ESL WORKSHEET - Beginning a new career

LESSON PLAN FOR ENGLISH TEACHERS

STARTING A NEW CAREER

LinguaHouse

Aug. 20, 2025

Level: Intermediate (B1-B2)
Type of language: General English
Tags: Companies and Jobs; Office Life; Work; Business People; Business Skills; Business Ethics; People and Places; Article Based; 16-18 Years Old; 18+ Years Old
Publication date: 08/20/2025

This lesson looks at the concept of beginning a new career and what that might involve. Students will read an article on the subject and listen to a radio show with three people discussing their experience. Exercises focus on reading and listening skills, related vocabulary and offer students the 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 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: Good afternoon and welcome to our show. Have you been thinking about changing your career? Today, we’re going to be talking to three people who did just that and look at what they did and what their experience was like. First we’ve got Hannah. Hannah, thanks for taking the time to talk to us today. So what did you do to prepare for a career change?
Hannah: What I wanted to do was cut people’s hair. I’d spent four years working in an office as an assistant and realized that there was nothing there for me and there was no one there who I wanted to be.
Host: So what did you do first?
Hannah: I’m lucky that I’ve got a big family. I’ve got four brothers and two sisters. It wasn’t difficult to get my brothers to let me cut their hair. I told them that if I didn’t do it well, I would pay for them to get it done by someone else. They were all young and wanted to look good, so I was cutting someone’s hair at least once a week. After a while, my sisters let me do theirs too. When I was confident, I went to a hairdressers where I used to go and asked if they would let me help for free on a Saturday. It was like free school. Now, I have three stores of my own, and I love my work.
Host: Sounds like it worked out really well for you. Thank you for sharing your story with us. Next is Daniel. So Daniel, tell me, what advice would you give to someone who wanted to change their career?
Daniel: Prepare as much as you can. Luckily now, there’s so much information available on the Internet that it’s easy to be well-informed about a particular subject.
Host: So what did you do before?
Daniel: I had a job as a postman which was great for the exercise, but I knew that what I really wanted to do was be a photographer. I spent a lot of time online learning about photography and practicing with my camera. Because I finished early as a postman, I could go home and spend time learning. After a while, I started helping a local photographer with school portraits. I took some classes to learn more about the subject and began to get some of my own customers through friends. I started working part-time as a postman, and spent the other days doing photography. When I felt I had enough business, I went full time. It took me almost six years, but I love what I do now.
Host: Fascinating, thanks so much. And finally, we’ve got Sabrina. Sabrina, what mistakes did you make when changing your career?
Sabrina: I thought that doing a job I was more interested in would not be like a job at all. I was working as a flight attendant for an airline. It was fun to travel, but the long hours and rude customers stopped me enjoying the job. I realized I was really interested in the clothes I was seeing in different places in the world and started designing some of my own.
Host: How creative. What did you do next?
Sabrina: I took a course that I could do in my free time. My dad bought me some material when he found out, and I started making some of my own clothes. I was so excited when I finally got a job in fashion design. But, it’s still a job, and although I don’t have the same problems I used to have, I still have problems. There’s more stress than before, and I still get a lot of people who are rude to me. I’m going to stay for the experience for now, but I’m going to start my own company in a few years.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/starting-a-new-career. Accessed on August 21, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

Save your breath!

“NÃO GASTE SALIVA!”

Como se diz em INGLÊS

By Alberto Queiroz

MAIRO VERGARA

Aug. 20, 2025

Você quer pedir para o outro parar de falar – para “poupar sua energia” ou “não gastar tempo”. A razão não importa – talvez você não concorde com o que ele está falando e ache que nada que ele diga poderá mudar a sua opinião. Ou talvez você esteja recomendando a alguém que poupe suas energias ao falar com uma outra pessoa que é impossível de convencer. Como dizer isso?
“Não gaste saliva” é um jeito bastante popular, bastante evidente. Uma outra variante seria, talvez, “poupe o fôlego”. E para essa última expressão temos uma bem próxima na Língua Inglesa: save your breath (“poupe o seu fôlego”, “economize o seu fôlego”).
Breath, como você sabe, significa tanto “respiração” quanto “fôlego” (e, já que estamos falando disso, lembre-se que breathe é “respirar”, mas pronuncia-se de um jeito beeem diferente: /briːð/ – escute AQUI).
Mas “poupar o fôlego” para quê? Bem, de acordo com a frase original, para “esfriar o mingau”! Isso mesmo: a expressão, antigamente, era save your breath to cool your porridge!
Veja alguns exemplos de como utilizar save your breath em Inglês.

• Save your breath; I know all about it. (Não gaste saliva; eu sei tudo disso.)
• I could talk about the reason for a whole day, but I am really tired of it, and I’ll save my breath here. (Eu poderia falar sobre o motivo por um dia inteiro, mas estou realmente cansado disso e não vou gastar saliva nisso.)
• He’s telling her to save her breath and not tell him things he’s already heard her say. (Ele está dizendo a ela para não gastar saliva e não lhe dizer coisas que ele já a ouviu dizer.)
• Kendall should save her breath because she’s not going to change her mind. (Kendall não devia gastar saliva, porque ela não vai fazê-la mudar de opinião.)
• He apologizes for his behavior, but she tells him to save his breath. (Ele pede desculpas por seu comportamento, mas ela lhe diz para não gastar saliva.)
• Fans go out their way to give their opinion on the calls, but they might as well save their breath. (Os fãs fazem grandes esforços para dar a sua opinião em suas ligações, mas eles bem que poderiam não gastar saliva.)
• I tried to explain, but she told me to save my breath. (Eu tentei explicar, mas ela me disse para não gastar saliva.)
• She might as well have saved her breath. (Ela bem que podia ter poupado o fôlego.)
• Save your breath, Tom. There’s no way they’ll agree to the deal. (Não gaste saliva, Tom. Eles não vão concordar com o acordo de jeito nenhum.)
• I was going to complain to the phone company about the extra charges, but I decided to save my breath. (Eu ia reclamar com a companhia telefônica pelas cobranças adicionais, mas decidi não gastar saliva.)
• Save your breath. He never listens to anybody. (Não gaste saliva. Ele nunca escuta pessoa alguma.)

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

Adaptado de: https://www.mairovergara.com/como-se-diz-nao-gaste-saliva-em-ingles/. Acesso em: 20 ago. 2025. © Reis Vergara Idiomas 2025. Todos os direitos reservados.

Child’s play

“É MOLEZA”

Como se diz em INGLÊS

By Alberto Queiroz

MAIRO VERGARA

Aug. 19, 2025

Já vimos aqui no blog algumas formas de dizer em Inglês que alguma coisa “é fácil demais”, “é moleza”. É isso que significa, por exemplo, a expressão a walk in the park. Ou então: a piece of cake. Mas, além dessas expressões um pouco mais sinuosas, temos outra da Língua Inglesa cujo sentido fica imediatamente óbvio: child’s play, ou “brincadeira de criança”. É essa a expressão que vemos neste post.
Vamos lá?

• For her, computer programming is child’s play. (Para ela, programação é moleza.)
• Using computers nowadays is child’s play. (Hoje em dia, usar computadores é brincadeira de criança.)
• Figuring out the password was child’s play. (Foi moleza descobrir a senha.)
• Landing a job should be child’s play for someone with his skills. (Conseguir um emprego deve ser moleza para alguém com as competências dele.)
• He thought the work would be child’s play. (Ele achava que o trabalho deveria ser moleza.)
• It’s child’s play. (É moleza.)
• Oh, please, I’ve been playing guitar for 20 years – that song is child’s play. (Ah, sem essa, eu toco violão faz 20 anos – essa música é moleza.*)
• The test was child’s play to those who took good notes. (A prova foi moleza para quem tinha boas notas.)
• Finding the right street was child’s play with a map. (Era moleza encontrar a rua certa com um mapa.)
• Finding the answer was child’s play for Robert. (Para Robert, foi moleza descobrir a resposta.)
• Tapping telephones is child’s play. (Grampear telefones é moleza.)

OBSERVAÇÃO:
* Outra tradução: eu toco guitarra faz 20 anos! Afinal, guitar pode ser traduzido por "violão" ou "guitarra". Se você quiser deixar bem claro a qual instrumento está se referindo, use acoustic guitar, classical guitar e electric guitar.

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

Adaptado de: https://www.mairovergara.com/como-se-diz-e-moleza-em-ingles/. Acesso em: 20 ago. 2025. © Reis Vergara Idiomas 2025. Todos os direitos reservados.

A walk in the park

A WALK IN THE PARK

O que significa esta expressão em INGLÊS

By Mairo Vergara

MAIRO VERGARA

Oct. 16, 2017

A walk in the park é uma expressão usada para dizer que algo é “fácil”. Tão fácil quanto fazer “uma caminhada no parque” – tradução literal de a walk in the park. Neste post, trazemos uma dezena de exemplos em Inglês para você aprender a usar essa expressão.
Essa expressão é usada na Língua Inglesa equivalendo a um adjetivo: você diz que algo é a walk in the park quando é “fácil de realizar”. Seguem os exemplos.

• He’s used to hard physical work - this is a walk in the park to him. (Ele é acostumado com trabalho físico pesado - isso é fácil para ele.)
• As any director will tell you: doing Shakespeare isn’t a walk in the park. (Qualquer diretor lhe dirá: fazer Shakespeare não é fácil.)
• This period was a walk in the park compared to next. (Esse período foi fácil comparado ao próximo.)
• Prostate cancer is not a walk in the park. (Câncer de próstata não é fácil.)
• Go on, it’ll be a walk in the park. (Vá em frente, vai ser fácil.)
• My life is a walk in the park compared to Ferret’s these days. (Minha vida é fácil comparada a do Ferret, esses dias.)
• This is a walk in the park compared to a couple of years ago. (Isso é fácil comparado a alguns anos atrás.)
• You think that’s going to be a walk in the park? (Você acha que isso vai ser fácil?)
• Let me start off by telling you this will not be a walk in the park. (Deixe-me começar dizendo-lhe que isso não será fácil.)
• High school was difficult, but it was a walk in the park compared to college engineering classes. (O ensino médio foi difícil, mas foi fácil comparado às aulas de engenharia da faculdade.)

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/a-walk-in-the-park-o-que-significa-esta-expressao/. Acesso em: 20 ago. 2025. © Reis Vergara Idiomas 2025. Todos os direitos reservados.

A piece of cake

A PIECE OF CAKE

O que significa esta expressão em INGLÊS

By Mairo Vergara

MAIRO VERGARA

Dec. 10, 2014

Você sabe o que significa “a piece of cake”? Provavelmente a primeira vez que você ouviu essa expressão pensou que era “um pedaço de bolo”, não? Na verdade, “a piece of cake” é uma expressão idiomática da Língua Inglesa. Pode não fazer sentido para nós, brasileiros, por causa da diferença cultural, mas “a piece of cake” é equivalente ao nosso “moleza”. Se você achou complicado, não se preocupe: a seguir teremos vários exemplos contextualizados em Inglês, todos com tradução e áudio.
So, get your notebook and let’s go!

• It’s a piece of cake to work with Sarah. (É moleza trabalhar com a Sarah.)
• This is a piece of cake compared to some activities you must have done in the past. (Isso é moleza comparado à algumas atividades que você deve ter feito no passado.)
• Let’s face it this is not going to be a piece of cake, this is the worst mission ever. (Vamos encarar a realidade isso não vai ser moleza, essa é a pior missão de todas.)
• This English test was a piece of cake! (O teste de Inglês foi moleza!)
• I’ve been training a lot lately, it’s gonna be a piece of cake! (Eu treinei muito ultimamente, isso vai ser moleza!)
• That project was a piece of cake. It only took me two hours! (Aquele projeto foi moleza. Eu só levei duas horas!)
• Mother: Can you finish your homework in ten minutes? Son: It will be a piece of cake. (Mãe: Você consegue terminar seu dever de casa em 10 minutos? Filho: Isso vai ser moleza.)
• Character 1: Do you expect to win your tennis match today? Character 2: It will be a piece of cake.(Personagem 1: Você espera vencer a sua partida de tênis hoje? Personagem 2: Isso vai ser moleza.)
• I’ve always had a hard time studying history, but math is a piece of cake. (Eu sempre fui mal estudando história, mas matemática é moleza.)

That’s it guys, wasn’t it a piece of cake? (É isso aí pessoal, isso não foi moleza?). Bom, agora com todos os exemplos, basta praticar. Bons estudos!

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/o-que-significa-piece-cake/. Acesso em: 20 ago. 2025. © Reis Vergara Idiomas 2025. Todos os direitos reservados.

ESL WORKSHEET - Present Perfect usage

LESSON PLAN FOR ENGLISH TEACHERS

PRESENT PERFECT 1

Updated Lesson

LinguaHouse

Aug. 18, 2025

Level: Intermediate (B1-B2)
Type of language: General English
Tags: Paraphrasing and Explaining; Present Perfect; Grammar Practice; Probability and Chance; Challenges; Sport and Fitness; Society and Change; Hobby; Describing People; Health and Well-being; 10-12 Years Old; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 08/18/2025

In this updated lesson, students review and extend their understanding of present perfect simple forms and usage and contrast it with past simple. The target language is contextualized in an interview with a (fictitious) Paralympic athlete, and students define three phrasal verbs in context. They also activate the target language by completing gap-fill and error correction exercises. There is an optional extension video activity related to the Paralympic sport of goalball. (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.
• CLICK HERE to download/watch the video (MP4)

AUDIO TRANSCRIPT

Host: Today on Sporty Speakers, we’re interviewing Paralympian cyclist Lauren Tracey. Can you start by telling us a bit about your family, Lauren?
Lauren: Well, I’m one of three children. We were all born with very poor vision, so we can only see light and dark. But I’ve never thought of myself as someone with a problem. I’ve had to work a little bit harder to find a way to do what I wanted to do, that’s all.
Host: Have you always been an athletic person?
Lauren: No, I haven’t! In fact, as a young child, I was usually indoors playing with Lego or listening to music. But when I was older, at secondary school, everything changed. I got into exercise in a big way and became a long-distance runner. Because of that, I decided to study sports medicine at university.
Host: What was university like for you?
Lauren: It was great! I loved living away from home and meeting new people. I should also say that I met my husband David at university. We met at a party, and he’s been, at my side since 2010.
Host: How did you discover cycling?
Lauren: I was following the cycling events at the 2016 Paralympic Games in Rio, and I thought – I want to do that! So, I looked into how to get started and the local team soon fixed me up with a bike, a pilot and a coach.
Host: A pilot?
Lauren: Yeah, the bikes have two seats, and the pilot sits in front to steer the bike so we don’t crash. I sit at the back – it’s me who does all the work!
Host: It seems like you reached the top levels of competition really quickly.
Lauren: Yeah, I suppose so. I’ve competed in the Paralympics, and I’ve won a couple of gold medals.
Host: Have you ever thought of taking up another sport?
Lauren: I’ve thought about it, of course. Goalball looks like really good fun, but there just isn’t enough time!
Host: And it’s not just your work and your cycling that you do. You’ve recently started a project called “Sports for All.” What’s that about?
Lauren: It’s a project where I go into schools to encourage young people to be more active. I’ve already visited over twenty schools to talk about disability and sports. In fact, I’ve just returned from a visit to my old school, and I’m still on a real high.
Host: Tell us about your other interests.
Lauren: My other main interest is travel. We haven’t been to Australia yet, so my David and I are planning a tour next year. And before you ask, yes, we’ll be doing some cycling there!
Host: And who have you brought into the studio with you today?
Lauren: Yeah, this is Max. He hasn’t been with me long. I’ve only had him for about 3 months, since June. Before Max, I had a dog called Cindy.
Host: Lauren, I’m afraid we’re out of time now, but thanks so much for coming in!

VIDEO TRANSCRIPT

Presenter: Have you ever heard of goalball? Here’s a quick introduction to this exciting game. Goalball is a Paralympic sport, played by athletes with visual disabilities. The aim of the game is to score points by rolling the ball into the opponent’s goal. Each participant is classified according to the level of their impairment. B1 players are completely blind, while b2 and b3 players can see a short distance. When playing, all athletes must wear a mask over their eyes so that participants with different vision levels can compete against each other fairly. The ball has two bells inside to help the players to know where it is at all times. This means that spectators must be silent during the match.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/present-perfect-1. Accessed on August 19, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

ESL WORKSHEET - Transportation

LESSON PLAN FOR ENGLISH TEACHERS

ROAD AND TRANSPORTATION

LinguaHouse

Jul. 31, 2025

Level: Intermediate (B1-B2)
Type of language: General English
Tags: Transportation; Road and Transportation; Idioms; Vocabulary Lesson; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 07/31/2025

In this updated lesson plan, students work with two travel stories to review and extend a large volume of vocabulary in this lexical area, including compound nouns, phrasal verbs and expressions with make. These items are activated in text reconstruction and board game design tasks and there is also an optional extension activity about car-related idioms. (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

Katia: I had to be at the airport for midday, so I set off in plenty of time at eight because I knew the rush hour traffic would be terrible at that time of the morning. I was in a good mood when I got in the car, but on the main road the traffic lights at the intersection were broken and there was a long line of cars. So, I decided to take a shortcut down one of the side roads. Unfortunately, there was a road sign that said No entry on the first one, and on the second there was a sign warning of roadworks ahead. I couldn’t even make a U-turn anywhere. I finally found a way through and was making good time, only to get stuck at a pedestrian crossing while what seemed like an entire elementary school crossed the road. It took ages, but of course I had to wait - I didn’t want to hit any of the kids! Anyway, I finally got onto the highway to the airport, but even there I ran into problems as there was a temporary speed limit, due to heavy traffic. At last, I drove into the airport car park and got out of my car. It was ten minutes to twelve. I had just made it, which is just as well as I was on my way to work. I’m a pilot!
Gregory: Check-in for my flight opened at twelve, and I was taking public transportation to the airport, so I made sure to leave nice and early. I was standing at the bus stop by half past seven so as not to miss the bus. When it arrived, I got on and found a seat at the back. The first problem we encountered was a motorbike that had broken down right in the middle of the bus lane! When we finally got past that, the driver tried to make up the time we had lost and was driving far too fast. I felt really sick, especially on the roundabouts. Lots of vans and trucks were trying to overtake us all the time. I really thought one of them was going to crash into us! By the time we got to the airport, I was exhausted. Next time I fly, I think I might catch the special tram to the airport. It can’t be any worse than the bus. Of course, I know we shouldn’t be flying so much these days, so I should really investigate booking a vacation close to home and go by coach instead. I was only fifteen minutes late, but as I was making my way to the check-in desk, I heard an announcement that my flight was delayed by two hours! So that whole rush to the airport was for nothing!

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/road-and-transport. Accessed on August 19, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

ESL WORKSHEET - Telephoning

LESSON PLAN FOR ENGLISH TEACHERS

TELEPHONE INTERRUPTIONS

LinguaHouse

Jul. 20, 2025

Level: Intermediate (B1-B2)
Type of language: Business English
Tags: Telephoning; Telephoning - Handling Difficulties; Using Diplomatic Language; Business People; Business Skills; Business Ethics; Situation Based; Useful Vocabulary; 16-18 Years Old; 18+ Years Old
Publication date: 07/20/2025

In this refreshed lesson, students practice handling phone call interruptions. The worksheet presents a number of practical expressions which can be used to encourage the caller to be quick, persuade the receiver to listen as well as diplomatically avoid speaking to the caller.

• 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 (MP3).

AUDIO TRANSCRIPT

ONE
Adam: Hello, Adam Lewis speaking.
Juan: Hi Adam, it’s Juan Carlos. Have you got a minute?
Adam: Hello Juan. I’m afraid, I’m in the middle of a meeting right now. Can it wait?
Juan: Adam, I’ll only be a second. I have to catch a train in a few minutes, and I just wanted to ask you a quick question.
Adam: OK, if it’s very quick. Go ahead.
Juan: Do you know if the conference room is booked for 3pm? We are starting our English course at that time.
Adam: I’m pretty sure it’s free, but I’ll call you back in 15 minutes to confirm.
Juan: OK, thanks, Adam. I’ll speak to you later. Bye.

TWO
Abdul: Hello.
Dieter: Hi Abdul, it’s Dieter Hahn. Do you have a moment?
Abdul: Is it something urgent? I’ve got a very important conference call in about a minute.
Dieter: Abdul, this won’t take long. I just wanted to give you an update on the situation with our server.
Abdul: OK, you’ve got about 30 seconds.
Dieter: Well, we’ve managed to find the source of the problem, and it looks like it will be fixed by the end of the day.
Abdul: OK, thanks, Dieter. That’s good news. Keep me posted on the latest developments. I really have to go now. Goodbye.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/business-english/telephone-interruptions. Accessed on August 19, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

ESL WORKSHEET - Psychology, health and well-being

LESSON PLAN FOR ENGLISH TEACHERS

SOCIAL PRESSURE

LinguaHouse

Aug. 10, 2025

Level: Upper-intermediate (B2-C1)
Type of language: General English
Tags: Psychology; Health and Well-being; Science and Technology; Using Computers and the Internet; Society and Change; Society and Wealth; People and Places; Socializing; Article Based; Useful Vocabulary; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 08/10/2025

In this lesson, students will explore the impact of social media, with a focus on the pressure it can put on young people. The lesson begins with a listening task in which students hear a discussion about how different platforms can affect mental health. Following this, there is a section on relevant phrasal verbs. The lesson continues with a reading comprehension exercise based on an article about social media addiction. Finally, students will write an essay, using vocabulary from the lesson. (by Joey Vaughan-Birch)

• 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: Welcome back to Tech Crunch. Today, we’re looking at the impact of social media on teenagers. Here to tell us about a new study is psychologist, Dr. Alan Knight.
Dr. Alan Knight: Good morning.
Host: What can you tell us about the study and its findings?
Dr. Alan Knight: Well, the key point is that almost half of British teenagers say that they feel addicted to social media. It comes at an important time, as there is increasing pressure on big tech companies to be held accountable for the impact their platforms have on users.
Host: How was the study carried out?
Dr. Alan Knight: A team at the University of Cambridge used data from the Millennium Cohort study, which is tracking the lives of about 19,000 people born in 2000-2002 across the UK. When the group were aged 16-18, they were asked about social media use. Of the 7,000 people who responded, 48% said they agreed or strongly agreed with the statement: “I think I am addicted to social media”.
Host: Are there any groups who might be particularly susceptible to social media addiction?
Dr. Alan Knight: Absolutely, a whopping 57% of girls agreed with the statement, while this figure was 37% in boys. I must point out however that self-perceived social media addiction is not necessarily the same as other diagnosed addictions. However, it’s not a nice sensation to feel you don’t have control over your own behavior. It’s quite worrying that so many young people feel like this.
Host: So, is anything going to be done to tackle this problem?
Dr. Alan Knight: There has been growing concern about the potential for digital technologies to drive compulsive behaviors. I mean, the US Surgeon General even issued a public health warning on the risks that social media may present to young people’s mental health and wellbeing. However, progress has been slow so far.
Host: Why is there not more pressure on technology companies to clean up their act?
Dr. Alan Knight: Well, for a start, it’s big business. Then there’s the fact that it’s difficult to prove. What I find most worrying is that algorithms that are designed to increase sales tend to be particularly harmful and can put vulnerable people in danger.
Host: What would you suggest?
Dr. Alan Knight: Well, abstinence probably wouldn’t work, as the Internet is too important to everyday life. People won’t log off from these platforms, even if they are aware of the dangers. I think the only real solution is regulation, but, as I said, governments need the support of these companies, so that’s unlikely to happen overnight. Hopefully enough support will grow so that they have to act…

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/social-pressure. Accessed on August 18, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

ESL WORKSHEET - Make-up and beauty routines

LESSON PLAN FOR ENGLISH TEACHERS

BEAUTY AND MAKE-UP

LinguaHouse

Jul. 27, 2025

Level: Intermediate (B1-B2)
Type of language: General English
Tags: Beauty Products and Services; Health and Well-being; Fashion; Vocabulary Lesson; Speaking; 13-15 Years Old; 16-18 Years Old; 18+ Years Old
Publication date: 07/27/2025

In this refreshed lesson, students learn and practice vocabulary to talk about make-up and beauty routines. Exercises cover beauty products and tools, and how to get ready for a night out. The lesson finishes with a speaking activity for students to talk about how they use make-up.

• 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

Emma: Hey Lena, are you still coming over before the party tonight?
Lena: Yeah, I am! But… I might need some help. I never know what to do with makeup. I just put on a little mascara and hope for the best.
Emma: Haha, don’t worry, I’ve got you covered. I love doing make-up – it’s kind of like painting. What kind of look do you want? Natural or a bit more glam?
Lena: Umm… maybe something a little more glam than usual? But not too heavy. I still want to look like me.
Emma: Perfect. We’ll start with a light foundation to even out your skin tone, then maybe a bit of highlighter to add some glow. Oh! And I just bought a new eyeshadow palette – it’s all golds and browns, perfect for a night out.
Lena: Sounds good! I’ve honestly never used a highlighter before. Where does it even go?
Emma: It goes on the high points of your face – like your cheekbones, the bridge of your nose, and a bit on your brow bone. It catches the light and gives you that glowy look.
Lena: Okay, I trust you! What else do you usually use?
Emma: Hmm, I always use an eyelash curler before mascara – it really makes a difference. Then I set everything with powder, so it lasts longer. And don’t forget setting spray – it’s like hairspray for your face!
Lena: Haha, wow, this is a whole routine. I usually just brush my hair and put on lip balm.
Emma: Hey, that works too! Beauty routines should make you feel good. It’s not about doing everything – just what makes you confident.
Lena: I like that. Okay, I’ll bring my face, and you bring the magic tools.
Emma: Deal. I’ll have everything ready. Oh – and bring your red lipstick! You looked amazing in it last time.
Lena: You really think so? Maybe tonight’s the night I finally figure out how to apply it without looking like a clown.
Emma: Practice makes perfect! You’ll be a pro in no time.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/beauty-and-make-up. Accessed on August 18, 2025. LinguaHouse.com © 2008–2025. All rights reserved.

Hook up

HOOK UP

O que significa este phrasal verb em INGLÊS

Você já deve ter se deparado com vários phrasal verbs da Língua Inglesa. Neste post, vamos explorar o hook up. É um daqueles que, dependendo do contexto, pode dar um nó na cabeça da gente, né? Sabemos que, em Inglês, uma única expressão pode ter vários significados, e é aí que a coisa fica divertida! Vamos, então, conferir os usos mais comuns do hook up e desvendar o que esse phrasal verb realmente quer dizer quando você está conectando algo, seja um aparelho de som, um trailer ou até a internet.

INGLÊS DO ADIR

Aug. 17, 2025

Adir Ferreira

CONECTAR

• I need to find someone to help me hook up my new washing machine to the water line. (Preciso encontrar alguém para me ajudar a conectar minha nova máquina de lavar à tubulação de água.)
• The technician will be here this afternoon to hook up the internet service. (O técnico estará aqui esta tarde para conectar o serviço de internet.)
• Did you remember to hook up the speakers to the TV? (Você se lembrou de conectar as caixas de som à TV?)
• We had to hook up a separate generator because the power went out. (Tivemos que conectar um gerador separado porque a energia acabou.)
• He spent all morning trying to hook up the new home theater system. (Ele passou a manhã inteira tentando conectar o novo sistema de home theater.)
• Could you help me hook up this printer to my laptop? (Você poderia me ajudar a conectar esta impressora ao meu laptop?)
• The electrician will hook up the new light fixture tomorrow. (O eletricista vai conectar a nova luminária amanhã.)
• Make sure you hook up the hoses correctly before you turn on the water. (Certifique-se de que você conecte as mangueiras corretamente antes de ligar a água.)
• She learned how to hook up the projector for her presentation. (Ela aprendeu a conectar o projetor para a sua apresentação.)
• I finally got around to hooking up the security cameras around the house. (Eu finalmente consegui conectar as câmeras de segurança ao redor da casa.)

ENCONTRAR

• I’m hoping to hook up with some old friends while I’m in town. (Espero encontrar alguns velhos amigos enquanto estiver na cidade.)
• She decided to hook up with a few classmates for a study group. (Ela decidiu se juntar a alguns colegas para um grupo de estudo.)
• The new graphic designer will hook up with the marketing team to start the project. (O novo designer gráfico vai se juntar à equipe de marketing para começar o projeto.)
• He hooked up with a great group of musicians and started a band. (Ele se uniu a um ótimo grupo de músicos e montou uma banda.)
• They plan to hook up with the rest of the hikers at the base of the mountain. (Eles planejam encontrar o resto dos caminhantes na base da montanha.)
• Do you want to hook up with us for dinner later? (Você quer se encontrar com a gente para jantar mais tarde?)
• The two companies hooked up to develop a new software application. (As duas empresas se uniram para desenvolver um novo aplicativo de software.)
• I’ll call you when I get there so we can hook up. (Eu te ligo quando chegar lá para que a gente possa se encontrar.)
• She hooked up with a partner to start a small business. (Ela se juntou a um sócio para começar um pequeno negócio.)
• The researchers from different universities hooked up to collaborate on the experiment. (Os pesquisadores de diferentes universidades se uniram para colaborar no experimento.)

INDICAR

• I can hook you up with a great mechanic who gives fair prices. (Posso te indicar um ótimo mecânico que cobra preços justos.)
• If you need a reliable accountant, I’ll hook you up with mine. (Se você precisar de um contador confiável, eu te indico o meu.)
• I know a good personal trainer; I’ll hook you up with her number. (Eu conheço uma boa personal trainer; eu te passo o número dela.)
• My neighbor is a fantastic landscaper. I can hook you up with him if you want. (Meu vizinho é um paisagista fantástico. Eu posso te indicar ele se você quiser.)
• She hooked me up with her cousin who works in real estate. (Ela me indicou o primo dela que trabalha com imóveis.)
• He said he could hook us up with a good deal on a new car. (Ele disse que poderia nos indicar um bom negócio em um carro novo.)
• The manager told me to call him and he would hook me up with the best seats. (O gerente me disse para ligar para ele e ele me arranjaria os melhores lugares.)
• My brother is an expert in that field. I’ll hook you up with his contact information. (Meu irmão é um especialista nessa área. Eu te passo as informações de contato dele.)
• She asked a friend to hook her up with a job at his company. (Ela pediu a um amigo para arranjá-la um emprego na empresa dele.)
• If you’re looking for a good restaurant, my friend works there and can hook us up with a table. (Se você estiver procurando um bom restaurante, meu amigo trabalha lá e pode nos arranjar uma mesa.)

FICAR (ROMANTICAMENTE)

• They hooked up at a party last night, but it’s not serious. (Eles ficaram em uma festa ontem à noite, mas não é sério.)
• I heard that Sarah and Jake hooked up after the concert. (Eu ouvi dizer que a Sarah e o Jake ficaram depois do show.)
• Are you planning on just going out or are you hoping to hook up with someone? (Você está planejando só sair ou está esperando ficar com alguém?)
• He’s not looking for a relationship; he just wants to hook up. (Ele não está procurando um relacionamento; ele só quer ficar.)
• She’s pretty private about her love life, so nobody knows if she has hooked up with anyone. (Ela é bem reservada sobre a vida amorosa, então ninguém sabe se ela ficou com alguém.)
• People often hook up on vacation because they know it’s a temporary thing. (As pessoas costumam ficar nas férias porque sabem que é algo temporário.)
• I don’t think they’re dating; they’ve just been hooking up for a few weeks. (Eu não acho que eles estão namorando; eles só estão ficando há algumas semanas.)
• My friend told me she hooked up with a guy she met on a dating app. (Minha amiga me disse que ficou com um cara que ela conheceu em um aplicativo de namoro.)
• After a night of dancing, it’s not uncommon for people to hook up. (Depois de uma noite de dança, não é incomum as pessoas ficarem.)
• He was surprised when his ex-girlfriend wanted to hook up with him again. (Ele ficou surpreso quando a ex-namorada dele quis ficar com ele de novo.)

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/hook-up-o-que-significa-este-phrasal-verb/. Acesso em: 18 ago. 2025. Todos os direitos reservados. © 2025 Inglês do Adir.

ENGLISH and Movies

COMO ENTENDER FILMES

E SÉRIES EM INGLÊS

Quando assistir filmes em Inglês é um desafio, a culpa não é sua. A mixagem de som para o cinema, a fala natural e rápida dos atores e sotaques variados tornam o diálogo difícil até para nativos. Para resolver, você pode usar legendas de forma inteligente, diminuir a velocidade e treinar seu ouvido com cenas curtas e a técnica de “shadowing”.

INGLÊS DO ADIR

Aug. 10, 2025

Adir Ferreira

CLIQUE AQUI para escutar a leitura deste post.

INTRODUÇÃO
Sabe quando você se senta para assistir a um filme em Inglês, pronto para praticar seu idioma, e de repente… nada, nadica de nada? Parece que os personagens estão falando uma língua completamente diferente. Você entende os YouTubers, as músicas, até mesmo os podcasts, mas na hora do filme, é como se a clareza tivesse sido desligada e você nunca tivesse estudado a Língua Inglesa na vida. Você se inclina para a frente, tentando pescar cada palavra, mas a música aumenta, um carro explode e você fica completamente perdido.
Se essa é a sua experiência, a primeira coisa que você precisa saber é: a culpa não é sua. A verdade é que muitos falantes nativos também usam legendas para acompanhar os filmes de hoje. Então, por que é tão difícil? É uma combinação de fatores, desde decisões de produção até a forma como os atores realmente falam. Vamos descobrir por que isso acontece e, o mais importante, como você pode resolver isso para finalmente curtir seus filmes sem se sentir frustrado.

O PROBLEMA INVISÍVEL
Quando um filme é criado, os engenheiros de som não apenas gravam as vozes dos atores. Eles criam uma paisagem sonora inteira, misturando música para criar emoção, efeitos sonoros para dar vida ao mundo e sons ambientes como o trânsito da cidade. No cinema, tudo isso soa equilibrado, porque o diálogo sai de uma caixa de som central, enquanto o resto dos sons preenche o espaço.
O problema é que sua TV não é um cinema.
Quando toda essa mixagem profissional de múltiplos canais (como som surround 5.1 ou 7.1) é reduzida para as duas caixinhas da sua TV – ou pior, para o seu celular – o som é comprimido. De repente, o diálogo precisa competir com a trilha sonora épica e com a explosão do carro. O resultado? Você consegue ouvir a perseguição perfeitamente, mas a conversa silenciosa que a precedeu simplesmente desaparece.

A VIDA REAL
Outro motivo crucial pelo qual os diálogos de filmes são tão desafiadores é que a fala dos atores é feita para soar realista, não para ser perfeita. O Inglês da sala de aula é claro, lento e cuidadosamente articulado, os autores escrevem os livros pensando em cada detalhe de vocabulário e de gramática. A Língua Inglesa dos filmes é rápida, casual e, digamos, meio bagunçada.
Na vida real, as pessoas murmuram, se interrompem e encurtam palavras. Os atores fazem isso para que a cena pareça autêntica. Em vez de what are you going to do about it? (o que você vai fazer a respeito disso? que providência vai tomar?), um personagem pode dizer whatcha gonna do ’bout it? Em vez de I am going to let you know (Eu vou te avisar), você pode ouvir I’ma letcha know.
Some a isso a infinidade de sotaques que existem. Um personagem britânico pode dizer blimey, mate, that was dodgy as hell (nossa, cara, isso foi muito esquisito, duvidoso) usando gírias que não estão em nenhum livro didático. Um adolescente americano pode dizer no biggie (sem problemas) ou I’mana crash at your place (vou dormir na sua casa). Quando seu cérebro encontra essas frases desconhecidas, ele leva um segundo para processar, e quando você finalmente entende, a cena já avançou.

POR QUE É AINDA MAIS DIFÍCIL
Esses problemas são um desafio para qualquer um, mas são especialmente duros para quem está aprendendo. Um falante nativo consegue preencher as lacunas se perder uma palavra, usando o contexto ou a linguagem corporal. Mas se o Inglês não é sua primeira língua, perder uma ou duas palavras-chave pode ser o suficiente para perder o sentido da frase inteira. Seu cérebro já está trabalhando duro para processar gramática e vocabulário, e quando o som não é claro, é como tentar montar um quebra-cabeça com peças faltando e uma imagem borrada.

GUIA PRÁTICO DE SOLUÇÕES
A boa notícia é que você pode treinar seu ouvido para os diálogos de filmes. Aqui estão algumas dicas práticas para virar o jogo:

Use legendas com inteligência
Assista a uma cena primeiro com legendas para entender tudo. Depois, assista novamente sem elas. Isso treina seu cérebro para ouvir ativamente, em vez de apenas ler. Use e abuse das legendas também em Língua Inglesa. Ajuda muito na leitura e para reter vocabulário.

Diminua a velocidade da reprodução
Muitos serviços de streaming permitem mudar a velocidade. Tente 0.75x. As vozes continuam soando naturais, mas seu cérebro tem um tempo extra para processar o que está sendo dito. E lembre-se: sempre é hora de revisar.

Trabalhe com cenas curtas
Em vez de tentar entender um filme inteiro, escolha um clipe de 30 segundos a 1 minuto e estude-o de verdade. Ouça, repita e imite a pronúncia, o ritmo e a entonação dos atores. Você pode, também, colocar a cena sem as legendas e transcrever o diálogo no seu caderno ou editor de texto. Exige um pouco mais de paciência, mas vale super a pena.

Monte seu próprio dicionário de gírias
Preste atenção aos tipos de filmes que você assiste. Se você adora filmes de super-heróis, aprenda frases como save the day (salvar a situação). Se assiste comédias românticas, memorize expressões como swept me off my feet (me conquistou). Você vai ver que, com o tempo, as expressões vão se repetindo e você vai internalizando e usado sem nem sequer se dar conta.

Treine com sotaques variados
Exponha-se a diferentes sotaques: britânico, australiano, irlandês, americano… Quanto mais você ouvir, mais preparado estará quando eles aparecerem em um filme.

Experimente a técnica de shadowing
Ouça uma frase, pause e tente repeti-la exatamente como ouviu: na mesma velocidade e com a mesma entonação e emoção. É uma das formas mais rápidas de sintonizar seu ouvido para a fala real de filmes. A repetição é a chave de tudo.

Da próxima vez que você se sentir frustrado, lembre-se: a culpa não é sua. A mixagem de som é complicada, a atuação é realista e a tecnologia nem sempre ajuda. Mas com as estratégias certas, você pode, sim, treinar seu ouvido para entender filmes. E quando você pegar aquela fala sem precisar das legendas, vai saber que alcançou um novo nível.

CLIQUE AQUI para saber mais sobre o autor ADIR FERREIRA.

Adaptado de: https://inglesdoadir.com.br/como-entender-filmes-e-series-em-ingles-com-audio/. Acesso em: 18 ago. 2025. Todos os direitos reservados. © 2025 Inglês do Adir.