Bem-vindos ao blog de LÍNGUA INGLESA da Unidade Regional de Ensino (URE) - Assis. Sob a supervisão da Equipe de Especialistas em Currículo (EEC), este blog busca auxiliar os docentes que lecionam Inglês nas escolas estaduais da região, com materiais da SEDUC-SP e demais recursos alinhados à BNCC e ao Currículo Paulista, além de diversas propostas de atividades e reflexões sobre o idioma de Shakespeare, com foco na aprendizagem dos estudantes e na formação continuada dos professores.
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.
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.
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.
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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.
Level: Intermediate (B1-B2) Type of language: General English Tags: Describing Feelings and Behavior; Memory, Brain and Mind; Paraphrasing and Explaining; Analyzing Case Studies; Speaking; Vocabulary Lesson; 16-18 Years Old; 18+ Years Old Publication date: 09/09/2026
In this lesson, we talk about dreaming in another language. First, students watch a short video on the topic, and answer some questions. Then they learn some vocabulary from the listening tasks, showing extracts from a podcast talking about the topic. After a fun game of taboo, they will read about a funny story on dreaming in another language, and two extension activities call back on previous tasks, while giving them the opportunity to talk to other people about their dreams. (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 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.
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AUDIO TRANSCRIPTS
Audio 1 - Task 4 (part of Task 9) Mark: Hello everyone and welcome back to Talking It Out, your favorite podcast about random questions you probably have wondered to yourself. I’m here again with my friend Paula, and this episode was actually inspired by something she asked me last week. Paula: Yeah! So, both Mark and myself are bilingual, and we were talking about weird dreams we had before. It got me thinking; which language do we dream in? Mark: Paula is half Brazilian and I’m German, but we both seem to dream in English a lot! And Paula even said there was a time she dreamed in French, even though she doesn’t speak the language! Paula: So, we took it upon ourselves to do some research on the topic; why do we dream in different languages? Mark, would you like to share your findings first? Mark: Yes, thank you, Paula. I read some articles on it, so I’m by no means an expert, but I found some really interesting stuff. Apparently, researchers think we associate languages to different aspects of our lives. For example, if you dream about being a kid again, it’s likely that dream would be in your native language. Paula: Do you think that applies to dreaming about people too? Like, if I dreamed of my parents, I would dream in Portuguese, but if I dreamed I was at college and talking to my classmates, for example, I would probably dream in English? Mark: Funny you should mention that, because that’s exactly right! And if you dream of both your parents and your classmates, it’s possible you would be switching between languages in your dream, without even thinking about it! Paula: Well, that makes sense! But what if you dream you’re in an entirely different place, speaking a language you’ve never heard before? Mark: Hm, I think it varies from person to person. But I actually did read something about an English guy who dreamed he was in Germany, and this guy spoke complete gibberish before they both realized they spoke English! So, I think, since he never spoke Dutch before, he probably dreamed of what Dutch sounded like to him. Paula: Well, that makes sense! But I’m pretty sure I understood the French in my dream. Mark: Were you in Paris when you dreamed in French? Paula: I was in Marseille, actually! So that might explain it. But here’s the thing; I have never been to Marseille, and all the French I know comes from a TV show I watch with English subtitles! So how do you think I dreamed in fluent French? Mark: Well, I have no idea! But I’m sure you have some sort of explanation from your research. Paula: I do, in fact! And I’ll share with you after a quick break!
Audio 2 - Task 5 Paula: Hey guys welcome back from our ad break. Just in case you forgot, we’re here today talking about dreaming in different languages; why we do it, and how we do it. I’m just about to share what I found out about learning languages in your sleep. Mark: Wait. You can actually learn new languages while asleep? Paula: You see, it’s possible, but not in the way you would go about it when awake. You see, when you’re learning a new language, you’d usually hold yourself back from speaking any words you don’t know the meaning of, or don’t know how to pronounce. Mark: Yes! It was hard to overcome my speaking anxiety when I was learning English. Paula: Well, some theories suggest that when you dream, you lose your insecurities, because you’re essentially speaking to yourself. So, you can practice speaking and listening confidently! Mark: Okay, sure. Doesn’t explain how you were dreaming and understanding French. Paula: Remember that French show I mentioned, the one I watch with English subtitles? Well, some scientists say that we process all we learned in the day when we’re asleep, and that we sometimes use dreams to better understand and store new information. That means that, without realizing it, I was learning a few French words through my show, and inserting them into my vocabulary in my sleep. Mark: That’s actually incredible! Now that I think about it, I do remember sometimes dreaming of English words I had learned in class that day. Paula: And this is for any language, even your native one! Mark: But does that mean you can only learn the words you come about while awake? Isn’t that just practicing in your sleep, rather than learning? Paula: Thank you for bringing that up, because I found out there are many scientists looking to prove that we can discover and learn new vocabulary while completely asleep. Mark: And how would that happen?! Paula: Well, what they do is they select words from a completely different language and pair them up with translations to the participant’s native language. For example, arbre, tree in French. They would then play a recording of someone saying these pairs out loud to the participant while they slept. Can you believe that over half of the participants remembered arbre being something related to nature? Mark: So, I could stop going to my English lessons, and just play a few recordings during my afternoon naps? Paula: (laughing) Not exactly! That’s the thing, they didn’t remember arbre meaning tree exactly, just that it had something to do with nature. So, unfortunately, it’s not a fail-proof plan. Mark: Well, there goes my revision strategy! Paula: But it is interesting, right? How much languages can affect us. Mark: It is! Hey, do you think learning languages can change our actual brain structure? Paula: Well, Mark, I think that’s a question for next week’s episode!
Level: Intermediate (B1-B2) Type of language: General English Tags: Behavior, Feelings and Emotions; Health and Well-being; Medicine, Biology and Health; Education, Teaching and Learning; People and Places; Psychology; Article Based; Speaking; 16-18 Years Old; 18+ Years Old Publication date: 09/07/2026
Students explore person-centered dementia care. They discuss caregiving challenges, listen for key statistics and concepts (personhood), learn and practice topic vocabulary and collocations, read for gist and detail, and apply strategies through discussion and a role-play scenario. (by Celia Page)
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: Caring for a family member with dementia can feel like a very difficult journey. It is a global challenge; currently, 57 million people are living with dementia worldwide, with a new case diagnosed every 3 seconds. In the U.S. alone, there are 6 million cases, and experts predict these rates will double by the year 2060. Dementia often starts with slow, small changes in thinking and how a person handles daily tasks. So, how do we actually help someone while keeping their 'personhood' alive? This concept of focusing on the individual was first introduced back in the 1990s. The best approach is called 'person-centered care.' This isn't just about medicine; it's about the person’s heart and mind. One of the most important things is to foster attachment. By maintaining a strong emotional connection, you help them feel safe. You should also focus on inclusion, making sure they are still part of daily life and family conversations so they don't feel left behind. It is also helpful to give them a simple occupation. In this context, it doesn't mean a professional job, but a meaningful task that makes them feel useful. When they are confused, don't just correct their facts — instead, try to validate their feelings. Show them that their ideas are understandable and acceptable. Communication can be tricky. You might notice a withdrawal where the person stops joining in or avoids others. This often happens if they feel 'put on the spot.' For example, asking 'Do you remember what you ate?' can feel like a test. Instead, try to provide a gentle prompt, like suggesting a word or a name to help them finish their sentence. The key is to find the sweet spot. This is the perfect middle ground where you give enough support to empower them, but not so much that they stop trying for themselves. Finally, we need to break the stigma around dementia. There is no shame in this illness, and we must move past these negative beliefs. Even when the disease is advanced, people still respond to a kind voice and a gentle touch. By focusing on the person rather than the problem, we can make the journey much better for everyone.
Level: Intermediate (B1-B2) Type of language: General English Tags: Travel and Leisure; People and Places; Visiting Places; Paraphrasing and Explaining; Vocabulary Lesson; Video; 13-15 Years Old; 16-18 Years Old; 18+ Years Old Publication date: 09/08/2026
This lesson will focus on Chile and the things that make the country such a great place to visit. Learners will be given the opportunity to learn all about Chile, firstly by listening to someone talk about the history of the country. The article that follows looks at the three top places to visit in the country. Within the lesson, students will learn new vocabulary and then personalize it by talking about Chile and its similarities or differences with their own countries. (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.
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CLICK HERE to download/watch the video (MP4) in American English.
AUDIO/VIDEO TRANSCRIPT
Narrator:Placed between the heights of the Andes and the depths of the Pacific Ocean, Chile is a long, thin country which over 20 million people call home. It is a country which may not be visited as much as its more famous neighbors, Brazil and Argentina, but it is a small country that packs a big punch and has a long and interesting story to tell. Native groups had lived in central and southern Chile for thousands of years and it wasn’t until the 15th century when things changed with the arrival of the Spanish on the country’s shores. The history of Chile goes back so far that it is actually home to the world’s oldest mummies. The Chinchorro mummies came from the Chinchorro people who lived in the Atacama desert and began mummifying their dead at least 2000 years before the Egyptians jumped on the bandwagon. Despite declaring independence from the Spanish in 1810 it wasn’t until 1818 that a final victory over the Spanish was achieved. From 1891 up to the 1970s a series of democratically elected governments took control in Chile but in 1973 a military coup allowed General Augusto Pinochet to start a period of rule that lasted over 17 years. Since Pinochet’s departure from power, the people of Chile have enjoyed an increase in political rights and civil liberties although many concerns remain in relation to land disputes with the native Mapuche people. Economically, Chile is the biggest exporter of copper in the world and copper exports make up quite an unbelievable 60% of Chile’s total exports. Wine is an area in which Chile has also grown and it is exported to 150 countries around the world with an estimated 1.5 million people enjoying the lovely tastes of Chilean wine.
Level: Pre-intermediate (A2-B1) Type of language: General English Tags: Grammar Practice; Adjectives; 16-18 Years Old; 18+ Years Old; 13-15 Years Old Publication date: 09/02/2026
Students work with descriptions of places to live to contextualize the adverbs very, really, so, a bit/a little, and too to modify adjectives and the use of seems/sounds/looks. A brief explanation of this language point is provided as well as practice exercises and speaking and writing tasks. The optional extension allows students to revisit the original text as a listening exercise. (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.
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AUDIO TRANSCRIPT
Speaker: Hi Mom, I need your advice. I’ve found two possible rooms to rent, but I don’t know which is best. The first one is in a three-bedroom apartment in a very modern building. There are big windows with good views of the city – it’s so bright! However, the people I’d be sharing with seem a little untidy. And I’m wondering if the kitchen will be too small for all of us. The second place is quite different. This one is in a really old house with four bedrooms - the room that I would have is a bit dark because it’s in the basement. The kitchen and bathroom look clean, and the landlady sounds nice even though I haven’t met her in person yet. Please let me know what you think I should do.
