challenges of studying abroad?

  • Is it more of an opportunity, a sacrifice, or both?

2. Vocabulary & Expression Elicitation (10 min)

Give key words/phrases from the article & testimonies:

• to be left in limbo

• to revoke / revocation

• nonimmigrant visa status

• an attack on free speech

• to be forced to transfer

• climate of fear

• bargaining chips

→metaphor for something valuable you can use to gain advantage in a negotiation, even if you don’t truly want to give it away.

3. Input: Student Voices (10 min)

👨‍🎓 Miguel (Spain, PhD)

There’s not a day I don’t appreciate being here. But now I might have to leave everything behind. Years of research, my dream project… all gone in a political fight. We’re scared and confused.

👨‍🎓 Karl (Austria, sophomore)

I was on vacation when I read the news. I started sweating. Will I even be able to go back to the U.S.? I’ve had the best two years of my life at Harvard — friends, community — and now it feels like it’s collapsing.

👨‍🎓 Abdullah (Pakistan, student body president)

I didn’t come here to sit quietly. I came because I believed in freedom of thought and fearless speech. But now it feels like my voice is being punished.

👨‍🎓 Leo (Sweden, senior)

This is bigger than visas. The government is using immigration as a weapon to silence activism. It’s chilling — students are afraid to protest.

👩‍🎓 Jada (U.S., senior)

I’m American, but I see how this climate of fear affects my friends. It undermines free speech for all of us. Yet activism isn’t dying. If anything, it’s getting louder.

👩‍🎓 Fatima (Morocco, Master’s)

My family sacrificed everything for me to be here. Now I live with constant anxiety: if I leave the U.S., I might not get back in. Am I really safe here?

Step 3 – Debate Prompts

1. Which of these voices feels most powerful or moving to you? Why?

2. Do you think these students’ fears are exaggerated, or justified?

3. Is it fair that international students are caught in political battles?

4. Should elite universities resist government pressure even if it risks students’ futures?

5. Are international students being treated as contributors to knowledge or as bargaining chips?

4. Discussion Round 1 – Personal Reaction (10 min)

Prompts:

• Do you sympathize more with Miguel’s fear of losing his visa or with Karl’s grief over community and friendships? Why?

• Is Abdullah right to frame this as a fight for freedom of expression?

• Would you personally risk staying in a country that threatens to expel you?

5. Grammar / Language Focus (10 min)

Since your student is advanced, focus on expressing hypothetical consequences (conditionals + modal verbs). Example:

• If Harvard loses the lawsuit, thousands of students will/might/could…come back to their countries.

• If Miguel had stayed in Spain, he wouldn’t be facing this dilemma.

• I f Miguel hadn´t entered to the usa, he would have faced this problem.

• if you and Vitor hadn´t been so close now, he wouldn´t have called me today.

• if my mother would have decided to study english earlier, maybe she had never gone to the usa at her age.

• if i had said in the past maybe i would have been now in londrina.

6 HOMEWORK

• Should elite universities protect foreign students even if it means clashing with government policy?

• Are international students a privilege or a necessity for these institutions?

• Can governments legitimately use immigration law to push political agendas?

Encourage “academic debating language”:

• On the one hand… / However… / What I find questionable is… / I would argue that…

7. Wrap-Up Reflection (5 min)

• Student shares: “If you were Miguel/Karl/Abdullah, what would your next step be?”

• Final question: “Does this controversy change your view of studying abroad at elite universities? Why or why not?”

Optional Extension / Homework

• Short writing task: Write a letter to a government official or university president from the perspective of one of the students.

• Or: Watch/read news coverage of Harvard vs. Trump lawsuit and prepare a 2-min oral summary for next class.

AI and the Future of Our Health

(90 minutes, Advanced level)

1. Warm-up (10 min)

• Prompt: “Do you think AI should be allowed to predict your health? Why or why not?”

• Encourage detailed answers → ask “why?”, “can you give an example?”, “what about in your country?”

• Objective: activate prior knowledge + introduce theme.

2. Reading & Comprehension (20 min)

• Material: Expanded reading text (AI and the Future of Our Health).

• Task: Student reads silently or aloud.

• Follow-up: Use Worksheet Part 1
  

  • True/False (quick check for understanding)

  • Short answer questions (practice giving detailed answers, not just “yes/no”).

• 
  

• Objective: practice extracting key ideas + detail-rich answers.

3. Vocabulary Focus (20 min)

• Material: Worksheet Part 2

• Step 1: Matching activity – student links terms (e.g., bias, disease progression, healthcare demand) with definitions.

• Step 2: Personalization – student uses 4+ words to describe healthcare or health policies in their own country.

• Teacher prompts: “Can you give me one more detail?” / “Can you compare with another country?”

• Objective: reinforce academic/medical vocabulary + personalize to real life.

4. Retelling & Detail Expansion (15 min)

• Material: Worksheet Part 3A

• Student chooses a section of the text (How it works / Benefits / Challenges / Bigger picture).

• Task: Retell in their own words, adding examples, comparisons, and opinions.

• Teacher pushes for elaboration: “What does this mean in practice?” / “Can you illustrate with a case you’ve heard of?”

• Objective: develop ability to explain complex ideas with detail.

5. Debate Practice (20 min)

• Material: Worksheet Part 3B + Part 4

• Mini debate questions (freedom vs public health, anxiety vs prevention, etc.).

• Main debate motion: “Governments should use AI forecasts to decide health policies and lifestyle guidelines for citizens.”
  

  • Round 1: Student argues FOR.

  • Round 2: Student argues AGAINST.

  • Round 3: Student gives personal conclusion.

• 
  

• Teacher role: challenge with counter-arguments, encourage precision.

• Objective: practice persuasive communication + argumentation with detail.

6. Wrap-up & Reflection (5 min)

• Material: Worksheet Part 5

• Questions:
  

  • “Which new words are most useful for you?”

  • To spot - patterns - clinical use - potential bias - likelyhood - ramdon - a stroke .

  • “Do you feel more hopeful or worried about AI in healthcare?”

  --> AI became do be a important and indispensable weapon to improve in people's lives. Every tecnology, at the begining, seems as a problem and this makes people starts to get afraid of changing. But, talking about the future, it is already impossible to be see the advance of AI disconnected with healthcare. The IA can process a lot of information in seconds, and help more than a thousand of people, so, why do not use technology to get the fastest answear and to save lives? With ethical and maturity as the most important stacks, the AI can be the difference of a long life or an invision for a diagnostic.

• Objective: consolidate vocabulary + self-reflection in English.

🔑 Why this works

• Expanded reading = richer vocabulary + clearer sections.

• Worksheet = structure (comprehension → vocab → detail → debate).

• Student practices explaining, detailing, and debating, not just reading.

• Atmosphere of active communication: teacher challenges, student defends.

Imagine a world where your doctor can tell you—not the exact date you will get sick—but the probability that you will face a disease in the next 10 years. This is the promise of new artificial intelligence models that aim to forecast health in the same way meteorologists predict the weather. Instead of announcing, “It will rain tomorrow,” the AI might say, “You have a 30% chance of developing heart disease in the next decade.”

How does it work?

The system, known as Delphi-2M, is trained to look for patterns in medical records. It uses information from hospital admissions, GP visits, prescriptions, and even lifestyle habits such as smoking, diet, and alcohol consumption. With this data, the AI can identify high-risk patients and estimate the probability of developing over 1,000 different conditions. Some of the diseases it predicts most successfully include type 2 diabetes, sepsis, and heart attacks—problems with a clear disease progression.

Why is this important?

Doctors already use certain tools in preventive medicine. For example, people at risk of a heart attack are often given cholesterol-lowering drugs, and patients with a family history of certain cancers are invited to more frequent check-ups. What makes Delphi-2M special is its scale: it can forecast health problems not just for one patient but for entire populations. Hospitals could estimate healthcare demand, predicting how many heart attacks or liver diseases might happen in a city like Norwich in 2030. This would help governments allocate money, doctors, and equipment more efficiently.

Benefits and opportunities

If used correctly, this technology could revolutionize medicine. Doctors might provide more targeted lifestyle advice: for example, recommending that someone at risk of liver disease reduce alcohol intake, or advising a patient with a family history of diabetes to change their diet earlier in life. It could also support screening programmes, detect diseases earlier, and give patients more control over their own health decisions.

Challenges and risks

However, there are significant concerns. The model was originally trained with the UK Biobank, which includes mostly people between the ages of 40 and 70. This creates a problem of bias—the results may not apply accurately to younger generations or to people from different ethnic and cultural backgrounds. There are also questions of privacy: should governments or insurance companies have access to such predictions? Could predictive modelling be misused to deny someone a job, a loan, or medical insurance?

Critics also argue that this technology may make people more anxious. Being told you have a 20% chance of Alzheimer’s disease could motivate someone to change their habits—or it could create unnecessary fear, especially if the prediction is uncertain.

The bigger picture

Supporters believe this is the beginning of a new era in healthcare. They argue that AI will allow us to move from a system that mostly reacts to disease to one that prevents it before it even develops. They see it as a tool to make medicine more personalized and more efficient. Opponents, however, worry about the ethical consequences: unequal access, loss of privacy, and the danger of reducing human health to just numbers and percentages.

What is clear is that AI in healthcare is here to stay. The question is not whether it will be used, but how. Will it become a tool that empowers patients and doctors—or one that increases control, anxiety, and inequality?

A. True or False? Correct if False

1. Delphi-2M can tell the exact date of a person’s future heart attack.

2. The model is based on hospital admissions, GP visits, and lifestyle habits.

3. The system was first trained on people between 40 and 70 years old.

4. The model is already being used by hospitals around the world.

5. Preventive medicine is only about giving medicine.

B. Short Answer Questions

1. How is AI compared to a weather forecast in the text?

2. Which diseases does Delphi-2M predict most successfully?

3. What is one way hospitals could use the predictions?

4. Why might patients feel anxious about these forecasts?

5. What ethical concerns are connected to predictive modelling?

⸻

Part 2 – Vocabulary Work

A. Match the words with the definitions

1. High-risk patients

2. Preventive medicine

3. Disease progression

4. Lifestyle advice

5. Healthcare demand

6. Bias

7. Predictive modelling

a. The use of statistics or AI to estimate future events.

b. Medical strategies designed to stop illnesses before they appear.

c. Recommendations about habits such as diet, smoking, or alcohol.

d. People who have a greater chance of developing a disease.

e. The typical stages of how an illness develops over time.

f. Unequal or unfair results caused by limited or distorted data.

g. The number of patients and resources needed in a health system.

B. Personalization Task

Use at least 4 of the words above to talk about your own country or personal experience.

Example: “In my country, preventive medicine focuses on vaccination programmes, but there is still bias in healthcare when it comes to rural populations.”

⸻

Part 3 – Speaking: Giving Details

A. Retelling with Details

Choose one section of the text (How it works / Benefits / Challenges / Bigger picture). Retell it in your own words, but:

• Add examples from real life.

• Compare with your own country or culture.

• Give at least one personal opinion.

B. Mini Debate

• Do you agree that predictive AI could reduce healthcare costs? Why or why not?

• Should individuals be forced to change their habits if AI predicts a high risk?

• Which is more important: individual freedom or public health?

⸻

Part 4 – Big Debate

Motion: “Governments should use AI forecasts to decide health policies and lifestyle guidelines for citizens.”

• First, argue FOR (focus on public health, prevention, cost savings).

• Then argue AGAINST (focus on privacy, freedom, possible misuse).

• End with your personal conclusion.

⸻

Part 5 – Reflection

• Which new words are most useful for you?

-> Preventive medicine; Disease progression; Lifestyle advice; Healthcare demand; Predictive modelling

• Do you personally feel more hopeful or more worried about AI in healthcare? Why?

-> I feel more hopeful: although new technologies may raise fear at first, they consistently add value to healthcare

📘 Lesson Plan: The Rise of Literary Travel

Level: Upper Intermediate (B2)

Length: ~60–75 minutes

Skills: Reading, vocabulary, discussion, speaking, writing

1. Warm-up (5–7 min)

Discussion questions:

• Do you usually read while travelling? Why or why not?

• What kind of books do you take on holiday?

• Would you prefer to relax with a book on the beach or join a book club abroad?

2. Pre-Reading Vocabulary (10 min)

Teach / check these words and phrases from the text:

• paperback – a soft-cover book

• thriller – an exciting, suspenseful story

• trend – something becoming popular

• cultural immersion – experiencing a culture deeply, not just as a tourist

• appeal – the attraction or charm of something

• book club – a group of people who meet to read and discuss books

👉 Quick activity: Match the words with their definitions (or use them in short example sentences).

3. Reading Task (15–20 min)

Text: Part 1 – The Rise of Literary Travel (≈390 words)

a) Gist Task (first read)

• Question: What is the main idea of this article?
  a new tendendy is on hype for millenials who are bookish. Sort of clubs and retreats a mix of books and travels are getting an appeal for people who want to be at the place in which a book was set.

b) Detailed Task (second read)

Comprehension questions:

1. How was reading usually connected with holidays in the past?

   Maybe more in a relaxing time and people travel for enjoy the place not reading book.

2. What makes “bookish travel” different from just reading a book on holiday?

   i´t more than an experience as a bookish travel, it is about living and feeling the characters performs.

3. What example does the text give about Florence?

   people don´t go only for food because this is secondary, they do it because they are talking about the setting of the book.

4. According to Paul Wright, why is location important when reading a story?

   because people want to be part of the setting in the story, projecting their imagination and feeling the sense of the book.

5. Why are reading retreats not only for “serious” readers?

gathering - reunions- meetings -

i wish i can gather with some friends about the series i am watching now.

gathering with other bookish is kind of interesting.

4. Speaking Practice (10–12 min)

Discussion / Pair work (or teacher–student dialogue):

• Would you enjoy a bookish holiday? Why or why not?

• Which book would you most like to read in the place where it is set?

• Do you think this kind of holiday will become more popular in your country?

5. Language Focus (10 min)

Work with useful expressions from the text:

• a new kind of travel has emerged

• a perfect balance

• not only … but also …

• part vacation, part book club

👉 Mini exercise: Ask the student to create 2 new sentences using these structures (e.g., This course is not only interesting but also very practical).

6. Writing Task (Homework or in class – 10 min)

Prompt: Write a short blog post (150–200 words) about your ideal “bookish trip”. Where would you go? Which book would you read there? How would the location change your reading experience?

-> If I could take a bookish trip, I would travel to Key West, Florida, the place where Ernest Hemingway lived and wrote many of his famous works. My book of choice would be The Old Man and the Sea. Reading this story in Key West would feel very special, because the island’s atmosphere still carries the spirit of Hemingway’s life.

Key West is surrounded by the same ocean that inspired the novel. Sitting near the sea, I would be able to imagine the same fisher present in the book. The sound of the waves and the salty air would make every page more vivid.

Visit Hemingway’s house again, with its beautiful garden and the famous cats, would also give me a deeper connection to the author himself.

🔹 The word

bookish

Here, -ish doesn’t mean “a little like” or “around” — it’s an adjective that already exists in English.

• bookish = someone who likes books, reading, or studying a lot.
  

  • He’s a bookish teenager who spends weekends in the library.

  • She has a bookish charm.

• 
  

So, bookish ≠ book + ish casually.

It’s an established word in the dictionary.

Beyond the Beach Read: The Rise of Bookish Travel

Forget the typical beach paperback. Today, more and more travellers are joining reading retreats – holidays that mix books, place, and community. Instead of lying by the pool, people are gathering in cafés, libraries, or even historic sites to read and discuss literature.

At I’Brindellone, a trattoria in Florence, a group of twelve men and women sit around a long wooden table. They are not tourists enjoying pasta or wine; they are discussing Still Life, a novel by Sarah Winman. On the walls hang photographs of the River Arno’s devastating flood of 1966. Winman once ate here, saw the same photos, and was inspired to write part of her story. Now, for these visitors, food is only secondary. They are on a Books in Places retreat – a new kind of holiday that combines literature and travel.

What Are Reading Retreats?

A reading retreat is part vacation, part book club, and part cultural immersion. Travellers follow a simple idea: reading books in the places where they are set. This transforms literature into a living experience.

Lyn Margerison, one participant, explains:

“I first saw Books in Places in a Facebook ad. It showed one of my favourite novels with a glass of wine, against a piazza in Florence. The caption asked: Do you enjoy reading books in the places where they are set? I was hooked immediately.”

Since then, Margerison has travelled from Dorset to Florence, Budapest, and beyond. “For me, these trips are the perfect combination of books and travel. I always return home with more enthusiasm for reading and a much longer to-be-read list.”

A Booming Trend

Books in Places was created by Paul Wright in 2023. At first, it was just a way for his book club in the UK to enjoy stories together. Now, he organises weekends across Britain and longer trips to Portugal, Crete, Egypt, Italy, and more.

According to a 2025 survey by travel search engine KAYAK, nearly half of UK travellers now choose destinations based on how suitable they are for reading or learning. The number rises to 60% among Millennials. In fact, 89% of holidaymakers today see travel as a chance to “invest in themselves” rather than simply relax.

The numbers show the same trend. Future Market Insights, a research company, reported that literary tourism was worth $2.4 billion last year, and is expected to reach $3.3 billion by 2034. Wright himself noticed the growth:

“I started with two trips in 2023. Last year I had seven, some half-full. This year I offered 25, and many filled within 24 hours.”

Why Location Matters

For Wright and his travellers, setting is everything. “Walking the same streets, tasting the same food, or feeling the same light as the characters makes the book come alive,” he says.

On his retreats, readers may step into To Kill a Mockingbird in Monroeville, Alabama; explore Jamaica, where Ian Fleming wrote Dr No; or wander through the ruins of Spinalonga in Crete, the island that inspired Victoria Hislop’s The Island.

Margerison agrees: “Passages you once skimmed suddenly leap into focus. It feels like living inside the story for a few days.”

Five Literary Destinations for Booklovers

• Paju Book City, South Korea – A cultural complex with hundreds of publishers, book cafés, and the Forest of Wisdom, a library with thousands of donated books.

• Reykjavík, Iceland – A UNESCO City of Literature, famous for its literary festivals.

• Buenos Aires, Argentina – Home to El Ateneo Grand Splendid, a grand bookstore in a former theatre.

• Tokyo, Japan – Stay overnight among shelves at Book and Bed, a hybrid hostel and bookshop.

• Dublin, Ireland – Join the annual Bloomsday Festival, where James Joyce’s Ulysses is celebrated on the city’s streets.

Women-Only Spaces

Other companies are tailoring literary travel to different audiences. In the UK, Megan Christopher founded Ladies Who Lit, a company running retreats exclusively for women and non-binary travellers. “The book community is largely women,” she explains, “so we wanted to extend that safe, welcoming space into travel as well.”

More Than Just Travel

Bookish travel is not only about books – it’s about building community and personal growth. Shared reading experiences turn quiet, private moments into collective discoveries. For many, these retreats create friendships, deeper connections with culture, and a sense of living inside literature.

🎯 Objectives

• Improve reading comprehension with a longer news-style text.

• Learn and use vocabulary connected to science, health, and misinformation.

• Practice critical thinking and discussion about health claims in politics and media.

1. Warm-up (5 min)

Questions to spark ideas:

• Should politicians give medical advice? Why or why not?

• Who do you usually trust more: a doctor or a politician?

2. Extended Reading (10–12 min)

📖 Reading Text

Recently, former US President Donald Trump suggested that there may be a link between the common painkiller Tylenol (also called paracetamol) and autism in children. He mentioned that pregnant women who use the drug could increase the risk of their babies developing autism.

However, medical experts strongly disagree. The American College of Obstetricians and Gynaecologists (ACOG) said Trump’s comments were “unsettling” and not supported by “reliable data.” Scientists in the UK also criticized his remarks, injecting what they called “a large dose of scepticism.”

Health professionals worry that such statements can create fear and confusion among pregnant women. Tylenol is one of the most widely used medicines in the world for reducing pain and fever. Most scientific studies so far show no clear evidence that it causes autism.

Doctors argue that when politicians make unscientific claims, the public may stop trusting medical advice. In fact, misinformation about medicine has been linked to dangerous consequences in the past — for example, people refusing vaccines because of false information.

This is not the first time Donald Trump has made controversial health claims. During the COVID-19 pandemic, he suggested that disinfectant injections could be a possible treatment — an idea that doctors immediately debunked as false and dangerous.

The current debate shows how important it is for the public to check the reliability of information. While politicians have influence, experts warn that scientific evidence, not personal opinion, should guide public health decisions.

3. Vocabulary Focus (8 min)

Key words from the article:

• push back = to resist or disagree strongly

• dose = an amount of something (medicine, or metaphorical)

• debunk = to prove something false

👉 Practice: Make your own sentences.

• Scientists pushed back on…

• I need a daily dose of…

• Experts debunked the idea that…

4. Comprehension Questions (5–7 min)

1. What claim did Trump make about Tylenol and autism?

--> After a woman has gave birth to a child diagnosed with autism, Trump start to support there are risks in the use of Tylenol.

1. How did medical experts react?

--> With this unexpected affirmation from Trump, quickly medical experts push back the ideia of Tylenol bringing risk to society.

1. Why can Trump’s comments be dangerous for pregnant women?

--> Tylenol is a paracetamol, its a drug used against headache and fever, so a very important medicine to relieve the body temperature, recommended by doctors, include to pregnant women. With tihis comment, Trump can convince a lot of women to avoid the use of paracetamol and its effect.

1. What other controversial health suggestion did he make in the past?

--> Tumps, in Covid-19, support the idea of use desinfectant vaccines.

1. According to the text, what should guide public health decisions?

--> Obviously, doctors and experts are the most prepared persons to prescribe the correct medicine in face of a disease.

5. Discussion (15 min)

Small debate / conversation prompts:

• Should politicians be punished if they spread false medical information?

--> In case of a politician start to deffend false clinical information, convincing people to follow wrong ideias, and the court debanking the information, all the laws have to be applied.

• Why do you think some people believe politicians more than doctors?

--> Politicians in society, even more the President, have the most important position that brings in the pocket a very powerful capacity of changing ideias and convincing people about the reliability (noun) of medicine (rely on - verb; reliable - adjective).

• How can society protect people from misinformation about health?

--> Firstly, the Govern can provide a website where people can check and search only health information who are scientifically verified. In a different tune, Doctors and especialits can promove a ONG to develop an app to provide free information and have a chat bot to answear about health.

• Can you think of other cases when misinformation about medicine caused harm?

• Who do you think should be responsible for correcting false claims in the media?

6. Wrap-Up (5 min)

• Review vocabulary (push back, dose, debunk).

• Emphasize the difference between opinion vs. evidence.

• Student shares one final thought: “I believe…” about the role of politicians in health communication.

✅ Homework idea: Write a short opinion article (150–200 words):
"Should politicians talk about medicine and health? Why or why not?"

🌍

Advanced English Lesson — Renewable Energy Surpasses Coal

Level: Advanced

Topic: Renewable energy and global energy trends

Skills: Reading, vocabulary, speaking, writing

Time: 60–90 minutes

1. 🗣 Warm-Up Discussion (10 minutes)

Begin by asking your student the following questions to activate background knowledge and encourage critical thinking:

• What are the main sources of energy in your country?

• Do you think renewable energy can fully replace fossil fuels? Why or why not?

• How does the growth of renewable energy affect global politics and economies?

• What do you think are the biggest challenges to switching to clean energy?

Encourage the use of advanced connectors such as nevertheless, whereas, in contrast, and consequently.

2. 📖 Extended Reading Text (15–20 minutes)

Solar and Wind Power Surpass Coal: A Historic Energy Shift

In a landmark moment for the global energy transition, renewable energy has overtaken coal as the primary source of electricity generation for the first time in history. A new international report reveals that more electricity was produced from wind and solar energy in the first half of this year than from coal-fired power plants. This shift represents a crucial step in the worldwide effort to reduce carbon emissions and combat climate change.

Global electricity demand has continued to rise, driven by economic growth, industrial activity, and population increases. Remarkably, 100% of this growth has been covered by renewable energy sources, demonstrating the accelerating pace of the clean energy transition. Solar and wind, in particular, have experienced unprecedented expansion, with China and India responsible for a significant share of the new capacity. Both nations have invested heavily in renewable infrastructure, positioning themselves as leaders in the green energy race.

Interestingly, Europe and the United States, despite their ambitious climate targets, recorded increases in coal and gas power generation. Experts suggest that geopolitical tensions, energy security concerns, and the slow rollout of clean infrastructure have contributed to this temporary rise in fossil fuel use. Nonetheless, the long-term trend remains clear: renewables are becoming more affordable, efficient, and widespread.

According to the report, renewable energy generation could double by the end of the decade, thanks to technological innovations, policy incentives, and growing public support. However, experts warn that achieving net-zero emissions will still require massive investments in energy storage, transmission networks, and regulatory reforms. Without these, even a rapid expansion of clean energy might not be sufficient to fully replace fossil fuels.

This milestone is both a cause for celebration and a reminder of the work that remains. The transition to a sustainable energy future is underway — but its success depends on global cooperation, political will, and continued innovation.

3. 🧠 Comprehension and Vocabulary Work (15 minutes)

A. True or False

1. Renewable energy has produced less electricity than coal this year.

2. China and India are major contributors to renewable energy growth.

3. The US and Europe have completely stopped using coal.

4. All the new global electricity demand has been met by renewables.

B. Vocabulary Meanings

Work through these key words and definitions with your student:

• Surpass – to be more than or better than something.

• Primary source – the main origin of something.

• Demand – the need or desire for goods or services.

• Capacity – the amount of something a system can produce or hold.

• Milestone – an important event in history or progress.

Ask the student to give their own examples for each word to ensure active use.

C. Vocabulary in Use

Have the student create sentences using the following expressions:

• “surpass expectations”

• “primary source of energy”

• “growing demand for”

• “expand capacity”

• “historic milestone”

Encourage them to use complex sentence structures or connect these phrases to real-world examples.

4. 💬 Speaking Task — Discussion (15–20 minutes)

Open a deeper discussion using these questions:

• Why do you think China and India are leading in renewable energy growth?

-> I think China and India are leading in renewable energy growth because they both understand this will be the future. Moreover, that protagonism can improve in their position as one of the most powerfull countrys.

• What factors might explain Europe and the US increasing their use of coal recently?

--> Europe and the US have differents motivations to keep incresing their use of coal. Firstly, Europe suffers from a geographical condition that makes it difficult. On the other hand, US keep insisting in this because the priority of the country is keep producing the most they can don't matter what costs.

• What are the social and economic consequences of a global shift to renewable energy?

--> A global shift to renewable energy would create new economic opportunities, such as jobs in clean technologies and reduced dependence on fossil fuels. Socially, it would improve public health and environmental quality, but requires fair policies to ensure a just transition.

• Do you believe renewable energy can fully meet the world’s electricity demand by 2030? Defend your position.

--> Unfortunately, no. Global electricity demand increases every day, especially with AI becoming a part of people’s daily lives. Furthermore, some countrys need more time to be able to this transition due to geografic aspects.

• What technological or political changes are still needed to accelerate this transition?

--> Maybe the main thing is a realistic commitment from all countries to work together on technological improvements that can accelerate this transition, instead of using it as a way to develop more than others. This might make things change for real.

Encourage the use of advanced grammar, such as conditionals, modal verbs, and passive voice.

For example:

• “If governments invested more in solar technology, the transition would accelerate.”

• “This might represent a turning point for global energy policy.”

• “Renewable energy is being adopted at unprecedented rates.”

5. ✍️ Writing Task (Homework or In-Class – 15 minutes)