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

🎯 Lesson Objectives

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

• Organize ideas into clear spoken sentences

• Use key vocabulary about sports and competition

• Talk about pressure and teamwork

• Improve pronunciation of key words and sentence rhythm

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

Start with open but guided questions:

Ask slowly and clearly:

• Do you play any sport?

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

• What sport do you like the most?

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

• Do you play alone or in a team?

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

• Do you like competitions?

• yes I like very much competitions.

If he hesitates, help him build the sentence:

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

Correct structure, not ideas:

• ❌ I like very competition

• ✅ I really like competition

Focus on fluency first 🗣️

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

Introduce the context:

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

Before vocabulary, ask prediction questions:

• Do you think sports are more about winning or teamwork?

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

• Do you feel pressure when you compete?

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

• Is pressure good or bad?

• 
  

Let him answer freely. Do not interrupt too much.

3️⃣ Vocabulary Focus (Meaning + Use + Pronunciation)

4

🧠 Key Vocabulary

teamwork
👉 working together with other people

• Teamwork is very important in sports.

• Good teamwork helps the team win.

competitive
👉 wanting to win and trying very hard

• I am very competitive.

• He is competitive at school and in sports.

pressure
👉 feeling stress or anxiety because you want to win

• I feel pressure before a game.

• Too much pressure is not good.

tournament
👉 a competition with many teams or players

• I played in a tournament last year.

• The tournament was very difficult.

🔊 Pronunciation Work (Very Important)

Drill slowly:

• teamwork → /ˈtiːm.wɜːrk/

• competitive → /kəmˈpet̬.ə.tɪv/

• pressure → /ˈpreʃ.ər/

• tournament → /ˈtʊr.nə.mənt/

Have him:

1. Listen

2. Repeat

3. Say alone

4. Put it in a sentence

4️⃣ Sentence Building – Organizing Ideas (15 minutes)

Explain clearly:

👉 In English, good speaking needs clear order.

Model on the board:

• I play football because I like teamwork.

• I feel pressure when I play tournaments.

• I am competitive, but I like fair play.

Now give him sentence starters:

• I like sports because…

• When I compete, I feel…

• In a team, it’s important to…

• I don’t like pressure because…

• A tournament is…

Let him finish each sentence.

Correct gently:

• Verb tense

• Missing subject

• Word order

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

Ask deeper but accessible questions:

• Do you prefer team sports or individual sports? Why?

• Is pressure motivating or stressful for you?

• Do you think winning is more important than teamwork?

• Have you ever played in a tournament?

Encourage longer answers:

Not just “yes” or “no”.

Help him expand:

• Why?

• When?

• How did you feel?

6️⃣ Controlled Practice – Accuracy ✏️

Exercise 1 – Choose the best word

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

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

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

Exercise 2 – Fix the sentence

1. I feel pressure very.

2. Teamwork important is in sports.

3. I competitive am when I play.

(You correct together orally.)

7️⃣ Fluency & Pronunciation – Final Task 🎤

Final speaking task:

👉 “Talk for 1 minute”

Topic:

Sports, pressure, and teamwork

Help him organize:

• What sport?

• Team or individual?

• Pressure?

• Competition?

Correct pronunciation after he finishes speaking, not during.

(Continuation of “Talking about Sports”)

Level

Lower-intermediate

Lesson goals

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

• talk about extreme sports

• express opinions about risky activities

• use clear present simple sentences

• improve pronunciation and rhythm in sentences

⏱ Class structure (60 minutes)

1️⃣ Warm-up – Review Sports (10 minutes)

Start by reviewing the previous class topic.

Ask simple questions:

• What sports do you like?

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

• Do you watch sports on TV?

• I watch soccer on tv I think is good.

• What sports are popular in Brazil?

• soccer and volleyball, these are the most popular.

• What sport is difficult in your opinion

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

Encourage complete sentences.

Example correction:

Student:
"I like football."

Improve:

👉 I like playing football.

I like to play football
👉 I like watching football.

Pronunciation focus:

Practice sports vocabulary clearly

Repeat together:

• football

• basketball

• surfing

• swimming

• running

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

Ask:

Do you like dangerous sports?

Then introduce the topic:

Extreme Sports

Explain simply:

Extreme sports are sports that are dangerous but exciting.

Examples you can mention:

• skydiving /

• surfing big waves/

• mountain climbing

• bungee jumping

Ask:

• Do you like extreme sports?

• yes I never tried but I like

• Are extreme sports popular?

• surfing big waves and bungee jumping

Encourage longer answers.

Example:

I think extreme sports are exciting.

3️⃣ Vocabulary Focus (10 minutes)

Introduce the key vocabulary from the podcast.

Extreme sports

Sports that are dangerous but exciting.

Example:

Skydiving is an extreme sport.

Pronunciation practice:

ex-treme sports

Risk

A possibility that something bad can happen.

Example:

Extreme sports have risks.

Pronunciation:

/rɪsk/

Risky

Something that has a lot of danger.

Example:

Skydiving is risky.

Practice sentence:

It is risky but exciting.

Adrenaline

A hormone that makes you feel excited or nervous.

Example:

Extreme sports give you adrenaline.

Simplify explanation:

👉 Adrenaline = strong excitement

Adventurous

Someone who likes exciting or dangerous activities.

Example:

An adventurous person likes extreme sports.

Ask:

Are you adventurous?

4️⃣ Listening Activity (BBC Conversation) (10 minutes)

Tell the student:

You will listen to a conversation about extreme sports.

Listening task:

Answer these questions:

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

After listening discuss answers.

Guide answers such as:

• People like adrenaline

• They enjoy risk and excitement

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

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

Give him a structure:

Subject + verb + complement

Examples:

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

Ask him to complete:

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

Encourage full sentences only.

6️⃣ Speaking Practice – Opinion Questions (10 minutes)

Ask questions that require sentences.

• Do you like extreme sports?

• Which extreme sport looks exciting?

• Which extreme sport looks dangerous?

• Do you think extreme sports are too risky?

• Would you try skydiving?

Model answers:

I think skydiving is exciting but risky.

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

7️⃣ Pronunciation Focus (5 minutes)

Practice sentence rhythm.

Have him repeat slowly:

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

Focus on:

• clear consonants

• word stress

📝 Homework

Writing

Write 5 sentences about extreme sports.

Example:

• Extreme sports are exciting.

• Skydiving is risky.

• I like adventurous activities.

• I think surfing is exciting.

• I don't like dangerous sports.

Speaking practice

Record a 1-minute audio answering:

• Do you like extreme sports?

• Which extreme sport is exciting?

• Which sport is too risky?

⭐ Teaching strategy for this student

Because he has sentence accuracy problems, in every class:

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

Example correction method:

Student:
"Skydiving dangerous."

You reformulate:

👉 Skydiving is dangerous.

Then he repeats.

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

1. Warm-up (5–7 minutes)

Start with simple questions to activate vocabulary and encourage speaking.

Ask:

• What habits do you have every day?

• I walk the dog at 5 10 am in the morning

• I have my breakfast at 6 am

• I study every day at my home I study biology

• I play soccer on the weekends and Thursday.

  
  

• Do you think habits are easy or difficult to change?

• it is so easy to speak but hard to do.

• Do teenagers usually have good habits or bad habits?

• they usually have bad habits

Follow-up:

• What is a good habit?

• What is a bad habit?

Teacher writes two columns:

GOOD HABITS | BAD HABITS

Let the student suggest examples.

Example answers:

Good habits

• exercising

• studying every day

• reading books

Bad habits

• procrastinating / I dont procrastinate

• using the phone too much

• sleeping late

2. Vocabulary Introduction (8 minutes)

Explain the vocabulary clearly with examples.

Habit

Something you do regularly and repeatedly.

Example:

• Brushing my teeth before bed is a habit.

• taking shower every day is essential before bed time

• and after and before sleeping.

Have a habit of (doing something)

Doing something often, sometimes without thinking.

Examples:

• I have a habit of checking my phone before sleeping.

• He has a habit of interrupting people.

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

Ask him to create 2 sentences.

Break a habit

Stop doing something you usually do.

Examples:

• I want to break the habit of sleeping late.

• She broke the habit of eating junk food.

Ask:

What habit would you like to break?

Turn over a new leaf

Start behaving in a better way.

Examples:

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

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

Ask:

What could make someone turn over a new leaf?

3. Listening / Reading Context (10 minutes)

Tell him:

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

Conversation

Georgie: Do you have any bad habits?

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

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

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

Georgie: Yes, but it takes discipline.

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

Georgie: That's a good start!

Comprehension Questions

1. What bad habit does Neil have?

2. What habit does Georgie have?

3. What does Neil want to do?

4. Do you think habits are easy to change?

4. Grammar Focus – Sentence Order (10 minutes)

Write this structure:

Subject + verb + object/complement

Examples:

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

Exercise – Fix the sentence

Ask the student to correct the order.

1. I have a habit of checking my phone.

2. I want to break this habit

3. I want to turn over a new leaf

4. teenagers have bad habits sometimes

Correct answers:

1. I have a habit of checking my phone.

2. I want to break this habit.

3. I want to turn over a new leaf.

4. Teenagers sometimes have bad habits.

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

Ask him to answer in complete sentences.

Questions:

• What habits do you have every day?

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

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

• i dont have the habit of using my phone too much

• What is your worst habit?

• my worst habit is of going to the bed very late

• What is your best habit?

• my best habit is studying every day.

• What habit would you like to break?

• I would like to break the habit of sleeping late

• What good habit would you like to start?

• I would like to start a new habit of reading.

Encourage longer answers:

Example:

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

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

Ask him to choose:

Which habit is worse?

• Spending too much time on social media

• Procrastinating homework

• Sleeping very late

• Eating too much junk food

Ask:

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

7. Final Challenge (5 minutes)

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

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

Example:

• I have a habit of watching videos late at night.

• I want to break the habit of procrastinating.

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

Homework (Optional)

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

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

Structure:

• My good habits are...

• My bad habits are...

• I have a habit of...

• I want to break the habit of...

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

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

summary>

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

on Monday

in the morning

in the afternoon

at night

on the weekend

at the weekend

what do you usually do on the weekend?

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

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

Vocabulary

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

get (something) done
complete something

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

chill
relax

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

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

🔹 1. Warm-up (3–5 min)

Ask simple questions:

• “Do you drink a lot of water?”

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

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

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

  
  

• “When do you feel very thirsty?”

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

👉 Check:

• Basic sentence structure

• Present simple use

🔹 2. Vocabulary Activation (5 min)

Teach / Review:

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

• enough → as much as needed/ suficiente

• drought → no rain for a long time/seca

• save water → use less water/economiza agua.

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

👉 Ask:

“Is there drought in your country?”

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

• “How can people save water?”

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

• “Do people waste water?”

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

🔹 3. Controlled Practice (5–7 min)

Ask the student to complete:

• “I feel thirsty when…”

• “I don’t drink enough water because…”

• “In my city, water is essential

• “People waste water when they…”

👉 If stronger, push:

• “Why is this a problem?”

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

Say this slowly:

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

Ask:

• “What is the problem?”

• “What should people do?”

• “Do you agree?”

👉 Check:

• Understanding

• Ability to explain in their own words

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

Ask:

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

If needed, guide:

• At home

• In the shower

• In the kitchen

👉 Push further (to test level):

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

• “Is water a problem in your country?”

🔹 6. Quick Level Test Questions (Final Push)

Ask:

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

• “Have you ever experienced a drought?”

👉 This reveals:

• Conditionals (if → higher level)

• Past experience

🧠 Quick Evaluation

If student:

• Uses single sentences → A2

• Uses connected ideas + reasons → B1

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

🎧 Class Topic:

What Are You Afraid Of?

🧠 Warm-up (Speaking)

Ask your student:

• Are you afraid of anything?

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

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

• I feel scared when I see spiders.

• I feel scared when I watch terror movies.

• When was the last time you felt afraid?

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

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

💬 Key Vocabulary

1. afraid / frightened / scared (of something)

→ feeling fear

• I’m scared of spiders.

• She is afraid of the dark.

• guilherme is afraid afraid of being alone

  
  

2. terrified (of something)

→ very, very scared

• He is terrified of horror movies.

3. phobia

→ a very strong fear

• She has a phobia of heights.

• i have phobia of heights too.

4. freak out

→ lose emotional control (panic)

• I freak out when I see a snake!

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

🎧 Listening / Reading (Conversation)

Phil: Hey Beth, are you afraid of anything?

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

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

Beth: Oh wow! So you have a phobia?

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

Beth: That sounds scary!

🗣️ Comprehension Check

Ask:

• What is Beth scared of?

• What does Phil feel terrified of?

• Who freaks out?

• Does Phil have a phobia?

🎭 Speaking Practice (Role Play)

Option 1:

Student = Beth

Teacher = Phil

Then switch roles.

Option 2: Personalize

• What are YOU scared of?

• Do you have any phobias?

• Do you freak out easily?

🎲 Fun Activity: “Fear Ranking”

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

• Spiders 🕷️

• Darkness 🌙

• Heights 🏔️

• Horror movies 🎬

• Dogs 🐶

Then ask:

• Why is this number 5?

• Do you freak out or stay calm?

✍️ Mini Writing (Homework or in class)

Write 4–5 sentences:

I am scared of horror movies.

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

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

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

🎯 Extra Challenge (if student is strong)

Teach:

• “I’m not a fan of…”

• “It doesn’t bother me.”

• “I can handle it.”

Example:

• I’m not a fan of spiders.

• Heights don’t bother me.

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

🔹 1. Warm-up (3–5 min)

Ask simple questions:

• “Do you drink a lot of water?”

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

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

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

  
  

• “When do you feel very thirsty?”

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

👉 Check:

• Basic sentence structure

• Present simple use

🔹 2. Vocabulary Activation (5 min)

Teach / Review:

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

• enough → as much as needed/ suficiente

• drought → no rain for a long time/seca

• save water → use less water/economiza agua.

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

👉 Ask:

“Is there drought in your country?”

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

• “How can people save water?”

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

• “Do people waste water?”

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

🔹 3. Controlled Practice (5–7 min)

Ask the student to complete:

• “I feel thirsty when…”

• “I don’t drink enough water because…”

• “In my city, water is essential

• “People waste water when they…”

👉 If stronger, push:

• “Why is this a problem?”

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

Say this slowly:

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

Ask:

• “What is the problem?”

• “What should people do?”

• “Do you agree?”

👉 Check:

• Understanding

• Ability to explain in their own words

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

Ask:

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

If needed, guide:

• At home

• In the shower

• In the kitchen

👉 Push further (to test level):

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

• “Is water a problem in your country?”

🔹 6. Quick Level Test Questions (Final Push)

Ask:

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

• “Have you ever experienced a drought?”

👉 This reveals:

• Conditionals (if → higher level)

• Past experience

🧠 Quick Evaluation

If student:

• Uses single sentences → A2

• Uses connected ideas + reasons → B1

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

📚

Class Theme: Books & Real Conversations

🎯

Objectives

By the end of the class, the student will:

• Talk about different types of books

• Express opinions about reading

• Use key vocabulary naturally

• Practice speaking through real-life style conversation

🧊

Warm-up (5–7 min)

👉 Keep it personal and engaging:

• Do you like reading? Why / why not?

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

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

• my last book was a culpa das estrelas.

• Do teenagers today read less/more? Why?

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

👉 Push questions:

• Do you prefer watching movies or reading books? Why?

• watching movies

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

• I think I like more fantasy, romance and adventure.

📖

Vocabulary (10 min)

Teach with simple explanations + examples:

• Fiction → imaginary stories
  👉 Example: Harry Potter is fiction

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

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

• I read a non fiction book about technology.

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

• I read a novel, this was Harry Potter book.

• soap opera/ novela na tv.

• I like soap operas and my mother as well.

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

• I read every day

• I read* red a lot of last night.

• my dad is reading a biography of Elon Musk.

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

• Poem → artistic writing with rhythm

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

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

👉 Quick check:

Ask:

• Is a superhero story fiction or non-fiction?

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

• What type of book tells real facts?

• the non fiction books.

🎧

Listening / Reading (Transcript Work – 10 min)

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

Neil: Do you like reading books?

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

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

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

Neil: What about poems?

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

👉 Comprehension Questions:

• What does Becca prefer?

• What does Neil like?

• Does Becca like poems?

🗣️

Speaking Practice (15 min)

Activity 1: Choose & Explain

Ask:

• What type of book do you prefer? Why?

• Give an example

👉 Model answer:

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

Activity 2: Agree or Disagree

Say statements and student reacts:

• “Reading is boring.”

• “Movies are better than books.”

• “Poems are difficult.”

👉 Student must say:

• I agree because…

• I disagree because…

Activity 3: Teen-Friendly Discussion

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

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

• Who would be the main character?

✍️

Mini Writing (Optional – 5–10 min)

👉 Task:

Write 4–5 sentences:

“My favorite type of book”

🎯

Wrap-up (5 min)

Ask:

• What new words did you learn today?

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

🔥

Homework (Optional)

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

  • Type (fiction, biography, etc.)

  • What it is about

  • Why you would / wouldn’t read it

• 
  

🧑‍🏫

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

🎯

Objective

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

• Talk about their family

• Describe their relationship with siblings

• Compare themselves with their brother

🔹

1. Warm-up (5–7 min)

Ask simple, personal questions:

• Do you have any brothers or sisters?

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

• How old is your youngest sibling?

• i have three youngest siblings

• who is the oldest?

• Rafa is the oldest, she is 15.

• Do you like spending time with your siblings?

• yes, I like very much.

• What do you do together?

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

• i dont have because all are good buddies!

👉 Follow-up:

• Who is more talkative? You or your brothers?

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

• Who is more serious at home?

• guilherme is serious and he's bad temper.

🔹

2. Vocabulary (10 min)

Teach and personalize:

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

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

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

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

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

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

👉 Quick practice:

Ask him to complete:

• I have _4__ sibling(s).

• I get on well___ with my brother.

• We are _good__ because we love each other.

🔹

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

You can read this with him or take roles.

🎭

Dialogue: Neil & Georgie

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

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

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

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

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

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

Neil: In what way?

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

Neil: I see. Are you close to him?

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

🔹

4. Comprehension Questions (5 min)

• Does Georgie have siblings?

• How many sisters does Neil have?

• Do they always get on well with their siblings?

• Are Georgie and his brother similar or different?

🔹

5. Speaking Practice (10–15 min)

Make it personal and fun:

🗣️ Activity: “Me vs My Brother”

Ask him to compare:

• I am ______, but my brother is ______.

• I like ______, but he likes ______.

• We both like ______.

👉 Give examples:

• I am quiet, but my brother is noisy.

• I like video games, but he likes football.

🔹

6. Game (Optional – 5 min)

True or False? (about his brother)

You say:

• “Your brother is very quiet.”

• “You are very similar.”

• “You get on very well.”

He answers:

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

🔹

7. Wrap-up (5 min)

Ask:

• Are you close to your brother?

• What do you like about him?

• What is different between you?

📝

Homework (Optional)

Write 5 sentences:

• I have a ______ brother.

• We are ______ because…

• We are different because…

• I get on ______ with him.

• My brother likes ______.

Technology & Social Media: Power or Problem?

🎯 Objectives

By the end of the class, the student will:

• Talk about technology habits

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

• Express opinions about social media

• Give simple arguments (with because)

🔥 Warm-up (5–7 min)

Ask:

• How many hours do you use your phone every day?

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

• What apps do you use the most?

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

👉 Follow-up:

• Do you think you use your phone too much?

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

🧠 Vocabulary (8–10 min)

Teach:

• Technology → smartphones, computers, apps

• Tech-savvy → good with technology

• Social media → Instagram, TikTok, etc.

👉 Practice:

• Are you tech-savvy? Why?

• What technology do you use every day for school?

• smart phones, smart screens, audio, speakers.

📚 Grammar Focus (IMPORTANT)

🔹 Present Simple (habits)

• I check my phone every day.

• I use Instagram a lot.

• I play games at night.

• I play Minecraft before I go to sleep.

👉 Ask:

• What do you do every day on your phone?

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

🔹 Present Continuous (now)

• I am checking my phone.

• I am watching videos.

• I am talking to my friends.

👉 Ask:

• What are you doing on your phone right now?

• i am learning English and we are talking about technology.

🎧 Dialogue (10 min)

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

💬 Comprehension

• What does Neil do every day?

• What is he doing now?

• Does he think it’s always good?

🗣️ Controlled Practice (10–15 min)

👉 Force grammar:

• I use my phone every day to ______

• I always ______ on social media

• Right now, I am ______

• At the moment, I am ______

👉 Contrast practice:

• I usually ______, but now I am ______

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

Now guide him to express opinions:

Ask:

• Is technology good or bad?

• Is social media powerful? Why?

• Can social media change people’s lives?

🧩 Build Simple Argumentation (VERY IMPORTANT)

Teach structure:

👉 Opinion + because

• “I think social media is good because…”

• “I think technology is bad because…”

👉 Push further:

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

Example:

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

🎯 Debate (Light)

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

Student must give:

• 2 reasons

Help with ideas:

• games 🎮

• videos 🎥

• chatting 💬

🎭 Speaking Task (Main)

Topic: My Technology Life

Student says:

1. I use technology to…

2. I usually…

3. Right now, I am…

4. I think social media is… because…

5. In my opinion, technology is…

🌎 Personal Reflection (Optional)

• Do teenagers in Brazil use technology a lot?

• Is it a problem?

✍️ Homework

Write 6–8 sentences:

“Technology in my life”

Must include:

• 3 sentences (Present Simple)

• 3 sentences (Present Continuous)

• 1 opinion

Technology & Social Media: Power or Problem?

🎯 Objectives

By the end of the class, the student will:

• Talk about technology habits

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

• Express opinions about social media

• Give simple arguments (with because)

🔥 Warm-up (5–7 min)

Ask:

• How many hours do you use your phone every day?

• What apps do you use the most?

👉 Follow-up:

• Do you think you use your phone too much?

🧠 Vocabulary (8–10 min)

Teach:

• Technology → smartphones, computers, apps

• Tech-savvy → good with technology

• Social media → Instagram, TikTok, etc.

👉 Practice:

• Are you tech-savvy? Why?

• What technology do you use every day?

📚 Grammar Focus (IMPORTANT)

🔹 Present Simple (habits)

• I check my phone every day.

• I use Instagram a lot.

• I play games at night.

👉 Ask:

• What do you do every day on your phone?

🔹 Present Continuous (now)

• I am checking my phone.

• I am watching videos.

• I am talking to my friends.

👉 Ask:

• What are you doing on your phone right now?

🎧 Dialogue (10 min)

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

💬 Comprehension

• What does Neil do every day?

• What is he doing now?

• Does he think it’s always good?

🗣️ Controlled Practice (10–15 min)

👉 Force grammar:

• I use my phone every day to ______

• I always ______ on social media

• Right now, I am ______

• At the moment, I am ______

👉 Contrast practice:

• I usually ______, but now I am ______

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

Now guide him to express opinions:

Ask:

• Is technology good or bad?

• Is social media powerful? Why?

• Can social media change people’s lives?

🧩 Build Simple Argumentation (VERY IMPORTANT)

Teach structure:

👉 Opinion + because

• “I think social media is good because…”

• “I think technology is bad because…”

👉 Push further:

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

Example:

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

🎯 Debate (Light)

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

Student must give:

• 2 reasons

Help with ideas:

• games 🎮

• videos 🎥

• chatting 💬

🎭 Speaking Task (Main)

Topic: My Technology Life

Student says:

1. I use technology to…

2. I usually…

3. Right now, I am…

4. I think social media is… because…

5. In my opinion, technology is…

🌎 Personal Reflection (Optional)

• Do teenagers in Brazil use technology a lot?

• Is it a problem?

✍️ Homework

Write 6–8 sentences:

“Technology in my life”

Must include:

• 3 sentences (Present Simple)

• 3 sentences (Present Continuous)

• 1 opinion

Lower-Intermediate Teens (A2–B1)

Topic

Talking about snacks, junk food, and guilty pleasures

Lesson Length

45–60 minutes

Lesson Goals

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

• talk about snacks they like and dislike

• use new vocabulary in conversation

• ask and answer questions about food habits

• describe a guilty pleasure

• use the phrasal verb “snack on” correctly

Target Vocabulary

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

Warm-Up (5–10 min)

Questions

Ask students:

1. What snacks do you usually eat?

2. What is your favorite sweet snack?

3. What is your favorite salty snack?

4. Do you eat healthy snacks or junk food?

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

Teacher Tip

Write students’ answers on the board in categories:

• Healthy snacks

• Junk food

• Sweet snacks

• Salty snacks

Introduction Reading

Beth and Neil Talk About Snacks

Beth: Hi Neil! Are you hungry?

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

Beth: What do you snack on?

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

Beth: Wow, that’s healthy!

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

Beth: Same here! Chocolate is my guilty pleasure.

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

Beth: I think everyone has a guilty pleasure!

Comprehension Check

Ask students:

1. When does Neil have a snack?

2. What healthy snacks does he eat?

3. What junk food does he like?

4. What is Beth’s guilty pleasure?

5. Is junk food healthy?

Vocabulary Practice (10 min)

Match the Word to the Meaning

1. snack

2. junk food

3. guilty pleasure

4. snack on

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

Answers

1–C
2–B
3–D
4–A

Controlled Practice

Complete the Sentences

1. I usually ________ fruit after school.

2. Chips and burgers are ________ food.

3. My favorite ________ is popcorn.

4. Ice cream is my ________ pleasure.

5. My dad likes to snack ________ peanuts.

Possible Answers

1. snack on

2. junk

3. snack

4. guilty

5. on

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

Students walk around and ask classmates questions.

Find someone who:

• snacks on fruit

• loves chocolate

• eats junk food every week

• likes spicy crisps

• has a strange guilty pleasure

• eats snacks while studying

Useful Questions

• What snacks do you like?

• Do you snack on healthy food?

• What is your guilty pleasure?

• How often do you eat junk food?

Pair Work Discussion

In pairs, students discuss:

1. What is the best snack for studying?

2. Is popcorn healthy or unhealthy?

3. Should schools sell junk food?

4. What snacks are popular in Brazil?

5. What snacks are popular online right now?

Grammar Focus: Present Simple for Habits

Structure

Positive

• I eat snacks after school.

• She snacks on fruit.

Negative

• I don’t eat crisps every day.

• He doesn’t snack on nuts.

Questions

• Do you eat junk food?

• Does she like chocolate?

Pronunciation Focus

Word Stress

Practice stress in:

• SNACK

• JUNK food

• GUILty PLEAsure

• CHOcolate

Have students repeat the words together and individually.

Production Activity

Create Your Perfect Snack Box

Students imagine a snack box with 5 items.

They must include:

• 1 healthy snack

• 1 sweet snack

• 1 salty snack

• 1 drink

• 1 guilty pleasure

Presentation

Students present their snack box:

“In my snack box, I have…”

Encourage follow-up questions from classmates.

Optional Homework

Writing Task

Write 8–10 sentences about your eating habits.

Include:

• your favorite snacks

• healthy food you like

• junk food you eat sometimes

• your guilty pleasure

• what you snack on while studying or watching TV

Fast Finishers

Students create:

• a healthy snack advertisement
  OR

• a “Top 5 Snacks for Teenagers” list

Teacher Notes

Possible Extra Vocabulary

• popcorn

• cookies

• candy

• soft drink

• sandwich

• yogurt

• peanuts

• chips

Common Mistakes

❌ I snack chips.
✅ I snack on chips.

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

Exit Ticket

Before leaving, students answer:

1. What new word did you learn today?

2. What is your guilty pleasure?

3. What healthy snack do you recommend?

DIY PRODUCTS/ OBJECTS

DO

IT

YOURSELF

Start with easy teen-friendly questions:

• Have you ever built something yourself?

• Do you like stick posters of your favourite soccer players?

• Have you ever helped your father installed furniture?

• Are you good at following instructions?

• What acronyms do you use online?

• Do your parents understand internet slang?

  
  

Follow-up:

“What acronym do you use the most?”

Lead-in: What Is DIY?

Write on the board:

DIY = Do It Yourself

Explain:

DIY means doing things yourself instead of paying someone.

Examples:

• painting your room

• building shelves

• fixing furniture

• decorating a bedroom

Ask:

“Would you survive building IKEA furniture alone?”

Vocabulary Presentation

1. DIY

Meaning:

Doing repairs or projects yourself.

Examples:

• “My brother loves DIY projects.”

• “I tried some DIY decoration for my room.”

2. Decorate

Meaning:

Change the appearance of a room or object.

Examples:

• “I want to decorate my gaming room.”

• “She decorated her bedroom with LED lights.”

3. Flat-pack Furniture

Meaning:

Furniture you build yourself from separate pieces.

Examples:

• “Flat-pack furniture looks easy online.”

• “The instructions were confusing.”

4. Put Something Up

Meaning:

Attach something to the wall.

Examples:

• “I put up posters in my room.”

• “We put up shelves yesterday.”

Highlight:

put up = attach to wall

5. Put Something Together

Meaning:

Build or assemble something.

Examples:

• “I put my desk together alone.”

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

Highlight:

put together = build

Quick Controlled Practice

Complete:

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

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

3. My parents want to _DECORATE_____ the kitchen.

4. DIY means “Do It _YOURSELF _____.”

Answers:

• put up

• put

• decorate

• Yourself

Reading Activity – DIY Disaster (10–15 min)

Reading Text

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

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

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

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

Reading Comprehension Questions

1. What did the family buy?

2. Why was the project difficult?

3. Who became stressed?

4. What did the student put up?

5. Did the room look good in the end?

Internet Acronyms Section

Tell the student:

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

Introduce:

Popular Teen Internet Acronyms

• LOL = Laugh Out Loud

• OMG = Oh My God

• BTW = By The Way

• TBH = To Be Honest

• IDK = I Don’t Know

• BRB = Be Right Back

• IMO = In My Opinion

• FOMO = Fear Of Missing Out

• GOAT = Greatest Of All Time

• IRL = In Real Life

Mini Reading – Teen Internet Language

Reading Text

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

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

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

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

Discussion Questions

• Which acronyms do you use most?

• Do you use English acronyms in Portuguese?

• Do adults understand internet slang?

• Which acronyms are annoying?

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

Speaking Practice – Real Conversation

Situation 1 – Room Makeover

Student explains:

• how they would decorate a bedroom

• what they would put up

• what furniture they would buy

• whether they like DIY projects

Encourage details.

Situation 2 – Online Chat Simulation

Teacher says sentences:
Student responds naturally using acronyms.

Example:

Teacher:

“I love this game!”

Student:

“OMG yes, it’s the GOAT.”

Start with easy teen-friendly questions:

• Have you ever built something yourself?

• Do you like stick posters of your favourite soccer players?

• Have you ever helped your father installed furniture?

• Are you good at following instructions?

• What acronyms do you use online?

• Do your parents understand internet slang?

Follow-up:

“What acronym do you use the most?”

Lead-in: What Is DIY?

Write on the board:

DIY = Do It Yourself

Explain:

DIY means doing things yourself instead of paying someone.

Examples:

• painting your room

• building shelves

• fixing furniture

• decorating a bedroom

Ask:

“Would you survive building IKEA furniture alone?”

Vocabulary Presentation

1. DIY

Meaning:

Doing repairs or projects yourself.

Examples:

• “My brother loves DIY projects.”

• “I tried some DIY decoration for my room.”

2. Decorate

Meaning:

Change the appearance of a room or object.

Examples:

• “I want to decorate my gaming room.”

• “She decorated her bedroom with LED lights.”

3. Flat-pack Furniture

Meaning:

Furniture you build yourself from separate pieces.

Examples:

• “Flat-pack furniture looks easy online.”

• “The instructions were confusing.”

4. Put Something Up

Meaning:

Attach something to the wall.

Examples:

• “I put up posters in my room.”

• “We put up shelves yesterday.”

Highlight:

put up = attach to wall

5. Put Something Together

Meaning:

Build or assemble something.

Examples:

• “I put my desk together alone.”

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

Highlight:

put together = build

Quick Controlled Practice

Complete:

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

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

3. My parents want to ______ the kitchen.

4. DIY means “Do It ______.”

Answers:

• put up

• put

• decorate

• Yourself

Reading Activity – DIY Disaster (10–15 min)

Reading Text

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

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

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

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

Reading Comprehension Questions

1. What did the family buy?

2. Why was the project difficult?

3. Who became stressed?

4. What did the student put up?

5. Did the room look good in the end?

Internet Acronyms Section

Tell the student:

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

Introduce:

Popular Teen Internet Acronyms

• LOL = Laugh Out Loud

• OMG = Oh My God

• BTW = By The Way

• TBH = To Be Honest

• IDK = I Don’t Know

• BRB = Be Right Back

• IMO = In My Opinion

• FOMO = Fear Of Missing Out

• GOAT = Greatest Of All Time

• IRL = In Real Life

Mini Reading – Teen Internet Language

Reading Text

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

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

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

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

Discussion Questions

• Which acronyms do you use most?

• Do you use English acronyms in Portuguese?

• Do adults understand internet slang?

• Which acronyms are annoying?

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

Speaking Practice – Real Conversation

Situation 1 – Room Makeover

Student explains:

• how they would decorate a bedroom

• what they would put up

• what furniture they would buy

• whether they like DIY projects

Encourage details.

Situation 2 – Online Chat Simulation

Teacher says sentences:
Student responds naturally using acronyms.

Example:

Teacher:

“I love this game!”

Student:

“OMG yes, it’s the GOAT.”

Start with easy teen-friendly questions:

• Have you ever built something yourself?

• Do you like stick posters of your favourite soccer players?

• Have you ever helped your father installed furniture?

• Are you good at following instructions?

• What acronyms do you use online?

• Do your parents understand internet slang?

Follow-up:

“What acronym do you use the most?”

Lead-in: What Is DIY?

Write on the board:

DIY = Do It Yourself

Explain:

DIY means doing things yourself instead of paying someone.

Examples:

• painting your room

• building shelves

• fixing furniture

• decorating a bedroom

Ask:

“Would you survive building IKEA furniture alone?”

Vocabulary Presentation

1. DIY

Meaning:

Doing repairs or projects yourself.

Examples:

• “My brother loves DIY projects.”

• “I tried some DIY decoration for my room.”

2. Decorate

Meaning:

Change the appearance of a room or object.

Examples:

• “I want to decorate my gaming room.”

• “She decorated her bedroom with LED lights.”

3. Flat-pack Furniture

Meaning:

Furniture you build yourself from separate pieces.

Examples:

• “Flat-pack furniture looks easy online.”

• “The instructions were confusing.”

4. Put Something Up

Meaning:

Attach something to the wall.

Examples:

• “I put up posters in my room.”

• “We put up shelves yesterday.”

Highlight:

put up = attach to wall

5. Put Something Together

Meaning:

Build or assemble something.

Examples:

• “I put my desk together alone.”

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

Highlight:

put together = build

Quick Controlled Practice

Complete:

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

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

3. My parents want to ______ the kitchen.

4. DIY means “Do It ______.”

Answers:

• put up

• put

• decorate

• Yourself

Reading Activity – DIY Disaster (10–15 min)

Reading Text

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

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

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

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

Reading Comprehension Questions

1. What did the family buy?

2. Why was the project difficult?

3. Who became stressed?

4. What did the student put up?

5. Did the room look good in the end?

Internet Acronyms Section

Tell the student:

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

Introduce:

Popular Teen Internet Acronyms

• LOL = Laugh Out Loud

• OMG = Oh My God

• BTW = By The Way

• TBH = To Be Honest

• IDK = I Don’t Know

• BRB = Be Right Back

• IMO = In My Opinion

• FOMO = Fear Of Missing Out

• GOAT = Greatest Of All Time

• IRL = In Real Life

Mini Reading – Teen Internet Language

Reading Text

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

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

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

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

Discussion Questions

• Which acronyms do you use most?

• Do you use English acronyms in Portuguese?

• Do adults understand internet slang?

• Which acronyms are annoying?

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

Speaking Practice – Real Conversation

Situation 1 – Room Makeover

Student explains:

• how they would decorate a bedroom

• what they would put up

• what furniture they would buy

• whether they like DIY projects

Encourage details.

Situation 2 – Online Chat Simulation

Teacher says sentences:
Student responds naturally using acronyms.

Example:

Teacher:

“I love this game!”

Student:

“OMG yes, it’s the GOAT.”

Start with questions connected to his reality.

Questions

• How much time do you spend online every day?

• What games do you play most often?

• Do you watch gaming videos on YouTube?

• Which apps do teenagers use the most today?

• Could you live without your phone for one week?

Challenge Question

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

Why?

2. Vocabulary for Discussion

screen time

The amount of time spent using electronic devices.

Example:

My screen time is about four hours a day.

mental health

A person's emotional and psychological wellbeing.

Example:

Exercise can improve mental health.

addiction

When someone feels unable to stop doing something.

Example:

Some people think social media can become an addiction.

influence

The power to affect someone's behavior or opinions.

Example:

Social media influencers have a lot of influence on teenagers.

pressure

The feeling that you must do something.

Example:

Some teenagers feel pressure to look perfect online.

content creator

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

Example:

Many teenagers dream of becoming content creators.

harmful

Causing damage.

Example:

Some online trends can be harmful.

beneficial

Helpful or positive.

Example:

Educational videos can be beneficial for students.

3. Before Reading

Ask:

Which of these can social media help with?

• Making friends

• Learning new skills

• Entertainment

• Creativity

• School projects

Which of these can social media make worse?

• Anxiety

• Sleep

• Concentration

• Self-esteem

• Stress

Explain that there may not be one correct answer.

4. Reading Article

Is Social Media Good or Bad for Teenagers?

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

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

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

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

5. Reading Comprehension

Multiple Choice

1. Why do doctors compare social media to smoking?

a) Because they have identical health effects

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

c) Because teenagers use both

2. Which problems are mentioned in the article?

a) Broken bones

b) Sleep problems and anxiety

c) Eye color changes

3. Why do some teenagers support social media?

a) It helps them connect and learn

b) It is required by schools

c) It replaces friendships

6. Teen Debate

Statement 1

Social media does more good than harm.

Agree or disagree?

Why?

Statement 2

Children under 16 should not have social media accounts.

Agree or disagree?

Statement 3

Video games get blamed for too many problems.

Discuss.

Statement 4

Parents don't understand online life very well.

Do you agree?

Why or why not?

7. Real-Life Reflection

Ask the student:

• Have you ever learned something useful online?

• Have you ever made a friend through gaming?

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

• What annoys you most about social media?

• What do adults misunderstand about teenagers online?

8. Speaking Challenge

Imagine You Are Giving a Speech at School

Topic:

"Should teenagers have limits on social media use?"

Include:

• Your opinion

• Advantages of social media

• Disadvantages of social media

• One solution

Try to speak for 1–2 minutes.

Useful Expressions

Giving Opinions

• In my opinion...

• I think that...

• Personally, I believe...

Agreeing

• I agree because...

• That's true.

• I think you're right.

Disagreeing

• I don't agree.

• I'm not sure about that.

• I see it differently.

Giving Examples

• For example...

• Such as...

• In my experience...

Final Question

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