• The financial watchdog decided the bank had broken industry rules.
• A government watchdog is investigating the privatisation deal.
• The givernment have a some organizations watchdog to chek our lives. 

• After greenlighting the building plans, the village will get a new swimming pool.
• The company gave its workers the green light to work from home.
• We should have greenlighting to solve problems on the company.

• My client refutes the claim that he acted illegally.
• Do you refute the facts about climate change?
• Sometimes is impossible to refute the facts, but is possible to created a new fatc.

• 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.
• 
  

• 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. 

According to the video, the profession of veterinarians have a big debt after the university, and their professions are feeling frustration with devastation of environment and trey suffer with the process of euthanasia and they normally work more time than other professionals. Those things impact the mind of these professionals, even causing depression.

Word bank and expressions: 

crisis/ helper needs help/ more likely/ miracle workers/ debts/save environment/ save animals at any cost/those things/bad feeling/depression/ sensitive/ emotional/cyber- sexual harassment/negative feedbacks/ social media impact/ perform euthanasia/occupational hazard/

Questions to be raised: 

1. who can avoid this situation?

2. how much of the general problem can be danger for people who want to be veterinarian?

Your thoughts about the facts: 

All professionals face difficulties because of the society problems, so I think that their professional should't permit that general situation affect their mind, it's not easy, but is necessary to have control about your mind and your perception of choices. I know other professions that are in more risk or more phycology affected, for example the police and doctors, but is necessary to take care with the mental health.

Key words and phrases

prompted
made something happen

• The discovery of the new species prompted a lot of excitement.

• The terrible sales figures prompted anxiety in the team.

• I will try prompt the best way for my son.

formal
according to the rules

• How can you come to this wedding without wearing something formal?

• They’ve made a formal complaint about their noisy neighbours. We’ll follow the process.

• My profession is very formal.

attrition
gradually getting weaker

• Everyone’s leaving. There’s no one new. The company is just shrinking through attrition.

• He’s in a war of attrition with his manager. They keep criticising each other.

• Is necessary to avoid attrition with colleagues.

For me the respect is the only role for relationship with every person, so if the person has this felling, they will not have problems.

THE RICHEST HARM 1% PLANET THE MOST

.

THESE PEOPLE DON'T HAVE TOTAL FAULT / GUILT OF THIS DAMAGE. THESE PEOPLE CREATE A LOT OF PRODUCTS AND SERVICES AND ARE USED BY MANY PEOPLE. THESE PEOPLE ALSO CREATE SOLUTIONS FOR THE ENVIRONMENT FOR THEIR COMPANIES AND WORKERS. I DONT THINK THIS IS A FAULT FOR THE RICH BUT FOR EVERYONE. IF YOU GO TO A POOR COUNTRY, YOU WILL SEE MORE DAMAGE FOR THE ENVIRONMENT THAN IN A COUNTRY THAT IS RICH. THE MONEY CAN BE USED FOR GOOD ACTIONS AND IS USED FOR GOOD ENVIRONMENTAL SOLUTIONS.

Do the words are new for you? What other similar would you use instead?

Word sentences:

WELL -OFF

PLUNDERING

CLEAN UP THEIR ACTS.

Critical thinking:

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

well-off (adj.)
rich

• They own two houses and three cars. They're quite well-off. ( wealthy/ rich/ loaded)

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

• be a well-off can't be an environment problem because the situation is more complex.

plundering
taking what doesn't belong to you / steal/ rob

• The thieves (thief) plundered the shop(store) and took thousands of pounds’ worth of jewellery.

• Citizens plunder for food and fuel /diesel in desperation.

• plunder/ plundered/plundering

• in Brazil every day the people are plundered by politicians.

  
  

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.

• the lack of perception to change behavior needs to clean up act.

• the politicians need to clean up their acts for better results in the country.

Critical thinking.

Do you think well-off people make the world more productive in terms of investing in the market, write your thoughts about it.

For me, this discuss try TO divert focus from the problem. I saw on this vídeo the image of the car and the private plane, but today the rich use electric cars and the impact of the flights is very low. The real problem is the economic system model , that consumes a lot of supply to happen.

we have to pay attention more about keeping a balance for not accelerate the growth of climate change.

Yes, I remember perferctly. During on the pandemic was needed to adapt our working, but I think that is not possible to talk that women were working more than men, because it depends on the people and your working. In general, I believe that pandemic showed new forms for working, inclusively in the house. Maybe it caused more effects on the women because normaly they are more time at home.

Describe your job:
babysitting- driving less- i was afraid to bring COVID home /

Word bank:

pick up the slack

do work that someone else hasn't done

Tony left suddenly, we're all going to have to pick up the slack.

Sorry I had to leave early. Thanks for picking up the slack.

When working on a team, sometimes we pick up the slack from other people.

1.

drive the trend

make a pattern happen

The hot weather has driven the trend for gourmet ice cream.

Environmental concerns have driven the trend for plant-based food.

Leaders are able to drive the trend on life of other people.

1.

put in

spend

If you put in the hours, you'll get promoted.

My aunt put a lot of money into my company.

I put in energy on my working.

1.

to drink = to have

to eat = to have

example: for talking about my cooking habit is new, because i didn't cook before and i wasn't very interested in the topic. but now that i turned 40 i pay attention to what i eat or buy to feed me. so, i try to select good food for my alimentation.

for breakfast, i have eggs, a toast and a small of fruit and black coffee.

for lunch i have vegetable and chicken or meat.

i normally have a snack around 5 pm an i have yogurt, cereal and granola with any fruit slice.

and for dinner i have some eggs and some vegetables, very light before i go to sleep.

words related:

word bank:
sugar rush

suddenly feeling excited or full of energy after eating food containing a lot of sugar

balanced diet

a diet combining the proper types and amounts of food needed to stay healthy

go low

have very little of a particular thing

sharp

intelligent and quick to notice and react to things

batch cook

cook a lot of food at one time, then save some to eat at later meals

(20 second/minutes) flat

used to mean a certain amount of time exactly, and to emphasise that something is done very quickly

summary:

The podcast talked about the importance of alimentation for our brain and how the people have a difficulty for getting a good food to eat. The podcast talked too, about the importance to have a different nutrients for development of our brain. Sometimes the people complain about that they don't have time or don't have money, but today is easier to have a good diet.

final thought:

people need to be organized in their routine to have a balanced diet.

how to prepare your favorite plate.

1.what do you think about way of work would be in the future?

Word bank  :

take (something) with a pinch of salt
not completely believe something you are told because you think it’s unlikely to be true.

example: when i listened to the politician talking about fighting against the corruption, i take that with a pinch of salt.

track record
the achievements or failures of someone’s past performance

example: always that you can, you should improve your track record.

come to pass / came to pass
(old fashioned) take place, happen

example: exist choices that come to pass that are not repeating in the present.

dystopian
person who imagines or foresees a dystopian future where there is great suffering and injustice in society

get rid of
to remove something that you do not want any longer

example: always you can get rid of choices of your life.

crop up
appear or happen unexpectedly

example: unfortunately, can happen many choices to crop up.

Vídeo content: summary of the podcast:

Grammar input:

Expanding vocabulary:

Get rid of = to eliminate/ to discard.

I need to get rid of all my books from elementary school, they all are on my shelves and I need this space.

Ex: I will get rid of my old clothes and the ones that don’t fit me anymore.

Although/ but

Although, I don’t like romantic music music I like Whitney Houston.

I don’t like romantic music, although I like Whitney.

Conjunction: though/ although/ however/ nevertheless/ 

the life is laughing for me ( present continuous)

laughing makes people live longer. gerund

working too much makes people be tired and it is related to burnout.

walking early to do physical activities is a good action for people .

Video content: what are they talking about in the video?

in summary the video talks about happy life and how can cause good influence for a happy life. also the impact of laughing, people can live longer and can have less problems with heart diseases.

Key words and phrases

having a laugh

enjoying yourself or making a joke ( i am joking with you/ i am kidding)

• Come out tonight! We'll have a laugh!

• Are you serious or just having a laugh?

• my boss is a joker. literally we are always having a laugh!

• it's better to keep a good laugh to be happier.

literally

using the real meaning of a word

• We received literally thousands of applications.

• Excitement is building as we are literally seconds away from kick-off.

• i was literally speaking english with thousands of people.

• i don't understand how people can literally cheer up for Bahia team.

first-of-its-kind

different to anything before

• This is the world's oldest car – it's the first of its kind.

• The film was the first of its kind. No-one had made one like that before.

• the walkman was very useful in the 90's at that time it was the first of its kind.

• every thing that is first of its kind will be superior in the future.
  

Grammar input:

gerunds and infinitives
https://www.bbc.com/learningenglish/tigrinya/course/towards-advanced/unit-9/tab/grammar#:~:text=Gerunds%20are%20the%20%2Ding%20form,enjoy%20talking%20with%20my%20father.

(for/ about/ after/ while/when/)

cuando comecar o video voce pode tomar nota.

when beginning the video you can take notes

i use my computer for registering all the names in the system.

thank you for coming!

i am laughing at your face!

homework: can you write about any device or a thing that we don't use anymore because of the new tendencies of technology and can be described as first of its kind?

makes

Word bank:

shower/ countryside/ wear a suit/ judge/ smart clothes/leisure clothes/ lawyer/complicated/ they judge you if you don't fit properly/conservative/ clients expect to see a lawyer/ wearing a suit makes a cliente feel more certain that you are a good lawyer/sweating/ beyond that /humidity/ it worsens the situation/ you walk in brasil/ sweat/ the worst/ventilation/

Extra examples: 

Key words and phrases

usher in
show where to go
• We ushered in the New Year with a huge party.
• The working from home policy ushered in a new era for the company.

ushering in

ex: every time i am ushering in to my son what to do and learn how to discover the world.

on borrowed time
lasting longer than expected
• We're all on borrowed time. Climate change will make the planet unliveable eventually.
• My dog wasn't expected to live longer than 13 years. He's living on borrowed time.

ex: the life is very fast, so you shouldn't borrow time with bad people.

caps / a cap = boné
completes
• The London concert capped the band's year-long world tour.
• The last week of June capped the end of the exam period for the students.

ex: before starting a new cycle is important to cap the past cycle.

• Mark said he’d go sky diving but chickened out at the last minute.
  

• Ellie’s freaking out because she’s doing a presentation for 100 people tomorrow. 
  

• Everyone’s here at the meeting now so let’s get into it.
  

• I don’t want to wake up early tomorrow. I want to feel fully rested.  
  

• Fernanda needs to put on the silver dress before she walks on the runway. 
  

• Please, pick up your clothes from the floor. It’s a mess in here!
  

• The bath is ready now, so you can turn off the tap.
  

• Here, take my seat. I’ll stand up.
  

• I’ll look after you when you come home from hospital. I’ll make you meals and help you shower.
  

• Daniel’s been travelling for a year, but he’s coming back next week.
  

word banks:

outcry/scupper/sabotage/wreck plans/bananas/crackers/bonkers/

About the news:

backlash
strong rejection of an idea
• There was a backlash from parents when the school started charging for books.
• Expect a backlash when you announce longer waiting hours.

When politics try banning smoking some people manifest their backlash.

derail
prevent a plan happening
• The striking workers derailed the government's plans for pay cuts.
• The pandemic derailed everyone's holiday plans for two years.

The goals of the plans are derailed for the cigaretts market.

nuts
crazy
• Trying to teach dogs to speak English is nuts.
• She suggested climbing Mount Everest after just one week of training, which was nuts.

For me, suggesting the restriction is nuts because it causes the ilegal consumption.

Written assignment: do you think that here in Brazil this banning smoking can be possible?

In Brazil or anywhere i beleave than a better soluction is not banning the smoking because it have a relationship with the habbits their people, so the habbits cant changes for law. I beleave than a best solutions is controll the consummers with new tax and proibiticion smoking on some places.

Key words and phrases

poised

ready for action

• The cat was poised to jump on the mouse.

• The company is poised to announce massive job cuts.

Sometimes we need to poise changes on our lives.

declares war on

tries to defeat

• The school governors declared war on vaping among students.

• The government has said it’s declaring war on unemployment.

We need to declare war on poverty and famine.

sort of

in a way; kind of

• It’s sort of spring, but it’s still really cold.

• I sort of want to go to this party, but there are also people I want to avoid.

I sort of like to reading more, but I don't have time.

A city council has declared war on pizza and ice cream because local residents have complained about the noise on the street late at night. this is probably because of the increase of visitors in the country.

what do you think the government and the visitors must do to keep pizza and ice cream available? use modals when necessary.

displaced; when a place was disorganized/messy/in disaster/people need to run away.

misplaced; to put something in a wrong place.

wreak havoc

cause a disaster/a chaos

the pandemic wreaked havoc in big companies

Key words and phrases

torrential

heavy rain

The storm brought torrential rain, causing widespread damage.

You’ll need to bring your umbrella – the rain is torrential out there!

• On life sometimes we live torrential moments like for example losing your dog.

displaced

moved from original position/ deslocado/ removido

The earthquake displaced thousands of people from their homes.

The displaced families had to find temporary shelter when the floods destroyed their homes.

• When rains in salvador some people are displaced because is very dangerous the neighborhoods.

wreak havoc

cause chaos

The hurricane wreaked havoc along the coastline, destroying homes and flooding streets.

The train delays and cancellations wreaked havoc on many people’s morning commutes.

• the covid19 wreaked havoc in the health system.

prejudice/ forget/humans do not learn the lesson/

Introduce the main idea of the video: 

What makes SMART Acronyms relevant to your understanding? specific, measurable, attainable, relevant & timely. when can you use this tool?

Normaly, the companies use this tools for building the estrategic plan for geting treir goals and for realaizing how are you at activities when compared with other companies.

What goals do you have now that you think can be Smart? Write about it.

In the present I have a profectional goals, that is build a new source of profit. On my personal life, a pretend do a surgery on my foot on july.

Word bank: 

microplastic/ lungs/ tissue/ inhale/ exhale/cheaper/functional/descartable/

Word bank: 

worth = valor/ valer a pena

this house is worth 3 million dollars

we inhale worth a credit card every week.

Write footnotes about the video: 

• how important and aggressive is the impact of the organism.

• it explains the situation go human when they need to live around plastic

• bad situation for humans for avoiding plastic

• they found tiny plastic inside the lungs

• they recommend to reduce plastic but it is difficult.

Final thought:  Do you think that the government could control the use of plastic for their citizens? or you think it depends on every human being to reduce its plastic?

I believe that the government don't have conditions for changing alone this situation, so for me it can happen when the society and its social development consciousness about the consumption and their impacts.

would you reduce your plastic at home?

i think that for me to reduce the plastic would be to buy products that are packed with plastic. i think the people need to change their consciousness and after the market and later the process of capitalism.

be in your forties (fifties, sixties etc)
the decade, or period of ten years, in your life when you are aged between 40 and 49

phenomena
facts or events, especially which are unusual or significant, that exist and can be observed and talked about

lingers
continues to exist longer than usual or expected

to father
to make a woman pregnant who then gives birth to a child

pat (someone) on the back
(idiom) used to describe giving someone praise, congratulations or encouragement

God forbid!
a way of saying that you hope something will not happen

summary:

Some situation for people to have babies in a normal period of time and people have different behaviors and can have babies when they want but it's about the money and the energy they have. There's a gender problem with men and women.

ARGUMENTATION:

write about women that don't want to have children, write about some reasons and leave your opinion as well.

I respect, but i can't understand this option, because to have children is the best experience that person can have during the life. If you considere the process of the life, the women need the support for caring when they are old, it's normal. Is important to considere too that society needs to keep the growth, it's only possible with persons.

.

negotiating at work.

is it easy or difficult to negotiate?

sometimes is difficult but it depends on the situation, but i consider myself very flexible.

are you a good negotiator at home?

depends on the tasks, sometimes my opinion is important but exist other situation where my wife's opinion is very important and we try to balance our decision.

Podcast summary:

what are they talking?

context exploration:

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.

Phrases for negotiation:

• Let's talk about the price

• Let's get down to business

• I'm looking for ... ten pounds for this.

• I think my work is worth .. four hundred pounds.

• We're talking about this product and we need to talk about the price.

• What sort of price would you be willing to pay for this?

• Say what your first offer.

• That's too expensive

• But we can pay this

• We've got to cover our costs

• I'd love to offer that. But we have to be realistic about our budget.

• Well, other people in my position earn...

• I've taken on lots of responsibility without more pay.

• We can go with five pounds.

• I'm happy to accept five pounds.

• I look forward to working with you.

• It was great doing business with you.

Buy / obtain
Get can mean buy or obtain. 

• I got myself a new phone last weekend.

• I need to get some new clothes.

• I got day off with my granfather's funeral.
  
  

Receive
Get can mean receive.

• I just got a message.

• I got a bike for my birthday!

• I am getting so many messages with RIP (rest in peace).
  
  

Become
Get with an adjective can mean become.

• I'm getting annoyed.

• It's got quite hot in here suddenly.

• My granny got kind of a hero.
  
  

Understand
Get can mean understand.

• I don't get this joke.

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

• I got her explanation about the new medicine.
  
  

Arrive
Get can mean arrive.

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

• What time will you get here?

• I hope that I can get on time for the meeting.
  
  

We don't always agree with people at work. But we still need to get the job done.  In this episode of Office English, Pippa and Phil talk about how to stay polite and professional at work when conflict arises.

sentences to remember about the podcast:

• my feeling is that we need to

• i think you have a good point but in this instance...

• maybe i think we can think different because

• i understood your mind but maybe can be better to...

• i acknowledged your point of view but i think is better...

cultural behavior from companies abroad. is brazil different when disagree with companies abroad? write your point of view.

Their culture differ between companies made in Brazil than companies from others countries are so clean and clear, so people of Brazil have more difficulty for separating a profesional and personal life, and is normally they mix a lot of feelings about a decision, when it really exists only a work problem.

summary: the phrases used during a negotiation are part of this podcast.

i prepared myself to negotiate, i prepare a plan for negotiating.

i negotiate for my clients, specially couples about their goods

Phrases for negotiation:

how is to negotiate in your country? is it easy or difficult?

in general is difficult because in Brazil the people normally mix the feelings/ sentiments and they don't get to separate their emotions of themselves and objective goals.

how do you negotiate?

before starting the negotiation i think about the best strategy and i talk about it with my client for getting the best results.

Our tools and achievements and abilities are the form that I can help other persons and for impacting the world. So, selling yourself is talked about the important aspect of your life, about your history and about your vision, because its important. We need to do it normally and consistent every day. The consequence of it is that you can be more remembered as a good solution for other people.

sometimes is difficult because i have a good expectative but it' s not always the case. Frustration is stronger for me and the clients, for that reason i need to deal with the reality.

phrases and sentence to introduce bad news:

1. i would like talking about a bad situation, unfortunately we decided to make cuts because your position has been sacked.

2. the company is passing through a difficult time and we are making efficiencies.

3.unfortunately, your role is being made redundant

4. i am sorry you've reached a certain age and you are not longer accepted to do the job.

5. i am very sorry to say but ........

How people can tell bad news at work and how normally people are dealing with this situations, they mention as well how people put this into the relationship and sometimes is not like that.

words related: TRUST =

What kinds of tasks do you think you should or shouldn’t delegate?

word bank:

leadership - burnout - overworked - to arise - to oversee - to hand over - valuable - grow - to discourage -

Word bank:

Grammar input:

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

Vocabulary:

How do you deal conflict at work:

Enough is enough

spit your dummy out = react in a childish way

ban

lack

Your argumentation:

Vocabulary

drain
remove the liquid from something by pouring it out or letting it flow away

cling
stick or hold onto something very tightly

kick-start
make something start to happen or develop more quickly

manipulate
skilfully use or control something

down the line
at some unspecified point in the future

only time will tell
(idiom) the real results of something happening now will not be known until some time in the future

Summarize the podcast:

phrases:

I agree with you/ with the topic/ with the fact/

I don’t agree with you/ I don’t think this is right/

Summary:

The podcast talked about the problem with the relationship between kids and social media. Its a global problem, so affect all communities, because we are not aware to pose limits for social media on our life. The situation of the children is worse because they are on process of learning and development mind, so the social media can be more prejudicial for them.

New words: make a list of the new words and choose 3 words to create a context.

What does Authority do to stop this abuse of women, men and children?

What about schools must be abolished to talk about it?

Word bank:

attention span
the length of time that someone can keep their thoughts concentrated and fixed on one thing 

(do something) for the joy of it
do an activity simply for the pleasure of doing it, rather than as a means to gain something else

on the surface level
quickly and superficially looking at what can be easily understood, rather than understanding the full depth of something

analogy
comparison between things that have similar features

inference
guess, opinion or conclusion that you make based on the information you already have

skimming
reading rapidly in order to get a general overview of the text being read

Discuss what can be better after all reading on a screen or reading on paper?

• Many teenagers nowadays are into gaming and spend hours playing with friends.

take (something) up
start participating in an activity

• During retirement, Mr Johnson took up gardening to stay active and spend time outdoors.

read up on (something)
learn about something through reading

• Before starting his business, Jack spent weeks reading up on entrepreneurship.

brush up on (something)
improve your existing skills that may be a bit weak

• Mark did a refresher course to brush up on his accounting skills before starting his new job.

work on (something)
put effort and concentration into doing something

• She needs to work on her time management so she can meet deadlines more easily.

fall behind
progress more slowly than others doing the same activity

• Because of her illness, Sarah fell behind in her coursework.

catch up (on something)
spend extra time doing something because you did not do it earlier

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

used to

Word bank:

What’s your own message to friendship?

Here are some of the most commonly used acronyms in English, categorized by usage type:

General Use and Everyday Communication

1. ASAP – as soon as possible

2. FYI – For Your Information

3. IDK – I Don’t Know

4. OMG – oh my god

5. BRB – Be Right Back

6. BTW – By The Way

7. TMI – Too Much Information

8. LOL – laughing out loud

9. ROFL – Rolling On the Floor Laughing

10. IMO/IMHO – In My Opinion / In My Humble Opinion

Speaking 🗣️

Are there any business phrases like this that you like, Hélio?

Do you like it or do you hate it?

Do you find this acronyms important in the work environment?

Writing ✍️

the use of acronyms and new phrases used by new generations on important documentation as CVs and forth.

I think that sometimes we should be formal with our communication, especially when you will be writing a professional text, for example on documents or CVs. But, I don't see a problem when people use the informal language to talk about random choices or their personal life.

• How has technology improved human relationships?

-> The technology got together with their people and conteted more people around the world.

• What are some negative impacts of technology on communication?

-> The best problem is becouse some times the people try replaced the fisical relationships for virtual relationships, its not good.

• Can online friendships be as meaningful as face-to-face ones? Why or why not?

-> Not, becouse every virtual relationships are superficial.

• Should there be limits on technology use in personal relationships?

-> Yes, this is necessary becouse some technology can rob our time.

🧠 Critical Thinking Activity:

• what’s your thought about family that uses technology during dinner, friends who only interact online, or coworkers relying on messaging apps).

->

Write footnotes about your thoughts:

🎥 Video summary:

-> The podcast talks about how technology has facilitated our studies, our day-to-day; how we use and adapt new technologies; from people who tech-savvy (understand a lot and manage well the new technological devices).

📝 Word bank:

Technology - new scientific things that make our life easier, such as smartphones and computers.

Tech-savvy - good at using technology.

Present simple - to talk about our technology habits, things we always do. For example, I use my phone way too much.

Present continuous - to talk about things we are doing at this moment in time.

✍️Writing Prompt:

“Write an essay about how technology has changed the way people connect with one another. Discuss both the advantages and disadvantages, and provide examples from your personal experiences or observations.”

->

1. Delivery Services

• How Drones Help:

• Drones can deliver small packages, food, and medical supplies faster than traditional methods.

• They are particularly useful in remote or hard-to-reach areas.

• Examples:

• Companies like Amazon and UPS are already testing drone deliveries for e-commerce.

• In Rwanda, drones deliver blood and medicine to rural hospitals.

• Impact:

• Faster delivery times.

• Reduced environmental impact compared to cars or trucks.

2. Agriculture and Farming

• How Drones Help:

• Drones can monitor crops, spray pesticides, and optimize irrigation.

• They use sensors to analyze soil quality, moisture, and crop health.

• Examples:

• Farmers use drones equipped with cameras to map fields and identify problems like pests or disease.

• Impact:

• Increased crop yields and better resource management.

• Reduced costs and environmental impact.

3. Search and Rescue Operations

• How Drones Help:

• Drones can access areas that are unsafe or difficult for humans, such as mountains, forests, or disaster zones.

• They can use thermal imaging cameras to locate missing people.

• Examples:

• In natural disasters (earthquakes, floods), drones deliver food and supplies.

• Emergency teams use drones to find survivors during search-and-rescue missions.

• Impact:

• Faster and safer rescue operations.

• Saving lives in critical situations.

4. Environmental Protection

• How Drones Help:

• Drones can monitor wildlife, detect illegal activities like poaching, and map deforestation.

Task: make your argumentation about the drones and the positive and negative aspects for it with your own words.

Drones are a technology that can be used for good or bad situations, so I think it is very important to regulate their use to avoid problems. Drones can be used positively in show business, transport choices, and development resources, but they can also be used negatively in war and for privacy violations.

Recommendations:

1. “It’s a good idea to…”

• Example: “It’s a good idea to recycle more to reduce waste.”

2. “You should…”

• Example: “You should try to use less water during a drought.”

3. “Why don’t you…”

• Example: “Why don’t you use public transportation to reduce your carbon footprint?”

4. “I recommend that you…”

• Example: “I recommend that you plant more trees to help the environment.”

5. “It might be helpful to…”

• Example: “It might be helpful to use energy-efficient appliances at home.”

Strong Advice:

1. “You must…”

• Example: “You must take action to prevent more severe climate change.”

2. “It’s essential to…”

• Example: “It’s essential to conserve water during dry seasons.”

3. “You have to…”

• Example: “You have to reduce plastic use to protect marine life.”

4. “It’s crucial that you…”

• Example: “It’s crucial that you support renewable energy initiatives.”

5. “You can’t ignore…”

• Example: “You can’t ignore the signs of climate change around us.”

How to Use Them in Class:

• Encourage your student to practice using these phrases by giving their own recommendations or advice related to climate change or any other topic of interest.

• You can also role-play scenarios where they need to give advice, such as helping a friend make eco-friendly choices.

Homework: write about a situation like challenges for surviving in emergency like natural disasters, are people ready to face disaster in your country? Like a fire, heavy rain or a flooding? Use the advices and recommendations.

Grade Level: High School / College

Duration: 60 minutes

Objective:

You will understand how AI is transforming education globally, including its benefits, challenges, and future implications.

Video Presentation (10 minutes)

• Activity:

• What are the main ways AI is impacting education?

The impact cause a disruptive situation because all process of the learning will need change.

• Which example from the video stood out to you?

Maybe, when she told about the possibilities that have use of tecnology.

3. Case Studies (15 minutes)

Discussion: Benefits and Challenges (10 minutes)

• What are the benefits of AI in education?

The AI are democratic form for reserch and possibility for students for more access in information.

• What challenges or ethical issues might arise (e.g., privacy, bias)?

I belieave that the best problem can be trying of influence the mind of the people.

4. Future of AI in Education (10 minutes)

• Objective: Encourage students to think about the future implications of AI in education.

• Activity:

• Ask students to brainstorm how they think AI will evolve in education over the next decade.

• Prompt: “Imagine you’re an educator in 2035. How do you think AI will change your teaching methods and your students’ learning experiences?”

5. Assessment:

• Formative Assessment: Participation in discussions and group activities.

• Summative Assessment: A short reflective essay (300-500 words) on how students perceive the role of AI in the future of education.

homework:

1. Have you ever felt embarrassed for something you did?

   well i think i can get/ feel embarrased when i dont speak the right word or intonation when i speak portuguese in public. so, i easily i get blushed or a little nervous.

1. What can make you feel embarrassed to go to the doctor?

About the podcast: what happened in the conversation?

Words and phrases to remember:

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

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

Highlight the grammar:

Here are some useful phrases for argumentation, categorized by their function:

Introducing an Argument

• To begin with, …

• First and foremost, …

• The main point is …

• Let me start by saying …

• It is often argued that …

Presenting Evidence or Examples

• For example, …

• For instance, …

• According to …

• As evidence shows, …

• Research suggests that …

Agreeing with a Point

• I agree with you because …

• You’re absolutely right that …

• I share your view on …

• That’s a valid point …

• I couldn’t agree more …

Disagreeing Politely

• I see your point, but …

• While I respect your opinion, …

• I understand your perspective, however …

• I beg to differ because …

• That’s an interesting point, but …

Clarifying a Point

• Let me clarify, …

• In other words, …

• What I’m trying to say is …

• To put it another way, …

• Let me explain further …

Summarizing

• In summary, …

• To sum up, …

• All in all, …

• In conclusion, …

• To wrap things up, …

Conceding a Point

• That’s true, however …

• I agree up to a point, but …

• You have a point, yet …

• I can see why you think that, but …

• Although I agree with some aspects, …

Offering Alternatives

• Instead, we could …

• Alternatively, …

• Another option might be …

• Have you considered …

• Perhaps we should look at …

Asking for Clarification

• Could you elaborate on …

• What do you mean by …

• Can you explain that further?

• I’m not sure I understand. Could you clarify?

1. Warm-Up Discussion

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

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

2. Vocabulary Expansion

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

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

3. Debate or Opinion Sharing

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

This is really true, so because the new generation have access to information and access to good products and services more accessible.

Are social media and influencers helping or harming health trends?

In general, I think that they improve a good impact on the people, but I think too that this is not a best path for developement a good habits.

5. Writing Task

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

Probably we will have more food industrialized, maybe more places for consumming food, and the prices the nature food will increase.

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word bank:

alimentation

food

to eat

carbohydrate

every time more

bread

juices

sodas (pop)

Skills Focus: Listening, Speaking, Vocabulary Expansion, Critical Thinking

1. Warm-up (10 min)

Engaging Discussion

: Have you ever traveled in a campervan? Would you like to? Why or why not?

Show a picture of a traditional campervan

What do you think are the advantages and disadvantages of living in one?

the advantage is that people can follow some places where they want to travel and the tourist can be in more contact with nature. And people can have best control of the trip.

the disadvantage is less comfort and the risk about you can get during trip.

Transition: What if a campervan could run entirely on solar power? What challenges and benefits might that have?

key terms from the video: solar-powered, campervan, sustainable travel, efficiency, renewable energy.

What do you think a solar-powered campervan would look like? What features might it have?

solar energy is a good alternative for vehicles but the problem in Brazil might be the structure and we don´t how to keep or mantain this modern car.

Predicción activity: Based on what you know about solar power, do you think this campervan could work in any weather or location?

it´s important about the solar energy that can recognize the battery.

3. While-viewing (10 min) “ Active Listening

:

1. Check comprehension: What problem does this innovation solve?

gas - petrol - diesel- sustainable life - less pollution - housing - save money.

2. Identify features: What are three key features of the campervan?

1. flexible

2. have a goo consume of energy, it goes 720 km.

3. easy to drive and to use the all the equipments in the kitchen.

3. Note challenges: What are some limitations or obstacles mentioned in the video?

4. Discussion & Reflection

Discuss the answers: Encourage your student to elaborate on their answers.

Opinion Questions:

Would you consider using a solar-powered vehicle? Why or why not?

Do you think this technology will become mainstream in the future?

Can you think of other ways to make travel more sustainable?

5. Wrap-up (15 min) Creative Task

Scenario: Imagine you are designing a solar-powered campervan for a specific type of traveler (e.g., a family, a solo traveler, or an explorer). What features would it need?

describe your ideal solar campervan or sketch it while explaining its features.

1. Warm-up

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

so, i think the people commit crimes because they have the distortion about the rules and they commit crimes on purpose due to their compromises with the society that sometimes force them to commit crimes, normally there are people that use any argument for justifying their conduct/behavior but the reality is that people try to break the law for getting their goals.

word bank|:

sentenced = go to jail

guilt / guilty

undoing - error

released - solto

recidivism

lack of basic needs

unemployment

job opportunities

requirements

fully capable

forcing

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

2. Reading/Listening Activity (15 min)

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

Have the student skim the article and identify key points.

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

according to the article elderly people are commiting crimes in japan due to the financial crisis, lonliness, and safety and prove their existence.

however this is not a reason to commit crimes.

3. Vocabulary & Discussion (15 min)

Introduce key terms:

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

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

4. Speaking Activity Role-play (10 min)

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

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

5. Debate (10 min)

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

6. Wrap-up (5 min)

Ask: What solutions do you think Japan should implement?

Reflect on:Could this happen in other countries?

Key Terms & Definitions

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

ex: a woman was caught practicing shoplifting in stotes in salvador.

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

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

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

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

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

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

is considered a petty theft when a thift takes your cellphone?

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

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

sometimes criminals outstrips with violence.

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

criminals must pay for their undoing.

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

Financial & Housing Terms

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

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

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

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

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

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

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

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

Security & Social Issues

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

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

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

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

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

Legal Protections for the Elderly

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

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

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

17. Long-term care insurance

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

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

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

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

Objective: By the end of the lesson, the student will be able to discuss burnout, its causes, effects, and possible solutions.

1. Warm-up (5-10 min)

• Ask: “Have you ever felt exhausted or overwhelmed because of work or studies?”

• Show these sentences and ask what they think:

• “Hustle culture is glorified burnout.”

• “Rest is not a reward; it’s a necessity.”

• “Burnout is not a badge of honor.”

• Discuss their reactions.

2. Vocabulary (10 min)

Introduce and discuss these words:

• Burnout – A state of emotional, physical, and mental exhaustion.

• Hustle culture – A mindset that glorifies overworking.

• Work-life balance – Managing time between work and personal life.

• Chronic stress – Long-term stress that affects well-being.

• Mental exhaustion – Feeling drained and unable to concentrate.

• Self-care – Activities that promote well-being.

Activity: Use each word in a sentence related to work or study life.

3. Reading (15 min)

“Burnout is becoming more common in modern workplaces. Many people feel pressure to work long hours, always be available, and push themselves to the limit. However, this can lead to mental and physical health problems. Burnout symptoms include fatigue, lack of motivation, and feeling emotionally drained. Experts suggest setting boundaries, taking breaks, and practicing self-care to prevent burnout.”

Activity:

• Ask comprehension questions:

1. What is burnout?

2. Why do people experience burnout?

3. How can burnout be prevented?

2: Short Video

Find a YouTube video about burnout and discuss key points.

4. Discussion (15-20 min)

• Why do some people feel guilty about resting?

• Is productivity more important than well-being?

• Should companies be responsible for preventing burnout?

• What are good ways to recover from burnout?

5. Speaking Activity (10 min)

Role Play:

• Scenario 1: The student is a worker experiencing burnout. You are their boss. They must explain their situation and negotiate better work conditions.

• Scenario 2: The student is giving advice to a friend who is overworked.

6. Writing (Homework or Class Activity)

Prompt: “Write a short email to your boss explaining that you are experiencing burnout and requesting support.”

• Burnout – A state of emotional, physical, and mental exhaustion.

• Hustle culture – A mindset that glorifies overworking.

• Work-life balance – Managing time between work and personal life.

• Chronic stress – Long-term stress that affects well-being.

• Mental exhaustion – Feeling drained and unable to concentrate.

• Self-care – Activities that promote well-being.

• Overload – Having too many responsibilities.

• Time off – A break from work or responsibilities.

• Set boundaries – Establish limits to protect personal time.

• Burnout prevention – Strategies to avoid exhaustion.

2. Chunk Expressions

Talking About Burnout

• I feel completely burned out.

• I’ve been working non-stop, and it’s taking a toll on me.

• I’m mentally and physically exhausted.

• I have no motivation to do anything anymore.

• I’m running on empty.

Describing Work Culture

• There’s a lot of pressure to always be productive.

• Hustle culture makes people feel guilty for resting.

• My company expects us to be available 24/7.

• Working long hours is seen as a sign of dedication.

• People often sacrifice their well-being for success.

Preventing and Recovering from Burnout

• It’s important to set clear boundaries between work and personal life.

• Taking breaks can actually improve productivity.

• I need to prioritize self-care before I burn out.

• Unplugging from work helps me recharge.

• A good work-life balance leads to better mental health.

• Ask the student:

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

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

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.

• 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?

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.

The rage bait is being used for personal interest a long time, for war, on the politicians speech or on social media. I don't like it, but some choices is impossible for prohiblition. I believe that the best solution is the awareness and the responsabilities that exagerates.

1. Warm-up Discussion (10 min) – Introducing the Topic

Questions to activate prior knowledge:

"Have you ever heard of 'The Wall of Shame' in Peru?"

"Do you know of any walls that separate people in history?"

"What do you think are the reasons for building walls between communities?"

Vocabulary Preview (Word Matching or Discussion):

Social inequality

Discrimination

Segregation

Divide / Division

Marginalized communities

Comprehension Questions:

"What are the main reasons behind the construction of the wall?"

"How does the wall affect the communities on both sides?"

"What are the arguments for and against keeping the wall?"

Extra Resource (Video)

Video: "The Wall of Shame in Lima, Peru – Why does it exist?" (YouTube, news clips, or mini-documentaries).

"Does this remind you of similar situations in other countries?"

3. Grammar Focus: Past Simple vs. Past Continuous (15 min)

Explanation & Examples:

Past Simple → Events that happened at a specific time.

The wall was built to separate communities.

Past Continuous → Background actions or ongoing past events.

While some people were protesting against the wall, others were defending it.

Grammar Exercise (Gap Fill):

Complete the sentences with the correct verb tense:

In the 1980s, Peru’s economy ___ (struggle) due to political instability.

While people ___ (debate) the issue, the government ___ (decide) to build the wall.

When the wall ___ (be) first built, many residents ___ (not expect) the consequences.

4. Speaking & Debate (25 min) – Critical Thinking Activity

Group A: Defend the existence of the wall as a necessary security measure.

Group B: Argue that the wall is a symbol of social discrimination and should be removed.

Use these prompts to guide discussion:

"Does the wall solve or worsen social inequality?"

"What alternatives could replace a physical barrier?"

5. Writing Task (20 min) – Argumentative Essay

Task: Write a short 200-250 word essay answering the question:

Are physical walls ever a good solution to social problems?

not because, every seperation causes more division, and conflicts so, maybe the best solution can be involve the rich people in the problems and improve more the equality between social classes not only in peru but around the world.

Homework Option:

Research another famous dividing wall (Berlin Wall, Mexico-US border, Israel-Palestine barrier) and compare it to the Wall of Shame.

Extra Resources for Students

Article: "Peru’s Wall of Shame and the Debate on Social Inequality" (Find a news article or blog post on the topic).

Video: Short documentary on urban segregation in Latin America (BBC, Al Jazeera, or National Geographic).

Podcast: A discussion on the effects of social segregation.

In Lima, the capital of Peru, there is a long concrete wall known as "The Wall of Shame." It separates two very different communities: a wealthy neighborhood with large houses and green gardens, and a poor area where people live in small, simple homes.

The wall was built in the early 2000s. Wealthy residents said they needed protection from crime. They believed the wall would keep their community safe. However, many people argue that this wall is not about security—it is about social inequality and discrimination.

On one side of the wall, people live in luxury, with private schools, modern hospitals, and parks. On the other side, people struggle with poverty, lacking access to basic services like clean water and education.

Many residents of the poor area believe the wall is unfair. They feel it treats them like criminals just because they are poor. Some have tried to protest against it, but the wall still stands.

This situation is not unique to Peru. In different parts of the world, physical barriers have been built to divide people based on wealth, race, or nationality. Some of the most famous examples include the Berlin Wall, the Mexico-US border wall, and the Israel-Palestine separation barrier.

The question remains: Do walls solve problems, or do they create bigger divisions in society?

for me is clear; this situation worse the problem when you hide the problem causes the worsening of this situation.

Comprehension Questions:

1. Where is the Wall of Shame located?

   is located in PERU

2. What are the main differences between the two sides of the wall?

   on the rich side we have bigger houses with gardens and on the poor side there are a lot of simple houses.

3. Why do rich residents say the wall was built?

   it was because existed the fear of terrorism and crime from the poor.

4. Why do poor residents think the wall is unfair?

   because they don´t have access to the social inclusion and services

5. Can you think of another example of a wall that separates people?

   i believe here is different because the form of separation is soft and subtle. Because apparently the poor people can´t walk on every place but in real this conditions is very difficult in some neighborhoods.

1. Warm-up (10–15 minutes)

Discussion Questions:

1. Do you know any online communities?

(Example: In the past, there was Orkut for people to share interests and hobbies.)

2. Why do people join online communities instead of making friends in real life?

(Example: Online, people feel less shy and can share their feelings more easily.)

3. Are online communities good or bad for mental health? Why?

(Example: Mental health is important for a happy life, but online spaces can be good or bad.)

Encourage simple answers and opinions.

2. Vocabulary & Key Concepts (15 minutes)

Introduce key words with simple definitions and examples:

• Incel (a person who feels lonely because they can’t find a romantic partner)

• Echo chamber (a group where people only hear opinions they already agree with)

• Misogyny (strong dislike or disrespect for women)

• Radicalization (becoming more extreme in ideas or beliefs)

• Toxic masculinity (when society expects men to act in a harmful or aggressive way)

Activity:

Show short, modified sentences from online discussions and ask students to guess the meanings of words in context.

3. Reading & Analysis (20 minutes)

Provide a short and simplified article or text about incel communities and loneliness.

Guided Questions:

1. What is an incel?

(Example: An incel is a person who feels lonely and frustrated because they don’t have a romantic partner.)

2. Are incels victims or dangerous people?

(Example: Some incels are lonely, but others become angry and dangerous.)

3. How does society make this problem worse?

(Example: People feel pressure to look a certain way or be successful in dating.)

Students can work in pairs or small groups to discuss.

4. Debate & Discussion (30 minutes)

Debate topic: Should social media ban incel groups?

• Team A (Pro-ban): Online platforms should stop hate speech.

• Team B (Anti-ban): Banning people makes them more extreme.

Activity:

• Give students simple phrases for debating:

• I agree because…

• I disagree because…

• A good example is…

• In my opinion…

Encourage structured responses with basic argumentation.

5. Conclusion & Reflection (10 minutes)

Final Discussion Questions:

1. How do incel communities show bigger problems in society?

2. What can help lonely people feel better?

3. How can we stop people from becoming more extreme online?

Optional Homework:

• Write a short opinion paragraph: Is loneliness a big problem today? Why or why not?

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?

• it´s about not having the relationship with money, it´s about more personal growth, have you family near you. success is about to know how to live.

• STATUS/ LIFESTYLE/WEALTH/HAPPINESS.

• Can someone be successful without being happy? Why or why not? (happy = unhappy.)

  
  

• What things make people happy at work?

• COFFEE BREAK/SOLUTIONS SOLVED/SATISFACTTION/MEET PEOPLE/VERY FEW PEOPLE ARE GRATEFUL/

Prediction Activity:

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

• 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.

   • Despite he lives in spain, he always is availabel to help.

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

   • Climate change has taken centre stage in global discussions.

   • going to usa has taken a centre stage for many travelers and they don´t want to go.

     
     

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.

  -> I

6. Wrap-up (5 min)

• Review the key vocabulary.

• Share answers to the International Happiness Day question.

• Ask: What did you learn today?

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?

• i am allergic to dust (dusting)

• Do you know anyone who has many allergies?

• nope.

• What do people usually do when they have allergies?

• i have medication for my allergies - alegra D

• Can you name some common allergies?

• allergic to shrimp - allergic to salt - lactose .

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. (False)

2. She calls ahead of time before going out. (True)

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

4. Her allergies have increased over time. (False)

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

🔹 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.”

So, maybe the solution can be change my behavior, for exemple work in my house more time and stop the frequency in some places. Mayhbe i should also change my alimentation, for removing the artificial food.

🎓 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?

• for me in the period of kids are little they need to be empathic and adapt to learning and schools have this mission. They claim a clear methodology for learning.

• Follow-up: How was your experience at school?

• i was a party goer, high school i started to study and get ready fot university. i got matured ealier and i needed to get ready and dedicate time for my future.

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

🧠 Vocabulary Task (10 minutes)

In the podcast they talk about which is the best school according to Pisa Ranking and Singapoure is the best in the ranking but the best in reading is Ireland.

Target Vocabulary:

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

Task: Matching & Fill in the blanks

• Provide meanings and gap-fill examples.

Examples: contentious, outpace, rival, knowledge economy, regardless, segregate

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

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

   
   

📚 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.

The system of my country priorotize topics that are more traditional than the best education country's; here the process of learning was outpacing a long time because is older; here the system to stymulating graduated on socialogical topics than economy or financial graduated students.

Level: Lower Intermediate (A2–B1)
Topic: Emotions & Self-care
Focus: Phrasal verbs in context
Time: 40–50 minutes
Target Phrasal Verbs:

• bottle up

• open up

• hold back

• break down

• freak out

• blow up

• calm down

• chill out

🔹 Warm-Up – Talking About Emotions (5–7 mins)

Ask your student:

• What do you do when you feel stressed or sad?

• 
  

• Do you talk to someone? Do you take time for yourself?

• What does "self-care" mean to you?

• 
  

Transition: “In English, we often use phrasal verbs (verbs + prepositions) to describe how we manage our emotions. Today, you’ll learn how to use some of them.”

🔹 Step 1 – Learn the Phrasal Verbs (10–12 mins)

Introduce the verbs one by one with short, simple definitions and an example sentence.

1. bottle up – to hide your feelings/ esconder os sentimentos
   “He bottles up his anger and never talks about it.”

   
   

2. open up – to share your emotions with someone/ abrir emoçoes
   “She opened up to her friend about her problems.”

   
   

3. hold back – to stop yourself from showing emotion/ segurar emoçoes^.
   “He tried to hold back his tears.”

   
   

4. break down – to start crying or lose emotional control/ perder equilibrio emocional.
   “She broke down after the bad news.”

   
   

5. freak out – to suddenly feel very afraid, surprised, or angry/ nervoso
   “I freaked out when I lost my phone!”

   
   

6. blow up – to suddenly get very angry/ malhumorar/ explodir
   “He blew up when he heard the lie.”

7. calm down – to become more relaxed/ se acalmar
   “Take a deep breath and calm down.”

8. chill out – to relax and do nothing stressful/ relaxar
   “On Sundays I just chill out at home.”

   ..

Check comprehension after each one:

• Ask the student to say it back in their own words or translate into Spanish.

• Ask: “Can you think of a situation when you would say this?”

🔹 Step 2 – Choose the Best Option (10 mins)

Say these sentences aloud and have your student choose the correct phrasal verb from two options:

1. When I heard the bad news, I started to cry. I really
   (a) broke down / (b) chilled out

2. He never tells anyone about his feelings. He always
   (a) bottles up / (b) opens up

3. I lost my keys and completely !
   (a) calmed down / (b) freaked out

4. After the argument, she needed time to .
   (a) blow up / (b) chill out

🔹 Step 3 – Finish the Sentence (10 mins)

Ask the student to complete each sentence with a personal example:

• I freak out

• To chill out, I usually

• I think it’s hard to open up because i

• Once, I broke down when i

  
  

You can help them expand with follow-up questions.

🔹 Step 4 – Creative Speaking (Optional Extension – 10 mins)

Role play or storytelling:

• "Imagine a friend is feeling stressed. What would you tell them?"

• Or: "Tell me about a time when you had to calm down or chill out."

Encourage use of at least 3–4 phrasal verbs.

🟢 Homework (Optional)

Ask your student to write a short paragraph (5–6 sentences) about a time they felt very emotional, using at least 3 phrasal verbs from the lesson.

🔹 Objective:

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

• Understand key vocabulary related to friendship and parenting

• Talk about social experiences like making new friends

• Practice listening comprehension with real-life English

🔸 1. Warm-Up: Social Circles (7–10 min)

Discussion Questions:

• Is it easy or hard to make new friends as an adult? Why?

• 
  

• Do parents feel pressure to socialize with other parents?

• 
  

• Have you ever had to "fit into" a new group?

• 
  

👉 Pre-teach the concept of “mum friends” and “play date.”
Example: “A mum friend is a friend you make because your kids are friends.”

Summary:

🔸 2. Vocabulary Focus (10–12 min)

Teach these expressions using examples and questions:

1. play date – “Have you ever arranged a play date for children?”

2. clique – “Have you ever felt excluded by a clique?”

3. glam – “Who is someone you find glam?”

4. fit into – “Is it easy for you to fit into new groups?”

5. down to luck – “Do you think making friends is down to luck?”

6. click with – “Can you describe someone you clicked with instantly?”

📌 Use pictures or short definitions to reinforce meaning.

🔸 3. Listening Task (15–20 min)

Task 1: Prediction (before listening):
Ask: Where do you think the word “play date” comes from? Australia, New Zealand, or the USA?

Task 2: Listen for general meaning (1st listen):
Ask: Do Beth and Neil think making “mum friends” is easy or hard? Why?

Task 3: Listen for detail (2nd listen):
Write down which vocabulary items you hear.
(Optionally, use a transcript to support comprehension.)

Check the quiz question answer:

🔸 4. Speaking Practice (10–15 min)

Discussion Prompts (using target vocabulary):

• Have you ever joined a group where it was hard to fit in?

• Do you believe making close friends is down to luck?

• 
  

• Can you describe someone you clicked with instantly?

  
  

• What do you think about cliques among parents?

  
  

Encourage the student to use 3–4 of the new words in context.

🔸 5. Wrap-Up / Optional Homework

Recap the vocabulary.
Ask: Which words were new or interesting for you?

Homework (optional):
Write a short paragraph (6–8 sentences) about a time you tried to make a new friend, using at least three of the new expressions.

🎓

Class Title: What If Kids Ran the School?

Level: Upper Intermediate

Duration: 60 minutes

Theme: Education system, parenting, and decision-making in schools

Material: BBC Learning English podcast episode

🧩

Lesson Objectives:

• Discuss modern education systems and alternatives

• Learn and apply useful vocabulary in context

• Develop listening comprehension skills

• Reflect on the student’s experience as a parent

🪜

Warm-up (10 min)

Discussion Questions:

• Do you think the approach used in your school helped you to develop good skills that now you use?

• What are your expectations for your son’s education?

• Would you prefer a traditional or alternative school model?

Add a few questions with conditionals:

• What would you change if you were in charge of a school?

• What would your school look like?

I would like that school can be more concerned with the usually skills, for example financial investment, constitucionalism on the country, actually politics history, oratory, to control feelings, more time for sports, teaching about foods and health and self care, besides that technology how to use social media to save money, languages in general.

🎧

Listening Activity (15 min)

Podcast: BBC Learning English - What happens when you put the kids in charge of the school?

Comprehension Questions:

• What’s the name of the school mentioned?

• What do students have to do instead of paying fees?

• Who makes the decisions at the school?

• What kind of learning does the school focus on?

Quiz:

What do children at the Bamboo School have to do instead of paying school fees?

a) teach lessons

b) learn English

c) plant trees

🧠

Vocabulary Focus (15 min)

Vocabulary from the podcast:

• call the shots

• hands-on

• real world

• grown-ups

• kids

• community service

Activities:

1. Match words to definitions

2. Fill in the blanks with new vocabulary

3. Discuss in pairs (or with you):
   

   • Have you ever had a hands-on learning experience?

   • Do you think kids should be allowed to call the shots in some situations?

4. 
   

🗣️

Speaking Practice (15 min)

Roleplay / Discussion Scenarios:

• Imagine you’re designing a kindergarten for your son. What elements would you include? What would you avoid?

• You’re a principal of a new experimental school. What rules would you implement?

• What kind of education do you think prepares kids best for the “real world”?

✍️

Optional Homework / Wrap-up (5 min)

Writing Task:

Write a short paragraph about your ideal school for your son. Use at least three of the vocabulary words from today.

🔑

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.

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

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.

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.

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

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

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.

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

be into (something)
have an interest in something

• Many teenagers nowadays are into gaming and spend hours playing with friends.

• ex: i have been into marketing for my company and the resulst in the future.

take (something) up
start participating in an activity

• During retirement, Mr Johnson took up gardening to stay active and spend time outdoors.

• i will take up on trials next week

read up on (something)
learn about something through reading

• Before starting his business, Jack spent weeks reading up on entrepreneurship.

• in the moment i read up on management.

brush up on (something)
improve your existing skills that may be a bit weak

• Mark did a refresher course to brush up on his accounting skills before starting his new job.

• i tried to brush up on the commerce field of my company.

work on (something)
put effort and concentration into doing something

• She needs to work on her time management so she can meet deadlines more easily.

• i work on training and some lawuits of employers.

fall behind
progress more slowly than others doing the same activity

• Because of her illness, Sarah fell behind in her coursework.

• we fell behind when ignoring the importance of marketing.

catch up (on something)
spend extra time doing something because you did not do it earlier

• Once Sarah recovered from her illness, she took some time to catch up on her coursework.

• after that we understood what we needed to do, we cach up on with the trial.

  hand (something) in
  give a finished project to the person or people who need to see it

• Once Sarah had caught up on her coursework, she handed it in to her teacher.

• today i will hand in the proposal for my client.

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?

🧑‍🏫

Lesson Plan: Spending Time with Friends

Time: 60 minutes

Main skills: Listening, Vocabulary, Writing, Speaking

Vocabulary Focus: socialise, small talk, awkward, embarrassed, have (something) in common

Based on: BBC Learning English - Real Easy English: “Spending Time with Friends”

🔹 1. Warm-up (10 minutes)

Goal: Introduce the topic and activate background knowledge.

Ask the student these questions to start a conversation:

• Do you prefer being with your son or going out with friends?

  
  

• Do you prefer big parties or small get-togethers?

• How do you feel when you after you socialize?

Encourage complete answers using structures like “I like ___” or “I prefer ___ because…”

🔹 2. Vocabulary Introduction (15 minutes)

Goal: Teach key vocabulary from the podcast.

Introduce the five words:

• Socialise – to spend time with people for fun.

• Small talk – casual conversation about unimportant things, often with strangers.

• Awkward – feeling uncomfortable or unsure in a situation.

• Embarrassed – feeling shy, ashamed, or nervous.

• Have (something) in common – to share interests or experiences with someone.

For each word:

1. Say the word aloud and ask the student to repeat.

2. Give a simple example sentence.

3. Ask the student to give their own example, or help them create one.

Example:

Teacher: “Awkward means feeling uncomfortable. For example: ‘I felt awkward when no one spoke at the dinner.’ Can you give me your own sentence?”

🔹 3. Listening Focus (10 minutes)

Goal: Understand the vocabulary in context.

Play or read short parts of the transcript from the podcast. After each part, ask the student questions to check understanding.

Example questions:

• What does Georgie say about socialising?

• Does Neil like small talk?

• Who prefers small gatherings?

• What does “social burnout” mean?

You can also pause and ask, “What does the word ‘awkward’ mean here?” or “Why does Neil feel embarrassed sometimes?”

🔹 4. Writing Task (15 minutes)

Goal: Practice using new vocabulary in written form.

Ask the student to write a short paragraph (5–6 sentences) answering these questions:

• Do you enjoy socialising?

• What kind of social events do you prefer: big parties or small groups?

• Do you ever feel awkward or embarrassed when meeting new people?

• What do you and your friends have in common?

Topic: Global Warming and Women's Health
Level: Lower Intermediate
Time: 60 minutes
Focus: Vocabulary, Speaking, Critical Thinking, Simple Grammar

🎯 Objectives

By the end of this session, students will:

• Understand key words used in real news headlines

• Speak about the relationship between health and climate

• Use “wish” and “if I…” to express hopes and ideas

• Think critically about actions for the future

1. 🟢 Warm-Up (5–7 minutes)

Ask students:

• What do you know about global warming?

• What are the effects of heat on people?

• Do you think weather affects health? Why or why not?

Encourage them to share personal thoughts. Don’t worry about grammar at this point.

2. 🟠 News Summary – Listening or Reading (10 minutes)

Say or read this story slowly. Stop to check understanding after each short section.

Global warming may increase the risk of cancer in women.
A new study in 17 countries in the Middle East and North Africa found a link between extreme heat and breast, ovarian, uterine, and cervical cancer.
These areas are among the hottest in the world.
Doctors are sounding the alarm. They are asking governments to think about climate change in their health plans.

Ask the group:

• What kind of cancer is increasing?

• the cancers that are increasing are breast cancer, ovarian and cervical due to global warming.

• Where did the study take place?

• it takes place in africa, in the middle east.

• What are the doctors doing?

• the doctors are sounding the alarm for prevention and protection.

fuel = abastecer/ aumentar.

the cost of living is fueling in salvador.

sound the alarm = preveer

the municipality is sounding the alarm of heavy rain

deadly= mortal /extremamente perigoso.

another pandemic can be deadly.

3. 🔵 Vocabulary in Context (10–12 minutes)

Introduce three useful expressions from the news. Explain them with simple examples.

• Deadly means very dangerous or causing death.
  Example: “A deadly disease can kill you.”

• Fuel as a verb means to make something worse or stronger.
  Example: “Hot weather can fuel more sickness.”

• Sound the alarm means to give a strong warning.
  Example: “Doctors are sounding the alarm about this problem.”

Practice Questions:

• Is COVID-19 a deadly disease?

• What things fuel climate change?

• What is something that people should sound the alarm about today?

Let students answer using their own experiences or ideas.

4. 🟣 Speaking & Critical Thinking (15 minutes)

Give students these questions one at a time. Discuss them in pairs or as a group.

• How do you feel about this study?

• Why do you think heat affects women more than men in this case?

• What should the government do to protect people from health problems caused by the climate?

• Can you think of ways people can protect themselves?

Encourage answers like:

“In my opinion...”
“I believe...”
“Maybe governments should…”

5. 🟡 Grammar Practice – Wishes & Possibilities (10 minutes)

Explain with examples (speak them slowly and write them if possible):

• We use “wish + past” to talk about things we want to change now.
  Example: I wish my city had more green spaces.
  Example: I wish the air were cleaner.

• We use “If I…” to imagine possible actions.
  Example: If I were the president, I would create free hospitals.
  Example: If people had more information, they would protect themselves better.

Ask students to create:

• One sentence with “I wish…”

• One sentence with “If I…”

Example answers:

“I wish I lived in a cooler place.”
“If I were rich, I would build a hospital in my city.”

6. 🟤 Wrap-Up (5 minutes)

Ask each student:

• What is one thing you learned today?

• What is one thing you wish would change about the climate or health?

Optional Homework:
Ask them to write 3 sentences using:

• One with “wish”

• One with “If I…”

• One using one of the vocabulary words (deadly, fuel, or sound the alarm)

Focus: Expanding vocabulary, using critical grammar, and expressing solutions
Level: Lower Intermediate
Time: 45–60 minutes
Skills: Speaking, Listening, Writing, Critical Thinking

🧠 Warm-Up Review (5 minutes)

Ask:

• What do you remember from our last class about climate and women’s health?

• What new words did you learn?

  • deadly

  • fuel

  • sound the alarm

  • wish

  • If I…

Quick oral review. You can say:

“Can you make a sentence with ‘deadly’?”
“How can climate change fuel health problems?”

🟩 Vocabulary Expansion (10–12 minutes)

Teach 3 new words from news headlines and reports:

1. exposure – when someone comes into contact with something harmful
   → Too much sun exposure can cause skin cancer.

2. preventable – something that can be stopped or avoided
   → Many health problems are preventable with education.

3. policy – a plan or rule created by a government or company
   → The government should create a new climate policy.

Ask students:

• What kind of exposure can be dangerous?

• What is a preventable illness?

• What policies should your country change?

🔷 Role Play – Doctors & Government (15–20 minutes)

Set up a real-world simulation:

🧑‍⚕️ Student A is a doctor.
🎩 Student B is a government health minister.

Give them a mission:

Talk about the rise of cancer in women due to heat and create 2 actions you will take.
Use at least one new vocabulary word (exposure, preventable, policy) and one “wish” or “If I…” sentence.

Example dialogue:

• Doctor: “I wish people had better access to health information.”

• Minister: “If we change our climate policy, we can reduce heat exposure.”

Optional: Switch roles after 5–7 minutes.

🟡 Writing Mini-Task (10 minutes)

Prompt:

"Write a short paragraph about one change you would make if you had power in your city to improve health and climate."

Students should include:

• One “If I…” sentence

• One “wish” sentence

• One vocabulary word

📝 Example:

If I were the mayor, I would plant more trees in every neighborhood. I wish we had more clean air. Pollution is a deadly problem that fuels illness.

🟤 Final Reflection & Discussion (5–10 minutes)

Ask:

• What was the most surprising idea in today’s class?

• What are 3 things you can do personally to reduce climate-related health risks?

• If you could send one message to the government, what would it be?

Let students share ideas and close with a positive action-oriented tone.

📘 Optional Homework Extension

Creative Option:
Write a letter to a local government or the UN with suggestions about climate and women’s health. Use:

• 3 new vocabulary words

• 1 “If I…” sentence

• 1 “I wish…” sentence

Example Prompt for Homework:

“Dear Minister, I wish you listened more to doctors. If we work together, we can protect women from deadly diseases caused by heat…”

🚭

Class Title:

“Vaping: Is It Safe?”

Focus: Reading comprehension, sentence order, vocabulary, opinion sharing

Main Grammar Point: Basic sentence structure (Subject + Verb + Object)

Duration: 60 minutes

🟡 Part 1: Warm-Up (5–10 min)

Ask simple questions:

• Do you smoke or vape?

• Do you think vaping is better than smoking?

• Do you think it can be dangerous?

🎯 Encourage full answers:

• “Yes, I vape sometimes.”

• “No, I don’t smoke.”

• “I think vaping is dangerous.”

📘 Part 2: Vocabulary Focus (10 min)

Teach these key words with clear examples:

• Bombshell – a big, surprising, usually bad news
  ➤ “The study was a bombshell. People were shocked.”

• Blow something out the water – to destroy an idea completely
  ➤ “The study blew the idea out the water.”

• Shed light on – to explain or show new information
  ➤ “The study sheds light on the dangers of vaping.”

📌 Ask the student to match words with meanings or complete mini-sentences:

• “The study was a ___ (surprise, big news).”

• “The study ___ the old theory out the water.”

📰 Part 3: Story Reading (10–15 min)

Shortened version of the text for easier understanding:

53% of vapers in the UK used to smoke cigarettes.

Many people think vaping is safer than smoking.

A new study says vaping is also dangerous.

The study tested blood flow and brain health.

Results show that vaping causes heart and brain problems—like smoking.

🎯 After each sentence, ask:

• “Who is the subject?”

• “What is the verb?”

• “What is the object?”

✅ Reinforce: Subject + Verb + Object

🧩 Part 4: Sentence Order Practice (10 min)

Give mixed-up sentences and ask the student to correct them.

1. smoke / people / cigarettes / 53% / used to
   ➤ .

2. study / a / dangerous / is / says / vaping
   ➤

3. blood / damaged / vaping / flow
   ➤

Do 4–5 examples and ask the student to build new correct sentences using parts.

💬 Part 5: Speaking Practice – Expressing Opinion (10–15 min)

Ask simple, supported opinion questions:

• What do you think about vaping?

• Is vaping better or worse than smoking?

• Do you think young people understand the risks?

🎯 Help with sentence starters:

• “I think vaping is…”

• “It is dangerous because…”

• “I read that it causes…”

🗞️ Part 6: Headline Discussion (5–10 min)

Show these 2 headlines (read them together):

1. “Vaping more dangerous than smoking”

2. “Deadly side of vaping revealed”

Ask:

• What do these headlines say?

• Do they match the study?

• Are they scary or shocking?

Help student form short answers:

• “Yes, they are scary.”

• “The study shows the same.”

• “I didn’t know that before.”

📝 Optional Homework

Task: Choose one:

1. Write 3 sentences about what the study found.

2. Create 3 headlines about the study using words like “danger,” “study,” and “vaping.”

🧘‍♂️ ESL Lesson: A Scandal Involving Thai Monks

Skills: Reading, Vocabulary, Speaking, Writing

Topic: Ethics and Religion in the News

🟢 Warm-Up (Speaking – 5 minutes)

Ask your student:

1. What do you know about Buddhism or monks?

2. Are religious leaders important in your country?

3. What should happen if a religious leader breaks the law?

📘 Vocabulary (pre-teach before the reading)

Introduce these words before reading. Explain with examples:

• Monk – a man who lives a simple life in a religious place.

• Blackmail – when someone asks for money in exchange for keeping a secret.

• Scandal – a big and shocking problem that many people talk about.

• Extort – to take money from someone by using threats or pressure.

• Arrest – when police take someone because of a crime.

• Child support – money a parent gives to help raise a child.

• Committee – a group that works together to study or solve a problem.

• Strict – having many serious rules.

• Reform – to make big changes to improve something.

• Abuse of power – when someone with power uses it in a bad way.

Encourage your student to use a few of these words after the reading.

📖 Reading (Simplified and Shortened)

A woman in Thailand, called “Ms Golf,” had sex with many Buddhist monks. She recorded the acts with her phone. Later, she asked the monks for money. If they didn’t pay, she said she would show the videos to others. This is called blackmail.

Police say she did this to at least nine monks. One monk gave her money after she said she was pregnant with his baby. She asked him for seven million baht (around $200,000).

The police found more than 80,000 videos and photos in her house. She made about 11 million dollars in three years. Police say she used some of this money to gamble online.

Now, Ms Golf is in jail. She is in trouble for many crimes, such as blackmail and money laundering (hiding illegal money).

This is a big scandal in Thailand. Most people in the country are Buddhist, and monks are usually respected. The king of Thailand removed the special titles of 81 monks because of the problem.

Many people now want to change how the Buddhist system works. Experts say young monks are afraid to speak out when they see bad things. Older monks have too much power. A group is now working to make rules stricter and stop these kinds of problems in the future.

💬 Comprehension Questions (Speaking or Writing)

Ask your student to answer in complete sentences:

1. Who is Ms Golf and what did she do to the monks?

2. How did she get money from them?

3. What did the police find in her house?

4. Why are people in Thailand upset about this?

5. What changes are happening now?

💡 Discussion Questions

Use these for conversation:

1. Should religious leaders follow special rules?

2. What should happen when a person with power does something wrong?

3. How can a country protect people from blackmail or scams?

✍️ Short Writing Task (5–10 minutes)

Ask your student to write 5–6 sentences answering this question:

What should happen when a person with power does something bad?

Encourage them to use at least two vocabulary words from the lesson

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?

  • 
    

  • find - found- write a message - 20 cents for message - 150 - a limited - ringtones - mp3music -

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

  • 
    

👉 Focus: activate topic, simple sentences.

2️⃣ Vocabulary Introduction (15 min) 📚

Target words:

• adolescent 👦👧 - teenagers

• fed 🍔📱 feed - fed up - i am fed up with the social media / the government needs to feed poor. communities - all children shoud be fed.

• algorithms 🧮💻

• revenue 💰 = profits/ receita

• onus 🏋️=

• a losing battle ⚔️= lose - lost - losing

  
  

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: Word Order in Sentences (15 min) 🏗️

Rule reminder: Subject + Verb + Object + (extra info)

• The company (subject) earns (verb) revenue (object) from ads (extra info).

Practice:

1. Jumbled sentences (students reorder words):

   • revenue / makes / social media / much

   • algorithms / are / videos / fed / to / by / us

   • is / control / the / onus / parents / on

2. Guided production:

   • Give prompts → students build correct sentences.
     Example: (adolescents / spend / online / hours) → Adolescents 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.

1) the Brazil has a problem with politic it is a losing battle in my opinion.

2) I am feed up, I want go out.

3) The adolescent feeds in social media, the goverment needs to make a new rule about it.

4) my job is to generate revenue for my hotel

5) the algorithm directs interests to people

6) The parant has the onus to safe your childrens

👉 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.

1. Warm-up (5–7 min)

• Start with personal connection:

  • How are you feeling today?

  • Do you think Brazilians express sadness openly or do they hide it?

  • Do you think politics can make people feel down in the dumps?

2. Listening/Reading Input (Podcast excerpt – 10 min)

• Play/read short parts of the transcript (not the whole thing, just 2–3 key extracts about culture and sadness).

• Pre-teach vocabulary from the podcast:

  • down in the dumps

  • fed up

  • melancholy

  • grief

  • repressed

  • stiff upper lip

👉 Ask him to match words with definitions or give him short situations:

• “You lost your job and you’re very tired of the situation → you feel… (fed up).”

• “Your team loses the championship, you can’t stop crying → you feel… (grief/melancholy).”

3. Comprehension Check (5 min)

• Which colour is associated with sadness in English?

• How is sadness expressed in Japan vs. Spain?

• What is “stiff upper lip”?

4. Discussion (15 min)

💬 Connect the podcast with Brazil:

1. Do Brazilians usually express sadness openly or hide it?

2. Do you think politics today makes Brazilians more melancholy or fed up? Why?

3. Do you see differences between the “right” and “left” in how they show frustration?

4. Social media: does it make people feel more blue or give them hope?

(Encourage him to use the new vocabulary in his answers.)

5. Grammar Focus (10 min)

📌 Contrasting ideas with connectors (although, even though, however, on the other hand).
Examples:

• Although people are fed up with politics, they still hope for change.

• Many Brazilians feel blue; however, some use humor to deal with sadness.

👉 Activity: Give him prompts and let him build sentences.

• Economy improving vs. people still unhappy.

• some people are hoping to get new opportunities in the usa, on the other hand many other problems are increasing with the inflation.

• Social media gives information vs. increases stress.

• social media show a lot of unnecessary information, however the people don´t get to filter the right or the wrong information.

• People want change vs. don’t trust politicians.

• it´s impossible to get the change of the reality in the country on the other hand, you don´t believe on politicians.

6. Writing/Reflection (5–7 min)

Mini-writing task: Write 3 sentences comparing how sadness is expressed in Brazil and another culture (UK, Japan, Spain).
Example starter: In Brazil, people show sadness by… while in Japan…

7. Wrap-up (3–5 min)

• Quick review: What’s one new word you learned?

• Encourage him: Use “fed up” or “feeling blue” this week when talking with someone.

🌍 Class Plan: UN Report on Genocide in Gaza

1. Warm-up (5–7 min)

• Ask:
  

  • What do you know about the role of the United Nations?

  • What do you think a “commission of inquiry” is?

  • How do international reports influence public opinion or governments?

• 
  

2. Expanded Reading (15 min)

📖 The story (expanded for comprehension)

In 2024, the United Nations Human Rights Council created a special team, called a commission of inquiry, to investigate the war in Gaza.

After months of research, interviews, and collecting evidence, the commission published its report.

The report says that Israel has committed genocide against Palestinians in Gaza.

Under international law, genocide means trying to destroy a group of people, in whole or in part. There are five acts that can legally be considered genocide. According to the UN, Israel carried out four of these five acts since the war with Hamas began in 2023.

The report gives two main reasons:

1. Actions of the Israeli army – military operations that caused massive civilian deaths and destruction of homes, hospitals, and schools.

2. Statements by Israeli leaders – speeches and comments that, according to the UN, show an intention to destroy the Palestinian population in Gaza.

Israel’s foreign ministry strongly rejected the report. It said the document was “distorted and false”, and that Israel is defending itself against Hamas, a group it considers a terrorist organization.

The report has led to different reactions around the world:

• Human rights groups welcomed the findings, saying it confirms what they have been warning about for months.

• Some world leaders said the report is exaggerated and unfair to Israel.

• Others said it should push governments to take action in international courts.

This shows how international reports can create debates, with different countries and organizations interpreting the same evidence in different ways.

3. Vocabulary Focus (10 min)

• rising chorus – more and more people saying the same thing
  There is a rising chorus of voices demanding justice.

• hold someone responsible – blame someone for something
  The UN report holds Israel responsible for genocide.

• sloppy – careless, not precise
  Some politicians called the UN investigation sloppy.

➡️ Students make their own example sentences.

4. Comprehension Questions (10 min)

1. What is a commission of inquiry?

   they are analysing the situation for creating a report on war in Gaza. and they call this a comission of inquiry.

2. How many acts of genocide does international law recognize?

   there are 5 acts but israel committed 4 of this acts.

3. What did the UN report accuse Israel of doing?

   they are accusing about killing civil people and attacking hospitals, schools and kill the birth of new citizens. this is genocide.

4. How did Israel respond to the report?

   Israel showed it´s fake and exaggerated and sloppy.

5. Why are reactions around the world different?

   because the governments have different rules and ideologies for this war.

5. Discussion (15 min)

• Do you think international investigations can change conflicts? Why or why not?

• Why might different groups interpret the same report in different ways?

• Should world leaders be held responsible for their words as well as their actions?

6. Optional Writing Task (Homework)

Write a short opinion paragraph (120–150 words):

“Do you think UN reports have real power to stop wars, or are they only symbolic?”

🎯 Objectives

• Improve reading comprehension with a longer news-style text.

• Learn and use vocabulary connected to science, health, and misinformation.

• Practice critical thinking and discussion about health claims in politics and media.

1. Warm-up (5 min)

Questions to spark ideas:

• Should politicians give medical advice? Why or why not?

• Who do you usually trust more: a doctor or a politician?

2. Extended Reading (10–12 min)

📖 Reading Text

Recently, former US President Donald Trump suggested that there may be a link between the common painkiller Tylenol (also called paracetamol) and autism in children. He mentioned that pregnant women who use the drug could increase the risk of their babies developing autism.

However, medical experts strongly disagree. The American College of Obstetricians and Gynaecologists (ACOG) said Trump’s comments were “unsettling” and not supported by “reliable data.” Scientists in the UK also criticized his remarks, injecting what they called “a large dose of scepticism.”

Health professionals worry that such statements can create fear and confusion among pregnant women. Tylenol is one of the most widely used medicines in the world for reducing pain and fever. Most scientific studies so far show no clear evidence that it causes autism.

Doctors argue that when politicians make unscientific claims, the public may stop trusting medical advice. In fact, misinformation about medicine has been linked to dangerous consequences in the past — for example, people refusing vaccines because of false information.

This is not the first time Donald Trump has made controversial health claims. During the COVID-19 pandemic, he suggested that disinfectant injections could be a possible treatment — an idea that doctors immediately debunked as false and dangerous.

The current debate shows how important it is for the public to check the reliability of information. While politicians have influence, experts warn that scientific evidence, not personal opinion, should guide public health decisions.

3. Vocabulary Focus (8 min)

Key words from the article:

• push back = to resist or disagree strongly

• dose = an amount of something (medicine, or metaphorical)

• debunk = to prove something false

👉 Practice: Make your own sentences.

• Scientists pushed back on the president´s claims.

• I need a daily dose of heineken two days in the week

• Experts debunked the idea of the effect in the medicine tylenol.

4. Comprehension Questions (5–7 min)

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

   He claims that the tylenol can cause autism on children and pregnant women shouln´t take this medicine.

2. How did medical experts react?

   the medical experts debunked this idea from the president.

3. Why can Trump’s comments be dangerous for pregnant women?

   because women can suffer if they don´t take this medicine.

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

   he suggested to take disinfectant injeccions instead of the covid19 vaccine.

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

6. they say that fovernment must pay attention to the press.

5. Discussion (15 min)

Small debate / conversation prompts:

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

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

• How can society protect people from misinformation about health?

• Can you think of other cases when misinformation about medicine caused harm?

• Who do you think should be responsible for correcting false claims in the media?

6. Wrap-Up (5 min)

• Review vocabulary (push back, dose, debunk).

• Emphasize the difference between opinion vs. evidence.

• Student shares one final thought: “I believe…” about the role of politicians in health communication.

✅ Homework idea: Write a short opinion article (150–200 words):
"Should politicians talk about medicine and health? Why or why not?"

🏫 Class Plan –

Afghanistan’s Internet Blackout and Women’s Rights

1. Warm-up (5–7 min)

• Ask your student:
  

  • How important is the internet in our daily life?

  • 
    

  • Could you live without it for a week? Why/why not?

  • 
    

  • Do you think governments should have the power to cut internet access?

  
  

2. Reading Article (Extended Version) (10–12 min)

📖 Reading Passage

In recent weeks, Afghanistan has faced a nationwide internet and mobile service shutdown, ordered by the Taliban government. The decision has provoked shock both inside the country and internationally. For many Afghans, especially women and girls, internet access was more than just a luxury—it was a lifeline.

After being banned from attending schools, universities, and most workplaces, many Afghan women relied on online education platforms to continue studying. Others turned to the internet to sell homemade products, offer freelance services, or connect with customers abroad. With the blackout, these opportunities have been destroyed almost overnight.

Human rights organisations warn that the shutdown could have devastating long-term effects. By restricting women’s ability to study or earn a living, Afghanistan risks creating a generation of women who are isolated, uneducated, and financially dependent. Critics argue that the Taliban’s strategy aims to stamp out any form of independence among women, leaving them with no alternatives.

Beyond women’s rights, the blackout affects the entire Afghan population. Businesses cannot communicate with international partners, students cannot access resources, and families are cut off from relatives living abroad. Observers fear that without urgent international intervention, Afghanistan may slide deeper into an abyss of poverty, repression, and global isolation.

For many Afghan women, the internet was their last hope of having a voice in society. With this hope now extinguished, the country’s future appears uncertain and fragile.

3. Vocabulary Focus (10 min)

• stamp out – take strong action to stop something

• abyss – a very negative situation that is hard to escape

• last hope – the final chance for success

👉 Activity: Student creates 3 original sentences for each phrase, one personal, one global, and one imaginary/futuristic.

Example: If we don’t act on climate change, the planet could fall into an abyss of destruction.

example: Donald Trump is trying to stamp out the immigration system.

example: the international support is the last hope for Ucrane keep their territory.

4. Reading Comprehension (10 min)

Questions:

1. Why was the internet especially important for Afghan women?

   
   

2. What consequences does the article suggest the shutdown might cause?

   
   

3. How might the blackout affect Afghanistan’s connection with the rest of the world?

   .

4. Why do human rights organisations consider this situation so serious?

1. What is meant by “last hope” in the article?

5. Grammar Practice (10 min)

Focus: Expressing concern and probability (modals of deduction & speculation)

• Examples from the text: “The shutdown could have devastating long-term effects.”

• Structures to review:
  

  • might / could / may + verb (possibility)

  • must + verb (logical conclusion)

  • can’t + verb (impossibility)

• 
  

👉 Activity: Ask the student to speculate:

• What might happen if the blackout continues for months?

• 
  

• What must Afghan women be feeling now?

• 
  

• What can’t happen in a modern society without internet access?

• 
  

6. Discussion & Critical Thinking (15 min)

• Should access to the internet be considered a human right?

• Is it possible for a country to develop without internet access?

• Do you think international governments should intervene in situations like this? Why or why not?

  
  

• What parallels can you see with other countries that restrict internet or media freedom?

7. Wrap-up & Homework

• Student writes a short opinion essay (150–180 words): “The internet should be a basic human right. Do you agree or disagree?”

• Prepare 5 discussion questions for the next class about how technology influences freedom and education.

📝

Lesson Plan: Renewable Energy Surpasses Coal

Level: Intermediate (B1–B2)

Duration: 60 minutes

Skill Focus: Reading – Vocabulary – Pronunciation – Discussion

1. 🗣

Warm-up (10 min)

Objective: Activate prior knowledge and introduce the topic.

Procedure:

• Ask the student:
  

  • “What are some sources of renewable energy you know?”

  • “Is renewable energy common in your country?”

  • “Do you think the world is moving fast enough toward clean energy?”

• 
  

• Write key words from their answers (e.g., solar, wind, hydro, coal, pollution) on a shared screen or paper.

👉 Optional: Show a short image of solar panels/wind turbines to spark discussion.

2. 📖

Reading Activity (10 min)

Objective: Develop reading comprehension with a short authentic text.

Procedure:

• Have the student read the text aloud slowly to practice pronunciation:

The Story

For the first time ever, more electricity has been generated through wind and solar power than from coal power plants. That’s according to a new report.

The amount of electricity used globally has increased since last year, but 100% of that increase has been met by renewable energy sources.

China and India are responsible for a large part of this growth of renewable energy. Europe and the US actually increased their coal and gas power generation.

It has been predicted that renewable energy generation could double by the end of the decade.

• Focus on pronunciation of:
  

  • generated /ˈdʒenəˌreɪtɪd/

  • renewable /rɪˈnuːəbəl/

  • coal /koʊl/

  • growth, increase, double

• 
  

3. 🧠

Comprehension Questions (10 min)

Objective: Check understanding.

Ask the student:

1. What type of energy surpassed coal for the first time?

2. Which countries contributed most to the growth?

3. What did Europe and the US do with coal and gas generation?

4. What is predicted for renewable energy by the end of the decade?

👉 Encourage full-sentence answers.

4. 🗂

Vocabulary Practice (10 min)

Objective: Learn and use key vocabulary from the text.

Target words:

• surpass

• ex: the Fc Bahia surpassed the Fc Vitoria the last years.

• primary source

• ex: the primary source of the electric car todays keeps a coal system.

• demand

• ex; we have a lot of demand on the civil law for example consumption problems are in demand.

Activities:

1. Read definitions and example sentences together (provided in the story).

2. Ask the student to create one original sentence with each word.
   

   • e.g., “Wind energy surpassed coal in 2025.”

   • “Water is the primary source of life.”

   • “The demand for electric cars is growing.”

3. 
   

👉 Correct grammar and pronunciation gently as they speak.

5. 📝

Pronunciation & Reading Extension (10 min)

Objective: Improve fluency and intonation.

• Do a second reading of the story, now more confidently.

• Practice chunking (grouping words naturally) and stressing key words.
  Example:
  

  • “For the first time ever, more electricity has been generated through wind and solar power than from coal power plants.”

    
    

summary: solar and wind power

the solar and wind energy can be changed by the productivity on the industry and in China and India are growing a lot, but these countries are not a reference of producing energy but they are potencial in their creativity on electric products like electric cars. Renewable energy is concentrated more in Brazil that´s why many countries come to invest and produce their products here.

6. 💬

Discussion & Critical Thinking (10 min)

Objective: Use the topic for free speaking practice.

Prompts:

• “Why do you think Europe and the US still use coal and gas?”

• “What could your country do to promote more renewable energy?”

• “Do you believe renewable energy can fully replace fossil fuels?”

👉 Encourage use of new vocabulary (surpass, primary source, demand) in their answers.

🏁

Wrap-up & Homework

• Review: 3 key words + 1 main idea from the article.

• Homework idea:
  Write a short paragraph (80–100 words) answering:
  👉 “How do you think the world’s energy sources will change in the next 10 years?”

• Optional: Bring a short news clip about renewable energy for the next class.

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?

• Can dogs feel when we are sad or happy?

• Do animals have emotions?

Encourage short, simple answers.

2. Vocabulary Preparation (8 minutes)

Teach these words using simple explanations and your own examples:

• aware – when you know something

• relate closely to – understand well or feel a connection

• brain scan – a picture or study of the brain

• provoke – to cause something to happen

• 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)