🎯 Main Goals:

• Understand Subject + Verb + Complement

• Practice play / do / go

• Learn soccer vocabulary with Portuguese reference

• Improve pronunciation

1️⃣ Warm-up (5–8 minutes)

Start simple and personal ⚽

Write on the board:

👉 Subject + Verb + Complement

Examples:

• I play soccer.

• I like football.

• I watch games.

Ask him:

• Do you play soccer?

• yes I do, I like soccer. I play soccer

• Where do you play?

• i play soccer at the soccer court

• Who do you play with?

• I play soccer with my brother, and my friends.

• What position do you play?

• I play right and centre.

If he answers:

“Play soccer.”

You model:

I play soccer.

Make him repeat clearly 👄

2️⃣ Structure Focus – How Sentences Work (15 minutes)

Explain:

In English, we need:

👉 Subject + Verb + Complement

Examples:

• I play soccer. I dont play soccer

• He plays soccer./ he doesn't play soccer.

• I watch TV.

• He watches TV.

Now explain the important rule 🚨

When we use he / she / it, the verb gets S.

• He plays.

• She plays.

• He watches.

• She trains.

Practice orally:

You say:

• I play.

He says:

• He plays.

You say:

• I train.

He says:

• He trains.

Keep it oral and repetitive 🔁

3️⃣ Play, Do & Go (Sports Focus) ⚽🏃🥋

Explain in very simple English:

⚽ We use PLAY for team sports or ball sports.

• I play soccer.

• I play football.

• I play basketball.

🥋 We use DO for individual sports.

• I do judo.

• I do karate.

• I do exercise.

🏃 We use GO for sports ending in -ING.

• I go swimming.

• I go running.

• I go cycling.

Quick practice:

Ask:

• Do you play or do soccer?

• I play soccer

• Do you go swimming or play swimming?

• I go swimming

Make him choose the correct verb.

4️⃣ Soccer Vocabulary (With Portuguese Reference) ⚽🔥

4

🏟️ On the field

• soccer field/court – campo de futebol

• goal – gol

• goalkeeper – goleiro

• defender – defensor / zagueiro

• striker – atacante

• referee – árbitro

💬 Useful Chunks (Frases prontas)

• I score a goal. – Eu faço um gol.

• I am a striker. – Eu sou atacante.

• I play as a defender. – Eu jogo como defensor.

• The referee gives a yellow card. – O árbitro dá cartão amarelo.

• My team wins. – Meu time ganha.

• My team loses. – Meu time perde.

• It’s a draw. – É empate.

Pronunciation focus 👄

• goal /goʊl/

• team /tiːm/

• score /skɔr/

Make him repeat slowly and clearly.

5️⃣ Soccer vs Football 🌍

4

Explain simply:

🇺🇸 In the USA → they say soccer
🇬🇧 In England → they say football
🇧🇷 In Brazil → we say futebol

American football 🏈 is different:

• Different ball

• Helmet

• More physical

Ask:

• Do you prefer soccer or American football?

• i prefer soccer.

• Who is your favorite player?

• my favourite player is Neymar and Pedro do Flamengo.

6️⃣ Practice Activities (No Chart) ✏️

Exercise 1 – Complete the sentence

1. I _play__soccer.

2. He __plays____ soccer every day.

3. I __go____ running on weekends. do/go

4. I __do____ judo at school. go/do

5. My team __wins____ every Saturday. loses/wins

Exercise 2 – Put the words in order

1. soccer / play / I

2. I play soccer

3. every day / trains / he

4. he trains every day

5. striker / a / am / I

6. i am a striker

7. TV / watch / I / football / on

8. I watch football on tv

9. my friends / with / play / I

10. I play with my friends.

Exercise 3 – Speaking Challenge 🎤

He must say:

• 2 sentences with PLAY

• i play volleyball

• I play basketball

• 1 sentence with DO

• i do karate

• i do judo

• 1 sentence with GO

• I go swimming

• I go running

• 1 sentence about his favorite player

Example:

I play soccer with my friends.
I go running on Sunday.

7️⃣ Pronunciation Drill (Very Important for Him) 🔊

Choose 5 words:

• play

• plays

• goal

• team

• train

I play soccer every day, I train every day, I score a goal every day , and my team wins all time.

Steps:

1. You say.

2. He repeats.

3. He says alone.

4. He uses in a sentence.

Correct gently but clearly.

💡 Teaching Tip for a 13-year-old Boy ⚡

Make it active:

• Give points 🏆

• Make mini competitions

• Let him stand and build sentences on the board

• Use soccer examples all the time

Boys this age respond very well to competition and movement.

My Active Week

During the week, I try to stay active. On Mondays and Wednesdays, I go running in the park near my house. On Tuesdays, I do yoga at home because it helps me relax. On Thursdays, I play football with my friends after work. We sometimes play basketball, too.

At the weekend, I usually go swimming with my cousin. He doesn’t do exercise during the week, so he wants to stay healthy. I never do judo because I don’t like martial arts, and I don’t play tennis because I’m not very good at it. One day, I would like to go hiking in the mountains.

Staying active is important, so I try to do exercise and play sports regularly.

🎯 Recognition Activities

1️⃣ Underline Activity

Ask him to:

• Underline all the verbs with PLAY

• Circle all the verbs with DO

• Put a box around all the verbs with GO

2️⃣ Sorting Task

Ask:

• Which activities use play?

• Which activities use do?

• Which activities use go + ing?

He must say the full collocation:

✅ go running
✅ play football
✅ do yoga

3️⃣ Guided Discovery Questions

Help him notice the pattern:

• Do we use play for team sports or individual activities?

• Do we use go with -ing?

• Do we use do for martial arts?

Let him say the rule — don’t explain immediately.

4️⃣ Personalization (Production)

Now ask him to change the paragraph:

“Tell me about your week. What do you play, do, or go?”

You can scaffold:

• On Mondays, I ______.

• At the weekend, I ______.

• I never ______.

Episode 1 – Meet the Teams

Level: A2 (Pre-intermediate)
Focus: Adjectives of feelings + be + adjective

🌍 1. Warm-up (5–7 minutes)

Ask:

• How are you feeling today?

• Are you excited about anything?

• Do you feel nervous before a test?

Write on the board:

I am ______.
I feel ______.

Let student answer freely.

🧠 2. Pre-teach Vocabulary (Adjectives)

😄 Excited / 😬 Nervous / 💪 Confident / 🧘 Calm / 🌟 Important / 👍 Positive

😄 EXCITED

4

Meaning: Very happy and enthusiastic.

Example:

• I’m excited about the challenge.

😬 NERVOUS

4

Meaning: A little afraid or worried.

Example:

• I’m nervous about the challenge.

💪 CONFIDENT

4

Meaning: You believe you can do it.

Example:

• I’m confident we can win.

🧘 CALM

4

Meaning: Relaxed and not nervous.

Example:

• We have to stay calm.

🌟 IMPORTANT

4

Meaning: Very special / very necessary.

Example:

• Family is important.

👍 POSITIVE

Meaning: Thinking good things will happen.

Example:

• I’m feeling positive.

🎧 3. First Listening – General Idea (5–8 min)

Ask before watching:

• How many teams are there?

• Who is nervous?

• Who is confident?

• Why is the challenge important for Harry and Graham?

Student watches Episode 1.

Check answers orally.

🔍 4. Second Listening – Focus on Feelings

Give this chart:

NameExcitedNervousConfidentCalmPositive

Student listens again and completes.

Then check together.

🧩 5. Language Focus (Grammar)

Write on board:

I am excited.
I’m nervous.
He is confident.
We are positive.

👉 Structure:
Subject + verb “to be” + adjective

Negative:

• I’m not confident.

• He isn’t calm.

Question:

• Are you nervous?

• Is he confident?

Quick drill:

You say: “Harry – nervous?”
Student says: “Harry is a bit nervous.”

🎭 6. Speaking Practice (Role Play)

Student chooses one character:

• Harry

• Graham

• Astrid

• Eden

• Ned

• Clare

Student answers as the character:

• How are you feeling?

• Are you confident?

• Is this challenge important to you? Why?

Encourage full answers:
“I’m a bit nervous, but I’m feeling positive.”

🗣 7. Personalization (Very Important)

Now change to real life:

• Are you confident in English?

• Are you nervous when you speak English?

• Is English important for you?

• Do you stay calm during exams?

Push for longer answers:
“I’m sometimes nervous, but I try to stay positive.”

✏️ 8. Mini Writing (5 minutes)

Write 5 sentences:

1. I’m excited about ______.

2. I’m nervous about ______.

3. ______ is important to me.

4. I feel confident when ______.

5. I try to stay calm when ______.

🎯 Optional Extra Activity (If Time)

Emotion Guessing Game:

You act nervous → student says:
“You are nervous!”

Student acts confident → you guess.

🔥 Lesson Objective

By the end, your student should:

• Use be + adjective

• Talk about feelings

• Answer “How are you feeling?”

• Say why something is important

Teen Lesson Plan – Comparatives

Level: A2 (Pre-Intermediate)

Topic: Clues and Comparisons

Grammar: Comparatives (taller than, shorter than, quicker than, more exhausted than)

shorter

bigger

smaller

faster

my brother is faster than me

my hair is shorter than my brother[s

my house is bigger than my friends house.

1. Warm-up (5–7 minutes)

Start with a fun comparison activity.

Ask the student:

• Are you taller than your mother?

• Are you shorter than your father?

• Is a dog bigger than a cat?

• Is a bicycle faster than walking?

Write two examples on the board:

A dog is bigger than a cat.

A car is faster than a bike.

Ask:

👉 What word do we use to compare?

Guide the student to notice “than.”

2. Introduce the Story (5 minutes)

Explain the context simply:

Astrid and Eden are solving a mystery.

They open their first clue.

The clue says they must find a place taller than them.

Ask prediction questions:

• What place is taller than people?

Possible answers:

• a building

• a tower

• a mountain

• a tree

Teen students enjoy guessing.

3. Grammar Focus – Comparatives (10 minutes)

Explain simply.

We use comparatives to compare two things.

Structure:

Adjective + ER + THAN

Examples:

tall → taller than

short → shorter than

quick → quicker than

Example sentences:

• A tree is taller than me.

• A bike is quicker than walking.

Long adjectives

Structure:

MORE + adjective + THAN

Example:

• I am more exhausted than yesterday.

Explain simply:

Short word → -er

Long word → more

4. Listening / Story Check (8–10 minutes)

Tell the student to listen for comparatives.

Key expressions:

• taller than

• shorter than

• quicker than

• more exhausted than

Ask comprehension questions:

• What do Astrid and Eden need to find?

• Is the place taller than them?

• Are they tired at the end?

If needed, replay a short part.

5. Teen Speaking Activity – Comparison Game (10–15 minutes)

Ask the student to compare things.

Round 1 – Easy

Complete the sentence:

• A giraffe is ______ than a dog.

• A plane is ______ than a car.

• A cheetah is ______ than a turtle.

Possible answers:

taller / faster / quicker

Round 2 – Personal

Ask:

• Are you taller than your best friend?

• Is school more difficult than last year?

• Is math easier than English?

Encourage full sentences.

Example:

“I think math is easier than history.”

6. Fun Teen Challenge (5–8 minutes)

Ask the student to create 3 comparisons.

Examples:

• A video game is more exciting than homework.

• Pizza is better than salad.

• A bike is slower than a car.

Then ask:

👉 Which comparison is true?

👉 Which is funny?

7. Review (3 minutes)

Quick recap.

Ask:

• What word do we use to compare?
  (than)

Ask the student to say two sentences:

Example:

• A mountain is taller than a building.

• I am more tired than yesterday.

Optional Homework

Write 5 comparison sentences:

Example:

1. A tiger is stronger than a dog.

2. Summer is hotter than winter.

3. A train is faster than a bike.

Student: 12 years old
Level: Pre-Intermediate / Intermediate
Duration: 45–50 minutes
Focus:

• Past Simple vs Past Continuous

• Listening comprehension

• Using language from the episode

• Storytelling

1. Warm-up – The Mystery Game (5 minutes)

Tell the student:

“Today we are detectives!”

Ask:

• Do you like mystery games or treasure hunts?

• Have you ever lost something important?

• What did you do?

Then introduce the story:

“In today’s episode, Harry loses an important clue. The question is… where did it go?”

Ask the student to guess:

Where could the clue be?

Examples:

• At the market

• On the ground

• In Harry’s bag

• Near the bananas

2. Pre-Watching Vocabulary (6 minutes)

Introduce key words from the episode.

Clue
Something that helps you solve a mystery.

Example:
The detective found a clue.

Market
A place where people buy food.

Ask:

• What can you buy at a market?

Expected answers:

• fruit

• vegetables

• bananas

Lost

Example:
Harry lost the clue.

Ask:

Have you ever lost something?

Shopping list

Example:
The shopping list says bananas.

Ask the student to make one short sentence with one word.

3. Watching Task (10 minutes)

Tell the student:

“Watch the video and answer two questions.”

Questions before watching:

1. Where did Harry and Graham go?

2. What did Harry lose?

After watching, ask:

• What did Harry eat?

• Where did they think the clue was?

• Did they find the letter?

4. Language Focus – Past Simple vs Past Continuous (10 minutes)

Explain simply.

Past Simple

Used for finished actions.

Examples from the episode:

• I ate the banana.

• We bought bananas last week.

• We found a letter.

Structure:

Subject + past verb

I ate
We bought
He lost

Past Continuous

Used for actions happening at that moment.

Examples from the episode:

• Harry and I were having a great time.

• We were walking.

• We were sitting by the Albert Hall.

Structure:

Subject + was/were + verb-ing

I was eating
We were walking
They were looking

Important Pattern

Past continuous + past simple

Example from the episode:

We were walking when my dad asked me for the clue.

Explain:

One action was in progress, and another action interrupted it.

5. Language Practice – Episode Sentences (8 minutes)

Ask the student to complete the sentences.

1. We ______ walking when my dad asked for the clue.

2. I ______ the banana.

3. Harry and I ______ having a great time.

4. We ______ bananas at the market last week.

Answers:

were
ate
were
bought

6. Story Reconstruction (Fun Activity) (7 minutes)

Ask the student to retell the story using prompts.

Prompts:

• Harry and Graham found a letter.

• They went to the market.

• Harry ate the banana.

• They lost the clue.

Encourage him to use:

• while

• when

• was / were

Example:

"They were walking when Harry lost the clue."

VIVER/ LIVE

MY LIFE IS IN BRAZIL AND I LIVE IN BRAZIL

MY UNCLE LIVED IN ANOTHER COUNTRY BUT NOW HE LIVES IN BRAZIL.

WHERE DO YOU LIVE?

I LIVE IN SANTO ANTONIO WITH MY FAMILY.

MY LIFE IS HERE IN SANTO ANTONIO

MY BROTHER LIVES IN SANTO ANTONIO WITH ME.

MY MOTHER AND MY FATHER LIVE HERE IN SANTO ANTONIO.

HERE IN SANTO ANTONIO IS CALM BUT HERE IS NOT BEAUTIFUL. BUT MY LIFE IS HERE WITH MY FAMILY.

PRACTICE/

LIVE/VIVER

LIFE/ VIDA

WITH/ COM

HERE/ AQUI

BROTHER/ IRMAO

FATHER/ PAI

MY/MEU/MINHA

MOTHER /MAE

CALM/ CALM

BEAUTIFUL/ CHARMOSA

BUT/ MAS

AND / E

IS/ É

MY BROTHER IS CALM

MY MOTHER IS BEAUTIFUL AND CALM

MY FATHER LIVES WITH MY MOTHER HERE IN SANTO ANTONIO.

MY LIFE IS BEAUTIFUL WITH MY FATHER AND MY MOTHER HERE IN SANTO ANTONIO.

USE 2 SENTENCES USING LIFE/ LIVE/

1. GOD LIVES IN MY HOUSE WITH MY FAMILY.

2. MY LIFE IS BEAUTIFUL AND CALM HERE IN SANTO ANTONIO.

walks of life
different jobs or roles in society

• On the committee, we want people from all walks of life, so that we can hear a variety of perspectives.

have the time of your life
enjoy yourself

• She loves rollercoasters so she had the time of her life at the theme park on Saturday.

get a life
say this when you’re telling someone they need to be more exciting, or if they're being nosy and should mind their own business. Be careful – this can sound rude!

• You’re not coming to the party because you want to do a jigsaw at home instead? You need to get a life!

a new lease of life
a new burst of energy and enthusiasm for life

• She got bored of the UK weather so moving to sunny Australia gave her a new lease of life.

Level: A1 (Very Basic)
Age: Teen
Time: 45–60 minutes
Focus: Speaking + Vocabulary + Present Simple
Theme: Home & Daily Life

🎯 Objectives

By the end of the lesson, the student will:

• Understand 4 “home” expressions

• Use basic present simple verbs (eat, watch, go, relax, help, live)

• Talk about their home and routine

• Say simple sentences with confidence

🔥 1. Warm-up (5–7 min)

Ask simple questions (use gestures/images if needed):

HOME / LAR HOUSE/CASA

LIKE/GOSTAR

WATCH TV/ ASSISTIR TV

EAT AT HOME /COMER EM CASA

YOU/ VOCE

YOUR/ SUA

DO/ FAZER

WHAT/

• Do you like your home?

• YES, I LIKE MY HOME

• What do you do at home?

• I LIKE TO PLAY SOCCER.

• Do you watch TV?

• YES I DO. I WATCH TV WITH MY BROTHER.

• Do you eat at home?

• YES I DO. I EAT AT HOME EVERY DAY.

👉 Model answers:

• “Yes, I like my home.”/ SIM, EU GOSTO DA MINHA CASA.

• “I watch TV.”/ EU ASSITO TV.

• “I eat pizza.”/ EU COMO PIZZA

• I LIKE TO EAT HAMBURGUERS/ EU GOSTO DE COMER HAMBURGUER.

📚 2. Key Vocabulary (10 min)

Teach these verbs (with actions):

• eat 🍕/ COMER

• watch 📺/ASSISTIT

• sleep 😴/DORMIR

• relax 🛋️/ RELAXAR

• go 🚶/ IR

• help 🤝/AJUDAR

• live 🏠/ VIVER

• LIFE/VIDA

TRANSLATE INTO ENGLISH

EU MORO NUMA CASA CHARMOSA EM SANTO ANTONIO, EU MORO COM MINHA FAMILIA. EU GOSTO DE JOGAR FUTEBOL E EU GOSTO DE DORMIR TAMBEM.

I LIVE IN A BEAUTIFUL HOUSE IN SANTO ANTONIO, I LIVE WITH MY FAMILY. I LIKE TO PLAY SOCCER AND I LIKE TO SLEEP, TOO.

👉 Practice:

• Teacher: “I watch TV.”

• Student repeats

• Then: “I eat at home.”

🏠 3. Expressions + Meaning (Simple English) (15 min)

1. Home sweet home/ LAR DOCE LAR

👉 Meaning: I am happy to be home 😊

Example:

• “Home sweet home! I relax.”/

• Home sweet home, now I can play soccer and watch tv.

2. Make yourself at home/ fique a vontade/ sintase em casa

👉 Meaning: Be comfortable

Example:

• “Sit down. Eat. Make yourself at home.”

  sit down please, my mom is coming. Make yourself at home.

🎭 4. Controlled Practice (10–12 min)

👉 Give sentence frames:

• I __PLAY____ at home

• I __WATCH____ TV.

• I __EAT____ pizza.

• I _LIKE TO DO MY HOMEWORK after school.

Student completes:

• “I watch TV.”

• “I eat pizza.”

• “I relax at home.”

🎮 5. Fun Speaking Activity (10–15 min)

🏡 “My Home Life”

Ask:

• What do you do at home?

I LIKE TO PLAY SOCCER SOMETIMES ALONE OR SOMETIMES WITH MY BROTHER.

• Do you relax?

• I LIKE TO WATCH SOCCER MATCH ALONE OR SOMETIMES WITH MY BROTHER.

• Do you help at home?

• I HELP SOMETIMES, BUT I NEED TO HELP MORE.

👉 Encourage full sentences:

• “I watch TV at home.”/ EU ASSITO TV EM CASA.

• “I eat with my family.”/ EU COMO COM MINHA FAMILIA

• “I relax on the sofa.”/ EU RELAXO NO SOFA.

• TOGETHER/ JUNTOS

• WE/ NOS / A GENTE

• A LOT / MUITO

EU E MEU IRMAO RELAXAMOS NO SOFA ALGUMAS VEZES E ASSISTIMOS TV JUNTOS E COMEMOS PIZZA OU HAMBURGUERS, A GENTE GOSTA MUITO.

I AND MY BROTHER RELAX ON THE SOFA SOMETIMES, AND WE WATCH TV TOGETHER AND WE EAT PIZZA AND HAMBURGERS. WE LIKE A LOT.

TRANSLATE>

MINHA MAE GOSTA DE PIZZA E ELA VIVE NUMA CASA CHARMOSA.

MY MOM LIKES PIZZA AND SHE LIVES IN A BEAUTIFUL HOUSE.

there is a cinema / singular

there are 2 parks/ plural

what else is your city/town?

I live in santo Antonio, here there is a football stadium, and basketball court.

there is a beach in Nazare. positive

there isn't a beach in Santo Antonio. negative

na minha cidade tem 3 escolas

in my town there are 3 schools

na minha cidade nao tem praia

in my town there isn't a beach

na minha cidade tem algumas academias

in my town there are some gyms

na minha cidade tem faculdade

in my town there is a university.

faculdade/ university

casa/ house

escola/ school

estadio de futebol/ football stadium

praia/beach

parque/ park

lojas/ shops/store

restaurantes/ restaurants

museo/ museum

there is a shop in my town / singular

there are 3 restaurants / plural

tem uma escola na minha cidade

there is a school in my town

tem 2 academias na minha cidade

there are 2 gyms in my town

tem um parque na minha cidade

there is a park in my town

nao tem museo na minha cidade

there isn't a museum in my town

nao tem academia na minha cidade

there isn't a gym in my town.

🧑‍🎓

Class: My Daily Routine

🎯

Objective

By the end of the class, the student will be able to:

• Talk about daily activities

• Use “I + verb” in present simple

• Describe their daily routine

🎮

Warm-up (5 min)

Ask easy questions:

• What do you do every day?

• i wake up at 6 am, I have a shower. I eat breakfast, I go to school every day.

• What do you do in the morning on saturday?

• i wake up at 7 am, I play soccer, I eat breakfast, and I play video games and I watch films and I go to sleep at 10 pm

• Do you play video games every day?

• no, I play video games on Saturdays, on Fridays and Sundays.

👉 Model answer:

“I wake up 6 am and I eat breakfast at 6.15 am, I go to school at 6.30 am and I go home at 12.45 pm.

I eat yoghurt, cereal and bread for my breakfast.

I eat rice, beef and sometimes French fries or smashed potatoes for lunch.

I eat bread and chocolate or cupcakes for snacks.

📘

Vocabulary (10 min)

Teach with gestures or miming:

• wake up / acordar

• eat breakfast/ tomar cafe da manga

• go jogging/ trotar/correr

• go to school/ir para escolar

• read a book/ ler um livro

• listen to music/ escutar musica

• eat lunch/snack/ comer almoco/ lanche da tarde

• go home/ ir pra Casa.

• do exercise/fazer exercício.

• cook / eat dinner/cozimhar/ comer o jantar

• watch a film/assitir um filme.

• play video games/jogar video games

• have a shower/ tomar um banho *chuveiro

• go to sleep/ dormir

👉 Drill (repeat together):

• I wake up early / Eu accord cedo

• I eat breakfast/ eu tomo cafe da manha,

• I go to school/ eu vou pra escola.

  
  

🎧

Simple Routine (Video-style script) (10 min)

Read together:

I wake up.

I eat breakfast.

I go to school.

I read a book.

I listen to music.

I eat lunch.

I go home.

I do some exercise.

I eat dinner.

I watch a film.

I play video games.

I have a shower.

I go to sleep.

👉 Ask:

• What do you do first?

• i wake up and after I have a shower

• What do you do at night?

• I go to sleep at 9pm

🗣️

Speaking Practice (10–15 min)

Ask the student to answer:

• What do you do in the morning?

• What do you do after school?

• Do you watch films?

• Do you play video games?

👉 Encourage full sentences:

“I play video games after school.”

🎲

Game: “Act and Guess” (Fun!) (10 min)

• Teacher mimes (example: sleeping)

• Student guesses: “You go to sleep!”

Then switch roles 🙌

✍️

Mini Writing (5–10 min)

My Daily Routine

Ask the student to write 5–8 sentences:

👉 Example:

I wake up at 7:00.

I eat breakfast at 7.30

I go to school at 6.30

I play video games at 5pm

I eat dinner at 7pm

I go to sleep at 9pm

mingau / porridge/ pao/bread/ yoghurt/cake/ cereal.

🔁

Review (5 min)

Quick questions:

• How do you say “despertar”? → wake up

• What do you do after dinner?

• Do you listen to music every day?

⭐

Optional Homework

Draw your daily routine (like a comic) and write 1 sentence for each action.

What are you doing? (Present Continuous)

Level: Beginner (A1)
Age: Teen
Time: 45–60 min
Focus: Speaking + listening + recognition

🎯 Objectives

By the end of the class, the student will:

• Understand the structure: am / is + verb + ing

• Ask and answer: “What are you doing?”

• Describe simple actions happening now

• Recognize common daily actions

🧊 1. Warm-up (5 min)

Act things out (TPR style):

👉 You do actions, student guesses:

• Pretend to read

• Pretend to eat

• Pretend to run

Ask:

what are you doing?

o que voce esta fazendo

i am studying english

i am playing soccer

i am eating a banana

i am waking up at 6am every day

i am going to school

read a book/ I am reading a book

what are you doing?

i am swimming

mom, i am eating a sandwich

dad, I am playing soccer with my friends

study/estudar

play/ jogar futebol

wake up/ acordar

eat /comer

go to school/ ir para escola

• “What am I doing?”

👉 Help him answer:

• “You are reading”

• “You are eating”

🎥 2. Video + Listening (10 min)

Tell him:

👉 “Listen and repeat”

Focus sentences:

• What are you doing?

• i am attending an English class. I am learning English

• What is Cadu doing ?

• Cadu is waking up.

• What is your dad doing?

my dad is working and he is arriving.

Answers:

• I’m exercising

• I’m eating breakfast

• I’m going to work

• I’m studying Spanish

• I’m cooking

• I’m reading a book

👉 Pause and repeat after each line

🧩 3. Structure (Simple + Visual) (5–7 min)

Write:

👉 I am + verb + ing

Examples:

• I am eating

• I am reading

• I am studying

👉 Show contraction:

• I am = I’m

🎮 4. Controlled Practice (10 min)

Ask:

👉 “What are you doing?”

Student answers using prompts:

• (eat) → I’m eating

• (read) → I’m reading

• (cook) → I’m cooking

👉 If needed, model first

🖼️ 5. Fun Activity: Guess the Action (10–15 min)

You say:

• “He is eating”

• “He is reading”

Student guesses:

👉 “What’s he doing?”

OR

👉 You act → student says:

• “You are cooking!”

💬 6. Speaking Practice (10 min)

Ask real questions:

• What are you doing now?

• What is your mom doing?

• What is your friend doing?

👉 Help expand:

• “She is cooking”

• “He is working”

🎯 7. Game: True or False (5–7 min)

Say:

• “I am flying” ❌

• “I am teaching” ✅

Student says:

👉 “True” or “False”

🧠 8. Quick Review (Last 5 min)

Ask:

• What are you doing?

• What is he doing?

✍️ Optional Homework

Write 5 sentences:

• I am eating

• I am studying

• I am watching TV

• i am playing video games

• 
  

i like yoghurt, my favorite flavor is strawberry.

and i like pizza my favorite topping is italian sausage.

wha food you don[t like?

i dont like the fruit strawberry but i like strawberry yoghurt.

what do you like doing?

I like eating pizza

I like playing soccer

I like going to school

I like watching tv

extra activities

Bill likes hiking

do you like hiking?

i dont like hiking

Georgie likes swimming in the sea

do you like swimming in the sea?

yes, I like swimming in the sea

buli likes playing video games

do you like playing video games?

yes, I like playing video games.

do you like singing?

I like singing.

What can you do?

🎯 Objectives

By the end of the class, the student will:

• Use can / can’t to talk about abilities

• Ask and answer questions: “Can you…?”

• Talk about what they can and cannot do

🔥 Warm-up (5 min)

Ask:

• What do you like to do?

• I like soccer, I like to watch tv, and I like to eat pizza

• Do you play any sports?

• yes I play soccer.

• Do you play an instrument?

• I dont play any instrument.

👉 Keep it simple and natural.

🧠 Vocabulary (8–10 min)

Teach with gestures or mime:

• I can't play the trumpet 🎺

• I can sing 🎤but I dont like.

• yes I can snowboard 🏂

• I can cook 🍳 but not everything.

• I can't rock-climb 🧗

• ye I can juggle 🤹

👉 Ask:

• Show me: juggle (make it fun 😄)

📚 Grammar Focus (10 min)

✅ Affirmative

• I can sing.

• I can cook an egg

• I can wake up early

• I can order pizza

• I can play piano/guitar/ the drums

• I can speak English and portuguese

• I can swim in the sea/ the swimming pool.

• I can read a book

• I can climb a tree.

• I can rock climb.

❌ Negative

• I can’t rock-climb.

• I can't eat eggs

• I can't read a book in English

• I cant swim in the sea

• I can't play soccer

• I can’t juggle.

• I can't wake up early

• I can't eat breakfast.

• I cant go to the restaurant

• I cant go with you

❓ Questions

• Can you play the trumpet?

• yes I can

• can you cook an egg?

• yes I can

• can you read a book in English?

• Yes I can

• can your brother play the piano?

• yes he can

he can surf/ he cant * can not surf

she can sing/ she cant sing

it * Bella can bark/ it cant bark

we can speak English/ we cant speak English

they can play soccer/ they cant play soccer

you can sing/ you cant sing

👍 Short answers

• Yes, I can.

• No, I can’t.

🎧 Model Practice (5–7 min)

Practice together:

• Can you play the trumpet?
  👉 Yes, I can. / No, I can’t.

• I can sing.

• I can snowboard.

• I can cook.

• I can’t rock-climb.

• I can’t juggle.

🗣️ Speaking Practice (10–15 min)

Drill

Teacher asks:

• Can you cook?

• yes I can

• Can you snowboard?

• no, I cant

• Can you sing?

• yes, I can

Student answers:

• Yes, I can. / No, I can’t.

👉 Then switch roles!

🎯 Game: “Super Skills” (FUN)

Ask the student:

• Can you fly? ✈️

• Can you become invisible? 👻

• Can you speak 10 languages?

👉 Student must answer:

• “No, I can’t!” (laughs encouraged 😄)

🎭 Pair Activity (Role Play)

Interview Game

Student = famous person ⭐
Teacher = interviewer 🎤

Questions:

• Can you sing?

• Can you cook?

• Can you dance?

Student answers creatively:

• “Yes, I can! I am amazing!”

• “No, I can’t. I am terrible!”

✍️ Writing Practice (5–10 min)

Student writes:

• I can ______

• I can ______

• I can’t ______

• I can’t ______

🌎 Personalization

Ask:

• What can teenagers do in Brazil?

Help with ideas:

• play football ⚽

• use social media 📱

• study English 📚

🧩 Final Speaking Task

Student says:

👉 “I can…, I can…, but I can’t…”

Example:

• “I can sing, I can cook, but I can’t juggle.”

🎯 Objective

The student will learn to ask “What’s this?” and describe things using basic adjectives (big/small, new/old, etc.).

1. Warm-up (3–5 min)

Show or point to objects around you (or use pictures).

Ask:

• What’s this?
  Model answer:

• It’s a book / a pen / a bag.

👉 Keep it very simple and repeat.

2. Presentation (5–7 min)

Teach opposites with gestures and examples:

• Big 🤲 / Small 🤏

• New ✨ / Old 👵

• Expensive 💸 / Cheap 🪙

• Heavy 🏋️ / Light 🎈

• computer/ laptop

• house/ apartment

• tree/ flower

• car/ bike

Model sentences:

• It’s big. / It’s small.

• It’s new. / It’s old.

• its a car/ its a bike

• it[s a house/ its a computer

👉 Use your voice and body (big voice vs small voice, pretend heavy/light).

3. Practice (10 min)

Activity 1: Guessing Game 🎲

You say:

• It’s big and expensive.

Student guesses:

• A car!

Change examples:

• It’s small and cheap. → (pen, candy)

• It’s old and heavy. → (book, table)

Activity 2: Student asks 👦

Student picks an object and asks:

• What’s this?

You answer:

• It’s a ___ . It’s big/small/new/etc.

Then switch roles.

4. Production (5–8 min)

Show pictures (or imagine objects).

Student says:

• It’s a ___ . It’s big and new.

• It’s small and cheap.

Encourage 2 adjectives:
👉 It’s big and heavy.

🎯 Objective

Students will be able to:

• Ask and answer about origin and place of living

• Use “from”, “live”, and “with” correctly

🧠 1. Warm-up (5 min)

Ask simple questions:

• Where are you now?

• Is this a city or a house?

• Do you live in a house or apartment?

📚 2. Model Sentences (Presentation)

Write and read together:

• Where are you from?
  👉 I’m from Oxford.

• Who is from Oxford?
  👉 Tim is from Oxford.

• Where do you live?
  👉 I live in a house in London.

• Who do you live with?
  👉 I live with my family.

💡 Highlight:

• from = origin

• I AM FROM PERU AND YOU ARE FROM BRAZIL

• AND RONALDO IS FROM PORTUGAL AND NEYMAR IS FROM BRAZIL AND MY MOTHER IS FROM BRAZIL, TOO.

• live = place now

• I LIVE IN SALVADOR AND YOU LIVE IN SANTO ANTONIO AND NEYMAR LIVES IN SAO PAULO AND MESSI LIVES IN THE UNITED STATES.

• with = people

• I LIVE WITH MY DOG AND YOU LIVE WITH YOUR FAMILY/ I LIVE WITH MY FAMILY IN SANTO ANTONIO.

🗣️ 3. Practice (Controlled)

Ask the student to repeat and complete:

1. Where are you from?

2. I’m from Brazil

3. Where do you live?

4. I live in a house

5. Who do you live with?

6. I live with my family and dog.

Then ask:

• Where are you from?

• Where do you live?

• Who do you live with?

🎲 4. Game: Guess Who (Fun Activity)

Say:

• “This person is from Brazil. He lives in a house. He lives with his family.”

Student guesses:
👉 “Is it you?” / “Is it Tim?”

Then switch roles 👍

✍️ 5. Simple Writing

Student writes 3 sentences:

• I’m from ______

• I live in ______

• I live with ______

🎤 6. Speaking (Personalization)

Ask:

• Do you like your house? Why?

• yes because here in my house I have my family and my dog.

• Do you like your city?

• yes I like very much because here is my school and my friends.

Encourage short answers:
👉 “Yes, I do. It’s big.”
👉 “No, I don’t. It’s noisy.”

❓ 7. Questions to Finish

• Where are you from?

• Where do you live?

• Who do you live with?

• Is your house big or small?

• Do you like your city?

🧩 Optional Homework

Draw your house and write:

• I live in a ______

• I live with ______

🎯 Objective

Students will be able to:

• Ask and answer about origin and place of living

• Use “from”, “live”, and “with” correctly

🧠 1. Warm-up (5 min)

Ask simple questions:

• Where are you now?

• Is this a city or a house?

• Do you live in a house or apartment?

📚 2. Model Sentences (Presentation)

Write and read together:

• Where are you from?
  👉 I’m from Oxford.

• Who is from Oxford?
  👉 Tim is from Oxford.

• Where do you live?
  👉 I live in a house in London.

• Who do you live with?
  👉 I live with my family.

💡 Highlight:

• from = origin

• live = place now

• with = people

🗣️ 3. Practice (Controlled)

Ask the student to repeat and complete:

1. I’m from ______

2. I live in ______

3. I live with ______

Then ask:

• Where are you from?

• Where do you live?

• Who do you live with?

🎲 4. Game: Guess Who (Fun Activity)

Say:

• “This person is from Brazil. He lives in a house. He lives with his family.”

Student guesses:
👉 “Is it you?” / “Is it Tim?”

Then switch roles 👍

✍️ 5. Simple Writing

Student writes 3 sentences:

• I’m from ______

• I live in ______

• I live with ______

🎤 6. Speaking (Personalization)

Ask:

• Do you like your house? Why?

• Do you like your city?

Encourage short answers:
👉 “Yes, I do. It’s big.”
👉 “No, I don’t. It’s noisy.”

❓ 7. Questions to Finish

• Where are you from?

• Where do you live?

• Who do you live with?

• Is your house big or small?

• Do you like your city?

🧩 Optional Homework

Draw your house and write:

• I live in a ______

• I live with ______

Basic English Class – Places in Town & “There is / There are”

Warm-up Questions

• What is in your town?

• Is there a beach in your town?

• Are there restaurants near your house?

• What places do you like in your city?

Vocabulary

Places in Town

Repeat and practice:

• a beach/yes, there is a beach/ there is no a beach/ there isn[t a beach

• a university/ yes,there is a university.

• a river/ yes, there is a river.

• a cinema/ yes, there is a cinema.

• a train station/ no there isn[t a train station.

• a cathedral/ yes, there is a cathedral.

• a football stadium/ yes, there is a football stadium.

• shops/ yes, there are shops

• restaurants/ yes there are restaurants

• churches/ yes there are churches.

• libraries/ yes there are libraries.

• museums/no there are not museums/ there aren't museums.

• schools/ yes there are schools.

• gyms/ yes there are gyms

• theatres/ yes there are theatres.

• houses/ yes there are houses

• an airport/ no there is no an airport.

singular sentences

tem uma escola na frente da minha casa

is there a school in front of your house? interrogative

there is a school in front of my house / positive sentences

there isn[t a school in front of my house/ negative sentence

cars/houses/

are there houses in your town? interrogative question.

there are houses in my town/ positive sentence

there aren't houses in my town/ negative sentences

Presentation

Learn this!

Singular

Use There is for ONE thing.

• There is a beach.

• There is a cinema.

• There is a river.

Questions

• Is there an airport?

• Yes, there is.

• No, there isn’t.

Plural

Use There are for MORE THAN ONE thing.

• There are restaurants.

• There are museums.

• There are schools.

With quantities

• There are some gyms.

• There are lots of houses.

Pronunciation Practice

Repeat

• There is a beach.

• There are restaurants.

• Is there a cinema?

• Yes, there is.

• No, there isn’t.

Controlled Practice

Complete with is or are.

1. There is a river.

2. There are museums.

3. There is a football stadium.

4. There are some schools.

5. There are lots of houses.

Answers:

1. is

2. are

3. is

4. are

5. are

Speaking Practice

Ask your partner

• Is there a beach in your town?

• no, there isn't a beach in my town.

• Is there a train station?

• no, there isn't a train station in my town.

• Is there an airport?

• no, there isn't an airport in my town.

• Are there museums?

• no, there aren't museums in my town.

• Are there restaurants?

• yes, there are restaurants in my town.

• Are there gyms?

• yes, there are gyms in my town.

Follow-up

• What is your favorite place in your town?

• I like the stadium and is my favourite in my town.

• Where do you go on weekends?

• I go to restaurants with my family.

• 
  

Reading

My Town/ minha cidade

My town is beautiful. There is a beach and a river. There is also a cinema and a football stadium. There are lots of restaurants and shops. There are some museums and libraries too. There isn’t a train station, but there is an airport.

Comprehension Questions

1. Is there a beach?

2. yes, there is a beach.

3. Is there a train station?

4. There isn’t a train station.

5. Are there restaurants?

6. yes, there are restaurants

7. Are there museums?

8. yes, There are some museums

9. Is there an airport?

10. yes, there is an airport

Writing Practice

Write 5 sentences about your town.

Example:

• There is a beach.

• There are restaurants.

• There isn’t a university.

Final Speaking Challenge

Describe your town for 1 minute using:

• There is…

• There are…

• There isn’t…

• There aren’t…

Level: Very Basic Beginner
Topic: Talking About the Weather
Goal: The student can ask and answer simple questions about the weather.

Lesson Objectives

By the end of the lesson, the student will be able to:

• ask “How’s the weather?” Como esta o clima?

• understand simple weather vocabulary

• describe weather using basic sentences

• read a short easy text

• talk about weather in real life

Warm-up (5 minutes)

Start with simple questions:

quente/ hot/ frio/cold

sol/sun ensolarado/sunny

vento/wind ventando/ windy

chuva/ rain chuvoso/rainy

neve/ snow nevando/ snowy

nuvoso/ cloudy nuvens/ cloud

• Is it hot today?

• yes. it is. today is hot

• Is it sunny today?

• no, it is not. today is hot

• Do you like hot weather?

• yes, I like hot weather because I can go to the beach

• Do you like rain?

• no I dont like rain because I like hot weather

How’s the weather?

Practice pronunciation together.

Answers

• It’s hot and sunny./ é quente e ensolarado

• It’s raining./ esta chovendo * rainy/chuvoso.

• It’s snowing./ esta nevando.

• It’s windy and cold. esta ventoso e frio.

• It’s cloudy.esta nuvoso/ nuvens/clouds

Use facial expressions and actions:

• pretend to shiver for “cold”

• move hands like wind for “windy”

• point up for “sunny”

• make rain sounds for “raining”

Pronunciation Practice

Drill naturally:

Teacher:

How’s the weather?

Student:

It’s sunny.

Teacher:

How’s the weather?

Student:

It’s raining.

Mix fast and slow repetition.

Short Reading Activity

Reading Text

Today, the weather is beautiful.
It is hot and sunny in the morning.

In the afternoon, it is windy and cloudy.

At night, it is cold and raining. "rainy

I stay home and drink hot chocolate.

Reading Questions

1. How is the weather in the morning?

2. it is hot and sunny in the morning.

3. Is it sunny or snowy?

4. it is not snowy but it is sunny.

5. How is the weather in the afternoon?

6. In the afternoon, it is windy and cloudy.

7. Is it raining at night?

8. yes, At night, it is cold and raining.

Controlled Practice

Show prompts and let the student answer.

Example

Teacher:

How’s the weather?

Teacher shows sun picture.

Student:

It’s sunny.

Continue with:

• rain/chuva chuvoso /rainy

• snow/neve nevando/snowy

• clouds/nuvens nuvoso/cloudy

• wind/vento ventando/windy

Speaking Practice

Situation 1 – Talking to a Friend

Student A:

How’s the weather?

Student B:

It’s hot and sunny.

Change the weather each time.

Situation 2 – Vacation Conversation

Practice simple travel English.

Teacher:

How’s the weather in Disney?

Student:

It’s hot and sunny!

Teacher:

Do you like sunny weather?

Student:

Yes, I do!

Fun Game

Guess the Weather

Teacher acts the weather.

Student guesses:

• “It’s windy!”

• “It’s snowing!”

Then switch roles.

Review

Ask the student:

• What weather do you like?

• I like hot weather.

• how is the weather in Santo Antonio?

• it is a hot weather in Santo Antonio.

• What weather do you dislike?

• i dislike rainy and windy weather

• How’s the weather today?

• the weather is fresh, it is very normal. it it not cold and not hot.

Encourage complete sentences.

Homework

The student writes 5 sentences:

Example:

1. It’s sunny.

2. It’s cloudy.

3. It’s raining.

4. It’s windy and cold.

5. It’s hot today.

Theme

⚽ World Cup 2026 & Soccer Players

Class Goal

Students will learn how to:

• ask and answer about nationality and hometown

• talk about where they live

• talk about who they live with

Warm-Up (5 minutes)

Ask simple soccer questions:

• What’s your favorite team?

• my favourite team is Victoria

• Who is your favorite player?

• my favourite player is Marinho

• Which country will win the 2026 World Cup?

• for me the country that will win is Brazil

pais/ country/countries

continent/continents

mundo/ world/ copa/ cup

world cup 2026

i am from PERU but I live in salvador

i am from Brazil and I live in Santo Antonio.

i was born in salvador

You can also show pictures of famous players.

4

Target Language

Question 1

Where are you from?

Answers

• I’m from Brazil and I live in a house in Santo Antonio, and I live with my family

  
  

Question 2

Who is from Argentina?

MESSI AND JULIAN ALVARE ARE FROM ARGENTINA

Soccer Nationalities Practice

Controlled Practice

Complete the sentences

1. Messi is from __ARGENTINA______.

2. Mbappé is __FRANCE______.

3. Vinícius Júnior is from __BRAZIL______.

4. I live with my _FAMILY_______.

5. I live in __SANTO ANTONIO______.

Speaking Practice

Student Interview

A

Fun Soccer Game

“Guess the Player”

Teacher says:

• “He is from Argentina, HE is THE KING OF SOCCER in Argentina and around the world . his name is Messi.

• “He plays soccer.”

• “He played for Barcelona.”

Student guesses:
→

World Cup 2026 Discussion (Easy)

Ask:

• Which country is strong?

• for me brazil is a strong team in the World Cup because now we have 5 STARS NEYMAR, VINICIUS JUNIOR, DANILO, ALLYSON, AND ANDRICK.

• Is Brazil strong?

• YES VERY STRONG BECAUSE IS THE FAVOURITE

• Is Argentina strong?

• YES, BECAUSE THERE THEY HAVE MESSI AND JULIAN ALVAREZ.

• Who is your favorite national team?

• MY FAVORITE NATIONAL TEAM IS VICTORIA IS FRM SALVADOR AND FLAMENGO IS FROM SAO PAULO.

5

Homework

Write 5 sentences:

1. Where are you from?

2. Where do you live?

3. Who do you live with?

4. Your favorite player

5. Your favorite national team

We use the present simple to talk about habits and routines.

I / You / We / They need to use an infinite verb

• I wake up at 7:00 am.

• You eat breakfast.

• They go to work. / my mom and my dad go to work everyday/ today.

He / She/ it

For he and she, the verb usually adds -s.

• He works every day.

• She plays video games.

• He eats lunch at noon. * media dia/ almoco lunch

• She listens to music. / escutar

• He reads the news./ ler as noticias

• She cooks dinner.

Important examples

I work → He works /they work.
I play → She plays/ we play
I eat → He eats/ they eat
I read → She reads/ he reads
I listen → He listens/ you listen
I cook → She cooks/ it cooks
I go → He goes/ we go.

Reading – Daniel’s Daily Routine

Daniel has a busy day. He wakes up at 6:30 every morning. He eats breakfast at home and he drinks coffee. Then he walks to the bus stop and he goes to work.

At work, he reads emails and listens to music while he works. At 12:30, he eats lunch with his coworkers.

After work, he goes home. Sometimes he swims in the sea or does some exercise. In the evening, he cooks dinner and watches a film.

Before bed, Daniel has a shower and reads a book. Then he goes to sleep at 10:30.

Reading comprehension

Answer:

1. What time does Daniel wake up?

2. he wakes up at 6.30 every morning.

3. What does he eat in the morning?

4. he eats breakfast and he drinks coffee.

5. How does he go to work?

6. he goes to work by bus.

7. What does he do after work?

8. he goes home and sometimes he swims in the sea.

9. What does he do before he goes to sleep?

10. before he goes to sleep, he has a shower and he reads.

Fill in the blanks – Daily routine

Complete with the correct verb.

Exercise 1

wake up • eats • goes • reads • listens • cooks • watches • sleeps

1. Daniel __wakes up__ at 6:30 every day.

2. He ___eats_______ breakfast at home.

3. He ___goes_______ to work by bus.

4. He ____reads______ emails at work.

5. He ___listens _______ to music.

6. In the evening, he __cooks________ dinner.

7. After dinner, he ___watches_______ a film.

8. He ___sleeps_______ at 10:30.

Fill in the blanks – Third person singular

Use the verb in parentheses.

Exercise 2

1. She ___eats _______ breakfast at 7:00. (eats)

2. He ___walks _______ to work every day. (walks)

3. She ___listens _______ music in the evening. (listens)

4. He __plays________ video games after dinner. (plays)

5. She ____has______ a shower before bed. (have/ has

6. He __reads________ the news every morning. (reads)

7. She ______goes____ home at 6:00. (goes)

8. He __cooks ________ dinner with his family. (cooks)

Write about your routine

Write 6–8 sentences about your daily routine.

Use:

• I wake up… corder

• I eat…/ comer

• I go…/ ir

• I listen to…/ escutar

• I cook…/ cozinhar

• I watch…/ assist

• I go to sleep…/ ir dormir

Example:

I wake up at 7:00. I eat breakfast at home. I walk to work. I eat lunch at 12:00. After work, I go home. I cook dinner and watch TV. I go to sleep at 11:00.

I wake up at 6.30. I eat breakfast at home with my brothers. I go to school at 7.30 am. I eat lunch at 12.45 and I go home at 12.30. at home I watch tv alone and then I do my homework.

• I wake up at 7:00.

• I eat breakfast.

• I read the news.

• I listen to music.

• I go home.

• I cook dinner.

• I watch a film.

• I go to sleep.

homework>

Tell me about someone in your family.

• What time does your mother wake up?

• What does she do during the day?

• What does she do after work?

• What time does she go to sleep?

Start by asking:

• Can you swim? pode voce radar?

• yes I can / no I can't

• Can you ride a bike? pose voce adar de bicicleta?

• yes I can/ no I can't

• Can you play a musical instrument?

• yes I can/ no I cant

• Can you cook? cozinhar

• yes I can / no I can't

• Can you sing? cantar

• yes I can/ no I cant.

• Can you use the internet? user internet.

• yes I can/ no I cant

Try to get full answers:

Yes, I can.

No, I can’t.

Yes, I can play the guitar.

No, I can’t cook.

2. Grammar review – CAN / CAN’T

We use can to talk about ability.

Examples

I can sing.

I can cook.

I can play the trumpet.

I can snowboard.

We use can’t for no ability.

Examples

I can’t juggle.

I can’t rock-climb.

I can’t play the trumpet.

Question form

Can you play the trumpet?

Yes, I can.

No, I can’t.

3. Reading – The Power of the Internet

The Power of the Internet

The internet is part of our daily life.

People use the internet to learn new things, watch videos, play games, and talk to friends.

Students can use the internet to study. They can watch lessons and find information for school.

Families can send messages and video call people in other cities or countries.

The internet can also help people learn new skills. You can learn to cook, draw, play music, or even speak English online.

But people need to be careful too.

Not everything on the internet is true. Some information is wrong.

The internet is powerful because it connects people around the world.

It can help us learn, create, and share ideas.

4. Reading comprehension

Ask:

1. What can students do on the internet?

2. How can families use the internet?

3. What can people learn online?

4. Why should people be careful online?

5. Why is the internet powerful?

5. Fill in the blanks – can / can’t

Complete with can or can’t

1. I __can____ sing.

2. She _can_____ cook pasta.

3. He ___can___ play the trumpet.

4. They __can____ juggle five balls but I can't.

5. We _can_____ use the internet at home.

6. My friend __can____ snowboard very well.

6. Match the question and answer

Questions

1. Can you sing?

2. No, I can’t. It’s difficult.

3. Can you cook?

4. Yes, I can. I make pasta.

5. Can you play the trumpet?

6. Yes, I can. I love music.

7. Can you use the internet?

   yes I can I use it every day.

Answers

a) Yes, I can. I use it every day.

b) No, I can’t. It’s difficult.

c) Yes, I can. I love music.

d) Yes, I can. I make pasta.

7. Speaking practice – Me!

Ask your student to answer in full sentences:

• I can…

• I can…

• I can…

and

• I can’t…

• I can’t…

Example:

I can swim.

I can ride a bike.

I can play games.

I can’t skateboard/ snowboard

I can’t play the piano.

8. Fun task – Superpower game

Ask:

If you could have one superpower, what would it be?

Examples:

• can you fly? voar/ no I can't

• can you become invisible ?/ no I can't

• can you read minds? no I can't

• can you talk to animals? yes I can.

• can you travel through time? no I cant

Questions:

• What can you do with your superpower?

• Can you help people?

• Can you travel?

• Can you become invisible?

9. Final writing task

Write 5 sentences:

“What can you do with the internet?”

Example:

I can watch videos.

I can play games.

I can talk to my friends.

I can learn English.

I can read information.

Homework (optional)

Write:

“3 things I can do and 3 things I can’t do.”

Example:

I can swim.

I can play football.

I can use the internet.

I can’t play the trumpet.

I can’t cook pizza.

I can’t juggle.

Topic: What are you doing? o que voce esta fazendo?

Goal

dictation

run/ running/ correr

swim/ swimming/ nadar

eat/eating/comer

play/ playing/ brincar

drink/ drinking/ beber

cook/ cooking/cozinhar

sleep/ sleeping/ dormir

watch/watching/ assistir

go/ going/ ir

exercise/ exercising/exercitar.

By the end of the class, the student will be able to:

• ask:

  • “What are you doing?”

  • “What’s he doing?”

  • “What is Tim doing?”

• answer using the present continuous:

  • “I’m exercising.”

  • “He’s cooking.”

  • “She’s reading.”

  • i'm swimming

  • i'm eating breakfast

  • I'm studying

  • my dad is working now

1. Warm-up (5 minutes)

Start with actions and gestures.

Mime simple actions:

• drinking water/

• reading a book

• sleeping late

• running on a marathon

• cooking pasta

Ask:

• What am I doing?

Student answers:

• You’re drinking.

• You’re reading.

• You’re sleeping.

Then let the student mime actions and ask:

• What are you doing?

2. Video Review (5–8 minutes)

Watch the video together.

Pause after each action and ask:

• What is Tim doing?

• What’s he doing?

• What are they doing?

Expected answers:

• He’s exercising.

• He’s eating breakfast.

• He’s going to work.

• He’s studying Spanish.

• He’s cooking.

• He’s reading a book.

3. Simple Grammar Review (5 minutes)

Explain:

We use the present continuous for actions happening now.

Examples:

• I’m exercising.

• I’m cooking.

• He’s reading.

• She’s studying.

Questions:

• What are you doing?

• What is he doing?

• What’s she doing?

4. Vocabulary Practice (7 minutes)

Review the verbs from the video: adding the ING

• exercise/ exercising

• i am exercising with my dad in the morning before I go to school.

• eat breakfast/ eating breakfast

• i am eating breakfast at 7 am in the morning with my brother and my family.

• cook/cooking

• i am cooking pasta for my family at lunch.

• read/reading

• my brother is reading a book for school to my friends.

• study/studying

• my dad is studying for work.

• go to work/ going to work

• my dad is going to work at 7 am.

Ask simple questions: routines and habits

• Do you exercise?

• yes I do. I play soccer I like to exercise.

• Do you read books?

• no I dont. I dont read much.

• Are you studying English today?

• yes, I am studying English in this moment.

• Do you cook at home?

• no I dont cook. my mother cooks for my family.

Encourage short answers.

5. Speaking Practice (10 minutes)

Ask personal questions:

• What are you doing right now?

• i am studying English right now.

• What are you doing after class?

• i am playing soccer with my friends after class.

• What are you doing tonight?

• i am studying English tonight.

• What are you doing this weekend?

• i am playing soccer and playing video games.

Possible answers:

• I’m having a class./ eu estou tendo uma aula

• I’m going home./ eu Estou going pra casa.

• I’m playing video games./ eu estou jogando video games.

• I’m meeting my friends./ eu estou encontrando meus amigos.

Help the student expand answers naturally.

6. Picture Description Activity (8 minutes)

Show pictures of people doing actions:

• playing soccer

• sleeping

• cooking

• texting

• eating pizza

• studying

Ask:

• What’s he doing?

• What’s she doing?

Student answers:

• He’s playing soccer.

• She’s texting.

• He’s eating pizza.

• She’s studying.

7. Guessing Game (5 minutes)

The student secretly chooses an action.

You ask questions:

• Are you reading?

• Are you cooking?

• Are you exercising?

Student answers:

• Yes, I am.
  or

• No, I’m not.

Then switch roles.

8. Final Speaking Challenge (5 minutes)

Ask the student to make 5 sentences.

Examples:

• I’m studying English.

• My mom is cooking.

• My friend is sleeping.

• My teacher is talking.

• Tim is eating breakfast.

Then ask the student to create 3 questions using:

• What are you doing?

• What’s he doing?

• What’s she doing?

Optional Homework

Take 3 photos during the day and write one sentence for each photo.

Examples:

• I’m eating lunch.

• My brother is playing video games.

• My dad is cooking dinner.

Or write about the family:

• My mom is cooking.

• My dad is watching TV.

• My sister is studying.

• I’m doing homework.

Level: Basic Teen Student (A1)
Topic: Talking about food preferences

Review

Asking About Likes

Question:

• What do you like?

Answers:

• I like fish. Positive

• I don't like fish. negative

• do you like fish? interrogative

• no, I dont like fish.

• yes, I like fish.

• I like fruit. positive

• I don't like fruit.negative

• do you like fruit?interrogative

• I like chocolate.positive

• I don't like chocolate. negative

• do you like chocolate? interrogative

• I like pizza. positive

• i dont like pizza. negative

• do you like pizza? interrogative

• I like ice cream.

• I don't like ice cream. negative

• do you like ice cream? interrogative

Asking About likes/Dislikes

Question:

• What food don't you like?

• I don't like fruits specially papaya, and I don't like

  onions, but I like pizza!

Answers:

• I don't like nuts.

• I don't like jelly.

• I don't like onions.

• I don't like mushrooms.

Vocabulary

Foods You Might Like

• Fish/pesce

• Fruit/fruta

• Chocolate/

• Pizza/

• Ice cream/sorvete

• Chicken/ frango

• Rice/arroz

• Pasta/macarrao

• Apples/macas

• Bananas

Foods You Might Not Like

• Nuts/nozes

• Jelly/ gelatina

• Onions/cebola

• Mushrooms/cogumelos

• Broccoli/

• Olives/acetona

Speaking Practice

Answer the questions using complete sentences.

1. What food do you like?

2. I like pizza

3. What fruit do you like?

4. i dont like fruits bu† I like apples.

5. Do you like chocolate?

6. yes, I like chocolate

7. What food don't you like?

8. i dont like olives.

9. Do you like fish?

10. depends on the fish but I dont like fish very much.

11. Do you like pizza?

12. yes I like pizza.

Example Answers

• I like pizza and chocolate.

• I don't like onions.

• Yes, I do.

• No, I don't.

Reading

My Favorite Foods

Hi! My name is Lucas. I love food. My favorite food is pizza. I also like chocolate and bananas. I eat fruit every day because it is healthy.

There are some foods I don't like. I don't like nuts, and I don't like jelly. My sister loves jelly, but I don't. On weekends, my family and I often eat fish and rice together.

Reading Comprehension

Answer the questions.

1. What is Lucas's favorite food?

2. luca's favourite food is pizza

3. What fruit does Lucas like?

4. Lucas likes bananas

5. Why does he eat fruit every day?

6. because it is healthy.

7. What food doesn't he like?

8. he doesn't like nuts and jelly.

9. Does his sister like jelly?

10. yes, she likes jelly.

11. What does his family eat on weekends?

True or False

Write T (True) or F (False).

1. Lucas's favorite food is pizza. _true____

2. He doesn't like bananas. _false

3. He eats fruit every day. __true___

4. He likes nuts. __false

5. His sister likes jelly. _true____

6. His family eats fish and rice on weekends. __true___

Writing Practice

Write 5 sentences about your food preferences.

Example:

• I like pizza.

• I like strawberries.

• I like chocolate.

• I don't like onions.

• I don't like nuts.

Level

Elementary / Lower Intermediate Teen

Objectives

By the end of the lesson, the student will be able to:

• Review the use of can and can't for abilities.

• Talk about talents, hobbies, and skills.

• Read a short article and answer comprehension questions.

• Practice speaking naturally about what they can and can't do.

Warm-Up

Ask and answer:

1. Can you swim/nadar?

2. yes, I can!

3. Can you cook/cozinhar?

4. yes, I can.

5. Can you play a musical instrument?

6. no, I can't.

7. Can you dance?

8. no, I can't

9. Can you speak another language?

10. yes, I can.

Follow-up questions

• When did you learn?

• Who taught you?

• Do you enjoy it?

• How often do you do it?

Quick Review

Positive

• I can sing happy birthday.

• I can cook bread.

• they can snowboard.

Negative

• I can't juggle.

• He can't rock-climb.

• We can't play the trumpet.

Questions

• Can you swim?

• Can she dance?

• Can they cook?

• i /eu you/voce she/ela he/ele they/eles nos/we you/voces

Vocabulary

Match the activities with the pictures or definitions.

• juggle/maneobrar

• snowboard/esquiar na neve.

• rock-climb/ escalar

• sing/cant

• cook/cozinhar

• play the trumpet/ tocar a trompeta.

Discussion:

Which activities look exciting?

Which activities would you like to learn?

Reading

Meet Leo

Leo is fourteen years old and loves trying new activities. He can play the guitar and sing very well. He learned to play the guitar when he was nine years old.

Leo is also a good cook. Every Saturday, he helps his father prepare lunch for the family. His favorite dish is homemade pizza.

However, there are some things Leo can't do. He can't juggle, and he can't rock-climb because he is afraid of heights. He would like to learn how to snowboard one day because he thinks it looks exciting.

Leo believes everyone has different talents. He says it is important to keep practicing and never give up when learning a new skill.

Reading Comprehension

True or False

1. Leo is fourteen years old. true!

2. Leo can play the trumpet. false!

3. Leo helps prepare lunch on Saturdays. true!

4. Leo can juggle. false!

5. Leo wants to learn snowboarding. true!

Answer the Questions

1. What instrument can Leo play?

2. Leo can play guitar.

3. When did he learn it?

4. when he was 9 years old.

5. Why can't he rock-climb?

6. he is afraid of heights/ I am afraid of spiders/ she is afraid of a monster. they are afraid of dogs.

7. What activity does he want to learn?

8. he wants to learn snowboarding.

9. What advice does Leo give about learning new skills?

10. it is important to keep practicing and never give up when learning a new skill.

Speaking Practice

Find Three Things

Tell me:

• Three things you can do well.

• I can play soccer, I can cook bread, I can read.

• Two things you can't do.

• I can't rock climbing, I can't snowboard.

• One thing you would like to learn.

• I would like to learn how to snowboard.

Example:

I can swim, cook, and ride a bike. I can't juggle or snowboard. I'd like to learn how to play the guitar.

Reinforcement Activities

Activity 1: Complete the Sentences

Use can or can't.

1. My brother can't cook very well but I can cook bread.

2. I _can't__play the trumpet.

3. i ___can__ speak English in class.

4. My friend _can't____ snowboard.

5. They __can't___ juggle five balls.

Activity 2: Correct the Mistakes

1. She can sing very well. correct

2. Can you swim? correct

3. I can’t cook. correct

4. He can play the guitar. correct

5. They can’t rock-climb. correct

Activity 3: Interview a Classmate

Ask:

• Can you swim?

• yes I can

• Can you cook?

• no I cant

• Can you sing?

• no I cant

• Can you ride a bike?

• yes I can

• Can you play an instrument?

• no I cant.

Write three sentences about your partner.

Example:

Maria can swim and cook. She can't play the guitar.

Activity 4: Challenge Question

What skill would you most like to learn and why?

Speak for 1 minute using:

• can

• can't

• would like to

• because

Example:

I can't play the guitar, but I would like to learn because I love music. I can sing a little, and I think learning an instrument would be fun.

Homework

Write 8–10 sentences about yourself.

Include:

• 4 things you can do.

• 3 things you can't do.

• 1 thing you would like to learn.

Example:

I can swim and cook. I can speak Portuguese and English. I can't snowboard. I can't juggle. I would like to learn how to play the drums because I love music.