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UNIT 1 – LESSONS 1, 2 AND 3
Conteúdo temático Meeting Lissa and talking about favorites.
Objetivos 
comunicativos
• Falar sobre a personagem Lissa e sua origem.
• Falar sobre informações pessoais.
• Início direcionado de leitura e escrita a respeito dos temas 
desta unidade.
• Desenvolvimento das habilidades de aprendizagem descritas 
a seguir.
Conteúdo linguístico Linguagem do aluno
How old are you? What’s your nickname/nationality? When
is your birthday? What’s your place of birth? Do you have
any pets? Is your family big or small? What’s your mother’s/father’s 
name? How old is she/he?
Do you have any brothers and sisters? What’s his/her name? 
What are their names? How old is he/she? What is his/her place of 
birth? When is his/her birthday? 
What’s your favorite food/sports/pet/toy/color?
Pedro’s favorite food is _____.
My favorite toy/animal/part of the body/piece of clothing/school 
object/food/circus act is _____.
Vocabulário
Review of toys, pets, clothing, school objects, animals, parts of 
the body, colors, food, family members.
Aerial silk, trapeze, magician, clown, trampoline, acrobats.
Linguagem do professor
Look! This is Lissa. She was born in London, England.
People in London speak English.
Canada, The United States, The United Kingdom, Ireland, South 
Africa, The Philippines, New Zealand, Malta, Jamaica, Australia, India.
Can you see Tobby, the new mascot? It is an English bulldog.
Who can you see? Where is she? Does Lissa have many toys? 
What toys can you see? Does she have many books? How many 
books can you see? What clothes can you see? Does she play 
any sports? What sports does she play? (aerial silk and volleyball)
It’s color green/a fish/a vegetable dish/an aerial silk/a ball.
What can you see in this picture? What toys/animals/clothes/
school objects/parts of the body can you see?
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Habilidades de 
aprendizagem
• Reconhecimento de sons, palavras e ritmo.
• Desenvolvimento de vocabulário, língua, criatividade e 
imaginação.
• Interação social.
• Desenvolvimento de habilidades motoras finas.
• Desenvolvimento das competências: classificação, observação, 
identificação, interpretação, sequenciamento, representação 
gráfica, reconhecimento, localização e descrição.
Interdisci plinaridade Geografia.
Temas transversais Ética, Pluralidade cultural, Cidadania.
Conteúdos 
atitudinais
• Respeito às regras e instruções.
• Respeito às regras de convivência.
• Respeito às diferenças culturais.
3
UNIT 2 – LESSONS 4, 5 AND 6
Conteúdo temático London, the royal family and castles.
Objetivos 
comunicativos
• Falar sobre Inglaterra, Brasil, Londres, cidades brasileiras, 
família real inglesa, clima e vestuário nos dois países.
• Início direcionado de leitura e escrita a respeito dos temas 
desta unidade.
• Desenvolvimento das habilidades de aprendizagem descritas 
a seguir.
Conteúdo linguístico Linguagem do aluno
Is there a subway in São Paulo? Yes, there is a subway in São 
Paulo. There is a Ferris wheel in London. There are trees in 
London. There is one bridge in the castle. There are two towers in 
the castle. There is a house on the way. There are three bridges 
on the way.
It’s hot/cold in Brazil/England in December.
We wear shorts, T-shirts, dresses, flip-flops in Brazil in December.
We wear coats, boots, beanies, gloves in England in December.
Vocabulário
Churches, shopping malls, stores, gas stations, supermarkets, 
schools, parks, castles, clocks, palaces, buses, taxis, island, 
river, bridge, tower, stable, chapel, drawbridge, moat, London 
Eye, Big Ben, London Bridge, Buckingham Palace, Tower of 
London, Hyde Park, Windsor Castle.
Linguagem do professor
Buckingham Palace, Tower of London, Hyde Park, Windsor 
Castle, Big Ben, London Eye. Are there castles in England?
Is there a subway in São Paulo? Yes, there is a subway in São 
Paulo. How many towers are there in João’s castle? Let’s help the 
knight get to the castle? How many trees can you see on the way?
What’s the weather like in Brazil in December? Is it hot? Is it cold? 
And what’s the weather like in England in December? Is it hot? 
Is it cold? What kind of clothes do you wear when it’s cold? What 
kind of clothes do you wear when it’s hot?
Habilidades de 
aprendizagem
• Reconhecimento de sons, palavras e ritmo.
• Desenvolvimento de vocabulário, língua, criatividade e 
imaginação.
• Interação social.
• Desenvolvimento de habilidades motoras finas.
• Desenvolvimento das competências: classificação, 
observação, identificação, interpretação, sequenciamento, 
representação gráfica, reconhecimento, localização e 
descrição.
Interdisci plinaridade Ciências, Geografia, História, Matemática (diagramas).
Temas transversais Ética, Meio ambiente, Pluralidade cultural, Cidadania.
Conteúdos 
atitudinais
• Respeito às regras e instruções.
• Respeito às regras de convivência, desenvolvimento de uma 
consciência cidadã na valorização da sua cultura e da cultura 
do outro.
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UNIT 3 – LESSONS 7, 8 AND 9
Conteúdo temático Means of transportation
Places in the city
Safety in traffic
Objetivos 
comunicativos
• Falar sobre locais da cidade, meios de transporte e segurança 
no trânsito.
• Início direcionado de leitura e escrita a respeito dos temas 
desta unidade.
• Desenvolvimento das habilidades de aprendizagem descritas 
a seguir.
Conteúdo linguístico Linguagem do aluno
Lissa is on the bus. Bruno is on his bike. Alex is on the train.
How do you go to school? I go to school by bus. My favorite 
means of transportation is the plane. I go to school by car.
On my way to school there is a _____. How many stores/hospitals/
schools are there on your way to school? There are two schools.
Sit on the back seat, use a seat belt, wear a helmet, cross the 
street at the crosswalk, stop, look, listen.
On the street, I cross at the crosswalk. On my bike I wear a 
helmet. In the car I wear a seat belt and I sit on the back seat. 
I wear a seat belt in the car. I wear a helmet and knee pads when 
I ride my bike. There are life jackets on the ships.
Vocabulário
Double-decker bus, train, taxi, car, helicopter, bike, underground 
or tube, plane, boat, land, water, air, supermarket, cathedral, 
hotel, shop, park, school, helmet, seat belt, life jacket, knee pad, 
elbow pad, airbag, crosswalk.
Linguagem do professor
The double-decker buses, the steering wheel on the right side of 
the bus, there are stairs to go up, black taxis, trains, underground 
or tube, there are trains being pulled by horses. Is there the same 
kind of transportation in Brazil? How does Pedro go to school? 
What/which means of transportation can you see?
Look! This is Lissa’s house in London. On her way to school there 
is a park, a supermarket, a cathedral, a hotel and a shop.
What means of transportation has no wheels? A boat!
What is Lissa wearing? Is the other child wearing a helmet? Is it 
important to wear a helmet when riding a bike? Do you wear a 
helmet when you ride your bike?
Where do you sit in the car? I sit on the back seat in the car. What 
do you wear in the car? I wear a seat belt in the car. What do you 
wear when you ride your bike? I wear a helmet on my bike. Where 
do you cross the street? I cross the street at the crosswalk.
Habilidades de 
aprendizagem
• Reconhecimento de sons, palavras e ritmo.
• Desenvolvimento de vocabulário, língua, criatividade e 
imaginação.
• Interação social.
• Desenvolvimento de habilidades motoras finas.
• Desenvolvimento das competências: classificação, 
observação, identificação, interpretação, sequenciamento, 
representação gráfica, reconhecimento, localização e 
descrição.
5
Interdisci plinaridade Ciências, Geografia, Matemática (diagramas).
Temas transversais Ética, Meio ambiente, Pluralidade cultural, Cidadania.
Conteúdos 
atitudinais
• Respeito às regras e instruções.
• Respeito às regras de convivência.
• Respeito às diferenças culturais.
6
UNIT 4 – LESSONS 10, 11 AND 12
Conteúdotemático Different places
Weather and seasons
Objetivos 
comunicativos
• Falar sobre viagens, estações do ano, clima e aquecimento 
global.
• Início direcionado de leitura e escrita a respeito dos temas 
desta unidade.
• Desenvolvimento das habilidades de aprendizagem descritas 
a seguir.
Conteúdo linguístico Linguagem do aluno
Where are you going? When are you going? Who are you going 
with?
I am going to ____. I am going in September/during summer. I am 
going with my parents.
Winter starts in June. Summer starts in December. Spring starts in 
September. Fall starts in March.
It is January. It is winter. It is cold in England.
What’s your favorite season? It’s summer. Why? It’s hot. I like ice 
cream.
What’s the weather like? It’s rainy/cloudy/sunny/windy/snowy.
Vocabulário
Summer, winter, fall, spring, weather, season, rainy, windy, sunny, 
cloudy, snowy, January, February, March, April, May, June, July, 
August, September, October, November, December, North Pole, 
South Pole. 
Linguagem do professor
What can you see? Who can you see? Where are they? Where are 
they going? How can you tell? Lissa’s father is holding a ticket to 
London.
Where is Tobby? In a carrying case. Is he happy? No! What is the 
weather like? Is it cold/hot/windy/snowy/cloudy/sunny/rainy?
How can you tell? What means of transportation can you see?
Where do you go when you travel? When do you travel? Who
do you go with? Where is Lissa going? Who is she going with? 
When is she going?
Are the seasons the same? Are they different? Imagine it’s 
wintertime in England. What about in Brazil? Is it wintertime in 
Brazil in January?
What is Beca wearing? Is it wintertime? What season do you think 
it is? When does winter start? What’s Pedro’s favorite
season? Why? Winter. It’s cold. He likes hot chocolate.
Where is the girl going? When is she going? What is the weather 
like? Who is she going with? What is she going to take?
What animals are there in the North Pole/South Pole? What films 
are there related to the poles? (Ice Age)
Habilidades de 
aprendizagem
• Reconhecimento de sons, palavras e ritmo.
• Desenvolvimento de vocabulário, língua, criatividade e 
imaginação.
• Interação social.
• Desenvolvimento de habilidades motoras finas.
• Desenvolvimento das competências: classificação, 
observação, identificação, interpretação, sequenciamento, 
representação gráfica, reconhecimento, localização e 
descrição.
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Interdisci plinaridade Geografia, Ciências, Matemática.
Temas transversais Ética, Pluralidade cultural, Meio ambiente, Cidadania.
Conteúdos 
atitudinais
• Respeito às regras e instruções.
• Respeito às regras de convivência.
• Respeito às diferenças culturais.
8
UNIT 5 – LESSONS 13, 14 AND 15
Conteúdo temático Days of the week 
After-school and weekend activities
Objetivos 
comunicativos
• Falar sobre atividades nos dias de semana e finais de semana.
• Início direcionado de leitura e escrita a respeito dos temas 
desta unidade.
• Desenvolvimento das habilidades de aprendizagem descritas 
a seguir.
Conteúdo linguístico Linguagem do aluno
What do you do on Mondays?
I play soccer, go to the gym, have jazz classes, have piano 
classes, go to karate classes, swim, go to coding classes, visit 
my grandma, go to the mall, go to the club.
Do you go to the shopping mall on Mondays? Yes, I do./No, I don’t.
Hi, I am ____. On Mondays, I plant trees. Pedro plants trees on
Mondays.
It’s summer in January. It’s hot.
I go to the club on weekends. I go to school on weekdays.
Vocabulário
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, 
Sunday.
Play soccer, go to the gym, have jazz classes, have piano 
classes, go to karate classes, swim, go to coding classes, visit 
my grandma, go to the mall, go to the club, plant trees, turn off 
the lights, recycle garbage, do carpool, turn off the computer, use 
solar energy, save water.
Linguagem do professor
It’s May. And these are the days of the week: Monday, Tuesday, 
Wednesday, Thursday, Friday, Saturday and Sunday.
What does Beca do on Mondays? Beca swims on Mondays.
Do you go to restaurants on Saturdays? What’s your favorite 
activity? Check your favorite activity! When do you play in the 
park?
Where does William like to go? When does William go to the 
beach? What does William like to do at the beach on weekends? 
Who does William take to the beach? What does Kate like to 
do? Where does she like to stay? When does Kate like to watch 
films? Who does she like to watch films with? What else does 
she like to do?
What do you do on weekdays/weekends?
Habilidades de 
aprendizagem
• Reconhecimento de sons, palavras e ritmo.
• Desenvolvimento de vocabulário, língua, criatividade e 
imaginação.
• Interação social.
• Desenvolvimento de habilidades motoras finas.
• Desenvolvimento das competências: classificação, 
observação, identificação, sequenciamento, reconhecimento, 
localização, descrição, representação gráfica e de 
quantidades.
Interdisci plinaridade Geografia, Matemática, Ciências.
9
Temas transversais Ética, Pluralidade cultural, Meio ambiente, Cidadania.
Conteúdos 
atitudinais
• Respeito às regras e instruções.
• Respeito às regras de convivência.
• Respeito às diferenças culturais.
• Respeito ao meio ambiente.
10
UNIT 6 – LESSONS 16, 17 AND 18
Conteúdo temático Household chores.
Global warming, sustainability and recyclable materials.
Objetivos 
comunicativos
• Falar sobre tarefas domésticas, sustentabilidade, aquecimento 
global e materiais recicláveis.
• Início direcionado de leitura e escrita a respeito dos temas 
desta unidade.
• Desenvolvimento das habilidades de aprendizagem descritas 
a seguir.
Conteúdo linguístico Linguagem do aluno
Do you feed your dog? Yes, I do./No, I don’t.
What do you do to help your family? I wash the dishes at home.
What’s your favorite means of transportation?
Do you plant trees/use plastic bags for shopping/leave the tap on 
when washing the dishes/go to school by bike? No, I don’t plant 
trees but I have quick showers.
This is my ____. It is my favorite toy. It is made of plastic.
Vocabulário
Help at home, make your bed, tidy your room, feed the dog, wash 
the dishes, water the plants, sweep the floor, plastic, metal, 
paper, glass, organic.
Turn off the lights, use cloth napkins, save water and energy, 
ride your bike and walk, reduce, reuse, recycle, plant trees, 
have quick showers, carpool to school, use reusable bags for 
shopping, donate toys, turn off your computer.
A doll, a mountain bike, marbles, an origami bird, a Lego castle.
Linguagem do professor
Do you help your parents at home? What do you do? Do you 
make your bed? Do you tidy your room? Do you feed the dogs? 
Who helps at home? Raise your hands! Who feeds the dogs? 
Who washes the dishes?
What does Beca do to help her family at home?
What is your favorite food? What do you like to play? What do you 
do to help at home?
What can you see? Who can you see? What does he want to do? 
What do you know about recycling? What colors are the garbage 
bins? What color is related to metal?
What’s the meaning of “be green”? It means that we should 
protect our planet. Are you green kids?
Do you plant trees/recycle garbage/reduce waste/save energy 
and water/walk or ride your bike/talk to your parents about solar 
panels/buy local products/recycle your school books and paper/
use recycled bags to go to the supermarket/donate toys/clothes?
How many students recycle garbage/donate toys/turn off the tap 
when having a shower?
What is the castle made of? Plastic or paper? What are the 
marbles made of? Plastic or glass?
Do you like origami/marbles? Do you play with dolls? What’s your 
favorite toy? What is it made of?
Who wants to show and describe their favorite toy?
How many objects are made of metal/glass/plastic/paper? What 
do you have to do?
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Habilidades de 
aprendizagem
• Reconhecimento de sons, palavras e ritmo.
• Desenvolvimento de vocabulário, língua, criatividade e 
imaginação.
• Interação social.
• Desenvolvimento de habilidadesmotoras finas.
• Desenvolvimento das competências: classificação, 
observação, identificação, sequenciamento, representação 
gráfica, reconhecimento, interpretação, localização e 
descrição.
Interdisci plinaridade Geografia, Matemática, Ciências.
Temas transversais Ética, Pluralidade cultural, Meio ambiente, Cidadania.
Conteúdos 
atitudinais
• Respeito às regras e instruções.
• Respeito às regras de convivência.
• Respeito às diferenças culturais.
• Respeito ao meio ambiente.
12
UNIT 7 – LESSONS 19, 20 AND 21
Conteúdo temático Recycled material
Artwork and artists
Objetivos 
comunicativos
• Falar sobre arte feita com materiais recicláveis e obras de 
pintores de diversas épocas.
• Início direcionado de leitura e escrita a respeito dos temas 
desta unidade.
• Desenvolvimento das habilidades de aprendizagem descritas 
a seguir.
Conteúdo linguístico Linguagem do aluno
It’s a dog. It’s made of metal. I like it./I don’t like it. It has _____.
Is it green? Is there a triangle? What can you see? Who can you 
see?
What can you see at the top? Are there flowers? Are there many 
colors?
Do you like it? Why? There are many flowers/fruits. I can see a 
_____. It’s green. 
This is my/our favorite artwork. I/We can see the colors blue, red, 
white...
The artist is _____. He/She is from _____.
Vocabulário
Artwork, paintings, collage, art galleries, museums, corks, sticks, 
plastic, metal, paper, stones, bricks, glass, bottle tops, shapes.
Linguagem do professor
What are these? Paintings, collages and sculptures made of 
recycled material.
What is it made of? Do you like it? Where can you find it? Art 
galleries and museums. Do you usually go to museums or art 
galleries?
Which is your favorite? Which is his/her favorite artwork? What does 
it remind him/her of? Who is the artist? Where is the artist from?
Which artwork has shapes? Which shapes can you see? What 
colors can you see? Can you see people in the artworks? Who 
can you see? Which artwork has shapes, the color blue and a 
person? Who is the painter?
Habilidades de 
aprendizagem
• Reconhecimento de sons, palavras e ritmo.
• Desenvolvimento de vocabulário, língua, criatividade e 
imaginação.
• Interação social.
• Desenvolvimento de habilidades motoras finas.
• Desenvolvimento das competências: classificação, observação, 
identificação, sequenciamento, representação gráfica, 
interpretação, reconhecimento, localização e descrição.
• Desenvolvimento da observação, comparação, análise e 
apreciação de obras de arte.
• Desenvolvimento do pensamento crítico.
Interdisci plinaridade Geografia, Ciências, Artes.
Temas transversais Ética, Pluralidade cultural, Meio ambiente, Cidadania.
Conteúdos 
atitudinais
• Respeito às regras e instruções.
• Respeito às regras de convivência.
• Respeito às diferenças culturais.
13
UNIT 8 – LESSONS 22, 23 AND 24
Conteúdo temático Sports and abilities
Objetivos 
comunicativos
• Falar sobre atividades esportivas, habilidades e qualidades 
físicas.
• Início direcionado de leitura e escrita a respeito dos temas 
desta unidade.
• Desenvolvimento das habilidades de aprendizagem descritas 
a seguir.
Conteúdo linguístico Linguagem do aluno
I can run and I can ride a bike. I can run but I can’t
ride a bike.
There are _____ people in the _____ team.
I can/can’t play _____ when it’s snowy/rainy/sunny/windy.
This is basketball. There are 5 people in the team.
They are tall!
Can you play tennis? Yes, I can./No, I can’t.
What sports can you play?
Vocabulário
Tall, fast, strong, do a cartwheel, tennis, basketball, volleyball, 
rollerblade, soccer, football, do aerial silk, handball, skip rope, 
swimming, jogging, do gymnastics, trapeze, ride a bike, drawing, 
chess, trampoline, water skiing, snow skiing.
Linguagem do professor
Is there a sports center in our city? What’s its name? What kind of 
sports are there in a sports center?
How many boys and girls are playing soccer/doing aerial silk? 
What can you see? How many children can you see? How many
boys are there? How many girls are there? What are they doing? 
Do you like sports? Which is your favorite? Talk about your 
abilities. How many people are there in a basketball team?
He/She is very fast! What sports do you think he/she plays? He/
She is very tall! What sports do you think he/she plays? He/She is 
very strong! What sports do you think he/she plays? Can you play 
handball?
Are you strong/fast/tall? Tell me about your abilities.
What sports can a fast/strong/tall person practice?
Can a short person practice any sports? Sure! How many 
students play basketball? Raise your hands, please.
What is he/she doing? He’s/She’s doing a cartwheel. Can you do
a cartwheel? What can you see in the second picture? What is the 
boy playing? He’s playing chess. Can you play chess?
Habilidades de 
aprendizagem
• Reconhecimento de sons, palavras e ritmo.
• Desenvolvimento de vocabulário, língua, criatividade e 
imaginação.
• Interação social.
• Desenvolvimento de habilidades motoras finas.
• Desenvolvimento das competências: classificação, 
observação, identificação, sequenciamento, interpretação, 
representação gráfica, reconhecimento, localização e 
descrição.
• Desenvolvimento do pensamento crítico.
Interdisci plinaridade História, Matemática, Ciências, Educação Física.
14
Temas transversais Ética, Pluralidade cultural, Meio ambiente, Cidadania.
Conteúdos 
atitudinais
• Respeito às regras e instruções.
• Respeito às regras de convivência.
• Respeito às diferenças culturais.
• Respeito às diferenças físicas.