Aula 06 - impressao

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INGLÊS VII 
AULA 6 
 
 
 
 
 
 
 
 
 
 
Profª Michelle Cruvinel Buzani 
 
 
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OPENING CONVERSATION 
Hello, students! 
In this lesson we will study how we can let others know that things will be 
fine by offering reassurance. In the same part of the lesson, we will learn how to 
respond to reassurance. 
In the sequence, we will learn how to pronounce the /p/ sound in the 
beginning or words in English. We will also see how the pronunciation of the letter 
N at the end of words changes depending on the letter that follows it. 
Then, you will learn how to structure an email in which you have to 
approach different topics by using some words and phrases that help the reader 
understand the organization of ideas. 
We will improve our listening skills by using two important listening 
strategies – listening for the gist and listening for details. 
In the last theme of this class, we will contrast three future forms we 
presviously studied: will, be going to and the use of the present continuous for 
future arrangements. 
The content covered in this class is in your Evolve 3 e-book, pages 38 to 
41. You can access it on the Cambrigde platform. See the image below: 
Image 1 – Cambridge Platform 
Access your e-book here: 
 
So, let’s jump right in! 
THEME 1 – THINGS WILL BE JUST FINE: OFFERING AND RESPONDING TO 
REASSURANCE 
You have probably experienced situations when you felt nervous and 
worried: a difficult test at university, a job interview, a trip to a place you don’t 
know. The situations are numerous. And there was probably someone to calm 
you down in those situations – a friend, a colleague, even a teacher or professor. 
 
 
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Access your e-book (p. 38) and look at the image of a woman taking her 
driving test. 
Image 2 – E-book 
 
Crédito: KikoStock/Shutterstock. 
Predict this information: 
1. How does she feel? 
2. What does the teacher say to her? 
3. Does she pass her test? 
Listen to track 1.33 on your e-book. Check the answers in the answer key 
box at the end of theme 1. 
We can see that in this conversation, Ms. Ellis, Andrea’s teacher tries to 
encourage her by saying she will be fine and that it’s not necessary to worry about 
the test. Ms. Ellis is offering reassurance. She uses some sentences to tell 
Andrea repeatedly that everything will be fine. Andrea responds to reassurance 
by using other sentences that show she is thankful but still a little worried. 
Look at the sentences in bold in the conversation on your e-book (p. 38). 
Do the exercise 1C on your e-book and classify the sentences into offering 
 
 
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reassurance and responding to reassurance. Don’t forget to check your 
answers at the end of theme 1. 
Study the table below and see other sentences that can be used for 
offering reassurance and responding to reassurance. 
Table 1 – Offering and responding to reassurance 
Offering reassurance Responding to reassurance 
You should believe in yourself. Thanks, but I’m still not confident 
enough. 
Everything will be just fine. Thank you for your supportive words. 
Take a deep breath and know that 
everything will work out in the end. 
I’ll try my best, but I’m really worried 
about… 
I'm confident that you will 
overcome this challenge. 
I appreciate your support. 
Fonte: Michelle Cruvinel Buzani, 2023. 
To practice a bit more, do the exercise 1D on your e-book (p. 38). Listen 
to track 1.34 and check the answers. 
Image 3 – E-book 
 
Repeat the sentences from the conversation. If necessary, check the 
answers in the box at the end of theme 1. 
We know that sometimes, even when we offer reassurance and try to 
make others believe in themselves, the final outcome of a situation can still be 
negative. 
The phrase “at least” can be used when we try to point out the good side 
of a bad situation. Look at the conversation below: 
A: I didn’t find that t-shirt I wanted! I feel so disappointed. 
B: At least you saved some money. 
In this conversation, A feels bad because they couldn’t buy something. B 
tries to point out the good side of it: saving money. B introduces the positive side 
 
 
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with “at least”. “At least” is followed by a clause: a subject – you – and a verb – 
saved. 
See another example below: 
A: I have a job interview tomorrow. I’m so nervous and worried. 
B: At least you have a job interview. 
The situations may vary in context a lot. But we can always use “at least” 
to try and make the other person see the positive side of something. 
Now that you are more familiarized with how to interact in situations that 
may have a negative outcome, do the exercises 2A and 2B on your e-book (p. 
39) as assignment. 
 
Fonte: Michelle Cruvinel Buzani, 2023. 
Box 1 – Answer Key 
E-book p. 38 Conversation – listening 
comprehension 
1. How does she feel? 
She is worried she might fail the 
test. 
2. What does the teacher say to her? 
The teacher says she will be fine 
and that there is no need to worry. 
3. Does she pass her test? 
Yes, she does. 
 
E-book p. 38 Ex. 1C 1. There’s no need to worry. 
2. You’ll be fine. 
3. Don’t worry about it. 
4. It’s no problem. 
5. I really appreciate it. 
6. Thanks, but I feel so bad. 
 
E-book p. 38 Ex. 1D 1. I’m sorry I forgot your birthday. 
Stretch your speaking: work with a colleague. You are speaker A and your 
colleague is speaker B. Follow the instructions below: 
Speaker A: think of a challenging situation you will face. Explain this 
situation to speaker B. 
Speaker B: listen to speaker A. Offer reassurance and support. 
Speaker A: respond to your colleague’s reassurance. 
Use the sentences in exercise 1C of your e-book (p.38) and the ones on 
Table 1: offering and responding to reassurance in your conversation. Make 
small adaptations if necessary. Take turns as speaker A and speaker B. 
 
 
 
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2. Don’t worry about it. 
3. Thanks, but I feel so bad. 
4. You don’t need to. These things 
happen. 
Fonte: Michelle Cruvinel Buzani, 2023. 
THEME 2 – SAY IT RIGHT: THE /P/ AND THE /N/ SOUNDS 
English and Portuguese share some common sounds such as the sound 
of the letter b. On the other hand, there are some sounds that vary in 
pronunciation completely when we compare English and Portuguese. Other 
sounds share similarities but are not the same. 
Access your e-book and do the exercise 3A (p. 39). 
Image 4 – E-book 
 
As you listened and repeated the /p/ sound, did you notice that the sound 
is aspirated when air is released? This is the difference when we compare the 
pronunciation of the letter “p” in the beginning of words in English and in 
Portuguese – when we say a word that starts with the letter “p” in Portuguese, it’s 
not aspirated. 
Now, practice with exercise 3B from your e-book (p. 39). 
Image 5 – E-book 
 
Check the answers at the end of theme 2. Listen again and repeat the 
aspirated /p/ sound. 
Have you ever noticed that sometimes the way we reproduce a spoken 
sound is different from when we write this sound? This can happen especially 
when there are linked sounds – a sound at the end of a syllable that is 
connected to the sound at the beginning of another one. 
In this part of the class, we will focus on the /n/ sound at the end of a 
syllable followed by words starting with these sounds: /b/, /d/, /p/ and /t/. 
 
 
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Listen to track 1.39 on your e-book (p. 40). Focus on the /n/ sound at the 
end of the words green and can. Do you hear a pure /n/ sound or a sound that 
is similar to an /m/ sound? If you answered “both” you are right. 
When there is a word starting with a /d/ or a /t/ sound after the /n/ sound, 
we pronounce a pure /n/ sound. Our tongue touches the teeth at the front of our 
mouths. But when there is a word starting with a /b/ or a /p/ sound after the /n/ 
sound, the pronunciation is similar to an /m/ sound. This happens because, to 
articulate the /b/ and the /p/ sounds we close our mouth, changing the 
pronunciationof the final /n/ sound. 
Now, listen to the sentences in exercise 2B of your e-book (p. 40). Pause 
and repeat the sentences. Focus on the final /n/ sound at the end of the words in 
bold. Are you reproducing a pure /n/ sound or a sound that is similar to an /m/ 
sound? Check your answers at the end of theme 2. 
Practice a bit more with the sentences below. Make sure you pronounce 
the final /n/ as indicated: 
Table 2 – The final /n/ sound 
Sentence Pronunciation of the final /n/ 
I can try and talk to him. Pure /n/ sound 
The hotel is in Brussels. Similar to an /m/ sound 
I’ll travel in December. Pure /n/ sound 
Only members can participate in 
the event. 
Similar to an /m/ sound 
 
Fonte: Michelle Cruvinel Buzani, 2023. 
Box 2 – Answer Key 
Fonte: Michelle Cruvinel Buzani, 2023. 
E-book p. 39 ex. 3B 1. B / 2. B / 3. A / 4. B / 5. A / 6. A 
E-book p. 40 ex. 2B 1. /n/; 2. /m/; 3. /n/; 4. /m/ 
Improve your pronunciation: make sentences with words that finish in /n/ 
followed by a word that starts in /b/, /d/, /p/ or /t/. Record yourself saying the 
sentences. Listen to yourself. Did you say the final /n/ sound correctly? 
Record a colleague speaking and give them feedback on their pronunciation 
of the final /n/ sound. 
 
 
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THEME 3 – ONE EMAIL, SEVERAL TOPICS 
Emails are practical and useful ways to communicate in more formal 
contexts – a colleague informing others at work; a professor giving instructions to 
their students; a company explaining details to customers. No matter the context, 
emails must be clear and well structured. Especially, when there are different 
topics mentioned in the email. There are some words and phrases that we can 
use to better structure an email clearly and objectively. 
Read the email on your e-book (p. 41). Answer the questions: 
1. What is the general purpose of this email? 
2. What different activities will students do? 
Check your answers in the box at the end of theme 3. 
As you can see in the email, there are different activities the exchange 
students will be able to do. To introduce each of them, the writer uses the words 
or phrases in bold: to start, at the same time, after that, then, next, finally. 
See in the table below how to use each of these linking words and phrases. 
Table 3 – Linking words and phrases 
Linking word/phrase When to use it 
To start Use it for the first thing that happens 
At the same time Use it when more than one thing 
happens simultaneously 
After that Use it when something happens after 
another thing 
Then Use it when something happens after 
another thing 
Next Use it when something happens after 
another thing 
Finally Use it to introduce the last thing in the 
sequence 
Fonte: Michelle Cruvinel Buzani, 2023. 
Note that all these the linking words or phrases come at the beginning of 
a sentence, and they introduce an idea or event. You can see that the linking 
words or phrases to start, at the same time, after that, next and finally are 
followed by a comma. 
Of course, there are alternatives to the linking words and phrases in the 
email. Take a look at some alternatives in the table below. 
 
 
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Table 4 – Alternative linking words and phrases 
When to use Linking word/phrase 
Use it for the first thing that 
happens 
first; firstly 
Use it when more than one thing 
happens simultaneously 
simultaneously, in the meanwhile 
Use it when something happens 
after another thing 
secondly, thirdly 
Use it to introduce the last thing in 
the sequence 
at last, eventually, in the end 
 
Fonte: Michelle Cruvinel Buzani, 2023. 
Look at the email below in which a manager gives instructions to their 
team. The manager didn’t use any linking words or phrases. Which can be used 
and where? 
Box 3 – Add linking words and phrases 
 
Fonte: Michelle Cruvinel Buzani, 2023. 
Compare your answers with a colleague as there are different possibilities 
that might be correct. Then, check your answers in the box at the end of theme 
3. 
 
Good to know: eventually is a false cognate as it doesn’t mean 
“eventualmente” in Portuguese. If you want a word for “eventualmente”, you 
can use occasionally. 
Dear all, 
 
Thank you for your support at the fair last week. I’d like to give you further 
details on how to proceed with new customers. 
Send each new customer an email introducing yourself and the company. 
Try to schedule a brief call with them to analyze their needs. You can ask 
them about any dissatisfaction they had with our competitors. Register all 
actions taken on the system. Send the team a message informing the 
customer you talked to. Align with further actions with your coordinator. 
 
Congratulations on the hard work. 
 
Kind regards, 
 
Daniel Silver 
Customer Satisfaction Manager 
 
 
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Do exercise 3B of your e-book (p. 41) as assignment. 
Box 4 – Answer Key 
E-book p. 41 – reading 
comprehension 
1. What is the general purpose of this email? 
To inform students of a music event. 
 
2. What different activities will students do? 
They will meet in the computer room where 
they can choose a song, listen to it and print 
the lyrics and practice: they will have help with 
pronunciation and new words; practice the 
song with a band; sing the song with the band 
and make a video; listen to the band play 
songs, listen and sing along. 
Box 3: add linking words and phrases Dear all, 
 
Thank you for your support at the fair last week. I’d 
like to give you further details on how to proceed 
with new customers. 
To start / First / Firstly send each new customer 
an email introducing yourself and the company. 
After that / Next / Then try to schedule a brief call 
with them to analyze their needs. At the same time 
/ simultaneously / in the meanwhile you can ask 
them about any dissatisfaction they had with our 
competitors. After that / Next / Then register all 
actions taken on the system. Send the team a 
message informing the customer you talked to. 
Finally / in the end / eventually align with further 
actions with your coordinator. 
 
Congratulations on the hard work. 
 
Kind regards, 
 
Daniel Silver 
Customer Satisfaction Manager 
 
Fonte: Michelle Cruvinel Buzani, 2023. 
THEME 4 – IMPROVING LISTENING SKILLS 
Communicating involves listening. When we have a conversation, we 
listen. In a meeting or in a class, we listen. We listen to music, to the narrator of 
a football game. Without listening, communication doesn’t take place. 
But we don’t use the same listening strategies all the time. It depends on the 
purpose of the interaction. Imagine two different situations: 
(1) You arrive at a restaurant and your friends are all talking at the table; you 
listen to their conversation to decide where you want to sit. 
 
 
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(2) You are at a meeting and you will have to report the information presented 
in the meeting to your team. 
You can choose from these two listening strategies: (a) listening for the 
context and (b) listening for detailed information. Which strategy do you choose 
for situations 1 and 2? You will probably choose strategy a for situation 1 and 
strategy b for situation 2. 
When we only need to understand the general context or “the gist”, we 
focus on superficial information such as what people are talking about, what the 
opinion of each person is – this is exactly what we need to know when deciding 
where to sit at a restaurant table. On the other hand, we may need to pay attention 
to details – numbers, names, answers to questions – this is what we focus on 
when we have to report information to others. 
No matter the situation or strategy used, taking notes on what we listen is 
always a good idea. Relying on our memory might be very risky – we can forget 
or confuse information. Make sure you don’t take notes of every single word! 
Focus on key words – words that are relevant to the purpose of your listening. 
Key words carry meaning, so they are usually verbs, nouns,adjectives or even 
adverbs. Connectors are also important as they introduce information: when we 
hear “but” we know that a contrasting idea is coming. When taking notes, use 
abbreviations and bullet points. The important thing here is that you can follow 
the pace of speech and understand your own notes. 
Let’s practice with two activities from your e-book. Before you access your 
e-book, think about what ideas you would suggest for an afternoon event with a 
group of exchange students from different countries. Listen to track 1.38 in 
exercise 1B of your e-book (p. 40). Do they talk about any of the ideas you had? 
Check the ideas mentioned in the track in the box at the end of theme 4. 
Image 6 – E-book 
 
For this activity, you use the strategy of listening for the context. You only 
had to confirm if your ideas were similar to the ideas in the audio track. 
Now, listen to track 1.38 again and do the exercise 1C of your e-book (p. 
40). You will now focus on details because you have to answer specific questions. 
 
 
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A good idea is to read the questions before you listen. Then, you will be alert to 
the information you need to pay attention to. Check your answers in box 4 at the 
end of theme 4. 
 
Box 5 – Answer key 
E-book p. 40 ex. 1B 
 
They mention the following ideas for the 
event: having a barbecue in the park, 
having a quiz show, watching a baseball 
game and making a pop song video and 
then posting it online. 
E-book p. 40 ex. 1B 
 
1. Students just had a barbecue two 
weeks ago. 
2. It’s probably too difficult. 
3. Not everyone likes baseball. 
4. It’s cool and the students will love it. 
It will be a great memory for them. 
 
Fonte: Michelle Cruvinel Buzani, 2023 
THEME 5 – WILL, BE GOING TO OR PRESENT CONTINUOUS? WHICH TO 
USE? 
In lesson 5, we learned how to refer to the future in different contexts. For 
each context, there was a better future form to use: will, be going to or the present 
continuous form. In this part of the class, we will contrast these three future forms 
to reinforce their use. 
Analyze these sentences: 
1. I think it will rain tomorrow, but I haven’t checked the weather forecast. 
2. It’s going to rain tomorrow according to the weather forecast. 
3. Don’t worry! I’ll help you with that report. 
4. I’m studying all the weekend. I have a very difficult test on Monday 
morning. 
 
Stretch your speaking and think critically: compare your answers to exercises 
1B and 1C of your e-book (p. 40) with a colleague. Check the answers in box 4. 
Share what you think about the ideas mentioned in the audio track 1.38. Do you 
like them? Justify your opinions. 
 
 
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In which sentence do you see: 
(a) A prediction for the future with evidence in the present 
(b) A prediction for the future without evidence in the present 
(c) A future plan or arrangement 
(d) A spontaneous decision 
You are right if you matched the numbers and the letters like this: 1 – b; 2 
– a; 3 – d and 4 – c. Sentence 1 is a prediction without evidence in the present 
because the sentence says “I think… but I haven’t seen the weather forecast.” 
So, there is nothing to confirm the prediction. We can say 2 is a prediction for the 
future without evidence in the present because in the sentence it says “according 
to the weather forecast”. 
So, it’s not just a guess about the future. Sentence 3 is a spontaneous 
decision as we see elements of a decision made during a conversation – the 
speaker says “don’t worry” and immediately offers help. Sentence 4 shows a 
future plan or arrangement because there’s a test coming soon – which means 
the speaker has to study on the weekend before the test. 
As you can see there are different future situations in the sentences and 
different future forms for each of them. Let’s review the table below. 
Table 5 – Future Forms and Situations 
Sentence example Situation Future form 
I think it will rain 
tomorrow, but I haven’t 
checked the weather 
forecast. 
 
A prediction for the 
future without evidence 
in the present 
 
Will / won’t 
It’s going to rain 
tomorrow according to 
the weather forecast. 
 
A prediction for the 
future with evidence in 
the present 
 
Be going to 
Don’t worry! I’ll help 
you with that report. 
 
A spontaneous decision 
 
will 
I’m studying all the 
weekend. I have a very 
difficult test on 
Monday morning. 
 
A future plan or 
arrangement 
 
Present continuous 
(be + verb + ing) 
Fonte: Michelle Cruvinel Buzani, 2023. 
 
 
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Note that we can also use be going to for future plans, but not will. 
Let’s do a quick practical activity. Complete each sentence with will (won’t), 
be going to or with the present continuous form (be+verb+ing). Take the context 
into consideration. Check your answers in box 6. 
Box 6 – Complete the sentences with future forms 
Fonte: Michelle Cruvinel Buzani, 2023. 
Box 7 – Answer key 
Box 6: complete the sentences with future 
forms. 
1. Never mind! I will/’ll call her. I’ve just 
decided. (This is a spontaneous 
decision – “I’ve just decided”) 
2. According to results this year, they 
are/’re going to fire some employees. 
(This is a prediction with evidence in 
the present – the results this year) 
3. We are/’re having meetings all day 
long. Check your calendars, please. 
(This is a future plan/arrangement – 
it’s on the calendar.) 
4. I guess they will/’ll win the game. But 
that’s just a feeling I get. (This is a 
prediction without evidence in the 
present – “that’s just my feeling”) 
 
Fonte: Michelle Cruvinel Buzani, 2023. 
If you are still in doubt about what future form to use, revise lesson 5 and 
redo the activities propose. 
PRACTICE 
In this conversation, two colleagues are talking about a new project. They 
are a little anxious about it. Complete their conversation. For numbers 1, 2, 5 ,6 
and 7, use a future form. For number 3, use phrases to offer reassurance. For 
number 4, use phrases to respond to reassurance. There might be more than 
one correct answer for numbers 3 and 4. 
1. Never mind! I ____ (call) her. I’ve just decided. 
2. According to results this year, they ____ (fire) some employees. 
3. We ____ (have) meetings all day long. Check your calendars, please. 
4. I guess they ____ (win) the game. But that’s just a feeling I get. 
 
 
 
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Box 8 – Conversation 
 
Fonte: Michelle Cruvinel Buzani, 2023. 
Box 9 – Answer Key 
Box 8: conversation 1. Are/’re working 
2. Will/’ll be 
3. Everything will be just fine. / Take a 
deep breath and know that 
everything will work out in the end. / 
There’s no need to worry. / Don’t 
worry about it. / It’s no problem. 
4. Thanks, but I’m still not confident 
enough. / I appreciate your support. 
5. Are/re having 
6. Will/ ‘ll talk 
7. Are/ ’re going to do 
Fonte: Michelle Cruvinel Buzani, 2023. 
FINAL CONSIDERATIONS 
In this lesson, we saw how we can offer reassurance and let others know 
that things will be ok. We also saw how to respond to reassurance in the same 
part of the lesson. 
Then, we learned how to pronounce the /p/ sound in the beginning of 
words in English. We also saw how to pronounce the letter N at the end of words 
and how it changes depending on the letter that starts the following word. 
We also learned how to structure an email that brings different topics by 
using some phrases that help in the objective organization of it. 
A: Are you ready to face the challenge? 
B: What challenge? The project we 1. ___ (work) on next month, right? 
A: Exactly. I think it 2. ___ (be) very difficult to deliver everything on time. 
B: Don’t say that. 3. ___ 
A: Yeah… 4. ___ 
B: So, we 5. ___ (have) a budget meeting tomorrow, right? I’m afraid I can’t 
deal with the Finance team. 
A: Don’t worry. I 6. ___ (talk) to them. I worked in the Finance department 
two years ago. 
B: Thanks a million! We 7. ___ (do) a great job together. I can see you have 
experience with budget meetings.A: You bet I do! 
 
 
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In the sequence, we talked about two different listening skills – listening 
for the gist and listening for detailed information – and when to use each strategy. 
In theme 5, we contrasted three future forms we studied in lesson 5: will, 
be going to and the use of the present continuous for future arrangements. 
This is the end of the discipline “English VII”. We hope you enjoyed the 
lessons and that you are much better prepared to use the English language! 
 
 
 
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REFERENCES 
HENDRA, L. A.; MARK, I.; KATHRYN, O'D. EVOLVE Level III. Cambridge: 
Cambridge University Press, 2018. 
	opening conversation
	THEME 1 – THINGS WILL BE JUST FINE: OFFERING AND RESPONDING TO REASSURANCE
	Box 8 – Conversation
	Fonte: Michelle Cruvinel Buzani, 2023.
	Box 9 – Answer Key
	FINAL CONSIDERATIONS