English Conversations T243 – Ashellyn, Noyane, Ana Paula & Vanesssa – July 14th, 2025 (stats)

Printable Class Notes & Class Podcast (CEFRL level A1)

 


Ouça ao conteúdo da aula - ideal para revisar ou para se atualizar se você faltou


Ouça ao conteúdo da aula - ideal para revisar ou para se atualizar se você faltou

[ Play ] ……..……….……..Clique no botão acima para baixar a ASH-4 e no à baixo para ver as legendas do podcast em inglês.


Ouça ao conteúdo da aula - ideal para revisar ou para se atualizar se você faltou

[ Play ] …….....Click on the button above to view the video-podcast accompanied by subtitles.


Photo by Element5 Digital

 

Class Note Section – Instructions

 

 

 

 

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Aula de INGLÊS on-line - VOCABULARY: todas as palavras novas que você aprendeu hoje estão

CURRENT CLASS

transportation, boat, walking, airplane, free, to pay

 

Necessary items to travel: 
1. money
2. clothes x outfit
3. passport
4. visa
5. airplane ticke
6. plan

 

Season of the year
– summer (hot)
– winter (cold)
– autumn (brown)
– spring (flower)

 

1 century –> 100 hundred
1 decade –> 10 years
1 year –> 365 days
1 year –> 12 months
1 week –> 7 days
1 month –> 30 days
1 semester –> 6 months

 

MONTHS
1. January
2. February – Ashelyn
3. March – Ana Paula
4. April
5. May
6. June
7. July
8. August
9. September
10. October
11. November
12. December

 

https://students.academiabsb.com.br/wp-content/uploads/2025/07/months-of-the-year.jpeg

PAST CLASS

Draw a line or write the correct letter in the middle column. This will test your understanding of travel-related vocabulary.

Example: 1 – E

Number Definition
1. Passport A. A travel document used to prove identity and nationality
2. Visa B. Official permission to enter a country
3. Transportation C. Means of moving from one place to another
4. Airplane Ticket D. A document showing payment for a flight
5. Customs E. Place at the airport where bags are checked

Complete the sentences using the correct apostrophe form. This helps you identify possessive forms.
Example: This is Ana’s book.

  1. This is my __________ (brother) passport.
  2. I met the __________ (pilot) daughter.
  3. The __________ (airline) staff was helpful.
  4. We used my __________ (friend) travel card.

Use the hints to write the correct family relation word. Helps reinforce family vocabulary and structure.
Example: My father’s brother is my __________ = uncle.

  1. My mother’s daughter is my __________.
  2. My sister’s son is my __________.
  3. My brother’s wife is my __________.
  4. My father’s parents are my __________.

Choose the correct option for each question. Improves understanding of time and seasons.
Example: Summer is usually hot.

  1. Which season comes after summer?
    • A. Spring
    • B. Autumn
    • C. Winter
  2. Which month has 28 or 29 days?
    • A. February
    • B. June
    • C. September

Choose the correct verb to complete each sentence. Helps you practice common action words in travel settings.
Example: I always pay for my own ticket.

  1. We need to __________ for the hotel room tonight.
  2. She wants to __________ to Brazil by boat.
  3. I always __________ my passport when I travel.
  4. Let’s __________ to the airport now!

Rearrange the words to make correct sentences. Practices sentence structure.
Example: to / going / I’m / the airport = I’m going to the airport.

  1. to / need / I / my / renew / passport
  2. free / get / visa / you / a / can
  3. have / I / ticket / airplane / an

 

 

 


 

Aula de INGLÊS on-line - PRONUNCIATION: identificação das dificuldades de pronúncia

LISTEN, LEARN & PRACTICE

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PAST CLASS

  • juice
  • about
  • August

 

 

CURRENT CLASS

 

 

 

Aula de INGLÊS on-line - LANGUAGE USAGE: usos do idioma no quotidiano do falante nativo

LANGUAGE USAGE

🍴 AT A RESTAURANT OR CAFE

  • Can I see the menu, please?
  • What do you recommend?
  • I’m allergic to nuts. Does this dish have any?
  • Can I have the bill, please?
  • Is this dish spicy?

🛍️ SHOPPING / BUYING SOUVENIRS

  • How much does this cost?
  • Do you have this in a different size?
  • Can I try it on?
  • Is this on sale?
  • Can I pay by credit card?

🚕 TAKING A TAXI OR RIDE SHARE

  • Can you take me to this address, please?
  • How much will the ride cost?
  • Can you turn on the meter, please?
  • I think we took the wrong way.
  • Could you drop me off here?

🏥 SEEING A DOCTOR OR AT A PHARMACY

  • I don’t feel well.
  • I need something for a headache.
  • Is there a doctor who speaks English?
  • Can I get this without a prescription?
  • How long should I take this medicine?

🏦 AT THE BANK OR EXCHANGE OFFICE

  • What’s the exchange rate today?
  • Can I change reais to dollars here?
  • I’d like to withdraw some money.
  • Do I need my passport for this?
  • Is there an ATM nearby?

 

 

 

Aula de INGLÊS on-line - IDIOMATIC EXPRESSIONS: expressões idiomáticas e gírias

IDIOMATIC EXPRESSIONS

Aula de INGLÊS on-line - GRAMMAR: gramática abordada com explicação adaptada para o nível CEFRL e exercícios

GRAMMAR

PRESENT CONTINUOUS

 

 

 

PAST CONTINUOUS

 

APOSTROPH CASE

 

Aula de INGLÊS on-line - WATCHING: videos de documentários, programas de tevelisão, serviços de streaming (filmes e séries)

LISTENING

Unscramble the sentences and confirm you got it write by listening to the audio:

  1. it / does / what / time / start?

  2. leave / where / from? / does / it

  3. when / the tour / finish? / does

  4. much / cost? / it / how / does

  5. take / do / credit cards? / you

  6. I / do / pay? / where
  7. my / can / confirm / reservation? / you

Aula de INGLÊS on-line - READING: treino de leitura de acordo com o nível LEXILE adequado

READING & COMPREHENSION

READING 1 – Anna’s new friend

READING 2 – Mother’s Words

Emily’s mother was driving. She was a good driver. She drove slowly. She stayed away from other cars. She did this because, “I can trust myself,” she said, “But I can’t trust other drivers. They don’t care about the people around them. They’re only concerned with their own safety.”

Emily thought about her mother’s words for some time after. She thought about them in her bed that night. She thought about them at the breakfast table the next morning. She thought about them in math class that afternoon. She was thinking about them when Doctor Leer, her math teacher, called on Emily to answer a question.

Emily heard Doctor Leer’s voice, muted and brassy, like a trombone. “Emily,” it said. “Emily?” it echoed. And like a diver rushing to the surface, Emily freed herself from her thoughts.

She reoriented herself and noticed a hush had fallen over the classroom. Everyone was silent. All was still, as if the whole scene had suddenly been transported to the center of a snow encrusted forest. Emily found herself incapacitated. She couldn’t answer. She couldn’t move. She could hardly breathe. She hadn’t even been listening. She had been thinking about what her mom had said. Desperate, she glanced about the room, hoping to find some kind of direction.
Something—anything!—would help: a shake; a nod; a breathless word; a casual show of fingers. But all the other students were looking down at their books. One of them risked a sideways peek at Emily, nothing more. Emily’s eyes drifted about the room. Her classmates stared woodenly into their textbooks as though entranced by some newfound fascination. It became clear to Emily that she was on her own.

As a last resort, Emily looked up imploringly at Doctor Leer, who stood patiently at the head of the class. He made eye contact with Emily. Then he dropped his eyebrows. His face held a concentrated look, like he himself were the one trying to answer the question. Emily kept waiting for Doctor Leer to say something, but he did not. The two remained frozen like this for what seemed like a very long time. In this state even the smallest sounds could be heard: a muffled cough; some papers rustling; someone’s pencil tip snapping off. Finally, the silence was broken when Dr. Leer called on Steven. Steven answered the question, correctly, and like clockwork the class resumed its regular commotion. The spell had been broken, and Emily could not have felt more relieved. But she also couldn’t help feeling a little embarrassed. And stewing in this potent amalgamation of relief and embarrassment she exited the moment more hers than anyone else’s.

QUESTIONS

As used in paragraph 4, the word incapacitated most nearly means
A. perplexed, or completely confused
B. paralyzed, or unable to move or act
C. perturbed, or disturbed or disquieted
D. pacified, or restored to a state of peace

In this passage, Doctor Leer’s voice is compared to which of the following instruments?
A. a horn
B. a fiddle
C. a trombone
D. a xylophone

Which of the following sentences from the passage best describes the point at which Emily’s mother’s words seem most true to Emily?
A. “Emily found herself incapacitated.” paragraph 4
B. “Something—anything!—would help: a shake; a nod; a breathless word; a casual show of fingers.” paragraph 4
C. “It became clear to Emily that she was on her own.” paragraph 4
D. “The spell had been broken, and Emily could not have felt more relieved.” paragraph 5

At the end of paragraph 3, we read the following sentence: “And like a diver rushing to the surface, Emily freed herself from her thoughts.” Which of the following literary devices is used in this sentence?

A. Alliteration, characterized by the use of adjacent words that begin with the same sound or letter, creating a repetition of similar sounds in the sentence. This is used to add character to the writing and often adds an element of playfulness.

B. Ambiguity, characterized by the expression of an idea in such a way that it becomes possible to glean more than one meaning from it.

C. Cliché, characterized by a trite or overused expression or idea. This usually expresses a popular or common thought or idea that has lost originality, ingenuity, and impact by overuse.

D. Simile, characterized by the making of a comparison between two unrelated and dissimilar things, people, beings, places and concepts. Similes allow the reader to better understand the sentiment the author wishes to convey. Similes are marked by the use of the words “as” or “like”.

In paragraph 5, we read that Emily looked up “imploringly” at her teacher. Which of the following sentences presents the correct usage of this word in context?

A. The man crawled up from the desert sand onto the quaking hot pavement before him. He had drunk nothing and eaten nothing for two days. His mouth was parched. An oblivious couple walked by drinking bottled water, unaffected when the man outstretched his arms and gazed up at them imploringly. Pitiless, they gave him not a second glance and continued onward.

B. The artist had spent countless hours on what would ultimately become her masterpiece: a painting that stood eight feet tall and spanned nearly thirty feet in width. It held over sixty tubes of paint and weighed roughly three-hundred pounds. It was magnificent. The artist unveiled the painting at an outdoor exhibit in her city. In what should have been her proudest moment, a young man riding his bicycle at high speed accidentally crashed into the canvas. It tore a hole three feet wide in the canvas and the painting was ruined. The artist was crestfallen, and looked upon the cyclist imploringly.

C. A cold autumn wind blew across the vast field, signaling the onset of winter. The wheat stalks swayed to and fro as though an invisible hand caressed them. Apollo clutched his scythe and gazed out over them imploringly. Although none of the townspeople had offered to help, this was of little consequence; Apollo was supremely confident. There was hard work to be done, and there was no one more ready to do it.

D. The clock showed that the game had entered stoppage time; this would likely be the last possession. Henry, the team veteran and local hero, dribbled the ball toward the goal. Two defenders stood before him. Looking up from the ball momentarily, he saw they both regarded him imploringly—they knew he was the best in the league and would likely be hard, if not impossible, to stop. He dribbled right and avoided a weak tackle. Then he spun left and caught sight of the goal. Catching the goal keeper off his mark, he took a low shot and the ball touched the back of the net. Henry raised a fist and turned to celebrate with his teammates, triumphant.


SFDA

 

Aula de INGLÊS on-line - LISTENING: atividade de ouvir (listening) com podcasts e áudios direcionados

WRITING & COMPOSITION

TRAVELING

ASHELLYN

ANA PAULA

FIRST DRAFT (student’s input)

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SECOND DRAFT (teacher’s correction)

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TEACHER’S ENHANCEMENT INSIGHTS
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FINAL VERSION (further development) __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

  FIRST DRAFT (student’s input)

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SECOND DRAFT (teacher’s correction)

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TEACHER’S ENHANCEMENT INSIGHTS
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FINAL VERSION (further development) __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________


 

NOYANE

VANESSA

FIRST DRAFT (student’s input)

________________

________________

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________________

 

 

SECOND DRAFT (teacher’s correction)

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TEACHER’S ENHANCEMENT INSIGHTS
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FINAL VERSION (further development) __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

  FIRST DRAFT (student’s input)

____________________ 

____________________

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SECOND DRAFT (teacher’s correction)

________________
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TEACHER’S ENHANCEMENT INSIGHTS
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FINAL VERSION (further development) __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

 

 

 

Aula de INGLÊS on-line - SPEAKING: atividade de prática da fala com gravação orientada e correção individual


OOOOO

 


 

 

 

UPCOMING LINGUISTIC SCOPE ⏩

(o que estudaremos na próxima aula)

 

 

 

CLASS STATS 📊

Vocabulary Growth:   21 words
Comprehensive Lexicon Repertory:   1.778 words
Oral Fluency & Speech Engagement Span:   42 minutes
Listening Wavelength (Sonic Engagement):  2h 34m 57s or
9.297 seconds
Phonetic Deviation Ratio:   0%

 

 

 

 


 

 

 

📑 FOOT NOTES

🔗 FURTHER EXPLANATIONS

METODOLOGIA ACADEMIA BSB 

O que fazer depois de cada uma das aulas. Revisar as mais recentes Anotações de Aula (Class Notes): OVERVIEW: Online Classes (clique nos itens, acesse os links e entenda a metodologia)

CLASS NOTES

  1. VOCABULARY 💡
  2. PRONUNCIATION 👄
  3. LANGUAGE USAGE 🗣️
  4. EXPRESSIONS 🧐
  5. GRAMMAR 🔐
  6. READING 📜
  7. WRITING 📝
  8. LISTENING 🦻
  9. WATCHING 📺
  10. SPEAKING 🎙️

BONUS 1: 🔊 Class Podcast 📻
BONUS 2: 📊 Class Statistics 

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INTRODUCTION

With its picturesque canals, elegant bridges, and breathtaking architecture, it’s no wonder that every year 25 million visitors are drawn to the stunning city of Venice. However, it’s also notoriously expensive and can easily catch people off guard. That’s why we’ve asked Richard Madeley—a frequent visitor to Venice for over 20 years—to share his best survival tips.

Venice can enchant you with its beauty, but it can also be overwhelming. Crowded streets, busy waterways, and steep prices can take the joy out of a trip if you’re not prepared. So, here’s Richard’s personal guide to getting the best out of this magical city.


WHERE TO STAY

Choosing a place to stay in Venice can be a real challenge—many of the streets don’t even have signs, and even the postmen get confused! To make things easier, try to book accommodation near a well-known landmark. That way, you’ll have a better chance of finding your way back.

Richard recalls a time he visited Venice with Judy. He had gone out alone and was supposed to meet her for lunch at a restaurant. But could he find it? Not at all! He was completely lost—and furious. Since then, they always return to the same hotel, which has a surprisingly easy-to-find location. Thanks to that, there’s no risk of getting lost.

A great example is Saint Mark’s Square. It’s the heart of Venice and home to the city’s three most iconic attractions: the Doge’s Palace, the Basilica of Saint Mark, and the bell tower known as San Marco Campanile. Locals even call it Triangolo della Bermuda—the Bermuda Triangle—because tourists go in and never come out. It’s the busiest area in the city, so prepare for crowds.

If you plan to visit the Doge’s Palace, avoid the long lines by booking a “Secret Itinerary Tour” in advance. These tours have fixed departure times and designated entry points, meaning you can just show up and go in—no waiting required.


WHERE TO EAT AND DRINK

Because of its popularity, Saint Mark’s Square is also one of the most expensive places in Venice. A regular plate of pasta at a nearby café might cost you €15 if you’re lucky—or up to €50 if you’re not. Even a single cup of coffee can cost as much as €25.

Instead, take a walk through the backstreets. That’s where you’ll discover the true character of Venice—and much better prices. Richard recommends trying one of the many cicchetti bars. Cicchetti is similar to Spanish tapas and offers the best value for authentic Venetian cuisine.

When it comes to coffee, follow the locals: drink it at the bar instead of sitting at a table. An espresso at the bar costs just €1. Also, tipping in Venice is simple. A 5% tip is more than enough. You can round up to the nearest five or ten euros, and if your bill says “servizio incluso,” it means service is already included.

For dessert, enjoy some gelato—but beware of fake ice cream! If the gelato is piled too high in the display, it’s a sign that it’s been whipped rather than churned. True Italian gelato is churned, giving it a dense, creamy texture. At La Boutique del Gelato, you’ll find the real thing—authentic and delicious.


GETTING AROUND

To get around Venice, use the vaporetto, the public water bus. It’s the cheapest way to navigate the main canals, and a two-day pass costs €30. Of course, no trip to Venice is complete without a ride on a gondola. However, they are expensive because of their popularity.

The city sets the official gondola rate at €80 for 30 minutes. But here’s a little-known fact: that same price covers up to six people in the same boat. So, if you’re willing to share, you can split the cost and make it much more affordable.

One of the most photographed sights in Venice is the Bridge of Sighs. It once served as the final walkway for condemned prisoners leaving the city courts. These days, the only reason you might sigh is from the long queue to visit it! But honestly, the view from the outside is the one that truly matters.


EVENING TIP: NIGHTLIFE IN VENICE

As the evening sets in and you’re in the mood for a nightcap, Richard highly recommends a visit to his favorite bar: Harry’s Bar. This legendary place is where the famous Bellini cocktail was invented nearly 70 years ago. The Bellini is made of peach juice and Prosecco—a simple, elegant, and classy drink that reflects the essence of Venice itself.


FINAL THOUGHTS

With a few clever tips and tricks up your sleeve, you’ll be much better prepared to explore this fascinating city. And one thing is certain: if you visit Venice, you’ll never forget the experience. In fact, chances are—you’ll want to come back again and again.