• The police tied Harry to the crime after they found his fingerprints at the scene.
• Getting a good night's sleep is tied to living a longer and healthier life.
• 
  

• I thought the festival would be cancelled, but it went ahead after all.
• I wasn't sure about the food. It didn’t look good, but it tasted great after all.
• 
  

• That's odd. Katrina is never late. I hope she's OK.
• We went to a strange museum. It had a lot of odd artefacts.
• 
  

• I'm sorry I'm late. I was virtually on the bus when it left without me!
• I virtually cried when I realised I'd left my headphones at home.
• I virtually dont find a house in Feira de Santana.

• The funding was reduced, so the project was put on ice.
• Neil was thinking about moving house, but he's put it on ice for now.
• Edu my life was very crazy and put on ice my english class.

• The organisation called for changes to legislation when they published their research.
• Many voters are calling for different leadership
• The world is calling for the end of the war in Israel.

• Drought can cause dangerous wildfires to start.
• The country had to import food after a drought made crops fail.
• 
  

• The city was overwhelmed by water after the river burst its banks.
• Tourists overwhelm city centres during the summer holiday.
• 
  

• The lake was tainted by industrial waste.
• His reputation was tainted after he was caught stealing money from his company.
• 
  

• We need to shelve this plan for now because we don't have enough staff.
• The company shelved the project because of their financial problems.
• 
  

• I hope they won't axe my job. They are making a lot of people redundant.
• They've axed my favourite TV series. It's not popular anymore.
• 
  

• The government are backtracking on their election promises.
• Neil backtracked on his promise to wear smarter clothes. 
• 
  

•  The story  

  The richest 1% of people create the same amount of carbon as the poorest two-thirds in the world.

  That's according to data published in a new report by the charity, Oxfam.

  It found that the lifestyles of the wealthy, such as taking frequent flights and eating out in restaurants, are closely connected to climate change.

  Oxfam's chief called for world leaders to “end the era of extreme wealth.”

  Key words and phrases

  well-off
  rich

  • They own two houses and three cars. They're quite well-off.

  • Some people think that the most well-off should pay the highest taxes.

  • The well-off have lifestyles more comfortable than the poorest.

    
    

  plundering
  taking what doesn't belong to you

  • The thieves plundered the shop and took thousands of pounds’ worth of jewellery.

  • Citizens plunder for food and fuel in desperation.

  • The politicians plunder the peoples money everyday.

    
    

  clean up their acts
  improve their behaviour

  • You need to clean up your act if you want to get into a good university.

  • She parties too much. She needs to clean up her act.

  • I need to clean up my acts if want to get better promotion.

Do the words sound new for you? What  similar Words  would you use instead? 

Word sentences: 

2.

Critical thinking: 

Write about your own thinking about the fact and bring justification to the facts.

Meetings at work can be stressful spaces to speak. Do you struggle to talk about your ideas in meetings? Do you know how to interrupt politely? In this episode of Office English, Pippa and Phil talk about some useful phrases you can use to speak in meetings in a friendly and professional way.

Basic introductions for english interaction:

in a new meeting with people you don't know you can use expressions:

hello everyone, i'm monique Oliveira and i'm charge/ i'm responsible for payroll and taxes at Bracell papers.

when somebody says something interesting and you want to say something too you can say:

i really think that's a good point in the discussion and i also think that ...........

I guess the important thing is to be sure of what you actually want. So you don't want to come away feeling that you've negotiated badly.

I find negotiating very awkward because my main instinct is to be polite and kind. So I find it quite difficult to be direct in what I want.

how are you when you negotiate?

i am very polite, because in my job is very complicated i work with the finances and the taxes, benefits from the employees but i always look forward to the benefits of the company.

Phrases for negotiation:

i would like to negotiate with you about.....

if you don't mind i would like to ....

your offer is really good but we have to be realistic and....

the price is nice but we are not able to cover our costs

do you think is better to ...

would you do that for the company?

i really need extra time for the deadline.

i would like to ask for a favor

can you please attach your petition via email?

i would like to give you the answer now but i need time to solve some demands .

activity: ask your collaborator to schedule an unexpected meeting

a) i am sorry to tell you this at this last minute, but due to an emergency of the company i need to schedule a meeting today. can you schedule the best time?

b)okay, i would like to see my schedule and then let you know about the best time, is it possible?

a)sure thing! please let me know as soon as you can, best regards!

b) no problem!

phrases that you need to know they are necessary:

In Portuguese I’m very good. I can start the conversation and break the ice.

But when I need talk in another language, I’m not confident.

What is important for the network?

i think is important for keeping good positions in the future

Word bank:

Word bank:

Agile/ suitable/ rapidly/

Word bank:

Grammar input:

Discussion: what other things do you think can help with collaboration with a team?

Your first day at work:

Word bank:

Grammar input:

Discussion: what other things do you think can help with collaboration with a team?

The Podcast talk about this change management of people and processes

New Words:

Otherwise

Either way

gatekeeper

morale

attempts

painless

Discussion

What kinds of changes have you experienced where you

I have experienced new ways of working, more flexible and dynamic

I had expierence managing a team five years ago. It was very difficult but i could develop new skills and grow up my carreer.

Vocabulary:

sheer = complete

thick skin = casca grossa/pele grossa

variety = variedade

awkward = estranho

take (something) on
accept responsibility for a task or project, often in addition to one's usual duties.

• She decided to take on a new project at work, even though she was already busy.

• He’s always willing to take on extra tasks to help the team.

• i am willing to take on a new Challenge in this new Company.

come up with (something)
think of or create an idea, solution, or plan.

• She came up with a brilliant marketing strategy that boosted sales.

• We need to come up with a new approach to meet the deadline.

• i always come up with a new plan for the team.

put (something) in
contribute something to achieve a goal

• He’s been putting in a lot of effort to improve his performance at work.

• They put in long days and weekends to complete the project before the deadline.

• i am putting in long years of my Life to improve my career.

knuckle down
start working very hard, especially after a period of not doing much.

• Let’s get rid of all the distractions and knuckle down so I can get this project done.

• The team needs to knuckle down and focus if they want to finish the project on time.

• i got rid of all the distractions from social media, Family trouble and couple relationships to knuckle down on Learning English.

get ahead
make progress and move past others, or complete your tasks earlier than expected

• She worked hard to get ahead in her career and eventually became a manager.

• In order to get ahead in this company, you need to be proactive and take initiative.

• he worked hard to get ahead in the new project in order to get a promotion.

look into (something)
investigate, or get information before you take action

• The HR department is looking into the complaints made by the employees.

• We need to look into new software options to improve our workflow.

• we need to look into about Puff Diddy scandal.

get back to (someone)
speak to someone again later to give them a reply after you've looked into something

• I’ll get back to you with more information after I discuss it with the team.

• Can you get back to the client about their inquiry as soon as possible?

• i Will get Back to you with more details after i look into the situation.

The topic talk about the relationship between children and electronics.

Bring up a discussion about excessive use of electronics and how can it prejudice children's development and parents must impose rules.

Write vocabulary:

Psychologist/ Argue / Ofcom / advice

Did you like this article? Why?

You become resilent when you adapt to new situations. when you get to express your feeling in a smart way.

and when you learn from something that happened to you to be strong and to solve the problem.

Have you ever phoned up ( to call) a company and had your call held in a queue? ( hold on a waiting room) Could AI make this less painful? Pippa and Phil discuss this and teach you some new vocabulary.

This week's question

Approximately how many people work in call centres globally? 

a) 7 million?
b) 17 million? or,
c) 27 million?

summary: write about what is happening with the effect of AI with the call centres.

A near future the AI can replace the call centers. But this process will happen slowly. Exist many factors around this topic. People prefer talk about their concerns with another person.

what makes interesting to know about this podcast?

The interesting the quantity the Call centers exist in the Indian and Phillipenes.

Vocabulary

yelling/ screaming
shouting

pacify (someone)
calm down someone who is angry

in the near future
very soon, within a short time

as a matter of fact
used to add emphasis to a statement, to give more detail about what has just been said, or to introduce something that contrasts with it

empathetic
able to put yourself into someone else’s position and share their feelings or experiences

you know
(filler word) used to give the speaker time to think, or to express uncertainty

if it ain’t broke, don’t fix it
(idiom) used to say that if something is working satisfactorily, there is no reason to try to change it

clockwork
machinery using metal springs and wheels which move when wound up with a key

QWERTY
the traditional typewriter arrangement of keys in which the top line begins with the letters q,w,e,r, t and y

verbatim
using exactly the same words as were originally used

stick with
continue using or doing something

summary:

the podcast talks about old technologies that refuse to die and some countries still used the old tech to save or store data like Japan and Nasa with an old machinary, And also people prefer to use old tech because they think that if something ain´t broke, no need to fix.

Answer these questions:

what are the objects that you used to like of technology that now are Obsolete?

I USED TO USE CD PLAYERS TO RECORD MUSIC, VIDEOS, DATA, SERIES AND MORE.

for you what was the best invention of the new technology?

For me the best invention now is the airfrier is a holly invention.

what is the object of tech that you miss from the past?

video films, video cassette players and rent movies at blockbuster. and also the video games like nintendo^.

grammar input:

used to = past habit

i used to listen to madona in my room when i was a child.

i am used to listening to music ( present)

i get used to/ i got used to

analyze this phrase: these phrases express negative discourse at any time in the sentences. only for speaking.

if it ain’t (isn´t) broke, don’t fix it

she isn´t sick. she ain´t sick

she didn´t call/ she ain´t call

he ain´t here/ he ain´t good.

Vocabulary

delay
put off to a later time; postpone

diagnose
identify a disease or medical problem by recognising the symptoms and examining the patient

suffer in silence
endure or struggle with painful feelings or trauma without asking anyone for help

put (someone) at ease
make someone feel calm and relaxed

when i talk to my team i always put them at ease.

confidential
kept private and secret; information which is not shared with anyone

non-verbal cues
communication using means such as the expression on your face, hand gestures, or tone of voice to show how you feel about something, rather than using words.

Manner / jeito. i have my own manner to deal with my issues.

feel/ felt embarrassed

get/got embarrassed in the meeting

it was an embarrasing situation when i forgot the word at the meeting.

1. Warm-up (5-10 min)

Ask: How do you think babies learn to talk?

i think for babies is easier to talk because in their mind is fresh and associate objects, situations, characters and also sound and gestures.

Show a picture of a baby and ask: What words do you think babies say first?

so, babies say first mom and dad and also animals names and objects like toys for example.

Introduce key vocabulary (e.g., babbling, sounds, listening, repeating, parents, communication).

2. Listening Activity (10-15 min)

True/False statements about the podcast

Vocabulary from the podcast:

Summary:

the podcast talks about how babies learn how to speak . The babies assossiate the objects and situation to comunicate and express. They babble words, they cut the words, they focus on stressed words for example: banana - nana and machine - minge.

3. Discussion (10 min)

Do babies learn to talk in the same way in all languages?

What do you remember about how you learned to speak?

in the past was probably easy for me to speak because my parents use clear words. i said my first word was grandma and grandpa.

i guess children learn now with different techniques, for example italian use gestures with hands and sound from the mouth and they are cute.

4. Speaking Practice (10 min)

Role-play: One student is a scientist, the other a parent. The parent asks how to help their baby talk.

Have them use the new vocabulary in their answers.

5. Wrap-up (5 min)

Review key vocabulary.

Feedback:

What was the most interesting thing you learned today?

is interesting to know the words ambiguous because it means two things and take for granted that is used to accept ideas. and babble that is what babies do!

Lesson Objectives:

• Improve listening comprehension through a BBC Radio 4 Woman’s Hour special about sisterhood.

• Expand vocabulary related to family relationships and emotions.

• Practice speaking and expressing personal opinions on sibling relationships.

1. Warm-up (10 minutes)

Discussion Questions:

• Do you have any siblings? How is your relationship with them?

• What do you think makes a strong relationship between sisters or siblings in general?

• Can you think of any famous sisters (from history, fiction, or pop culture)?

2. Listening Activity (20 minutes)

Step 1: Pre-listening (5 minutes)

• Introduce key vocabulary from the recording (e.g., bond, rivalry, support, upbringing, sibling, conflict, loyalty).

Step 2: First Listening (5 minutes)

• What is the main idea of the recording?

• Do the speakers describe sisterhood as mostly positive or negative?

Step 3: Second Listening (10 minutes)

• What challenges do the speakers mention about having a sister?

• What are some of the benefits of having a sister?

• How does childhood upbringing affect the relationship between sisters?

3. Vocabulary Expansion (10 minutes)

• Review the key vocabulary from the listening segment.

• Use gap-fill exercises or sentence completion to reinforce understanding.

• Ask the student to use some of the words in their own sentences.

4. Speaking Practice (15 minutes)

Discussion Questions:

• How does the relationship between siblings change over time?

• Do you think gender plays a role in sibling relationships? How are brother-brother or brother-sister relationships different from sister-sister relationships?

• If you could choose, would you prefer to have a brother or a sister? Why?

• How can people maintain a strong bond with their siblings even when they live far apart?

5. Wrap-up & Homework (5 minutes)

• Summarize the key takeaways from the lesson.

• Assign a short writing task:

• “Describe a strong sibling relationship you know of (real or fictional). What makes it special?”

1. Bond “ A strong connection or relationship between people.

Example: The bond between sisters can last a lifetime.

2. Rivalry “ Competition or conflict between people, especially siblings.

Example: Sibling rivalry is common when children compete for their parents attention.

3. Support “ Help or encouragement given to someone.

Example: Good sisters always support each other in difficult times.

4. Upbringing “ The way a child is raised and educated by their parents.

Example: A shared upbringing can create a strong bond between siblings.

5. Sibling “ A brother or sister.

Example: I have two siblings, an older sister and a younger brother.

6. Conflict “ A disagreement or fight between people.

Example: Conflicts between siblings are normal but can be resolved through communication.

7. Loyalty “ A strong feeling of support or allegiance to someone.

• Example: Despite their arguments, the sisters always showed loyalty to each other.

• Ask the student:

Have you ever seen an online post or video that made people angry? Why do you think people react so strongly?

i saw the video of Daniela mercury and all people were leaving bad comments about her performance during the carnival in salvador 2025, and for me this was a rage bait.

maria bethania and daniela are the queens to win the grumpiest singers.

• Briefly introduce the concept of rage bait (content designed to provoke anger for engagement).

rage bait is the feeling of hatred in the internet.

verb= hate/ hateful.

the internet became in the place without law or the filtration of consequences.

2. Vocabulary Introduction (15 min)

Target Words/Phrases:

• Rage bait – Content designed to provoke anger for engagement.

• Engagement – Interaction with online content (likes, comments, shares).

• Monetization – Turning content into money. you are turning my hatred into love.

• Algorithm – A system that decides which content gets promoted.

• Controversial – Likely to cause disagreement or strong opinions.

• Clickbait – Sensational headlines designed to attract attention.

• Ad revenue – Money earned from online advertisements.

Activity:

• Provide definitions and examples.

• Ask the student to match the words with their meanings.

• Have them create sentences using the new vocabulary.

3. Speaking Activity (20 min) – Debate & Discussion

Task: Is rage bait an ethical way to make money online?

• Student argues for or against rage bait as a business strategy.

• Encourage them to use new vocabulary.

• Guide them with follow-up questions:

• Why do people engage with rage bait?

• Should social media platforms limit this kind of content?

Phil and Beth talk about the rage bait which means offensive comments on post, videos and forums in social media. The bad consequences on the topic and how we should solve and should think before like or comment the post.

4. Writing Activity (20 min) – Opinion Piece

Prompt:

“Do you think people should make money from rage bait? Why or why not?”

• Student writes a short opinion piece (150–200 words).

• Encourage them to use at least four of the new vocabulary words.

• Provide feedback on structure, grammar, and vocabulary use.

Level: Upper Intermediate (B2)
Objective: The student will discuss the relationship between happiness and success, expand their vocabulary, and practice listening skills with the BBC podcast.

1. Warm-up (10 min)

Discussion Questions:

• What does success mean to you?

For me success is to have a good job, to have health which is very important, to have freedom to choose to do what you want.

• Can someone be successful without being happy? Why or why not?

yes, because i can be successful at my job however without peace, freedom and lack of money.

• What things make people happy at work?

  coffee break - the bonus - personal growth - holidays- our vacations.

Prediction Activity:

• Show the title: Is happiness the key to success?

• they will talk about the relation between success and happiness..

• Ask: What do you think the podcast will talk about?

2. Vocabulary Introduction (15 min)

Introduce the vocabulary with definitions and examples:

1. Modernise – Make more modern, for example, through introducing new technology.

   • Many companies are modernising their offices with AI tools.

2. Social fabric – Community relationships that connect members of a society.

   • Strong families and friendships help maintain the social fabric of a country.

3. Intact – Complete and untouched.

   • Despite the storm, the old bridge remained intact.

4. Take centre stage – Become more important than anything else.

   • Climate change has taken centre stage in global discussions.

5. Brain drain – When large numbers of educated and skilled people leave their country to work abroad.

   • Many doctors move to the US because of the brain drain in their home countries.

6. Upskilling – Improving workers’ skills by giving them additional training.

   • The company is upskilling employees to prepare them for new technology.

3. Listening Activity (20 min)

Step 1: First listen – General understanding

• What is the main idea of the podcast?

• Does the speaker think happiness is the key to success?

Step 2: Second listen – Focus on details

• What examples are given about happiness and success?

• How do the vocabulary words appear in the podcast?

• What is the answer to the question: When is International Happiness Day?

4. Discussion & Speaking Practice (15 min)

Debate: What is more important: happiness or success?

• One student argues that happiness leads to success.

• One student argues that success leads to happiness.

Follow-up Questions:

• Can money buy happiness?

• How does social fabric influence happiness?

• What are the risks of brain drain for a country?

5. Writing Activity (10 min)

Task: Write a short essay (150-200 words) answering:
"Do you think happiness is necessary for success? Why or why not?"

• Use at least 3 new vocabulary words.

6. Wrap-up (5 min)

• Review the key vocabulary.

• Share answers to the International Happiness Day question.

• Ask: What did you learn today?

Discussion Questions:

• Do you think eating healthily is expensive? Why or why not?

  
  

• Have you ever eaten at an expensive restaurant? Was it worth the price?

  
  

Prediction:

• Show the question: How much does a meal cost at the most expensive restaurant in the world? (€650, €1650, or €2650)Ask students to guess before listening.

2. Listening Activity (15 min)

First Listening (General Understanding):

• Play the audio.

• Ask: What is the main idea of the conversation?

• Check if their price guesses were correct.

• 
  

Second Listening (Detailed Understanding):

• Play the audio again.

• Students take notes on arguments for and against healthy eating being expensive.

Comprehension Questions:

1. What do Pippa and Georgie think about the cost of healthy food?

2. What are some reasons why people believe eating healthily is expensive?

3. What solutions or alternatives do they suggest?

3. Vocabulary Practice (15 min)

Matching Activity: Match words with definitions.

Word/Phrase Definition

bags of (something) a lot of (something)

ultimately

finally, after a series of events

tackle

try to deal with (a problem)

a classic

well-known and of good quality

a pain (to do something)

annoying or difficult (to do something)

heavy-handed (with an ingredient)

use too much (of an ingredient)

Sentence Completion:
Students complete sentences using the vocabulary:

1. Cooking healthy meals every day can be _a pain to do___. (a pain)

2. If you want to eat well on a budget, you need to _tackle___ the problem by planning your meals. (tackle)

3. My grandmother’s soup recipe is _a classic___—everyone loves it! (a classic)

4. He was too _heavy handed___ with the salt, and the dish was inedible. (heavy-handed)

4. Speaking Activity (15 min)

Debate:

• Divide students into two groups:

  • Healthy eating is expensive.

  • Healthy eating can be affordable.

• Each group prepares arguments using the vocabulary.

• Debate using phrases like:

  • I believe that...

  • Ultimately, the real issue is...

  • A classic example is...

5. Writing Task (10 min)

Students write a short paragraph answering: Is eating healthily always expensive?
They must use at least three new vocabulary words.

6. Wrap-up (5 min)

• What did you learn today?

• Has your opinion about healthy eating changed?

• Which new words can you use in daily conversation?

🎯 Level: Intermediate (B1–B2)

⏰ Time: 45–60 minutes

🎧 Source: BBC Learning English – 6 Minute English

Episode: "Can ginger shots, turmeric and cold water swimming boost your immune system?"

🧠 Lesson Objectives

By the end of the lesson, students will:

• Understand a short audio about immune-boosting remedies

• Learn and use six vocabulary expressions from the episode

• Share opinions and experiences using natural health remedies

🧩 1. Warm-Up / Introduction (10 min)

🔹 Ask Students:

• What do you do to stay healthy?

• Have you ever tried ginger, turmeric, or cold water swimming?

• Do you think these things can help your immune system?

Introduce the episode title and write it on the board:
🗣️ Can ginger shots, turmeric and cold water swimming boost your immune system?

❓ 2. Prediction Question (2–3 min)

How many colds does the average adult get in the UK each year?
a) 2–3
b) 4–5
c) 7–8

Let students guess and explain their reasoning.

🎧 3. Listening Task (10–12 min)

Play the BBC 6 Minute English episode or read the transcript aloud.
(Link: BBC Learning English)

✍️ Listening Task:

• Find the correct answer to the question

• Write down natural remedies mentioned

✅ Answer:
✅ Remedies: ginger shots, turmeric, cold water swimming

📚 4. Vocabulary Focus (15 min)

➤ Teach vocabulary using the layout below:

1. touch wood

👉 Expression used to avoid bad luck.
🗣️ "I haven’t been sick all year — touch wood!"

2. snuffles / sniffles

👉 Minor cold symptoms, like a runny or blocked nose.
🗣️ "He’s got the sniffles again. Must be the weather."

3. back me up

👉 An informal way to ask someone to support your opinion.
🗣️ "You saw it too, right? Back me up!"

4. tickety-boo

👉 British informal: Everything is fine and working well.
🗣️ "Everything’s tickety-boo – no problems today."

5. dampen (something)

👉 To weaken or reduce something, like feelings or effects.
🗣️ "Lack of sleep can dampen your immune system."

6. prone to (something)

👉 Likely to be affected by something, especially negative.
🗣️ "I’m prone to headaches when I’m stressed."

🎯 Practice Ideas:

• Match the words to definitions or example sentences

• Choose 3 and use them in your own sentence

• Role-play a short dialogue using 2–3 expressions

💬 5. Speaking / Discussion Task (10–15 min)

Discussion Questions:

• Do you believe natural remedies like ginger or turmeric work?

• Have you ever done cold water swimming or something similar?

• Are you prone to getting sick?

• Do you believe in expressions like “touch wood”?

🔁 Encourage students to use new vocabulary in their responses.

🏠 6. Homework / Extension Task

✍️ Write a short paragraph (6–8 sentences):

How do you stay healthy? Do you use natural remedies or believe in them?

Use at least 3 new vocabulary words from today’s lesson.

. touch wood

👉 Expression used to avoid bad luck.
🗣️ "I haven’t been sick all year — touch wood!"

2. snuffles / sniffles

👉 Minor cold symptoms, like a runny or blocked nose.
🗣️ "He’s got the sniffles again. Must be the weather."

3. back me up

👉 An informal way to ask someone to support your opinion.
🗣️ "You saw it too, right? Back me up!"

4. tickety-boo

👉 British informal: Everything is fine and working well.
🗣️ "Everything’s tickety-boo – no problems today."

5. dampen (something)

👉 To weaken or reduce something, like feelings or effects.
🗣️ "Lack of sleep can dampen your immune system."

6. prone to (something)

👉 Likely to be affected by something, especially negative.
🗣️ "I’m prone to headaches when I’m stressed."

Level: Lower Intermediate
Length: 60 minutes
Skills: Listening, Vocabulary, Speaking

🎯 Objectives

By the end of the class, students will:

• Understand the main idea and details of a short audio clip.

• Learn and use new vocabulary in context.

• Practice speaking about allergies and health-related issues.

🔹 1. Warm-up (10 mins)

Discussion Questions:

• Do you have any allergies?

• Do you know anyone who has many allergies?

• What do people usually do when they have allergies?

• Can you name some common allergies?

  
  

Write answers on the board and introduce the weekly question: 🧠 “What is the most common allergy in the world?”
a) Peanuts
b) Pollen
c) Dairy ( milk/ cheese/ butter/
(Students give guesses – they’ll find out later in the episode.)

🔹 2. Vocabulary Preview (10 mins)

Present these expressions and check understanding:

ExpressionMeaningExample

call ahead of time

phone before you go somewhere

You should call ahead of time to book a table.

accommodate

give someone what they need

We can accommodate gluten-free diets.

protocols

strict rules for doing something

Hospitals follow safety protocols.

(allergy) capital of the worlda place known for somethingThat city is the allergy capital of the world.

drop off

decrease over timeThe temperature will drop off tonight.

or so

about / approximately

She has 50 allergies or so.

🔄 Match the word with its meaning (or give a fill-in-the-gap activity).

🔹 3. Listening Activity (15 mins)

🎧 BBC 6 Minute English – “Do you know anyone who has 50 allergies?”
[Play the episode once – 6 mins]
👉 You can find it here: BBC 6 Minute English website

Task 1: General comprehension

• Who are they talking about?

• How many allergies does she have?

• What does she do to prepare?

Task 2: Specific details (True/False or Multiple Choice)

1. The woman is allergic to 15 things.

2. She calls ahead of time before going out.

3. She lives in a place known for having few allergies.

4. Her allergies have increased over time.

🎯 Reveal the answer to the question:
✅ The most common allergy in the world is…

🔹 4. Vocabulary Practice (10 mins)

Use the new words in personalized questions:

• Do you usually call ahead of time when you go to restaurants?

• How can a restaurant accommodate someone with allergies?

• What kind of protocols do you think airlines have?

• Is your city the capital of anything? (funny or serious)

• Has the number of tourists in your city dropped off recently?

• Do you have 5 friends or so you speak English with?

(Do this orally or in pairs.)

🔹 5. Speaking Practice (15 mins)

Roleplay activity:
Student A: You have 10 food allergies and want to eat at a restaurant.
Student B: You work at the restaurant. Ask questions and see how you can accommodate the guest.
Use the vocabulary: call ahead of time, protocols, accommodate.

OR
Discussion questions:

• What would you do if you had 50 allergies?

• Is it difficult to live with food allergies in your country?

• What’s something you would hate to be allergic to?

🔹 6. Wrap-up (5 mins)

✅ Recap:

• What was the most surprising thing you learned today?

• Which new words can you remember?

• Any words you want to practice more?

Homework idea:
Write a short paragraph (5–7 sentences):
“Imagine you are allergic to 10 things. Describe how your life would change.”

🎯 Objective

Students will be able to:

1. Understand and use six key vocabulary items in context.

2. Listen for gist and detail in a short podcast excerpt.

3. Discuss the uses and implications of AI in policing.

🕑 Total Time: 60 minutes

1. 👋 Warm‑up (5 min)

• Prompt on board: “What crime‑solving shows or movies do you like? Why?”

• 
  

2. 🔍 Vocabulary Discovery (12 min)

a) Context Sentences

Target Vocabulary:

• where (someone) is coming from

• background

• what can (something) do for me?

• renaissance

• out of favour

• real‑time

1. “It’s helpful to know __________—why someone thinks the way they do.”

2. “Her __________ is in digital forensics—she’s an expert.”

3. “When you ask, ‘What can AI do for me?’ you want to know its benefits.”

4. “There’s been a __________ in interest in old‑school detective novels.”

5. “Some techniques have fallen __________ because they’re outdated.”

6. “Surveillance cameras now show events in __________ to officers.”

3. 🎧 Pre‑Listening & Prediction (5 min)

• Write quiz question on board:

  “In 2020, Radio Times readers chose their favourite TV detective. Who won?
  a) Sherlock Holmes b) Hercule Poirot c) Miss Marple”

• Students vote and give brief reasons.

4. 📻 Listening for Gist (8 min)

• Play the introduction where Neil & Beth pose the AI/policing topic and quiz question.

• Task: What are they going to talk about?

• 
  

5. 📋 Listening for Detail (10 min)

• Play the segment where they explain one or two AI tools used by police.

• Task: In pairs, note:

• the podcast talks about the use of AI and the new use of it for the renaisence of the facts that help the detective to solve crimes.

• 
  

  1. One example of AI technology they mention.

  2. How it helps officers in __real time how to solve crimes________ (fill in with “real‑time,” “background checks,” etc.).

• Share answers with class.

6. 💬 Vocabulary Recycling (5 min)

• On mini‑whiteboards or paper, students write one question or statement using each vocabulary item, e.g.:

  • “Where is the AI system coming from?”

  • “My background is in cybersecurity.”

  • delivering information in real time.

  • facebook is out of favour for many of young people.

  • 
    

  
  

7. 🗣️ Guided Discussion (12 min)

Discussion Prompts

In small groups, students discuss:

1. “What can AI do for me?” – List three ways AI could help the police in your city.

i think with AI police can identify faces of criminals in big events like carnaval and other festivities.

1. “Where is the community coming from?” – How might public opinion influence AI use in policing?

2. the people believe in fake news and this can influence badly the use of AI.

3. “Is there a renaissance in detective work?” – Do you think new AI tools make detective stories more or less interesting?

Maybe, because the AI is created to find existed answers and that gives an insight but is not 100 %certain.

1. “Which methods are out of favour?” – What old‑fashioned policing techniques might we abandon?

   first we need to lower the crimes and violence and later on check other tecniques to defeat crimes.

2. “Do you worry about real‑time surveillance?” – Discuss privacy vs. safety.

this is good for avoiding crimes in places like at home or enterprises but at the same time we feel watched all the time and makes feel intimidated unless you forget you´ve been recorded on a tape or a camera.

8. ✍️ Wrap‑up & Homework (3 min)

• Homework:

  1. Write a short paragraph (50‑60 words) answering:

     “How can AI do something for you in everyday life?”
     Use at least three of today’s vocabulary items.

     
     

🎯 Objective

Students will be able to:

1. Discuss benefits of multilingualism.

2. Understand and use five target vocabulary items in context.

3. Practice listening for gist and detail.

4. Share opinions and personal experiences.

🕑 Total Time: 60 minutes

1. 👋 Warm‑up (5 min)

• Question on board: “Do you know anyone who speaks more than two languages in your family?”

• i have cousins, most of them they live in California and they speak english.

2. 🧩 Vocabulary in Context (12 min)

a) Context Sentences

On the board, write six short sentences with blanks (one extra) using the target words.

Target Vocabulary: polyglot, pick up, brain workout, juggling, tune into, soldier on

1. Maria speaks five languages—she’s a true __polyglot____.

2. When I need new English words, I just talk to people and ___pick up___ them naturally.

3. Learning vocabulary every day is like a _brain workout_____ for your mind.

4. He’s always busy—_juggling/ juggle_____ work, family, and classes.

5. Before starting class, please _tune into_____ the podcast and settle in.

6. It was hard at first, but I decided to __soldier on ____ and finish my language course.

3. 🎧 Pre‑Listening & Prediction (5 min)

• Write the week’s question:

  “Which country has the most official languages? a) Zimbabwe b) Switzerland c) Bolivia”

  
  

• Students vote and briefly say why.

4. 📻 Listening for Gist (10 min)

• Play the start of the episode (Neil’s introduction + question).

• Task: What’s the main topic? (Polyglots and multilingual benefits.)

  
  

5. 📋 Listening for Detail (10 min)

• Play again. Students note:

  1. The correct answer to the quiz question.

  2. One benefit of knowing many languages mentioned.

  
  

6. 💬 Vocabulary Retrieval (5 min)

• Ask students: “Where did you hear ‘juggling’ in the conversation? What was being juggled?”

• Elicit one or two more contexts for each word to reinforce meaning.

7. 🗣️ Speaking & Discussion (10 min)

In groups of three, students discuss:

1. “Would you like to be a polyglot? Why or why not?”

2. “What skills could you pick up easily? What would be harder—how would you soldier on?”

3. “Is learning English a brain workout for you? How do you juggle your study time?”

8. ✍️ Reflection & Homework (3 min)

• Homework:

  • Write five sentences, each using a different target word correctly.

  • Short paragraph (50 words): “How does learning languages benefit you?” Use at least three of today’s words.

🎓 Lesson Plan: Comparing Education Systems

Level: Lower Intermediate

Duration: 60 minutes

Topic: Education systems and international rankings

Main Skills: Listening, Vocabulary, Grammar (Comparatives), Speaking

🎯 Learning Objectives

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

• Use comparatives to compare education systems

• Understand and use key vocabulary from the episode

• Discuss the fairness and value of comparing education systems

• Express opinions using simple structured sentences

🗣️ Warm-up (10 minutes)

Activity: Quick Discussion

• Ask: What do you think makes a good school?

• In brazil the education system in private school is very good and what makes a good school is the methodology, the resourses, the teachers and infrastructure.

• In Brazil the public education sometimes depends on the area or the management, however the public universities are way better than the private.

• How was your experience at school?

• All my life i studied in private schools and also universities.. I had good teachers along my studies specially in this private schools and universities, they were a good reference on the market and in the field where i work now.

• i went to instituto social objetivo school in salvador, and i went to faculdade da cidade de salvador university.

• Introduce the topic: “Today, we’ll talk about education systems around the world.”

🧠 Vocabulary Task (10 minutes)

Target Vocabulary:

• contentious, outpace, rival, knowledge economy, regardless, segregate

Task: Matching & Fill in the blanks

• Provide meanings and gap-fill examples.

Examples:

1. Smaller countries sometimes __outpace________ larger ones in education rankings.

2. The idea of comparing education systems can be _contentious_________.
   

they are talking about the quality of the sytems for schools around the world, and they´re talking about Pisa ranking ( is an international organization to test students in different subjects like math, science, grammar and reading)

Singapore leads the first place and second place is dealt by Ireland.

the principal in Estonia thinks is not necessary to segregrate the students regardless of the background, it is necessay to put the students at the level and do not segregate them.

📚 Grammar Focus: Comparatives (10 minutes)

Target Structure:

• smaller than, better than, more effective than, less segregated than

Mini Presentation:

• Explain comparative rules: (adj + -er) / more + adj

• Use examples from the episode:
  

  • Estonia is more successful than many larger countries.

  • Singapore is better at reading than the UK.

• 
  

Practice Activity:

• Student compares countries (e.g., Ireland vs. USA) using comparatives.

🎧 Listening Practice (15 minutes)

Activity: Guided Listening with the Episode

• Play short segments, then pause to ask:
  

  • What does “contentious” mean?

  • Why are smaller countries often more successful?

  • What makes Estonia’s system different?

• 
  

Comprehension Questions:

1. What does the Pisa test measure?

2. What’s a knowledge economy?

3. Why don’t Estonian schools segregate students?

🗨️ Speaking Practice (10 minutes)

Activity: Discussion Using Prompts

• Use prompts like:
  

  • Do you think it’s fair to compare education systems?

  • What would you change about education in your country?

  • Which country do you think has the best education system?

• 
  

Encourage use of comparatives and key vocabulary.

✅ Wrap-up (5 minutes)

Quick Vocabulary + Grammar Quiz: True/False

• A knowledge economy needs highly skilled workers.

• If countries are segregated, they work together. (

• Smaller countries often outperform bigger ones in education.

✍️ Homework (Optional)

Writing Task:

Write a short paragraph (5–6 sentences): Compare your country’s education system with another using at least 3 comparatives and 2 new vocabulary words from today’s lesson.

Level: Upper-Intermediate (B2)

Time: 60–90 minutes

🎯 Objectives:

• Learn and use vocabulary related to climate change and animal migration

• Practice listening comprehension and paraphrasing

• Improve structured speaking and writing using academic and conversational discourse features

🗣️ Warm-Up (10 minutes)

Discussion Questions:

1. Do you know any animals that migrate? Why do they migrate?

2. How do you think animals and climate change are connected?

3. Have you ever heard of the Great Migration?

Mini Vocabulary Preview (Quick Match):
Match the terms to definitions:

Term Definition

migrate : move to another place due to weather or temperature

sequester : store or trap something, like CO2

secret weapon : something that gives an unexpected advantage

🎧 Listening & Vocabulary (20–25 minutes)

Audio: 6 Minute English - Can animals help fight climate change?
Link: BBC Learning English Episode

Task 1: Comprehension Check

Answer the question from the episode:

How many animals are thought to take part in The Great Migration?
a) 1 million b) 1.5 million c) 2.5 million

Task 2: Vocabulary in Context
Complete the sentences using the vocabulary from the episode:

1. Some animals __________ long distances for food or mating.

2. Climate activists believe forests and seagrass help __________ carbon.

3. The phrase "__________" means a powerful tool that isn't obvious.

4. The migration of sharks covers large __________ of ocean.

5. To understand better, we can say "__________" and then give an example or comparison.

✍️ Writing Task (20–25 minutes)

Prompt:

Write a short opinion paragraph (120–150 words) answering:
"Should governments invest more in protecting migratory animals to fight climate change?"

Include:

• A clear topic sentence

• Supporting arguments with vocabulary from today’s lesson

• Linking words: however, in addition, as a result, for example, in contrast

• Concluding sentence

Optional peer review or homework submission

💬 Speaking Task: Structured Discussion (20 minutes)

Debate Pairs / Small Groups:

"Sharks are more useful to the planet alive than dead."

Assign roles:

• One student supports the idea using information from the podcast

• One plays devil's advocate or a skeptical policymaker

• Third student (if in group) summarizes the main points

Discourse Features to Practice:

• Expressing agreement/disagreement

• Adding evidence: “For example, studies show...”

• Clarifying: “What I mean is…”

• Perspective: “To put this in perspective…”

✅ Wrap-Up (5–10 minutes)

Reflection questions:

• What new vocabulary did you use in speaking or writing today?

• Did anything surprise you about animal migration and climate change?

• How can you apply today’s vocabulary in other contexts?

🔑

Target Phrasal Verbs with Definitions

1. be into (something) – to have an interest in something
   Example: My son is really into building things with Lego.

   example: i am very into learning the language so, i can get better positions in the companies.

   i am into working abroad.

2. take (something) up – to start doing a new activity
   Example: I took up swimming to relax after work.

   i will take up a new project in June.

3. read up on (something) – to study or learn about something by reading
   Example: I read up on child development before my son started school.

   i read up on the verb to be before starting wise up.

4. brush up on (something) – to improve a skill that you haven’t used in a while
   Example: I brushed up on my Spanish before our trip to Barcelona.

   i brushed up on physical movement before returning to mai thai.

5. work on (something) – to put effort into improving or completing something
   Example: I’m working on my patience as a parent.

   i am working on my patience as a wife and mother of 8 pets.

6. fall behind – to make less progress than expected or needed
   Example: He fell behind in his studies after missing a week of school.

   we fell behind when we didn´t update the information.

7. catch up on (something) – to do something that should have been done earlier
   Example: I had to catch up on emails after my vacation.

   i had to catch up on my tasks during the project.

8. hand (something) in – to submit something, usually a task or assignment
   Example: He handed in his homework just before the deadline.

   i handed in the report before the deadline.

🧠

TASK – Complete the Story

Tell your student:

“I’m going to read a story about a busy parent. You’ll help me complete it using the phrasal verbs we’ve just learned.”

Story: “A Busy Week at Home and Work”

This week has been crazy! Lately, I’ve really been ___ ___ fitness and healthy eating. That’s why I decided to ___ ___ yoga in the mornings—just 15 minutes a day to stay active.

At work, I had a big presentation to prepare. I had to ___ __ the topic, since it was something I hadn’t worked on in years. I also realized I needed to ___ my public speaking skills, so I practiced every night.

At the same time, my son’s kindergarten teacher said he was starting to ___ ___ in writing his letters, so I stayed up late to help him.

By midweek, I was exhausted and needed to ___ ___ sleep and some emails I’d ignored. Luckily, I finally managed to finish the presentation and ___ ___ it to my boss on Thursday.

Now, I’m just ___ ___ staying sane!

Level: Lower-Intermediate
Time: 60 minutes
Skills: Listening, Speaking, Grammar (Second Conditional & “wish” for present)
Theme: Hopes, dreams, and wishes
No charts used

🟢 1. Warm-up – “Quick Dreams” (10 min)

Objective: Activate vocabulary and interest

Ask:
🗣️ “If you could do anything this weekend, what would you do?”

I would sleep more hours less cold, i would drink wine at home.
🗣️ “If you had $1,000 to spend today, what would you buy?”

I´d buy a ticket to travel to Salvador.

Let the student answer freely.
Introduce the idea:
👉 “You’re talking about your wishes. Let’s explore this today!”

I WOULD.

🟠 2. Key Vocabulary – Matching Game (5–7 min)

Introduce 4 words from the podcast:

WordMeaningwishsomething you want to happenlotterya game to win moneysplash outspend a lot of money on something funmaterialisticfocused on expensive things

Ask the student to match them to their meanings. Use examples:

🗣️ “I wish I had a dog.”
🗣️ “I don’t want to win the lottery… I NEED to win it!”

🔵 3. Listening – Guided Questions (10–12 min)

🎧 Listen to the podcast or read the selected parts aloud.
Then ask:

• What does Neil wish?

• neil wishes he bought a bigger house

• What would Neil do if he won the lottery?

• if he won the lottery, he would buy bigger house to play music and record it. and nobody would listen to it.

• What would Georgie do with the money?

• Georgie would travel around the world and know new places and she wouldn´t buy anything because she isn´t materialistic.

• What does Georgie wish she had more of?

• she wished she had more time to relax and work less to do other activities and hobbies.

Let the student respond in simple sentences.

🟣 4. Grammar Focus – Real Life Wishes (10–12 min)

✳️ Part A: Second Conditional

Introduce with examples from the podcast:
👉 “If I won the lottery, I would travel.”
👉 “If I had more money, I would splash out on clothes.”

✅ Have the student make 3 original sentences starting with:

✳️ Part B: Wish + Past Simple

Examples:
👉 “I wish I had a garden.”
👉 “I wish I knew how to cook.”

🗣️ Ask the student to complete:

• I wish I had money to travel more

• I wish I had money to buy another big house

• I wish I

🟢 5. Speaking Task – “Lottery Life!” (10–15 min)

Situation:
🎲 “You just won $10 million! Tell me…”

• What would you buy?

• Where would you live?

• Would you keep working?

Follow-up questions:

• Would you splash out on something crazy?

• Would you give money to your friends or family?

🟨 You can also roleplay:
“I’m your friend. Try to convince me to spend the money with you!”

🟠 6. Wrap-up – Final Reflections (5 min)

Ask:
🗣️ “What do you wish for your life now?”
🗣️ “What would you do if you had more time each day?”

what do you wish for the world?

Finish by reviewing today’s grammar:

• “I wish i studied veterinary in the future.

• my husband wishes he bought bigger place for playing games.

• if i had more time i would practice physical activities.

• i wish the world had more peace and without hunger and poverty.

Ask the student to write 5 sentences:

1. 2 with “I wish…”

2. 3 with “If I…” (second conditional)

Example:

• I wish I had more time to travel.

• If I could speak French, I would visit Paris.

Level: Lower Intermediate (A2–B1)
Focus: Vocabulary + Sentence Structure + Everyday Conversation
Duration: 45–60 minutes
Grammar Target: Present Simple and Modals ("should", "can", "need to")
Skills: Speaking, Listening, Writing

1️⃣ WARM-UP (5–7 min) – Small Talk: Trash Talk

Start with a few general questions:

• What do you usually throw away at home?

well i usually throw away trash for example: plastic bottles, food leftovers, rotten food, papers and unnecessary things.

• Do you recycle? What?

  i don´t recycle but i help to segregate the trash in my home and in my work.

• Do you use plastic bags or plastic bottles?

  yes, everyday when i buy orange juice and i organize the food with plastic bags. everything is now plastic.

Vocabulary:

waste = desperdiçar

spend= gastar

get rid of= eliminar

throw away= jogar fora

put away= guardar

take out = jogar

Encourage full sentences:

"Yes, I recycle paper and plastic bottles."
"I throw away food sometimes."

You can show pictures or name items (bottle, can, bag, food) to help.

2️⃣ VOCABULARY IN CONTEXT (10–12 min) – Words in Action

Introduce 5 key vocabulary items through simple examples and short definitions in your own words.

1. Waste
   Explain: “To use something badly or throw away too much.”
   Example: “We waste food when we don’t eat it.”

   in the past, we wasted paper at work but after the new technology we don´t use paper and we cut back on prints.

2. Recycle
   Explain: “To use something again after using it.”
   Example: “I recycle bottles and cans.”

   i recycle bottles too, and once in a week i and my family separate the garbage/rubbish in the bins to help recycled system in the city.

3. Single-use plastic
   Explain: “Plastic we use one time and throw away.”
   Example: “A plastic straw is single-use plastic.”

   unfortunately everyday everyone use single use plastic for example buy the bottle of water in the street.

4. Rely on
   Explain: “To need something to work or live.”
   Example: “I rely on my phone every day.”

   I rely on phone, my internet and computer. ( tools)

5. Cut back on / Cut down on
   Explain: “To use less of something.”
   Example: “We should cut down on plastic.”

   
   

After each one, ask the student:

“Do you waste food?”
“What do you recycle?”
“Do you use single-use plastic?”
“What do you rely on every day?”
“What should people cut down on?”

3️⃣ STRUCTURE PRACTICE (10–15 min) – Make the Sentence Right!

Tell your student they will fix word order in short sentences. These are mixed up.

Example 1:
“plastic / I / always / use” → Correct: “I always use plastic.”

Example 2:
“never / waste / food / we” → Correct: “We never waste food.”

You can give them 5–6 jumbled sentences. Let them fix and say them aloud.
Then ask them to write or say 2 sentences about themselves using one of the new words.

4️⃣ GUIDED SPEAKING TASK (10 min) – True for Me?

Say a sentence. The student tells you if it’s true or not for them.

Examples:

• “I waste food every week.”

• “I recycle every day.”

• “I use a lot of single-use plastic.”

• “I rely on my car every day.”

• “I want to cut down on plastic bags.”

Encourage longer responses:

“Yes, that’s true. I recycle paper and glass.”
“No, I don’t. I try not to waste food.”

5️⃣ CREATIVE PRODUCTION (10–15 min) – My Daily Habits

Ask your student to speak (or write) about their daily habits using the new words.

Prompt with simple questions:

• What do you waste?

• What do you recycle?

• What do you use every day?

• What do you want to cut down on?

Support with sentence starters:

“At home, I usually waste…”
“I recycle…”
“I rely on…”
“I want to cut back on…”

Optional writing:
Ask the student to write 4–5 sentences using all the new words.

🏠 HOME PRACTICE

Ask your student to do this for next class:

• Find 3 things in their house.

• Decide: Is it something they waste, recycle, or rely on?

• Write 3 short sentences about them.

Example:

“This is a plastic cup. I use it once and throw it away.”
“This is my phone. I rely on it every day.”

it grinds my gears when people forget to flush down in the toilet.

when the people forget the wc cover that grinds my gears.

🎯

Class Title:

Keep Your Brain Active – Real English with Neil & Georgie

⏱️

Class Length:

45–60 minutes

🌟

Objectives:

• Learn and use vocabulary related to memory and thinking

• Practice listening with real-life conversation

• Improve speaking fluency on the topic of mental activity

• Reflect on personal habits and brain health

🔹 1.

Warm-up Discussion

(5–10 min)

Start by asking your student(s):

• Do you think your memory is good or bad? Why?

• well, in other times my memory is good but now i think is not so good because the age is a difficult thing.

• Do you forget names, places, or dates easily?

• sometimes, places maybe not but names i work with different people in the office and remember all the names is difficult.

• What do you do to keep your brain healthy and active?

• i guess i work to keep my brain active.

• How much time do you spend on your phone or computer daily?

the time to spend, it´s a lot of time because i use my phone and computer for all, to buy, to work, to research, to watch social media, and to watch series. so probably i spend like 9 hours a day in front of the screens.

👉 Encourage short answers with explanations.

🔹 2.

Vocabulary Focus

(10 min)

Introduce the target vocabulary one by one, reading them aloud and checking understanding:

• Memory – our ability to remember things

• Long-term memory – remembering things from a long time ago

• Short-term memory – remembering things from recent moments

• Sharp – used to describe someone who thinks quickly and clearly

• On the tip of your tongue – when you almost remember something but can’t say it

• Screen time – the time you spend using phones, computers, or TVs

🎯 Ask the student to say a sentence using 2 or 3 of these words.

🔹 3.

Listening Practice

(15–20 min)

🎧 Go to the BBC Real Easy English – How to keep your brain active

First listen – general understanding:

Ask:

• What are Neil and Georgie talking about?

• What helps them keep their brains active?

Second listen – detailed understanding:

Ask these true or false questions orally:

• Georgie thinks her long-term memory is better than her short-term memory.

• Neil always remembers people’s names.

• Reading books is one way to stay mentally sharp.

• They think too much screen time may affect memory.

• Neil mentions doing exercise to help his brain.

🎧 Play the audio again and pause as needed. Check answers together.

🔹 4.

Speaking Practice

(15 min)

Use the following prompts to encourage free conversation:

• What do you do to stay mentally sharp?

• Can you remember something from your long-term memory? (childhood, family, school)

• Have you recently had something “on the tip of your tongue”? What was it?

• Do you think screen time affects your memory or attention? How?

👉 Encourage the student to use the new vocabulary naturally in their responses.

🔹 5.

Wrap-up & Reflection

(5 min)

Ask:

• What’s one new thing you learned today?

• What will you do this week to help your brain stay active?

• Which new word was your favorite and why?

📝 Optional Homework:

Ask your student to write a short paragraph titled:

“How I keep my brain sharp”

They should use at least four of the new vocabulary words.

🎧 Based on the BBC Learning English episode with Neil and Beth

🎯 Lesson Objectives

By the end of the lesson, students will:

• Understand and use key work-related vocabulary

• Discuss job satisfaction and workplace culture

• Reflect on their own work-life balance

• Practice listening comprehension and structured speaking

⏳ Total Time: 60–75 minutes

Materials: Audio or transcript (if available), whiteboard or slides, and discussion prompts.

🧠 1. Warm-up Discussion (10 minutes)

Start with some general questions to activate prior knowledge:

• What makes a job good or bad?

• in my opinion my job is very good, i like what i do, studied for that and i chose this job. what makes a job good is the process, the challenges, every day i know other challenges, other knowledge from people that work with me. this a good opportunity with a lot of people from other cultures.

• Have you ever had a job you didn’t like? Why?

• the amount of meeting is so tiring and that i didn´t like, but not the job, when i chose the job that i loved it is just fine.

• What makes people unhappy at work?

• the organizational climate makes people feel unhappy because in the job we stay more time than our lives and if the climate isn´t good, the engagement can be affected very negatively, second point is the lower payment for some employees, without benefits for some is also bad and that makes people feel unhappy.

  
  

Introduce the day’s topic: how to avoid being miserable at work.

📚 2. Vocabulary Introduction (10–12 minutes)

Present these six vocabulary items in context (no charts):

• Burnout – when you feel exhausted and lose motivation due to too much work

• People complain about working hard and they must suffer burnout, but they don´t know what hard work really is.

• Meet the Deadline – a time or date when something must be finished

• the payroll is based on the deadline due to the government orden. i always need to meet my deadlines.

• Breathing down someone’s neck – watching someone too closely while they work

• my boss is cool, and he´s very committed to meet deadlines so, sometimes he can breath down you neck.

• Presenteeism – staying at work longer or going to work when sick to seem important.

• sometimes we see the presenteeism without engagement for the employees and we need to report it and make a call for this difficult feedbacks.

• Work-life balance – the time you spend at work vs. doing things you enjoy

• Win-win – a situation that benefits everyone

Practice: Give example sentences and ask:

• Have you ever felt burnout?

• What deadlines do you have in your work/life?

• Does your boss ever breathe down your neck?

🎧 3. Listening Comprehension (15–20 minutes)

Task: Play or read aloud selected parts of the conversation.

Comprehension Questions:

1. What was Neil’s worst job?

2. What job was voted the worst in the UK?

3. Why did 15,000 NHS nurses quit?

4. What change was tested in the construction industry?

5. What are the benefits of “output-based” work?

6. What do they mean by “win-win”?

(You may play or paraphrase the section about the Forbes survey and the trial project by Emma Stewart.)

💬 4. Discussion & Speaking Practice (15–20 minutes)

Pair or group questions (or 1-on-1 if private class):

• Do you think your country has a healthy work-life balance?

• Have you ever worked under a deadline that was too stressful?

• What do you think about “presenteeism”? Do people do this in your workplace?

• What would be a win-win situation in your current job?

Encourage the student to use the vocabulary in their responses.

🧑‍🏭 5. Role-Play or Mini Debate (Optional – 10–15 minutes)

Scenario: Your company is changing from a strict 9–5 job to task-based working.

Roles:

• HR Manager explaining the benefits

• Employee concerned about changes

• Manager who prefers traditional work hours

Goal: Use at least 3 new vocabulary words in the conversation. Discuss pros and cons.

✍️ 6. Writing Task (Optional Homework)

Prompt:
Write a short paragraph (100–150 words):
“What does a healthy work-life balance look like for you? What would be a win-win job situation in your life?”

Encourage the use of vocabulary like burnout, deadline, presenteeism, etc.

🔁 7. Wrap-Up (5 minutes)

Quickly review the vocabulary and ask:

• Which of these words do you think you’ll use this week?

• What did you learn today about work and happiness?

🌾

Class Title: Female Farmers and Fairness

🎯 Objectives:

• Learn key vocabulary about gender equality and finance

• Practice using present perfect with adverbs (e.g., “have risen dramatically”)

• Engage in discussion about gender roles, fairness, and innovation

🕒 Stage 1 – Warm-up Discussion (10 min)

Questions to start:

1. Do women and men have equal opportunities in farming or business in your country?

2. Do you know someone who grows food or has a small business?

3. What are the challenges of selling products directly to customers?

🧠 Stage 2 – Vocabulary Task (15 min)

Match the word with its definition:

1. Sexism

2. Fluctuate

3. Risen dramatically

4. Make a big difference

5. Savings and credit union

6. Chip in

a) To significantly improve a situation

b) A financial organization where members share money and lend to each other

c) The mistreatment of one sex based on the idea the other is superior

d) Increased suddenly and surprisingly

e) Each person gives a small amount of money to help pay for something

f) To continually change, go up and down

🧩 Stage 3 – Vocabulary in Context (10 min)

Complete the sentences using the correct word:

(sexism, fluctuate, risen dramatically, chip in, savings and credit union, make a big difference)

1. Vegetable prices ______ depending on the season.

2. The app helped farmers increase profits – it really did ______.

3. Female farmers in Peru joined a ______ to support each other financially.

4. Because of ______, women in some countries are paid less for the same work.

5. When a neighbor needed help, we all decided to ______ and raise some money.

6. Since joining the app, her income has ______.

✅ Then check and discuss answers.

🧾 Stage 4 – Grammar Focus (10 min)

Target grammar: Present Perfect + Adverbs

e.g. “Her income has risen dramatically since using the app.”

e.g. “Prices have fluctuated over the past year.”

✅ Useful adverbs:

• dramatically

• slightly

• recently

• steadily

• constantly

Practice task:

Complete the sentences with the present perfect form + an adverb.

1. My English ______ (improve / dramatically) since I started practicing every day.

2. Prices ______ (fluctuate / constantly) in the past months.

3. Many women ______ (join / recently) the new farming program.

4. The use of technology ______ (grow / steadily) in rural areas.

✅ Review the rule: Present perfect = have/has + past participle

→ used for recent changes or experiences without a specific time

💬 Stage 5 – Guided Discussion (15–20 min)

Choose 3–4 of the following questions:

1. Do you think technology can help reduce inequality? Why or why not?

2. Would you use an app like “Farm to Go” if you were a farmer? Why?

3. What do you think are some of the barriers that women face in agriculture?

4. Have you ever chipped in to help someone or a community project?

5. Do you know any organizations or projects in your country that support women?

💡 Encourage your student to use vocabulary from today’s class and present perfect when possible.

🏁 Stage 6 – Wrap-Up & Reflection (5 min)

• What new words or expressions do you remember from today?

• What ideas from the podcast did you find interesting or surprising?

Optional homework:

• Write a short paragraph (80–100 words) about how technology has helped people in rural areas. Use at least 3 vocabulary words from today and one sentence in present perfect.

✅ Answers: 1c, 2f, 3d, 4a, 5b, 6e

🎨

Lesson Plan – Talking About Creativity and Hobbies

Level: Intermediate

Topic: Art, hobbies, and creative activities

Skills: Vocabulary building, sentence structure, speaking, writing

Duration: 60–75 min

1️⃣ Warm-up –

Creativity Quick Chat

(5 min)

• Ask:
  

  • Do you consider yourself creative? Why or why not?

  • What’s the last creative thing you did?

• you´ve created presentations in another language, you use your skills to be creative.

• Encourage students to give more than one sentence.

2️⃣ Vocabulary Focus (10 min)

Definitions from the podcast:

• creative adj. – describes someone who likes art, making things, or having many ideas.

• i am creative when i need to be.

• sewing – making things from fabric (like clothes, blankets) using a needle or machine.

• ceramics (pottery) – making things such as mugs, plates, or bowls from clay.

• take up – start doing something for the first time (usually a hobby).

💡 Task:

1. Give each student a sentence with a blank to complete. Example:
   

   • “I would like to _take up/__ a new hobby this year.”

   • i wish i took up a new hobby but i don´t have time;

   • my husband is taking up a new hobby, he wants to be dj.

   • “She’s a very _creative____ person who paints and writes poetry.”

2. 
   

3. They work in pairs to check answers.

3️⃣ Listening & Comprehension (10 min)

Play or read part of the transcript. Then ask:

True or False:

1. Georgie thinks editing videos is a creative job. true

2. Beth has never tried ceramics before. false

3. Georgie still does photography as a hobby. false

4. Beth is making a blanket for her friend’s baby. true

Short Answer Questions:

• What colours are in Beth’s blanket?

• it´s white, orange and blue because she does´nt know if is a boy a girl.

• Why does Georgie think creativity is therapeutic?

• georgie makes ceramics and she thinks is relaxing. she makes pots, mugs and plates.

4️⃣ Grammar Input –

Talking About Past Habits

(10 min)

From the text: “When I was at school, I used to do photography.”

Definition:

• used to + verb describes actions or situations that happened regularly in the past but no longer happen.

Examples:

• I used to paint every weekend, but now I don’t.

• We used to have art classes in school.

💡 Practice:

• Students make 3 sentences about hobbies they used to have.

5️⃣ Speaking Practice –

Creative Hobbies Discussion

(15 min)

Task: In pairs or small groups, students discuss:

• What creative hobbies do people have in your country?

• If you could take up one new creative hobby, what would it be and why?

• Do you think creativity is important for mental health?

Encourage them to use: creative, sewing, ceramics, take up, used to.

6️⃣ Writing Task –

Your Creative Side

(15 min)

Write a short paragraph (6–8 sentences) answering:

• Are you creative?

• What creative things have you done in the past?

• What would you like to take up in the future?

Students read their texts to a partner.

7️⃣ Wrap-up & Reflection (5 min)

• Review vocabulary and used to.

• Ask: What’s one creative activity you would like to try after today’s lesson?

🎯 Objectives

• Build topic-specific vocabulary (space science).

• Practice past passive for science discovery and historical events.

• Develop discussion skills around exploration and science.

1️⃣ Warm-up discussion (5 min)

Prompt questions:

• If you could go to space, would you? Why / why not?

• What do you know about the Moon?

• Why do you think scientists are still interested in visiting it?

2️⃣ Vocabulary input (10 min)

Target vocabulary from the text:

1. inert – not moving; unable to move

2. crater – large hole caused by impact/explosion

3. pockmarked – covered in small holes and scars

4. a big deal – important or significant

5. trace (something back) – find the origin by investigation

6. a smoking gun – clear and indisputable proof

Activity – “Meaning Match & Guess the Context”

• Give students cards: one set with definitions, one set with the target words.

• Students match them, then try to guess how they might be used in the context of Moon exploration before listening.

3️⃣ Listening for gist (5 min)

• Play (or read) the first part of the transcript.

• Task: “Why are scientists so interested in the Moon now?” (students discuss in pairs, then share).

4️⃣ Listening for detail (5 min)

• Play/read the second part.

• Comprehension questions:

  1. What country successfully landed on the Moon in 2023?

  2. Why is the Moon’s surface a good record of history?

  3. How could Moon water help explain Earth’s water?

  4. What does “smoking gun” mean in this context?

5️⃣ Grammar input – Past Passive (10 min)

From the text:

• “The Apollo 11 spacecraft was landed on the Moon…”

• “Russia’s rocket was crashed on landing…”

• “Evidence of those crashes has been erased by the moving surface of the Earth.”

Structure focus:

• was/were + past participle (single event in the past)

• has/have been + past participle (event affecting the present)

Form practice:

• Convert active → passive:

  1. Scientists found water on the Moon. → Water was found on the Moon.

  2. Comets brought water to Earth. → Water was brought to Earth by comets.

  3. India landed a spacecraft on the Moon. → A spacecraft was landed on the Moon by India.

6️⃣ Discussion practice with grammar & vocab (12 min)

Role-play activity – “The Moon Exploration Debate”

• Groups of 3–4: Half are “pro-Moon missions,” half are “against spending money on them.”

• Must use:

  • At least 3 vocabulary words from today.

  • At least 2 past passive sentences.

Example:

• “The Moon was pockmarked by impacts over billions of years.”

• “Evidence was erased on Earth but preserved on the Moon — that’s a big deal.”

7️⃣ Final quiz – Astronaut question (3 min)

• Ask: “Who was the third Apollo 11 astronaut?” → Michael Collins.

• Quick recap of vocabulary + grammar.

Homework

Write a 150-word opinion paragraph:
“Should humans return to the Moon?”

• Use at least 4 of today’s vocabulary items.

• Include 3 past passive sentences.

1. Warm-up (5 min)

• Quick intro chat:
  Do you have a secret? (Don’t tell me, just yes/no!)
  Have you ever revealed a secret?

• i have probably revealed a secret to my best friend.

• betrayal - lies -

👉 This already brings in Have you ever…?

2. Vocabulary (10 min)

Use the list you provided. Teach with examples and simple Q&A.

• secret – "I have a secret." / "Do you have a secret?"

• keep a secret – "I can keep a secret."

• open book – "I am an open book. I tell everything."

• lie – "He lied. That is not true."

• liar – "A liar lies a lot."

💡 Mini-practice: Hold up fingers — Secret? Yes or no? / Liar? Yes or no? (student answers quickly).

3. Listening (10–12 min)

• Play part of the conversation (or read aloud).

• Ask: What words did you hear? (student recognizes secret, keep, lie, etc.).

• Listen again with transcript. Underline any have/has + past participle (examples: I’ve had to keep a big secret, I’ve told my mum by accident).

4. Grammar Focus – Present Perfect (15 min)

• Write the structure on the board:
  Have/Has + Past Participle

Examples from transcript:

• I’ve had to keep a big secret. i´ve reveled many secrets

• I’ve told my mum. - i told my mom

👉 Contrast:

• Present perfect = experience / connection to now.

• Past simple = finished past.

💡 Practice with Have you ever…?

• Have you ever kept a secret?

• yes i have.

• Have you ever lied?

• yes, i have

• Have you ever told your mum a secret?

• no, i haven´t
  (Encourage Yes, I have. / No, I haven’t.)

5. Controlled Practice (10 min)

Secret game: Prepare slips of paper with prompts. Student must answer in present perfect.

• …told a lie?

• …kept a secret?

• …told a secret by mistake?

• …lied to a friend?

👉 Teacher can model: I have told a lie. I have not kept a big secret.

6. Speaking Extension (8–10 min)

Role-play:

• Student is Beth and you are Georgie.

• Ask each other:
  Have you ever kept a big secret?
  What has happened when you told a secret?

Keep it short and simple.

7. Wrap-up (5 min)

• Review new vocab (secret, lie, liar, open book, keep a secret).

• Review grammar: Have you ever gone to paris…? Yes, I have / No, I haven’t.

• Quick exit question: Have you ever told a secret by accident?

Topic: Social Media & Adolescents
Time: 60 minutes

1️⃣ Warm-up (5 min) 🎤

• Quick chat:

  
  

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

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

👉 Focus: activate topic, simple sentences.

2️⃣ Vocabulary Introduction (15 min) 📚

Target words:

• adolescent 👦👧 teenagers

• fed 🍔📱 = alimentados

• algorithms 🧮💻

• revenue 💰= profit/ lucro

• onus 🏋️ = responsibility

• a losing battle ⚔️= batalha perdida

Activities:

1. Matching exercise: match the word with its definition.

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

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

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

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

   • o-nus (2 syllables, stress on o)

3. Sentence completion:

   • Social media makes a lot of ______ through advertising.

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

3️⃣ Grammar Focus:

✨ Teaching tip:

• First, review the difference:

  • Must = obligation, very strong.

  • Have to = external obligation/rule.

  • Should = advice, recommendation.

Practice:

1. 
   

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

4️⃣ Pronunciation & Rhythm Practice (10 min) 🔊

• Practice intonation in statements vs. questions.

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

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

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

5️⃣ Controlled Practice: Short Reading (10 min) 📖

Mini-text (using vocab):

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

Comprehension questions:

• Who is fed videos?

• Where does the revenue come from?

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

• Why is it a losing battle?

6️⃣ Wrap-up & Homework (5 min) ✅

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

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

👉 In this lesson, the student will:

• 📚 Learn 6 new words.

• 🏗️ Practice correct sentence order.

• 🔊 Work on pronunciation and stress.

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

Level: Low Intermediate
Focus: Discussion, vocabulary, grammar (giving opinions), fluency

1. Warm-up (5 min)

• Teacher asks:

  • Do you work/study online?

  • Do you have many meetings or classes online?

  • Do you like them? Why / Why not?
    👉 Goal: activate topic & personal connection.

2. Vocabulary (10 min)

Introduce with examples & mime/gestures:

• brainstorm → "When we have many ideas together."

• speak up → "Say your opinion in a group."

• in-person / face-to-face → "Meeting in the same room."

• remote (meeting) → "Meeting on Zoom, Teams, Google Meet."

📝 Quick task: Match words with pictures or definitions.

3. Listening / Reading (10–12 min)

Use short parts of the transcript (not the whole). For example:

Beth: “I think when you need to brainstorm, meetings are really useful.”
Georgie: “I prefer meetings in person because you can see body language.”

👉 Activity:

• Students underline the new words.

• Teacher asks: Do you agree with Beth or Georgie?

4. Grammar Focus – Opinion Chunks (10 min)

Model and drill useful structures:

• I think…

• In my opinion…

• For me…

• I prefer X because…

• I don’t really like X, but…

📝 Quick practice:

• Students complete sentences:

  1. I think remote meetings are…

  2. In my opinion, face-to-face meetings are…

  3. I prefer working at home because…

5. Discussion Task (15 min)

Put students in pairs/groups (or teacher-student if 1-1):

Questions:

• Do you like online meetings or in-person meetings more? Why?

• When are meetings useful?

• Do you usually speak up in meetings or classes?

• What is good about working from home?

• What is difficult about working from home?

Encourage use of grammar chunks! (Teacher writes on board: I think / In my opinion / I prefer / For me…)

6. Wrap-up (5 min)

• Quick recap of vocabulary (brainstorm, speak up, in-person, remote).

• Ask: In one sentence, what do you prefer: remote or in-person meetings?

✨ Extra tip: For fun, end with a mini-debate:

• Half the class = Team Remote 🖥️

• Half the class = Team In-Person 🏢
  Each side gives 2 reasons using opinion chunks.

🏦 Class Plan – Saving Money (Intermediate)

🎯 Objectives

• Understand a real English conversation about saving money

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

• Practice speaking about personal habits and strategies for saving money

• Develop critical thinking about consumer behavior

1. Warm-up (5–7 min)

Discussion questions:

• Are you good at saving money? Why/why not?

• i´m not good at saving money because i spend it much on things like restaurants, clothes, and my pets are expensive.

• When was the last time you spent too much? On what?

• on my birthday i had to spend a lot on the buffet, bartenders, the band of musicians.

• Do you plan a budget, or do you spend spontaneously?

  Sometime i keep a budget and i keep the rental and the supermaket and try to stick to the budget.

2. Pre-listening Vocabulary (5–8 min)

Introduce and explain the key words from the transcript.

• budget → a plan of how much you will spend

• normally i have a budget to spend on a trip abroad.

• shop around → compare prices before buying online

• i think is neccessary to shop around before i buy.

• offer/deal → a special low price

• i found a good offer for milk in the supermarket

• the two clients closed a good deal (bussiness)

• on offer/on sale → temporarily cheaper

milk is 10% off is on offer, is a good deal.

👉 Quick activity: Give sentences with missing words. Students choose the correct option.

Example:

1. I never buy the first phone I see, I always shop around__________.

2. This laptop is __on offer/on sale________. It’s 20% cheaper today.

3. Listening/Reading Practice (10–12 min)

• Teacher reads short extracts OR students read along with transcript.

• Task: While listening/reading, students underline examples where Beth & Phil talk about saving strategies.

👉 Example notes students might find:

• Stick to a budget

• i´m not good at saving money but next week i am sticking to the budget

• Shop around before buying

• before buying something i always shop around.

• Look for offers online.

• i always look for for offers, it´s a good way to save money.

4. Comprehension Check (5–7 min)

Ask students to answer in pairs or small groups:

1. What are Beth and Phil saving for?

2. How does Beth try to save money on holidays?

3. How does Phil save money on weekly food shopping?

4. What problem can happen with offers?

5. Language Focus (10 min)

Grammar: Talking about habits (Present Simple & Frequency)

Examples from transcript:

• I don’t spend lots of money on clothes.

• I always look at the offers.

👉 Practice: Students make their own sentences using:

• always / usually / sometimes / never

• spend / save / shop around

6. Speaking Practice – Role Play (10 min)

Situation: You are planning a holiday with a friend.

• Decide on a budget.

• Discuss how to save money. (Flights, hotels, food, shopping.)

• Agree on one deal/offer you would take.

👉 Students use target vocabulary while negotiating.

7. Extra Reading Extension (optional – 8–10 min)

Text for discussion:

💡 Impulse buying and consumer psychology

Many people believe they are saving money when they buy something “on offer,” but research shows that shoppers often spend more. A supermarket may offer “buy one, get one free,” but if you only needed one product, you are actually spending extra. Marketers design offers to make people feel they are saving, when in reality, they are spending more than planned. The best way to save money is to follow a strict budget and ask yourself before buying: “Do I really need this?”

Follow-up questions:

• Do you agree that offers can make us spend more?

• Have you ever bought something just because it was “on offer”?

• Which do you think is harder: sticking to a budget or resisting offers?

8. Wrap-up (3–5 min)

• Review vocabulary: budget, shop around, offer, on offer, deal

• Ask: What’s one new way you can save money this week?

• Quick reflection: Do you think you are more like Beth or Phil?

🌍 Lesson Plan:

Fears in Today’s World

Level: Lower Intermediate

Focus: Reading comprehension + Grammar (I am afraid of / I am scared of / I am terrified of/threatened of

1. Warm-up (5 min)

• Ask: What are some things people are afraid of today?

• people are afraid of corruption, violence and injustice.

• i am afraid of being in jail.

• i am scared of coming back to teach at schools.

• Elicit examples (spiders, exams, crime, climate change, etc.).

• Put them on a board/list.

👉 Introduce grammar input:

• I am afraid of losing my job, he´s afraid of losing me of course, and He is afraid of ghosts.

• I am scared of going up on high places like mountains or hills.

• I am terrified of choosing a wrong president this new election.

• i am threatened of drinking alcohol like whysky and vodka and Gin.

  
  Give a simple example: I am afraid of spiders.

⸻

📖 Extended Reading: Fears in Today’s World

People everywhere experience fear. Some fears are small and personal, while others are big and connected to society or the world. Fear is a natural feeling, but the things we are afraid of can change over time.

Long ago, people were afraid of animals, darkness, storms, or being attacked. These fears are still common today. For example, many people are still afraid of spiders, snakes, or flying in an airplane. Others are scared of speaking in public or going to the dentist.

But modern life has also created new fears. Many people are afraid of climate change. They are scared of fires, floods, or hurricanes. They are also worried about the future of the planet and the next generations.

Another modern fear is technology. Some workers are afraid of losing their jobs because robots or artificial intelligence can replace them. Others are scared of the internet, because of hackers or online scams. Teenagers especially are afraid of not being popular or not being accepted on social media. For them, “likes” and comments can feel very important, so they are terrified of being ignored or rejected online.

Adults often have social and financial fears. Many are afraid of losing money or not having enough to support their families. Others are scared of being alone or not having enough time for the people they love. Some are terrified of illness, especially after the COVID-19 pandemic, which showed how quickly life can change.

Fears are also different around the world. In countries with violence, many people are afraid of war, crime, or terrorism. In other countries, people are scared of not having clean water, good education, or safe hospitals. While fears can look different depending on where people live, one thing is the same everywhere: everyone has fears.

Fear can be difficult, but it also connects us. When we talk about our fears, we see that we are not alone.

2. Pre-Reading Vocabulary (5 min)

Go over some key words:

• climate change = changes in world weather

• floods = too much water in a place

• hurricanes = very strong storms

• hackers = people who steal information online

• scams = lies to steal money

Check with quick matching or examples.

3. Reading (10–12 min)

📖 Extended Passage (already created in previous step).

👉 Options for delivery:

• Teacher reads aloud first, student follows.

• Then student reads one paragraph at a time.

4. Reading Comprehension (10 min)

Ask simple questions:

1. What were people afraid of long ago?

2. Why are many people scared of climate change today?

3. Why are some workers afraid of technology?

4. What are teenagers often terrified of?

5. What fears do adults usually have?

6. Do fears change in different countries? Give examples.

7. Why does fear connect people?

5. Grammar Focus:

I am afraid of / I am scared of / I am terrified of

(10 min)

Model sentences from the text:

• Many people are afraid of climate change.

• Teenagers are scared of being rejected on social media.

• Some adults are terrified of illness.

👉 Practice:

Transform words into full sentences:

• Spiders → I am afraid of spiders.

• Speaking in public → I am scared of speaking in public.

• War → I am terrified of war.

• Losing money → I am afraid of losing money.

• Flying → I am scared of flying.

6. Speaking Practice (10–12 min)

• Student writes 3 personal sentences with the target grammar.

• Share aloud: I am afraid of ___. → Teacher responds naturally (Really? I am not. I am afraid of ___.).

• Pair role-play: Imagine two friends talking about fears. Example:
  

  • A: I am afraid of climate change.

  • B: Oh yes, me too! But I am also scared of losing my phone.

• 
  

7. Wrap-up / Reflection (5 min)

• Review: vocabulary + grammar structure.

• Ask: What is one fear you think most people in the world share today?

• Homework option: Write 5 sentences about fears you and your family/friends have.

Level: Upper Intermediate (B2)
Length: 75 minutes
Skills: Listening, Vocabulary, Reading, Speaking, Critical Thinking

1. Warm-up (10 minutes)

Begin with a discussion to activate prior knowledge:

Ask the student:

• “After a busy day, how do you usually relax?”

• “Do you think some ways of relaxing are healthier than others?”

• “Do you ever feel guilty for taking time to rest?”

Encourage the student to explain their reasons in detail and introduce the word “relaxing” in context. Discuss how personal preferences for relaxation may differ across cultures or lifestyles.

2. Vocabulary Focus (10 minutes)

Introduce and discuss key words and phrases, including some more advanced synonyms or related expressions:

• relax – to do less activity in order to feel calm and happy.

• relaxing – something that gives a feeling of calmness or happiness.

• switch off – stop thinking about stressful or work-related things.

• rest – pause from activity to recover physically or mentally.

• take your mind off – redirect your thoughts to something else to reduce stress.

• unwind – a synonym of relax, often used after stressful work.

• recharge – regain energy mentally or physically.

• mindfulness – being fully aware of the present moment, often used in relaxation techniques.

Activity: give example sentences and ask the student to create their own. Discuss subtle differences between words like rest, relax, unwind, and recharge.

3. Listening: Beth and Neil’s Conversation (15 minutes)

Play or read aloud the conversation.

Task 1 – Gist comprehension:
Ask the student:

• “What are the main ways Beth and Neil relax?”

• “Who prefers active relaxation, and who prefers quiet/restful activities?”

Task 2 – Detail comprehension:
Ask more analytical questions:

• Why does Beth find music helpful in the kitchen?

• Why does Neil get bored when resting?

• How do they define ‘switch off’?

• Do you agree with their ideas about relaxing? Why or why not?

4. Reading & Analysis (20 minutes)

Give the student the longer reading text:

How People Relax in the 21st Century
In the modern world, stress has become almost unavoidable. People’s lives are increasingly busy, often blending work, study, and social commitments. As a result, finding time to relax has become a crucial skill for mental and physical health. Many individuals seek relaxation in traditional ways, such as reading, taking walks, spending time with friends and family, or practicing hobbies.

At the same time, technology has created new opportunities — and challenges — for relaxation. Some people enjoy streaming series, listening to podcasts, or using meditation and wellness apps. However, the constant connectivity can make true rest difficult. Notifications, emails, and social media updates can prevent the mind from fully switching off, which is why “digital detox” periods, where individuals deliberately disconnect from devices, are growing in popularity.

Research suggests that effective relaxation depends on personalization. What is restful for one person may be stressful for another. For example, some people find vigorous exercise, like running or swimming, relaxing, while others prefer quiet activities such as yoga or journaling. Mindfulness practices and deep-breathing exercises are also increasingly popular, helping people recharge both physically and mentally.

Ultimately, society is recognizing that relaxation is not a luxury but a necessity. Learning how to unwind properly can improve concentration, reduce anxiety, and increase overall well-being. The challenge is balancing activity, rest, and digital engagement to find what truly helps each person recover from a busy life.

Comprehension & Analysis Questions:

1. What are some traditional ways people relax?

2. How has technology affected people’s ability to relax?

3. What is a “digital detox,” and why is it growing in popularity?

4. Why does the text emphasize that relaxation is personal?

5. What are the benefits of relaxation according to the text?

6. Which ideas in the text do you agree or disagree with, and why?

Language focus:

• Highlight useful expressions: as a result, at the same time, ultimately.

• Discuss advanced vocabulary: connectivity, deliberate, personalized, recharge, unwind.

5. Speaking & Critical Thinking (15 minutes)

Discussion prompts for extended speaking:

• “Which relaxation methods from the text do you already use?”

• “Would you try digital detox? Why or why not?”

• “Do you think relaxation is more important now than in the past?”

• “Can relaxing sometimes be counterproductive if done the wrong way?”

Optional activity: role-play a conversation where one student gives advice to a stressed friend on ways to relax.

6. Wrap-up & Homework (5 minutes)

• Review key vocabulary and expressions.

• Ask: “Which new relaxation strategies could you try this week?”

• Homework suggestion: write a short essay (120–150 words) titled “My Ideal Way to Relax and Recharge”, including at least five new vocabulary words from today’s lesson.

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

1. Warm-Up (5 minutes)

Ask your student:

• Do you think dogs understand humans?

• sometimes I think they do but sometimes they don't...

  I think they feel humans emotions, I can arrive from work tired and my dog gives me love.

• Can dogs feel when we are sad or happy?

• yes they do

• Do animals have emotions?

• the octopus is very smart, and pig is really clever and the cows are very loyal and sensitive

Encourage short, simple answers.

2. Vocabulary Preparation (8 minutes)

Teach these words using simple explanations and your own examples:

• aware – when you know something

• i am aware that most of the animals have emotions.

• relate closely to – understand well or feel a connection

• the death of many animals is related closely to the demand of humans habits for eating them.

• brain scan – a picture or study of the brain

• provoke – to cause something to happen

• too much red meat can provoke illnesses.

• domesticated – trained to live with humans

• subtle – very small and difficult to notice

• innate – something natural, not learned

• stimulus – something that makes you react

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

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

3. Reading (5 minutes)

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

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

Correct answers:

• Paragraph 1 → friendly mind readers?

• Paragraph 2 → different perspectives

• Paragraph 3 → canine brain responses

• Paragraph 4 → nature or nurture

• Paragraph 5 → companions and assistants

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

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

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

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

4. Dogs show greater emotional responses than other domesticated animals.
   → Not given

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

6. Summary Completion (5 minutes)

Fill in the blanks using words from the lesson.

Correct answers:

1. relate closely

2. aware

3. brain scans

4. provoke

5. innate

7. Guided Speaking Practice (10 minutes)

Ask your student to answer using simple sentences:

• Why do people love dogs so much?

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

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

• Why do you think dogs are good assistance animals?

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

Encourage them to use the new vocabulary when possible.

8. Simple Critical Thinking (5 minutes)

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

• “Dogs understand humans very well.”

• “Animals can feel emotions just like humans.”

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

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

9. Optional Homework

Write 5–6 sentences about:

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

CLASS: Watching Sports – Crowds, Atmosphere & Nail-Biting Drama

Level: Lower Intermediate

Length: 60 minutes

1. Warm-Up (5 minutes)

Ask your student:

• Do you watch sports? Which ones?

• yes I do. I watch tennis with Renan because he likes it and maybe soccer with Renan.

• Do you like watching sports live at a stadium or on TV?

• i don't like stadiums because there are a lot of people in one place all together and screaming and I feel very little. so, I prefer watching tv at home.

• Have you ever been in a big crowd? How did it feel?

• yes I have been in big crowds and I felt pretty bad.

2. Vocabulary (10 minutes)

Teach the four words:

crowd – a large group of people

Example: The crowd shouted loudly in the stadium.

everytime I see a crowd at the beach I try to walk more distant so I can enjoy the silence.

adj> crowded, the beach is crowded/ I avoid to go to the shopping mall at Christmas because it is pretty/too/very/fucking crowded.

atmosphere – the general feeling or mood

Example: The atmosphere at the game was very exciting.

when I entered the house I felt the atmosphere too heavy so I walked away.

drama – exciting or emotional events

Example: There was a lot of drama in the final match.

there was too much drama in the soap opera. *novela

there was too much drama at the family meeting.

there were a lot of people making drama to buy cosmetics for lower prices.

nail-biting – very tense and exciting; makes you feel nervous

Example: The last minutes of the game were nail-biting.

after the interview I was nail biting waiting for the results.

Activity:

Ask the student to make one simple sentence with each word.

3. Reading (10 minutes)

Give the student a simple summary of the dialogue:

Beth and Neil talk about watching sports. Neil watched football live at a stadium. Beth likes gymnastics and usually watches it on TV. They discuss if it’s better to watch sports live or on TV. They mention the crowd, the atmosphere, dramatic moments, and nail-biting finishes.

Comprehension Questions:

1. What sport did Neil watch?

2. He watch a football match.

3. What sport does Beth enjoy?

4. She enjoy gymnastic.

5. Does Beth prefer watching gymnastics live or on TV?

6. She prefer watch on Tv because Gymnastics is a sport where there's lots of individual.

7. What exciting match did Neil see?

8. He saw a really exciting cricket match.

9. What does “nail-biting” mean?

10. something that makes you nervous and anxious.

4. Language for Preferences (10 minutes)

Teach or review these simple structures:

• I prefer watching games at a stadium because the atmosphere is very nail biting.

• i prefer watch on tv because i hate crowded places.

• I enjoy watching gymnasts live on tv because Its better to concentrate.

• i enjoy watinhg tennis game on tv.

• It’s better to…

• it's better to watch TV some games is very individual and have much deteails.

• The atmosphere is very nail bitting when the champions carry the trophy.

• The atmosfere is the general feeling or mood .

• There was / There is…

• There was parking in the stadium. There is the best player on game.

Practice:

Ask the student to complete these sentences:

1. I prefer watching sports ______ because ______.

2. The atmosphere at a stadium is exciting.______.

3. A sport I enjoy watching is _tennis game._____.

4. The most nail-biting moment I remember was _finals of the matches with Djokovic____.

5. Speaking Practice (10 minutes)

Use these prompts to make the student speak:

• Have you ever watched a live game? Describe the crowd and atmosphere. Yes. i watch the football game.

  the crowd was excited and happy. the atmosphere was a great.

• Have you seen a nail-biting moment in a sport or move?

  yes, movies make me feel that.

• Do you like drama in sports? Why or why not?

• No. i don't like. because is normal lost the game.

• Do your friends or family enjoy watching sports with you? Yes, but generally my boyfriend enjoy more!

Optional:

Role-play: You are Beth, your student is Neil. Ask each other if you prefer watching sports live or on TV.