Friday, November 28, 2025
Tuesday, November 25, 2025
Future with will for promises
Study Promises
These examples relate to commitment and consistency in their learning:
"I will spend at least 30 minutes every day practicing my English vocabulary."
"I will always review my notes before the next class."
"I will ask the teacher a question if I don't understand something."
"I will not use my native language when talking to my English study partner."
"I will finish reading this English novel by the end of the month."
Speaking and Participation Promises
These focus on using the language actively:
"I will try to speak up more often in class discussions."
"I will use three new adjectives in conversation this week."
"I will practice my pronunciation of the 'th' sound every morning."
"I will watch one English-language movie without subtitles this weekend."
Assignment Promises
These relate to schoolwork and responsibilities:
"I will hand in my essay on time, even if it is difficult."
"I will read my work twice before submitting it."
"I will make sure to use the past simple tense correctly in my next story."
"I will only use a dictionary after I've tried to guess the meaning of the word."
WILL used for spontaneous decisions
Immediate "This or That" Choices
Food and Drink
Apple or Banana for a snack.
Milk or Juice to drink.
Carrot sticks or Chips with lunch.
Cereal or Toast for breakfast.
Pizza or Pasta for dinner.
Activities and Play
Read a book or Draw a picture now.
Watch a movie or Play a board game.
Build with LEGOs or Play with cars/dolls.
Go to the park or Go to the library.
Sing a song or Tell a story.
Everyday Items and Actions
Turn the light on or Turn the light off.
Wear the Hat or Wear the Glasses.
Use the big crayon or Use the small pencil.
Walk fast or Walk slow to the car.
Sit on the red chair or Sit on the blue sofa.
Party Choices
Getting Ready
Wear a dress or Wear trousers/pants to the party.
High or low heels
Straighten your hair with a straightener or make curls
Natural light make-up or super thick make-up
Take a gift or Give money to the birthday person
Put on perfume/cologne or Wear a body spray.
Walk or Drive by car.
At the Party
Drink juice or Drink water
Dance or Find a quiet corner.
Eat chips or Eat cookies.
Play a game or Listen to music.
Stay for an hour or Stay until the end.
Leaving the Party
Say goodbye to everyone or Just wave and leave.
Go straight home or Stop for a treat.
Walk quickly or Walk slowly on the way out.
Monday, November 24, 2025
FUTURE FORMS
THE FORTUNE TELLER -GAME
1Will I get a new job next year?Career
2Will I move to a different country soon?Travel/Location
3Will I marry a rich person?Love/Money
4How long will I live?Health/Life
5Will my team win the championship this season?Sports/Hobbies
6What will my best friend do after university?Friends/Others
7Will I learn to speak English perfectly?Skills/Studies
8Where will I travel in five years?Travel
9Will I have children in the future?Family
10Will I be famous or successful one day?Fame/Success
Few possible predictions for each.
Love/Family: (get married, have two children, meet someone special)
Career/Money: (get a promotion, earn a lot of money, start a new business)
Travel: (visit Australia, move to a different country, travel around the world)
Skills/Studies: (learn to play the guitar, get a high score, finish the course)
Time Expressions (When)
These words are essential for making a prediction specific to a point in time.
Soon
Next week / month / year
In five years' time
In the distant future
One day
Before/After (+ time/event) (e.g., Before I am 30)
Eventually
Verbs and Nouns (What Will Happen)
These words are used for the main action or focus of the prediction.
| Category | Verbs | |
| Success/Money | Succeed, Earn, Become, Achieve, Invest | |
| Relationship/Family | Marry, Settle down, Raise, Meet, Adopt | |
| Travel/Location | Move to, Visit, Explore, Live in | |
| Challenges/Change | Overcome, Face, Change, Solve | |
| General Future | Discover, Invent, Develop |
Adverbs of Certainty (How Sure Are You)
These adverbs help modify the verb "will" to express the speaker's confidence in the prediction.
| Certainty Level | Adverbs | Example Sentence |
| 100% (High) | Definitely, Certainly | "You will definitely buy a new house." |
| 80% (Medium-High) | Probably, Likely | "She will probably get a promotion." |
| 50% (Medium) | Perhaps, Maybe (Usually at the start) | "Perhaps I will start my own company." |
| 20% (Low) | Unlikely | It is unlikely that he will move back to his hometown. |
| 0% (Negative) | Never, Not... at all | "They will never sell their old car." |
Wednesday, November 19, 2025
My Favourite Influencer
INFLUENCER- What words do you associate to this word?
Vocabulary Input (15 mins)
Content Types Match (5 mins): Present the following terms and have students quickly match them with their definitions (or use the Italian translation as a hint):
Terms: Content Creator, Engagement Rate, Niche, Sponsorizzata (Ad/Sponsorship), Haul, Brand Ambassador, Follower Base, Trending.
Descriptive Adjectives (10 mins): Introduce adjectives useful for describing both the influencer and their content. Have students categorize them as Positive or Negative:
Positive: Authentic, Relatable, Insightful, Consistent, Motivational, Entertaining.
Negative: Overexposed, Vain, Unreliable, Clickbait, Controversial, Materialistic.
Activity: "Which adjectives would you use to describe a typical Italian fashion influencer versus a gaming streamer?"
Preparation: My Digital Role Model (20 mins)
Individual Brainstorm (10 mins): Give students the following four prompts. They must choose one favorite influencer and prepare bullet points for each prompt.
Prompt 1 (The Bio): Who is this person? What is their niche (e.g., food, travel, comedy)? Which platforms do they use?
Prompt 2 (The Content): What kind of content do they consistently post? Use adverbs of frequency (e.g., frequently, occasionally, rarely).
Prompt 3 (The Impact): Why do you follow them? Are they authentic? Have they ever motivated you to do something?
Prompt 4 (The Ethics): Do they do a lot of sponsorships? Do you think they are honest about the products they promote?
Wrap-Up & Reflection (5 mins)
Final Question (Whole Class): "If you could ask your favorite influencer one question, what would it be?" (Focus on a question about money, fame, or the responsibility of having a large follower base).
MY FAVOURITE
INFLUENCER
1.
Who
is this influencer and what is his/her main topic? Introduce your
favorite influencer What platform(s) do they use (e.g., YouTube, TikTok,
Instagram)? What is the main subject of their content (e.g., cooking,
gaming, fitness, travel, education)?
2.
What
is the format and style of their content? Describe a typical video or post they create. How
often do they post? What kind of language or tone do they use? Do they
offer tutorials, share daily life, or give opinions?
3.
Why
do you find them so engaging and reliable? What specific qualities
(personality, creativity, expertise) make them appealing to you? Do you feel
their content is honest and well-researched? How do they stand out from other
people doing the same thing?
4.
How
has this influencer affected your actions, choices, or knowledge? Explain the impact
they have had on you. Did they teach you a new skill? Did they influence a
product you bought or a place you traveled to? Did they change
your opinion on a subject?
5.
Do
you think they use their influence responsibly? Discuss the responsibility
that comes with having a large audience. Do they use their platform to promote
positive messages, or just products? What is one way you think they could use
their influence even better?
NOW LOOK AT YOURSELF
- Consider the difference between the selected
image (what you choose to share) and your authentic self
(how you behave and feel when no one is watching).
- What parts of your real personality (e.g.,
insecurities, spontaneous thoughts, moods) are missing from your
online profile?
- Do the limitations of social media platforms
(like character limits, photo filters, or the pursuit of 'likes')
encourage you to create a version of yourself that is better, happier,
or more extreme than you truly are? Explain that point
_________________________________________________________________________________________
MY FAVOURITE
INFLUENCER
1)Who is this influencer and what is his/her main
topic? Introduce your favorite influencer What
platform(s) do they use (e.g., YouTube, TikTok, Instagram)? What is the main
subject of their content (e.g., cooking, gaming, fitness, travel,
education)?
“2)What is the format and style of their content? Describe a typical video or post they create. How
often do they post? What kind of language or tone do they use? Do they
offer tutorials, share daily life, or give opinions?
3)Why do you find them so engaging and reliable? What specific qualities (personality,
creativity, expertise) make them appealing to you? Do you feel their content is
honest and well-researched? How do they stand out from other people doing the
same thing?
4)How has this influencer affected your actions,
choices, or knowledge? Explain
the impact they have had on you. Did they teach you a new skill? Did
they influence a product you bought or a place you traveled to? Did they change
your opinion on a subject?
5)Do you think they use their influence responsibly? Discuss the responsibility
that comes with having a large audience. Do they use their platform to promote
positive messages, or just products? What is one way you think they could use
their influence even better?
NOW LOOK AT YOURSELF
- Consider the difference between the selected
image (what you choose to share) and your authentic self
(how you behave and feel when no one is watching).
- What parts of your real personality (e.g.,
insecurities, spontaneous thoughts, moods) are missing from your
online profile?
- Do the limitations of social media platforms
(like character limits, photo filters, or the pursuit of 'likes')
encourage you to create a version of yourself that is better, happier,
or more extreme than you truly are? Explain that point
Adjectives for Self-Description: Real vs. Online
1. Authenticity & Honesty
| Real Self (In Person) | Online Self (Social Media) |
| Authentic | Curated |
| Genuine | Filtered |
| Vulnerable | Impenetrable |
| Honest | Exaggerated |
| Flawed | Perfect (or Perfectionist) |
| Raw | Polished |
2. Energy & Mood
| Real Self (In Person) | Online Self (Social Media) |
| Tired | Energetic |
| Quiet | Loud |
| Reserved | Extroverted |
| Anxious | Confident |
| Mellow | Excitable |
3. Presence & Depth
| Real Self (In Person) | Online Self (Social Media) |
| Complex | Simple |
| In-depth | Surface-level |
| Private | Public |
| Introspective | Attention-seeking |
| Serious | Casual |
| Real-time | Delayed (or Staged) |
4. Self-Perception
| Real Self (In Person) | Online Self (Social Media) |
| Uncertain | Opinionated |
| Normal (or Average) | Exceptional |
| Insecure | Bold |
| Developing | Established |
Key Student Phrases Using These Adjectives:
"My real self is more anxious and reserved, but my online self is confident and extroverted."
"I feel vulnerable in person, but my online persona looks totally impenetrable."
"Everything I post is so curated and polished; it doesn't show how raw and flawed I feel in real life."
Tuesday, November 18, 2025
How to make complaints
How to Complain About Goods in a Shop
The key to a successful complaint is to be calm, clear, and prepared.
1. Preparation (Before You Go)
Find Your Proof: Locate the proof of purchase (receipt, bank statement, or warranty). This is crucial.
Know Your Rights: Determine what your legal rights allow (e.g., a refund, repair, or replacement). In many places, goods must be of satisfactory quality, fit for purpose, and match the description.
Decide Your Desired Outcome: Know exactly what you want:
A full refund?
A direct replacement?
A free repair?
Gather the Goods: Bring the faulty item, ideally in its original packaging.
2. The Interaction (In the Shop)
Be Polite but Firm: Start with a calm, polite tone. Using phrases like "Hello, I hope you can help me," is effective.
State the Facts Clearly: Identify the item, when you bought it, and exactly what is wrong with it. Avoid emotional language; stick to the objective defect.
Present Your Proof: Hand over the receipt and the faulty item.
State Your Desired Resolution: Clearly ask for what you want (the refund, repair, or replacement).
Stay Calm: If the staff initially refuses, calmly refer to your legal rights (e.g., "The item is not of satisfactory quality, which entitles me to a full refund under [local consumer protection laws]").
Escalate if Needed: If the initial staff member cannot help, politely ask to speak to the manager or supervisor.
Document the Outcome: If they promise a repair or refund, get the details (like a reference number or the date the repaired item will be ready) in writing if possible.
📝 Complaint Example: Faulty Kettle
| Element | Customer's Script |
| Opening & Facts | "Hello. I purchased this electric kettle here last Tuesday. Here is the receipt." |
| Stating the Defect | "Unfortunately, it has stopped working. It heats the water for a few seconds, then shuts off before it boils. It is faulty and not fit for purpose." |
| Desired Resolution | "I would like a full refund, please. I'd prefer not to take a replacement." |
| Addressing Resistance | (If the shop tries to offer a repair): "I appreciate the offer, but since the item is less than a week old and fundamentally faulty, I am entitled to a refund, not just a repair." |
| Escalation | (If necessary): "Could I please speak to a manager about this? I understand you are following protocol, but I know my consumer rights regarding faulty new products." |
Role-Play Scenarios
Here are a few situations to help you practice a role-play.
Scenario 1: The Defective Electronic Item (High-Value)
Your Item: A new tablet or laptop.
The Problem: The screen has developed a dead pixel line after only three days of use.
Your Goal: A full refund because you've lost confidence in the brand's quality.
The Shop Assistant's Role: The assistant initially insists they can only offer a repair, which will take 4-6 weeks, because that is the manufacturer's policy for all electronics.
Scenario 2: The Shrinking Clothing Item (Low-Value)
Your Item: A cotton shirt or dress.
The Problem: You followed the washing instructions exactly (cold wash/hand wash), but the item has shrunk significantly and is now unwearable.
Your Goal: A replacement in a larger size, or a gift card for the original purchase price if that size is unavailable.
The Shop Assistant's Role: The assistant is skeptical, suggesting that you must have washed it incorrectly, and points out that clothing wear and tear is often excluded from returns.
Scenario 3: The Mismatched Furniture (Service Issue)
Your Item: A flat-pack bookcase.
The Problem: When you opened the box at home, you discovered two of the main shelves are the wrong length, making assembly impossible.
Your Goal: The correct parts delivered to your home, or a full refund. You don't want to carry the heavy box back to the store.
The Shop Assistant's Role: The assistant says their store policy requires you to bring the entire item back to the shop before they can issue an exchange or refund, citing an issue with inventory checks.
Would you like to try one of these role-plays now? You can take the Customer role, and I will be the Shop Assistant!
Metaphorical Mapping Activity Sheet
Metaphorical Mapping Activity Sheet: The Process of Learning
| Target Concept (T) | Source Concept (S) | Connections (T is S because...) |
| Learning | Building a Wall | It requires foundational materials (basic facts/prerequisites), involves layering (accumulating knowledge over time), and results in a strong, supportive structure (deep understanding). |
| Learning | Taming a Wild Horse | It demands patience and perseverance (showing up consistently), requires gentle but firm control (focusing and managing distractions), and ultimately leads to a powerful partnership (mastery of the subject). |
| Learning | Filling a Bucket | It involves absorbing information (water entering the bucket), requires the source to be clean and reliable (quality materials and teaching), and the goal is to fill the container without overflow (reaching comprehensive knowledge). |
| Learning | Navigating a Maze | It requires trial and error (making mistakes and correcting them), demands careful observation (paying attention to clues/lessons), and success means finding the clear path to the exit (solving the problem/achieving the goal). |
| Learning | Baking Bread | It involves mixing and kneading the ingredients (practicing and organizing information), requires time to rise (allowing the knowledge to consolidate), and results in a finished, nourishing product (usable skill or wisdom). |
| Learning | Driving a Car | It begins with theory and instruction (classroom learning), requires hands-on practice (applying knowledge/doing assignments), and improves with experience and repetition (gaining competence and speed |
Metaphorical Mapping Activity Sheet: Personal Growth
| Target Concept (T) | Source Concept (S) | Connections (T is S because...) |
| Learning a New Language | Building a House | |
| Finding Your Passion | Digging for Treasure | |
| A Deadline | A Ticking Clock | |
| Revising an Essay | Pruning a Plant | |
| Friendship | A Fire | |
| Stress | A Tight Knot | |
| Collaboration | A Symphony Orchestra | |
| Memory | A Museum | |
| Good Study Habits | Lifting Weights |
Metaphorical mapping sheets related to the weather
Here are some metaphorical mapping sheets related to the weather:
Mapping Sheet 1: The Human Heart as a Storm
Heartbeat: Thunder (rumbling, strong, rhythmic)
Emotions: Precipitation (joy as a light drizzle, sadness as heavy rain, anger as a downpour with hail)
Love/Affection: Sunshine (warmth, light, growth)
Jealousy/Resentment: Fog (obscures vision, creates confusion)
Calmness/Peace: Clear Skies (serenity, vastness, openness)
Sudden Shock/Fear: Lightning (startling, disruptive, quick)
Forgiveness: Rainbow (beauty after the storm, promise of better)
Grief: Long, Grey Winter (cold, desolate, slow to pass)
Hope: First Signs of Spring (new growth, warming temperatures)
Mapping Sheet 2: A Business Project as the Seasons
Project Kick-off: Spring (new ideas blooming, fresh starts, initial energy)
Development Phase: Summer (intense work, long hours, peak activity, potential for "heatwaves" or stress)
Testing/Review Phase: Autumn (harvesting results, shedding old ideas, preparing for change, crisp evaluation)
Launch/Completion: Winter (final delivery, potential for "cold reception" or hibernation of the team, reflection)
Setbacks/Challenges: Storms (unexpected difficulties, requiring resilience)
Success/Growth: Sunny Days (smooth progress, positive outcomes)
Stagnation: Drought (lack of progress, resources drying up)
Innovation: Gentle Breeze (new ideas flowing, refreshing change)
Leadership: North Star (constant guidance, steady presence)
Mapping Sheet 3: A Journey Through Life as Daily Weather
Childhood: Bright Morning Sun (innocence, new beginnings, boundless energy)
Adolescence: Changing Clouds (mood swings, uncertainty, rapid development)
Adulthood: Midday Sun with Occasional Showers (responsibilities, periods of clarity, unexpected challenges)
Elderly Years: Gentle Evening Breeze (reflection, wisdom, slowing down, approaching twilight)
Accomplishments: Clear Blue Skies (moments of pride, feeling on top of the world)
Failures/Regrets: Dark Storm Clouds (periods of sadness, feeling overwhelmed)
Friendship/Support: Warm Sunshine (comfort, encouragement, brightening days)
Loss/Grief: Cold Rain (emptiness, sorrow, chilling to the bone)
Overcoming Adversity: Sun Breaking Through Clouds (resilience, finding strength after hardship)
Learning: Gentle Rain (nourishing growth, gradual understanding)
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