Aula 04 - impressao

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ENGLISH VII 
Lesson 4 
 
 
 
 
 
 
 
 
 
 
Profª Michelle Cruvinel Buzani 
 
 
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OPENING CONVERSATION 
Welcome aboard, students! 
In lesson 3, we saw how to describe our city to tourists. Still on the topic of 
travelling, in this lesson we will study how to use modals to give advice. 
We will then study how to ask for and give directions to get to different 
places in a city. 
In the sequence, we will study ways to make sure the information is clear 
for the participants in a certain conversation. 
We will also practice reading by analysing a text about volunteer work – 
an excellent way to combine helping others and developing skills. 
In the last theme of this class, we will learn how to write a personal 
statement and analyse in what situations we may need to write this type of text. 
The content covered in this class is in your Evolve 3 e-book pages 24 to 
29. You can access it on the Cambrigde platform. See the image below: 
Image 1 – Cambridge Platform 
Access your e-book here: 
 
Let’s get down to work! 
THEME 1 – WHAT CAN I DO IN THE CITY? – ASKING FOR AND GIVING 
ADVICE 
When we are tourists, it is very common to ask for suggestions when 
visiting a new place. On the other hand, local people are the ones who know the 
place enough to recommend what to do in the city. Study the dialogue on your e-
book (p. 24). Can you find the words: should, shouldn’t, could, couldn’t, would 
and wouldn’t ? After you find them, decide which of them are used to refer to a 
good idea and which are used to refer to a bad idea. 
Now look at the examples below, taken from your e-book (p. 25). 
 
 
 
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_ What should I do? 
_ You should ask a New Yorker. You shouldn’t 
look at those maps. 
 
You could get the AirTrain. 
I wouldn’t take the subway. I’d get a taxi. 
Could I take the train? Yes, you could. / No, 
you couldn’t. 
 
The word should is commonly used for asking and giving 
recommendations. The positive form – should – is used to refer to good ideas. 
On the other hand, its negative form – shouldn’t – is used to say what is not a 
good idea. When asking for recommendations we use ‘should’ before the 
pronoun I – What should I do?; Should I ask a New Yorker?. We can substitute 
should and shouldn’t for could and couldn’t without changing the meaning 
significantly. 
When recommending something, we may use I would to refer to good 
ideas or I wouldn’t to refer to bad ideas. Notice that we can contract I would and 
have the form I’d. 
After should/shouldn’t, could/couldn’t, would/wouldn’t we have to use a 
verb: What should I do?; You should ask a New Yorker.; You could get the 
AirTrain etc. When giving a short answer – Yes, you could. / No, you couldn’t. – 
the verb is not necessary. 
Look at the table below with a summary on Modals for Advice. 
 
Table 1 – Modals for Advice 
Example Modal Verb Intention Verb 
What should I do? should Ask for advice do 
You should ask a 
New Yorker. 
should Give advice – good 
idea 
ask 
You shouldn’t look at 
those maps. 
shouldn’t Give advice – bad idea look 
You could get the 
AirTrain. 
could Give advice – good 
idea 
get 
I wouldn’t take the 
subway. 
wouldn’t Give advice – bad idea take 
I’d get a taxi would Give advice – good 
idea 
get 
 
 
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Notice that we only use would/wouldn’t with the pronoun I when giving 
advice: I wouldn’t take the subway.; I’d get a taxi. 
Look at the conversation below: a friend is asking for advice on what to do 
in a city. Consider the two options in bold and choose the correct one. Check the 
answers at the end of theme 1. 
Box 1 – Practice Modals for Advice 
 
Now that we are familiar with how to ask and give advice by using the 
modals should, would and could, access your e-book (p. 131-132). Review the 
content on the section 3.2 (p. 131) and do the exercise 3.2A (p.132) as 
assignment. 
Box 2 – Answer Key 
Box 1: Practice Modals for Advice 1. should 
2. wouldn’t 
3. I 
4. should 
Could I take the 
train? 
could Ask for advice take 
A: Hi Dan, how are things! I’m glad to see you here in Sao Paulo for the first 
time. 
B: I’m happy to be here too, Ricardo. Let me ask you, I want to visit some 
museums in the city. 1. Should/would I take the subway? 
A: I 2. wouldn’t/would take the subway. I prefer taking an Uber. 
B: Great! Thanks for the advice. Could 3. I/you go on weekends? 
A: You 4. should/shouldn’t go on a weekday. Museums are usually 
crowded on weekends, especially this time of year. 
B: Thank you so much, Ricardo. Your advice was very helpful. 
 
 
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THEME 2 – HOW DO I GET THERE? - ASKING FOR AND GIVING 
DIRECTIONS 
It’s quite common to ask for directions when visiting a new place. It is also 
common to give directions when we are familiarized with the place and a tourist 
approaches us wanting to go from A to B. 
Access your e-book (p. 26) and do the exercise 1B. Check your answers 
at the end of theme 2. 
You can see that the speakers use the phrases in bold in the dialogue to 
either give or ask for directions. Can you complete the phrases in the exercise 
1C? Compare your answers with a colleague and then check the answers at the 
end of theme 2. 
Look at the table below with phrases that can be used to ask for or give 
directions. 
Table 1 – Asking for and giving directions – useful phrases 
Asking for directions Giving directions 
Can you tell me how to get to the 
restaurant? 
Go down Main Street and it’s on your 
right. 
Can you tell me the way to 
restaurant? 
It’s upstairs, on the second floor. 
Which way is the restaurant? Go through the glass doors and it’s on 
your right. 
How do I get to the restaurant? It’s downstairs on the first floor. 
Do you know which floor the 
restaurant is on? 
It’s on the second floor. 
Notice that the underlined parts in “asking for directions” can be substituted 
by any place where the speaker wants to get to. To make substitutions in the 
underlined parts of sentences in “giving directions”, follow the rules below: 
 
Stretch your speaking: Access your e-book (p. 25) and do the exercise 3C. 
Complete with ideas that are relevant for your reality. Then, compare the 
activity with a colleague. Did you complete with similar ideas? 
 
 
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Table 2 – Giving directions – substitutions 
Giving directions Substitution 
Go down Main Street and it’s on 
your right. 
Name of street or Avenue / left 
Example: Go down Fifth Avenue and 
it’s on your left. 
It’s upstairs, on the second floor. Ordinal number 
Example: It’s upstairs, on the third 
floor. 
Go through the glass doors and it’s 
on your right. 
Hallway-lobby / left 
Example: Go through the hallway and 
it’s on your left. 
It’s downstairs on the first floor. Ordinal number 
Example: It’s downstairs, on the third 
floor. 
It’s on the second floor. Ordinal number 
Example: It’s on the third floor. 
Now that you know how to ask for and give directions, do the exercise 1D 
on your e-book (p. 26) as assignment. After checking the answers, practice the 
conversations with a colleague. Make sure you make substitutions to talk about 
different places you want to get to. 
Image 2 – e-book 
 
Box 3 – Answer Key 
E-book p. 26 ex. 1B The woman wants to go to meeting room C 
and to the cafeteria. 
E-book p. 26 ex. 1C 1. Can you tell me how to get to 
2. How do I get to 
3. Which way 
4. Do you know which floor 
5. It’s upstairs 
 
 
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6. Go down 
7. on your right 
8. Go through 
9. on the left 
10. It’s downstairs 
 
E-book p. 26 ex. 1D 1A. Can you tell me how to get to the front 
desk?/ 1B. Go through the lobby, and it’s on 
the right. 
2A. Which floor are the meeting rooms on?/ 
2B. They’re downstairs on the first floor. 
 
THEME 3 – IS THAT CLEAR? - SHOWING WE UNDERSTOOD INFORMATION 
AND PRONOUNCING WORDS THE RIGHT WAY 
Listen to the conversation on your e-book activities 2A and 2B (p. 27). 
What words does the womanrepeat? And why does she repeat those words? 
You noticed that she repeats the pool, the stairs and late. Although her 
intonation goes up when she repeats the pool and late, the reason why she 
repeats the information is to show the man she understands it – not to ask the 
man to repeat it. 
Complete the conversations on your e-book (p. 27). Check your answers 
at the end of theme 3. Then practice the conversations with a colleague. 
Image 3 – e-book 
 
Another aspect of communication that affects comprehension is the way 
we pronounce words especially when they start with clusters. Clusters are a 
sequence of consonants without a vowel sound between them. Like Portuguese, 
in which a syllable can start with one or two consonants, in English we may see 
words that start with a cluster formed by two or three consonants without a vowel 
between them. For example: floor, third etc. The isolated sounds in a cluster 
should not be emphasised. Here are some common clusters at the beginning of 
words in English: fl-, fr-, st-, str-, thr- and shr. Listen to the audio track 1.28 from 
 
 
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your e-book (p. 27). Pay attention to the pronunciation of the clusters at the 
beginning of the words. Listen again and repeat the words. 
Image 4 – e-book 
 
 
Now that you know the strategy of repeating words to show understanding and 
the right pronunciation of some clusters in English, do the exercise 3B from your 
e-book p. 27 as assignment. After that, practice the conversation in exercise C 
with a partner. Make sure you pronounce the consonant clusters as clear as 
possible. If necessary, listen to the audio track 1.28 again to check how the words 
are pronounced. 
 
Box 4 – Answer Key 
E-book p. 27 ex. 2C 1. bus / 2. often 
THEME 4 – VOLUNTEER WORK – HOW CAN WE HELP? 
Volunteer work is an interesting way to gain experience at the same time 
we help develop projects in certain areas. The options are endless: we can do 
volunteer work in NGOs, charities and even in companies as a way to become 
more experienced in a certain area. 
Look at the image below. What kind of volunteer work do you think it may 
refer to? Then read the text on page 28 of your e-book quickly and check your 
ideas. The answers are at the end of theme 4. 
 
 
 
Stretch your speaking: Practice asking for and giving directions to a 
colleague. Make sure you use the strategy of repeating information to show 
you understand what your colleague says. Attention to the pronunciation of 
words starting with the clusters fl-, fr-, st-, str-, thr- and shr- and make sure 
your pronunciation is as clear as possible. 
 
 
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Image 5 – Volunteer work 
 
Créditos: LaineN/Shutterstock. 
The text mentions details of a city event and two volunteer positions. 
Read the text again and answer the questions below: 
Box 5 – Reading Comprehension 
Compare your answers with a colleague and check the answer key at the 
end of theme 4. 
1. How many performers will participate in the event? What do they 
perform? 
2. How many countries will be represented by those performers? 
3. What will cast helpers do? How about city guides? 
4. Do workers earn a salary for these jobs? Justify with a sentence 
from the text. 
5. Why can these jobs be advantageous to workers? 
 
 
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Box 6 – Answer key 
E-book p. 28 – text 
What kind of volunteer work does the 
image refer to? 
 
The image illustrates volunteer work in an 
arts event. 
Box 4 – Reading Comprehension 1. “More than 1,000 street performers 
including dancers and musicians”. 
(lines 2-3) 
2. “more than 20 countries” (lines 3-4) 
3. Cast helpers will help performers get 
to places, from the airport to the hotel 
and also help with the schedule and 
organization of the event. (lines 7-10). 
City guides will help visitors find their 
way around and give advice on things 
to do in the city during the festival. 
(lines 11-13) 
4. No, they don’t as we read in the 
sentence from the text “this position is 
unpaid (lines 14-15).” 
5. Volunteers get a certificate and this is 
a useful experience to be on 
volunteers CVs. 
THEME 5 – WRITING A PERSONAL STATEMENT 
What is a personal statement and when do we write this type of text? Read 
the definition for personal statement taken from the online Cambridge Dictionary: 
Have you ever written a personal statement? If yes, your experience may 
be useful in this part of the class. If no, you will learn how to write one and be 
prepared to write one when necessary. 
Access your e-book (p. 29) and answer the questions in the exercise 2A. 
Check your answers in the Answer Key at the end of theme 5. 
Stretch your speaking: List reasons why you would like to do volunteer work 
and in what areas you would like to work. Then, compare your list with a 
colleague. Would you like to do the same work for the same reasons? 
a short written description of your personal qualities that you include with a 
CV, a university application form, etc. when applying for a job or a place on 
a course: The personal statement is absolutely critical to the success of your 
job application. 
https://dictionary.cambridge.org/dictionary/english/personal-statement Access on 
22/02/2023 
 
 
https://dictionary.cambridge.org/dictionary/english/short
https://dictionary.cambridge.org/dictionary/english/description
https://dictionary.cambridge.org/dictionary/english/your
https://dictionary.cambridge.org/dictionary/english/personal
https://dictionary.cambridge.org/dictionary/english/quality
https://dictionary.cambridge.org/dictionary/english/include
https://dictionary.cambridge.org/dictionary/english/university
https://dictionary.cambridge.org/dictionary/english/application
https://dictionary.cambridge.org/dictionary/english/form
https://dictionary.cambridge.org/dictionary/english/apply
https://dictionary.cambridge.org/dictionary/english/job
https://dictionary.cambridge.org/dictionary/english/place
https://dictionary.cambridge.org/dictionary/english/course
https://dictionary.cambridge.org/dictionary/english/personal
https://dictionary.cambridge.org/dictionary/english/statement
https://dictionary.cambridge.org/dictionary/english/absolutely
https://dictionary.cambridge.org/dictionary/english/critical
https://dictionary.cambridge.org/dictionary/english/success
https://dictionary.cambridge.org/dictionary/english/your
https://dictionary.cambridge.org/dictionary/english/job
https://dictionary.cambridge.org/dictionary/english/application
https://dictionary.cambridge.org/dictionary/english/personal-statement%20Access%20on%2022/02/2023
https://dictionary.cambridge.org/dictionary/english/personal-statement%20Access%20on%2022/02/2023
 
 
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Image 6 – e-book 
 
Créditos: Wayhome Studio/Adobe Stock. 
Now read the personal statement again. What topics from the box below 
does Manuela mention about herself? 
Box 7– personal statement information 
Your answers are correct if you chose these topics: language skills, 
availability for the job, interests in related areas, lack of experience in the job, 
desire to learn about the job and knowledge of the city. Let’s analyse some 
sentences she uses to write about those topics. See the table below: 
Table 3 – Personal Statements – useful information and phrases 
Topics Sentences from the text 
Language skills I’m fluent in Spanish and English… 
I’m learning French and Portuguese… 
Availability for the job I am free to help you all day from… 
Interests in related areas I am very interested in world 
cultures… 
Lack of experience in the job I’ve never worked at a big festival… 
Language skills – hobbies – availability for the job – interests in related areas 
– college grades – lack of experience in the job – desire to learn about the job 
– knowledge of the city – family and nationality 
 
 
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Desire to learn about the job …but I’m excited to try 
Knowledge of the city I was born and raised in the city… 
… so I know the transportation system 
well.I am also familiar with different 
neighborhoods because I have… 
 
Manuela does something very interesting after saying she doesn’t have 
experience in big festivals: she states she wants to learn – “I’ve never worked 
at a big festival……but I’m excited to try.” It’s not a problem to say you don’t have 
experience, but make sure you say you are open to learn. 
Another important aspect of formal texts is to be as objective and clear as 
possible. We can see that Manuela writes the full position – City Guide – she is 
applying for at the beginning of the text (line 1) and also at the end (line 8). 
Remember that a good text can raise the applicant’s chances of being 
considered for the position. So, it is very important that you use appropriate 
punctuation. See below a box with some important punctuation tips: 
Box 8 – punctuation 
You remember we studied the Present Perfect in Lesson 2, right? Use this 
verb tense when talking about your experiences in a personal statement. If 
necessary, review how to use the Present Perfect appropriately in Lesson 2. 
Now that you know how to write a personal statement, follow the 
instructions on your e-book (p. 29) exercise 2D and write your own text as 
assignment. Before handing your text in, ask a colleague to read it and give you 
feedback on: content, punctuation and grammar. Make the necessary changes 
before submitting your text. 
Capital letters: at the beginning of sentences; job titles; months; languages; 
names and nationalities. 
Ending sentences: use a period (.), an exclamation mark (!) or a question 
mark (?) 
Commas: use before but and so. Not before because. 
 
 
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Box 9 – Answer Key 
E-book p. 29 exercise 2A 1. Manuela is fluent in Spanish 
and in English and she’s 
studying French and 
Portuguese. 
2. She has organized two 
cultural events in school. But 
she has never worked at a big 
festival or worked as a 
volunteer. 
3. She knows the city very well 
because she was born and 
raised in the city. She knows 
the transportation system well 
because she has studied, 
lived and worked in different 
parts of the city and so she’s 
familiar with different 
neighborhoods. 
PRACTICE 
Read the conversation below in which two friends give advice about what 
to do in the city and how to go to different places. 
Box 6 – Conversation 
 
A: Hey there! You know the city very well, right? 
B: I guess so…why do you ask? 
A: I want to go the the Modern Art Museum. What transportation housld (1) 
I take? 
B: I dolwu (2) get to the museum by bus. The subway is faster but very 
expensive. You dlouc (3) take the train as well. But it’s a bit slow. 
A: And do you wnok (4) which way is the bus station? 
B: Go nwdo (5) this street and and it’s on your fetl (6). 
A: Ok, great! Thanks! 
 
 
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Unscramble the words. Compare your answers with a colleague. Then, 
check the answers at the end of this part of the class. Role-play the conversation 
with your colleague. 
Box 7 – Answer Key 
PRACTICE: Conversation 1. should 
2. would 
3. could 
4. know 
5. down 
6. left 
 
 
 
 
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FINAL CONSIDERATIONS 
In this lesson we saw how we can ask and give advice on what to do in 
the city by using the modal verbs should, would and could. 
Then, we learned useful phrases to ask for and give directions to get to 
different places. 
In the sequence, we learned how to express we understand the 
information by repeating parts of it and pronouncing clusters clearly. 
Part of our class was dedicated to reading practice in which we learned 
more about volunteer work. 
And we finished this class by analyzing a personal statement – its content 
and structure. 
To know more about the modal verb should we suggest reading the book 
Fundamentos de Inglês (p. 87). 
We are sure that now you are even better prepared to travel and interact 
in English! 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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REFERENCES 
HENDRA, L. A.; MARK I.; KATHRYN, O'D. EVOLVE Level III. Cambridge: 
Cambridge University Press, 2018. 
SILVA, D. C. F. da. Fundamentos de Inglês. Porto Alegre: Sagah, 2018. 
 
 
 
	opening conversation
	THEME 1 – WHAT CAN I DO IN THE CITY? – ASKING FOR AND GIVING ADVICE
	PRACTICE
	Read the conversation below in which two friends give advice about what to do in the city and how to go to different places.
	Box 6 – Conversation
	Unscramble the words. Compare your answers with a colleague. Then, check the answers at the end of this part of the class. Role-play the conversation with your colleague.
	Box 7 – Answer Key
	FINAL CONSIDERATIONS
	In this lesson we saw how we can ask and give advice on what to do in the city by using the modal verbs should, would and could.
	Then, we learned useful phrases to ask for and give directions to get to different places.
	In the sequence, we learned how to express we understand the information by repeating parts of it and pronouncing clusters clearly.
	Part of our class was dedicated to reading practice in which we learned more about volunteer work.
	And we finished this class by analyzing a personal statement – its content and structure.
	To know more about the modal verb should we suggest reading the book Fundamentos de Inglês (p. 87).
	We are sure that now you are even better prepared to travel and interact in English!