ESL WORKSHEET - Moving abroad to another country

LESSON PLAN FOR ENGLISH TEACHERS

MOVING TO A NEW COUNTRY

LinguaHouse

Feb. 17, 2025

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

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

• CLICK HERE to download the student’s worksheet in American English.
• CLICK HERE to download the teacher’s lesson plan in American English.
• CLICK HERE to download/listen to the audio 1 in American English.
• CLICK HERE to download/listen to the audio 2 in American English.
• CLICK HERE to download the student’s worksheet in British English.
• CLICK HERE to download the teacher’s lesson plan in British English.
• CLICK HERE to download/listen to the audio 1 in British English.
• CLICK HERE to download/listen to the audio 2 in British English.

AUDIO TRANSCRIPTS

Audio 1
Conversation 1

Manager: Hello?
Sam: What’s up? Is this Café Wonder?
Manager: It is indeed, what can I do for you today?
Sam: Well, I saw an ad online for a position as a waiter and I want it.
Manager: That’s great to hear, may I ask if you have much experience?
Sam: What? I didn’t hear that
Manager: Oh, I just wondered, do you have a lot of experience?
Sam: Loads! I haven’t worked in a café before, but I did work in a burger place for about a year.
Manager: Oh, so did that position involve table service?
Sam: Yeah man!
Manager: That’s perfect, and what kind of hours would you be looking for?
Sam: Weekends

Conversation 2

Helena: Good morning, do you speak English?
Assistant: Yes, how can I help you?
Helena: I need to get a temporary residence permit. Am I in the right place?
Assistant: Yes, you are. Can I see your documents and passport, please?
Helena: Yes, here they are.
Assistant: And the document to show that you are employed?
Helena: Yes, I have that. It should be with the other documents.
Assistant: It’s not here, unfortunately.
Helena: Oh, hmm. Ah, here it is. Sorry about that.
Assistant: No problem. But I can see the date written on the form is a few days ago.
Helena: Is that a problem?
Assistant: No, it’s okay. I will write the new date, you just need to put your initials next to it.
Helena: Okay. Here?
Assistant: Yes, there. And please write who is giving you the permit here.
Helena: Sure.
Assistant: Do you also have a photocopy of your passport?
Helena: Yes, I have two copies if you need them.
Assistant: One will be fine. But please take this leaflet, there are some important rules in it.
Helena: Okay, thanks. How long do I have to wait for the permit?
Assistant: About 3 to 4 weeks.
Helena: Will it be sent to me?
Assistant: No, we will call you and you need to come here and collect it here.
Helena: Okay, thanks. Do you need anything else?
Assistant: No, that’s all.
Helena: Okay, thanks. Goodbye.

Audio 2

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

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

ESL WORKSHEET - Numbers

LESSON PLAN FOR ENGLISH TEACHERS

NUMBERS

LinguaHouse

Feb. 17, 2025

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

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

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

AUDIO TRANSCRIPT

ONE

Person A: Brrr! I’m glad I wore my hat. Aren’t you freezing in just that jacket?
Person B: Yeah, I guess I am. But I didn’t realize it was going to be so cold today.
Person A: Really? The weather forecast said it was going to go as low as three or four degrees today and even get down to minus five tonight.
Person B: Five below zero? That must be a record for around here.
Person A: Yeah, it’s the coldest January day since nineteen twenty-seven.
Person B: Well, I hope the train isn’t delayed.
Person A: Me too.

TWO

Person C: I have some news for you! Amanda had her baby last night – just after midnight it was, I think, twelve thirty something. A little girl.
Person D: Really? That’s amazing – that’s my sister’s birthday – the second of November! I can’t wait to cuddle her. Tell me more.
Person C: Well, she weighed seven point eight four pounds. That’s about average these days, I think. John says they’re both doing very well.
Person D: Do you have his number? I want to send him a message.
Person C: Let me find it. It’s oh six eight, seven four three, oh two double four.
Person D: Thanks. I’ll just ask if I can do anything to help.
Person C: Good idea.

THREE

Person E: Could I check some information with you before the meeting later? Like, can you tell me how many items we sold in Northern Ireland in the last quarter?
Person F: Let me see... I’d say it was just over a hundred and twelve thousand.
Person E: Great. How does that compare with our sales in Scotland?
Person F: Look, I have a pie chart here for all our UK markets. Sales in Northern Ireland accounted for just over thirty percent of our total sales.
Person E: Thirteen percent? That’s not very good.
Person F: No, I said thirty – around one-third. It’s better than Scotland. We only sold ninety-one thousand five hundred and fifty units there.
Person E: Can you send me that pie chart? I could use it for my presentation.

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

ESL WORKSHEET - Laziness and intelligence

LESSON PLAN FOR ENGLISH TEACHERS

SMART BUT LAZY

LinguaHouse

Feb. 10, 2025

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

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

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

AUDIO TRANSCRIPT

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

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

ESL WORKSHEET - Sustainable fashion

LESSON PLAN FOR ENGLISH TEACHERS

SUSTAINABLE FASHION

LinguaHouse

Feb. 7, 2025

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

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

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

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

VIDEO TRANSCRIPT

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

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

ESL WORKSHEET - Insurance terms

LESSON PLAN FOR ENGLISH TEACHERS

INSURANCE

LinguaHouse

Jan. 28, 2025

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

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

• CLICK HERE to download the student’s worksheet in American English.
• CLICK HERE to download the teacher’s lesson plan in American English.
• CLICK HERE to download/listen to the audio 1 in American English.
• CLICK HERE to download/listen to the audio 2 in American English.
• CLICK HERE to download the student’s worksheet in British English.
• CLICK HERE to download the teacher’s lesson plan in British English.
• CLICK HERE to download/listen to the audio 1 in British English.
• CLICK HERE to download/listen to the audio 2 in American English.

AUDIO TRANSCRIPTS

Audio 1

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

Audio 2
Conversation 1

Insurance agent: So, what exactly was damaged?
Customer: We’re going to have to replace all of the carpets on the first floor as well as two chairs and a bookcase that were damaged in the flood.
Insurance agent: OK. Now, with your policy, there is a $500 deductible for flood damage.
Customer: Really? But this is a no-fault claim. The flood came from the apartment above us.
Insurance agent: So, what we will do is we will send around one of investigators to look at the scene of the accident and they will be able to decide if you have to pay the deductible or not. I’m just telling you what the terms of your policy are.

Conversation 2

Insurance agent: So how exactly did the fire start?
Customer: Well, we had lit a candle in the living room. Unfortunately, the cat knocked it over. We were in the kitchen at the time, so we didn’t see it until the curtains were on fire. We did manage to put it out quickly, but the curtains need replacing as well as the wallpaper around the window.
Insurance agent: OK. Now, you do have cover for fire damage, but there is a $200 deductible.
Customer: But we’re not at fault here. We didn’t start the fire, it was the cat.
Insurance agent: I’m sorry, but you are still liable for the damage in this situation.

Conversation 3

Insurance agent: So, have you made a list of everything that is missing?
Customer: Yes. They took two laptops which weren’t particularly valuable, but they had photographs on them which we don’t have anywhere else. They also took a watch which belonged to my grandfather.
Insurance agent: I’m very sorry. It must be very difficult for you. We will need a copy of the police report.
Customer: Yes, we will be able to provide that in a few days and we also have receipts for the laptops, but we don’t have anything for the watch because it was a gift to us.
Insurance agent: Do you have any photos of it?
Customer: Ah, yes, we do. I wore it to my daughter’s wedding recently.
Insurance agent: We should be able to use that to get an estimate of its value.

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

ESL WORKSHEET - Office hygiene

LESSON PLAN FOR ENGLISH TEACHERS

OFFICE HYGIENE

LinguaHouse

Jan. 28, 2025

Level: Upper-Intermediate (B2-C1)
Type of language: Business English
Tags: Behavior, Feelings and Emotions; Information Technology (IT); Health and Well-being; Companies and Jobs; Office Life; Desk Work; Work; Article Based; 16-18 Years Old; 18+ Years Old
Publication date: 01/28/2025

This fully updated lesson looks into the world of office hygiene and how it has an effect on how well we work. Students will first read an article that traces the link between office cleanliness and productivity, they will then listen to someone describe how to keep their computer keyboard as clean as possible. Throughout the lesson, students will be introduced to new and interesting vocabulary and there will be opportunities for them to personalize the new expressions in discussion activities. (by Peter Clarkin)

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

AUDIO TRANSCRIPT

Speaker: How to clean your keyboard. While it might not seem the most essential of tasks, keeping your keyboard spick and span is a crucial task in keeping you healthy and happy at work. So, if you would rather not live in a pigsty then follow this crucial guide so that you too can have a squeaky-clean keyboard to tap away on.
Step 1 - collect your supplies. Using the correct tools is the essential first step towards a shiny keyboard. Try to get as many of these as possible- a toothbrush, electric air blower, Q-tips, cleaning alcohol, and a keycap removal tool.
Step 2 - get the brush out. Before you start cleaning away make sure you have switched off your computer and unplugged your keyboard. Then try to get the brush in between each key and sweep out all the dust, crumbs and dead spiders that might’ve used your keyboard as their final resting place.
Step 3 - blast some air. For some of the hardest-to-reach dirt, your toothbrush might not be up to the job so in that case reach out for some air. Use your electric air blower to access those hard to access areas, and pretty soon your keyboard will look as good as new.
Step 4 - grab your Q-tips and alcohol. Once the gaps between the keys have been cleared of debris then it is time to get rid of those stubborn stains. Get hold of your cotton buds, dip them in the alcohol and get scrubbing away at the coffee spills, the chocolate drops, and the rest. For the stains that refuse to move, grab your keycap removal tool to get better access to individual keys, give it a bit of elbow grease and then stand back to enjoy your beautiful creation.

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

Make the grade

MAKE THE GRADE

O que significa esta expressão

By Alberto Queiroz

MAIRO VERGARA

Feb. 26, 2025

Na Língua Inglesa, há diversas formas de se dizer “estar à altura” de alguém (ou de uma ocasião). Por exemplo, há expressões como measure up to, be a match for e be equal to. O que elas têm em comum é que servem para estabelecer uma comparação: measure up to somebody, be equal to a task, etc. A expressão deste texto descreve uma ideia parecida, só que sem um objeto – sem uma comparação.
Make the grade é algo que poderíamos traduzir como “atingir a nota de corte” – ou seja, “ser satisfatório”, “ter sucesso”, “estar à altura do esperado”, “ter sucesso”.
Confira algumas frases que exemplificam como usar essa expressão em Inglês. Como acontece muitas vezes, não há uma tradução fixa para essa expressão, de forma que foi usado aquilo que pareceu melhor de acordo com cada contexto: “passar”, “ter nível satisfatório”, “estar à altura”…

• There were many applicants for the position, but only a few made the grade for an interview. (Havia muitos candidatos para a posição, mas só uns poucos passaram para uma entrevista.)
• It’s our politicians’ image and style that aren’t making the grade in the new postmodern politics. (É a imagem e o estilo dos nossos políticos que não estão sendo satisfatórios na nova política pós-moderna.)
• Marvin wanted to be an actor, but he didn’t make the grade. (Marvin queria ser ator, mas não conseguiu ter sucesso.)
• She had a strong desire to be a dancer but failed to make the grade. (Ela tinha um forte desejo de ser dançarina, mas não conseguiu ter sucesso.)
• It’s good to see a young person making the grade in their chosen sport. (É bom ver uma pessoa jovem obtendo sucesso no esporte que escolheu.)
• He submitted some writing samples, but I’m not quite sure these make the grade. (Ele enviou algumas amostras de sua escrita, mas não estou bem certo de que elas sejam satisfatórias.)
• I was unsure about being able to make the grade as a salesperson, but my numbers speak for themselves now. (Eu não tinha certeza de que conseguiria obter sucesso como vendedor, mas hoje em dia os meus números falam por si sós.)
• I’m sorry, but your work doesn’t exactly make the grade. (Sinto muito, mas o seu trabalho não chega exatamente a ser satisfatório.)
• This meal doesn’t just make the grade. It is excellent. (Essa refeição não é só satisfatória. Ela é excelente.)
• As a child, she wanted to be an actress but failed to make the grade. (Quando criança, ela queria ser atriz, mas não conseguiu ter sucesso.)
• Do you think she’ll ever make the grade as a journalist? (Você acha que algum dia ela terá sucesso como jornalista?)
• What does it take to make the grade as a top golfer? (O que é preciso para obter sucesso como um jogador de golfe dos melhores?)

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/make-the-grade-o-que-significa-esta-expressao/. Acesso em: 05 mar. 2025. © Reis Vergara Idiomas 2025. Todos os direitos reservados.

Tastes...

TASTY & TASTEFUL 

Qual a diferença?

By Alberto Queiroz

MAIRO VERGARA

Feb. 24, 2025

Comecemos com um teste rápido: sabendo que taste é “gosto”, qual palavra deveria ser usada no sentido de “gostoso”: tasty ou tasteful?
É isso mesmo. Espero que você tenha acertado: tasty. Usamos tasty com comida: a tasty lunch, a tasty coffee. Já tasteful significa “de bom gosto”. Usamos tasteful como referência a um estilo de decoração, por exemplo, ou a uma forma de se comportar.
Se você está se perguntando por que é assim – por que o sufixo -y transforma taste em “gostoso” e por que -ful faz “de bom gosto” –, a resposta é… mysteries of English. Alguns séculos atrás, tasty ainda podia ser usado no sentido de “de bom gosto”, mas hoje em dia esse uso virou propriedade exclusiva de tasteful.
Aliás, não há regra – ao menos não que eu saiba – que organize a aplicação desses sufixos. Nas raras ocasiões em que as duas opções se apresentarem (healthy e healthful, por exemplo), o melhor é aprender o sentido de cada caso.
Vejamos alguns exemplos.

TASTY (gostoso, saboroso)

• This soup is very tasty. (Essa sopa é muito gostosa.)
• We had a tasty meal and went to bed. (Comemos um jantar saboroso e fomos para cama.)
• Try this tasty dish for supper with a crispy salad. (Experimente este gostoso prato para o jantar com uma salada crocante.)
• I thought the food was very tasty. (Eu achei a comida muito saborosa.)
• Thank you, it was a very tasty dessert! (Obrigado, foi uma sobremesa muito saborosa.)

TASTEFUL (de bom gosto)

• Their house is very tasteful, but it doesn’t have any soul. (A casa deles é de muito bom gosto, mas não tem alma.)
• I doubt there is a simpler, more tasteful solution. (Duvido que haja uma solução mais simples ou de mais bom gosto.)
• It was a very tasteful flower arrangement, and she wondered who could have sent it. (Era um arranjo floral de muito bom gosto, e ela ficou se perguntando quem poderia tê-lo enviado.)
• The design was tasteful and attractive. (O design era de bom gosto e atraente.)
• Her remarks were very tasteful. (Os comentários dela foram de muito bom gosto.)

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/tasty/. Acesso em: 05 mar. 2025. © Reis Vergara Idiomas 2025. Todos os direitos reservados.