Target8 Planos Aula

PLANOS DE AULA
PLANO DE AULA Nº 1 1 Segmento
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Ano _________________________ Turma ___________________________ Aula N.o ______________________ Data ______ / ______/________
Summary Assumptions
 Quiz: How British are you? Bloggers profiles. Famous places and  Students are already familiar with some
landmarks in London. British culture: famous people. cultural aspects and English monuments
and people.
Topic Aims
 0. We are back!  Knowing cultural aspects of English
Sub-Topic speaking countries.
 We are back!
Vocabulary Grammar
 Activities.  No specific item.
 Famous places and people
Descriptors Skills
 Identifying famous artists.  Listening / Reading / Spoken Interaction /
 Identifying monuments and museums. Spoken Production / Writing /
Intercultural Domain / Lexis and Grammar
 Identifying places of interest to visit.
Procedure Material
1. Greeting. Writing the summary.  Board
2. Quiz How British are you?  Student’s Book – pp. 8-15
3. Quiz correction. 
4. Reading bloggers’ profiles.
5. Labelling a passport and a map.
6. Identifying famous places and landmarks in London.
7. Identifying famous English and Portuguese people.
Evaluation / Assessment Homework

 Direct observation.  Revision of contents.
 Careful observation of steps 5, 6 and 7.
 Engagement in the activities.
T@rget 8 • Planos de aula

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Summary Assumptions
 Diagnostic test.  Students are already familiar with
possessive determiners, there + be,
possessive case, connectors, past simple,
question words, adjective + prepositions.
Topic Aims
 0. We are back!  Learning about intercultural meetings,
Sub-Topic holidays and activities.
 We are back!  Understanding simple listening texts
appropriate to students’ level.
Vocabulary Grammar
 Related to holidays.  Possessive determiners, there + be,
possessive case, connectors, past simple,
question words, adjective + prepositions.
Descriptors Skills
 Identifying the main contente of what you hear and see.  Listening / Reading / Writing /
Intercultural Domain / Lexis and Grammar
Procedure Material
2. Diagnostic test.  Student’s Book – pp. 16-17
 CD Audio – track 1


 Direct observation.

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Summary Assumptions
 Introduction to the topic “It’s still leisure time”. Quiz: Do you love  Students are already familiar with some
adventure? Free time activities. Watching video comprehension – 100 vocabulary related to free time activities.
things to do in your free time.
Topic Aims
 1. It’s still leisure time!  Reading different types of short texts.
Sub-Topic  Participating in a simple, previously-
 Introducing -prepared, conversation, enabling
students to ask for help and reformulate.
Vocabulary Grammar
 Related to free time activities.  Personal pronouns.
Descriptors Skills
 Identifying key information in adapted texts.  Reading / Spoken Interaction / Writing /
 Asking questions and giving answers about teens in different cultures. Lexis
Procedure Material
2. Quiz Do you love adventure?  Student’s Book – pp. 18-21
3. Quiz correction. 
4. Introduction to the topic “It’s still leisure time!” Vídeo – 100 things to do in your free
5. Labelling pictures: Free time activities. time
 Grammar, Films & Rock’n’Roll, pp. 37-38,
6. Labelling pictures: Extreme activities.
39-40, 83-84
7. Watching comprehension: 100 things to do in your free time.
8. Interpreting LOLing.

 Direct observation.  Student’s Book – p. 22: prepare the text.

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Summary Assumptions
 Reading comprehension: Feel the adrenaline. Speaking activity: Speak  Students are already familiar with some
your mind! vocabulary related to leisure activities.
Topic Aims
Sub-Topic  Expressing oneself using simple and
 1.1 Idle folk have the least leisure! descriptive language in pre-prepared
situation.
 Producing short texts between 50 and 80
words, using common vocabulary.
Vocabulary Grammar
 Related to leisure activities.  Present simple.
Descriptors Skills
 Understanding narrative texts about intercultural subjects.  Listening / Reading / Spoken Interaction /
 Identifying key information in adapted texts from newspapers and Spoken Production / Writing
magazines.
 Talking about the teens’ world.
Procedure Material
2. Reading Octavie’s post. Discussing the time people spend watching TV.  Student’s Book – pp. 22-23
3. Reading the text. 
4. Doing comprehension exercises: Finding synonyms, finishing
sentences, answering questions about the text.
5. Expressing personal opinions: Activities to do instead of watching TV.
6. Speaking activity: Speaking about teenagers who sit in front of the TV.

 Direct observation.  Student’s Book – p. 24 (exercise 1):
 Careful observation of steps 4, 5 and 6. prepare vocabulary.

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Summary Assumptions
 Vocabulary exercises related to free time activities, sports, equipment  Students are already familiar with some
and places. vocabulary related to free time activities,
sports, equipment and places.
Topic Aims
 1. It’s still leisure time!  Interacting with relative ease in different
Sub-Topic registers of language.
 1.1 Idle folk have the least leisure!  Understanding forms of organization of
the lexicon and some common language
structures.
Vocabulary Grammar
 Related to free time activities, sports, equipment and places.  No specific item.
Descriptors Skills
 Talking about preferences and choices.  Reading / Spoken Interaction / Writing /
 Using vocabulary related to free time activities. Lexis
Procedure Material
2. Correcting the homework.  Student’s Book – pp. 24
3. Talking about free time activities and sports. 
4. Doing completing exercise in pairs.
5. Completing exercise with favourite free time activity.
6. Finishing sentences exercise.

 Direct observation.  Workbook – p. 3; p. 4 (exercises 3 and 4).

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Summary Assumptions
 Watching comprehension: Miguel’s channel – My leisure time!  Students are already familiar with some
vocabulary related to leisure time
activities.
Topic Aims
 1. It’s still leisure time!  Understanding simple listening texts
Sub-Topic appropriate to students’ level.
 1.1 Idle folk have the least leisure!  Interacting with relative ease in different
registers of language.
Vocabulary Grammar
 Related to leisure time activities.  Present simple.
Descriptors Skills
 Identifying the main content of what you hear and see.  Listening / Reading / Spoken Interaction /
 Talking about preferences and choices. Writing / Intercultural Domain
Procedure Material
2. Correcting the homework.  Student’s Book – pp. 25
3. Watching comprehension exercises: finishing sentences, ticking the 
activities mentioned, deciding if the sentences are true or false Video blog: Miguel’s channel
according to the video. My leisure time!

 Direct observation.  Revise present simple tense
 Careful observation of step 3.

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Summary Assumptions
 Present simple: form and use. Adverbs of frequency. Practice exercises.  Students are already familiar with the
form and use of present simple and
adverbs of frequency.
Topic Aims
 1.1 Idle folk have the least leisure!  Understanding forms of organization of
structures.
Vocabulary Grammar
 Related to leisure time activities.  Present simple and adverbs of frequency.
Descriptors Skills
 Identifying the discourse sequence.  Listening / Reading / Spoken Interaction /
 Using present simple and adverbs of frequency. Writing / Grammar
Procedure Material
2. Talking about classmates’ preferences in leisure time activities.  Student’s Book – pp. 26-27
3. Forms and use of present simple and adverbs of frequency: 
PowerPoint presentation or following student’s book. PowerPoint – Present simple
4. Completing a chart and sentences. Infográfico – Verb timeline
5. Doing practice exercises: Listening, completing and building up Gramática – Present simple
sentences. Teste interativo (aluno)
6. Consolidation exercises.  Grammar, Films & Rock‘n’Roll – pp. 5-6,
61-62, 105-106

 Direct observation.  Workbook – p. 4 (exercise 1); pp. 5-6.
 Careful observation of steps 5 and 6.

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Summary Assumptions
 Reading comprehension: Celebrity hobbies. Speaking activity: Miming  Students are already familiar with some
game. vocabulary related to hobbies and leisure
activities.
Topic Aims
Sub-Topic  Interacting with relative ease in different
 1.2 None but the wise man can employ leisure well registers of language.
Vocabulary Grammar
 Related to hobbies and leisure time.  No specific item.
Descriptors Skills
magazines.
 Talking about preferences and choices.
Procedure Material
2. Correction of the homework.  Student’s Book – pp. 28-29
3. Reading Evelyn’s post and talking about favourite stars. 
4. Reading the text.
5. Doing comprehension exercises: Finding synonyms, choosing the right
celebrity, answering questions about the text.
6. Expressing personal opinions about the importance of leisure time.
7. Speaking activity: Miming a leisure activity.

 Direct observation.  Student’s Book – p. 30 (exercise 1).

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Summary Assumptions
 Vocabulary exercises related to unusual free time activities and  Students are already familiar with some
traditional ones. vocabulary related to traditional free time
 Listening to the song: “Live while we’re young” by One Direction. activities.
Topic Aims
 1.2 None but the wise man can employ leisure well  Interacting with relative ease in different
Vocabulary Grammar
 Related to unusual free time activities and traditional ones.  No specific item.
Descriptors Skills
 Identifying the discourse sequence. Writing / Lexis
Procedure Material
3. Doing a matching exercise.  CD Áudio – track 3
4. Reading Sofia’s post and talking about listening as a favourite free time 
activity.
5. Listening to the song “Live while we’re young”, by One Direction, and
doing a completing exercise.

 Direct observation.  Revision of present continuous.
 Careful observation of steps 3 and 5.  Workbook – p. 7 (vocabular exercises).

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Summary Assumptions
 Present continuous: form and use. Practice exercises.  Students are already familiar with the
 Present continuous and present simple form of the present continuous and some
uses.
Topic Aims
 1. It’s still leisure time!  Understanding forms of organization of
Sub-Topic the lexicon and some common language
structures.
 1.2 None but the wise man can employ leisure well
Vocabulary Grammar
 Related to leisure activities.  Present continuous and present simple.
Descriptors Skills
 Using present continuous and present simple.  Reading / Spoken Interaction / Writing /
Grammar
Procedure Material
3. Highlighting some sentences in the present continuous (students can 
mime some activities). PowerPoint – Present continuous and
4. Form and use of present continuous: PowerPoint presentation or present simple
following student’s book. Infográfico – Verb timeline
5. Completing a chart with the form of the present continuous. Gramática – Present continuous and
6. Highlighting the uses of the present continuous vs present simple. present simple
7. Doing practice exercises: circling the correct option, writing Ferramenta – Wheel of verbs
arrangements for the weekend, filling in the gaps and ordering words Teste interativo (aluno)
to build sentences.  Grammar, Films & Rock’n’Roll –
pp. 7-8, 9-10, 63-64, 107-108

 Direct observation.  Workbook – p. 7 (gramar exercises); p. 8.

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Summary Assumptions
 Reading comprehension: Living in the city and in the countryside.  Students are already familiar with some
Speaking activity: You choose! – a location to live! vocabulary related to living in the city and
in the country.
Topic Aims
 1.3 What is the city but the people?  Reading different types of short texts.
 Participating in a simple, previously-
-prepared, conversation, enabling
Vocabulary Grammar
 Related to living in the city or in the countryside.  Present simple.
Descriptors Skills
 Understanding narrative texts about intercultural subjects. Spoken Production / Writing
 Identifying key information in adapted texts from newspapers and
magazines.
 Initiating, maintaining or finishing a brief conversation.
Procedure Material
3. Reading Dimitris’ post and talking about life in the city and in the  CD Áudio – track 4
countryside. 
4. Reading the text or listening to it.
5. Doing comprehension exercises: Find synonyms, find evidence in the
text, answering questions about the text.
6. Expressing preferences about living in the country or in the city.
7. Speaking activity: Choosing a location to live and convincing the
others.


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Summary Assumptions
 Vocabulary exercises: adjectives related to city and countryside.  Students are already familiar with some
Meeting places. vocabulary related to meeting places.
 Watching a trailer: The Holiday.
Topic Aims
 1.3 What is the city but the people?  Expressing oneself using simple and
descriptive language in pre-prepared
situation.
Vocabulary Grammar
 Related to city, countryside and meeting places.  Present simple and modal verbs.
Descriptors Skills
 Talking about the teens’ world. Spoken Production / Writing / Lexis
Procedure Material
3. Describing living in the city and in the countryside. 
4. Meeting places: Matching exercise. Vídeo – The Holiday (trailer)
5. Watching pictures and giving opinions on living in an English cottage
and a big mansion.
6. Watching a film trailer: The Holiday.
7. Doing watching comprehension exercises: Choosing the right option,
giving suggestions of meeting places.

 Direct observation.  Revision of modals.
 Careful observation of steps 3, 4, 5 and 7.  Workbook – p. 9 (vocabulary exercises).

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Summary Assumptions
 Modal verbs: form and use. Practice exercises.  Students are already familiar with some
modal verbs.
Topic Aims
structures.
 1.3 What is the city but the people?
Vocabulary Grammar
 Related to travelling and living in the country or in the city.  Modal verbs: Would/wouldn’t,
could/couldn’t, must/mustn’t, have to
/don’t have to.
Descriptors Skills
 Using would/wouldn’t, could/couldn’t, must/mustn’t and have to  Reading / Spoken Interaction / Writing /
/don’t have to. Grammar
Procedure Material
3. Highlighting some sentences. 
4. Form and use of modal verbs: PowerPoint presentation or following PowerPoint – Modal verbs
student’s book. Gramática – Modal verbs
5. Doing practice exercises: Choosing the correct meaning/usage,  Grammar, Films & Rock’n’Roll, pp. 11-12,
completing with the right modal verb. 123-124

 Direct observation.  Workbook – p. 9 (grammar exercises);
 Careful observation of step 5. p. 10.

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Summary Assumptions
 Speaking activity: Find someone who… – writing activity: answering to  Students are already familiar with some
someone asking for help. Liking words: and, also, too and or. exponents to express opinions and some
Organizing Project work. liking words.
Topic Aims
 1. It’s still leisure time!  Participating in a simple, previously-
Sub-Topic -prepared, conversation, enabling
 1.3 What is the city but the people?
 Interacting with relative ease in different
Vocabulary Grammar
 Related to leisure activities.  Like + -ing and liking words and, also, too
and or.
Descriptors Skills
 Asking questions and giving answers about teens in different cultures.  Reading / Spoken Interaction / Spoken
 Talking about preferences and choices. Production / Writing
 Writing about internet.
Procedure Material
3. Speaking activity: Find someone who... 
4. Reading anonymous’ post. Teste interativo (aluno)
5. Expressing opinions about internet and video game addiction.  Grammar, Films & Rock’n’Roll, pp. 45-46
6. Organizing Project work: free time activities.

 Direct observation. 
 Careful observation of steps 3 and 5. Teste interativo (aluno)
 Engagement in the activities.  Prepare decorations for Halloween.

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Summary Assumptions
 Intercultural target: Relaxing around the world.  Students are already familiar with some
cultural information about relaxing
around the world.
Topic Aims
 1. It’s still leisure time!  Recognizing diversity as a learning
Sub-Topic opportunity for all.
 Intercultural target  Reading different types of short texts.
Vocabulary Grammar
 Related to leisure activities.  No specific item.
Descriptors Skills
 Understanding the teens’ world.  Reading / Spoken Interaction / Writing /
 Identifying key information in adapted texts from newspapers and Intercultural Domain
magazines.
Procedure Material
3. Decorating classroom with Halloween decorations. 
4. Reading texts. Jogo – Relaxing around the world
5. Doing a find the information exercise.  Grammar, Films & Rock’n’Roll, pp. 51-52,
6. Game: relaxing around the world. 97-98

 Direct observation.  Searching for more information about
 Careful observation of steps 5 and 6. teens’ leisure activities around the world.
 Engagement in the activities.  Workbook, pp. 11-12 (Self-checking).

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Summary Assumptions
 Self-checking.  Students are already familiar with the
main structures.
Topic Aims
structures.
 Self-checking
Vocabulary Grammar
 Related to the topic.  Present simple, present continuous,
modal verbs.
Descriptors Skills
 Using the present simple and present continuous.  Reading / Spoken Interaction / Writing /
 Using would/wouldn’t, could/couldn’t, must/mustn’t and have to Lexis and Grammar
/don’t have to.
Procedure Material
3. Doing self-checking. 
4. Doing self-evaluation. Jogo – Board game
Teste interativo global (professor)
Teste interativo global (aluno)

 Direct observation.  Prepare masks for Guy Fawkes.

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Summary Assumptions
 Celebrating Guy Fawkes / Bonfire Night.  Students are already familiar with some
cultural aspects related to Guy Fawkes.
Topic Aims
 Festivities  Understanding simple listening texts
 Guy Fawkes / Bonfire Night  Expressing oneself using simple and
situation.
Vocabulary Grammar
 Related to Guy Fawkes.  No specific item.
Descriptors Skills
 Identifying the discourse sequence. Writing / Intercultural Domain
 Describing traditions.
Procedure Material
2. Talking about Guy Fawkes and Bonfire Night.  Student’s Book – p. 74
3. Watching the animation film Guy Fawkes and Bonfire Night. 
4. Doing the watching comprehension exercises: Filling in the gaps, Vídeo – Guy Fawkes and Bonfire Night
choosing the best option and finishing a nursery rhyme.


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Summary Assumptions
 Introduction to the topic "Friends indeed!". Quiz: Do you really know  Students are already familiar with some
your best friend? Listening comprehension "Best Friends Forever" by vocabulary related to friendship.
KSM.
Topic Aims
 2. Friends indeed!  Understanding simple listening texts
 Introducing  Participating in a simple, previously-
-prepared, conversation, enabling
Vocabulary Grammar
 Related to friendship.  Descriptive adjectives.
Descriptors Skills
 Initiating, maintaining or finishing a brief conversation. Spoken Production / Writing / Lexis
Procedure Material
2. Quiz Do you really know your best friend?  Student’s Book – pp. 46-49
3. Quiz correction.  CD Áudio – track 5
4. Introduction to the topic “Friends indeed!”: Reading comic strips. 
5. Ranking qualities in a friend.  Grammar, Films & Rock’n’Roll – pp. 81-82
6. Listening to "Best Friends Forever" by KSM.
7. Doing listening comprehension exercises: Choosing the right option
and answering questions.

 Direct observation.  Student’s Book – pp. 49-50: prepare text;
 Careful observation of steps 5 and 7. interpreting LOLing.

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Summary Assumptions
 Reading comprehension: The perks of being a wallflower by Stephen  Students are already familiar with some
Chbosky. Speaking activity: Describe your relationship. vocabulary related to friendship.
Topic Aims
 2.1 A friend to all is a friend to none  Reading different types of short texts.
Vocabulary Grammar
 Related to describe friends.  No specific item.
Descriptors Skills
magazines.
Procedure Material
3. Reading Pedro’s post and talking about diaries. 
5. Doing comprehension exercises: Ordering sentences, answering
questions about the text.
6. Expressing personal opinions about the friendship presented in the
text.
7. Speaking activity: Describe your relationship with your best friend.

 Direct observation.  Write the description of your friendship.

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Summary Assumptions
 Vocabulary target: word formation (adjective prefixes/suffixes).  Students are already familiar with some
 Watching comprehension: Miguel’s channel – You are the best! prefixes and suffixes to form adjectives.
Topic Aims
 2.1 A friend to all is a friend to none  Interacting with relative ease in different
 Understanding forms of organization of
structures.
Vocabulary Grammar
 Related to describe friends.  Prefixes and suffixes.
Descriptors Skills
 Talking about preferences and choices. Writing / Intercultural Domain
 Using vocabulary related to friendship.
Procedure Material
3. Talking about prefixes and suffixes. 
4. Doing practice exercises: Writing the opposites by adding a prefix, Video blog: Miguel’s channel
writing suffixes, adding prefixes and suffixes. You are the best!
5. Talking about friendship.
6. Doing watching comprehension exercises: Choosing characteristics,
ordering sentences, answering questions about the video.

 Direct observation.  Workbook – p. 13

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Summary Assumptions
 Degrees of adjectives: form and use. Practice exercises.  Students are already familiar with the
comparative of superiority and the
superlative.
Topic Aims
 2. Friends indeed!  Understanding forms of organization of
structures.
 2.1 A friend to all is a friend to none
Vocabulary Grammar
 Related to describing people.  Degrees of adjectives.
Descriptors Skills
 Using degrees of adjectives.  Reading / Spoken Interaction / Writing /
Grammar
Procedure Material
3. Talking about differences between students. 
4. Highlighting some sentences. PowerPoint – Degrees of adjectives
5. Form and use of degrees of adjectives: PowerPoint presentation or Gramática – Degrees of adjectives
following student’s book. Teste interativo (aluno)
6. Doing practice exercises: Cmpleting sentences and asking and  Grammar, Films & Rock’n’Roll –
answering sentences. pp. 13-14, 127-128

 Direct observation.  Workbook – p. 14.
 Careful observation of step 6.  Student's Book – p. 56: prepare text;
 Engagement in the activities. p. 58 (exercise 1).

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Summary Assumptions
 Reading comprehension: Celebrity best friends. Speaking activity: What  Students are already familiar with
are the qualities of a good friendship? vocabulary related to describing people
 Vocabulary target: Psychological description. psychologically.
Topic Aims
 2. Friends indeed!  Reading different types of short texts.
 2.2 A friend’s frown is better than a foe’s smile descriptive language in pre-prepared
situation.
Vocabulary Grammar
 Related to the topic.  Adjectives.
Descriptors Skills
 Identifying key information in adapted texts from newspapers and Spoken Production / Writing / Lexis
magazines.
Procedure Material
3. Reading Octavie’s post.  CD Áudio – tracks 6-9
5. Doing comprehension exercises: Matching exercises, true or false
6. Expressing personal opinions about friendship, fame and sincerity.
7. Speaking activity: What are the qualities of a good friendship?
8. Correcting exercise 1 and doing exercise 2 – Vocabulary target
9. Listening to interviews and circling the adjectives mentioned.

 Direct observation.  Workbook – p. 15 (vocabulary exercices).
 Careful observation of steps 5, 6, 7 and 9.  Student’s Book – p. 58 (exercise 4).

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Summary Assumptions
 Listening comprehension "Count on me" by Bruno Mars.  Students are already familiar with some
 Past simple of regular verbs – form and use. Practice exercises. regular verbs in the past simple.
Topic Aims
 2.2 A friend’s frown is better than a foe’s smile  Understanding forms of organization of
structures.
Vocabulary Grammar
 Related to friendship.  Past simple of regular verbs.
Descriptors Skills
 Identifying the discourse sequence. Writing / Grammar
 Using the past simple of regular verbs.
Procedure Material
3. Listening comprehension exercises: Filling in the gaps.  CD Áudio – track 10
5. Form and use of the past simple: PowerPoint presentation or following PowerPoint – Past simple – regular
students’ book. verbs
6. Doing practice exercises: Filling in gaps, writing sentences, writing true Gramática – Past simple – regular
and false sentences and circling the right words. verbs
Infográfico – Verb timeline
Ferramenta – Wheel of verbs
Teste interativo (aluno)

 Direct observation.  Workbook – p. 15 (grammar exercices);
 Careful observation of steps 3 and 6. p. 16 (exercices 2, 3 and 4).
 Engagement in the activities.  Student's Book – p. 62: prepare text.

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Summary Assumptions
 Reading comprehension: Teen depression. Speaking activity: share your  Students are already familiar with some
story with the class. adjectives to describe feelings and
 Vocabulary target: -ed and -ing adjectives. situations.
Topic Aims
 2. Friends indeed!  Reading different types of short texts.
 2.3 A friend is never known till needed descriptive language in pre-prepared
situation.
Vocabulary Grammar
 Related to teen depression.  -ed and -ing adjectives.
Descriptors Skills
 Identifying key information in adapted texts from newspapers and Spoken Production / Writing / Lexis
magazines.
Procedure Material
3. Reading Sofia’s post and talking about teenage depression.  CD Áudio – track 11
4. Reading the text and doing comprehension exercises: Finding the 
synonyms in the text, true or false sentences, answering questions  Grammar, Films & Rock’n’Roll – pp. 89-90
about the text.
5. Expressing personal opinions about depression.
6. Speaking activity: Share your story with the class.
7. Vocabulary Target: -ed and -ing adjectives.
8. Doing practice exercises: Completing sentences and miming some
situations.

 Careful observation of steps 4, 5, 6, and 8.

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Summary Assumptions
 Watching comprehension: A short love story in stop motion.  Students are already familiar with the
 Writing activity. past simple of regular verbs.
Topic Aims
 2.3 A friend is never known till needed  Expressing oneself using simple and
situation.
Vocabulary Grammar
 Related to relationships.  Regular verbs in the past simple.
Descriptors Skills
 Describing past events and activities. Spoken Production / Writing
Procedure Material
2. Correction of the homework.  Student’s Book – p. 65
3. Reading Sofia’s post and talking about relationships. 
4. Looking at the pictures and imagining a story. Vídeo – A short love story in stop
5. Writing a short story, using the guidelines and the linking words. motion
6. Watching the film to confirm expectations.

7. Reading aloud students’ stories.

 Direct observation.  Workbook, p. 16 (exercise 5).
 Careful observation of steps 4 and 7.  Student’s Book – p. 192: study verb list,
 Engagement in the activities. past simple form of irregular verbs.

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Past simple of irregular verbs – form and use. Practice exercises.  Students are already familiar with the
past simple of regular verbs.
Topic Aims
 2. Friends indeed!  Understanding forms of organization of
structures.
 2.3 A friend is never known till needed
Vocabulary Grammar
 Related to stories in the past.  Past simple of irregular verbs.
Descriptors Skills
 Using past simple with regular and irregular verbs.  Listening / Reading / Spoken Interaction /
Writing / Grammar
Procedure Material
3. Highlighting some sentences.  CD Áudio – track 12
4. Form and use of the past simple: PowerPoint presentation or following 
student's book. PowerPoint – Past simple – irregular
5. Completing a chart with the form of the irregular verbs in the past verbs
simple. Gramática – Past simple – irregular
6. Doing practice exercises: Finding the odd word out, matching verbs
sentences, filling in gaps a traditional story. Infográfico – Verb timeline
7. Listening to the complete version of the story. Ferramenta – Wheel of verbs
 Grammar, Films & Rock’n’Roll – pp. 15-16,
65-66, 109-110

 Direct observation.  Workbook – pp. 18-19.

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Speaking activity: Find someone who… Writing activity: Writing an  Students are already familiar with verbs in
informal letter. Linking words: not only… but also... the past simple tense.
 Organizing Project work.
Topic Aims
 2. Friends indeed!  Participating in a simple, previously-
 2.3 A friend is never known till needed
 Interacting about daily matters using
everyday language.
Vocabulary Grammar
 Related to informal letters and activities with friends.  Past simple.
Descriptors Skills
 Asking questions and giving answers about teens in different cultures.  Reading / Spoken Interaction / Spoken
 Talking about preferences and choices. Production / Writing
 Writing or answering an informal letter.
Procedure Material
3. Speaking activity: Finding someone who… 
4. Writing an informal letter, using the linking word not only… but also.
5. Organizing Project work.

 Careful observation of steps 3 and 4.  Project work.
 Engagement in the activities.  Teste interativo (aluno).

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Intercultural target: Giving gifts around the world.  Students are already familiar with
 Self-checking. common vocabulary related to gift giving.
Topic Aims
 2. Friends indeed!  Recognizing diversity as a learning
Sub-Topic opportunity for all.
 Intercultural target  Reading different types of short texts.
Vocabulary Grammar
 Related to gifts.  Past simple.
Descriptors Skills
 Understanding narrative texts about intercultural subjects.  Reading / Spoken Interaction / Writing /
 Identifying key information in adapted texts from newspapers and Intercultural Domain
magazines.
 Understanding the teens’ world.
Procedure Material
3. Reading the texts and doing comprehension exercise: Checking what 
you remember. Jogo – Board game
4. Self-checking and self-evaluation. Teste interativo global (professor)
Teste interativo global (aluno)

 Direct observation.  Workbook – pp. 21-22 (Self-checking).

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Celebrating Christmas: Listening comprehension "Christmas must be  Students are already familiar with
something more" by Taylor Swift. vocabulary related to Christmas.
Topic Aims
 Christmas
Vocabulary Grammar
 Related to Christmas.  No specific item.
Descriptors Skills
 Identifying the discourse sequence. Writing
Procedure Material
3. Talking about Christmas and Christmas traditions.  CD Áudio – track 13
4. Listening to the song "Christmas must be something more" by Taylor 
Swift, and choosing the right option.  Grammar, Films & Rock’n’Roll – pp. 53-54
5. Looking at the cartoons and writing captions.


Plano de aula Nº 30 1 segmento
Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Introduction to the topic “Start eating, start living!”. Quiz: How do  Students are already familiar with some
you feel about food? Listening comprehension “Eat it” by Weird Al vocabulary related to food.
Yankovic.
Topic Aims
 3. Start eating, start living!  Understanding simple listening texts
 Introducing  Reading different types of short texts.
-prepared, conversation, enabling students
to ask for help and reformulate.
Vocabulary Grammar
 Related to food.  No specific item.
Descriptors Skills
 Identifying key information in adapted texts.
 Asking questions and giving answers about teens in different cultures.
Procedure Material
2. Quiz How do you feel about food?  Student’s Book – pp.76-79
3. Quiz correction.  CD Áudio – Track 14
4. Introduction to the topic: Labelling pictures from a menu. 
5. Listening comprehension “Eat it” by Weird Al Yankovic.  Grammar, Films and Rock’n’Roll, pp. 41-
6. Interpreting LOLing. -42, 85-86, 87-88


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Reading comprehension: Gordon Ramsay. Speaking activity: Present  Students are already familiar with
your choice. vocabulary related to food and
restaurants.
Topic Aims
 3.1 Too many cooks spoil the broth  Reading different types of short texts.
Vocabulary Grammar
 Related to food and restaurants.  No specific item.
Descriptors Skills
 Identifying the discourse sequence. Spoken Production / Writing
 Understanding narrative texts about intercultural subjects.
magazines.
Procedure Material
2. Reading Pedro’s post  Student’s Book – pp. 80-81
3. Talking about cooking and famous chefs. 
5. Doing comprehension exercises:Ffinding synonyms, ordering
6. Expressing personal opinions about working for Chef Ramsay.
7. Speaking activity: Choosing the best restaurant and presenting it to
the class.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Vocabulary target: the English breakfast.  Students are already familiar with some of
 Watching comprehension: Sublime Scrambled Eggs Recipe. the ingredients of a British breakfast.
Topic Aims
 3.1 Too many cooks spoil the broth  Understanding forms of organization of
structures.
Vocabulary Grammar
 Related to food.  No specific item.
Descriptors Skills
 Using vocabulary related to eating.
Procedure Material
2. Reading Evelyn’s post.  Student’s Book – pp. 82-83
3. Talking about British breakfast. 
4. Doing comprehension exercises: Labelling pictures, choosing the Link: Gordon Ramsay’s, Sublime
best adjective. Scrambled Eggs Recipe
5. Watching a short video by Ramsay: Sublime Scrambled Eggs Recipe.
6. Watching comprehension exercises: Ticking the ingredients,
ordering the instructions of a recipe.

 Direct observation.  Workbook – pp. 23, 24 and 25 (vocabulary
 Careful observation of steps 4 and 6. exercise).

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Countable and uncountable nouns: use. Practice exercises.  Students are already familiar with some
countable and uncountable nouns.
Topic Aims
 3. Start eating, start living!  Understanding forms of organization of
structures.
 3.1 Too many cooks spoil the broth
Vocabulary Grammar
 Related to food.  Countable and uncountable nouns.
Descriptors Skills
 Using countable / uncountable nouns.  Reading / Spoken Interaction / Writing /
Grammar
Procedure Material
4. Use of countable / uncountable nouns: PowerPoint presentation or PowerPoint – Countable /
following student’s book. uncountable nouns and quantifiers
5. Doing practice exercises: Filling in a chart, choosing the right option. Gramática – Countable / uncountable
6. Use of quantifiers: PowerPoint presentation or following student’s nouns
book. Gramática – Quantifiers
7. Doing practice exercise: Filling in gaps. Teste interativo (aluno)
8. Consolidation exercises.  Grammar, Films and Rock’n’Roll, pp. 17-
18, 125-126
 Direct observation.  Workbook – pp. 25 (grammar exercise)
 Careful observation of steps 5 and 7. and 26.
 Engagement in the activities.  Student’s Book – p. 86: prepare the text.

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Reading comprehension: An ideal body… an ideal mind… Speaking  Students are already familiar with some
activity: Question and answer. vocabulary related to healthy diets.
Topic Aims
 3. Start eating, start living!  Reading different types of short texts.
 3.2 Eat to live, do not live to eat
situation.
Vocabulary Grammar
 Related to healthy diets.  No specific item.
Descriptors Skills
magazines.
 Asking questions and giving answers about teens in different
cultures – eating habits.
Procedure Material
3. Reading Octavie’s post and talking about getting in shape.  CD Áudio – Track 15
4. Reading the text and doing comprehension exercises: Matching 
exercises, asking questions, answering questions.
5. Expressing personal opinions about eating habits.
6. Speaking activity: Question and answer.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Vocabulary exercises related to restaurants and ordering food at a  Students are already familiar with some
restaurant. words related to menus and some
 Watching comprehension: Mr Bean at the restaurant. exponents related to ordering food at a
restaurant.
Topic Aims
 3.2 Eat to live, do not live to eat  Producing short simple dialogues in
different contexts.
registers of language
Vocabulary Grammar
 Related to ordering food at a restaurant / menus.  Modal verbs, future simple tense.
Descriptors Skills
 Identifying the main content of what you hear and see.  Listening / Reading / Spoken Interaction
 Identifying the discourse participants. / Writing / Intercultural Domain / Lexis
 Identifying the discourse sequence.
 Giving and receiving information about quantities and prices.
Procedure Material
2. Correction of the homework.  Student’s Book – pp. 88- 89
3. Talking about ordering food at a restaurant and menus.  CD Áudio – Track 16
4. Listening to a dialogue and filling in gaps. 
5. Acting out the dialogue. Link – Mr Bean at the restaurant
6. Talking about Mr Bean.
7. Watching the movie Mr Bean at the restaurant and doing
comprehension exercises: Filling in a table, true or false, ticking the
expressions mentioned, making predictions.
8. Watching the whole movie.

 Direct observation.  Workbook – pp. 27-28 (vocabulary
 Careful observation of steps 4, 5 and 7. exercises).

 Engagement in the activities.  Revising future tenses.

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Future – Will: form and use. Practice exercises. Future – be going to:  Students are already familiar with the
form and use. Practice exercises. Future simple and Be going to.
Topic Aims
 3.2 Eat to live, do not live to eat structures.
Vocabulary Grammar
 Related to food.  Future – Will and Be going to
Descriptors Skills
 Using the Future with Will and Be going to.  Reading / Spoken Interaction / Writing /
Grammar
Procedure Material
4. Form and use of Future – Will: PowerPoint presentation or following PowerPoint – Future – Will +
student’s book. infinitive / Be going to
5. Practice exercises. Infográfico – Verb timeline
6. Highlighting some sentences. Gramática – Future – Will + infinitive/
7. Form and use of Future – Be going to: PowerPoint presentation or Be going to
following student’s book. Teste interativo (aluno)
8. Practice exercises.  Grammar, Films and Rock’n’Roll, pp. 19-
9. Consolidation exercises. -20, 71-72, 73-74, 119-120

 Direct observation.  Workbook – p. 28 (grammar exercises).
 Careful observation of steps 5 and 8.  Student’s Book – p. 92: prepare the text.

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Reading comprehension: Posts about Carolina’s problem with  Students are already familiar with some
anorexia. Speaking activity: Do’s and don’ts – expressing your vocabulary related to anorexia.
opinion or giving advice.
Topic Aims
 3.3 An apple a day keeps the doctor away -prepared, conversation, enabling students
Vocabulary Grammar
 Related to anorexia and eating disorders.  No specific item.
Descriptors Skills
magazines.
 Using formal and informal language in familiar contexts.
Procedure Material
3. Reading Pedro’s post and talking about eating disorders. 
5. Doing comprehension exercises: Identifying who says what, finding
synonyms, answering questions about the text.
6. Expressing personal opinions about an advice.
7. Speaking activity: Do’s and don’ts – expressing your opinion or
giving advice.

 Direct observation.  Student’s Book – p. 94: prepare vocabulary
 Careful observation of steps 5, 6 and 7. (exercise 1).

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Vocabulary target: kitchen utensils and appliances.  Students are already familiar with some
 Watching comprehension: Miguel’s channel – My friend’s eating vocabulary related to kitchen utensils.
disorder.
Topic Aims
 3.3 An apple a day keeps the doctor away  Expressing oneself using simple and
situation
Vocabulary Grammar
 Related to kitchen utensils and appliances.  No specific item.
Descriptors Skills
 Talking about the teens’ world. Writing
Procedure Material
3. Talking about kitchen utensils and appliances. 
4. Filling in a chart. Video blog: Miguel’s channel – My
5. Doing a bingo game. friend’s eating disorder
6. Watching a Miguel’s channel – My friend’s eating disorder.
7. Watching comprehension: True, false.
8. After watching activity: Choosing the best sentences.

 Direct observation.  Workbook – pp. 29-30 (vocabulary
 Careful observation of steps 4, 5 and 7. exercise).

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Past Continuous: form and use. Practice exercises.  Students are already familiar with the
simple past of Be and the –ing forms.
Topic Aims
structures.
 3.3 An apple a day keeps the doctor away
Vocabulary Grammar
 Related to the topic.  Past continuous.
Descriptors Skills
 Using the past continuous.  Reading / Spoken Interaction / Writing /
Grammar
Procedure Material
4. Form and use of past continuous: PowerPoint presentation or PowerPoint - Past continuous
following student’s book. Infográfico - Verb timeline
5. Doing practice exercises: Describing what people were doing, filling in Gramática - Past continuous
the gaps in a comic strip, describing panels in comic strips. Ferramenta - Wheel of verbs
6. Consolidation exercises.  Grammar, Films and Rock’n’Roll, pp. 21-
-22, 23-24, 67-68, 111-112,113-114

 Direct observation.  Workbook – p. 30 (grammar exercise).

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Speaking activity: role-playing a situation at a restaurant.  Students are already familiar with
 Writing activity: planning and presenting a restaurant. Linking words: vocabulary related to food and ordering
because, so, therefore and consequently. Organizing Project work. at a restaurant.
Topic Aims
 3. Start eating, start living!  Participating in a simple, previously-
 3.3 An apple a day keeps the doctor away
everyday language.
 Producing short simple dialogues in
different contexts.
Vocabulary Grammar
 Related to the topic.  Future and past continuous.
Descriptors Skills
 Asking questions and giving answers about teens in different cultures  Reading / Spoken Interaction / Spoken
 Talking about preferences and choices. Production / Writing / Lexis and
 Initiating, maintaining or finishing a brief conversation. Grammar
 Giving and receiving information about quantities and prices.
Procedure Material
3. Role-playing a situation in pairs or groups. 
4. Writing activity: planning a restaurant and describing it.
5. Explanation about using linking words.
6. Organising Project work.
7. Interpreting LOLing

 Direct observation.  Workbook – p. 30 (grammar exercise -
 Careful observation of steps 3 and 4. linking words).
 Engagement in the activities.  Teste interativo (aluno)

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Intercultural Target: Food around the world.  Students are already familiar with
 Self-checking and self-evaluation. vocabulary related to food and
gastronomy.
Topic Aims
Sub-Topic  Recognizing diversity as a learning
 Intercultural target. opportunity for all.
Vocabulary Grammar
 Related to the topic.  No specific item.
Descriptors Skills
 Identifying key information in adapted texts from newspapers and Intercultural Domain / Lexis
magazines.
 Understanding the teens’ world.
Procedure Material
3. Talking about food and traditions around the world. 
4. Reading the texts. Jogo - Food around the world
5. Doing searching for information. Jogo - Board game
6. Self-checking and self-evaluation. Teste interativo Professor (global)
7. Consolidation exercises. Teste interativo Aluno (global)


Plano de aula Nº 42 e 43 2 segmentos
Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Celebrating St Valentine’s Day: Watching Paperman by Disney  Students are already familiar with some
Studios. vocabulary related to St Valentine’s day.
Topic Aims
 St Valentine’s Day  Expressing oneself using simple and
situation.
Vocabulary Grammar
 Related to St Valentine’s Day.  No specific item.
Descriptors Skills
 Describing traditions. Spoken Production / Writing
Procedure Material
2. Correction of the homework.  Student’s Book – pp.132-133
3. Talking about St Valentine’s traditions and history. 
4. Ordering pictures about a movie. Vídeo – Paperman (trailer)
5. Guessing the story.  Grammar, Films and Rock’n’Roll, pp. 55-
6. Watching the trailer Paperman and completing the fact file. -56, 99-100
7. Guessing how Paperman and Paperwoman felt.

8. Describing the end of the story.
9. Writing a love message and making a paper aeroplane.

 Careful observation of steps 5, 7, 8 and 9.

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Introduction to the topic “Passion for fashion”.  Students are already familiar with some
 Listening comprehension “Blue Jeans” by Jesse James. Quiz: words related to clothes and accessories.
Shopping – do you love it or hate it?
Topic Aims
 4. Passion for fashion  Understanding simple listening texts
 Reading different types of short texts.
 Introducing
 Understanding forms of organization of the
lexicon.
Vocabulary Grammar
 Related to clothes and fashion.  No specific item.
Descriptors Skills
 Identifying key information in adapted texts. Writing / Lexis
 Using vocabulary related to clothes.
Procedure Material
2. Quiz Shopping – do you love it or hate it?  Student’s Book – pp. 104-107
4. Talking about fashion and styles. Urban tribes. 
5. Matching exercise.  Grammar, Films and Rock’n’Roll, pp. 43-
6. Listening to “Blue Jeans” by Jesse James. -44, 91-92
7. Listening comprehension exercises.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Reading comprehension: Long live my clothes.  Students are already familiar with clothes
 Speaking activity: Over to you – exchange a piece of clothing from and environment.
your wardrobe.
Topic Aims
 4. Passion for fashion  Expressing oneself using simple and
Sub-Topic descriptive language in pre-prepared
situation.
 4.1 Fashions fade, style is eternal
Vocabulary Grammar
 Related to clothes.  No specific item.
Descriptors Skills
magazines.
Procedure Material
2. Reading Sofia’s post and talking about fashion and environment.  Student’s Book – pp. 108-109
4. Doing comprehension exercises: Find evidence in the text, finishing
5. Expressing personal opinions about where to buy clothes.
6. Speaking activity: Over to you – exchange a piece of clothing from
your wardrobe.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Vocabulary target: Patterns and materials.  Students are already familiar with some
 Watching comprehension: 100 years of Fashion in 100 seconds. vocabulary related to clothes and
materials.
Topic Aims
 4.1 Fashions fade, style is eternal  Interacting with relative ease in different
 Understanding forms of organization of the
lexicon.
Vocabulary Grammar
 Related to clothes, patterns and materials.  No specific item.
Descriptors Skills
 Talking about preferences and choices. Writing / Lexis
 Using vocabulary related to clothes and fashion.
Procedure Material
3. Talking about patterns and materials. 
4. Doing vocabulary exercises: Completing a table, describing clothes Vídeo – 100 years of fashion in 100
on a washing line. seconds
5. Reading Sofia’s post.
6. Ordering pictures about fashion
7. Watching 100 years of fashion in 100 seconds and confirming
expectations.
8. Guessing game: Choosing a favourite decade and describing the
clothes associated to the decade.

 Careful observation of steps 4, 6 and 8.  Student’s Book – p. 192: revising past
 Engagement in the activities. participle of irregular verbs.

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Present Perfect: form and use. Present perfect with since, for, just, yet,  Students are already familiar with simple
already and how long. Practice exercises. present of the verb to have and the past
participle of some irregular verbs.
Topic Aims
 4. Passion for fashion  Understanding forms of organization of
 4.1 Fashions fade, style is eternal structures.
Vocabulary Grammar
 Related to fashion and clothes.  Present perfect.
Descriptors Skills
 Using the present perfect with since, for, just, yet, already and how  Reading / Spoken Interaction / Writing /
long. Grammar
Procedure Material
4. Form and use of present perfect: PowerPoint presentation or PowerPoint – Present perfect
following student’s book. Infográfico – Verb timeline
5. Completing a chart with the form of the present perfect Gramática – Present perfect
6. Doing practice exercises: Fill in gaps with since, for, just, already, yet, Ferramenta – Wheel of verbs
put the verbs in the correct form, information gap pair-work Teste interativo (aluno)
exercise.
 Grammar, Films and Rock’n’Roll, pp. 25-
7. Consolidation exercises. -26, 69-70, 115-116, 117-118
 Direct observation.  Workbook – pp. 34-35.
 Careful observation of steps 5, 6 and 7.  Student’s Book – p. 114: prepare the
 Engagement in the activities. text.

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Celebrating St Patrick’s Day.  Students are already familiar with some
traditions related to St Patrick’s.
Topic Aims
 Festivities.  Understanding simple listening texts
 St Patrick’s Day  Reading different types of short texts.
Vocabulary Grammar
 Related to St Patrick’s Day.  No specific item.
Descriptors Skills
magazines.
Procedure Material
3. Talking about St Patrick’s Day. 
4. Finding words in a word search. Vídeo - Story behind St Patrick’s Day
5. Ordering the story of St Patrick’s Day.
6. Watching the movie to confirm expectations.
7. Researching tasks.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Reading comprehension: Branded Britain.  Students are already familiar with some
 Speaking activity: Speak your mind – discuss brand bullying with vocabulary related to clothes and brands.
your partner.
Topic Aims
 4. Passion for fashion  Reading different types of short texts.
 4.2 Passion for brands? descriptive language in pre-prepared
situation.
Vocabulary Grammar
 Related to brands and clothes.  No specific item.
Descriptors Skills
magazines.
magazines.
Procedure Material
3. Reading Sofia’s post and talking about happiness and brands.  CD Áudio – Track 18
4. Speculating about the pictures. 
6. Doing comprehension exercises: Matching exercises, choosing the
right option, answering questions about the text
7. Speaking activity: Speak your mind – discussing brand bullying with
your partner.



Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Vocabulary target: Accessories.  Students are already familiar with some
 Watching comprehension: Miguel’s channel – Fashion in Portugal and vocabulary related to accessories.
other countries.
Topic Aims
 4.2 Passion for brands?  Interacting with relative ease in different
Vocabulary Grammar
 Related to accessories.
Descriptors Skills
 Identifying the main content of what you hear and see.  Listening / Reading / Spoken Interaction
 Talking about preferences and choices. / Spoken Production / Writing /
Intercultural Domain / Lexis / Grammar
Procedure Material
3. Talking about accessories. 
4. Doing vocabulary exercises: Labelling pictures, matching exercises. Video blog: Miguel’s channel Fashion
5. Watching a Miguel’s Channel – Fashion in Portugal and other in Portugal and other countries
countries.
6. Watching comprehension: Choosing the best ending for sentences.
7. After watching activity: Asking Demet other questions.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Present perfect with ever and never. Practice exercises.  Students are already familiar with the
present perfect with since, for, just, yet,
already and how long.
Topic Aims
structures.
 4.2 Passion for brands?
Vocabulary Grammar
 Related to clothes and fashion.  Present perfect with ever and never.
Descriptors Skills
 Using the verbs in the present perfect.  Reading / Spoken Interaction / Writing /
Grammar
Procedure Material
4. Use of the present perfect with ever and never. Gramática – Present perfect: time
5. Use of been and gone. adverbs ever and never
6. PowerPoint presentation or following student’s book. Teste interativo (aluno)
7. Doing practice exercises: Choosing the correct time adverb,

completing sentences with the present perfect of the verbs, filling in
the blanks with been or gone, asking and answering about activities.
8. Consolidation exercises.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Reading comprehension: Find your own style!  Students are already familiar with some
 Speaking activity: Fashion debate. words related to clothes and style.
Topic Aims
Sub-Topic  Producing short texts between 50 and 80
 4.3 We are shaped and fashioned by what we love words, using common vocabulary.
 Expressing oneself using simple and
situation.
Vocabulary Grammar
 Related to clothes and style.  Present perfect.
Descriptors Skills
magazines.
Procedure Material
3. Reading Evelyn’s post and talking about personal style. 
5. Doing comprehension exercises: Finding the antonyms, true or
false, answering questions about the text.
6. Expressing personal opinions about what is style.
7. Speaking activity: Fashion debate – defend a point of view.


Plano de aula Nº 53 1 segmento .
Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Vocabulary target: Fashion and hairstyles.  Students are already familiar with some
 Listening comprehension “On the top of the world” by Imagine vocabulary related to fashion and
Dragons. hairstyles.
Topic Aims
 4. Passion for fashion  Interacting with relative ease in different
 4.3 We are shaped and fashioned by what we love  Understanding forms of organization of
the lexicon.
 Understanding simple listening texts
Vocabulary Grammar
 Related to fashion and hairstyles.  No specific item.
Descriptors Skills
 Talking about preferences and choices.  Listening / Reading / Spoken Interaction
 Using vocabulary related to fashion. Writing / Lexis
 Identifying the main content of what you hear and see.
Procedure Material
3. Talking about hairstyles.  CD Áudio – Track 19
4. Doing vocabulary exercises: Words related to fashion, completion 
exercise.
5. Speculating about the connection between the pictures and the
content of the song.
6. Listening comprehension: Choose the correct verb form.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Present perfect vs past simple: practice exercises.  Students are already familiar with the
form and use of the simple past and
present perfect.
Topic Aims
structures.
 4.3 We are shaped and fashioned by what we love
Vocabulary Grammar
 Related to clothing.  Present perfect vs past simple.
Descriptors Skills
 Distinguishing between the simple past and the present perfect.  Reading / Spoken Interaction / Writing /
Grammar
Procedure Material
4. Comparing the present perfect to the past simple. PowerPoint - Present perfect or past
5. Doing practice exercises: choosing the correct verb form, correcting simple
sentences, completing sentences. Infográfico - Verb timeline
6. Consolidation exercises. Gramática - Present perfect or past
simple
Ferramenta - Wheel of verbs
 Grammar, Films and Rock’n’Roll, pp. 27-28

 Direct observation.  Workbook – pp. 39-40 (exercises 4 and 5).

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Speaking activity: Role-play. Writing activity: selling campaign. Linking  Students are already familiar with the
words: however, but and although. present perfect and vocabulary related
 Organizing Project work. to clothes.
Topic Aims
 4. Passion for fashion  Participating in a simple, previously-
 4.3 We are shaped and fashioned by what we love
different contexts
Vocabulary Grammar
 Related to clothes.  Present perfect.
Descriptors Skills
 Talking about preferences and choices.  Reading / Spoken Interaction / Spoken
 Initiating, maintaining or finishing a brief conversation. Production / Writing / Lexis and
 Asking, giving and receiving information in everyday situations Grammar
 Writing an ad.
Procedure Material
3. Speaking activity: Role-play – a dialogue between a ticket seller and a 
ticket buyer. Teste interativo (aluno)
4. Writing activity: Writing an ad campaign to sell clothes.
5. Use of connectors: explanation.

 Direct observation.  Workbook – p. 40 (linking words).
 Careful observation of steps 3 and 4

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Intercultural Target: The world is a catwalk!  Students are already familiar with some
 Self-checking and self-evaluation. cultural aspects related to traditional
clothing.
Topic Aims
Sub-Topic  Recognizing diversity as a learning
 Intercultural target opportunity for all.
Vocabulary Grammar
 Related to clothes.  No specific item.
Descriptors Skills
magazines.
Procedure Material
3. Talking about cultural aspects about clothing around the world. 
4. Reading the texts. Jogo - The world is a catwalk!
5. Answering questions about the texts. Teste interativo Professor (global)
6. Self-checking and self-evaluation. Teste interativo Aluno (global)


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Celebrating Easter.  Students are already familiar with some
vocabulary related to Easter.
Topic Aims
 Festivities.  Participating in a simple, previously-
 Easter
Vocabulary Grammar
 Related to Easter.  No specific item.
Descriptors Skills
 Applying appropriate vocabulary related to intercultural issues learnt.  Reading / Spoken Interaction / Spoken
 Talking about preferences and choices. Production / Intercultural Domain / Lexis
Procedure Material
3. Talking about Easter celebrations and traditions. 
4. Playing Easter game: Forming teams, rolling the dice and playing.
5. Answering questions about Easter.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Introduction to the topic “Hate the media, love the media”. Listening  Students are already familiar with some
comprehension “Now Generation” by The Black Eyed Peas. Quiz: Are vocabulary related to media.
you a techie?
Topic Aims
 5. Hate the media, love the media  Reading different types of short texts.
 Introducing -prepared, conversation, enabling students
Vocabulary Grammar
 Related to media: press media, broadcast media and electronic  No specific item.
media.
Descriptors Skills
 Identifying key information in adapted texts.  Listening / Reading / Spoken Interaction /
 Asking questions and giving answers about teens in different cultures. Writing / Lexis
Procedure Material
2. Quiz Are you a techie?  Student’s Book – pp. 136-139
4. Introduction to the topic “Hate the media, love the media”: 
labelling pictures.
5. Talking about press media, broadcast media and electronic media:
writing words under the correct heading.
6. Listening comprehension “Now Generation” by The Black Eyed
Peas. Filling in the gaps.
7. Interpreting LOLing


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Reading comprehension: The evolution of mass media.  Students are already familiar with some
 Speaking activity: Hot topic – Are people happier today? vocabulary related to the media.
Topic Aims
 5.1 Too many clicks spoil the browse descriptive language in pre-prepared
situation.
Vocabulary Grammar
 Related to the evolution of the media.  No specific item.
Descriptors Skills
magazines.
Procedure Material
3. Reading Dimitris’ post and talking about the evolution of the media.  CD Áudio – Track 21
5. Doing comprehension exercises: Correct wrong sentences, find
evidence in the text for the statements, answer questions about
the text.
6. Expressing personal opinions about having a supercomputer in the
future.
7. Speaking activity: Hot topic – talking about if people are happier
now or in the past.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Vocabulary target: The internet.  Students are already familiar with some
 Watching: speech by Ashton Kutcher at the Teen Choice Awards. vocabulary related to the internet.
Topic Aims
 5. Hate the media, love the media  Understanding simple listening texts
 5.1 Too many clicks spoil the browse  Interacting with relative ease in different
the lexicon.
Vocabulary Grammar
 Related to the internet.  No specific item.
Descriptors Skills
 Using vocabulary related to the internet.
Procedure Material
3. Talking about the Internet. 
4. Matching exercise and building sentences with words related to the Link - Ashton Kutcher
Internet. Acceptance Speech – Teen Choice
5. Reading Dimitris’ post and talking about Steve Jobs and Ashton Awards 2013
Kutcher.
6. Watching comprehension: Speech by Ashton Kutcher at the Teen
Choice Awards.
7. Doing watching comprehension exercises: Ticking the right
sentences, completing sentences.

 Direct observation.  Workbook – pp. 43, 44, 45 (exercise 3.2).

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 So + adjective: practice exercises. Order of adjectives: practice  Students are already familiar with lists of
exercises. adjectives.
Topic Aims
 5. Hate the media, love the media  Understanding forms of organization of
structure.
 5.1 Too many clicks spoil the browse
Vocabulary Grammar
 Related to descriptions.  So + adjective
 Order of adjectives
Descriptors Skills
 Using so + adjective.  Reading / Spoken Interaction / Writing /
 Using the degrees of adjectives to describe. Grammar
Procedure Material
4. Form of So + adjective. Practice exercises: Labelling pictures and PowerPoint - So + adjective / Order of
rewriting sentences. adjectives
5. Highlighting some sentences. Gramática - So + adjective / Order of
6. Order of adjectives. Practice exercises: Writing the adjective in the adjectives
right column, writing the adjectives in the right order, filling in the Teste interativo (aluno)
blanks and describing friends’ clothes.

 Direct observation.  Workbook – pp. 45 (grammar exercises)
 Careful observation of steps 4, 6 and 7. and 46.
 Engagement in the activities.  Student’s Book – p. 146: prepare the
text.

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Reading comprehension: Celebrity culture.  Students are already familiar with some
 Speaking activity: TV pros and cons. vocabulary related to the topic and some
of the celebrities mentioned.
Topic Aims
 5.Hate the media, love the media  Reading different types of short texts.
 5.2 Never judge a book by its cover descriptive language in pre-prepared
situation.
Vocabulary Grammar
 Related to the media.  No specific item.
Descriptors Skills
magazines.
Procedure Material
3. Reading Dimitris’ post and talking about celebrities and media.  CD Áudio – Track 22
4. Reading the text and doing comprehension exercises: Circling the 
correct option, answering questions about the text.
5. Expressing opinions about the effect celebrities have.
6. Speaking activity: Discussing some statements.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Vocabulary target: TV programmes.  Students are already familiar with some
 Watching comprehension: Miguel’s channel – Teens and TV vocabulary related to TV programmes.
programmes.
Topic Aims
 5.2 Never judge a book by its cover  Interacting with relative ease in different
Vocabulary Grammar
 Related to TV programmes.  No specific item.
Descriptors Skills
 Talking about preferences and choices. Spoken Production / Writing / Lexis
Procedure Material
3. Talking about TV programmes. 
4. Doing vocabulary exercises: Unjumbling the types of TV Video blog - Miguel’s channel
programmes and writing the names of people involved in TV Teens and TV programmes
programmes
5. Watching Miguel’s channel – Teens and TV programmes.
6. Watching comprehension exercises: True/false, ticking the
programmes mentioned, finishing the sentences, expressing
opinions.

 Direct observation.  Workbook – pp. 47-48 (exercise 3,
 Careful observation of steps 4 and 6. vocabulary).

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Relative clauses: who, which, that, whose: use. Practice exercises.  Students are already familiar with the
relative pronouns who, which.
Topic Aims
structures.
 5.2 Never judge a book by its cover
Vocabulary Grammar
 Related to the topic.  Relative pronouns.
Descriptors Skills
 Using who, which, that and whose.  Reading / Spoken Interaction / Writing /
Grammar
Procedure Material
4. Completing sentences to form rules. PowerPoint – who, which, that,
5. Form and use of the relative pronouns who, which, that and whose – whose
PowerPoint presentation or following student’s book. Gramática – who, which, that, whose
6. Doing practice exercises: Ordering words, filling in the blanks, Teste interativo (aluno)
forming definitions, joining sentences.  Grammar, Films and Rock’n’Roll,
7. Guessing game: Describing famous person. pp. 29-30

 Direct observation.  Workbook – p. 48 (grammar exercises).

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Reading comprehension: Daily times. Parts of a news article.  Students are already familiar with
 Speaking activity: Speak your mind. vocabulary related to press media.
Topic Aims
 5.3 No news is good news descriptive language in pre-prepared
situation.
Vocabulary Grammar
 Related to contests and press media.  No specific item.
Descriptors Skills
magazines.
Procedure Material
3. Reading Dimitris’ post and talking about reading newspaper and the 
importance of the press media.
5. Doing reading comprehension exercises: Labelling parts of a news
article, finding synonyms, answering questions about the newspaper
article
6. Expressing personal opinions about winning prizes.
7. Speaking activity: Speak your mind – the role of newspapers in daily
life.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Vocabulary target: Print media – newspapers.  Students are already familiar with some
 Listening comprehension “Put down the phone” by The Key Of words related to the print media.
Awesome.
Topic Aims
 5.3 No news is good news  Interacting with relative ease in different
structures.
Vocabulary Grammar
 Related to press media.  No specific item.
Descriptors Skills
 Using vocabulary related to print media.
Procedure Material
3. Talking about newspapers.  CD Áudio – Track 23
4. Doing vocabulary exercises: finishing sentences, matching 
exercises.
5. Reading Dimitris’ post and talking about changes in the world.
6. Speculating about the content of the song.
7. Listening to the song and filling in gaps.
8. Listening comprehension: Answering questions about the song and
finding synonyms in the lyrics.

 Direct observation.  Find all phrasal verbs in the song and
 Careful observation of steps 4, 7 and 8. check their meaning.
 Engagement in the activities.  Workbook – p. 49.

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Phrasal verbs: explanation. Practice exercises.  Students are already familiar with some
basic phrasal verbs.
Topic Aims
structures.
 5.3 No news is good news
Vocabulary Grammar
 Related to the topic.  Phrasal verbs.
Descriptors Skills
 Using some phrasal verbs.  Reading / Spoken Interaction / Writing /
Grammar
Procedure Material
4. Phrasal verbs: explanation – PowerPoint presentation or following PowerPoint – Phrasal verbs
student’s book. Gramática – Phrasal verbs
5. Doing practice exercises: Finding out the meaning and filling in the
gaps, matching exercise and filling in the gaps.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Speaking activity: Role-play – an interview.  Students are already familiar with
 Writing activity: An article for a newspaper. Linking words – for vocabulary related to the media, the
example, for instance, such as. structure of a news article and some
linking words.
 Organising Project work.
Topic Aims
 5. Hate the media, love the media  Participating in a simple, previously-
 5.3 No news is good news
different contexts.
Vocabulary Grammar
Descriptors Skills
 Using formal and informal language in familiar contexts. Production / Writing
 Asking, giving and receiving information in everyday situations.
 Writing news.
Procedure Material
3. Organising an interview to a famous person and performing it. 
4. Writing a newspaper article using the linking words for example, for Teste interativo (aluno)
instance and such as.

 Direct observation.  Teste interativo (aluno)


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Intercultural Target: The Media.  Students are already familiar with
 Self-checking and self-evaluation. vocabulary related to the Media.
Topic Aims
Sub-Topic  Recognising diversity as a learning
 Intercultural target opportunity for all.
Vocabulary Grammar
Descriptors Skills
magazines.
Procedure Material
3. Talking about the Media. 
4. Reading the information about the Media. Jogo - Board game
5. Doing finding information exercise. Teste interativo Professor (global)
6. Doing self-checking. Teste interativo Aluno (global)
7. Doing self-evaluation.

 Direct observation.  Workbook, page 51 and 52 (Self-
 Careful observation of steps 5, 6 and 7. -checking).

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Introduction to the topic “You are a guest of nature – behave!”  Students are already familiar with some
 Listening comprehension “With my own two hands” by Ben Harper. vocabulary related to environment.
Quiz: Are you environmentally friendly?
Topic Aims
 6. You are a guest of nature – behave!  Reading different types of short texts.
 Introducing -prepared, conversation, enabling students
Vocabulary Grammar
 Related to environment.  No specific item.
Descriptors Skills
 Identifying key information in adapted texts.  Listening / Reading / Spoken Interaction /
 Asking questions and giving answers about teens in different cultures. Writing / Lexis
Procedure Material
2. Quiz Are you environmentally friendly?  Student’s Book – pp. 164-167
4. Introduction to the topic “You are a guest of nature – behave”: 
matching exercise and finishing sentences.  Grammar, Films and Rock’n’Roll, pp. 47-
5. Listening comprehension “With my own two hands” by Ben Harper. -48, 49-50, 93-94, 95-96


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Reading comprehension: Climate change.  Students are already familiar with some
 Speaking activity: Guilty or not guilty? Making accusations. vocabulary related to environment.
Topic Aims
 6.1 Earth is dearer than gold descriptive language in pre-prepared
situation.
Vocabulary Grammar
Descriptors Skills
magazines.
 Presenting solutions to environmental problems.
Procedure Material
3. Reading Evelyn’s post and talking about climate in the past.  CD Áudio – Track 25
5. Doing comprehension exercises: True or false, finding evidence in the
text, answering questions about the text.
6. Expressing personal opinions about climate change.
7. Speaking activity: Guilty or not guilty? Making accusations.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Vocabulary target: Global Warming.  Students are already familiar with some
 Watching comprehension: Let’s pollute! vocabulary related to global warming.
Topic Aims
 6. You are a guest of nature - behave!  Interacting with relative ease in different
 6.1 Earth is dearer than gold  Understanding forms of organization of
structures.
Vocabulary Grammar
 Related to global warming.  No specific item.
Descriptors Skills
 Talking about preferences and choices.  Listening / Reading / Spoken Interaction /
 Using vocabulary related to global warming. Writing / Lexis
Procedure Material
3. Talking about global warming. 
4. Numbering a crossword. Vídeo - Let’s Pollute
5. Watching comprehension: Let’s pollute!
6. Watching comprehension exercise: Choosing the right option.
7. Working in pairs: four anti-pollution rules.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Used to / didn’t use to: form and use. Practice exercises.  Students are already familiar with the
simple past of the verbs.
Topic Aims
 6. You are a guest of nature – behave!  Understanding forms of organization of
structures.
 6.1 Earth is dearer than gold
Vocabulary Grammar
 Related to environment.  Used to / didn’t use to.
Descriptors Skills
 Describing past events with used to / didn’t use to.  Reading / Spoken Interaction / Writing /
Grammar
Procedure Material
3. Talking about things people used to do in the past. 
4. Highlighting some sentences. PowerPoint - Used to / didn’t use to
5. Used to: form and use – PowerPoint presentation or following Gramática - Used to / didn’t use to
student’s book. Teste interativo (aluno)
6. Completing a rule.  Grammar, Films and Rock’n’Roll, pp. 31-
7. Doing practice exercises: Writing what people used to do, making -32, 121-122
questions using used to, writing what a person used to do and what
she does now.

 Careful observation of steps 7 and 8.  Student’s Book – p. 174: prepare the
 Engagement in the activities. text.

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Reading comprehension: Interview with Green Youth Movement  Students are already familiar with
President. vocabulary related t green movements.
 Speaking activity: Join in – reasons for joining a green movement.
Topic Aims
 6.2 We borrowed the present from our future descriptive language in pre-prepared
situation.
Vocabulary Grammar
Descriptors Skills
magazines.
 Presenting solutions to environmental problems.
Procedure Material
3. Reading Evelyn’s post and talking about green lifestyles.  CD Áudio – Track 26
5. Doing comprehension exercises: Finding synonyms, true/false and
answering the questions about the text.
6. Expressing personal opinions about how important are green
movements to the environment.
7. Speaking activity: Join in – reasons for joining a green movement.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Vocabulary target: Natural disasters.  Students are already familiar with some
 Listening comprehension “Heal the world” by Michael Jackson vocabulary related to natural disasters.
Topic Aims
 6. You are a guest of nature – behave!  Interacting with relative ease in different
 6.2 We borrowed the present from our future  Understanding forms of organization of
structures.
Vocabulary Grammar
 Related to natural disasters.  No specific item.
Descriptors Skills
 Talking about preferences and choices.  Listening / Reading / Spoken Interaction /
 Using vocabulary related to natural disasters. Writing / Lexis
Procedure Material
3. Talking about natural disasters.  CD Áudio – Track 27
4. Doing vocabulary exercises: Filling in the gaps. 
5. Listening comprehension “Heal the world” by Michael Jackson –
filling in gaps.
6. Answering questions about the song.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Zero and first conditional: form and use. Practice exercises.  Students are already familiar with the
present simple and the future simple
(will + Infnitive) of the verbs.
Topic Aims
 6.2 We borrowed the present from our future structures.
 Knowing and describing current affairs.
Vocabulary Grammar
 Related to environment.  Zero and first conditional.
Descriptors Skills
 Expressing hypothetical situations, using if clauses (zero and first  Reading / Spoken Interaction / Writing /
conditional). Grammar
 Identifying environmental problems and solutions.
Procedure Material
4. Form and use of the zero and first conditional – PowerPoint PowerPoint – Zero and first
presentation or following student’s book. conditional
5. Doing practice exercises: Completing the sentences with the zero Gramática – Zero and first conditional
conditional, filling in gaps and making up a story, completing Teste interativo (aluno)
sentences with the zero and the first conditional.  Grammar, Films and Rock’n’Roll, pp. 33-
6. Consolidation exercises. -34, 75-76, 77-78

 Direct observation.  Workbook, pp. 56, 57, 58.

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Reading comprehension: 5 ways you can cut carbon.  Students are already familiar with some
 Speaking activity: Green stars – celebrities and green causes. vocabulary related to green causes.
Topic Aims
 6.3 One man’s trash is another man’s treasure descriptive language in pre-prepared
situation.
Vocabulary Grammar
Descriptors Skills
magazines.
Procedure Material
3. Reading Dimitris’ post and talking about famous people who care 
about the environment.
5. Doing comprehension exercises: matching exercise,
right/wrong/doesn’t say and completing according to the text.
6. Expressing personal opinions: environmental priorities.
7. Speaking activity: Green stars – finding celebrities who support
green causes.

 Direct observation.  Research for speaking activity.
 Careful observation of steps 5, 6 and 7.  Student’s Book – p. 182 (exercise 1).

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Vocabulary target: Environmental verbs.  Students are already familiar with
 Watching comprehension: Miguel’s channel – Environment now and then. some verbs related to environment.
Topic Aims
 6. You are a guest of nature – behave!  Interacting with relative ease in
Sub-Topic different registers of language.
 Understanding forms of organization
 6.3 One man’s trash is another man’s treasure
of the lexicon and some common
language structures.
 Understanding simple listening
texts appropriate to students’ level.
Vocabulary Grammar
Descriptors Skills
 Talking about preferences and choices.  Listening / Reading / Spoken
 Using vocabulary related to environment. Interaction / Writing / Lexis
Procedure Material
3. Talking about environmental actions. 
4. Vocabulary exercise: Deciding if the actions are environmental friendly or Video blog – Miguel’s channel
not and changing non environmental into environmental. Environment now and then
5. Writing sentences using some verbs related to environment.
6. Talking about how life was different.
7. Watching Miguel’s channel – Environment now and then.
8. Watching comprehension exercises: completing sentences, matching
pictures with procedures, answering questions about the video blog.

 Direct observation.  Write slogans for a green campaign.
 Careful observation of steps 4, 5 and 8.  Workbook – p. 59.

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Imperative: form and use. Practice exercises.  Students are already familiar with giving
orders.
Topic Aims
 6.3 One man’s trash is another man’s treasure structures.
 Knowing and describing current affairs
Vocabulary Grammar
 Related to the topic.  Imperative.
Descriptors Skills
 Use the Imperative.  Reading / Spoken Interaction / Writing /
 Identifying environmental problems and solutions. Grammar
Procedure Material
3. Talking about green procedures. 
4. Highlighting some sentences. PowerPoint – Imperative
5. Form and use of the imperative – PowerPoint presentation or Gramática – Imperative
following student’s book.
6. Doing practice exercises: Matching exercise, ordering words, filling in
blanks and matching exercises.


Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Speaking activity: Debate – measures to improve the environment.  Students are already familiar with the
 Writing activity: writing an email. Connectors of sequence. vocabulary related to environment, how
to write an email and some connectors
 Organising Project work.
of sequence.
Topic Aims
 6. You are a guest of nature – behave!  Participating in a simple, previously-
 6.3 One man’s trash is another man’s treasure
different contexts.
everyday language.
Vocabulary Grammar
Descriptors Skills
 Using formal and informal language in familiar contexts. Production / Writing / Lexis and
 Initiating, maintaining or finishing a brief conversation. Grammar
 Asking, giving and receiving information in everyday situations.
 Writing or answering a personal email or a postcard.
Procedure Material
3. Doing a debate: taking part in a debate – choosing a political party,

getting into groups, discussing ideas and main points.
4. Choosing arguments and stating them. Teste interativo (aluno)
5. Writing activity: Summarising the main points in the debate e writing
an email using the connectors of sequence.

 Direct observation.  Teste interativo (aluno).

Escola _________________________________________________________________________________________________________________________
Summary Assumptions
 Intercultural Target: Preserving the world  Students are already familiar with
 Self-checking and self-evaluation. Greenpeace and some nuclear disasters.
Topic Aims
Sub-Topic
 Intercultural target.
Vocabulary Grammar
 Related to nuclear disasters.  No specific item.
Descriptors Skills
 Understanding narrative texts about intercultural subjects.  Reading / Spoken Interaction / Spoken
 Identifying key information in adapted texts from newspapers and Production / Writing / Intercultural
magazines. Domain
Procedure Material
3. Reading Evelyn’s post and talking about nuclear disasters and 
environmental organisations. Jogo - Preserving the world
4. Reading about nuclear disasters and Greenpeace. Teste interativo Professor (global)
5. Answering questions about the texts. Teste interativo Aluno (global)
6. Doing self-checking.
7. Doing self-evaluation.
Consolidation exercises.

 Direct observation.  Workbook, pp. 61-62 (Self-checking).
 Careful observation of steps 5, 6, 7 and 8.

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Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

6. Watching the film to confirm expectations.

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula

Evaluation / Assessment Homework

T@rget 8 • Planos de aula