ESL Lesson Worksheet: Expressing Yourself
Link to Video:
1) Warm-up (3–5 min)
Discuss these questions with a partner:
Do you ever feel like your ideas are better in your head than when you speak them?
Think of a person you know who is a "good speaker." What makes them good?
How do you feel when you have to speak in front of a group of people?
Do you prefer expressing yourself through words, or through art/music/actions?
2) Vocabulary Building (8–10 min)
Task A: Match the words/phrases from the text to their meanings.
Eloquent ____ | A. To doubt a choice or a thought you had.
Train of thought ____ | B. To hit your foot on something and fall (or make a mistake).
Second-guess ____ | C. Able to use language and express opinions clearly/beautifully.
Trip on (one's) tongue ____ | D. The natural connection and movement of speech.
Flow ____ | E. The natural progress of a person's ideas.
Envy ____ | F. A feeling of wanting what someone else has.
Task B: Sentence Completion. Fill in the gaps using the words above.
I had a great idea, but I lost my __________ when the phone rang.
She is so __________; everyone stops to listen when she gives a presentation.
Don't __________ yourself; your first answer is usually the right one.
Sometimes I __________, and the words come out sounding like a mess.
3) Core Task: Comprehension (10–15 min)
Read the text and song lyrics. Answer the following questions based on the source.
Gist: Why did the author write this song?
Detail: Where was the author when she heard the eloquent artists?
True/False: The author wrote the lyrics first, then created the visuals. (True / False)
Inference: In the song, what does "all the beauty turns to less" mean?
Reference: What do the women in the video represent, according to the author?
Analysis: Does the song end with a negative feeling or a hopeful feeling? Explain why.
4) Grammar in Context: Present Continuous (10–12 min)
Focus: Using the Present Continuous for actions happening now or ongoing processes.
Source Examples:
"I’m holding gold, it just takes time..."
"And learning to be eloquent."
Task A: Complete the sentences using the Present Continuous form of the verb in brackets.
Right now, the author __________ (try) to explain her feelings through a song.
The artist __________ (speak) so beautifully that everyone is listening.
I __________ (not want) your style, I'm just __________ (look) for confidence.
We __________ (watch) a video about how words can change shape.
She __________ (find) it hard to say what she means today.
Why __________ you __________ (second-guess) yourself right now?
Task B: Personalization
What is one skill (like speaking or painting) that you are learning right now?
Describe one thing that is happening in your head at this moment.
5) Useful Phrases from the Source (5–8 min)
None found in the text (Phrasal Verbs). Replacing with Useful Phrases from the source.
"It all makes sense" (It is clear/logical)
"Land that way" (To be received or understood in a specific way)
"In my chest" (To describe a deep feeling or emotion)
"Out loud" (Speaking so people can hear, not just thinking)
Practice: Choose the best phrase to complete the dialogue.
A: I’m sorry if my joke sounded mean.
B: It’s okay, it just didn't (1) __________ correctly.
A: I have the idea in my head, but I need to say it (2) __________ to see if (3) __________.
6) Pronunciation (5–8 min)
Target: Word Stress in 3-syllable adjectives.
Task A: Underline the stressed syllable in these words from the lesson.
El – o – quent
Con – fi – dent
Dif – fer – ent
Beau – ti – ful
Task B: Practice the "Schwa" /ə/ sound in unstressed syllables. Drill these phrases:
"Soft and clear and confident."
"Learning to be eloquent."
7) Speaking and Critical Thinking (8–12 min)
Discuss the following prompts:
Justify: The author says she expresses herself better with visuals. Do you think art is better than words for sharing feelings? Why?
Compare: Is it more important to be "eloquent" or to be "honest" when you speak?
Role-play: Partner A is nervous about a speech. Partner B uses ideas from the song to give them advice.
Evaluate: Why do you think many people "second-guess" themselves when they speak a second language?
Reflect: "I don't want your voice... just want to feel that confidence." Is confidence more important than vocabulary?
Describe: If your thoughts were a "shape" or a "color," what would they look like today?
8) Writing (10–15 min)
Task: Write a short blog post (100–140 words) about a time you had difficulty expressing yourself.
Purpose: To share a personal experience and what you learned.
Audience: Other English learners.
Writing Checklist:
[ ] I used the word "eloquent" or "confident."
[ ] I used at least one example of Present Continuous.
[ ] I explained how I felt in that moment.
Model Answer: Sometimes I feel like my brain is a library, but the door is locked. Last week, I was in a meeting at work. I had a great idea for a new project. Inside my head, the plan was perfect and very eloquent. However, when the manager asked for my opinion, I started second-guessing myself. I tripped on my tongue and my words came out in a different shape. I felt frustrated because I am fluent in the feeling, but not the words yet. Now, I am learning to take my time. I realize that even if it comes out rearranged, my ideas still belong in the conversation. I am practicing every day to bring my thoughts from my head to the light.
9) Wrap-up (2–3 min)
Exit Ticket:
What is one new word you learned today?
Write one sentence about your day using the Present Continuous.
Are you a person who prefers to speak or to listen?
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