Ayesha
Excuse me. How much is this clock?

Trader
For you I can do that clock for ten pound.

Ayesha
Ten pounds?

Trader
Yeah. That's right.

Ayesha
Thank you.

homework:

Discuss these questions:

• What should she do?

  she should ask her money back

• What could she say in English?

• She could say: I would like to change my Watch.

• should = deveria

• Ayesha should have her money back

• could = poderia

• she could talk to the manager

• would = hipotetico / she would like to buy another clock.

• i would like to rent a house or an apartment.

i would like to work here in Dubai.

• Would you buy a clock at the market? (Why / Why not?)

• Yes, I would buy it if it was at a good price.

• No, I wouldn’t buy it because it’s not a specific Watch Store.

PART2

Ayesha
Excuse me. This clock doesn’t work.

Trader
What's wrong with it?

Ayesha
Look.

Trader
Oh yes. I see. Well, I could give you a different one.

Ayesha
Can I have my money back?

Trader
Your money back? Well, as it's broken, OK. Here you are.

Ayesha
Thanks.

Discuss these questions:

• Have you taken things back to the shop or market? (What? When? What happened?)

once i bought (buy) a dress and this dress had a torn and i brought (bring) back to the store.

• Where can you buy nice things for your home?

well, let me tell you i can buy nice things for my home at IKEIA because there you can buy beautiful things for your living room, your bedroom, your kitchen.

i live at palm beach hotel

renan works at inter systems

renan works in a office

• Do you always keep receipts? (Why / Why not?)

  well , i always keep the receipts because i can have my money back if a problem happens.

  
  

• keep the change! thank you very much for your service.

  Is there a good market where you live? (Tell us about it.)

  
  

  yes, there is is a good market where you can buy groceries and for a good price.

  grocery store/ super market

have = ter / possessions

there is a market - singular( reference of place)

there are parks = plural

• How are markets in Dubai different to markets in other countries?

  here in Dubai, there are different markets around the city, where i live there is a market that i like is called Carrefour and you find everything you need.

summary: what happened to Ayesha at the store?

Ayesha went to the store and she bought a clock, when she came back home, she realized that the clock was broken.

few hours later, she went to talk with the trader (sales person) and she had her money back.

highlight:

go to - went to

come back - came back

realize - realized

few hours - poucas horas

sales person/ trader

Samina
Yes, I have it here. 15 Leonard Street.

Muna
That's right. See you at three o'clock.

Samina
See you later.

Discuss these questions with your group:

• What should Samina do?

  
  

• What should she say in English?

Part 2

Samina
Excuse me. Can you help me? I'm lost.

Lady
Of course. Where do you want to go?

Samina
I'm looking for Leonard Street? How do I get there?

Lady
Leonard Street? Go past the post office. Cross the road. Then turn right.

Samina
Go past the post office, cross the road and then turn right?

Lady
Yes. Then you'll be on Leonard Street.

Samina
Thank you very much.

Discuss these questions with your group:

• Have you ever been lost? (When? Where? What happened? What did you do?)

• Have you ever asked someone for directions? (What did you say?)

  yes, i wanted to go the hotel and i was at the dubai festival mall.

• Is it easy to find your way round in your area?

  yes it is easy to walk around the area.

• Are people helpful where you live?

yes, the ´people are very pacient and helpful.

• Who helps you when you want to go somewhere?

• i look for the map to walk around and to ask a taxi to go around the city.

• Do people ever ask you for directions?

  not yet. but i am getting ready for that.

highlight:

turn left/ turn right

cross

go ahead / go straight on

next to

you´ll be

should/ could/ would/ will

i am looking for renan

i am looking for a perfum

ask

helpful

pacient

summary:

USES OF PRESENT SIMPLE 

PRESENT meaning: 

When something happens regularly. Habits and routines. 

• She plays football every Monday.

• i don´t play soccer but i work out everyday.

• My cousins often stay at my house at the weekends.

• i don´t stay at my house at the weekends

• I brush my teeth twice a day.

• We usually leave the house at 8AM.

Useful vocabulary for habits and routines: never, rarely, sometimes, often, usually, always, every ____, once/twice, three times a day/month/year, at the weekend, in the morning/afternoon/evening.

For something that is true now.

• I live in London./ i don´t live in london but i live in Dubai

• Mum works as an engineer.my mom works as a freelancer.

• My grandparents are 80 years old.

• I want a hamster.

For something that is always true, or a fact.

• Fire is hot.

• Humans need oxygen to live.

• The Earth moves around the Sun.

• Light travels faster than sound. 

FUTURE meaning:

When something is scheduled. 

• My train leaves at 10am tomorrow.

• The museum opens next week.

• The concert starts at 8am this evening.

• My friends from Bangladesh arrive in London in December.

Useful vocabulary for schedules: at ____ (time), next Monday, next week/month/year/season, this afternoon/evening, tonight, tomorrow, tomorrow morning.

In a first conditional.

• If it snows, we’ll go to the mountains.

• If I see him, I'll tell him you called.

• They can watch TV if they finish their homework.

• The plants will die if you don’t water the plants.

PAST meaning:

When telling a story (usually we use past tenses, but occasionally we use present tenses).

• So, I'm at the park. There's a kid on the slide. He falls off and hits his head. I call an ambulance. 

When you’re summarising books, films, series, plays etc.

• In the first Harry Potter book, Harry goes to Hogwarts school and makes friends with Ron and Hermione. They learn how to do magic and fight with You-Know-Who.

 
STRUCTURE 

For positive sentences, use the main verb but add an ‘s’ for he, she and it.

• I walk

• You walk

• He walks

• She walks

• It walks

• We walk

• They walk 

For negative sentences, put ‘don’t’ before the main verb for I, you, we and they, and ‘doesn’t’ before the main verb for he, she and it. ‘Don’t’ and ‘doesn’t’ are a contracted form of the auxiliary verb ‘do/does’ plus ‘not’.

• I don’t walk

• You don’t walk

• He doesn’t walk

• She doesn’t walk

• It doesn’t walk

• We don’t walk

• They don’t walk

To ask yes/no questions, add ‘do’ or ‘does’ before the pronoun.

• Do I walk?

  • Yes, I do

  • No, I don’t

• Do you walk?

  • Yes, you do

  • No, you don’t

• Does he walk?

  • Yes, he does

  • No, he doesn’t

• Does she walk?

  • Yes, she does

  • No, she doesn’t

• Does it walk?

  • Yes, it does

  • No, it doesn’t

• Do we walk?

  • Yes, we do

  • No, we don’t

• Do they walk?         

  • Yes, they do

  • No, they don’t 

To ask for more information, add the ‘who, what, where, why, how, when’ question words before ‘do’.

• Why do I walk?

• Who do you walk with?

• Where does he walk?

• When does she walk?

• How do they walk?

• When do we walk?

1. A always

   B rarely

   C never

2. Fire is hot.

3. I go to school at 9am

4. The train leaves at 7PM.

   
   

5. she doesn't read romantic novels.

6. They always eat dinner late.

7. I remember my friend's birthday every year

8. cats doesn't fly.

9. we don't live in the city centre.

10. The train stops at every station.

    
    

11. Do you we play tennis on saturdays?

12. Do I like chocolate ice cream ?

13. Does the shop opens early?

14. Does she speaks spanish fluently?

15. Do they walk to work every day?

    
    

    
    

16. I brush my hair every day.

17. I study english three time a week.

    
    

    
    

18. I go to the mall tomorrow at 14PM.

19. 
    

    
    

    
    

    
    

    
    

• 1. Do you work standing or sitting?

  • well , let me tell you that i work sitting most of the time .

  2. how much time do work sitting or standing?

     • let me think... i normally work 7 hours sitting/ I am working 7 hours sitting in a day

  3. Do you Think this can have a negative effect on

     your Body?

     • well i think so, sitting is bad for your health.

PODCAST SUMMARY:

o podcast fala sobre os exercicios fisicos, como no nosso corpo é afetado quando ficamos muito tempo parados, isso é prejudicial para saude.

the podcast talks about physical exercise, how our body is affected when we stay a lot of time/ much time sitting, that is prejudicial for your health..

WORD BANK:

behaviour/ behave

useful

stay fit

heart disease

i do spend my money!

i need to have a good behaviour in dubai because people here are different.

my teacher uses a useful platform to teach me english.

i need to work out everyday, so i stay fit

i need to take care of my body so i don´t suffer a heart disease.

GRAMMAR EXPLORATION:

When we sit, we stop using important muscles. This reduces blood circulation and causes a range of other effects like increased levels of glucose and fat, and decreased energy levels. The body uses 20% more energy when simply standing than when sitting down, and walking uses 92% more energy. And that’s not to mention the damage sitting too much causes to muscle movement and blood pressure.

pronunciation: when/ using/muscles/reduces/ blood/ range/effects/increased/glucose/decreased/energy level/uses/simply/ simple/standing/ sitting down/mention/damage/movement/pressure.

1. WRITE THE SENTENCES IN PRESENT SIMPLE:

   • we stop using important muscles.

   • we don´t stop using important muscles

   • the body uses 20% more energy when simply standing.

   • sitting too much is harmful to your health.

   • sitting too much causes to muscle movement and blood pressure.

   falar ingles atualmente é importante

simple present sentences based on my routine:

everyday, i wake up at 6;30 am and i always walk or i always walk my dog. after that ave i have my breakast and it is my favorite part of the day because i have my coffee. the smell of my coffee makes my morning more active.

highlight:

speaking english nowadays is very important. ( gerunds)

i am speaking english fluently. ( present continous)

what would you like to have?

i would like/ i´d (aid) like to have a capucchino and a croissant please.

the verb to have means to drink and to eat too.

Do you like having money? What do you spend it on? Some people say that having more money makes life much easier, but others say that it can't buy you happiness. What do you think? Here's an article about the possible link between our finances and our feelings.

While you're reading, decide which of these two statements is the best summary:

• Money helps us do a lot of things but it can't make our lives get better forever.

• Money makes our lives get better and better all the time.

word bank:

spend/other/article/finances/decide/which/these/statements/unhappy/happy/rate race/wodge/ notes/fancy/luxury items/child/ children

Session Grammar

Quantifiers

All, every and each = the whole number of things in a group.

cada pessoa tem um jeito de falar

every/each person has a way to speak

every woman is respected.

every time i see you i feel happy

i need 100 dollars per each of you.

Every vs. each

every emphasises the whole number in a group; each emphasises members of the group as individuals

Both = this one AND the other one

both my mother and my father are divorced.

Neither = NOT this one AND NOT the other one

neither Bianca nor jaque have children

Either = this one OR the other one

either renato or renan want to open a new business.

All (the) students have their own rooms

All (the) information is on the website

Every/Each student has their own room

I like both pictures

Neither picture is right for the room

She didn’t buy either picture

Patterns

Both... and

Neither... nor

Either... or

She plays both the violin and the guitar.

Neither me nor my brother are married.

You can wear either this shirt or that one.

highlight:

this one = esse

that one = aquele ( singlulares)

eu nao gosto nem desse vestido vermelho nem

i neither like this red dress nor this red yellow one

eu gosto dos dois

i like either red or the yellow one

these ones = esses

those ones = aqueles ( plurales)

those cars are expensive

these jeans are from zara store

Now, write your own complete sentences using the following phrasal verbs. The prompts in italics are optional.

1. sleep in, e.g. Do you like sleeping in? Why/why not?

   I like to sleep in because I wake up well.

   I don't like to sleep in because I don't enjoy the day.

   
   

2. work out, e.g. Do you like working out? Why/why not?

   I like to work out because it's good for my health

   I don't like to work out because I get very tired.

   
   

3. pick (something) out, e.g. When was the last time you picked out a special gift for someone?

   well, the last time i picked out something special was for my mother/ mom.

phrasal verbs:

i learned to use phasal verbs for using in my morning routine;

eu gosto de dormir, acordo cedo y nos finais de semana eu durmo um pouco mais.

i like to sleep, i wake up early and on the weekends/weekdays I sleep in a little more.

highlights:

little jhon

little more/ little bit

and present continous sentences things that you are doing this month.

me and renan are looking for a new apartment.

renan is preparing dinner every day after work

I take care of my hair every day.

I workout every afternoon

I talk to employees every day

I am going to the shopping.

Renan is sleeping at night

I study every day for class

Renan works on weekdays

we ara very happy living in dubai.

1. Warm-up (5-10 min)

Show pictures of different outfits (casual, formal, sporty, etc.).

What do you wear to window shopping?

(Elicit responses in Simple Present: I wear jeans and a T-shirt …

Introduce key vocabulary: shirt, pants, dress, shoes, jacket, hat, etc.

2. Presentation (10 min)

Simple Present: Explain that we use it for habits/routines.

She wears a dress to work

Present Continuous: Explain that we use it for actions happening now.

She is wearing a red dress today

summary: what does Emma wear for the occasions?

3. Practice (15 min)

Matching Activity: Match clothes to situations:

I wear a suit to work

Short dialogue:

Sabrina: What do you wear to work?

Edu : I wear a uniform. And you?

Sabrina: I wear a dress. But today, I am wearing jeans!

4. Speaking Activity (10 min)

Role-play: One student is getting dressed for an event (party, school, gym). The other What are you wearing?

1. Warm-up (5-10 min)

Show pictures of different outfits (casual, formal, sporty, etc.).

What do you wear to window shopping?

(Elicit responses in Simple Present: I wear jeans and a T-shirt …

Introduce key vocabulary: shirt, pants, dress, shoes, jacket, hat, etc.

2. Presentation (10 min)

Simple Present: Explain that we use it for habits/routines.

She wears a dress to work

Present Continuous: Explain that we use it for actions happening now.

She is wearing a red dress today

summary: what does Emma wear for the occasions?

3. Practice (15 min)

Matching Activity: Match clothes to situations:

I had a real problem to decide what to wear, i wanted to wear something smart for my boyfriend but i´m going out with my friend Erica in the afternoon so, i wanted to wear something fancy, too. i usually wear a dress, sandals and a jumper but today i chose a skirt and a blouse humm but then i thought i look too scruffy, so i am wearing these pants instead.

had

thought

scruffy

Short dialogue:

Sabrina: What do you wear to work?

Edu : I wear a uniform. And you?

Sabrina: I wear a dress. But today, I am wearing jeans!

4. Speaking Activity (10 min)

Role-play: One student is getting dressed for an event (party, school, gym). The other What are you wearing?

1. Vocabulary Practice (Write the correct word)

Match each description to the correct clothing item:

1. You wear these on your feet in winter. → __socks________

2. This is a formal piece of clothing men wear with a suit. → ___tie_______

3. You wear this on your head when it’s sunny. → ___hat/cap_______

4. Women often wear this in summer; it’s one piece. → _____swimsult/may_____

5. This keeps you warm in cold weather. → _____jumper_____

2. Grammar Practice (Complete the sentences with the correct form of “to wear”)

1. Right now, I´m wearing_________ a blue t-shirt and jeans. (Present Continuous)

2. Yesterday, she ___wear /wore_______ a beautiful red dress to the party. (Past Simple)

3. He/she/it always _____ wears_____ a tie to work. (Present Simple) Renan doesn´t wear a tie to work.

4. They wore traditional clothes for the festival last week.

they didn´t wear traditional....

(Past Simple)

5. What _____are_____ you __going to wear for the event

tomorrow? (Future with “going to”)

what are you going to do tomorrow morning?

well, i´m going to take my son to the school.

i´m going to take food for my cat i miss my mother - her/ him very much!

i am going to wear a red dress.

i am studying english right now.

i am going to prepare dinner after class.

i am going to prepare the breakfast

renan is going to rent a house for me and little jhon

it is going to rain

i´m going to buy a new dress at zara

3. Writing Task (Short Paragraph - 5-7 sentences)

Describe what you and your boyfriend usually wear for different occasions (work, school, parties, or special events). Use the verb “to wear” and at least 5 clothing vocabulary words.

Example:

“On weekdays, I usually wear jeans and a t-shirt, but for special events, I wear a dress and high heels. My father wears a suit to work, and my brother wears a uniform to school…”

let me tell you on weekdays, i usually wear sports clothing and in the evenings i usually wear a dress or shirts and a skirt.

Renan, my handsome boyfriend usually wears black pants , white long sleeves shirts and black shoes to work.

Lesson Objectives:

• Understand the structure of the First Conditional.

• Use the First Conditional to talk about possible future situations and consequences.

• Practice forming sentences using the target structure in speaking and writing.

1. Warm-up (10 minutes)

Review of Simple Present & Present Continuous

• What do you do on weekends? (Simple Present)

• What are you doing right now? (Present Continuous)

• Are they talking about the past, present, or future?

2. Explanation of First Conditional (15 minutes)

Structure:

• If + Present Simple, will + base verb

• If it rains, I will stay inside.

• If she studies, she will pass the test.

Meaning:

• The First Conditional talks about real or likely situations in the future.

Practice:

• Give half-sentences and have the student complete them:

• If I wake up late, …

• If I don’t eat breakfast, …

• I will be happy if …

3. Controlled Practice (15 minutes)

Matching Exercise:

• Provide sentence halves and have the student match them:

• If it’s sunny tomorrow, … → we will go to the beach.

• If I don’t study, … → I will fail the test.

Speaking Practice:

• Ask the student to create sentences using personal experiences:

• If I eat too much chocolate, …

• If I don’t sleep well, …

4. Freer Practice (15 minutes)

Speaking Game:

• “What will happen if…?” (The student must answer using First Conditional)

• What will happen if you don’t do your homework?

• What will happen if it rains tomorrow?

Writing Task:

• The student writes three sentences using the First Conditional about their plans for the weekend.

5. Wrap-up & Homework (5 minutes)

• Review key points.

• Assign homework: Write five First Conditional sentences about everyday life.

Lesson Objectives:

• Understand the structure of the First Conditional.

• Use the First Conditional to talk about possible future situations and consequences.

• Practice forming sentences using the target structure in speaking and writing.

1. Warm-up (10 minutes)

Review of Simple Present & Present Continuous

• What do you do on weekends? (Simple Present)

• What are you doing right now? (Present Continuous)

• Are they talking about the past, present, or future?

2. Explanation of First Conditional (15 minutes)

Structure:

• If + Present Simple, will + base verb

• If it rains, I will stay inside.

• If she studies, she will pass the test.

Meaning:

• The First Conditional talks about real or likely situations in the future.

Practice:

• Give half-sentences and have the student complete them:

• If I wake up late, i will miss the breakfast in the hotel

• If my mother calls me in the middle of the night, i will be worried./ i will answer the phone.

• if i buy a house in Dubai, i will do a big party for my friends and i will invite all my friends from brazil to celebrate with me this victory.

• If I don’t eat breakfast, i will be hungry.

stay = location

be = ser e estar

get = ficar / muda attitude

i will get pissed off.

• I will be happy if little jhon is at home.

3. Controlled Practice (15 minutes)

Matching Exercise:

• Provide sentence halves and have the student match them:

• If it’s sunny tomorrow, … → we will go to the beach.

• If I don’t study, … → I will fail the test.

if renan buys a car, we will take a trip together.

if i speak english, i will be/get very fancy

if the price at zara decreases, i will buy very much

with my boyfriend´s credit card.

Speaking Practice:

• Ask the student to create sentences using personal experiences:

• If I eat too much chocolate, i will put some weight

• If I don’t sleep well, i will wake up sad and bad temper.

4. Freer Practice (15 minutes)

Speaking Game:

• “What will happen if…?” (The student must answer using First Conditional)

• What will happen if you don’t do your homework?

if i dont do my homework, i will take time to learn english.

• What will happen if it rains tomorrow?

if it rains tomorrow, i will miss the little jhon visit.

Writing Task:

• The student writes three sentences using the First Conditional about their plans for the weekend.

5. Wrap-up & Homework (5 minutes)

• Review key points.

• Assign homework: Write five First Conditional sentences about everyday life.

for example:

if i wake up late, i will miss the breakfast.

if i dont't take care of my hair it will look ugly.

if i wear cold clothes in dubai i will feel hot/ warm.

if it's sunny during the day i´ll go to the pool.

if i could travel i would go to salvador

if i can travel , i will go to salvador

verbs of everyday life

1. eat/ have milk/ prepare breakfast/cook/drink/make the bed/clean/ do the cleaning/study lessons/write/read/listen/buy/post/speak/ work out/work/talk to people/take shower/ do skin care/do my hair/ do my nails/brush my teeth/put some makeup/make up/ sell/ send/ call/make love/

2. do /make

3. modal verbs review:

will = future / inevitable

can = power to do something

be + going to = future based on evidences.

situation one: how can you ask a person to give you directions?

excuse me, can you help me, please?

i want to go to madisson 334 but i don´t know what direction i take ; how can i get to madisson 334?

alright, i think you need to take your right and then turn left and you will find madisson street.

thank you very much, you´re very kind!

highlights:

take= pegar

ex: i need to take madisson street first and then look for 334.

need = precisar

i need to get to this address.

find = achar

i don´t find the number 334 in this street.

think = pensar

i think i am in the wrong direcction .

i was in room 509 before, and now i am in room 816

get = chegar/ conseguir/

look for = procurar

verb to be

eu sou / eu estou = i am

i am married/ i am 34 years old / i am in this hotel /

i am good today; i am not very well today.

excuse me, i am not interested, i´m married!

please leave me alone!

is not your business !

what´s your room number?

what do you need?

what do you want me to do?

what do you want me to cook , renan?

what do you want me to clean?

what do you want me to do for you?

are you working tomorrow? ( present continuous)

yes, i´m working tomorrow very early

are you going to work tomorrow? ( futuro )

yes, i´m going to work tomorrow and after tomorrow.

• Review key points.

• Assign homework: Write five First Conditional sentences about everyday life.

for example:

if i wake up late, i will miss the breakfast.

if i dont't take care of my hair it will look ugly.

if i wear cold clothes in dubai i will feel hot/ warm.

if it's sunny during the day i´ll go to the pool.

if i could travel i would go to salvador

if i can travel , i will go to salvador

verbs of everyday life

1. eat/ have milk/ prepare breakfast/cook/drink/make the bed/clean/ do the cleaning/study lessons/write/read/listen/buy/post/speak/ work out/work/talk to people/take shower/ do skin care/do my hair/ do my nails/brush my teeth/put some makeup/make up/ sell/ send/ call/make love/

2. do /make

3. modal verbs review:

will = future / inevitable

can = power to do something

be + going to = future based on evidences.

situation one: how can you ask a person to give you directions?

excuse me, can you help me, please?

i want to go to madisson 334 but i don´t know what direction i take ; how can i get to madisson 334?

alright, i think you need to take your right and then turn left and you will find madisson street.

thank you very much, you´re very kind!

highlights:

take= pegar

ex: i need to take madisson street first and then look for 334.

need = precisar

i need to get to this address.

find = achar

i don´t find the number 334 in this street.

think = pensar

i think i am in the wrong direcction .

i was in room 509 before, and now i am in room 816

get = chegar/ conseguir/

look for = procurar

verb to be

eu sou / eu estou = i am

i am married/ i am 34 years old / i am in this hotel /

i am good today; i am not very well today.

excuse me, i am not interested, i´m married!

please leave me alone!

is not your business !

what´s your room number?

what do you need?

what do you want me to do?

what do you want me to cook , renan?

what do you want me to clean?

what do you want me to do for you?

are you working tomorrow? ( present continuous)

yes, i´m working tomorrow very early

are you going to work tomorrow? ( futuro )

yes, i´m going to work tomorrow and after tomorrow.

do you consider yourself a generous person?

well, i think that i am a very generous person because i like to share and donate when is necessary. i am not ungenerous.

Objective:

• Improve listening and vocabulary skills using a BBC Learning English podcast.

• Introduce and practice question words (who, what, when, where, why, how).

• Use Simple Present, Present Continuous, and Simple Past in questions.

1. Warm-up (10 minutes)

Activity:

• Ask students: What do you think makes a person generous?

a person that is generous doesn´t care giving money for example or attention.

• Show pictures of different scenarios (e.g., someone giving money, someone refusing to share food). Ask students:

• What do you see?

• Do you think this person is generous or stingy? Why?

Target Vocabulary (Pre-teach words from the podcast):

• Generous – A person who likes to give or share.

• Stingy – A person that/who does not like to give or share.

• Tight – Another word for stingy.

• Penny-pinching – Not wanting to spend money.

2. Listening Activity (15 minutes)

• Play the BBC Learning English podcast (easy English level).

• First Listening: Students listen for general meaning.

• Second Listening: Give students a worksheet with gaps (fill in the missing words).

• Discuss: What did you understand? Do you know people like this?

3. Grammar Focus: Question Words (20 minutes)

Explanation:

• Who – for people (Who is stingy in your family?)

i think nobody is stingy in my family, we are all very generous. we don´t have much money to spend in luxury things but we like to save money and to share when necessary.

i am a person who likes to share.

Jaque is a person who/that likes to help people

jaque and bia are persons (people) who like to help and share.

who is your boss?

my boss is wearing the black suit.

who is working with you this week?

this week carla and frank are working with me

who did you call this morning?

oh ...i called my mother this morning

highlights:

call = called (cold) i called you at work but you didn´t pick the phone, what did you do at 3pm?

hum at 3pm i worked with some other colleagues on a project. i´m very busy these days.

• What – for things (What do you think about stingy people?)

• Where – for places (Where do people spend the most money?)

• When – for time (When was the last time you gave money to someone?)

• Why – for reasons (Why do some people prefer to save money?)

• How – for manner/way (How can we be generous without spending money?)

Practice with Verb Tenses:

• Simple Present: Why do people save money?

• Present Continuous: Who is giving money to charity right now?

• Simple Past: What did you buy last weekend?

Activity:

• Give students question prompts. They must write and ask each other questions using the different tenses.

4. Speaking Practice (15 minutes)

• Students work in pairs and use new vocabulary and question words to discuss:

• Do you know a generous person?

• Do you think being stingy is always bad? Why/why not?

5. Homework Assignment

• Writing: Write about a time you were generous or stingy. Use at least three question words in your paragraph.

• Listening: Listen to the podcast again and write three new words you learned.

Objective: Practice new vocabulary words in context (generous, stingy, tight, penny-pinching).

Step 1: Sentence Completion (5 minutes)

Students must complete them with the correct word: generous, stingy, tight, penny-pinching.

1. My uncle never gives tips at restaurants. He is very ______stingy____.

2. Maria always donates money to charity. She is a very ___generous_______ person.

3. John refuses to buy coffee because he thinks it’s too expensive. He is so ____penny-pinching_____.

4. Some people say being ____tight______ is

good because it helps save money.

Step 2: Discussion (10 minutes)

In pairs or small groups, students discuss:

• Would you rather be described as generous or penny-pinching? Why? well, i´d (would) prefer to be described as generous because i like helping people and animals.

• Is there a situation where being stingy is a good thing?

in my opinion, being stingy has no good side.

• Describe a famous person who is known for being generous.

i searched some celebrities;

Elvis presley was a recognized famous person recognized for his generosity . carrying out various charities throughout his career.

recognized

fame- famous

generous - generosity

through - throughout

career

do you need/want a trole?

there is a blackout throughout the city

Home work:

Monika is a person who gives in donations and is a generous person.

those guys who are paying the bill are stingy because they didn't pay the tip.

those who saved money invested better in the trip.

simple past

• What do you see?

• Do you think this person is generous or stingy? Why?

i think that the man is generous because he wants to pay the bill for his friend at the restaurant. he is not stingy.

renan i want to have a cup of coffee at that restaurant

renan: sabrina that restaurant is very expensive

sabrina; please you work here in dubai and you earn much money, don´t be stingy with me . i am your wife, get me my coffee from that restaurant my love.

me, Sabrina i am going to earn a lot of money here in dubai.

Target Vocabulary (Pre-teach words from the podcast):

• Generous – A person who likes to give or share.

• Stingy – A person that/who does not like to give or share.

• Tight – Another word for stingy.

• Penny-pinching – Not wanting to spend money.

• What do you see?

• Do you think this person is generous or stingy? Why?

well, i think that this person in this picture is stingy because she doesn´t like to share.

Target Vocabulary (Pre-teach words from the podcast):

• Generous – A person who likes to give or share.

• Stingy – A person that/who does not like to give or share.

• Tight – Another word for stingy.

• Penny-pinching – Not wanting to spend money.

do you consider yourself a generous person?

well, i think that i am a very generous person because i like to share and donate when is necessary. i am not ungenerous.

Objective:

• Improve listening and vocabulary skills using a BBC Learning English podcast.

• Introduce and practice question words (who, what, when, where, why, how).

• Use Simple Present, Present Continuous, and Simple Past in questions.

1. Warm-up (10 minutes)

Activity:

• Ask students: What do you think makes a person generous?

a person that is generous doesn´t care giving money for example or attention.

• Show pictures of different scenarios (e.g., someone giving money, someone refusing to share food). Ask students:

• What do you see?

• Do you think this person is generous or stingy? Why?

Target Vocabulary (Pre-teach words from the podcast):

• Generous – A person who likes to give or share.

• Stingy – A person that/who does not like to give or share.

• Tight – Another word for stingy.

• Penny-pinching – Not wanting to spend money.

2. Listening Activity (15 minutes)

• Play the BBC Learning English podcast (easy English level).

• First Listening: Students listen for general meaning.

• Second Listening: Give students a worksheet with gaps (fill in the missing words).

• Discuss: What did you understand? Do you know people like this?

3. Grammar Focus: Question Words (20 minutes)

Explanation:

• Who – for people (Who is stingy in your family?)

i think nobody is stingy in my family, we are all very generous. we don´t have much money to spend in luxury things but we like to save money and to share when necessary.

i am a person who likes to share.

Jaque is a person who/that likes to help people

jaque and bia are persons (people) who like to help and share.

who is your boss?

my boss is wearing the black suit.

who is working with you this week?

this week carla and frank are working with me

who did you call this morning?

oh ...i called my mother this morning

highlights:

call = called (cold) i called you at work but you didn´t pick the phone, what did you do at 3pm?

hum at 3pm i worked with some other colleagues on a project. i´m very busy these days.

• What – for things (What do you think about stingy people?)

• Where – for places (Where do people spend the most money?)

• When – for time (When was the last time you gave money to someone?)

• Why – for reasons (Why do some people prefer to save money?)

• How – for manner/way (How can we be generous without spending money?)

Practice with Verb Tenses:

• Simple Present: Why do people save money?

• Present Continuous: Who is giving money to charity right now?

• Simple Past: What did you buy last weekend?

Activity:

• Give students question prompts. They must write and ask each other questions using the different tenses.

4. Speaking Practice (15 minutes)

• Students work in pairs and use new vocabulary and question words to discuss:

• Do you know a generous person?

• Do you think being stingy is always bad? Why/why not?

5. Homework Assignment

• Writing: Write about a time you were generous or stingy. Use at least three question words in your paragraph.

well, i´m saving up for a new house.

and you know , i think i´m a generous person i like to be generous with my friends and my family.

and finally, i would like to buy a new car but i can´t afford for it in the moment

highlight:

well

you know

finally

with = com

• Listening: Listen to the podcast again and write three new words you learned.

Objective:

Practice speaking about saving and spending money using simple vocabulary and real-life situations.

Warm-up (5 min)

• Ask: “Are you a saver or a spender? Why?”

• i think i am a saver because i think in the future, we don´t know how expensive life will be.

• sabrina what about renan, is he a saver or a spender?

  well, my dear is a very saver person, because he is a very humble person, minimalist and he saves money for the future, too.

• Show two pictures: one of someone saving money and another of someone shopping. Ask: “Which one represents you more?”

Listening & Discussion (10 min)

• Play or summarize Neil and Georgie’s conversation (if available).

• Ask comprehension questions:

• “What do Neil and Georgie prefer: saving or spending?”

• “What do they usually spend their money on?”

Speaking Practice (10 min)

• Role-play: Student A is a saver, Student B is a spender. They have a short conversation about how they use their money.

• Discussion Questions:

• “Is saving money important? Why or why not?”

• “What is something you would save money for?”

• “Do you think young people today save more or spend more?”

Wrap-up (5 min)

• Ask: “One tip for saving money?”

• What time do you wake up? What is the first thing you do in the morning?

well, i wake up at 8am and i wash my face and brush teeth.

• Show pictures of different morning activities (waking up, brushing teeth, drinking coffee, etc.).

at 8 am every morning i am brushing my teeth and i am preparing some coffee for me and my boyfriend.

first, second, third, after that ( afterwards), and then, and finally

so, let me tell you how is my morning everyday. first, i wake up very early, it depends on the day, after that i always go to the toilet and wash my face and of course i brush my teeth. and then, i head to my favorite place that is the kitchen, there, i prepare my coffee and the breakfast for me and my boyfriend, and finally i can say that my morning is starting well.

• Students match the pictures with the correct phrases (e.g., “wake up at 7 AM,” “have breakfast”).

Vocabulary Activity (10 min)

• Introduce key words and phrases:

• Wake up ex: i wake up at 8am very early for me.

• Get up ex; get up, renan!

• Brush teeth ex; i brush my teeth everyday.

• Take a shower ex; i need to take a shower now

• Have breakfast ex; did you have breakfast?

• Drink coffee/tea ex; i like to drink coffee.

• Get dressed ex; i get dressed everyday for my husband. i always wear a nice dress for my husband.

• Leave home ex; i am leaving home now.

• Practice pronunciation.

• Play a game: Students mime an action, and others guess.

Writing Activity (10-15 min)

• Task 1: Students write about their morning routine in 5-7 sentences.

• Task 2: Exchange writings with a partner and check for missing words or corrections.

• Task 3 (Challenge): Write a funny or unusual morning routine (e.g., “I wake up at 3 AM and dance before brushing my teeth!”).

Level: Basic

Skills Focus: Speaking and Listening

Vocabulary: Date, boyfriend, girlfriend, love, like, relationship, single, married, romantic, together, break up

1. Warm-up (5-10 min)

• Show pictures of couples, weddings, or romantic scenes. Ask:

• What do you see?

• Do you like romantic movies?

well, yeah i like it very movies, my favorite romantic movies is Titanic, i love the scenes when Jack and Rose are together.

• What is a “date”?

a date is when you meet with someone and you can start a relationship with this person if you like...

2. Listening Activity (10-15 min)

• Play a short, simple conversation between Beth and Georgie talking about relationships.

• Ask students to listen and answer:

• Who are they talking about?

Georgie and Beth are talking about their relationship and Georgie is single and Beth is married.

• Are they happy or sad?

they are happy, georgie is single and beth is married and they are very happy.

• What words do you understand?

pretend- engaged - partner - earrings- job interview- otherwise- seeing each other- awkward situation- siblings -couples -meals- break up - broke up -

4. Speaking Activity (15 min)

• Option 1: Role-play: One student asks about a friend’s relationship. Example:

• ERICA:“Do you have a boyfriend?”

• SABRINA: “No, I am single.”

5. Writing Activity (10 min)

• Students complete sentences:

• “I like __earrings____.”

• “I want to get married with _Renan_____.”

• OR write a short dialogue about meeting someone.

sa:Hi, I 'm sabrina and this is my friend Erica. Today we're going to talk about relationships.

Sa:Erica, are you married or single?

ER: I'm married and i have a daughter. and you Sabrina are you married or single?

sa: Well, i'm single, but i want to get married! i'm currently/at the moment dating, but we have plans for the future.

and you Erica, how many years have you been married?

er: well, i have 8 years with Martin. we dated for about 4 years we could get married. And you sabrina are you happy in the relationship?

sa: well, like every couple, we have our difficulties, but we always try to understand each other and you erica are happy in the relationship?

er: well, i can say that we also have our difficulties, but we are always ready for a good conversation.

sa:very good Erica thank you for sharing your experience.

er: it´s my pleasure!

Match the words in bold with their correct meanings.

1. Sleep in = dorme mais um pouco

2. Morning person = pessoa feliz de manha

3. Skip = pular rotina

4. Oversleep/overslept = perder a hora

5. Routine= rotina

6. Regularly = regularmente

7. Motivated = motivado

8. instead = em vez de

9. otherwise = do contrario.

10. grumpy = mal humorado

11. hungry= faminto

A. A person who feels energetic and productive in the morning. is a morning person.

B. To wake up later than usual or planned. oversleep

C. To stay in bed longer than usual. sleep in

D. To not do something that you normally do, such as a meal - skip

E. Something you do every day in the same way. routine

F. To do something often or on a schedule. regularly

G. Feeling inspired or ready to do something. energized/motivated.

2. Fill in the Blanks

Complete the sentences using the correct vocabulary word from the list above.

1. I usually eat/have breakfast on busy mornings because I don’t have time to eat. ( eat- have - take)

2. My friend is a __morning person____. She wakes up at 6 AM and feels happy and full of energy.

3. On weekends, I love to __sleep in____ and wake up late.

4. If I don’t set my alarm, I sometimes __oversleep____ and wake up too late.

5. My morning _routine_____ includes brushing my teeth and drinking coffee.

6. I don’t always exercise in the morning, but I try to do it _regularly__.

7. When I feel __energized/motivated____, I go for a run in the morning before work.

3. Discussion Questions

Discuss the following questions with a partner or write your answers in a short paragraph.

• What is your morning routine like?

well, i wake up in the morning, i brush my teeth, clear/wash my face and get dressed for the day.

• Do you ever oversleep and wake up late?

yes, i oversleep every day but when i see my cat i wake up early.

• Are you a morning person, or do you prefer to sleep in? well, sometimes i'm a morning person sometimes i prefer to sleep in.

• Do you skip breakfast sometimes? Why or why not?

yes sometimes, i skip breakfast and sometimes not because i like to sleep in so much.

i see in the picture love, a long kiss, a big hug, and much love.

who are they?

they are a married couple, they are very happy,

where are they?

they are in the park or maybe they are in their first date.

Level: Basic
Skills: Speaking, Writing, Vocabulary

1. Warm-up (5-10 min) - Speaking

• personalized questions:

  • "What do you do after your english class?"

  • I'm speaking with my boyfriend after the class, and i do my routine the skincare and after i,m going to the bed.

    
    

  • "Do you go to bed early or late?"

    well, i,m going to the bed late BECAUSE I stay watcing tv.

  • "Do you watch TV or read before sleeping?"

  • well, i,m watching tv until late.

    
    

2. Vocabulary Introduction (10 min)

• Teach key words with definitions and examples:

  • Stay up late → " i like to stay up late every night."

  • Wind down → "I wind down by reading a book."

  • Switch off → "I switch off by watching TV."

  • Night owl → "My brother is a night owl. He sleeps at 2 AM!"

  
  

3. Listening & Speaking (15 min)

• Listen to Neil and Georgie’s conversation (or read a simplified version).

  
  

• Comprehension questions:

  • "What does Georgie do to wind down?"

    
    

  • "Is Neil a night owl?"

• Pair practice (role-play):

  • Student acts as Neil, you act as Georgie.

  • Then switch roles.

4. Writing Task (15 min)

• Sentence writing: Use new vocabulary to write sentences (e.g., "I stay up late on Fridays.").

  
  

• Short paragraph: "Write 5-6 sentences about your evening routine."

5. Speaking Expansion (10 min)

• Discussion:

  • "Do you think it’s good to stay up late?"

    well, i think that not good stay up late can harm our sleep and our mood.

    
    

  • "How do you switch off after a stressful day?"

    well, after a stressful day i like to do meditation, ready a book, talk abouth the day my therapist and of corse eat a wandeful food. i really like this routine for relax.

    
    

• Find someone who… game (if in a group):

  • "Find someone who stays up late."

  • "Find someone who is a night owl."

6. Wrap-up & Homework

• Review key vocabulary

• Homework: Write about what you do in the evening and if you are a night owl or not.

well, i usually in the evening talk with my boyfriend about the day. we prepared dinner and we stay together, soon after i make my beauty routine and i get ready to go to bed.

well, i'm a night owl stay watcing tv for long time before the sleep.

Match the words with their correct definitions.

1. Stay up late c) To not go to bed early and stay awake longer than usual.

2. Wind down a) To stop thinking about work or stress and relax.

3. Switch off d) To relax, especially after a busy or stressful day.

4. Night owl b) A person who prefers to stay awake late at night.

Task 2: Fill in the Blanks

Complete the sentences with the correct vocabulary word.

1. After a long day at work, I like to __wind down_____ by listening to music./ i like to wind down by meditating

2. My friend is a __night owl_____; he always studies until 3 AM.

3. I need to __switch off_____ before sleeping, so I take a warm shower.

4. On weekends, I usually __stay up late_____ because I don’t have to wake up early.

Task 3: Sentence Transformation

Rewrite the sentences using the correct vocabulary word.

1. “I go to bed really late every night.” → (Use “stay up late”)

i always go to to bed late because i like to stay up late.

2. “She loves to relax after work by watching Netflix.” → (Use “wind down”)

i love to wind down by reading a book.

3. “Before bed, I stop thinking about work by listening to music.” → (Use “switch off”

after work i switch off practicing meditation.

4. “My sister never sleeps before midnight.” → (Use “night owl”)

i am a night owl person because i like to watch tv for a long time.

Task 4: Discussion Questions

Use the vocabulary words to answer these questions:

1. Do you usually stay up late or sleep early? Why?

Well, i usually stay up late because i like watching tv and talk about things with my boyfriend.

2. How do you wind down after a long day?

well, after a long day i wind down by reading de book.

3. What do you do to switch off when you feel stressed?

well, i switch off meditating to feel less stressed.

4. Do you consider yourself a night owl or a morning person?

well, i'm a night owl because i like to stay up for a long time of talk about something with my boyfriend.

Level: Basic

Objective: Students will learn to describe their homes and talk about their dream houses using comparative adjectives.

1. Warm-Up (5 min)

• Ask students: “Where do you live? Do you like your house?”

• Show pictures of different types of homes (terraced house, flat, detached house, etc.).

• Ask: “Which type of home do you live in?”

2. Vocabulary Introduction (10 min)

Introduce and explain the key words with pictures/examples:

1. Terraced house → A house attached to others on both sides.

• “My friend lives in a terraced house in the city.”

2. Flat → A home that is part of a larger building.

• “I live in a flat on the second floor.”

3. Downstairs → The lower, ground floor of a house.

• “The kitchen is downstairs.”

4. Upstairs → The higher floor of a house.

• “My bedroom is upstairs.”

Task: Students match words to pictures or definitions.

3. Listening Practice (10 min)

• Play a conversation between Neil and Beth talking about their houses and dream homes.

• Listening task:

• True or False: “Beth lives in a terraced house.”

• Fill in the blank: “Neil wants a _______ garden.”

4. Grammar: Comparative Adjectives (10 min)

Explain the rule:

• Bigger / smaller / prettier + than

• More + adjective + than

Examples:

• “My dream house would be bigger than my house now.”

• “I want to live in a more beautiful place.”

Task:

• Students complete sentences:

1. “I want my house to be _______ than it is now.” (big)

2. “A house in the countryside is _______ than a house in the city.” (quiet)

5. Speaking Practice (15 min)

Pair Work:

• Part 1: Describe your home using the new vocabulary.

• Part 2: Describe your dream house using comparative adjectives.

Example conversation:

A: Where do you live now?

B: I live in a flat. It’s small.

A: What is your dream house?

B: My dream house would be bigger than my flat now.

6. Wrap-Up & Homework (5 min)

• Review vocabulary & grammar.

• Homework: Write 5 sentences about your house and your dream house using comparative adjectives.

Level: Basic

Objective: Students will learn to describe your home and talk about your dream house using comparative adjectives.

adj: big/small beautiful/ ugly good/ bad far/near clean/dirty short/tall cheap/expensive hot/cold.

er

my house is bigger than your house.

big (c-v-c) + er = bigger

small= smaller

more than 3 sillables use more than

sabrina is more beautiful than the dubai women.

IRREGULAR ADJECTIVES

good = better than

bad = worse than

far= farther than

ER

SMALLER

CALMER

SHY- SHIER

PRETTY- PRETTIER

LONG ADJECTIVES

MORE + LONG ADJECTIVES + THAN

BRAZIL IS MORE BEAUTIFUL THAN ARGENTINA

1. Warm-Up (5 min)

• Ask students: “Where do you live? Do you like your house?”

• Show pictures of different types of homes (terraced house, flat, detached house, etc.).

• Ask: “Which type of home do you live in?” Where do you live?

i live in a flat near the Burj kalifa. i live with my husband and my beautiful cat.

2. Vocabulary Introduction (10 min)

Introduce and explain the key words with pictures/examples:

1. Terraced house → A house attached to others on both sides.

• “My friend lives in a terraced house in the city.”

2. Flat → A home that is part of a larger building.

• “I live in a flat on the second floor.” which floor do you live?

i live on the fourth floor

highlights:

1 one - first = 1st - 2 two second 2nd - 3 three third 3rd

4 four fourth 4th 5 five fifth sixth seventh eithth nineth

tenth eleventh twoelveth 21 twenty first.

3. Downstairs → The lower, ground floor of a house.

• “The kitchen is downstairs.”

4. Upstairs → The higher floor of a house.

• “My bedroom is upstairs.”

Task: Students match words to pictures or definitions.

tell me about your house:

well, in my house there is one floor but everything is well placed , i have an equiped kitchen, a comfortable living room, one spacy bathroom and one neat toilet, and a refreshing balcony and one dreamy bedroom.

3. Listening Practice (10 min)

• Play a conversation between Neil and Beth talking about their houses and dream homes.

• Listening task:

• True or False: “Beth lives in a terraced house.”

• Fill in the blank: “Neil wants a ___bigger____ garden.”

4. Grammar: Comparative Adjectives (10 min)

Explain the rule:

• Bigger / smaller / prettier + than

• More + adjective + than

Examples:

• “My dream house would be bigger than my house now.”

• “I want to live in a more beautiful place.”

Task:

• Students complete sentences:

1. “I want my house to be ___bigger____ than it is now.” (big)

2. “A house in the countryside is ___quieter____ than a house in the city.” (quiet)

5. Speaking Practice (15 min)

Pair Work:

• Part 1: Describe your home using the new vocabulary.

• Part 2: Describe your dream house using comparative adjectives.

Example conversation:

A: Where do you live now?

B: I live in a flat. It’s small.

A: What is your dream house?

B: My dream house would be bigger than my flat now.

Well, my dream house would be A house IN a countryside with A swimmipool and a bigger garden that IS MY CURRENT FLAT. with thRee bedrooms and a living room more beautiful than my flat without forgetING a massage room, this is my dream house.

AFTER TAKING SHOWER ( DEPOIS DE TOMAR BANHO)

I USE MY COMPUTER FOR TAKING MY ENGLISH CLASSES

I WOULD GO IF I HAD MONEY

I DIDN´T GO TO IKEIA WITH RENAN ( NEG)

DID YOU GO?

YES, I WENT TO THE SHOPPING MALL TODAY.( AFF)

WITH = COM

I GO WITH RENAN

WHICH = QUAL/QUAIS/ OPTIONS

I DON´T KNOW WHAT DRESS TO CHOOSE

WHICH LANGUAGE DO YOU SPEAK?

I SPEAK ENGLISH AND PORTUGUES

WITCH = BRUJA

6. Wrap-Up & Homework (5 min)

• Review vocabulary & grammar.

• Homework: Write 5 sentences about your house and your dream house using comparative adjectives.

Level: Basic
Objective: The student will learn food-related vocabulary and practice comparing different foods using adjectives.

Skills: Listening, Speaking, Vocabulary Expansion

1. Warm-Up (5 min)

Activity:

• Ask the student: What is your favorite food? / What food don’t you like?

• WELL MY FAVORITE IS PIZZA, AND CUPS NOODLES, CHINESE FOOD AND ALSO I LIKE PASTA.

• I DON´T LIKE SPICY FOOD, INDIAN FOOD, I DON´T LIKE LAMB MEAT.

  
  

• Show pictures of different foods (sweet=DOCE, salty =SALGADO, spicy =APIMENTADO, sour =ACIDO, bitter =AMARGO, etc.) and ask: Do you like this? Why or why not?

• DO YOU LIKE BITTER CHOCOLATE?

• I LIKE EVERY KIND/TYPE OF CHOCOLATE.

DO YOU LIKE SALTY BREAD?

I LIKE SALTY BREAD AND SWEET BREAD.

2. Listening Activity (10-15 min)

Resource: Neil and Georgie’s conversation on food and flavours (simplified real conversation).

TASTE - FLAVOR

WHAT / FLAVOR WOULD YOU LIKE ?

Steps:

1. Listen to the conversation once without stopping.

   
   

2. Listen again and ask the student to identify words they recognize.

1. Discuss: What foods do Neil and Georgie like? What foods do they dislike?

1. Write down key words (e.g., sweet, spicy, sour, bitter, delicious, disgusting, etc.).

3. Vocabulary Practice (10 min)

Activity: Match words to pictures

• Show images of foods (e.g., lemon, chocolate, chili, ice cream, coffee, sushi).

• The student matches the word (sweet, sour, spicy, etc.) to the correct food.

• Introduce sentence frames:

  • I like _chocolate __ because it is __sweet_.

  • I don’t like chili___ because it is spicy .

4. Comparing Foods (15 min)

Grammar Focus: Comparatives (-er / more ___ than)

• Introduce comparisons:

  • Chocolate is sweeter than lemon

  • Spicy food is more exciting than bland food.

• Practice: Show food pairs and ask the student to compare (e.g., lemon vs. ice cream, pizza vs. salad).

• Student completes sentences:

  • Pizza is __saltier__ than a salad.

  • Lemon is sourer___ than ice cream.

5. Speaking Practice (10 min)

Create a dialogue using Do you like and compare flavors and tastes.

EXAMPLE:

• Do you like coffee or tea more?

  • Which is sweeter: chocolate or lemon?

    
    

6. Wrap-Up & Homework (5 min)

Review:

• Ask: What new words did you learn today?

• Quick game: You say a word (e.g., sweet, spicy), and the student names a food that matches.

Homework:

• Write 5 sentences comparing foods (e.g., Ice cream is colder than soup.)

• Bread is saltier than a cake ;

• Chocolate is sweeter than milk:

• Coffee is bitterer than orange juice;

• Pasta is saltier than sushi;

• Strawberry is sourer than grapes;

  
  

• OR record a short audio:

• I like __pasta_ because it is salty___. I don’t like __india’s food_ because it is __spicy_.

the use of articles:

the/ the food / the other people.

a ( singular) a banana

an egg

she studies in a university.

as pessoas sao dificeis hoje em dia.

people are difficult nowadays. ( the is not used in unspecific situation)

the people in brazil are very hot and beautiful. ( the is used in specific situation)

versity1. Writing Activity (15 min)

Task: Food Review

• The student will write a short food review (5-7 sentences) about a dish they like or dislike.

• They should include:

• The name of the dish.

• A description of its taste (e.g., sweet, spicy, salty, sour, bitter).

• A comparison with another dish (e.g., Pizza is saltier than pasta).

• Whether they recommend it or not, and why.

Example:

I love pizza because it is delicious and has many flavors. It is saltier than pasta, and I prefer it with a crispy crust. Compared to burgers, pizza is lighter and has more variety. My favorite topping is pepperoni because it makes the pizza tastier. I highly recommend trying Italian-style pizza!

well, I like pasta because it is delicious and very easy to prepare. It is saltier than bread, and I prefer it with a lot of cheese.

compared to cake, pasta is delicious and have many flavors.

my favorite pasta is chiken and cheese because it is very easy to prepare. I highly recommmed trying a pasta with chiken and cheese.

hi

higher

highly

2. Speaking Activity (15 min)

Task: Food Debate

• Present the student with two different foods (e.g., sushi vs. pizza, chocolate vs. fruit, spicy food vs. mild food).

• The student must express their opinion and compare the two using adjectives.

• Encourage the student to use phrases like:

• I think acaraje is more delicious than pamonha because it is very salty and i highly recommend trying in salvador de bahia.

• In my opinion, sushi is healthier than pizza because it is natural food and its preparation is made of natural food.

• I prefer chocolate to fruit because it is sweeter and very delicious.

• Spicy food is more exciting than mild food because it is very savoury and tasty.

Alternative Speaking Task:

• Have the student pretend they are a restaurant owner creating a special menu.

• They must describe 3 dishes and use adjectives to make them sound appealing.

• Example: Our chocolate cake is the sweetest dessert on the menu. It is softer than cookies and richer than ice cream.

introduction of superlatives:

ivete sangalo for me me is the best/ singer of bahia.

adj = good- better- the best ( irregular)

calm - calmer - the calmest

curitiba is the calmest city in brazil

pretty- prettier - the prettiest

the prettiest woman in the world is giselle bunchen.

beautiful - more beautiful - the most beautiful

the most beautiful city in the world is Dubai.

3. Wrap-Up (5 min)

Activity:

• Quick review of new vocabulary and expressions.

• Ask: What new words or phrases did you use today?

• Have the student summarize their favorite food in 2-3 sentences using comparative and descriptive adjectives.

opinions using superlatives;

beautiful = the most

for me Brazil is the most beautiful place in the world

important = the most

the most important thing in my life is my family

calm = the calmest

big= the biggest

the biggest country in south america is Brazil.

pretty = iest / the prettiest

i wore the prettiest dress from the store.

for me dubai is the calmest country.

comparatives:

brazil is better than argentina

calm= calmer than

pretty = prettier than

tasty = tastier than

hot= hotter than

rich= richer than

poor = poorer than

Homework (Optional):

• Write a short dialogue between two people discussing their favorite foods and comparing them.

• Example:

• A: Do you like pizza?

• B: Yes, I love it! It is tastier than pasta.

• A: I think sushi is better because it is fresher.

S: Do you like hamburguers?

R: yes, i really like, it is delicious and saltier than pizza.

R: Do you like pizza ?

S: I love it! pizza is tastier than hamburger and crunchy.

future

culture ture = cher

infrastructure

structure

Objective:
By the end of the lesson, the student will be able to talk about the countryside, describe natural places, and discuss activities they can do there.

1. Warm-up (5 min)

• Show pictures of a river, mountain, hiking, and wild swimming.

• i like to see rivers i like that nature.

• i don´t like go hiking but it looks relaxing.

• go + activity

i like to go swimming on the beach , but i don´t like go hiking; it´s not relaxing for me i think the most relaxing thing is go swimming.

• Ask: Do you like nature, sabrina? Have you been to the countryside?

yes, i like. i feel so relaxing in nature. i prefer go hiking than wild swimming.

for me nature is necessary, the most beautiful things you see inside nature, like in the forest, in the jungle with a lot of animals. i love that, you know... the most beautiful thing that God ever created was nature!

• country/ countryside/ county/ neighborhood/neighbor

2. Vocabulary (10 min)

Introduce and explain each word with examples:

1. River – A flow of water from the land to the sea.

   • Example:

   • i think the most beautiful river is Satu river.( superlative)

   • for me satu river is more beautiful than maranhon river. (comparison)

2. Mountain – A raised part of the Earth's surface that is much bigger than a hill.

   • Example: The mountain is high and has snow.

   • the everest montain is higher than the montain in Chile.

   • for me the montain everest is the highest.

3. Hike – A long, sometimes difficult, walk in the countryside.

   • Example: We like to hike in the mountains.

   • i don´t like go hiking.

4. Wild swimming – Swimming in nature, for example, in a river or lake.

   • Example: Wild swimming is fun in summer!

Activity: Show a mix of pictures and ask, What is this? Let the student answer.

3. Dialogue (10 min)

Beth and Georgie Talk About the Countryside

Beth: Hi, Georgie! Do you like the countryside?
Georgie: Yes, I love it! It is very peaceful. Do you like it?
Beth: Yes! I like the fresh air and the green fields.
Georgie: Me too! There are many trees and flowers. I like walking in nature.
Beth: That sounds nice! I like to have picnics in the countryside.
Georgie: Oh, I love picnics! What do you bring for a picnic?
Beth: I bring sandwiches, fruit, and juice.
Georgie: That sounds delicious! I like to take photos of the river and the mountains.
Beth: Oh yes! The river is so beautiful.
Georgie: Yes! Some people go wild swimming there.
Beth: That sounds fun, but I like to hike in the mountains.
Georgie: Hiking is great! The view is amazing.
Beth: The countryside is a great place to relax.
Georgie: Yes! We should go there this weekend!
Beth: That is a great idea!

4. Speaking Practice (10 min)

• Role-play: The student reads the dialogue with you.

• Personal questions: Ask the student:

  • Do you like rivers or mountains more?

  • Do you want to try wild swimming? Why?

  • Have you ever gone on a hike?

5. Writing Activity (5 min)

• The student writes 3 sentences using the new words.
  Example:

  • The river is long.

  • I like to hike in the mountains.

  • Wild swimming is exciting.

    
    

6. Wrap-up (5 min)

• Review vocabulary.

• Ask: What did you learn today?

• Suggest homework: Draw and label a picture of the countryside with the words: river, mountain, hike, wild swimming.

Level: Basic Student

Duration: ~40 minutes

1. Vocabulary Review (10 min)

• Quickly review the previously learned words: river, mountain, hike, wild swimming

• Ask the student to describe each word using comparison and superlative forms.

• Example: Which is the highest mountain you know?

• Example: Is the Amazon River longer than the Nile?

2. New Vocabulary (10 min)

Introduce three new words with comparisons:

1. Lake – A large area of water surrounded by land.

• Example: Lake Victoria is bigger than Lake Tahoe.

• For me, the biggest lake is the Caspian Sea.

2. Forest – A large area covered with trees.

• Example: The Amazon rainforest is larger than many countries!

• The Amazon is the most famous forest in the world.

3. Valley – A low area between mountains or hills.

• Example: This valley is greener than the others.

• The Yosemite Valley is the most beautiful place I have seen.

Activity:

• Show a mix of pictures and ask: What is this?

• The student describes them using a comparison or superlative sentence.

3. Dialogue Practice (10 min)

New Dialogue: Exploring Nature

(Adapted for new vocabulary and comparisons)

Emma: Do you like the mountains or the valley more?

Tom: I think the mountains are higher and more exciting!

Emma: Yes, but the valley is greener and quieter.

Tom: That’s true. Have you been to a big lake before?

Emma: Yes! Last summer, I visited the largest lake in my country.

Tom: Wow! I want to go wild swimming in a lake one day!

Emma: That sounds fun! Let’s go hiking this weekend.

Speaking Practice

• Role-play the dialogue.

• Ask personal questions:

• Do you like forests or rivers more? Why?

• What is the most beautiful place you have visited?

4. Writing Activity (10 min)

Task 1: Fill in the blanks with comparatives or superlatives.

1. This mountain is __higher____ (high) than the one near my house.

2. The Amazon rainforest is the __largest____ (large) forest in the world. (large- larger- the largest)

3. Wild swimming is __funnier____ (fun) than hiking for me.

Task 2: The student writes 3 sentences using new words.

Example:

1. The lake near my city is the biggest.

salvador has the biggest beach in the world.

2. I think forests are more interesting than rivers.

for me Dubai has places more interesting than salvador.

3. Hiking in the mountains is the best weekend

for me the best thing in dubai is the waterfall font in front of BURJ KALIFA THE BIGGEST HILL OF THE WORLD.

A common use is to talk about one completed action at a specific time in the past.

• I went ( GO) to Germany last summer.

• when did you go to Germany?

• She met ( meet) her best friend in 2007. 

• what year/ when did she meet her best friend?

• I finished reading my book last night. 

• when did you finish your book?

• i didn´t finish reading my book yet^.

• I saw ( see - seen) some dolphins two weeks ago in the sea.

• when did you see any dolphins?

Useful vocabulary for past completed actions at a specific time: this morning, yesterday, last night/week/month/year, two weeks ago, in (year)

Something that happened multiple times in the past (similar to 'used to').

• My sister and I went/used to ( past habit)to school by bus every day.

• They ate- eat a lot of local food while on holiday.

• You used to have guitar lessons every Thursday when you were little. 

• 
  

• He watched that movie whenever he was sad. 

• whenever/ wherever/ whoever/ whatever/ whichever

Something that was true for a period of time in the past.

• Mum worked in finance when she was younger.

• I really enjoyed university life.

• My grandfather owned a bakery before he retired.

• We lived in a small town growing up. 

For a sequence of events. 

• He woke up, had breakfast and then left for work. 

• The team practised, had a strategy meeting, and then played the match.

Useful vocabulary for sequences: first, then, after that, later, following this, finally

It can be used with the past continuous to interrupt an action.

• I was cooking when my phone rang.

• She was studying when a storm started outside.

• The teacher walked into the room as the students were chatting. 

Useful vocabulary for when the past simple interrupts an action: while, when, as, suddenly

STRUCTURE 

For positive sentences, add ‘ed’ to the main verb for regular verbs. 

• I walked 

• You walked

• He walked

• She walked

• It walked

• We walked

• They walked

For negative sentences, add ‘didn’t’ before the main verb in its basic form.

• I didn't walk

• You didn't walk

• He didn't walk 

• She didn't walk 

• It didn't walk 

• We didn't walk 

• They didn't walk 

To ask questions, add ‘did’ at the beginning.

• Did I walk?

  • Yes, you did 

  • No, you didn't

• Did you walk?

  • Yes, I did

  • No, I didn't 

• Did he walk?

  • Yes, he did

  • No, he didn't

• Did she walk?

  • Yes, she did

  • No, she didn't

• Did it walked?

  • Yes, it did

  • No, it didn't

• Did we walk?

  • Yes, we did

  • No, we didn't 

• Did they walk?

  • Yes, they did

  • No, they didn't 

To ask for more information, add the ‘who, what, where, why, how, when’ question words at the beginning.

• Why did I walk?

• Who did you walk with?

• Where did she walk?

• When did she walk?

• How did they walk?

Irregular verbs

Irregular verbs are... irregular. They don't follow the rules and you just have to learn them. However, some do fall into categories which can make them easier to remember, like these:

spoke, broke, chose, froze, woke up

began, drank, rang, sang, sank

blew, grew, knew, threw, flew.

1. I spoke to my boss at the meeting . aff

2. I didn´t speak to my boss at the meeting.

Did you speak to your boss? int.

He broke the company. aff

i didn´t break the company neg

Did he break the company? int

she chose many shoes for your children.

what did she choose/shoes for her children?

I froze with the cold weather.

Did you freez with the cold weather?

i didn´t freeze with the cold weather

The show began today.

the show didnt begin today

did the show begin today?

Yes,he drank in the party

Did he drink in the paryy?

he didn´t drinlk in the party.

yes, she rang me last week

Did she ring to you ?

no, she didn´t ring the phone

He sang a beautiful song

He didn't sing a beautiful song

did he sing a beautiful song?

1. Complete the sentences with the correct past simple form of the verb in parentheses.

a) Yesterday, I ___woke up____ (wake up) very early.

b) She _chose____ (choose) a red dress for the party.

c) We __began_____ (begin) the meeting at 9 a.m.

d) He __flew__ (fly) to London last week.

e) The kids _sang___ (sing) a song at the school event.

2. Rewrite the sentences in the past simple.

a) I drink coffee every morning. → _i drank coffee every morning_________________________

b) They throw the ball to each other. → ___thet threw the ball to each other_______________________

c) She knows the answer. → ____she knew the answer______________________

d) We speak English in class. → ___we spoke in class_______________________

e) He breaks his phone. → _____he broke his phone_____________________

3. Match the base form with the past simple form.

1. wake up

3. ring

4. freeze

5. blow/ blew

a) grew/ grow

b) froze

c) rang

e) woke up

Reading:

Comprehension questions:

1. Why did the narrator wake up early?

The narrator woke up early because his phone

rang loudly.

2. What was Sarah’s surprise?

there was a tiny plant

3. What happened to the lake overnight?

i saw that the lake near my house had completely

froze.

4. What did the strong wind do?

a strong wind blew through the trees.

5. How did the narrator feel at the end of the story?

he said it was a simple moment but he would always remember.

A Strange Morning

Yesterday, I woke up earlier than usual because my phone rang loudly. It was my friend, Sarah. She sounded excited and said, “Get ready! I just chose a surprise for you!”

I quickly got dressed and threw on my jacket. When I stepped outside, I saw that the lake near my house had completely froze overnight. It looked beautiful, but I was worried because some kids were playing on the ice.

As I walked towards them, a strong wind blew through the trees, making the branches shake. Just then, Sarah arrived and handed me a small box. “Open it!” she said. Inside, there was a tiny plant. “I grew this for you!” she explained proudly.

I smiled and thanked her. We sat by the frozen lake, talking and laughing. It was a simple moment, but one I would always remember.

talk- talked - t

call - called - d

want - wan-ted - extra sillaba

sound - sounded-

experience - experienced- T

Vocabulary Exercises

1. Find the past simple form of these verbs in the text:

• wake up → __________

• ring → __________

• choose → __________

• throw → __________

• freeze → __________

• blow → __________

• grow → __________

2. Match the words to their meanings:

a) froze

b) blew

c) grew

d) threw

e) chose

1. To select something

2. To move air strongly

3. To turn into ice

4. To develop over time

5. To send something through the air

home:

1 I traveled to the beach with my family yesterday.

2 Jonh bought a new car last month.

3 We watched a very exciting movie at the cinema.

4 Maria cooked a deliciuos cake for her mother's birthday.

5 They arrived late from the party and were very tired.

6 did you study a lot for the math test?

7 The teacher explained the lesson very clearly.

8 I told him about my feelings.

9 I remembered i didn't take a shower.

10 she forgot the book in your friend's house.

Objective

Help the student recognize and correctly pronounce the three different sounds of -ed endings in regular past tense verbs.

1. Warm-up (5 min)

• Ask: What did you do yesterday?

  • Yesterday, I watched a movie. I played soccer.

talked = talkt (

watched = watcht

believed = believt

2. Explanation of "-ed" Pronunciation (10 min)

Explain the three different sounds of -ed:

1. /t/ → When the base verb ends in p, k, s, sh, ch, f, x

   • Examples: helped (/helpt/), talked (/tɔːkt/), watched (/wɒtʃt/).

he pushed (t) me and i fell down,

he wacthed (T)me on tv

we talked (T) 2 hours

we experienced (t) a beautiful moment.

we walked (T) by the lake together

1. /d/ → When the base verb ends in b, g, v, z, m, n, l, r, vowels

   • Examples: played (/pleɪd/), cleaned (/kliːnd/), loved (/lʌvd/).

   • i repaired my car - i cleaned (d) the house - i played with the cats all day long. i loved to go to the barbecue.

2. /ɪd/ → When the base verb ends in t or d

   • Examples: wanted (/ˈwɒn.tɪd/), needed (/ˈniː.dɪd/

   • i avoided you for a long time

   • i wanted to work now

   • my first job was saturday and i needed to work.

3. Listening & Classification Activity (10 min)

• Say different past tense verbs and have the student categorize them into /t/, /d/, or /ɪd/.

• 
  

Title: A Day at the Beach

Text:

Last Sunday, Maria went to the beach with her family. They arrived at 10 a.m. and found a good place near the water. Maria swam in the sea and played with her little brother. Her mother prepared sandwiches and juice for lunch. They stayed at the beach all day and went home in the evening. Maria was very happy and tired.

Comprehension Questions

(Yes/No and Wh- questions)

1. Did Maria go to the beach last Saturday?

   no, she didn't go to the beach last saturday, she went last sunday.

2. what time did they arrive at the beach?

   they arrived at 10 a.m.

3. Who did Maria play with?

   Maria played with her little brother and swam in the sea.

4. What did her mother prepare?

   Her mother prepared sandwiches and juice for lunch.

5. Did they stay at the beach all night?

   They stayed at the beach all day and went home in the evening.

6. How did Maria feel at the end of the day?

   Maria was very happy and tired.

Verb to be in the past

In the past, the verb to be changes to:

• was – for I, he, she, it

i am sabrina , i am 34 years , i am engaged, i am a brazilian woman.

i was another sabrina in brazil, i was 30 when i opened bemmequero, i was single when i met Renan, and i was a brazilian busness woman with 30 years.

• were – for you, we, they

bianca and Jaque were very little when we moved to itapuan, they were very united and i was the oldest sister.

Examples:

• I was tired yesterday. ( the verb to in conditions)

• She was at home last night.

• It was cold last week./ it was summer

• You were happy this morning.

• We were at school on Monday.

📝 Mini Exercise – Complete with was or were:

1. I ______ at home yesterday.

2. They ______ in the park last Sunday.

3. She ______ happy this morning.

4. You ______ late for class.

5. It ______ cold last night.

6. We ______ on vacation.

✅ Answers:

1. was

2. were

3. was

4. were

5. was

6. were

renan´s friend birthday

Follow-up Practice (Speaking or Writing)

Ask the student to answer:

• What did you do last weekend?

• we stayed at home.

• Did you go out or stay home?

• I went out to renan's friend birthday

• What did you eat?

• I ate beef and rice today

• Who did you talk to?

• I talked with my father about plomplom´s health.

If she's not ready for open-ended questions, you can give her prompts to complete:

• Last weekend, I __did my first service _.

• I watched a movie yesterday.

• I ate pizza in breakfast__.

• I was _blond 8 years ago __.

✅ Extension Tasks for Basic Learners

1. Sentence Scramble

scrambled sentences from the story and ask her to put them in the correct order:

Example:

• went / Maria / to the beach → Maria went to the beach.

• sandwiches / prepared / Her mother

• Her mother prepared sandwiches.

2. Find the Verbs

Ask your student to find all the verbs in the past in the text. Then, match them with their base forms:

Example:

• went → go

• swam → swim

• prepared → prepare

• stayed - stay

• fly - flew

• forget - forgot

• freeze - froze

• break - broke

• bear - bore

  
  

4. Mini Writing Task

Give her sentence starters so she can write her own short story using past simple:

“Yesterday, I woke up at _9 a.m__. I ate _bread and egg in breakfast__. Then I _went to the gym__. It was a __good_ day.”

Title: A Strange Night

Last night, Sarah was at home. She was tired, so she went to bed early. At 10:30 pm, while she was sleeping, she heard a strange noise. It was coming from the kitchen.

She got up and walked slowly to the kitchen. The lights were off, and everything was quiet. But while she was looking around, the cat jumped from the table! It was just the cat! Sarah laughed and went back to bed.

tips for reading

has - was

strange

noise

heard - hear

here

kitchen - chicken

laugh (laf)

jump/ jumped

🧠 Comprehension Questions

1. Where was Sarah last night?

2. Why did she go to bed early?

3. What happened at 10:30?

4. What was Sarah doing when the noise started?

5. What was making the noise?

🔤 Grammar Focus

🔹 Past Simple

• She went to bed.

• She heard a noise.

• The cat jumped.

🔹 Past Continuous

• She was sleeping at 10:30.

• sub- was/were/ ing verb

• i was cooking at 9pm yesterday

• She was looking around.

🔹 Verb "to be" in the Past

• Sarah was at home.

• The lights were off.

✍️ Practice Tasks

📝 Task 1 – Fill in the blanks (Past Simple or Past Continuous)

1. At 9 PM, I __was watching____ (watch) a movie.

2. My friends __came____ (come) to my house yesterday.

3. While I _was walking_____ (walk) to school, it started to rain.

4. She _was cooking_____ (cook) dinner when the phone rang.

5. We __were____ (be) very happy at the party.

📝 Task 2 – Make Sentences

Using the past continuous:

1. I / study / when / my phone / ring →
   I was studying when my phone rang.

2. They / play / football / when / it / start / to rain

3. they were playing football when it started to rain.

4. He / sleep / when / the dog / bark

5. he was sleeping when the dog barked.

6. She / watch / TV / when / her mom / call

7. she was watching tv when her mom called.

📝 Task 3 – Mini Writing

Write 4–5 sentences about what you were doing yesterday at 8 PM.
(Encourage using past continuous, e.g., “I was watching TV.”)

i have a car

i had a bike

I was at the gym yesterday at 8pm. and, at 9pm Renan was cooking for dinner while I was playing with Little Jon. we had a very full and happy day we were talking for a long time.

🧠 1. Comprehension – True or False

Read the sentences. Write T (True) or F (False):

1. Joe’s elbow was hurting when he woke up.

2. Mum immediately listened to Joe about his elbow.

3. Bella wanted to go to school.

4. Bella ate all the sweets before breakfast.

5. Joe’s teacher noticed his arm was hurt.

6. Joe broke his leg.

7. Bella was sick because she had a fever.

8. Joe couldn’t move his arm at school.

✍️ 2. Grammar Focus – Fill in the blanks

Use was / were / wasn’t / weren’t:

1. Joe ___was___ hurt when he woke up.

2. Bella ____was__ very sick in the morning.

3. The sweets __were____ under the bed.

4. Mum/mom _was_____ home with Bella.

5. The teachers ___weren't___ surprised when they saw Joe’s arm.

6. Joe _wasn't_____ playing football when he hurt his elbow.

🧾 3. Past Simple vs Past Continuous

Choose the correct verb form:

1. Joe (woke up / was waking up) with a sore elbow.

   Joe woke up with a sore elbow.

2. i have a sore throat/ i have sore voice/ my face is all sored/ i have sore eyes.

3. Mum (looked / was looking) for cereal in the cupboard.

   Mum was looking for cereal in the cupboard.

4. Bella (cried / was crying) when she entered the kitchen.

   Bella was crying when she entered the kitchen.

5. While Joe (tried / was trying) to talk, Bella interrupted.

   While joe was trying to talk, Bella interrupted.

6. Mum (found / was finding) sweet wrappers under the bed.

   Mum found sweet wrappers under the bed.

7. Joe (sat / was sitting) in the hospital waiting room.

   Joe was sitting in the hospital waiting room.

🧠 4. Think and Write – Short Writing Task

Write 4–5 sentences answering this question:

"Have you ever had an accident or felt sick?"
Use past simple and past continuous.
Start like this:

One time, I was feeling sick because...
I was playing... when...

Dear students,

From now on, we will have new policies for Spanish and English classes.
If a class is not cancelled at least 24 hours in advance, it will be charged as part of your current package.
Thank you very much for your understanding and commitment.

Best regards,

👉 Adjectives are words that describe nouns.
👉 We put the adjective before the noun.

Structure:
Adjective + Noun

✅ Examples:

• a big house

• a red car

• a nice teacher

• an old phone

• a beautiful city

🗣️ "Beautiful" tells us more about the city.
🗣️ "Old" tells us more about the phone.

💬 Use in a sentence:

• I have a small cat.

• She lives in a modern apartment.

• We saw a scary movie.

📌 Rules to Remember:

1. The adjective comes before the noun:
   ✅ a fast car
   ❌ a car fast

2. One adjective or more:

   • a big dog

   • a big black dog

   • a beautiful old house

📝 TASK: Describe the Things Around You

Instructions:
Look around your room (or house). Write 5 sentences using adjective + noun.

Example:

1. I see a blue chair.

2. I have a small table.

3. This is a nice lamp.

4. There is a big window.

5. I have a comfortable bed.

🔁 Extra (Optional Challenge):

Add one more adjective to describe each thing.

Example:

• a small brown table

• a comfortable old bed

Perfect! Let’s level it up just a little by introducing adverbs—but still keeping it simple and clear for a basic student.

Here’s a full version of the explanation with a task that now includes adjectives, nouns, and adverbs.

🧠 Explanation for Basic Students: Adjectives + Nouns + Adverbs

1. ✅ Adjectives describe nouns

• a beautiful house

• a small dog

• an old phone

2. ✅ Adverbs describe adjectives (how much / how strong)

We often use “very”, “really”, or “quite” before an adjective.

📌 Structure:

Adverb + Adjective + Noun

✅ Examples:

• a very big house

• a really nice teacher

• a quite old phone

• a very beautiful city

In a sentence:

• I live in a very small house.

• She has a really expensive phone.

• We met a very funny man.

✏️ TASK: Describe 5 Things Using Adverbs, Adjectives, and Nouns

Instructions:
Write 5 short sentences. Use this structure:
👉 Adverb + Adjective + Noun

🖊️ Example:

1. I have a very comfortable chair.

2. He drives a really fast car.

3. She bought a quite big bag.

4. This is a very interesting book.

5. We saw a really scary movie.

🟡 1. Verb To Be (am, is, are)

• Affirmative, negative, and questions
  👉 I am happy. / She isn’t tired. / Are you at home?

• i am sad that i am not in brazil for my sister´s birthday.

• people are very happy in my country

  
  

🔵 2. Subject Pronouns & Object Pronouns

• I, you, he, she, it, we, they

• me, you, him, her, it, us, them
  👉 She loves him. / They help us.

🔴 3. Possessive Adjectives & Pronouns

• my, your, his, her, its, our, their

• mine, yours, his, hers, ours, theirs
  👉 This is her book. / That bag is mine.

• invited/ you are invited/ sheila is not invited to jaque´s birthday.

🟢 4. Simple Present

• Regular verbs and common irregulars

• Affirmative, negative, questions
  👉 He plays football. / She doesn’t like coffee. / Do you study English?

• Usage: habits, routines, facts

• Third person ‘s’

• Jaque celebrates her birthday every year.

• i always wake up early.

• i feel so beautiful at home.

🟣 5. Adverbs of Frequency

• always, usually, sometimes, rarely, never
  👉 I usually wake up at 7. / She never eats meat.

🟡 6. There is / There are = existence

• Singular and plural, affirmative, negative, questions
  👉 There is a cat. / There are two apples. / Is there a bus?

🔵 7. Articles: a / an / the / (zero article)

• Use of a/an with singular nouns

• The for specific things

• Zero article for general ideas
  👉 I have a cat. / The cat is sleeping. / Cats are cute.

• the people in brazil are very happy;

• people are crazy nowadays.

• actually = na verdade

🔴 8. Plurals (Regular and Irregular)

• apples, boxes, children, men
  👉 One child, two children. One box, two boxes.

• mouse - mice

• man - men

• woman - women

• bag- bags

🟢 9. Prepositions of Place & Time

• in, on, at (places and times)

• under, next to, behind, in front of
  👉 The book is on the table. / I work at 9 a.m.

• my apartment is on 4th floor. i live in a beautiful apartment at al badia living condominium.

🟣 10. Demonstratives

• this, that, these, those
  👉 This is my phone. / Those are your shoes.

🟡 11. Present Continuous

• be + verb-ing

• Actions happening now or temporary actions
  👉 I’m studying English. / She’s working today.

🔵 12. Can / Can’t (Ability & Permission)

• 👉 I can swim. / She can’t drive. / Can I open the window?

🔴 13. Like / Love / Hate + Verb-ing

• 👉 I like reading. i like to read / He loves cooking./ he loves to cook.

🟢 14. Simple Past (Regular and Irregular Verbs)

• Verb + -ed and common irregular verbs

• Affirmative, negative, questions
  👉 She walked to school. / They didn’t go. / Did you watch the movie?

• did you like your trip to brazil?

• yes i liked it very much, i saw my family, and my friends and i ate deliously...

• i made all my cosmetic procedures, i made my hair repair and i am happy now.

🟣 15. Past of Verb to Be (was/were)

• 👉 I was tired. / They were happy. / Were you at the party?

  
  

🟡 16. Countable and Uncountable Nouns

• Much / many / a lot of / some / any

• i have much love for my cat.

• i have many houses

• i eat 3 slices of bread

• i eat much bread

• i eat a lot of bread rolls

• do you have any bread roll in your shelf?

• i have some ... do you want? i don´t need any

  
  

• i don´t have any gut to eat in a cafeteria here because there isn´t any good bread.
  👉 How much water do you drink? i drink 3 liters of water today / Do you have any apples in the basket ?

🔵 17. Comparatives and Superlatives

• small → smaller → the smallest

• good → better → the best
  👉 This city is bigger. / She is the best studdent

• in brasil you eat more delicious than dubai.

• but dubai is more secure than brasil.

• 
  

🔴 18. Future with “Going to”

• Plans and intentions
  👉 I’m going to travel next week.

🟢 19. Modals: Should / Must (Advice and Obligation)

• 👉 You should study. / You must wear a helmet.

🟣 20. First Conditional (Introductory)

• If + present simple → will
  👉 If it rains, I’ll stay home.

• simple past:

• you celebrated luca´s birthday yesterday

Would you like this list in a checklist format for the student (printable)? Or I can also create a progress tracker or review worksheet series based on these topics.

4o

🍴

Phrasal Verbs About Eating – With Georgie!

🐶

🎯 Objective:

Students will learn 6 common phrasal verbs related to eating, with simple examples and fun practice.

🗣️

Warm-Up (5 mins)

Question:

👉 What do you usually eat in a day? Do you like snacks?

Use emojis or draw foods on the board.

🎥

Watch Georgie Explain (Optional)

If there’s a video of Georgie (the dog) teaching, play it here! 🐶

If not, you can pretend Georgie is “your assistant” and say:

🗯️ “Georgie loves food and will help us today!”

🧠

Learn the Phrasal Verbs (10–15 mins)

1️⃣

snack on (something)

🍪

➡️ eat small amounts between meals

🗨️ She likes to snack on almonds.

🗨️ The kids are snacking on biscuits.

2️⃣

munch on (something)

🍎🍿

➡️ eat noisily (crunch, crunch!)

🗨️ He’s munching on an apple.

🗨️ They munched on popcorn.

3️⃣

dig in / tuck in

🍝

➡️ start eating with excitement!

🗨️ Let’s dig in!

🗨️ The kids tucked into their pancakes.

4️⃣

eat up / eat (something) up

🥦

➡️ finish all your food

🗨️ Eat up! You need energy!

🗨️ Eat up your vegetables!

5️⃣

pig out (on something)

🍩🍕

➡️ eat a lot (too much!)

🗨️ She pigged out on doughnuts.

🗨️ We pig out on snacks on movie nights.

6️⃣

eat out

🍽️🏨

➡️ eat in a restaurant or café

🗨️ I love eating out.

🗨️ Let’s eat out tonight!

🧩

Practice Time (10 mins)

🗯️ Match & Mime:

• Match the phrasal verb to the picture or emoji

• Act it out and classmates guess:
  👤 “I’m munching on something.” — Class guesses!

✍️ Fill-in-the-blank:

1. When I go to the cinema, I like to ______ on popcorn.

2. My mom always tells me to ______ my dinner.

3. On Fridays, we love to ______ at our favorite pizza place.

🎲

Fun Speaking Game (5–10 mins)

“What Would Georgie Do?” 🐶🍖

Give students situations:

• “Georgie finds a table full of snacks.”

• “It’s dinner time after a long walk.”
  Ask:
  👉 Would Georgie dig in? Pig out? Snack on something?

🏁

Wrap-up (2 mins)

Ask:

✅ Which verb was your favorite?

✅ Can you use one in a sentence?

🍴

Phrasal Verbs About Eating – With Georgie!

🐶

🎯 Objective:

Students will learn 6 common phrasal verbs related to eating, with simple examples and fun practice.

🗣️

Warm-Up (5 mins)

Question:

👉 What do you usually eat in a day? Do you like snacks?

Use emojis or draw foods on the board.

🎥

Watch Georgie Explain (Optional)

If there’s a video of Georgie (the dog) teaching, play it here! 🐶

If not, you can pretend Georgie is “your assistant” and say:

🗯️ “Georgie loves food and will help us today!”

🧠

Learn the Phrasal Verbs (10–15 mins)

1️⃣

snack on (something)

🍪

➡️ eat small amounts between meals

🗨️ She likes to snack on almonds.

🗨️ The kids are snacking on biscuits.

I love to snack on cake and coffee in the afternoon.

2️⃣

munch on (something)

🍎🍿

➡️ eat noisily (crunch, crunch!)

🗨️ He’s munching on an apple.

🗨️ They munched on popcorn.

she's munching on popcorn while she was watching tv.

3️⃣

dig in / tuck in

🍝

➡️ start eating with excitement!

🗨️ Let’s dig in!

🗨️ The kids tucked into their pancakes.

My mother prepared a delicious food. let's dig in !

4️⃣

eat up / eat (something) up

🥦

➡️ finish all your food

🗨️ Eat up! You need energy!

🗨️ Eat up your vegetables!

Renan eat up your bread !

5️⃣

pig out (on something)

🍩🍕

➡️ eat a lot (too much!)

🗨️ She pigged out on doughnuts.

🗨️ We pig out on snacks on movie nights.

I pigged out barbecue on friday

6️⃣

eat out

🍽️🏨

➡️ eat in a restaurant or café

🗨️ I love eating out.

🗨️ Let’s eat out tonight!

Let's eat out in my birthday

🧩

Practice Time (10 mins)

🗯️ Match & Mime:

• Match the phrasal verb to the picture or emoji

• Act it out and classmates guess:
  👤 “I’m munching on something.” — Class guesses!

✍️ Fill-in-the-blank:

1. When I go to the cinema, I like to __munch ____ on popcorn.

2. My mom always tells me to ___eat up/dig in___ my dinner.

3. On Fridays, we love to __eat out____ at our favorite pizza place.

4. I heard Little jon munch on his food.

5. I pigged out pasta at lunch.

🎲

Fun Speaking Game (5–10 mins)

“What Would Georgie Do?” 🐶🍖

Give students situations:

• “Georgie finds a table full of snacks.”

• “It’s dinner time after a long walk.”
  Ask:
  👉 Would Georgie dig in? Pig out? Snack on something?

• Yes, Geogie snack on .

🏁

Wrap-up (2 mins)

Ask:

✅ Which verb was your favorite? Eat out

✅ Can you use one in a sentence? Last night we ate out.

i liked .....

create a sentence with your favorite phrasal verb:

Eat out every day is my dream. because i don´t need to prepare food at home.

extra sentences:

1. my favorite food to pig out is pizza

2. i ate out on friday

3. ate cake and barbecue is delicious food

4. my favorite snack is cookies and coffee. i always snack on cookies at Kaprina is my favorite place in dubai.

🏋️‍♀️

Basic English Lesson – Healthy Routines & Exercise Habits

🎯 Objectives:

• Understand and use key fitness-related phrasal verbs

• Practice four verb tenses: Simple Present, Present Continuous, Simple Past, and Past Continuous

• Use personal experiences to produce short spoken or written sentences

🕒

Lesson Plan (60 min)

🔹 1. Warm-Up – Introduction & Vocabulary (10 min)

Visual support: Show pictures or short video clips of people:

• stretching

• jogging

• lifting weights

• drinking water

Ask:

• “Do you like to exercise?” Yes, i like to exercise.

• “What exercises do you do?” I do bodybuilding, i lift weight, i run, i strech my body.

• research exercises that you do in the gym:

  
  

Teach vocabulary (with actions or pictures):

• warm up 🏃‍♂️ aquecer

• work out 💪treinar/ malhar

• cool down 🧘‍♀️ baixar intensidade

• stick to/ ficar constante alguma coisa

• give up/ se render

• give (something) up/ eliminar da nossa vida

• cut down (on) reducir

• cut (something) out tirar algo da tua vida

➡️ Student repeats and acts out as they hear each phrase in context.

🔹 2. Grammar Review (10 min)

🔹 3. Speaking Practice – Guided Questions (10 min)

Ask the student to answer using the correct tense:

Simple Present

• What do you usually do to stay healthy?

• I pratice exercise and i eat healthy food.

Present Continuous

• What are you doing to stay healthy this week?

• I am practicing exercise, drinking water and stretching my body every day.

Simple Past

• What exercises did you do last weekend?

• I did exercise and went jogging .

go - went

Past Continuous

• What were you doing yesterday at 6pm?

• Yesterday at 6pm i was preparing my food

  and playing with LJ.

i was watching tv at that time

renan was preparing food for me at that time

and little jhon was playing with his toys.

we were having a good time together

🔹 4. Task: My Fitness Story 🧠🗣️ (20 min)

Activity: “Then and Now” Fitness Timeline

Create a simple two-part timeline together:

Part 1 – In the past:

• “Last year, I didn’t exercise. I was eating too much sugar.”

• “I gave up soda. I cut out chips.”

Part 2 – Now:

• “Now I work out twice a week.”

• “I’m sticking to my new routine.”

• “I’m cutting down on sugar.”

➡️ Student writes 4–6 short sentences about their fitness journey or a made-up character using all four tenses and the phrasal verbs. Support them with sentence starters and visuals.

🔹 5. Cool Down – Review Game (10 min)

Game: “What am I doing?” 🧩

• Teacher mimes an activity (e.g. jogging, stretching, resting)

• Student guesses using the correct tense:
  

  • “You’re working out!”

  • “You’re cooling down!”

  • “You were working out!”

• 
  

➡️ Quick review of vocabulary: matching game or multiple choice.

📚 Homework (Optional)

• Write 5 sentences about what you did last week and what you’re doing this week to stay healthy.

Last week i cut down on sugar and sweet of my diet i increased my water intake. i praticed exercise, i did stretch my body through yoga. i lifted weights and cut out of my life everything that wasn't good for me.

🌤️

Lesson Plan: Talking About the Seasons

Level: Basic / A1-A2

Topic: The Seasons and Weather

Time: 45–60 minutes

Focus: Vocabulary, Speaking, Listening

🎯

Objectives

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

• Understand and use vocabulary related to seasons and weather

• Express personal preferences about seasons

• Talk about what they look forward to during the year

  
  

🌍 The four seasons are:

1. Spring 🌸 – flowers bloom and the weather gets warmer

2. Summer ☀️ – hot and sunny, great for swimming and holidays

3. Autumn / Fall 🍂 – leaves change color and fall, weather gets cooler

4. Winter ❄️ – cold, sometimes snowy, people wear warm clothes

🔑

Target Vocabulary

1. season – a time of year with the same kind of weather 🌸☀️🍁❄️

2. can’t stand (something) – really hate something 🙅‍♂️

   
   

3. look forward to (something) – be excited about something 😊

4. (be) a big fan of – like something a lot 👍

🗣️

Warm-Up (5-10 min)

Task: Quick chat!

Ask your student:

• What season is it now where you are?

• it´s summer, here is very hot in summer it increased the tempertature.

• What’s the weather like today?

• well, today the weather is very hot and sunny and at night is very disgusting.

  
  Use emojis to help them answer:

  
  

“it´s 🌞 sunny / 🌧️ rainy / ❄️ cold / 🌬️ windy / 🌡️ hot!”

what is the weather like in salvador?

in Salvador the weather is rainy and windy because is May and in may and june we have low temperatures this is fall.

what is your sister like? description

well bianca is very talkative and very picky and i love her

what does your sister like?preference gostar

bianca likes to wear fancy clother and wear nice perfumes.

what is your sister in law like?/what is she like?

she´s very generous, she´s tall, she is very friendly...

what is your house like?

my house is beautiful, is big, is modern and clean

mother in law

father in law

brother in law

🎧

Listening Task (10-15 min)

Task: Listen to the Georgie and Neil conversation

(Link or play recording if you have it)

After Listening: Ask comprehension questions:

• What season does Georgie like?

• she likes and prefers autumn and spring but principally spring because she likes to see the blossoms in the trees and she likes to walk through parks.

• What can’t Neil stand?

• Neil can´t stand winter because is cold and dark.

• What do they look forward to?

they are looking forward to summer season because they have long light nights and beautiful evenings, the sky is very orange and you can enjoy more.

Use thumbs up/down emojis for understanding:

👍 = understand / 👎 = don’t understand

📚

Vocabulary Practice (10-15 min)

Task: Match or mime!

Say a word (like “can’t stand”) and ask your student to:

a) give an example (“I can’t stand hot weather!”)

b) mime or act it out 🤯🙅‍♀️🎭

Practice sentences:

• I’m a big fan of spring! 🌸

• I´m a big fan of winter because is cold and fresh and i like to run very much in winter.

• I can’t stand cold weather! ❄️🙅‍♂️

• i can´t stand summer is very hot here.

• I look forward to summer holidays! ☀️🏖️

• i look forward to winter because i wear fancy clothes and nice perfumes it´s very charming!

• Winter is my favorite season! ⛄

🧠

Speaking Practice (10-15 min)

homework:

Task: Let’s talk! Use these questions:

1. What’s your favorite season? Why?

   My favorite season is winter because the days are cool and we dress better;

2. What season can you not stand?

   I can't stand summer;

3. What do you look forward to every year?

   I am forward to winter;

4. Are you a big fan of winter activities?

   I am not because i never preticed;

Encourage use of vocabulary in answers! 👍

✍️

Mini Writing Task / Homework

Task: Write 3–5 short sentences using today’s vocabulary with the third person.

Example:

• I am a big fan of summer.

• I look forward to my birthday in July.

• I can’t stand rainy weather.

• I am a big fan of spring

• I love winter

• I can't stand summer because is very hot.

🏁

Wrap-Up (5 min)

Quick review!

Ask:

• What’s one new word you learned today?

  i learned many word but the one i liked the most is (forward)

• Which season do you like best now?

  It's still winter!

✏️ Worksheet with Emojis

1️⃣ Match the questions and answers 🔄

Write the correct letter (A–G) next to each number (1–7).

❓ Questions:

1. What’s your favourite season? 🌸🌞🍂❄️

2. Do you like cold weather? 🥶

3. What do you usually do in the summer? 🏖️

   I am go to the beach for fresh and join my friends.

   ( i usually go to the beach for a fresh day and join my friends)

4. are you looking forward to spring? 🌼

   Yes, because/ it´s a season more beautiful of the year.

5. Do you like the rain? 🌧️

   Yes, i like the rain is a better time to stay at home and watch tv.

6. What’s winter like where you live? ❄️🏠

   The winter where i live is very cold with temperature very low.

7. Can you ski? 🎿

   where i live I can't ski because is very hot .

Use the words from the box and the pictures to help you! 🧩🖼️

🧰 Word box:

• big fan of 💕 i am a big fan of cosmetic and perfumes

• can’t stand 😠 i can´t stand bad people and talkative people, people that gossip/gossiper.

• not keen on/ not interested 😕 i am not keen on that product/ i am not interested in that product. i´m not keen on going to the beach/ i am not interested in going to the beach

• looking forward to 🤩i am looking forward to this week meeting my friends, specially Monica and talk to her about the trip to Brazil and the trip she went to portugal.

• like 👍 i Like eating/ i like to eat hamburguers and watch tv series with my lovely husband and crumpy cat.

• hate ❌ i hate the mess where i live, so i pay attention to messy. i hate a messy person/ i am not messy/

• enjoy 😃 i enjoy swimming with my lovely boyfriend at night under the moon, the water in the swimming is warm at night.

📝 Sentences:

1. I’m a _______________ winter. I love skiing and snowboarding. 🎿

2. I _______________ it when it’s really hot. 🔥

3. I’m _______________ summer. I can’t wait to go to the beach! 🏖️

4. I _______________ autumn. The colours are beautiful. 🍁

5. I’m _______________ cold weather. 🥶

6. I _______________ the spring. It’s not too hot and not too cold. 🌸

7. I’m _______________ wearing lots of clothes in winter. 🧣🧤🧥

3️⃣ What about you? 🗣️💭

Write your own answers! 🖊️✍️

• What’s your favourite season? Why? 🌞❄️🍁🌷

• What do you usually do in the summer? 🏊‍♂️🍦

• What do you usually do in the winter? ☕🧣

• Do you like the rain? Why or why not? ☔😊😖

• Are you looking forward to the next season? Why / why not? 🔜🌼

🧸✨

English Class: Childhood Memories

child - she is a beautiful child.

fernando has 3 children

my childhood in Peru was beutiful. i played on the street every day. and i played with my friends.

brotherhood

sisterhood

neighborhood

man - men

woman - women

🎯 Goal of the Lesson:

Talk about what you were like when you were younger and how your life has changed.

🟣 1. Warm-Up (5–7 min)

Start with a fun conversation to get the student thinking about the past.

Ask:

• Did you have a happy childhood?

• yes i do / yes i did / yes i was

• i played with my sisters at home, i played on the street with my friends ( pass the ball), and i played amarelinha.

  
  

• What was your favorite toy?

• when i was a child my favorite toy was a make up kit. i loved it.

• What games did you play when you were little?

• i played amarelinha, and hide and seek and pass the ball and and i wore my mother´s dress.

Tip: Show pictures of old toys, kids playing, or cartoons to activate memory.

toys/ dolls/ hot wheels/ lego /safari video games.

🟢 2. Vocabulary (10 min)

Teach three new words in context. Speak slowly, give examples, and ask the student to repeat:

1. Childhood – the time when you were a child.
   “My childhood was fun. I played outside every day.”

2. Memory – something you remember from the past.
   “One memory I have is riding my first bike.”

3. Brings back memories – when something makes you think of the past.
   “This song brings back memories of school.”

Practice Tip: Say a sentence and ask, “what things Do bring back memories for you?”

the things that bring back memories for me are music, my bike, my best friend Carol, the neighborhood, breakfast in the childhood.

what does it bring back memories for you?

i used to play on the street = habits in the past

i played on the street. = simple past.

would = i would like

when i was i child i used to watch cartoons all day, and my mother would prepare pop corn for me..

🔵 3. Listening Practice (7–10 min)

Activity: Listen to a real conversation (Neil and Beth talking about their childhood).

Before listening, say:

“Let’s listen to two people talking about their childhoods. What do you think they will say?”

• Did they play outside?

• Did they have pets?

• What did they remember?

You can pause the audio to ask questions or repeat for understanding.

🟠 4. Grammar Focus (10 min)

Explain grammar in a simple way and model it.

Past Simple – for facts from the past:

“I lived in Canada.”

“I played with my friends.”

Used to – for repeated things you did in the past (but not now):

“I used to watch cartoons every Saturday.”

Would / ’d – for repeated actions in stories:

“I’d make up songs with my sister.”

“We would play in the park every day.”

Practice: Ask the student to make 2 or 3 sentences using each one, or turn your own sentences into a game:

• “I say: I used to play soccer. You say one about you!”

🟡 5. Speaking Practice (10–15 min)

Now it’s time for the student to use what they’ve learned. Ask:

• Did you use to watch cartoons?

  Yes, i watched cartoons it and loved.

• What food did you love as a child?

  I loved lasagna when i was childhood.

• Did you live in a house or apartment?

  I lived in a house. i have many memories of that time.

• Who did you play with?

  I played with my sister and my friends

• What was your favorite game?

  My favorite game was hide and seek.

Optional activity: “Back in Time” Game

You pretend you’re 8 years old. The student does too. Ask each other questions:

“What did you use to do when you were little?”

“I used to ride my bike. What about you?”

🟤 6. Wrap-Up and Homework (5 min)

Quick Review:

• “Tell me one thing you used to do.”

• “Tell me one memory you have from your childhood.”

Homework Idea:

Ask the student to write 4 or 5 short sentences about their childhood:

• Two with past simple (I played…, I had…)

  I played very much with my friends in my childhood.

  i had dificult moments in my childhood.

• Two with used to

  I used to take a shower with a hose in the street when i was child.

  I used to play with my bike.

• One with would

  I would like to live my childhood again.

🧸✨

English Class: Childhood Memories

child - she is a beautiful child.

fernando has 3 children

my childhood in Peru was beutiful. i played on the street every day. and i played with my friends.

brotherhood

sisterhood

neighborhood

man - men

woman - women

🎯 Goal of the Lesson:

Talk about what you were like when you were younger and how your life has changed.

🟣 1. Warm-Up (5–7 min)

Start with a fun conversation to get the student thinking about the past.

Ask:

• Did you have a happy childhood?

• yes i do / yes i did / yes i was

• i played with my sisters at home, i played on the street with my friends ( pass the ball), and i played amarelinha.

  
  

• What was your favorite toy?

• when i was a child my favorite toy was a make up kit. i loved it.

• What games did you play when you were little?

• i played amarelinha, and hide and seek and pass the ball and and i wore my mother´s dress.

Tip: Show pictures of old toys, kids playing, or cartoons to activate memory.

toys/ dolls/ hot wheels/ lego /safari video games.

🟢 2. Vocabulary (10 min)

Teach three new words in context. Speak slowly, give examples, and ask the student to repeat:

1. Childhood – the time when you were a child.
   “My childhood was fun. I played outside every day.”

2. Memory – something you remember from the past.
   “One memory I have is riding my first bike.”

3. Brings back memories – when something makes you think of the past.
   “This song brings back memories of school.”

Practice Tip: Say a sentence and ask, “what things Do bring back memories for you?”

the things that bring back memories for me are music, my bike, my best friend Carol, the neighborhood, breakfast in the childhood.

what does it bring back memories for you?

i used to play on the street = habits in the past

i played on the street. = simple past.

would = i would like

when i was i child i used to watch cartoons all day, and my mother would prepare pop corn for me..

🔵 3. Listening Practice (7–10 min)

Activity: Listen to a real conversation (Neil and Beth talking about their childhood).

Before listening, say:

“Let’s listen to two people talking about their childhoods. What do you think they will say?”

• Did they play outside?

• Did they have pets?

• What did they remember?

You can pause the audio to ask questions or repeat for understanding.

🟠 4. Grammar Focus (10 min)

Explain grammar in a simple way and model it.

Past Simple – for facts from the past:

“I lived in Canada.”

“I played with my friends.”

Used to – for repeated things you did in the past (but not now):

“I used to watch cartoons every Saturday.”

Would / ’d – for repeated actions in stories:

“I’d make up songs with my sister.”

“We would play in the park every day.”

Practice: Ask the student to make 2 or 3 sentences using each one, or turn your own sentences into a game:

• “I say: I used to play soccer. You say one about you!”

🟡 5. Speaking Practice (10–15 min)

Now it’s time for the student to use what they’ve learned. Ask:

• Did you use to watch cartoons?

• What food did you love as a child?

• Did you live in a house or apartment?

• Who did you play with?

• What was your favorite game?

Optional activity: “Back in Time” Game

You pretend you’re 8 years old. The student does too. Ask each other questions:

“What did you use to do when you were little?”

“I used to ride my bike. What about you?”

🟤 6. Wrap-Up and Homework (5 min)

Quick Review:

• “Tell me one thing you used to do.”

• “Tell me one memory you have from your childhood.”

Homework Idea:

Ask the student to write 4 or 5 short sentences about their childhood:

• Two with past simple (I played…, I had…)

• Two with used to

• One with would

🎯 Objective:

Students will learn how to talk about a teacher who inspired them, using easy English and key vocabulary.

🗣️ Warm-Up (5 min)

Ask your student:

• Do you remember your favourite teacher?

• i remember my favorite teacher, he was a biology teacher and his name is André Freitas. MR. FREITAS.

• MRS. FREITAS / MS. FREITAS.

• What subject did they teach?

• mr. freitas used to teach me biology.

• Why did you like MR. freitas?

• i liked him because he was very funny, and he had a dynamic that intertained us in the class.

  
  

Use visuals or mime if needed to support understanding.

🎧 Listening: Neil and Beth Talk (10 min)

Option A: Use a short dialogue you record or read yourself.
Option B: Create a simple dialogue like this:

Beth: I really liked my music teacher. She inspired me.
Neil: That’s great! What did she do?
Beth: She was very kind and wise. She helped us learn, and we had fun.
Neil: I had a teacher like that, too. He respected the students.
Beth: That’s nice. A good teacher puts in a lot of effort.

Task:
Ask the student to listen and answer:

1. Who did Beth like?

2. What was her teacher like?

3. What did Neil say about his teacher?

🧠 Vocabulary Focus (10 min)

💬 Speaking Practice (10–15 min)

Ask the student:

1. Did a teacher inspire you?

2. Was your teacher wise? Kind?

3. Did they put in effort to help the class?

4. Do you respect them?

Support with sentence frames:

• "My ___ teacher inspired me because..."

• "He/She was very ___ and helped me to ___."

🧩 Grammar Focus (Optional - Simple Past)

Use some of the student’s sentences to show:

• “She helped me.”

• “He inspired me.”

• “They put in a lot of effort.”

✍️ Homework (optional)

Ask the student to write 3–5 short sentences about a teacher they liked.
Example:

My math teacher inspired me.
She was very kind.
She helped me a lot.

🧑‍🏫

Lesson Plan: Talking About Mistakes and Regrets

🎯 Objective:

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

• Understand and use simple expressions with “used to” and “would”

• Talk about mistakes and regrets

• Use vocabulary like mistake, by mistake, regret, and learn from your mistakes in conversation

🟣

1. Warm-up (5 mins)

Topic: Talking about small accidents or mistakes

Ask:

• Did you ever commit a mistake by mistake? 😅

• yes i think so, i commit a mistake by mistake when i misunderstand someone and i am rude.

• Did you ever forget something important, like your phone or keys?

• yes, and it irritates me but these are common and daily mistakes that we commit in our lives.

• Do you think it’s OK to make mistakes?

yes i do. i think it´s ok to make mistakes because it´s not always that we know about what we are commiting with mistakes.

Let the student respond in simple sentences. Help them build or correct if needed.

🟠

2. Vocabulary Review (10 mins)

Introduce or review the key words through questions and examples:

1. Mistake – something wrong that you do
   👉 What’s a small mistake people make every day?

2. i am right/ you´re wrong!

3. i did commit many mistakes in my life, i was very wrong in many decisions in my life and now i am learning from those mistakes i commited.

4. By mistake – accidentally
   👉 Have you ever sent a message to the wrong person by mistake?

yes i have sent a message to a wrong person generally i so that with my therapist or clients by mistake.

1. Regret – feel bad about something you did
   👉 Is there something you regret?

yes i have some regrets about my life and my relationships. and i am still learning from my mistakes.

1. Learn from your mistakes – remember and not repeat a mistake
   👉 Why is it good to learn from your mistakes?

✔️ Use examples from the transcript to support meaning. No charts, just natural examples.

🔵

3. Listening Practice (15–20 mins)

🎧 Play the podcast episode OR read selected parts aloud (you can be Neil, let the student be Beth, or vice versa).

➡️ After each section, ask:

• What happened?

  commit a big mistake forgetting your suitcase on the train .

• Was it a small or big mistake?

  A big mistakes. She will not commit that mistake again.

• Did they regret it?

  yes, Neil regret, because he loved music and played guitar and he thought had would like playing the piano.

• What did they learn from the mistakes?

  They learned from their mistakes.

You can focus on these key parts:

• Beth’s suitcase mistake

• Neil’s job decision

• Neil’s piano lessons regret

✅ Comprehension Questions (use simple English):

1. What did Beth do by mistake?

2. Did she get her suitcase back?

3. Why did Neil want to leave his job?

4. What happened when Neil changed his mind?

5. What does Neil regret from his childhood?

🟢

4. Grammar Practice: “Used to” and “Would” (10 mins)

Give the student simple prompts to respond using used to or would:

🗣️ Complete the sentences or answer:

• I used to commit mistake.

• When I was a child, I would always i regretted.

• I didn’t use to understood my mistakes.

• I would often make mistakes when i had clarity.

Let the student give short answers. Correct gently, model clearly.

🟡

5. Speaking Practice (10 mins)

Ask the student to respond to these prompts:

1. Tell me about a mistake you made.
   → What happened?
   → Was it big or small?
   → Did you regret it?

2. What is something you used to do, but now you don’t?

3. What is something you would often do when you were a child?

🧩 Optional Game: “True or False – Mistake Edition”

You say 2 things: one real mistake you made and one fake. The student guesses which is true. Then the student tries with their own examples.

✍️ Homework Suggestion

Writing prompt:

Write about a small mistake you made. What happened? Did you learn something? Use “used to,” “would,” and at least 3 of today’s vocabulary words.

I commit a lot of mistakes in my relationship. I didn't know how to value myself or set boundaries. I learned that it's important to love yourself before loving someone else.

✅ Wrap-Up (2 mins)

Ask:

• What new words did you learn today? mistake,commit,regret..

• Do you think making mistakes is good? Why?

yes i think so. Commit mistake is very important

for our learning.

When i was younger, i quit my job when i wanted to stay. that was a big mistake!

I regret not learning to play piano.

I always learn from my mistakes. i won't leave my suitcase on a train again.

I recently commit the mistake of fighting with my mother.

In the past i committed the mistake of not loving myself.

I don't regret it, i learned from my mistakes.

I learned a lot from all my mistakes and became better.

this is a regretment.

i grew up to understand and find my way,

life doesn´t always go your way .

i´m not a little girl but i am a woman now and i will find happiness on my own. .

way - find - believe - always - your way- used -

🎯 Level: Basic

⏰ Time: 60 minutes

📘 Topic: Day trips and favorite places

🎧 Source: Real Easy English – BBC Podcast (Neil & Beth)

👩‍🏫 Focus: Listening comprehension, vocabulary, speaking practice

📌 Grammar Focus: Simple Present + "like to" / "want to"

1. 🗣️ Warm-Up (10 minutes)

Objective: Activate vocabulary and speaking

Ask your student:

• Do you like visiting new places?

• yes i do, i like to visit/visiting new places like restaurants, other cultures, new people, i am very receptive and i also like to go to beautiful places.

• Where do you go on the weekend?

• i always go to the shopping mall, restaurants and touristic points here in Dubai.

• Do you like the beach / museums / nature?

• yes i do. i like very much nature, i like museums a little bit and also the beach.

2. 🎧 Listening Task 1 – First Listen (10 minutes)

Objective: General comprehension

🎧 Play the podcast from the beginning to about minute 4:00.

Ask:

• What kind of trip did Beth take/took? take/took a trip

  -Beth took a day trip, she went to the museum and theatre.

• Did Neil enjoy his weekend?

  -Yes he did. He watched sport with his friends.

  
  

Keep it light. Allow guesses if needed. Accept simple answers: “Museum”, “Not interesting”, “Yes, he liked.”

3. 📚 Vocabulary Focus (10 minutes)

Introduce and practice these words using examples and miming where possible:

1. Day trip – “I go to the beach for one day.”

2. Sightseeing – “Look at Big Ben, Eiffel Tower, walk and look!”

3. Thrill seeker – “Do you like roller coasters?”

4. Adventurous – “Do you like doing new, exciting things?”

🎲 Activity: Give the student mini-scenarios and ask:

• Is this adventurous or boring?

• Is this sightseeing or a day trip?

Example:

• “Visit a museum for one hour” → “Day trip?”

• “Ride a roller coaster?” → “Thrill seeker?”

4. 🎧 Listening Task 2 – Detailed Listen (10 minutes)

🎧 Play another section: From 4:00 to the end (around 8:50)

Ask:

• What place does Beth want to visit?

  She wants to visit brighton.

  
  

• What place does Neil want to visit?

  He wants to visit paris

  
  

  Does Beth like roller coasters?

  No,she doesn't like a roller coasters. it Scares her and she feels a bit sick.

  
  

• What places did Beth visit in London?

  She visited museum and teather.

review:

i wake up very early to work.

i don´t wake up very early to work

do i wake up early to work?

does she wake up early?

certainly she does!/ yes she does. no she doesn´t.

she woke up very late

she didn´t wake up very late

she did wake up late!

did she wake up late?

Let them answer using short answers. Pause and repeat if needed.

5. 💬 Speaking Practice – My Day Trip (10 minutes)

Give your student a template and help them fill it out:

📝 Model:

• I want to visit _Abu dhabi_________.

• I like _sightseeing_________.

• I don’t like __adventurous________.

• I want to go with _____my boyfriend____.

• I want to see ___a mosque_______.

Let them speak using this script. You can model first with your own example.

6. 🧠 Quick Recap Game (5 minutes)

Ask:

• What is “sightseeing”?

  Visit tourist attractions and walk around.

  
  

• Are you a thrill seeker?

  No I´m not a thrill seeker.

  
  

  What is a day trip?

  A short trip.

  
  

• Where do you want to go?

  I want to go to Abu dhabi

Encourage repetition. Use gestures or simple rephrasing if needed.

7. 🏠 Homework Suggestion (5 minutes)

Ask your student to write 4 sentences:

• A place they like

  I like caraiva .it´s a beautiful place.

• A place they want to visit

  I want to visit Abu dabhi.

• What they like doing on weekends

  I like sightseeing, visit restaurants and watch tv with my boy friend and my cat at home.

• If they are adventurous or not

  I am not adventurous. (i´m not)

Topic: Brothers, Sisters, and Siblings
Level: Basic (A2)
Skills: Vocabulary, Listening, Speaking
Time: 45–60 minutes

🧩 1. Warm-up Questions (5 min)

family members: father (dad, daddy) mother ( mom) sister ( sis) brother ( bro) grandmother ( granny) grandfather ( grandpa) uncle, aunt (auntie) cousins, nephew, niece, brother in law, sister in law, mother in law, father in law, step father, step mother, step brother, step sister. god father, god mother.

Ask your student:

• Do you have brothers or sisters?

• i have 2 sisters. very diferent sisters.

• Do you see them/sisters often?

• actually in the moment not because i´m living in another country and they are living in Brazil, very distant from here. i miss them very much.

• Do you get on well with them?

yes, i get on well with my sisters but/however/on the other hand we have our differences. and this is normal.

well let me tell you something nowadays i don´t see or talk to my brother, he lives in Spain and he has his family. we are not close anymore, and i think we don´t get on well.

Encourage short, clear answers using Simple Present or Simple Past.

🎧 2. Listening Task (10–15 min)

Instructions:
Tell your student: You will listen to a conversation between Georgie and Neil. They talk about their sisters. Try to understand the general idea.

🎙️ Link: BBC Learning English – Real Easy English: Siblings

After listening, ask:

• Who is going to a birthday party?

• Do Georgie and Neil have siblings?

• Are they close with their siblings?

Encourage the student to answer in short sentences.

🧠 3. Vocabulary Focus (15–20 min)

Teach the new words/phrases from the podcast using definitions + example sentences:

1. Sibling – brother or sister
   “Do you have any siblings?”

2. Get on (well) with someone – to have a good relationship
   “I get on well with my sister.”

3. Close – have a good, strong relationship
   “We are very close.”

4. Similar – almost the same
   “My sister and I are similar.”

5. Responsible – someone who does the right things
   “My sister is more responsible than me.”

Practice Activity:
Ask your student to:

• Repeat each word

• Say if the word describes them or their sibling
  For example: “I get on well with my brother.”

🗣️ 4. Speaking Practice (10–15 min)

Give your student simple speaking prompts:

• Do you get on well with your sibling(s)?

• Are you and your brother/sister similar?

• Who is more responsible: you or your sibling?

• Do you see your sibling(s) often?

You can also ask follow-up questions like:
Why? / When did you last see them?

Encourage full but short answers like:
"Yes, I get on well with my brother because he is funny."

📝 5. Optional Homework

Write 5 short sentences using today’s vocabulary.
Examples:

• I have two siblings.

• We are close.

• I get on well with my sister.

• We are similar.

• She is more responsible than me.

WORD BANK AND EXPRESSIONS:

OFTEN-

I MEAN

GET ON WELL

THEN

WHOSE

WHO

EXCITED

CLOSE- CLOSED - CLOSER

OFTEN

EXAMPLE: I OFTEN EAT BANANAS.

I MEAN

EXAMPLE; I MEAN THAT I LOVE YOU.

MEAN = ADJ.=MÁ

I HAVE A VERY MEAN MOTHER IN LAW.

SHE´S VERY MEAN.

GET ON WELL

EXAMPLE: I GET ON WELL WITH MY SIBLINGS ( SISTERS)

THEM

EXAMPLE: I HAVE MANY FRIENDS, I LOVE THEM.

WHOSE

EXAMPLE: WHOSE THIS BAG?

THIS BAG IS RENAN´S

WHO

EXAMPLE: WHO WOKE ME UP?

WHO SPEAKS ENGLISH?

WHO SPOKE TO RENAN?

EXCITED

I AM VERY EXCITED TODAY. I AM IN A GOOD MOOD.

I AM IN A MOOD FOR A COFFEE AND BISCUITS.

I´M NOT IN A GOOD MOOD.

CLOSE- CLOSED - CLOSER

I AM CLOSE TO YOU

THE DOOR IS CLOSED

AND I POSTED A STORY ONLY FOR MY CLOSER FRIENDS.

🧑‍🏫

Lesson Plan: Spending Time with Friends

Time: 60 minutes

Main skills: Listening, Vocabulary, Writing, Speaking

Vocabulary Focus: socialise, small talk, awkward, embarrassed, have (something) in common

Based on: BBC Learning English - Real Easy English: “Spending Time with Friends”