por Raúl | jul 19, 2026 | Inglês para crianças – Nível Pré-A1 (Iniciante)
You can tell people how you feel in English using simple adjectives like happy, sad, or tired. These words help you share your emotions and physical states clearly. For example, if you need food, you can say I am hungry. If you want water, you say I am thirsty. If you...
por Raúl | jul 19, 2026 | Inglês para crianças – Nível Pré-A1 (Iniciante)
To make a sentence negative with the verb to be in English, you simply add not after am, is, or are. This structure helps you say that something is not true, not present, or not a fact. For example, if you want to say you are not a doctor, you say I am not a doctor....
por Raúl | jul 19, 2026 | Inglês para crianças – Nível Pré-A1 (Iniciante)
Adjectives are special words that describe nouns. They tell us more about people, animals, places, or things. Think of them like descriptive labels! For example, if you see a dog, you can say The dog is big. Here, big is an adjective. It tells us about the dog’s...
por Raúl | jul 19, 2026 | Inglês para crianças – Nível Pré-A1 (Iniciante)
Adjectives are words that describe nouns (people, places, things, ideas). They tell us more about what something is like, adding important details to your sentences. For example, if you see a beautiful flower, beautiful is the adjective. At the Pre-A1 level, learning...
por Raúl | jul 19, 2026 | Inglês para crianças – Nível Pré-A1 (Iniciante)
Can and can’t are essential English words to talk about abilities. You use can to say what you are able to do, like I can speak English. It means you have the skill or the possibility to do something. To express what you are not able to do, you use can’t,...
por Raúl | jul 18, 2026 | Inglês para crianças – Nível Pré-A1 (Iniciante)
Learning the names of rooms in English is very important for describing your home and daily activities. Every house has different spaces, and each space has a special name and purpose. Knowing these words helps you talk about where you live, what you do, and where...
