ESL WORKSHEET - Common social expressions

LESSON PLAN FOR ENGLISH TEACHERS

SOCIAL EXPRESSIONS

LinguaHouse

Jul. 21, 2025

Level: Elementary (A1-A2)
Type of language: General English
Tags: Introductions and Greetings; Making Requests and Offers; Making Apologies and Excuses; Making Small Talk; Social Expressions; Socializing; Situation Based; 10-12 Years Old; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 07/21/2025

In this updated lesson plan, students work with short dialogues featuring ten common social expressions and typical responses. They practice listening and speaking to build confidence so they can initiate and participate in real-life social interactions. An optional extension activity provides extra practice with the same expressions and can be used for homework or as a micro lesson on its own. (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 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 (Exercise 2)
Conversation 1
Woman 1: Can I get you something to drink?
Man 1: Yes, please. I’m very thirsty.
Conversation 2
Boy 1: Well, I have to go now.
Woman 2: Ok. See you later!
Conversation 3
Girl 1: I have an important test tomorrow.
Man 2: Good luck!
Conversation 4
Woman 3: This is my friend Dani.
Woman 4: Good to meet you.
Conversation 5
Man 3: Can I have that pen, please?
Man 4: Here you are.

AUDIO 2 (Exercise 3)
Conversation 6
Person 1: Would you like something to eat?
Person 2: No, thanks. I’m not hungry.
Conversation 7
Person 3: Sorry, I’m a bit late.
Person 4: That’s all right. I’m not very busy today.
Conversation 8
Person 5: Have a nice weekend!
Person 6: Thanks, same to you.
Conversation 9
Person 7: Thank you.
Person 8: You’re welcome.
Conversation 10
Person 9: How are you?
Person 10: Fine, thanks. And you?

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/social-expressions. Accessed on July 25, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

ESL WORKSHEET - Ways of helping people

LESSON PLAN FOR ENGLISH TEACHERS

HELPING PEOPLE

LinguaHouse

Jul. 11, 2025

Level: Intermediate (B1-B2)
Type of language: General English
Tags: Accepting and Refusing Help; Ways of Helping People; Offering; Socializing; Situation Based; Vocabulary Lesson; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 07/11/2025

In this updated lesson, written in British English, students develop their language and skills in the context of helping people. To engage with the topic the students discuss general questions before identifying and practicing topic-related phrases. The students then listen to five short conversations to identify the situations. Then, using the context, the students identify the functional language used for offering, accepting and declining help. They then practice the language in various activities before finishing the lesson with a roleplay task. (by V. Aitken)

• 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: Hey Sara, can I give you a hand making dinner?
Person B: That would be great, thanks.
Person A: Shall I cut the veggies?
Person B: Thanks, the knives are in the drawer.
Person A: Ok, all done, do you need any help preparing the fish?
Person B: No, thanks. Luckily, I did it earlier.

TWO
Person A: Oh look, the new Apple Watch is out. I really want one.
Person B: Why don’t you buy one?
Person A: Unfortunately, I can’t afford it until payday.
Person B: I can lend you some money if you like.
Person A: Thank you, that’s very kind but I can wait a few more weeks.
Person B: Ok, but if you change your mind, I’m happy to help out.

THREE
Person A: Hi Paul, great news. I’m coming to London for a few days.
Person B: That is fantastic, have you got somewhere to stay?
Person A: Not yet, I was going to book something online.
Person B: No, don’t do that, I can put you up here, I have a spare room.
Person A: Wonderful, thank you.
Person B: Do you want me to pick you up at the airport?
Person A: No, it’s ok, thank you. I can just get a taxi.

FOUR
Person A: Hi James, can you help me? I’m looking for a venue to rent for a big work event. I am hoping you can give me some advice on suitable places.
Person B: Sure, I know quite a few places in the city. Would you like me to arrange some viewings for you?
Person A: Yes please, if it’s not too much trouble.
Person B: Sure, I have a contact that can help me. I will be in touch.
Person A: Thank you, I appreciate that.

FIVE
Person A: Jake, are you doing anything tomorrow?
Person B: I don’t have any plans, why?
Person A: A group of us are getting together to clean up the park. If we all pitch in, it shouldn’t take too long. We could do with an extra pair of hands.
Person B: Sure, I can help. Do you need me to bring any bags to collect the rubbish?
Person A: Yes, please.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/helping-people. Accessed on July 25, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

ESL WORKSHEET - Use of mobile devices

LESSON PLAN FOR ENGLISH TEACHERS

ALONE TOGETHER

LinguaHouse

Mar. 25, 2024

Level: Upper-intermediate (B2-C1)
Type of language: General English
Tags: Behavior, Feelings and Emotions; Relationships; Science and Technology; Socializing; The Media; Society and Change; People and Places; Article Based; Vocabulary and Grammar; Mixed Tenses; Useful Vocabulary; 16-18 Years Old; 18+ Years Old
Publication date: 03/25/2024

In this refreshed lesson plan, students read about how the modern use of mobile devices is affecting the way families spend time together. The worksheet focuses on reading comprehension, vocabulary, grammar (mixed tenses), and speaking.

• 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.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/alone-together. Accessed on July 25, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

And then some...

AND THEN SOME

O que significa esta expressão

By Alberto Queiroz

MAIRO VERGARA

Jul. 23, 2025

O Google Translate, você já percebeu, é um ótimo jeito de ilustrar a “complicação” das expressões idiomáticas. Procure, por exemplo, and then some no tradutor do Google e você receberá a óbvia resposta “e então alguns”. Mas será que isso faz sentido?
Não, claro – caso contrário, este post não teria necessidade alguma! And then some é uma expressão que simplesmente não dá para traduzir literalmente. O que podemos fazer é explicar o sentido geral dela: and then some é um jeito de intensificar uma afirmação que acaba de ser feita. Em alguns casos, podemos traduzir como “e muito mais”, “e mais do que isso” ou “e não só”; em outros, como “até mais do que”, “para lá de”. Em outros, ainda, and then some corresponde a algo como “um belo de X”. Veja só:

• There were 20,000 people and then some at the demonstration. (Havia até mais do que 20 mil pessoas na demonstração.)
• The house must have cost half a million dollars and then some. (A casa deve ter custado para lá de meio milhão de dólares.)
• It created a disruption, and then some. (Isso criou uma bela de uma perturbação.)
• I need all the help I can get and then some. (Preciso de toda ajuda possível e ainda mais.)
• The speaker went on for an hour and then some. (O orador se prolongou por até mais de uma hora.)
• You will have to train and then some if you want to make the basketball team – there are so many good players this year. (Você terá de treinar, e até mais do que isso, se quiser entrar na equipe de basquete – ela está com tantos bons jogadores esse ano.)
• The cook put the amount of salt called for into the soup and then some. (O cozinheiro colocou ainda mais do que a quantidade de sal necessária na sopa.)
• This project will take all our skill and then some. (Este projeto exigirá toda a nossa habilidade, e até mais do que isso.)
• It is exactly what people say it is, and then some. (Isto é exatamente o que as pessoas dizem que é, e mais ainda.)
• She’s skillful – and then some. (Ela é pra lá de habilidosa.)

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/and-then-some-o-que-significa-esta-expressao/. Acesso em: 24 jul. 2025. © Reis Vergara Idiomas 2025. Todos os direitos reservados.

ENGLISH Improvement (II)

ENGLISH - LÍNGUA INGLESA

PROVA PAULISTA

Gabarito do Professor

Recuperação e aprofundamento

1º e 2º bimestres

Para agilizar o trabalho docente neste período de recuperação e aprofundamento (23/07 a 05/08), encontram-se neste LINK apenas as avaliações de Língua Inglesa da Prova Paulista do 1º e 2º bimestres de 2025, com o gabarito para o professor, contendo a habilidade desenvolvida, o descritor, o comentário e a referência do material digital, com o nome e o número da aula. A prova de recuperação será aplicada nos dias 06, 07 e 08 de agosto de 2025.

Parts of the body

PARTS OF THE BODY

Partes do corpo em INGLÊS

(Exemplos com áudio)

Vamos revisar as principais partes do corpo humano na Língua Inglesa, da cabeça aos pés. Saber esse vocabulário é essencial para descrever sintomas, montar frases básicas e até entender músicas e expressões do dia a dia. 

INGLÊS DO ADIR

Jul. 17, 2025

Adir Ferreira

THE HEAD
(a cabeça)

• He has a headache. (Ele está com dor de cabeça.)
• She shakes her head. (Ela balança a cabeça.)
• The head is the top part of the body. (A cabeça é a parte superior do corpo.)

THE HAIR
(o cabelo)

• She has long, blonde hair. (Ela tem cabelos longos e loiros.)
• He combs his hair. (Ele penteia o cabelo.)
• My hair is black. (Meu cabelo é preto.)

THE FACE
(o rosto)

• His face is round. (O rosto dele é redondo.)
• She has a beautiful face. (Ela tem um rosto bonito.)
• Wash your face every day. (Lave seu rosto todos os dias.)

THE EYES
(os olhos)

• Her eyes are blue. (Os olhos dela são azuis.)
• He closes his eyes to sleep. (Ele fecha os olhos para dormir.)
• Open your eyes wide! (Abra bem os olhos!)

THE NOSE
(o nariz)

• She has a small nose. (Ela tem um nariz pequeno.)
• He blows his nose. (Ele assoa o nariz.)
• The nose is in the center of the face. (O nariz está no centro do rosto.)

THE MOUTH
(a boca)

• She opens her mouth to speak. (Ela abre a boca para falar.)
• He has a smile on his mouth. (Ele tem um sorriso na boca.)
• Put the food in your mouth. (Coloque a comida na sua boca.)

THE LIPS
(os lábios)

• She puts on lipstick. (Ela passa batom.)
• Her lips are thin. (Os lábios dela são finos.)
• He bites his lips. (Ele morde os lábios.)

THE TEETH
(os dentes)

• He brushes his teeth. (Ele escova os dentes.)
• I have a toothache*. (Estou com dor de dente.)
• Teeth are white. (Os dentes são brancos.)

* Singular ⇒ tooth / Plural ⇒ teeth

THE TONGUE
(a língua)

• She sticks out her tongue. (Ela mostra a língua.)
• The tongue helps to taste. (A língua ajuda a saborear.)
• Don’t bite your tongue. (Não morda a sua língua.)

THE EARS
(as orelhas)

• He listens with his ears. (Ele escuta com as orelhas.)
• She has big ears. (Ela tem orelhas grandes.)
• My ears are cold. (Minhas orelhas estão frias.)

THE NECK
(o pescoço)

• She wears a necklace around her neck. (Ela usa um colar no pescoço.)
• He twists his neck. (Ele torce o pescoço.)
• The neck connects the head to the body. (O pescoço conecta a cabeça ao corpo.)

THE SHOULDERS
(os ombros)

• He carries a bag on his shoulders. (Ele carrega uma bolsa nos ombros.)
• She has broad shoulders. (Ela tem ombros largos.)
• Shrug your shoulders! (Encolha os ombros!)

THE ARMS
(os braços)

• She raises her arms. (Ela levanta os braços.)
• He has strong arms. (Ele tem braços fortes.)
• Hold me in your arms. (Me segure em seus braços.)

THE HANDS
(as mãos)

• Wash your hands before eating. (Lave suas mãos antes de comer.)
• She claps her hands. (Ela bate palmas.)
• He shakes my hand. (Ele aperta minha mão.)

THE FINGERS
(os dedos)

• I have five fingers on each hand. (Eu tenho cinco dedos em cada mão.)
• She points with her finger. (Ela aponta o dedo.)
• Put a ring on your finger. (Coloque um anel no seu dedo.)

THE CHEST
(o peito/o tórax)

• He has a strong chest. (Ele tem um peito forte.)
• She has chest pain. (Ela está com dor no peito.)
• Breathe deeply with your chest. (Respire fundo com o peito.)

THE STOMACH
(a barriga/o estômago)

• I’m hungry, my stomach is rumbling. (Estou com fome, minha barriga ronca.)
• He has a stomachache. (Ele está com dor de barriga.)
• The stomach is soft. (A barriga está mole.)

THE BACK
(as costas)

• He has a backache. (Ele está com dor nas costas.)
• Straighten your back! (Endireite as costas!)
• Sleep on your back. (Durma de costas.)

THE BUTTOCKS
(as nádegas)

• She fell on her buttocks. (Ela caiu de bunda.)
• Sit on your buttocks. (Sente-se nas suas nádegas.)
• The buttocks are muscles. (As nádegas são músculos.)

THE LEGS
(as pernas)

• She has long legs. (Ela tem pernas longas.)
• He runs fast with his legs. (Ele corre rápido com as pernas.)
• My legs are tired. (Minhas pernas estão cansadas.)

THE KNEES
(os joelhos)

• He bends his knees. (Ele dobra os joelhos.)
• My knees hurt. (Meus joelhos doem.)
• Get on your knees. (Ajoelhe-se.)

THE FEET
(os pés)

• He walks with his feet. (Ele anda com os pés.)
• Wash your feet. (Lave seus pés.)
• My feet are cold. (Estou com frio nos pés.)

THE TOES
(os dedos dos pés)

• I have five toes on each foot. (Eu tenho cinco dedos em cada pé.)
• He wiggles his toes. (Ele mexe os dedos dos pés.)
• My toes are long. (Meus dedos dos pés são longos.)

THE HEART
(o coração)

• My heart beats fast. (Meu coração bate rápido.)
• The heart is a vital organ. (O coração é um órgão vital.)
• He has a big heart. (Ele tem um grande coração.)

THE BRAIN
(o cérebro)

• The brain controls the body. (O cérebro controla o corpo.)
• He has a brilliant brain. (Ele tem um cérebro brilhante.)
• The brain thinks. (O cérebro pensa.)

THE LUNGS
(os pulmões)

• We breathe with our lungs. (A gente respira com os pulmões.)
• Smoking harms the lungs. (Fumar prejudica os pulmões.)
• The lungs are in the chest. (Os pulmões estão no peito.)

THE LIVER
(o fígado)

• The liver is an important organ. (O fígado é um órgão importante.)
• Alcohol damages the liver. (O álcool danifica o fígado.)
• He has a liver problem. (Ele tem um problema de fígado.)

THE STOMACH
(o estômago)

• Food goes into the stomach. (A comida vai para o estômago.)
• I have a stomachache. (Estou com dor de estômago.)
• The stomach digests food. (O estômago digere os alimentos.)

THE KIDNEYS
(os rins)

• Kidneys filter the blood. (Os rins filtram o sangue.)
• She has kidney problems. (Ela tem problemas nos rins.)
• Kidneys are important for health. (Os rins são importantes para a saúde.)

THE SKIN
(a pele)

• The skin is the largest organ of the body. (A pele é o maior órgão do corpo.)
• Protect your skin from the sun. (Proteja sua pele do sol.)
• She has soft skin. (Ela tem a pele macia.)

CLIQUE AQUI para escutar/baixar o áudio com os exemplos em Inglês.

CLIQUE AQUI para saber mais sobre o autor ADIR FERREIRA.

Adaptado de: https://inglesdoadir.com.br/partes-do-corpo-humano-em-ingles-com-traducao/. Acesso em: 23 jul. 2025. Todos os direitos reservados. © 2025 Inglês do Adir.

Such a…

ESTRUTURAS DO INGLÊS

SUCH A(AN)

By Ivy do Carmo Figueiredo

MAIRO VERGARA

Nov. 2, 2020

Such a/an... é uma locução da Língua Inglesa usada para dar ênfase e dizer que algo é, por exemplo, tão legal, tão bonito ou tão triste. Em Inglês, essa construção também aparece nas expressões such a thing (“uma coisa dessas”) e such a way (“de tal forma”).
Leia as frases abaixo para aprender a usar a estrutura such a/an...

1. Primeiro, vejamos algumas frases em que such a significa “tão”:

• That’s such a good song! (Essa música é tão boa!)
• It seems like such a long way to drive for just one day. (Parece uma distância tão grande para se dirigir para apenas um dia.)
• You’re such an idiot! (Você é tão idiota!)
• It was such a small room that the bed only just fit. (Era um quarto tão pequeno que mal coube a cama.)
• He’s such a sweet boy, isn’t he? (Ele é um garoto tão meigo, não é?)
• She’s got such a cheeky grin! (Ela tem um sorriso tão atrevido!)
• He’s such a child if he doesn’t get his own way. (Ele é tão criança quando não consegue o que quer.)
• I never knew you were such a good dancer. (Eu não sabia que você era um dançarino tão bom.)
• That was such a sad film. (Esse filme foi tão triste.)
• It was such a pleasant surprise. (Foi uma surpresa tão agradável.)

2. Agora, veja a expressão such a thing, que significa “uma coisa dessas”:

• She told us her family make her pay rent. We could not believe such a thing. (Ela nos disse que a família dela a faz pagar aluguel. Nós não conseguimos acreditar em uma coisa dessas.)
• I’m looking for a cloth for cleaning silver. Do you have such a thing? (Eu estou procurando por um pano de limpar prata. Você tem uma coisa dessas?)
• Well, perhaps such a thing has never crossed my mind. (Bem, talvez uma coisa dessas nunca tenha passado pela minha cabeça.)

3. Finalmente, veja frases com such a way, que significa “de tal forma”:

• I tried to tell her in such a way that she wouldn’t get offended. (Eu tentei dizer a ela de tal forma que ela não ficasse ofendida.)
• It is said that this phone is a business phone, but it is made in such a way that anyone can use it. (Dizem que esse telefone é um telefone comercial, mas ele é feito de tal forma que qualquer um pode usá-lo.)
• How can I make use of this knowledge in such a way that it benefits me? (Como eu posso fazer uso deste conhecimento de tal forma que ele me beneficie?)

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

Adaptado de: https://www.mairovergara.com/estruturas-do-ingles-such-a/. Acesso em: 21 jul. 2025. © Reis Vergara Idiomas 2025. Todos os direitos reservados.

Come to a bad end

COME TO A BAD END

O que significa esta expressão

By Ivy do Carmo Figueiredo

MAIRO VERGARA

Jul. 16, 2025

A expressão come to a bad end parece um tanto óbvia, mas, na verdade, ela pode ter duas traduções diferentes e você vai conferir neste texto.
Quando estivermos nos referindo a uma pessoa, situação ou objeto, come to a bad end pode significar “ter um final ruim” ou “ter um final triste”.
Porém, especificamente ao falar de pessoas, come to a bad end também pode se referir a “sofrer uma morte terrível”.
Veja essas duas possíveis traduções nas frases abaixo:

• The situation came to a bad end. (A situação teve um final ruim/triste.)
• The man came to a bad end. (O homem teve uma morte terrível.)

Vejamos mais exemplos com a expressão come to a bad end.

Come to a bad end no sentido de “ter um final ruim” ou “ter um final triste”:

• If he keeps living this way he’s sure to come to a bad end. (Se ele continuar vivendo assim, com certeza irá ter um final ruim.)
• The neighbors used to shake their heads at his behavior and say that he’d come to a bad end. (Os vizinhos costumavam balançar a cabeça diante do comportamento dele e dizer que ele teria um final ruim.)
• “I think that my son will end up in jail.” “You’re overreacting. I don’t think the situation will come to such a bad end.” (“Eu acho que o meu filho vai acabar na cadeia.” “Você está exagerando. Eu não acho que a situação terá um final tão ruim.”)
• I said all along this relationship would come to a bad end. (Eu disse desde o início que esse relacionamento iria ter um final triste.)
• My old car came to a bad end. Its engine seized up. (O meu carro velho teve um final triste. O motor dele gripou.)
• My cell phone came to a bad end when I accidentally ran it over with my car. (O meu celular teve um final triste quando eu acidentalmente o atropelei com o meu carro.)

Come to a bad end no sentido de “sofrer uma morte terrível”:

• The poor victims in that bus accident came to a bad end. (As pobres vítimas daquele acidente de ônibus sofreram uma morte terrível.)
• The dishonest merchant came to a bad end. (O comerciante desonesto sofreu uma morte terrível.)
• Kevin was always so careful on his motorcycle! It’s so sad that he came to a bad end. (Kevin sempre foi tão cuidadoso com a sua moto! É tão triste ele ter sofrido uma morte terrível.)
• Her parents feared she would come to a bad end. (Os pais dela temiam que ela sofresse uma morte terrível.)
• According to legend, more than one person came to a bad end because of her. (Segundo a lenda, mais de uma pessoa sofreu uma morte terrível por causa dela.)

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/come-to-a-bad-end-o-que-significa-esta-expressao/. Acesso em: 21 jul. 2025. © Reis Vergara Idiomas 2025. Todos os direitos reservados.

ESL WORKSHEET - Describing people’s appearances

LESSON PLAN FOR ENGLISH TEACHERS

DESCRIBING APPEARANCE

LinguaHouse

Jul. 21, 2025

Level: Pre-intermediate (A2-B1)
Type of language: General English
Tags: People and Places; Describing People; Paraphrasing and Explaining; Vocabulary Lesson; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 07/21/2025

In this fully updated lesson, we learn everything about describing people’s appearances. First, students describe people using the vocabulary they already know. Then they learn some vocabulary from the listening tasks, rehearsing ways to describe hair, body, and skin. After a grammar task practicing modifiers for adjectives, and a fun game of Guess Who, they will practice speaking by describing their own family members and friends, and two extension activities call back on previous tasks while giving them the opportunity to learn different ways to change one’s appearance. (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

Exercise 2 (audio 1)
Narrator: My friend Ayesha has wavy brown hair and dark skin.
Narrator: You know Olivia! She is quite tall and has straight blonde hair.
Narrator: My son Dylan! Have you seen him? He has spotty skin and is a bit thin.
Narrator: I’m so jealous of Matheus! He is so muscular and tanned!
Narrator: My sister Eun looks a bit like my mother. She is pale and has long dark hair.

Exercise 3 (audio 2)
Speaker 1: My grandma looked very different when she was young. She had short wavy hair and was quite slim. She also had pale skin, like most women in our family. I always looked at her photograph in the living room when I was a kid, and wondered if I would look like her when I got older.
Speaker 2: When I was a child, I had very long, straight black hair that I always wore in a ponytail. I had to! I lived in Colombia at the time, and I spent all day playing in the sun, so it was quite warm. I have many good memories from that time.
Speaker 3: My little brother always worried about his height. He thinks he is too short, especially since all his friends are so tall. But I told him he is still too young, and that there is still time for him to grow up.
Speaker 4: People often say I look like my brother. We both have dark skin and pretty curly hair. We’re also rather thin, which we both got made fun of at school. But I’m thinking of joining the gym soon, to see if I can get a bit of muscle.
Speaker 5: I look nothing like my parents, who both have straight brown hair and pale skin. I am fairly tanned and have curly blonde hair. I often get asked if I have a different father than my sisters. It upsets me, but I know that what matters is that I am loved and cared for by my parents.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/describing-appearance. Accessed on July 21, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

ESL WORKSHEET - Food and drink

LESSON PLAN FOR ENGLISH TEACHERS

COMFORT FOOD

Updated Lesson

LinguaHouse

Jul. 18, 2025

Level: Intermediate (B1-B2)
Type of language: General English
Tags: Food and Drink; Cooking and Eating; Vocabulary Lesson; Speaking; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 07/18/2025

In this updated lesson plan, students identify some useful collocations with the word food and then listen to people from a variety of backgrounds talking about their favorite comfort foods. They formulate their own definition of this term after defining some useful phrases from the recording. Then they prepare some information about their own go-to comfort food and complete a pair work interview speaking task, which can be extended into a writing assignment. An optional extension activity examines some informal pronunciation features from one of the recordings. (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.
• CLICK HERE to download/listen to the audio in international English.

AUDIO TRANSCRIPT

Reporter: We’re on campus today, and we’ve been talking to international students about food. We asked everyone the same question, “What’s your favorite comfort food?” Here’s what some of them said.
Canadian: Lemme think a moment. Ok, I’m gonna say poutine. I know from experience that it’s kinda hard to explain, but in Canada, we take French fries and cheese curds and serve them with gravy. I always tell people that it looks horrible but tastes great.
Reporter: I think you’d better explain it a bit more.
Canadian: Ok, so French fries, like chips, you know, fried potatoes, mixed with curds, which are like the first type of solid that you get when you start to make milk into cheese, served with a hot, savory, brown sauce. It’s a total carb hit, and I always wanna get some after a big night out. Just gimme a serving of poutine, and all’s right with the world.
Reporter: Does everyone in Canada like it?
Canadian: I dunno, I guess it’s much more popular in the French-speaking part. But, c’mon, who doesn’t like fried food? You’ve gotta try it, believe me.
Filipina: Easy! It’s ube halaya. Boy, do I miss it. It’s definitely the first thing I look for when I’m back in the Philippines.
Reporter: Tell me more.
Filipina: Sure. It’s a dessert made from a root vegetable called ube. This is a purple yam, like a sweet potato – you can’t get it here. You cook it until it’s soft and then mix in sweetened condensed milk or coconut milk and a tiny bit of butter. It’s served very cold, from the refrigerator.
Reporter: So, when do you eat it?
Filipina: It’s street food. I usually have it as a snack in the evening, to cool down after a hot day. I might get a big dish to share with friends. We each get a spoon and then just dig in! I hope you can try it one day.
Reporter: Me too.
Pole: Speaking as someone from Poland, it’s got to be pierogi. Actually, it’s funny you should ask that - I just made some the other day because I was feeling homesick and missing my mom.
Reporter: What sort of thing is pierogi?
Pole: It’s like pasta stuffed with meat, mushrooms, and vegetables – there are lots of different fillings. Every family has their own preferences and their own way of preparing them. I had to have a long phone call with my mum at the weekend so she could talk me through making them the way she does. Hers are the best for me, always! Homemade food is so important.
Reporter: How were they?
Pole: Pretty good, although they never taste quite right outside of Poland. That’s partly because some of the products, like sour cream, don’t taste the same, even though there are lots of good Polish grocery stores here. It took ages to make the pierogi, but we wolfed them down in minutes. It felt like home!
Ghanaian: Are you serious? What a silly question – it’s jollof rice, of course. But, you have to make it the right way, the way we do in Ghana.
Reporter: How’s that?
Ghanaian: It’s all about the rice. We use jasmine rice or Thai rice, which is cooked in tomatoes and stock for a couple of hours. It’s often served with chicken and an egg. Reminds me of family celebrations at Christmas time when I was a kid. My mouth is watering right now, just talking about it!
Reporter: And, can I ask, what’s the wrong way to make it?
Ghanaian: Well, jollof rice is always a slow-cooked food, but my Nigerian friends use American long-grain rice, and I’m sorry - it’s just not as good. We’re forever arguing about it. The other thing people argue about is how spicy to make it. I like it medium, so I put in one Scotch bonnet chili pepper for six servings, I know people who put in two.
Vietnamese: Pho.
Reporter: Sorry? What did you say?
Vietnamese: Pho. It’s the national dish of Vietnam, where I come from. It’s a type of soup.
Reporter: Sounds interesting.
Vietnamese: Yes, it’s basically quite a simple dish – broth, rice noodles and meat like beef or chicken, but it takes a lot of skill to season it. It’s served with lots of fresh, tasty herbs, and that’s what makes it so delicious.
Reporter: When was the last time you ate pho?
Vietnamese: I had some last week. I was having a really bad day and feeling a bit down, so I went to my favorite Vietnamese restaurant for lunch. I had a bowl of pho and a chat with the guys who run the restaurant, and that cheered me up. Real comfort food!

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/comfort-food. Accessed on July 21, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

ESL WORKSHEET - Future

LESSON PLAN FOR ENGLISH TEACHERS

THE FUTURE OF THE WORLD

LinguaHouse

Jul. 15, 2025

Level: Pre-intermediate (A2-B1)
Type of language: General English
Tags: Time Periods and Expressions; Prediction and Speculation; The Future and Space; Science and Technology; Vocabulary and Grammar; 16-18 Years Old; 18+ Years Old
Publication date: 07/15/2025

In this lesson, we talk about predictions for the future of the world. First, students watch a short video from the 60s predicting a housekeeper robot and answer some questions on the topic. Then, they are introduced to some vocabulary from the listening exercises, which showcase a conversation between two young people discussing an article with predictions for the future. Finally, they will get to play a board game, where they can make their own predictions, and share them with the class, along with their own invention to make the future a better place. (by Edward Alden)

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

AUDIO TRANSCRIPT

Josh: I just read an article with predictions for the future. Did you see that?
Amanda: I did! What did you think of it?
Josh: I don’t know, I think a lot of their guesses won’t happen.
Amanda: Like what?
Josh: Like robots will take over manual jobs, and cars will be able to fly! When was the last time you saw a robot at your work?
Amanda: Well… I still think it’s likely. For example, a lot of cars these days are driverless. That is a robot doing manual work, and we’re closer to flying cars than we were before.
Josh: Hmm… I don’t know. It seems dangerous to me. I saw that a lot of this technology is online. What if someone hacks the system, and, I don’t know, uploads a “destroy the human race” program?
Amanda: Don’t be silly! Yes, a lot of stuff works through the Internet these days, but that’s why they have security programs in place! Anyway, what about the other things they said? I personally really liked solar-powered houses!
Josh: I did too! It will definitely be good for the planet. Especially since they mentioned global temperatures will rise in the future due to global warming.
Amanda: Yes, that wasn’t a nice prediction, though it will probably happen. Maybe in the future we will invent new ways to stop that!
Josh: Yes. After all, since oil energy will become old-fashioned, maybe other things that are hurting our environment will too! That reminds me of another prediction they made, about fewer wars in the future. Do you think that will happen?
Amanda: I do. I’m sure that we, as humans, will stop war, and learn to live in peace.
Josh: In peace and for a very long time, if we will live for around 150 years like it said in the article!
Amanda: Yeah, I’m sure we will remember this conversation in 120 years!

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/the-future-of-the-world. Accessed on July 21, 2025. LinguaHouse.com © 2008–2025. All rights reserved.