Thursday, October 29, 2026

ESL WORKSHEET - Day excursions

LESSON PLAN FOR ENGLISH TEACHERS
CHECK THE SCHEDULE!


Oct. 20, 2026


Level: Pre-intermediate (A2-B1)
Type of language: General English
Tags: Booking and Checking in/out of a Hotel; Travel and Leisure; Filling Time; Entertainment; Time Management; Challenges; Transport; Situation Based; Vocabulary Lesson; Speaking; Speaking Verbs and Phrases; 16-18 Years Old; 18+ Years Old; 13-15 Years Old
Publication date: 10/20/2026

In this lesson, students will talk and write about day excursions. They will see some models of formal emails describing a schedule, then study some vocabulary they can use themselves. Finally, they will write their emails describing a day excursion. (by Edward Alden)

  • CLICK HERE to download the student’s worksheet in American English.
  • CLICK HERE to download the teacher’s lesson plan in American English.
  • CLICK HERE to download/listen to the audio in American English.
  • CLICK HERE to download the student’s worksheet in British English.
  • CLICK HERE to download the teacher’s lesson plan in British English.
  • CLICK HERE to download/listen to the audio in British English.

AUDIO TRANSCRIPT

Subject: Shore Excursion Schedule. City Tour & Cultural Experience
Dear guests,
Please find below the detailed schedule for tomorrow’s shore excursion.
8:30 AM – Meeting Point
Guests are asked to set a meeting point at the main lobby on Deck 3. Please arrive early to avoid delays.
8:45 AM – Leaving the Ship
All passengers must confirm departure time with the staff before leaving. Transportation will depart promptly at 8:45 AM.
9:00 AM – Transfer to City Center
We will provide transportation by coach bus to the city center. Travel time is approximately 30 minutes.
9:30 AM – Your Visit
Guests will join a guided tour of the historic area and visit local attractions, including the main square and museum.
11:30 AM – Exploring the Area
The schedule will allow free time for shopping, exploring, or relaxing at local cafés.
1:00 PM – Lunch Stop
You can choose from a selection of restaurants offering local cuisine. The excursion will include admission to a Flamenco presentation after your meal (optional)
2:30 PM – Return Meeting
Please check the schedule and return to the meeting point on time.
2:00 PM – End of the visit
All guests must return to the ship by 3:00 PM. Late return may affect departure.
This excursion has been carefully designed to plan an itinerary that balances guided experiences and free time.
If you have any questions, please contact the activities desk.
Kind regards,
Activities Coordinator


Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/check-the-schedule. Accessed on October 29, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

Can I get a cup of coffee?

COMO PEDIR CAFÉ EM INGLÊS
SEM PASSAR PERRENGUE


Paula Carnasciali
Outubro de 2026 


Entrar em uma cafeteria no exterior e pedir uma bebida pode ser uma experiência incrível. No entanto, quando o atendente começa a fazer várias perguntas sobre tamanhos, tipos de leite e acompanhamentos, muitos alunos de Língua Inglesa acabam travando. Por essa razão, aprender a pedir café em Inglês de forma natural é essencial para você fazer seu pedido sem medo e como um verdadeiro nativo.
Vamos, então, conferir o passo a passo e as expressões certas para você pedir café no idioma de Shakespeare com total confiança.

Como iniciar o pedido educadamente
Em primeiro lugar, esqueça a tradução literal de “eu quero” (“I want”). Embora seja compreensível, essa frase pode soar um pouco ríspida para os nativos. Em vez disso, prefira usar estruturas muito mais gentis e naturais.
Confira as opções mais recomendadas:
  • “Can I get a…?” (Posso pedir/pegar um…) – Esta é, sem dúvida, uma das formas mais comuns e naturais no dia a dia.
  • “I’ll have a…” (Eu vou querer um…) – Outra opção excelente e bastante usada.
  • “Could I please get a…?” (Eu poderia pedir um…, por favor?) – Uma variação um pouco mais formal, porém super educada.

Escolhendo o tamanho e a temperatura
Em seguida, o barista provavelmente perguntará qual tamanho e temperatura você prefere. Por isso, é importante conhecer os termos das redes internacionais.
Tamanhos comuns:
  • small / medium / large: pequeno, médio e grande.
  • hot or iced: quente ou gelado.
A propósito, você pode juntar tudo em uma única frase simples:
  • “Can I get a medium iced coffee, please?” (Posso pedir um café gelado médio, por favor?)

Customizando o leite e os adoçantes
Além disso, hoje em dia existem diversas opções para personalizar sua bebida. Dessa forma, você pode adaptar o café exatamente ao seu gosto pessoal.

Opções de leite (milk options):
  • whole milk: leite integral.
  • skim milk / non-fat milk: leite desnatado.
  • oat milk: leite de aveia.
  • almond milk: leite de amêndoas.
Expressões úteis para pedir ajustes:
  • “With oat milk, please.” (Com leite de aveia, por favor.)
  • “Extra shot of espresso.” (Uma dose extra de café expresso.)
  • “Decaf, please.” (Descafeinado, por favor.)

Para beber aqui ou para levar?
No final do atendimento, o barista quase sempre fará uma pergunta clássica sobre onde você pretende consumir o produto:
  • “For here or to go?” (Para consumir aqui ou para levar? - equivalente ao que costumamos ouvir nas redes de fast food “aqui ou pra viagem?”)
Você pode responder de forma bem objetiva:
  • “For here, please.” (Para comer/beber aqui, por favor.)
  • “To go, please.” (Para levar, por favor.)

Dica bônus: que tal um café coado em casa?
Por fim, se você prefere a tranquilidade do seu lar, saiba que também é muito divertido praticar o idioma enquanto prepara seu próprio café. Para ver como isso funciona na prática, clique AQUI para assistir a um vídeo no estilo Slow English em que a professora Carina Fragozo ensina como fazer um café coado em Inglês.
Portanto, na sua próxima viagem ou treino de conversa, lembre-se destas dicas para pedir café sem nenhum estresse – in English, of course!

Adaptado de: https://englishinbrazil.com.br/2026/10/como-pedir-cafe-em-ingles.html. Acesso em: 29 out. 2026. Copyright © 2026 English in Brazil Produtos Digitais Ltda. Todos os direitos reservados.

To, here and there

POR QUE NÃO USAMOS TO
ANTES DE HERE E THERE


Paula Carnasciali
Setembro de 2026


Você já percebeu que dizemos go to Paris, drive to the supermarket e fly to Australia, mas não dizemos go to there?
Essa dúvida nos dá uma ótima oportunidade para entender uma regra importante do Inglês. A preposição antes de here e there funciona de maneira diferente porque essas palavras não são substantivos que indicam lugares.
Neste post, vamos entender quando usar to para falar de destino e por que palavras como here e there não precisam dessa preposição.

A dúvida
Uma aluna perguntou:
  • “Hi, verbos como drive, fly normalmente vêm acompanhados da preposição to… porém percebi que no caso do substantivo there isso não irá ocorrer. Poderia comentar algo sobre isso?”
Trata-se de uma observação corretíssima. No entanto, há um pequeno detalhe importante: there não é um substantivo. Na frase que estamos analisando, there funciona como um advérbio de lugar.
É justamente por isso que não usamos to antes dele.

Quando usamos TO para indicar um destino?
Na Língua Inglesa, muitos verbos de movimento podem ser seguidos de to + um lugar para indicar o destino.
Por exemplo:
  • I’m going to Paris. (Eu estou indo para Paris.)
  • She drove to the supermarket. (Ela dirigiu até o supermercado.)
  • We flew to Australia. (Nós voamos para a Austrália.)
  • They walked to my house. (Eles caminharam até a minha casa.)
Nesses exemplos, palavras como Paris, the supermarket, Australia e my house são nomes ou expressões que indicam lugares.
Portanto, usamos to para mostrar a ideia de movimento em direção a esse destino.
A estrutura é simples: verbo de movimento + to + lugar.
Exemplos:
  • drive to the airport
  • fly to London
  • walk to school
  • go to the beach
Essa estrutura é extremamente comum. No entanto, ela não funciona da mesma maneira com todos os termos relacionados a lugares.

Por que não usamos TO antes de HERE e THERE?
Agora chegamos ao ponto principal.
Here e there são advérbios de lugar. Além disso, eles já carregam a ideia de localização ou destino.
Por isso, não precisamos acrescentar to.
Veja:
✅ You can drive there.
❌ You can drive to there.
A forma correta é:
  • You can drive there, but get a good map. (Você pode dirigir até lá, mas consiga um bom mapa.)
Da mesma forma:
✅ My mom is due to fly here tomorrow morning.
❌ My mom is due to fly to here tomorrow morning.
Ou seja, a preposição antes de here e there simplesmente não é necessária.

E já que estamos falando de THERE…
A palavra there aparece com frequência quando falamos de lugar, mas ela também pode causar dúvidas por outro motivo: sua pronúncia. Afinal, será que there, their e they’re são palavras homófonas ou existe alguma diferença na forma como elas são pronunciadas?
Se você quiser entender melhor essa questão, confira o vídeo sobre a pronúncia de THERE, THEIR e THEY’RE, no qual a professora Carina Fragozo explica as semelhanças e diferenças entre essas três palavras tão comuns em Inglês.

Pense em HERE e THERE como o destino completo
Uma maneira simples de entender essa regra é pensar que here e there já funcionam como expressões completas de lugar.
Compare:

Com um substantivo ou expressão de lugar
  • I’m going to the supermarket.
Precisamos de to porque the supermarket é o destino.

Com um advérbio de lugar
  • I’m going there.
Aqui, there já indica o destino. Portanto, to é desnecessário.

Da mesma forma:
  • Come here! (Venha aqui!)
  • Go there! (Vá até lá!)
  • She drove there yesterday. (Ela dirigiu até lá ontem.)
  • We flew here last week. (Nós voamos para cá na semana passada.)
Assim, a regra fica bem mais fácil de lembrar: não use uma preposição to antes de here ou there para indicar destino.

Outros advérbios de lugar também podem funcionar assim
Here e there são exemplos muito comuns, mas não são os únicos advérbios de lugar que aparecem sem to.
Veja este exemplo:
  • I went home after work.
Não dizemos:
❌ I went to home after work.
Dizemos:
✅ I went home after work.
Home, quando usado para indicar movimento em direção à casa, também pode funcionar como um advérbio de lugar.
Por isso, dizemos sem to:
  • go home
  • come home
  • drive home
  • walk home
Compare as duas estruturas
  • I went to my house. (Eu fui até a minha casa.)
  • I went home. (Eu fui para casa.)
Na primeira frase, my house é uma expressão com um substantivo. Portanto, usamos to.
Na segunda, home funciona como um advérbio de lugar. Por isso, não usamos a preposição.

Então, como saber se devo usar TO?
Uma boa estratégia é observar o tipo de palavra que vem depois do verbo de movimento.

Use to antes de nomes de lugares:
  • go to Brazil
  • drive to work
  • walk to school
  • fly to New York
  • travel to Europe
Normalmente, não use to antes de advérbios de lugar:
  • go there
  • come here
  • go home
  • drive abroad
Em outras palavras, a preposição antes de here não é uma escolha opcional: em frases comuns de movimento, simplesmente não usamos to.

Atenção: o verbo não determina sozinho o uso de TO
Essa é uma observação importante.
Pode parecer que alguns verbos, como drive, fly e go, sempre precisam da preposição to. No entanto, não é exatamente assim.
Compare:
  • drive to the airport
  • drive there
  • fly to London
  • fly there
  • go to my house
  • go home
Portanto, o que influencia a estrutura não é apenas o verbo. Também precisamos observar a palavra que vem depois dele.
Se houver um substantivo ou expressão de lugar, to pode ser necessário.
Por outro lado, se houver um advérbio de lugar como here, there ou home, geralmente não usamos to.

Resumindo
Vamos voltar à dúvida inicial.
A aluna percebeu corretamente que podemos dizer fly to Paris mas não fly to there.
A diferença está na palavra que indica o destino.

Destino

Estrutura

Paris

fly to Paris

the airport

drive to the airport

my house

go to my house

there

go there

here

come here

home

go home

Portanto, lembre-se desta ideia:

  • Substantivo ou expressão de lugar → geralmente usamos to.
  • Advérbio de lugar → geralmente não usamos to.

E, claro, sempre vale a pena observar exemplos reais e aprender as estruturas como blocos de linguagem. Com o tempo, frases como go there, come here e go home começam a soar completamente naturais.

Agora que você conhece essa diferença, vai ser muito mais fácil perceber quando to realmente precisa aparecer – e quando ela deve ficar de fora!

Adaptado de: https://englishinbrazil.com.br/2026/09/por-que-nao-usamos-to-antes-de-here-e-there.html. Acesso em: 29 out. 2026. Copyright © 2026 English in Brazil Produtos Digitais Ltda. Todos os direitos reservados.

Wednesday, October 28, 2026

ESL WORKSHEET - Celebrations and costumes

LESSON PLAN FOR ENGLISH TEACHERS
SPOOKY STORIES


Oct. 8, 2026


Level: Pre-intermediate (A2-B1)
Type of language: English for Teenagers
Tags: Beliefs, Religion and Superstition; Celebrations and Special Events; Behavior, Feelings and Emotions; Giving Opinions; Food and Drink; Singing Songs; Socializing; Fashion; Art; Animals; Hobby; Seasons; Speaking; Article Based; 10-12 Years Old; 13-15 Years Old; 16-18 Years Old
Publication date: 10/08/2026

In this fun Halloween lesson, teenagers talk about celebrations and costumes using cue cards, then learn a catchy Halloween song, find the rhyming words and write a new verse of their own. They read four short stories in which British teenagers describe a homemade costume, a surprise from a neighbor, some scary-looking food and an old Scottish tradition. Students then share their own stories, play a guessing game with words from the lesson and finish by designing and presenting their perfect fancy dress costume. (by Sophie Wilde)

  • CLICK HERE to download the student’s worksheet in American English.
  • CLICK HERE to download the teacher’s lesson plan in American English.
  • CLICK HERE to download/listen to the audio 1 in American English.
  • CLICK HERE to download/listen to the audio 2 in American English.
  • CLICK HERE to download the student’s worksheet in British English.
  • CLICK HERE to download the teacher’s lesson plan in British English.
  • CLICK HERE to download/listen to the audio 1 in British English.
  • CLICK HERE to download/listen to the audio 2 in British English.

AUDIO TRANSCRIPTS

AUDIO 1 (TASK 3)
Verse 1: Pumpkins smile and black cats play, Friendly ghosts are on their way. Put your hat and costume on, Dance until the candy’s gone!
Chorus: Boo, boo, boo! It’s Halloween! Funny monsters, big and green! Clap your hands and stomp your feet, Shout together, “Trick or treat!”
Verse 2: There’s a monster dressed in red, With a pumpkin on his head! He jumps up to shout out “Boo!” But he sneezes – “Ah, ah, choo!”
Chorus: Boo, boo, boo! It’s Halloween! Funny monsters, big and green! Clap your hands and stomp your feet, Shout together, “Trick or treat!”

AUDIO 2 (TASK 8)
Amelia: Last year, our school had a costume party for Halloween, and I decided to make my own costume. I found three old cardboard boxes in our garage and turned them into a robot. I painted everything silver and used bottle caps for the buttons. It took me the whole weekend! On the day, I won the prize for the best costume, which was a big bag of candy. There was just one problem. The costume was so big that I couldn't sit down on the bus, so I had to stand for the whole ride. Everyone was looking at me. It was a bit embarrassing, but I didn't really mind. I had my prize!
Josh: Every Halloween, I take my little brother, Sam, trick-or-treating on our street. Last year, we stopped at a house with a scarecrow sitting on a bench in the front garden. It looked very real, with old clothes, big boots and a funny hat. Sam walked up to the door first, and I followed him. Suddenly, the scarecrow stood up and said, "Happy Halloween!" It was our neighbor, Mr. Davies! I screamed so loudly that I dropped my bag, and all my candy fell on the ground. Sam laughed so much that he couldn't stop. Now, every time we see Mr. Davies, he waves and says, "Boo!"
Maya: My aunt loves cooking, and every Halloween she makes something scary for our family party. Last year, she put a big plate on the table after dinner and said, "Eyeballs for dessert, anyone?" They were small round cakes covered in white chocolate, and in the middle of each one there was a green candy that looked exactly like an eye. Next to them, there was a bowl of red Jell-O with plastic spiders in it. My cousins said it all looked disgusting, and I agreed! But then I tried an eyeball, and it was delicious. In the end, I ate four of them. I didn't eat the spiders, though!
Callum: In Scotland, people carved turnips at Halloween long before pumpkins became popular. My granddad says that when he was a boy, he always made a turnip lantern, so last year we made one together. It was much harder than carving a pumpkin! The turnip was really hard, and it took us almost two hours to finish the face. When we put a candle inside, it looked quite scary, a bit like an angry old man. It also smelled a bit strange when the candle got hot. My friends said it was the best lantern on our street. Next year, Granddad wants to make two!

Adapted from: https://www.linguahouse.com/esl-lesson-plans/english-for-teenagers/spooky-stories. Accessed on October 28, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - Describing food and restaurants

LESSON PLAN FOR ENGLISH TEACHERS
THERE’S A SMALL CAFÉ ACROSS THE PARK


Sep. 25, 2026


Level: Pre-intermediate (A2-B1)
Type of language: General English
Tags: Travel and Leisure; Shops and Services; Small Business; Food and Drink; Socializing; Vocabulary Lesson; Speaking; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 09/25/2026

In this lesson, students will learn vocabulary to describe food and restaurants. They will also see and practice relative pronouns and use these language points to write a recommendation. (by Edward Alden)

  • CLICK HERE to download the student’s worksheet in American English.
  • CLICK HERE to download the teacher’s lesson plan in American English.
  • CLICK HERE to download/listen to the audio in American English.
  • CLICK HERE to download the student’s worksheet in British English.
  • CLICK HERE to download the teacher’s lesson plan in British English.
  • CLICK HERE to download/listen to the audio in British English.

AUDIO TRANSCRIPT

Guest: Good evening. Could you recommend a place where my family and I can have dinner tonight?
Receptionist: Of course. Are you looking for something local or international?
Guest: We’d love to try something local which also has vegetarian options. My wife and I don’t eat meat.
Receptionist: Perfect. There’s a restaurant which serves traditional dishes with vegetarian versions. It’s called Verde.
Guest: Sounds good. Is it family-friendly?
Receptionist: Yes, it is. The owner, who has three children himself, made the place very welcoming for families. They even have a small play area for kids.
Guest: That’s great. Is it close to the hotel?
Receptionist: Yes, it’s only a ten-minute walk. It’s the kind of place where you can enjoy local food in a relaxed atmosphere.
Guest: Excellent. Could you make a reservation for us?
Receptionist: Certainly. I’ll call them now. I’m sure you’ll love the desserts which are made with seasonal fruits from the region.
Guest: Wonderful, thank you so much for your help.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/theres-a-small-cafe-across-the-park. Accessed on October 28, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - Talking about experiences

LESSON PLAN FOR ENGLISH TEACHERS
TALKING ABOUT EXPERIENCES


Sep. 21, 2026


Level: Pre-intermediate (A2-B1)
Type of language: General English
Tags: Sport and Fitness; Travel and Leisure; Challenges; Entertainment; Hobby; Speaking; Vocabulary Lesson; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 09/21/2026

In this lesson, students develop their conversational skills by talking about experiences. They start the lesson by describing a selection of cities they have or haven’t been to. They then identify other types of experiences before listening to an interview and completing a comprehension task. Using the context, the students notice the use of the present perfect and the past simple to talk about experiences and discover the use, form, and pronunciation in a variety of student-centered tasks. They then practice and produce the language through engaging activities and communicative tasks. There is a final game to develop fluency and review the language from the lesson. (by V. Aitken)

  • CLICK HERE to download the student’s worksheet in American English.
  • CLICK HERE to download the teacher’s lesson plan in American English.
  • CLICK HERE to download/listen to the audio 1 in American English.
  • CLICK HERE to download/listen to the audio 2 in American English.
  • CLICK HERE to download/listen to the audio 3 in American English.
  • CLICK HERE to download/listen to the audio 4 in American English.
  • CLICK HERE to download the student’s worksheet in British English.
  • CLICK HERE to download the teacher’s lesson plan in British English.
  • CLICK HERE to download/listen to the audio 1 in British English.
  • CLICK HERE to download/listen to the audio 2 in British English.
  • CLICK HERE to download/listen to the audio 3 in British English.
  • CLICK HERE to download/listen to the audio 4 in British English.

AUDIO TRANSCRIPTS

AUDIO 1 (TASK 3)
Speaker 1: What’s it like being a digital nomad?
Speaker 2: I love it because I get to work anywhere I like. I enjoy the freedom it gives me and the experiences I get to have, and I’ve met some great people. It sure beats working in a nine-to-five job in the US. I'm not too fond of cold weather, so I choose countries with a warm climate.
Speaker 1: So, where have you lived?
Speaker 2: I’ve lived in Spain, Bali, and Mexico. I am currently in Panama.
Speaker 1: That sounds amazing. Where do you stay when you are in these countries?
Speaker 2: All kinds of places. I like to try different types of accommodation. I’ve stayed in simple beach bungalows, hostels, and private rentals. I’ve even stayed in a tree house.
Speaker 1: A tree house? That’s certainly different. How long did you stay there?
Speaker 2: I stayed there for two weeks and didn’t want to leave. It was an amazing experience. It was on a beach in Bali.
Speaker 1: I can imagine. And do you have time to explore the places you visit, or are you always working?
Speaker 2: No, my hours are flexible, so I get to visit new places and do fun activities.
Speaker 1: Can you tell us some things you have experienced?
Speaker 2: Well, I've been scuba diving many times. I love the ocean, so I try to stay in places near the coast. And I’ve ridden in a hot-air balloon. That was incredible.
Speaker 1: Have you had any bad experiences?
Speaker 2: No, I haven’t. Well, I’ve had some scary bus journeys, but that’s just part of traveling.
Speaker 1: Well, it all sounds very exciting.

AUDIO 2 (TASK 4)
We have traveled all around the world.
He hasn’t been to London.
They have visited the Taj Mahal.
Has she tried scuba diving?
I have seen a wild bear.
I have met a celebrity.
She hasn’t lived abroad.
Have you flown in a plane?


AUDIO 3 (TASK 5)
Group 1: eat, drink, see, meet, stay, fly, make
Group 2: do, take, ride, cook, give, win, have

AUDIO 4 (TASK 6)
Group 1:
eat - ate - eaten
drink - drank - drunk
see - saw - seen
meet - met - met
stay - stayed - stayed
fly - flew - flown
make - made - made

Group 2:
do - did - done
take - took - taken
ride - rode - ridden
cook - cooked - cooked
give - gave - given
win - won - won
have - had - had


Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/talking-about-experiences. Accessed on October 28, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - Describing feelings and behavior

LESSON PLAN FOR ENGLISH TEACHERS
THAT’S ANNOYING


Sep. 17, 2026


Level: Pre-intermediate (A2-B1)
Type of language: General English
Tags: Behavior, Feelings and Emotions; Describing People; People and Places; Speaking; Vocabulary Lesson; Idioms; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 09/17/2026

In this lesson, students develop their conversational skills by talking about what annoys them. They start by describing different situations to engage with the topic. They then identify common annoyances and discuss them in a ranking activity. The students complete vocabulary and prediction pre-listening tasks before hearing an interview about a partner's pet peeves. After completing a comprehension activity, the students notice phrases to talk about annoying habits and things. They then personalize the topic by expressing their pet peeves on a variety of topics. They then consolidate all the language by taking part in a class survey to find out common annoying habits within the group. There is an additional speaking task to develop the topic further and a game to review the language from the lesson. (by V. Aitken)

  • CLICK HERE to download the student’s worksheet in American English.
  • CLICK HERE to download the teacher’s lesson plan in American English.
  • CLICK HERE to download/listen to the audio in American English.
  • CLICK HERE to download the student’s worksheet in British English.
  • CLICK HERE to download the teacher’s lesson plan in British English.
  • CLICK HERE to download/listen to the audio in British English.

AUDIO TRANSCRIPT

Speaker 1
Nelly: Phillip has a few annoying habits. It drives me crazy how long he spends in the bathroom. It takes him forever to get ready. I don’t know what he does in there! It takes me about ten minutes! He is also untidy. He always leaves the towels in a pile on the floor. He thinks they magically wash themselves. And why is it so difficult to put the toilet seat down? What else…? Well, he never remembers our anniversary. I drop many hints leading up to the date, but he only hears what he wants to hear. Oh, and he thinks he is a comedian, but his jokes are awful.
Speaker 2
Phillip: Well, she is always nagging me about being messy. The problem is that she wants me to tidy up immediately, but I like to do it when I am ready. Hmm…it gets on my nerves when she talks through a movie and then asks me what is happening. And… she is always on her phone; she never puts it down. It annoys me when we go out for a meal, and she doesn’t stop looking at it. Oh, and the last thing, and she will deny this, but she snores… loudly!

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/thats-annoying. Accessed on October 28, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - Day excursions

LESSON PLAN FOR ENGLISH TEACHERS CHECK THE SCHEDULE! LinguaHouse Oct. 20, 2026 Level: Pre-intermediate (A2-B1) Type of language: General Eng...