ex: everyday i prepare my coffee before class.

i think that…

if you put water in the heat, it boils

negatives: don't ( do not ) / doesn't ( does not)

i/ we/ you/ they = do not / don't

i don't speak chinese but i speak italian

they speak portuguese and english

we speak English but we don't speak mandarin.

Most of Brazilians (THEY) do not speak english.

doesn't = does not

he/ she/ it = doesn't / does not

he doesn't work everyday

she doesn't cook at home

Boby( it) plays all day it doesn't eat!

affirmatives s ( she/ he/ it)

maria cooks at home everyday

i cook everyday / i don't cook everyday

he cooks everyday / he doesn't cook everyday.

she cooks on Fridays/ she doesn't cook on Fridays.

INTERROTIVES

DO THEY SPEAK ENGLISH?

DO YOU SPEAK ENGLISH?

DO WE SPEAK ENGLISH?

DOES HE SPEAK ENGLISH?

DOES IT SPEAK ENGLIH?

DOES VITOR SPEAK SPANISH?

PRESENT CONTINUOUS

ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING.

I AM SPEAKING ENGLISH NOW

YOU'RE SPEAKING ENGLISH NOW

WE'RE SPEAKING

THEY'RE SPEAKING

I AM COOKING / I AM TALKING WITH YOU

I'M GOING TO SPEAK ENGLIH NOW

( FUTURO)

I'M GOING TO COOK

I'M GOING TO READ A BOOK

I'M GOING TO DRINK A CUP OF COFFEE

get well on with

i get well on with alvaro's family.

siblings

i have 3 siblings

verbs:

get on well with ( se dar bem com alguem)

ex: i really get on well with my mother in law.

compare

family can't compare. they are unique in all aspects.

To talk about where things are, we have words like in, on, under, next to, behind, in front of, between, above 

Some are quite unambiguous (they usually have one clear meaning):

• In

• On

• Under

• Next to

• Behind

• In front of

• Between

• Above

Others are more complicated. Why do we say ‘in Germany’, but ‘at' the airport’?
The answer is not simple. Sometimes we can separate the uses like this: 

Use ‘in’ for larger, more general spaces

• The dogs are in the park.

• My cousin lives in Germany.

• My house is in the countryside.

• I wouldn’t like to live in space. 

Use ‘at’ for places that have quite specific activities

• We met at a party.

• They are at the supermarket.

• The children are at school.

• They’ve arrived at the airport.

But then there are some strange examples:

• ‘in the shopping centre’ but ‘at the supermarket’

• ‘in the house’ but ‘at home’

• ‘in the office’ but ‘at work’

So, how can we remember them?! 

TOP TIPS!

• When you learn new place words, don't learn them by themselves, learn them in chunks e.g. in the supermarket, at home, in Asia, at work

• Expose yourself to English as much as you can, so you get used to the combinations e.g. listen to podcasts, watch videos, read 

Buy / obtain
Get can mean buy or obtain. 

• I got myself a new phone last weekend.

• I need to get some new clothes.

• i need to get new shoes.

• i didn't get congratulations from my students.

  
  

Receive
Get can mean receive.

• I just got a message.

• I got a bike for my birthday!

• i got many kisses on the weekend.
  
  

Become
Get with an adjective can mean become.

• I'm getting annoyed.

• It's got quite hot in here suddenly.

• i am getting funny with my english

• Vitor is getting slim because he is working out a lot!

• Vitor got more handsome
  
  

Understand
Get can mean understand.

• I don't get this joke.

• I don't often meet people who get this type of movie.

• 
  
  
  
  

Arrive
Get can mean arrive.

• I need to get home early so I'm off!

• What time will you get here?
  
  

1. what do you do?

2. what do you like the most about your job?

3. what do you do when you are not working?

4. do you have many colleagues at work?

answers:

1. i AM A TEACHER, I TEACH MANY THINGS LIKE DANCING,SEMIOTICA SYSTEM AND NEUROSCIENCE.

2. when i get with my students and they talk about funny things, i love that!

3. when i am not working, i drink a beer, wine and chat with people! i love it!

4. yes i have many, but they are not my friends they are only my colleagues from work.

career

the jobs we have over time

1.

for

used to talk about a length of time

1.

since

used to talk about the time when something started

1.

about my routine:

i normally wake up at 6 am and i start giving my english classes at 8 am or 9 am.

i like to prepare my breakfast before i have classes, so i am very energized to dictate my classes.

after classes at midday, i usually prepare my healthy lunch, it takes me like 1 hour to prepare and eat my lunch.

i normally take naps after lunch for 45 minutes and after i start giving classes again. i always finish at 9 pm at night.

Vocabulary

routine

the time and way we usually do something

my routine is crazy every day.

used to and would

used to talk about habits in the past

hangry

hungry and angry at the same time

brunch

eating breakfast and lunch at the same time

my favorite is cozido, pasta and caruru.

Do you cook?

lately, i don't cook

who is a good cook at home?

i think i am a good cook and my husband is as well and my sister in law is a good cook, my son Vitor is a good cook.

What are they talking about in the podcast?

They are talking about cooking food and their favorite food, Neil likes fish, and Beth likes fish and seafood as well, but Neil generally eats fish more than Beth. Beth sometimes eats fish only for occasions like birthdays or memorable times. Beth said that she hates and can't stand baked beens.

what do you love and hate to eat?

i love to eat pizza and i can't stand/ hate bowels ( vísceras) and rare food. but i like very much spicy food i am like a bird.

Vocabulary

often = frequentemente

used to talk about something we do a lot

how often = com que frequência?

usually, normally and generally

used to talk about a habit or something we do a lot

actually = na verdaderamente

nowadays/ currently= atualmente.

disgusting = desagradável/ horrível

lately = ultimamente

sometimes

used to talk about things we do, but not often

never

used to talk about things we don't do

hate = odeio

can't stand = nao suporto

try to uses the adverbs of frequency describing your routine when cooking.

i actually cook sometimes at home, but last food i prepared was a shrimp salty cake and my taste is very nice and delicious. I can't stand rare roast meat , i generally when i go to the restaurant i order my meat very well done and i know this is disgusting for the cooks.

Now, write your own complete sentences using the following phrasal verbs. The prompts in italics are optional.

1. sleep in, e.g. Do you like sleeping in? Why/why not?__________________________________________________________________ __________________________________________________________________

2. work out, e.g. Do you like working out? Why/why not?__________________________________________________________________ __________________________________________________________________

3. pick (something) out, e.g. When was the last time you picked out a special gift for someone?__________________________________________________________________ __________________________________________________________________

. i never read and watch the news because i don't have time and the news are tragic!

Do you think that nowadays the news are chaotic?

In my opinion the news are talking about crimes, drugs and i would like to know about if Trump lost his ear.

is your family always watching the news? reading the newspapers? or listening to the radio the news?

my family always watch the news on tv or on the internet. and some of them listen to podcast on cellphone.

Podcast summary:

they talk about if they watch the news everyday, they speak about the difference use of the news and the information that is too much or sad and bad news .

new words:

Vocabulary

follow the news

be interested in the news

are you following the news about IZA the singer?

are you following my stories on instagram?

too

more than is needed of something

i have too much peace in my heart

too much = uncountable

too many = countable

i have too many dogs at home

enough= sufficient

the time of day when lots of people are going to work or

school

i read enough in the newspaper about Iza.

already

before now

i already ate my lunch

i already visited argentina

written assignment: Write about the influence to watch more the news on the internet than reading the newspaper, what things have changed positively or negatively?

• For me, the best holiday is at any city in Europe, or south America or Africa

• I think the best holiday is in Brazil

• if i had to travel on holidays/ on vacation would be Thailand.

• for me the best holiday is at any place.

• SUMMARY OF THE PODCAST:

They are talking about vacation= holidays. Neil likes Japan city and the Japanese food and Georgie visited Edinburgh and she likes the buildings, the nature and the parks.

in this episode we learn the word combination for staying near home in your vacation = STAYCATION.

Activity: many people in Spain are complaining about over tourism is a massive tourism and they are losing their homes and they cannot afford to pay rentals and also the groceries in the supermarket due to many tourists and digital nomads are visiting or staying in the cities.

what do you think the government should do and what residents could do to avoid this problem?

fork out 
spend a lot reluctantly 

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

splash out (on) 
spend a lot enthusiastically 

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

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

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

run out of
spend all your money, leaving nothing left

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

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

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

get by
live with difficulty with the money you have 

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

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

• My sister is saving up to buy a house.

i think my favorite series is now Vis a vis. this is a Spanish production and i love to watch the suspense and the creativity of the plot. ( Eduardo)

I think my favorite series recently is the last session of the fraud. this is a series on Prime video. For series i like k -drama and Korean series.

DID YOU WATCH?

SUMMARY:

Vocabulary

plot
what happens in a film, book or TV programme

character
a person in a story

stream
watch a film or TV programme on the internet

Grammar Tip:
Use present simple to describe what happens in a film, TV programme or story

• Harry Potter is about a boy who discovers he is a wizard and goes to a special school called Hogwarts.

HOMEWORK:

WRITE THE PLOT OF ANY SERIES OR FILM THAT YOU LIKE USING THE SIMPLE PRESENT BUT AFTER THAT MAKE A RECORDING VIDEO TO POST ON THE PADLET.

NIGHTMARES
QUITE A LOT
EALIER
DREAMS
SNORES

Word bank:

Grammar:

i did like arts and it was my passion from the beginning.

Do you think the method of education was different to actual teaching?

i think the method at schools are really complicated specially in public schools.

summary:

in this podcast, they talk about when they studied at schools. They talked about their favorite subjects, English and maths and they talked about words like qualification, be a nerd, quite, very and really.

Grammar input:

Intensifiers: very/ really/ quite/ pretty/ fucking/dam/ too/ so/

They modify nouns and adjectives to make more emphasis.

1. i am fucking tired

2. i didn't really like maths

3. i did like arts mom! - i did like school!

4. i did study!

I went to Jhon f Kennedy school and I liked quite the subjects of mathematics, language, chemistry, physics, algebra, and reading comprehension.

I remember a fucking good friend at school her name was Marina Pilar and she taught me mathematics and helped me in exams, she always helped me to cheat on her exam.

I went to Teresa delicieux and to another school called novel,my favorite subject was art and history. i remember a very fucking good friend, and i was a nice student, very committed student ,during the high school was different.

Word bank :

took = take

degree= formacao

until then

whereas

predictable

cheat = copiar

subjects = materias

most = mais

least= menos

🎯 Objective:

The student will review and use key grammar structures to talk about weekend plans using:

• Present Continuous with going to (certain plans)

• Might / May + base verb (uncertain plans)

• Yes, I`m going to your party at night. What time are you free? I am in a break in at work at 8 o clock. ( i leave work at 8 oclock).

• No, I am not buying the T shirt for you, i am buying red shoes and a blue hat.

• i might visit my friend at the hospital today. (30 % probability)

• i may go to the supermarket around 3 pm. ( 50 % probability.

• i´m going to take all the promotions at the supermarket. ( 100 % certain)

• i am going to buy a car ( 100 %)

• i am going to my parent´s house. ( present continuous)

• i am visiting a friend today; i am buying a new car.

• Vocabulary: looking forward to

• my son vitor has a girlfriend and they are together for a long time, i am looking forward to have my grandson.

🕐 Total Time: 60 minutes

1. 👋 Warm-Up (5–7 min)

Activity: Weekend Brainstorm
Ask the student:

• What do you usually do on the weekend?

• i usually stay at home, i drink a glass of wine with my husband but i drink more than my husband , sometimes i drink with my sons. but my sons lately they are not drinking alcohol. They are preparing for a marathon.

  
  

• Do you see friends or family?

i rarely see my family and friend, i invite my mother to come home and sometimes i pay a visit.

Write down common answers: watch TV, visit family, cook, clean, rest, go to the park, study, go shopping

2. 📖 Listening/Reading Activity (10–12 min)

Input: Georgie and Neil’s Conversation

Option A – Listening (if available):
Play the conversation and ask:

• What do Georgie and Neil plan to do?

• Which plans are certain or uncertain?

Option B – Reading:
Give a short script or dialogue. Have the student underline:

• ✅ Certain plans (“going to”)

• ❓ Uncertain plans (“might” / “may”)

👉 Discuss:

"I'm going to visit my parents this weekend."
"We might go for a drink."

3. 💬 Vocabulary Focus (5 min)

Word of the day: looking forward to

• Definition: to be happy or excited about something in the future

• Example: “I’m looking forward to the weekend!”

Mini-Practice:
“What are you looking forward to this week?”
→ “I’m looking forward to _sleep because i am tired______.”

4. 🧠 Grammar Focus (10–12 min)

a) Present Continuous with Going to

• Example: I’m going to visit my cousin.

• Form: be + going to + base verb

• 
  

📝 Practice:

• Complete the sentence:
  “On Saturday, I’m going to ______.”

• Make it negative:
  “I’m not going to work this weekend.”

• 
  

b) Might / May for Uncertain Plans

• Example: I might go to the park. / We may see a movie.

• Form: might/may + base verb

📝 Practice:

• Choose the best option:

  • “She (go / might go) to the gym on Sunday.”

  • 
    

• Short answers:

  • “Might you go shopping this weekend?” → “Yes, I might.”

  • 
    

5. 🎙️ Speaking Practice: Interview a Friend (10–15 min)

🔄 Weekend Plan Interview

Instructions:

• Student asks YOU the questions first

• Then answers the same questions about their weekend

📄 Questions:

1. What are you going to do on Saturday?

2. Are you going to cook or eat out?

3. Are you going to visit your family?

4. What might you do if the weather is bad?

5. Are you looking forward to anything?

✅ Encourage full answers:

“I’m going to visit my grandmother on Saturday. I might watch a movie in the evening. I’m looking forward to relaxing!”

📝 Optional: Use a simple planner to write plans:

DayCertain (going to)Uncertain (might/may)SaturdaySunday

6. ✍️ Writing Practice (10 min)

Write a short paragraph about this weekend:

• Use 2 sentences with “going to”

• Use 2 sentences with “might” or “may”

• Include 1 sentence with “looking forward to”

✍️ Example:

“This weekend, I’m going to clean my room. I’m going to have lunch with my brother. I might go to the cinema. I may call my friend. I’m looking forward to relaxing!”

7. ✅ Wrap-Up & Feedback (3–5 min)

• Review any mistakes gently and give praise

• Ask final questions:

  • “What are you going to do this weekend?”

  • “What might you do?”

🧠 Homework (Optional)

Write 4–6 sentences about your weekend using the same structure:

• 2 with “going to”

• 2 with “might” or “may”

• 1 with “looking forward to”

They are not arrive now but I hope them. Our kinds are my life.

 I might to see the romantic movie on the Madson Street

We may eat in your house tomorrow

🟡 1. Verb To Be (am, is, are)

• Affirmative, negative, and questions
  👉 I am happy. / She isn’t tired. / Are you at home?

• I am Adriana ; i am not 36 years old, i am from brazil, i am from salvador, i am 1.75 tall, i am a professor in a university.

• am i adriana? am i from salvador?

• she´s an architect/ she´s not (isn´t) an architect. Is she an architect?

🔵 2. Subject Pronouns & Object Pronouns

• I, you, he, she, it, we, they, you

• me, you, him, her, it, us, them
  👉 She loves him. / They help us. Madona loves her kids, she really loves them.

• we love you

🔴 3. Possessive Adjectives & Pronouns

• my, your, his, her, its, our, their

• mine, yours, his, hers, ours, theirs
  👉 This is her book. / That bag is mine. My red car is on the street.

• i have a car, that red car is mine.

• that red car is theirs/ their car is at the garage

• this is our house/ this house is ours!

🟢 4. Simple Present

• Regular verbs and common irregulars

• Affirmative, negative, questions
  👉 He plays football. / She doesn’t like coffee. / Do you study English?

• Usage: habits, routines, facts

• Third person ‘s’

🟣 5. Adverbs of Frequency

• always, usually, sometimes, rarely, never
  👉 I usually wake up at 7. / She never eats meat.

🟡 6. There is / There are

• Singular and plural, affirmative, negative, questions
  👉 There is a cat in my living room. / There are two apples in my refrigerator / Is there a bus? excuse me, is there a brazilian restaurant around here? yes, there is (isn´t) one on madson street.

• there are 3 resturants on madson street; there aren´t any brazilian restaurant around here.

🔵 7. Articles: a / an / the / (zero article)

• Use of a/an with singular nouns

• The for specific things

• Zero article for general ideas
  👉 I have a cat. / The cat is sleeping. / Cats are cute.

• i have a friend that is an actress.

🔴 8. Plurals (Regular and Irregular)

• apples, boxes,child- children,man- men
  👉 One child, two children. One box, two boxes. there is a man watching tv in my living room.

🟢 9. Prepositions of Place & Time

• in, on, at (places and times)

• under, next to, behind, in front of
  👉 The book is on the table. / I work at 9 a.m.

• i live in a beautiful city;

• i live on the train station/ on manuel dias street/ i live on the second floor. i am at the beach/ i am on the beach/ i am in the beach. i am at the bank/ i am in the bank/ i am on a chair in the bank. i work in/at/ on UFBA. Where at ufba sector do you work? i work in the school dance department( field- area- sector)

  
  

🟣 10. Demonstratives/

• this, that, these, those
  👉 This is my phone. / Those are your shoes.

🟡 11. Present Continuous

• be + verb-ing i am teaching english

• Actions happening now or temporary actions
  👉 I’m studying English. / She’s working today.

• what are you doing? i am talking with my professor in english now.

• near future - you can use simple

• i am visiting a friend tomorrow.

🔵 12. Can / Can’t (Ability & Permission)

• 👉 I can swim. / She can’t drive. / Can I open the window?

🔴 13. Like / Love / Hate + Verb-ing

• 👉 I like reading. / He loves cooking.

• i like reading books / i like to read books

• comer vegetais todos os dias faz bem para sua saude

• eating vegetables every day is good for your health.

• i eat vegetables every day

• i am eating vegetables every day

• reading books are essential in my life.

• i use my computer for sending emails.

• after talking with you. i will start working.

• stop talking with me!

🟢 14. Simple Past (Regular and Irregular Verbs)

• Verb + -ed and common irregular verbs

• Affirmative, negative, questions
  👉 She walked to school. / They didn’t go. / Did you watch the movie?

🟣 15. Past of Verb to Be (was/were)

• 👉 I was tired. / They were happy. / Were you at the party?

🟡 16. Countable and Uncountable Nouns

• Much / many / a lot of / some / any
  👉 How much water? / Do you have any apples?

🔵 17. Comparatives and Superlatives

• small → smaller → the smallest

• good → better → the best
  👉 This city is bigger. / She is the best student.

🔴 18. Future with “Going to”

• Plans and intentions
  👉 I’m going to travel next week.

🟢 19. Modals: Should / Must (Advice and Obligation)

• 👉 You should study. / You must wear a helmet.

🟣 20. First Conditional (Introductory)

• If + present simple → will
  👉 If it rains, I’ll stay home.

👩‍🏫 Level: Basic (A1–A2)

1. 🧠 Warm-up (10 minutes)

Ask:

• What time do you usually get up?

• i usually get up at 8 am.

• What do you do first in the morning?

• i drink my medicine ( my pills) after this i brush my teeth and i have breakfast.

• Do you eat breakfast or skip breakfast?

• actually, i usually eat breakfast.. i have eggs, bread, coffee and milk, and toast, butter and fruits.

• Do you like mornings?

• yes i do, because i can do many things in the morning like studying english and preparing my lesson for the university.

Write some of their answers on the screen/paper to come back to later.

2. 🗣️ Vocabulary Introduction (10 minutes)

Teach and practice the following words:

• get up 🛌 levantar

• sleep in 💤 dormir mais um pouco

• oversleep ⏰ passar da hora de acordar

• morning person ☀️ pessoa da manha

• skip (breakfast) 🚫🍳 pular o cafe

👉 Use visuals or mime the actions. Ask:

• Do you sometimes sleep in on the weekend?

• Have you ever overslept?

3. 🎧 Listening (15 minutes)

Listening Task: BBC Easy English Podcast - Morning Routines

1st Listen – General Comprehension Ask:

• Who are the speakers?

• What do they talk about?

2nd Listen – Specific Information Give the student a simple true/false or multiple choice worksheet, e.g.:

• Georgie is a morning person. (T/F)

• Neil always skips breakfast. (T/F)

• Georgie had a Pilates workout today. (T/F)

📝 Optionally, provide a simplified transcript.

4. 💬 Speaking Practice (15 minutes)

Mini interview: Student asks and answers:

• What time do you usually get up?

• Do you eat breakfast? What do you eat?

• Do you ever skip breakfast?

• Do you ever oversleep?

• Are you a morning person?

You can add a partner roleplay if more than one student:
“Hi, I’m Neil. What about you?”

5. 🔁 Grammar Recap (5 minutes)

Revisit "may" and "might" for soft predictions:

• I might sleep in tomorrow.

• I may skip breakfast if I’m not hungry.

Ask the student to make a few "may/might" predictions about their next morning:

• I might have coffee.

• I may go running.

• I might oversleep.

6. 🎯 Homework (Optional)

Worksheet Ideas:

• Match the vocabulary words with definitions.

• Fill in the blanks with “get up / oversleep / skip / sleep in / morning person”.

• Write 4–5 sentences about your own morning routine.

🎯 Objective:

The student will review and use key grammar structures to talk about weekend plans using:

• Present Continuous with going to (certain plans)

• Might / May + base verb (uncertain plans)

• .

🕐 Total Time: 60 minutes

1. 👋 Warm-Up (5–7 min)

Activity: Weekend Brainstorm
Ask the student:

• What do you usually do on the weekend?

• I listen to music, i like many brasilian singers and international as well, and i wacth movies i like action movies, i watched a good movie last weekend.

  
  

• Do you see friends or family?

• actually, i don´t see my friends and family regularly/ frequently . But i see them once in a while. however i see my mother frequently.

Write down common answers: watch TV, visit family, cook, clean, rest, go to the park, study, go shopping

2. 📖 Listening/Reading Activity (10–12 min)

Input: Georgie and Neil’s Conversation:

Summary:

so, Neil is playing cricket with his sons and he loves to play with his kids and Georgie is rarely visiting her parents, she always stays in the countryside and she is looking forward to seeing her dog.

Option A – Listening (if available):
Play the conversation and ask:

• What do Georgie and Neil plan to do?

• Which plans are certain or uncertain?

• for Neil he is certain that he is going to spend the weekend with his kids, he might see his friends, he might eat food in a restaurant, and hi might walk or have a drink with his friends on the weekend.

• For georgie, she is very certain that she is going to see her parents, and she is going to miss her dog in the countryside but she is looking forward to seeing her dog at her parents house.

• going to = future (very certain) gonna = only in speaking and is very informal.

• might/ may these are modal verbs and express remotely and 30 to 50 percent probability in your speaking.

Option B – Reading:
Give a short script or dialogue. Have the student underline:

• ✅ Certain plans (“going to”)

• ❓ Uncertain plans (“might” / “may”)

👉 Discuss:

"I'm going to visit my parents this weekend." ( i am very certain)
"We might/may go for a drink." ( i am not certain to do it )

3. 💬 Vocabulary Focus (5 min)

Word of the day: looking forward to

• Definition: to be happy or excited about something in the future

• Example: “I’m looking forward to enjoying the weekend!”

• i´m looking forward to seeing you next meeting!

Mini-Practice:
“What are you looking forward to this week, adriana?”
→ “I’m looking forward to buying a new dress because i am going to dance on friday night.

4. 🧠 Grammar Focus (10–12 min)

a) Present Continuous with Going to

• Example: I’m going to visit my cousin.

• Form: be + going to + base verb

• i´m going to see my dog and i´m going to take him to the vet. i might take him to the vet.

• i´m not going to see my dog.

📝 Practice:

• Complete the sentence:
  “On Saturday, I’m going to ______.”

• Make it negative:
  “I’m not going to work this weekend.”

• 
  

b) Might / May for Uncertain Plans

• Example: I might go to the park. / We may see a movie.

• Form: might/may + base verb

📝 Practice:

• Choose the best option:

  • “She (go / might go) to the gym on Sunday.”

  • 
    

• Short answers:

  • “Might you go shopping this weekend?” → “Yes, I might.”

  • 
    

5. 🎙️ Speaking Practice: Interview a Friend (10–15 min)

🔄 Weekend Plan Interview

Instructions:

• Student asks YOU the questions first

• Then answers the same questions about their weekend

📄 Questions:

1. What are you going to do on Saturday?

   I´m going to stay with my mother on Saturday.

   I´m not going to go out. I'm going to talk about the party with my husband - vi que é... I´m going to talk about my husband´s party.

2. I might go to a friend´s birthday on Saturday, but actually, I am looking forward to resting at home.

3. Are you going to cook or eat out?

   on Saturday I may eat out. I may take spend time visiting different people.

4. Are you going to visit your family?

   I´m not going to visit my family on Saturday. I´m going to see my family on Thursday.

5. What might you do if the weather is bad? I´m going to rest in my bed. I might cook a cake too. Pedro is following a strict diet.

6. Are you looking forward to anything?

   i am looking forward to spending time with my dogs.

✅ Encourage full answers:

“I’m going to visit my grandmother on Saturday. I might watch a movie in the evening. I’m looking forward to relaxing!”

📝 Optional: Use a simple planner to write plans:

DayCertain (going to)Uncertain (might/may)SaturdaySunday

6. ✍️ Writing Practice (10 min)

Write a short paragraph about this weekend:

• Use 2 sentences with “going to” ( futuro) + INFINITIVE

• I´M GOING TO GO TO THE SHOPPING MALL AND BUY A GIFT FOR MY MOM, BECAUSE ON SUNDAY IS MOTHER´S DAY.

• Use 2 sentences with “might” or “may” ( 30 AND 50 % PROBABILITY)

• I MIGHT SPEND THE WEEKEND AT HOME

• I MAY VISIT A FRIEND ON SUNDAY

• I AM VISITING A FRIEND ON SUNDAY.

• Include 1 sentence with “looking forward to”

✍️ Example:

“This weekend, I’m going to clean my room. I’m going to have lunch with my brother. I might go to the cinema. I may call my friend. I’m looking forward to relaxing!”

7. ✅ Wrap-Up & Feedback (3–5 min)

• Review any mistakes gently and give praise

• Ask final questions:

  • “What are you going to do this weekend?”

  • “What might you do?”

🧠 Homework (Optional)

Write 4–6 sentences about your weekend using the same structure:

• 2 with “going to”

• 2 with “might” or “may”

• 1 with “looking forward to”

Level: Basic (A1–A2)
Topic: Ways to Communicate
Time: 45–60 minutes
Focus: Vocabulary, speaking, listening

🧠 1. Warm-up (5–10 minutes)

Use images or flashcards of: DEVICES AND NEW SYSTEM
📞 Phone | 💬 Text | 📧 Email | 🧑‍🤝‍🧑 In person | 📱 Social Media

Ask the student:

• What is this? (phone, email, etc.)

• Do you use Social media? why?

• well , i use social media when i need to know the world even though is a crap.

• crappy thing

• Who do you talk to on the phone most of the time?

• on the phone i talk the most with my husband and my mother, but on social media i talk to everybody.

• my husband posted a pic on facebook.

• do you prefer to talk to people on the phone or in person?

• it depends on the person, but i usually prefer to talk to people on the phone with the person.

📚 2. Vocabulary (10 minutes)

Teach these key words with pictures and examples:

• communicate – to talk or write to someone

• in person – face-to-face

• prefer – like something more

• phone, text, email, social media, message

📝 Activity: Match the word to the picture or draw lines.

🎧 3. Listening (10–15 minutes)

Play a short part of the podcast (you can pause often or just play the beginning).
💬 Ask simple questions:

• Who is talking? Neil and Georgie are talking about communication

• Do they like phones?

  Georgie doesn´t like to talk on the phone if you don´t arrange the call.

• Neil likes to talk in person with friends he thinks is fun.

• What does Georgie prefer?

• she prefers social media and instant messages but she doesn´t write letters like before people used to write...

Support with transcript as needed.

✏️ 4. Grammar Focus: Superlatives (10 minutes)

Explain:
We use superlatives to say “the most” or “the best.”

Examples:

• Texting is the easiest.

• Meeting in person is the most fun.

• Email is the best for work.

📝 Practice: Fill in the blanks

1. I think calling is the ________ way. (best / most fun / easiest)

2. Texting is the ________ for me.

3. I like email. It’s the ________ way to send a message.

🗣️ 5. Speaking Practice (10 minutes)

Use sentence starters:

• I like to talk by _____.

• I prefer _____.

• The best way is _____.

• I don’t like _____.

👥 Practice short dialogues:
A: How do you talk to your friends?
B: I send texts. It's easy!

🏁 6. Wrap-up (5 minutes)

Ask:

• What’s your favorite way to communicate?

• What new word did you learn today?

Optional homework:
Draw 3 pictures and write a sentence for each:

• I like _____.

• I don’t like _____.

• _____ is the easiest.

🧸✨

English Class: Childhood Memories

CHILD = CHILDREN = CHILDHOOD

I have beautiful childhood memories in my country, i used to play on the street, my favorite game was hide and seek and my mother used to prepare nice meals after i played on the street.

🎯 Goal of the Lesson:

Talk about what you were like when you were younger and how your life has changed.

🟣 1. Warm-Up (5–7 min)

Start with a fun conversation to get the student thinking about the past.

Ask:

• Did you have a happy childhood?yes i did, i had a very happy childhood in the countryside of bahia.

• What was your favorite toy?

• i used to play with my dolls but just a little. i played soccer, i jumped on trees, and i went fishing in the river. i was the only child at home.

• What games did you play when you were little?

Tip: Show pictures of old toys, kids playing, or cartoons to activate memory.

toys/ dolls/ hot wheels/ lego /safari video games.

🟢 2. Vocabulary (10 min)

Teach three new words in context. Speak slowly, give examples, and ask the student to repeat:

1. Childhood – the time when you were a child.
   “My childhood was fun. I played outside every day.”

2. Memory – something you remember from the past.
   “One memory I have is riding my first bike.”

3. Brings back memories – when something makes you think of the past.
   “This song brings back memories of school.”

Practice Tip: Say a sentence and ask, “Does that bring back memories for you?”

what does it bring back memories for you?

i think i have a good memory about my father taking me to the school. and i remembet that my mother always prepared delicious cakes and juices, so everytime i eat a cake specially chocolate, that brings back beautiful memories.

i have good memories that brings back many games in my childhood, and i have many memories with my family, i had a beautiful childhood in the countryside.

🔵 3. Listening Practice (7–10 min)

Activity: Listen to a real conversation (Neil and Beth talking about their childhood).

Before listening, say:

“Let’s listen to two people talking about their childhoods. What do you think they will say?”

i think they will say that they liked games like me and they had beautiful childhood.

While listening: Ask the student to write or remember 2 or 3 things they hear.

Examples:

• Did they play outside?

• Neil used to play on the street, and Beth used to play in her garden.

past habit = used to

simple past = ed - ied / played - cleaned /studied /

• Did they have pets?

• they didn´t have pets.

• What did they remember?

neil remembers he used to play on the street and beth moved house many times.

You can pause the audio to ask questions or repeat for understanding.

🟠 4. Grammar Focus (10 min)

Explain grammar in a simple way and model it.

Past Simple – for facts from the past:

“I lived in Canada.”

“I played with my friends.”

Used to – for repeated things you did in the past (but not now):

“I used to watch cartoons every Saturday.”

Would / ’d – for repeated actions in stories:

“I’d make up songs with my sister.”

“We would play in the park every day.”

i remember that i used to be a very shy child when i was in school, i remember that my teacher would call me to participate more in the games in the classroom, and my classmates would motivate me to participate more but i was afraid to make mistakes and they would laugh on me.

i remember i played the guitar and i sang with my friends in portugues and english my friends and i wouldn´t speak the language but we would sing the songs anyways.

Practice: Ask the student to make 2 or 3 sentences using each one, or turn your own sentences into a game:

• “I say: I used to play soccer. You say one about you!”

🟡 5. Speaking Practice (10–15 min)

Now it’s time for the student to use what they’ve learned. Ask:

• Did you use to watch cartoons? ( past habit)

• yes, i used to watch cartoons at home.

• What food did you love as a child?

• i loved to eat and my favorite food was hot dogs.

• Did you live in a house or apartment?

• i lived in a house and in an apartment

• Who did you play with?

• i used to play with my brother, cousins and my friends.

• What was your favorite game?

• i used to play catch the ball with my friends.

Optional activity: “Back in Time” Game

You pretend you’re 8 years old. The student does too. Ask each other questions:

“What did you use to do when you were little?”

“I used to ride my bike. What about you?”

🟤 6. Wrap-Up and Homework (5 min)

Quick Review:

• “Tell me one thing you used to do.”

• “Tell me one memory you have from your childhood.”

Homework Idea:

Ask the student to write 4 or 5 short sentences about their childhood:

• Two with past simple (I played…, I had…)

• Two with used to

• One with would

🎯 Objective:

Students will learn how to talk about a teacher who inspired them, using easy English and key vocabulary.

🗣️ Warm-Up (5 min)

Ask your student:

• Do you remember your favourite teacher at school?

• i had few teacher. mr. ramirez . mrs. barbosa ms. barbosa

• What subject did mrs. barbosa teach you?

• mrs. barbosa taught me dance.

• Why did you like her?

• she thought (think) in advanced for the futue, she was funny, she was maybe a little crazy but i loved her.

  
  

Use visuals or mime if needed to support understanding.

🎧 Listening: Neil and Beth Talk (10 min)

Option A: Use a short dialogue you record or read yourself.
Option B: Create a simple dialogue like this:

Beth: I really liked my music teacher. She inspired me.
Neil: That’s great! What did she do?
Beth: She was very kind and wise. She helped us learn, and we had fun.
Neil: I had a teacher like that, too. He respected the students.
Beth: That’s nice. A good teacher puts in a lot of effort.

Task:
Ask the student to listen and answer:

1. Who did Beth like?

2. What was her teacher like?

3. What did Neil say about his teacher?

🧠 Vocabulary Focus (10 min)

Write or show these on the screen:

WordMeaningExample Sentenceinspiremake someone feel they can do somethingMy teacher inspired me to play the piano.wisesomeone who makes good decisionsShe is wise and gives good advice.respectlike someone and treat them wellI respect my English teacher a lot.put inadd effort to do something wellHe put in a lot of effort to help us learn.

Practice:

• Match words with definitions.

• Make a sentence together for each word.

• Ask the student: Do you know someone who is wise? (Support answers.)

💬 Speaking Practice (10–15 min)

Ask the student:

1. Did a teacher inspire you?

2. Was your teacher wise? Kind?

3. Did they put in effort to help the class?

4. Do you respect them?

Support with sentence frames:

• "My ___ teacher inspired me because..."

• "He/She was very ___ and helped me to ___."

🧩 Grammar Focus (Optional - Simple Past)

Use some of the student’s sentences to show:

• “She helped me.”

• “He inspired me.”

• “They put in a lot of effort.”

✍️ Homework (optional)

Ask the student to write 3–5 short sentences about a teacher they liked.
Example:

My math teacher inspired me.
She was very kind.
She helped me a lot.

🧑‍🏫

Lesson Plan: Talking About Mistakes and Regrets

🎯 Objective:

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

• Understand and use simple expressions with “used to” and “would”

• Talk about mistakes and regrets

• Use vocabulary like mistake, by mistake, regret, and learn from your mistakes in conversation

🟣

1. Warm-up (5 mins)

Topic: Talking about small accidents or mistakes

Ask:

• Did you ever commit a mistake by mistake? 😅

• i have many mistakes.

• yes i did, i committed many mistakes in my life some of them i regret and some of them i learned with.

• Did you ever forget something important, like your phone or keys?

• yes i did. i forgot these important things very often.

• Do you think it’s OK to make mistakes?

i think so, i think that is very demotivational to make mistakes. but if you are clever and smart you can learn from those mistakes.

Let the student respond in simple sentences. Help them build or correct if needed.

🟠

2. Vocabulary Review (10 mins)

Introduce or review the key words through questions and examples:

1. Mistake – something wrong that you do
   👉 What’s a small mistake people make every day?

   
   

2. By mistake – accidentally
   👉 Have you ever sent a message to the wrong person by mistake?

1. Regret – feel bad about something you did
   👉 Is there something you regret?

1. Learn from your mistakes – remember and not repeat a mistake
   👉 Why is it good to learn from your mistakes?

✔️ Use examples from the transcript to support meaning. No charts, just natural examples.

🔵

3. Listening Practice (15–20 mins)

🎧 Play the podcast episode OR read selected parts aloud (you can be Neil, let the student be Beth, or vice versa).

➡️ After each section, ask:

• What happened?

• Was it a small or big mistake?

• Did they regret it?

• What did they learn from the mistakes?

You can focus on these key parts:

• Beth’s suitcase mistake

• Neil’s job decision

• Neil’s piano lessons regret

✅ Comprehension Questions (use simple English):

1. What did Beth do by mistake?

2. Did she get her suitcase back?

3. Why did Neil want to leave his job?

4. What happened when Neil changed his mind?

5. What does Neil regret from his childhood?

🟢

4. Grammar Practice: “Used to” and “Would” (10 mins)

Give the student simple prompts to respond using used to or would:

🗣️ Complete the sentences or answer:

• I used to…

• When I was a child, I would always…

• I didn’t use to…

• I would often make mistakes when I…

Let the student give short answers. Correct gently, model clearly.

🟡

5. Speaking Practice (10 mins)

Ask the student to respond to these prompts:

1. Tell me about a mistake you made.
   → What happened?
   → Was it big or small?
   → Did you regret it?

2. What is something you used to do, but now you don’t?

3. What is something you would often do when you were a child?

🧩 Optional Game: “True or False – Mistake Edition”

You say 2 things: one real mistake you made and one fake. The student guesses which is true. Then the student tries with their own examples.

✍️ Homework Suggestion

Writing prompt:

Write about a small mistake you made. What happened? Did you learn something? Use “used to,” “would,” and at least 3 of today’s vocabulary words.

✅ Wrap-Up (2 mins)

Ask:

• What new words did you learn today?

• Do you think making mistakes is good? Why?

🎥 “Do we expect too much from our brains?”

🔗 Watch here

This class helps the student understand key vocabulary, practice pronunciation, and talk about their own life with short, clear sentences.

🧠 Class Plan – Brain Overload!

Level: Very Basic (A1–A2)

Length: 45–60 minutes

Main Goals:

• Understand the idea of brain overload

• Learn and use 5–6 key words and expressions

• Practice short speaking with personal examples

🟡 1. Warm-up (5–10 min)

Ask simple questions:

• Are you busy every day?

• yeah i am busy every day.

• Do you use your phone a lot? WHY?

• yes i use my phone a lot because of my job and i am addicted to it.

• Do you feel tired sometimes?

• i feel tired/ exhausted/ sometimes but not on the weekends.

🎯 Help student answer using:

• “Yes, I’m (very/so/much/fucking/danm/too/really )busy.” verb to be

• “I (always/sometimes/rarely/usually/never) use my phone every day.” ( adverbs of frequency)

• “Yes, I feel tired/ annoyed/ hungry/thirsty/

🔤 2. Key Vocabulary (10–15 min)

Teach and repeat these words/phrases with examples and gestures:

• Brain – “My brain is tired/confused/blank.”

• Tired – “I’m tired/ demotivated/sad/ not encouraged today.”

• Too much – “I have too much money/ happiness / a lot of work/love for my husband/

• Busy – “I’m busy in the morning/ in the afternoon/in the evening .” in the night ( at night)

• Phone – “I use my phone every day.”

• Think – “I think a lot/ much.”

🗣 Repeat words out loud. Use real objects or pictures if possible. Ask yes/no or short answer questions:

• “Are you tired now?”

• 
  

• “Do you think too much?”

• 
  

📺 3. Watch the Video (2 times)

First time:

Let the student watch and listen. Ask:

• “Is she busy?” (Yes)

• “Does she use her brain a lot?” (Yes)

Second time:

Help student repeat 2–3 short sentences from the video:

• “I use my brain a lot.”

• “I’m very busy.”

• “I don’t stop.”

✅ Encourage repeating with good pronunciation.

💬 4. Speaking Practice (10–15 min)

Ask personal yes/no or multiple choice questions. Support with gestures or examples.

• “Do you feel tired in the morning or night?”

• “What do you do a lot? Think, work, talk?”

• “Do you like to rest? What do you do to rest?”

🎯 Practice these full answers:

• “I feel tired in the morning.”

• “I think a lot at work.”

• “I like to rest and listen to music.”

🎨 5. Activity – My Brain Day! (10 min)

Draw (or describe) what the student does in one day. Example:

• Morning – work

• Afternoon – class

• Evening – phone and TV

Ask:

• “Do you think a lot in the morning?”

• “Is your brain busy at night?”

Help them build a sentence:

“My brain is busy in the afternoon.”

🏁 6. Wrap-Up (5 min)

Ask:

• “Is your brain busy today?”

• “What will you do to rest today?”

Review the words:

brain, tired, too much, busy, phone, think

📚 Optional Homework

📝 Student writes or records (with help):

• “I feel tired when I…”

• “My brain is busy when I…”

• “I like to rest by…”

Level: Basic (A1–A2)
Focus: Vocabulary + Sentence Order
Grammar Target: Present Simple
Skills: Speaking, Listening, Writing
Estimated Time: 45–60 minutes

1️⃣ WARM-UP (5–10 min) – Let’s Talk Trash ♻️

Ask slowly and clearly:

• 
  

• Do you recycle bottles or paper?

• 
  

• Do you use plastic bags or cups every day?

  
  

Show or describe items like a plastic bottle, a trash can, or a recycling bin. Ask:
“What is this?” “What do you do with it?”

Support them with sentence starters:

2️⃣ VOCABULARY INTRO (10–15 min) – Learn 5 Useful Words

Introduce the words one by one. Use a clear example and a simple question for each:

1. Waste – “We waste food when we throw it away.”
   Ask: Do you waste food?

2. Recycle – “We recycle paper and bottles to use them again.”
   Ask: What do you recycle?

3. Single-use plastic – “A straw or plastic spoon used one time.”
   Ask: Do you use plastic cups or forks?

4. Rely on – “I rely on my phone. I need it every day.”
   Ask: What do you rely on?

   
   

5. Cut back on / Cut down on – “I want to use less plastic. I want to cut down on plastic bags.” ( to reduce- to eliminate)
   Ask: What do you want to cut down on?

6. 
   

Help them repeat the sentences and then create one of their own. For example:

“I recycle paper.”
“I want to cut back on sugar.”

3️⃣ SENTENCE ORDER PRACTICE (10–15 min) – Fix the Sentence!

Tell the student that words in English need to be in the right order.
Give them jumbled sentences. Have them fix the order.

Examples:

• "always / I / plastic / use"
  Student corrects: "

• "we / never / food / waste"
  Correct version: "

• "cut back on / bags / I / plastic"
  Correct: "

Practice a few more. Encourage them to make 2 new sentences using the vocabulary.

4️⃣ PRACTICE ACTIVITY (5–10 min) – True or False for Me 🗣️

Say some sentences using the new words. The student must say if it's true or false for them.

Examples:

• "I use single-use plastic every day."

• "I recycle plastic bottles."

• "I want to cut down on waste."

• "I rely on my phone a lot."

The student answers:

• Yes, that’s true!

• No, that’s not true.

• Not every day.

You can make it fun by exaggerating and letting them correct you.

5️⃣ PRODUCTION TASK (10–15 min) – My Life and Plastic

Now it’s time for them to speak more freely, using everything they’ve learned.

Ask them to answer simple questions:

• What do you waste at home?

• What do you recycle?

• Do you use single-use plastics?

• What do you rely on every day?

• What do you want to cut down on?

Support them with sentence starters like:

• I waste...

• I recycle...

• I want to cut down on...

• I rely on...

Optional writing task (if they can):
Ask them to write 3–4 short sentences using the new words.

🏠 HOMEWORK

Ask your student to look around their house and choose 3 objects. For each one, they should decide:

• Is it waste? Yes, it waste.| It's not waste.| It's not waste.

• Can you recycle it? No, i can't recycle.| Yes, i can recycle.| Yes, i can reclycle making a beautiful decoration.

• Is it single-use plastic? No. it is a letover food.|Yes is a single-use-plastic.| No it is a glass.

  
  

• 
  

  
  

  
  

Ask them to write 3 short sentences for next class:

• “This is a plastic cup. It is single-use.”

• “I recycle this bottle.”

• “I want to waste less food.”

• I hate food waste.

• I usually recicly all the plastic in my house.

• Using straws is a terrible for our planet .

🎯 Lesson Title: Talking About Social Media Habits

Level: Intermediate

Skill Focus: Listening 👂 | Vocabulary 💬 | Speaking 🗣️

Topic: Social media use and future plans to change habits

🧊 Warm-up (5–7 min)

Ask students:

1. How often do you use social media every day?

   well, I frequently use social media I would say a lot, every day.

2. What social media apps do you use most?

   let me think, WhatsApp is one and I read emails and I use instagram.

3. Do you think you spend too much time online?

   I would say yes, I guess it is almost 6 hours or maybe more it is a lot...

4. Would you like to change your social media habits?

   of course, yes I would like to but I am very addicted to it.

Encourage full sentences using adverbs of frequency: “I usually use Instagram at night.”

nowadays I am thinking to put timing on my social media so, I can concentrate in other things I would say concentrate on actual world, reality and sports and also lifestyle.

verbs>minimize / decrease/ increase.

🎧 Listening: Real Conversation – Neil & Georgie (10–12 min)

🎙️ Context:

Neil and Georgie are two native speakers having a relaxed chat about how much they use social media and whether they plan to change.

(You can use the BBC Learning English: Real Easy English episode or I can give you a rewritten script below)

📜 Script (Shortened for Class Use):

Neil: I use social media every day. Probably a few hours. I scroll in the morning and at night.

Georgie: Same here. I definitely use it too much.

Neil: I used to take breaks sometimes. Maybe I should do that again.

Georgie: Yeah, I want to cut down. I want to spend more time catching up with friends face-to-face.

Neil: That’s a good idea. Maybe we should make a no-phone rule when we meet!

🧠 Vocabulary Focus (7–10 min)

✨ Key Words:

1. Maybe – talvez

2. Probably – provavelmente

3. Definitely – com certeza

4. Catch up with (someone) – colocar o papo em dia com alguém

Practice Sentences:

• Maybe I’ll delete Instagram for a week.

• I’ll probably keep using TikTok—it’s hard to stop.

• I definitely spend too much time online.

• I want to catch up with my cousin this weekend.

💬 Speaking Practice – Social Media Habits (10–15 min)

👯‍♂️ Pair Activity:

Ask each other:

1. How often do you use social media?

2. What apps do you use the most?

3. Do you think you should change anything?

4. Do you still catch up with your friends in real life?

5. Maybe…? Probably…? Definitely…? (Use these words when answering.)

✔ Encourage them to use used to, e.g. “I used to spend 5 hours a day, now I try to limit it.”

✍️ Writing (Homework or Class - 10 min) homework

Prompt:

Write a short paragraph (5–6 sentences) about your social media habits. Use:

• at least two adverbs: maybe / probably / definitely

• one phrase: catch up with

Example:

I probably use social media too much. I check Instagram and WhatsApp many times a day. I definitely need a break. Maybe I’ll take two days offline next weekend. I want to catch up with my friends in person.

\

🎯 Wrap-up / Exit Ticket:

Have each student finish the sentence:

• “In the future, I will probably…”

• “I definitely want to…”

• “Maybe I should…”

🥕 Class Theme:

Food Waste – Why Are We Throwing Food Away?

waste

he threw me against the wall/ I had to tell the truth

throw a party/ threw a party.

throw out/ throw out/ threw out last night

throw away/ get rid of something/ eliminate

🎯 Objectives

• Talk about food habits and waste

• Learn and use key vocabulary in context

• Express opinions and give simple explanations

• Improve listening prediction and discussion skills

🧊 Warm-up (Personal Connection)

Start naturally:

👉 Do you ever throw food away at home? Why?

yes, sometimes because nobody can eat it, or sometimes the foods gets rotten or I dont feel like eating the food from a day before, I dont like leftovers I prefer fresh food.

I try not to waste food, I eat everything from the fridge.

Follow-up questions:

• What food do people waste the most?

• i dont know maybe beens and vegetables.

• How do you feel when you waste food?

• I feel sad when I waste food because there are many people with hunger/famine.

• Do you think food waste is a big problem?

yes, because the food waste produce a lot of rubbish/garbage in the planet and that is a big unresolved problem.

🧠 Lead-in (Think & Predict)

Say:

“According to the United Nations, one third of all food produced is wasted.”

👉 Ask:

• Does this surprise you?

• no, it doesn't. because this continues in this planet this a capitalist world and this hasn't changed, and nobody hasn't done anything to end it/ stop it.

• Where do you think most waste happens? (home, supermarkets, restaurant, farms?)

for me is generally at home, supermarket and restaurants, farms. if exist food will exist waste.

❓ Pre-Listening Question (Prediction)

Ask:

👉 Which of these foods can be grown in Britain all year?

a) strawberries

b) kale

c) rhubarb

👉 Student guesses and explains:

• I think it’s strawberry because in Britain is a cold weather and can grow easily I guess so.

what is the food that can be grown in Brazil the most?

I think bananas, mangoes, papaya and the most important fruits are grown here the whole year.

📚 Vocabulary Focus (In Context)

Introduce vocabulary through simple examples:

1.

Use-by date

👉 The date until food is safe to eat

Example:

• “Check the use-by date before eating the yogurt.”

i always check the use by date of the products in the supermarket.

2.

Eat local, eat seasonal

👉 Eat food from your area and from the current season

• “In summer, I try to eat seasonal fruits.”

• in summer I try to eat a lot of fish of the current season.

• now with the technology we can store/put away food in our freezers

3.

Middleman

👉 A person who buys from farmers and sells to shops

• “The middleman makes food more expensive.”

• sometimes the middleman asks for higher prices for the supermarkets.

4.

Commissioned

👉 Paid depending on how much you sell

• “Salespeople are often commissioned.”

• i commissioned my part in the business.

5.

Worst-case scenario

👉 The worst thing that could happen

• “The worst-case scenario is getting sick from bad food.”

• the worst case scenario now is a third war world.

6.

Blanket (rule/action)

👉 The same rule for everything

• “Some supermarkets use blanket rules to throw food away.”

• for example supermarkets do not give the leftovers to their employees this is a blanket rule in every supermarket.

🗣️ Controlled Practice

👉 Fill the gaps:

1. I always check the ______ before eating meat.

2. It’s better to ______ because the food is fresher.

3. The ______ buys food from farmers.

4. A ______ rule doesn’t consider differences.

💬 Main Discussion (Guided Conversation)

Part 1: The Problem

👉 Ask:

• Why do people throw food away?

• Do supermarkets waste food? Why?

Part 2: Understanding the System

Explain simply:

“Sometimes food is thrown away because of rules, appearance, or business decisions.”

👉 Ask:

• Is it okay to throw away food that doesn’t look perfect?

• Do you trust use-by dates 100%?

Part 3: Real-Life Reflection

👉 Ask:

• What do you do with leftover food?

• Do you plan your meals or buy too much?

🎭 Speaking Activity: “What Would You Do?”

Give situations:

👉 Situation 1:

You see food at home past the use-by date.

• Do you eat it or throw it away?

👉 Situation 2:

A supermarket throws away “ugly” vegetables.

• Is this right or wrong?

Encourage:

• I think…

• In my opinion…

• Maybe… but…

🧭 Solutions (Interactive Thinking)

Say:

“Some people are trying to reduce food waste.”

👉 Ask:

• What solutions can you suggest?

Help if needed:

• Buy less food

• Freeze leftovers

• Share food

• Eat seasonal products

🔄 Mini Debate (Light)

👉 Statement:

“People are responsible for food waste, not companies.”

Student:

• Agree or disagree

• Give 2 reasons

✍️ Final Reflection

👉 Ask:

What is one thing you can change this week to waste less food?

🏁 Homework (Optional)

• Check your fridge at home

• Write a short answer:

👉 What food do you usually waste and why?

📱 Review Lesson Plan

Social Media & Addiction — Vocabulary + Reading Review

Level:

A2–B1 (Lower Intermediate)

Time:

45–60 minutes

Focus:

Vocabulary review, reading comprehension, speaking confidence

🎯 Objectives

By the end of the lesson, the student will:

• Review and remember key vocabulary

• Read a new text connected to the same topic

• Answer comprehension questions

• Express opinions with more confidence

• Reuse vocabulary naturally in speaking

🔥 1. Warm-up Review (5–8 min)

Quick Conversation

Ask:

• What do you remember from the last class?

• Which apps did we talk about?

• Do you think social media can affect mental health?

• What vocabulary words do you remember?

🧠 2. Vocabulary Review Game (10–15 min)

Match the word with the meaning

Words

1. addictive

2. lawsuit

3. mental health

4. reshape

5. liable

6. misleading

7. overwhelmed

8. damages

9. punishment

10. struggle

Meanings

a. feeling too much pressure or emotion
b. difficult experiences or problems
c. money paid because of harm
d. changing something completely
e. responsible for something bad
f. information that is not true or confusing
g. very difficult to stop using
h. legal action against someone
i. consequences for bad actions
j. emotional and psychological well-being

👉 Then ask the student to create sentences.

Example:

• “TikTok can be addictive.”

• “Many teenagers struggle with mental health.”

📖 3. New Reading (Reading Comprehension)

Article:

“Teenagers and Social Media Pressure”

Many teenagers today spend hours using social media apps like Instagram, TikTok, and YouTube. Some experts believe these platforms are becoming increasingly addictive, especially for young users.

A recent study showed that teenagers often feel overwhelmed by the pressure to look perfect online. Many compare their lives to influencers and celebrities, which can damage their mental health and self-esteem.

Some parents are now claiming that technology companies should be more responsible for protecting children. They believe these companies use misleading strategies to keep users online longer.

In one case, a 15-year-old boy stopped sleeping well because he spent almost ten hours a day on social media. His parents said the apps reshaped his daily routine, school performance, and emotional health.

However, social media is not always negative. Many people use it to learn new skills, communicate with friends, and express creativity. Experts say the important thing is balance and healthy limits.

✅ 4. Reading Comprehension Questions (10–15 min)

Basic Understanding

1. Why do experts think social media is addictive?

2. How do teenagers feel online?

3. What can damage mental health according to the article?

4. What are parents claiming?

5. How did social media affect the 15-year-old boy?

6. Does the article say social media is always bad?

Critical Thinking Questions

1. Do you agree that social media creates pressure?

2. Should parents control screen time?

3. Why do people compare themselves online?

4. What healthy limits could teenagers have?

5. Can social media also help mental health sometimes?

💬 5. Speaking Practice (10–15 min)

Opinion Questions

Encourage longer answers using:

• “I think… because…”

• “In my opinion…”

• “For example…”

• “Sometimes…”

Questions

• Which app is the most addictive today?

• Is YouTube better than TikTok for mental health?

• Should schools teach about social media addiction?

• Is social media more dangerous for teenagers or adults?

• How many hours online is too much?

⚡ 6. Vocabulary in Context

Ask the student to complete the sentences:

1. Many teenagers feel __________ when they spend too much time online.

2. Some companies use __________ advertisements.

3. Social media can __________ the way people communicate.

4. The company was found __________ for the problem.

5. Anxiety and stress can affect your __________.

(Answers: overwhelmed / misleading / reshape / liable / mental health)

✍️ 7. Optional Writing Homework

Topic:

“How does social media affect young people?”

Write:

• 8–10 sentences

• Include at least 5 vocabulary words from class

🥕 Class Theme:

Food Waste – Why Are We Throwing Food Away?

waste

he threw me against the wall/ I had to tell the truth

throw a party/ threw a party.

throw out/ throw out/ threw out last night

throw away/ get rid of something/ eliminate

🎯 Objectives

• Talk about food habits and waste

• Learn and use key vocabulary in context

• Express opinions and give simple explanations

• Improve listening prediction and discussion skills

🧊 Warm-up (Personal Connection)

Start naturally:

👉 Do you ever throw food away at home? Why?

yes, sometimes because nobody can eat it, or sometimes the foods gets rotten or I dont feel like eating the food from a day before, I dont like leftovers I prefer fresh food.

I try not to waste food, I eat everything from the fridge.

Follow-up questions:

• What food do people waste the most?

• i dont know maybe beens and vegetables.

• How do you feel when you waste food?

• I feel sad when I waste food because there are many people with hunger/famine.

• Do you think food waste is a big problem?

yes, because the food waste produce a lot of rubbish/garbage in the planet and that is a big unresolved problem.

🧠 Lead-in (Think & Predict)

Say:

“According to the United Nations, one third of all food produced is wasted.”

👉 Ask:

• Does this surprise you?

• no, it doesn't. because this continues in this planet this a capitalist world and this hasn't changed, and nobody hasn't done anything to end it/ stop it.

• Where do you think most waste happens? (home, supermarkets, restaurant, farms?)

for me is generally at home, supermarket and restaurants, farms. if exist food will exist waste.

❓ Pre-Listening Question (Prediction)

Ask:

👉 Which of these foods can be grown in Britain all year?

a) strawberries

b) kale

c) rhubarb

👉 Student guesses and explains:

• I think it’s strawberry because in Britain is a cold weather and can grow easily I guess so.

what is the food that can be grown in Brazil the most?

I think bananas, mangoes, papaya and the most important fruits are grown here the whole year.

📚 Vocabulary Focus (In Context)

Introduce vocabulary through simple examples:

1.

Use-by date

👉 The date until food is safe to eat

Example:

• “Check the use-by date before eating the yogurt.”

i always check the use by date of the products in the supermarket.

2.

Eat local, eat seasonal

👉 Eat food from your area and from the current season

• “In summer, I try to eat seasonal fruits.”

• in summer I try to eat a lot of fish of the current season.

• now with the technology we can store/put away food in our freezers

3.

Middleman

👉 A person who buys from farmers and sells to shops

• “The middleman makes food more expensive.”

• sometimes the middleman asks for higher prices for the supermarkets.

4.

Commissioned

👉 Paid depending on how much you sell

• “Salespeople are often commissioned.”

• i commissioned my part in the business.

5.

Worst-case scenario

👉 The worst thing that could happen

• “The worst-case scenario is getting sick from bad food.”

• the worst case scenario now is a third war world.

6.

Blanket (rule/action)

👉 The same rule for everything

• “Some supermarkets use blanket rules to throw food away.”

• for example supermarkets do not give the leftovers to their employees this is a blanket rule in every supermarket.

🗣️ Controlled Practice

👉 Fill the gaps:

1. I always check the ______ before eating meat.

2. It’s better to ______ because the food is fresher.

3. The ______ buys food from farmers.

4. A ______ rule doesn’t consider differences.

💬 Main Discussion (Guided Conversation)

Part 1: The Problem

👉 Ask:

• Why do people throw food away?

• Do supermarkets waste food? Why?

Part 2: Understanding the System

Explain simply:

“Sometimes food is thrown away because of rules, appearance, or business decisions.”

👉 Ask:

• Is it okay to throw away food that doesn’t look perfect?

• Do you trust use-by dates 100%?

Part 3: Real-Life Reflection

👉 Ask:

• What do you do with leftover food?

• Do you plan your meals or buy too much?

🎭 Speaking Activity: “What Would You Do?”

Give situations:

👉 Situation 1:

You see food at home past the use-by date.

• Do you eat it or throw it away?

👉 Situation 2:

A supermarket throws away “ugly” vegetables.

• Is this right or wrong?

Encourage:

• I think…

• In my opinion…

• Maybe… but…

🧭 Solutions (Interactive Thinking)

Say:

“Some people are trying to reduce food waste.”

👉 Ask:

• What solutions can you suggest?

Help if needed:

• Buy less food

• Freeze leftovers

• Share food

• Eat seasonal products

🔄 Mini Debate (Light)

👉 Statement:

“People are responsible for food waste, not companies.”

Student:

• Agree or disagree

• Give 2 reasons

✍️ Final Reflection

👉 Ask:

What is one thing you can change this week to waste less food?

🏁 Homework (Optional)

• Check your fridge at home

• Write a short answer:

👉 What food do you usually waste and why?

📱 Lesson Plan:

Are Social Media Apps Addictive?

Level: A2–B1 (Lower Intermediate)

Time: 45–60 minutes

Focus: Vocabulary, speaking, simple opinions

Theme: Social media, responsibility, mental health

🎯 Objectives

By the end of the lesson, the student will:

• Understand a simple news story

• Learn and use key vocabulary

• Express opinions with basic reasons

• Talk about social media habits

🔥 1. Warm-up (5–8 min)

Start simple and personal:

• Do you use Instagram, YouTube, or WhatsApp?

• 
  

• How many hours do you spend on your phone every day?

• 
  

• Is it easy or difficult to stop using your phone?

• 
  

👉 Follow-up:

“Do you think social media is addictive?”

📖 2. Reading (Simplified News)

You can read this together:

“Meta and YouTube were found responsible for creating addictive platforms. Meta owns Facebook, Instagram, and WhatsApp.

highlight> owns/owner.

lawsuit/ processo

addictive/ addicted/

received

A woman named Kaley started a lawsuit in the United States. She said social media hurt her mental health. She received $6 million.

Meta said they are trying to make their platforms safer, especially for young people. But in another case, Meta had to pay $375 million because they gave wrong information about child safety.”

✅ 3. Check Understanding (5–10 min)

homework

Ask simple questions:

• Who started the lawsuit?

• kaley started the lawsuit against meta.

• Why did she sue the companies?

• she will sue meta for hurting her mental heath.

• How much money did she receive?

• she received 6 millions but meta had to pay more 375 millions for other cases because they gave wrong information about child safety.

• What did Meta say in response?

• they said that they are trying to improve the platforms for child safety and young people.

👉 If needed, allow short answers.

💬 4. Vocabulary (10 min)

Teach + practice:

• find liable = say someone is responsible
  👉 “The company was found liable.”

• thais was found liable for Arthur.

• addictive = hard to stop
  👉 “This game is addictive.”

• the cocaine is addictive

• mental health = how you feel in your mind
  👉 “Social media can affect mental health.”

• my mental health isn't good but it will.

• reshape = change something
  👉 “Technology reshaped our lives.”

• i am gonna reshape my future.

• having a moment = emotional for a short time
  👉 “Sorry, I was having a moment.”

• i was dancing yesterday I just was having a moment.

👉 Practice:

Ask the student to make 1 simple sentence for each word.

⚡ 5. Speaking Practice (15–20 min)

Keep questions simple but encourage explanation:

• Do you think social media is addictive? Why?

• Should companies be responsible for addiction?

• Is social media good or bad for mental health?

• Do you think $6 million is fair?

👉 Support with structures:

• “I think… because…”

• “In my opinion…”

• “For example…”

💣 6. Mini Discussion (Guided)

Give a simple situation:

“A teenager uses social media 8 hours every day and feels sad.”

Ask:

• Who is responsible? (the teenager / the company / parents)

• What should change?

👉 Help them build longer answers:

“I think ___ is responsible because ___.”

✍️ 7. Simple Writing Task (Optional / Homework)

Write 5–8 sentences:

“Is social media addictive? Is it dangerous?”

Encourage:

• Simple opinions

• Basic connectors (and, but, because)

🎯 Extra Support (Important for this level)

extra words>

claiming/

struggles

many people suffer mental struggles in their childhood.

damages

misleading

denial

overwhelmed

punishment

failed

If the student struggles:

• Offer choices: “good or bad?”

• Accept short answers first → then expand

• Reformulate their sentences correctly

Example:

Student: “Social media bad.”

You: “Yes, social media i