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Personal Programme · Since January 2026
Erik Robert Oliveira
Electrical engineer building clear, confident English for the workplace and the road — one lesson at a time.
Strong A1+ → A2+Now in Lesson 01Tue & Thu · 20:00
Learning Diagnosis
Erik's Profile
A1+ → A2+
Name
Erik Robert Oliveira
Location
São Carlos, São Paulo, Brazil
Profession
Electrical / Electronics Engineer
Started
January 2026
Current Level
Strong A1+
Target Level
A2+
Schedule
Tuesdays & Thursdays · 20:00 · 60 min
Learning Style
Analytical · detail-oriented · grammar-focused
Priorities
General English (primary) · Travel English (secondary) · Professional contexts
Current Snapshot
This Week
Now in class: Lesson 01 — The Person Behind the Engineer
Status:In Progress
24-Lesson Curriculum
Four Stages of Development
Stage 01
Build the Core
Lessons 01 — 06
Stage 02
Moving into A2
Lessons 07 — 12
Stage 03
English in the Real World
Lessons 13 — 18
Stage 04
A2+ Autonomy
Lessons 19 — 24
Your English Journey
Erik Robert Oliveira
Welcome back. Continue building confidence in professional and travel English — one focused lesson at a time.
Strong
Current A1+
Target
A2+
2 / Week
Lessons
Next
Lesson 02
In Progress
▶
Continue Learning · Lesson 01
The Person Behind the Engineer
Present yourself professionally · describe your work · talk about routines.
Course Progress
Your Development
Grammar
Not started
Vocabulary
Not started
Speaking
Not started
Listening
Not started
Curriculum
All Lessons
A complete journey from strong A1+ to functional A2+. Tap any lesson to preview its objective, grammar focus, and CEFR target.
Lesson 01 · Stage 01: Build the Core
The Person Behind the Engineer
Introduce yourself confidently, describe what you do, and talk about your professional life using Present Simple.
By the end of this lesson, you can
Introduce yourself professionally in English
Describe your profession and what you work with
Talk about your typical work activities
Ask and answer questions about professional life
Use Present Simple correctly for routines and identity
Stage 1.1 · Vocabulary
Ten words from your professional world
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
engineer
a professional who designs and maintains technical systems
I work as an electrical engineer in São Carlos.
electrical
connected with electricity
We deal with electrical systems every day.
equipment
tools and machines needed for a particular purpose
The factory has new equipment for testing.
project
a planned piece of work that has a specific purpose
I'm working on a big project this month.
colleague
a person you work with
My colleague and I check the systems together.
system
a set of connected things that work together
The electrical system needs maintenance.
client
a person or company that receives a service
Our main client is a factory in China.
supplier
a company that provides materials or parts
We buy components from a Korean supplier.
maintenance
the work of keeping something in good condition
I do maintenance on industrial machines.
deadline
a date or time by which something must be finished
We have a tight deadline for this project.
Stage 1.2 · Matching
Match the word to its definition
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
engineer
equipment
colleague
supplier
deadline
Choose all five before checking.
Stage 1.3 · Reading & Comprehension
Meet Carlos — an engineer like you
Read the short introduction. Then answer the three comprehension questions below.
Hello, my name is Carlos. I'm an electrical engineer. I work at a company in São Paulo. I work with electrical systems and industrial equipment. I usually work with a team of six colleagues. We work on maintenance projects.
Q1.What is Carlos's profession?
Q2.Where does Carlos work?
Q3.How many colleagues does Carlos work with?
Stage 1.4 · Grammar Tip
Present Simple — quick reference
Keep this table handy. Notice how the verb form changes with the subject — this is the heart of Present Simple.
Use
Form
Example
Facts / identity
Subject + base verb
I am an engineer
Routines
Subject + base verb
I work every day
3rd person
Subject + verb-s
He works with systems
Questions
Do / Does + S + base verb
Do you work here?
Negative
S + don't / doesn't + base
I don't work on Sundays
Never say · common Brazilian-speaker traps
I am work…→I work…
He work…→He works…
I no work…→I don't work…
Does he works?→Does he work?
Stage 1.5 · Fill in the Blank
Practice the Present Simple forms
Type the correct form of the verb in each gap. Listen to the sentence first if it helps you hear the answer.
I as an electrical engineer.
He with industrial equipment.
you work in a big company?
We don't on Sundays.
What he do at work?
Stage 2 · Sentence Ordering
Reorder the words to build a sentence
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · talk about your profession
workIanasengineerelectrical
Hint · describe what someone works with
withheworkssystemselectrical
Hint · a question about location
indoSão Carlosyouwork?
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"I work as an electrical engineer."
02.
"I usually work with a team."
03.
"We work on maintenance projects."
04.
"Do you work in São Carlos?"
05.
"He doesn't work on weekends."
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2 speaker would actually say in that moment.
Scenario 1. You meet a colleague from another country at a conference. They ask: "So, what do you do?" What is the best answer?
Scenario 2. A new colleague asks about your daily routine. What do you say?
Stage 5 · Free Production
Introduce yourself out loud
Imagine you meet someone at a conference. Introduce yourself in English. Say your name, your profession, and what you usually do at work. Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete, professional introduction line.
01.
"I'm an electrical engineer."
02.
"I work with electrical systems."
03.
"I usually work with a team."
04.
"We work on maintenance projects."
05.
"I sometimes travel to China for work."
Teacher Notes · Before you start
FrameworkSituational Presentation (PPP). Lead-in → model text → clarify Meaning/Form/Pronunciation → controlled → freer → production. Keep talking time low; let Erik produce.
Watch forErik may use Present Continuous for routines ("I am working on a project" instead of "I work on…"). Common PT→EN transfer. Also third-person -s omission ("He work").
Elicit, don't tellAt the Form stage, ask "Why do we add -s here?" before confirming. Let him notice the rule.
Stage 1 · Lead-in
Meet Carlos — an engineer like you
Look at the photo before you begin.
Discuss with your teacher.
Look at the photo. What is this person's job? What do you think he does every day?
How is his work similar to yours?
Stage 2 · Target Text
Carlos introduces himself
Listen to each line. Notice the verbs — what tense is Carlos using?
Carlos"Hello, my name is Carlos. I work as an electrical engineer."
Carlos"I work at a company here in São Paulo."
Carlos"I work with electrical systems and industrial equipment."
Carlos"I usually work with a team of six colleagues."
Carlos"We work on maintenance projects for factories."
Carlos"I don't work on weekends, but I sometimes travel for work."
Stage 3 · Meaning
Concept Check
Think about meaning, not grammar. Choose the best answer.
1 · When Carlos says "I work as an engineer", this is…
2 · "I don't work on weekends" means…
3 · "I usually work with a team" — "usually" tells us this is…
Stage 4 · Form
Present Simple — how it's built
"We work on projects together" — Present Simple for routines and facts.
Form & Function. We use Present Simple for facts, identity, and regular routines. Open each pattern:
Structure: Subject + base verb (add -s for he / she / it).
I work
You work
He / She / It works ← note the -s
We work
They work
Structure: Subject + do / does + not + base verb.
I don't work on Sundays
He doesn't work here
They don't work with that system
Common mistake · ❌ "I no work…" · ❌ "He no works…"
Do you work in São Carlos? Does Erik work with electrical systems? Do they work on weekends?
Short answers.
A: Do you work in São Carlos? B: Yes, I do. / No, I don't.
✓ Regular routines — "I work with electrical equipment."
✓ Facts / identity — "I am an engineer."
✓ General truths — "Electrical systems are complex."
Not for right now.
❌ "I work on this project" (if you're doing it NOW) → use Present Continuous.
Stage 5 · Pronunciation
The -s ending & the sound in "work"
The third-person -s has three sounds. Listen, then record yourself.
/s/works — voiceless /s/
/z/systems — voiced /z/
/ɪz/manages — extra syllable /ɪz/
PairI work / he works — hear the contrast
Rhythm"I work as an electrical engineer."
Now record yourself repeating the five items above.
Stage 6 · Controlled Practice
Complete with the correct form
Type the correct Present Simple form. Tap Check for instant feedback.
Erik (work) as an electrical engineer.
He (work) with systems and equipment.
(you / work) in a big company?
We (not / work) on Sundays.
What (he / do) at work?
Stage 7 · Guided Use
Role-plays
Practise each exchange with your teacher, then swap roles and repeat.
Role-play 1 · At a conference
"So, what do you do?"
A: "So, what do you do?" B (you): Introduce yourself — name, profession, what you work with.
Swap roles and repeat.
Role-play 2 · A new colleague
"Tell me about your routine."
A: "Tell me about your daily routine at work." B (you): Describe what you usually do, when you start and finish, and what you don't do.
Swap roles and repeat.
Role-play 3 · A supplier calls
"What do you work with?"
A: Asks what equipment you work with and who your clients are. B (you): Answer using the Present Simple.
Swap roles and repeat.
Stage 8 · Production
Free Speaking · 60–90 seconds
Task. You're at a conference. Introduce yourself in English. Say your name, profession, what you work with, your routine, and mention you sometimes travel to China. No script — speak naturally.
Target: 60–90 seconds. Record when ready.
Stage 9 · Outcome
You can now…
You can now: introduce yourself as an engineer and talk about what you do.
"Hello, I'm Erik Robert. I'm an electrical engineer. I work with electrical systems and equipment. I usually work on projects with tight deadlines. I work in a team with my colleagues."
Stage 10 · Teacher
Delayed Error Correction
Do not interruptNever correct during free production. Note errors silently, then review 2–3 maximum after Erik finishes.
Watch for❌ "I am work…" → ✓ "I work…" · ❌ "He work…" → ✓ "He works…" · ❌ "I no work…" → ✓ "I don't work…"
Praise firstHighlight one thing Erik did well before correcting. Keep it analytical and supportive.
Homework Overview
Goal. Move today's language from understood to retrievable and usable.
Estimated time · 20 — 25 minutes total
1. Retrieve
Recall without looking — fill in the blanks from memory.
2. Practice
Write 6–8 sentences about your work using Present Simple.
3. Personalize
Write a short paragraph (8–10 sentences) about your work routine.
4. Speak
Record a 60–90 second professional introduction.
5. Optional Extra
Transform Portuguese questions into English (grammar lover).
1. Retrieve
Recall without looking. Type the missing word from memory, then tap Check. Use Listen to hear the full sentence.
I am an electrical .
I work with and equipment.
Do you work in ?
He work on weekends.
What do they usually do at ?
2. Practice
Grammar reinforcement. Write 6–8 sentences about your work using Present Simple. Use the starters below.
• I work as…
• I usually…
• I don't…
• My colleagues…
• We work on…
0 sentencesGoal · 6–8
3. Personalize
Apply to your world.
Write a short paragraph (8–10 sentences).
Describe your typical work routine. Include: what you do, who you work with, what equipment you use, when you start / finish, what you don't do on weekends.
0 wordsGoal · 60–90 words
4. Speak
Speaking homework. Listen to the model, then record yourself (60–90 seconds).
Model · Professional introduction
"Hello, my name is Erik. I am an electrical engineer…"
Speed
Ready
[Audio: Browser TTS]
Now record your own introduction.
Cover: name, profession, what you do, who you work with.
5. Optional Extra
For Erik (grammar lover). Transform each Portuguese question into English. Type your answer, then Check.
"Você trabalha aos finais de semana?" →
"O que ele faz no trabalho?" →
"Quantas pessoas trabalham com você?" →
Tip · more than one correct form may be possible — the Check compares to the most natural answer.
Weekend Challenge
Meet Erik
A 2-minute self-introduction · integrates the whole lesson
20–30 minIndependent
Scenario.
You meet an international colleague at a conference in São Paulo. They ask you to introduce yourself and tell them about your work. They are curious about what an electrical engineer does.
Your task · tick each point as you prepare.
Introduce yourself
Name and profession.
Explain what you do
Equipment, systems, projects.
Describe your routine
What you usually do at work.
Mention who you work with
Colleagues, clients, suppliers.
Say you travel to China
"I sometimes travel to China for work."
Useful phrases · listen before you record.
01"Hi, I'm Erik. I'm an electrical engineer."
02"I work with electrical systems and equipment."
03"I usually work with a team on maintenance projects."
04"I sometimes travel to China for work."
Record yourself.
Target · approximately 2 minutes. Natural speech, not memorized.
No submission backend in prototype
Lesson 02 · Stage 01: Build the Core
My Work and My World
Describe what you do at work, ask and answer questions about jobs, and talk about your professional environment using Present Simple questions.
By the end of this lesson, you can
Describe your workplace and what you work with
Ask questions about someone's job with Do / Does
Answer questions about your work and department
Talk about your colleagues, projects, and equipment
Use Wh- questions (What, Where, Who) about work
Stage 1.1 · Vocabulary
Ten words from your professional world
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
workplace
the building or area where you work
My workplace is in São Carlos.
department
a division of a company
I work in the maintenance department.
factory
a building where products are made
The factory has more than 200 machines.
tool
a device used for a particular task
We use different tools to check the systems.
machine
a large piece of equipment
That machine needs regular maintenance.
team
a group of people who work together
My team has six people.
meeting
a planned time when people discuss something
We have a meeting every Monday morning.
report
a written document about work
I write a report every Friday.
schedule
a plan of times for activities
My schedule is usually the same every week.
deadline
the last day to finish something
The deadline for this project is next month.
Stage 1.2 · Matching
Match the word to its definition
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
workplace
factory
meeting
report
deadline
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik describes his workplace
Read the short text. Then answer the three comprehension questions below.
This is my workplace. I work in the maintenance department of a large factory. We have about 200 machines. My team checks the electrical systems every day. We usually have meetings on Mondays. I write reports about the equipment. Do I like my job? Yes, I do — a lot.
Q1.Where does the speaker work?
Q2.How often do they have meetings?
Q3.What does the speaker write?
Stage 1.4 · Grammar Tip
Present Simple Questions — quick reference
Keep this table handy. Notice how we use do and does to ask questions — and how the main verb always stays in its base form.
Use
Form
Example
Yes/No question
Do/Does + S + base verb?
Do you work here?
Wh- question
Wh + do/does + S + base verb?
Where do you work?
3rd person
Does + he/she/it + base verb?
Does he work in a factory?
Short answer
Yes, I do. / No, I don't.
Does she work here? No, she doesn't.
How many
How many + noun + do/does + S + verb?
How many people work with you?
Never say · common Brazilian-speaker traps
Do he works?→Does he work?
Where you work?→Where do you work?
What does he works?→What does he do?
How many person work?→How many people work?
Stage 1.5 · Fill in the Blank
Practice the Present Simple forms
Type the correct form of the verb in each gap. Listen to the sentence first if it helps you hear the answer.
you work in a factory?
Where he work?
How many people in your team?
What she do at the meeting?
they have a deadline this week?
Stage 2 · Sentence Ordering
Reorder the words to build a sentence
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · a workplace question
workwhere?youdo
Hint · describe what someone does at work
heatdo?workwhatdoes
Hint · ask about team size
peopleteamhowyourwork?manyin
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"Where do you work?"
02.
"I work in a factory in São Carlos."
03.
"Does he work with you?"
04.
"How many machines do you have?"
05.
"We don't work on Sundays."
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2 speaker would actually say in that moment.
Scenario 1. A new colleague asks you about your workplace. They say: "Tell me about where you work." What's the best answer?
Scenario 2. You want to know about a colleague's team. What question do you ask?
Stage 5 · Free Production
Introduce yourself out loud
Your teacher wants to learn about your workplace. Describe where you work — the building, the people, the equipment. Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete, professional introduction line.
01.
"I work in a factory."
02.
"Where do you work?"
03.
"My team has six people."
04.
"We have meetings on Mondays."
05.
"How many machines do you have?"
Teacher Notes · Before you start
FrameworkPresentation → meaning check (CCQs) → form (accordion) → controlled practice (gap-fill) → guided role-plays → free production. Spend time on the inversion rule (Do you...? Does he...?).
Watch forErik may omit the auxiliary in questions ("Where you work?" instead of "Where do you work?"). Also incorrect subject-verb agreement ("Do he work?" instead of "Does he work?").
Elicit the formAfter showing the target text, ask "How do we ask a question?" before confirming the form. Let Erik notice the pattern.
Stage 1 · Lead-in
This is where I work
Look at the photo before you begin.
Discuss with your teacher.
Look at the photo. Describe what you see. What is happening here?
Is your workplace similar?
Stage 2 · Target Text
Erik meets a new colleague
Listen to each line. Notice the questions — how do we form them with do and does?
Colleague"So, where do you work exactly?"
Erik"I work in a factory in São Carlos."
Colleague"What do you do there?"
Erik"I check electrical systems and machines."
Colleague"How many people work in your team?"
Erik"Six. We work together on maintenance projects."
Colleague"Do you like your job?"
Erik"Yes, I do. I really enjoy the technical work."
Stage 3 · Meaning
Concept Check
Think about meaning, not grammar. Choose the best answer.
1 · What auxiliary do we use for "you" and "they"?
2 · What auxiliary do we use for "he" and "she"?
3 · In "Where do you work?" — what is the base verb?
Stage 4 · Form
Present Simple Questions — how to ask
"How many people work in your team?" — Present Simple question form.
Form & Function. We use questions with Do / Does to ask about routines and facts. Open each panel:
Structure: Do / Does + subject + base verb?
Do you work in a factory? Does he work with you? Do they have a deadline?
Note: The main verb always stays in its base form (work, not works).
Structure: Wh- word + do / does + subject + base verb?
Where do you work? What does he do? Who do you work with? How many people work in your team?
Remember: Use does (not do) for he / she / it.
Does Erik work in São Carlos? Yes, he does.
Does she have a team? No, she doesn't.
Does it need maintenance? Yes, it does.
❌ Common mistake · "Do he work?" / "Does she works?"
✓ Correct · "Does he work?" / "Does she work?"
Structure: Yes / No, subject + do / does / don't / doesn't.
A: Do you work on Sundays?
B: No, I don't. / Yes, I do.
A: Does he like meetings?
B: Yes, he does. / No, he doesn't.
Stage 5 · Pronunciation
The intonation of questions
Listen to the difference. Wh- questions fall at the end (↘). Yes/No questions rise at the end (↗).
Wh-"Where do you work?" ↘
Wh-"What does he do?" ↘
Yes/No"Do you work here?" ↗
Yes/No"Does she work with you?" ↗
Now record yourself repeating the four questions above.
Stage 6 · Controlled Practice
Complete with the correct form
Type the correct Present Simple form. Tap Check for instant feedback.
does Erik work?
How many people in his team?
she work on weekends?
What they do at the meeting?
you have a deadline?
Stage 7 · Guided Use
Role-plays
Practise each exchange with your teacher, then swap roles and repeat.
Role-play 1 · At a conference
"Tell me about your work."
A (stranger): "So, where do you work?" B (you): Introduce your workplace. Answer questions about your department and team.
Swap roles and repeat.
Role-play 2 · A visitor
"How many people work here?"
A (visitor): Asks Do/Does questions about your factory, machines, and team. B (you): Answer their questions using short answers.
Swap roles and repeat.
Role-play 3 · Phone call
"Do you have a deadline?"
A (phone): Asks where you work, what you do, and when you have meetings. B (you): Answer using the Present Simple in questions and answers.
Swap roles and repeat.
Stage 8 · Production
Free Speaking · 60–90 seconds
Task. Talk for 60 seconds about your workplace. Describe: where it is, what you do there, who works with you, what equipment you use. No script — speak naturally.
Target: 60–90 seconds. Record when ready.
Stage 9 · Outcome
You can now…
You can now: describe your workplace and answer questions about your job.
"I work in a factory in São Carlos. My team has six people. We check electrical systems and do maintenance on machines. We have meetings every Monday. I usually write a report on Fridays about the equipment."
Stage 10 · Teacher
Delayed Error Correction
Do not interruptNever correct during free production. Note errors silently, then review 2–3 maximum after Erik finishes.
Watch for❌ "Where you work?" → ✓ "Where do you work?" · ❌ "Do he work?" → ✓ "Does he work?" · ❌ "How many person work?" → ✓ "How many people work?"
Praise firstHighlight one thing Erik did well before correcting. Keep it analytical and supportive.
Homework Overview
Goal. Move today's language from understood to retrievable and usable.
Estimated time · 20 — 25 minutes total
1. Retrieve
Recall without looking — fill in the blanks from memory.
2. Practice
Write 6–8 questions about work using Do/Does/Wh-.
3. Personalize
Write a paragraph (8–10 sentences) describing your workplace.
4. Speak
Record a 60–90 second description of your workplace.
5. Optional Extra
Transform Portuguese questions into English (grammar lover).
1. Retrieve
Recall without looking. Type the missing word from memory, then tap Check. Use Listen to hear the full sentence.
I work in a in São Carlos.
How many people in your team?
you have meetings on Mondays?
My team six people.
What does he at work?
2. Practice
Grammar reinforcement. Write 6–8 questions about work using Do/Does and Wh- words. Use the starters below.
• Do you…?
• Does he…?
• Where do…?
• How many…?
• What does…?
0 sentencesGoal · 6–8
3. Personalize
Apply to your world.
Write a short paragraph (8–10 sentences).
Describe your workplace: the building, your department, your team, your equipment, your schedule.
0 wordsGoal · 70–100 words
4. Speak
Speaking homework. Listen to the model, then record yourself (60–90 seconds).
Model · Workplace description
"I work in a large factory in São Carlos…"
Speed
Ready
[Audio: Browser TTS]
Now record your own workplace description.
Cover: where you work, your department, your team, your equipment.
5. Optional Extra
For Erik (grammar lover). Transform each Portuguese question into English. Type your answer, then Check.
"Onde você trabalha?" →
"Quantas pessoas trabalham na sua equipe?" →
"Ele trabalha com você?" →
Tip · more than one correct form may be possible — the Check compares to the most natural answer.
Weekend Challenge
Show Me Your World
A 2-minute workplace tour · integrates the whole lesson
20–30 minIndependent
Scenario.
A colleague from another country will visit your factory next week. They ask you to describe your workplace before they arrive.
Your task · tick each point as you prepare.
Describe where you work
City, building.
Talk about your department
What your department handles.
Mention your team
How many people.
Describe the equipment
Machines and tools.
Say when you have meetings and deadlines
Your schedule.
Useful phrases · listen before you record.
01"I work in a factory in São Carlos."
02"My department handles electrical maintenance."
03"There are about 200 machines in the factory."
04"We have team meetings every Monday morning."
Record yourself.
Target · approximately 2 minutes. Natural speech, not memorized.
No submission backend in prototype
Lesson 03 · Stage 01: Build the Core
A Day in My Life
Talk about your daily routine, use adverbs of frequency to describe habits, say what time you do things, and ask about others' routines using Present Simple.
By the end of this lesson, you can
Talk about your daily routine from morning to evening
Use adverbs of frequency (always, usually, often, sometimes, never)
Say what time you do things and describe your typical workday
Ask about others' routines and habits
Position frequency adverbs correctly in sentences
Stage 1.1 · Vocabulary
Ten words about daily routines
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
routine
a regular way of doing things
My morning routine starts at 6 AM.
always
100% of the time
I always wake up early.
usually
about 80% of the time
I usually drive to work.
often
about 60% of the time
I often check the machines before lunch.
sometimes
about 30-40% of the time
I sometimes work on Saturdays.
never
0% of the time
I never arrive late.
wake up
to stop sleeping
I wake up at six o'clock.
start work
to begin your job for the day
I start work at eight.
finish work
to end your job for the day
I finish work at five thirty.
lunch break
a pause in the middle of the day to eat
My lunch break is at noon.
Stage 1.2 · Matching
Match frequency adverbs to their meaning
Choose the correct percentage for each adverb. The dropdown options are shuffled — think before you click.
always
usually
often
sometimes
never
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik's daily routine
Read the short text. Then answer the three comprehension questions below.
My routine is always the same. I wake up at six o'clock. I usually have coffee and bread for breakfast. I drive to work — I never take the bus. I start work at eight. In the morning, I often check the machines. My lunch break is at noon. In the afternoon, I sometimes have meetings. I always finish work at five thirty.
Q1.What time does he wake up?
Q2.How does he go to work?
Q3.What does he often do in the morning?
Stage 1.4 · Grammar Tip
Adverbs of Frequency — Position & Use
Keep this table handy. Notice where frequency adverbs go — before the main verb OR after the verb "to be".
Adverb
Frequency
Position
Example
always
100%
Before main verb
I always check the systems.
usually
~80%
Before main verb
I usually drive to work.
often
~60%
Before main verb
I often have meetings.
sometimes
~30-40%
Before / At start
I sometimes work late. / Sometimes I work late.
never
0%
Before main verb
I never arrive late.
After "to be": I am usually busy. / She is always on time. / We are often tired.
Never say · common Brazilian-speaker traps
I check always the systems.→I always check the systems.
I am busy usually.→I am usually busy.
He never don't arrive late.→He never arrives late.
I go sometimes late.→I sometimes go late.
Stage 1.5 · Fill in the Blank
Practice adverbs of frequency
Type the correct adverb in each gap. Listen to the sentence first if it helps you hear the answer.
I check the systems before lunch.
He is busy on Mondays.
We work on Sundays.
She arrives early.
I have meetings in the afternoon.
Stage 2 · Sentence Ordering
Reorder the words to build a sentence
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · start your day
sixo'clockatalwaysIwakeup.
Hint · ask about routine
usuallyeightstartssheatwork.
Hint · describe your habits
havemeetingsneverFridaysonwe.
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"I always wake up at six."
02.
"I usually drive to work."
03.
"I sometimes have meetings in the afternoon."
04.
"I never arrive late."
05.
"What time do you finish work?"
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A1+ speaker would actually say in that moment.
Scenario 1. A colleague asks "What's your morning like?" What's the best answer?
Scenario 2. You want to know if a colleague works on weekends. What do you ask?
Stage 5 · Free Production
Describe your daily routine out loud
Your teacher wants to learn about your typical day. Describe your routine from morning to evening — what time you wake up, how you get to work, what you do during the day. Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete, professional routine sentence.
01.
"I always wake up at six."
02.
"I usually start work at eight."
03.
"I sometimes have meetings in the afternoon."
04.
"I never arrive late."
05.
"What time do you finish work?"
Teacher Notes
Lesson Framework: Same as L02. Watch for adverb position errors. Students often put the adverb after the main verb (e.g., "I check always"). Elicit the rule about position before you show the form accordion.
Retrieval from L02: At start, ask "Where do you work?" to connect. Erik works in a factory in São Carlos.
Stage 1 · Lead-in
Photo Discussion: Typical Morning
Start Your Day
What happens first in your morning?
Describe your typical morning. What do you do first? How often do you do these things?
Stage 2 · Target Text
Erik tells a colleague about his day
Colleague
"What's your typical day like?"
Erik
"Well, I always wake up at six."
Colleague
"And then?"
Erik
"I usually have breakfast and drive to work."
Colleague
"Do you sometimes take the bus?"
Erik
"No, I never take the bus. I always drive."
Colleague
"What time do you start work?"
Erik
"I start at eight. I often check the machines first."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."I always wake up at six" — does this mean every day?
Answer: Yes, always means 100% of the time.
Q2."I never take the bus" — how often does he take the bus?
Answer: Zero times. Never = 0%.
Q3.Where does "usually" go in a sentence?
Answer: Before the main verb: "I usually have breakfast." After "to be": "I am usually busy."
Stage 4 · Form
Grammar Accordion: Adverbs of Frequency
Most adverbs of frequency go before the main verb:
I always check the systems. He often works late. They never arrive early.
With "to be," the adverb goes after the verb:
I am usually busy. She is always on time. We are often tired.
"Sometimes" is flexible — it can go at the start or in the middle:
Sometimes I work late. I sometimes work late.
Both are correct and mean the same thing.
Always100%
Usually~80%
Often~60%
Sometimes~30-40%
Never0%
Stage 5 · Pronunciation
Stress patterns on adverbs
Notice the stress on the adverb and the main verb.
"I ALways CHECK."
"She USually STARTS."
"We NEver WORK."
"I'm USually BUSY."
Stage 6 · Controlled Practice
Fill the gaps with the correct adverb
I wake up at six.
He is busy on Mondays.
She arrives before nine.
We have meetings on Fridays.
I work on Saturdays.
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Morning Interview
Student A asks about Student B's morning routine using frequency adverbs.
A: "When do you usually wake up?"
B: "I always wake up at six."
A: "Do you ever take the bus?"
B: "No, I never take the bus. I drive."
Practice asking about and describing your morning.
Role-Play 2
Team Schedule
Student A asks about team habits using "Do you always/usually/sometimes...?"
A: "Do you always have meetings on Monday?"
B: "Yes, we always have meetings on Monday."
A: "What about lunch break?"
B: "We usually have lunch at noon."
Practice asking and answering about team routines.
Stage 8 · Production
Speak about your daily routine
Speak for 60 seconds about your typical day. Include at least 3 adverbs of frequency. No script — speak naturally.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
I always wake up at six. I usually drive to work. I often check the machines in the morning. My lunch break is at noon. I sometimes have meetings in the afternoon. I never arrive late.
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Position errors: "I check always" → "I always check"
Missing adverb: "I drive to work" → "I usually drive to work"
Retrieval from L02: Ask "Where do you work?" to connect. Erik works in a factory in São Carlos. Combine: "Where do you work? What time do you usually start?"
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
I wake up at six o'clock.
I drive to work.
My lunch break is at .
I arrive late.
I work at five thirty.
I work in a in São Carlos. (from L02)
Practice
Write about your daily routine
Write 6-8 sentences about your daily routine from morning to evening. Use at least 5 adverbs of frequency.
Minimum 6 sentences0/6
Personalize
Describe your typical workday
Write a paragraph (8-10 sentences) describing your typical workday from morning to evening. Tell what time you do things, what you do often, and what you never do.
Aim for 8-10 sentences0/8
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
I always wake up at six. I usually have coffee for breakfast. I drive to work — I never take the bus. I start work at eight. I often check machines in the morning. I sometimes have meetings in the afternoon. I always finish work at five thirty.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Adverb position
Translate these sentences. Pay attention to where the adverb goes in English.
Eu sempre acordo cedo. →
Ela nunca chega atrasada. →
Nós geralmente temos reuniões. →
Weekend Challenge
A Day in My Life
Your Teacher's Challenge
Practice for an international video call
Your teacher asks you to describe a full day in your life to practice for an international video call. Use frequency adverbs and time expressions. Check off each part as you go.
✓
Describe your morning routine
What time you wake up, what you eat, how you get to work
✓
Talk about getting to work
How you usually travel, what time you start work
✓
Describe your morning tasks
What you often do in the morning, machines or equipment you check
✓
Talk about lunch and afternoon
When your lunch break is, what you sometimes do in the afternoon
✓
Describe your evening
What time you finish work, what you do at home
Useful phrases:
"I always wake up at..."
"I usually drive to work."
"I often check..."
"I sometimes have meetings."
"I never work on weekends."
Record 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 04 · Stage 01: Build the Core
Right Now
Describe what is happening at this moment and distinguish routine actions (Present Simple) from current activity (Present Continuous).
By the end of this lesson, you can
Describe what is happening right now
Use Present Continuous correctly (am/is/are + verb-ing)
Contrast Present Simple (routines) vs Present Continuous (now)
Describe a scene with multiple people and actions
Talk about temporary situations happening in this moment
Stage 1.1 · Vocabulary
Ten words about what's happening now
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
right now
at this exact moment
I am writing a report right now.
at the moment
now, currently
At the moment, I am checking the machines.
currently
at the present time
We are currently working on a new project.
working on
doing a task or project
I am working on the electrical system.
checking
looking at something to see if it is correct
He is checking the equipment.
fixing
repairing something that is broken
The technician is fixing the machine.
testing
trying something to see if it works
We are testing the new system.
installing
putting new equipment in place
They are installing a new machine.
repairing
making something work again
He is repairing the control panel.
temporary
not permanent, for a short time
This is a temporary project — only two weeks.
Stage 1.2 · Matching
Match words to their meanings
Choose the correct meaning for each word. The dropdown options are shuffled — think before you click.
right now
currently
fixing
testing
temporary
Choose all five before checking.
Stage 1.3 · Grammar in Context
What's happening at the factory
Read the short text. Then answer the three comprehension questions below.
It is Tuesday afternoon. Erik is at work. He is checking the electrical systems right now. His colleague Pedro is fixing a machine. Two technicians are installing new equipment in the factory. Erik is not having lunch — he is working. They are all busy because they have a deadline this week.
Q1.What is Erik doing right now?
Q2.What is Pedro doing?
Q3.Why are they all busy?
Stage 1.4 · Grammar Tip
Present Continuous — what is happening NOW
Keep this table handy. Notice the structure: subject + am/is/are + verb-ing.
Form
Structure
Example
Affirmative
S + am/is/are + verb-ing
I am working. He is checking.
Negative
S + am/is/are + not + verb-ing
I am not working. She isn't checking.
Question
Am/Is/Are + S + verb-ing?
Are you working? Is he checking?
Short answer
Yes, I am. / No, he isn't.
Are you working? Yes, I am.
vs Present Simple
Routine vs Now
I work every day. (routine) / I am working now. (this moment)
Never say · common traps
I am work now.→I am working now.
He is fix the machine.→He is fixing the machine.
I working on a project.→I am working on a project.
Are you work?→Are you working?
Stage 1.5 · Fill in the Blank
Practice Present Continuous
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
He checking the machines right now.
We installing new equipment today.
I am on a project at the moment.
she testing the system now?
They aren't today — it's Sunday.
Stage 2 · Sentence Ordering
Reorder the words to build a sentence
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · say what you are doing now
amnowworkingIright
Hint · describe what he is repairing
thehefixingismachine
Hint · ask what someone is doing
youarewhatdoing?
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"I'm working on a project right now."
02.
"She's checking the electrical system."
03.
"Are you testing the new machine?"
04.
"We aren't having lunch yet."
05.
"What is he doing at the moment?"
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A1+ speaker would actually say in that moment.
Scenario 1. Your manager calls and asks: "What are you doing right now?" What is the best answer?
Scenario 2. A colleague asks about your team. You want to describe what they are doing at this moment. What do you say?
Stage 5 · Free Production
Describe what is happening around you right now
Look around your workspace right now (or imagine it). Describe what is happening. What are you doing? What are other people doing? Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete sentence describing what is happening right now.
01.
"I am working on a project right now."
02.
"He is checking the electrical systems."
03.
"Are you testing the new machine?"
04.
"We are installing new equipment."
05.
"She isn't working today — she is on holiday."
Teacher Notes
Warm-up: Quick retrieval from L03: "Tell me about your routine — use always, usually, sometimes, never." Then pivot: "But what about RIGHT NOW? What are you doing at this moment?"
Watch for: Erik may confuse Present Simple and Present Continuous: "I work on a project now" instead of "I am working on a project now." Also the missing -ing: "He is check the machine."
Elicit: Point to things happening in the room/video call and ask "What am I doing right now?" to build awareness of the -ing form.
Stage 1 · Lead-in
Photo Discussion: What is happening right now?
What is happening right now?
Look at the photo. Describe what you see.
What are the people in the photo doing? Are they having a meeting or working on something?
Stage 2 · Target Text
Erik on a video call
Manager
"Hi Erik. What are you doing right now?"
Erik
"I am checking the electrical systems."
Manager
"Is Pedro with you?"
Erik
"Yes. He is repairing a control panel at the moment."
Manager
"Are the technicians installing the new equipment?"
Erik
"Yes, they are. Two technicians are installing it right now."
Manager
"Great. Call me when you finish."
Erik
"Sure. I am working on it."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."I am checking the electrical systems" — is this his routine or what he is doing now?
Answer: Right now. Present Continuous describes the current moment, not a routine.
Q2."Pedro is repairing a control panel" — does this mean he repairs it every day?
Answer: No, only at this moment. It is a temporary action happening now.
Q3.Why does Erik say "I am working on it" at the end?
Answer: To reassure the manager that he is actively working on the task at this moment, not just promising to do it later.
Stage 4 · Form
Grammar Accordion: Present Continuous
The basic structure is subject + am/is/are + verb-ing:
I am working. He is checking. They are installing.
To make a negative, add not after the verb "to be":
I am not working. She isn't checking. We aren't installing.
To make a question, move am/is/are before the subject:
Are you working? Is he checking? What are they installing?
Present Simple = routine (every day, always, usually): I work at a factory. / She checks the machines every morning.
Present Continuous = now, this moment: I am working on a project right now. / She is checking the machines at the moment.
Stage 5 · Pronunciation
Stress on -ing and contractions
Notice the stress on the verb (with -ing) and how contractions sound in natural speech.
"I'm CHECKing the systems."
"He's FIXing the machine."
"We're INstalling equipment."
"What are you DOing?"
Stage 6 · Controlled Practice
Fill the gaps with Present Continuous
He the machines right now.
They new equipment today.
I on a project at the moment.
She the system now.
We today — it's Sunday.
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Manager Check-In
Manager calls Erik and asks what he is doing right now.
Manager: "Hi Erik. What are you doing right now?"
Erik: "I am checking the electrical systems."
Manager: "Is anyone with you?"
Erik: "Yes. Pedro is fixing a machine."
Practice describing what you and others are doing at this moment.
Role-Play 2
Team Status Update
Student A describes what the team is doing right now.
A: "What is Pedro doing?"
B: "He is repairing a control panel."
A: "What about the technicians?"
B: "They are installing new equipment at the moment."
Practice asking and answering about what people are doing now.
Stage 8 · Production
Describe what is happening around you
Look around your workspace (real or imagined). Speak for 60 seconds about what you and other people are doing right now. Use at least 4 Present Continuous sentences. No script — speak naturally.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
I am working on a project right now. Erik is checking the electrical systems at the moment. Pedro is repairing a control panel. Two technicians are installing new equipment. She isn't working today — she is on holiday.
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Missing -ing: "He is check the machine" → "He is fixing the machine"
Missing am/is/are: "I working on a project" → "I am working on a project"
Confusion with Present Simple: "I work on a project now" → "I am working on a project right now"
Retrieval from L03: Ask "What do you usually do?" (routine) then pivot "But what are you doing RIGHT NOW?" to contrast the two tenses.
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
I on a project right now.
Erik the electrical systems at the moment.
Pedro a control panel.
The technicians new equipment.
What right now?
This is a project — only two weeks.
Practice
Write what is happening right now
Write 6-8 sentences describing what you and other people are doing at this moment. Use Present Continuous (am/is/are + verb-ing).
Minimum 6 sentences0/6
Personalize
Describe your workspace right now
Write a paragraph (8-10 sentences) describing what is happening in your workplace right now. Describe what you are doing, what your colleagues are doing, and what is happening around you.
Aim for 8-10 sentences0/8
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
At the moment, I am working on a project right now. Erik is checking the electrical systems. Pedro is repairing a control panel. Two technicians are installing new equipment in the factory. She isn't working today — she is on holiday.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Present Continuous
Translate these sentences. Remember: subject + am/is/are + verb-ing.
Eu estou trabalhando agora. →
Ele está consertando a máquina. →
O que você está fazendo? →
Weekend Challenge
Right Now, Live from Your Workspace
Your Teacher's Challenge
A live commentary of your day
Your teacher asks you to give a "live commentary" — describe what is happening around you at this exact moment, as if you were a reporter. Use Present Continuous and time expressions like "right now" and "at the moment". Check off each part as you go.
✓
Describe what you are doing right now
"I am working on..." / "I am checking..." / "I am sitting at..."
✓
Describe what other people are doing
"My colleague is fixing..." / "They are installing..."
✓
Describe what is happening around you
The machines, the equipment, the room — what is happening at the moment?
✓
Say what you are NOT doing
"I am not having lunch." / "We aren't testing yet."
✓
Mention a temporary situation
"This is a temporary project." / "We are currently working on..."
Useful phrases:
"Right now, I am working on..."
"He is checking the systems."
"They are installing new equipment."
"I am not having lunch — I am working."
"We are currently working on a temporary project."
Record 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 05 · Stage 01: Build the Core
My Week
Talk about your weekly schedule using time prepositions (on/in/at) and frequency phrases (every week, twice a week). Describe appointments, arrangements, and when you are free or busy.
By the end of this lesson, you can
Talk about your weekly schedule across the days
Use time prepositions correctly: on (days), in (parts of day), at (exact times)
Use frequency expressions: every week, twice a week, once a month
Describe appointments, meetings, and arrangements
Say when you are free or busy, and ask about someone else's week
Stage 1.1 · Vocabulary
Ten words about your week
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
schedule
a plan that shows when things happen
My schedule is busy this week.
appointment
a planned meeting at a fixed time
I have an appointment at 10 AM.
weekday
Monday to Friday
I work every weekday.
weekend
Saturday and Sunday
I don't work on weekends.
every week
each week, regularly
We have a team meeting every week.
twice a week
two times each week
I have English class twice a week.
in the morning
between 6 AM and 12 PM
I usually check machines in the morning.
in the afternoon
between 12 PM and 6 PM
We have meetings in the afternoon.
in the evening
between 6 PM and 10 PM
I study English in the evening.
free time
time when you have nothing planned
I don't have much free time during the week.
Stage 1.2 · Matching
Match week words to their meanings
Choose the correct definition for each week word. The dropdown options are shuffled — think before you click.
schedule
appointment
weekday
twice a week
free time
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik's week
Read the short text. Then answer the three comprehension questions below.
Erik's week is busy. He works every weekday. On Mondays, he has a team meeting in the morning. On Tuesdays and Thursdays, he has English class at 8 PM. He usually checks machines in the morning and writes reports in the afternoon. He sometimes has appointments with clients. On weekends, he is free — he never works on Saturdays or Sundays.
Q1.When does Erik have English class?
Q2.What does he do in the afternoon?
Q3.Does Erik work on weekends?
Stage 1.4 · Grammar Tip
Time prepositions — on, in, at
Keep this table handy. Each preposition has a clear job: on for days, in for parts of day / months, at for exact times.
Preposition
Use
Example
on
days
on Monday, on weekdays, on the weekend
in
parts of the day / months
in the morning, in January
at
exact times
at 8 o'clock, at noon, at night
every
frequency
every week, every Monday
twice a / once a
frequency
twice a week, once a month
Never say · common Portuguese-speaker traps
in Monday→on Monday
on the morning→in the morning
in 8 o'clock→at 8 o'clock
two times in a week→twice a week
Stage 1.5 · Fill in the Blank
Practice time prepositions
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
I have English class Tuesdays.
The meeting is the morning.
I start work 8 o'clock.
We have a team meeting week.
I go to the gym a week.
Stage 2 · Sentence Ordering
Reorder the words to build a sentence
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · schedule on a day
haveonImeetingsMondays.
Hint · part of the day
theinshemorningworks.
Hint · ask about frequency
doEnglishhowyouoftenstudy?
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"I have meetings on Mondays."
02.
"She starts work at 8 o'clock."
03.
"We have English twice a week."
04.
"I'm usually free in the evening."
05.
"Do you work every weekend?"
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A1+ speaker would actually say in that moment.
Scenario 1. A colleague asks "When do you have your English class?" Best answer?
Scenario 2. Someone asks "How often do you have meetings?" You say:
Stage 5 · Free Production
Describe your typical week out loud
Describe your typical week. Say what you do on each day, what time things happen, and when you are free. Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete, professional schedule sentence.
01.
"I have meetings on Mondays."
02.
"I start work at 8 o'clock."
03.
"I have English class twice a week."
04.
"I usually check machines in the morning."
05.
"I'm free on weekends."
Teacher Notes
Warm-up: Retrieval from L04: "What are you doing right now? What is happening in this room?" Then ask: "What about your WEEK? What do you do on Mondays?"
Watch for: Erik may mix up on/in/at: "in Monday" or "at the morning." Also "two times a week" is acceptable informally but teach "twice a week" as more natural.
Elicit: Ask Erik to tell you his schedule for the week. Write the days on screen and fill in activities.
Stage 1 · Lead-in
Photo Discussion: Your Week
What does your week look like?
Think about your weekly routine.
What day is your busiest day? When do you have free time?
Stage 2 · Target Text
Erik describes his week
TEACHER
"Tell me about your typical week, Erik."
ERIK
"On Mondays, I have a team meeting in the morning."
ERIK
"On Tuesdays and Thursdays, I have English at 8 PM."
ERIK
"I usually check machines every morning."
ERIK
"In the afternoon, I write reports."
ERIK
"I sometimes have appointments with clients."
ERIK
"On Fridays, we usually finish early — at about 5."
ERIK
"On weekends, I'm free. I never work on Saturdays."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1.Which preposition do we use with days (Monday, Tuesday)?
Q2.Which preposition for parts of the day (morning, afternoon)?
Q3.Which preposition for exact times (8 o'clock, noon)?
Stage 4 · Form
Grammar Accordion: Time prepositions & frequency
Use on with days and dates:
on Monday on weekdays on the weekend on Tuesday and Thursday
Use in with parts of the day, months, seasons, years:
in the morning in the afternoon in the evening in January
Use at with exact times and specific moments:
at 8 o'clock at noon at night at the moment
Use these patterns to talk about how often something happens:
every week / every Monday twice a week once a month How often do you...?
Stage 5 · Controlled Practice
Fill the gaps with the correct word
I have meetings Mondays.
She starts work 8 o'clock.
We write reports the afternoon.
He has English class a week.
I'm free weekends.
Stage 6 · Pronunciation
Stress on time phrases
Notice where the stress falls in each time phrase.
"ON Mondays" (stress on day)
"IN the morning" (stress on part of day)
"AT eight o'clock" (stress on time)
"TWICE a week" (stress on frequency)
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Describe Your Week
Your teacher asks about your schedule. Describe what you do on each day of the week. Use on/in/at correctly.
Teacher: "Tell me about your week." You: "On Mondays, I..."
Practice talking about your weekly schedule.
Role-Play 2
Schedule a Meeting
A colleague wants to schedule a meeting. Ask when they are free and suggest a time.
Colleague: "We need to meet this week." You: "When are you free? I have English on Tuesdays at 8 PM, but I'm free on Wednesdays."
Practice negotiating a meeting time.
Stage 8 · Production
Describe your full week
Describe your full week — Monday to Sunday. What time do you start? What do you do in the morning/afternoon? When are you free? Record 60–90 seconds.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
On Mondays, I have a team meeting in the morning. On Tuesdays and Thursdays, I have English class at 8 PM. I usually check machines every morning and write reports in the afternoon. On weekends, I'm free.
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Preposition swap: "in Monday" → "on Monday"
Part-of-day swap: "at the morning" → "in the morning"
Frequency phrasing: "I have English two times a week" → "I have English twice a week"
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
I have meetings Mondays.
I start work 8 o'clock.
I check machines the morning.
I have English class a week.
I'm free weekends.
Practice
Write about your weekly schedule
Write 6-8 sentences about your weekly schedule using on/in/at and frequency expressions.
Minimum 6 sentences0/6
Personalize
Describe your typical week
Write a paragraph (8-10 sentences) describing your typical week from Monday to Sunday.
Aim for 8-10 sentences0/8
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
On Mondays, I have a team meeting. On Tuesdays and Thursdays, I have English class at 8 PM. I check machines every morning. In the afternoon, I write reports. On weekends, I'm free.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Time prepositions
Translate these sentences. Pay attention to which preposition English uses.
Eu tenho reunião às segundas-feiras. →
Ela começa a trabalhar às 8 horas. →
Nós temos aula de inglês duas vezes por semana. →
Weekend Challenge
My Perfect Week
Your Teacher's Challenge
Describe your ideal work week
Your teacher asks you to describe your ideal work week. Include: what you do each day, times, and when you relax. Use time prepositions and frequency expressions. Check off each part as you go.
✓
Describe Monday
What you do, what time, morning or afternoon
✓
Describe Tuesday–Thursday
Your regular activities in the middle of the week
✓
Describe Friday
What time you finish, how you end the work week
✓
Say when you have English
Which days and at what time, how often
✓
Describe your weekend
When you relax and what you do in your free time
Useful phrases:
"On Mondays I have a team meeting."
"I have English at 8 PM on Tuesdays."
"I'm usually free on Friday evenings."
"On weekends, I relax and spend time with family."
Record 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 06 · Stage 01: Build the Core
A Week in Review
This is your A1+ checkpoint. You'll review and combine everything from Lessons 1–5 — then prove you can use it all together.
By the end of this lesson, you can
Talk about yourself, your work, and your routine fluently
Ask and answer questions about identity, work, and habits
Use adverbs of frequency and time expressions accurately
Describe what you are doing right now using Present Continuous
Combine all five structures from Lessons 1–5 in connected speech
Self-assess your A1+ progress and identify areas to recycle
Stage 1.1 · Vocabulary Review
Ten words you already know — quick refresh
These words come from Lessons 1–5. Tap each card to review the definition and example, then tap Listen to hear it pronounced. No new vocabulary today — just consolidation.
engineer
a professional who designs and maintains technical systems
I am an electrical engineer.
workplace
the building or area where you work
My workplace is in São Carlos.
routine
the usual order of things you do every day
My morning routine starts at 6 AM.
always
100% of the time
I always check the systems.
right now
at this exact moment
I am working right now.
schedule
a plan that shows when things happen
My schedule is busy this week.
meeting
a planned time when people discuss something
We have a meeting on Mondays.
colleague
a person you work with
My colleague and I check systems together.
deadline
the last day to finish something
We have a deadline this week.
free time
time when you have nothing planned
I'm free on weekends.
Stage 1.2 · Matching
Match words to their meanings
Choose the correct definition for each word. The options are shuffled — think before you click. These words all came from earlier lessons.
engineer
routine
right now
schedule
deadline
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik's full week — everything from L01–L05
Read this short integrated text. Notice how all five structures from L01–L05 appear in just a few lines. Then answer the comprehension questions.
My name is Erik and I'm an electrical engineer. I work in a factory in São Carlos. I always wake up at 6 AM and I usually start work at 8. On Mondays, I have a team meeting in the morning. I often check the machines and write reports in the afternoon. Right now, I am working on an important project with a deadline this week. I never work on weekends — that's my free time.
Q1.What is Erik's job?
Q2.What is he doing right now?
Q3.When is he free?
Stage 1.4 · Grammar Tip
Everything you've learned — quick review
This table summarises the five structures from Lessons 1–5. Refer back to it whenever you need to remind yourself which structure to use.
Structure
When to use
Example
Present Simple
facts, identity, routine
I am an engineer. I work in a factory.
Do/Does questions
asking about work/routine
Where do you work? Does he work here?
Adverbs of frequency
how often
I always check. I never work Sundays.
Present Continuous
happening now
I am working right now.
Time expressions
when things happen
on Mondays, in the morning, at 8 o'clock
Never say · mixed traps from L01–L05
"I am work here."→"I work here." (or "I am working now.")
"Where you work?"→"Where do you work?"
"I check always."→"I always check."
"in Monday"→"on Monday"
Stage 1.5 · Fill in the Blank
Mixed review across all five structures
Type the missing word in each gap. Each sentence tests a different structure from L01–L05.
I an electrical engineer.
Where you work?
I work on Sundays.
I working right now.
I have meetings Mondays.
Stage 2 · Sentence Ordering
Reorder the words to build a sentence
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · introduce yourself
anIengineeramelectrical
Hint · ask about work
workdowhereyou?
Hint · describe what's happening now
nowworkingamrightI
Stage 3 · Pronunciation
Listen and repeat — one phrase from each lesson
Listen, then repeat. There is no scoring — just train your ear and your mouth. Each phrase highlights a key structure from L01–L05.
01.
"I'm an electrical engineer."
02.
"Where do you work?"
03.
"I always check the systems."
04.
"I'm working right now."
05.
"I have meetings on Mondays."
Stage 4 · Situational Quiz
Combine everything you've learned
These scenarios test whether you can combine structures from several lessons. Choose the option a confident A1+ speaker would actually say.
Scenario 1. Someone asks "Tell me about yourself and your work." Best answer combining structures?
Scenario 2. Your manager asks "What are you doing this week?" Best answer?
Stage 5 · Free Production
Your A1+ showcase — talk about yourself for 2 minutes
This is your A1+ showcase. Talk about yourself for 2 minutes: your job, your workplace, your routine, what you're doing right now, and your typical week. Combine everything from Lessons 1–5. Record yourself.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
The greatest hits from L01–L05.
These five sentences cover every structure from your first five lessons. Master these and you have A1+ in your pocket.
01.
"I'm an electrical engineer."
02.
"I work in a factory in São Carlos."
03.
"I always check the systems in the morning."
04.
"I'm working on a project right now."
05.
"I have meetings on Mondays."
Teacher Notes
Framework: This is a consolidation/assessment lesson. Less new input, more production. Let Erik demonstrate. Note which structures are solid and which need more work.
Watch for: Which of the 5 structures does Erik struggle with? Present Simple vs Present Continuous is the most common confusion. Note it for future lessons.
Assessment note: Use the self-assessment checklist in the class. Mark Erik as A1+ consolidated if he can combine 4 of the 5 structures in connected speech.
Stage 1 · Lead-in
Photo Discussion: Five lessons, one story
Five lessons, one story
Look back at everything you've learned.
Which lesson was the most useful for you? What can you say now that you couldn't say before?
Stage 2 · Target Text
Erik gives an integrated self-summary
Teacher
"Erik, tell me everything — who you are, what you do."
Erik
"I'm an electrical engineer. I work in a factory in São Carlos."
Erik
"I always wake up at 6 and usually start work at 8."
Erik
"On Mondays, I have a team meeting in the morning."
Erik
"I often check machines and write reports."
Erik
"Right now, I'm working on a big project."
Erik
"We have a deadline this week, so I'm quite busy."
Erik
"But I never work on weekends — that's my free time."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."I work in a factory" — is this a routine or something happening now?
Answer: Routine — Present Simple for general facts about your work.
Q2."I'm working right now" — routine or now?
Answer: Now — Present Continuous for things happening at this moment.
Q3."I always check the machines" — what does "always" tell us?
Answer: How often — 100% of the time. Adverbs of frequency answer "how often?".
Stage 4 · Form
Grammar Review: All Five Structures
Use Present Simple for facts, identity, and routine:
I work in a factory. He works in São Carlos. Do you work here? / Does he work here?
Adverbs go before the main verb or after "to be":
I always check the systems. She is usually busy on Mondays. We never work on Sundays.
Use am / is / are + verb-ing for things happening now:
I am working right now. She is checking the machines. We are having a meeting.
Contrast with Present Simple: "I work here" (always) vs "I am working now" (this moment).
on dayson Mondays
in partsin the morning
at timesat 8 o'clock
frequencyevery day / this week
Stage 5 · Controlled Practice
Mixed gaps across all five structures
I an engineer.
he work in São Carlos?
I work on Sundays (0%).
She checking the machines now.
We have meetings Mondays.
Stage 6 · Pronunciation
Connected speech review
Notice how natural English contracts and connects words.
"I'm an engineer." (contraction)
"Where d'you work?" (natural do-you)
"I'm working right now." (contraction + ing)
"I've got meetings on Mondays." (natural)
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Full Introduction
A new international colleague meets you. Tell them everything: your job, workplace, routine, current project, and weekly schedule.
A: "Hi! What do you do?"
B: "I'm an electrical engineer. I work in a factory in São Carlos."
A: "What's your routine like?"
B: "I always wake up at 6. Right now I'm working on a big project."
Combine all five structures from L01–L05.
Role-Play 2
Q&A Challenge
Your teacher asks rapid questions mixing all 5 structures — answer each one correctly.
T: "Where do you work?"
S: "I work in a factory in São Carlos."
T: "What are you doing right now?"
S: "I'm working on an important project."
Mix identity, questions, frequency, now, and schedule.
Stage 8 · Production
The A1+ showcase — speak for 2 minutes
Speak for 2 minutes without stopping. Cover: who you are, your work, your daily routine, what you're doing now, and your typical week. This is your A1+ checkpoint.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome + Self-Assessment
What you should be able to say — and tick your can-dos
I'm an electrical engineer. I work in a factory in São Carlos. I always start at 8. On Mondays I have meetings. Right now I'm working on a project with a deadline. I never work on weekends.
Can you do these? Tick each one:
✓
I can introduce myself and my job
Use Present Simple to say who I am and what I do
✓
I can ask and answer Do/Does questions
Build and answer yes/no questions about work and routine
✓
I can use always/usually/never correctly
Position frequency adverbs in the right place
✓
I can describe what I'm doing right now
Use Present Continuous for actions happening now
✓
I can talk about my weekly schedule
Use on/in/at + time expressions naturally
Stage 10 · Teacher (Delayed Error Correction)
Assessment focus
Assessment focus: Note which of the 5 structures are solid and which need recycling in Stage 02. Present Simple vs Present Continuous is the key one to watch.
Key question: Can Erik combine 4 of the 5 structures in connected speech? If yes → A1+ consolidated.
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class and L01–L05.
I an electrical engineer.
he work in São Carlos?
I work on Sundays.
She checking the machines now.
We have meetings Mondays.
Practice
Write 8 sentences combining all 5 structures
Write 8 sentences about yourself combining all 5 structures (identity, questions, frequency, now, schedule).
Minimum 8 sentences0/8
Personalize
Your A1+ portfolio piece — full introduction
Write a full paragraph (10–12 sentences) introducing yourself completely — this is your A1+ portfolio piece.
Aim for 10–12 sentences0/10
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
I'm an electrical engineer. I work in a factory in São Carlos. I always wake up at 6. On Mondays I have meetings. Right now I'm working on a project. I never work on weekends.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Mixed structures
Translate these sentences. They mix identity, questions, and Present Continuous from across the unit.
Eu sou engenheiro elétrico. →
Onde você trabalha? →
Eu estou trabalhando agora. →
Weekend Challenge
The Full Picture
Your A1+ Milestone
Show everything you can do.
Record a complete 2-minute self-introduction video for an international colleague. This integrates everything from your first 5 lessons — your A1+ milestone. Check off each part as you go.
✓
Introduce yourself and job
"I'm an electrical engineer." (Present Simple, identity)
✓
Describe your workplace
"I work in a factory in São Carlos." (Present Simple, place)
✓
Talk about your routine with frequency
"I always start at 8. I never work weekends." (frequency adverbs)
✓
Describe what you're working on now
"Right now I'm working on a project." (Present Continuous)
✓
Explain your weekly schedule
"I have meetings on Mondays." (time expressions)
Useful phrases:
"I'm an electrical engineer from São Carlos."
"I always start work at 8 in the morning."
"Right now I'm working on an important project."
"I have team meetings every Monday."
Record 2 minutes. Speak naturally — no script. This is your A1+ milestone, so combine everything!
00:00
Tap to record · aim for 2 minutes
Lesson 07 · Stage 02: Moving into A2
What I Did Yesterday
Talk about the past — what you did yesterday, last week, and on your last project — using the Past Simple.
By the end of this lesson, you can
Talk about what you did yesterday
Use Past Simple with regular and irregular verbs
Form past questions and negatives
Describe a sequence of past actions
Ask "What did you do...?"
Stage 1.1 · Vocabulary
Ten words for talking about the past
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
worked
past of work
I worked late yesterday.
checked
past of check
I checked all the machines this morning.
finished
past of finish
We finished the project last week.
started
past of start
The meeting started at 9 AM.
went
past of go (irregular)
I went to the factory early.
had
past of have (irregular)
We had a meeting yesterday.
did
past of do (irregular)
I did a lot of work today.
made
past of make (irregular)
The team made good progress.
yesterday
the day before today
I worked from home yesterday.
last week
the week before this one
We solved the problem last week.
Stage 1.2 · Matching
Match each word to its meaning
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
worked
went
had
yesterday
last week
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik's day yesterday
Read the short text. Then answer the three comprehension questions below.
Yesterday was a busy day. I woke up at 6 and went to the factory early. I checked all the electrical systems in the morning. We had a team meeting at 10. In the afternoon, I fixed a machine and wrote two reports. We finished a big project last week, so I felt happy. I didn't work late — I went home at 6.
Q1.What time did he go home?
Q2.What did he do in the afternoon?
Q3.When did they finish the big project?
Stage 1.4 · Grammar Tip
Past Simple — talking about finished actions
Keep this table handy. Notice how regular verbs add -ed while irregular verbs have a special form.
Form
Pattern
Examples
Regular affirmative
verb + -ed
worked, checked, finished
Irregular affirmative
special form
go → went, have → had, do → did, make → made
Negative
didn't + base verb
I didn't work. / She didn't go.
Question
Did + S + base verb?
Did you work yesterday?
Wh- question
Wh + did + S + base verb?
What did you do?
Never say · common traps with Past Simple
I goed to work.→I went to work.
I didn't worked.→I didn't work.
Did you worked?→Did you work?
What you did?→What did you do?
Stage 1.5 · Fill in the Blank
Practice Past Simple
Type the correct past form in each gap. Listen to the sentence first if it helps you hear the answer.
I (go) to the factory early.
We (have) a meeting at 10.
She (not/work) yesterday.
you finish the report?
What he do last week?
Stage 2 · Sentence Ordering
Reorder the words to build a sentence
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · a finished action yesterday
iwenttoworkyesterday.
Hint · talk about a finished project
wefinishedtheprojectlastweek.
Hint · ask about yesterday
whatdidyoudoyesterday?
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"I worked late yesterday."
02.
"We finished the project."
03.
"She checked the machines."
04.
"I started at eight."
05.
"We needed more time."
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2 speaker would actually say in that moment.
Scenario 1. A colleague asks "What did you do yesterday?" What's the best answer?
Scenario 2. You want to ask about a finished project. What do you ask?
Stage 5 · Free Production
Describe what you did yesterday out loud
Describe what you did yesterday, from morning to evening. Use the Past Simple. Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete Past Simple sentence.
01.
"I went to work early."
02.
"I checked all the systems."
03.
"We had a meeting yesterday."
04.
"I didn't work late."
05.
"What did you do yesterday?"
Teacher Notes
Warm-up: Retrieval from L06: introduce yourself, routine, what you're doing now. Then: what did you do YESTERDAY?
Watch for: Overregularized irregulars (goed, haved) and double-marked negatives/questions (didn't worked, Did you worked?).
Elicit first: Ask what he did yesterday step by step; write verbs highlighting regular vs irregular.
Stage 1 · Lead-in
Photo Discussion: Yesterday at work
Yesterday at work
Think back to yesterday.
What did you do yesterday morning? Was it a busy day?
Stage 2 · Target Text
Erik tells his teacher about his day
Teacher
"So, what did you do yesterday, Erik?"
Erik
"I woke up early and went to the factory at 7."
Erik
"I checked all the electrical systems first."
Erik
"We had a team meeting at 10 o'clock."
Erik
"In the afternoon, I fixed a machine."
Erik
"I wrote two reports about the equipment."
Erik
"We finished a big project last week, so I felt good."
Erik
"I didn't work late — I went home at 6."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."I worked" — when?
Q2.How do we make a negative?
Q3."I went" — regular or irregular?
Stage 4 · Form
Grammar Accordion: Past Simple
Most verbs form the past by adding -ed:
work → worked check → checked finish → finished start → started
Common irregular verbs have a special past form — no -ed:
go → went have → had do → did make → made write → wrote feel → felt
For negatives, use didn't + base verb (not the past form):
I didn't work. She didn't go. We didn't finish.
For questions, use Did + subject + base verb (not the past form):
Did you work? What did you do? Where did you go?
Stage 5 · Controlled Practice
Fill the gaps with the correct past form
I (go) to work early.
We (finish) the project last week.
She (not/come) to the meeting.
you check the systems?
What time the meeting start?
Stage 6 · Pronunciation
Past tense endings and irregular forms
Notice the /t/, /d/, and /ɪd/ endings on regular verbs, and the irregular past forms.
"worked, checked, finished"
"arrived, solved, repaired"
"started, needed, wanted"
"I worked, I started, I arrived."
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
My Day in Order
Your teacher asks about your day yesterday. Describe it in order — morning, afternoon, evening.
Teacher: "What did you do yesterday morning?"
Student: "I woke up at 6 and went to work at 7."
Teacher: "What about the afternoon?"
Student: "I fixed a machine and wrote two reports."
Practice telling a story in chronological order.
Role-Play 2
The Finished Project
A colleague asks about a project you finished. Answer their Past Simple questions.
Colleague: "When did you finish the project?"
Student: "We finished it last week."
Colleague: "Did you have problems?"
Student: "Yes, but we solved them. We made good progress."
Practice Past Simple questions and answers.
Stage 8 · Production
Tell the story of your day yesterday
Tell the story of your day yesterday — morning to evening, in order. Use at least 6 past verbs. Record 60–90 seconds. No script — speak naturally.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
Yesterday I woke up early and went to the factory at 7. I checked the systems and had a meeting at 10. In the afternoon I fixed a machine and wrote two reports. I didn't work late — I went home at 6.
Double-marked questions: "Did you worked?" → "Did you work?"
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
I (go) to the factory early.
We (have) a meeting yesterday.
We (finish) the project last week.
I (not/work) late — I went home at 6.
What you do yesterday?
Practice
Write about what you did last week
Write 6–8 sentences about what you did last week, using Past Simple.
Minimum 6 sentences0/6
Personalize
Tell the story of your day yesterday
Write a paragraph (8–10 sentences) telling the story of your day yesterday.
Aim for 8-10 sentences0/8
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
Yesterday I went to the factory early. I checked the electrical systems and had a team meeting. In the afternoon I fixed a machine and wrote reports. I didn't work late.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Past Simple
Translate these sentences. Pay attention to irregular past forms and the didn't + base pattern.
Eu fui trabalhar cedo. →
Nós terminamos o projeto na semana passada. →
O que você fez ontem? →
Weekend Challenge
My Day in Review
Your Teacher's Challenge
Tell a colleague about yesterday
Tell a colleague about a typical day last week at the factory. Describe what you did, in order. Check off each part as you go.
✓
Say what time you started
Yesterday I woke up at 6 / I went to work at 7
✓
Describe your morning tasks
I checked all the systems / I did the first tasks
✓
Talk about a meeting
We had a meeting at 10 / We discussed the project
✓
Describe your afternoon work
I fixed a machine / I wrote two reports
✓
Say what time you finished
I didn't work late / I went home at 6
Useful phrases:
"Yesterday I went to work at 7."
"I checked all the electrical systems."
"We had a meeting in the morning."
"I finished a report and went home at 6."
Record up to 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 08 · Stage 02: Moving into A2
My Last Trip
Describe your travel experiences — where you went, what you did, and how it was — using Past Simple questions and answers.
By the end of this lesson, you can
Talk about a previous trip
Ask and answer questions about travel in the past
Describe where you went, what you did, how it was
Use Past Simple questions fluently
Talk about Erik's trips to China for work
Stage 1.1 · Vocabulary
Ten words about travel
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
trip
a journey to a place and back
My last trip was to China.
flight
a journey by airplane
The flight to Shanghai was 20 hours.
airport
the place where planes take off and land
I arrived at the airport early.
hotel
a building where you pay to sleep
The hotel was near the factory.
passport
an official document for international travel
I showed my passport at immigration.
arrived
past of arrive — reached a place
I arrived in China on Monday.
stayed
past of stay — remained in a place
I stayed at the hotel for five days.
visited
past of visit — went to see a place
I visited the factory in Shanghai.
took
past of take (irregular)
I took a taxi from the airport.
How was...?
asking about a past experience
How was your trip to China?
Stage 1.2 · Matching
Match travel words to their meanings
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
trip
flight
arrived
stayed
took
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik's last trip to China
Read the short text. Then answer the three comprehension questions below.
Last month I went to China for work. The flight from São Paulo was very long — about 20 hours. I arrived in Shanghai on Monday morning. I took a taxi to the hotel and stayed there for five days. I visited our factory and had meetings with the team. The food was different but good. How was the trip? It was tiring but interesting. Did I like it? Yes, I did.
Q1.How long was the flight?
Q2.How did he get to the hotel?
Q3.How long did he stay?
Stage 1.4 · Grammar Tip
Past Simple Questions — asking about travel
Keep this table handy. Notice the inversion: Did comes BEFORE the subject, and the main verb stays in BASE form.
Type
Structure
Example
Yes/No
Did + S + base verb?
Did you go to China?
Wh- (where)
Where did + S + base verb?
Where did you go?
Wh- (how long)
How long did + S + stay?
How long did you stay?
How was...?
How was + noun?
How was the trip? How was the hotel?
Short answer
Yes, I did. / No, I didn't.
Did you like it? Yes, I did.
Never say · common Brazilian-speaker traps
Where you went?→Where did you go?
How was the trip was?→How was the trip?
Did you went?→Did you go?
I did go to China.→I went to China.
Stage 1.5 · Fill in the Blank
Practice Past Simple questions and answers
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
Where you go last month?
I to China for work.
How long you stay?
How the flight?
you like the trip?
Stage 2 · Sentence Ordering
Reorder the words to build a question or answer
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · ask about a destination
didyougowhere?
Hint · describe a past trip
towentChinaIlast month
Hint · ask about the experience
thehowwastrip?
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"Where did you go?"
02.
"I went to China for work."
03.
"How long did you stay?"
04.
"The flight was very long."
05.
"How was the trip?"
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2 speaker would actually say in that moment.
Scenario 1. A colleague says "I heard you traveled." They want to know where. What question do they ask?
Scenario 2. You want to know if the hotel was good. What do you ask?
Stage 5 · Free Production
Describe a trip you took
Talk about a trip you took — for work or vacation. Where did you go? How long did you stay? What did you do? How was it? Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete Past Simple question or answer.
01.
"Where did you go?"
02.
"I went to China for work."
03.
"How long did you stay?"
04.
"How was the trip?"
05.
"I stayed for five days."
Teacher Notes
Warm-up: Retrieval from L07: "What did you do yesterday?" Then: "And your LAST TRIP? Where did you go?"
Watch for: Erik may say "Where you went?" instead of "Where did you go?" and "How was the trip was?" The question inversion is the key challenge.
Context: Erik travels to China for work — use this as authentic context. He's done this trip. It's real.
Stage 1 · Lead-in
Photo Discussion: My last trip
My last trip
Think about a journey you took.
When was your last trip? Where did you go?
Stage 2 · Target Text
Erik describes his trip to China
Teacher
"Tell me about your last trip, Erik."
Erik
"I went to China last month for work."
Erik
"The flight from São Paulo was about 20 hours."
Erik
"I arrived in Shanghai on Monday morning."
Erik
"I took a taxi to the hotel."
Teacher
"How long did you stay?"
Erik
"I stayed for five days. I visited the factory and had meetings."
Erik
"The trip was tiring but very interesting."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."Where did you go?" — is this present or past?
Q2."How was the trip?" — what kind of word is "was"?
Q3.In "Did you stay long?", does the main verb change?
Stage 4 · Form
Grammar Accordion: Past Simple Questions
Use Did + subject + base verb for yes/no questions:
Did you go to China? Did he stay at the hotel? Did they like the food?
Wh- words (Where, How long, What) go before did:
Where did you go? How long did you stay? What did you do there?
With "How was...?", use the past of be followed by a noun:
How was the flight? How was the hotel? How was the food?
Short answers reuse did / didn't — never the main verb:
Did you like it? — Yes, I did. / No, I didn't. How was the trip? — It was great. / It was tiring.
Stage 5 · Controlled Practice
Fill the gaps with the correct word
Where you go?
I to the factory in Shanghai.
How the flight?
you like the hotel?
How long he stay?
Stage 6 · Pronunciation
Question intonation patterns
Listen, then repeat. Notice the falling intonation on wh- questions and rising on yes/no.
"Where did you GO?" (stress on content word, falling)
"How was the TRIP?" (falling intonation)
"Did you LIKE it?" (rising — yes/no)
"How LONG did you stay?" (falling — wh-)
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Last Trip to China
Your teacher interviews you about your last trip to China. Answer all their questions.
T: "Where did you go?"
S: "I went to China for work."
T: "How long did you stay?"
S: "I stayed for five days."
T: "How was the hotel?"
S: "It was good — near the factory."
Practice asking about: Where? How long? Hotel? Food? Work?
Role-Play 2
Interview the Teacher
You interview your teacher about THEIR last trip. Ask at least 5 questions.
S: "Where did you go?"
T: "I went to the beach."
S: "How long did you stay?"
T: "Just the weekend."
S: "How was the hotel?"
T: "It was great."
Practice asking questions using Past Simple.
Stage 8 · Production
Tell the full story of your last trip
Tell the full story of your last trip to China — from leaving São Carlos to coming back. Use past questions and answers. Record 60–90 seconds.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
I went to China last month. The flight was about 20 hours. I arrived in Shanghai and took a taxi to the hotel. I stayed for five days and visited the factory. The trip was tiring but interesting.
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Question inversion: "Where you went?" → "Where did you go?"
Double past: "Did you went?" → "Did you go?"
Double copula: "How was the trip was?" → "How was the trip?"
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
Where you go last month?
I to China for work.
How the flight?
you like the trip?
I at the hotel for five days.
Practice
Write questions about a trip
Write 6-8 questions you could ask someone about their last trip. Use Did / Where / How / How long.
Minimum 6 questions0/6
Personalize
Write about your last trip
Write a paragraph (8-10 sentences) about your last trip to China (or any trip). Include: where, when, how long, what you did, how it was.
Aim for 8-10 sentences0/8
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
I went to China last month. The flight was 20 hours. I stayed at a hotel for five days. I visited the factory and had meetings. The trip was interesting.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Past questions
Translate these sentences. Pay attention to question inversion in English.
Onde você foi? →
Como foi a viagem? →
Quanto tempo você ficou? →
Weekend Challenge
Tell Me About Your Trip
Your Teacher's Challenge
Tell a colleague about your international trip
A new colleague asks about your last international trip. Tell the complete story — departure, flight, arrival, what you did, how it was.
✓
Say where you went and when
Example: "I went to China last month."
✓
Describe the flight
Example: "The flight was about 20 hours."
✓
Talk about the hotel
Example: "The hotel was near the factory."
✓
Describe what you did each day
Example: "I visited the factory and had meetings."
✓
Say how the trip was overall
Example: "The trip was tiring but very interesting."
Useful phrases:
"I went to China last month for work."
"The flight was about 20 hours."
"I stayed at a hotel near the factory."
"The trip was tiring but very interesting."
Record 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 09 · Stage 02: Moving into A2
What Happens Next?
Talk about the future — your plans, upcoming projects, and predictions — using 'going to' and 'will'.
By the end of this lesson, you can
Talk about future plans with "going to"
Make predictions with "will"
Talk about arrangements and upcoming events
Describe what you're going to do next week
Discuss upcoming projects and trips
Stage 1.1 · Vocabulary
Ten words about the future
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
plan
something you intend to do
I have a plan for next week.
going to
used for future intentions/plans
I'm going to visit the factory tomorrow.
will
used for predictions and decisions
The project will finish next month.
next week
the week after this one
We're going to start next week.
tomorrow
the day after today
I'm going to check the systems tomorrow.
soon
in a short time
The new equipment will arrive soon.
probably
likely but not certain
It will probably rain tomorrow.
arrangement
a plan agreed with others
I have an arrangement to meet the client.
deadline
the final date to finish
We're going to meet the deadline.
schedule
a plan of times
The schedule will change next month.
Stage 1.2 · Matching
Match future words to their meaning
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
plan
going to
will
soon
probably
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik's plans for next month
Read the short text. Then answer the three comprehension questions below.
Next month is going to be busy. We're going to start a new project at the factory. I'm going to travel to China again in March. First, we're going to install new equipment. Then we'll test all the systems. It will probably take three weeks. I think the project will be successful. After that, I'm going to take a short holiday.
Q1."What is he going to do in March?"
Q2."How long will the project probably take?"
Q3."What is he going to do after the project?"
Stage 1.4 · Grammar Tip
Future — 'going to' vs 'will'
Keep this table handy. Notice when to use 'going to' for plans and 'will' for predictions and instant decisions.
Form
Use
Example
going to
plans/intentions decided before
I'm going to visit China.
going to
evidence-based prediction
Look at the sky — it's going to rain.
will
prediction/opinion
I think it will be successful.
will
instant decision
OK, I'll help you.
will (probably)
uncertain prediction
It will probably take 3 weeks.
Never say · common Brazilian-speaker traps
I will to visit→I will visit / I'm going to visit
I go to travel tomorrow→I'm going to travel tomorrow
It will probably rains→It will probably rain
I'm going visit→I'm going to visit
Stage 1.5 · Fill in the Blank
Practice future forms
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
I'm to visit the factory tomorrow.
The project finish next month.
We going to install new equipment.
It probably take three weeks.
I going to travel to China in March.
Stage 2 · Sentence Ordering
Reorder the words to build a sentence
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · plans for the future
toChinaI'mgoingvisit.
Hint · prediction about work
finishnext monthprojectThewill.
Hint · ask about the future
youWhatgoingaredoto?
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"I'm going to visit the factory."
02.
"We're going to start next week."
03.
"The project will finish soon."
04.
"It'll probably take three weeks."
05.
"What are you going to do?"
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2 speaker would actually say in that moment.
Scenario 1. You already decided to travel to China. How do you say it?
Scenario 2. You look at storm clouds. What do you say?
Stage 5 · Free Production
Describe your future plans
Talk about your plans for next month — at work and personally. What are you going to do? What do you think will happen? Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete, professional future sentence.
01.
"I'm going to visit the factory tomorrow."
02.
"We're going to start a new project."
03.
"The project will finish next month."
04.
"It will probably take three weeks."
05.
"What are you going to do next week?"
Teacher Notes
Lesson Framework: Same as L08. Watch for "going to" vs "will" confusion and missing "to" after "going". Elicit the rule — plans decided before (going to) vs instant predictions (will) — before you show the form accordion.
Retrieval from L08: At start, ask "Where did you go on your last trip?" to connect. Then flip to future: "And your NEXT trip? Where are you going to go?"
Stage 1 · Lead-in
Photo Discussion: What happens next?
What happens next?
Think about your plans.
What are your plans for next month? What do you think will happen at work?
Stage 2 · Target Text
Erik talks about his future plans
Teacher
"What are your plans for next month, Erik?"
Erik
"Next month is going to be busy."
Erik
"We're going to start a new project at the factory."
Erik
"I'm going to travel to China again in March."
Erik
"First, we're going to install new equipment."
Erik
"Then we'll test all the systems."
Erik
"It will probably take three weeks."
Erik
"I think the project will be successful."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."I'm going to travel" — is this a plan or a prediction?
Answer: A decided plan. He already knows he's going.
Q2."It will probably rain" — how sure are we?
Answer: Not completely sure. "Probably" shows we're uncertain.
Q3.After "will", what form is the verb?
Answer: Base form — "will finish", "will be", "will test". Never add -ed or -ing.
Stage 4 · Form
Grammar Accordion: Future 'going to' and 'will'
Use "I'm going to" for plans you decided before now:
I'm going to visit China. We're going to start a new project. She's going to take a holiday.
Use "will" for opinions and instant decisions (not decided before):
I think it will be successful. OK, I'll help you. The project will finish next month.
Invert the auxiliary — "Are you going to...?" — main verb stays base form:
Are you going to visit China? What are you going to do next week? When is she going to arrive?
Affirmative: I'm going to visit. / It will work.
Negative: I'm not going to visit. / It won't work.
Question: Are you going to visit? / Will it work?
Remember: After "will", always base form. After "going to", always to + base form.
Stage 5 · Controlled Practice
Fill the gaps with the correct word
I'm to start the project tomorrow.
The equipment arrive next week.
We going to test the systems.
It probably be difficult.
What you going to do?
Stage 6 · Pronunciation
Stress and reduction ("gonna", "'ll")
Notice stress patterns and natural reductions in fast speech.
"I'm GOing to VIsit China." (gonna)
"We're GOing to START soon." (gonna)
"The project will FInish next month." ('ll)
"It'LL PROBably take three weeks."
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Next Month's Project
Your teacher asks about your plans for next month. Explain what you're going to do, step by step, and what you think will happen.
T: "What are you going to do next month?"
S: "I'm going to start a new project."
T: "How long will it take?"
S: "It will probably take three weeks."
Practice using both "going to" for plans and "will" for predictions.
Role-Play 2
Plan an Upcoming Trip
Plan an upcoming trip together. Discuss where you're going to go, what you'll do, and predictions about it.
A: "Where are you going to go?"
B: "I'm going to visit China in March."
A: "How long will you stay?"
B: "I'm going to stay for five days."
Practice discussing future plans and making predictions.
Stage 8 · Production
Describe your future plans and predictions
Describe your plans for the next three months — work projects, trips, personal goals. Use "going to" for plans and "will" for predictions. Record 60–90 seconds.
00:00
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Stage 9 · Outcome
What you should be able to say by now
Next month is going to be busy. We're going to start a new project and I'm going to travel to China in March. First we'll install new equipment, then we'll test the systems. It will probably take three weeks.
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Missing "to": "I'm going visit" → "I'm going to visit"
Wrong auxiliary: "I will to visit" → "I will visit" or "I'm going to visit"
Verb form after will: "It will rains" → "It will rain"
Confusion will/going to: Use "going to" for pre-decided plans; use "will" for instant decisions and predictions.
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
I'm to visit the factory tomorrow.
The project finish next month.
We going to install new equipment.
It probably take three weeks.
I going to travel to China in March.
Practice
Write about your future plans
Write 6–8 sentences about your future plans, using 'going to' and 'will'.
Minimum 6 sentences0/6
Personalize
Write about your plans and predictions for the next few months
Write a paragraph (8–10 sentences) about your plans and predictions for the next few months. Include work projects, trips, and personal goals.
Aim for 8-10 sentences0/8
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
Next month I'm going to start a new project. I'm going to travel to China in March. We'll install new equipment and test the systems. It will probably take three weeks.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Future tense
Translate these sentences. Pay attention to "going to" vs "will".
Eu vou visitar a fábrica amanhã. →
O projeto vai terminar no próximo mês. →
O que você vai fazer na próxima semana? →
Weekend Challenge
My Next Chapter
Your Teacher's Challenge
Talk about your next chapter
Tell a colleague about your plans for the rest of the year — projects, trips, and what you think will happen. Check off each part as you go.
✓
Describe your next work project
What you're going to do and when it starts
✓
Talk about your next trip
Where you're going to go and when
✓
Make a prediction about the project
How long it will take and what you think will happen
✓
Say what you're going to do personally
Your personal goals or plans
✓
Predict how the year will end
What you think will happen by December
Useful phrases:
"Next month I'm going to start a new project."
"I'm going to travel to China in March."
"The project will probably take three weeks."
"I think it will be a good year."
Record about 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 10 · Stage 02: Moving into A2
Connecting My Ideas
Stop speaking in short isolated sentences. Learn to connect your ideas with because, but, so, and, then — and sound like a confident speaker.
By the end of this lesson, you can
Connect ideas using because, but, so, and, then
Give reasons for actions and events
Express contrast between two ideas
Show results of a previous action
Sequence events in time order
Speak in longer, connected sentences instead of isolated short ones
Stage 1.1 · Vocabulary
Ten connectors that link your ideas
Read each card — the headword, its function, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
because
gives a reason (why)
I stayed late because we had a deadline.
but
shows contrast (unexpected)
The project was difficult, but we finished it.
so
shows a result
The machine broke, so I fixed it.
and
adds information
I checked the systems and wrote a report.
then
shows sequence (next)
First I checked the systems, then I wrote a report.
also
adds extra information
I work with systems. I also travel to China.
however
formal contrast (like but)
The trip was long. However, it was interesting.
first
at the beginning of a sequence
First, I checked my emails.
after that
next in a sequence
After that, I went to the factory.
finally
the last in a sequence
Finally, I wrote the report and went home.
Stage 1.2 · Matching
Match each connector to its function
Choose the correct function for each connector. The dropdown options are shuffled — think before you click.
because
but
so
then
however
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik's long day
Read the short text. Notice how Erik links his ideas with because, but, so, then, and finally. Then answer the three comprehension questions below.
Yesterday was a long day. First, I went to the factory and checked all the machines. Then I had a meeting with my team. The project was behind schedule, so we needed to work fast. I stayed late because we had a deadline. The work was hard, but we made good progress. After that, I wrote a report. Finally, I went home. I was tired, but I felt happy because we solved the problem.
Q1.Why did he stay late?
Q2."The work was hard..." — what happened?
Q3.What happened finally?
Stage 1.4 · Grammar Tip
Connecting ideas — because, but, so, and, then
Keep this table handy. Each connector has ONE clear job. Pick the right one for the job you want to do.
Connector
Function
Example
because
reason (why)
I stayed late because we had a deadline.
but
contrast
It was hard, but we finished.
so
result
The machine broke, so I fixed it.
and
addition
I checked systems and wrote reports.
then / after that
sequence
First I checked, then I wrote.
also
extra info
I work here. I also travel abroad.
Never say · common connector traps
Because I was tired, so I went home.→I was tired, so I went home. / I went home because I was tired.
I like my job, because is interesting.→I like my job because it is interesting.
But the project was difficult.→The project was difficult, but we finished it.
I went home then I was tired.→I was tired, so I went home.
Stage 1.5 · Fill in the Blank
Practice linking sentences with connectors
Type the correct connector in each gap. Listen to the full sentence first if it helps you hear the answer.
I stayed late we had a deadline.
The project was difficult, we finished it.
The machine broke, I fixed it.
I checked the systems wrote a report.
First I had a meeting, I went to the factory.
Stage 2 · Sentence Ordering
Reorder the words to build a connected sentence
Tap the arrows next to each word to move it up or down. Build a correct English sentence using a connector, then check your order.
Hint · give a reason
becauselatestayedIwehadadeadline.
Hint · contrast
butwasithardwefinished.
Hint · show a result
sobrokethemachineIfixedit.
Stage 3 · Pronunciation
Listen and repeat — pausing before connectors
Listen to each phrase, then record yourself. Notice the small pause (...) before the connector — this makes your speech sound more natural and connected.
01.
"I stayed late... because we had a deadline."
02.
"The project was difficult... but we finished it."
03.
"The machine broke... so I fixed it."
04.
"First I checked the systems... then I wrote a report."
05.
"I was tired... but I felt happy."
Stage 4 · Situational Quiz
Pick the right connector for the job
Read each scenario carefully. Choose the option a confident A2 speaker would actually say in that moment.
Scenario 1. You want to explain WHY you traveled to China. Best connector?
Scenario 2. The flight was long, but you enjoyed the trip. How do you say it?
Stage 5 · Free Production
Connect your ideas about yesterday
Talk about your last workday. Connect your ideas using because, but, so, and, then. Try to speak in longer sentences, not just short ones. Record yourself (60–90 seconds).
00:00
Tap the red circle to start · tap again to stop
Survival Card · five connected sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one links two ideas with a connector — the pattern of connected, professional speech.
01.
"I stayed late because we had a deadline."
02.
"The project was difficult, but we finished it."
03.
"The machine broke, so I fixed it."
04.
"First I checked the systems, then I wrote a report."
05.
"I was tired, but I felt happy."
Teacher Notes
Warm-up: Retrieval from L09: "What are you going to do next week?" Then: "Tell me about yesterday — but try to connect your ideas. Don't just say short sentences."
Watch for: Erik may double-connect ("Because I was tired, so I went home"). Also watch for missing subjects after connectors ("I like my job, because is interesting" → "because IT is").
Teaching point: The key outcome is LONGER utterances. Erik should move from "I checked. I wrote a report." to "I checked the systems and wrote a report."
Stage 1 · Lead-in
Photo Discussion: Connected speech
Connect your ideas
Short sentences → longer, connected speech.
Can you tell me about yesterday in ONE long sentence? What words help you connect ideas?
Stage 2 · Target Text
Erik describes a long day using connectors
Teacher
"Tell me about yesterday, Erik — but use longer sentences."
Erik
"Yesterday was busy because we had a deadline."
Erik
"First, I went to the factory and checked the machines."
Erik
"Then I had a meeting with my team."
Erik
"The project was behind schedule, so we worked fast."
Erik
"I stayed late because we needed to finish."
Erik
"The work was hard, but we made good progress."
Erik
"Finally I went home. I was tired, but happy."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."I stayed late BECAUSE we had a deadline" — what does 'because' tell us?
Answer: The reason. Because introduces WHY something happened. We stayed late → reason = deadline.
Q2."It was hard BUT we finished" — what does 'but' show?
Answer: Contrast/surprise. It was hard → you might think they wouldn't finish → but they did. But connects two ideas that are opposite or unexpected.
Q3."The machine broke SO I fixed it" — what does 'so' introduce?
Answer: The result. Machine broke → result = I fixed it. So introduces what happened BECAUSE of the first action.
Stage 4 · Form
Grammar Accordion: Linkers & Connectors
"Because" introduces the reason something happened. It answers the question why?
I stayed late because we had a deadline. He went to China because we had a meeting. She was tired because she worked all day.
Pattern: [main clause] + because + [reason].
"But" connects two ideas that are opposite or surprising. Both ideas are TRUE — they just contrast.
It was hard, but we finished. The flight was long, but I enjoyed it. I was tired, but I felt happy.
Pattern: [idea 1], + but + [opposite idea 2].
"So" introduces the RESULT of the first action. It answers the question so what happened?
The machine broke, so I fixed it. The project was late, so we worked overtime. He didn't have money, so he stayed home.
Pattern: [cause], + so + [result].
These connectors JOIN information or show ORDER:
and (adds): I checked systems and wrote reports. then (sequence): First I checked, then I wrote. also (extra info): I work here. I also travel abroad.
Use these to make your speech LONGER and more natural.
Stage 5 · Pronunciation
Pausing before connectors
Notice the small pause before because / but / so / then. This is what makes connected speech sound natural.
"I stayed late ... because we had a deadline."
"It was hard ... but we finished."
"The machine broke ... so I fixed it."
"First I checked ... then I wrote a report."
Stage 6 · Controlled Practice
Fill the gaps with the correct connector
I traveled to China we had a meeting there.
The flight was long, I enjoyed the trip.
The machine broke, I fixed it.
I checked the systems wrote a report.
First I had a meeting, I went to the factory.
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Tell me WHY
Student A asks Student B about a recent event. Student B answers using because to give the reason.
A: "Why did you stay late yesterday?"
B: "I stayed late because we had a deadline."
A: "Why did you go to China?"
B: "I went to China because we had a meeting there."
Practice giving reasons with because.
Role-Play 2
Tell me your story
Student A tells a connected story (3-4 sentences) about yesterday using because, but, so, and then. Student B asks one follow-up question.
A: "Yesterday was busy. First I checked emails, then I had a meeting, and after that I went to the factory."
B: "Was the project difficult?"
A: "Yes, it was hard, but we made good progress because we worked as a team."
Practice longer, connected speech.
Stage 8 · Production
Tell a connected story about yesterday
Speak for 60 seconds about your day yesterday. Use at least 3 different connectors (because, but, so, and, then). No script — speak naturally and connect your ideas.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
Yesterday was busy because we had a deadline. First I went to the factory and checked the machines, then I had a meeting with my team. The project was behind schedule, so we worked fast. I stayed late because we needed to finish. The work was hard, but we made good progress. Finally I went home. I was tired, but happy.
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Double-connect: "Because I was tired, so I went home." → Pick ONE: "I was tired, so I went home." OR "I went home because I was tired."
Missing subject after connector: "I like my job, because is interesting." → "I like my job because IT is interesting."
Starting with "but" without a first idea: "But the project was difficult." → Always give the first idea first: "The project was difficult, but we finished."
Length: Watch for choppy speech — "I checked. I wrote. I went home." → Push Erik to connect: "I checked the systems, then I wrote a report, and finally I went home."
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
I stayed late we had a deadline.
The project was difficult, we finished it.
The machine broke, I fixed it.
First I checked the systems, I wrote a report.
I checked the systems wrote a report.
I work in a in São Carlos. (from L02)
Practice
Write a connected paragraph about yesterday
Write 6-8 sentences about your day yesterday. Use at least 4 different connectors (because, but, so, and, then). Connect your ideas — don't write 6 isolated sentences.
Minimum 6 sentences0/6
Personalize
Write your connected story
Write a paragraph (8-10 sentences) about a memorable workday. Use because, but, so, and, then to connect your ideas. Include at least one example of contrast and one of cause-and-effect.
Aim for 8-10 sentences0/8
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak and connect your ideas.
Model
Yesterday was busy because we had a deadline. First I went to the factory and checked the machines, then I had a meeting with my team. The project was behind schedule, so we worked fast. I stayed late because we needed to finish. The work was hard, but we made good progress. Finally I went home. I was tired, but happy.
Now record your own version:
00:00
Tap to record · speak naturally and connect your ideas
Optional Extra
Portuguese to English: connectors
Translate these sentences. Pay attention to which connector fits the job — reason, contrast, or result.
Eu fiquei até tarde porque tínhamos um prazo. →
Foi difícil, mas nós terminamos. →
A máquina quebrou, então eu consertei. →
Weekend Challenge
Connecting My Ideas
Your Teacher's Challenge
Tell a full connected story
Your teacher asks you to tell the full story of a busy day — start to finish — using connectors to link every idea. The goal is LONGER speech, not short isolated sentences. Check off each part as you go.
✓
Start with a reason
"Yesterday was busy because..." — set up why the day was full
✓
Sequence your morning
Use first, then, after that to order what you did
✓
Show a result
Use "so" — something happened, so you did something about it
✓
Add a contrast
Use "but" — the work was hard, but you finished it
✓
Finish the story
Use "finally" — how the day ended and how you felt
Useful phrases:
"Yesterday was busy because..."
"First I checked the systems, then I wrote a report."
"The machine broke, so I fixed it."
"The work was hard, but we made good progress."
"Finally I went home. I was tired, but happy."
Record 2 minutes. Speak naturally — no script. Try to connect every idea. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 11 · Stage 02: Moving into A2
Describing People and Places
Describe the people and places in your world — and compare them — using adjectives and comparatives.
By the end of this lesson, you can
Describe places using adjectives (big, modern, busy, quiet, expensive)
Compare two things using comparatives (bigger, more modern, better, worse)
Use the -er ending and 'more + adjective' correctly
Describe cities, workplaces, and colleagues
Compare São Carlos and Shanghai like a real professional would
Stage 1.1 · Vocabulary
Ten words for describing and comparing
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
big / bigger
large in size / more large
Shanghai is bigger than São Carlos.
modern / more modern
new and up-to-date
The new factory is more modern.
busy / busier
full of activity
The city is busier at night.
quiet / quieter
with little noise
São Carlos is quieter than Shanghai.
expensive / more expensive
costs a lot
Hotels in China are more expensive.
good / better
of high quality (irregular)
This machine is better than the old one.
bad / worse
of low quality (irregular)
The traffic is worse in the morning.
friendly
kind and pleasant
My colleagues are very friendly.
tall / taller
great in height
The buildings are taller in Shanghai.
than
used to compare two things
Shanghai is bigger than São Carlos.
Stage 1.2 · Matching
Match comparative forms to their meaning
Choose the correct meaning for each comparative form. The dropdown options are shuffled — think before you click.
bigger
more modern
better
worse
than
Choose all five before checking.
Stage 1.3 · Grammar in Context
Comparing São Carlos and Shanghai
Read the short text. Then answer the three comprehension questions below.
Shanghai is very different from São Carlos. It is much bigger and busier. The buildings are taller and more modern. The city is more expensive, and the traffic is worse. But the people are friendly, and the food is better than I expected. São Carlos is smaller and quieter, but it is my home. I think both cities are interesting in different ways.
Q1.How is Shanghai compared to São Carlos?
Q2.How is the traffic in Shanghai?
Q3.How does he describe São Carlos?
Stage 1.4 · Grammar Tip
Comparatives — comparing two things
Keep this table handy. The rule for forming the comparative depends on the adjective: short → add -er, long → use "more", irregular → memorize.
Adjective type
Rule
Example
short (1 syllable)
+ -er
big → bigger, tall → taller
ending in -y
-y → -ier
busy → busier, easy → easier
long (2+ syllables)
more + adjective
modern → more modern
irregular
special form
good → better, bad → worse
comparing
adjective + than
bigger than, more modern than
Never say · common comparative traps
Shanghai is more big.→Shanghai is bigger.
It is more better.→It is better.
bigger that São Carlos→bigger than São Carlos
more expensiver→more expensive
Stage 1.5 · Fill in the Blank
Practice comparatives
Type the correct comparative in each gap. Listen to the sentence first if it helps you hear the answer.
Shanghai is than São Carlos. (big)
The new factory is modern than the old one.
This machine is than the old one. (good)
The traffic is in the morning. (bad)
Shanghai is bigger São Carlos.
Stage 2 · Sentence Ordering
Reorder the words to build a comparative sentence
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · compare two cities
thanisShanghaibiggerSão Carlos
Hint · describe a new factory
morethefactoryismodernnew
Hint · compare two machines
betterthisismachinethethanoldone
Stage 3 · Pronunciation
Listen and repeat — five comparative phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"Shanghai is bigger than São Carlos."
02.
"The buildings are more modern."
03.
"This machine is better than the old one."
04.
"The traffic is worse in the morning."
05.
"São Carlos is quieter and smaller."
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2 speaker would actually say in that moment.
Scenario 1. You compare two machines — one is higher quality. What do you say?
Scenario 2. You compare Shanghai (big) and São Carlos (small). Which sentence is correct?
Stage 5 · Free Production
Compare two places you know
Compare two places you know — for example São Carlos and a city you visited. Which is bigger, busier, more modern, more expensive? Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential comparative sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete comparison between two things.
01.
"Shanghai is bigger than São Carlos."
02.
"The new factory is more modern."
03.
"This machine is better than the old one."
04.
"The traffic is worse in the morning."
05.
"My colleagues are very friendly."
Teacher Notes
Warm-up: Retrieval from L10: "Tell me about yesterday using because/but/so." Then: "Now COMPARE two places — which is bigger?"
Watch for: Erik will likely say "more big", "more better" (double comparative), and "than/that" confusion. The -er vs more+adjective distinction by syllable count is the core.
Context: Use São Carlos vs China cities — real comparison for Erik. Also machines old vs new.
Stage 1 · Lead-in
Photo Discussion: Two Different Worlds
Two different worlds
Compare the places you know.
How is a big city different from São Carlos? Which do you prefer, and why?
Stage 2 · Target Text
Erik compares São Carlos and Shanghai
Teacher
"How is Shanghai different from São Carlos, Erik?"
Erik
"Shanghai is much bigger and busier."
Erik
"The buildings are taller and more modern."
Erik
"The city is more expensive than São Carlos."
Erik
"The traffic is worse, especially in the morning."
Erik
"But the food is better than I expected."
Erik
"São Carlos is smaller and quieter."
Erik
"Both cities are interesting, but different."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."bigger" — how many syllables is "big"?
Q2."more modern" — why not "moderner"?
Q3."better" — what is this the comparative of?
Stage 4 · Form
Grammar Accordion: How to Form Comparatives
One-syllable adjectives add -er:
big → bigger tall → taller small → smaller quiet → quieter
Adjectives ending in -y change y to -ier:
busy → busier easy → easier friendly → friendlier
Adjectives with 2+ syllables use more + adjective:
modern → more modern expensive → more expensive interesting → more interesting
Some adjectives have special forms:
good → better bad → worse far → further
Always use than to compare — never "that".
Stage 5 · Controlled Practice
Fill the gaps with the correct comparative
Shanghai is than São Carlos. (big)
The city is expensive. (long adj)
This machine is than the old one. (good)
The traffic is today. (bad)
The buildings are taller in São Carlos.
Stage 6 · Pronunciation
Comparative endings and stress patterns
Notice the -er ending pronunciation and the irregular forms "better" and "worse".
"bigger, busier, taller"
"more modern, more expensive"
"better, worse"
"Shanghai is bigger than São Carlos."
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Compare Your City
Your teacher asks you to compare your city with a city you visited. Compare size, cost, traffic, people, food.
Practice using -er, more + adjective, and irregular comparatives.
Role-Play 2
Old vs New Workplace
Compare two machines or two workplaces (old vs new). Which is better, more modern, more expensive?
Practice describing differences using comparatives.
Stage 8 · Production
Compare two places or things in your professional life
Speak for 60 seconds. Use at least 5 comparatives. No script — speak naturally.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
Shanghai is bigger and busier than São Carlos. The buildings are taller and more modern, and the city is more expensive. The traffic is worse, but the food is better than I expected. São Carlos is smaller and quieter, but it's my home.
Answer these questions without looking back. These test your memory from today's class.
Shanghai is than São Carlos.
The new factory is modern than the old one.
This machine is than the old one.
The traffic is in the morning.
Shanghai is bigger São Carlos.
Practice
Write comparative sentences
Write 6-8 sentences comparing places or things in your life. Use -er, more, and irregular comparatives.
Minimum 6 sentences0/6
Personalize
Write a comparison paragraph
Write a paragraph (8-10 sentences) comparing São Carlos with a city you have visited. Use a variety of comparatives.
Aim for 8-10 sentences0/8
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
Shanghai is bigger and busier than São Carlos. The buildings are more modern and the city is more expensive. The traffic is worse, but the food is better. São Carlos is smaller and quieter, but it's my home.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Comparatives
Translate these sentences. Pay attention to the comparative form.
Shanghai é maior que São Carlos. →
Esta máquina é melhor que a antiga. →
O trânsito é pior de manhã. →
Weekend Challenge
A Tale of Two Cities
Your Teacher's Challenge
Compare your home city with a city you visited for work
Compare your home city (São Carlos) with a city you visited for work. Describe the differences in detail. Check off each part as you go.
✓
Compare the size
Which is bigger? Use bigger, smaller, etc.
✓
Compare the cost
Which is more expensive? Hotels, food, travel?
✓
Compare the traffic
Which has worse or better traffic?
✓
Compare the people
Are they friendly? More or less busy?
✓
Say which you prefer and why
Use comparatives to explain your choice
Useful phrases:
"Shanghai is much bigger than São Carlos."
"The buildings are taller and more modern."
"The city is more expensive, but the food is better."
"São Carlos is smaller and quieter — it's my home."
Record ~2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 12 · Stage 02: Moving into A2 · Milestone
A2 Readiness Challenge
This is your A2 checkpoint. Review and combine everything from Lessons 7–11 — past, future, connectors, and comparatives — then prove you're ready for A2.
By the end of this lesson, you can
Talk about the past, future, connect ideas, and compare things — all together
Demonstrate A2 readiness through an integrated production task
Combine all 5 Stage-02 structures in connected speech
Identify your strongest and weakest Stage-02 structures for focused recycling in Stage 03
Stage 1.1 · Vocabulary
Ten Stage-02 power words (recycled from L07–L11)
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
went
past of go (irregular) — L07
I went to China last month.
yesterday
the day before today — L07
I worked late yesterday.
trip
a journey to a place and back — L08
My last trip was to Shanghai.
going to
used for future plans — L09
I'm going to start a new project.
will
used for predictions — L09
The project will finish soon.
because
gives a reason — L10
I stayed late because we had a deadline.
but
shows contrast — L10
It was hard, but we finished.
so
shows a result — L10
The machine broke, so I fixed it.
bigger
comparative of big — L11
Shanghai is bigger than São Carlos.
better
comparative of good (irregular) — L11
The new machine is better than the old one.
Stage 1.2 · Matching
Match the word to its meaning
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
went
going to
because
but
bigger
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik's integrated A2 story
Read the short text — it integrates every Stage-02 structure from L07–L11. Then answer the three comprehension questions below.
Last month I went to China for work. The flight was long, but it was interesting. Shanghai is much bigger than São Carlos, and the factory is more modern than ours. We had many meetings because the project was important. Next month, I'm going to travel there again. First, we're going to install new equipment, then we'll test the systems. I think the project will be successful because the team is very good.
Q1.Where did he go last month?
Q2.How is Shanghai compared to São Carlos?
Q3.What is he going to do next month?
Stage 1.4 · Grammar Tip
Stage 02 review — everything you've learned
Keep this table handy. These are the five structures you need to combine to be A2-ready.
Structure
Use
Example
Past Simple
finished past actions
I went to China. I worked late.
Past questions
asking about the past
Where did you go? How was it?
going to / will
future plans & predictions
I'm going to travel. It will work.
Connectors
linking ideas
because / but / so / and / then
Comparatives
comparing two things
bigger than, more modern, better
Never say · common Stage-02 traps
I goed to China→I went to China
Where you went?→Where did you go?
I will to travel→I will travel / I'm going to travel
Shanghai is more big→Shanghai is bigger
Stage 1.5 · Fill in the Blank
Mixed Stage-02 review
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
Last month I to China. (go)
Where you go on your trip?
Next month I'm to travel again.
It was hard, we finished.
Shanghai is than São Carlos. (big)
Stage 2 · Sentence Ordering
Reorder the words to build a sentence
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · past trip
wentIChinatolast month.
Hint · future plan
goingI'mtraveltoagain.
Hint · comparison
biggerShanghaiisthanSão Carlos.
Stage 3 · Pronunciation
Listen and repeat — five Stage-02 key phrases
Listen to each phrase, then record yourself. One phrase from each Stage-02 lesson. There is no scoring — just train your ear and your mouth.
01.
"I went to China last month."
02.
"Where did you go?"
03.
"I'm going to travel again."
04.
"It was hard, but we finished."
05.
"Shanghai is bigger than São Carlos."
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2 speaker would actually say in that moment.
Scenario 1. Someone asks about your last trip AND your next one. Best combined answer?
Scenario 2. You compare your last two projects — one was harder. Best answer?
Stage 5 · Free Production
Your A2 showcase — combine everything
This is your A2 showcase. Talk for 2 minutes: describe your last trip (past), compare two places (comparatives), connect your ideas (because/but/so), and talk about your future plans (going to/will). Combine everything from Lessons 7–11. Record yourself.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five Stage-02 greatest hits
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete, professional Stage-02 sentence.
01.
"I went to China last month."
02.
"Where did you go on your trip?"
03.
"I'm going to travel again next month."
04.
"It was hard, but we finished the project."
05.
"Shanghai is bigger than São Carlos."
Teacher Notes
Lesson Framework: A2 Readiness assessment. Less input, more production. Note which of the 5 Stage-02 structures are solid. Mark A2-ready if Erik combines 4 of 5 in connected speech.
Watch for: The big ones — irregular past (goed→went), past question inversion (where you went→where did you go), double comparatives (more big→bigger).
Assessment: Use the self-assessment checklist. This determines readiness for Stage 03 (real-world English).
Stage 1 · Lead-in
Photo Discussion: Five Lessons, One Challenge
Five lessons, one challenge
Prove you're ready for A2.
What can you talk about now that you couldn't before Lesson 7?
Which was hardest — past, future, or comparatives?
Stage 2 · Target Text
Erik's integrated A2 summary
Teacher
"Erik, tell me about your work — past, present, and future."
Erik
"Last month I went to China for an important project."
Erik
"The flight was long, but the trip was interesting."
Erik
"Shanghai is much bigger and more modern than São Carlos."
Erik
"We had many meetings because the project was complex."
Erik
"Next month, I'm going to travel there again."
Erik
"We're going to install new equipment, then we'll test it."
Erik
"I think it will be successful because the team is excellent."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."I went to China" — past, present or future?
Q2."I'm going to travel" — what does this express?
Q3."bigger than" — what are we doing?
Stage 4 · Form Review
Stage 02 — the four panels at a glance
Finished past actions + asking about the past:
I went to China. Did you go? Where did you go? How was it?
Plans and predictions:
I'm going to travel again. It will work. We'll test it tomorrow.
Linking ideas together:
because (reason) / but (contrast) / so (result) / and, then (sequence)
Comparing two things:
bigger, taller (short adj + -er) / more modern, more expensive (long adj + more) / better, worse (irregular) + than
Stage 5 · Controlled Practice
Fill the gaps — mixed Stage-02 review
Last week I a report. (write → past)
How your trip? (past of be)
Next month we going to start. (be)
The machine broke, I fixed it. (result)
This project is than the last one. (good)
Stage 6 · Pronunciation
Connected review — Stage-02 phrases
Notice the rhythm of past, question, future, and comparative phrasing.
01.
"I went to China last month." (past)
02.
"Where did you go?" (question)
03.
"I'm going to travel again." (future)
04.
"It's bigger and more modern." (comparatives)
Stage 7 · Guided Use
Two A2 Role-Play Scenarios
Role-Play 1
The Full Interview
Full interview. Your teacher asks about your last trip, your next plans, and asks you to compare places. Answer using all 5 Stage-02 structures.
Combine past + future + comparatives + connectors in one connected answer.
Role-Play 2
Rapid Challenge
Rapid challenge. Your teacher asks mixed questions (past, future, comparison) — answer each correctly and quickly.
Speed drill. Show you can switch between structures on demand.
Stage 8 · Production
The A2 Showcase — speak for 2 minutes
Speak for 2 minutes without stopping. Cover: a past experience (your last trip), a comparison (two places or machines), your future plans, and connect everything with because/but/so. This is your A2 checkpoint.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
Last month I went to China. Shanghai is bigger and more modern than São Carlos. The trip was long, but interesting. Next month I'm going to travel again, and I think the project will be successful because the team is excellent.
Self-Assessment
Are you ready for A2? Tick each one:
✓
I can talk about past events (Past Simple)
✓
I can ask questions about the past
✓
I can talk about future plans (going to / will)
✓
I can connect ideas with because / but / so
✓
I can compare things with comparatives
Stage 10 · Teacher (Delayed Error Correction)
Watch for common Stage-02 errors
Assessment focus: Note which structures need recycling in Stage 03. Past question inversion and comparatives are the most common weak points.
Irregular past: "goed" → "went" — flag this if it appears.
Question form: "Where you went?" → "Where did you go?" — common error.
Answer these questions without looking back. Mixed Stage-02 review.
Last month I to China for work.
Where you go on your trip?
Next month I'm to travel again.
It was long, interesting.
Shanghai is than São Carlos.
Practice
Write combining all 5 Stage-02 structures
Write 8 sentences combining all 5 Stage-02 structures (past, past question, future, connector, comparative).
Aim for 8 sentences0/8
Personalize
Your A2 portfolio piece — a full work trip story
Write a full paragraph (10–12 sentences) about a work trip — where you went, how it compared to home, and your plans to go again. This is your A2 milestone.
Aim for 10–12 sentences0/10
Speak
Model audio then record your own
Listen to the model first, then record yourself. Don't read — just speak.
Model
Last month I went to China. Shanghai is bigger and more modern than São Carlos. The trip was long, but interesting. Next month I'm going to travel again because we have a new project.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English — Stage-02 mixed
Translate these sentences. Combine all 5 Stage-02 structures in your thinking.
Eu fui à China no mês passado. →
Eu vou viajar de novo. →
Shanghai é maior que São Carlos. →
Weekend Challenge
The A2 Showcase
Your milestone recording
Integrate everything from Lessons 7–11
Record a complete 2-minute story about a work trip. Integrate everything from Stage 02 — this is your A2 milestone. Check off each part as you go.
✓
Describe the trip (past)
Where you went, what happened, how long it was
✓
Compare the destination to home
Use 2-3 comparatives (bigger, more modern, etc.)
✓
Explain why with because
Why the trip was important, why you went
✓
Contrast something with but
The flight was long, but interesting / Hard, but successful
✓
Talk about your next trip (future)
Use going to or will
Useful phrases:
"Last month I went to China for work."
"Shanghai is bigger and more modern than São Carlos."
"The trip was long, but it was interesting."
"Next month I'm going to travel there again."
"I think the project will be successful because the team is excellent."
Record 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 13 · Stage 03: English in the Real World
At the Airport
Travel with confidence. Learn to check in, pass security, and board your flight — asking questions and making polite requests in real airport English.
By the end of this lesson, you can
Check in for a flight
Ask questions at the airport
Make polite requests with can / could
Understand airport signs and announcements
Handle security and boarding
Stage 1.1 · Vocabulary
Ten words about the airport
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
check-in
the place where you register for a flight
Where is the check-in desk?
boarding pass
the ticket that lets you board the plane
Here is my boarding pass.
gate
the door where you board the plane
The flight leaves from gate 12.
security
the area where bags are checked
I went through security quickly.
luggage
the bags you travel with
I have one piece of luggage.
departure
when a plane leaves
The departure time is 10 AM.
delay
when something is later than planned
There is a two-hour delay.
passport
official travel document
Can I see your passport, please?
window seat
a seat next to the window
Could I have a window seat?
carry-on
a small bag you take on the plane
Is this a carry-on bag?
Stage 1.2 · Matching
Match airport words to their meanings
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
check-in
gate
luggage
delay
carry-on
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik checks in for his flight
Read the short text. Then answer the three comprehension questions below.
At the airport, I went to the check-in desk first. The agent said, "Can I see your passport, please?" I gave her my passport and asked, "Could I have a window seat?" She said yes and gave me my boarding pass. Then I went through security. They asked, "Do you have any liquids?" After that, I found my gate. There was a short delay, so I waited and drank a coffee. Finally, they called my flight and I boarded the plane.
Q1.What did the agent ask for first?
Q2.What seat did he ask for?
Q3.Why did he wait?
Stage 1.4 · Grammar Tip
Polite requests — can / could at the airport
Keep this table handy. Notice the difference between asking permission (Can I...?), making a polite request (Could I...?), and asking for help (Could you...?).
Use
Structure
Example
Ask permission
Can I + verb?
Can I check in here?
Polite request
Could I + verb?
Could I have a window seat?
Ask for help
Could you + verb?
Could you help me, please?
Ask about something
Do you have...?
Do you have any liquids?
Where question
Where is...?
Where is the gate?
Never say · common Brazilian-speaker traps
Can I to check in?→Can I check in?
Could you helping me?→Could you help me?
Where is gate?→Where is the gate?
I want a window seat.→Could I have a window seat, please?
Stage 1.5 · Fill in the Blank
Practice can / could at the airport
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
I see your passport, please?
I have a window seat?
Where the boarding gate?
you help me with my luggage?
Do you any liquids?
Stage 2 · Sentence Ordering
Reorder the words to build an airport request
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · ask permission to check in
canicheck inhere?
Hint · polite request for a window seat
couldihaveawindow seat?
Hint · ask where the gate is
whereisthegate?
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"Can I check in here?"
02.
"Could I have a window seat, please?"
03.
"Where is the boarding gate?"
04.
"Could you help me, please?"
05.
"Here is my passport."
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2 speaker would actually say in that moment.
Scenario 1. You want a window seat. What is the most polite way to ask?
Scenario 2. You can't find your gate. What do you ask?
Stage 5 · Free Production
Imagine you are checking in for a flight to China
Imagine you are checking in for a flight to China. Role-play the conversation — greet the agent, show your passport, ask for a seat, ask about your gate. Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete airport request or question.
01.
"Can I see your passport, please?"
02.
"Could I have a window seat?"
03.
"Where is the boarding gate?"
04.
"Could you help me, please?"
05.
"Here is my boarding pass."
Teacher Notes
Warm-up: Retrieval from L12: "Tell me about your last trip." Then: "Now imagine you are AT the airport right now — checking in. What do you say?"
Watch for: "Can I to check in?" (no to after modal), "Where is gate?" (dropped article), "I want a window seat" (too direct — teach "Could I have...?").
Context: Erik really travels to China for work. This is authentic survival English — not classroom English.
Stage 1 · Lead-in
Photo Discussion: At the airport
At the airport
Picture yourself checking in for a flight.
What do you do first at the airport?
What questions do you ask at the check-in desk?
Stage 2 · Target Text
Checking in at the airport
Agent
"Good morning. Can I see your passport, please?"
Erik
"Good morning. Here you are."
Agent
"Thank you. Do you have any luggage to check?"
Erik
"Yes, one bag. And could I have a window seat?"
Agent
"Of course. Here is your boarding pass."
Erik
"Thank you. Where is the boarding gate?"
Agent
"Gate 12. Boarding starts at 9:30."
Erik
"Perfect, thank you very much."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."Could I have a window seat?" — polite or rude?
Q2.After "Can I", what form is the verb?
Q3."Could" vs "Can" for requests — which is more polite?
Stage 4 · Form
Grammar Accordion: Can / Could at the airport
Use Can I + base verb when you want permission:
Can I check in here? Can I see the gate? Can I sit here?
Use Could I + base verb for a polite request — more formal than "Can I":
Could I have a window seat? Could I have some water? Could I change my seat?
Use Could you + base verb when you need someone to DO something:
Could you help me? Could you repeat that? Could you show me the gate?
Common airport question patterns:
Where is the gate? What time is boarding? Do you have any liquids? Is this the right gate?
Stage 5 · Controlled Practice
Fill the gaps with the correct word
I check in here?
I have an aisle seat?
you help me, please?
Where the security check?
Do you a carry-on bag?
Stage 6 · Pronunciation
Polite request intonation
Listen, then repeat. Notice the rising intonation on yes/no questions and falling on wh- questions.
"Can I check in here?" (rising — yes/no)
"Could I have a window seat, please?" (falling — polite request)
"Where is the gate?" (falling — wh-)
"Could you help me?" (falling — request)
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Check-in role-play
Your teacher is the check-in agent. You are checking in for a flight to China.
Greet the agent
Show your passport
Request a window seat
Ask about your gate
Practice: Can I...?, Could I...?, Where is...?
Role-Play 2
Security & boarding
Your teacher asks security questions. You answer, then ask where to go and when boarding starts.
T: "Do you have any liquids?"
S: "No, I don't."
T: "Please put your bag here."
S: "Where is gate 12, please?"
Practice polite requests and airport questions.
Stage 8 · Production
Role-play the full airport journey
Role-play the full airport journey — from check-in to boarding. Use can/could requests and airport questions. Record 60–90 seconds.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
Good morning. Here is my passport. I have one bag to check. Could I have a window seat, please? Where is the boarding gate? Thank you — see you at gate 12.
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Do not interrupt. Wait until the student finishes their turn, then correct.
Watch for: "Can I to check in?" → "Can I check in?" / "Where is gate?" → "Where is the gate?" / "Could you helping me?" → "Could you help me?" / "I want a seat" → "Could I have a seat, please?"
Praise first: "Great polite tone!" then correct the form. Don't demoralize.
Homework Overview
Five tasks to consolidate Lesson 13
✓
Retrieve — fill airport gaps from memory
✓
Practice — write 6–8 airport questions and requests
✓
Personalize — paragraph about your last check-in or next trip
✓
Speak — record yourself after the model audio
✓
Optional Extra — translate 3 Portuguese airport phrases
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
I see your passport, please?
I have a window seat, please?
Where the boarding gate?
you help me with my luggage?
Do you any liquids in your bag?
Practice
Write questions and requests
Write 6–8 questions and requests you would use at an airport. Use Can I...?, Could I...?, Could you...?, Where is...?, Do you have...?
Minimum 6 sentences0/6
Personalize
Write about your last check-in
Write a paragraph (8–10 sentences) describing your last check-in experience, or your next trip to China. Use can/could requests and airport questions.
Aim for 8–10 sentences0/8
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
Good morning. Here is my passport. I have one bag to check. Could I have a window seat, please? Where is the boarding gate? Thank you very much.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Airport phrases
Translate these sentences. Pay attention to can / could and question form in English.
Posso ver seu passaporte? →
Eu poderia ter um assento na janela? →
Onde fica o portão de embarque? →
Weekend Challenge
Check-In Challenge
Check-In Challenge
Record a full check-in conversation for your flight to China
20–30 minIndependent
You are checking in for your flight to China. Record the full conversation with the check-in agent — from greeting to finding your gate. Play both roles if you like, or imagine the agent's replies.
Your checklist:
✓
Greet the agent
Example: "Good morning."
✓
Show your passport
Example: "Here is my passport."
✓
Ask about luggage
Example: "I have one bag to check."
✓
Request a seat
Example: "Could I have a window seat, please?"
✓
Ask where your gate is
Example: "Where is the boarding gate?"
Useful phrases:
"Good morning, here is my passport."
"Could I have a window seat, please?"
"Where is the boarding gate?"
"What time does boarding start?"
Record about 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 14 · Stage 03: English in the Real World
Checking In
Arrive, check into your hotel, and handle requests and problems — using there is / there are and polite can/could.
By the end of this lesson, you can
Check into a hotel
Describe what a room has using there is / are
Make requests with can / could
Ask about hotel facilities
Report a simple problem with your room
Stage 1.1 · Vocabulary
Ten words about hotels
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
reservation
a booking you made in advance
I have a reservation for two nights.
reception
the front desk of a hotel
Please go to reception to check in.
single room
a room for one person
I booked a single room.
double room
a room for two people
Do you have a double room?
key card
the card that opens your room
Here is your key card.
floor
a level of a building
Your room is on the third floor.
breakfast
the morning meal
Is breakfast included?
lift
the machine that takes you up floors (elevator)
The lift is on your right.
Wi-Fi
wireless internet
Is there Wi-Fi in the room?
checkout
when you leave and pay
Checkout is at 11 AM.
Stage 1.2 · Matching
Match hotel words to their meanings
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
reservation
reception
key card
floor
checkout
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik checks into his hotel
Read the short text. Then answer the three comprehension questions below.
I arrived at the hotel and went to reception. I said, "I have a reservation for three nights." The receptionist checked and said, "Yes, there is a single room for you on the fourth floor." She gave me a key card. I asked, "Is there Wi-Fi in the room?" She said, "Yes, there is. And there are two restaurants in the hotel." I asked, "Could I have a room with a view?" She said, "Of course." Breakfast was included and checkout was at 11 AM.
Q1.How many nights was the reservation?
Q2.Where was the room?
Q3.How many restaurants are in the hotel?
Stage 1.4 · Grammar Tip
there is / there are + polite requests
Keep this table handy. Use there is for one thing, there are for many. Use "Could I have...?" to make a polite request at the hotel.
Use
Structure
Example
Singular
There is + a / one...
There is a restaurant.
Plural
There are + two / many...
There are two restaurants.
Question (singular)
Is there...?
Is there Wi-Fi?
Question (plural)
Are there...?
Are there any towels?
Polite request
Could I have...?
Could I have a room with a view?
Never say · common Brazilian-speaker traps
There is two rooms.→There are two rooms.
Have Wi-Fi?→Is there Wi-Fi?
There are a restaurant.→There is a restaurant.
I want a room.→Could I have a room, please?
Stage 1.5 · Fill in the Blank
Practice there is / there are and Could
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
There a restaurant on the first floor.
There two lifts in the hotel.
there Wi-Fi in the room?
there any towels in the bathroom?
I have a room with a view?
Stage 2 · Sentence Ordering
Reorder the words to build a hotel sentence
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · describe the restaurant in the hotel
thereisarestauranthere
Hint · ask if there are any towels
arethereanytowels?
Hint · politely request a double room
couldihaveadouble room?
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"There is a restaurant on the first floor."
02.
"Are there any towels?"
03.
"Could I have a double room, please?"
04.
"Is breakfast included?"
05.
"Where is the lift?"
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2 speaker would actually say in that moment.
Scenario 1. You want to know if the hotel has a gym. Best question?
Scenario 2. You need extra towels. Most polite?
Stage 5 · Free Production
Imagine you are checking into a hotel in China
Imagine you arrive at a hotel in China for a work trip. Role-play checking in — give your reservation, ask about the room, Wi-Fi, and breakfast. Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete hotel sentence or polite request.
01.
"I have a reservation for three nights."
02.
"Is there Wi-Fi in the room?"
03.
"Could I have a room with a view?"
04.
"What time is checkout?"
05.
"Is breakfast included?"
Teacher Notes
Warm-up: Retrieval from L13: "You arrived at the airport — now you're at the HOTEL. What do you say at reception?"
Watch for: "there is/are" agreement errors, "Have Wi-Fi?" instead of "Is there Wi-Fi?", too direct requests like "I want a room" instead of "Could I have a room, please?".
Context: Erik really stays in hotels near factories when he travels to China. This is authentic survival English — not classroom English.
Stage 1 · Lead-in
Photo Discussion: Checking into a hotel
Checking into a hotel
Picture yourself arriving after a long flight.
What do you say at reception?
What do you want to know about the hotel?
Stage 2 · Target Text
Checking in at the hotel
Reception
"Good evening. Do you have a reservation?"
Erik
"Yes, I have a reservation for three nights."
Reception
"There is a single room for you on the fourth floor."
Erik
"Thank you. Is there Wi-Fi in the room?"
Reception
"Yes, there is. And there are two restaurants downstairs."
Erik
"Could I have a room with a view?"
Reception
"Of course. Here is your key card."
Erik
"Thank you. What time is checkout?"
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1.'There is' or 'There are' for ONE thing?
Q2.'Is there Wi-Fi?' — what are we doing?
Q3.'Could I have...' is used to...?
Stage 4 · Form
Grammar Accordion: there is / there are + could
Use There is + a / one... for one thing:
There is a restaurant. There is a lift. There is Wi-Fi.
Use There are + two / many... for more than one thing:
There are two restaurants. There are many rooms. There are towels.
Common question patterns:
Is there a gym? Are there any towels? Is there parking?
Use Could I have + noun for a polite request:
Could I have a double room? Could I have extra towels? Could I have a wake-up call?
Stage 5 · Controlled Practice
Fill the gaps with the correct word
There a restaurant here.
There two lifts.
there a gym?
there any towels?
I have a room with a view?
Stage 6 · Pronunciation
Hotel request intonation
Listen, then repeat. Notice the rising intonation on yes/no questions and falling on statements and polite requests.
"There is a restaurant." (falling — statement)
"There are two lifts." (falling — statement)
"Is there Wi-Fi?" (rising — yes/no)
"Could I have a double room?" (falling — polite request)
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Hotel check-in
Your teacher is the receptionist. You are checking into a hotel in China.
Give your reservation
Ask about the room
Ask about Wi-Fi and breakfast
Request a room with a view
Practice: There is / there are, Is there / Are there, Could I have...?
Role-Play 2
A small problem
You arrive at your room and there is a problem — no towels, or no hot water. Report it politely and ask for help.
T: "Front desk, how can I help?"
S: "Hello, I have a problem in my room. There are no towels."
T: "I'm sorry, I'll send them up."
S: "Thank you very much."
Practice polite problem-reporting.
Stage 8 · Production
Role-play the full hotel check-in
Role-play the full hotel check-in — from arrival to getting your key card. Use there is / are and can / could. Record 60–90 seconds.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
Good evening. I have a reservation for three nights. Is there Wi-Fi in the room? Could I have a room with a view? What time is breakfast and checkout? Thank you.
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Do not interrupt. Wait until the student finishes their turn, then correct.
Watch for: "There is two rooms" → "There are two rooms" / "Have Wi-Fi?" → "Is there Wi-Fi?" / "I want a room" → "Could I have a room, please?".
Praise first: "Great polite tone!" then correct the form. Don't demoralize.
Homework Overview
Five tasks to consolidate Lesson 14
✓
Retrieve — fill hotel gaps from memory
✓
Practice — write 6–8 sentences about a hotel using there is / are and can / could
✓
Personalize — paragraph describing a hotel you stayed in
✓
Speak — record yourself after the model audio
✓
Optional Extra — translate 3 Portuguese hotel phrases
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
There a restaurant on the first floor.
There two lifts in the hotel.
there Wi-Fi in the room?
there any towels in the bathroom?
I have a room with a view?
Practice
Write about a hotel
Write 6–8 sentences about a hotel using there is / are and can / could. Describe what the hotel has, ask questions, and make requests.
0 sentencesGoal · 6–8
Personalize
Describe a hotel you stayed in
Write a paragraph (8–10 sentences) describing a hotel you stayed in, or your ideal hotel for a work trip. Use there is / are and can / could.
0 wordsGoal · 70–100 words
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
Good evening. I have a reservation for three nights. Is there Wi-Fi in the room? Could I have a room with a view? What time is checkout? Thank you.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Hotel phrases
Translate these sentences. Pay attention to there is / are and polite requests in English.
Tem Wi-Fi no quarto? →
Eu poderia ter um quarto de casal? →
Que horas é o check-out? →
Weekend Challenge
The Hotel Challenge
The Hotel Challenge
Record a full hotel check-in for your work trip to China
20–30 minIndependent
You arrive at a hotel in China for a work trip. Record the full check-in conversation — from arrival to getting your key card.
Your checklist:
✓
Give your reservation
Example: "I have a reservation for three nights."
✓
Ask about the room
Example: "Is there Wi-Fi in the room?"
✓
Ask about Wi-Fi and breakfast
Example: "Is breakfast included?"
✓
Request a room with a view
Example: "Could I have a room with a view?"
✓
Ask about checkout time
Example: "What time is checkout?"
Useful phrases:
"I have a reservation for three nights."
"Is there Wi-Fi in the room?"
"Could I have a room with a view?"
"What time is breakfast and checkout?"
Record about 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 15 · Stage 03: English in the Real World
Getting Around
Ask for and give directions — use prepositions of place and imperatives to navigate a new city confidently.
By the end of this lesson, you can
Ask for directions politely
Understand simple directions
Give directions using imperatives
Use prepositions of place (next to, opposite, between)
Navigate in a foreign city
Stage 1.1 · Vocabulary
Ten words about getting around
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
turn left
change direction to the left
Turn left at the traffic lights.
turn right
change direction to the right
Turn right after the bank.
go straight
continue forward
Go straight for two blocks.
next to
beside, very close
The hotel is next to the bank.
opposite
on the other side
The restaurant is opposite the station.
between
in the middle of two things
The shop is between the bank and the café.
past
go further than
Walk past the church.
corner
where two streets meet
It's on the corner.
block
the distance between two streets
Go two blocks and turn left.
excuse me
polite way to get attention
Excuse me, where is the station?
Stage 1.2 · Matching
Match direction words to their meanings
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
turn left
next to
opposite
between
past
Choose all five before checking.
Stage 1.3 · Grammar in Context
Asking for directions in Shanghai
Read the short text. Then answer the three comprehension questions below.
I was lost in Shanghai and needed to find the factory. I asked a man, "Excuse me, how do I get to the industrial area?" He said, "Go straight along this street for two blocks. Then turn left at the traffic lights. Walk past the big supermarket. The factory is on the right, next to the car park. It's between the car park and a tall building. You can't miss it." I followed his directions and found the factory.
Q1.How many blocks did he walk straight?
Q2.Where did he turn left?
Q3.Where was the factory?
Stage 1.4 · Grammar Tip
Giving directions — imperatives + prepositions
Keep this table handy. Notice how imperatives give the command (Turn left.) and prepositions of place describe where something is (next to, opposite, between).
Function
Structure
Example
Direction command
Imperative verb
Turn left. Go straight. Walk past.
Position
next to / opposite / between
It's next to the bank.
Movement
along / past / across
Walk along the street. Go past the shop.
Polite asking
Excuse me, how do I get to...?
Excuse me, how do I get to the station?
Distance
number + blocks
Go two blocks.
Never say · common Brazilian-speaker traps
Go to left.→Turn left.
It is next the bank.→It is next to the bank.
Where is station?→Where is the station?
Go to straight.→Go straight.
Stage 1.5 · Fill in the Blank
Practice directions and prepositions
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
Turn at the traffic lights.
The hotel is the bank.
Go for two blocks.
The shop is the bank and the café.
The restaurant is the station.
Stage 2 · Sentence Ordering
Reorder the words to give directions
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · a polite question asking for directions
excuse mehowdoigettothe station?
Hint · tell someone to continue forward
gostraightfortwoblocks.
Hint · describe a position
it'soppositethebank.
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"Excuse me, how do I get to the station?"
02.
"Turn left at the traffic lights."
03.
"Go straight for two blocks."
04.
"The hotel is next to the bank."
05.
"Walk past the supermarket."
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2 speaker would actually say in that moment.
Scenario 1. You are lost in a new city. What is the most polite way to ask a stranger for help?
Scenario 2. A friend asks where the bank is. You tell them to walk past the supermarket. What do you say?
Stage 5 · Free Production
Imagine you are giving a friend directions to your hotel
Imagine you are giving a friend directions from the train station to your hotel. Use imperatives (turn left, go straight, walk past) and prepositions (next to, opposite, between). Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete direction, position, or polite question.
01.
"Excuse me, how do I get to the station?"
02.
"Turn left at the traffic lights."
03.
"Go straight for two blocks."
04.
"The hotel is next to the bank."
05.
"Walk past the supermarket and turn right."
Teacher Notes
Warm-up: Retrieval from L14: "Tell me about your last hotel." Then: "Now imagine you just arrived in a new city — you don't know where the station is. What do you say?"
Watch for: "Go to left" (mixing verb + preposition) → "Turn left" / "next the bank" (dropping 'to') → "next to the bank" / "Where is station?" (dropped article) → "Where is the station?" / "Go to straight" (extra preposition) → "Go straight".
Context: Erik really gets lost in Chinese cities for work. Imperatives + prepositions of place are survival English — not classroom English.
Stage 1 · Lead-in
Photo Discussion: Getting around
Getting around
Picture yourself lost in a new city, asking for directions.
What do you say when you want to ask a stranger for directions?
What prepositions do you know to describe where things are?
Stage 2 · Target Text
Erik asks for directions to the factory
Erik
"Excuse me, how do I get to the industrial area?"
Man
"Go straight along this street for two blocks."
Erik
"Two blocks. OK."
Man
"Then turn left at the traffic lights."
Erik
"Turn left at the lights. Got it."
Man
"Walk past the big supermarket. The factory is on the right, next to the car park."
Erik
"Next to the car park. Thank you very much."
Man
"You're welcome. You can't miss it."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."Excuse me, how do I get to the station?" — what is the speaker asking?
Q2."Turn left" — what kind of sentence is this?
Q3."Next to" means…
Stage 4 · Form
Grammar Accordion: Imperatives + prepositions of place
Use base verb (no subject) to give a command or direction:
Turn left. Turn right. Go straight. Walk past the bank.
Use these prepositions to describe where something is:
It's next to the bank. It's opposite the station. It's between the bank and the café.
Use these to describe how you move through a place:
Walk along the street. Go past the shop. Walk across the square.
Polite question patterns:
Excuse me, how do I get to the station? Where is the bank? Is it far? Can you show me on the map?
Stage 5 · Controlled Practice
Fill the gaps with the correct word
Turn at the traffic lights.
The hotel is the bank.
The shop is the bank and the café.
Walk the supermarket.
The restaurant is the station.
Stage 6 · Pronunciation
Polite question intonation
Listen, then repeat. Notice the rising intonation on wh- questions and the falling tone on imperative commands.
"Excuse me, how do I get to the station?" (falling — wh- question)
"Turn left at the traffic lights." (falling — imperative command)
"Go straight for two blocks." (falling — command)
"Walk past the supermarket." (falling — command)
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Asking for directions
Your teacher is a stranger on the street. You are lost and need directions to the train station.
Greet politely with "Excuse me"
Ask "How do I get to the station?"
Listen and repeat back the directions
Thank the stranger
Practice: Excuse me..., how do I get to...?, Thank you.
Role-Play 2
Giving directions
A friend is at the station and asks how to get to your hotel. Give clear directions from the station to the hotel.
T: "Excuse me, how do I get to the hotel?"
S: "Go straight for two blocks."
T: "Then what?"
S: "Turn right. It's next to the bank."
Practice imperatives and prepositions of place.
Stage 8 · Production
Role-play asking for and giving directions
Role-play the full conversation — ask for directions, listen, then give directions back. Use imperatives and prepositions. Record 60–90 seconds.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
Excuse me, how do I get to the station? Go straight for two blocks. Turn left at the traffic lights. Walk past the supermarket. The station is on the right, next to the bank. You can't miss it. Thank you very much.
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Do not interrupt. Wait until the student finishes their turn, then correct.
Watch for: "Go to left" → "Turn left" / "next the bank" → "next to the bank" / "Where is station?" → "Where is the station?" / "Go to straight" → "Go straight".
Praise first: "Great use of imperatives!" then correct the form. Don't demoralize.
Homework Overview
Five tasks to consolidate Lesson 15
✓
Retrieve — fill direction gaps from memory
✓
Practice — write 6–8 direction sentences and questions
✓
Personalize — paragraph about asking for directions in a new city
✓
Speak — record yourself after the model audio
✓
Optional Extra — translate 3 Portuguese direction phrases
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
me, how do I get to the station?
Turn at the traffic lights.
The hotel is the bank.
Go for two blocks.
The shop is the bank and the café.
Practice
Write directions and questions
Write 6–8 sentences giving directions or asking for directions. Use Turn..., Go..., Walk..., next to, opposite, between, and Excuse me, how do I get to...?
0 sentencesGoal · 6–8
Personalize
Write about asking for directions
Write a paragraph (8–10 sentences) describing a time you asked for directions in a new city, or imagine a trip to Shanghai. Use imperatives and prepositions of place.
0 wordsGoal · 70–100 words
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
Excuse me, how do I get to the station? Go straight for two blocks. Turn left at the traffic lights. Walk past the supermarket. The station is on the right, next to the bank. Thank you very much.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Direction phrases
Translate these sentences. Pay attention to imperatives and prepositions of place in English.
Vire à esquerda no semáforo. →
O hotel fica ao lado do banco. →
Com licença, como eu chego à estação? →
Weekend Challenge
Directions Challenge
Directions Challenge
Record clear directions from your home to a nearby place
20–30 minIndependent
Imagine a friend is visiting your city. Record clear directions from your home (or the train station) to a nearby place — a shop, a café, or a park. Use imperatives and prepositions of place.
Your checklist:
✓
Start with a command
Example: "Go straight for two blocks."
✓
Use turn left / turn right
Example: "Turn left at the traffic lights."
✓
Use a movement preposition
Example: "Walk past the supermarket."
✓
Describe the position
Example: "It's next to the bank."
✓
Finish clearly
Example: "You can't miss it."
Useful phrases:
"Go straight for two blocks."
"Turn left at the traffic lights."
"Walk past the supermarket."
"It's next to the bank, opposite the station."
Record about 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 16 · Stage 03: English in the Real World
Small Talk
Break the ice and keep a conversation going with international colleagues — asking friendly questions and natural follow-ups.
By the end of this lesson, you can
Start a conversation with a colleague
Ask friendly questions
Use follow-up questions to keep talking
Talk about weather, weekend, travel
Respond naturally in social situations
Stage 1.1 · Vocabulary
Ten words for small talk
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
small talk
friendly informal conversation
We made small talk before the meeting.
How's it going?
a friendly way to ask 'how are you'
Hey, how's it going?
weekend
Saturday and Sunday
How was your weekend?
weather
the state of the air (sun, rain)
The weather is nice today.
by the way
used to add a new topic
By the way, do you like São Carlos?
really?
a follow-up showing interest
You went to China? Really?
That sounds...
a way to react (great, interesting)
That sounds interesting!
What about you?
turning a question back
I'm fine. What about you?
catch up
talk after not seeing someone
Let's catch up later.
nice to meet you
a greeting for first meetings
Nice to meet you!
Stage 1.2 · Matching
Match small talk words to their meanings
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
small talk
weekend
by the way
What about you?
nice to meet you
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik meets a colleague at a conference
Read the short text. Then answer the three comprehension questions below.
At the conference, I met a colleague from Germany. He said, "Hi, nice to meet you! How's it going?" I said, "Fine, thanks. What about you?" We made small talk. He asked, "How was your flight?" I said it was long. Then he asked, "Really? Where are you from?" I said São Carlos, in Brazil. "That sounds nice," he said. "By the way, do you like the conference?" We talked for ten minutes. It was easy because he asked friendly questions.
Q1.Where was the colleague from?
Q2.What did they do?
Q3.Why was it easy?
Stage 1.4 · Grammar Tip
Small talk questions & follow-ups
Keep this table handy. Notice the four moves: open, follow up, turn it back, and change topic naturally.
Move
Examples
Why
Opener
How's it going? / How are you?
friendly greeting
Follow-up
Really? / Oh nice!
shows interest
Turn it back
What about you? / And you?
keeps balance
React
That sounds great/interesting!
shows you care
New topic
By the way, ...?
changes subject naturally
Never say · common Brazilian-speaker traps
"How is going?"→"How's it going?"
"What about of you?"→"What about you?"
"That sounds interesting" said flatly→say it with energy
"Where you from?"→"Where are you from?"
Stage 1.5 · Fill in the Blank
Practice small-talk question forms
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
it going?
I'm fine. What you?
How your weekend?
Where you from?
That interesting!
Stage 2 · Sentence Ordering
Reorder the words to build a small-talk question
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · friendly greeting
how'sitgoing?
Hint · ask where someone is from
whereareyoufrom?
Hint · show interest and react
thatsoundsreallyinteresting.
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"How's it going?"
02.
"What about you?"
03.
"How was your weekend?"
04.
"That sounds interesting!"
05.
"Nice to meet you!"
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2 speaker would actually say in that moment.
Scenario 1. A colleague says "How's it going?" What is the best reply?
Scenario 2. Someone says they visited Japan. What is the best follow-up?
Stage 5 · Free Production
Meet a new colleague at a conference
Imagine you meet a new international colleague at a conference. Start a conversation, ask friendly questions, and use follow-ups. Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential small-talk phrases
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete opener or follow-up you can use with any colleague.
01.
"Hi, how's it going?"
02.
"Nice to meet you!"
03.
"What about you?"
04.
"How was your weekend?"
05.
"That sounds interesting!"
Teacher Notes
Warm-up: Retrieval from L15 directions: "Tell me how to give directions to the airport." Then pivot: "Now imagine you MEET someone — what do you say first? How do you keep the conversation going?"
Watch for: "How is going?" (missing 's), flat reactions without energy, forgetting to turn questions back with "What about you?", "Where you from?" (missing are).
Elicit: Get Erik to keep a conversation going 4+ turns. Coach follow-ups after each answer.
Stage 1 · Lead-in
Photo Discussion: Breaking the ice
Breaking the ice
Two colleagues meet at a conference.
What do you say when you meet someone new?
How do you keep a conversation going?
Stage 2 · Target Text
Small talk at the conference
Colleague
"Hi! Nice to meet you. How's it going?"
Erik
"Fine, thanks. What about you?"
Colleague
"Good! How was your flight?"
Erik
"Long, but okay. I'm from Brazil."
Colleague
"Oh really? That sounds nice. Which city?"
Erik
"São Carlos, near São Paulo."
Colleague
"Interesting! By the way, is this your first conference?"
Erik
"Yes, it is. I'm enjoying it."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."What about you?" is used to...?
Q2."Really?" as a follow-up shows...?
Q3."By the way" introduces...?
Stage 4 · Form
Grammar Accordion: Small talk moves
Use a friendly opener to greet someone and start the talk:
How's it going? How are you? How's everything?
Use a quick follow-up to show you are listening and interested:
Really? Oh nice! That sounds interesting!
Use these to keep the balance — share and pass back the question:
What about you? And you? How about you?
Use these to move the conversation to a new topic without sounding abrupt:
By the way, ...? So, ...? Speaking of ...
Stage 5 · Controlled Practice
Fill the gaps with the correct word
it going?
What you?
How your trip?
Where you from?
That great!
Stage 6 · Pronunciation
Natural friendly intonation
Listen, then repeat. Notice the rising intonation on yes/no questions and falling on wh- questions — small talk sounds warm, not flat.
"How's it going?" (rising — friendly)
"What about you?" (rising — turn back)
"Oh really? That sounds interesting!" (energy on really!)
"Nice to meet you!" (warm and bright)
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
First meeting
You meet a new colleague at a conference.
Greet them
Introduce yourself
Ask 3 friendly questions
Use follow-ups after each answer
Practice: How's it going? / What about you? / Really?
Role-Play 2
Coffee break chat
Chat about the weekend, weather, and travel. Keep it going for at least 6 turns.
T: "How was your weekend?"
S: "It was good! I relaxed. What about you?"
T: "Nice. By the way, do you travel much?"
S: "Oh really? Where did you go?"
Practice turning the question back and changing topics with "By the way".
Stage 8 · Production
Have a 90-second small-talk conversation
Have a 90-second small-talk conversation with your teacher. Ask questions, use follow-ups, and turn questions back. Record 60–90 seconds.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
Hi, nice to meet you! How's it going? I'm from São Carlos in Brazil. How about you? Oh really, that sounds interesting! By the way, is this your first conference?
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Do not interrupt. Wait until the student finishes their turn, then correct.
Watch for: "How is going?" → "How's it going?" / "What about of you?" → "What about you?" / "Where you from?" → "Where are you from?" / "That sound interesting" (missing s) → "That sounds interesting!"
Praise first: Praise the effort to keep talking — even 3 turns is a win. Then correct one form.
Homework Overview
Five tasks to consolidate Lesson 16
✓
Retrieve — fill small-talk gaps from memory
✓
Practice — write 6–8 small-talk questions and follow-ups
✓
Personalize — short dialogue with a new colleague
✓
Speak — record yourself after the model audio
✓
Optional Extra — translate 3 Portuguese small-talk phrases
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
it going?
What you?
How your weekend?
Where you from?
That interesting!
Practice
Write small-talk questions and follow-ups
Write 6–8 small-talk questions and follow-ups you could use with a colleague. Use openers, follow-ups, turn-it-backs, and new topics.
0 sentencesGoal · 6–8
Personalize
Write a short small-talk dialogue
Write a short dialogue (8–10 lines) of small talk between you and a new colleague. Include greetings, follow-ups, turning questions back, and a "by the way" topic change.
0 wordsGoal · 70–100 words
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
Hi, nice to meet you! How's it going? I'm from São Carlos in Brazil. What about you? Oh really, that sounds interesting!
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Small talk
Translate these sentences. Pay attention to question forms and follow-ups in English.
"Como vai?" →
"E você?" →
"Isso parece interessante!" →
Weekend Challenge
The Conversation Challenge
The Conversation Challenge
Record a natural small-talk conversation with a new colleague.
20–30 minIndependent
At an international dinner, you sit next to a colleague you've never met. Record a natural small-talk conversation — greet them and keep it going.
Your checklist:
✓
Greet and introduce yourself
✓
Ask how they are
✓
Ask about their trip
✓
Use a follow-up (Really? / That sounds...)
✓
Turn a question back (What about you?)
Useful phrases:
"Hi, nice to meet you! How's it going?"
"How was your trip?"
"Oh really? That sounds interesting!"
"By the way, where are you from?"
Record about 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 17 · Stage 03: English in the Real World
When Something Goes Wrong
Explain problems, ask for help, and give simple advice — using should, can, and could when things don't go to plan.
By the end of this lesson, you can
Explain a simple problem
Ask for help politely
Give advice with 'should'
Make requests with can / could
Handle problems while traveling or at work
Stage 1.1 · Vocabulary
Ten words about problems and help
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
problem
something that is wrong
"There is a problem with my room."
broken
not working
"The machine is broken."
doesn't work
doesn't function
"The Wi-Fi doesn't work."
help
to assist someone
"Could you help me, please?"
should
used to give advice
"You should call reception."
fix
to repair something
"Can you fix it?"
lost
cannot be found
"My luggage is lost."
wrong
not correct
"Something is wrong with the system."
complain
to say you are not satisfied
"I need to complain about the noise."
sort out
to solve a problem
"We'll sort it out quickly."
Stage 1.2 · Matching
Match problem words to their meanings
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
problem
broken
should
lost
sort out
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik has a problem at the hotel
Read the short text. Then answer the three comprehension questions below.
Last week at the hotel, I had a problem. The air conditioning was broken and it didn't work. I called reception and said, "There's a problem with my room. The AC is broken. Could you help me?" The receptionist said, "I'm sorry. You should try the other control, or we can move you to another room." I said, "Could you send someone to fix it?" They sent a technician and sorted it out in ten minutes. It was a small problem, but they solved it fast.
Q1.What was the problem?
Q2.What did the receptionist suggest?
Q3.How long did it take to fix?
Stage 1.4 · Grammar Tip
should / can / could for problems
Keep this table handy. Notice the difference between giving advice (should), making polite requests (could you), offering a solution (can), and describing a problem.
Use
Structure
Example
Give advice
You should + base verb
You should call reception.
Ask for help
Could you + base verb?
Could you help me?
Offer a solution
We can + base verb
We can move you to another room.
Describe a problem
...is broken / doesn't work
The AC doesn't work.
Polite request
Could you + base verb?
Could you fix it, please?
Never say · common Brazilian-speaker traps
You should to call→You should call
The AC don't work→The AC doesn't work
Can you fixing it?→Can you fix it?
It's break→It's broken
Stage 1.5 · Fill in the Blank
Practice should / can / could
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
You call reception.
you help me, please?
The Wi-Fi work.
The machine is .
We move you to another room.
Stage 2 · Sentence Ordering
Reorder the words to build a problem-sentence
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · state the problem with your room
thereisaproblemwithmy room.
Hint · ask for help politely
couldyouhelpmeplease?
Hint · give advice with should
youshouldcallreception.
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"There's a problem with my room."
02.
"The machine is broken."
03.
"Could you help me, please?"
04.
"You should call reception."
05.
"Can you fix it?"
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2 speaker would actually say in that moment.
Scenario 1. Your hotel room is too noisy. Most polite way to ask for help?
Scenario 2. A colleague's computer won't start. Best advice?
Stage 5 · Free Production
Imagine something goes wrong on a work trip
Imagine something goes wrong on a work trip — a broken machine, a lost bag, or a hotel problem. Explain the problem and ask for help. Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete sentence to explain a problem or ask for help.
01.
"There's a problem with my room."
02.
"The machine is broken."
03.
"Could you help me, please?"
04.
"You should call reception."
05.
"Can you fix it?"
Teacher Notes
Warm-up: Retrieval from L16 (small talk): "Tell me about a recent trip." Then: "Now imagine something goes WRONG — how do you ask for help?"
Watch for: "should to + verb" (no to after modal), "can you fixing" (no -ing after modal), "it's break" instead of "it's broken", don't/doesn't agreement errors.
Context: Erik faces real problems at factories and hotels in China — machines, equipment, rooms. This is authentic survival English.
Stage 1 · Lead-in
Photo Discussion: When things go wrong
When things go wrong
A problem at work or on a trip.
What problems can happen on a work trip?
How do you ask for help in English?
Stage 2 · Target Text
A problem at the hotel
Erik
"Hello, there's a problem with my room."
Reception
"I'm sorry to hear that. What's wrong?"
Erik
"The air conditioning is broken. It doesn't work."
Reception
"You should try the control on the wall."
Erik
"I tried, but it still doesn't work. Could you help me?"
Reception
"Of course. We can send a technician, or we can move you."
Erik
"Could you send someone to fix it, please?"
Reception
"Certainly. Someone will come in ten minutes."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."You should call" — is this advice or an order?
Q2."Could you help me?" is...?
Q3.After "should", the verb is...?
Stage 4 · Form
Grammar Accordion: should / can / could
Use should + base verb to give advice when something is wrong:
You should call reception. You should try again. You should ask for help.
Use Could you + base verb when you need someone to DO something — polite and soft:
Could you help me? Could you fix it? Could you send someone?
Use can + base verb to offer a solution or show possibility:
We can move you. We can send a technician. I can help.
Common ways to say something is wrong:
It's broken. It doesn't work. Something is wrong. It's not working.
Stage 5 · Controlled Practice
Fill the gaps with the correct word
You call reception.
you help me?
The AC work.
The machine is .
We fix it.
Stage 6 · Pronunciation
Problem phrases — listen and repeat
Listen, then repeat. Notice the falling intonation on statements and polite requests.
"There's a problem."
"It doesn't work."
"Could you help me, please?"
"You should call reception."
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Hotel problem
Your room has a problem (AC / Wi-Fi / noise). Explain it to reception and ask for help.
State the problem clearly
Use "Could you...?" politely
Accept or reject the offer
Thank the receptionist
Practice: There's a problem..., Could you help me?, You should...
Role-Play 2
Machine trouble at the factory
A machine is broken. Explain the problem to a colleague and ask them to help fix it; give and receive advice with should.
T: "What's the problem?"
S: "The machine is broken. It doesn't work."
T: "You should try restarting it."
S: "I tried, but it still doesn't work. Could you help me?"
Practice giving and receiving advice with should.
Stage 8 · Production
Describe a real or imagined problem
Describe a problem you had (real or imagined) on a trip or at work. Explain what was wrong, what you did, and how you asked for help. Record 60–90 seconds.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
Hello, there's a problem with my room. The air conditioning is broken — it doesn't work. I tried the control, but it still doesn't work. Could you help me? Could you send someone to fix it, please?
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Do not interrupt. Wait until the student finishes their turn, then correct.
Watch for: "should to call" → "should call" / "can you fixing" → "can you fix" / "it's break" → "it's broken" / "AC don't work" → "AC doesn't work".
Praise first: "Great clear problem description!" then correct the form. Don't demoralize.
Homework Overview
Five tasks to consolidate Lesson 17
✓
Retrieve — fill problem gaps from memory
✓
Practice — write 6–8 sentences about problems and help
✓
Personalize — paragraph about a time something went wrong
✓
Speak — record yourself after the model audio
✓
Optional Extra — translate 3 Portuguese problem phrases
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
You call reception.
you help me, please?
The Wi-Fi work.
The machine is .
We move you to another room.
Practice
Write about problems and help
Write 6–8 sentences describing problems and asking for help (use should, can, could, broken, doesn't work).
0 sentencesGoal · 6–8
Personalize
Write about a time something went wrong
Write a paragraph (8–10 sentences) about a time something went wrong on a trip or at work, and how you solved it.
0 wordsGoal · 70–100 words
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
Hello, there's a problem with my room. The air conditioning is broken and doesn't work. Could you help me? Could you send someone to fix it, please?
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Problem phrases
Translate these sentences. Pay attention to should, can, could and verb forms in English.
Você poderia me ajudar? →
A máquina está quebrada. →
Você deveria ligar para a recepção. →
Weekend Challenge
The Problem-Solver Challenge
The Problem-Solver Challenge
Record how you handle three problems on a work trip to China
20–30 minIndependent
On a work trip to China, three things go wrong: your hotel AC is broken, your Wi-Fi doesn't work, and a factory machine has a problem. Record how you explain each problem and ask for help.
Your checklist:
✓
Describe the AC problem
Example: "The air conditioning is broken."
✓
Ask reception for help
Example: "Could you help me, please?"
✓
Report the Wi-Fi problem
Example: "The Wi-Fi doesn't work."
✓
Explain the machine problem to a colleague
Example: "There's a problem with the machine."
✓
Give one piece of advice with 'should'
Example: "You should try restarting it."
Useful phrases:
"There's a problem with my room."
"The Wi-Fi doesn't work."
"Could you help me, please?"
"You should call the technician."
Record about 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 18 · Stage 03: English in the Real World
A Work Trip to China
Your Stage 03 checkpoint. Put it all together — airport, hotel, directions, small talk, and problems — in one complete work trip to China.
By the end of this lesson, you can
Handle a full work trip end-to-end
Combine airport, hotel, directions, small talk, and problem-solving
Arrive, check in, meet colleagues, explain your work, ask for information, and handle a problem
Demonstrate functional travel + workplace English
Navigate Stage 03 — English in the Real World
Stage 1.1 · Vocabulary Review
Ten words from Lessons 13–17
Read each card — the headword, definition, and an example sentence in context. These are essential Stage 03 vocabulary. Tap Listen to hear each example.
check-in
where you register for a flight
Where is the check-in desk?
boarding gate
where you board the plane
The boarding gate is number 12.
reservation
a booking made in advance
I have a reservation for three nights.
reception
the hotel front desk
I checked in at reception.
Where is...?
asking for a location
Where is the meeting room?
go straight
continue forward
Go straight and turn left.
How's it going?
friendly greeting
Hi, how's it going?
Nice to meet you
a first-meeting greeting
Nice to meet you!
There's a problem
reporting an issue
There's a problem with my room.
Could you help me?
asking for help
Could you help me, please?
Stage 1.2 · Matching
Match Stage 03 words to their meanings
Choose the correct definition for each word. The options are shuffled — think before you click.
check-in
reservation
go straight
Nice to meet you
There's a problem
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik's full work trip to China
Read the complete work-trip story. Then answer the three questions below.
Last month I traveled to China for work. At the airport, I checked in and asked, "Where is the boarding gate?" After a long flight, I arrived and took a taxi to the hotel. At reception I said, "I have a reservation for five nights." The next day, I met my colleagues. "Nice to meet you! How's it going?" we said. I explained my work and asked where the meeting room was. "Go straight and turn left," they said. One day there was a problem — a machine was broken — so I said, "Could you help me fix it?" Together, we solved it. It was a successful trip.
Q1.How long was the reservation?
Q2.How did he get to the hotel?
Q3.What was the problem?
Stage 1.4 · Grammar Tip
Stage 03 review — everything for a work trip
Keep this table handy. It combines the grammar from Lessons 13–17 — all five real-world situations on a work trip.
Situation
Grammar
Example
Airport
Can / Could + request
Could I have a window seat?
Hotel
there is / are + Could I
Is there Wi-Fi? Could I have a room?
Directions
Where is...? / imperatives
Where is the gate? Go straight.
Small talk
Greetings + follow-ups
How's it going? Really? What about you?
Problems
should / can / could
There's a problem. Could you help me?
Never say · common Stage-03 errors
Where is gate?→Where is the gate?
There is two rooms→There are two rooms
How is going?→How's it going?
Can you fixing it?→Can you fix it?
Stage 1.5 · Fill in the Blank
Mixed Stage 03 review
Type the correct word in each gap. These are Stage 03 essentials. Listen first if it helps.
is the boarding gate?
there Wi-Fi in the room?
it going?
you help me, please?
a problem with the machine.
Stage 2 · Sentence Ordering
Reorder the words to build Stage 03 sentences
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · ask for a window seat politely
couldihaveawindow seat?
Hint · ask where the meeting room is
whereisthemeeting room?
Hint · state there is a problem with the machine
thereisaproblemwiththe machine.
Stage 3 · Pronunciation
Listen and repeat — five key phrases from L13–17
Listen to each phrase, then record yourself. These are the five situations from Stage 03. Train your ear and your mouth.
01.
"Could I have a window seat?"
02.
"Is there Wi-Fi in the room?"
03.
"Where is the meeting room?"
04.
"Nice to meet you! How's it going?"
05.
"Could you help me fix it?"
Stage 4 · Situational Quiz
What would you really say? Stage 03 scenarios
Read each scenario carefully. Choose the option a confident A2 speaker would actually say in that moment.
Scenario 1. You arrive at the hotel in China. Best way to check in?
Scenario 2. A machine is broken at the factory. Best way to ask a colleague?
Stage 5 · Free Production
Tell the story of your work trip to China
This is your Stage 03 showcase. Tell the full story of a work trip to China — the airport, the hotel, meeting colleagues, finding your way, and handling one problem. Combine everything from Lessons 13–17. Record yourself (about 2 minutes).
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential Stage 03 sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one combines airport, hotel, directions, small talk, or problems.
01.
"Could I have a window seat?"
02.
"I have a reservation for five nights."
03.
"Where is the meeting room?"
04.
"Nice to meet you! How's it going?"
05.
"There's a problem — could you help me?"
Teacher Notes — Stage 03 Milestone
Framework: Stage 03 milestone — a functional assessment. Less new input, more integrated production across all 5 real-world situations. Mark functional-A2+ if Erik handles 4 of 5 situations.
Watch for: Article omission in 'the gate', there is/are agreement, question inversion — the recurring Stage 03 errors.
Assessment: This is real for Erik — he genuinely does this trip. Use his actual experience.
Stage 1 · Lead-in
Photo Discussion: One trip, everything together
One trip, everything together
The complete work-trip journey to China.
What are the stages of a work trip, from airport to factory?
Which situation is hardest for you in English?
Stage 2 · Target Text
The complete work-trip dialogue
Erik (airport)
"Excuse me, where is the boarding gate?"
Agent
"Gate 12, straight ahead."
Erik (hotel)
"Hi, I have a reservation for five nights. Is there Wi-Fi?"
Reception
"Yes, there is. Here's your key card."
Erik (meeting)
"Nice to meet you! How's it going?"
Colleague
"Great! Let me show you the factory."
Erik (problem)
"There's a problem — this machine is broken. Could you help me?"
Colleague
"Of course. Let's fix it together."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."Could I have a window seat?" — which situation?
Q2."Is there Wi-Fi?" — which situation?
Q3."There's a problem, could you help?" — which function?
Stage 4 · Form
Grammar Accordion: Stage 03 Review
Use Could I + verb for polite requests at check-in:
Could I have a window seat? Can I check in here? Where is the gate?
Use there is / are and Could I for facilities:
Is there Wi-Fi? There are two restaurants. Could I have a room with a view?
Ask for directions with Where is...? Give directions with imperatives. Greet with How's it going?
Where is the gate? Go straight, turn left. How's it going? Really? What about you? Nice to meet you!
Report problems and ask for help:
There's a problem. It's broken. / It doesn't work. Could you help me? You should call reception.
Stage 5 · Controlled Practice
Fill the gaps with the correct word
is the gate?
there a restaurant?
I have a room with a view?
it going?
The machine is .
Stage 6 · Pronunciation
Four Stage 03 connected phrases
Listen, then repeat. These connect the five work-trip situations. Record your own version.
"Where is the boarding gate?"
"Is there Wi-Fi in the room?"
"Nice to meet you!"
"Could you help me, please?"
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Arrival: airport to hotel
Role-play from check-in at the airport through to checking into the hotel. Use can/could and there is/are.
Ask for a seat at check-in
Ask where the gate is
Check in at the hotel
Ask about facilities
Practice: Could I...?, Where is...?, Is there...?
Role-Play 2
At the factory
Meet a colleague (small talk), ask for directions to the meeting room, then report and solve a machine problem.
Make small talk
Ask for directions
Explain a problem
Ask for and give help
Practice all five Stage 03 situations in one role-play.
Stage 8 · Production
Tell the complete story of your work trip to China
Tell the full story from leaving São Carlos to solving a problem at the factory. Use all five real-world situations. Record about 2 minutes.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome + Self-Assessment
What you should be able to say by now
At the airport: "Where is the gate?" At the hotel: "I have a reservation. Is there Wi-Fi?" Meeting colleagues: "Nice to meet you! How's it going?" Finding my way: "Where is the meeting room?" A problem: "The machine is broken — could you help me?"
Can you handle a work trip? Tick each one:
✓
I can check in and ask questions at the airport
✓
I can check into a hotel and ask about facilities
✓
I can ask for and understand directions
✓
I can make small talk with colleagues
✓
I can explain a problem and ask for help
Stage 10 · Teacher (Delayed Error Correction)
Watch for the recurring Stage 03 errors
Do not interrupt. Wait until the student finishes their turn, then correct.
Watch for: "Where is gate?" → "Where is the gate?" / "There is two rooms" → "There are two rooms" / "How is going?" → "How's it going?" / "Can you fixing?" → "Can you fix?".
Assessment note: Mark functional-A2+ if Erik handles 4 of 5 situations well. This is the Stage 03 readiness checkpoint.
Praise the integration: "You just did a full work trip in English — airport, hotel, meeting people, finding your way, and solving a problem. That's real A2+!"
Homework Overview
Five tasks to consolidate Lesson 18
✓
Retrieve — fill Stage 03 gaps from memory
✓
Practice — write 6–8 sentences using all five situations
✓
Personalize — paragraph telling your work trip story (8–10 sentences)
✓
Speak — record yourself after the model audio
✓
Optional Extra — translate 3 Portuguese Stage 03 phrases
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
is the boarding gate?
there Wi-Fi in the room?
it going?
you help me, please?
a problem with the machine.
Practice
Write about your work trip using all five situations
Write 6–8 sentences you would use during a work trip — one for the airport, hotel, directions, small talk, and a problem.
0 sentencesGoal · 6–8
Personalize
Write a paragraph telling the story of a work trip to China
Write a paragraph (8–10 sentences) telling the story of a real or imagined work trip to China, using all five situations.
0 wordsGoal · 70–100 words
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
At the airport I asked where the gate was. At the hotel I checked in and asked about Wi-Fi. I met my colleagues and made small talk. I found the meeting room, and when a machine broke, I asked for help.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Stage 03 phrases
Translate these sentences. Pay attention to all Stage 03 grammar — articles, there is/are, can/could, and question form.
Where is the gate? →
Is there Wi-Fi in the room? →
Could you help me? →
Weekend Challenge
The China Trip Showcase
The China Trip Showcase
Record a complete story of your work trip integrating everything from Stage 03
20–30 minIndependent
Record a complete 2-minute story of a work trip to China that integrates everything from Stage 03 — this is your functional English milestone.
Your checklist:
✓
Handle the airport
✓
Check into the hotel
✓
Make small talk with a colleague
✓
Ask for directions
✓
Explain and solve a problem
Useful phrases:
"Could I have a window seat?"
"I have a reservation for five nights."
"Nice to meet you! How's it going?"
"There's a problem — could you help me?"
Record about 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 19 · Stage 04: A2+ Autonomy
Talking About Experiences
Move beyond the simple past. Talk about your life experiences — what you have done — with the Present Perfect.
By the end of this lesson, you can
Talk about life experiences with Present Perfect
Use have/has + past participle
Ask 'Have you ever...?'
Contrast finished past (Past Simple) with experience (Present Perfect)
Talk about what you've achieved
Stage 1.1 · Vocabulary
Ten words about experiences
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
experience
something you have done or lived
"I have a lot of experience with machines."
have been
present perfect of 'be' (visited)
"I have been to China three times."
have done
present perfect of 'do'
"I have done this many times."
have seen
present perfect of 'see'
"I have seen that machine before."
ever
at any time in your life
"Have you ever traveled abroad?"
never
at no time
"I have never been to Japan."
already
before now (sooner than expected)
"I have already finished the report."
yet
until now (in questions/negatives)
"I haven't finished yet."
just
a very short time ago
"I have just arrived."
past participle
the third form of a verb (done, been, seen)
"'Gone' is the past participle of 'go'."
Stage 1.2 · Matching
Match experience words to their meanings
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
experience
ever
never
already
yet
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik talks about his career experiences
Read the short text. Then answer the three comprehension questions below.
I have worked as an electrical engineer for eight years. In that time, I have done many interesting projects. I have been to China three times for work, and I have visited several factories. I have never had a serious problem, but I have solved many small ones. Have you ever worked abroad? It's a great experience. I have just finished a big project, and I'm proud of it.
Q1.How long has he worked as an engineer?
Q2.How many times has he been to China?
Q3.What has he just finished?
Stage 1.4 · Grammar Tip
Present Perfect — have/has + past participle
Keep this table handy. Notice the difference between talking about experiences (no specific time) and finished events (with a time).
Use
Structure
Example
Experience
have/has + past participle
I have been to China.
Question
Have/Has + S + past participle?
Have you ever traveled abroad?
Negative
haven't/hasn't + past participle
I have never been to Japan.
with 'just/already'
have just/already + pp
I have just finished.
Past Simple vs Perfect
finished time = past simple
I went to China last year (when) vs I have been to China (experience)
Never say · common Brazilian-speaker traps
I have went→I have gone/been
I have finished yesterday→I finished yesterday
Have you ever went?→Have you ever been?
I have did it→I have done it
Stage 1.5 · Fill in the Blank
Practice Present Perfect
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
I been to China three times.
She worked here for five years.
Have you traveled abroad?
I have been to Japan.
I have finished the report.
Stage 2 · Sentence Ordering
Reorder the words to build a Present Perfect sentence
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · life experience of visiting China
ihavebeento chinathree times.
Hint · ask about life experience abroad
haveyoueverworkedabroad?
Hint · something finished very recently
ihavejustfinishedthe project.
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"I have been to China three times."
02.
"Have you ever worked abroad?"
03.
"I have never had a serious problem."
04.
"I have just finished a big project."
05.
"She has worked here for five years."
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2+ speaker would actually say in that moment.
Scenario 1. A colleague asks about your international experience. Best answer?
Scenario 2. You want to ask if a colleague has ever visited Brazil. Best question?
Stage 5 · Free Production
Talk about your professional experiences
Talk about your professional experiences — what you have done in your career, places you have been, problems you have solved. Use the Present Perfect. Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete Present Perfect sentence about experience.
01.
"I have been to China three times."
02.
"Have you ever worked abroad?"
03.
"I have never had a serious problem."
04.
"I have just finished a big project."
05.
"I have a lot of experience with machines."
Teacher Notes
Warm-up: Retrieval from L18 (China trip in Past Simple): "Tell me about your trip to China." Then pivot: "You told me about ONE trip. Now — HAVE you ever done other trips? How many times HAVE you been?"
Watch for: Present Perfect vs Past Simple confusion — the biggest A2+ challenge. "I have went", "I have finished yesterday". Past participles of irregular verbs.
Elicit: Draw the timeline: Past Simple = finished, specific time; Present Perfect = experience, no specific time.
Stage 1 · Lead-in
Photo Discussion: Your life experiences
Your life experiences
Everything you have done so far.
What interesting things have you done in your career?
Have you ever traveled for work?
Stage 2 · Target Text
Talking about career experiences
Colleague
"You seem very experienced. How long have you worked here?"
Erik
"I have worked as an engineer for eight years."
Colleague
"Have you ever worked abroad?"
Erik
"Yes, I have. I have been to China three times."
Colleague
"Really? Have you had any big problems there?"
Erik
"I have never had a serious problem, but I have solved many small ones."
Colleague
"That's great experience."
Erik
"Thanks. I have just finished a big project, actually."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."I have been to China" — do we know exactly WHEN?
Q2."I went to China last year" vs "I have been to China" — which has a finished time?
Q3."Have you ever...?" asks about...?
Stage 4 · Form
Grammar Accordion: Present Perfect
Use have/has + past participle for life experiences:
I have worked She has done We have been He has seen
Use Have/Has + subject + past participle to ask about experiences:
Have you ever been to China? Has she ever worked here? Have they ever met?
Use never or haven't...yet for the negative:
I have never been to Japan I haven't finished yet She hasn't arrived yet
The big distinction: Present Perfect = experience, no time; Past Simple = finished, specific time.
I have been to China (experience, no time) I went to China in March (finished, specific time)
Stage 5 · Controlled Practice
Fill the gaps with the correct word
I worked here for eight years.
She been to China.
Have you traveled abroad?
I have had a big problem.
I have finished.
Stage 6 · Pronunciation
Contractions: I've, she's
Listen, then repeat. Notice the natural contractions: "I have" = "I've", "she has" = "she's".
"I've been to China." (I have = I've)
"Have you ever worked abroad?" (full form — question)
"She's worked here for years." (she has = she's)
"I've just finished." (I have = I've)
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Job experience interview
Your teacher asks about your career experience. Answer with Present Perfect (how long, what you've done, where you've been).
T: "How long have you worked as an engineer?"
S: "I have worked for eight years."
T: "What interesting things have you done?"
S: "I have been to China three times..."
Practice: have/has + past participle, ever, never, just.
Role-Play 2
Have you ever...?
Take turns asking 'Have you ever...?' questions about travel, work, and life experiences.
A: "Have you ever traveled abroad?"
B: "Yes, I have. I have been to China."
A: "Have you ever had a serious problem?"
B: "No, I have never had one."
Practice 'Have you ever...?' questions and short answers.
Stage 8 · Production
Talk about your professional experience
Talk about your professional experience for 90 seconds. Use Present Perfect for experiences and Past Simple for specific finished events. Record.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
I have worked as an electrical engineer for eight years. I have been to China three times and I have visited several factories. I have never had a serious problem, but I have solved many. I have just finished a big project.
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Do not interrupt. Wait until the student finishes their turn, then correct.
Watch for: "I have went" → "I have been/gone" / "I have finished yesterday" → "I finished yesterday" / "Have you ever went?" → "Have you ever been?" / "I have did" → "I have done"
Praise first: Great timeline distinction! Then correct the form. Don't demoralize.
Homework Overview
Five tasks to consolidate Lesson 19
✓
Retrieve — fill Present Perfect gaps from memory
✓
Practice — write 6–8 sentences about your experiences using Present Perfect
✓
Personalize — paragraph about your career experiences (8–10 sentences)
✓
Speak — record yourself after the model audio
✓
Optional Extra — translate 3 Portuguese Present Perfect phrases
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
I been to China three times.
She worked here for five years.
Have you traveled abroad?
I have been to Japan.
I have finished the report.
Practice
Write about your experiences
Write 6–8 sentences about your experiences using Present Perfect (have/has + past participle).
0 sentencesGoal · 6–8
Personalize
Write about your career experiences
Write a paragraph (8–10 sentences) about your career experiences — what you have done, where you have been, what you have achieved.
0 wordsGoal · 70–100 words
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
I have worked as an engineer for eight years. I have been to China three times and visited many factories. I have never had a serious problem, but I have solved many. I have just finished a big project.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Present Perfect phrases
Translate these sentences. Pay attention to have/has + past participle in English.
Eu já estive na China três vezes. →
Você já trabalhou no exterior? →
Eu nunca tive um problema sério. →
Weekend Challenge
My Experience Story
My Experience Story
Everything you have done and achieved in your career
20–30 minIndependent
Record a 2-minute talk about your professional life experiences — everything you have done and achieved in your career as an engineer.
Your checklist:
✓
Say how long you have worked
Example: "I have worked as an engineer for eight years."
✓
Talk about places you have been
Example: "I have been to China three times."
✓
Describe a problem you have solved
Example: "I have solved many small problems."
✓
Say what you have never done
Example: "I have never had a serious problem."
✓
Mention what you have just finished
Example: "I have just finished a big project."
Useful phrases:
"I have worked as an engineer for eight years."
"I have been to China three times."
"I have never had a serious problem."
"I have just finished a big project."
Record about 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 20 · Stage 04: A2+ Autonomy
Explaining a Technical Problem
Use your engineering English. Explain what's wrong, what needs fixing, and what has to be done — clearly and professionally.
By the end of this lesson, you can
Describe a technical problem clearly
Say what needs to be done (need to / have to)
Explain what is wrong with equipment
Propose a solution
Communicate with technical colleagues about faults
Stage 1.1 · Vocabulary
Ten words about technical problems
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
fault
a technical problem or defect
There is a fault in the system.
leak
when liquid or gas escapes
There is an oil leak in the machine.
overheat
to become too hot
The motor starts to overheat.
replace
to put a new part in
We need to replace the component.
check
to inspect
We have to check the wiring first.
need to
it is necessary to
We need to replace the part.
have to
it is an obligation to
You have to turn off the power first.
component
a part of a machine
This component is damaged.
voltage
electrical force
The voltage is too high.
shut down
to turn off completely
We have to shut down the system.
Stage 1.2 · Matching
Match technical words to their meanings
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
fault
leak
replace
component
shut down
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik reports a machine fault
Read the short text. Then answer the three comprehension questions below.
Yesterday, one of our machines had a fault. The motor started to overheat because of a problem with the cooling system. First, we had to shut down the machine for safety. Then we needed to check the wiring and the temperature sensor. We found a damaged component, so we had to replace it. After that, we needed to test the system again. It's important to follow the safety steps — you have to turn off the power before you touch anything.
Q1.Why did the motor overheat?
Q2.What did they have to do first?
Q3.What must you do before touching the machine?
Stage 1.4 · Grammar Tip
need to / have to / modals for technical situations
Keep this table handy. Notice the difference between necessity (need to), obligation (have to), advice (should), and possibility (can/could).
Use
Structure
Example
Necessity
need to + base verb
We need to replace the part.
Obligation/rule
have to + base verb
You have to turn off the power.
No obligation
don't have to
You don't have to shut it down.
Advice
should + base verb
You should check the wiring.
Possibility
can/could + base verb
We can replace the sensor.
Describing faults
is + adjective / doesn't work
The motor is damaged. It doesn't work.
Never say · common Brazilian-speaker traps
We need replace it.→We need to replace it.
You have turn off.→You have to turn off.
It's overheat.→It overheats / It's overheating.
We must to check.→We must check / We have to check.
Stage 1.5 · Fill in the Blank
Practice need to / have to for technical problems
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
We to replace the component.
You to turn off the power first.
We need check the wiring.
You check the temperature sensor.
This component is .
Stage 2 · Sentence Ordering
Reorder the words to build technical sentences
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · explain what needs replacing
weneedtoreplacethe component.
Hint · state an obligation
youhavetoturn offthe power.
Hint · describe what's happening
the motorisoverheating.
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"We need to replace the component."
02.
"You have to turn off the power first."
03.
"The motor is overheating."
04.
"There is a fault in the system."
05.
"We have to shut down the machine."
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2+ speaker would actually say in that moment.
Scenario 1. A machine is overheating. You explain to a colleague. Best sentence?
Scenario 2. You want to say a safety rule. Best sentence?
Stage 5 · Free Production
Describe a technical problem you have dealt with
Describe a technical problem you have dealt with at work — what was wrong, what you needed to do, and what had to happen for safety. Use need to / have to / should. Record yourself (60–90 seconds).
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete technical sentence.
01.
"There is a fault in the system."
02.
"The motor is overheating."
03.
"We need to replace the component."
04.
"You have to turn off the power first."
05.
"We have to shut down the machine."
Teacher Notes
Warm-up: Retrieval from L19: "Tell me about an experience you have had." Then: "Now describe ONE technical problem in detail — what did you need to do?"
Watch for: "dropping 'to' after need/have ('need replace', 'have turn off'), 'must to', describing states with wrong forms ('it's overheat')."
Context: "This is Erik's core professional domain — electrical engineering. Use real technical vocabulary. Let him teach YOU about his machines."
Stage 1 · Lead-in
Photo Discussion: Something is wrong with the machine
Something is wrong with the machine
A technical fault at the factory.
What technical problems happen with your equipment?
What do you have to do when a machine fails?
Stage 2 · Target Text
Erik explains a machine fault
Colleague
"Erik, there's a problem with machine three. What's wrong?"
Erik
"The motor is overheating. There's a fault in the cooling system."
Colleague
"What do we need to do?"
Erik
"First, we have to shut down the machine for safety."
Colleague
"OK, it's off. What next?"
Erik
"We need to check the wiring and the temperature sensor."
Colleague
"Here — this component looks damaged."
Erik
"Yes. We have to replace it, then test the system again."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."We have to shut it down" — is this optional or necessary?
Q2.After "need to" and "have to", the verb is...?
Q3."You should check the wiring" — is this an order or advice?
Stage 4 · Form
Grammar Accordion: need to / have to for technical situations
Use need to + base verb when something is necessary:
We need to replace it We need to check the wiring We need to test it again
Use have to + base verb for obligations and safety rules:
You have to turn off the power We have to shut it down You have to follow the safety steps
Use should + base verb when giving advice or recommendations:
You should check the sensor You should replace the old part You should test it first
Ways to describe equipment problems:
It's overheating It's damaged It doesn't work There's a fault There's a leak
Stage 5 · Controlled Practice
Fill the gaps with the correct word
We to replace the sensor.
You to shut it down first.
We need check the voltage.
You test it again.
The motor is .
Stage 6 · Pronunciation
Need-to / have-to reductions and stress
Listen, then repeat. Notice how need-to and have-to are reduced in natural speech.
"We need to replace it." (need-ta)
"You have to turn it off." (have-ta)
"The motor's overheating." (contraction)
"We have to shut it down." (have-ta shut)
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Reporting a fault
Explain a technical fault to a colleague — describe what's wrong, what you need to do, and the safety steps you have to follow.
Practice: what's wrong / need to / have to
Role-Play 2
Troubleshooting together
Work through a problem with your teacher — describe symptoms, propose checks (need to / should), and decide what has to be replaced.
Practice solutions and necessity.
Stage 8 · Production
Explain a technical problem from start to finish
Explain a technical problem from start to finish — the fault, the safety steps you have to follow, what you need to check, and the solution. Record 60–90 seconds.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
The motor is overheating — there's a fault in the cooling system. First, we have to shut down the machine for safety. Then we need to check the wiring and the sensor. This component is damaged, so we have to replace it and test the system again.
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Do not interrupt. Wait until the student finishes their turn, then correct.
Watch for: "need replace→need to replace / have turn off→have to turn off / must to check→must check/have to check / it's overheat→it's overheating"
Praise clear technical sequencing. Then correct the form. Don't demoralize.
Homework Overview
Five tasks to consolidate Lesson 20
✓
Retrieve — fill technical problem gaps from memory
✓
Practice — write 6–8 sentences explaining a technical problem (use need to, have to, should)
✓
Personalize — paragraph describing a real technical problem from your work
✓
Speak — record yourself after the model audio
✓
Optional Extra — translate 3 Portuguese technical phrases
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
We to replace the component.
You to turn off the power first.
We need check the wiring.
You check the temperature sensor.
This component is .
Practice
Write about a technical problem
Write 6–8 sentences explaining a technical problem and its solution. Use need to, have to, should.
0 sentencesGoal · 6–8
Personalize
Write about a real technical problem from your work
Write a paragraph (8–10 sentences) describing a real technical problem from your work — the fault, the steps, and the fix.
0 wordsGoal · 70–100 words
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
The motor is overheating because of a fault in the cooling system. First, we have to shut down the machine. Then we need to check the wiring and replace the damaged component. Finally, we have to test the system.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Technical phrases
Translate these sentences. Pay attention to need to / have to in English.
Precisamos substituir o componente. →
Você tem que desligar a energia. →
O motor está superaquecendo. →
Weekend Challenge
The Fault Report
The Fault Report
Record a technical report for an international colleague
20–30 minIndependent
A machine at the factory has failed. Record a 2-minute technical report — explain the fault, the safety steps, what needs checking, and the solution — as if briefing an international colleague.
Your checklist:
✓
Describe the fault
Example: "There is a fault in the cooling system."
✓
State the first safety step (have to)
Example: "We have to shut down the machine first."
✓
Say what you need to check
Example: "We need to check the wiring and the sensor."
✓
Identify the damaged part
Example: "This component is damaged."
✓
Explain the solution
Example: "We have to replace it and test the system."
Useful phrases:
"There is a fault in the cooling system."
"We have to shut down the machine first."
"We need to replace the damaged component."
"Then we have to test the system again."
Record about 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 21 · Stage 04: A2+ Autonomy
Talking About Projects
Give a clear project update — what you did, what you're doing now, and what you're going to do next — moving smoothly between past, present, and future.
By the end of this lesson, you can
Give a project update
Describe project progress and status
Move between past, present and future tenses
Talk about deadlines and tasks
Report what is finished, in progress, and planned
Stage 1.1 · Vocabulary
Ten words about projects
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
project
a planned piece of work with a goal
"The project started in March."
progress
movement toward finishing
"We are making good progress."
deadline
the final date to finish
"The deadline is next Friday."
task
one piece of work in a project
"The first task is to test the system."
stage
a phase of a project
"We are in the final stage now."
on schedule
on time, as planned
"The project is on schedule."
behind schedule
late, slower than planned
"We are a bit behind schedule."
milestone
an important point reached
"We reached an important milestone."
complete
to finish
"We completed the first phase last week."
update
new information about progress
"Here is a quick project update."
Stage 1.2 · Matching
Match project words to their meanings
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
project
deadline
task
on schedule
milestone
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik gives a project update
Read the short text. Then answer the three comprehension questions below.
Let me give you a quick update on the project. We started in March, and last month we completed the first phase. Right now, we are testing the new equipment, and the team is working hard. We are on schedule. Next week, we are going to install the final components. The deadline is the end of the month, and I think we will finish on time. It has been a challenging project, but we are making good progress.
Q1.What did they complete last month?
Q2.What are they doing right now?
Q3.When is the deadline?
Stage 1.4 · Grammar Tip
Tenses for project updates
Keep this table handy. A good project update moves smoothly between past, present, and future — past for what is finished, present continuous for what is happening now, and going to / will for what is planned.
What you're saying
Structure
Example
What's finished
Past Simple / Present Perfect
We completed phase one. / We have finished testing.
What's happening now
Present Continuous
We are testing the equipment.
What's planned
going to / will
We are going to install the parts. It will finish on time.
Status
is + on/behind schedule
The project is on schedule.
Timeframe
started in / deadline is
We started in March. The deadline is Friday.
Never say · common Brazilian-speaker traps
We are start in March→We started in March
We finish it last week→We finished it last week
Now we test→Now we are testing
We will to install→We will install / we are going to install
Stage 1.5 · Fill in the Blank
Practice the project update
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
We the project in March.
Right now, we testing the equipment.
We the first phase last month.
Next week, we are to install the parts.
I think we finish on time.
Stage 2 · Sentence Ordering
Reorder the words to build a project update
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · say when the project started
westartedthe projectin march.
Hint · describe what is happening now
wearetestingthe equipmentnow.
Hint · describe what is planned next
wearegoingto installthe parts.
Stage 3 · Pronunciation
Listen and repeat — five key sentences
Listen to each sentence, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"We started the project in March."
02.
"Right now we are testing the equipment."
03.
"We completed the first phase last month."
04.
"Next week we are going to install the parts."
05.
"I think we will finish on time."
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2+ speaker would actually say in that moment.
Scenario 1. Your manager asks for a project update. Best answer?
Scenario 2. You want to say the project is on time. Best sentence?
Stage 5 · Free Production
Give a real project update
Give a project update — what you started and completed, what you're doing now, and what you're going to do next. Move between past, present, and future. Record yourself (60–90 seconds). There is no correct answer — just speak naturally.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete project-update sentence — past, present, or future.
01.
"We started the project in March."
02.
"We completed the first phase."
03.
"Right now we are testing the equipment."
04.
"Next week we are going to install the parts."
05.
"The project is on schedule."
Teacher Notes
Warm-up: Retrieval from L20: "Tell me about a technical problem you explained." Then pivot: "You explained ONE problem. Now give me the full PROJECT picture — what's done, what's happening, what's next?"
Watch for: tense-shifting errors — mixing past/present/future incorrectly. This lesson tests tense control under pressure. "Now we test" instead of "now we are testing".
Elicit: Get Erik to give a real project update. Draw three columns on the board: DONE (past) / NOW (present cont.) / NEXT (future). Fill them in live as he speaks.
Stage 1 · Lead-in
Photo Discussion: Giving a project update
Giving a project update
Past, present, and future in one report.
What project are you working on now?
What have you finished, and what's next?
Stage 2 · Target Text
A project update conversation
Manager
"Erik, can you give me a project update?"
Erik
"Of course. We started the project in March."
Erik
"Last month, we completed the first phase."
Manager
"Good. And now?"
Erik
"Right now, we are testing the new equipment. The team is working hard."
Manager
"Are we on schedule?"
Erik
"Yes, we are. Next week, we are going to install the final parts."
Erik
"The deadline is the end of the month, and I think we will finish on time."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."We completed phase one last month" — which time?
Q2."We are testing the equipment" — which time?
Q3."We are going to install the parts" — which time?
Stage 4 · Form
Grammar Accordion: Three tenses for a project update
Use past simple (or present perfect) for what is finished:
We started in March. We completed phase one. We have finished testing.
Use am/is/are + verb-ing for what is happening now:
We are testing. The team is working. We are installing.
Use going to or will for what is planned:
We are going to install. We will finish on time. We are going to test again.
Useful phrases for status and time:
on schedule behind schedule the deadline is we started in we reached a milestone
Stage 5 · Controlled Practice
Fill the gaps with the correct word
We the project in March.
Right now we testing.
We phase one last month.
We are to install the parts.
We finish on time.
Stage 6 · Pronunciation
Tense linking — past, now, next
Listen, then repeat. Notice how each sentence sounds different — past forms are short, present continuous stretches, and going-to plans feel deliberate.
"We started in March." (past — short, finished)
"We're testing it now." (present continuous — stretched -ing)
"We're going to install it." (going to — deliberate)
"We'll finish on time." (will — confident)
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Project update meeting
your teacher is your manager. Give a full update — what's done, what's in progress, what's next, and whether you're on schedule.
Cover the past (what you started/completed),
Cover the present (what's happening now),
Cover the future (what's planned, when the deadline is).
Practice: past simple, present continuous, going to / will.
Role-Play 2
Client call
a client asks about progress and the deadline. Reassure them using past, present, and future tenses.
C: "How is the project going?"
Y: "We completed phase one and we are testing now."
C: "Will you finish on time?"
Y: "Yes. We are going to install the parts next week, and we will finish by the deadline."
Practice tense shifting under pressure.
Stage 8 · Production
Give a 90-second project update
Give a 90-second project update on a real or imagined engineering project. Cover the past (what you did), present (what's happening), and future (what's next). Record.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
We started the project in March and completed the first phase last month. Right now, we are testing the new equipment and we are on schedule. Next week, we are going to install the final parts. The deadline is the end of the month, and I think we will finish on time.
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Do not interrupt. Wait until the student finishes their turn, then correct.
Watch for: "we are start" → "we started" / "now we test" → "now we are testing" / "we will to install" → "we will install" / "we finish last week" → "we finished last week".
Praise first: smooth tense transitions are the goal here — when Erik moves from past to present to future without a stumble, celebrate it.
Homework Overview
Five tasks to consolidate Lesson 21
✓
Retrieve — fill the project update gaps from memory
✓
Practice — write 6–8 sentences giving a project update
✓
Personalize — paragraph updating someone on a real project
✓
Speak — record yourself after the model audio
✓
Optional Extra — translate 3 Portuguese project phrases
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
We the project in March.
Right now we testing the equipment.
We the first phase last month.
Next week we are to install the parts.
I think we finish on time.
Practice
Write a project update
Write 6–8 sentences giving a project update (mix past, present continuous, and future). Cover what started, what is happening, and what is planned.
0 sentencesGoal · 6–8
Personalize
Update someone on a real project
Write a paragraph (8–10 sentences) updating someone on a real project from your work — done, now, and next. Move smoothly between past, present, and future tenses.
0 wordsGoal · 70–100 words
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
We started the project in March and completed the first phase last month. Right now we are testing the equipment. Next week we are going to install the final parts, and I think we will finish on time.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Project phrases
Translate these sentences. Pay attention to the tense in each one — past, present continuous, and future.
Começamos o projeto em março. →
Agora estamos testando o equipamento. →
Vamos instalar as peças na próxima semana. →
Weekend Challenge
The Project Update
The Project Update
Record a full update for an international manager
20–30 minIndependent
Record a 2-minute project update for an international manager — cover what's finished, what's in progress, what's planned, and whether you're on schedule.
Your checklist:
✓
Say when the project started
Example: "We started the project in March."
✓
Say what you completed
Example: "We completed the first phase last month."
✓
Describe what's happening now
Example: "Right now we are testing the equipment."
✓
Explain what's next
Example: "Next week we are going to install the parts."
✓
Say if you're on schedule and when the deadline is
Example: "We are on schedule. The deadline is the end of the month."
Useful phrases:
"We started the project in March."
"Right now we are testing the equipment."
"Next week we are going to install the final parts."
"We are on schedule and will finish on time."
Record about 2 minutes. Speak naturally — no script. Move smoothly between past, present, and future!
00:00
Tap to record · aim for 2 minutes
Lesson 22 · Stage 04: A2+ Autonomy
Giving Advice and Suggestions
Help solve problems. Give advice and make suggestions — with should, could, Why don't we...?, and Let's — in everyday and work situations.
By the end of this lesson, you can
Give advice with 'should'
Make suggestions with 'could', 'Why don't we...?', 'How about...?'
Propose solutions to problems
Agree and disagree politely
Help a colleague decide what to do
Stage 1.1 · Vocabulary
Ten words about advice and suggestions
Read each card — the headword, definition, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
advice
a suggestion about what to do
"Let me give you some advice."
suggestion
an idea you offer
"That's a good suggestion."
should
used to give advice
"You should test it first."
could
used for a softer suggestion
"We could try a different part."
Why don't we...?
a way to suggest
"Why don't we call the supplier?"
How about...?
a way to suggest
"How about testing it tomorrow?"
Let's...
let us — a suggestion for the group
"Let's start with the wiring."
solution
a way to solve a problem
"I have a possible solution."
agree
to have the same opinion
"I agree with you."
maybe
possibly
"Maybe we should wait."
Stage 1.2 · Matching
Match advice words to their meanings
Choose the correct definition for each word. The dropdown options are shuffled — think before you click.
advice
should
Why don't we...?
solution
agree
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik gives advice to a colleague
Read the short text. Then answer the three comprehension questions below.
My colleague had a problem with a machine, so I gave him some advice. "You should check the temperature sensor first," I said. "And you could replace the old component." He wasn't sure, so I made a suggestion: "Why don't we test it together?" He agreed. "How about tomorrow morning?" I asked. "Good idea," he said. "Let's start early." In the end, we found a good solution. Sometimes the best advice is simple: don't panic, and check one thing at a time.
Q1.What advice did he give first?
Q2.What did he suggest doing together?
Q3.When did they agree to start?
Stage 1.4 · Grammar Tip
Giving advice and making suggestions
Keep this table handy. Notice the different structures: bare infinitive after should/could/Let's, and verb + -ing after "How about".
Use
Structure
Example
Advice
You should + base verb
"You should check the sensor."
Softer suggestion
You could + base verb
"You could try a new part."
Suggest to the group
Why don't we + base verb?
"Why don't we test it?"
Suggest with -ing
How about + verb-ing?
"How about testing it tomorrow?"
Suggest together
Let's + base verb
"Let's start early."
Agree
Good idea / I agree
"Good idea. Let's do it."
Never say · common Brazilian-speaker traps
"You should to check"→"You should check"
"Why don't we to test?"→"Why don't we test?"
"How about to test?"→"How about testing?"
"Let's to start"→"Let's start"
Stage 1.5 · Fill in the Blank
Practice advice and suggestion forms
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
You check the sensor first.
We try a different component.
Why we test it together?
How tomorrow morning?
start early.
Stage 2 · Sentence Ordering
Reorder the words to build an advice sentence
Tap the and down arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · give advice about the sensor
youshouldcheckthe sensor.
Hint · suggest testing it together
whydon'twetestittogether?
Hint · suggest a time
howabouttomorrowmorning?
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"You should check the sensor first."
02.
"We could try a different part."
03.
"Why don't we test it together?"
04.
"How about tomorrow morning?"
05.
"Let's start early."
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2+ speaker would actually say in that moment.
Scenario 1. A colleague doesn't know how to fix a fault. Best advice?
Scenario 2. You want to suggest working together tomorrow. Best?
Stage 5 · Free Production
Advise a colleague with a work problem
A colleague has a work problem. Give them advice and make at least two suggestions using should, could, Why don't we...?, How about...?. Record yourself (60–90 seconds).
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential sentences
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one is a complete piece of advice or suggestion.
01.
"You should check it first."
02.
"We could try a different part."
03.
"Why don't we test it together?"
04.
"How about tomorrow morning?"
05.
"Let's start early."
Teacher Notes
Warm-up: Retrieval from L21 project update: "Tell me about your project." Then: "Imagine a colleague is stuck on that project. What ADVICE would you give? What would you SUGGEST?"
Watch for: "'should to', 'why don't we to', 'how about to test' instead of 'testing', 'let's to'. The bare infinitive vs -ing after 'how about' is the tricky one.
Elicit: Give Erik real work problems and get him to advise/suggest solutions. He's analytical — he'll enjoy proposing fixes.
Stage 1 · Lead-in
Photo Discussion: What should we do?
What should we do?
Helping a colleague solve a problem.
When a colleague has a problem, how do you help?
What's the difference between advice and a suggestion?
Stage 2 · Target Text
Solving a machine problem together
COLLEAGUE
"This machine keeps overheating. I don't know what to do."
ERIK
"You should check the temperature sensor first."
COLLEAGUE
"I did, but it looks fine."
ERIK
"OK. You could replace the old cooling component."
COLLEAGUE
"Maybe. I'm not sure."
ERIK
"Why don't we test it together this afternoon?"
COLLEAGUE
"Good idea. How about after lunch?"
ERIK
"Perfect. Let's start at two o'clock."
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1."You should check it" — is this advice or an order?
Q2.After "How about", which form?
Q3."Let's start" means...?
Stage 4 · Form
Grammar Accordion: Giving advice and making suggestions
Use should + base verb for advice and could + base verb for a softer suggestion:
You should check it You could replace it You should ask the supplier
Use Why don't we + base verb? to suggest doing something together:
Why don't we test it? Why don't we call them? Why don't we start early?
Use How about + verb-ing? to suggest an action or time:
How about testing it? How about tomorrow? How about asking a colleague?
Use Let's + base verb for a group suggestion. Use short phrases to agree:
Let's start Let's try it Good idea I agree Sounds good
Stage 5 · Controlled Practice
Fill the gaps with the correct word
You check the sensor.
We try a new part.
Why we test it?
How tomorrow?
start early.
Stage 6 · Pronunciation
Suggestion intonation
Listen, then repeat. Notice the rising intonation on suggestion questions.
"You should check it first." (falling — advice)
"Why don't we test it?" (rising — suggestion)
"How about tomorrow morning?" (rising — suggestion)
"Let's start early." (falling — group plan)
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
Advising a colleague
Your teacher has a technical or work problem. Give advice (should/could) and make suggestions (Why don't we / How about).
Practice: should / could / Why don't we / How about
Role-Play 2
Making a plan together
A decision needs to be made (when to test, what part to buy). Suggest options, agree, and make a plan with 'Let's'.
Practice Let's + agreeing phrases.
Stage 8 · Production
Advise and agree on a plan
A colleague has a problem at work. Give advice and make at least three different suggestions (should, could, Why don't we, How about, Let's), then agree on a plan. Record 60–90 seconds.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
You should check the temperature sensor first. You could replace the old component. Why don't we test it together this afternoon? How about after lunch? Good idea — let's start at two o'clock.
Stage 10 · Teacher (Delayed Error Correction)
Watch for common errors
Do not interrupt. Wait until the student finishes their turn, then correct.
Watch for: "should to check" → "should check" / "why don't we to test" → "why don't we test" / "how about to test" → "how about testing" / "let's to start" → "let's start"
Praise first: Praise varied suggestion forms — different structures show real flexibility.
Homework Overview
Five tasks to consolidate Lesson 22
✓
Retrieve — fill advice gaps from memory
✓
Practice — write 6–8 pieces of advice and suggestions
✓
Personalize — paragraph advising a colleague on a real work problem
✓
Speak — record yourself after the model audio
✓
Optional Extra — translate 3 Portuguese advice phrases
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
You check the sensor first.
We try a different component.
Why we test it together?
How tomorrow morning?
start early.
Practice
Write advice and suggestions
Write 6–8 pieces of advice and suggestions for solving a work problem (use should, could, Why don't we, How about, Let's).
0 sentencesGoal · 6–8
Personalize
Advise a colleague on a real problem
Write a paragraph (8–10 sentences) advising a colleague on a real work problem, with several suggestions.
0 wordsGoal · 70–100 words
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
You should check the sensor first. You could replace the old component. Why don't we test it together this afternoon? How about after lunch? Let's start at two.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Advice phrases
Translate these sentences. Pay attention to should / Why don't we / How about and the verb form.
Você deveria verificar o sensor. →
Por que não testamos juntos? →
Que tal amanhã de manhã? →
Weekend Challenge
The Problem-Solving Session
The Problem-Solving Session
Advise a colleague and agree on a plan together
20–30 minIndependent
A colleague comes to you with a work problem. Record a 2-minute conversation where you give advice and make several suggestions, then agree on a plan together.
Your checklist:
✓
Give one piece of advice with 'should'
Example: "You should check the sensor first."
✓
Make a suggestion with 'could'
Example: "We could try a different part."
✓
Suggest with 'Why don't we...?'
Example: "Why don't we test it together?"
✓
Suggest with 'How about...?'
Example: "How about tomorrow morning?"
✓
Agree and make a plan with 'Let's'
Example: "Good idea. Let's start early."
Useful phrases:
"You should check it first."
"Why don't we test it together?"
"How about tomorrow morning?"
"Let's start early."
Record about 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 23 · Stage 04: A2+ Autonomy
Speaking Without Preparation
Speak freely, without a script. Think on your feet, buy time naturally, ask for clarification, and keep going — even when you're not sure.
By the end of this lesson, you can
Answer unexpected questions
Use fillers to buy time
Ask for clarification
Keep talking without stopping
Handle spontaneous conversation with confidence
Stage 1.1 · Vocabulary
Ten fluency phrases
Read each card — the phrase, its function, and an example sentence in context. Tap the Listen button to hear the example pronounced by your device.
Well...
a filler to start
"Well, that's a good question."
Let me think
buying time
"Let me think for a second."
Actually
correcting or adding
"Actually, I work in São Carlos."
You know
a natural filler
"It's, you know, quite complex."
Sorry, could you repeat that?
asking for clarification
"Sorry, could you repeat that?"
What do you mean?
asking for meaning
"What do you mean exactly?"
How can I say...?
searching for a word
"How can I say... it's a kind of tool."
I'm not sure, but...
hedging
"I'm not sure, but I think it's the sensor."
That's a good question
buying time
"That's a good question. Let me see."
anyway
returning to the topic
"Anyway, as I was saying..."
Stage 1.2 · Matching
Match each phrase to its function
Choose the correct function for each fluency phrase. The dropdown options are shuffled — think before you click.
Let me think
Actually
What do you mean?
I'm not sure, but...
anyway
Choose all five before checking.
Stage 1.3 · Grammar in Context
Speaking without preparation
Read the short text. Then answer the three comprehension questions below.
In a real conversation, you don't have time to prepare. Someone asks a question, and you must answer. What do you do? First, don't panic. You can use fillers like "Well..." or "Let me think" to buy a little time. If you don't understand, just say "Sorry, could you repeat that?" If you can't find a word, say "How can I say..." and describe it. It's okay to be unsure — you can say "I'm not sure, but I think...". The most important thing is to keep talking. Fluency is not about being perfect; it's about keeping the conversation going.
Q1.What can you use to buy time?
Q2.What do you say if you don't understand?
Q3.Fluency is about...?
Stage 1.4 · Grammar Tip
Fluency toolkit — keep talking
Keep this table handy. These phrases buy you time, ask for clarification, search for words, hedge when uncertain, and return to the topic.
Use
Phrase
Example
Buy time
Well... / Let me think
Well, let me think.
Ask to repeat
Sorry, could you repeat that?
when you didn't hear
Ask meaning
What do you mean?
when you don't understand
Search word
How can I say...?
when you forget a word
Hedge
I'm not sure, but...
when uncertain
Return
Anyway...
after a pause
Never say · common silence traps
[silence]→use "Well..."
"Repeat please" (abrupt)→"Sorry, could you repeat that?"
[give up on word]→"How can I say... it's a kind of..."
[long silence]→"Let me think for a second."
Stage 1.5 · Fill in the Blank
Practice the fluency toolkit
Type the correct word in each gap. Listen to the sentence first if it helps you hear the answer.
, that's a good question.
Let me for a second.
Sorry, could you that?
I'm not , but I think it's the sensor.
What do you exactly?
Stage 2 · Sentence Ordering
Reorder the words to build fluency phrases
Tap the ▲ and ▼ arrows next to each word to move it up or down. Build a correct English sentence, then check your order.
Hint · buying time
formeleta secondthink.
Hint · asking for clarification
couldsorrythatyourepeat?
Hint · hedging an answer
surei'mbutnotsoi think.
Stage 3 · Pronunciation
Listen and repeat — five key phrases
Listen to each phrase, then record yourself. There is no scoring — just train your ear and your mouth.
01.
"Well, that's a good question."
02.
"Let me think for a second."
03.
"Sorry, could you repeat that?"
04.
"How can I say... it's a kind of tool."
05.
"I'm not sure, but I think so."
Stage 4 · Situational Quiz
What would you really say?
Read each scenario carefully. Choose the option a confident A2+ speaker would actually say in that moment.
Scenario 1. Someone asks a difficult question and you need a moment. Best response?
Scenario 2. You didn't hear what someone said. Best response?
Stage 5 · Free Production
Speak spontaneously — no preparation
Answer these spontaneous questions out loud, without preparing: What did you do last weekend? What are your plans for next month? What's the most interesting project you've worked on? Use fillers to buy time and keep talking. Record yourself (60–90 seconds).
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essential phrases
Keep these in your pocket until class.
If you remember nothing else from pre-class, remember these. Each one helps you keep talking — even without preparation.
01.
"Well, that's a good question."
02.
"Let me think for a second."
03.
"Sorry, could you repeat that?"
04.
"How can I say... it's a kind of tool."
05.
"I'm not sure, but I think so."
Teacher Notes
Framework: A FLUENCY lesson. Minimize correction, maximize talking. Fire unexpected questions. Reward keeping going, not accuracy.
Watch for: Long silences, giving up, mental translation. Coach filling gaps with English fillers.
Technique: Fire questions rapidly. If Erik freezes, prompt "Well...?" Praise persistence.
Stage 1 · Lead-in
Photo Discussion: Think on your feet
Think on your feet
No script, no preparation — just talk.
What do you do when you don't know what to say in English?
How do you feel about unexpected questions?
Stage 2 · Target Text
A spontaneous interview
Interviewer
"So, tell me — what's the biggest challenge in your job?"
Erik
"Well, that's a good question. Let me think."
Erik
"Actually, I think it's the deadlines. They can be tight."
Interviewer
"And how do you handle the pressure?"
Erik
"How can I say... I try to stay calm and organized."
Interviewer
"Have you ever missed a deadline?"
Erik
"I'm not sure, but I don't think so. Anyway, we usually plan well."
Erik
"Sorry, could you repeat the last question?"
Stage 3 · Meaning (CCQs)
Check Comprehension
Q1.Why use 'Well...' or 'Let me think'?
Q2.'Sorry, could you repeat that?' is used when...?
Q3.In a fluency conversation, what matters most?
Stage 4 · Form
Grammar Accordion: The fluency toolkit
Use these at the start of an answer to give yourself thinking room:
Well... Let me think That's a good question You know...
Use these when you didn't hear or didn't understand:
Sorry, could you repeat that? What do you mean? Did you say...?
Use these when you can't find a word in the moment:
How can I say...? It's a kind of... It's like a...
Use these to keep the conversation moving forward:
I'm not sure, but... Maybe... Anyway... As I was saying...
Stage 5 · Controlled Practice
Fill the gaps with the correct word
, let me think.
Let me for a second.
Could you that, please?
I'm not , but maybe.
What do you ?
Stage 6 · Pronunciation
Fluency phrases — intonation and rhythm
Listen, then repeat. Notice the natural pauses after fillers and the rising tone on clarification questions.
"Well... let me think."
"Sorry, could you repeat that?"
"How can I say..."
"I'm not sure, but..."
00:00
Tap to record · speak naturally
Stage 7 · Guided Use
Two Spontaneous Role-Play Scenarios
Role-Play 1
Rapid-fire questions
Your teacher asks unexpected questions quickly. Answer each, never stay silent, use fillers.
T: "What did you eat for breakfast?"
S: "Well... let me think... I had eggs."
T: "Where do you see yourself in 5 years?"
S: "How can I say... I want to grow professionally."
Practice: Well... / Let me think / How can I say...
Role-Play 2
The tricky topic
Your teacher gives a random topic. Talk about it for 60 seconds without stopping, using fillers when stuck.
Topics: your favorite food / a recent news story / your dream vacation / a book you read
Focus on keeping the conversation going.
Stage 8 · Production
Five unexpected questions, full fluency
Your teacher asks five unexpected questions. Answer each without preparing, using fillers and clarification phrases. Keep talking. Record 90 seconds.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome
What you should be able to say by now
Well, that's a good question. Let me think. Actually, I'd say the biggest challenge is the deadlines. How can I say... they can be tight. I'm not sure, but I think we handle them well. Anyway, we usually plan carefully.
Stage 10 · Teacher (Delayed Error Correction)
Watch for fluency over accuracy
Fluency over accuracy: Do NOT correct grammar today unless it blocks meaning.
Practice — write 6–8 filler and clarification phrases
✓
Personalize — short dialogue answering difficult questions
✓
Speak — record yourself after the model audio
✓
Optional Extra — translate 3 Portuguese fluency phrases
Retrieve
Consolidate from memory
Answer these questions without looking back. These test your memory from today's class.
, that's a good question.
Let me for a second.
Sorry, could you that?
I'm not , but I think so.
What do you ?
Practice
Write filler and clarification phrases
Write 6–8 filler and clarification phrases to keep a conversation going.
0 sentencesGoal · 6–8
Personalize
Write a dialogue answering difficult questions
Write a short dialogue (8–10 lines) answering difficult questions using fillers, hedging, and clarification.
0 wordsGoal · 70–100 words
Speak
Model audio then record your own
Listen to the model first, then record yourself saying the same thing. Don't read — just speak.
Model
Well, that's a good question. Let me think. Actually, I think the biggest challenge is the deadlines. How can I say... they can be tight. I'm not sure, but we usually handle them well.
Ready
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Fluency phrases
Translate these sentences. Pay attention to fluency phrases and natural pacing in English.
Deixa eu pensar. →
Desculpe, você poderia repetir? →
Não tenho certeza, mas acho que sim. →
Weekend Challenge
The Spontaneous Challenge
The Spontaneous Challenge
Answer unexpected questions with no preparation — just talk.
20–30 minIndependent
Record yourself answering five unexpected questions with NO preparation. Just talk, using fillers to buy time and clarification phrases when needed. Keep going for 2 minutes without long silences.
Your checklist:
✓
Use a filler to buy time
Example: "Well... let me think."
✓
Ask for clarification
Example: "Sorry, could you repeat that?"
✓
Search for a word out loud
Example: "How can I say... it's a kind of..."
✓
Hedge when unsure
Example: "I'm not sure, but I think..."
✓
Keep talking the full time
No long silences — fill gaps with fillers.
Useful phrases:
"Well, that's a good question. Let me think."
"Sorry, could you repeat that?"
"How can I say... it's a kind of..."
"I'm not sure, but I think so."
Record about 2 minutes. Speak naturally — no script. If you make a mistake, just keep going!
00:00
Tap to record · aim for 2 minutes
Lesson 24 · Stage 04: A2+ Autonomy
Erik in English — Final Showcase
Your final milestone. In one integrated workday, demonstrate everything you can do in English — from introducing yourself to solving a problem. The goal is not perfection; it's independence.
By the end of this lesson, you can
Introduce yourself and describe your work
Talk about past experiences and future plans
Describe a project and explain a technical problem
Ask for information and handle a misunderstanding
Interact socially — all in one connected performance
Stage 1.1 · Vocabulary
Ten words recycled from your journey
Each word is a skill you already have — from a previous lesson. Tap Listen to recall how it sounds and how it works.
introduce
Lesson 01 skill — say who you are
"Let me introduce myself — I'm Erik."
routine
Lesson 03 skill — describe your daily life
"My routine starts at 6 AM."
yesterday
Lesson 07 skill — talk about the past
"Yesterday I fixed a machine."
going to
Lesson 09 skill — talk about future plans
"Next month I'm going to travel to China."
because
Lesson 10 skill — connect a reason
"I stayed late because we had a deadline."
bigger
Lesson 11 skill — compare two things
"Shanghai is bigger than São Carlos."
reservation
Lesson 14 skill — handle travel and hotels
"I have a reservation for five nights."
experience
Lesson 19 skill — talk about past experience
"I have a lot of experience with machines."
fault
Lesson 20 skill — describe a technical problem
"There is a fault in the system."
suggestion
Lesson 22 skill — propose an idea
"I have a suggestion — why don't we test it?"
Stage 1.2 · Matching
Match the skill to its function
Match each word to the communicative function it lets you perform. The options are shuffled — read carefully.
introduce
yesterday
going to
fault
suggestion
Choose all five before checking.
Stage 1.3 · Grammar in Context
Erik's full integrated day
Read the full integrated day. Notice how every skill from the course appears in one connected performance.
Good morning! Let me introduce myself. I'm Erik, an electrical engineer from São Carlos. I usually start work at 8 and check the machines. Yesterday, I fixed a fault in the cooling system. Next month, I'm going to travel to China again, because we have a new project. Shanghai is bigger and more modern than my city. I have a lot of experience — I've been there three times. When a machine breaks, I explain the problem and suggest a solution: "Why don't we replace the component?" If I don't understand someone, I say, "Sorry, could you repeat that?" That's my English — not perfect, but it works.
Q1.What is Erik's job?
Q2.Why is he going to China?
Q3.What does he say when he doesn't understand?
Stage 1.4 · Grammar Tip
Everything you can do now — review table
The full toolkit. You are now an A2+ speaker. Look at this table before the rest of pre-class — it is the map of everything you can do.
Function
Structure
Example
Introduce & describe
Present Simple
I'm an engineer. I work in a factory.
Talk about the past
Past Simple / Present Perfect
Yesterday I fixed it. I've been to China.
Talk about the future
going to / will
I'm going to travel. It will work.
Connect & compare
because/but/so + comparatives
It's hard, but bigger and better.
Function in the real world
requests / problems / suggestions
Could you help? There's a fault. Why don't we...?
Never say · the top recurring errors across the whole course
I have went→I have been/gone
Where you work?→Where do you work?
more big→bigger
You should to check→You should check
Stage 1.5 · Fill in the Blank
Five gaps — one per major tense or function
Each sentence is from a different lesson. Listen first to recall the rhythm, then type the missing word.
I an electrical engineer.
Yesterday I a machine.
Next month I'm to travel to China.
I been to China three times.
you help me, please?
Stage 2 · Sentence Ordering
Reorder the words to build showcase sentences
Tap the ▲ and ▼ arrows to reorder each chip. Build three correct sentences, then check your order.
Hint · introduce yourself
engineerianamelectrical.
Hint · talk about your experience
chinaibeenhavetothree times.
Hint · propose a solution
wewhyreplacedon'tthe component?
Stage 3 · Pronunciation
Listen and repeat — one phrase per skill
Five phrases, five skills. Listen to each, then record yourself. Aim for clear, confident delivery.
01.
"I'm an electrical engineer."
02.
"Yesterday I fixed a machine."
03.
"I'm going to travel to China next month."
04.
"I've been there three times."
05.
"Why don't we replace the component?"
Stage 4 · Situational Quiz
What would an A2+ speaker actually say?
Two final scenarios. Pick the answer that demonstrates independence, fluency, and accuracy.
Scenario 1. In a job interview, you introduce yourself. Best answer?
Scenario 2. A machine breaks during your presentation. Best response?
Stage 5 · Free Production
Erik's International Workday — your final showcase
This is your final showcase. Talk for 2–3 minutes about a complete workday: introduce yourself, describe your work and routine, talk about something you did recently and something you're going to do, describe a project and a problem you solved, and show how you'd ask for help or handle a misunderstanding. Combine everything you've learned. Record yourself.
00:00
Tap the red circle to start · tap again to stop
Survival Card · five essentials of your 24-lesson journey
The whole course, in five sentences.
If you remember nothing else from this 24-lesson course, remember these five sentences. Together, they prove you have reached functional A2+.
01.
"I'm an electrical engineer from São Carlos."
02.
"Yesterday I fixed a fault in the system."
03.
"Next month I'm going to travel to China."
04.
"I've been there three times."
05.
"Why don't we replace the component?"
Teacher Notes
Framework: FINAL A2+ assessment: Erik's International Workday. This is a performance, not a lesson. Let Erik demonstrate all 10 can-do skills in one connected showcase. Mark A2+ autonomy achieved if he handles 8 of 10 functions independently.
Watch for: This is the capstone — note overall independence and communication success, not small errors. The goal is independence, not perfection.
Celebrate: This is the end of the 24-lesson journey. Acknowledge Erik's progress from strong A1+ to functional A2+.
Stage 1 · Lead-in
Photo Discussion: Erik's International Workday
Erik's International Workday
Everything you've learned, in one performance.
Look back at all 24 lessons — what can you do now that you couldn't do before?
Which skill are you most proud of?
Stage 2 · Target Text
Erik's international workday dialogue
Erik
"Good morning! Let me introduce myself — I'm Erik, an electrical engineer."
Colleague
"Nice to meet you! How was your trip?"
Erik
"Long, but good. I've been to China three times now."
Colleague
"What are you working on at the moment?"
Erik
"Right now, we're installing new equipment. Next week, we're going to test it."
Colleague
"And if there's a problem?"
Erik
"If a machine has a fault, I explain it and suggest a solution — why don't we check the sensor first?"
Colleague
"Impressive. Your English has really improved!"
Stage 3 · Meaning (CCQs)
Check Comprehension — identify the skill
Q1."I've been to China three times" — which skill?
Q2."We're going to test it next week" — which skill?
Q3."Why don't we check the sensor?" — which function?
I've solved many faults. We need to replace it. Why don't we...?
Stage 5 · Controlled Practice
Five gaps — one per stage
I an engineer.
Yesterday I to the factory.
I have a window seat?
I been to China.
You check the sensor.
Stage 6 · Pronunciation
Connected, confident delivery
Listen, then repeat. Speak with rhythm — group the words as a confident A2+ speaker would.
"I'm an electrical engineer." (Present Simple — clear, steady)
"I've been to China three times." (Present Perfect — stress "been")
"We're going to test it next week." (going to — contracted, smooth)
"Why don't we check the sensor?" (suggestion — friendly falling tone)
Stage 7 · Guided Use
Two Role-Play Scenarios
Role-Play 1
The full introduction
Meet an international colleague and give a complete self-introduction — job, routine, experience, and current project. Use at least four different tenses.
Practice: Present Simple · Past · Future · Present Perfect.
Role-Play 2
The workday challenge
Role-play a full workday — arrive, make small talk, describe a project, hit a problem, explain it, and suggest a solution. Handle a misunderstanding with a clarification phrase.
Practice: problems · suggestions · clarification.
Stage 8 · Production
Erik's International Workday — the FINAL showcase
Perform a 2–3 minute monologue covering all ten skills: 1) introduce yourself, 2) explain your profession, 3) describe your routine, 4) talk about a past experience, 5) discuss future plans, 6) describe a project, 7) explain a technical problem, 8) ask for information, 9) handle a misunderstanding, 10) interact socially. This is your A2+ autonomy showcase. Record.
00:00
Tap the red circle to start · tap again to stop
Stage 9 · Outcome + Self-Assessment
Your A2+ autonomy — the milestone achieved
Good morning! I'm Erik, an electrical engineer from São Carlos. I usually check the machines in the morning. Yesterday I fixed a fault. Next month I'm going to China again — I've been there three times. Shanghai is bigger than my city. When something breaks, I explain the problem and suggest a solution. My English isn't perfect, but it works — and that's independence.
Your A2+ Autonomy Showcase — tick everything you can now do:
✓
I can introduce myself and describe my work
✓
I can talk about the past and my experiences
✓
I can talk about future plans
✓
I can describe a project and a technical problem
✓
I can ask for help, make suggestions, and handle misunderstandings
Stage 10 · Teacher (Delayed Error Correction)
Watch for · the final assessment
Independence over perfection: This is the final showcase. Assess overall communication and independence, not individual errors. Erik has reached functional A2+.
The journey: From strong A1+ to functional A2+ across 24 lessons. Note his biggest growth areas.
Celebrate: Congratulate Erik. This is the completion of his English Development System.
Homework Overview
Five tasks to finalize your A2+ journey
✓
Retrieve — fill five core gaps from memory
✓
Practice — write 8 sentences showing off all skills
✓
Personalize — your final professional profile (100–140 words)
✓
Speak — record yourself after the model audio
✓
Optional Extra — translate 3 Portuguese phrases
Retrieve
Consolidate from memory
Answer without looking back. These five gaps cover all four stages of your journey.
I an electrical engineer.
Yesterday I to the factory.
I have a window seat?
I been to China.
You check the sensor.
Practice
Write 8 sentences about yourself
Write 8 sentences about yourself that show off all your skills — present, past, future, a comparison, and a suggestion.
0 sentencesGoal · 6–8
Personalize
Your final professional profile
Write your complete professional profile in English (100–140 words) — your final portfolio piece. Who you are, your work, your experience, your plans.
0 wordsGoal · 100–140 words
Speak
Model audio then record your own
Listen to the model first, then record your own showcase. Don't read — just speak.
Model
Good morning! I'm Erik, an electrical engineer from São Carlos. I usually check the machines in the morning. Yesterday I fixed a fault. Next month I'm going to China — I've been there three times. When something breaks, I suggest a solution.
Now record your own version:
00:00
Tap to record · speak naturally
Optional Extra
Portuguese to English: Showcase phrases
Translate these sentences. Use everything you've learned — Present Perfect, going to, and suggestions.
Eu já estive na China três vezes. →
No próximo mês eu vou viajar. →
Por que não substituímos o componente? →
Weekend Challenge
Erik in English — The Final Recording
Erik in English — The Final Recording
Your A2+ autonomy certificate. Show everything you can do.
30 minMilestone
This is your final challenge — the completion of your 24-lesson journey. Record a 3-minute "Erik in English" video covering your full international workday. Show everything you can do. This is your A2+ autonomy certificate.
Your checklist:
✓
Introduce yourself and your work
Example: "I'm Erik, an electrical engineer."
✓
Talk about the past and future
Example: "Yesterday I fixed it. Next month I'm going to China."
✓
Describe a project and a problem
Example: "There's a fault in the system."
✓
Ask for help and make a suggestion
Example: "Could you help me? Why don't we check the sensor?"
✓
Speak for 3 minutes with confidence and independence
The goal is independence, not perfection.
Useful phrases:
"I'm an electrical engineer from São Carlos."
"I've been to China three times for work."
"Next month I'm going to start a new project."
"There's a fault — why don't we check the sensor?"
Record about 3 minutes. Speak naturally — no script. This is your final showcase. If you make a mistake, just keep going!
00:00
Tap to record · aim for 3 minutes
Reference
Language Bank
Toda a gramática e vocabulário das suas 24 lições, num só lugar. Use as abas pra alternar entre All, Grammar e Vocabulary.
Progress
My Progress
Your journey from Strong A1+ to A2+. Five skills are measured from the exercises you answer; three are graded by your teacher. Nothing here is estimated.
Agenda
Sua semana
Aulas agendadas de Erik. O professor cria as sessões e adiciona o link; o aluno entra por aqui.