Aula 01 - impressao

Prévia do material em texto

INGLÊS VII 
AULA 1 
 
 
 
 
 
 
 
 
 
 
Profª Michelle Cruvinel Buzani 
 
 
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OPENING CONVERSATION 
Hello students! 
In this class we will talk about ourselves and how we can present ouselves 
to other people. 
The content covered in this class is in your Evolve 3 e-book pages 1 to 10. 
You can access it on the Cambrigde platform. See the image below: 
Image 1 – Cambridge Platform 
Access your e-book here: 
 
In order to be able to present ourselves to others, we will learn how we can 
describe personality and give personal information to introduce ourselves to 
others. Meeting people involves asking questions, therefore we will work with 
indirect questions, too. We will also work on writing an email to meet people. 
Make sure you watch the video classes attentively, access your Evolve 3 
e-book and do the activities proposed as assignments. 
Buckle up and let’s start! 
THEME 1 – DESCRIBING PERSONALITY 
It is very common to talk about personality when meeting new people. How 
do you know about people’s personalities? Let’s start with a reading activity from 
your e-book (p. 02): 
Image 2 – E-book 
 
 
 
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According to the text, how can we learn about someone: a) we can ask 
questions; b) we can pay attention to body language; c) we can pay attention to 
questions people ask us (answer key at the end of Theme 1). 
The text shows us three adjectives to describe personality: sociable, 
selfish and generous. There are many different adjectives we can use to refer to 
personality. Listen and repeat the words in the e-book, activity 2 (p. 08) 
Image 3 – E-book 
 
Now look at the people below. Which adjectives can you associate to 
them? More than one answer is possible (answers at the end of Theme 1): 
Box 1 – Adjectives 
 
Créditos: Krakenimages.com/Shutterstock. 
 
Créditos: Cat Box/Shutterstock. 
 
Créditos: Roman Samborskyi/Shutterstock. 
 
Créditos: Sklo Studio/Shutterstock. 
Observe this example: Paul is honest. To describe personality, we mention 
a person (Paul) followed by the verb ‘be’ (is) and the personality adjective 
(honest). We can substitute the names for pronouns: He is honest. / She is funny. 
After the pronoun, the sequence is the same: verb ‘be’ and a ‘personality 
adjective’. Look at some other examples: She’s helpful; I’m brave. We can also 
 
 
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emphasize the personality trait by using the words very or really: She’s very 
helpful; Paul is really honest; I’m very brave. 
How about you? Which adjectives in the activity 2 best describe your 
personality? 
Now that you are ready to describe personality, do the exercises 1.1 A and 
B on the e-book (p. 141). 
Box 2 – Stretch your vocabulary 
Box 3 – Answer key 
Answer key: 
E-book p. 02 (language in context): According to the text, how can we learn about 
someone: c) we can pay attention to questions people ask us. 
Describing personalities: 
 
Créditos: Krakenimages.com/Shutterstock. 
He’s serious. 
 
Créditos: Cat Box/Shutterstock. 
She’s cheerful. 
 
Créditos: Roman Samborskyi/Shutterstock. 
He’s nervous. 
 
Créditos: Sklo Studio/Shutterstock. 
She’s 
generous/sociable/easygoing. 
Stretch your vocabulary: Do you know the meaning of these three adjectives: sociable, 
generous and selfish? We can easily understand “sociable” and “generous” because they 
are similar to the same words in Portuguese. How about “selfish”? If you are not sure, look 
up this word in a monolingual dictionary. Here are some suggested online dictionaries: 
• 
• 
• 
• 
 
 
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THEME 2 – ASKING AND ANSWERING QUESTIONS ABOUT PEOPLE 
Whenever we meet people we get curious about them: we want to know 
what they do, what their preferences are and so many other personal details. A 
good way to know people better is to ask them questions. As we are interested 
in specific information, yes/no questions are not the best type of questions to ask 
because they don’t provide much information, therefore we favor information 
questions. When we don’t know people very well, we tend to be more polite in 
our interactions and this can be done by asking indirect questions. In this part of 
the class, we will focus on both: information questions and indirect questions. 
2.1 Information questions 
Look at the questions in the box below. Attention to the words in bold: 
Box 4 – Questions 
 
Information questions start with question words such as the words in bold 
in the questions above. As you can see, these words start with the letter w or with 
the letter h. These words have specific functions in the questions. Can you tell 
what their functions are? Look at the table below. 
Table 1 – Functions of question words 
Question Answer Function of the question 
word 
What is your favorite food? My favorite food is pizza. Ask about general 
information. 
The answer to the question is 
not limited; it can be any food. 
Which color do you prefer: 
blue or green? 
I prefer blue. Ask about specific 
information. 
What is your favourite food? 
Which colour do you prefer: blue or green? 
How do you download this programme? 
Whose mobile phone is this? 
Where do you live? 
When do you start work? 
Why did you say that? 
Who did you talk to this morning? 
 
 
 
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The answer is one of the two 
colors. 
How do you download this 
program? 
Click on this button. Ask about the way to do 
something. 
The answer is an explanation 
of the way to download the 
program 
Whose mobile phone is 
this? 
It’s my mobile phone. Ask about possession. 
The important piece of 
information in the answer is 
my that indicates the 
possession of the mobile 
phone. 
Where do you live? I live in Canada. Ask about places. 
The focus of the answer is 
Canada and Canada is a 
place. 
When do you start work? I start work at 9 a.m. Ask about time. 
The focus of the answer is 9 
a.m., which refers to time. 
Why did you say that? Because I was angry. Ask about reason. 
The answer starts with 
‘because’, which indicates a 
reason (I was angry). 
Who did you talk to this 
morning? 
I talked to Paul. Ask about people. 
The focus of the answer is 
Paul, a person. 
As we can see in the table, for each question word there is a certain focus 
on the answer. Access your e-book and do the grammar activities 3A, 3B, 3D and 
3E (p. 03): 
Image 4 – E-book 
 
Box 5 – Improve speaking 
 
Improve Speaking: ask a colleague the questions in the activity 3B of your e-
book page 3. Your colleague can ask you the same questions. 
 
 
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2.2 Indirect questions 
Compare these two questions: 
a) Does he live here? 
b) Could you tell me where he lives? 
Although the intention of both questions is the same – to know where a 
person lives – the second question sounds more polite or even formal than the 
first one because it is an indirect question. Access your e-book (p. 05) and do 
the grammar activity 3A. 
Image 5 – e-book 
 
See below a summary of how to form indirect questions: 
Table 2 – Indirect questions 
First part of indirect 
questions (beginning 
phrases): 
Second part of the indirect 
question 
Examples: 
Can you tell me 
Could you tell me 
Do you know 
Do you have any idea 
 
Use a statement order 
 
DON’T use a question order 
 
Don’t repeat do/does/did 
 
Use a question mark at the 
end 
Can you tell me where he 
lives? 
Could you tell me where he 
lives? 
Do you know where he lives? 
Do you have any idea where 
he lives? 
I wonder 
I’d like to know 
Use a statement order 
 
DON’T use a question order 
 
Don’t use do/does 
 
DON’T use a question mark 
at the end 
I wonder where he lives. 
 
I’d like to know where he 
lives. 
 
 
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Can you tell me if 
Could you tell me if 
Do you know if 
Do you have any idea if 
I wonder if 
I’d like to know if 
 
UseIF for yes/no answers Can you tell me if he likes 
coffee? 
Could you tell me if he likes 
coffee? 
Do you know if he likes 
coffee? 
Do you have any idea if he 
likes coffee? 
I wonder if he likes coffee. 
I’d like to know if he likes 
coffee. 
Look at this transformation from a direct question into an indirect question: 
- Direct question: Do you like fast food? (yes/no answer) 
- Indirect question: I’d like to know if you like fast food. 
Note that we used: a beginning phrase + if + direct question without “do”. 
See another transformation: 
- Direct question: Where did you work before? (information question) 
- Indirect question: Could you tell me where you worked before? 
Note that we used: a beginning phrase + question word (where) + direct 
question without “did”. Note we use the verb “work” in the past form because we 
don’t use “did” in the indirect question. 
Do the activity 3B (p. 05) on your e-book to practice how to transform a 
direct question into an indirect question. 
Image 6 – E-book 
 
Now that you are familiar with information questions and indirect 
questions, do the activities on your e-book (p. 129). 
Box 6 – Answer Key (page 3) 
E-book p. 03 activitiy 3A 1. What; 2. Which; 3. Who something 
belongs to; 4. The way to do something 
E-book p. 03 activitiy 3B 1. When; 2. How; 3. Where; 4. Who; 5. 
Why? 6. Whose 
 
 
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E-book p. 03 activitiy 3D 1. What did you have for breakfast?; 2. 
What languages do you speak?; 3. 
Where are your keys?; 4. How did you 
get here? 5. When do you usually get 
up? 
THEME 3 – GIVING PERSONAL INFORMATION 
Whenever we meet people we give personal information. We say our 
names, age, phone number and much more. But personal information can go far 
beyond that. Access your e-book (p. 04), listen to the dialogue in the exercise 1B 
and write down the questions Amber asks about Scott. Don’t read the 
conversation (check the answers at the end of theme 3). 
Image 6 – E-book 
 
You noticed that some of the questions have expressions formed by the 
verb ‘be’ followed by another word. This word can be an adjective, or a verb in 
the past participle form or even a preposition. Look at these expressions: be born, 
be raised, be into, be single, be married. Can you categorize the word that follows 
the verb ‘be’? See below if your ideas are correct: 
Table 3 – Parts of speech in expressions 
Expression Part of speech 
Be born Born: adjective 
Be raised Raised: past participle of “raise” 
Be into Into: preposition 
Be single Single: adjective 
Be married Married: adjective 
We can use the verb ‘be’ in these expressions as any other verb: in any 
tense and form we want, according to the context – past tenses, present tenses, 
future forms. We may say “the baby was born last year” or “the baby will be born 
next month”, for example. 
Do the activity 2 on your e-book (p. 04). Don’t forget to check the answers 
at the end of theme 3. 
 
 
 
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Image 7 – E-book 
 
Now that you are familiarized with more vocabulary to give personal 
information, do the activities 1.2 A and 1.2 B on your e-book (p. 141). 
Box 7 – Go further 
 
Box 8 – Answer key 
E-book p. 04 ex. 1B Is he single or married?; Can you tell me 
where he was born and raised?; Now, I’d 
like to know what sports or hobbies he’s 
into.; Do you know if he likes broccoli? 
E-book p. 04 ex. 2A 2. was raised; 3. lived with my family; 4. 
were into; 5. lived alone; 6. was 
single; 7. were married; 8. 
celebrated; 9. retired 
THEME 4 – INTRODUCING OURSELVES FOR THE FISRT TIME 
Nice to meet ya 
What’s your name? 
Let me treat ya to a drink 
(Nice to meet ya, by Niall Horan) 
What do you talk about when you meet someone for the first time? Have 
you ever done like the song above and offered a drink to someone you met at a 
party, for example? In this part of the class, we will look at some language we 
can use for this type of interaction. 
Look at the topics in activity 1A of your e-book (p. 06). Do you talk about 
these topics when you meet people for the first time? 
 
Go further: probably the information in the activity 2 (p. 04) from your e-book 
is very different from your personal information. How about making small 
changes in the text to talk about yourself. After that, exchange texts with a 
colleague. Are there similarities between you and your colleague? 
 
 
 
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Image 8 – Functional language 
 
 Now listen to the conversation in activity 1B of your e-book (p. 06) - don’t 
read it yet. Mark the topics Nina talks about. Check the answers at the end of 
theme 4. 
As you could see, Nina does three things in this conversation: she 
introduces herself; says how she knows other people and she ends the 
conversation. Listen to the conversation again and write down the sentences she 
uses to do these three things. 
Check your answers by reading the conversation on the e-book activity 1B 
(p. 06). You will realise that some of the sentences you wrote down are the 
sentences in bold in the conversation, right? 
Now that you know some sentences to introduce ourselves, to say how we 
know someone and to end a conversation, do the activity 1C of your e-book (p. 
06). The answers are at the end of theme 4. 
Image 9 – Exercise 
 
Look at the dialogue below. Two people meet for the first time at a 
restaurant. Choose the appropriate sentences. Check your answers at the end of 
theme 4. 
 
 
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Box 9 – Dialogue 
 
Listen to the conversations on your e-book activity 3A (p. 07). Notice how 
the speakers stress new information: 
Image 10 – Pronunciation 
 
Now, listen to track 1.10 in the activity 3B on your e-book (p. 07). What 
information do the speakers stress? See the answers at the end of this theme. 
Box 10 – Go further 
 
Box 11 – Answer Key 
E-book p. 06 ex. 1B People you both know; your job 
E-book p. 06 ex. 1C 1. I’m; 2. Sister; 3. My husband; 4. 
Coworker; 5. Do you know; 6. Work 
with; 7. Let you go; 8. meet you; 9. 
talking 
Box 9: Dialogue 1. I’m Jen.; 2. I work with Chris.; 3. This 
is Neal, Jen’s brother.; 4. I should let 
you go.; 5. It was nice talking to you. 
A: Hi, I’m Nancy. 
B: Nice to meet you, Nancy. I’m Jen. / I’m from Brazil (1). How do you know Chris? 
A: I work with Chris / Chris is great! (2) How about you, do you work in the same 
department? 
B: No, we used to work together, but now we are just friends. Neal is over there. / 
This is Neal, Jen’s brother. (3) 
A: Hello Neal, nice to meet you. 
C: Nice to meet you too, Nancy. 
A: Well, I should let you go / I should stop talking. (4) It’s getting late. 
B: Yes, it’s late / It was nice talking to you. (5) 
A: See you around. 
Go further: Talk to a colleague. Imagine you are meeting for the first time. 
Use the conversation on the e-book (p. 06) exercise 1B as a model. 
 
 
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THEME 5 – EMAILS: AN EFFECTIVE WAY TO MEET PEOPLE 
Imagine you were to write an email to a cousin you have never met before. 
Which topics would you mention in your email? Access your e-book (p. 08) and 
read the email in activity 1A. Which of the topics in the activity (see image below) 
is/are mentioned? Check your answers at the end of theme 5. 
Image 11 – E-book 
 
After choosing the topics Andrew mentions in his email, do the exercise 
1B (see below): 
Image 12 – Exercise 
 
In theme 1 of this class, we saw how to describe personality. Review 
theme 1 and choose adjectives you would use to describe Andrew’s personality. 
There might be more than one answer. Don’t forget to check a suggested answer 
at the end of theme 5. 
Now, read Elin’s reply to Andrew on your e-book (p. 09). You will notice 
that the email is divided in five paragraphs. Let’s review the definition of a 
paragraph: a group of sentences about the same topic. A paragraph doesn’t need 
to have a big number of sentences: paragraphs 1 and 5, for example, are formed 
by only two sentences. 
Look at thetopics below from your e-book (p. 09). Can you justify why the 
paragraphs were matched to these topics? 
 
 
 
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Image 13 – Exercise 
 
We can say that paragraph 5 brings closing sentences as she uses these 
sentences to end her email. We usually write closing sentences before signing 
the email. Analyzing paragraph 4, we can see Elin wants to know about Andrew’s 
family and preferences, and she does that by asking him questions. Opening 
sentences are used to start an email after greeting the reader. In paragraph two, 
Elin answers questions Andrew wrote in his email. In paragraph three, she 
answers another question asked by Andrew related to winter sports and she gives 
further details about her country such as: how people are, things to do. 
The information we write in an email can vary a lot as well as the 
vocabulary and structure we use to do this. However, opening and closing 
sentences can vary a bit less. See in the table below some sentences we can 
use to open and close emails: 
Table 4 – Common Opening and Closing Sentences 
Opening Sentences Closing Sentences 
Thank you for your email. 
Thank you for your reply. 
Thank you for getting in touch. 
Thank you for reaching out. 
It’s great to hear from you. 
It was a pleasure to hear from you.* 
Let’s stay in touch! 
Write me back! 
I look forward to hearing from you.* 
Note that the sentences marked with (*) are a bit more formal than the 
others. 
 
 
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Although nowadays we use instant messages to communicate, emails can 
still be useful when dealing with people in more formal contexts. Imagine you will 
have a new colleague at work: at first an email introducing yourself can be more 
appropriate than sending a text message. 
Now that you are aware of how to write emails to get to know people, do 
the activity 2C of your e-book (p. 09). 
Box 12 – Answer key 
PRACTICE 
Read the email below: 
Box 13 – A corporate email 
 
Discuss these questions with a colleague: 
e-book p. 08 exercise 1A Topics: a farm, Family members, his 
college, sports 
e-book p. 08 exercise 1B 1. His aunt Joan got Elin’s email address 
from her mom. 
2. His age, his degree at university, 
where he lives and who he lives with. 
3. He talks about when his family moved 
to North Dakota and he talks about a 
farm they have. 
Andrew’s personlality (suggested answer) He is sociable because he initializes 
the interaction with Elin. 
Hi Daniel, 
(1) I’m Ella from your department. I hear you will start working with us next 
week so I wanted to welcome you. 
(2) Our department is formed by amazing professionals and people who are 
always ready to help. We are ten people in total, and now with you, our team 
has eleven members. 
(3) Please let me know if you need anything: are you ok with working hours? 
Do you need help to find your room and desk? I’ll be very happy to help you. 
(4) I look forward to hearing from you. 
Kind regards, 
Ella. 
 
 
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1. Based on what we studied today about personalities, how would you 
describe Ella? 
2. Find two questions Ella asks Daniel in the email. Are they direct or indirect 
questions? 
3. Does Ella’s email have: opening sentences, questions to the reader, 
information about herself/the department and closing sentences? If yes, in 
which paragraph can we see these topics? 
Check your answers at the end of this session. 
Box 14 – Answer key 
PRACTICE: A corporate email 
Question 1 Ella is sociable because she welcomes her new 
colleague. She is friendly because she offers 
help. 
Question 2 Are you ok with working hours? and Do you 
need help to find your room and desk? They are 
both direct questions because they don’t have 
an introduction phrase and they use question 
word order. 
Question 3 opening sentences: paragraph 1; questions to 
the reader: paragraph 3; information about the 
department: paragraph 2; closing sentences: 
paragraph 4 
FINAL CONSIDERATIONS 
 In this lesson we saw how to use adjectives to describe personality. 
After that, we moved on to talking about two types of questions: direct and 
indirect questions. 
Next, we analyzed different ways to give personal information and to use 
that to introduce ourselves to new contacts. 
At the end of this lesson, we analyzed how to structure an email to get to 
know people. 
We suggest you read Fundamentos de Inglês (p. 141-152) to have a better 
understanding on parts of speech (see full reference on p. 19). 
We hope you are now much more confident to meet and greet in English! 
 
 
 
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REFERENCES 
HENDRA, L. A.; IBBOTSON, M.; O'DELL, K. Evolve Level III. Cambridge: 
Cambridge University Press, 2018. 
SILVA, D. C. F. da. Fundamentos de Inglês. Porto Alegre: Sagah, 2018. 
 
	opening conversation
	THEME 1 – DESCRIBING PERSONALITY
	THEME 2 – ASKING AND ANSWERING QUESTIONS ABOUT PEOPLE
	2.1 Information questions
	PRACTICE
	FINAL CONSIDERATIONS