Letter X Lyrics

LETTER & LYRICS

Qual a diferença em INGLÊS

Letter significa “letra” apenas no sentido de letra do alfabeto e também significa “carta”, enquanto lyrics é a palavra usada para a letra de uma música, quase sempre no plural. Exemplos: Do you know the lyrics for this song? / The Russian alphabet has 33 letters.

By Alberto Queiroz

MAIRO VERGARA

Sep. 17, 2026

A Língua Inglesa tem muitos “falsos amigos” ou “falsos cognatos” – isto é, palavras que se parecem com uma certa palavra em Português, mas na verdade têm sentido diferente. Um caso famoso é to push, que soa como “puxar” mas na verdade significa “empurrar”.
Pois o que temos aqui hoje é, de certa forma, um falso amigo: letter. É bastante comum vermos alguém usar a palavra letter para se referir à “letra” de uma música. Esse uso, no entanto, não é correto. Para isso, usamos lyrics – uma palavra que é quase sempre usada no plural.
Vamos aos exemplos. Escute o áudio, faça suas anotações em seu caderno de Inglês e bons estudos. 😉

Como dito acima, lyrics é a palavra da Língua Inglesa para se referir à letra de música (no idioma de Shakespeare, nesse caso, esse termo deve estar sempre no plural):

• Paul Simon writes the lyrics for most of his songs. (Paul Simon escreve a letra da maioria de suas músicas.)
• Do you know the lyrics for this song? (Você conhece a letra desta música?)
• His pacifism and hippie lyrics were a form of escapism for them. (O pacifismo e as letras hippie dele eram uma forma de escapismo para eles.)
• For me, to sing these lyrics would simply be a lie. (Para mim, cantar esta letra seria simplesmente uma mentira.)
• He wrote the lyrics for Abba’s songs. (Ele escrevia as letras para as músicas do Abba.)

Além disso, claro, em referência à poesia, lyric tem o mesmo sentido que “lírico” em Português. Já letter é uma palavra que de fato significa “letra” – mas somente no sentido de letra do alfabeto:

• The Russian alphabet has 33 letters. (O alfabeto russo tem 33 letras.)
• D is the fourth letter of the Greek alphabet. (D é a quarta letra do alfabeto grego.)
• Not all written languages used letters. (Nem todas as línguas escritas usavam letras.)

Além disso, como você provavelmente sabe, letter também significa “carta”:

• He read her letter aloud to the rest of the family. (Ele leu a carta dela em voz alta para o resto da família.)
• In those days people used to write a lot more letters. (Naqueles dias, as pessoas costumavam escrever muito mais cartas.)
• I got a letter from the bank this morning. (Recebi uma carta do banco hoje de manhã.)

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-letter-e-lyrics/. Acesso em: 18 set. 2026 © Reis Vergara Idiomas 2026. Todos os direitos reservados.

Always X Whenever

ALWAYS & WHENEVER 

Qual a diferença em INGLÊS

A diferença é simples: use whenever quando, em Português, você diria “sempre que” (no sentido de “cada vez que”), como em I blush whenever I think about it. Já always significa “sempre” no sentido de “constantemente”, como em it’s always cold in this room.

By Alberto Queiroz

MAIRO VERGARA

Sep. 16, 2026

Ao folhear o dicionário, você pode notar que tanto always quanto whenever têm, como equivalência, a palavra “sempre”. No entanto, usamos essas duas palavras em situações diferentes. Quais são, exatamente, situações?
Podemos responder em poucas palavras. Sempre que, em Português, você usa “sempre” seguido de “que”, na Língua Inglesa, você deve usar whenever.
Assim, na frase anterior, que comecei com “sempre que”, eu usaria… whenever.
“Sempre que” é, de certa forma, o mesmo que “quando” - e vale notar que a palavra whenever contém em si tanto when (“quando”) quanto ever (“sempre”).
Outra forma de pensar sobre isso é a seguinte: se você pode substituir “sempre” por “cada vez”, quer dizer que se trata de whenever.
Veja os exemplos com whenever, no sentido de “sempre que” (“cada vez que”):

• I blush whenever I think about it. (Fico vermelho sempre / cada vez que penso nisso.)
• Whenever I go there they seem to be asleep. (Sempre / cada vez que eu vou lá, eles parecem estar adormecidos.)
• I try to use olive oil whenever possible. (Eu tento usar azeite sempre que possível.)
• There’s a night safe outside the bank, so you can deposit money whenever you wish. (Há um cofre noturno do lado de fora do banco, de forma que você pode depositar dinheiro sempre que quiser.)

Além disso, também usamos whenever no sentido de “não importa quando” ou “seja quando for”:

• Do it in a spare moment at the weekend or whenever – it really doesn’t matter. (Faça isso em um momento livre no final de semana ou seja quando for – não faz muita diferença.)
• “Will it be okay if I do it tomorrow?” “Sure, whenever.” (– Tudo bem se eu fizer isso amanhã? – Claro, seja quando for.)
• I’m talking about last July or whenever it was you got back from India. (Estou falando do último mês de julho ou seja lá quando foi que você voltou da Índia.)

Já always, claro, tem o sentido de “sempre” como, mais ou menos, sinônimo de “constantemente”:

• It’s always cold in this room. (Está sempre frio nesse quarto.)
• She always spells my name wrong. (Ela sempre soletra o meu nome errado.)
• He always leaves the lights on. (Ele sempre deixa as luzes acesas.)
• I’ll always remember you. (Vou sempre lembrar de você.)
• I’ve always liked him. (Sempre gostei dele.)

Uma última questão a mencionar: sempre que (whenever) você quiser falar “para sempre”, use forever em Inglês. Para entender melhor essa questão, confira este post. Bons estudos e continue praticando!

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-always-e-whenever/. Acesso em: 18 set. 2026 © Reis Vergara Idiomas 2026. Todos os direitos reservados.

Save a seat, a spot, a place

“GUARDAR LUGAR”

Como se diz em INGLÊS

Para dizer guardar lugar em Inglês, você pode usar save a seat quando se trata de um assento. Para situações mais genéricas, como guardar um lugar na fila, funcionam também save a spot e save a place.

By Ivy do Carmo Figueiredo

MAIRO VERGARA

Sep. 10, 2026

Se você fosse com uns amigos em um cinema lá nos EUA e sentisse vontade de ir comprar mais pipoca no meio do filme, como pediria à pessoa ao seu lado para “guardar o seu lugar”? É isso que você aprenderá neste texto.
“Guardar lugar” em Inglês se diz save a seat quando se trata de um assento, como o caso da ilustração acima. Mas e se for o lugar em uma fila, por exemplo? Existem duas formas mais genéricas de dizer “guardar lugar” que dariam certo nesse caso: save a spot e save a place.
Que tal vermos algumas frases com essas três maneiras diferentes de se referir à ação de “guardar lugar” na Língua Inglesa? Não se esqueça de escutar o áudio e fazer suas anotações em seu caderno. Bons estudos! 😉

Primeiro, veja save a seat:

• Remember to save a seat for your sister. (Lembre-se de guardar lugar para a sua irmã.)
• Should we save a seat for them? (Nós devemos guardar lugar para eles?)
• Would you save me a seat while I go get some food? (Você pode guardar lugar para mim enquanto vou buscar comida?)
• I’ll save you a seat next to me. (Eu vou guardar lugar para você ao meu lado.)
• I will bring some snacks, so save a seat for me next to you, will you? (Eu vou levar alguns petiscos, então guarde lugar para mim ao seu lado, está bem?)
• I’ll save a seat for you at my AA meeting. (Eu vou guardar lugar para você na minha reunião do AA.)
• I’m sorry, I tried to save a seat for you, but that man just took it. (Sinto muito, eu tentei guardar lugar para você, mas aquele homem simplesmente o ocupou.)

Agora veja as duas opções mais genéricas, save a spot e save a place:

• Will you save my spot in line? (Você pode guardar meu lugar na fila?)
• I’m sorry, I can’t save your spot. (Sinto muito, eu não posso guardar seu lugar.)
• We’re late but hopefully he’ll save a spot for the rest of us. (Nós estamos atrasados, mas tomara que ele guarde lugar para o resto de nós.)
• Save me a place at your table, OK? (Guarde lugar para mim na sua mesa, está bem?)
• I forgot to get milk – will you save my place in line while I get it? (Eu esqueci de pegar o leite – você pode guardar meu lugar na fila enquanto eu vou pegar?)
• Are you sure it’s not better for me to just stay here with the girls and save a place at the bar? (Tem certeza que não é melhor eu ficar aqui com as meninas e guardar lugar no bar?)

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/como-se-diz-guardar-lugar-em-ingles/. Acesso em: 18 set. 2026 © Reis Vergara Idiomas 2026. Todos os direitos reservados.

Reading and listening

TEXTO BÁSICO PARA PRATICAR

“LARRY’S FAVORITE SHIRT”

ENGLISH AUDIO

Você compraria uma camisa usada por U$3.98? E se, depois de chegar em casa, você descobrisse que havia U$2.000 escondidos no bolso? Pois bem... é exatamente isso que acontece com Larry Hoffman na história deste post.

INGLÊS DO ADIR

Sep. 13, 2026

Adir Ferreira

Image generated by Google Gemini.

Hello there, tudo certinho por aí?
Neste texto básico para praticar a Língua Inglesa, Larry gosta de comprar roupas em thrift stores, aquelas lojas de roupas usadas tão comuns nos Estados Unidos, correspondentes aos nossos brechós. Certo dia, ele encontra uma camisa azul do tamanho dele, por um precinho camarada. Compra, leva para casa e experimenta.
Até aí, tudo normal.
Mas, quando tira a camisa, Larry sente alguma coisa no bolso. Ele coloca a mão lá dentro e encontra… money! A lot of money! 😯
E agora vem a parte interessante: Larry poderia simplesmente ficar com a grana. Afinal, quem saberia? Mas ele decide voltar à loja e entregar o dinheiro. A polícia entra na história, o antigo dono é procurado e Larry recebe uma orientação: se ninguém aparecer em 90 dias, o dinheiro será dele.
Será que alguém vai aparecer?
Essa historinha é ótima para quem está estudando a Língua Inglesa porque, além de acompanhar uma narrativa simples e envolvente, você encontra várias palavras e expressões úteis do Inglês cotidiano, como thrift store, used clothes, try on, fit, pocket, owner e keep the money.
E tem mais: histórias assim ajudam você a perceber como o idioma funciona em contexto, com frases que fazem sentido e situações que você consegue imaginar.
Então, leia com calma, preste atenção ao vocabulário e tente descobrir o que você faria no lugar do Larry. Você devolveria o dinheiro ou ficaria com a grana? Acompanhe também com o áudio para melhorar seu listening.
Are you ready? Let’s do this! 😉

CLIQUE AQUI para escutar/baixar o áudio em MP3.

LARRY’S FAVORITE SHIRT
A camisa favorita do Larry

Larry Hoffman likes to shop for clothes at thrift stores.

Larry Hoffman gosta de comprar roupas em brechós.

There are no new clothes at thrift stores.

Não há roupas novas em brechós.

There are only used clothes.

Há apenas roupas usadas.

But sometimes Larry finds nice clothes there.

Mas às vezes Larry encontra roupas legais lá.

One day Larry is shopping at a thrift store when he sees a blue shirt.

Um dia Larry está fazendo compras em um brechó quando vê uma camisa azul.

Blue is Larry’s favorite color.

Azul é a cor favorita do Larry.

The shirt is size large – Larry’s size.

A camisa é tamanho grande (G) – o tamanho do Larry.

The price is $3.98.

O preço é U$ 3.98 (3 dólares e 98 centavos).

That’s cheap! Larry buys the shirt.

Isso é barato! Larry compra a camisa.

At home, Larry tries on the shirt.

Em casa, Larry experimenta a camisa.

It fits, and it looks good.

Ela serve bem e fica ótima.

When Larry takes the shirt off, he feels something in the pocket.

Quando Larry tira a camisa, ele sente algo no bolso.

What is it?

O que é isso?

Larry looks in the pocket.

Larry olha no bolso.

There is money in the pocket – a lot of money.

Há dinheiro no bolso – muito dinheiro.

Larry takes the money out of the pocket and counts it.

Larry tira o dinheiro do bolso e o conta.

Two thousand dollars!

Dois mil dólares!

He holds the money in his hand and thinks for a minute or two.

Ele segura o dinheiro na mão e pensa por um minuto ou dois.

Then he takes the money and the shirt back to the thrift store.

Então ele leva o dinheiro e a camisa de volta ao brechó.

Who gave the shirt to the thrift store?

Quem deu/doou a camisa ao brechó?

The people at the thrift store don’t know.

As pessoas no brechó não sabem.

They give the money to the police.

Elas entregam o dinheiro à polícia.

“We’ll try to find the last owner of the shirt,” the police tell Larry.

“Nós tentaremos encontrar o último dono da camisa”, a polícia diz ao Larry.

“If we don’t find the owner in 90 days, you can keep the money.”

“Se não encontrarmos o dono em 90 dias, você pode ficar com o dinheiro.”

Ninety days later, Larry gets a phone call from the police.

Noventa dias depois, Larry recebe um telefonema da polícia.

“We can’t find the last owner of the shirt,” a police officer tells him.

“Não conseguimos encontrar o último dono da camisa”, um policial diz a ele.

“You can keep the money.”

“Você pode ficar com o dinheiro.”

CLIQUE AQUI para saber mais sobre o autor ADIR FERREIRA.

Adaptado de: https://inglesdoadir.com.br/texto-basico-em-ingles-larrys-favorite-shirt-com-audio/. Acesso em: 16 set. 2026. Todos os direitos reservados. © 2026 Inglês do Adir.

ESL WORKSHEET - Comic superhero characters

LESSON PLAN FOR ENGLISH TEACHERS

SUPERHERO CHARACTERS: ANT-MAN

LinguaHouse

Sep. 9, 2026

Mixed Levels: Elementary (A1-A2) and Pre-intermediate (A2-B1)
Type of language: English for Teenagers
Tags: Entertainment; Crime and the Law; Movement and Speed; People and Places; Challenges; Situation Based; Speaking; Vocabulary and Grammar; Useful Vocabulary; Adjectives; Prepositions; 10-12 Years Old; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 09/09/2026

In this lesson on comic characters, students develop their language and skills by learning about Ant-Man. To engage with the topic, they begin by discussing insects in general. They then read about Scott Lang’s life and complete vocabulary and comprehension tasks. Next, the students learn and practice key vocabulary before listening to a short story about a typical day in Ant-Man’s life. The context introduces prepositions of movement, which are reinforced through focused practice activities. The lesson concludes with a collaborative group task, where students create a scene from their own superhero story in which their hero saves the day. (by Vicky Aitken)

• CLICK HERE to download the student’s worksheet in American English (L2).
• CLICK HERE to download the student’s worksheet in American English (L3).
• CLICK HERE to download the teacher’s lesson plan in American English (L2).
• CLICK HERE to download the teacher’s lesson plan in American English (L3).
• CLICK HERE to download/listen to the audio in American English.
• CLICK HERE to download the student’s worksheet in British English (L2).
• CLICK HERE to download the student’s worksheet in British English (L3).
• CLICK HERE to download the teacher’s lesson plan in British English (L2).
• CLICK HERE to download the teacher’s lesson plan in British English (L3).
• CLICK HERE to download/listen to the audio in British English.

AUDIO TRANSCRIPT

Speaker: In a bank downtown, people were waiting in the line. Everything was quiet. Suddenly, two armed robbers ran in. Everyone started screaming, but the robbers got angry and shouted, “Get down and be quiet or we will shoot”. The robbers didn’t know that Scott Lang was also in the bank that day, taking out cash, and he was about to stop their plans. In less than a second, he changed into a tiny ant.
Speaker: He ran very fast towards the robbers; he went over people’s shoes and through their legs. Nobody could see him. He saw the first robber, jumped onto his boots and climbed up his body. When he reached his shoulders, he suddenly changed size and became very big. He pushed the robber and threw him to the ground. The robber’s gun flew across the floor. The robber was shocked and worried. He couldn’t escape. Ant-Man quickly tied him up so he couldn’t move. The other robber tried to run out of the door, but Ant-Man picked up a chair and threw it at him. It hit him in the head, and he fell. Just then, the police arrived and were very thankful to Ant-Man. The police arrested the robbers, and Scott finally got his cash and went home.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/english-for-teenagers/superhero-characters-ant-man. Accessed on September 15, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - Comic superhero characters

LESSON PLAN FOR ENGLISH TEACHERS

SUPERHERO CHARACTERS: WOLVERINE

LinguaHouse

Sep. 9, 2026

Mixed Levels: Elementary (A1-A2) and Pre-intermediate (A2-B1)
Type of language: English for Teenagers
Tags: Behavior, Feelings and Emotions; Crime and the Law; Describing People; Entertainment; Situation Based; Speaking; Vocabulary Lesson; Adverbs; Adjectives; 10-12 Years Old; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 09/09/2026

In this lesson on comic superhero characters, students develop their language and skills by learning about Wolverine. They begin by discussing questions about the wolverine animal and then learn and practice key vocabulary. The students then, in pairs, ask and answer questions to complete the character profile. They then listen to his story in two parts and complete varied comprehension tasks. There is a final pair work activity which allows the students to personalize and practice the topic and language further. There is an additional activity to highlight and practice the use of the adverbs in the story. (by Vicky Aitken)

• CLICK HERE to download the student’s worksheet in American English (L2).
• CLICK HERE to download the student’s worksheet in American English (L3).
• CLICK HERE to download the teacher’s lesson plan in American English (L2).
• CLICK HERE to download the teacher’s lesson plan in American English (L3).
• CLICK HERE to download/listen to the audio in American English.
• CLICK HERE to download the student’s worksheet in British English (L2).
• CLICK HERE to download the student’s worksheet in British English (L3).
• CLICK HERE to download the teacher’s lesson plan in British English (L2).
• CLICK HERE to download the teacher’s lesson plan in British English (L3).
• CLICK HERE to download/listen to the audio in British English.

AUDIO TRANSCRIPT

Part 1: Wolverine’s real name is James Howlett. He was born in Canada. As a boy, he was often weak and sick. He was born with special mutant genes, which gave him superpowers that humans do not have, but he didn’t know he had these powers when he was a child. Sadly, his mother never spent time with him, and when his brother died, she went to live in a hospital. Later, he saw a terrible thing. His father was killed by a man who worked for him. He got very angry, and in that moment, his mutant gene started, and long, sharp claws grew from his hands. He then killed the man and ran to the woods and lived like a wild animal. James learned he had developed other powers. He has strong senses like an animal. He can also smell fear and lies. He has very strong skin, and his body always heals quickly after any injury. His mutant gene also means he ages slowly, so he has lived a very long life full of adventures.
Part 2: He joined the army and fought in many wars in different countries, and then worked as an assassin. But after many battles, he started to feel bad about his actions. He wanted to leave that life. Unfortunately, he was caught by a group called Weapon X. They did terrible experiments on him. They erased his memory and made his claws stronger because they wanted him to become a killing machine. Luckily, he escaped, and later the X-Men invited him to join their team. This changed his life. For the first time, he was part of a group, and he began to use his powers to help people. Finally, he was where he wanted to be. It was the start of his superhero journey.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/english-for-teenagers/superhero-characters-wolverine. Accessed on September 15, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - Communication technology

LESSON PLAN FOR ENGLISH TEACHERS

TALKING ABOUT COMMUNICATION TECHNOLOGY

LinguaHouse

Sep. 11, 2026

Level: Pre-intermediate (A2-B1)
Type of language: General English
Tags: Information Technology (IT); Gadgets and Inventions; Speaking; Vocabulary Lesson; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 09/11/2026

In this lesson, students develop their conversational skills by talking about communication technology. They start the lesson by talking about the differences between different types of devices and tools before consolidating and practicing the language in varied speaking tasks. They then develop their listening skills by hearing an interview about how someone feels about communication technology. They complete a comprehension task before recalling and answering the questions for themselves. The students then discover a set of vocabulary from the context of the interview and practice the language in a group speaking activity. The lesson with a game to develop fluency and review the vocabulary. (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: How often do you use your smartphone?
Ben: I would say quite often, but I’m not addicted to it like some people. I like to send messages on WhatsApp and check social media about once a day, and sometimes I use it to take photos. I rarely make phone calls with it.
Speaker: What is your experience of web conferencing?
Ben: Well, I’m a teacher so I had to learn how to use it quickly. At first, it was confusing as it is different to teaching in the classroom, but the platform I use is user-friendly.
Speaker: Do you think landlines are unnecessary nowadays?
Ben: I think it depends on where you live. If you live in a rural area, a landline is a good idea as they are more reliable than smartphones, but I don’t think you need them in the city.
Speaker: How do you feel about smartphones?
Ben: Honestly, I’m not a fan of smartphones. Obviously, there are many advantages to having a smartphone, and nowadays they all have high-tech features, but I liked it better when people only had landlines.
Speaker: Do you like reading blogs and watching vlogs?
Ben: Well… I don’t often read blogs, but I enjoy watching vlogs. I follow a few different vloggers from around the world. I like vlogs because they are short and eye-opening. I like to learn about different lives and cultures.
Speaker: What do you think about podcasts?
Ben: I love them! I listen to them all the time. Mostly on my way to and from work, and at the gym. I listen to a wide variety of podcasts depending on my mood. I find them informative, inspiring, and sometimes hilarious.
Speaker: Do you think live chat apps are better than talking to a person face-to-face?
Ben: No, not when it comes to contacting a business. I find them annoying and unhelpful. I always call directly to connect with an operator but that can take time as they always put you on hold for a long time.
Speaker: On average, how many emails do you send a day?
Ben: It depends on the day, but I probably send between ten and twenty emails daily. I prefer using email to contact people, especially if it is work-related.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/talking-about-communication-technology. Accessed on September 14, 2026. LinguaHouse.com © 2008–2026. All rights reserved.