● Pack com 7 syllabi (A1, A2, B1, B1+, B2, C1 e C2) com o
conteúdo previsto pelo CEFR (grammar, vocabulary, idioms,
collocations, phrasal verbs, speaking, pronunciation, reading e
writing).
● A proposta é que cada syllabus (que você fará cópia para seu
Google Drive) seja um guia/bússola para te ajudar a selecionar
ou elaborar lessons e atividades com mais segurança, agilidade
e autonomia segundo o CEFR.
● Cada syllabus é dividido por unidades:
○ Do A1 ao B1+ → há 16 unidades em cada syllabus
○ Do B2 ao C1 → há 12 unidades em cada syllabus
○ No syllabus C2 → há 20 unidades
● Você pode, inclusive, fazer uma cópia do modelo para cada aluno,
pois é possível dar “check” no que já foi estudado.
● Investimento: R$ 130,00
● LINK PARA COMPRA: CLIQUE AQUI
● Desconto de R$ 10,00 para pagamentos efetuados por pix.
○ Chave do pix: guihamorais@gmail.com
© 2025 Two Teacher Hub. Todos os direitos reservados.
© 2025 Two Teacher Hub. Todos os direitos reservados.
Observação: para a elaboração deste material, foram consultados os livros da Cambridge Interchange Intro (5th
edition) e Evolve 1 (2019), bem como o CEFR (Common European Framework of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
Vocabulary
The alphabet
Greetings, introductions, and goodbyes
Common expressions: please, thank you, excuse me
Names and titles of address
Numbers (0-10)
Personal information
● First and last names
● Phone numbers
● Email addresses
Grammar
Possessive adjectives
Possessive 's (e.g., Peter's dog)
Possessive 's for plural nouns (e.g., parents' bedroom)
The verb to be (am, is, are)
Questions with What's...? and answers with It's...
Speaking
Introducing yourself and friends
Greetings and farewells
Asking for names and phone numbers
Spelling practice for names
Pronunciation
Linked sounds
Listening for the spelling of names
Saying /ɪ/ (six, is, information, milk) and /iː/ (three, email, please, key)
Reading and Writing
Lists of names, phone numbers, email addresses, etc.
Using capital letters, periods, and commas correctly
Observação: para a elaboração deste material, foram consultados os livros da Cambridge Interchange Intro (5th
edition) e Evolve 1 (2019), bem como o CEFR (Common European Framework of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
Observação: para a elaboração deste material, foram consultados os livros da Cambridge Interchange 1 (5th
edition) e Evolve 2 (2019), bem como o CEFR (Common European Framework of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
Vocabulary
Introductions and greetings
Names, countries and nationalities
Everyday things/objects
Grammar
The verb to be (revision)
Wh-questions with be (what, where, who, how)
Subject pronouns (revision)
Possessive adjectives (revision)
Possessive pronouns (revision)
Possessive 's (revision)
Speaking
Introducing oneself
Introducing someone
Checking information
Exchanging personal information
Saying hello and good-bye
Starting a conversation
Talking about possessions
Talking about things you have in your bag
Pronunciation
Linking sounds (click here to check out a useful website about linking sounds)
/l/ at the end of a word (wonderful, beautiful, bottle, full, girl, people, couple)
Reading and Writing
Questions requesting personal information
Introducing yourself in an email
A formal email to someone you don't know (Business English)
Punctuation: capital letters, periods and commas
Observação: para a elaboração deste material, foram consultados os livros da Cambridge Interchange 1 (5th
edition) e Evolve 2 (2019), bem como o CEFR (Common European Framework of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
Observação: para a elaboração deste material, foram consultados os livros da Cambridge Interchange 2 (5th
edition) e Evolve 3 (2019), bem como o CEFR (Common European Framework of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
Vocabulary (Collocations and Idioms)
Childhood
People
Memories
Grammar
Past tense (revision)
Used to for habitual actions
Used to vs Would (past repeated actions, habits and states)
Speaking
Making introductions (revision)
Introducing yourself (revision)
Talking about yourself (revision)
Exchanging personal information (revision)
Talking to people you have just met
Remembering your childhood
Asking about someone's childhood
Pronunciation
Reduced form of used to
Stressing new information
Reading and Writing
A paragraph about your childhood
A text message to a relative in a different city/country
Structuring paragraphs in English
A famous artist (for example, Frida Kahlo)
Observação: para a elaboração deste material, foram consultados os livros da Cambridge Interchange 2 (5th
edition) e Evolve 3 (2019), bem como o CEFR (Common European Framework of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
Observação: para a elaboração deste material, foram consultados os livros da Cambridge Interchange 3 (5th
edition) e Evolve 4 (2019), bem como o CEFR (Common European Framework of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
Vocabulary (Collocations, Idioms and Phrasal Verbs)
Personality types and qualities
Interpersonal relationships
Preferences (likes and dislikes)
Grammar
Relative pronouns as subjects and objects
● As the subject of a clause: I like people who/that aren't too serious
● As the object of a clause: I want someone (who/that) I can have fun with.
It clauses + adverbial clauses with when
● I like it when my roommate cleans the apartment.
● I don't mind it when a friend answers the phone at the dinner table.
Speaking
Describing personalities
Expressing likes and dislikes
Agreeing and disagreeing
Complaining
Pronunciation
Linked sounds (consonant sound + vowel sound)
Saying the letter /y/
Reading and Writing
Writing a description of a friend
Unusual social networking websites
Observação: para a elaboração deste material, foram consultados os livros da Cambridge Interchange 3 (5th
edition) e Evolve 4 (2019), bem como o CEFR (Common European Framework of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
Observação: para a elaboração deste material, foram consultados os livros Passages B2 (3rd Edition) e Evolve 5
(2019), ambos da Cambridge, o livro Ready for B2 (4th Edition), da Macmillan Education, bem como o CEFR
(Common European Framework of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
Unit 1: Foundations of Communication
Vocabulary (Collocations, Idioms and Phrasal Verbs)
Describing personality
● Introvert behavior: be an introvert, be reserved, speak softly, feel left out
● Extrovert behavior: attract attention, be an extrovert, be the life of the party,
show off , speak up
● Both: enjoy the company of, interact with somebody
Personality collocations
● friendly and outgoing / strong and independent
● laid-back and relaxed / kind and generous
● honest and sincere / shy and reserved
● wild and crazy / calm and cool / neat and tidy
Compound family terms
Making purchases
● be foolish, have appeal, not be worth the money, be practical
● have potential, purchase sth, convince sb (to do sth), look ridiculous
● regret a/the purchase, encourage sb (to do sth), make financial sense
Grammar
Verbs followed by gerunds
Verbs followed by infinitives
Verbs followed by either gerunds or infinitives
Gerund as the subject of a sentence and/or after prepositions
Gerunds and infinitives after adjectives, nouns, and pronouns
● After adjectives
○ Adjective + gerund: She is interested in learning new languages.
○ Adjective + infinitive: He was eager to start his new job.
● After nouns
○ Noun + gerund: His favorite activity is reading books.
○ Noun + infinitive: It's their goal to travel around the world.
● After pronouns
○ Pronoun + gerund: They can't imagine him leaving the company.
○ Pronoun + infinitive: She expects them to arrive on time.
Infinitives after verbs with and without objects
● Verb + Infinitive
○ He decided to pursue a career in music.
○ We plan to visit the museum next weekend.
● Verb + Infinitive
Observação: para a elaboração deste material, foram consultados os livros Passages B2 (3rd Edition) e Evolve 5
(2019), ambos da Cambridge, o livro Ready for B2 (4th Edition), da Macmillan Education, bem como o CEFR
(Common European Framework of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
○ She likes to read novels in her free time.
○ They hope to finish the project soon.
Noun clauses after be
● The only trouble with being a two-income family is (that) we don't spend as
much time together.
● The big advantage of having Grandma at home is (that) she can babysit
more often.
Speaking and Functions
Talking about introverts and extroverts
Describing (your and someone's) personality traits
Comparing personal profiles (similarities and differences)
Talking about people you know (family members, friends etc.)
Talking about purchases
Bargaining for a purchase / Negotiating a price
Pronunciation
Listening for main stress
Saying /tʃ/ → picture, cheap, suggestion, achieve, touch, question
Pronouncing questions
Reading and Writing
Identifying the topic sentence in a paragraph
Using numerical words and phrases
Writing a paragraph about your most positive and negative qualities
Word formation: Affixes
Observação: para a elaboração deste material, foram consultados os livros Passages B2 (3rd Edition) e Evolve 5
(2019), ambos da Cambridge, o livro Ready for B2 (4th Edition), da Macmillan Education, bem como o CEFR
(Common European Framework of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
Observação: para a elaboração deste material, foram consultados os livros Passages C1 (3rd Edition) e Evolve 6
(2019), ambos da Cambridge, o livro Ready for C1 (4th Edition), da Macmillan Education, bem como o CEFR
(Common European Framework of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
Unit 1: Navigating the Global Community
Vocabulary (Collocations, Idioms and Phrasal Verbs)
Adjectives and verbs to describe friendship
● admire/admirable; benefit/beneficial; clash/clashing
● empathize/empathetic; endure/enduring; harmonize/harmonious
Re- verbs
● rebuild, reconnect, rehash, replace
● recall, redefine, rekindle, resurface
Describing remote places
● Positive: abundant, lush, picturesque, scenic, unspoiled
● Negative: abandoned, bare, barren, deserted, harsh, hostile
● Neutral: anonymous, immense, isolated, nameless, vast
Grammar
Phrasal verbs
● A phrasal verb consists of a verb and a particle, such as down, into, out, or
up. It usually has a different meaning from the individual parts.
○ Separable phrasal verbs allow objects to come before or after the
particle. If the object is a pronoun, it must go before the particle.
■ I picked up the book from the library.
■ I picked it up from the library.
○ With inseparable phrasal verbs, the object must go after the verb and
the particle.
■ She looks after her elderly parents.
■ She looks after them.
○ Three-word phrasal verbs have a particle and a preposition in
addition to the verb.
■ I look forward to seeing you next week.
■ I look forward to it.
○ Intransitive phrasal verbs do not take objects.
■ He showed up late for the meeting.
Gerund and infinitive constructions
● These verbs are normally followed by a gerund: appreciate, consider, enjoy,
give up, keep, put off, suggest.
● These verbs are normally followed by an infinitive: ask, decide, expect,
intend, need, refuse, seem, tend.
Observação: para a elaboração deste material, foram consultados os livros Passages C1 (3rd Edition) e Evolve 6
(2019), ambos da Cambridge, o livro Ready for C1 (4th Edition), da Macmillan Education, bem como o CEFR
(Common European Framework of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
● These verbs are followed by either a gerund or an infinitive: begin, bother,
continue, hate, prefer, start.
● Infinitives and gerunds can also occur in the passive voice. They follow the
pattern subject + verb + being / to be + past participle.
Participle phrases in initial position
● At the beginning of a sentence, participle phrases lack a distinct subject. The
subject of the verb within the participle phrase aligns with the subject of the
main clause. Various types of participles exist, and a participle phrase can
start with any of them.
○ Emphasizing context or setting: Intrigued by the cryptic message,
she delved deeper into the ancient manuscript.
○ Introducing a contrast or turning point: Ignoring the jeers of the
crowd, the young inventor dared to unveil his revolutionary creation.
○ Creating a sense of immediacy or suspense: Running at full speed,
the athlete crossed the finish line mere seconds ahead of his rival.
○ Adding depth and texture to descriptions: Swathed in shimmering
moonlight, the ancient ruins beckoned her to explore their secrets.
Speaking and Functions
Defining and describing friendship
Talking about what friends should have in common
Sharing advice about friendship
Discussing ways to maintain friendships
Discussing traveling to remote places alone or with friends
Commenting on loneliness and working in remote places
Discussing where and how you seek solitude
Pronunciation
Listening for linking between words
Saying tense and lax vowels
Word stress: nouns
Reading and Writing
Does social media encourage people to connect in real life?
Current trends in working from home around the world
Developing a thesis statement
Writing a composition with paragraphs supporting a thesis statement
Preparing and presenting a case for working remotely
Using participle phrases to connect ideas
Observação: para a elaboração deste material, foram consultados os livros Passages C1 (3rd Edition) e Evolve 6
(2019), ambos da Cambridge, o livro Ready for C1 (4th Edition), da Macmillan Education, bem como o CEFR
(Common European Framework of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
Observação: para a elaboração deste material, foram consultados os livros Objective Proficiency (2nd Edition)
da Cambridge, Proficiency Masterclass (2012), da Oxford, bem como o CEFR (Common European Framework
of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
Unit 1: Idioms, Phrasal Verbs, and Advanced Grammar
Vocabulary (Collocations, Idioms and Phrasal Verbs)
Idioms (at C2 level, your students need to understand/use phrases and idioms where
the meaning is not transparent).
● out of the blue: unexpected.
● fall into place: produce the situation you want.
● goes downhill: gradually becomes worse.
● on the cards: likely to happen.
● the rest is history: you are sure that people know what happened next.
Phrasal verbs (reviewing the concepts → syllabus C1)
● break up, catch up with, cheer sb up, come up with, cut back on
● end up, get in with, hang around, help out, jump at, pay off (debts)
● run out, settle in, take on (staff), track (somebody) down, turn up
Word formation → suffix endings (explain the rules and give more examples)
● Some adjectives are formed from nouns. Generally, the suffix -al is added to
the noun, as in environmental.
● The suffixes -able and -ive frequently combine with verbs to form
adjectives, as in favorable and supportive.
● The suffix -ous combines with nouns, as in courageous.
● Other common adjectival suffixes added to nouns are -ful and -less, as in
meaningful and harmless.
Collocations: memory (adjectives and verbs)
● duration (adj.): short-term / long-term / faded /lingering / fleeting
● clarity (adj.): vivid / distant / faded / fuzzy / vague
● positive (adj.): cherished / precious / nostalgic / treasured
● negative (adj.): dreadful / haunting / disturbing / bitter / traumatic
● verbs (positive): bring back, evoke, rekindle, spark, stir (up), fade trigger,
conjure up, hold, come flooding back
● verbs (negative): bury, erase, push aside, push away, block (out), blot out
Grammar
Narrative tenses (review → syllabus B2)
Past verb forms (with present or future meaning)
● Past simple
○ We use verbs in the past simple to create distance from present time
when we describe earlier situations. We use the present simple for
things that are generally true or happen regularly.
Observação: para a elaboração deste material, foram consultados os livros Objective Proficiency (2nd Edition)
da Cambridge, Proficiency Masterclass (2012), da Oxford, bem como o CEFR (Common European Framework
of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
○ We can also use verbs in the past to create distance from present
reality when we describe hypothetical situations. We also use this
distancing effect of verbs in the past as a less direct and more polite
way of making requests or offers and expressing personal opinions.
○ We use a verb in the past for a future event after the expression it's
time (that)....
● Past continuous
○ We use the past continuous to describe actions in progress at a
specific time in the past.
○ In sentences with when- and while-clauses, we can use the past
continuous to describe an activity in one clause that is in progress
before an action in another clause. The activity that starts later may
interrupt the first activity.
○ We can use the verb hope in the past continuous to talk about an
earlier plan or as a way of making a request more polite.
○ We can use the past continuous for general background information
and with verbs of 'saying' as a background before reporting some
news.
○ We can use the adverb always with the past continuous to emphasize
that something happened repeatedly and, in many cases, that it was
annoying.
● Past perfect
○ We use the past perfect when we are describing an action with the
past simple and we want to refer to an action further in the past. We
can also use the past perfect to describe earlier hopes or desires that
were not fulfilled.
○ We use the past perfect in clauses with after or when to emphasize
that an action was earlier.
● Used to and Would
○ We can describe past habits and states with used to, often when
establishing a time frame for a narrative episode.
○ We also use would in narrative episodes when we describe regular
past actions (not states), usually after a past time frame has been
established.
○ We often use would for hypothetical situations, especially in unreal
conditionals, and when we cautiously express an opinion or make a
request.
○ We can use would for a future event that is described from a point of
view in the past. This structure is sometimes called 'the future in the
past'
Observação: para a elaboração deste material, foram consultados os livros Objective Proficiency (2nd Edition)
da Cambridge, Proficiency Masterclass (2012), da Oxford, bem como o CEFR (Common European Framework
of Reference for Languages).
© 2025 Two Teacher Hub. Todos os direitos reservados.
○ We can use would ( = 'be willing to') to describe willingness and the
negative form wouldn't (= 'not be willing to') when someone refuses
to do something.
○ We use would with verbs such as love or prefer, and in the
expression would/'d rather, when we are expressing a preference. In
a clause following would rather, we use a past tense.
○ We sometimes use would, with stress, when we are criticizing a
particular action in the past.
Perfect tenses (revision)
● present perfect simple / present perfect continuous
○ Suggestion: Present perfect or past simple or past continuous?
● past perfect simple / past perfect continuous
○ Suggestion: Past perfect or past simple?
● future perfect simple / future perfect continuous
○ Suggestion: Future or future perfect?
● perfect modals (modal verb + have + past participle)
Speaking and Functions
Telling personal anecdotes (using narrative tenses)
Talking about changes that have happened to you
Talking about changes that might happen in the future
● a change for the better
● the earliest change you can remember
● a new location
● a change of direction in your life
● a change of heart
Discussing memories
Pronunciation
Minimal Pairs Practice: similar sounds that might pose challenges
Intonation Practice: expressing different emotions through intonation
Reading and Writing
Summarising ideas
Paraphrasing
Creative writing (using narrative tenses)
Observação: para a elaboração deste material, foram consultados os livros Objective Proficiency (2nd Edition)
da Cambridge, Proficiency Masterclass (2012), da Oxford, bem como o CEFR (Common European Framework
of Reference for Languages).
