Thursday, March 6, 2025

Parent and relative

PARENT & RELATIVE 
Qual a diferença?


By Ivy do Carmo Figueiredo
May 3, 2019


Você sabe o que é um falso cognato? É uma palavra em outro idioma que lembra muito uma palavra em Português, mas cujo significado é bem diferente dela.
Um exemplo de falso cognato bem conhecido é parent, que lembra muito a palavra “parente”, mas que na verdade significa “progenitor” (pai ou mãe). Sabia que parent pode também se referir a empresas ou pode ser um verbo? Confira mais detalhes neste post.

Apesar de parent lembrar “parente”, na verdade essa palavra se diz relative em Inglês. Só não podemos dizer que relative também é um falso cognato porque ela também pode significar “relativo”, dependendo do contexto.
Vamos analisar as palavras parent e relative e seus significados nos exemplos abaixo.

Parent é principalmente um substantivo que significa “progenitor” (pai ou mãe). É comumente usado no plural, significando “pais”.
  • The form must be signed by a parent or guardian of the child. (O formulário precisa ser assinado por um progenitor ou guardião da criança.)
  • Attending to my needs became a distant memory as the pressure to be a perfect parent mounted. (Atender às minhas necessidades se tornou uma memória distante à medida que a pressão para ser um progenitor perfeito aumentava.)
  • One of the joys of being a parent is watching the child’s character develop. (Uma das alegrias de ser um progenitor é assistir à personalidade da criança se desenvolver.)
  • I bought a book that provides tips about how to be a new parent. (Eu comprei um livro que fornece dicas sobre como ser um novo progenitor.)
  • I’m going to meet Richard’s parents for the first time this weekend. (Eu irei encontrar os pais do Richard pela primeira vez neste fim de semana.)
  • My parents live in New York. (Meus pais moram em Nova York.)
  • Children need lots of encouragement from their parents. (As crianças precisam de muito incentivo dos seus pais.)
  • My parents were annoyed that I hadn’t told them about the accident. (Meus pais ficaram irritados por eu não ter contado a eles sobre o acidente.)
  • We all agree that it is wrong for parents to have favorites among their children, loving some more than others. (Nós todos concordamos que é errado os pais terem favoritos entre seus filhos, amando uns mais que outros.)

É comum também vermos as expressões single parent e stepparent, que se referem a um pai solteiro ou adotivo, respectivamente.
  • He finds it extremely difficult being a single parent. (Ele acha extremamente difícil ser pai solteiro.)
  • My career was in free fall, and as a single parent, this was petrifying. (Minha carreira estava em queda livre, e como pai solteiro, isso era assustador.)
  • My mother was a single parent and in the 1960s, this meant growing up in real poverty. (Minha mãe era mãe solteira e nos anos 60, isso significava crescer em verdadeira pobreza.)
  • She has always played two roles in my life: as a single parent, my mother was both parents to me. (Ela sempre desempenhou dois papeis em minha vida: como mãe solteira, minha mãe era tanto pai quanto mãe para mim.)
  • It’s so difficult for the stepparent to strike a balance between caring too much and caring too little. (É tão difícil para o pai adotivo atingir o equilíbrio entre se importar demais e se importar muito pouco.)
  • Absent parents may express feelings of rejection if their children verbalize positive feelings for the stepparent. (Pais ausentes podem expressar sentimento de rejeição se seus filhos verbalizarem sentimentos positivos em relação ao pai adotivo.)
  • Children may show hostility to the stepparent as a defense mechanism against feelings of betrayal. (As crianças podem demonstrar hostilidade ao pai adotivo como um mecanismo de defesa contra sentimentos de traição.)
  • It can be positive when a stepparent adopts the biological child of their spouse. (Pode ser positivo quando um pai adotivo adota o filho biológico de sua esposa.)

Na Língua Inglesa, parent também pode se referir a uma empresa da qual se originou outras menores e que as controla. Podemos traduzir parent neste contexto por “matriz” ou “empresa controladora”.
  • The subsidiary has issued shares that are guaranteed by its parent. (A filial emitiu ações que são garantidas pela sua matriz.)
  • The parent company’s stock price has dropped almost by half. (O preço das ações da matriz caiu quase pela metade.)
  • The parent company is expected to spend $50 million in advertising this year. (Espera-se que a matriz gaste 50 milhões de dólares com propaganda este ano.)
  • Minnwest is the parent company of five community banks. (Minnwest é a empresa controladora de cinco bancos comunitários.)
  • The policies were determined by the parent company. (As normas foram determinadas pela empresa controladora.)

Parent ainda pode ser um verbo da Língua Inglesa que não tem tradução direta no Português, mas que se refere ao que os pais fazem, sua função. Podemos traduzi-lo por “cuidar” ou “criar”.
  • A genitor who does not parent the child is not its parent. (Um genitor que não cuida da criança não é pai dela.)
  • Some people are unwilling to parent a child with special needs. (Algumas pessoas não estão dispostas a cuidar de uma criança com necessidades especiais.)
  • It’s difficult to parent children with love and discipline. (É difícil criar crianças com amor e disciplina.)
  • After all, he simply didn’t want to parent little Johnny. (No fim das contas, ele simplesmente não queria criar o pequeno Johnny.)

Vejamos agora o uso do substantivo relative, que significa “parente” em Inglês.
  • If you must go out, get a relative to look after the children. (Se você precisa sair, consiga um parente para cuidar das crianças.)
  • The family had relatives in England, so that was where they headed. (A família tinha parentes na Inglaterra, então foi para lá que eles foram.)
  • While traveling, a relative and I were pulled over by a police officer. (Enquanto viajávamos, um parente e eu fomos parados por um policial.)
  • Sometimes you can help a dying person by encouraging relatives to face the reality of the situation. (Às vezes você pode ajudar um moribundo por incentivar os parentes a encararem a realidade da situação.)
  • Resist acting surprised when a relative makes a wedding announcement. (Resista a parecer surpreso quando um parente anuncia que irá se casar.)
  • I pity the many elderly patients who have no relatives close to hand. (Eu tenho dó dos muitos pacientes idosos que não tem nenhum parente próximo.)

Clique AQUI para baixar o PDF com as frases acima.
Clique AQUI para baixar a gravação com todas as frases em Inglês.

Adaptado de: https://www.mairovergara.com/qual-a-diferenca-entre-parent-e-relative/. Acesso em: 06 mar. 2025. © Reis Vergara Idiomas 2025. Todos os direitos reservados.

Knock back

KNOCK BACK
O que significa este PHRASAL VERB


By Alberto Queiroz
Feb. 25, 2025


Embora knock back literalmente signifique “derrubar para trás”, este é um phrasal verb que você praticamente só vai encontrar sendo usado de forma figurada. Os sentidos são vários: “custar”, “retardar”, “rejeitar”… Mas vamos com calma. Continue a leitura deste texto.

Knock back é muito usado no sentido de “custar”. Pense assim: a sua riqueza é uma montanha que você vai subindo. Despesas grandes são o equivalente de ser “derrubado” alguns passos para baixo.
  • His new car knocked him back several thousand dollars. (O novo carro dele lhe custou vários milhares de dólares.)
  • How much did the repairs knock you back? (Quando custaram os consertos?)
  • Geez, how much is this car repair going to knock me back? (Nossa, quanto é que esse conserto de carro vai me custar?)
  • That trip to Spain knocked me back almost $3,500. (Aquela viagem à Espanha me custou quase US$ 3.500.)
  • How much did that new furniture knock us back? (Quanto nos custou aquela nova mobília?)

Knock back pode ser usado para se referir ao movimento de alguém que “emborca” um copo ou garrafa – ou seja, “bebe tudo de uma vez”, “bebe de um só trago”.
  • Brenda knocked the brandy back quickly. (Brenda bebeu todo o conhaque rapidamente.)
  • He knocked back two double vodkas. (Ele tragou duas vodkas duplas.)
  • She was knocking back the champagne at Maria’s party. (Ela estava bebendo sem parar a champanhe na festa da Maria.)
  • John knocked back two beers in ten minutes. (John engoliu duas cervejas em dez minutos.)

Em um sentido mais comum no Reino Unido, knock back pode significar “prejudicar” alguma coisa de forma a criar um atraso. Podemos traduzir simplesmente como “retardar”.
  • One or two problems have knocked us back a couple of weeks. (Um ou dois problemas nos retardaram por umas semanas.)
  • That really knocked back any hope for further peace negotiations. (Isto realmente prejudicou qualquer esperança de futuras negociações de paz.)
  • It seemed as though every time we got going something came along to knock us back. (Parecia que toda vez que começávamos, algo aparecia para nos prejudicar.)

Finalmente, temos outro sentido também quase que exclusivo do Inglês britânico: “rejeitar” algo ou alguém.
  • He’s been knocked back by every girl in the school. (Ele foi rejeitado por todas as garotas da escola.)
  • You cannot possibly knock back such an offer. (Não é possível que você rejeite uma oferta dessas.)
  • He got knocked back by her. (Ele foi rejeitado por ela.)

Clique AQUI para baixar o PDF com as frases acima.
Clique AQUI para baixar a gravação com todas as frases em Inglês.

Adaptado de: https://www.mairovergara.com/knock-back-o-que-significa-este-phrasal-verb/. Acesso em: 06 mar. 2025. © Reis Vergara Idiomas 2025. Todos os direitos reservados.

Wednesday, March 5, 2025

ESL WORKSHEET - Moving abroad to another country

LESSON PLAN FOR ENGLISH TEACHERS
MOVING TO A NEW COUNTRY


Feb. 17, 2025


Level: Intermediate (B1-B2)
Type of language: General English
Tags: Challenges; Behavior, Feelings and Emotions; Dealing with Communication Difficulties; Companies and Jobs; Beliefs, Religion and Superstition; Society and Change; Travel and Leisure; Entertainment; Emigrating; People and Places; Useful Vocabulary; Vocabulary Lesson; Article Based; 16-18 Years Old; 18+ Years Old
Publication date: 02/17/2025

This lesson looks at moving abroad to another country. Students will think about the tasks that need to be accomplished when moving and will listen to two dialogues involving people who have made the move. The students will focus on using more polite language when speaking. In the final task, the students will participate in a roleplay that allows them to practice the polite language from the lesson. (by Peter Clarkin)

  • 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
Conversation 1
Manager: Hello?
Sam: What’s up? Is this Café Wonder?
Manager: It is indeed, what can I do for you today?
Sam: Well, I saw an ad online for a position as a waiter and I want it.
Manager: That’s great to hear, may I ask if you have much experience?
Sam: What? I didn’t hear that
Manager: Oh, I just wondered, do you have a lot of experience?
Sam: Loads! I haven’t worked in a café before, but I did work in a burger place for about a year.
Manager: Oh, so did that position involve table service?
Sam: Yeah man!
Manager: That’s perfect, and what kind of hours would you be looking for?
Sam: Weekends
Conversation 2
Helena: Good morning, do you speak English?
Assistant: Yes, how can I help you?
Helena: I need to get a temporary residence permit. Am I in the right place?
Assistant: Yes, you are. Can I see your documents and passport, please?
Helena: Yes, here they are.
Assistant: And the document to show that you are employed?
Helena: Yes, I have that. It should be with the other documents.
Assistant: It’s not here, unfortunately.
Helena: Oh, hmm. Ah, here it is. Sorry about that.
Assistant: No problem. But I can see the date written on the form is a few days ago.
Helena: Is that a problem?
Assistant: No, it’s okay. I will write the new date, you just need to put your initials next to it.
Helena: Okay. Here?
Assistant: Yes, there. And please write who is giving you the permit here.
Helena: Sure.
Assistant: Do you also have a photocopy of your passport?
Helena: Yes, I have two copies if you need them.
Assistant: One will be fine. But please take this leaflet, there are some important rules in it.
Helena: Okay, thanks. How long do I have to wait for the permit?
Assistant: About 3 to 4 weeks.
Helena: Will it be sent to me?
Assistant: No, we will call you and you need to come here and collect it here.
Helena: Okay, thanks. Do you need anything else?
Assistant: No, that’s all.
Helena: Okay, thanks. Goodbye.

Audio 2
Manager: Hello?
Sam: Good morning? Is this Café Wonder?
Manager: It is indeed, what can I do for you today?
Sam: Well, I saw an ad online for a position as a waiter and I would like to apply
Manager: That’s great to hear, may I ask if you have much experience?
Sam: I’m sorry, I couldn’t hear you.
Manager: Oh, I just wondered, do you have a lot of experience?
Sam: Yes, I have a significant amount of experience, I haven’t worked in a café before, but I did work in a burger place for about a year.
Manager: Oh, so did that position involve table service?
Sam: Of course!
Manager: That’s perfect, and what kind of hours would you be looking for?
Sam: If possible, I would like to work weekends.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/moving-to-a-new-country. Accessed on March 5, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

ESL WORKSHEET - Numbers

LESSON PLAN FOR ENGLISH TEACHERS
NUMBERS


Feb. 17, 2025


Level: Pre-Intermediate (A2-B1)
Type of language: General English
Tags: Numbers; Telling the Time; Paraphrasing and Explaining; Speaking; Vocabulary Lesson; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 02/17/2025

In this updated lesson plan, students review and extend how to express a variety of number formats. The lesson includes practice in listening, speaking and pronunciation and includes an optional extension activity covering useful vocabulary for describing inexact numbers or amounts. (by Stephanie Hirschman)

  • 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

ONE
Person A: Brrr! I’m glad I wore my hat. Aren’t you freezing in just that jacket?
Person B: Yeah, I guess I am. But I didn’t realize it was going to be so cold today.
Person A: Really? The weather forecast said it was going to go as low as three or four degrees today and even get down to minus five tonight.
Person B: Five below zero? That must be a record for around here.
Person A: Yeah, it’s the coldest January day since nineteen twenty-seven.
Person B: Well, I hope the train isn’t delayed.
Person A: Me too.
TWO
Person C: I have some news for you! Amanda had her baby last night – just after midnight it was, I think, twelve thirty something. A little girl.
Person D: Really? That’s amazing – that’s my sister’s birthday – the second of November! I can’t wait to cuddle her. Tell me more.
Person C: Well, she weighed seven point eight four pounds. That’s about average these days, I think. John says they’re both doing very well.
Person D: Do you have his number? I want to send him a message.
Person C: Let me find it. It’s oh six eight, seven four three, oh two double four.
Person D: Thanks. I’ll just ask if I can do anything to help.
Person C: Good idea.
THREE
Person E: Could I check some information with you before the meeting later? Like, can you tell me how many items we sold in Northern Ireland in the last quarter?
Person F: Let me see... I’d say it was just over a hundred and twelve thousand.
Person E: Great. How does that compare with our sales in Scotland?
Person F: Look, I have a pie chart here for all our UK markets. Sales in Northern Ireland accounted for just over thirty percent of our total sales.
Person E: Thirteen percent? That’s not very good.
Person F: No, I said thirty – around one-third. It’s better than Scotland. We only sold ninety-one thousand five hundred and fifty units there.
Person E: Can you send me that pie chart? I could use it for my presentation.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/numbers. Accessed on March 5, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

ESL WORKSHEET - Laziness and intelligence

LESSON PLAN FOR ENGLISH TEACHERS
SMART BUT LAZY


Feb. 10, 2025


Level: Upper-Intermediate (B2-C1)
Type of language: General English
Tags: Describing Feelings and Behavior; Psychology; Paraphrasing and Explaining; Analyzing Case Studies; Article Based; 16-18 Years Old; 18+ Years Old
Publication date: 02/10/2025

This updated lesson takes a look into the concept that laziness and intelligence are related. Students will first read an article that traces the link between the two characteristics and then students will listen to someone talking about a selection of clever inventions that are perfect for people who are a little bit lazy. Throughout the lesson, students will be introduced to new and interesting vocabulary and there will be opportunities for them to personalize the new expressions in discussion activities. (by Peter Clarkin)

  • 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

Host: Hello everyone and welcome to Intelligent Inventions. On today’s episode we are going to look at some inventions that while totally brilliant might have also made us become a little bit lazier at the same time.
As renowned author Agatha Christie once put forward it is perhaps not "necessity" that is the mother of all invention, but in fact invention arises "from idleness, possibly also from laziness". So, time to find out and look at three wonderful examples of inspired intelligence.
The motorized ice-cream cone may sound like a bit of a mouthful, but it is one that will let you enjoy some delicious mint-choc chip with the minimum of effort. As the name suggests, the plastic cone has a little motor in it which turns the ice cream around while you lick, allowing you to just kickback and embrace your idleness.
Do you ever find yourself chilling out on the sofa, binging through another Netflix boxset when you suddenly hear a rumble from deep down in your stomach? Turns out you are hungry, but you are a lazy layabout and therefore don’t have the energy to make anything, so what are you going to do? How about a Candwich? That’s right you heard me correctly, a Candwich. As the name suggests, a Candwich is a sandwich in a can and perfect for when you can’t be bothered to walk from the living room to the kitchen.
Chances are that after your Candwich you will be feeling a bit thirsty, a little bit parched, but thankfully this time you have thought ahead and you have got your bottles of beer ready, the problem is that you forgot the bottle opener. That is when you realize that you need to get yourself a Bottle Opener Remote Control, an idea so smart that it managed to take two essential items and mold them together into a gadget that you can never live without.


Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/smart-but-lazy. Accessed on March 5, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

ESL WORKSHEET - Sustainable fashion

LESSON PLAN FOR ENGLISH TEACHERS
SUSTAINABLE FASHION


Feb. 7, 2025


Level: Intermediate (B1-B2)
Type of language: General English
Tags: Environment and Nature; Environment and Pollution; Fashion; Clothes; Challenges; Exam Preparation; Video Talk; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 02/07/2025

Students work with a video about the life cycle of a pair of jeans to explore problems and solutions related to sustainable fashion. The lesson offers vocabulary development and practice with various formats of exam-style activities, including discussion questions. There is also an optional extension design mini-challenge. (by Stephanie Hirschman)

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

Linguahouse is in no way affiliated with, authorized, maintained, sponsored or endorsed by TED Conferences LLC.


VIDEO TRANSCRIPT

Narrator: The first pairs of jeans were designed for durability. Named for the French city of Nîmes, denim was constructed as a sturdy cotton weave worn by sailors. This rugged material got even stronger in the 19th century, when Levi Strauss and Jacob Davis added metal rivets to reinforce stress points. Their design introduced a new brand of durable trousers for California miners that could withstand years of wear and tear. Over the course of the 20th century, these working-class pants have transformed into fashion icons. But as the demand for jeans has gone up, their durability has gone down. Today, most pairs last no longer than a year. And each new pair you buy has a much higher cost than you might think.
Every pair of jeans begins its life in a cotton field. It takes about .7 kilograms of cotton to produce a single pair of pants. Growing this much cotton requires roughly 10,000 liters of water, not to mention various herbicides and pesticides, which can contaminate groundwater. The cotton is harvested by hand or industrial machines and transported to textile factories where it’s spun into yarn. At this point, it’s typically combined with plastic fibers like spandex to increase the yarn’s elasticity. These plastic threads make modern jeans more comfortable and flexible, but also much less durable.
Next, the yarn is dyed jeans’ trademark blue. Historically, this color came from natural plant-derived indigo. But most modern manufacturers use a synthetic dye made from petroleum byproducts and toxic chemicals. Once dyed, the cotton-plastic blend is woven into denim sheets, which are then cut and sewn into jeans. After assembly, some jeans undergo additional procedures to get a distressed look. This often includes chemical sprays and multiple cycles of acid-washing, the toxic runoff can turn rivers indigo-blue. Finally, there are the zippers, buttons, and rivets made of copper and other metals, whose mining is yet another source of environmental degradation. All in all, the manufacturing process for a single pair of jeans emits over 33 kilograms of carbon — the equivalent of driving over 110 kilometers.
But this process doesn’t just damage the environment. Much of the world’s cotton is grown in developing countries, with poor labor practices and few protections for workers. Cotton here is often picked by children or forced labor, and most jean manufacturing plants frequently expose workers to toxic chemicals throughout production. One particularly dangerous technique called sandblasting involves spraying jeans with fine sand at high pressures and has been linked with numerous cases of incurable and often fatal lung disease.
Like many globally produced products, jeans are made in poor countries and bought in rich ones. All these pants will likely be washed dozens or even hundreds of times per year. This energy intensive process breaks down the plastics woven into each pair, releasing microplastics into the water and, perhaps most ironic of all, shortening the jean’s lifespan. Like most waste, discarded jeans end up in landfills, where their decomposition releases methane gas, while their dyes and plastics leach into the soil and groundwater.
Some companies are working on solutions here, from using organic cotton to recycling and reusing denim. You can also help reduce the environmental impact of your favorite pants by buying used jeans and buying fewer pairs altogether. Denim manufacturers also recommend only washing your jeans once every 10 wears. And, when possible, air dry your pants to reduce energy consumption.
Life cycle and labor problems like these extend far beyond just jeans. Some governments are pursuing policies to make companies more responsible for worker pay and welfare, but unsustainable practices still run rampant throughout the fashion industry. So, when the price tags on your clothes seem like a steal, it’s important to consider who’s actually being robbed.


Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/sustainable-fashion. Accessed on March 5, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

ESL WORKSHEET - Insurance terms

LESSON PLAN FOR ENGLISH TEACHERS
INSURANCE


Jan. 28, 2025


Level: Intermediate (B1-B2)
Type of language: Business English
Tags: People and Places; Businesspeople; Business Skills; Insurance Terms; Business Ethics; Business Law; Problems and Solutions; Vocabulary Lesson; Useful Vocabulary; Article Based; 16-18 Years Old; 18+ Years Old
Publication date: 01/28/2025

This lesson looks at insurance and the vocabulary used when talking about it. Students will listen to three customers talking to insurance agents and read an article about unusual insurance claims. Exercises focus on reading and listening comprehension, related vocabulary and offer an opportunity to discuss questions on the topic. (by Joe Wilson)

  • 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 American English.

AUDIO TRANSCRIPTS

Audio 1
Anne: Good morning, Taylor Insurance, how can I help you today?
George: Good morning, I’m calling to make a claim. My car was in an accident yesterday.
Anne: I’m sorry to hear that, Sir. Is everyone OK?
George: Oh, yes. Fortunately, nobody was in the car at the time. My neighbor reversed into the car when they were coming out of their driveway. But there’s some damage to the driver’s door. I was parked on the opposite side of the road.
Anne: OK, well I’m glad no one was hurt. So, it’s a no-fault claim. Can I have your policy number, please?
George: Yes. The number is B682-1935. This won’t affect my monthly premium, will it?
Anne: No, sir. In a situation where someone else is liable for the accident, it will not affect your payments. However, if there is a risk to your car where you currently park it, I would strongly suggest that you find a safer place to put it.
George: I was in a parking space, but yes, I understand. I will avoid using that one in future.

Audio 2
Conversation 1
Insurance agent: So, what exactly was damaged?
Customer: We’re going to have to replace all of the carpets on the first floor as well as two chairs and a bookcase that were damaged in the flood.
Insurance agent: OK. Now, with your policy, there is a $500 deductible for flood damage.
Customer: Really? But this is a no-fault claim. The flood came from the apartment above us.
Insurance agent: So, what we will do is we will send around one of investigators to look at the scene of the accident and they will be able to decide if you have to pay the deductible or not. I’m just telling you what the terms of your policy are.
Conversation 2
Insurance agent: So how exactly did the fire start?
Customer: Well, we had lit a candle in the living room. Unfortunately, the cat knocked it over. We were in the kitchen at the time, so we didn’t see it until the curtains were on fire. We did manage to put it out quickly, but the curtains need replacing as well as the wallpaper around the window.
Insurance agent: OK. Now, you do have cover for fire damage, but there is a $200 deductible.
Customer: But we’re not at fault here. We didn’t start the fire, it was the cat.
Insurance agent: I’m sorry, but you are still liable for the damage in this situation.
Conversation 3
Insurance agent: So, have you made a list of everything that is missing?
Customer: Yes. They took two laptops which weren’t particularly valuable, but they had photographs on them which we don’t have anywhere else. They also took a watch which belonged to my grandfather.
Insurance agent: I’m very sorry. It must be very difficult for you. We will need a copy of the police report.
Customer: Yes, we will be able to provide that in a few days and we also have receipts for the laptops, but we don’t have anything for the watch because it was a gift to us.
Insurance agent: Do you have any photos of it?
Customer: Ah, yes, we do. I wore it to my daughter’s wedding recently.
Insurance agent: We should be able to use that to get an estimate of its value.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/business-english/insurance. Accessed on March 5, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

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