action_time_-_conversation_class_-_lucas_fouraux_1

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<p>Termos de Uso</p><p>Seja muito bem-vindo(a) à Apostila Digital</p><p>ACTION TIME</p><p>É um material exclusivo apenas para pessoas que o</p><p>adquiriram pelo site oficial:</p><p>https://lucasfouraux.com/</p><p>Este material é protegido por um sistema</p><p>antipirataria, sendo assim criptografados em todas</p><p>as páginas os dados pessoais do comprador.</p><p>[É EXPRESSAMENTE PROIBIDO O</p><p>COMPARTILHAMENTO DESTE ARQUIVO.]</p><p>Faça um bom uso!</p><p>Obrigado!</p><p>Lucas Fouraux</p><p>Art. 184. Violar direitos de autor e os que lhe são conexos:</p><p>(Redação dada pela Lei nº 10.695, de 1º.7.2003)</p><p>Pena – detenção, de 3 (três) meses a 1 (um) ano, ou multa.</p><p>§ 1º Se a violação consistir em reprodução total ou parcial, com intuito</p><p>de lucro direto ou indireto, por qualquer meio ou processo, de obra</p><p>intelectual, interpretação, execução ou fonograma, sem autorização</p><p>expressa do autor, do artista intérprete ou executante, do produtor,</p><p>conforme o caso, ou de quem os represente: (Redação dada pela Lei</p><p>nº 10.695, de 1º.7.2003)</p><p>Pena – reclusão, de 2 (dois) a 4 (quatro) anos, e multa. (Redação</p><p>dada pela Lei nº 10.695, de 1º.7.2003)</p><p>§ 2º Na mesma pena do § 1º incorre quem, com o intuito de lucro</p><p>direto ou indireto, distribui, vende, expõe à venda, aluga, introduz no</p><p>País, adquire, oculta, tem em depósito, original ou cópia de obra</p><p>intelectual ou fonograma reproduzido com violação do direito de</p><p>autor, do direito de artista intérprete ou executante ou do direito do</p><p>produtor de fonograma, ou, ainda, aluga original ou cópia de obra</p><p>intelectual ou fonograma, sem a expressa autorização dos titulares</p><p>dos direitos ou de quem os represente. (Redação dada pela Lei nº</p><p>10.695, de 1º.7.2003)</p><p>§ 3º Se a violação consistir no oferecimento ao público, mediante</p><p>cabo, fibra ótica, satélite, ondas ou qualquer outro sistema que</p><p>permita ao usuário realizar a seleção da obra ou produção para</p><p>recebê-la em um tempo e lugar previamente determinados por quem</p><p>formula a demanda, com intuito de lucro, direto ou indireto, sem</p><p>autorização expressa, conforme o caso, do autor, do artista intérprete</p><p>ou executante, do produtor de fonograma, ou de quem os</p><p>represente: (Redação dada pela Lei nº 10.695, de 1º.7.2003)</p><p>Pena – reclusão, de 2 (dois) a 4 (quatro) anos, e multa. (Incluído pela</p><p>Lei nº 10.695, de 1º.7.2003)</p><p>• Comece a aula perguntando aos alunos sobre sua rotina diária, usando o</p><p>simple present tense. Exemplo: "What time do you wake up in the</p><p>morning?" ou "Do you usually have breakfast before coming to</p><p>school/work?"</p><p>• Peça para os alunos descreverem uma atividade ou hobby que eles</p><p>gostam, usando o simple present tense. Exemplo: "I play basketball every</p><p>weekend" ou "I enjoy reading books in my free time".</p><p>• Faça perguntas sobre fatos ou verdades universais, usando o simple</p><p>present tense. Exemplo: "What time does the sun rise and set?" ou "Do</p><p>dogs have good sense of smell?"</p><p>• Proponha um jogo de perguntas e respostas entre os alunos, onde cada</p><p>um deve fazer uma pergunta usando o simple present tense e o outro</p><p>deve responder também usando o simple present tense. Exemplo: "What</p><p>kind of music do you listen to?" - "I listen to pop and rock music".</p><p>• Para finalizar, peça aos alunos para compartilharem uma informação</p><p>sobre si mesmos usando o simple present tense, como uma característica</p><p>pessoal ou uma preferência. Exemplo: "I love spicy food" ou "I am a very</p><p>organized person".</p><p>• Certifique-se de corrigir eventuais erros de gramática ou pronúncia dos</p><p>alunos durante a aula e incentive-os a usar o simple present tense de</p><p>forma natural e fluida.</p><p>Text:</p><p>John is a highly successful entrepreneur who owns several companies. He</p><p>wakes up early every morning, eats a healthy breakfast, and goes to work.</p><p>At work, he checks his emails, meets with his team, and makes important</p><p>decisions. In his free time, he enjoys reading books, watching</p><p>documentaries, and spending time with his family. He also volunteers at a</p><p>local charity organization and donates money to several causes. John is a</p><p>very busy man, but he always finds time to take care of himself and those</p><p>around him.</p><p>Questions:</p><p>1- Who is John and what does he do?</p><p>2- Does John wake up early or late in the morning?</p><p>3- What does John eat for breakfast?</p><p>4- What are some of the things John does at work?</p><p>5- What does John do in his free time?</p><p>6- Does John volunteer at a local charity organization?</p><p>7- Does John donate money to any causes?</p><p>8- Is John a busy man or does he have a lot of free time?</p><p>9- Does John take care of himself and those around him?</p><p>10- Do you think John is a good role model for entrepreneurs? Why or why not?</p><p>1- What time do you usually wake up in the morning?</p><p>2- Do you have breakfast before going to work/school?</p><p>3- What do you usually do in your free time?</p><p>4- Do you have any hobbies?</p><p>5- Do you enjoy exercising?</p><p>6- What kind of music do you like listening to?</p><p>7- Do you prefer watching movies or TV shows?</p><p>8- Do you have any pets?</p><p>9- What's your favorite type of food?</p><p>10- Do you like cooking?</p><p>11- Do you enjoy traveling?</p><p>12- Do you have any siblings?</p><p>13- What's your favorite book or movie?</p><p>14- Do you speak any other languages besides English?</p><p>15- What's your favorite thing about your job/school?</p><p>16- Do you have any plans for the weekend?</p><p>17- Do you like to read?</p><p>18- Do you have a favorite sports team?</p><p>19- What's your favorite season?</p><p>20- Do you prefer spending time indoors or outdoors?</p><p>• Comece a aula perguntando aos alunos o que eles fizeram ontem, usando</p><p>o simple past tense. Exemplo: "What did you do after school/work</p><p>yesterday?" ou "Did you go out with friends last night?"</p><p>• Peça para os alunos descreverem uma viagem ou evento recente que</p><p>eles participaram, usando o simple past tense. Exemplo: "I went to the</p><p>beach last weekend and swam in the ocean" ou "I attended a concert last</p><p>month and it was amazing".</p><p>• Faça perguntas sobre experiências pessoais dos alunos, usando o simple</p><p>past tense. Exemplo: "When did you learn how to ride a bike?" ou "Did you</p><p>enjoy your high school years?"</p><p>• Proponha um jogo de perguntas e respostas entre os alunos, onde cada</p><p>um deve fazer uma pergunta usando o simple past tense e o outro deve</p><p>responder também usando o simple past tense. Exemplo: "Where did you</p><p>go on your last vacation?" - "I went to Hawaii and hiked in the mountains".</p><p>• Para finalizar, peça aos alunos para compartilharem uma história pessoal</p><p>usando o simple past tense, como um evento marcante ou uma</p><p>experiência engraçada. Exemplo: "I once got lost in a foreign country and</p><p>had to use a map to find my way back".</p><p>• Certifique-se de corrigir eventuais erros de gramática ou pronúncia dos</p><p>alunos durante a aula e incentive-os a usar o simple past tense de forma</p><p>natural e fluida.</p><p>Text:</p><p>Jane was a famous scientist who conducted groundbreaking</p><p>research in the field of genetics. She studied at Harvard University</p><p>and then went on to work at the National Institutes of Health. During</p><p>her career, she discovered several important genetic mutations that</p><p>are responsible for certain diseases. She was awarded the Nobel</p><p>Prize in Medicine in 2009 for her contributions to the field. Jane was</p><p>also an accomplished athlete and competed in several triathlons.</p><p>She was tragically killed in a car accident in 2015.</p><p>Questions:</p><p>1- Who was Jane and what was her profession?</p><p>2- Where did Jane study?</p><p>3- Where did Jane work after her studies?</p><p>4- What did Jane discover during her career?</p><p>5- When was Jane awarded the Nobel Prize in Medicine?</p><p>6- Was Jane only a scientist, or did she</p><p>Let's start by reviewing some direct questions.</p><p>Activity 1 - Direct Questions:</p><p>Divide the class into pairs or small groups. Instruct them to share the questions</p><p>they came up with during the warm-up activity. Encourage them to ask follow-up</p><p>questions to gather more information. Afterward, have a short discussion as a</p><p>whole class to share some of the interesting questions they asked.</p><p>Teacher: Great job, everyone! Now, let's move on to indirect questions.</p><p>Activity 2 - Introduction to Indirect Questions:</p><p>Explain to the students that indirect questions are formed by using introductory</p><p>phrases like "Could you tell me," "Do you know," or "I was wondering." Write some</p><p>examples on the board and explain the structure of indirect questions.</p><p>Teacher: Now, let's practice forming indirect questions. I will give you a</p><p>statement, and I want you to turn it into an indirect question using one of the</p><p>introductory phrases we just discussed.</p><p>Activity 3 - Practice:</p><p>Provide a list of statements for the students to convert into indirect questions.</p><p>They can work individually or in pairs. Circulate the room and offer assistance as</p><p>needed.</p><p>Examples of statements:</p><p>I want to know where the nearest supermarket is.</p><p>He needs to find out if the meeting has been rescheduled.</p><p>She would like to ask what time the concert starts.</p><p>We are wondering where the library is located.</p><p>After completing the activity, invite students to share their indirect questions with</p><p>the class. Discuss any challenges or questions that may arise.</p><p>Activity 4 - Role Play:</p><p>Divide the class into pairs or small groups. Assign each group a scenario where</p><p>they must use indirect questions. For example, one group can be a tourist asking</p><p>for directions, and another group can be a student inquiring about a class</p><p>schedule. Allow time for the groups to practice their dialogues and then perform</p><p>them for the class.</p><p>Wrap-up:</p><p>Teacher: Well done, everyone! Today, we learned about indirect questions and</p><p>how to use them in conversations. Remember, indirect questions are a polite way</p><p>to gather information or make requests. Keep practicing, and you'll become more</p><p>comfortable using them. Great job today!</p><p>End the class by summarizing the key points and answering any final questions</p><p>the students may have.</p><p>Text:</p><p>Indirect questions are a useful tool in English for seeking information or</p><p>making requests in a polite and indirect manner. Unlike direct questions</p><p>that are straightforward and to the point, indirect questions are framed as</p><p>statements or requests, allowing for a more diplomatic approach. Indirect</p><p>questions are typically formed by using introductory phrases such as</p><p>"Could you tell me," "Do you know," or "I was wondering." These phrases</p><p>help to soften the tone and convey a sense of politeness. Indirect questions</p><p>are commonly used in formal situations, professional settings, or when</p><p>interacting with people of higher authority. For example, instead of asking</p><p>a direct question like "What time is the meeting?" you can phrase it as an</p><p>indirect question, saying, "I was wondering if you could tell me the time of</p><p>the meeting?" This subtle change in structure adds a level of courtesy and</p><p>respect to the conversation. Indirect questions are also commonly used</p><p>when making requests. Instead of directly asking, "Can you help me?" you</p><p>can frame it as an indirect question by saying, "I was wondering if you could</p><p>lend me a hand." This approach shows politeness and acknowledges the</p><p>person's choice in helping. Indirect questions are a valuable tool for</p><p>effective communication, as they allow us to gather information or make</p><p>requests while maintaining a polite and respectful tone. By using indirect</p><p>questions, we can navigate conversations more smoothly and build</p><p>positive relationships with others.</p><p>Questions:</p><p>1- What is the purpose of using indirect questions in English?</p><p>2- How are indirect questions different from direct questions?</p><p>3- What are some common introductory phrases used in forming indirect</p><p>questions?</p><p>4- When are indirect questions typically used?</p><p>5- How do indirect questions help to soften the tone of a conversation?</p><p>6- Give an example of an indirect question used to seek information.</p><p>7- How can indirect questions be useful in a professional setting?</p><p>8- Provide an example of an indirect question used to make a request.</p><p>9- Why is it important to use indirect questions in certain situations?</p><p>10- How can mastering the use of indirect questions enhance your</p><p>communication skills?</p><p>1- I was wondering if you could tell me how to get to the nearest train station?</p><p>2- Do you know where I can find a good Italian restaurant in this area?</p><p>3- Could you please let me know if there will be any changes to the schedule?</p><p>4- I was wondering if you could help me understand how to use this new</p><p>software?</p><p>5- Do you happen to have any recommendations on what books I should</p><p>read for improving my English?</p><p>6- Could you tell me if there are any discounts available for students at this</p><p>store?</p><p>7- I was wondering if you could give me some advice on how to prepare for</p><p>a job interview?</p><p>8- Do you know when the next bus to downtown will arrive?</p><p>9- Could you please let me know if there are any nearby parks where I can</p><p>go for a walk?</p><p>10- I was wondering if you could lend me a hand with carrying these heavy</p><p>boxes?</p><p>11- Do you happen to know what time the concert starts?</p><p>12- Could you tell me if it's possible to extend the deadline for submitting the</p><p>assignment?</p><p>13- I was wondering if you could recommend any good movies to watch over</p><p>the weekend?</p><p>14- Do you know where I can find a reliable plumber in this neighborhood?</p><p>15- Could you please let me know if there are any vegetarian options on the</p><p>menu?</p><p>16- I was wondering if you could give me some tips on improving my public</p><p>speaking skills?</p><p>17- Do you happen to have any information on upcoming workshops or events</p><p>in the city?</p><p>18- Could you tell me if there is a pharmacy open at this time of night?</p><p>19- I was wondering if you could help me understand the main concepts of this</p><p>chapter?</p><p>20- Do you know if there are any available parking spaces near the city center?</p><p>Warm-up (5 minutes):</p><p>Teacher: Good morning/afternoon, everyone! I hope you're all doing well today.</p><p>Let's start our class with a warm-up activity. I'll give you a prompt, and I want</p><p>you to share something you used to do related to that prompt. For example, if</p><p>the prompt is "hobbies," you can say, "I used to play the guitar." Are you ready?</p><p>Let's begin!</p><p>Prompt: Daily routines</p><p>Introduction (5 minutes):</p><p>Teacher: Great job, everyone! It seems like you have some interesting past</p><p>routines. Today, we are going to focus on the expression "used to." "Used to" is</p><p>used to talk about past habits or actions that were true in the past but are not</p><p>true anymore. It is followed by the base form of the verb. For example, "I used</p><p>to go jogging every morning." This means that in the past, going jogging was a</p><p>habit, but it is no longer true. Do you have any questions before we move on?</p><p>Student: Can we use "used to" with different verb tenses?</p><p>Teacher: That's a great question! "Used to" is used specifically for past habits,</p><p>so we typically use it with the simple past tense. However, we can use it in other</p><p>verb tenses to express different time frames. For example, "I didn't use to eat</p><p>sushi, but now I do." Here, we are using the negative form of "used to" in the</p><p>past tense to talk about a change in eating habits. So, yes, we can use "used</p><p>to" with different verb tenses depending on the context. Any other questions</p><p>before we continue?</p><p>Student: Is "used to" used in both positive and negative sentences?</p><p>Teacher: Yes, "used to" can be used in both positive and negative sentences.</p><p>In positive sentences, we simply say "used to" followed by the base form of the</p><p>verb. In negative sentences, we use "didn't use to" followed by the base form of</p><p>the verb. For example, "I used to play the piano" (positive) and "I didn't use to</p><p>play soccer" (negative). It's important to note that "used to" doesn't have a</p><p>continuous form, so we don't use it in the "be + ing" form. Any other questions?</p><p>Text:</p><p>I used to live in a small town when I was a child. The town had a beautiful</p><p>park where I used to play with my friends every day. We used to ride our</p><p>bikes and have picnics there. It was such a fun and carefree time. I used to</p><p>have a pet dog named Max. He was a loyal and playful companion. We used</p><p>to go for long walks together in the evenings. Sadly, Max passed away last</p><p>year, but I will always cherish the memories we had together. When I was</p><p>in high school, I used to be on the school's basketball team. I used to</p><p>practice every day after school and played in many tournaments. It was a</p><p>challenging but rewarding experience. I used to love reading books before</p><p>bed. Every night, I would curl up in bed and get lost in different worlds</p><p>through the pages of a book. It was a peaceful and relaxing way to end the</p><p>day. During my college years, I used to work part-time at a local café. I used</p><p>to serve customers, make coffee, and handle cash transactions. It was a</p><p>great way to earn some extra money and gain valuable work experience. I</p><p>used to travel a lot during my summer vacations. I visited many countries</p><p>and experienced different cultures. It was a fantastic opportunity to</p><p>broaden my horizons and create lifelong memories. When I was younger, I</p><p>used to be afraid of swimming. However, I took swimming lessons and</p><p>practiced regularly. Now, I can confidently say that I love swimming and it</p><p>has become one of my favorite hobbies. I used to be a vegetarian, but I</p><p>recently started eating meat again. I realized that my body needed certain</p><p>nutrients that were lacking in my vegetarian diet. It was a personal choice,</p><p>but I respect others who choose to follow a vegetarian or vegan lifestyle. I</p><p>used to play the piano when I was younger. I took lessons for several years</p><p>and even participated in recitals. Although I don't play as often now, I still</p><p>enjoy sitting down at the piano and playing some of my favorite pieces. I</p><p>used to live near the beach, and I miss it so much. I used to take long walks</p><p>along the shoreline and watch the waves crashing against the rocks. The</p><p>sound of the ocean used to bring me a sense of peace and tranquility.</p><p>Questions:</p><p>1- Where did the person used to live?</p><p>2- What did they used to do at the park?</p><p>3- What was the name of their pet dog?</p><p>4- What did they used to do in high school?</p><p>5- What was their bedtime routine?</p><p>6- Where did they work during college?</p><p>7- What did they do during their summer vacations?</p><p>8- What were they afraid of when they were younger?</p><p>9- What instrument did they used to play?</p><p>10- What do they miss about their previous living location?</p><p>1- Did you use to have any pets when you were younger?</p><p>2- What kind of activities did you use to enjoy during your childhood?</p><p>3- Did you use to play any musical instruments?</p><p>4- Did you use to have a favorite toy or stuffed animal?</p><p>5- Did you use to have any hobbies or interests that you no longer pursue?</p><p>6- Did you use to live in a different city or country?</p><p>7- Did you use to eat any specific foods that you no longer eat?</p><p>8- Did you use to have any fears or phobias when you were younger?</p><p>9- Did you use to have a favorite TV show or cartoon?</p><p>10- Did you use to have any traditions or rituals in your family?</p><p>11- Did you use to have a close group of friends that you hung out with</p><p>regularly?</p><p>12- Did you use to participate in any sports or extracurricular activities?</p><p>13- Did you use to have a favorite subject in school?</p><p>14- Did you use to have a different hairstyle or fashion style?</p><p>15- Did you use to travel frequently with your family?</p><p>16- Did you use to have any specific goals or dreams that have since</p><p>changed?</p><p>17- Did you use to have any specific responsibilities or chores at home?</p><p>18- Did you use to spend a lot of time outdoors or prefer indoor activities?</p><p>19- Did you use to celebrate any holidays or special occasions in a unique</p><p>way?</p><p>20- Did you use to have any role models or people you looked up to when you</p><p>were younger?</p><p>Warm-up:</p><p>Start the class by asking the students about their daily routines and habits.</p><p>Encourage them to share what they usually do and how often they do it. For</p><p>example, "What time do you wake up in the morning? What do you typically do</p><p>after waking up?"</p><p>Introduction:</p><p>Explain to the students that in English, we use modal verbs to express different</p><p>levels of ability, possibility, permission, and obligation. Modal verbs are auxiliary</p><p>verbs that are used with the base form of the main verb.</p><p>Write down the modal verbs on the board: can, could, may, might, must, shall,</p><p>should, will, would.</p><p>Provide examples of how each modal verb is used in sentences, such as "I can</p><p>swim" (ability), "You should study for the test" (advice), "She may come to the</p><p>party" (possibility), etc.</p><p>Explain that modal verbs are followed by the base form of the main verb without</p><p>the "to" particle, e.g., "I can swim," not "I can to swim."</p><p>Activity 1: Expressing Ability</p><p>Divide the students into pairs or small groups.</p><p>Instruct them to take turns asking each other about their abilities using modal</p><p>verbs. For example, "Can you play a musical instrument?" "Can you speak any</p><p>other languages?" "Can you cook?"</p><p>Encourage them to answer using the appropriate modal verb and explain their</p><p>abilities.</p><p>Activity 2: Expressing Possibility</p><p>Provide a list of hypothetical situations or scenarios, such as "What would you do</p><p>if you won the lottery?" or "What might happen if aliens visited Earth?"</p><p>Have the students discuss the possibilities using modal verbs like could, might,</p><p>or may. Encourage them to provide reasons for their answers.</p><p>Activity 3: Expressing Advice</p><p>Give the students a set of situations where advice is needed, such as "Your friend</p><p>wants to lose weight" or "Your sibling is nervous about a job interview."</p><p>In pairs or small groups, have the students give advice using modal verbs like</p><p>should or could. They should explain why they are giving that advice.</p><p>Activity 4: Expressing Obligation</p><p>Discuss different situations where obligations arise, such as "You have a deadline</p><p>for a school project" or "You need to clean your room."</p><p>Have the students express the obligations using modal verbs like must or have</p><p>to. They should explain the reasons behind the obligations.</p><p>Wrap-up:</p><p>Review the modal verbs and their uses with the class.</p><p>Encourage the students to practice using modal verbs in their everyday</p><p>conversations and written work.</p><p>Ask if they have any questions or if there are any specific modal verbs they would</p><p>like to review further.</p><p>Modal verbs are an essential part of English grammar. They help us</p><p>express various meanings such as ability, possibility, permission, and</p><p>obligation. Here is a text that showcases the usage of modal verbs:</p><p>Text:</p><p>"In the world of possibilities, I can imagine a life filled with adventure. I</p><p>could climb mountains, sail across the ocean, or even skydive from a plane.</p><p>The possibilities are endless. Sometimes, we must make difficult choices.</p><p>We should carefully consider the consequences before taking action. For</p><p>example, when faced with a challenging situation, we might seek advice</p><p>from others who have experienced similar circumstances. They can</p><p>provide valuable insights. In life, we often encounter unexpected situations.</p><p>We may encounter setbacks, but we must never lose hope. Instead, we can</p><p>find the strength within ourselves to overcome any obstacle. With</p><p>determination and hard work, we can achieve our goals. It is important to</p><p>respect others and their opinions. We must understand that everyone has</p><p>the right to their own beliefs and values. We should listen actively and try</p><p>to empathize with different perspectives. By doing so, we can foster a</p><p>harmonious and inclusive environment. Sometimes, we find ourselves in</p><p>situations where we must ask for permission. For instance, if we want to</p><p>borrow a friend's car, we should ask politely, "May I borrow your car for a</p><p>few hours?" It shows respect and consideration for the owner's property.</p><p>In conclusion, modal verbs play a vital role in our communication. They</p><p>allow us to express ability, possibility, permission, and obligation. By</p><p>understanding and using modal verbs correctly, we can effectively convey</p><p>our thoughts and ideas, making our conversations more precise and</p><p>meaningful."</p><p>Questions:</p><p>1- What do modal verbs help us express?</p><p>2- Give an example of a possibility mentioned in the text.</p><p>3- How should we approach difficult choices?</p><p>4- Who can provide valuable insights in challenging situations?</p><p>5- What should we never lose when facing setbacks?</p><p>6- How can we achieve our goals?</p><p>7- Why is it important to respect others' opinions?</p><p>8- How should we ask for permission politely?</p><p>9- What are some examples of situations where we need to ask for</p><p>permission?</p><p>10- Why are modal verbs important in communication?</p><p>1- Can you swim?</p><p>2- Could you lend me your pen, please?</p><p>3- Would you like to go out for dinner tonight?</p><p>4- Should we start the meeting now?</p><p>5- May I ask you a question?</p><p>6- Can you speak any other languages besides English?</p><p>7- Could you help me with this math problem?</p><p>8- Would you mind closing the window?</p><p>9- Should we take a break or continue working?</p><p>10- May I use your phone to make a quick call?</p><p>11- Can you play the guitar?</p><p>12- Could you pick up some groceries on your way home?</p><p>13- Would you be able to attend the meeting tomorrow?</p><p>14- Should I bring anything to the party?</p><p>15- May I have a glass of water, please?</p><p>16- Can you recommend a good book to read?</p><p>17- Could you pass me the salt, please?</p><p>18- Would you mind turning down the volume a bit?</p><p>19- Should we invite John to the gathering?</p><p>20- May I borrow your umbrella?</p><p>Warm-up:</p><p>Start the class by asking the students about their favorite activities or hobbies.</p><p>For example, "What are some activities that you enjoy doing in your free time?"</p><p>Allow the students to share their responses.</p><p>Introduction:</p><p>2. Introduce the topic of quantifiers by explaining that quantifiers are words that</p><p>we use to talk about the amount or quantity of something. They help us express</p><p>whether something is specific or general, and they can be used with both</p><p>countable and uncountable nouns.</p><p>Provide examples of different types of quantifiers, such as "some," "any," "a few,"</p><p>"a little," "many," "much," "a lot of," "a couple of," "several," and "none." Explain</p><p>that these quantifiers can be used to indicate the quantity of something.</p><p>Discuss the differences between countable and uncountable nouns and explain</p><p>that different quantifiers are used with each type. For example, "a few" is used</p><p>with countable nouns, while "a little" is used with uncountable nouns.</p><p>Provide some examples sentences using quantifiers and ask the students to</p><p>identify the quantifier used and the type of noun it is paired with. For instance, "I</p><p>have some friends" (countable noun) or "There is a little water in the glass"</p><p>(uncountable noun).</p><p>Conversation Practice:</p><p>6. Divide the students into pairs or small groups and give them a set of</p><p>conversation cards. Each card should have a question that requires the use of a</p><p>quantifier. For example, "How many siblings do you have?" or "How much free</p><p>time do you have during the week?" Encourage the students to use quantifiers in</p><p>their responses.</p><p>Have the students take turns asking and answering the questions using the</p><p>quantifiers. Encourage them to elaborate on their answers by providing additional</p><p>information or examples.</p><p>Circulate around the class, monitoring the students' conversations and providing</p><p>assistance as needed. Encourage the use of correct grammar and pronunciation.</p><p>Wrap-up:</p><p>9. Gather the students together and have a brief discussion about their</p><p>experiences using quantifiers in the conversation activity. Ask them if they found</p><p>it challenging or helpful to use quantifiers to express quantity.</p><p>Summarize the key points of the lesson, emphasizing the importance of using</p><p>appropriate quantifiers with countable and uncountable nouns.</p><p>Assign a small homework task where students have to create sentences using</p><p>different quantifiers. This will allow them to practice and reinforce what they have</p><p>learned in the lesson.</p><p>End the class by thanking the students for their participation and reminding them</p><p>to continue practicing their English skills outside of the classroom.</p><p>Text:</p><p>I love going to the farmers market on weekends. There are always so many</p><p>fresh and delicious fruits and vegetables to choose from. I usually buy a</p><p>few apples, some bananas, and a bunch of grapes. Sometimes, I also get a</p><p>couple of avocados and a little bit of spinach. I try to eat a lot of healthy</p><p>food, but I have to admit that I can't resist buying a few sweet treats too.</p><p>There's a bakery stall where they sell a lot of mouthwatering pastries. I</p><p>usually grab a couple of cookies or a slice of cake to satisfy my sweet tooth.</p><p>Overall, the market offers a wide variety of options, and there's something</p><p>for everyone. Whether you need a few ingredients for a recipe or want to</p><p>stock up on fresh produce, the market has it all.</p><p>Questions:</p><p>1- What do you usually buy at the farmers market?</p><p>2- How many apples do you buy?</p><p>3- What fruits do you buy in larger quantities?</p><p>4- Do you ever buy avocados? How many do you usually get?</p><p>5- How much spinach do you buy?</p><p>6- Do you prefer healthy food or sweet treats?</p><p>7- Can you resist buying pastries from the bakery stall?</p><p>8- How many cookies do you usually grab?</p><p>9- What other sweet treats do they sell at the bakery stall?</p><p>10- Is there a wide variety of options at the farmers market?</p><p>1- How much coffee do you drink in a day?</p><p>2- How many siblings do you have?</p><p>3- Do you have any pets?</p><p>4- How often do you go to the gym?</p><p>5- How much time do you spend watching TV?</p><p>6- How many languages do you speak?</p><p>7- Do you have any favorite books?</p><p>8- How often do you eat out at restaurants?</p><p>9- How much money do you usually spend on groceries?</p><p>10- How many cups of water do you drink per day?</p><p>11- Do you have many friends?</p><p>12- How often do you go on vacation?</p><p>13- How much time do you spend on social media?</p><p>14- How many hours of sleep do you usually get?</p><p>15- Do you have any allergies?</p><p>16- How often do you visit your family?</p><p>17- How much exercise do you do in a week?</p><p>18- How many countries have you traveled to?</p><p>19- Do you have much free time during the day?</p><p>20- How many cups of tea do you drink in a week?</p><p>Warm-up:</p><p>Teacher: Good morning/afternoon, everyone! Today, we're going to talk about</p><p>the future continuous tense. Before we begin, let's warm up by discussing your</p><p>plans for the upcoming weekend. Please take a moment to think about what you</p><p>will be doing this weekend.</p><p>Students: Share their plans for the weekend</p><p>Introduction:</p><p>Teacher: Great! It seems like you all have interesting plans. Now, let's move on</p><p>to our topic for today: the future continuous tense. The future continuous is used</p><p>to talk about actions or events that will be happening at a specific time in the</p><p>future. We often use it to describe ongoing or continuous actions that will occur</p><p>in the future.</p><p>Teacher: To form the future continuous, we use the auxiliary verb "will" or "be"</p><p>(in its future form "will be") followed by the base form of the main verb and the</p><p>suffix "-ing". For example, "I will be studying" or "They will be playing."</p><p>Practice:</p><p>Teacher: Now, let's practice using the future continuous tense. I will give you a</p><p>situation, and I want you to create a sentence using the future continuous tense</p><p>to describe it. For example, if I say, "It will rain tomorrow," you could say, "I will</p><p>be staying indoors."</p><p>Situation 1: Your friend is throwing a party next Friday.</p><p>Student 1: I will be dancing and enjoying the music.</p><p>Situation 2: You have a dentist appointment at 2 p.m. tomorrow.</p><p>Student 2: I will be sitting in the dentist's chair.</p><p>Situation 3: Your favorite band is performing live next month.</p><p>Student 3: I will be singing along and cheering for them.</p><p>Discussion:</p><p>Teacher: Great job, everyone! Now, let's have a discussion about future plans. I</p><p>will ask you a question, and I want you to respond using the future continuous</p><p>tense. Feel free to use your imagination and provide detailed answers.</p><p>Question 1: What will you be doing this time next year?</p><p>Question 2: Where will you be traveling to during your next vacation?</p><p>Question 3: What will you be studying in college next semester?</p><p>Question 4: What will you be doing for your birthday next month?</p><p>Question 5: How will you be celebrating New Year's Eve?</p><p>Wrap-up:</p><p>Teacher: Well done, everyone! Today, we discussed the future continuous tense</p><p>and practiced using it to talk about future actions and events. Remember, the</p><p>future continuous helps us express ongoing actions that will happen at a specific</p><p>time in the future. Keep practicing and using this tense in your conversations. See</p><p>you in the next class!</p><p>Note: The warm-up and discussion sections can be modified or replaced with</p><p>different prompts or topics based on the students' interests or current events.</p><p>Questions:</p><p>In the near future, Sarah will be embarking on an exciting adventure. She</p><p>has been planning a trip to the Amazon rainforest for months, and now the</p><p>time has finally come. Next week, she will be exploring the vast and dense</p><p>rainforest, immersing herself in its rich biodiversity. As Sarah sets foot in</p><p>the rainforest, she will be surrounded by towering trees, vibrant flowers,</p><p>and a symphony of animal sounds. She will be hiking through muddy trails,</p><p>carefully observing the wildlife and capturing breathtaking photographs of</p><p>the exotic creatures she encounters. During her journey, Sarah will be</p><p>staying in a cozy eco-lodge deep within the rainforest. At night, she will be</p><p>falling asleep to the soothing sounds of nature, with the rhythmic chorus</p><p>of insects and the distant howls of nocturnal animals. One day, Sarah will</p><p>be taking a boat ride along the winding rivers, marveling at the lush</p><p>greenery that stretches as far as the eye can see. She will be gliding through</p><p>the water, glimpsing rare bird species and the occasional glimpse of a</p><p>playful river dolphin. As the sun sets, Sarah will be joining a group of fellow</p><p>adventurers around a campfire. They will be sharing stories of their day's</p><p>experiences, exchanging laughter and creating memories that will last a</p><p>lifetime. Throughout her time in the Amazon, Sarah will be immersing</p><p>herself in the unique culture of the indigenous tribes. She will be learning</p><p>about their traditional customs and ways of life, gaining a deeper</p><p>understanding and appreciation for their connection to the rainforest. In the</p><p>midst of her journey, Sarah will be reflecting on the importance of</p><p>preserving this precious ecosystem. She will be making a promise to</p><p>herself to raise awareness about conservation efforts and contribute to the</p><p>preservation of the Amazon rainforest. As her adventure comes to an end,</p><p>Sarah will be bidding farewell to the rainforest, knowing that she has</p><p>experienced something truly extraordinary. She will be carrying the</p><p>memories of this journey with her, inspiring others to explore and cherish</p><p>the wonders of our natural world.</p><p>Questions:</p><p>1- What is Sarah's plan for the near future?</p><p>2- Where will Sarah be exploring?</p><p>3- What will Sarah be doing as she hikes through the rainforest?</p><p>4- Where will Sarah be staying during her journey?</p><p>5- What sounds will Sarah be falling asleep to at night?</p><p>6- What will Sarah be doing during her boat ride?</p><p>7- What will Sarah and her fellow adventurers be doing around the campfire?</p><p>8- What will Sarah be learning about during her time in the Amazon?</p><p>9- What promise will Sarah be making to herself?</p><p>10- How will Sarah feel as her adventure comes to an end?</p><p>1- What will you be doing tomorrow evening?</p><p>2- Will you be attending the concert next week?</p><p>3- What will your parents be cooking for dinner tonight?</p><p>4- Will you be traveling during the summer vacation?</p><p>5- What activities will you be participating in at the upcoming conference?</p><p>6- Will you be studying for the exam over the weekend?</p><p>7- What will your friends be wearing to the party?</p><p>8- Will you be working on any projects in the coming months?</p><p>9- What will the weather be like during your trip?</p><p>10- Will you be volunteering at the charity event?</p><p>11- What will your favorite celebrity be doing in their next movie?</p><p>12- Will you be attending any sports events in the near future?</p><p>13- What will your colleagues be discussing during the team meeting?</p><p>14- Will you be taking any language classes to improve your skills?</p><p>15- What will your family be doing for the holidays?</p><p>16- Will you be exercising regularly to maintain your fitness?</p><p>17- What will you be studying in college next semester?</p><p>18- Will you be participating in any community events or fundraisers?</p><p>19- What will your favorite band be performing at their next concert?</p><p>20- Will you be practicing any musical instruments in the coming weeks?</p><p>Warm Up:</p><p>Teacher: Good morning/afternoon, everyone! I hope you're all doing well. Let's start</p><p>today's class with a warm-up activity. I'm going to ask each of you a question, and I want</p><p>you to share something you have been doing recently using the present perfect</p><p>continuous tense. For example, "I have been studying English for the past week." Let's</p><p>begin with [student's name]. What have you been doing recently?</p><p>Introduction:</p><p>Teacher: Great! Now that we've warmed up, let's dive into our topic for today: the present</p><p>perfect continuous tense. This tense is used to talk about ongoing actions or situations</p><p>that started in the past and continue into the present. It emphasizes the duration or the</p><p>continuous nature of the action. We use the present perfect continuous when we want</p><p>to focus on how long something has been happening or how recently an action occurred.</p><p>Throughout this lesson, we will explore its structure, usage, and some examples to help</p><p>you understand it better.</p><p>Explanation:</p><p>Teacher: To form the present perfect continuous tense, we use the auxiliary verb "have"</p><p>in the present perfect form, followed by "been," and then the present participle of the</p><p>main verb, which ends in "-ing." For example, "I have been working on this project for</p><p>two hours."</p><p>Teacher: We use the present perfect continuous tense when we want to express actions</p><p>that started in the past, are still happening now, and may continue into the future.</p><p>It can</p><p>also express the idea of duration or repetition. For example, "She has been learning</p><p>Spanish for six months," or "They have been playing tennis every weekend."</p><p>Examples and Practice:</p><p>Teacher: Now, let's practice using the present perfect continuous tense. I'll give you a</p><p>situation, and I want you to create a sentence using this tense. Ready? Here's the first</p><p>one: "You have been waiting for a bus for 30 minutes."</p><p>Student 1: I have been waiting for a bus for 30 minutes.</p><p>Teacher: Excellent! Now, let's move on to the next one: "He has been studying for the</p><p>exam all day."</p><p>Student 2: He has been studying for the exam all day.</p><p>Teacher: Well done! Let's continue with another example: "They have been playing</p><p>soccer since this morning."</p><p>Student 3: They have been playing soccer since this morning.</p><p>Teacher: Perfect! You're getting the hang of it. Let's do a few more examples together.</p><p>Student 4: I have been cooking dinner for my family.</p><p>Student 5: She has been working on her art project for hours.</p><p>Student 6: We have been talking on the phone for a long time.</p><p>Teacher: Excellent job, everyone! You're doing great with the present perfect continuous</p><p>tense.</p><p>Discussion:</p><p>Teacher: Now that we've practiced using the present perfect continuous tense, I want to</p><p>hear some examples from you. I'll give you a topic, and I want you to share a sentence</p><p>using this tense related to that topic. Let's start with hobbies. What have you been doing</p><p>recently related to your hobbies?</p><p>Student 7: I have been playing the guitar every evening.</p><p>Student 8: I have been painting a lot lately.</p><p>Teacher: Wonderful! Let's move on to travel. What have you been doing recently related</p><p>to travel?</p><p>Student 9: I have been planning my next vacation.</p><p>Student 10: I have been exploring different travel destinations online.</p><p>Teacher: Great answers! Now, let's move on to the last topic: work or studies. What have</p><p>you been doing recently related to your work or studies?</p><p>Student 11: I have been working on a new project at my job.</p><p>Student 12: I have been studying for my upcoming exams.</p><p>Teacher: Fantastic! You</p><p>Text:</p><p>Tom has been studying English for the past year. He started taking classes</p><p>at a language school and has been attending them regularly. He has been</p><p>practicing his speaking skills with native speakers and has been working</p><p>on improving his grammar and vocabulary. During the summer break, Tom</p><p>has been participating in an English immersion program. He has been living</p><p>with a host family and has been engaging in daily conversations with them.</p><p>He has been exploring the local culture and has been visiting tourist</p><p>attractions to practice his language skills in real-life situations. Tom's</p><p>dedication to learning English has been paying off. He has been making</p><p>noticeable progress in his fluency and has been able to express himself</p><p>more confidently. He has been using various online resources and</p><p>language learning apps to supplement his studies. In addition to his formal</p><p>English classes, Tom has been attending conversation clubs and language</p><p>exchange meetups. He has been meeting people from different countries</p><p>and has been practicing his English with them. He has been making new</p><p>friends and has been building a network of language learners. Overall,</p><p>Tom's journey of learning English has been exciting and rewarding. He has</p><p>been putting in consistent effort, and his continuous practice has been</p><p>helping him become more proficient in the language.</p><p>Questions:</p><p>1- How long has Tom been studying English?</p><p>2- Where has Tom been taking English classes?</p><p>3- What has Tom been doing to practice his speaking skills?</p><p>4- What program has Tom been participating in during the summer break?</p><p>5- Who has Tom been living with during the English immersion program?</p><p>6- What has Tom been doing to explore the local culture?</p><p>7- How has Tom's fluency in English been progressing?</p><p>8- What resources has Tom been using to supplement his studies?</p><p>9- Where else has Tom been practicing his English besides his formal</p><p>classes?</p><p>10- What has Tom been doing to expand his network of language learners?</p><p>1- How long have you been living in your current city?</p><p>2- What activities have you been participating in to stay fit and active?</p><p>3- How long have you been studying French?</p><p>4- What subjects have you been focusing on in your studies?</p><p>5- How long have you been working at your current job?</p><p>6- What projects have you been working on recently?</p><p>7- How long have you been learning to play the guitar?</p><p>8- What songs have you been practicing on the guitar?</p><p>9- How long have you been practicing meditation?</p><p>10- What benefits have you been experiencing from your meditation</p><p>practice?</p><p>11- How long have you been volunteering at the local animal shelter?</p><p>12- What tasks have you been assisting with during your volunteer work?</p><p>13- How long have you been saving money for your upcoming vacation?</p><p>14- What strategies have you been using to save money?</p><p>15- How long have you been taking photographs as a hobby?</p><p>16- What subjects or themes have you been capturing in your photographs?</p><p>17- How long have you been following a vegetarian diet?</p><p>18- What vegetarian dishes have you been experimenting with in your</p><p>cooking?</p><p>19- How long have you been writing short stories?</p><p>20- What themes or genres have you been exploring in your writing?</p><p>Warm-up:</p><p>Show students a picture of two different animals or objects. Ask them to describe</p><p>the differences between the two using adjectives. For example, "What are the</p><p>differences between a cat and a dog? Use adjectives to compare their size,</p><p>appearance, or behavior."</p><p>Introduction:</p><p>Explain that in English, we use comparatives of adjectives to compare two things</p><p>or people. We use comparative forms to talk about differences in size, quantity,</p><p>quality, or degree between two or more things. Discuss the basic rules of forming</p><p>comparatives: adding -er to short adjectives (e.g., bigger, smaller), using more</p><p>with longer adjectives (e.g., more beautiful, more intelligent), and irregular forms</p><p>(e.g., better, worse).</p><p>Provide examples and have students practice pronouncing the comparative</p><p>forms.</p><p>Conversation:</p><p>Ask students to think of two people they know well, such as friends or family</p><p>members. Have them compare the two people using adjectives in their</p><p>comparative forms. For example, "In what ways is your sister smarter than your</p><p>brother?"</p><p>Divide students into pairs or small groups. Assign each group a topic, such as</p><p>"travel destinations," "favorite movies," or "hobbies." In their groups, students</p><p>should discuss and compare different options using comparatives. For example,</p><p>"Why is London a more popular travel destination than Paris?"</p><p>Encourage students to use comparative structures in their conversation, such as</p><p>"more/less + adjective + than" or "adjective + -er + than."</p><p>Practice:</p><p>Provide a list of adjectives and ask students to create sentences comparing two</p><p>things or people using the given adjectives. For example, "Jane is taller than</p><p>Sarah" or "Apples are sweeter than lemons."</p><p>Have students work in pairs or small groups to come up with their own</p><p>comparative sentences using adjectives of their choice. They can take turns</p><p>presenting their sentences to the class.</p><p>Wrap-up:</p><p>Recap the main points of the lesson, emphasizing the formation and usage of</p><p>comparatives.</p><p>Ask students to share one interesting comparative sentence they came up with</p><p>during the practice activity.</p><p>Assign a homework task for students to find examples of comparatives in English</p><p>media (e.g., news articles, songs, movies) and bring them to the next class for</p><p>discussion.</p><p>Note: Adapt the activities and topics based on the</p><p>proficiency level and interests</p><p>of your students.</p><p>Text:</p><p>Yesterday my brother and I went to see a football game. We watched our</p><p>two favorite teams, the Eagles and the Hawks. It was the second week of</p><p>the season and the day was much colder than the week before. We arrived</p><p>at the stadium at 11:30 am, which is a little earlier than usual. We were</p><p>excited because I love the Hawks and he loves the Eagles. The seats were</p><p>good, but I wanted something closer to the field. However, we sat and</p><p>enjoyed the game. Well, we enjoyed it until we started arguing. My brother</p><p>and I both think our team is better than the other team. He always says to</p><p>me that the Eagles are faster, stronger, and smarter than the Hawks. I never</p><p>agree. On this day, he was wrong. The Hawks played a lot better than the</p><p>Eagles. They looked stronger and tougher than the Eagles. The won by 15</p><p>points. One thing I didn’t like was that the food and drinks were much more</p><p>expensive than other places, and tasted much worse. I was surprised that</p><p>a hot dog cost $7, which is more expensive than the $3 I pay outside the</p><p>stadium. Also, the hot dog was smaller than normal hot dogs. So I was a</p><p>little sad about my meal, but I planned to get something tastier after the</p><p>game. Driving home I talked about how much better my team was than the</p><p>Eagles. My brother was getting angry, and I noticed he was driving a lot</p><p>faster than usual. We were lucky he didn’t crash. Finally, he saw a police</p><p>car so he started to drive slower. We arrived home around 7:00 pm, which</p><p>is later than normal. Usually we get home at about 6:00 pm. Overall, it was</p><p>a great day. I love going to the game with my brother. Even though we</p><p>argue, I wouldn’t want to watch the game with anyone else!</p><p>Questions:</p><p>1- What did the author and their brother do yesterday?</p><p>2- Which teams did the author and their brother watch?</p><p>3- How was the weather compared to the previous week?</p><p>4- What time did they arrive at the stadium?</p><p>5- Why were they excited about the game?</p><p>6- Did the author get the seats they wanted?</p><p>7- What did the author and their brother argue about during the game?</p><p>8- What did the brother think about the Eagles and the Hawks?</p><p>9- Who played better in the game, the Hawks or the Eagles?</p><p>10- How much did the hot dog cost inside the stadium compared to outside?</p><p>1- Which city is bigger: New York or Los Angeles?</p><p>2- Is a cat faster or slower than a cheetah?</p><p>3- Who is taller: you or your best friend?</p><p>4- Is English more difficult or easier than Spanish?</p><p>5- Which season is hotter: summer or winter?</p><p>6- Is coffee more popular or less popular than tea?</p><p>7- Which movie was longer: Titanic or Avatar?</p><p>8- Who is stronger: Superman or Hulk?</p><p>9- Is swimming more enjoyable or less enjoyable than running?</p><p>10- Which smartphone brand is more expensive: Apple or Samsung?</p><p>11- Is chocolate tastier or less tasty than vanilla?</p><p>12- Who is older: your mother or your father?</p><p>13- Is math more challenging or less challenging than English?</p><p>14- Which car is faster: Ferrari or Lamborghini?</p><p>15- Is the beach more crowded or less crowded than the mountains?</p><p>16- Who is smarter: Albert Einstein or Isaac Newton?</p><p>17- Is soccer more popular or less popular than basketball?</p><p>18- Which country is bigger: Russia or Canada?</p><p>19- Is the ocean deeper or shallower than a lake?</p><p>20- Who is more talented: Mozart or Beethoven?</p><p>Warm-up:</p><p>Begin the class by showing pictures of famous landmarks from around the world,</p><p>such as the Eiffel Tower, Taj Mahal, and Great Wall of China. Ask the students</p><p>to describe the landmarks using superlatives, such as "the tallest," "the most</p><p>beautiful," or "the oldest." This will get them thinking about superlatives and</p><p>introduce the topic.</p><p>Introduction:</p><p>2. Explain to the students that today's lesson is about superlatives, which are</p><p>used to compare three or more things and identify the highest degree of a quality.</p><p>Give examples of superlative sentences, such as "The Eiffel Tower is the tallest</p><p>landmark in Paris" or "She is the smartest student in the class." Explain that</p><p>superlatives are formed by adding "the" before the adjective and adding "-est" at</p><p>the end, or by using "the most" before the adjective.</p><p>Discuss the concept of irregular superlatives, such as "the best," "the worst," "the</p><p>oldest," and "the youngest." Explain that these do not follow the regular "-est"</p><p>pattern.</p><p>Practice:</p><p>5. Divide the students into pairs or small groups and give them a list of adjectives.</p><p>Ask them to create sentences using superlatives to describe themselves or their</p><p>classmates. For example, "She is the most creative person I know" or "He is the</p><p>funniest student in the class."</p><p>Have a class discussion where students share their sentences and describe their</p><p>classmates using superlatives. Encourage them to ask follow-up questions, such</p><p>as "Why do you think she is the most creative?"</p><p>Provide a set of sentences with missing superlative forms. Ask the students to fill</p><p>in the blanks with the correct superlative form of the adjective. For example, "This</p><p>is _________ book I've ever read" or "He is _________ person I've ever met."</p><p>Engage the students in a group activity where they compare different objects,</p><p>places, or people and decide which one is the best or the most. For example,</p><p>they can discuss the best vacation destination, the most delicious food, or the</p><p>most memorable movie.</p><p>Application:</p><p>9. Assign a writing task where students have to describe their favorite place or</p><p>their dream vacation using superlatives. Encourage them to be creative and</p><p>elaborate on why they consider it the best or the most.</p><p>Conclude the lesson by having a class debate on various topics, where students</p><p>use superlatives to support their arguments. For example, they can debate the</p><p>best season of the year, the most important invention, or the greatest athlete of</p><p>all time.</p><p>Note: During the lesson, provide explanations and examples for the proper use</p><p>of articles with superlatives, such as "the" before singular nouns and "the" omitted</p><p>before plural nouns. Also, remind students to use "than" when making</p><p>comparisons using superlatives.</p><p>Text:</p><p>The Grand Canyon is one of the most breathtaking natural wonders on</p><p>Earth. Its vastness and beauty make it an incredible destination for nature</p><p>lovers. Located in Arizona, USA, it is the deepest and widest canyon in the</p><p>world. As you stand at the edge of the canyon, you can't help but be in awe</p><p>of its magnificent grandeur. The towering cliffs, carved by the Colorado</p><p>River over millions of years, create a mesmerizing sight. The panoramic</p><p>views from various viewpoints are simply breathtaking. Hiking along the</p><p>rim of the Grand Canyon offers an unparalleled experience. The trails</p><p>provide different perspectives and allow you to witness the awe-inspiring</p><p>beauty from different angles. The South Rim is the most popular and offers</p><p>stunning vistas that stretch as far as the eye can see. For the adventurous</p><p>souls, a helicopter tour over the canyon is an absolute must. It provides a</p><p>unique and exhilarating opportunity to appreciate the vastness of the Grand</p><p>Canyon from above. The sheer scale of the canyon becomes even more</p><p>apparent as you soar through the sky. The Grand Canyon attracts millions</p><p>of visitors each year, making it one of the world's most visited natural</p><p>wonders. Its unparalleled beauty and natural diversity make it a UNESCO</p><p>World Heritage Site. Visiting the Grand Canyon is a once-in-a-lifetime</p><p>experience. Whether you're an avid hiker, a nature enthusiast, or simply</p><p>someone who appreciates breathtaking landscapes, the Grand Canyon will</p><p>leave an indelible mark on your soul. It truly is a destination</p><p>that epitomizes</p><p>the grandest of nature's creations.</p><p>Questions:</p><p>1- Where is the Grand Canyon located?</p><p>2- What makes the Grand Canyon one of the most breathtaking natural</p><p>wonders?</p><p>3- What is the deepest and widest canyon in the world?</p><p>4- What can you see from the various viewpoints along the rim?</p><p>5- Which rim of the Grand Canyon is the most popular?</p><p>6- What activity provides a unique perspective of the canyon from above?</p><p>7- How is the Grand Canyon recognized on a global scale?</p><p>8- Why is visiting the Grand Canyon considered a once-in-a-lifetime</p><p>experience?</p><p>9- Who would enjoy hiking along the rim of the Grand Canyon?</p><p>10- Why is the Grand Canyon often referred to as a "natural wonder"?</p><p>1- What is the tallest mountain in the world?</p><p>2- What is the longest river in Africa?</p><p>3- Which country has the highest population in the world?</p><p>4- What is the deepest ocean on Earth?</p><p>5- Which city is known for having the most skyscrapers?</p><p>6- What is the largest desert in the world?</p><p>7- Which animal is considered the fastest land animal?</p><p>8- What is the smallest country in terms of land area?</p><p>9- Which planet is the largest in our solar system?</p><p>10- What is the most widely spoken language in the world?</p><p>11- Which film has won the most Academy Awards?</p><p>12- What is the most visited tourist attraction in the world?</p><p>13- Which car brand is known for producing the most luxurious vehicles?</p><p>14- What is the highest-grossing film of all time?</p><p>15- Which country has the highest life expectancy?</p><p>16- What is the most commonly eaten food worldwide?</p><p>17- Which singer has sold the most albums in history?</p><p>18- What is the most expensive city to live in?</p><p>19- Which country has the highest literacy rate?</p><p>20- What is the most watched sport in the world?</p><p>Warm-up:</p><p>Teacher: Good morning/afternoon, everyone! Today, we're going to focus on the</p><p>past perfect continuous tense. To get started, let's do a quick warm-up activity.</p><p>I'll give you a prompt, and I want you to create a sentence using the past perfect</p><p>continuous tense. For example, if the prompt is "study," you could say, "I had</p><p>been studying for hours before I took a break." Take a few moments to think, and</p><p>then we'll share our sentences.</p><p>(Allow students time to think and then encourage them to share their sentences.)</p><p>Introduction:</p><p>Teacher: Excellent job, everyone! The past perfect continuous tense is used to</p><p>talk about ongoing actions or situations that started in the past and continued up</p><p>until another point in the past. It emphasizes the duration of the action or situation.</p><p>Today, we will explore the structure, usage, and examples of the past perfect</p><p>continuous tense. By the end of this lesson, you will feel more confident in using</p><p>this tense correctly.</p><p>Structure:</p><p>Teacher: The structure of the past perfect continuous tense is:</p><p>Subject + had been + present participle (-ing form of the verb)</p><p>Usage:</p><p>Teacher: We use the past perfect continuous tense when we want to:</p><p>Talk about an action or situation that started in the past and continued for a period</p><p>of time.</p><p>Emphasize the duration of the action or situation.</p><p>Describe an action or situation that happened before another past event.</p><p>Examples:</p><p>Teacher: Let's look at some examples to better understand the usage of the past</p><p>perfect continuous tense.</p><p>I had been studying for hours before I took a break.</p><p>They had been waiting at the airport for two hours before their flight was</p><p>announced.</p><p>She had been working out regularly before she injured her knee.</p><p>We had been living in that city for five years before we decided to move.</p><p>The students had been practicing for the school play for weeks before the</p><p>performance.</p><p>Now, let's move on to some practice exercises.</p><p>Practice:</p><p>Teacher: I will provide you with a situation or prompt, and I want you to create a</p><p>sentence using the past perfect continuous tense. Take a moment to think, and</p><p>then share your sentences.</p><p>Situation: Before the party, Sarah was exhausted.</p><p>Sentence:</p><p>________________________________________________________.</p><p>Prompt: Before the accident, they were rehearsing the dance routine.</p><p>Sentence:</p><p>________________________________________________________.</p><p>Situation: John felt sore because he had been exercising.</p><p>Sentence:</p><p>________________________________________________________.</p><p>Prompt: Before the storm, the wind was howling.</p><p>Sentence:</p><p>________________________________________________________.</p><p>Situation: The team lost the game because they hadn't been practicing enough.</p><p>Sentence:</p><p>________________________________________________________.</p><p>Take a moment to complete the sentences, and then we'll share our answers.</p><p>(Allow students time to think and then invite them to share their sentences.)</p><p>Discussion:</p><p>Teacher: Great job, everyone! You all did a fantastic job using the past perfect</p><p>continuous tense. Now that you have a better understanding of its structure and</p><p>usage, let's move on to more conversational activities to practice using this tense</p><p>in context.</p><p>Text:</p><p>I had been studying for hours when my friend called me. I was exhausted</p><p>from the long hours of studying, but I knew I had to keep going. I had been</p><p>working on a research paper for my history class, and the deadline was</p><p>approaching.</p><p>As I sat at my desk, surrounded by books and notes, my mind was filled</p><p>with historical facts and dates. I had been researching various historical</p><p>events and analyzing different perspectives. It was a challenging task, but</p><p>I was determined to complete it. The clock ticked away, and I had been</p><p>losing track of time. The more I delved into my research, the more</p><p>engrossed I became. I had been taking notes, highlighting important</p><p>information, and cross-referencing multiple sources. Suddenly, my phone</p><p>rang, interrupting my concentration. It was my friend, who wanted to invite</p><p>me to a movie. I hesitated for a moment, torn between taking a break and</p><p>continuing my studies. After a brief conversation, I declined the invitation,</p><p>explaining that I had been studying for hours and needed to finish my</p><p>research paper. Reflecting on my progress, I realized how much effort I had</p><p>been putting into my studies. The past few weeks had been filled with long</p><p>hours of reading, writing, and researching. I had been sacrificing my leisure</p><p>time to pursue academic excellence. Despite the challenges, I knew that my</p><p>hard work would pay off. The past continuous tense allowed me to convey</p><p>the continuous and ongoing nature of my studying, highlighting the</p><p>dedication and persistence required to achieve my goals.</p><p>Questions:</p><p>1- What had the speaker been doing before their friend called?</p><p>2- What kind of assignment had the speaker been working on?</p><p>3- How did the speaker feel after hours of studying?</p><p>4- Why did the speaker decline the invitation to the movie?</p><p>5- What activities had the speaker been doing while studying?</p><p>6- How did the speaker describe their mindset during the research process?</p><p>7- What interrupted the speaker's concentration?</p><p>8- How did the speaker feel about their progress in studying?</p><p>9- What had the past few weeks been like for the speaker?</p><p>10- What did the speaker believe would be the result of their hard work?</p><p>1- How long had you been waiting for the bus before it finally arrived?</p><p>2- What had you been studying before you decided to take a break?</p><p>3- Had you been living in the city for a long time before you moved to the</p><p>countryside?</p><p>4- What had your friend been doing before you called them?</p><p>5- Had you been practicing the piano for many years before you performed</p><p>in the concert?</p><p>6- How long</p><p>had they been working on the project before they realized they</p><p>made a mistake?</p><p>7- What had the students been discussing in the classroom before the</p><p>teacher entered?</p><p>8- Had you been saving money for a vacation before you decided to splurge</p><p>on a new car?</p><p>9- What had the chef been cooking in the kitchen before the fire broke out?</p><p>10- How long had they been planning the surprise party before the guest of</p><p>honor found out?</p><p>11- Had you been learning Spanish for a while before you traveled to a</p><p>Spanish-speaking country?</p><p>12- What had the company been developing before they released their new</p><p>product?</p><p>13- How long had you been living abroad before you started missing your</p><p>home country?</p><p>14- Had you been waiting in line for a long time before the store opened?</p><p>15- What had the children been playing in the park before it started raining?</p><p>16- How long had the team been practicing before they won the</p><p>championship?</p><p>17- Had you been working on the report for weeks before you submitted it?</p><p>18- What had the students been discussing in the cafeteria before the bell</p><p>rang?</p><p>19- How long had they been dating before they decided to get married?</p><p>20- Had you been exercising regularly before you noticed an improvement in</p><p>your fitness level?</p><p>have other interests?</p><p>7- What kind of competitions did Jane participate in?</p><p>8- When did Jane pass away?</p><p>9- What was the cause of Jane's death?</p><p>10- What do you think Jane's legacy in the field of genetics is?</p><p>1- What did you do last weekend?</p><p>2- Did you travel anywhere during your last vacation?</p><p>3- When was the last time you saw a movie in a theater?</p><p>4- Did you have any pets when you were growing up?</p><p>5- What was your favorite subject in school?</p><p>6- Did you attend any concerts or music festivals last year?</p><p>7- What was your first job and when did you start working?</p><p>8- Did you play any sports when you were younger?</p><p>9- What was your first car? Did you like it?</p><p>10- Did you have any hobbies when you were growing up?</p><p>11- Did you ever have a summer job during high school or college?</p><p>12- What was the last book you read and did you enjoy it?</p><p>13- Did you have any nicknames when you were younger?</p><p>14- What was the first concert you ever went to?</p><p>15- Did you have any favorite TV shows or movies when you were growing up?</p><p>16- Did you ever participate in any clubs or extracurricular activities in school?</p><p>17- Did you ever have a pen pal or someone you corresponded with online?</p><p>18- What was the most difficult decision you had to make in the past?</p><p>19- Did you ever have a bad experience with a teacher or professor?</p><p>20- Did you ever have to move to a new city or country? How was the transition?</p><p>• Comece a aula explicando aos alunos o uso do simple future with will em</p><p>inglês, enfatizando que ele é usado para expressar ações futuras,</p><p>decisões espontâneas ou previsões.</p><p>• Faça um exercício de aquecimento em que você faz perguntas para os</p><p>alunos sobre suas intenções futuras, por exemplo: "Will you go to the gym</p><p>after class today?" ou "Will you travel abroad this year?".</p><p>• Peça aos alunos que se dividam em pares ou pequenos grupos e peça</p><p>que cada um faça previsões sobre o futuro, usando o simple future with</p><p>will. Eles podem fazer previsões sobre o clima, eventos esportivos ou</p><p>culturais, desenvolvimentos tecnológicos ou políticos, etc.</p><p>• Depois que os alunos praticarem as previsões em grupo, você pode fazer</p><p>um exercício de preenchimento de lacunas, em que os alunos devem usar</p><p>o simple future with will para completar as frases, por exemplo: "I _______</p><p>(will) probably stay home tonight and watch a movie." ou "My friend</p><p>_______ (will) graduate from college next year."</p><p>• Para encerrar a aula, você pode dar aos alunos um projeto de tarefa, onde</p><p>eles devem criar um diálogo ou conversa sobre suas intenções futuras,</p><p>usando o simple future with will. Eles podem praticar o diálogo com seus</p><p>colegas de classe na próxima aula.</p><p>• Certifique-se de corrigir eventuais erros de gramática ou pronúncia dos</p><p>alunos durante a aula e encoraje-os a usar o simple future with will de</p><p>forma natural e fluida.</p><p>Text:</p><p>The sun will rise in the east tomorrow. Will you wake up early to see</p><p>it? The birds will start singing, and the world will come to life. Will</p><p>you take a moment to appreciate the beauty around you? The day</p><p>will be full of opportunities, and you will have to decide which ones</p><p>to take. Will you make the most of your time? There will be</p><p>challenges, but you will overcome them. Will you stay positive and</p><p>focused? The people you meet will shape your day, and you will have</p><p>an impact on theirs. Will you spread kindness and joy wherever you</p><p>go? The day will end with a sunset, and you will reflect on all that you</p><p>have accomplished. Will you be proud of yourself?</p><p>Questions</p><p>1- What will happen tomorrow?</p><p>2- Will you wake up early to see the sunrise?</p><p>3- What will the birds do in the morning?</p><p>4- Will you take a moment to appreciate the beauty around you?</p><p>5- What kind of opportunities will the day be full of?</p><p>6- Will you make the most of your time?</p><p>7- Will there be any challenges during the day?</p><p>8- Will you stay positive and focused during the day?</p><p>9- How will you impact the people you meet during the day?</p><p>10- Will you be proud of yourself at the end of the day?</p><p>1- What will you do if it rains tomorrow?</p><p>2- Will you go on vacation next summer?</p><p>3- Who do you think will win the championship this year?</p><p>4- Will you buy a new car in the next few months?</p><p>5- What will you eat for dinner tonight?</p><p>6- Will you study for the exam next week?</p><p>7- What will you do if you win the lottery?</p><p>8- Will you learn a new skill this year?</p><p>9- What will the weather be like tomorrow?</p><p>10- Will you watch a movie tonight?</p><p>11- What will be your next vacation destination?</p><p>12- Will you attend the party next weekend?</p><p>13- What will your life be like in five years?</p><p>14- Will you try a new restaurant this weekend?</p><p>15- What will you do if you get lost while driving?</p><p>16- Will you attend a concert or a sporting event this year?</p><p>17- What will you do if you receive a promotion at work?</p><p>18- Will you start a new hobby this year?</p><p>19- What will be the next book you read?</p><p>20- Will you donate to a charity this year?</p><p>Introdução:</p><p>Olá, pessoal! Na aula de hoje, vamos aprender sobre o Simple Future com</p><p>o Going To. Essa estrutura é muito utilizada para falar sobre planos</p><p>futuros e intenções. Vamos começar?</p><p>Desenvolvimento:</p><p>Vocês já ouviram falar sobre o Going To? O que significa?</p><p>Vocês têm algum plano ou intenção para o futuro próximo? O que vocês</p><p>vão fazer?</p><p>Qual é a diferença entre o Simple Future com o Going To e o Simple</p><p>Future com o Will?</p><p>Quando usamos o Going To em vez do Will?</p><p>Vamos praticar!</p><p>Complete a seguinte frase: "I'm going to ________ (visit) my grandparents</p><p>next weekend."</p><p>Complete a seguinte frase: "They ________ (not / come) to the party</p><p>tonight."</p><p>Façam perguntas utilizando o Going To:</p><p>"What are you going to do this weekend?" "Where are they going to travel</p><p>on their next vacation?"</p><p>Agora, conversem sobre seus planos para as férias de verão usando o</p><p>Going To.</p><p>Em que situações podemos usar o Going To para falar sobre algo que já</p><p>foi decidido?</p><p>O que significa a expressão "be going to" em inglês?</p><p>Conclusão:</p><p>Muito bem! Hoje aprendemos sobre o Simple Future com o Going To e</p><p>como utilizá-lo para falar sobre planos e intenções. Pratiquem bastante e</p><p>até a próxima aula!</p><p>Text:</p><p>Today, I'm going to do the shopping and clean up the house. In the</p><p>afternoon, I'm going to meet my friends and watch a video with them.</p><p>We're going to spend some time together as we haven't seen each</p><p>other for a while. In the evening, I'm going to call my grandmother</p><p>and tell her I'm going to send her some pictures of my wedding. She's</p><p>really curious to see them. Today, I'm not going to work too much</p><p>because I don't want to get tired. I have an important party to go to</p><p>on the weekend. I'm really excited about it!</p><p>Questions</p><p>1- What are you going to do today?</p><p>2- Are you planning on cleaning the house today?</p><p>3- Who are you going to meet in the afternoon?</p><p>4- What are you going to do with your friends in the afternoon?</p><p>5- How long has it been since you've seen your friends?</p><p>6- What are you going to do in the evening?</p><p>7- Who are you going to call in the evening?</p><p>8- What are you going to send to your grandmother?</p><p>9- Why is your grandmother curious to see the pictures?</p><p>10- Why aren't you going to work too much today?</p><p>1- What are you going to do this weekend?</p><p>2- Are you going to travel anywhere this year?</p><p>3- Are you going to study abroad in the future?</p><p>4- Are you going to attend any concerts or festivals this year?</p><p>5- What are you going to do if it rains tomorrow?</p><p>6- Are you going to visit any museums or art galleries soon?</p><p>7- Are you going to buy any new clothes or accessories soon?</p><p>8- Are you going to</p><p>start a new hobby this year?</p><p>9- Are you going to watch any new movies or TV shows soon?</p><p>10- Are you going to try any new foods or restaurants this month?</p><p>11- Are you going to learn any new skills in the future?</p><p>12- Are you going to volunteer for any charity work this year?</p><p>13- Are you going to buy a new car or a new house in the near future?</p><p>14- Are you going to throw a party or host a gathering soon?</p><p>15- Are you going to start a new business or a new project soon?</p><p>16- Are you going to exercise or start a new fitness routine soon?</p><p>17- Are you going to attend any weddings or celebrations this year?</p><p>18- Are you going to take a break or go on vacation soon?</p><p>19- Are you going to adopt a pet or get a new pet in the future?</p><p>20- Are you going to learn a new language or travel to a new country soon?</p><p>Teacher: Good morning/afternoon/evening, class. Today we're going to</p><p>practice using the simple present tense with the verb to be. Let's start with</p><p>some basic questions.</p><p>How are you today?</p><p>Where are you from?</p><p>What's your name?</p><p>Are you a student or do you work?</p><p>What's your favorite hobby?</p><p>Now, let's move on to some exercises to practice using the verb to be in</p><p>the simple present tense.</p><p>Exercise 1: Choose the correct form of the verb to be (am, is, are) to</p><p>complete the sentences.</p><p>I _______________ a teacher.</p><p>You _______________ my friend.</p><p>She _______________ from Canada.</p><p>We _______________ happy.</p><p>They _______________ at home.</p><p>Exercise 2: Create your own sentences using the verb to be in the simple</p><p>present tense.</p><p>Example: I am a student.</p><p>Now, let's move on to a role play exercise. I'll give you a scenario and you'll</p><p>have to use the verb to be in the simple present tense to complete the</p><p>conversation.</p><p>Scenario: You're at a job interview.</p><p>Interviewer: Good afternoon, can you tell me a little bit about yourself?</p><p>You:</p><p>__________________________________________________________</p><p>__________________________________________________________</p><p>Interviewer: That sounds interesting. Why do you want to work for our</p><p>company?</p><p>You:</p><p>__________________________________________________________</p><p>__________________________________________________________</p><p>Interviewer: What skills do you have that make you a good fit for this</p><p>position?</p><p>You:</p><p>__________________________________________________________</p><p>__________________________________________________________</p><p>Interviewer: Great, thank you for your time. We'll be in touch soon.</p><p>You:</p><p>__________________________________________________________</p><p>__________________________________________________________</p><p>Finally, let's end the lesson with a game. I'll say a sentence with a missing</p><p>verb to be and you'll have to fill in the blank with the correct form of the</p><p>verb.</p><p>Example: _______________ you hungry?</p><p>Answer: Are</p><p>Are you ready to play? Let's get started!</p><p>My friends _______________ coming over later.</p><p>_______________ your parents proud of you?</p><p>He _______________ a doctor.</p><p>We _______________ going to the beach tomorrow.</p><p>_______________ they excited for the concert?</p><p>That's it for today's lesson. Great job, everyone!</p><p>Text:</p><p>I am currently studying at a university in the United States. The</p><p>campus is beautiful and the facilities are modern. The professors are</p><p>knowledgeable and passionate about their subjects. The students</p><p>are diverse and friendly, and I have made many new friends. My</p><p>classes are challenging, but I am determined to succeed. I am</p><p>constantly learning new things and improving my skills. The</p><p>workload is heavy, but I am able to manage my time effectively. I am</p><p>also involved in extracurricular activities. I am a member of the</p><p>debate team and we have won several competitions. I am also a</p><p>volunteer at a local shelter for animals. My family is proud of me and</p><p>they are supportive of my goals. They are always there for me when</p><p>I need them.</p><p>Questions:</p><p>1- Where are you studying?</p><p>2- How is the campus?</p><p>3- What are the facilities like?</p><p>4- What are the professors like?</p><p>5- How would you describe the students?</p><p>6- Are your classes challenging?</p><p>7- How do you manage your time?</p><p>8- What extracurricular activities are you involved in?</p><p>9- Have you won any competitions?</p><p>10- How does your family feel about your goals?</p><p>1- Are you a student?</p><p>2- Is your brother taller than you?</p><p>3- Are you feeling well today?</p><p>4- Is it hot outside today?</p><p>5- Are you from the United States?</p><p>6- Is your favorite color blue?</p><p>7- Are you single or married?</p><p>8- Is your best friend coming to the party tonight?</p><p>9- Are you interested in learning a new language?</p><p>10- Is English your first language?</p><p>11- Are you a morning person or a night owl?</p><p>12- Is it important to you to stay healthy?</p><p>13- Are you good at math?</p><p>14- Is your boss friendly to you?</p><p>15- Are you wearing your favorite outfit today?</p><p>16- Is your favorite book a classic?</p><p>17- Are you allergic to any foods?</p><p>18- Is your car reliable?</p><p>19- Are you excited for the weekend?</p><p>20- Is your job fulfilling?</p><p>Introdução:</p><p>Saudações e cumprimentos iniciais com os alunos.</p><p>Apresentação do tema da aula: "Was" e "were" no passado simples.</p><p>Desenvolvimento:</p><p>Explicação da regra gramatical:</p><p>"Was" é usado com a primeira e terceira pessoa do singular (I, he, she,</p><p>it).</p><p>"Were" é usado com a segunda pessoa do singular (you) e todas as</p><p>pessoas do plural (we, they).</p><p>Exemplos: "I was happy yesterday." / "You were at the party." / "We were</p><p>in Brazil last year."</p><p>Prática com exemplos:</p><p>Pedir aos alunos que criem frases com o passado simples utilizando "was"</p><p>e "were", com verbos regulares e irregulares.</p><p>Exemplos: "She was at home yesterday." / "They were playing soccer." /</p><p>"I was eating breakfast when you called."</p><p>Prática com conversação:</p><p>Pedir aos alunos que conversem entre si usando o passado simples com</p><p>"was" e "were".</p><p>Exemplos de perguntas: "Where were you yesterday?" / "What were you</p><p>doing at 8pm last night?" / "Was it sunny or rainy yesterday?"</p><p>Prática escrita:</p><p>Pedir aos alunos que escrevam uma história utilizando o passado simples</p><p>com "was" e "were".</p><p>Incentivá-los a utilizar verbos regulares e irregulares, e a incluir descrições</p><p>e detalhes na história.</p><p>Conclusão:</p><p>Recapitulação do tema e das regras gramaticais.</p><p>Encorajamento para que os alunos pratiquem mais o uso de "was" e</p><p>"were" no passado simples, tanto na escrita quanto na conversação.</p><p>Text:</p><p>Yesterday, I was at the park with my friends. We were playing frisbee</p><p>when suddenly it started to rain. We were so wet that we had to go</p><p>home immediately. When we were leaving, we saw a group of kids</p><p>who were playing soccer. They didn't seem to care about the rain at</p><p>all. It was really fun to watch them. After we got home, we were all</p><p>hungry so we decided to order some pizza. I was really happy</p><p>because I got my favorite toppings. We were all chatting and laughing</p><p>while we ate. It was a great day despite the rain.</p><p>Questions:</p><p>1- Where were you and your friends yesterday?</p><p>2- What were you doing when it started to rain?</p><p>3- What did you have to do when you got wet?</p><p>4- Who were playing soccer at the park?</p><p>5- Did the kids playing soccer seem to care about the rain?</p><p>6- How did you feel while watching the kids play soccer?</p><p>7- What did you do after you got home?</p><p>8- What was your favorite pizza topping?</p><p>9- How did you feel while chatting and laughing with your friends?</p><p>10- Did you have a good day despite the rain?</p><p>1- Where were you yesterday afternoon?</p><p>2- Was the party last night fun?</p><p>3- Were you at home when the storm hit?</p><p>4- Was your friend happy with the gift you gave them?</p><p>5- Were you able to finish your work</p><p>on time?</p><p>6- Was the movie you watched last weekend good?</p><p>7- Were there any interesting events in your city last week?</p><p>8- Was the traffic bad when you were driving to work this morning?</p><p>9- Were you surprised when you heard the news?</p><p>10- Was the restaurant you went to last night crowded?</p><p>11- Were the concert tickets expensive?</p><p>12- Was your flight delayed yesterday?</p><p>13- Were there any problems with your computer yesterday?</p><p>14- Was your boss in a good mood today?</p><p>15- Were you able to meet your deadline?</p><p>16- Was the weather nice when you went for a walk yesterday?</p><p>17- Were you nervous before the presentation?</p><p>18- Was the hotel you stayed at last weekend comfortable?</p><p>19- Were the instructions for the recipe easy to follow?</p><p>20- Was your friend late for your meeting yesterday?</p><p>Introdução</p><p>Olá! Hoje vamos falar sobre o Present Perfect, um tempo verbal muito</p><p>comum em inglês. Primeiro, vamos relembrar como é formado o Present</p><p>Perfect. Para isso, complete a frase: "I have __________"</p><p>Isso mesmo, "I have" é a forma afirmativa do Present Perfect. Agora,</p><p>vamos ver algumas situações em que o Present Perfect é utilizado.</p><p>Diálogo:</p><p>Imagine que você está conversando com um amigo que não vê há muito</p><p>tempo. Pergunte a ele o que tem feito desde a última vez que se viram.</p><p>E se você quiser falar sobre suas próprias experiências recentes? Como</p><p>você pode usar o Present Perfect para isso? Agora, imagine que você</p><p>está em um restaurante e quer fazer um pedido ao garçom. Você pode</p><p>usar o Present Perfect para perguntar se eles já receberam uma reserva</p><p>que você fez antes.</p><p>E se você quiser falar sobre algo que acabou de acontecer? Que tempo</p><p>verbal você deve usar?</p><p>Exercícios:</p><p>Agora, vamos praticar um pouco! Complete as frases com o Present</p><p>Perfect:</p><p>I __________ (visit) my grandparents last weekend.</p><p>She __________ (study) English for two years.</p><p>They __________ (never/be) to Brazil.</p><p>We __________ (just/finish) our homework.</p><p>Agora, transforme essas frases para a forma negativa:</p><p>I haven't visited my grandparents last weekend.</p><p>She hasn't studied English for two years.</p><p>They have never been to Brazil.</p><p>We haven't just finished our homework.</p><p>Por fim, transforme essas frases para a forma interrogativa:</p><p>Have you visited your grandparents last weekend?</p><p>Has she studied English for two years?</p><p>Have they ever been to Brazil?</p><p>Have we just finished our homework?</p><p>Discussão:</p><p>Agora, vamos discutir um pouco sobre o uso do Present Perfect. Qual é a</p><p>diferença entre "I have eaten breakfast" e "I ate breakfast"?</p><p>Em que outras situações você acha que o Present Perfect pode ser</p><p>usado?</p><p>Você acha que o Present Perfect é fácil ou difícil de usar? Por quê?</p><p>Conclusão:</p><p>Muito bem! Agora você sabe mais sobre o Present Perfect e pode usá-lo</p><p>em suas conversas em inglês. Parabéns pelo esforço!</p><p>Text:</p><p>Over the last few months, I have been studying Spanish. I have taken</p><p>classes twice a week and have also been practicing with an online</p><p>tutor. In addition to that, I have been listening to Spanish music and</p><p>watching Spanish TV shows to improve my language skills. Recently,</p><p>I have started to notice some progress. I am able to understand more</p><p>words and phrases when listening to Spanish speakers, and I have</p><p>been able to communicate with my tutor in longer and more complex</p><p>sentences. Despite the progress, I still have a lot to learn. I want to</p><p>be able to have a conversation in Spanish with someone who speaks</p><p>the language fluently, and I also want to be able to read Spanish</p><p>books without having to rely on a dictionary.</p><p>Questions:</p><p>1- What have you been studying over the last few months?</p><p>2- How often have you been taking classes to study Spanish?</p><p>3- How have you been practicing your Spanish skills?</p><p>4- What have you been doing to improve your language skills?</p><p>5- Have you noticed any progress recently?</p><p>6- What have you been able to understand better when listening to</p><p>Spanish speakers?</p><p>7- Have you been able to communicate with your tutor in longer</p><p>sentences?</p><p>8- What do you still want to achieve in terms of your Spanish skills?</p><p>9- Would you like to have a conversation with someone who speaks</p><p>Spanish fluently?</p><p>10- What is your ultimate goal in terms of reading Spanish books?</p><p>1- Have you ever traveled abroad?</p><p>2- Have you ever tried sushi?</p><p>3- Have you ever been to a concert?</p><p>4- Have you ever learned a new language?</p><p>5- Have you ever met a celebrity?</p><p>6- Have you ever gone bungee jumping or skydiving?</p><p>7- Have you ever read a classic novel?</p><p>8- Have you ever been in a car accident?</p><p>9- Have you ever cooked a complicated dish from scratch?</p><p>10- Have you ever won a competition or award?</p><p>11- Have you ever donated to charity?</p><p>12- Have you ever experienced a natural disaster?</p><p>13- Have you ever had a near-death experience?</p><p>14- Have you ever taken a long road trip?</p><p>15- Have you ever performed on stage?</p><p>16- Have you ever been scuba diving or snorkeling?</p><p>17- Have you ever ridden in a helicopter or small plane?</p><p>18- Have you ever participated in a protest or rally?</p><p>19- Have you ever volunteered at a shelter or soup kitchen?</p><p>20- Have you ever had a major life-changing event happen to you?</p><p>Level: Intermediate</p><p>Topic: Free time activities</p><p>Time: 60 minutes</p><p>Materials: Pictures or flashcards of different free time activities</p><p>Warm-up (10 minutes):</p><p>• Greet the students and ask them what they did during their last weekend.</p><p>Write some of the answers on the board and elicit the verb tense used.</p><p>Introduce the present continuous tense as a way to talk about activities</p><p>happening now or around now.</p><p>Ask students to form pairs and talk about what they are doing right now.</p><p>Monitor and provide feedback.</p><p>Presentation (15 minutes):</p><p>• Show pictures or flashcards of different free time activities and elicit the</p><p>present continuous form of each verb.</p><p>Drill the pronunciation and stress patterns.</p><p>Provide some examples using different subjects and ask students to form</p><p>their own examples.</p><p>Practice (25 minutes):</p><p>• Divide the class into small groups and give each group a set of cards with</p><p>different activities written on them.</p><p>Ask each group to take turns choosing a card and describing the activity</p><p>using the present continuous tense.</p><p>Encourage the other groups to guess the activity being described.</p><p>Monitor and provide feedback.</p><p>Production (10 minutes):</p><p>• Ask each student to write three sentences about what they are doing right</p><p>now or what they will be doing later today using the present continuous</p><p>tense.</p><p>Encourage students to share their sentences with the class and provide</p><p>feedback.</p><p>Wrap-up (5 minutes):</p><p>• Review the main points of the lesson and ask students to give some</p><p>examples of activities they can describe using the present continuous</p><p>tense.</p><p>Thank the students for their participation and encourage them to practice</p><p>using the present continuous tense in their daily conversations.</p><p>Note: This lesson plan can be adapted to different topics and levels of</p><p>proficiency.</p><p>Text:</p><p>I'm currently studying for my final exams, so I can't go out with my</p><p>friends tonight. They're all going to a concert, but I have to stay home</p><p>and prepare. I'm feeling a bit stressed out, to be honest. I've been</p><p>studying all week and I still have a lot to cover. My parents are being</p><p>really supportive though, and they're helping me with some of the</p><p>more difficult topics. I'm also taking breaks to exercise and clear my</p><p>head, which is really helping me stay focused. Hopefully, all this hard</p><p>work will pay off and I'll do well on my exams.</p><p>Questions:</p><p>1- What is the person currently doing?</p><p>2- Why can't the person go out with their friends</p><p>tonight?</p><p>3- What are the person's friends doing tonight?</p><p>4- How is the person feeling?</p><p>5- How long has the person been studying?</p><p>6- Does the person have a lot of material to cover?</p><p>7- Is the person getting help from anyone?</p><p>8- How are the person's parents helping them?</p><p>9- Is the person taking any breaks from studying?</p><p>10- What is the person hoping for?</p><p>1- What are you currently studying?</p><p>2- Are you enjoying your job right now?</p><p>3- Is it raining outside?</p><p>4- What TV show are you currently watching?</p><p>5- Are you planning any vacations soon?</p><p>6- What projects are you working on at the moment?</p><p>7- Are you feeling happy today?</p><p>8- What kind of music are you listening to right now?</p><p>9- Who are you currently dating?</p><p>10- Are you feeling tired today?</p><p>11- What books are you currently reading?</p><p>12- Are you taking any classes or courses right now?</p><p>13- Who are you currently living with?</p><p>14- What are your current goals in life?</p><p>15- Are you currently exercising regularly?</p><p>16- Are you feeling stressed today?</p><p>17- What are your plans for the weekend?</p><p>18- Are you currently involved in any volunteer work?</p><p>19- Are you enjoying the current season?</p><p>20- What are your thoughts on the current political climate?</p><p>Level: Intermediate</p><p>Topic: Past Continuous</p><p>Warm-up:</p><p>Start by asking the students what they did yesterday at a specific time. For</p><p>example, "What were you doing yesterday at 7 PM?"</p><p>Presentation:</p><p>Explain the formation and use of the past continuous tense. Provide</p><p>examples of sentences in the past continuous tense.</p><p>Write a few sentences in the past tense on the board. Ask the students to</p><p>add the past continuous tense to each sentence.</p><p>Provide a few exercises for the students to practice the past continuous</p><p>tense. You can use worksheets or online activities.</p><p>Practice:</p><p>Divide the class into pairs and ask them to interview each other using the</p><p>past continuous tense. For example, "What were you doing when you</p><p>heard the news?"</p><p>Give each pair a different situation to discuss using the past continuous</p><p>tense. For example, "You were walking in the park when it started raining.</p><p>What were you doing?"</p><p>Production:</p><p>In small groups, ask the students to create a story together using the past</p><p>continuous tense. They can take turns adding sentences to the story.</p><p>Finally, ask each group to share their story with the rest of the class.</p><p>Wrap-up:</p><p>Recap the main points of the lesson and ask the students if they have any</p><p>questions or doubts about the past continuous tense.</p><p>Here are some possible questions that can be used during the</p><p>conversation:</p><p>What were you doing at this time yesterday?</p><p>What were you wearing when you arrived?</p><p>Were you listening to music while you were cooking dinner last night?</p><p>What were you doing when your phone rang?</p><p>Were you watching TV when the storm started?</p><p>What were you thinking about when you heard the news?</p><p>Were you reading a book while you were waiting for your friend?</p><p>What were you doing when you saw the accident?</p><p>Were you studying when I called you yesterday?</p><p>What were you talking about with your friends when I saw you at the café?</p><p>Text:</p><p>I was sitting at my desk when the phone rang. I was surprised to hear</p><p>the voice of my old friend, who I hadn't talked to in years. We started</p><p>chatting about old times and caught up on each other's lives. As we</p><p>were talking, I was reminded of all the good times we had shared in</p><p>the past. We were both in college when we first met and had many</p><p>adventures together. I was telling my friend about the time we got</p><p>lost hiking in the mountains, and he was laughing as he remembered</p><p>it. While we were talking, I was also multitasking and typing away on</p><p>my computer. I was working on a report that was due the next day,</p><p>but I was too distracted by the conversation to focus. As we said our</p><p>goodbyes, I realized that I had not made much progress on my report</p><p>and would have to work late into the night.</p><p>Questions:</p><p>1- Who was on the phone with the author?</p><p>2- Had the author talked to this person before?</p><p>3- What did they talk about?</p><p>4- How long had it been since they last talked?</p><p>5- What did the author remember while they were talking?</p><p>6- Where did the author and their friend meet?</p><p>7- What kind of adventures did they have?</p><p>8- What was the author doing while they were talking?</p><p>9- What was the author working on?</p><p>10- How did the author feel about having to work late into the night?</p><p>1- What were you doing at this time yesterday?</p><p>2- Were you studying when I called you yesterday?</p><p>3- What was your friend doing when you last saw him/her?</p><p>4- Were you watching TV when the storm started?</p><p>5- What were you wearing when you arrived at the party?</p><p>6- Were you cooking dinner when the power went out?</p><p>7- What were you listening to on the radio this morning?</p><p>8- Were you exercising when you hurt your ankle?</p><p>9- What were you thinking about when you made that decision?</p><p>10- Were you sleeping when your phone rang in the middle of the night?</p><p>11- What were your parents doing when you got home last night?</p><p>12- Were you driving when the car broke down?</p><p>13- What were you saying when you realized you had made a mistake?</p><p>14- Were you working on a project when you lost track of time?</p><p>15- What were you reading when you learned about that new discovery?</p><p>16- Were you playing a game when your team scored the winning goal?</p><p>17- What were you feeling when you received the news?</p><p>18- Were you singing in the shower when your roommate walked in?</p><p>19- What were you smelling when you entered the bakery?</p><p>20- Were you writing a letter when your pen ran out of ink?</p><p>Topic: Past Perfect</p><p>Level: Intermediate</p><p>Warm-up:</p><p>Ask students to describe a time they arrived at a party late and missed</p><p>something important.</p><p>Introduction:</p><p>Explain that the past perfect is used to talk about a past action that was</p><p>completed before another past action.</p><p>Provide examples such as: "I had eaten breakfast before I went to work"</p><p>or "They had finished the movie by the time I arrived."</p><p>Activity 1:</p><p>Ask students to work in pairs and share a story about a time when they</p><p>arrived late to a meeting, class, or appointment.</p><p>Encourage them to use the past perfect to talk about what had happened</p><p>before they arrived.</p><p>Have some students share their stories with the class.</p><p>Activity 2:</p><p>Provide a short reading passage that includes the past perfect.</p><p>Ask students to read the passage and underline all the instances of the</p><p>past perfect.</p><p>In pairs or small groups, have students discuss why the past perfect was</p><p>used in each sentence.</p><p>Example passage:</p><p>I had been walking for hours when I finally saw a town in the distance. By</p><p>the time I arrived, it had started to rain and I was completely soaked. I went</p><p>to a café and ordered a cup of coffee. After I had finished my coffee, I</p><p>asked the waitress if there was a hotel nearby. She told me there was a</p><p>small inn down the road.</p><p>Activity 3:</p><p>Ask students to work in pairs and create a short conversation using the</p><p>past perfect.</p><p>Encourage them to use the past perfect to talk about a completed action</p><p>before another past action.</p><p>Have some pairs share their conversations with the class.</p><p>Closure:</p><p>Ask students to reflect on what they learned about the past perfect in the</p><p>class.</p><p>Provide examples of situations where the past perfect could be used, such</p><p>as missed flights or delayed projects.</p><p>Encourage students to practice using the past perfect in their own</p><p>conversations.</p><p>Text:</p><p>I had never seen such a beautiful sunset before I arrived in Hawaii. I</p><p>had heard about the stunning</p><p>sunsets from friends who had visited</p><p>the islands, but nothing could prepare me for the breathtaking sight</p><p>I saw that evening. The colors of the sky were a perfect blend of</p><p>orange, pink, and purple, and the sun seemed to slowly dip below the</p><p>horizon, leaving a trail of orange light in its wake. I sat on the beach,</p><p>watching the sunset with awe and wonder, feeling grateful to be alive</p><p>and able to witness such beauty.</p><p>Questions:</p><p>1- What is the text about?</p><p>2- Had the author seen a sunset like the one in Hawaii before?</p><p>3- How did the author know about the sunsets in Hawaii?</p><p>4- Was the author prepared for the sight of the sunset?</p><p>5- What were the colors of the sky during the sunset?</p><p>6- What did the sun seem to do as it set?</p><p>7- Where did the author watch the sunset?</p><p>8- How did the author feel while watching the sunset?</p><p>9- Why did the author feel grateful?</p><p>10- What does the text suggest about the beauty of sunsets in Hawaii?</p><p>1- Had you ever traveled outside of your country before last year?</p><p>2- Had you studied English for many years before you decided to move to an</p><p>English-speaking country?</p><p>3- Had you seen that movie before your friend recommended it to you?</p><p>4- Had you met any famous people before you attended that conference?</p><p>5- Had you finished your homework before your teacher checked it?</p><p>6- Had you visited that museum before it closed down?</p><p>7- Had you tasted that food before you went to that restaurant?</p><p>8- Had you read that book before your friend lent it to you?</p><p>9- Had you driven a car before you got your license?</p><p>10- Had you learned to swim before you went to the beach?</p><p>11- Had you visited your grandparents before they passed away?</p><p>12- Had you practiced your presentation before you gave it to the class?</p><p>13- Had you ridden a horse before you went on that trail ride?</p><p>14- Had you watched that TV show before it was canceled?</p><p>15- Had you cooked that dish before you made it for your friends?</p><p>16- Had you volunteered for that organization before they contacted you?</p><p>17- Had you experienced a hurricane before the one that hit your town last year?</p><p>18- Had you attended a music festival before the one you went to last summer?</p><p>19- Had you spoken to your neighbor before they moved away?</p><p>20- Had you played that sport before you joined a team?</p><p>Topic: If Clauses</p><p>Level: Intermediate</p><p>Aim: To practice using if clauses to talk about hypothetical situations</p><p>Warm-up (5 minutes)</p><p>Start the lesson by asking your student about their weekend plans.</p><p>Encourage them to use the first conditional (if + present simple, will + base</p><p>verb) to talk about their plans. For example:</p><p>"If it's sunny tomorrow, I will go to the beach."</p><p>Main activity (20 minutes)</p><p>Introduce the concept of if clauses to your student. Explain that if clauses</p><p>are used to talk about hypothetical or unreal situations. There are three</p><p>types of if clauses:</p><p>First conditional (if + present simple, will + base verb)</p><p>Second conditional (if + past simple, would + base verb)</p><p>Third conditional (if + past perfect, would have + past participle)</p><p>Provide examples for each type of if clause and have your student practice</p><p>making their own examples. Encourage them to think of situations that are</p><p>unlikely or impossible.</p><p>For example:</p><p>First conditional: If I finish work early, I will go to the gym.</p><p>Second conditional: If I won the lottery, I would travel the world.</p><p>Third conditional: If I had studied harder, I would have passed the exam.</p><p>Extension (15 minutes)</p><p>To further practice if clauses, have your student role-play hypothetical</p><p>situations. Assign different scenarios and have your student create a</p><p>hypothetical conversation using an appropriate if clause.</p><p>For example:</p><p>Scenario 1: You're planning a trip to Europe but you're not sure where to</p><p>go. Your friend suggests Italy but you're not sure. Role-play a conversation</p><p>using the second conditional to talk about what you would do in different</p><p>cities.</p><p>Scenario 2: You and your friend are watching a movie and you see a</p><p>character do something that you wouldn't do. Role-play a conversation</p><p>using the third conditional to talk about what you would have done</p><p>differently in that situation.</p><p>Wrap-up (5 minutes)</p><p>Review the different types of if clauses and ask your student to make one</p><p>final example for each type. Encourage them to use their imagination and</p><p>think of creative situations.</p><p>Homework (optional)</p><p>Assign your student to write a short paragraph using each type of if clause</p><p>to describe a hypothetical situation. Encourage them to be creative and</p><p>use descriptive language.</p><p>That's a sample conversational English lesson about if clauses. Hope it</p><p>helps!</p><p>Text:</p><p>If you take a look at the handout, you’ll find all the telephone</p><p>numbers, addresses and other necessary information. OK, let's get</p><p>started: Today’s subject is helping guests with emergency</p><p>situations. We’ll certainly handle these situations well if we know</p><p>what to do. That's why we like to review these procedures every year.</p><p>If a guest loses his passport, call the consulate immediately. If the</p><p>consulate isn’t nearby, you’ll have to help the guest get to the</p><p>appropriate consulate. Next, if a guest has an accident which is not</p><p>so serious, you’ll find the first-aid kit under the reception desk. If the</p><p>accident is serious, call an ambulance. Sometimes guests need to</p><p>return home unexpectedly. If this happens, the guest might need</p><p>your help making travel arrangements, re-scheduling appointments,</p><p>etc. Do everything you can to make this situation as easy to cope</p><p>with as possible. If there is a problem, the guest will expect us to be</p><p>able to handle any situation. It’s our responsibility to make sure</p><p>ahead of time that we can.</p><p>Questions:</p><p>1- What information can be found on the handout mentioned in the text?</p><p>2- What is the subject of today's lesson?</p><p>3- Why is it important to review emergency procedures every year?</p><p>4- What should you do if a guest loses his passport?</p><p>5- What should you do if the consulate is not nearby?</p><p>6- Where can you find the first-aid kit in case of a not so serious accident?</p><p>7- What should you do if the accident is serious?</p><p>8- What should you do if a guest needs to return home unexpectedly?</p><p>9- What kind of help might a guest need in case of unexpected return</p><p>home?</p><p>10- What is the responsibility of the hotel staff in handling emergency</p><p>situations?</p><p>1- If you won the lottery, what would you do with the money?</p><p>2- If you could travel back in time, where and when would you go?</p><p>3- If you had more free time, what hobby would you take up?</p><p>4- If you were a character in a book, who would you be and why?</p><p>5- If you could learn any skill, what would it be and why?</p><p>6- If you could have any superpower, what would it be and why?</p><p>7- If you had to live on a deserted island for a year, what three things</p><p>would you bring with you?</p><p>8- If you could meet any famous person, who would it be and why?</p><p>9- If you could change one thing about the world, what would it be?</p><p>10- If you had the opportunity to study abroad, where would you go and</p><p>why?</p><p>11- If you had to choose between a career you love but doesn't pay well or</p><p>a job you hate but pays well, which would you choose?</p><p>12- If you had a time machine, would you go to the past or the future?</p><p>13- If you could only eat one food for the rest of your life, what would it be?</p><p>14- If you could switch lives with anyone for a day, who would it be and</p><p>why?</p><p>15- If you could live in any era, which one would you choose and why?</p><p>16- If you had a million dollars, would you donate it to charity or keep it for</p><p>yourself?</p><p>17- If you could speak any language fluently, which one would you choose?</p><p>18- If you had to choose</p><p>between living in the city or the countryside, which</p><p>would you choose and why?</p><p>19- If you could be any animal, which one would you be and why?</p><p>20- If you could have any job in the world, what would it be and why?</p><p>Topic: The Passive Voice</p><p>Level: Intermediate</p><p>Duration: 45 minutes</p><p>Objectives:</p><p>Understand the concept of the passive voice in English</p><p>Learn the structure and use of the passive voice</p><p>Practice forming and using the passive voice in sentences</p><p>Materials:</p><p>Whiteboard or presentation software</p><p>Handouts with examples of the passive voice</p><p>Warm-up (5 minutes):</p><p>Start the class by asking the students what they know about the passive</p><p>voice. Write down their answers on the whiteboard or presentation</p><p>software.</p><p>Presentation (20 minutes):</p><p>Explain the concept of the passive voice, its structure, and use. Give</p><p>examples of sentences in active and passive voice and highlight the</p><p>differences. Discuss when to use the passive voice, for example when the</p><p>subject is unknown or unimportant or when emphasizing the object of the</p><p>sentence. Provide handouts with additional examples for students to</p><p>study.</p><p>Practice (15 minutes):</p><p>Divide the class into pairs or small groups and provide them with a list of</p><p>sentences in active voice. Ask them to rewrite the sentences in the passive</p><p>voice and discuss their answers as a class.</p><p>Production (5 minutes):</p><p>Give the students a writing prompt and ask them to write a short paragraph</p><p>in the passive voice. Allow them to share their writing with the class and</p><p>discuss the different ways in which the passive voice can be used to</p><p>convey meaning.</p><p>Wrap-up (5 minutes):</p><p>Summarize the key points of the lesson and ask the students to share their</p><p>thoughts on the passive voice and how it can be used effectively in writing</p><p>and speaking.</p><p>Sample questions:</p><p>What is the difference between the active and passive voice?</p><p>When do you use the passive voice?</p><p>Can you give me an example of a sentence in the passive voice?</p><p>How do you form the passive voice in English?</p><p>What are the benefits of using the passive voice in writing?</p><p>Why is the passive voice sometimes considered more formal than the</p><p>active voice?</p><p>Have you ever used the passive voice in your writing? When and why?</p><p>Do you think the passive voice is more effective than the active voice in</p><p>certain situations?</p><p>How does the passive voice affect the way we communicate information?</p><p>Can you think of any common phrases or idioms that use the passive</p><p>voice?</p><p>Text:</p><p>Linoleum, a floor, and wall covering material used in place of</p><p>Kamptulicon, was invented in 1860 by rubber manufacturer Fredrick</p><p>Walton. Walton got the idea for the material after observing that a</p><p>characteristic covering – or “skin” – was being produced by oxidized</p><p>linseed oil as it forms into paint. Walton received a British patent for</p><p>his invention and together with fellow inventor Fredrick Thomas</p><p>Palmer went on to produce additional inventions. Lincrusta and</p><p>Anaglypta were also produced by them. Both are unique forms of</p><p>Victorian home wall coverings. The invention of Linoleum was later</p><p>publicized by Michael Nairn, the Scottish flooring manufacturer who</p><p>is best known as the pioneer of the traditional inlaid pattern that</p><p>characterizes linoleum coverings. During the 1960s, the use of</p><p>linoleum was slowed by the rise of vinyl as a more popular floor</p><p>covering. It has, however, made a comeback in recent years. The</p><p>name linoleum was inspired by the Latin words “linum” and “oleum”,</p><p>which mean flax and oil, respectively.</p><p>Questions:</p><p>1- Who invented linoleum?</p><p>2- What was Fredrick Walton's profession before inventing linoleum?</p><p>3- What inspired Fredrick Walton to invent linoleum?</p><p>4- When did Walton receive a British patent for his invention?</p><p>5- What other inventions did Fredrick Walton and Fredrick Thomas Palmer</p><p>produce together?</p><p>6- Who publicized the invention of linoleum?</p><p>7- What is the traditional inlaid pattern that characterizes linoleum coverings?</p><p>8- Why did the use of linoleum slow down during the 1960s?</p><p>9- Has linoleum made a comeback in recent years?</p><p>10- What do the Latin words "linum" and "oleum" mean, respectively?</p><p>Fale as orações na voz passiva:</p><p>Active: The cat chased the mouse.</p><p>Passive: The mouse was chased by the cat.</p><p>Active: The chef cooked the meal.</p><p>Passive: The meal was cooked by the chef.</p><p>Active: The teacher graded the exams.</p><p>Passive: The exams were graded by the teacher.</p><p>Active: The company hired a new employee.</p><p>Passive: A new employee was hired by the company.</p><p>Active: The wind blew down the trees.</p><p>Passive: The trees were blown down by the wind.</p><p>Active: The doctor treated the patient.</p><p>Passive: The patient was treated by the doctor.</p><p>Active: The students are studying for the exam.</p><p>Passive: The exam is being studied for by the students.</p><p>Active: The company will launch a new product next year.</p><p>Passive: A new product will be launched by the company next year.</p><p>Active: The police caught the thief.</p><p>Passive: The thief was caught by the police.</p><p>Active: The teacher is explaining the lesson.</p><p>Passive: The lesson is being explained by the teacher.</p><p>Active: The company has developed a new software.</p><p>Passive: A new software has been developed by the company.</p><p>Active: The tourists are taking pictures of the monuments.</p><p>Passive: Pictures of the monuments are being taken by the tourists.</p><p>Active: The chef will prepare the dinner tonight.</p><p>Passive: The dinner will be prepared by the chef tonight.</p><p>Active: The company is upgrading its systems.</p><p>Passive: The systems are being upgraded by the company.</p><p>Active: The students have completed the assignment.</p><p>Passive: The assignment has been completed by the students.</p><p>Active: The teacher gave the students a quiz.</p><p>Passive: A quiz was given to the students by the teacher.</p><p>Active: The company may cancel the project.</p><p>Passive: The project may be cancelled by the company.</p><p>Active: The contractor is building the house.</p><p>Passive: The house is being built by the contractor.</p><p>Active: The committee will select the winner.</p><p>Passive: The winner will be selected by the committee.</p><p>Active: The audience enjoyed the concert.</p><p>Passive: The concert was enjoyed by the audience.</p><p>Introdução:</p><p>Olá, nesta aula vamos aprender sobre o discurso direto (direct speech) e</p><p>o discurso indireto (indirect speech) em inglês. O discurso direto é usado</p><p>para relatar exatamente o que alguém disse, enquanto o discurso indireto</p><p>é usado para relatar as ideias ou informações de outra pessoa sem citar</p><p>exatamente as palavras que foram ditas.</p><p>Desenvolvimento:</p><p>Para começar, vamos ver um exemplo simples de discurso direto e</p><p>indireto:</p><p>Direct speech: "I love pizza," said Sarah.</p><p>Indirect speech: Sarah said that she loved pizza.</p><p>Agora, vamos ver algumas regras importantes que devemos lembrar ao</p><p>mudar do discurso direto para o indireto:</p><p>Mudar os pronomes pessoais e os possessivos de acordo com o sujeito</p><p>da frase;</p><p>Mudar os tempos verbais de acordo com a estrutura do discurso indireto;</p><p>Mudar os advérbios de tempo e lugar, se necessário;</p><p>Adicionar conjunções e outras palavras para conectar as frases e torná-</p><p>las mais claras.</p><p>Vamos ver mais alguns exemplos:</p><p>Direct speech: "I will go to the party," said John.</p><p>Indirect speech: John said that he would go to the party.</p><p>Direct speech: "I am studying for the exam," said Mary.</p><p>Indirect speech: Mary said that she was studying for the exam.</p><p>Direct speech: "I have already finished the project," said Tom.</p><p>Indirect speech: Tom said that he had already finished the project.</p><p>Direct speech: "I can't come to the meeting," said Susan.</p><p>Indirect speech: Susan said</p><p>that she couldn't come to the meeting.</p><p>Vamos praticar um pouco. Tente transformar as seguintes frases do</p><p>discurso direto para o indireto:</p><p>"I like to swim," said Jack.</p><p>"I watched a movie yesterday," said Emily.</p><p>"I have been to Japan twice," said Mark.</p><p>"I will meet you at the restaurant," said Lisa.</p><p>Agora, vamos mudar do discurso indireto para o direto. Lembre-se de</p><p>reverter as mudanças que fizemos anteriormente:</p><p>Indirect speech: Jane said that she was going to the party.</p><p>Direct speech: "I am going to the party," said Jane.</p><p>Indirect speech: David told me that he had seen the movie.</p><p>Direct speech: "I saw the movie," said David.</p><p>Indirect speech: Lisa said that she had finished her homework.</p><p>Direct speech: "I have finished my homework," said Lisa.</p><p>Conclusão:</p><p>Muito bem, agora você já sabe como usar o discurso direto e o indireto</p><p>em inglês. Lembre-se de que é importante prestar atenção às regras</p><p>gramaticais e praticar bastante para se familiarizar com essa estrutura.</p><p>Até a próxima aula!</p><p>Text:</p><p>Yesterday, Louise approached me at school and said a little bird has</p><p>told her I was in love with Mike. She asked me if it was true. I</p><p>immediately denied it, of course, but she said she didn’t buy it. She</p><p>told me she has overheard Mike talking with his best friend and that</p><p>she had good news for me. Apparently, Mike said he had had a crush</p><p>on me since elementary school but didn’t know if I felt the same way</p><p>about him. He said he hasn’t acted on it because he was afraid that I</p><p>would reject him. However, his friend said he should be brave and</p><p>that he could simply ask me on a date. Mike replied he was too afraid</p><p>to do it. So, his friend said he was going to help him. Louise said they</p><p>were planning to surprise me with a romantic invitation to the prom.</p><p>She ended her gossip asking me if I was going to accept it. I don’t</p><p>know. Will I?</p><p>Questions:</p><p>1- Who approached the speaker at school yesterday?</p><p>2- What did Louise say to the speaker about Mike?</p><p>3- Did the speaker confirm Louise's statement about being in love with</p><p>Mike?</p><p>4- What did Louise tell the speaker about Mike's feelings?</p><p>5- Why hasn't Mike acted on his crush?</p><p>6- What did Mike's friend suggest he do about his crush on the speaker?</p><p>7- What are Mike and his friend planning to do for the speaker?</p><p>8- What did Louise ask the speaker about Mike's invitation to the prom?</p><p>9- Is the speaker sure about accepting Mike's invitation to the prom?</p><p>10- What is the speaker's final question at the end of the text?</p><p>Fale as orações no Indirect Speech:</p><p>Direct Speech:</p><p>"I am going to the store," said Mary.</p><p>"I love you," said John.</p><p>"I want pizza for dinner," said Sarah.</p><p>"I need to study for the exam," said Tom.</p><p>"I will be there at 5 pm," said Jane.</p><p>"I don't like chocolate," said Peter.</p><p>"I have a headache," said Anna.</p><p>"I'm sorry I'm late," said Jack.</p><p>"I can't come to the party," said Emily.</p><p>"I'm feeling tired," said David.</p><p>"I love ice cream," said John.</p><p>"We will be late for the movie," said Sarah.</p><p>"I am going to visit my grandparents next weekend," said Emily.</p><p>"I want to learn Spanish," said Tom.</p><p>"I have a headache," said Jane.</p><p>"I can swim very well," said Peter.</p><p>"I don't like broccoli," said Mary.</p><p>"I am studying for my exam," said Jack.</p><p>"I'm sorry I can't come to the party," said Anne.</p><p>"I am not feeling well," said Robert.</p><p>Indirect Speech:</p><p>Mary said she was going to the store.</p><p>John said he loved me.</p><p>Sarah said she wanted pizza for dinner.</p><p>Tom said he needed to study for the exam.</p><p>Jane said she would be there at 5 pm.</p><p>Peter said he didn't like chocolate.</p><p>Anna said she had a headache.</p><p>Jack said he was sorry he was late.</p><p>Emily said she couldn't come to the party.</p><p>David said he was feeling tired.</p><p>John said that he loves ice cream.</p><p>Sarah said that they would be late for the movie.</p><p>Emily said that she was going to visit her grandparents the following</p><p>weekend.</p><p>Tom said that he wanted to learn Spanish.</p><p>Jane said that she had a headache.</p><p>Peter said that he could swim very well.</p><p>Mary said that she didn't like broccoli.</p><p>Jack said that he was studying for his exam.</p><p>Anne said that she was sorry she couldn't come to the party.</p><p>Robert said that he wasn't feeling well.</p><p>Warm-up:</p><p>To start the conversation, the teacher can ask some personal questions to</p><p>the students using tag questions. For example:</p><p>You're from Brazil, aren't you?</p><p>You like pizza, don't you?</p><p>You play sports, don't you?</p><p>Introduction:</p><p>The teacher introduces the concept of tag questions in English, explaining</p><p>that it is a way to turn a statement into a question by adding a short</p><p>question tag at the end. The teacher gives some examples:</p><p>It's a nice day, isn't it?</p><p>You're coming to the party, right?</p><p>They haven't left yet, have they?</p><p>Practice:</p><p>The teacher gives some statements and asks the students to create tag</p><p>questions using the correct auxiliary verb and pronoun. For example:</p><p>You're hungry.</p><p>She's a good singer.</p><p>He doesn't like coffee.</p><p>They won the game.</p><p>We're going to the beach.</p><p>After the students have created the tag questions, they can practice saying</p><p>them out loud in pairs or small groups.</p><p>Discussion:</p><p>The teacher can ask the students to discuss some topics using tag</p><p>questions to express agreement or disagreement. For example:</p><p>Climate change is a serious problem, isn't it?</p><p>Technology is making our lives better, isn't it?</p><p>Learning a second language is important, isn't it?</p><p>Wrap-up:</p><p>The teacher summarizes the main points of the lesson and asks the</p><p>students to share their thoughts about tag questions and how they can be</p><p>used in daily conversations.</p><p>Homework:</p><p>The teacher can assign homework for the students to practice creating tag</p><p>questions from statements they encounter in their daily lives. They can</p><p>also watch videos or listen to podcasts and identify tag questions used in</p><p>the conversations.</p><p>Text:</p><p>Rachel: Hello, can I have a large latte to go, please?</p><p>Barista: Yes, sure. Just a minute, please.</p><p>Jessica: Oh, my God, Rachel?</p><p>Rachel: Oh, my God, Jessica! It has been a long time since we last met,</p><p>hasn’t it? How have you been?</p><p>Jessica: Yes, it has! I have been great. What about you?</p><p>Rachel: I have been great too. I can’t believe we randomly met here, can</p><p>you? New York is such a big city.</p><p>Jessica: I know! I’m here on vacation with my family, but you live here</p><p>now, don’t you?</p><p>Rachel: Yes, I do. I finally got that journalism job I’ve always wanted. I’m</p><p>sure you remember how I used to talk about it all the time, don’t you?</p><p>Jessica: Yes, I do. I’m so happy for you. You did it, didn’t you? You got</p><p>your dream job!</p><p>Rachel: Yes, I did. Thank you so much. Where are you living now?</p><p>Jessica: I’m living in Los Angeles. I have been working in the film industry</p><p>for some time now.</p><p>Rachel: Wow, that is so cool. I want to know all about it. Let’s have dinner</p><p>this week and catch up. You will make time for me, won’t you?</p><p>Jessica: For sure. What about this Friday?</p><p>Rachel: Perfect!</p><p>Questions:</p><p>1- Who does Rachel meet at the coffee shop?</p><p>2- What does Rachel order at the coffee shop?</p><p>3- How long has it been since Rachel and Jessica last met?</p><p>4- What is Jessica doing in New York?</p><p>5- Where does Jessica live?</p><p>6- What job did Rachel get?</p><p>7- Did Jessica remember that Rachel used to talk about her dream job all</p><p>the time?</p><p>8- What industry does Jessica work in?</p><p>9- When are Rachel and Jessica planning to have dinner?</p><p>10- Did Jessica agree to make time for Rachel?</p><p>1- You like</p><p>ice cream, don't you?</p><p>2- He is from Canada, isn't he?</p><p>3- She speaks French fluently, doesn't she?</p><p>4- We should take the train, shouldn't we?</p><p>5- They haven't seen the movie yet, have they?</p><p>6- You're not allergic to peanuts, are you?</p><p>7- He doesn't play soccer very well, does he?</p><p>8- She's coming to the party tonight, isn't she?</p><p>9- We can't leave now, can we?</p><p>10- They don't like spicy food, do they?</p><p>11- You've been to Paris before, haven't you?</p><p>12- He doesn't eat meat, does he?</p><p>13- She's a good student, isn't she?</p><p>14- We shouldn't be late, should we?</p><p>15- They've already finished their homework, haven't they?</p><p>16- You're not afraid of heights, are you?</p><p>17- He didn't go to the concert last night, did he?</p><p>18- She's going to be a doctor, isn't she?</p><p>19- We could go to the beach, couldn't we?</p><p>20- They won't be able to come to the party, will they?</p><p>Topic: Conjunctions</p><p>Level: Intermediate</p><p>Objectives:</p><p>To introduce conjunctions and their function in sentences</p><p>To provide examples of common conjunctions</p><p>To practice using conjunctions in sentences through conversation</p><p>Introduction:</p><p>Begin by explaining what conjunctions are and their function in sentences.</p><p>Give examples of conjunctions such as and, but, or, so, yet, for, and nor.</p><p>Conjunctions are words that connect phrases, clauses, and sentences.</p><p>They are important because they help to show the relationship between</p><p>the different parts of a sentence.</p><p>There are three types of conjunctions: coordinating conjunctions,</p><p>subordinating conjunctions, and correlative conjunctions.</p><p>Coordinating conjunctions are used to connect two or more</p><p>independent clauses (complete sentences) of equal importance. They</p><p>include words such as "and", "but", "or", "so", "yet", "for", and "nor". For</p><p>example: "I wanted to go to the party, but I was too tired."</p><p>Subordinating conjunctions are used to connect a dependent clause</p><p>(incomplete sentence) to an independent clause, making a complex</p><p>sentence. They include words such as "because", "if", "when", "although",</p><p>"since", "while", and "until". For example: "I will go to the party if I finish my</p><p>work on time."</p><p>Correlative conjunctions work in pairs to join two parts of a sentence</p><p>that are equally important. They include words such as "either...or",</p><p>"neither...nor", "both...and", and "not only...but also". For example: "I can</p><p>either go to the party or stay home."</p><p>Understanding the different types of conjunctions and their functions can</p><p>help you to construct more complex sentences and convey your message</p><p>more effectively.</p><p>And: I like pizza and pasta.</p><p>But: I want to go to the party, but I have to study for the exam.</p><p>Or: Do you want coffee or tea?</p><p>So: I studied hard for the exam, so I think I did well.</p><p>Yet: I studied for hours, yet I still couldn't understand the concept.</p><p>For: I bought some bread for the party tonight.</p><p>Nor: I neither like nor dislike spicy food.</p><p>Dialogue:</p><p>A: Hey, what are you doing later?</p><p>B: I was thinking about going for a run, but it looks like it might rain.</p><p>A: Well, why don't we go to the gym instead?</p><p>B: That's a good idea. I've been meaning to start lifting weights again, but</p><p>I keep putting it off.</p><p>A: Yeah, I know what you mean. I've been wanting to try yoga, so maybe</p><p>we can do that too.</p><p>B: Sure, I'm up for anything. Oh, but I have to leave by 7 because I have</p><p>plans later tonight.</p><p>A: No problem, we can get in a good workout before then.</p><p>Practice:</p><p>Have the students pair up and give them a list of conjunctions to use in</p><p>sentences together.</p><p>Encourage them to create sentences that are both grammatically correct</p><p>and meaningful.</p><p>After they have had some practice, have each pair present their sentences</p><p>to the class.</p><p>Conclusion:</p><p>Wrap up the lesson by reviewing the different conjunctions that were used</p><p>in the dialogue and practice activity.</p><p>Encourage the students to continue using conjunctions in their writing and</p><p>speech to improve their fluency and accuracy in English.</p><p>Text:</p><p>John: Hey, Jane! Do you know what conjunctions are?</p><p>Jane: Yes, John. They are connecting words that join two or more clauses or</p><p>sentences together.</p><p>John: Exactly! Can you give me some examples of conjunctions?</p><p>Jane: Sure. There are several types of conjunctions such as coordinating</p><p>conjunctions like "and," "but," and "or" and subordinating conjunctions like</p><p>"because," "although," and "while."</p><p>John: That's right. Coordinating conjunctions are used to connect two or more</p><p>words, phrases, or clauses that have equal importance, while subordinating</p><p>conjunctions are used to connect a dependent clause to an independent clause.</p><p>Jane: Yes, that's correct. Conjunctions are essential in creating complex and</p><p>cohesive sentences.</p><p>John: I agree. They make sentences more varied and interesting to read.</p><p>Jane: Definitely. They also help to express relationships between ideas and show</p><p>logical connections between them.</p><p>John: Right. It's essential to understand how to use conjunctions correctly in</p><p>writing to ensure that sentences are clear and easy to follow.</p><p>Jane: Absolutely. With practice, anyone can learn how to use conjunctions</p><p>effectively in their writing.</p><p>Questions:</p><p>1- What are conjunctions, and what do they do in sentences?</p><p>2- Can you give examples of coordinating conjunctions and subordinating</p><p>conjunctions?</p><p>3- What is the difference between coordinating conjunctions and</p><p>subordinating conjunctions?</p><p>4- Why are conjunctions essential in writing?</p><p>5- How can using conjunctions make sentences more varied and interesting</p><p>to read?</p><p>6- What do conjunctions help to express?</p><p>7- How do conjunctions show logical connections between ideas?</p><p>8- Why is it important to use conjunctions correctly in writing?</p><p>9- Can anyone learn how to use conjunctions effectively in their writing?</p><p>10- What are some tips for using conjunctions correctly in writing?</p><p>1- Would you like to go to the beach or to the mountains this weekend?</p><p>2- Do you prefer reading books or watching movies?</p><p>3- Have you eaten dinner yet, or are you still hungry?</p><p>4- Are you going to the party, but not staying for long?</p><p>5- Have you finished your homework yet, or are you still working on it?</p><p>6- Would you like coffee and cake, or tea and sandwiches?</p><p>7- Do you want to study now, or later?</p><p>8- Did you watch the movie, so you know what happened at the end?</p><p>9- Did you get the job, for you seem very happy today?</p><p>10- Are you going to the concert tonight, yet you don't seem very excited?</p><p>11- Did you finish the project on time, or did you ask for an extension?</p><p>12- Do you prefer summer, or winter?</p><p>13- Have you visited the museum, nor the art gallery yet?</p><p>14- Do you want to stay home, for it's raining outside?</p><p>15- Are you going to the gym today, so you can work out?</p><p>16- Do you like to travel by car or by train?</p><p>17- Would you like to eat pizza, or pasta for dinner?</p><p>18- Did you study for the exam, so you feel confident?</p><p>19- Did you ask the teacher for help, or did you figure it out on your own?</p><p>20- Do you prefer to exercise in the morning, or in the evening?</p><p>Warm-up:</p><p>Start the lesson with a warm-up activity to get students thinking about questions.</p><p>Ask each student to come up with one question they would like to ask a famous</p><p>person. Have them write down their questions.</p><p>Introduction:</p><p>Teacher: Hello, everyone! Today, we're going to learn about indirect questions.</p><p>Indirect questions are a polite and more formal way of asking for information or</p><p>making requests. They are often used in professional settings or when you want</p><p>to be more polite.</p>