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.

ESL WORKSHEET - Memory, brain and mind

LESSON PLAN FOR ENGLISH TEACHERS

DREAMING IN OTHER LANGUAGES

LinguaHouse

Sep. 9, 2026

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.
• CLICK HERE to download/listen to the audio 2 in British English.

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!

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/dreaming-in-other-languages. Accessed on September 14, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - Dementia care

LESSON PLAN FOR ENGLISH TEACHERS

SUPPORTING DIGNITY IN DEMENTIA

LinguaHouse

Sep. 7, 2026

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.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/medical-english/supporting-dignity-in-dementia. Accessed on September 14, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - Visiting Chile

LESSON PLAN FOR ENGLISH TEACHERS

VISITING CHILE

LinguaHouse

Sep. 8, 2026

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.
• CLICK HERE to download/listen to the audio in British English.
• 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.

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

ESL WORKSHEET - Modifying adjectives

LESSON PLAN FOR ENGLISH TEACHERS

GRAMMAR A2-B1: MODIFYING ADJECTIVES

LinguaHouse

Sep. 2, 2026

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.
• CLICK HERE to download/listen to the audio in British English.

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.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/grammar-a2-b1-modifying-adjectives. Accessed on September 14, 2026. LinguaHouse.com © 2008–2026. All rights reserved.

ESL WORKSHEET - Describing different cities

LESSON PLAN FOR ENGLISH TEACHERS

DESCRIBING A CITY

LinguaHouse

Aug. 20, 2026

Level: Elementary (A2-B1)
Type of language: General English
Tags: Describing Places; People and Places; Speaking; Pronunciation; Vocabulary Lesson; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 08/20/2026

In this lesson, students develop their conversational skills by describing different cities. To introduce the topic the students talk about six popular cities. They then identify a set of opposite adjectives and practice the language in a variety of communicative activities. They then focus on things in a city before developing their listening skills by hearing two city descriptions and completing the different tasks. The students then practice different word stress patterns before using all the language from the lesson in a productive task in which they describe a city. The lesson finished with a speaking game to review the lesson content. (by Victoria 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: This a historical city. Standing in the city center, you can look up and see the beautiful castle on the hill. It is a very exciting city with many things to see and do. There are many museums and galleries, and in August there is a big arts festival which attracts people from all over the world. There are many monuments for famous writers and artists all over the city. There are also many modern shopping malls, restaurants, and hotels in the New Town. It is a safe place to visit but accommodation can be expensive.
Speaker 2: This city is located between two continents, and you can travel to both sides by ferry. Because the city is built next to the water, the views are beautiful. There are many mosques and palaces. A great place to go shopping is the colorful Grand Bazaar, a famous market. It is so big that you will get lost inside. It’s a noisy city as there is a lot of traffic and in the summer, it can get very hot.

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

“It breaks my heart…”

BREAK SOMEONE’S HEART

O que significa essa expressão em INGLÊS

Break someone’s heart significa “partir o coração” de alguém, ou seja, causar (ou sentir) uma grande tristeza. Pode ser usado tanto para expressar compaixão diante de uma situação triste (it breaks my heart) quanto para falar de alguém que magoou profundamente outra pessoa (he broke her heart).

By Ivy do Carmo Figueiredo

MAIRO VERGARA

Sep. 8, 2026

Neste post, vamos explorar uma expressão comum da Língua Inglesa, break someone’s heart, que significa “partir o coração” (nada de falar “quebrar” aqui, OK?). Para entender bem, vamos analisá-la em dois contextos.
Primeiro, podemos usá-la para falar de um acontecimento ou situação que nos faz sentir dó e compaixão. Neste caso, geralmente dizemos: “It breaks my heart”. Por exemplo, imagine que você vá visitar o seu avô no hospital e perceba que ele está bem debilitado. Quando lhe perguntam como foi a visita, você diz:

• It breaks my heart to see him so sick. (Parte meu coração vê-lo tão doente.)

A segunda situação em que usamos break someone’s heart é quando uma pessoa causa grande sofrimento a alguém por algo que diz ou faz. Essa expressão é muito usada para falar sobre desilusões amorosas, como você pode ver na frase abaixo:

• He broke her heart when he left her for another woman. (Ele partiu o coração dela quando a deixou por outra mulher.)

Agora que você já sabe como usar corretamente a expressão break someone’s heart, só falta praticar com alguns exemplos. E não se esqueça de escutar o áudio e fazer as anotações em seu caderno de Inglês. Let’s go! 😉

1. Primeiro, veja frases em que a pessoa usa break someone’s heart para falar de seu próprio sentimento de compaixão:

• It breaks my heart to think of how those children have suffered. (Parte meu coração pensar em como aquelas crianças sofreram.)
• It broke my heart to see this woman cry the way she did. (Partiu meu coração ver essa mulher chorar do jeito que ela chorou.)
• It just broke my heart when Tom ran away from home. (Simplesmente partiu meu coração quando o Tom fugiu de casa.)
• That poor, skittish cat just breaks my heart - I can’t believe someone abandoned her! (Aquela pobre gata arisca simplesmente parte meu coração - não posso acreditar que alguém a abandonou!)
• Riley was a mess, she had reason to be, but she was so upset it just broke my heart to see her like that. (Riley estava um caco, ela tinha razão para estar, mas ela estava tão chateada que partiu meu coração vê-la assim.)
• He hated to upset her, it broke his heart to see her cry. (Ele odiava chateá-la, partiu seu coração vê-la chorar.)
• He loves his mom, he loves his family, and it breaks his heart to realize he has caused them considerable distress over the years. (Ele ama a sua mãe, ama a sua família e parte seu coração se dar conta de que ele lhes causou uma angústia considerável ao longo dos anos.)
• That saddened me and broke my heart because I know what those families are going through. (Aquilo me entristeceu e partiu meu coração, porque eu sei o que aquelas famílias estão passando.)

Break someone’s heart também pode ser usada de forma irônica, como na frase abaixo:

• You only scored an A-minus on the final? That breaks my heart! (Você só tirou A- na prova final? Isso parte meu coração!)

2. Agora, veja break someone’s heart se referindo a causar grande sofrimento emocional a outra pessoa:

• Sally broke John’s heart when she refused to marry him. (Sally partiu o coração do John ao se recusar a se casar com ele.)
• I know Adam broke your heart, but there are lots of guys out there who would treat you well. (Eu sei que o Adam partiu seu coração, mas há muitos caras por aí que te tratariam bem.)
• If the verdict is guilty, it will break her mother’s heart. (Se o veredicto for de culpado, isso vai partir o coração da mãe dela.)
• And then at the end of the summer, she broke your heart, and you came back to me. (E então, no final do verão, ela partiu seu coração e você voltou para mim.)
• That boy is breaking his mother’s heart with his behavior. (Esse menino está partindo o coração da mãe dele com o seu comportamento.)
• I heard that she broke your heart, so you left college and went away. (Eu ouvi dizer que ela partiu seu coração, então você largou a faculdade e foi embora.)
• When he left his wife for me, I was appalled. What I’d wanted was a good time, but in the end I broke his heart. (Quando ele deixou a sua esposa por mim, fiquei chocada. O que eu queria era me divertir, mas no final eu parti o coração dele.)

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/break-someones-heart-o-que-significa-esta-expressao/. Acesso em: 11 set. 2026. © Reis Vergara Idiomas 2026. Todos os direitos reservados.