| Word/Phrase | Meaning | Example |
|---|---|---|
| Go | Move from one place to another | Go straight ahead. |
| Turn | Change direction | Turn left at the corner. |
| Walk | Move on foot | Walk down the street. |
| Cross | Go from one side to another | Cross the road. |
| Take | Use a street or transport | Take the second street on the right. |
👨‍👩‍👧‍👦 Family Idioms
Meaning: A son often behaves like his father
Example: Jack is just as stubborn as his dad—like father, like son!
Meaning: A characteristic or skill that many people in a family have
Example: Musical talent runs in the family—both her parents are musicians.
Meaning: A person who is different (often in a negative way) from other family members
Example: He’s the black sheep of the family because he never went to college like his siblings.
Meaning: Family relationships are stronger than other relationships
Example: We argue a lot, but I’ll always help my brother—blood is thicker than water.
Meaning: A child who looks or behaves like their parent
Example: Your daughter is a chip off the old block—she has your sense of humor!
Meaning: Born into a rich or privileged family
Example: She never had to work; she was born with a silver spoon in her mouth.
Meaning: Very dependent on your mother
Example: He’s 30, but still tied to his mother’s apron strings!
Meaning: A secret, often embarrassing or shameful, especially within a family
Example: Every family has a skeleton in the closet—they just don’t talk about it.
Match each idiom to the correct meaning. (You can write the number of the idiom with the letter of the meaning.)
Idioms:
Like father, like son
Born with a silver spoon in one’s mouth
Black sheep of the family
Skeleton in the closet
Runs in the family
Meanings: A. A person who is different or causes embarrassment in the family
B. A hidden family secret
C. When a child behaves like a parent
D. A trait or skill that is common in the family
E. Born into a wealthy or privileged family
Choose the correct idiom from the list to complete each sentence.
(Use: blood is thicker than water, chip off the old block, tied to your mother’s apron strings, runs in the family)
Jane never goes anywhere without asking her mom first. She’s still ___________________________.
Lucas looks and acts just like his dad. He’s a real ___________________________.
All of the siblings are doctors—medicine ___________________________.
We don’t always get along, but I’ll help my sister no matter what. After all, ___________________________.
🧠Quiz Time!
Choose the best answer for each question.
A. Someone who is the favorite child
B. Someone who is different or causes shame in the family
C. Someone who loves animals
A. They love eating with silverware
B. They had a very easy, rich life from birth
C. They collect spoons
A. A family who loves Halloween
B. A secret or scandal in the family’s past
C. A problem with bones
A. Is shy and quiet
B. Is exactly like their parent
C. Works with wood
Like father, like son → C
Born with a silver spoon in one’s mouth → E
Black sheep of the family → A
Skeleton in the closet → B
Runs in the family → D
Jane never goes anywhere without asking her mom first. She’s still tied to her mother’s apron strings.
Lucas looks and acts just like his dad. He’s a real chip off the old block.
All of the siblings are doctors—medicine runs in the family.
We don’t always get along, but I’ll help my sister no matter what. After all, blood is thicker than water.
B — Someone who is different or causes shame in the family
B — They had a very easy, rich life from birth
B — A secret or scandal in the family’s past
B — Is exactly like their parent
🎤 Speaking Activity: Family Idioms in Conversation
Practice using family-related idioms naturally while talking about real or imaginary family situations.
(If you’re with someone or in a class)
Take turns asking and answering these questions. Try to use at least one idiom in your answer.
(If you’re practicing alone or recording yourself)
Pick 2–3 idioms from the list and create a short story (1–2 minutes) about a fictional family. Try to include the idioms naturally.
Example Starter:
“In the Jenkins family, musical talent runs in the family. Everyone plays an instrument, except for Uncle Joe—the black sheep of the family. He always wanted to be a magician instead…”
You can record yourself and listen back, or say it aloud in front of a mirror to improve fluency and confidence.
Look at these English words and their pronunciation.
now, cow low,
moth, mother, broth, brother, both, bother ?
there, here, pear ?
hear, bear, dear ?
read and read (past tense), bead and dead ?
pay, paid, say, said ?
meat, great, threat ?
suite, straight, debt ?
hose, rose, dose, lose ?
foe. shoe?
goose, choose ?
These words and other English spelling words are put into a song.
I’ll send you this song and all my songs after the Everyday Verbs Songs.
Hi friends, I think that your “English Spelling Sounds Songs are excelent form how to develop English and make learning fun. Once again thanks.
VladimĂr Korbel
Hello, there
I don’t know how to address you.
I like the “English Spelling Sounds Song” very much. I think those songs are very great and helpful to my students. I have tried to teach some to them. They like the songs very much!
Teaching students how to write a good message—whether a text, email, or simple note—is a practical and essential skill. Here’s a short guide on how to teach message writing effectively in the classroom.
Messages are a part of everyday communication. Students may need to:
Text a classmate about homework
Leave a note for a teacher
Send a short email for a job or appointment
Message someone in English socially or professionally
A “good message” is clear, polite, and has a purpose. Teaching message writing builds confidence in both written English and real-life interaction.
Explain the different types of messages:
Informal (to friends/family)
Semi-formal (to classmates/teachers)
Formal (for jobs or requests)
Discuss:
What is the message for?
Who is the reader?
What information must it include?
âś… Tip: Create a message checklist (Who? What? Why? When? How?)
Teach students a basic structure for a short, polite message:
1. Greeting – “Hi Sara,” / “Hello Mr. Lee,”
2. Purpose – “I just wanted to ask…” / “I’m writing to tell you…”
3. Details – Time, place, request, reason
4. Closing – “Thanks!” / “See you soon!” / “Best regards,”
âś… Example (to a classmate):
Hi Leo,
Just a quick note to ask if you remember the homework for today.
Let me know. Thanks!
– Emma
Show students realistic examples of short messages. Discuss what makes them good:
Clear and polite language
Correct grammar and punctuation
The right tone for the audience
✅ Activity: Compare a “bad” and “good” message. Ask: “What’s wrong? How can we fix it?”
Provide prompts and ask students to write short messages. Examples:
Write a message to your teacher explaining why you’re late.
Send a text to a friend inviting them to a movie.
Email your boss asking for a day off.
✅ Pair students to write and reply to each other’s messages.
Teach phrases that sound polite and helpful:
“Could you…” instead of “Give me…”
“I’m sorry, but…” instead of “I can’t…”
“Would you mind…?”
âś… Mini-lesson: Formal vs informal tone
Create sentence banks for common situations
Review punctuation and short-form writing rules
Encourage daily practice with real-life scenarios
GET FREE ENGLISH LANGUAGE SONGS AND WORKSHEETS HERE__________________________________________________________________________________________________
Lesson Plan, Worksheet & Checklist: Writing a Good Message
Level: High Beginner to Intermediate
Time: 45–60 minutes
Topic: Writing a Good Message
Focus: Writing, Reading, Speaking (Politeness, Clarity, Tone)
Understand the structure and purpose of different types of messages
Write clear and polite short messages (texts, notes, or emails)
Identify and use appropriate tone (informal, semi-formal, formal)
Sample message handouts
Message writing checklist (see below)
Worksheet (included)
Ask: “When do you write messages in your daily life? Who do you write to?”
Discuss the differences between messages to friends, teachers, or employers
Show 2 sample messages (one informal, one formal)
Identify structure:
Greeting
Purpose
Details
Closing
Read sample messages and highlight key parts
Practice rewriting informal messages into more polite ones
Complete the worksheet exercises (see below)
Exit slip: Write a short message to the teacher about something realistic (e.g., being absent)
Read the message below and label: Greeting, Purpose, Details, Closing
Hi Mr. Park,
I’m sorry I missed class today. I wasn’t feeling well and went to the doctor.
I will catch up on the notes from Maria.
Thank you!
See you tomorrow,
Anna
Make this message more polite and clear:
Hey! Can I not come tomorrow? Got stuff to do. Bye.
Write your improved version:
You want to ask your teacher about homework.
You want to invite a friend to study together.
You need to cancel your English class.
Use full sentences. Include greeting, purpose, detail, and closing.
âś… A clear greeting (Hi Sarah, Hello Mr. Kim)
âś… A short and clear purpose (I want to ask…, I’m writing to tell you…)
âś… Enough details (What, when, why)
âś… A polite tone (Please, Thank you, Sorry)
âś… A proper closing (Thanks, See you, Best wishes)
âś… Correct punctuation and spelling
Extension idea: Create a message board in class or use chat simulations for real-life practice!
A Brilliant Message!
image from https://www.96three.com.au/
Dialogue and discussion aren’t just speaking practice—they build real-world communication skills, boost fluency, and allow students to personalize language. They help learners:
Develop confidence in using English naturally
Practice grammar and vocabulary in context
Improve listening and interaction strategies
Before designing an activity, decide:
What’s the language focus? (e.g., past tense, giving opinions, question forms)
What’s the real-world skill? (e.g., ordering food, asking for directions, expressing feelings)
âś… Tip: Keep the language level and interests of your students in mind.
Create sample dialogues to model conversation. Use:
Simple, natural language
A clear context (e.g., at a restaurant, job interview, making plans)
Useful vocabulary and expressions
✅ Tip: Leave some gaps or blanks in the dialogue for students to complete—this adds flexibility and creativity.
After the model, get students to:
Change the dialogue to make it personal
Use prompts to express real opinions
Practice in pairs or small groups
Move beyond controlled practice by giving:
Discussion questions
Role-play scenarios
Problem-solving tasks
These activities allow students to think, respond, and interact more naturally.
“What makes a good friend?”
“Do you prefer cities or the countryside?”
“Describe a holiday you’ll never forget.”
“What would you do if you found $1,000?”
Monitor without interrupting – take notes and give feedback after
Focus on communication, not just accuracy – help students feel safe to speak
Teach conversation strategies – like asking follow-up questions, agreeing politely, or expressing uncertainty
how to plan and implement effective dialogue and discussion activities that build fluency, confidence, and communication skills in their students.
Topic: Developing Dialogue & Discussion in the ESL Classroom
Audience: ESL teachers (in training or in practice)
Length: 60 minutes
By the end of this session, teachers will be able to:
Design level-appropriate dialogue activities
Create prompts that promote authentic discussion
Facilitate speaking practice that is meaningful and student-centered
Sample dialogue worksheet (included)
Discussion prompt handout (included)
Whiteboard, markers or digital slides
Question: Why is speaking practice important for ESL learners?
Teachers share experiences of successful or challenging speaking activities.
Dialogue: Controlled practice using set phrases and vocabulary
Discussion: Open-ended speaking with opinions, elaboration, and interaction
Topic: “At the Coffee Shop” (see worksheet below)
Step 1: Model with another teacher
Step 2: Identify useful expressions
Step 3: Have pairs adapt the dialogue to their own preferences
Topic: “Would you rather…?”
Hand out question prompts
Pairs choose 3 to ask and answer
Emphasize giving reasons and asking follow-up questions
What made the activities work well?
How would you adapt them for different levels?
What challenges do you anticipate?
Topic: At the Coffee Shop
Student A: Hi! I’d like a large coffee, please. Student B: Sure. Would you like cream or sugar? Student A: Just cream, thanks. Can I also get a muffin? Student B: Of course! That’s $5.50. Student A: Here you go. Student B: Thank you. Have a nice day!
Task: Practice the dialogue, then change it. What else could they order? What other questions might they ask?
CLICK HERE for my “English Language Songs” and Worksheets
Use these to spark pair or group discussion. Encourage full sentences, opinions, and follow-up questions.
…travel to the past or the future?
…live in a city or the countryside?
…be very rich or very famous?
…never use a phone again or never eat chocolate again?
What’s your favorite way to relax?
What is something new you’d like to try?
Describe your perfect weekend.
What advice would you give to a new English learner?
Use real-world contexts and age-appropriate topics
Allow thinking time before discussion
Monitor groups and provide vocabulary support
Focus on communication, not perfection
Encourage clarification and repetition in conversation
Beautiful Mother Teresa.