fork out 
spend a lot reluctantly 

• I forked out a large part of my savings for my cat's medical bills this month.

splash out (on) 
spend a lot enthusiastically 

• After our wedding, we splashed out on a safari in South Africa for our honeymoon. 

pay (someone) back
return money that you borrowed from someone

• My dream is to pay my parents back for all the money they spent on my education. 

run out of
spend all your money, leaving nothing left

• Unfortunately, we ran out of money before we finished building the shed, and we couldn't pay for more materials. 

live on
have a particular amount of money that you use to buy the essentials

• Since retiring, my grandparents are able to live on their state pensions. 

get by
live with difficulty with the money you have 

• I get by with my salary, but I don't have enough to save up or treat myself to luxuries. 

save up
accumulate your money by not spending it, usually for a purpose

• My sister is saving up to buy a house.

words related: TRUST =

Questions:

1. What’s important to stand out in your cv?

   
   

3. What other tips can you give for somebody who’s going to write a Cv in your country?

1. Watch the video carefully.
2. Answer the questions below in English (or your target language):
a. According to the video, why are friendships important for our health and longevity?
b. Name two benefits of having strong friendships mentioned—do not quote directly.
c. What simple action does the video suggest we take to support our health through friendships?

3. Vocabulary in Context
Choose five of the words/phrases below and, for each:

• Write the original sentence (or close paraphrase) from the video.

• Write a translation if you’re learning a foreign language.

• Use the word in a new original sentence.

Suggested vocabulary:

• steady

• boost

• social connections

• buffer stress

• cognitive health

• mortality

• susceptibility

✅ Example

Let’s take steady:

• From the video: “Friends are not only fun to be around, having a steady group can help you live longer.”

• Translation (Portuguese): “companhia constante”

• My sentence: “I rely on a steady routine of daily walks to keep my mind clear.”

Tips for Vocabulary Work:

• Focus on context—understanding how the word is used.

• Think of synonyms/antonyms to deepen your grasp.

• Try to use the new vocabulary in your everyday conversations or writing this week.

how close relationships impact health and longevity, using natural English phrases, speaking practice, and vocabulary from the TED Talk.

🧠 Warm-up (5–10 min)

Ask your student:

• “What do you think matters most for a happy life?”

• “Have you heard of any long-term studies on happiness or health?”

• “Do you think friendships affect how long we live?” Why or why not?

🎥 Video Activity (15 min)

Watch together or assign before class:

TED Talk – Robert Waldinger: What makes a good life?

• What the study discovered about happiness

• The role of friendships and social connection

After watching, ask:

1. What surprised you about the findings?

2. What kind of relationships seem to matter most?

3. What habits from the study could you adopt in your own life?

🗣️ Speaking Practice (10–15 min)

Ask your student to respond to one or more of these speaking prompts, trying to use new vocabulary and phrases from the talk:

• “Describe someone who brings long-term happiness into your life.”

• 
  

• “Can you think of a moment when friendship helped you through a hard time?”

• “Do you think modern life makes close relationships harder to maintain?” Why?

Encourage the use of phrases like:

• “What really matters isn’t wealth or fame, but strong relationships.”

• “Close connections protect our minds and bodies.”

• “Social ties can buffer us against life’s difficulties.”

• “Loneliness kills—it’s as powerful as smoking or alcoholism.”

You could even role-play a short podcast or interview.

📘 Vocabulary in Use (10 min)

Focus on 5–7 phrases or words from the TED talk. Here's how to work with each:

1. Say the word/phrase and give a quick explanation in English.

2. Ask her to explain it in her own words.

3. Ask her to use it in a real or invented sentence.

Examples:

• “Buffer against” – to protect or reduce the impact of something

• “Meaningful connections” – deep relationships that matter emotionally

• “Loneliness kills” – isolation has a serious negative impact on health

• “Quality of life” – the general well-being of a person

• “Longitudinal study” – a study that continues over many years

  
  

Optional: assign a few of these as homework (write a short paragraph using 3).

🔁 Wrap-up and Review (5 min)

Ask:

• What’s one idea from the talk that you’ll remember?

  
  

  Emanuelle's answer:

  I´m going to (i´m gonna) remember the supremacy of the quality of relationships that is more important than the quantity of them. To make a real impact on our quality of life, the quality to bond with others. And to make meaningful connections, of course you´ve got to be careful and take care of the relashionship because is necessary. I personally felt it before the contact with the longitudinal study explored on the talk.

  
  

• Can you teach me one new phrase you learned today?

• Do you think you’ll reflect more on your relationships after this?

✍️ Optional Homework:

Write a short paragraph:
“How do technology and social media affect the quality of our relationships?”

Emanuelle's answer:

The possibility to integrate new technologies could be seen as a priviledge. But also life nowadays is integrating them in our relashionships and it could be a challenge, specially when we talk about people that experimented one life without them. In some cases the social media can be one hero for relashionships, reducing the distances and giving the opportunity to be part of a routine from someone even when we are not close, bringing the feeling that is possible to get together even when it's not in person . another way, the necessity to have deep relationships also in the virtual context, as a duty, could be exhaustive, speacially beacuse it is not necessary and will be one plus in quallity.

➡ Use at least two new vocabulary items and one expression from the TED Talk.

WORD BANK:

as we are/a lot of burdens/it´s tough/straight forward/get together

volunteer work/ afford trips/affordable/troubled groups/sort of elite/priviledge/ to bond with.

future best self/major life goals/ to lean into work/ vast amounts/ track lives/unfold through life/ family feus/ social ladder.

🎥 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?

• Can you see disadvantages to presenting adversity?

• Are institutes biased toward Silver Spoon candidates?

Homework Options:

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

  Emanuelle's answer:

  
  

  I'm Emanuelle and I'm happy with your visit on my profile. Here I try to share a little about my professional learnings and some experiences that I had experimented on my journey. To start, I kickstarted my career as a Junior Enterprise Movement, and it was an important hands-on experience that gave me the possibility to solve problems while I was developing people as a leader. One huge case that I solved was the necessity of making the high engagement, motivation, and performance of my team in the context of the COVID-19 pandemic. It was the first time that my team and i worked in the remote format, and an important part of our management relied on the face-to-face contact.
  This situation was not described on the coachings, but despite the defiant context, it made me grow up a lot, building a humanized management style. We also won the big challenge of having visibility about the actions from the team and taking control remotely of them.
  Today I'm working to improve my skills as a leader with a data-driven focus. I'm also graduated in Law, and now I'm doing an MBA in ESG and Sustainable Business at USP-ESALQ.

• 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.

🎯 1.

Developing a Clear, Focused Thesis

Teach her to:

• Craft a strong, arguable thesis statement that goes beyond description.
  🔹 “This essay argues that while scrappers often succeed due to resilience, silver spoons benefit from early access to networks that influence long-term opportunities.”

🔧 Tip: Use a brainstorming session with prompts like:

• What is the main argument?

• What misconception are you challenging or confirming?

🧱 2.

Paragraph Structure: PEEL / TEEL

Each paragraph should follow a logical structure:

• Point: Topic sentence

• Evidence: Quote, data, or example

• Explanation: Analysis, significance

• Link: Transition to the next idea

Example:

📝 While scrappers often lack early financial resources, their environments may develop unique psychological resilience. According to XYZ Study, individuals from lower socioeconomic backgrounds displayed higher adaptability…

🔗 3.

Using Cohesive Devices and Academic Connectors

Teach her to use advanced linkers and academic vocabulary:

• To compare: “Conversely,” “In contrast,” “Similarly”

• To argue: “It could be argued that…”, “One might contend…”

• To conclude: “Ultimately,” “In sum,” “This suggests that…”

📘 Provide a handout or worksheet with grouped connectors.

📚 4.

Incorporating Evidence Thoughtfully

Rather than just quoting, encourage her to:

• Introduce evidence with context

• Integrate short quotes smoothly

• Analyze and comment after the quote

Example:

🗣 As Malcolm Gladwell notes in Outliers, “Success arises out of a predictable and powerful set of circumstances and opportunities.” This quote highlights that systemic advantages often shape high achievement.

💭 5.

Critical Thinking & Nuance

Train her to:

• Acknowledge multiple perspectives (e.g., silver spoon privilege vs. scrapper struggle)

• Use hedging: “arguably,” “suggests,” “may indicate”

• Show the limitations of both views

Prompt her with questions like:

• Are there exceptions to your argument?

• How might a silver spoon also face hidden challenges?

🔄 6.

Revising and Self-Editing Techniques

Introduce techniques like:

• Reverse outlining: Does each paragraph match the thesis?

• Reading aloud: Helps catch awkward phrasing or gaps

• Peer feedback or simulated peer review with your help

🧠 7.

Building Academic Voice

Encourage her to:

• Avoid casual phrasing (“a lot of people think…”)

• Vary sentence structure

• Use formal synonyms (“utilize” instead of “use”, “individuals” instead of “people”)

🛠️ Optional Practice Activities

1. ✍️ Compare and Contrast Prompt:
   Write a paragraph comparing the advantages of silver spoons with the adaptive strengths of scrappers.

2. 🔄 Thesis Rewrite Drill:
   Give her weak theses to rework into stronger, more argumentative ones.

3. 🎯 “Spot the Weak Paragraph” Game:
   Share poorly structured paragraphs and ask her to rewrite them.

🌟 Lesson Theme: Emotional First Aid

Level: Advanced

Duration: 60–90 minutes

Focus: Listening comprehension, emotional vocabulary, reflective speaking, and persuasive writing.

Resource: Guy Winch TED Talk

word bank:

splurge = give intensity in the context/ splash out/ spend (steep = expensive)

occur, rolled around, distort, set someone up, poses, mislead, squealed, setback, drag someone out, demoralized, upscale, shortcoming, harsh, urge, thrive

🧠 Warm-Up (5–10 min)

Ask your student:

• What do you usually do when you get physically injured?

• i will clean my wound, put some medicine on it like an oinment for example.... and if it is really an emergency i will look for a doctor.

• Do you think we treat emotional pain with the same care? Why or why not?

• yes, i believe i cry and then i look after my sister to share with her my emotional pain.

Let them speak freely — gently guide them to start using words like emotional pain, neglect, self-care, recovery, support.

🎧 Listening Task (10–15 min)

Have your student watch the first 5–7 minutes of the TED Talk (with or without subtitles). Ask them to take notes on:

• Emotional wounds mentioned by Guy Winch

• Surprising statistics or facts

• One example from his personal or clinical stories

🗣️ Guided Discussion (20–25 min)

Use these open-ended questions to encourage meaningful conversation:

1. “Guy Winch compares emotional hygiene to dental hygiene. Do you agree with this comparison?”

   
   

2. “Why do people tend to ignore emotional injuries?”

   
   

3. “What are the risks of rumination, according to the speaker?”

   
   

4. “Have you ever gone through a situation where you needed emotional first aid but didn’t receive it?”

   
   

5. “What small emotional habits could people adopt to care for their mental health daily?”

   
   

Encourage follow-up with phrases like:

• “Can you tell me more about that?”

• “How did that affect your thoughts or behavior?”

• “What advice would you give someone going through the same thing?”

🧾 Vocabulary Boost: Emotional Language Bank

During the discussion, introduce and encourage use of these words:

• emotional hygiene

• emotional wounds

• self-criticism

• rumination

• self-worth

• coping strategies

• resilience

• rejection sensitivity

• self-affirmation

• vulnerability

Ask them to choose three of these terms and use them in personal examples.

✍️ Reflection Prompt (Homework or Final Task – 15 min)

Have the student choose one of the following and write or speak for 3–5 minutes:

1. Describe an emotional wound you’ve experienced and how you dealt with it.

   
   

2. Write a short letter to your younger self, offering emotional first aid.

   
   

3. Propose a campaign to teach emotional hygiene in schools — what would it include?

   
   

🎯 Wrap-Up

Ask:

• What’s one idea from the talk that stayed with you?

• What would practicing emotional first aid look like in your daily life?

Optional closing challenge: Try using emotional first aid on yourself this week and reflect on how it felt

Homework: unknown word

spotting favoritism

starving

stool

shoelaces

remaiede

affords

plurgeaching

solely

demoralized

________________________________________________

Verbos / Ações

• grow – crescer (no presente)

• grew – cresceu (passado de grow)

• spotting – notando, detectando / a place to be spotted

• extra meaning: he came very angry and asked me many questions on the spot.

• starving – morrendo de fome/ i am starving.

• glanced down – olhou rapidamente para baixo/ come and glanced down on my project before you leave.

• window shopping/ i am just browsing

• scrambles – se apressa / se move rapidamente (geralmente confuso)

• scrambled eggs

• reach out – entrar em contato / estender a mão

• i went to your office but i couldn´t reach you out.

• splurge – gastar demais (normalmente por prazer)

• normally i don´t buy anything in the mall, but since i won the lottery i have been splurging.

• tricked – enganado

• i have been tricked by a person before.

• triggered – acionado / provocado (emocionalmente ou fisicamente)

• encounter – encontrar / se deparar com

• chew – mastigar

• recover – recuperar-se

• thrive – prosperar / crescer com força

• bleeding – sangrando

• allow – permitir

• seemed – parecia

• damage – danificar

✅ Substantivos

• stool (mobile) – banquinho (móvel pequeno para sentar ou apoiar coisas)

• toddlers – crianças pequenas (entre 1 e 3 anos)

• slide – escorregador (brinquedo) ou escorregar

• self-esteem – autoestima

• rates – taxas, índices

• urge – impulso, desejo forte

✅ Adjetivos / Descrições

• slightly – levemente

• barely – quase não / mal

• surrounded – cercado

• aware – consciente

• trustworthy – confiável

• unpleasant – desagradável

• demoralized – desmoralizado

• defeated – derrotado

• harsh – duro, severo

• fulfilled – realizado, satisfeito/ completo

✅ Outras palavras úteis

• sustain – sustentar, manter

• which – qual / que

• though – embora / no entanto

• remained – permaneceu

• afford – poder pagar / arcar com algo

• whenever – sempre que

• below – abaixo

• shined – brilhou

• whatsoever – absolutamente nenhum(a), de forma alguma

• further – mais adiante / mais profundo

• dozens – dezenas

• 
  

• 
  

• 
  

• 
  

  
  

Level: Upper Intermediate–Advanced
Duration: 60–75 minutes
Skill Focus: Written discourse, emotional vocabulary, synthesis, and reflection
Resource Base: Guy Winch’s TED Talk “Why We All Need to Practice Emotional First Aid”

🔄 Warm-Up Review (10 min)

Oral task — Re-activate understanding
Ask your student to explain, in her own words:

1. What is emotional hygiene?

2. What kind of emotional wounds did Guy Winch talk about?

3. What is rumination and why is it harmful?

4. Which idea or phrase from the TED Talk impacted you the most?

Gently correct and guide language toward precision. Encourage her to naturally use vocabulary she collected: e.g., setback, drag someone out, urge, shortcoming.

word bank:

📝 Main Task: Structured Written Discourse (35–40 min)

Objective: Build a short, coherent, reflective piece using vocabulary and TED Talk concepts.

💡

✨ Task Title: "How Emotional First Aid Helps Us Thrive"

Treating your emotional wounds is really important to make the people feel great , go ahead and follow their objectives. When we feel that we can do it and we are not neglected and we are able to do, we can do our best.

I have one huge problem that is ruminating myself a lot. I'm really good overthinking about some mistake that i made. My last self-criticism in excess was one problem from my business , i was late to define the subject of my actual project, and it made all my deadlines went behind. And i was like: so, "sorry team, my mistake" and l would be like"so, let´s do one new mvp and follow up the project to finish it well". Sometimes is hard to accept my vulnerabilities.

One incredible point that Guy showed and i didn't spot was about our faillure and teaching to the kids how to do their own mental hygiene, and how it can make big impacts for all of us in our lives. I reflect a lot about myself now and i wonder, how it could help me in a lot of contexts. I totally agree with him.

"One emotional injury I’ve faced that taught me something was when the covid-19 started and i focused a lot in my job and i almost had one burnout, so unfortunatelly i didn't have the help at this time, i just had luck finding the solution that i was trying to solve in my job. But some months ago i look for help to treat myself because i recognize that i almost fell apart."so, emotional hygene can make you see the reality of many responsibilities in your life.

• "Winch’s idea that we would never ignore a physical wound but often ignore emotional ones really made me think to necessity of share this talk …"

• "To thrive emotionally, I believe we need to…"

  
  

💬 Optional Speaking Add-On (10–15 min)

Ask her to read part of her writing aloud and reflect on:

• Which word from the vocabulary list was the hardest to use naturally?

• Did writing this change how you think about emotional pain?

• What’s one habit you could realistically add to your week to support emotional hygiene?

✅ Feedback Guide (Teacher Notes)

When reviewing her writing, look at:

• Structure: Are ideas organized and logical?

• Vocabulary: Are target words used naturally and correctly?

• Tone: Is the voice reflective, mature, and persuasive?

• Grammar: Are verb tenses, connectors, and prepositions well used?

You can write feedback using these tags:

• 🌟 Great vocabulary use

• 🔄 Try rephrasing this idea

• 🧠 Strong insight

• 🛠️ Grammar tweak needed here

🧠 CLASS PLAN –

“Being Organised at Work”

🎯 Objectives:

• Boost precision with time-sensitive planning and deadline expressions

• Use complex structures (conditionals, modals for suggestion/necessity)

• Strengthen vocabulary around project organisation, planning, and accountability

• Encourage nuanced, professional communication strategies

🔹 Part 1 – Warm-up & Brain Activation (10 min)

Ask:

• Do you think being overly organised can slow innovation?

• not following the flow can worsen the the innovation. Organization helps me to concrete things and i am afraid that if i keep this way things can not become innovative and organization must stick together with moderation.

• What tools do you use for time/project management?

• virtual calendar, i am obligated to use and follow my compromises and schedules; i must carry my note book with me.

• Would your coworkers describe you as reliable with deadlines?

• i think they think i am reliable with dealines.

• meet deadlines

Optional mini-task:

“Describe the worst-planned meeting or project you’ve participated in. What went wrong?”

the background is engeneering./ law

my role in the company is the director od sales

last minute

🔹 Part 2 – Advanced Workplace Vocabulary (10 min)

📘 Present and workshop these key terms:

• Contingency planning

• Firm deadline vs. flexible timeline

• Backwards planning – setting deadlines by starting from the end goal

• Stakeholders / bottlenecks

• Red flag – warning sign

• Touch base / circle back / loop someone in

• Deliverables / rollout / alignment

🧩 Mini-Challenge:

“Explain these concepts as if you were training a new employee.”

🔹 Part 3 – Listening Analysis / Guided Reading (10–12 min)

🧏‍♂️ Use one or two extracts from the BBC Learning English “Organisation” episode, or simulate the dialogue yourself.

(If not using audio, create a printed/email extract of 2–3 short paragraphs.)

Task:

• Highlight tone, formality, and clarity of delegation

• Identify modal verbs, suggestions, and negotiated deadlines

💬 Sample phrases to extract:

• “If we aim for delivery by Friday, we’ll need a contingency buffer.”

• “Can we pencil it in for now and confirm mid-week?”

🔹 Part 4 – Discussion + Structure Focus (15 min)

💼 Scenario Discussion (use real-life tone):

“You’re leading a cross-functional project with tight deadlines and multiple deliverables. A key person is falling behind. What’s your approach to re-organising?”

👀 Focus on:

• Use of modals (must / might / should / need to)

• Conditional strategies: “If we move this to next week, then…”

• Pausing and checking for understanding: “Is that clear on your end?”

Optional language target:

• “Let’s clarify action points.”

• “What are your non-negotiables on this?”

🔹 Part 5 – Strategic Roleplay (15–20 min)

🧑‍💼 Roleplay: Project Kick-off

You and your student co-plan a fictional team project. Each has a role (you: manager, them: strategist/designer).

📋 Define:

• Scope of project

• Timeline and key deliverables

• Risks and contingencies

• Communication plan

💡 Encourage high-precision speech:

• “To stay aligned, I propose we…”

• “Assuming there’s no delay, we should be good by…”

🧩 Option: throw in unexpected issues mid-discussion (e.g. delay in materials, stakeholder change, etc.)

🔹 Part 6 – Writing or Speaking Output (10–15 min)

🎯 Writing task (optional homework or final 10 min):

“Write a professional email to a client explaining that a timeline must shift due to an unforeseen obstacle. Suggest a revised plan and express accountability.”

💬 OR

🎤 Summary Speaking Task:

“Summarise your project plan in 5 sentences. Use formal tone and at least 3 new phrases from today’s class.”

🧩 Optional Extension

• 📥 Email chain simulation: You write a task briefing email. Student replies with clarification questions and deadline suggestions.

• 🛠️ Use an authentic tool, like Notion, Trello, or Excel, and practice vocabulary in context.

💼 Class Title: Pitching Your Ideas – Language for Work

🎯 Lesson Objectives:

• Learn and apply vocabulary and expressions used when pitching ideas at work

• Practice useful grammar for making suggestions and expressing intention

• Build fluency through roleplays and guided discussions

🕒 1. WARM-UP DISCUSSION (10 min)

Ask your student:

• Have you ever had to pitch or present an idea at work?

• Was it stressful or exciting?

• What helps someone sound confident and clear when sharing an idea?

🧠 2. VOCABULARY & PHRASES (15 min)

💬 Useful Expressions from the Episode

Match the expressions to their meanings:

1. Elevator pitch

2. Stick to the brief

3. Gauge someone’s opinion

4. Fills that gap

5. Build on previous success

6. Satisfy a need

7. Act fast

a) Present a clear idea quickly and concisely

b) Respect the requirements and guidelines given

c) Ask someone for feedback or reaction

d) Improve something by adding or evolving

e) Respond to what is missing or needed

f) Solve a problem that customers or users are experiencing

g) Move quickly to take advantage of an opportunity

💡 Practice:

Use the expressions above to complete:

1. I’ve been thinking about what we’re missing in our product, and I believe this idea really ______.

2. If we ______, we could be the first company in our region to launch this service.

3. This new campaign will ______ our need for stronger brand recognition.

⚙️ 3. GRAMMAR FOCUS:

Intentions & Suggestions

(15 min)

🎯 A.

Using “want to”, “would like to”, “plan to”

These verbs are useful when stating your goals in a pitch.

I want to create a better user experience.

I would like to improve our communication flow.

We plan to test this feature next quarter.

🔁 Rewrite and Practice:

1. I think we should redesign the website.
   ➡️ I want to redesign the website to improve user experience.

2. Maybe we can improve customer service.
   ➡️ We’d like to improve customer service with a chatbot.

3. We might try adding a new feature.
   ➡️ We plan to add a new feature for mobile users.

🎯 B.

Softening Opinions & Being Diplomatic

We’ve come a long way, but I think this could take us further.

I don’t mean to criticize, but maybe we could explore another direction.

I want to build on our past success with something new.

💬 Practice:

• Rewrite this idea to sound more polite:

“The old idea doesn’t work. We need a better one.”

➡️ The previous solution helped us a lot, but I think it’s time to try a new approach.

🎤 4. ROLEPLAY: PITCH YOUR IDEA (15 min)

🎯 Scenario:

Your boss has asked the team to come up with ideas to improve internal communication. Your student will prepare and deliver a short elevator pitch.

Step 1 – Plan (3–4 minutes):

Use this guide:

• Opening:
  

  • Have you ever noticed…?

  • I’ve been thinking about…

    
    

Hello Ramirez, how are you? I think that the last time that we was together was in that meeting where you shared with us our necessity to improve ou internal communication. In purpose i had one insight about it.

• Intention:
  

  • I want to… / We plan to…

    
    

I would like to propose the realization of 3 short reunions every week. One on monday, to align the objectives and actions for the week. Another on wendnesday to make one follow up and at last one on friday to collect with the team our rights and opportunites of improvement.

• Benefits:
  

  • This could help us…

  • I believe it fills the gap in…

I believe that it will help us to give more clarity about what we are doing as a team and create more engagement while the people will fell more envolved in everything.

• Ending:
  

  • If we act fast, we can…

  • I’d love to hear your thoughts on this.

i would love to know what you thought about it. Could I schedule one time in your agenda?

Step 2 – Pitch & Feedback

• Your student delivers the pitch (2–3 mins).

• Give feedback on vocabulary, grammar, and clarity.

• Optional: switch roles (you pitch, student gives feedback).

💬 5. DISCUSSION QUESTIONS (10 min)

1. What makes a pitch more persuasive: the idea or the speaker’s confidence?

2. Do you prefer formal presentations or casual brainstorming? Why?

3. How can someone become better at expressing their ideas in meetings?

4. Should we always pitch ideas as individuals, or is teamwork better?

Encourage use of:

• Vocabulary from today

• Grammar of intentions, suggestions, and politeness

🏁 6. WRAP-UP (5 min)

Ask:

• What was your favorite expression from today?

• How can you apply this in real work situations?

• What part of pitching do you still find challenging?

✍️ Optional Homework

Writing Task (100–150 words):

Write a short pitch for an idea that improves the work environment in your company. Use:

• At least 3 expressions from the vocabulary section

• 2 structures with want to / plan to / would like to

• 1 diplomatic or polite expression

Hello Ramirez, how are you? I was thinking about new ways of generating revenue for our business when I had this insight: we can sell the biogas produced by the UASB reactor. With it we can reuse something instead of throwing it away. I know one enterprise specialized in this type of negotiation and it works with other big companies such as Ambev and Heineken. I really would like to know your opinion about it. Could I schedule an hour in your agenda? I want to show you my presentation about it.

✅ (Answers: 1a, 2b, 3c, 4e, 5d, 6f, 7g)

🎯 Objectives

• Develop strategies for talking about misunderstandings.

• Learn and practise useful phrases/chunks to clarify or check understanding.

• Discuss personal experiences of miscommunication.

1. Starter (5–7 min)

Ask:

• What do you do if you don’t understand something at work? (from your starter)

• How do you feel when someone misunderstands you?

• What’s worse: not understanding or being misunderstood? Why?

2. Reading/Listening (10 min)

Use a shortened part of the transcript. Example extract:

Pippa: Imagine your boss has given you a task, but you’re not sure if you’ve understood correctly. You don’t want to do it wrong, but you also don’t want your boss to think you’re not good enough. What should you say?

Phil: You could just ask: “Can I just check that I’ve understood that right?”

Pippa: Yes. Or: “I’m sorry, could I just clarify?” It’s better to check than to do it wrong.

Task:

• Student reads and underlines all the expressions for checking understanding.

• Quick follow-up: Which phrases sound polite? Which sound more direct?

3. Language in Use: Chunks for Clarifying (15 min)

Write a mini-bank on the board/screen:

🔹 Checking you understand

• Can I just check I’ve understood this right?

• I just want to be sure I’ve got you 100% right. Do you mean…?

• I’m not sure I follow you. Could you explain a bit more?

🔹 Checking they understand you

• Does that make sense?

• Let me make myself clear. What I mean is…

• If any of this is confusing, let me know.

🔹 Repairing misunderstanding

• Sorry, I think we got our wires crossed.

• Let’s just clarify what we agreed.

• So, what I understood was… is that right?

Practice ideas:

1. Matching task → teacher reads a situation, student chooses which chunk to use.

2. Drill for natural intonation (especially the polite forms).

4. Discussion & Personalisation (20 min)

A. Roleplays
Give scenarios and ask the student to react using chunks:

1. Your boss gives you a long task but you’re not sure what to do.

2. A colleague explains a process in a meeting and you don’t understand.

3. You send an email with instructions, but later you think colleagues might be confused.

B. Open questions for discussion

• What was the biggest misunderstanding you’ve ever had at work?

• How did you solve it?

• Do you think misunderstandings are more common in international teams? Why?

• Is it always good to admit you don’t understand? When is it risky?

5. Wrap-up & Reflection (5 min)

• Review the key phrases (maybe ask the student to repeat their top 3).

• Final reflection: Next time you have a misunderstanding, which phrase will you try first?

workshop

black market

farewell party

Negotiating is not only about money. It is a skill we use every day, often without realizing it. When you ask your boss for more time to finish a project, when you and a friend decide which restaurant to go to, or when you agree with a partner on holiday plans — you are negotiating.

In the professional world, negotiation is often associated with contracts, salaries, and sales. But at its heart, it is about finding a balance between two sides. A successful negotiation usually ends with both parties feeling satisfied, even if neither got exactly what they wanted.

There are many styles of negotiation. In some cultures, people value directness — they say exactly what they want. In others, people prefer indirect strategies, using polite language, pauses, or silence to communicate. What feels “polite” in one country can seem “weak” in another.

One key tactic is preparation. Skilled negotiators are clear about what they need, what they want ideally, and what they are willing to accept as a minimum. This is sometimes called their “walk-away point.” Another important factor is language. Phrases like “We might be able to…” or “Would you consider…?” make a proposal sound softer, friendlier, and more professional than direct commands.

Finally, negotiating is not about “winning” or “losing.” It is about building relationships. If one side feels cheated, the agreement will not last. But when both sides feel respected, the result can lead to stronger partnerships in the future.

💬 Discussion Questions

1. Do you think negotiating is more about communication or psychology? Why?

2. What negotiation styles are common in your culture? Are they effective?

3. Have you ever walked away from a negotiation? Was it the right decision?

4. Can being “too polite” make you a weaker negotiator?

1. Warm-up (5–7 min)

• Quick chat:

  • Have you ever negotiated something in English?

  • Do you enjoy negotiating, or do you find it stressful? Why?

  • Is negotiation in your culture direct or indirect?
    👉 Elicits personal experiences + cultural comparison.

2. Vocabulary & Phrases in Use (10 min)

Highlight useful chunks from transcript:

• Let’s get down to business. (starting a negotiation)

• We’ve got to cover our costs. (persuading)

• We have to be realistic about our budget. (persuading)

• OK, we can go with five pounds. (accepting)

• It was great doing business with you. (ending politely)

👉 Activity: Match the phrases to stages of a negotiation: Start – Persuade – End.
👉 Quick role-play: Student uses 1 phrase for each stage.

3. Grammar in Context (10 min)

Focus: Modals for softening in negotiations

• We could offer you… (instead of We offer you…)

• We might be able to…

• Would you consider…?

• I’d love to, but…

Mini-practice:

• Rewrite direct phrases to be more polite/negotiation-friendly:

  1. This price is too high. → I’m afraid this might be a little high.

  2. We can’t pay more. → We wouldn’t be able to pay more.

  3. Give me a discount. → Could you offer a discount?

👉 Student practices making direct → softened versions.

4. Listening/Reading Focus (7 min)

• Read or play a short section (the part about cover our costs / budget).

• Task: Identify the tactics (justify, shift responsibility, soften with “we”).

• Discuss: Why do these tactics sound more professional?

5. Discussion & Simulation (15 min)

Part A – Discussion

• What makes a good negotiator?

• Which is harder: negotiating for money, or negotiating for time/resources? Why?

• Is it possible to be polite and firm at the same time? How?

Part B – Role-play Simulation

Scenario:

• Student = freelancer offering a service.

• Teacher = client negotiating price.

• Round 1: Student asks for a high price. Teacher negotiates down.

• Round 2: Swap roles.

Encourage use of:

• Starting phrases: Let’s get down to business…

• Persuading with modals: We might be able to… / Could you…?

• Ending politely: I look forward to working with you.

6. Wrap-up & Reflection (5 min)

• Quick review: Vocabulary + Modals.

• Ask student:

  • What phrases do you want to “steal” and use in your real negotiations?

  • What is one cultural difference between negotiations in English and in your country?

7. Homework

• Write a short email (150 words) negotiating a freelance rate.

  • Include: polite opening, clear offer, persuasive justification, polite close.

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)

• 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?

• threat - threaten -threatening

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 hadn´t accepted to work in MS, I would have been unhappy with my career.

• if you had traveled and studied in an elite university in the USA, I WOULD HAVE BEEN TERRIFIED WITH THE NEWS.

6 HOMEWORK

• Should elite universities protect foreign students even if it means clashing with government policy?

Answer: Depends of the context. In general, as any institution based in one territory, the university needs to follow the the local law. But, in this case it's clear that the U.S. government is disrespecting one of the major rights of U.S. citizens: private liberty. So, in my opinion, in this situation it would be possible for Harvard to protect its foreign students, considering that U.S. law allows this construction.

• 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.

📘 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?

🔹 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?

• unless these politicians are informing something that is previously confirmed by an especialist.

• 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 this idea of the link with tylenol as a cause of autism.

• Trump needs a daily dose of good sense of everything.

• Experts debunked the idea of sharing misinformation with the use of tylenol

  
  

4. Comprehension Questions (5–7 min)

1. What claim did Trump make about Tylenol and autism?

--> pregnant women are suffer the risk of babies be born with autism.

1. How did medical experts react?

--> they said his remarks were unsettling and they didn´t give any evidence on that claim.

1. What other controversial health suggestion did he make in the past?

--> about the disinfectant vaccines for covid19.

1. According to the text, what should guide public health decisions?

--> politicians with power and influence can monitor and advice the nations around the world.

5. Discussion (15 min)

Small debate / conversation prompts:

• Should politicians be punished if they spread false medical information?

--> punishment - it´s on the hand of a severe law to protect us from false medical advice.

• Why do you think some people believe politicians more than doctors?

-->

• How can society protect people from misinformation 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 - push back- a dose- debunk - unsettling- autism - scepticism-

"Should politicians talk about medicine and health in your country?

✅ Homework idea: Write a short opinion article

- push back[Ed1] - a dose- debunk [Ed2] - unsettling[Ed3] - autism - scepticism[Ed4] -

"Should politicians talk about medicine and health in your country?

É evidente que, enquanto representantes do povo, os políticos devem ter conhecimentos sobre diferentes pautas sociais. Contudo, também é necessário que esse poder vem acompanhado do dever de usá-lo com responsabilidade, e isso inclui a o compartilhamento apenas de informações que sejam verídicas.

It’s evidente that politicians needs to have knowledge about a lot of topics. But, it’s also necessary reforce that their power comes together with the duty of use this power with responsability and its include the compromisse of share Only true facts.

Contudo, infelizmente, com um cenário político tão precarizado, com formação de lideranças com cada vez menos preparo, é muito comum que alguns líderes compartilhem inverdades sobre diversos temas, inclusive sobre medicamentos e demais questões de saúde pública.

XX, unhappy, in one politc scene so deficient, with representants with poor prepare, is really commun see some liders sharing lies about a loto f thems that they dont have prepare to talk about. One exemple about it is Trump’s claims (des)informing about the autism origin in babies while the pregnancy.

No Brasil é permitido que os políticos discursem sobre esses temas, contudo, na minha opinião, eles deveriam usar este espaço para divulgar apenas verdades. Em minha opinião eles podem falar sobre qualquer tema, desde que tenham propriedade sobre eles, no limite da sua instrução sobre a pauta e com a responsabilidade que o alto poder de influência exige.

In Brazil is allowed politics claims about this type of topic. I’m not Against the possibility of them talk about Every topic, but i believe that they Only would do that if they have propier to talk about the topic, considering their high power of influency.

Acredito que faça parte do jogo político compartilhar informações que favoreçam seu posicionamento, mas não pode-se abrir mão da ética nessas situações e, em razão disso, mentiras não podem ser compartilhadas. Infelizmente, em razão desse cenário, cabe a população uma dose de ceticismo, sempre questionando antes de acreditar piamente em algo dito por um político.

I also believe that is part of the political game the politician choose to share informations that benecian him/herself. But itsnot allowed let the ethical go away and share lies. Unfortunely in the reality the population needs a dose of scepticism, pushing back and Always checking what is por detrás the claims

☀️

Solar Energy

Solar energy is generated by turning sunlight into electricity. Solar panels contain special materials that absorb sunlight and release electrons. This process creates direct current (DC) electricity. An inverter then converts it into alternating current (AC), which is the type of electricity we use at home.

The energy can power the building directly, be stored in batteries, or be sent to the electrical grid, so that other homes and businesses can use it. Even on cloudy days, solar panels can keep producing energy.

💨

Wind Energy

Wind energy is produced by wind turbines, which use the movement of air to generate electricity. When the wind blows, it turns the rotor, the large set of blades at the top of the turbine. The rotor is connected to a shaft, and when the rotor spins, it turns the shaft as well.

The shaft powers a generator, which transforms this mechanical movement into electricity. The electricity is then transmitted to the grid, where it’s distributed for general use.

🌍

Why It Matters

Both solar and wind energy are clean, renewable sources. They don’t rely on burning fossil fuels, and they help reduce greenhouse gas emissions while providing sustainable electricity.

✏️ Vocabulary Practice — Wind and Solar Energy

A. Fill in the blanks with the correct word:

(grid – shaft – rotor)

1. The blades of a wind turbine are attached to the __________, which spins when the wind blows.

2. The __________ connects the rotor to the generator and transfers mechanical energy.

3. Electricity produced by solar panels and wind turbines can be sent to the electrical __________ for distribution.

⸻

B. Match the words to their meanings:

1. Grid

2. Rotor

3. Shaft

a. A central system that distributes electricity to homes and businesses.

b. The rotating part of a wind turbine that captures wind energy.

c. The long mechanical rod that connects the rotor to the generator.

🌍

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?

• What factors might explain Europe and the US increasing their use of coal recently?

• What are the social and economic consequences of a global shift to renewable energy?

• Do you believe renewable energy can fully meet the world’s electricity demand by 2030? Defend your position.

• What technological or political changes are still needed to accelerate this transition?

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)

Essay Prompt:

“Renewable energy is no longer an alternative — it is becoming the norm.”

Discuss the opportunities and challenges this shift presents for governments, businesses, and individuals. Support your arguments with examples.

Requirements:

• 200–250 words

• Formal register

• Clear structure (introduction, body paragraphs, conclusion)

• Use at least five of the vocabulary words from the lesson

6. 🌱 Optional Extension

• Watch a short BBC Learning English or Guardian video on renewable energy milestones and discuss key points afterward.

• Research and prepare a short oral report (2–3 minutes) about your country’s renewable energy goals, policies, or challenges

Answers: 1–False, 2–True, 3–False, 4–True)

🌍 Lesson Plan:

Ethics and Modern Society – How Supply Chain Transparency Can Help the Planet

Level: Upper-Intermediate (B2)

Length: 70–90 minutes

Skills: Listening, speaking, reading, vocabulary, critical thinking

Source: TED Talk – Markus Mutz: How Supply Chain Transparency Can Help the Planet

🎥 Link to video

1. Warm-Up (10–15 minutes)

Begin by asking students a few reflective questions:

• What does the word “ethical” mean to you when it comes to business?

consumption is a reality.

• Should companies be held responsible for what happens in their factories overseas?

Encourage students to share examples of products or brands they associate with ethical or unethical behaviour.

Optional visual prompt: show tags that read Made in China or Made in Bangladesh and ask what ideas or emotions they associate with them.

2. Key Vocabulary (10 minutes)

Introduce key expressions orally and with short examples.

• Supply chain means the entire system involved in producing and delivering a product, from raw materials to the customer.

• Transparency refers to openness and honesty, especially when companies share information about how their products are made.

• Trace means to follow or track the path of something from its origin to its destination.

• Verify means to check or confirm that something is true or accurate.

• Sustainability is the practice of using resources responsibly so that future generations are not harmed.

• Accountability means taking responsibility for one’s actions and accepting the consequences.

• Exploitation is the unfair use of people or resources for profit.

• Ethical consumption is the act of buying products that are made in a fair, responsible and environmentally friendly way.

• Carbon footprint refers to the total amount of carbon dioxide emissions produced by a person, company, or activity.

• Greenwashing means pretending to be environmentally friendly in order to improve public image without real action.

Ask students to make one sentence of their own with two of these words.

3. Listening: The TED Talk (20–25 minutes)

Before watching, ask:

“What do you think the phrase supply chain transparency means?”

“Why might it help protect the planet?”

While watching, tell students to focus on these questions:

1. What main problem does Markus Mutz describe about modern supply chains?

   Answer: The lack of transparency and how it impede the consumer to choose the product with full conscience.

2. What kind of technology does he propose to make them more transparent?

   Answer: Blockchain because it helps to tracebility of products

3. What are the benefits of transparency for companies and for the planet?

   Answer: With more transparency the consumers could choose with more security, creating one conection with the brand and in some cases them could choose to buy products with major medium ticket because this rapport

4. Which examples does he give to illustrate ethical or transparent practices?

   Answer: The Austral Fisheries using toothfish to fish every fish that them catch (selling the fish with major added value)

After viewing, students compare their notes in pairs and then discuss as a class.

4. Reading Extension (10 minutes)

Read the following short passage aloud or give it in print:

Transparency in supply chains allows consumers to make informed decisions. By knowing how products are made, we can choose companies that respect people and the planet. However, achieving full transparency is difficult because many companies hide unethical practices or lack reliable data. New technologies such as blockchain can help trace products from the factory to the store. The future of ethical business depends on our collective demand for truth and accountability.

Discuss briefly:

• What is the main idea of the text?

Answer: Reforce the impact of transparency in supply chain and discourse why it's so difficult to see in the practice.

• Why is transparency still difficult to achieve?

Answer: Because so many companies have been benefited with the lack of transparency.

• How might technology solve some of these problems?

Answer: Helping the consumer to trace all the way of the product showing how it was made, specially if it follow the regular norm and ethic

5. Speaking and Debate (25 minutes)

Mini-debate activity:

Divide students into small groups. Each group chooses one statement and discusses whether they agree or disagree.

• Ethical products are only for rich people.

• Transparency should be mandatory for all companies.

• Consumers have the real power to change the world.

• Companies care more about profit than ethics.

Encourage use of the new vocabulary while explaining opinions.

Role-play extension:

Students imagine they work for a company accused of using an unethical factory.

Roles include: the CEO (concerned about profit), the Ethics Manager (focused on transparency), the PR Officer (worried about reputation), and a Journalist (asking hard questions).

Groups must decide what the company should do next.

6. Wrap-Up and Reflection (10 minutes)

Finish with open discussion:

• What surprised you in Markus Mutz’s talk?

• Do you think consumers can really make companies more ethical?

• What steps could you personally take to become a more ethical consumer?

7. Homework / Writing Task

Ask students to write a short opinion paragraph (150–200 words) answering the question:

“Is transparency the key to a more ethical world?”

No, for me is accountability.

They should include at least five of the new words from the lesson and give personal or real-world examples

🌍 Lesson Plan: COP30 — Does Global Climate Action Still Work?

Objectives

• Analyze the effectiveness of international climate summits.

• Develop critical thinking and persuasive writing skills.

• Expand vocabulary related to diplomacy and environmental policy.

1. Warm-Up Discussion (10–15 minutes)

Start with an open question:

Do you think international meetings like COP30 can truly change the world, or are they mostly symbolic events?

Encourage the student to reflect on why countries attend these meetings.

Ask follow-up questions:

• What motivates leaders to participate in such events?

• How much influence do ordinary citizens have compared to politicians?

• Should developing countries follow the same environmental standards as richer ones?

Useful expressions:

“I find it hard to believe that…” / “It might sound idealistic, but…” / “In theory yes, but in practice…” / “Let’s face it…”

2. Main Reading (15–20 minutes)

COP30 begins in Belém, Brazil

Two weeks of international climate talks began this week in Belém, Brazil. COP, the Conference of the Parties, is an annual gathering of politicians and negotiators from around the world to discuss climate change and make agreements to help deal with the problem.

This year, several world leaders—including Donald Trump—decided not to attend. Some experts believe that without strong political leadership, these talks may lack impact. Others argue that even if global agreements are imperfect, they still keep the conversation going and pressure governments to act.

In his opening speech, Brazilian President Luiz Inácio Lula da Silva warned about the dangers of fake news and climate deniers, people who argue that human-caused climate change is not real.

Key vocabulary:

major player – an important person or organization in a situation

muted – not enthusiastic or excited

point – purpose or meaning

climate denier – someone who denies that climate change is caused by humans

Comprehension questions:

1. What is the main goal of COP meetings?

2. Why might some people think COP30 will not achieve much?

3. What warning did Lula give?

4. What does “muted” suggest about the public or media reaction?

3. Extension Reading (20–25 minutes)

The Critics’ View

Over the years, COP conferences have been criticized for producing more speeches than solutions. Environmental activists accuse leaders of making empty promises and taking symbolic photos while avoiding difficult decisions about fossil fuels and deforestation.

Critics also point out that many countries sign ambitious climate pledges but fail to meet them. At previous COPs, some of the biggest polluters promised to cut emissions drastically, yet global emissions have continued to rise.

Others question the carbon footprint of the event itself—thousands of participants fly in from across the world, generating significant emissions just to talk about reducing them.

Despite this, some experts defend COP conferences, saying that progress is slow but real. Agreements like the Paris Accord wouldn’t exist without these global gatherings. “The alternative is no dialogue at all,” said one UN advisor. “And without dialogue, there’s no chance of cooperation.”

Still, as the planet continues to warm, more people are asking a difficult question: How many more conferences will it take before leaders actually act?

Questions for reflection:

1. What are the main criticisms mentioned in the text?

2. What evidence do critics use to support their arguments?

3. How do supporters of COP respond to these criticisms?

4. In your opinion, are climate summits more about image or impact?

5. What do you think “the alternative is no dialogue at all” means? Do you agree? Why or why not?

Optional question:

If you were a journalist covering COP30, what headline would you write to summarize the event?

COP 30: Is it different from the others? | Part of countries are reunited in Brazil to discuss and try to find solutions about climate changes. But these disscutions will have a real impact?

4. Discussion Activity (15–20 minutes)

Invite your student to explore different points of view by imagining different perspectives. For example: HOMEWORK

• a climate activist frustrated by slow progress

• a government official who believes dialogue is essential

• a business leader concerned about the economic effects of environmental policies

• a citizen from a developing country who believes wealthier nations should take greater responsibility

Then discuss the question:

Should countries continue holding massive global summits, or should they invest the money directly in climate action?

Encourage the use of expressions such as:

“Let’s be realistic…” / “That’s an oversimplification…” / “The cost of inaction is higher than the cost of discussion.”

5. Writing Task (20–25 minutes)

Ask the student to write a short opinion article (around 200 words) titled: HOMEWORK

COP30: A Necessary Conversation or a Global Illusion?

Guidelines:

• Begin with a clear introduction stating your opinion.

• Include one argument for and one against climate summits.

• Use at least three of the following expressions: major player, muted, point, fake news, climate denier, empty promises.

• End with a reflection or a suggestion for real change.

Model frame (optional):

Every year, world leaders meet to discuss the planet’s future, but many people question whether these conferences make any real difference. While COP30 brings attention to global warming, critics argue that…

In my view, the point of these meetings is…

However, without strong leadership, they risk becoming…

Ultimately, I believe that…

6. Reflection and Wrap-Up (10 minutes)

Conclude with reflection questions:

• What new ideas or perspectives did you hear during the class?

• Did your opinion change after reading or discussing the articles?

• What small actions do you think are more effective than waiting for governments?

Optional Homework

Watch a TED Talk such as “The reality of climate change: It’s time to act” by Greta Thunberg or Christiana Figueres.

Then write a short reflection (100 words): What would make a climate conference truly effective?

1. Warm-up — High-Level Discussion Questions

Open with questions that require critical thinking, not simple opinions:

• To what extent should governments intervene in the digital lives of citizens?

• Is protecting young people a valid justification for limiting access to online platforms, or is it a slippery slope toward broader censorship?

• Can a democracy impose digital restrictions without compromising its core values?

• How much responsibility should tech companies bear for the content on their platforms?

• Do you think restricting social media could unintentionally increase young people’s desire to use it?

These questions should stimulate a high-level debate and prepare the student for the topic.

2.

Self-Vocabulary Reading for Elicitation

When governments try to control online platforms, they usually introduce new legislation. This legislation can limit what people can post or access.

Sometimes these limits are seen as censorship, because they restrict information or silence certain voices.

When people strongly disagree with these decisions, there is often a loud public outcry, with citizens protesting or criticizing the government.

One argument against social media bans is our high level of digital dependency — many people rely on online tools for work, communication, and even basic daily tasks.

If a ban suddenly affects businesses, it can create serious economic fallout, especially for small companies that depend on social media to attract customers.

Many teenagers might try to avoid the ban through circumvention, using tools like VPNs to access restricted platforms.

Because of this, governments must think carefully about enforcement, meaning how they will actually make people follow the rules.

Critics worry that bans may threaten civil liberties, such as freedom of expression and the right to privacy.

Supporters of the ban say it is necessary to stop the spread of disinformation, which is false information created to mislead people.

Others argue that the policy focuses on youth protection, trying to keep young people safe from harmful content online.

However, controversial decisions often lead to policy backlash, where the public or political groups push strongly against the new rules.

And throughout this debate, it’s important to remember that many stakeholders are involved — parents, children, teachers, businesses, and technology companies — all affected in different ways.

3. Reading Text (≈350–380 words)

“The Cost of Australia’s Social Media Ban”

Australia is currently debating whether to introduce a nationwide ban on social media for users under sixteen. The proposal has sparked a fierce national conversation, with strong voices on both sides. Supporters argue that strict intervention is necessary to curb cyberbullying, exposure to harmful content, and the viral spread of disinformation. According to them, this legislation is a long-overdue attempt to protect the mental health of young people.

Critics see things differently. They argue that the measure represents a dangerous form of censorship and an unnecessary intrusion into the private lives of citizens. Many fear that once the government begins limiting online access, future restrictions will become easier to justify — especially during moments of political tension. In a country that values civil liberties, such concerns cannot be dismissed lightly.

Economists and business owners also warn of serious economic consequences. In Australia, as in most parts of the world, young people play a significant role in driving online trends, promoting local businesses, and generating digital content. Small businesses, including family-run cafés, hotels, and tourism operators, rely heavily on online visibility. A sudden reduction in younger audiences could result in a drop in engagement, weaker marketing campaigns, and reduced revenue. For young entrepreneurs, the fallout could be even more damaging.

There is also the issue of enforceability. Digital experts point out that teenagers are often more technologically savvy than adults, which means many could easily bypass restrictions using VPNs or fake age-verification methods. This raises a key question: if the ban cannot be effectively enforced, is it worth introducing?

Despite the controversy, the debate has forced Australians to confront a deeper dilemma: how can a nation balance safety with freedom in a digital world? Some argue that instead of banning platforms, the government should invest in digital education, parental support, and stronger accountability for tech companies.

Whether the ban moves forward or not, Australia’s debate may serve as a blueprint for future discussions around the world.

4. Comprehension Questions

• What arguments do supporters offer for the ban?

• How do critics connect the proposal to censorship?

• What economic risks are mentioned in the text?

• Why do experts question the feasibility of the ban?

• What alternative solutions are suggested?

5. Grammar Focus — Speculation and Hedging

Advanced speakers often soften their claims. Practice using expressions such as:

• It could be argued that…

• There is a possibility that…

• The ban may result in…

• It remains to be seen whether…

• Some observers suspect that…

Ask your student to create speculative statements about:

• public reaction

• long-term consequences for youth

• how other countries might respond

• the financial impact on small businesses

• possible political motivations behind the ban

6. Advanced Debate Task

Debate statement:
“Australia is justified in imposing a social media ban for minors.”

1️⃣ Warm-up: Framing the World (10 minutes)

Ask the student to respond freely:

• How would you describe the current global climate — politically, socially, and economically?

• Do you think the world is becoming more stable or more fragmented? Why?

• Which global issue do you think will most strongly define the next decade?

👉 Encourage justification, not just opinions.

2️⃣ Key Language for Advanced Perspectives (Pre-teach)

🔹 Hedging & Nuance

• It could be argued that…

• There is a growing concern that…

• While some believe…, others contend that…

• This may lead to unintended consequences.

• The long-term implications remain uncertain.

🔹 Power & Influence Vocabulary

• geopolitical influence

• economic leverage

• regime change

• global governance

• strategic intervention

• sovereignty

• multipolar world

3️⃣ Reading Text (Critical Input)

📖 Reading:

A World in Transition

As 2026 unfolds, the world finds itself navigating a period of profound transformation. Political power is increasingly contested, climate-related events are reshaping economies, and technological advances are redefining how societies function.

In the political sphere, tensions surrounding authoritarian governments and international intervention continue to spark debate. The possibility of foreign powers exerting direct influence over national leadership raises ethical questions about sovereignty, democracy, and global responsibility. While some argue that intervention can restore stability or protect human rights, others warn that such actions often escalate conflict and undermine international law.

At the same time, climate change has moved from a distant threat to an immediate reality. Extreme weather events, food insecurity, and climate migration are no longer projections but lived experiences for millions. Governments face increasing pressure to balance economic growth with environmental responsibility, often with conflicting priorities.

Technology adds yet another layer of complexity. Artificial intelligence, digital surveillance, and automation promise efficiency and innovation, but they also raise concerns about privacy, employment, and social inequality. The challenge for the global community lies in managing these forces ethically while ensuring that technological progress benefits society as a whole.

4️⃣ Reading Comprehension & Analysis (10 minutes)

Ask open-ended questions:

1. What are the main global forces described in the text?

2. What ethical dilemmas are mentioned regarding political intervention?

3. How is climate change presented — as a future risk or a present crisis?

4. What tension exists between technological progress and social impact?

5️⃣ Core Discussion Topics (Main Class)

🟥 Topic 1: U.S. Intervention & Venezuela

Prompt:

• If the U.S. were to take direct action against Venezuela’s president, would this be justified?

Guiding Questions:

• Where is the line between intervention and interference?

• Can foreign involvement ever truly promote democracy?

• What precedent does this set for global politics?

• How might this affect Latin America’s political autonomy?

👉 Encourage balanced viewpoints, even opposing ones.

🟩 Topic 2: Climate Change as a Global Disruptor

Prompt:

• Is climate change more of a political failure or an economic challenge?

Guiding Questions:

• Should developing nations be held to the same environmental standards as developed ones?

• Will climate migration redefine borders and citizenship?

• Can global cooperation realistically solve a problem driven by national interests?

🟦 Topic 3: Technology, Power & Control

Prompt:

• Is technology empowering individuals or concentrating power?

Guiding Questions:

• Does AI reduce inequality or reinforce it?

• How much surveillance is acceptable in the name of security?

• Will automation create new jobs or permanent unemployment?

6️⃣ Perspective Challenge (Advanced Speaking Task)

🎯 Role-switching exercise

Ask the student to argue different perspectives:

• A U.S. policy advisor

• A Venezuelan citizen

• A climate activist

• A tech CEO

• A worker affected by automation

👉 This pushes lexical range, empathy, and complexity of thought.

7️⃣ Language Focus: Argumentation Tools (5–10 minutes)

Highlight during correction:

• Use of conditionals:
  If governments fail to act…, the consequences could be irreversible.

• Use of modals for speculation:
  This might lead to increased instability.

• Use of contrast markers:
  Nevertheless, on the other hand, despite this…

8️⃣ Final Reflection (Wrap-up)

Ask:

• Which issue do you believe will have the greatest long-term impact?

• Do you feel optimistic or pessimistic about the world in 2026? Why?

9️⃣ Optional Homework (Advanced Writing)

✍️ Opinion Essay (250–300 words):

“Which global force will most shape the world by 2030: political power shifts, climate change, or technology?”

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

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

Purpose: Lower pressure, rebuild trust, talking naturally.

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

  • I consider myself very communicative but when I try to be in my business environment and I have troubles sending the messages, this makes me be thoughtful.

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

• I would say.. the things that they don[t want to do.

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

• maybe more realistic, you grow up with the challenges and not necessarily stronger.

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

Set the scene:

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

Prediction questions (spoken):

• 🥊 What challenges do you think she faces?

• she might face high pressure of performance.

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

• she must be disciplined, patience, and resilience.

Encourage soft language:

• She might be / I imagine she must / She probably

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

▶️ Watch without subtitles

After watching:

• 🧩 Describe Ruth using three adjectives

• I would describe her as a motivated person, she has been very disciplined, and she believes she can do everything.

• 🎯 What seems to be her main challenge?

• probably to balance her routine.

• ⭐ What impressed you the most?

• nothing but make me think she can do everything right.

🧠 Follow-up:

“What makes you say that?”

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

Before watching again, write on the board:

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

▶️ Watch again with subtitles ON

After watching, ask her to find:

• 🔍 One example of questioning information

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

• 🌫 One hedging expression (suggests, might, could)

5️⃣ Language activation (10 min) ⚙️💬

A️⃣ Hedging upgrade (5 min) 🌫⬆️

Give a strong statement:

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

Ask her to soften it:

• 🟡 It could be argued that…

• 🟡 Some people suggest that…

• 🟡 Experts may be right; however…

👉 Focus on meaning, not perfection.

B️⃣ Seeing both sides (5 min) 🔄⚖️

Prompt:

“Can too much critical thinking be a problem?”

Encourage:

• On the one hand… / On the other hand…

• However / Nevertheless

6️⃣ Personal connection & reflection (8 min) 💭❤️

This is the bonding moment.

Choose 2 questions:

• 🔄 Has your way of thinking changed over the years?

• 📱 Do you challenge information more now — or less?

• 🧭 Where would critical thinking help you most right now?

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

7️⃣ Gentle wrap-up (2 min) 🌟🧘‍♀️

End with reassurance and confidence.

Closing line:

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

Should Social Media Be Banned for Teenagers?

🧠 Read & Think

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

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

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

🧩 Language Activation (before writing)

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

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

💬 Reflection Question (main task)

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

Answer briefly (5–8 lines):

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

You may think about:

• 📱 mental health

• 🧠 identity and self-image

• 🤝 friendships and social pressure

• 📚 learning and concentration

🌫 Language support (use naturally)

You may use expressions like:

• It could be argued that…

• Some people believe…

• This may have an impact on…

• In my view…

🌟 Why this task matters

This is not about being right.

It’s about:

• 🧠 questioning information

• 🔄 seeing complexity

• 💬 expressing opinions responsibly

🤍 Important

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

🎯 CLASS THEME

“Sports Betting Is Everywhere. Is That Dangerous?”

Based on: Katty Kay interviews Michael Lewis on phone-based sports betting

🧠 Learning Objectives

Students will:

• Analyze risks vs benefits of sports betting

• Question normalization and regulation

• Practice deep critical thinking

• Use hedging, contrast, and persuasion

• Defend opinions with ethical and social reasoning

🔥 WARM-UP (10 minutes)

Visual + provocation

Write on the board:

“Sports betting is just entertainment.”

Ask students to position themselves:

• ✅ Agree

• ❌ Disagree

• ⚖️ Not sure / It depends

Guiding questions:

• Why do you think sports betting has grown so fast?

• Is betting part of sports culture — or something new?

• Is it different from casinos or lotteries? Why?

👉 Don’t correct. Let them expose assumptions.

🎥 VIDEO TASK (Katty Kay & Michael Lewis)

Before watching – Prediction

Ask:

• What risks do you think Michael Lewis will mention?

• Who do you think is most affected by phone-based betting?

While watching – Focus questions

Students answer while watching:

1. Why does Michael Lewis believe people aren’t paying enough attention?

2. What makes phone-based betting more dangerous than traditional betting?

3. Who benefits the most from this system?

4. Who carries the biggest risk?

After watching – Initial reaction

Ask:

• Did anything surprise you?

• Did the video change your opinion? Why or why not?

🧩 KEY IDEAS TO EXPLORE (Teacher-guided)

Put these concepts on the board and unpack them together:

• Accessibility (24/7 betting, one click away)

• Addiction & impulsive behavior

• Young audiences

• Normalization through sports sponsorship

• Power imbalance (platforms vs users)

• Athletes & integrity of sports

⚖️ MAIN DEBATE (30–40 minutes)

Debate Motion:

“Sports betting does more harm than good to society.”

🧠 Divide students into 3 groups:

Group A —

PRO Sports Betting

They argue:

• Personal freedom and choice

• Economic benefits (taxes, jobs, sponsorships)

• Fans feel more engaged

• Athletes and clubs benefit financially

Group B —

ANTI Sports Betting

They argue:

• Addiction and mental health risks

• Targeting vulnerable people

• Corruption and match-fixing

• Sports lose their cultural value

Group C —

MODERATORS / CRITICAL OBSERVERS

They:

• Identify weak arguments

• Ask uncomfortable questions

• Look for contradictions

• Decide which side is more convincing

🗣️ LANGUAGE SUPPORT (VERY IMPORTANT)

Hedging & Nuance

Give them this toolkit:

• It could be argued that…

• One potential risk is…

• While I understand this point, I still believe…

• From an ethical perspective…

• In the long term…

• This raises the question of…

💣 DEEP CRITICAL QUESTIONS (Use to push them)

Use these when discussion slows down:

• Should sports betting be treated like cigarettes or alcohol?

• Is it ethical to advertise betting during live sports?

• Are athletes responsible for promoting betting platforms?

• Should governments profit from something that causes addiction?

• Is betting changing how we watch sports?

• Is “fun” a strong enough justification for social harm?

🔄 ROLE REVERSAL (Advanced & powerful)

Halfway through, tell students:

👉 Switch sides. Defend the opposite position.

This forces:

• Empathy

• Intellectual flexibility

• Deeper reasoning

🧠 FINAL REFLECTION (10 minutes)

Written or spoken:

Has sports betting crossed a line? If yes, where should the limit be?

OR

Should sports exist mainly for enjoyment, or is monetization inevitable?

Encourage:

• No “right answer”

• Balanced conclusions

• Personal but reasoned opinions

🧠 OPTIONAL EXTENSION (Homework / Next class)

A📄 1.

How Gambling Took Over America

A long article that explores how gambling — especially sports betting — has become a cultural and economic force in the U.S., linking speculation, sports, and society. How Gambling Took Over America (Current Affairs)

This piece is good for broader ethical and cultural context.

Sports Betting Everywhere: When Watching Becomes Wagering

If you have watched professional sports at any point in the last few years, it is difficult not to notice how deeply sports betting has embedded itself into the viewing experience. What was once a background activity—limited to casinos, betting shops, or informal pools among friends—has now become a central feature of modern sports culture.

Today, sports broadcasts regularly include betting lines, odds, and predictions as part of their commentary. Analysts discuss whether a team is expected to score a certain number of points or win by a specific margin, information that directly mirrors what appears on betting platforms. These moments are often presented as neutral “statistics” or “insights,” but they also function as subtle prompts for viewers to place bets.

This shift is reinforced by the sheer volume of advertising. Betting companies such as DraftKings and FanDuel have become major sponsors of leagues, teams, and even stadiums themselves. Fans are greeted by slogans like “BET LOCAL” outside iconic venues or playful wordplay such as “HEY, BETTOR BETTOR!” on billboards near public transport stations. Online, the exposure is even more intense, with ads appearing before, during, and after games, as well as across social media and sports websites.

One particularly effective strategy used by betting platforms is the promise of “risk-free” or “free” bets. New users are often offered hundreds of dollars in bonus credit simply for opening an account and placing an initial wager. Phrases like “Looking for action? You came to the right place” frame betting as a natural extension of being a sports fan—almost as if watching without betting is incomplete or less exciting.

Critics argue that this constant presence has fundamentally altered the way sports are consumed. For viewers who are not interested in gambling, the focus on odds and bets can feel intrusive and distracting, reducing enjoyment of the game itself. For those who do participate, however, betting can reshape emotional engagement, shifting attention away from athletic performance and toward financial outcomes.

More broadly, there are growing concerns about the social impact of this normalization. Easy access through smartphones means that betting is no longer an occasional activity but something that can happen instantly, repeatedly, and in isolation. This raises questions about responsibility, regulation, and whether the current model prioritizes profit over the well-being of fans.

As sports betting continues to expand, an important debate remains unresolved: should sport exist primarily as a form of entertainment and shared cultural experience, or has it become another vehicle for constant monetization? The answer to this question may shape not only the future of sports, but also how audiences relate to them.

Critical Thinking & Discussion Questions

Understanding the Argument

1. According to the article, how has sports betting changed the way sports are presented to viewers?

2. What techniques do broadcasters and betting companies use to integrate gambling into sports coverage?

3. Why do you think betting information is often presented as “statistics” or “insights” rather than advertising?

Analysis & Interpretation HOMEWORK

4. How does the language used by betting companies (e.g., “free bets,” “looking for action”) influence audience perception?

5. In what ways does mobile and instant access to betting change user behavior compared to traditional gambling?

6. Do you think the article presents a balanced view, or does it lean toward a critical stance? Why?

Evaluation & Ethics

7. To what extent should sports organizations be responsible for the social consequences of betting promotion?

8. Is it ethical to advertise betting during live sports events that attract young audiences?

9. Where should the line be drawn between personal responsibility and corporate responsibility?

Debate & Opinion

10. Has sports betting enhanced or damaged the sports viewing experience? Support your answer.

11. Should betting be treated primarily as entertainment or as a public health issue?

12. Do you agree that constant monetization threatens the cultural value of sports?

Reflection & Extension

13. Can you think of another industry where entertainment and gambling-like mechanisms overlap?

14. How might sports betting evolve in the next ten years if current trends continue?

15. What regulations, if any, would you propose to reduce potential harm without banning betting altogether?

📘 CLASS:

Why Billionaires Are Building “Doomsday” Bunkers

Level: Upper & Lower Intermediate (with two reading versions)

Skills: Reading comprehension, vocabulary, discussion, critical thinking

Theme: Fear, risk, survival, psychology, society & inequality

📗 Reading Text —

Upper Intermediate

Why Are Billionaires Building Bunkers?

In recent years, many ultra-wealthy people have invested in underground bunkers and secure shelters. These are not just simple basements — they are often self-sufficient structures with food storage, independent energy systems, medical facilities, and high-tech security.

There are several reasons why billionaires may build these shelters. First, concerns about global catastrophes — including climate change, natural disasters, pandemics, economic collapse, or war — make survival planning attractive. Many fear that critical systems like food supply, electricity, and civil order may fail in crisis situations.

Some experts say that access to advanced risk analyses and private data encourages the rich to prepare, even when the average person sees little immediate threat. For example, geopolitical instability or cyber-attacks on global infrastructure are possibilities that may seem more urgent to people connected to global finance and technology.

Another factor is psychological comfort. Extreme wealth can amplify anxiety about losing a way of life. A shelter — especially one with luxury features — may act as a form of insurance and peace of mind. Critics argue that this trend reflects individualism and inequality, as wealthy people focus on personal survival rather than collective solutions.

Finally, for some billionaires it is not only about survival, but also about status. Owning an elaborate doomsday bunker can signal power and exclusivity, cementing social identity among the ultra-rich.

Vocabulary

Match the words with their definitions:

1. Self-sufficient

2. Catastrophe

3. Infrastructure

4. Psychological comfort

5. Inequality

6. Status

a. Systems and structures (like energy, communication) that support society

b. The feeling of security or relief

c. Ability to live independently without outside help

d. Great difference in access or wealth

e. A large disaster or dangerous situation

f. Social position or rank

Comprehension Questions

A) Multiple-Choice (choose one):

1. Why do many billionaires invest in bunkers?
   a) To save money
   b) Because they fear future disasters
   c) To hide from their workers
   d) For entertainment

2. What does self-sufficient most nearly mean?
   a) Needing many people
   b) Living independently
   c) Always online
   d) Very small

3. Which of the following is NOT mentioned as a possible threat?
   a) Pandemics
   b) Economic collapse
   c) Alien invasion
   d) Cyber-attacks

B) Short Answer:

4. Why might access to private data influence billionaire decision-making?

5. What do critics say about the focus on individual survival rather than collective solutions?

Discussion / Speaking Prompts

1. Do you think building a bunker makes sense if disasters happen? Why or why not?

2. Can money protect people from real crises? Explain.

3. What would you do if you had unlimited resources and knew a global crisis was coming?

📝 Writing Tasks (Upper & Lower)

Upper: Write a paragraph about whether/if building bunkers is a good way to prepare for future problems. Use at least three reasons from the reading.

1. We need to guarantee the survival of the human race. So, if the climate cathastrophe happened, is important to have some humans safe to keep humanity alive procreating more lives and keep the species.

   
   

2. It is a good way to prepare for future problems because these places have all the basic infrastructure that one person needs to be healthy (foods, medicine, entertainment)

3. in case of any other catastrophe we must pray lord for salvation or accept the end of our species.

🎤 ADVANCED ENGLISH CLASS (C1/C2)

Bad Bunny, Language Power & Global Recognition

🎯 Lesson Objectives

By the end of this class, students will be able to:

🔹 Analyse media tone and bias
🔹 Discuss language dominance and cultural identity
🔹 Debate linguistic barriers in global music
🔹 Use advanced vocabulary naturally
🔹 Connect the topic to Brazil and South America

🌎 1️⃣ Warm-Up: Language & Power (10 min)

Discuss:

• Is English still the dominant global language in entertainment?

• Does singing in another language limit global success?

• Is language connected to political power?

Board concept:

👉 Language = Identity
👉 Language = Influence
👉 Language = Access

📰 2️⃣ Context: The Story

Bad Bunny made history by performing the Super Bowl halftime show almost entirely in Spanish.
The 14-minute performance included only one line in English: “God Bless America.”

Some praised the show as a celebration of Puerto Rican pride.
Others criticised it as “un-American.”
President Trump described it as “terrible.”

Bad Bunny recently became the first artist to win Album of the Year for an album entirely in Spanish. He was also Spotify’s most streamed artist in 2025.

🧠 3️⃣ Headline Analysis (Media Awareness)

Read the headlines:

• BBC: Bad Bunny makes history as Trump criticises ‘terrible’ Super Bowl show
• The Guardian: A thrilling ode to Boricua joy
• Financial Times: Puts pizzazz before politics — but still irks Trump

Discuss:

🔎 Which headline sounds neutral?
🔎 Which one is clearly positive?
🔎 Which one emphasizes political conflict?
🔎 How does word choice influence perception?

Push students to identify tone and framing.

📚 4️⃣ Advanced Vocabulary Focus

Introduce and practice:

✨ Make history – do something unprecedented
✨ Ode to – artistic celebration
✨ Pizzazz – energy and style
✨ Irk – to irritate
✨ Cultural representation – visibility of a group in media
✨ Linguistic barrier – difficulty caused by language difference
✨ Mainstream – widely accepted
✨ Cultural authenticity – genuine expression of identity
✨ Linguistic dominance – one language having more global power

Students create original sentences using at least 4 expressions.

🌎 5️⃣ South America & Brazil Focus

Now bring in the regional dimension:

Brazil is in South America and speaks Portuguese — not Spanish.
Although Latin music is globally popular, English still dominates international recognition.

Discuss:

🇧🇷 Do Brazilian artists face a linguistic barrier in global markets?
🎶 Does singing in Portuguese reduce mainstream exposure?
🌎 Why do English-speaking artists often receive more global recognition?
💬 Is Spanish now more accepted globally than Portuguese?

Encourage comparison:

Bad Bunny (Spanish)
Brazilian artists (Portuguese)
Global English-speaking artists

Push students to avoid generalizations and support their ideas.

🔥 6️⃣ Critical Discussion

Debate in small groups:

💬 “Language barriers still affect global recognition in music.”

Students must:

• Agree, disagree, or partially agree
• Give at least 3 arguments
• Use advanced vocabulary
• Provide examples

Encourage discourse markers:

On the one hand…
However…
It could be argued that…
From a global perspective…
Nevertheless…

🎤 7️⃣ Speaking Challenge (Exam Style)

Students speak for 2–3 minutes:

👉 “To what extent does language determine global success in the music industry?”

Focus on:

• Structured argument
• Vocabulary precision
• Cultural awareness
• Fluency and coherence

✍️ 8️⃣ Writing Task (Homework Option)

Essay (250–300 words):

“Is linguistic diversity finally challenging English dominance in global entertainment?”

Students must:

✔ Use at least 6 vocabulary items
✔ Refer to Bad Bunny
✔ Mention Brazil or South America
✔ Present a balanced argument

🧩 9️⃣ Closing Reflection

Ask:

🌍 Is English still necessary to become globally famous?
🎶 Can multilingualism reshape the entertainment industry?
🗣️ Would this controversy happen in Brazil? Why or why not?

End with:

👉 Language is not just communication — it is identity, power, and access.

Advanced Discussion Class

The Oscars and Brazil’s Emotional Investment 🎬

Entity: Academy Awards

Warm-up (5–7 minutes)

Start the class by asking:

• Did you watch the last Oscars ceremony?

• Do you remember a film or actor you strongly wanted to win?

• Have you ever felt disappointed or angry about an award result?

Follow-up questions:

• Why do people care so much about awards in entertainment?

• Do you think film awards really matter?

Context: The Oscars in Global Culture

The Academy Awards, commonly known as the Oscars, are the most prestigious film awards in the world. They are organized by the Academy of Motion Picture Arts and Sciences and have been held since 1929.

Winning an Oscar can significantly affect a film’s success:

• Movies gain international recognition

• Actors’ careers can change dramatically

• Films often earn millions more at the global box office

Because Hollywood dominates global film distribution, the Oscars have become a worldwide cultural event, watched by millions of people each year.

However, critics argue that the awards often reflect industry dynamics, marketing campaigns, and internal politics, not only artistic merit.

Why Brazil Gets So Emotionally Invested 🇧🇷

In Brazil, the Oscars frequently generate huge reactions on social media, especially when Brazilian films or artists are nominated.

Possible reasons include:

1. Global Validation

International recognition can feel like validation from the global cultural center.

For countries outside the traditional film powerhouses (such as the United States, France, or the UK), international awards may feel like:

• proof that national culture matters globally

• recognition of talent that is sometimes overlooked internationally

2. Cultural Representation

When a Brazilian film or artist is nominated, many people feel that they are representing the country.

Important Brazilian filmmakers who have gained international attention include:

• Fernando Meirelles

• Walter Salles

In these moments, the Oscars can feel similar to international sports competitions, where the country is emotionally invested in the result.

3. National Pride

Brazil has a strong tradition of celebrating achievements abroad — especially in areas like:

• football

• music

• cinema

When Brazilians succeed internationally, it often generates a collective sense of pride.

4. Social Media Amplification

Platforms such as Twitter and Instagram amplify emotional reactions.

Live commentary, memes, and debates create a shared national moment during the ceremony.

Do Awards Really Reflect Artistic Quality?

This is one of the biggest debates in film culture.

Many critics argue that Oscar results are influenced by several factors:

Campaigning

Film studios spend millions of dollars on award campaigns to promote films to voters.

These campaigns include:

• private screenings

• interviews and media appearances

• marketing strategies targeting voters

Industry Politics

The voting members of the Academy are film professionals whose preferences may reflect:

• industry relationships

• professional networks

• cultural trends

Cultural and Political Moments

Sometimes the Oscars follow broader social discussions.

Films addressing themes like:

• inequality

• identity

• social justice

may receive more attention during certain periods.

Because of this, many people argue that great films are sometimes ignored.

Why Some Films Become Global Cultural Moments

Some films become more than entertainment — they turn into global cultural phenomena.

Examples include:

• Titanic

• Parasite

• Everything Everywhere All at Once

These films succeeded internationally because they combined several elements:

Universal Themes

Stories about love, inequality, survival, identity, or family resonate with audiences worldwide.

Strong Storytelling

Compelling characters and emotionally engaging narratives help audiences connect with the film.

Cultural Timing

Sometimes a film reflects issues that society is already discussing.

For example, Parasite resonated globally because of its portrayal of economic inequality, a topic widely debated around the world.

Vocabulary for Discussion

Buzz

Excitement or media attention around something.

Cultural validation

Recognition from the global community.

Industry politics

Influence from networks, power structures, or lobbying within a professional field.

Critical acclaim

Strong praise from critics.

Cultural phenomenon

Something that becomes widely popular and influential in society.

Deep Discussion Questions

Culture and Identity

1. Why do you think international recognition sometimes feels more meaningful than local recognition?

2. Do you think Brazil seeks validation from global institutions?

Awards and Merit

3. Can awards like the Oscars truly measure artistic quality?

4. What matters more: critics’ opinions or audience reactions?

Global Culture

5. Why do some films resonate globally while others remain local?

6. Does globalization help or harm national cinema?

Personal Reflection

7. What film do you think deserved more international recognition?

8. Do awards influence what films you choose to watch?

Optional Debate Activity (10–15 minutes)

Ask the student to rank the factors that influence Oscar success from most important to least important:

• storytelling

• acting

• marketing campaigns

• political or social themes

• cultural relevance

Then ask them to justify their ranking and defend their opinion.

Level: B1–B2 (Lower–Upper Intermediate)
Time: 50–60 minutes
Focus: Speaking, Argumentation, Vocabulary

🎯 Objectives

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

• Talk about online relationships and loneliness

• Express opinions clearly and politely

• Discuss simple legal and ethical ideas

• Use key vocabulary in arguments

🔹 1. Strong Opening (Simple but impactful)

Start with a clear statement:

“Today, some online platforms are not only about content, but also about personal messages and relationships.”

Then ask:

• “Do you think this changes how we see these platforms?”

• 
  

• “From a legal perspective, do you see any risks?”

👉 If needed, help with sentence starters:

• “I think it changes because…”

• “In my opinion, there is a risk of…”

🔹 2. Understanding the Concept (Guided)

Ask:

• “What do people do on platforms like OnlyFans?”

• 
  

Guide her to these ideas:

• People send direct messages

• Communication is more personal

• There is a feeling of connection

👉 Support phrases:

• “It is different because…”

• “Now users can…”

🔹 3. Loneliness & Motivation

Ask:

• “Why do people use these platforms?”

• 
  

• “Do you think loneliness is a reason?”

• 
  

Follow-up:

• “Do these platforms help people feel better—or worse?”

• 
  

👉 Support phrases:

• “Some people may feel…”

• “This can lead to…”

🔹 4. Legal Angle (Simplified but professional)

Ask:

• “Do you think there should be rules for this kind of interaction?”

• 
  

More guided:

• “If a person believes the relationship is real, is that a legal issue?”

• 
  

• “Can this be considered manipulation?”

👉 Support phrases:

• “From a legal point of view…”

• “This could be considered…”

• “There should/shouldn’t be regulation because…”

🔹 5. Ethical Discussion

Ask:

• “Is it right to make money from emotional attention?”

• 
  

Challenge:

• “Who is more responsible: the platform, the creator, or the user?”

👉 Support phrases:

• “I believe it is ethical/unethical because…”

• “The responsibility should be on…”

🔹 6. Gender & Power (Simplified)

Ask:

• “Do you think some people are more vulnerable than others?”

• 
  

👉 Support phrases:

• “In my opinion, ___ has more power because…”

🔹 7. Future Question (Closing)

Ask:

• “Do you think this type of interaction will grow in the future?”

• “Should governments control it?”

• 
  

👉 Encourage longer answers:

• “In the future, I think…”

• “It will probably…”

🧩 Key Vocabulary (with simple definitions + examples)

These are your “target words” — encourage her to use at least 4–5 during discussion.

1. Emotional dependency

👉 When someone feels they need another person emotionally

• “Users can develop emotional dependency on creators.”

2. Online relationship

👉 A connection between people on the internet

• “Some users think they have a real online relationship.”

3. Manipulation

👉 When someone controls or influences another person unfairly

• “This could be a form of manipulation.”

4. Consent

👉 Permission or agreement

• “Both sides give consent, but is it fully informed?”

5. Exploitation

👉 Using someone for personal benefit (often unfairly)

• “Some people see this as exploitation.”

6. Responsibility

👉 Who is accountable for something

• “The platform has some responsibility.”

7. Regulation

👉 Rules created by the government

• “There should be more regulation in this area.”

8. Digital intimacy

👉 Feeling close to someone online

• “Digital intimacy can feel very real.”

🗣️ Mini Speaking Task (Very useful)

sugar daddy/ sugar baby/ elderly people/ comprehension/ struggles/

Ask her to answer:

“Do you think platforms like this are more harmful or beneficial to society and what could be optional for the people who are vulnerable to loneliness?

I can say this is more harmful than beneficial, they focus on the profit they get with the users who are dealing with loneliness or the lack of something on these platforms.

nowadays new generations are struggling with the new technology and this can affect their future in a modern world.

👉 Require:

• At least 2 vocabulary words

• At least 2 argument phrases

💬 Argumentation Support (VERY important for her profile)

Give her this structure:

• “First of all, …”

• “Another important point is…”

• “However, …”

• “In conclusion, …”

Profile: Advanced student (Lawyer)

Level: B2–C1

Time: 60–75 minutes

Focus: Legal reasoning, argumentation, persuasion, advanced vocabulary

Theme: AI, Professional Value & Human Judgment

⸻

🎯 Objectives

By the end of the lesson, the student will:

• Construct and defend nuanced arguments about AI and employment

• Use legal-style reasoning (claims, evidence, counterarguments)

• Apply advanced vocabulary in a professional/legal context

• Deliver a persuasive mini-argument (oral + written)

⸻

🔥 1. Warm-up (5–10 min)

Push for precision and justification:

• Which legal tasks could AI realistically replace today?

• Which aspects of legal work require human judgment?

• Would you trust an AI judge? Why or why not?

👉 Challenge:

“If AI becomes more accurate than humans, should we still prefer human decisions?”

⸻

📖 2. Framing the Issue (5 min)

Present it as a legal and ethical dilemma:

“As AI systems become capable of drafting contracts, predicting case outcomes, and even mediating disputes, the legal profession faces a key question: Is human interaction still essential, or merely a tradition we’re reluctant to abandon?”

Introduce the key concept:

• “Human comparative advantage” → the uniquely human skills that remain difficult to automate (judgment, ethics, empathy, persuasion)

⸻

💬 3. Advanced Vocabulary (Legal & Analytical)

Encourage active use + precision:

⚖️ Core Terms

• Discretion – the ability to make judgments in complex situations

“Judicial discretion cannot be fully codified.”

• Liability – legal responsibility

“Who bears liability if an AI makes a flawed legal recommendation?”

• Due process – fair legal procedures

“Can AI ensure due process without human oversight?”

• Bias (algorithmic bias)

“AI may replicate systemic bias present in data.”

• Accountability

“AI creates a gap in accountability.”

⸻

🧠 Conceptual Language

• Automation of cognition

• Dehumanization of services

• Augmentation vs replacement

• Decision-making authority

• Ethical trade-offs

• Trust vs efficiency dilemma

👉 Quick practice:

Ask the student to create 1 sentence per term related to law

⸻

⚡ 4. Deep Discussion & Legal Analysis (25–30 min)

Push for structured arguments (like a case):

🔹 Core Questions

1. Should AI be allowed to make legal decisions independently?

2. Is efficiency more important than human judgment in law?

3. Can empathy influence justice—or does it distort it?

4. Will AI reduce or reinforce inequality in legal systems?

⸻

💣 Debate Scenarios (Law-Focused)

Scenario 1:

An AI system predicts criminal sentencing with 95% accuracy.

• Should judges follow it?

• If they don’t, are they acting irrationally?

⸻

Scenario 2:

A law firm replaces junior lawyers with AI tools.

• Is this innovation or exploitation?

• What happens to professional development?

⸻

Scenario 3:

An AI mediator resolves disputes faster and more cheaply than humans.

• Should courts require its use?

⸻

👉 Push constantly:

• “What’s your legal basis?”

• “What would be the counterargument?”

• “What are the unintended consequences?”

⸻

🧩 5. Mini-Debate (Highly Recommended) (10–15 min)

Motion:

“Human judgment in law is overrated and should be minimized.”

• Student = Defense or Opposition

• You = Opponent

Structure:

• Opening argument (1–2 min)

• Rebuttal

• Final statement

⸻

✍️ 6. Writing Task (Advanced & Provocative) (10–15 min)

Task:

Write a legal-style opinion paragraph (150–200 words):

“In an AI-driven legal system, what role—if any—should human judgment still play?”

->

🌱 Class Theme:

Why Do Young People Feel Lost?

🎯 Objectives

By the end of the lesson, the student will:

• Understand and discuss the concept of purpose and meaning

• Learn and use advanced vocabulary related to psychology and life direction

• Express opinions and support arguments with examples

• Reflect critically on modern societal pressures

🧠 1. Warm-up (5–8 min)

Discussion questions:

• Do you think young people today feel more lost than before? Why?

• At what age do you think people usually find their purpose?

• Is having a “purpose” necessary for happiness?

👉 Follow-up: Ask the student to give personal examples or observations

📖 2. Pre-reading Vocabulary Input (10–12 min)

Teach these words/expressions before reading:

Key Vocabulary

• Sense of purpose → a feeling that your life has direction and meaning

• Lacking (something) → not having enough of something

• Align with → to match or agree with something

• Prestigious → respected and admired (e.g., universities, jobs)

• Struggle with → to have difficulty dealing with something

• Turn the tide → to change a situation in a positive way

• Crisis of purpose → a situation where many people feel lost or without direction

Practice

Ask:

• Can someone be successful but still lack a sense of purpose?

• What is a prestigious job in your opinion?

📄 3. Reading / Listening (10 min)

Read the text together (or you can turn it into a listening activity if you record it).

Gist Questions

• What is the main problem described?

• Who is Arthur Brooks?

• What is surprising about the young people interviewed?

Detail Questions

• How many young adults feel a lack of meaning?

• What contradiction is mentioned about success and purpose?

• What is the “crisis” referred to?

🧩 4. Vocabulary in Context (8–10 min)

Ask the student to complete:

1. Many young professionals __________ a sense of meaning in their jobs.

2. His ideas __________ my personal experience.

3. She works at a very __________ university.

4. We need to __________ if we want to improve this situation.

👉 Then: create 2 original sentences using new vocabulary

💬 5. Discussion & Critical Thinking (15–20 min)

Part A – Opinion

• Why do you think young people feel lost today?

• Do social media and technology play a role?

• Is this problem worse in some countries?

Part B – Deeper Reflection

• Do you think older generations had more purpose? Why/why not?

• Can pressure to succeed actually reduce happiness?

• What advice would you give to someone who feels lost?

🎭 6. Speaking Task (Role Play) (10–12 min)

Scenario:

Student is a young professional who feels lost.

You are a mentor (or switch roles).

👉 The “mentor” must:

• Ask questions

• Give advice

• Use at least 3 vocabulary expressions

✍️ 7. Production Task (Homework or in class)

Option A – Writing (Recommended):

Write a short essay (150–200 words):

“Why do many young people feel lost, and what can be done about it?”

Option B – Speaking:

Prepare a 2-minute answer:

“What gives life meaning?”

⚡ Bonus (If time allows)

Introduce useful expressions for discussion:

• “From my perspective…”

• “There seems to be a growing trend…”

• “One possible explanation is…”

• “I would argue that…”

Is a four-day week the future of work?
Based on What in the World

🎯 Objectives

By the end of the class, the student will:

• Analyze the impact of a four-day workweek

• Express nuanced opinions using advanced structures

• Compare international trends with Brazil

• Build structured arguments and counterarguments

🔥 Warm-up (5–8 min)

Ask:

• How productive are you during a typical week?

• probably more productive when there's more pressure at work.

• Do you think long hours = better results?

• not exactly, there is no need to extend your working hours, however sometime we are forced to do it.

👉 Push further:

• “Is productivity about time or efficiency?”

• efficiency can be the key, because we are not robots and we don't depend on the time we spend but instead you do what you are supposed to.

  
  

🧠 Vocabulary Upgrade (10–12 min)

Go beyond definitions—focus on usage in arguments:

• Burnout → “Many employees are at risk of burnout due to long hours.”

• Productivity gains → improvements in output

• Work-life balance → “a better balance leads to higher satisfaction”

• Pilot scheme → British English alternative to “pilot program”

• Compressed schedule → same hours, fewer days

• Labor reform → changes in employment laws

• minimum wage / your monthly salary. 1.621/ 54 per day

• perks/benefits/ help state/

• odd job / cashier/ plumber/ maid/

• freelancer/ unemployed/

• shifts/ schedule/

👉 Practice:
Student must connect 2 ideas:

• “A four-day week could improve work-life balance, which may reduce burnout.”

🎧 Listening (10–15 min)

From BBC World Service

Focus:

Instead of just understanding, ask the student to interpret:

• What surprised you the most?

• Do you think these results are realistic long-term?

💬 Advanced Comprehension

• What assumptions are companies making when they test a four-day week?

• Are the results universally applicable? Why or why not?

• What limitations can you identify in these trials?

🧩 Language Focus (Key Upgrade)

1. Hedging (softening opinions)

• “It seems that…”

• “There is some evidence that…”

• “This might suggest that…”

2. Conditionals (real + hypothetical)

• “If companies reduce working days, productivity might increase.”

• “If Brazil were to adopt this model, it could face challenges.”

3. Contrast & Complexity

• “Although productivity increased, some sectors struggled.”

• “While this works in theory, in practice it may be difficult.”

🌎 Brazil Deep Dive (15–20 min)

Now push into critical thinking about Brazil:

Ask:

• To what extent is Brazil ready for this shift?

• Would this increase inequality between sectors?

• Could this benefit only white-collar jobs?

👉 Force structure:

• “From an economic perspective…”

• “Socially speaking…”

• “In the long run…”

⚖️ Structured Debate (20 min)

Roles:

• Student → Government advisor (pro policy)

• Teacher → Business leader (against policy)

Add REAL debate structure:

Student must include:

1. Main argument

2. Example or evidence

3. Counterargument + response

Example model:

“Although some industries may struggle, a four-day workweek could improve overall productivity. For example, trials in other countries show employees are more focused. While critics argue that costs may increase, this could be offset by higher efficiency.”

🧠 Critical Thinking Challenge

Ask:

• “Is this policy realistic, or is it idealistic?”

• “Who wins and who loses in this model?”

🗣️ Final Speaking Task (Advanced)

Scenario: Brazil in 2027 adopts a four-day workweek

Student must discuss:

• Economic impact

• Social impact

• Personal impact

• Risks and unintended consequences

👉 Push for:

• At least 3 structured arguments

• Use of hedging + conditionals + contrast

✍️ Writing Homework (Upgraded)

Essay (150–200 words):
“Should Brazil adopt a four-day workweek?”

Must include:

• Introduction with clear opinion

• 2 arguments + 1 counterargument

• Conclusion

🎯 Objectives

Students will:

• Discuss and evaluate claims about attention span and technology

• Use hedging, speculation, and evidence-based language

• Develop listening and critical thinking skills

🧠 1. Warm-up (5–8 min)

Ask:

• How often do you scroll on your phone every day?

• Do you think your attention span is better or worse than before? Why?

• What does “brain rot” mean to you?

👉 Push them:
“Is that your opinion or based on evidence?”

🧩 2. Key Vocabulary (Pre-teach)

• attention span

• algorithm / algorithmic media

• doomscrolling

• cognitive overload

• evidence / proof

• bias

• anecdotal vs scientific evidence

👉 Quick task:
Match:

• “I read it online” → anecdotal

• “A controlled experiment shows…” → scientific

🎧 3. Listening Task (Main Input)

Context:
Katty Kay interviews journalist Joss Fong about whether scrolling is harming attention spans.

First Listening (General Idea)

Question:

• What is the main conclusion of the discussion?

Second Listening (Detail)

• What kind of studies are mentioned?

• Is there strong proof or mixed evidence?

• What myths are challenged?

🧠 4. Language Focus: Hedging & Academic Tone

Introduce useful structures:

• “There is some evidence that…”

• “It appears that…”

• “The data suggests…”

• “There is no conclusive proof that…”

• “This may be due to…”

👉 Contrast:
❌ “Phones destroy our brains.”
✅ “There is limited evidence suggesting that excessive phone use may affect attention.”

🗣️ 5. Discussion (Critical Thinking)

Ask deeper questions:

• Why do people believe attention spans are getting worse?

• Could this be a moral panic? What does that mean?

• Are we confusing feeling distracted with being less capable?

• Who benefits from the idea that tech is harmful?

👉 Push for nuance:
“Can both things be true at the same time?”

⚖️ 6. Mini Debate

Divide into two sides:

A: Social media is harming attention spans
B: There is no strong evidence; it’s exaggerated

Students must:

• Use at least 2 hedging expressions

• Refer to evidence (real or hypothetical)

✍️ 7. Writing Task (Advanced Touch)

Prompt:

“To what extent is the concern over declining attention spans justified?”

Students write a short paragraph (120–150 words) using:

• Hedging

• One contrasting idea (however, although, etc.)

• A balanced conclusion

🎤 8. Wrap-up Reflection

Ask:

• Has your opinion changed?

• What surprised you the most?

• What would you need to be convinced?

🧩 Optional Homework

• Track your phone use for 1 day

• Write a reflection:
  “Did your behavior match your beliefs?

Upper-Intermediate / Advanced Discussion Class

Topic

How do streaming, AI, social media, video calls, and digital habits affect the environment?

Warm-Up Discussion

Questions

highlights/ sewage/

1. What do you stream the most: films, music, YouTube, podcasts, or series?

2. Do you think the internet has a carbon footprint?

3. What digital habits could be harmful to the environment?

4. Have you ever thought about the environmental cost of AI tools?

Pre-Listening Vocabulary

Match the words with the meanings

Vocabulary

• carbon footprint/ everything related to disposal/ residual of something.

• streaming/ the rapid flow of content for some specific features like films, podcast, audios, videos, etc.

• data centre/ the main place for the information.

• renewable energy/

• emissions

• sustainability

• artificial intelligence (AI)

• doom and gloom

• optimism

• consumption

Definitions

a. the use of natural resources by people
b. pollution released into the atmosphere
c. a feeling that the future can improve
d. technology that imitates human thinking
e. the environmental impact of human activity
f. systems that store internet information
g. environmentally responsible practices
h. watching content online without downloading it
i. extremely negative thinking about the future
j. energy from natural sources like wind or solar

Listening Focus

While listening, students should identify:

• surprising facts

• arguments that shocked them

• examples of environmental impact

• positive solutions mentioned

• opinions they agree/disagree with