Projeto 1: Quem sou eu?
Chapter Objectives
By the end of this chapter, you will be able to:
- Greet someone, introduce yourself, and take leave using the language from Chapter 1.
- State your identity, origin, nationality, and role using ser and de from Chapter 2.
- Describe a family member or friend, including age, using ter and adjective agreement from Chapter 3.
- Give a day, a date, and a clock time, and share one appointment or class, using the patterns from Chapter 4.
- Combine all of the above into one connected spoken interview and one connected written profile.
- Review and self-correct your own Portuguese for diacritics, agreement, and lowercase day/month spelling.
Communication Scenario
A new online conversation group for Portuguese learners is meeting for the first time. Before the group's first video call, every member prepares a short spoken self-introduction and posts a short written profile in the group chat, so everyone can get to know each other before speaking together. You are one of the new members preparing your introduction and profile.
- This project does not teach any new grammar. It asks you to combine what you already know from Chapters 1–4 into one connected performance.
- You may invent details about your identity, family, or schedule if you prefer not to share real personal information.
- Every task below draws only on vocabulary and structures already active in Chapters 1–4.
Unit I Review Map
This project recycles the following systems from Chapters 1–4. No new vocabulary, grammar, pronunciation feature, or writing convention is introduced in this chapter.
Chapter 1 — Greetings
Olá, oi, tchau, prazer em conhecer você, stating your name, and classroom survival language.
Chapter 2 — Identity
ser in the present, subject pronouns, gender with articles, de for origin, nationality and role vocabulary.
Chapter 3 — Family
ter, possessives, adjective agreement, ele/ela, numbers 0–100 for ages, nasal vowels.
Chapter 4 — Schedule
Formulaic estar (estamos em), hoje é, em/às, days, months, and clock time.
Speaking
A short, connected spoken self-introduction covering greeting, identity, family, and schedule.
Writing
A short written profile for the conversation group, using the same four content areas.
Listening
Identifying greeting, identity, family, and schedule information in someone else's spoken introduction.
Reading
Interpreting a written profile for the same four content areas.
Every activity below is assessment practice. No item requires a system that has not already been activated in Chapters 1–4.
Model Interview: Quem é você?
Context: Two new members of the conversation group greet each other and introduce themselves for the first time.
Helena checks the group's calendar for the first video call.
This model interview reuses ser (Ch. 2), ter and adjective agreement (Ch. 3), and estamos em plus days and clock time (Ch. 4) inside one continuous exchange.
Listening Practice
If no audio recording is available, ask a partner, instructor, or text-to-speech tool to read the script below aloud, or read it aloud to yourself slowly.
- Listen to (or read aloud) the script, then state Renata's name, origin, and role.
- Listen for the family member mentioned. Who is it, and how old is that person?
- Listen for the day and time of Renata's Portuguese class.
Speaking Practice
Prática controlada — Controlled practice: four connected sentences
Say each sentence aloud about yourself, in order: a greeting and your name; Eu sou de ______. (origin); Eu tenho ______. (a family member or friend, with age); Minha aula de português é na ______, às ______ horas. (day, time)
Tarefa comunicativa — Communicative task: the interview
With a partner, take turns asking and answering: Qual é o seu nome?, De onde você é?, Você tem família?, and Que horas é sua aula? Follow the order of the Model Interview above.
Prática individual — Solo alternative
Record yourself giving a one-minute self-introduction that includes a greeting, your identity and origin, one family member or friend with an age, and one day and time from your schedule. Listen back and check that you covered all four areas.
Reading Practice
Perfil do grupo — Group profile
Oi! Eu sou o Thiago. Eu sou do Brasil e sou estudante de inglês. Eu tenho uma irmã e um irmão. Minha irmã se chama Beatriz e tem vinte e dois anos. Meu irmão se chama Lucas e tem quinze anos. Hoje é terça-feira. Estamos em outubro. Minha aula de inglês é na terça-feira e na quinta-feira, às seis horas.
Tarefa de leitura — Reading task:
- What is Thiago's origin and role?
- Who are the two family members mentioned, and how old is each one?
- On which days and at what time is Thiago's English class?
Writing Workshop: Meu perfil
Complete the following linked writing tasks in order to build your own group profile.
Tarefa 1 — Greeting and identity: Write one or two sentences with a greeting, your name, your origin, and your role, reusing the patterns from Chapters 1–2.
Tarefa 2 — Family or friends: Write one or two sentences naming one family member or friend, including their name and age, reusing ter and adjective agreement from Chapter 3.
Tarefa 3 — Schedule: Write one or two sentences giving today's day, the current month, and one class or appointment with a day and time, reusing the patterns from Chapter 4.
Tarefa 4 — Full profile: Combine Tarefas 1–3 into one short written profile of five to seven sentences, as if posting it in the group chat before the first video call.
- Draft each section separately. Write the identity, family, and schedule sentences one section at a time before combining them.
- Combine the sections into one profile. Add a greeting at the start and a closing line such as Até logo!
- Check every verb form. Confirm that ser, ter, and estamos em are used correctly and not altered as if fully conjugated beyond what was taught.
- Check agreement. Confirm that any adjective agrees in gender and number with the noun it describes.
- Check days, months, and diacritics. Confirm lowercase spelling and that all accented letters are present.
Lista de revisão — Editing checklist:
- The profile includes a greeting, identity, family or friend information, and schedule information.
- Days of the week and months are written in lowercase.
- ser and ter are used correctly for their taught functions.
- Adjectives and possessives agree with the nouns they describe.
- All diacritics, including nasal vowels, are preserved.
Culture and Communication
In many Brazilian contexts, a first introduction in a group setting typically includes a greeting, a name, and a small piece of personal information such as origin or occupation, before moving to more detailed conversation. Sharing a short spoken or written self-introduction before a first meeting, as in this chapter's scenario, is a common way to make later conversation feel more comfortable.
The pattern ele/ela se chama... for naming a family member is common across Lusophone communities. Some speakers may instead simply state the name directly, such as meu irmão, Pedro, tem dezoito anos. Both patterns remain within the productive Brazilian model used in this course.
Common Mistakes to Avoid
Error: Saying eu sou uma irmã when the intended meaning is "I have a sister."
Correction: Use ter for possession and family relationships, and ser for identity: eu tenho uma irmã.
Error: Writing Terça-feira or Outubro with a capital letter in the written profile.
Correction: Keep days and months lowercase, as in Chapter 4: terça-feira, outubro.
Error: Saying minha irmã é alto, leaving the adjective in the masculine form.
Correction: Adjectives agree in gender: minha irmã é alta.
Chapter Review
Parte A — Compreensão (Comprehension)
1. Return to the Model Interview, and answer these short questions.
- Where is Helena from, and where is Diego from?
- What day and time is the group's first video call?
Parte B — Escrita (Writing)
1. Write one sentence with ser stating a nationality, and one sentence with ter describing a family member.
2. Write today's day and the current month, in lowercase.
Parte C — Leitura (Reading)
1. Return to the Perfil do grupo passage in Reading Practice, and identify Thiago's origin, role, family members, and class schedule.
Parte D — Fala (Speaking)
1. Deliver a one-minute self-introduction to a partner covering greeting, identity, family, and schedule.
Practical Performance Task
Chapter 5 Practical Check — Unit I Integrated Assessment
Quem sou eu?: Introducing Yourself to the Conversation Group
Complete the following connected tasks, in order, as one integrated performance covering Chapters 1–4.
- Read the Model Interview and the Perfil do grupo passage. Answer the comprehension questions above before continuing.
- Prepare and deliver a spoken self-introduction. Include a greeting, your identity and origin, one family member or friend with an age, and one day and time from your schedule.
- Interview a classmate or imagined partner. Ask the four question types from the Model Interview and respond to theirs.
- Write your group profile. Apply the editing checklist from the Writing Workshop.
- Check your profile against all four content areas. Confirm that greeting, identity, family, and schedule information are all present and accurate.
| Criterion | What is assessed |
|---|---|
| Greeting and identity | The learner greets appropriately and states name, origin, and role using ser. |
| Family or friends | The learner describes at least one person using ter and correct adjective agreement. |
| Schedule information | The learner gives a day, month, and clock time using estamos em, na, and às correctly. |
| Task integration | The learner connects all four content areas into one coherent spoken and written performance. |
| Diacritics and lowercase spelling | The learner preserves diacritics and lowercase day/month spelling throughout. |
This checkpoint uses only material introduced in Chapters 1–4. No item on this rubric requires a system that has not yet been taught, and no new productive grammar is introduced in this chapter.
Answer Key
Model Interview — Comprehension
- Helena is from Canada (Canadá); Diego is from the United States (Estados Unidos).
- The group's first video call is on Wednesday (quarta-feira), at seven o'clock (às sete horas).
Writing
- Sample: Eu sou brasileiro. / Eu tenho um irmão. (other accurate sentences following the same patterns are also correct)
- Answers will vary depending on the actual day and month; both words must be lowercase, e.g. sexta-feira, outubro.
Reading
- Thiago is from Brazil (Brasil) and is an English student (estudante de inglês). His sister Beatriz is twenty-two years old, and his brother Lucas is fifteen years old. His English class is on Tuesday and Thursday, at six o'clock.
Looking Ahead
O que você já sabe fazer — What you can do now
You can greet, introduce yourself, state your identity and origin, describe family and friends, and give days, dates, and clock times — and now you can combine all of it into one connected spoken and written self-introduction.