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PLANOSDE AULA

CARLOTA MARTINS • NOÉMIA RODRIGUES

MATERIAL EXCLUSIVOProfessor

– 6.o ANOInglês

GAME 1Level 1 – This is me!

Lesson plan 1 . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Lesson plan 2 . . . . . . . . . . . . . . . . . . . . . . . . . 10

Lesson plan 3. . . . . . . . . . . . . . . . . . . . . . . . . . 11

Lesson plan 4 . . . . . . . . . . . . . . . . . . . . . . . . . 12

Lesson plan 5 . . . . . . . . . . . . . . . . . . . . . . . . . 13

Lesson plan 6 . . . . . . . . . . . . . . . . . . . . . . . . . 14

Lesson plan 7 . . . . . . . . . . . . . . . . . . . . . . . . . 15

Lesson plan 8 . . . . . . . . . . . . . . . . . . . . . . . . . 16

Lesson plan 9 . . . . . . . . . . . . . . . . . . . . . . . . . 17

Lesson plan 10 . . . . . . . . . . . . . . . . . . . . . . . . 18

Level 2 – Look at me!

Lesson plan 11. . . . . . . . . . . . . . . . . . . . . . . . . 19

Lesson plan 12 . . . . . . . . . . . . . . . . . . . . . . . . 20

Lesson plan 13 . . . . . . . . . . . . . . . . . . . . . . . . 21

Lesson plan 14 . . . . . . . . . . . . . . . . . . . . . . . . 22

Lesson plan 15 . . . . . . . . . . . . . . . . . . . . . . . . 23

Lesson plan 16. . . . . . . . . . . . . . . . . . . . . . . . 24

Lesson plan 17 . . . . . . . . . . . . . . . . . . . . . . . . 25

Level 3 – This is my home!

Lesson plan 18 . . . . . . . . . . . . . . . . . . . . . . . . 26

Lesson plan 19 . . . . . . . . . . . . . . . . . . . . . . . . 27

Lesson plan 20 . . . . . . . . . . . . . . . . . . . . . . . 28

Lesson plan 21 . . . . . . . . . . . . . . . . . . . . . . . . 29

Lesson plan 22 . . . . . . . . . . . . . . . . . . . . . . . 30

Lesson plan 23 . . . . . . . . . . . . . . . . . . . . . . . . 31

Lesson plan 24 . . . . . . . . . . . . . . . . . . . . . . . 32

Lesson plan 25 . . . . . . . . . . . . . . . . . . . . . . . 33

GAME 2Level 1 – This is my family!

Lesson plan 26 . . . . . . . . . . . . . . . . . . . . . . . 34

Lesson plan 27 . . . . . . . . . . . . . . . . . . . . . . . 35

Lesson plan 28 . . . . . . . . . . . . . . . . . . . . . . . 36

Lesson plan 29 . . . . . . . . . . . . . . . . . . . . . . . 37

Lesson plan 30 . . . . . . . . . . . . . . . . . . . . . . . 38

Lesson plan 31 . . . . . . . . . . . . . . . . . . . . . . . . 39

Lesson plan 32 . . . . . . . . . . . . . . . . . . . . . . . 40

Level 2 – This is my day!

Lesson plan 33. . . . . . . . . . . . . . . . . . . . . . . . 41

Lesson plan 34 . . . . . . . . . . . . . . . . . . . . . . . 42

Lesson plan 35 . . . . . . . . . . . . . . . . . . . . . . . 43

Lesson plan 36 . . . . . . . . . . . . . . . . . . . . . . . 44

Lesson plan 37 . . . . . . . . . . . . . . . . . . . . . . . 45

Lesson plan 38 . . . . . . . . . . . . . . . . . . . . . . . 46

Lesson plan 39 . . . . . . . . . . . . . . . . . . . . . . . 47

Level 3 – These are my holidays!

Lesson plan 40 . . . . . . . . . . . . . . . . . . . . . . . 48

Lesson plan 41. . . . . . . . . . . . . . . . . . . . . . . . 49

Lesson plan 42 . . . . . . . . . . . . . . . . . . . . . . . 50

Lesson plan 43. . . . . . . . . . . . . . . . . . . . . . . . 51

Lesson plan 44 . . . . . . . . . . . . . . . . . . . . . . . 52

Lesson plan 45 . . . . . . . . . . . . . . . . . . . . . . . 53

Lesson plan 46 . . . . . . . . . . . . . . . . . . . . . . . 54

Introdução . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Annual plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

ÍNDICE

GAME 3Level 1 – Let’s go to school!

Lesson plan 47 . . . . . . . . . . . . . . . . . . . . . . . 55

Lesson plan 48 . . . . . . . . . . . . . . . . . . . . . . . 56

Lesson plan 49 . . . . . . . . . . . . . . . . . . . . . . . 57

Lesson plan 50 . . . . . . . . . . . . . . . . . . . . . . . 58

Lesson plan 51. . . . . . . . . . . . . . . . . . . . . . . . 59

Lesson plan 52 . . . . . . . . . . . . . . . . . . . . . . . 60

Lesson plan 53. . . . . . . . . . . . . . . . . . . . . . . . 61

Lesson plan 54 . . . . . . . . . . . . . . . . . . . . . . . 62

Lesson plan 55 . . . . . . . . . . . . . . . . . . . . . . . 63

Lesson plan 56 . . . . . . . . . . . . . . . . . . . . . . . 64

Level 2 – My life at school!

Lesson plan 57 . . . . . . . . . . . . . . . . . . . . . . . 65

Lesson plan 58 . . . . . . . . . . . . . . . . . . . . . . . 66

Lesson plan 59 . . . . . . . . . . . . . . . . . . . . . . . 67

Lesson plan 60 . . . . . . . . . . . . . . . . . . . . . . . 68

Lesson plan 61. . . . . . . . . . . . . . . . . . . . . . . . 69

Lesson plan 62 . . . . . . . . . . . . . . . . . . . . . . . 70

Lesson plan 63 . . . . . . . . . . . . . . . . . . . . . . . . 71

Lesson plan 64 . . . . . . . . . . . . . . . . . . . . . . . 72

Level 3 – I love shopping!

Lesson plan 65 . . . . . . . . . . . . . . . . . . . . . . . 73

Lesson plan 66 . . . . . . . . . . . . . . . . . . . . . . . 74

Lesson plan 67 . . . . . . . . . . . . . . . . . . . . . . . 75

Lesson plan 68 . . . . . . . . . . . . . . . . . . . . . . . 76

Lesson plan 69 . . . . . . . . . . . . . . . . . . . . . . . 77

Lesson plan 70 . . . . . . . . . . . . . . . . . . . . . . . 78

Lesson plan 71 . . . . . . . . . . . . . . . . . . . . . . . . 79

Lesson plan 72 . . . . . . . . . . . . . . . . . . . . . . . 80

3

A planificação atempada das atividades letivas é muitas vezes a chave para o sucesso da nossa práticapedagógica. No intuito de ajudar a orientar a organização curricular dos conteúdos a lecionar e, simultanea-mente, tirar partido de todos os materiais disponíveis no projeto Game On, distribuímos por 72 planos de aulaos conteúdos programáticos a desenvolver ao longo do ano letivo. Estes planos seguem a sequência apresen-tada no manual do aluno, remetendo para todos os materiais disponíveis para a exploração e prática letivasempre que sejam pertinentes. Por materiais, entendemos as outras peças do projeto (Workbook, Gamebook eCAP), e também as apresentações em PowerPoint, as animações e as atividades lúdicas.

Uma das mais-valias deste material é estar disponível no CD Aula Digital, não só em versão pronta a exe-cutar, mas também em formato editável, o que lhe permitirá adaptar cada plano de aula ao ritmo de cadaturma, e planificar e calendarizar atempadamente toda a atividade letiva, conseguindo desta forma controlaro nível de cumprimento dos conteúdos programáticos previstos.

Bom trabalho,

As autoras.

INTRODUÇÃO

5

ANNUAL PLAN

1st Term

GAME 0- Revision exercises- Diagnostic test

GAME 1James and friends!

TOPICS / VOCABULARY GRAMMAR PROJECTS / CULTURE

LEVEL 1This is me!

- Countries and nationalities- Birthdays

- Personal pronouns- Possessive adjectives- Possessive pronouns- Suffixes -ish/ -an /-ese- Ordinal numbers

English-speaking countries

LEVEL 2Look at me!

- Human body- Clothes- Hobbies

- Verb to have got- Plural of nouns- Present Continuous

School uniforms

LEVEL 3This is my house!

- Houses- Rooms in a house- Furniture

- Definite and indefinite articles- Verb there to be- Prepositions of place- Question tags (to be / to have

got)

Celebrating New Year

2nd Term

GAME 2James and family

TOPICS / VOCABULARY GRAMMAR PROJECTS / CULTURE

LEVEL 1This is my family!

- Family- Jobs

- Zero article- Word formation:

suffixes –ist /- an- Possessive case

Famous families

LEVEL 2This is my day!

- Daily routine- Prepositions of time- Adverbs of frequency- Present Simple

British and American breakfast

LEVEL 3These are my holidays!

- Holidays- Travelling

- Past Simple (verb to be)- Past Simple (regular and

irregular verbs)Carnival

6

3rd Term

GAME 3James and family

TOPICS / VOCABULARY GRAMMAR - PROJECTS / CULTURE

LEVEL 1Let’s go to school!

- Places at school- Directions

- Modal verbs- Imperative British school system

LEVEL 2My life at school!

- School activities- School subjects

- Going to- The Gerund- Comparative and superlative

of adjectives

School system in Australia

LEVEL 3I love shopping!

- Shopping- Shops and services

- Countable and uncountablenouns

- Some- / no- / any-Annual Sports Day

Lesson Plans

9

Em pode ainda encontrar: • este plano de aula em formato editável (Word);• a preparação desta aula pronta a executar.


Teacher’s notes:

LESSON PLAN 1School: ______________________________________________________________________________________________________________________________________________________________________

Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Words related to personal information (My name is… I am… Myaddress is… I am…)

• Verb to be

Evaluation Homework

• Direct observation in class.• Oral participation.

• Revise Year 5 contents.

Skills Learning aims

• Speaking • A1.1 (CEFR) The student recognises a limited number of words andexpressions in simple instructions.

Tasks Time Material

• Greeting.

• Writing the summary.

• Talking about classroom rules.

• Talking about evaluation.

20

5

10

10

Student’sbook Workbook Gamebook CD Others

• Notebook

• Board

Summary: Introducing oneself. Talking about classroom rules and evaluation.

Topic: Personal information.

10


Vocabulary Grammar

• Animals• Clothes• Parts of the body• Family• Food• School subjects• Parts of the house

• Verb to be• Present Simple • Short answers

Evaluation Homework

• Diagnostic. • Student’s book, pages 11 and 12.


• Listening• Reading• Writing

• A1.1 (CEFR) The student recognises a limited number of words andexpressions in simple instructions.

• A1.1 (CEFR) The student uses an elementary range of words andexpressions.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Listening to a text.• Reading a dialogue.• Completing a chart.• Matching halves of sentences.• Organising vocabulary in columns.

101051010


Pages 8-9 Track 01• Notebook• Board

Summary: Diagnostic test – Listening, reading and writing.

Topic: Revision of Year 5 contents.

Game 0 – Diagnostic test.

11


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Personal information • Verb to be

• Verb to have got

• Verb can

Evaluation Homework




• A1.1 (CEFR) The student recognises a limited number of words andexpressions in simple instructions.

• A1.1 (CEFR) The student uses an elementary range of words andexpressions.

Tasks Time Material

• Listening to a text.• Completing multiple choice exercises.• Answering questions.• Grammar: choosing the best option.• Writing a short text using notes.

10105515


Pages 10-11 Track 02• Notebook• Board

Summary: Correcting the diagnostic test.

Topic: Revision of Year 5 contents.

Game 0 – Diagnostic test.

12


Vocabulary Grammar

• Personal information (name, age, nationality, country, birthday…)

Evaluation Homework


• Student’s book, page 16, exercises 2 and 3.



• A1.2 (CEFR)The student identifies a limited range of words relatedto personal identification.

• A1.2 (CEFR) The student identifies words and simple texts relatedto personal identification.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Listening to the song If you’re happy andyou know it.

• Listening to the rap song This is me!• Completing a chart with information from

the rap song.• Reading the text “James Games”

5

1515

15


Pages 13, 14, 15 Tracks03-04

• Notebook

• Board

Summary: Listening to a song. Reading a text.

Topic: This is me!

Game 1 – Level 1

13


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Personal information (name, age, nationality, country, birthday…) • Personal pronouns• Possessive adjectives • Possessive pronouns

Evaluation Homework


• Workbook, pages 4-5.


• Reading• Writing

• A1.2 (CEFR) The student identifies simple words and sentences.

Tasks Time Material

• Correcting the homework (sentence completion and answering questions).

• Doing grammar exercises.– Circling the correct option.– Completing sentences.

15

30


Pages 16-17• Notebook• Board

Summary: Correcting the homework. Personal pronouns, possessive adjectives and possessive pronouns.

Topic: This is me!

Game 1 – Level 1

14


Vocabulary Grammar

• Countries and nationalities • Verb to be

Evaluation Homework



• Speaking• Reading• Listening

• A1.2 (CEFR) The student completes the missing information.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Correcting the homework.• Watching a PowerPoint presentation.• Completing interactive exercises.• Completing a chart with the missing

country or nationality.• Answering questions.

1515510


Page 18 Pages 4-5• Notebook• Board• PowerPoint

Summary: Correcting the homework. Countries and nationalities.

Topic: This is me!

Game 1 – Level 1

15


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Special occasions • Ordinal numbers

Evaluation Homework


• Workbook, page 6.


• Speaking• Reading• Writing

• A1.2 (CEFR) The student gives information based on facts.

• A1.2 (CEFR) The student completes sentences using simple vocabulary.

Tasks Time Material

• Correcting the homework.• Watching a PowerPoint about ordinal and

cardinal numbers.• Completing a chart.• Answering questions.

1010

1510


Page 19 Page 5• Notebook• Board• PowerPoint

Summary: Ordinal numbers. Birthdays and special occasions.

Topic: This is me!

Game 1 – Level 1

16


Vocabulary Grammar

• Age• Name• Nationality

• Verb to be

Evaluation Homework


• Word spiral (student’s book, page 21).


• Listening

• Speaking

• A1.2 (CEFR) The student identifies words and expressions relatedto personal information.

• A1.2 (CEFR) The student uses simple words and expressions to communicate.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Correcting the homework.• Listening to a dialogue

and filling in the gaps.• Building up a dialogue.• Role-playing the dialogue.

15

10105


Page 20 Page 6 Track 05• Notebook• Board

Summary: Listening to a dialogue. Role-playing a dialogue.

Topic: This is me!

Game 1 – Level 1

17


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Age• Name• Nationality

• Verb to be


Evaluation Homework


• Student’s book (formative test, page 22)


• Writing• Reading

• A1.2 (CEFR) The student writes very simple and short texts.

• A1.2 (CEFR) The student reads simple texts.

Tasks Time Material

• Correcting the homework.• Writing a small text.• Reading the texts written by the students.

52515


Page 21• Notebook• Board

Summary: Writing a text with personal information.

Topic: This is me!

Game 1 – Level 1

18


Vocabulary Grammar

• Personal information• Countries and nationalities• Ordinal and cardinal numbers

• Verb to be

• There is / there are

• Possessive adjectives

• Personal pronouns

• Possessive pronouns

Evaluation Homework



• Reading

• Speaking

• A1.2 (CEFR) The student uses simple vocabulary to talk aboutother people, places and habits.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Correcting the exercises on workbook.• Doing revision exercises.• Doing progress check exercises• Completing a self-assessment table upon

scores and progress.

1515105


Page 22 Page 3

• Notebook• Board• Caderno de

Apoio aoProfessor-Test 1

Summary: Revisions for the summative test.

Topic: This is me!

Game 1 – Level 1

19


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Personal information• Countries and nationalities• Ordinal and cardinal numbers

• Verb to be• There is / there are• Possessive adjectives• Personal pronouns • Possessive pronouns

Evaluation Homework

• Summative. • Gamebook, pages 3-4.


• Reading• Listening• Writing

• A1.2 (CEFR) The student identifies a limited range of words.

• A1.2 (CEFR) The student recognises words and sentences in simple texts.

Tasks Time Material

• Listening test.• Written test.

1035


• Notebook• Board• Caderno de

Apoio aoProfessor,pages 24, 25-26 or 27-28

Summary: Oral and written test.

Topic: This is me!

Game 1 – Level 1

20


Vocabulary Grammar

• England

• The USA

• Australia

• Places

• Capital cities

• Verb to be


Evaluation Homework



• Reading• Speaking

• A1.2 (CEFR) The student uses simple vocabulary to talk aboutother people, places and habits.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Reading about the capital city, inhabitants,languages, places to visit and famous people in England, USA and Australia.

• Talking about cultural differences.• Serching for information and doing

the project work.

15

1515


Pages 21, 22and 23 Pages 3-4

• Notebook• Board• Computers

Summary: Correcting the test. Culture – English -speaking countries.

Topic: This is me!

Game 1 – Level 1

21


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Parts of the body • Clothes


Evaluation Homework


• Student’s book, page 26.


• Listening

• Reading

• A1.2 (CEFR) The student identifies a limited range of words andsentences in simple texts.

Tasks Time Material

• Correcting the vocabulary exercises on theparts of the body and clothes (Gamebookpages 3-4).

• Listening to the rap song, Look at me!• Completing words.• Finding words.

15

101010


Page 25 Pages 3-4 track 06• Notebook• Board

Summary: Revising the parts of the body. Listening to a rap song.

Topic: Look at me!

Game 1 – Level 2

22


Vocabulary Grammar

• Tall• Short• Fat• Slim• Freckles• Dimples

• Have got

• Has got

Evaluation Homework




• Reading • AA1.2 (CEFR) The student identifies words and sentences in simple texts.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Correcting the homework: reading comprehension of the text “Me and myfamily”.

• Identifying true or false sentences.• Completing sentences.• Have got:

– Completing a chart; – Completing sentences.

15

51010



Summary: Reading the text “My family and I”. Verb to have got.

Topic: Look at me!

Game 1 – Level 2

23


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Clothes

• Footwear

• Accessories

• Singular and plural forms of words

Evaluation Homework




• Speaking• Writing

• A1.2 (CEFR) The student identifies words related to clothes.

Tasks Time Material

• Reading a text and correcting exercises on the Workbook

• Watching an interactive PowerPoint.• Vocabulary: labelling items of clothes –

Gamebook.• Grammar: completing a table with plural

forms.

15

1010

10


Page 28 Page 8 Page 5• Notebook• Board• PowerPoint

Summary: The clothes. Regular and irregular plurals.

Topic: Look at me!

Game 1 – Level 2

24


Vocabulary Grammar

• Hobbies • Present Continuous

Evaluation Homework



• Listening

• Speaking

• A1.2 (CEFR) The student identities words and expressions relatedto personal information.

• A1.2 (CEFR) The student uses simple words and expressions tocomunicate.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Correcting the homework.• Listening to a dialogue.• Completing sentences.• Role-playing a conversation.

10101510



Summary: Listening to conversation. Role-play.

Topic: Look at me!

Game 1 – Level 2

25


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Hobbies • Present Continuous

Evaluation Homework




• Writing • A1.2 (CEFR) The student completes simple texts with the missinginformation.

Tasks Time Material

• Introducing grammar with a PowerPointpresentation on the Present Continuous.

• Completing charts.

• Building sentences.

20

10

15



Summary: The Present Continuous.

Topic: Look at me!

Game 1 – Level 2

26


Vocabulary Grammar

• Hobbies

• Clothes

• Verb to have got• Plurals• Present Continuous• Plurals

Evaluation Homework


• Student’s book, page 32, formative test.



• Writing • A1.2 (CEFR) The student writes simple texts.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Correcting the homework.• Writing a small text following a model

– student’s book.• Reading the texts written by the students.

1515

15



Summary: Writing a small text.

Topic: Look at me!

Game 1 – Level 2

27


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• School uniforms • Verb to wear

Evaluation Homework


• Mini Project: My country


• Reading

• Speaking

• A1.2 (CEFR) The student states opinions and preferences.

Tasks Time Material

• Correcting progress check exercises,completing a self – assessment table andreflecting upon scores and progress.

• Reading small texts about the school uni-form for boys and girls at Tedlingtonschool.

• Talking about similarities and differences.

15

15

15


Pages 32-33 Page 10• Notebook• Board

Summary: Correcting the formative test. Culture: School uniforms.

Topic: Look at me!

Game 1 – Level 2

28


Vocabulary Grammar

• Types of houses

• Parts of a house


• Prepositions of palce

Evaluation Homework




• Listening• Writing

• A1.2 (CEFR) The student uses simple vocabulary and grammar todescribe places and things.

• A1.2 (CEFR) The student identifies simple words from everyday life.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Listening to the rap song This is my home!• Doing while-listening exercises. Page 35.

– Completing sentences.– Grouping words.– Completing words.

• Doing vocabulary exercises on typesof houses and parts of a house.

• Gamebook, pages 6-7.

1010

10

10


Page 35 Pages 6-7 Track 08• Notebook• Board

Summary: Listening to a rap song. Revising vocabulary on houses and furniture.

Topic: This is my home!

Game 1 – Level 3

29


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Houses• Furniture


Evaluation Homework



• Reading• Writing• Speaking

• A1.2 (CEFR) The student uses very simple sentences to write abouthis home.

• A1.2 (CEFR) The student uses very simple vocabulary to describeobjects and places.

Tasks Time Material

• Reading the text “My place”.• Completing sentences – exercise 2.• Choosing adjectives – exercise 3.• Watching aPowerPoint with types

of houses and parts of a house.• Writing a text.

105510

15



Summary: Reading comprehension of the text “My place”.


Game 1 – Level 3

30


Vocabulary Grammar

• Houses and furniture • A / an • There is / there are

Evaluation Homework




• Reading• Speaking• Writing


• A1.2 (CEFR) the student writes simple sentences using simplevocabulary and grammar.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Grammar exercises.• Completing sentences.• Using the given words to complete a chart.• Writing about one’s bedroom.

1515510



Summary: Definite and indefinite articles. There to be. Writing a description of a bedroom.


Game 1 – Level 3

31


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar


• Prepositions of place: in, on, between, under, behind…

Evaluation Homework





• A1.2 (CEFR) The student completes sentences with the information given.

Tasks Time Material

• Completing sentences according to a picture.

• Writing sentences using the given prepositions.

• Drawing objects in a bedroom according to the given instructions.

15

15

15


Page 38 Page 15• Notebook• Board

Summary: Introducing prepositions of place.


Game 1 – Level 3

32


Vocabulary Grammar

• Houses • Furniture

• Prepositions of place: in, on, between, under, behind…

Evaluation Homework




• Listening• Reading• Speaking• Writing

• A1.2 (CEFR) The student identifies words in simple texts.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Correcting the homework.• Listening to a dialogue in order

to complete with the missing words.• Writing a dialogue following an example.• Role-playing the dialogue.

1010

1510



Summary: Listening to a conversation about a dream house. Writing a dialogue.


Game 1 – Level 3

33


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar


• Question tags

Evaluation Homework





• A1.2 (CEFR) The student uses simple sentences and elementarygrammar structures.

Tasks Time Material

• Completing sentences to infer the use and form of question tags.

• Matching sentences with thecorresponding question tag.

• Using question tags to completesentences.

15

15

15



Summary: Question tags.


Game 1 – Level 3

34


Vocabulary Grammar

• Types of houses• Parts of the house • Furniture

• Articles• Prepositions• Question tags

Evaluation Homework




• Writing • A1.2 (CEFR) The student identifies words and sentences in instruc-tions. The student writes simple sentences.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Finding words in a wordsearch.• Completing a crossword on prepositions

of place.• Using prepositions of place by analysing

images.• Describing a picture using prepositions.• Using notes to write sentences.

510

10

155


Page 42 Page 17 • Notebook

Summary: Formative test.


Game 1 – Level 3

35


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Customs and traditions

Evaluation Homework


• Project: New Year.



• A1.2 (CEFR) The student identifies words and simple sentences inposters about different places and cultures.

Tasks Time Material

• Correcting progress check exercises.• Completing a self-assessment table and

reflecting upon scores and progress.• Talking about New Year celebrations.• Reading about celebrations in Scotland,

USA and China.• Repeating new words.

55

1010

5



Summary: Culture – New Year in different countries.


Game 1 – Level 3

36


Vocabulary Grammar

• Family members• Jobs

• Zero article

Evaluation Homework




• Speaking• Listening• Writing.

• A1.2 (CEFR) The student recognizes a limited number of wordsrelated to family in a song.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Identifying family members by watching a PowerPoint presentation.

• Revising vocabulary.• Using a PowerPoint to elicit vocabulary on

the family.• Listening to the traditional song A family

is a family.• Listening to the rap song My Family! to

complete family member’s names.

10

1010

5

10


Page 47 Page 9 Tracks10-11

• Notebook• Board• PowerPoint

Summary: Listening to a traditional British song. Revising vocabulary on the family.

Topic: This is my family!

Game 2 – Level 1

37


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Family members • Zero article

Evaluation Homework





• A1.2 (CEFR) The student recognises words related to family mem-bers and completes sentences.

Tasks Time Material

• Completing sentences on the text “Myfamily and I”.

• Filling in a table with the given words.• Matching the names of family members

with their feminine or masculine pair.• Completing sentences with the correct

article.• Matching family members with jobs.

Reading the text “My family and I”

10

1010

5

10



Summary: Reading comprehension of the text “My family and I”. Zero article.


Game 2 – Level 1

38


Vocabulary Grammar

• Jobs • Word formation – sufixes -er and -ist.

Evaluation Homework




• A1.2 (CEFR) The student uses simple vocabulary to speak aboutfacts.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Correcting the homework.• Doing exercises to revise jobs (Gamebook). • Making lists of words.• Completing sentences with the correct job.

10101010


Page 50 Pages 20and 22 Page 8 • Notebook

Summary: Word formation: suffixes. Jobs ending in –er and –ist.


Game 2 – Level 1

39


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Jobs • Suffixes

Evaluation Homework



• Listening• Speaking• Writing


• A1.2 (CEFR) The student uses very simple vocabulary to describeobjects and places.

• A1.2 (CEFR) The student recognises words and sentences in simpletexts.

Tasks Time Material

• Listening to a conversation “My family‘sjobs”.

• Filling in gaps with jobs.• Reading the dialogue.• Writing a dialogue according to the model.

10

101010


Page 51 Track 12 • Notebook

Summary: Listening to a conversation. Role-playing a dialogue.


Game 2 – Level 1

Vocabulary Grammar

• Jobs• Family members

• Possessive case

Evaluation Homework




• A1.2 (CEFR) The student recognises vocabulary related to the topicarea.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Grammar exercises.• Watching a PowerPoint to revise

the possessive case.• Ticking the correct option.• Completing sentences with ‘s or ‘.• Putting words in the right order.

1010

10105


Page 52 Page 21• Notebook• PowerPoint

Summary: The possessive case.


Game 2 – Level 1


40

41


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Jobs

• Family members

• Zero article

• Word formation: suffixes –er, -ist

• Possessive case

Evaluation Homework

• Formative


• Reading

• Writing

• A1.2 (CEFR) The student recognises simple words and sentences ininstructions. He completes sentences with the given vocabulary.

Tasks Time Material

• Doing progress check exercises.

• Completing sentences with a, an, or –.

• Unscrambling words.

• Writing sentences using the information ina chart.

• Completing a self-assessment table andreflecting upon scores and progress.

10

10

5

10

10


Page 54 page 23 • Notebook

Summary: Revisions. Formative test.


Game 2 – Level 1

42


Vocabulary Grammar

• Family• Monarchy• Republic• King• Queen• President• Prime-minister

Evaluation Homework

• Direct observation in class.

• Oral participation.

• Gamebook, page 10.



• A1.2 (CEFR) The student identifies words and he describes picturesusing simple vocabulary about the topic areas.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Reading about important families in English-speaking countries.

• Talking about the British monarchy. • Comparing the UK with the USA. • Writing an info sheet about the political

systems in Portugal.

15

5520


Page 55• Notebook• Internet

Summary: Culture – Important families in English-speaking countries. Project.


Game 2 – Level 1

43


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Daily routine • Prepositions of time

Evaluation Homework




• Listening• Speaking• Writing

• A1.2 (CEFR) The student completes a song with simple vocabulary.

Tasks Time Material

• Correcting the exercises from the Gamebook.

• Listening to the rap song This is my day!and choosing the right options.

• Matching sentences.• Correcting options.

5

15

1010


Page 57 Page 10 Track 13 • Notebook

Summary: Telling the time.

Topic: This is my day!

Game 2 – Level 2

44


Vocabulary Grammar


Evaluation Homework




• Reading • A1.2 (CEFR) The student completes sentences.

• A1.2 (CEFR) The student understands a simple text about daily routines.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Reading the text “My daily routine”.– Doing true/false exercises.– Completing sentences.

• Watching a PowerPoint presentation on time prepositions.

• Grouping words according to the preposition.

• Completing sentences.

55

10

51010


Page 58• Notebook• Board• PowerPoint

Summary: Reading comprehension of the text “My daily routine”.


Game 2 – Level 2

45


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Daily routine • Adverbs of frequency

Evaluation Homework





• A1.2 (CEFR) The student interacts using simple vocabulary abouteveryday activities.

Tasks Time Material

• Correcting the homework.• Analysing pictures and matching pictures

with sentences.• Grammar: adverbs of frequency.• Learning the use.• Writing sentences using adverbs of

frequency.

510

101010



Summary: Adverbs of frequency.


Game 2 – Level 2

46


Vocabulary Grammar

• Daily routine • Adverbs of frequency

Evaluation Homework




• A1.2 (CEFR) The student recognises words related to everydayactions. The student role-plays everyday situations.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Listening to the dialogue “It’s the weekend!”.• Filling in gaps in the dialogue.• Listening and repeating the dialogue

in turns.• Writing a similar dialogue.• Role-playing the dialogue.

10510

1010



Summary: Listening to a text. Writing a dialogue and role-playing it.


Game 2 – Level 2

47


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Daily routine • Present Simple (affirmative, negative and interrogative)

Evaluation Homework





• A1.2 (CEFR) The student recognises simple grammar structures.

Tasks Time Material

• Watching a PowerPoint presentation on the Present Simple.

• Explaining the use and form.• Doing gap filling exercises.• Circling the right option.• Ordering words to form meaningful

sentences.

15

105105


Page 62• Notebook• Board•PowerPoint

Summary: Present Simple. Affirmative, negative and interrogative statements.


Game 2 – Level 2

48


Vocabulary Grammar


• Adverbs of frequency

• Present Simple

Evaluation Homework



• Reading

• Writing

• A1.2 (CEFR) The student recognises words and grammar structures related to the topic area.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Doing progress check exercises.• Filling in gaps using in, on, at.• Rewriting sentences using an adverb.• Correcting sentences using the negative.• Writing questions for the given answers.• Completing a self-assessment table and

reflecting upon scores and progress.

101055105



Summary: Revision exercises. Formative test.


Game 2 – Level 2

49


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Breakfast • Ham• Toast • Cheese• Egg • Jam• Bacon • Porridge• Milk• Tea• Orange juice

• Present Simple

Evaluation Homework



• Speaking• Reading• Writing

• A1.2 (CEFR) The student identifies information in info sheets related to cultural habits.

Tasks Time Material

• Reading an info table about the typicalbreakfast in Britain and in the USA.

• Finding equivalents.• Project: Talking about the traditional

Portuguese breakfast.• Writing a similar info table with the

information.

10

510

20


Page 65• Notebook• PowerPoint

Summary: Culture – English and American breakfast. Project – Traditional Portuguese breakfast.


Game 2 – Level 2

50


Vocabulary Grammar

• Holidays • Past Simple

Evaluation Homework




• Listening

• Reading

• Writing

• A1.2 (CEFR) The student identifies words to complete simple sentences about holidays.

• A1.2 (CEFR) The students understands and extracts informationfrom songs.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Labeling pictures on holidays places.• Listening to the rap song Holidays!• Completing sentences according

to pictures.

151010


Page 66 Pages 16-17 Track 15• Notebook• Board

Summary: Listening to a rap song. Doing listening exercises. Reading the text “My holidays in the Algarve”.

Topic: These are my holidays!

Game 2 – Level 3

51


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Holidays • Past Simple of the verb to be

Evaluation Homework




• Listening• Reading

• A1.2 (CEFR) The student identifies words in a simple text aboutholidays.

• A1.2 (CEFR) The student identifies and uses simple grammar structures.

Tasks Time Material

• Correcting the homework.• Reading the text “My holidays in the

Algarve”.• Finding information in the text.• Revising the Past Simple of the verb to be.• Completing sentences with verbs in

the Past Simple and asking questions.

1010

51010



Summary: Reading comprehension of the text “My holidays” The Past Simple of the verb to be.


Game 2 – Level 3

52


Vocabulary Grammar

• Holidays • Past Simple of regular verbs

Evaluation Homework






Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Correcting the homework.• Revising was/were.• Completing sentences.• Changing sentences into negative

and interrogative forms.

10151010



Summary: The Past Simple of regular verbs.


Game 2 – Level 3

53


Vocabulary Grammar


Evaluation Homework




• Listening

• Speaking

• A1.2 (CEFR) The student identifies words related to the holidays.

• A1.2 (CEFR) The student interacts in short conversation.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Correcting the homework.• Listening to the dialogue “Holidays”.• Filling in the gaps in the dialogue.• Role-playing the dialogue in groups.

10151010


Page 71 Page 34 Track 16 • Notebook

Summary: Listening to a dialogue and completing it with the missing information.


Game 2 – Level 3

54


Vocabulary Grammar

• Holidays • Past Simple of irregular vebs.

Evaluation Homework




• Reading

• Writing

• A1.2 (CEFR) The student identifies simple grammar structures.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Watching a PowerPoint presentation onthe Past Simple of irregular verbs.

• Filling in gaps.• Transforming sentences in the negative.• Asking questions in the past.

10

101015


Page 72• Notebook• PowerPoint

Summary: Past Simple of irregular verbs.


Game 2 – Level 3

55


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar


Evaluation Homework




• Reading

• Writing

• A1.2 (CEFR) The student uses simple structures to write a shorttext.

Tasks Time Material

• Correcting the homework.• Writing a paragraph about holidays,

following an example.

1035



Summary: Writing a paragraph about one’s previous holidays.


Game 2 – Level 3

56


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar


Evaluation Homework

• Formative. • Project: Carnival.



• A1.2 (CEFR) The student identifies simple grammar structures.

Tasks Time Material

• Doing progress check exercises.• Correcting the homework.• Completing sentences with is, are, was, were.• Transforming sentences using the Past Simple.• Asking questions.• Filling in gaps.• Completing a self-assesment table and


45





Game 2 – Level 3

57


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Places at school • Some

• Any

• No

• Every

Evaluation Homework




• Listening • A1.2 (CEFR) The student recognises words and writes them.

• A1.2 (CEFR) The student recognises words and extractsinformation from songs.

Tasks Time Material

• Listening to the song Wonderful world, by Sam Cook.

• Revising vocabulary.

• Listening to the rap song Let’s go toschool!

• Completing words related to school.

5

15

15

10


Pages 73, 78and 79

Tracks17-18

• Notebook• Board

Summary: Listening to a song. Learning vocabulary on the topic.

Topic: Let's go to school!

Game 3 – Level 1

58


Vocabulary Grammar

• Places at school

Evaluation Homework



• Reading • A1.2 (CEFR) The student understands a simple text about school.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Correcting the homework exercises.• Reading the text “My school”.• Answering questions on the text.

151515



Summary: Reading the text “My school” and doing comprehension exercises.


Game 3 – Level 1

59


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Places at school • Can

• Must

Evaluation Homework


• Writing one’s abilities and obligations.


• Reading

• Speaking


Tasks Time Material

• Introducing the modal verb can, using a PowerPoint and presentation.

• Making sentences expressing each one’sabilities.

• Completing oral exercises expressing obligation.

• Completing a table with sentences.• Filling in gaps with can and must.

15

10

10

55


Page 81

• Notebook• PowerPoint• Modal verbs

cue cards

Summary: Modal verbs can and must.


Game 3 – Level 1

60


Vocabulary Grammar

• Places at school • Imperative

Evaluation Homework




• Listening• Speaking

• A1.2 (CEFR) The student recognises words in a simple dialogue.• A1.2 (CEFR) The student interresting short conversation.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Making sentences using flashcards.• Giving information with imperatives.• Listening to the dialogue “Giving

directions”.• Filling in gaps in the dialogue.• Role-playing the dialogue.

10515

105


Pages 82-83 Track 19• Notebook• Flashcards

Summary: The imperative. Listening to a dialogue to fill in gaps.

Topic: Let’s go to school!

Game 3 – Level 1

61


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Places at school • Imperative

Evaluation Homework




• Speaking• Writing

• A1.2 (CEFR) The student writes a simple text about school.

Tasks Time Material

• Correcting the homework.• Asking for and giving directions.• Writing a paragraph in groups about

school.• Correcting the writen compositions.

151015

5


Pages 82-83 Pages 39-40• Notebook• Board

Summary: Asking for and giving directions.

Topic: Let’s go to school!

Game 3 – Level 1

62


Vocabulary Grammar

• Places at school • Imperative• Modal verbs • Can• Must

Evaluation Homework

• Formative.


• Writing • A1.2 (CEFR) The student writes a simple text about schoolfollowing a model.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Doing progress check exercises.• Correcting the homework (word puzzle).• Completing sentences with can and must.• Matching sentences.• Writing instructions.• Completing a self-assessment table and


510105105



Summary: Completing a formative test.


Game 3 – Level 1

63


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• School systems

Evaluation Homework




• A1.2 (CEFR) The student writes a simple text about a schoolsystem following a model.

Tasks Time Material

• Reading a table with information about the British school system.

• Discussing differences and similarities with the students’ own school system.

• Searching on the internet and making an info table.

10

5

30


Page 87

• Notebook• Board• Internet• Projector

Summary: English school system. Making an info table about a school system.


Game 3 – Level 1

64


Vocabulary Grammar

• School subjects• School activities

Evaluation Homework





• A1.2 (CEFR) The student identifies words related to school in asong.

• A1.2 (CEFR) The student talks about preferences.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Talking about favourite school subjectsand activities.

• Listening to the rap song My life at school!• Identifying school subjects.• Circling school activities.

15

101010


Page 89 Track 20• Notebook• Board

Summary: Listening to a rap song. School subjects and school activities.

Topic: My life at school!

Game 3 – Level 2

65


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar


Evaluation Homework



• Reading • A1.2 (CEFR) The student reads a simple text and recognises wordsand simple sentences.

Tasks Time Material

• Correcting the homework.• Reading the text “School activities”.• Completing a table with school activities.• Answering questions.

10101015



Summary: Reading comprehension of the text “School activities”.


Game 3 – Level 2

66


Vocabulary Grammar

• School activities • Be going to + verb

Evaluation Homework




• Reading • A1.2 (CEFR) The student identifies simple grammar structures.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Watching a PowerPoint presentation on“Be going to”.

• Drilling simple sentences: “I’m going to domy homework…”.

• Using the given words to write affirmative,negative and interrogative sentences.

15

10

15



Summary: Be going to: affirmative, negative and interrogative.


Game 3 – Level 2

67


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• School activities • Be going to + verb

Evaluation Homework





Tasks Time Material

• Presenting the structure “be going to” bymeans of a PowerPoint.

• Drilling simple sentences: “I’m going to domy homework.

• Using the given words to write sentences.

15

10

15



Summary: Be going to: affirmative, negative and interrogative.


Game 3 – Level 2

68


Vocabulary Grammar

• School activities • Gerund

Evaluation Homework





Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Correcting the homework (be going to).• Changing verbs into the Gerund.• Completing a table.• Completing sentences with adjectives

in the comparative of superiority and equality.

1015515



Summary: The Gerund. The comparative.


Game 3 – Level 2

69


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• School activities • Gerund

Evaluation Homework



• Listening• Writing• Speaking

• A1.2 (CEFR) The student understands and extracts informationfrom a dialogue.

• A1.2 (CEFR) The student uses a model to build a dialogue.• A1.2 (CEFR) The student interacts in short conversations.

Tasks Time Material

• Correcting the homework (Gerund).• Listening to the dialogue “Chatting on

the Internet” to fill in gaps.• Writing a dialogue.• Role-playing the dialogue.

1010

1015



Summary: Listening to a dialogue. Role-play.


Game 3 – Level 2

70


Vocabulary Grammar

• School activities • Comparative and superlative forms of adjectives.

Evaluation Homework




• Reading• Listening• Writing

• A1.2 (CEFR) The student identifies the comparative form of adjectives.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Watching a PowerPoint presentation on degrees of adjectives.

• Completing sentences using the adjectivesgiven.

• Playing the game: The school activities’ circle.

15

15

15



Summary: Comparative forms of adjectives.


Game 3 – Level 2

71


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• School activities • Comparative forms of adjectives

Evaluation Homework

• Formative.


• Reading • A1.2 (CEFR) The student identifies simple words and sentences.

Tasks Time Material

• Correcting the homework.• Doing progress check exercises.• Asking questions with the given

interrogative pronoun.• Completing sentences with the adjectives.• Writing verbs in the Gerund.• Writing sentences using be going to.• Completing a self-assessment table

and reflecting upon scores and progress.

5510

105105





Game 3 – Level 2

72


Vocabulary Grammar


Evaluation Homework


• Gamebook, page 19.



• A1.2 (CEFR) The student identifies simple words and sentences inan info table.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Reading an info table about schoolsubjects and school activities in an English-speaking country: Australia.

• Searching on the internet.• Pair work: writing an info table about

the students’ country.

15

1515


Page 97• Notebook• Board• Internet

Summary: School system in Australia. Project.


Game 3 – Level 2

73


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar

• Shops and services• Food• Drinks

Evaluation Homework


• Gamebook, pages 13-14.


• Listening • A1.2 (CEFR) The student identifies simple words related to shopsand institutions in a song.

Tasks Time Material

• Correcting the homework in Gamebook.• Listening to the rap song I love shopping.• Completing a chart.• Making a list of food and drinks.

1510

1010



Summary: Listening to a rap song. Shops and services.

Topic: I love shopping!

Game 3 – Level 3

74


Vocabulary Grammar


Evaluation Homework



• Reading • A1.2 (CEFR) The student recognises words in a simple text aboutshopping.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Correcting the homework: vocabulary on food and drinks.

• Reading the text “Going to the supermarket with my mother”.

• Completing a true/false exercise.• Answering questions.

10

15

1010


Page 99 Pages 13-14• Notebook• Board

Summary: Reading comprehension of the text “Going to the supermarket”.


Game 3 – Level 3

75


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar


• Countable and uncountable nouns

• How many

• How much

Evaluation Homework


• Making a shopping list for a given recipe.


• Reading • A1.2 (CEFR) The student recognises words in a simple text aboutshopping.

Tasks Time Material

• Watching a PowerPoint presentation on countable and uncountable nouns.

• Making a shopping list.• Asking questions by using “how many”

and “how much”.

15

1515



Summary: Countable and uncountable nouns.


Game 3 – Level 3

76


Vocabulary Grammar


• Countable and uncountable nouns• How many• How much

Evaluation Homework




• A1.2 (CEFR) The student recognises words related to the topic.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Correcting the homework: shopping list.• Labelling images.• Completing sentences with names of

shops and institutions.• Watching a PowerPoint presentation to

enlarge the topic.

10510

20



Summary: Shops and services.


Game 3 – Level 3

77


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar


• Countable and uncountable nouns

• How many

• How much

Evaluation Homework


• Writing a dialogue following the model.



• A1.2 (CEFR) The student identifies words in a dialogue about shopping.

• A1.2 (CEFR) The student interacts in short conversations.

Tasks Time Material

•Listening to a dialogue in a chat: “Let’s goshopping”.

• Filling in the missing words.• Role-playing the chat in turns.

15

1010


Page 103 Track 23• Notebook• Board

Summary: Listening to a chat dialogue. Role-play.


Game 3 – Level 3

78


Vocabulary Grammar


• Some• Any• No

Evaluation Homework





• A1.2 (CEFR) The student identifies simple words in context.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Reading sentences with some, any and no.• Completing sentences.• Changing sentences.• Completing a table.• Using the given words to complete

sentences.• Playing “Don’t stop to shop!”.

1551055

5


Page 104• Notebook• Board• Internet

Summary: Correcting the dialogues from the previous lesson. Some, any and no.


Game 3 – Level 3

79


Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Vocabulary Grammar


• Some• Any• No

Evaluation Homework





• A1.2 (CEFR) The student writes a simple text.

Tasks Time Material

• Correcting the homework in the Workbook.• Finding words in a word puzzle.• Writing a short text on“Going to the

supermarket”.

151020


Page 104 Pages 50-51• Notebook• Board

Summary: Finding words in a word puzzle. Writing a text.


Game 3 – Level 3

80


Vocabulary Grammar


• Some• Any• No• Every

Evaluation Homework

• Formative.



• A1.2 (CEFR) The student writes a simple text following a givenmodel.

Teacher’s notes:


Class: _________________________ Date: _____________ / _____________ / _____________ Time:

Tasks Time Material

• Doing progress check exercises.• Completing sentences with some and any.• Identifying names of shops and

institutions.• Rewriting sentences in the negative.• Completing sentences with is, isn’t, are,

aren’t.• Completing a self-assessment table and


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1010

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Game 3 – Level 3

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6. planos de aula - leyanlstore.leya.com/.../planos_aula/gameon6_planos_de_aula.pdf · mente, tirar...

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