5ordm Ano Inglecircs

Inglês 5.
º ano
WAY TO GO !
Cláudia Regina Abreu
Natália Sofia Cardoso
Neil Mason
Revisão linguística Aurora Peixoto

Timothy Richard
TEACHER’S
RESOURCE BOOK
Oo
ISBN 978-972-0-94099-5
índice
Planificação anual 4 UNIT 7
Complete the cartoon: my daily routine 32
School timetable
(days of the week, subjects, verb “have got”) 33
Planificação por período
(Aula a aula)
UNIT 8
1.º Período – Units 0, 1, 2 6 Simon says (food) 34
2.º Período – Units 3, 4, 5, 6 10 Verb bingo (verbs) 35
3.º Período – Units 7, 8, 9 15
UNIT 9
Four-in-a-row (weather) 36
Actividades complementares
Word maze (clothes and footwear, weather,
UNIT 0 food and drinks, objects, etc.) 37
Which way to earth? (colours, numbers,
alphabet) 20
Testes A/B
UNIT 1 (2 por período)
Asking questions 22
Word bingo (verb “to be”, personal pronouns) 23 1st TEST A (Unit 0, 1) 38
1st TEST B (Unit 0, 1) 40
UNIT 2
Animal guessing 24 2nd TEST A (Unit 2) 42
2nd TEST B (Unit 2) 44
UNIT 3
My family (verb “have got”, family, 3rd TEST A (Unit 3, 4) 46
physical description) 25
3rd TEST B (Unit 3, 4) 48
UNIT 4
4th TEST A (Unit 5, 6) 50
My house (houses, physical description) 26
Drawing and colouring objects 28
UNIT 5 5th TEST A (Unit 7) 54

Jobs pair match 29 5th TEST A (Unit 7) 56
Sports and hobbies dominoes 30
UNIT 6 6th TEST A (Unit 8, 9) 60
Find the seven differences
(present continuous, “there + to be”) 31 Soluções dos testes 62
3
Teacher’s Resource Book
WTG5TRB © Porto Editora

Planificação anual
1.° Período/1st Term
Unit Topic/Vocabulary Grammar Work Project Work Culture
Alphabet Discovering more English Great Britain
0 Classroom language speaking countries United Kingdom

Greetings
Numbers 1-20
Colours
Halloween
Identity Personal pronouns Writing about their city and England
1 • Name Verb to be creating a tourism poster
• Age What…? How…?

• Nationality Where…? When…?
Numbers 1-20
Thanksgiving
Pets Article a, an Creating a fact file about an Australia
2 Wild Animals Plural of nouns

Verb have got
Possessive adjectives
animal
Christmas
2.° Período/2nd Term
Family Verb have got/to be Writing about own city and Philippines
3 Body
Physical description
Possessive ‘s
Connector:
and
making a tourist brochure
St. Valentine’s Day
House There is/are Writing about India
4 Rooms
Furniture
Objects
This/these – that/those
Prepositions of place:
on, in, under, next to, in front of
a famous monument in
Portugal
Pancake Day
4
Planificação Anual
Sports Modal verb can Writing about traditional New Zealand
5 Abilities
Months
Days of the week
Prepositions of time:
in, on
Connectors:
but, or
sports in Portugal
Making a class survey
Father’s Day
Jobs Present Continuous Writing about Portuguese Ireland
6 Hobbies
Free time activities
Connectors:
Why…? Because…
books and music groups
Easter
3.° Período/3rd Term
Time Present Simple (affirmative) Writing about a famous Canada

Daily routine Prepositions of time: person’s daily routine
7 in, on, at
Adverbs of frequency
Connectors:
before, after, during
Mother’s Day
Food and drinks (likes, Present Simple Creating a healthy menu for USA
dislikes) (negative, interrogative) school
8 Meals Some, any

How many…?
How much…?
Creating an awareness
poster about healthy eating
Children’s Day
Weather Ordinal numbers Creating a summer/winter Scotland

9 Seasons
Clothes and footwear
Present Simple clothes catalogue
5
6
Planificação aula a aula 1.º Período • 26 aulas
Unit 0 – Start up
Lesson Topic Functions Grammar Activities Material Evaluation
English in the world • Do you speak English? • Dividing words into groups • Student’s Book p. 5, 6 • Direct observation of students’
and in Portugal • Recognising English words and • Reading and talking about ourselves performance in ongoing activities
comparing them to Portuguese (name, age) • Controlled exercises
ones • Writing words under pictures • Oral participation
Greetings • Talking about ourselves: name, • Listening to a dialogue • Board • Direct observation of students’
age, favourite colour • Completing dialogues • CD/CD player performance in ongoing activities
• Speaking: role-play • Student’s Book p. 6 • Controlled exercises
• Oral participation
Numbers 1-20 • Talking about age • Counting 1-20 • Student’s Book p. 7 • Direct observation of students’
• Counting • Writing numbers • Workbook p. 4, ex. 1, 2 performance in ongoing activities
• Game: Bingo EXTRA: • Controlled exercises
• Word search • Word Games p. 3 • Oral participation
• Complete with numbers
Colours • Talking about colours • Describing images • Student’s Book p. 7 • Direct observation of students’
• Writing colours • Workbook p. 4, ex. 3, 4 performance in ongoing activities
• Colouring objects • Word Games p. 2 • Controlled exercises
• Oral participation
The alphabet • Saying the alphabet • Saying the alphabet • CD/CD player • Direct observation of students’
• Spelling words • Singing the Alphabet song • Student’s Book p. 8 performance in ongoing activities
• Spelling the name EXTRA: • Controlled exercises
• Playing hangman • Teacher’s Resource Book • Oral participation
p. 20, 21 – Which way to
Earth?
Classroom language • Using classroom language • Listening and repeating sentences • CD/CD player • Direct observation of students’
• Finding the equivalent expressions in • Student’s Book p. 9 performance in ongoing activities
Portuguese • Workbook p. 5, ex. 5 • Controlled exercises
• Completing a table • Poster • Oral participation
• Showing the classroom language poster
Reading • Describing the map • Reading information • Student’s Book p. 10 • Direct observation of students’
CULTURE: • Recognising the different • Looking for countries on the map • Poster: world map performance in ongoing activities
• United Kingdom countries on the map • Project work: finding more English speaking • Controlled exercises
• Great Britain countries • Oral participation
PROJECT WORK • Treasure hunt: explaining the rules
Revision of Unit 0 • Doing a mini-test: Test yourself • Student’s Book p. 10 • Controlled exercises
• Workbook p. 6, 7 • Correction and self-grading of the test
Unit 1 – Just me
Lesson Topic Subject Functions Grammar Activities Material Evaluation
Speaking • Talking about age and nationality • Verb ‘to be’ • Asking/answering about age and nationality • Board • Direct observation of students’
Age • Listening and repeating nationalities: oral • Student’s Book p. 12, 13 performance in ongoing activities
Nationality drill • CD/CD player • Controlled exercises
• Listening to a dialogue • Student’s Book p. 14 • Oral participation
Listening • Doing a true/false exercise
Comprehension of a • Doing a communication activity: guessing
dialogue who
• Speaking: role-play
Speaking • Counting to 100 • Discovering numbers in English • Student’s Book p. 15 • Direct observation of students’
Numbers 1–100 • Listening and repeating the numbers: oral • Board performance in ongoing activities
drill EXTRA: • Controlled exercises
Game • Writing the correct number • Word Games p. 4 • Oral participation
Bingo • Playing the game: Bingo • Workbook p. 8, ex. 1
Grammar Work • Personal • Discovering personal pronouns • Flashcards • Direct observation of students’
Personal pronouns pronouns • Exercises: • Student’s Book p. 15 performance in ongoing activities
– filling in a table • Mini-Grammar p. 114, 115 • Controlled exercises
– completing with the pronouns EXTRA: • Oral participation
• Word Games p. 5
• Workbook p. 8, ex. 2
Reading • Talking/writing about: • Reading a text about personal identification • Student’s Book p. 16 • Direct observation of students’
Personal identification name, age, birthday, (My5 page) performance in ongoing activities
nationality, favourite colour, • Finding information in the text • Controlled exercises
favourite sport • Exercises about the text: • Oral participation
Writing
Personal information – circling the correct option
– ordering the words
• Writing about:
own age, birthday and nationality
Listening • Asking and answering about • Verb ‘to be’ • Completing the song • Student’s Book p. 17 • Direct observation of students’
Comprehension of the nationality (questions) • Filling in a table with countries and • CD/CD player performance in ongoing activities
song ‘My Nationality’ nationalities EXTRA: • Controlled exercises
• Asking/answering about nationalities • Teacher’s Resource Book • Oral participation
• Practising/writing the structure Are you…? p. 22 – Asking questions
Yes, I am. / No, I am not. • Workbook p. 9, ex. 6
7
8
Grammar Work • Talking about: • Personal • Explaining the verb reviewing previous texts • Board • Direct observation of students’
Personal pronouns name, age and nationality pronouns • Copying the table • Student’s Book p. 18 performance in ongoing activities
Verb ‘to be’ • Verb ‘to be’ • Exercises to practise the verb ‘to be’: EXTRA: • Controlled exercises
– completing sentences • Workbook p. 8, ex. 3, 4, 5 • Oral participation
• Exercises to practise the personal pronouns: • Workbook p. 9, ex. 7, 8, 9
Game – rewriting sentences using the personal
Word bingo pronouns
– matching
• Playing the game: Word Bingo
Grammar Work • Verb ‘to be’ • Exercises: • Student’s Book p. 19 • Direct observation of students’
performance in ongoing activities
Verb ‘to be’ – writing sentences EXTRA:

– turning into the negative • Word Games p. 6 • Controlled exercises
– answering questions • Teacher’s Resource Book • Oral participation
p. 23 – Word Bingo
• Mini-Grammar p. 114, 115
Reading • Talking about England/London • Reading information about England/London • Student’s Book p. 20 • Direct observation of students’
CULTURE: England • Finding English equivalents for Portuguese • Poster: world map performance in ongoing activities
words • Controlled exercises
• Answering questions about the text • Oral participation
• Homework: doing a project work
PROJECT WORK • Talking about the project • Presenting a project work • Student’s Book p. 127 • Direct observation of students’
TREASURE HUNT • Following instructions • Treasure hunt • Poster: world map performance in ongoing activities
EXTRA: Revision
• Student’s Book p. 21
Unit 2 – Me and my pet

Speaking • Asking/answering about having • Verb ‘have • Guessing the topic of the unit • Transparency • Direct observation of students’
Pets pets got’ • Asking/answering questions • Student’s Book p. 22, 23 performance in ongoing activities
Wild animals • Talking about wild animals • Oral drill of new vocabulary • CD/CD player • Controlled exercises
• Listening to a dialogue for • Matching word with picture • Flashcards • Oral participation
Listening information • Predicting information • Board
Comprehension • Listening to a dialogue to confirm true/false • Student’s Book p. 24
of a dialogue sentences
• True/false exercise
• A communicative activity: yes/no game
Grammar Work • Asking/answering about having • Indefinite • Playing the game: Chain Memory • Flashcards • Direct observation of students’
Indefinite article pets article ‘a, an, • Doing a vocabulary exercise • Student’s Book p. 25 performance in ongoing activities
Ø’ • Discovering grammar: the rules of using the • Controlled exercises
EXTRA:
indefinite article • Word Games p. 9 • Oral participation
• Exercise: completing with the article • Mini-Grammar p. 118, 119
• Writing a dialogue: role-play
Game • The plural of • Playing a game to discover the rule: Find the • Flashcards • Direct observation of students’
Find the Pair nouns Pair • Student’s Book p. 25 performance in ongoing activities
Grammar Work • Completing a table with the plural of nouns • Workbook (grammar • Controlled exercises
The plural of nouns • Writing the plurals exercises) p. 12, ex. 1, 2 • Oral participation
EXTRA:
• Word Games p. 10
Reading • Talking about pets • Exercises about the text: • Student’s Book p. 26 • Direct observation of students’
Comprehension of an • Describing animals – matching performance in ongoing activities
e-mail – ordering • Controlled exercises
– answering questions • Oral participation
Writing about an • Writing about an animal following the
animal example
Listening • Talking about animals and pets • Verb ‘have • Matching animals with words • Flashcards • Direct observation of students’
Comprehension of the got’ • Predict order of the animals in the song • CD/CD player performance in ongoing activities
song ‘Animals are Our • Filling the gaps of the song • Student’s Book p. 27 • Controlled exercises
Friends’ • Oral participation
• Vocabulary exercises: pets, colours EXTRA:
• Word Games p. 7, 8
Grammar Work • Talking about pets and animals • Verb ‘have • Explaining the verb ‘have got’ • Student’s Book p. 28 • Direct observation of students’
Verb ‘have got’ got’ • Copying the verb • Student’s mini-flashcards performance in ongoing activities
Game • Exercises: EXTRA: • Controlled exercises
Go fishing – underlining the correct option • Workbook p. 12, 13, ex. 3, 4, • Oral participation
– making sentences (negative) 5, 6
– questions • Mini-Grammar p. 116, 117
• Playing the game: Go Fishing
Grammar Work • Talking about possessions • Possessive • Explaining the possessives • Student’s Book p. 29 • Direct observation of students’
Possessive adjectives adjectives • Copying the possessives • Pieces of paper + pen performance in ongoing activities
Game • Verb ‘have • Doing some exercises: EXTRA: • Controlled exercises
Building a sentence got’ – completing sentences • Workbook p. 13, ex. 7, 8 • Oral participation
– underlining the correct option • Mini-Grammar p. 116, 117
– completing the text • Teacher’s Resource Book
p. 24 – Animal guessing
– writing sentences
Reading • Describing the pictures about the • Looking for Australia on the world map • Poster: world map • Direct observation of students’
CULTURE: Australia animals in Australia • Reading information about some Australian • Student’s Book p. 30 performance in ongoing activities
• Talking about Australian animals animals (koala and kangaroo) • Controlled exercises
• Reading comprehension exercises: • Oral participation
– finding English equivalents for Portuguese
words
– answering questions
• Preparing the project work to do at home
PROJECT WORK • Following instructions • Presenting project work • Student’s Book p. 127 • Direct observation of students’
TREASURE HUNT • Treasure hunt • Poster: world map performance in ongoing activities
EXTRA: Revision • Oral participation
• Student’s Book p. 31
• Workbook p. 14, 15
9
10
Unit 3 – Me and my family
Speaking • Asking/answering about family • Verb ‘have • Asking/answering questions • Student’s Book p. 32, 33 • Direct observation of students’
Family members got’ • Oral drill of new vocabulary • CD/CD player performance in ongoing activities
Physical description • Describing people physically • Adjectives • Predicting information from the dialogue • Board • Controlled exercises
• Listening to a dialogue to confirm information • Student’s Book p. 34 • Oral participation
Listening • Text comprehension exercises:

Comprehension of a – matching questions with answers
dialogue • A communicative activity: guess who?
Speaking • Describing physical features • Verb ‘have • Labelling a picture to revise the human body • Student’s Book p. 35 • Direct observation of students’
The Human body got’ vocabulary • Board performance in ongoing activities
Physical description • Verb ‘to be’ • Completing the description of a monster • Student’s mini-flashcards • Controlled exercises
• Discovering grammar: the difference EXTRA: • Oral participation
Grammar Work between the verb ‘have got’ and ‘to be’ • Word Games p. 12
Verbs ‘have got’/‘to be’ • Exercise: completing sentences • Workbook p. 16, ex. 1, 3
• Drawing a monster and describing it
• Playing the game: Who is Who?
Reading • Talking about famous cartoon • Exercises about the text: • Student’s Book p. 36 • Direct observation of students’
Comprehension of families and describing them – circling the best answer performance in ongoing activities
‘My Favourite Cartoon physically – true/false exercise • Controlled exercises
Family’ – answering questions • Oral participation
Writing about a • Writing/creating a cartoon describing it or
cartoon describing their favourite cartoon
Listening • Talking about family • Listening and showing a card • Piece of paper • Direct observation of students’
Comprehension of the • Circling the best option in the song • CD/CD player performance in ongoing activities
song ‘My Family’ • Listening comprehension exercises: • Student’s Book p. 37 • Controlled exercises
– true/false exercise EXTRA: • Oral participation
– ordering words to create sentences • Word Games p. 11
• Workbook p. 16, ex. 2
Grammar Work • Talking about family • Verb ‘have • Grammar exercises: • Student’s Book p. 38, 39 • Direct observation of students’
Verbs ‘have got’/‘to be’ • Describing people physically got’ – putting words in order • Board performance in ongoing activities
Possessive case • Verb ‘to be’ – completing with the verbs EXTRA: • Controlled exercises
• Possessive ‘s – circling the correct option • Teacher’s Resource Book • Oral participation
• Explaining the possessive case p. 25 – My family
• Grammar exercises: completing, rewriting, • Workbook p. 17, ex. 4, 5, 6, 7
making sentences • Mini-Grammar p. 116, 117

Reading • Describing and commenting on • Reading a tourist brochure about the • Poster: world map • Direct observation of students’
CULTURE: Philippines pictures Philippines • Student’s Book p. 127 performance in ongoing activities
TREASURE HUNT • Reading comprehension exercises: EXTRA: Revision • Controlled exercises
– finding English equivalents • Student’s Book p. 41 • Oral participation
– answering questions • Workbook p. 18, 19
• Doing the treasure hunt
• Homework: project work
Unit 4 – The place to be

Speaking • Talking about where we live • Guessing the topic of the unit • Transparency • Direct observation of students’
Houses • Describing what we have got at • Listening and repeating vocabulary • Flashcards + words performance in ongoing activities
Rooms home • Matching words with pictures • Student’s Book p. 42, 43 • Controlled exercises
Furniture • A wordsearch puzzle and writing the words • Board • Oral participation
• Playing a game: Pictionary EXTRA:
Game
• Word Games p. 13, 14, 15
Pictionary
Listening • Saying where things are • Prepositions • Predicting text information • CD/CD player • Direct observation of students’
Comprehension of a of place: in, • Listening to confirm information • Student’s Book p. 44 performance in ongoing activities
dialogue on, under, • Doing a true/false exercise • Board • Controlled exercises
next to, in • Oral participation
Grammar Work • Speaking about where things are EXTRA:
front of
Prepositions of place • Doing a communication activity • Workbook p. 20, ex. 2
• Writing a small dialogue: role-play
Grammar Work • Saying where things are • This – these • Discovering grammar: this/that • Student’s Book p. 45 • Direct observation of students’
This – these • That – those • Copying to notebook EXTRA: performance in ongoing activities
That – those • Grammar exercises: • Mini-Grammar p. 118, 119 • Controlled exercises
– completing sentences • Workbook p. 20, ex. 3, 4 • Oral participation
– writing sentences in the plural
– exercises from the workbook
Reading • Describing our own house • There is/are • Predicting some information from the text • Board • Direct observation of students’
Comprehension of an • Confirm information while reading • Student’s Book p. 46 performance in ongoing activities
e-mail about Julie’s • Text comprehension exercises: EXTRA: • Controlled exercises
house – matching sentences • Teacher’s Resource Book • Oral participation
Writing an e-mail – answering questions p. 26, 27 – My house
describing one’s own
• Writing about student’s own house
house
11
12
Listening • Speaking about where we live • Prepositions • Listening and filling the gaps • Piece of paper • Direct observation of students’
Comprehension of the of place • Doing some comprehension exercises: • CD/CD player performance in ongoing activities
song ‘Home Sweet • There is/are – completing sentences with prepositions • Student’s Book p. 47 • Controlled exercises
Home’ – completing sentences with there is/are • Oral participation
EXTRA:
• Drawing a house and describing it • Teacher’s Resource Book
p. 28 – Drawing and
colouring objects
Grammar Work • Talking/writing about • There is/are • Grammar exercises • Student’s Book p. 48, 49 • Direct observation of students’
There is/are houses/rooms and objects • Verbs ‘have – making sentences EXTRA: performance in ongoing activities
Verbs ‘have got’/‘to be’ got’/‘to be’ – circling the correct option • Word Games p. 17, 18 • Controlled exercises
This/that • This/that – completing sentences • Mini-grammar p. 118, 119, • Oral participation

Prepositions of place • Prepositions 120, 121
of place • Workbook p. 21
Game
Building a sentence
Reading • Describing and commenting on • Reading a text about a famous monument in • Student’s Book p. 127 • Direct observation of students’
CULTURE: India pictures India: Taj Mahal • Poster: world map performance in ongoing activities
TREASURE HUNT • Reading comprehension exercises: EXTRA: Revision • Controlled exercises
– finding English equivalents • Student’s Book p. 51 • Oral participation
• Treasure hunt • Word Games p. 16
Unit 5 – Time for fun

Speaking • Talking about what we can/can’t • Guessing the topic of the unit • Flashcards • Direct observation of students’
Sports do • Asking/answering questions • Student’s Book p. 52, 53 performance in ongoing activities
Abilities • Oral drill of new vocabulary • CD/CD player • Controlled exercises
Listening • Listening a dialogue to confirm information • Board • Oral participation
Comprehension of a • Text comprehension exercises: • Student’s Book p. 54
dialogue – matching to create sentences EXTRA:
• A communicative activity: favourite sport • Workbook p. 24, ex. 1
Speaking • Talking about time: when we can • Prepositions • Writing the months in order • Student’s Book p. 55 • Direct observation of students’
Months do things of time: in, on • Completing sentences • Board performance in ongoing activities
• Discovering grammar: when we use in, on • Student’s mini-flashcards • Controlled exercises
Grammar Work
• Doing an exercise: completing sentences EXTRA: • Oral participation
Prepositions of time
with months and prepositions • Mini-Grammar p. 120, 121
Game • Playing the game: Chain • Workbook p. 24, ex. 2
Chain
Reading • Talking about sports at school • Introducing vocabulary by doing a matching • Board • Direct observation of students’
Comprehension of a exercise • Student’s Book p. 56 performance in ongoing activities
newspaper article • Comprehension exercises about the text: • Controlled exercises
about sports – ordering the words to create sentences • Oral participation
Writing about sports – doing a true/false exercise
at school • Writing about sports at school
Listening • Talking about when we can do • Filling the gaps of the song • Piece of paper • Direct observation of students’
Comprehension of the some sports • Post-listening exercises: • CD/CD player performance in ongoing activities
song ‘My Days’ – writing the days of the week • Student’s Book p. 57 • Controlled exercises
Days of the week – completing sentences with in, on EXTRA: • Oral participation
– answering questions • Word Games p. 19
Grammar Work • Talking about abilities • Modal verb: • Grammar exercises: • Student’s Book p. 58, 59 • Direct observation of students’
Can/can’t can/can’t – putting words in order • Board performance in ongoing activities
Connectors: but, or • Connectors: – answering questions EXTRA: • Controlled exercises
but, or – completing a chart • Mini-Grammar p. 122, 123 • Oral participation
Game
– making sentences • Workbook p. 24, ex. 3
The Robot Can • Workbook p. 25
• Playing the game: The Robot Can
Reading • Describing the importance of • Reading a text about the importance of • Poster: world map • Direct observation of students’
CULTURE: New sports in New Zealand sports in New Zealand • Student’s Book p. 128 performance in ongoing activities
Zealand • Reading comprehension exercises: EXTRA: Revision • Controlled exercises
TREASURE HUNT – finding English equivalents • Student’s Book p. 61 • Oral participation
• Treasure hunt
Unit 6 – Time for work

Speaking • Talking about jobs and free time • Making a word family • Flashcards • Direct observation of students’
Jobs activities • Asking/answering questions • Student’s Book p. 62, 63 performance in ongoing activities
Hobbies • Oral drill of new vocabulary • CD/CD player • Controlled exercises
• Playing a game: Memory • Board • Oral participation
Game EXTRA:
Memory • Word Games p. 20, 22
13
14
Listening • Talking about what people do as a • Present • Predicting text information by doing a • CD/CD player • Direct observation of students’
Comprehension of a job Continuous multiple choice exercise • Student’s Book p. 64 performance in ongoing activities
dialogue • Saying what people are doing at • Listening to confirm information • Flashcards • Controlled exercises
the moment • Answering questions • Oral participation
EXTRA:
Game • A communication activity: what am I doing? • Workbook p. 28, ex. 1
Miming • Talking about their favourite hobby
Grammar Work • Saying what people are doing at • -ing form • Discovering grammar: verb + ing • Student’s Book p. 65 • Direct observation of students’
Verb + -ing the moment • Grammar exercises: • Workbook p. 28, 29 performance in ongoing activities
Game – creating sentences • Students cards • Controlled exercises
Battle Field – exercises from the workbook • Oral participation

• Playing a game: Battle Field
Reading • Describing what people are doing • Present • Predicting some information from the text • Board • Direct observation of students’
Comprehension of at the moment Continuous • Confirming information while reading the • Student’s Book p. 66 performance in ongoing activities
jobs ads in a school • Modal verb text • Controlled exercises
newspaper can • Text comprehension exercises: • Oral participation
Writing – answering questions
Describing a picture – ordering words to create sentences
• Describing a picture: what is she/he doing?
Listening • Speaking about hobbies and free • Present • Guessing what the teacher is doing • Flashcards • Direct observation of students’
Comprehension of the time activities Continuous • Answering questions orally • Piece of paper performance in ongoing activities
song ‘Why, Why?’ • Speaking about what one can • Modal verb • Listening and filling the gaps of the song • CD/CD player • Controlled exercises
do/is doing can • Comprehension exercises: • Student’s Book p. 67 • Oral participation
– completing a table with verbs from the EXTRA:
song • Teacher’s Resource Book
– writing sentences according to pictures p. 30 – Sports and hobbies
dominoes
Grammar Work • Saying what people are doing at • Present • Grammar exercises • Student’s Book p. 68, 69 • Direct observation of students’
Present Continuous the moment Continuous – completing sentences EXTRA: performance in ongoing activities
– making sentences • Teacher’s Resource Book • Controlled exercises
Game – writing and answering questions p. 31 – Find the 7 differences • Oral participation
Miming actions • Playing a miming game: what is she/he • Mini-Grammar p. 122, 123
doing?
Reading • Describing Irish superstitions • Reading a text about a famous Irish • Student’s Book p. 128 • Direct observation of students’
CULTURE: Ireland tradition: The Leprechaun • Poster: world map performance in ongoing activities
TREASURE HUNT • Learning and repeating new vocabulary EXTRA: Revision • Controlled exercises
• Reading comprehension exercises: • Student’s Book p. 71 • Oral participation
– finding English equivalents • Workbook p. 30, 31
• Treasure hunt

Unit 7 – My day
Speaking • Asking/answering about time and • Present • Guessing the topic of the unit • Board • Direct observation of students’
Time daily routines Simple • Telling the time • Student’s Book p. 72, 73 performance in ongoing activities
Daily routine (affirmative) • Asking/answering about time • Paper clock • Controlled exercises
• Drawing a clock • Flashcards • Oral participation
• Oral drill of new vocabulary about routine EXTRA:
• Matching words with pictures from daily • Word Games p. 23
routine
Speaking • Asking/answering about time • Present • Answering some questions to predict • Board • Direct observation of students’
School subjects • Talking about daily routines Simple information from the dialogue • Student’s Book p. 74 performance in ongoing activities
(affirmative) • Listening a dialogue to confirm information • CD/CD player • Controlled exercises
Listening
• Text comprehension exercises: • Board • Oral participation
Comprehension of a
– doing a true/false exercise EXTRA:
dialogue
• Communicative activity: what time is it? • Word Games p. 24
• Making a dialogue: talking about daily
routines
Game • Talking about favourite subjects • Prepositions • Playing a game: Memory (to revise • Flashcards • Direct observation of students’
Memory • Asking/answering about time, of time: in, on, vocabulary about daily routines) • Student’s Book p. 75 performance in ongoing activities
School subjects parts of the day, days of the week at • Writing school subjects under each picture • Workbook p. 32, ex. 1, 2 • Controlled exercises
• Talking about favourite school subject EXTRA: • Oral participation
Grammar Work • Making timetables and talking about • Teacher’s Resource Book
Prepositions of time: subjects and time p. 33 – School timetable
in, at • Discovering grammar: the rules of using the
prepositions of time: in, at
• Exercise: completing with the prepositions
Reading • Talking about and describing daily • Present • Explaining the meaning of a blog • Board • Direct observation of students’
Comprehension of a routines Simple • Answering some questions to predict • Student’s Book p. 76 performance in ongoing activities
blog talking about (affirmative) information from the text • Controlled exercises
EXTRA:
daily routines • Confirming information while reading the • Workbook p. 32, ex. 3 • Oral participation
text
Writing a blog about
daily routine • Text comprehension exercises:
– doing a true/false exercise
– matching questions with answers
• Writing a blog, explaining their daily routine
15
16
Listening • Talking about time and daily • Present • Listening and raising hands to give the • Papers with words • Direct observation of students’
Comprehension of the routine Simple correct word • CD/CD player performance in ongoing activities
song ‘Wake Up’ (affirmative) • Listening comprehension exercises: • Student’s Book p. 77 • Controlled exercises
– completing with the words given EXTRA: • Oral participation
– ordering the words and putting them in the • Teacher’s Resource Book
right place p. 32 – Complete the cartoon
– completing the sentences according to the
song
Grammar Work • Asking/answering about time and • Present • Explaining the Present Simple (affirmative) • Board • Direct observation of students’
Present Simple daily routine Simple • Exercises: • Student’s notebook performance in ongoing activities
Prepositions of time (affirmative) – completing with prepositions • Student’s Book p. 78, 79 • Controlled exercises
Adverbs of frequency • Prepositions of – ticking the correct option • Oral participation
EXTRA:
time
– completing sentences with adverbs and • Workbook p. 33
Game • Adverbs of Present Simple • Mini-Grammar p. 124, 125
Tic Tac Toe frequency
• Playing a game: Tic Tac Toe or Noughts and
Crosses
Reading • Talking about a kid’s life in Canada • Looking for Canada on the world map • Poster: world map • Direct observation of students’
CULTURE: Canada • Talking about a person’s daily • Predicting information • Student’s Book p. 80 performance in ongoing activities
routine • Reading a text about life in Canada • Controlled exercises
– completing sentences
PROJECT WORK • Speaking about daily routine • Presenting the project • Student’s Book p. 128 • Direct observation of students’
TREASURE HUNT • Following instructions • Doing the treasure hunt • Poster: world map performance in ongoing activities
EXTRA: Revision • Controlled exercises
• Student’s Book p. 81 • Oral participation
Unit 8 – Yummy, yummy

Speaking • Asking/answering about food and • Present • Asking/answering questions • Student’s Book p. 82, 83 • Direct observation of students’
Food and drinks (likes, drinks (likes, dislikes) Simple • Oral drill of new vocabulary • Board performance in ongoing activities
dislikes) • Meals (negative, • Playing a game: matching picture/word • Flashcards • Controlled exercises
Meals interrogative) • Oral participation
• Predicting information from the dialogue • CD/CD player
Listening • Listening a dialogue to confirm information • Student’s Book p. 84
Comprehension of a • Text comprehension exercise: EXTRA:
dialogue – true/false • Teacher’s Resource Book
• Communicative activity: guessing what your p. 34 – Simon says
partner likes
Game • Asking/answering about food • Some, any • Communicative activity: • Student’s Book p. 85 • Direct observation of students’
WTG5TRB-02
Find Pairs (likes, dislikes) – talking about likes and dislikes in a menu • CD/CD player performance in ongoing activities
• A crossword • Mini-flashcards • Controlled exercises
Grammar Work • Playing a game: Find Pairs • Board • Oral participation
Some, any • Completing a dialogue EXTRA:
• Discovering grammar: difference between • Workbook p. 36, ex. 1, 2
some and any • Workbook p. 37, ex. 6
• Circling the correct option • Mini-Grammar p. 120, 121
Reading • Talking about eating habits • Present • Discovering the meaning of new words • Board • Direct observation of students’
Comprehension of an Simple • Underlining words in the text • Student’s Book p. 86 performance in ongoing activities
article about students’ (affirmative) • Doing some text comprehension exercises: • Controlled exercises
eating habits – circling the correct option • Oral participation
Writing conclusions – answering some questions
about a class survey on • A class survey about eating habits
eatings habits • Writing some conclusions
Listening • Talking about food and meals • Present Simple • Describing a transparency • Transparency • Direct observation of students’
Comprehension of (negative and • Writing words on board • Board performance in ongoing activities
the song ‘Let’s Eat’ interrogative) • Listening to a song and saying which food • CD/CD player • Controlled exercises
Countable/ • Countable/ from the board appears in the song • Student’s Book p. 87 • Oral participation
uncountable nouns uncountable • Listening and filling in the gaps of the song • Workbook p. 37, ex. 7
nouns
• Comprehension exercises: EXTRA:
• How much/
– answering some questions • Word Games p. 25
How many
• Filling in a table with countable/
uncountable nouns
• Completing with much, many
Grammar Work • Asking/answering about food • Present Simple • Explaining Present Simple (interrogative) • Board • Direct observation of students’
Present Simple (interrogative) • Grammar exercises: • Student’s notebook performance in ongoing activities
(interrogative) – completing sentences • Student’s Book p. 88 • Controlled exercises
– writing questions • Workbook p. 36, ex. 3 • Oral participation
Grammar Work • Asking/answering about food • Present • Explaining Present Simple (negative) • Board
Present Simple Simple • Grammar exercises: • Student’s notebook
(negative) (interrogative – completing sentences • Student’s Book p. 89
Game and negative)
– writing sentences in the negative EXTRA:
16 Tic Tac Toe or – circling the best option • Workbook p. 37, ex. 5
Noughts and Crosses • Playing the game: 16 Tic Tac Toe • Mini-Grammar p. 124, 125
• Teacher’s Resource Book
p. 35 – Verb Bingo
17
18
Reading • Talking about fast food – • Describing a transparency • Transparency n.° 5 • Direct observation of students’
CULTURE: interview with Eric Schlosser • Looking for the USA on the world map • Poster: world map performance in ongoing activities
United States of • Talking about eating habits • Reading a text about fast food in the USA • Student’s Book p. 90 • Controlled exercises
America and an interview with Eric Schlosser • Oral participation
• Reading comprehension exercises:
words
– answering some questions
PROJECT WORK • Following instructions • Presenting the project Student’s Book p. 128 • Direct observation of students’
TREASURE HUNT • Treasure hunt Poster: world map performance in ongoing activities
Unit 9 – Sunny days and rainy days

Speaking • Asking/answering about: • Present • Asking/answering questions • Transparency n.° 6 • Direct observation of students’
The weather – weather Simple • Oral drill of new vocabulary • Poster (weather) performance in ongoing activities
Seasons – seasons • Likes/dislikes • Writing new words in notebook • Student’s Book p. 92, 93 • Controlled exercises
Clothes and footwear • Describing what someone is • Saying what the weather is like in other • Student’s notebook • Oral participation
wearing countries • Poster: world map
EXTRA:
• Teacher’s Resource Book
p. 36 – Four-in-a-row
Listening • Asking/answering about: • Present • Answering some questions in order to • Board • Direct observation of students’
Comprehension of a – weather Simple predict some information from the dialogue • CD/CD player performance in ongoing activities
dialogue – seasons • Listening a dialogue to confirm information • Student’s Book p. 94 • Controlled exercises
– clothes and footwear • Text comprehension exercises: • Mini-flashcards • Oral participation
– matching to make sentences • Board
• A communicative activity: what are you
wearing?
Grammar Work • Asking/answering about: • Ordinal • Oral drill of the ordinal numbers • CD/CD player • Direct observation of students’
Ordinal numbers – ordinal numbers numbers • Playing the game: Chain • Student’s Book p. 95 performance in ongoing activities
• Discovering grammar: the rules of ordinal • Workbook p. 41, ex. 4 • Controlled exercises
GAME numbers • Oral participation
Chain • Exercises:
– completing with ordinal numbers
– writing the correct number
– writing dates
Reading • Talking about the weather and • Present • Predicting some information from the text • Board • Direct observation of students’
Comprehension of a what one is wearing Simple • Reading the letter to confirm information • Student’s Book p. 96 performance in ongoing activities
letter • Doing some text comprehension exercises: • Controlled exercises
– true/false exercise • Oral participation
Writing a letter
describing the – answering some questions
weather and what one • Writing a blog post describing the weather
is wearing and what one is wearing
Listening • Talking about seasons, the • Present • Describing the seasons from the poster, in • Poster (seasons) • Direct observation of students’
Comprehension of the weather, clothes and footwear Simple terms of weather • Board performance in ongoing activities
song ‘The Seasons’ • Matching words • CD/CD player • Controlled exercises
• Confirming • Student’s Book p. 97 • Oral participation
• Filling the gaps of the song EXTRA:
• Naming the seasons and clothes • Word Games p. 26, 27
• Correcting the mistakes
Grammar Work • Asking/answering about: • Present • Grammar exercises: • Student’s Book p. 98, 99 • Direct observation of students’
Present Simple – the weather Simple – writing the correct verb • Workbook p. 40, ex. 1, 2, 3 performance in ongoing activities
– seasons – completing with the Present Simple EXTRA: • Controlled exercises
– clothes and footwear – writing sentences in the negative • Workbook p. 41, ex. 5, 6 • Oral participation
– ordering questions
– completing sentences with the Present
Simple
Reading • Talking about Scottish weather • Looking for Scotland on the world map • Poster: world map • Direct observation of students’
CULTURE: Scotland and traditional clothes: the kilt • Reading information about Scottish weather • Student’s Book p. 100 performance in ongoing activities
and the kilt • Controlled exercises
words
– finding out how is the weather in Scotland
PROJECT WORK • Following instructions • Presenting the project • Student’s Book p. 128 • Direct observation of students’
TREASURE HUNT • Treasure hunt • Poster: world map performance in ongoing activities
• Teacher’s Resource Book p. 37
– Word Maze
19

Which way to Earth?
Objectivos
• Rever/treinar as cores, os números de 0-10 e o alfabeto.
Estratégias/Actividades
• O professor dá uma folha com os planetas a cada aluno.
• Explica aos alunos que irão ouvir três extraterrestres a falar dos sítios por onde passaram e como se chamam.
• Numa primeira fase os alunos irão ouvir as cores correspondentes a cada planeta e terão de os pintar.
• Depois ouvirão os ETs a falar dos planetas por onde passaram. Estes vão dizendo o número do planeta para ser fácil a
identificação.
• Os alunos poderão, assim, apontar a rota que usaram para chegarem ao planeta Terra no quadrado debaixo de cada ET.
• Poderão ser os alunos a ler os diálogos.
Dialogues:
1st The colours of the planets:

• planet 1 is green • planet 6 is pink
• planet 2 is yellow • planet 7 is orange
• planet 3 is brown • planet 8 is blue
• planet 4 is grey • planet 9 is black
• planet 5 is red • planet 10 is white
2nd Aliens speaking:
a. Hello… My name is F. My ship is C. This is my journey.

I go to planet 6… to planet 4… to planet 2… to planet 8.
b. Hi… zeep zeep… My name is Z. My ship is A. This is my journey.

c. Peak… peak… My name is P. My ship is B. This is my journey.

20
2
3
4
B
5
10
F Z P
21

Asking questions
Objectivos
• Rever/treinar a identidade, a idade, a nacionalidade e os números de 1 a 100.
• Utilizar a interrogativa.
• A turma é dividida em grupos de 2.
• O professor corta a folha em 2. Um aluno recebe a parte A e o outro aluno recebe a parte B.
• Os alunos terão de preencher com a informação que faltar, fazendo apenas perguntas e nunca lendo o seu texto.
STUDENT A Asking questions
a. Maria is _____ years old. She is from ____________ . She is ________.

She is number _________ at school.
b. Julian is eleven years old. He is from Germany. He is German.
He is number thirty-four at school.
c. Teresa is _____ years old. She is from Spain. She is Spanish.
She is number ______ at school.
d. Marcelo is ten years old. He is from _________. He is _____________.
He is number twenty-two at school.
What is her/his name? ✺ How old is she/he? ✺ What’s her/his nationality?

Where is she/he from? ✺ What’s her/his number?
STUDENT B Asking questions
a. Maria is nine years old. She is from Turkey. She is Turkish.

She is number eighteen at school.
b. Julian is _____ years old. He is from __________. He is _________.
He is number __________ at school.
c. Teresa is twelve years old. She is from ________. She is __________.
She is number seven at school.
d. Marcelo is ____ years old. He is from Japan. He is Japanese.
He is number ___________ at school.
What is her/his name? ✺ How old is she/he? ✺ What’s her/his nationality?

Where is she/he from? ✺ What’s her/his number?
22
Word Bingo
Objectivos
• Rever o verbo to be, pronomes pessoais e alguns pronomes interrogativos.
• O professor dá aos alunos a folha dos vários bingos.
• Este poderá ser um jogo individual ou de grupos (2 a 4 alunos).
• Explicar aos alunos que terão de preencher cada grelha com 9 palavras das que estão em baixo indicadas. Os alunos
escolhem, mas convém que usem todas ao longo dos 4 jogos.
• Numa primeira fase os alunos irão ouvir o professor dizer uma palavra de cada vez. Sempre que o professor disser uma
palavra que tenham na grelha, o aluno rodeia a palavra. Quando tiver as 9 palavras rodeadas, gritar BINGO.
• Mas para ganhar o Bingo não poderá ter erros ortográficos e terá de formular uma frase para cada palavra.
BINGO 1 BINGO 2
is ✺ are ✺ what ✺ she ✺ they ✺ am
how ✺ name ✺ 20 ✺ I ✺ you ✺ Portuguese
where ✺ from ✺ 44 ✺ 10 ✺ colour
BINGO 3 BINGO 4
23

Animal guessing
Objectivos
• Rever/treinar o vocabulário dos animais.
• Fazer perguntas utilizando have got.
• O professor corta a folha em 2. Um aluno recebe a parte A e o outro aluno recebe a parte B.
• Os alunos terão de preencher a sua tabela com os símbolos (✔) e (✘), perguntando ao colega a informação que tem em falta.
STUDENT A PETS
Peter ✔ ✘ ✔ ✔
David ✔
Tina ✘ ✔
Michael ✔
Jessica ✔ ✔
John and Bob
Has Peter got a bird? Yes, he has. ✺ Has Peter got a mouse? No, he hasn’t.
STUDENT B PETS
Peter ✔ ✘ ✔
David ✘ ✔
Tina ✔
Michael ✔
Jessica ✔
John and Bob ✔
Has Peter got a bird? Yes, he has. ✺ Has Peter got a mouse? No, he hasn’t.
24
My family
Objectivos
• Rever/treinar o vocabulário da família.
• Rever/treinar a descrição física.
• Praticar a audição da estrutura com o verbo have got.
• O professor dá uma folha com a família a cada aluno.
• Explica aos alunos que irão ouvir falar sobre a família de um menino chamado John.
• À medida que vão ouvindo devem escrever o nome da pessoa no rectângulo que lhe corresponde.
• O professor deverá escrever os nomes das pessoas da família no quadro para facilitar a tarefa dos alunos, uma vez
que alguns não saberão, ainda, escrever os nomes em inglês com correcção ortográfica (Lina, Rachel, Silvie, Mary,
Lisa, Jimmy, Rob, Tom, Anthon, Joel).
• Ouvem uma 1.ª vez para se ambientarem. Ouvem uma 2.ª para começarem a fazer a actividade e uma 3.ª para
completarem o que faltar.
• Pode ser um aluno (ou mais) a ler o texto.
“My name is John… I’m little. I’ve got short hair and a small nose. Look at my family.
My mother has got long hair. She is reading a book. Her name is Mary. My father is
Rob. He is very cool. He’s got glasses and a big moustache. My grandfather has got
grey hair and a long beard. His name is Jimmy. My grandmother is Silvie. She’s got a
big nose. She is sleeping. Look, my brother is playing football. He’s got big ears. His
name is Tom. My sister has got long, black hair. She is dancing. Her name is Rachel.
Look, my uncle. He’s got a big mouth, a beard and a moustache. His name is Anthon.
My aunt is Lisa. She’s got short, black hair. And finally my cousins… Lina and Joel. I
love them. They are playing volleyball.”
✁
John
25

My house
Objectivos
• Rever/treinar o vocabulário da casa.
• Rever/treinar a descrição.
• O professor fotocopia para cada aluno a página 27.
• Explica que irão ouvir descrever as casas e as personagens que têm na sua folha.
• À medida que vão ouvindo deverão tentar fazer corresponder a personagem com a sua respectiva casa, escrevendo os
nomes e a letra de cada casa.
• Pode ser um aluno (ou mais) a ler o texto.
Soluções: Paulo / I; Julia / C; Silvia / J; Eduardo / K; Duarte / H; Mr and Mrs Oliveira / A.
a. My name is Paulo. I’m tall. I’ve got short, curly hair.

My house is small. It has got one window, one small
door and a chimney.
b. My name is Julia. I’m medium size. I’ve got long

straight hair. I live in a flat. It has got stairs.
c. My name is Duarte. I’m bald and I’m 56 years old. I live

in a detached house. It has got two floors, a balcony
and a fence. There is a small tree in the garden.
d. My name is Silvia. I’ve got curly hair. I’ve got pigtails.

My house is big. It has got six windows, a big door,
a chimney and a fence.
e. We are Mr. and Mrs. Oliveira. Mr. Oliveira has got short
hair and Mrs. Oliveira has got long hair. We live in
a three floor building. It has got a small door and
a chimney.
f. My name is Eduardo. I’m tall. I have got short hair. My

house is small. It has got two balconies and a window.
26
A B C D
E F G
H I J K
Duarte
Eduardo
Paulo
Julia
Silvia
Mr. and Mrs. Oliveira
27

Drawing and colouring objects
Objectivos
• Rever/treinar o vocabulário dos objectos da casa e suas divisões.
• A turma é dividida em grupos. O professor fotocopia uma folha para cada aluno.
• Os alunos terão de pintar e desenhar na imagem de acordo com o que ouvem.
• Pode ser o professor a ler, ou um ou mais alunos.
• Ganha o grupo que melhor fizer a tarefa e depois conseguir descrever a imagem. Todos os elementos do grupo
deverão ser activos.
In the KITCHEN there is a TV on the fridge. In the BEDROOM there are two books on
The TV is black. The fridge is red. There is the bed. The bed is orange and the lamp is
a ball in front of the fridge. blue. There is a ball under the bed.
The table is brown and the chairs are There is a radio on the table. The table is
yellow. There is a car (toy) under the table brown and the chair is red. The carpet is
and there is a book on the table. green.
28
Game: Jobs pair match

Objectivos
• Rever o vocabulário relacionado com as profissões (police officer, doctor, pilot, teacher, football player, mechanic, cook, vet).
• O professor fotocopia uma folha por aluno e os alunos terão de recortar os cartões.
• Este é um jogo em grupos de 2 alunos.
• Os cartões dos 2 alunos são colocados à sorte em cima da mesa, virados ao contrário.
• Depois, à vez, cada aluno vira 2 cartas. Se fizer par, ganha esse par e tenta outra vez. Se não, é a vez do colega jogar.
Ganha quem tiver mais pares.
• Outro jogo poderá ser, o professor descrever uma a uma as cartas e os alunos (em grupos) ordenarem em cima da
mesa. Ganha o grupo que tiver tudo certo.
• Estes cartões podem depois ser colados no caderno do aluno e legendados, ou o aluno poderá levar para casa e jogar
com a família/amigos.
✁
29

Sports and hobbies dominoes
Objectivos
• Rever/treinar o vocabulário dos desportos e passatempos.
• Verificar e consolidar o vocabulário.
• O professor fotocopia uma folha para cada grupo de 2 alunos. Os alunos cortam as peças do dominó e jogam,
ligando a imagem à palavra. Ganha quem se livrar das suas peças primeiro.
dancing doing karate
riding doing
a horse gymnastics
playing table
riding a bike
tennis
playing
cooking
football
playing
painting
handball
reading
watching TV
a book
playing
playing the
computer
piano
games
singing running
listening playing
to music monopoly
drawing climbing
30
Find the 7 differences

Objectivos
• Rever/treinar o vocabulário sobre passatempos.
• Utilizar o Present Continuous e there + to be.
• A turma é dividida em grupos de 2 ou a meio.
• O professor corta a folha em 2. Um aluno (ou uma metade da turma) recebe a parte A, e o outro aluno (ou a outra
metade da turma) recebe a parte B.
• Os alunos terão de descobrir as sete diferenças entre os desenhos, colocando perguntas ao colega (ou colegas). Depois
terão de escrever as diferenças. Ganha o grupo que descobrir as sete diferenças primeiro.
STUDENT A Find the 7 differences

1. The boy is __________________
2. The girl is ___________________
3. The baby is _________________
4. The mother _________________
5. The father __________________
6. ___________________________
7. ___________________________
Is the boy doing karate? No, he isn’t. ✺ Is there a dog in the garden? Yes, there is.
STUDENT B Find the 7 differences

1. The boy is __________________
2. The girl is ___________________
3. The baby is _________________
4. The mother _________________
5. The father __________________
6. ___________________________
7. ___________________________
Is the boy doing karate? No, he isn’t. ✺ Is there a dog in the garden? Yes, there is.
31

Complete the cartoon: My daily routine
Objectivos
• Rever/treinar o vocabulário da rotina diária e das horas.
• O professor dá uma folha a cada aluno.
• Os alunos terão de completar as frases e desenhar partes da banda desenhada que faltam.
1.º I get up at seven o’clock.
2.º Os alunos desenham a escova dos dentes e fazem os ponteiros do relógio.
3.º I go to school at a quarter to nine. – os alunos desenham uma das pernas do menino e os ponteiros do relógio.
4.º I do my homework at twenty past five. – os alunos desenham o lápis com que o aluno escreve e os livros.
5.º I play football at ten past six. – os alunos desenham uma bola de futebol.
6.º Os alunos desenham os ponteiros, o chuveiro/banheira e a água.
No final pintam a banda desenhada e colam no caderno.
I at . I brush my teeth at half past seven.
I my
I at a quarter to nine. at .
I play football at . I have a shower at eight o’clock.
32
School timetable
Objectivos
• Rever/treinar o vocabulário da rotina diária de uma aluna na escola.
• O professor corta a folha em duas.
• Explica aos alunos que terão de dar informações sobre o horário da Sarah, que têm na sua folha, ao colega do lado, mas
sem lhe mostrarem a informação. Tudo terá de ser comunicado oralmente.
• O professor poderá escrever algumas frases-exemplo: Sarah has got Maths on Monday at one o’clock.
STUDENT A
Monday Tuesday Wednesday Thursday Friday
9:00 Dance Swimming
10:00 English
11:00
12:00 Piano class
13:00 Maths
14:00 PE
15:00 Science Art
16:00
17:00 English
“ ”
✁
STUDENT B
Monday Tuesday Wednesday Thursday Friday
9:00 Science
10:00
11:00 Dance
12:00
13:00
14:00 Music History Portuguese
15:00 Drama Art History
16:00 Geography Biology Maths Music
17:00
“ ”
WTG5TRB-03
33

Simon says
Objectivos
• Rever/treinar o vocabulário da alimentação.
• O professor distribui uma folha por aluno.
• Explica aos alunos que irão jogar um jogo semelhante ao Rei manda. Refere que o nome do jogo é Simon says e que as
regras são simples: fazer o que o Simon manda.
• Explica que terão de recortar os alimentos pelo picotado.
• O professor escolhe um alimento e diz Simon says… bread. Todos os alunos terão de levantar a figura correspondente. Ao
fim de três erros saem do jogo.
34
Verb Bingo
Objectivos
• Rever diversos verbos.
• O professor dá aos alunos a folha dos vários bingos.
• Este poderá ser um jogo individual ou de grupos (2 a 4 alunos).
• Explicar aos alunos que terão de preencher cada grelha com 9 palavras das que estão em baixo indicadas. Os alunos
escolhem, mas convém que usem todas ao longo dos 4 jogos.
• Numa primeira fase os alunos irão ouvir o professor dizer uma palavra de cada vez. Sempre que o professor disser uma palavra
que tenha na sua grelha, o aluno circunda a palavra. Quando tiver as 9 palavras rodeadas, o aluno deve gritar BINGO.
• Mas para ganhar o Bingo o aluno não poderá ter erros ortográficos e terá de dizer o significado do verbo em português e
formular uma frase para cada palavra.
BINGO 1 BINGO 2
get ✺ brush ✺ leave ✺ eat ✺ drink
go ✺ have ✺ do ✺ like ✺ want ✺ play
read ✺ ride ✺ write ✺ dance
BINGO 3 BINGO 4
35

Four-in-a-row
Objectivos
• Rever o vocabulário relacionado com o tempo (rainy/raining, sunny, cloudy, snowy/snowing, stormy, hot, cold, windy).
• O professor fotocopia uma folha por aluno e os alunos terão de recortar os cartões.
• Colocar em cima da mesa em duas filas de 4 cartões.
• Depois o professor irá dizer o tempo e os alunos terão de virar ao contrário o cartão correspondente – It’s snowing.
• O primeiro a virar uma linha completa (4 cartões), grita Four-in-a-row. Depois terá de dizer o vocabulário novamente
ao professor, para confirmar.
• Estes cartões podem depois ser colados no caderno do aluno e legendados, ou o aluno poderá levar para casa e jogar
com a família/amigos.
36
Planificação
Word maze anual
Objectivos
• Rever o vocabulário relacionado com a roupa, calçado, tempo, comida, bebida, objectos, família, corpo e cores.
• Fazer perguntas.
• O professor fotocopia uma folha por aluno e os alunos terão de pintar o trajecto do vocabulário relacionado com a roupa
e o calçado, do início ao fim.
• Depois terão de preencher a tabela em baixo agrupando as palavras que descobrem na grelha.
Follow the clothes and footwear path and colour.
START T-shirt dress chair cloudy foot table cold bath
sunny shorts soup bed raining pink sister white
aunt skirt cousin apple green snowing nose hot
cheese shirt mouth uncle rice arm carrot brown
lamp sweater jacket bookcase meat warm wardrobe beans
mother eyes coat grandad black fridge be ears
stormy red raincoat scarf hand slippers trainers hat
father go yellow gloves like sandals have pullover
bread hair blue socks shoes boots brother trousers
FINISH
Group accordingly
Weather Food Objects Family Body Colours
37
1st TEST A

Name: SCORE:
Date: TEACHER:
Hello, my name is Madai and I’m nine years old.

My birthday is in October. I am from Japan.
My phone number is 24 37 83 64.
My favourite colour is pink and my
favourite sport is tennis.
1. True (T) or false (F)? (4x2 = 8)

a. She is Madai.
b. She is from China.
c. Madai’s favourite colour is pink.
d. She is 10.
2. Answer the questions. (5x3 = 15)

a. How old is Madai?
b. What’s her nationality?
c. When is Madai’s birthday?
d. What’s her favourite colour?
e. What’s her favourite sport?
3. Write questions. (4x3 = 12)

a. ? My name is Madai.
b. ? I’m nine years old.
c. ? It’s in October.
d. ? I’m Japanese.
4. Write the correct numbers. (6x1 = 6)
a. 3
b. 12
c. 15
d. 24
e. 56
f. 79
38
Testes de avaliação
5. Replace the underlined expressions with personal pronouns. (4x2 = 8)

e.g. Joana is Brazilian. She is Brazilian.
a. Peter is nine years old.
b. Rui and João are ten years old.
c. Daniela is Australian.
d. Manuela and I are friends.
6. Look at the table. Name Age Nationality Favourite colour

Pedro 9 French blue
Rita 11 Italian red
Patrícia 10 Portuguese yellow
John / Mark 12 Irish black
6.1. Complete the sentences with countries. (4x2 = 8)

a. Pedro is from .
b. Rita is from .
c. Patrícia is from .
d. John and Mark are from .
6.2. Complete the sentences with the verb ‘to be’ (affirmative/negative). (10x2 = 20)
a. My name Pedro. I nine.
b. Rita Italian. She Portuguese.
c. Patrícia 12 years old. She 10.
d. John and Mark Irish. They 9 years old.
e. Rita’s favourite colour red.
f. Pedro Italian.
6.3. Answer these questions. (3x2 = 6)

a. Is Pedro American?
b. Is Patrícia eleven years old?
c. Are John and Mark Irish?
7. Complete the dialogue. (5x2 = 10)

a. What’s your ? – Beatriz.
b. How are you? – I’m ten.
c. What’s your ? – I’m American.
d. is your birthday? – It’s in March.
e. you from New York? – No, I’m from California.
8. Write a text about yourself (name, age, nationality, birthday). (7)

39
1stst TEST
TEST B

Name: SCORE:
Date: TEACHER:
Hello, my name is Madai and I’m nine years old.

My birthday is in October. I am from Japan.
My phone number is 24 37 83 64
My favourite colour is pink and my
favourite sport is tennis.

a. She is Madai.
b. She is from China.
c. Madai’s favourite colour is pink.
d. She is 10.
2. Match the questions with the answers. (5x3 = 15)

a. How old is Madai?
1. She is Japanese.
b. What’s her nationality?
2. It’s in October.
c. When is Madai’s birthday? 3. She is nine.
d. What’s her favourite colour? 4. It’s tennis.
e. What’s her favourite sport? 5. Her favourite colour is pink.

a. ? My name is Madai.
What’s your nationality?
b. ? I’m nine years old. How old are you?
c. ? It’s in October. When is your birthday?
d. ? I’m Japanese. What’s your name?
4. Write the correct numbers. (6x1 = 6)
a. 3
b. 12 fifteen three
twelve seventy-nine
c. 15 twenty-four fifty-six
d. 24
e. 56
f. 79
40
5. Circle the correct personal pronoun. (4x2 = 8)

e.g. Joana is Brazilian. I / She is Brazilian.
a. Peter is nine years old. She / He is nine years old.
b. Rui and João are ten years old. They / we are ten years old.
c. Daniela is Australian. I / She is Australian.
d. Manuela and I are friends. They / We are friends.
6. Look at the table. Name Age Nationality Favourite colour

Pedro 9 French blue
Rita 11 Italian red
Patrícia 10 Portuguese yellow
John / Mark 12 Irish black
6.1. Complete the sentences with countries. (4x2 = 8)

a. Pedro is from .
b. Rita is from .
c. Patrícia is from .
d. John and Mark are from .
6.2. Circle the correct option of the verb ‘to be’ (affirmative/negative). (10x2 = 20)
a. My name are / is Pedro. I am / are nine.

b. Rita are / is Italian. She aren’t / isn’t Portuguese.
c. Patrícia aren’t / isn’t 12 years old. She are / is 10.
d. John and Mark are / am Irish. They aren’t / am not 9 years old.
e. Rita’s favourite colour are / is red.
f. Pedro aren’t / isn’t Italian.
6.3. Underline the correct answer. (3x3 = 9)

a. Is Pedro American? Yes, he is. / No, he isn’t.
b. Is Patrícia eleven years old? Yes, she is. / No, she isn’t.
c. Are John and Mark Irish? Yes, they are. / No, they aren’t.
7. Match questions a) – e) with answers 1 – 5 in the box. (5x2 = 10)

a. What’s your name?
1. It’s in March.
b. How old are you?
2. Beatriz.
c. What’s your nationality?
3. No, I’m from California.
d. When is your birthday? 4. I’m American.
e. Are you from New York? 5. I’m ten.
8. Write your personal information. (4)
Name: Age:
Nationality: Birthday:
41
2nd TEST A

Name: SCORE:
Date: TEACHER:
Hi, my name is Hans… And my name is Peter.

Hello, my name is Rachel. I’m Italian.
We are twins. We are ten years old and we are
I am eleven years old. I love animals and
from Germany. We have got a pet. It’s a dog.
I’ve got a rabbit. It’s orange and white.
Its name is Bobby. He is brown.

a. Hans is 11 years old. c. Rachel has got a pet.
b. The dog’s name is Bobby. d. Rachel is from Spain.
2. Answer the questions about the texts. (5x3 = 15)

a. How old is Peter?
b. What’s his nationality?
c. What colour is his dog?
d. How old is Rachel?
e. Is her rabbit pink?

a. ? My name is Rachel.
b. ? I’m 11 years old.
c. ? I’m Italian.
d. ? Yes, I’ve got a rabbit.
4. Write the name of these pets. (6x1 = 6)
a. b. c. d. e. f.
42
5. Write a, an or 0. (8x1 = 8)
a. cat c. wolves e. dog g. fox

b. eagle d. elephant f. mice h. zebra
6. Rewrite the sentences using the possessive. (6x2 = 12)

e.g. You have got a cat. It’s your cat.
a. Pedro has got a snake.
b. I’ve got a goldfish.
c. She has got a black dog.
d. They have got a turtle.
e. We have got two fish.
f. The dog has got a big tail.
7. Write the plurals. (10x1 = 10)
Singular Plural Singular Plural

dog fox
elephant man
zebra mouse
snake foot
cat child
8. Complete the sentences with the verb ‘have got’. (6x2 = 12)
a. Tina a big dog.
b. I a pet.
c. Paul a small turtle.
d. Bob and Michael a green snake.
e. You a white cat.
f. We two fish in our aquarium.
9. Put these sentences in the negative. (5x2 = 10)

a. Tina has got a pet.
b. John has got a baby lion.
c. I have got a black rabbit.
d. They have got a hamster.
e. She has got a beautiful cat.
10. Complete the dialogue. (7)

Rachel: Hi, I’m Rachel, what’s name?

Hans: My is Hans. I ten years old. old are you?
Rachel: I’m eleven. I got a rabbit. you got a rabbit?
Hans: No, I . I’ve got a dog.
43
2nd TEST B

Name: SCORE:
Date: TEACHER:
Hi, my name is Hans… And my name is Peter.

Hello, my name is Rachel. I’m Italian.
We are twins. We are ten years old and we are
I am eleven years old. I love animals and
from Germany. We have got a pet. It’s a dog.
I’ve got a rabbit. It’s orange and white.
Its name is Bobby. He is brown.
1. True (T) or false (F)? (4x3 = 12)
a. Hans is 11 years old. c. Rachel has got a pet.

b. The dog’s name is Bobby. d. Rachel is from Spain.

a. How old is Peter? 1. He is German.
b. What’s his nationality? 2. He is 10 years old.
c. What colour is his dog? 3. She is 11 years old.
d. How old is Rachel? 4. No, it isn’t.
e. Is her rabbit pink? 5. It’s brown.

a. ? My name is Rachel.
How old are you?
b. ? I’m 11 years old. Have you got a pet?
c. ? I’m Italian. What’s your name?
d. ? Yes, I’ve got a rabbit. What’s your nationality?
4. Write the name of these pets. (6x1 = 6)

bird – cat – turtle – snake – mouse – fish
a. b. c. d. e. f.
44
5. Write a, an or 0. (8x1 = 8)
a. cat c. wolves e. dog g. fox

b. eagle d. elephant f. mice h. zebra
6. Circle the correct possessive. (6x2 = 12)

e.g. You have got a cat. It’s her / your cat.
a. Pedro has got a snake. It’s his / her snake.
b. I’ve got a gold fish. It’s my / our gold fish.
c. She has got a black dog. It’s his / her black dog.
d. They have got a turtle. It’s our / their turtle.
e. We have got two fish. They are our / their fish.
f. The dog has got a big tail. It’s its / your big tail.
7. Write the plurals. (10x1 = 10)
Singular Plural Singular Plural

elephants men
dog fox
dogs cats
elephant man
feet mice
zebra mouse
foxes children
snake foot
snakes zebras
cat child
8. Circle the correct form of the verb ‘have got’. (6x2 = 12)
a. Tina have / has got a big dog. e. Bob and Michael have / has got a green
b. I have / has got a pet. snake.
c. Paul have / has got a small turtle. f. We have / has got two fish in our
aquarium.
d. You have / has got a white cat.
9. Circle the correct form of the negative. (5x2 = 10)
a. Tina haven’t / hasn’t got a pet. d. They haven’t / hasn’t got a hamster.
b. John haven’t / hasn’t got a baby lion. e. She haven’t / hasn’t got a beautiful cat.
c. I haven’t / hasn’t got a black rabbit.
10. Colour in the animals. (3x1 = 3)

The bear is pink. The elephant is blue. The lion is yellow.
45
3rd TEST A

Name: SCORE:
Date: TEACHER:
Hi Pam,
I’m Ralph and I’m eleven years old. I’m from Spain. I’ve got two fish and a dog.
I love animals.
And you? Have you got pets?
This is my family photo. This is my father Peter. He is thirty-seven. He’s got
short, brown hair and brown eyes.
My mother’s name is Lucy and she is thirty-nine years old. She’s got brown
hair and green eyes.
We have got a big house in Madrid. There are two bedrooms, a kitchen, a
bathroom, a living room and an attic. Outside there is a beautiful garden!
Where do you live? What’s your nationality?
Your new friend,
Ralph
1. True (T) or false (F)? Correct the false ones. (4x3 = 12)
a. Ralph is 12 years old.
b. He is French.
c. His father is 37 years old.
d. He has got a big house.

a. How old is Peter?
b. Has his father got brown hair?
c. Who is Lucy?
d. Has she got brown eyes?
e. Is there an attic in his house?
3. Write the correct family members in English. (8x1 = 8)

a. primo e. avô
b. mãe f. avó
c. irmão g. tio
d. irmã h. tia
4. Write the sentences in the plural. (3x2 = 6)

e.g. That chair is brown. Those chairs are brown.
a. That table is very big.
b. This sofa is comfortable.
c. That fridge is modern.
46
5. This is Ralph’s house. Complete. (8x1 = 8)
garden
bedroom
bathroom
g e a kitchen
c
living room
hall
attic
d b
garage
h f
a. c. e. g.
b. d. f. h.
6. Look at Ralph’s bedroom. Write sentences in the affirmative or negative.
Look at the example. Use on, in, under, next to and in front of. (7x2 = 14)
e.g. lamp / bed – There is a lamp next to the bed.
a. a cat / table
b. a dog / bed
c. not / four books / table
d. a dog / ball
e. small chair / bed
f. a robot / box
g. not / a computer / table
7. Complete this email from Pam with the verbs ‘to be’ or ‘have got’. (12x2 = 24)
Hi Ralph,
I a) nine years old and I b) from Japan. I c) brown
eyes and black hair.
This d) my family. My brother e) three years old.
He f) short hair. My mother’s name g) Xing and she
h) long hair. My father i) Jim. My grandfather j)
grey hair. My grandmother k) Marie.
We l) a small apartment in Tokyo.
Bye,
Pam
8. Write a text about your family and your house. (8)

47
3rd TEST B

Name: SCORE:
Date: TEACHER:
Hi Pam,
I’m Ralph and I’m eleven years old. I’m from Spain. I’ve got two fish and a dog.
I love animals.
And you? Have you got pets?
This is my family photo. This is my father Peter. He is thirty-seven. He’s got
short, brown hair and brown eyes.
My mother’s name is Lucy and she is thirty-nine years old. She’s got brown
hair and green eyes.
We have got a big house in Madrid. There are two bedrooms, a kitchen, a
bathroom, a living room and an attic. Outside there is a beautiful garden!
Where do you live? What’s your nationality?
Your new friend,
Ralph
1. True (T) or false (F)? (4x3 = 12)

a. Ralph is 12 years old.
b. He is French.
c. His father is 37 years old.
d. He has got a big house.

a. How old is Peter? 1. Yes, he has.
b. Has his father got brown hair? 2. She’s Ralph’s mother.
c. Who is Lucy? 3. He is 37 years old.
d. Has she got brown eyes? 4. Yes, there is.
5. No, she hasn’t.
e. Is there an attic in his house?
3. Write the correct family members in English. (8x1 = 8)

a. primo e. avô
grandfather • aunt
b. mãe f. avó
grandmother • uncle
c. irmão mother • sister g. tio
d. irmã brother • cousin h. tia
4. Circle the correct option (4x2 = 8)

a. That / Those table is very big.
b. That / Those sofas are comfortable.
c. This / These fridge is modern.
d. This / These chairs are brown.
48
5. This is Ralph’s house. Complete. (8x1 = 8)
garden
bedroom
bathroom
g e a kitchen
c
living room
hall
attic
d b
garage
h f
a. c. e. g.
b. d. f. h.
6. Look at Ralph’s bedroom. Circle the correct option. (6x2 = 12)

e.g. There is / are a lamp on / next to the bed.
a. There is / are a cat in / under the table.
b. There is / are a dog in / on the bed.
c. There isn’t / aren’t four books in / on the table.
d. There is / are a dog next to / under the ball.
e. There is / are a small chair under / in front of the bed.
f. There is / are a robot in / on the box.
7. This is an email from Pam. Underline the correct options. (12x2 = 24)
Hi Ralph,
I a) am / is nine years old and I b) am / have got from Japan.
I c) am / have got brown eyes and black hair.
This d) is / have got my family. My brother e) is / has got three years old. He f) is /
has got short hair. My mother’s name g) is / have got Xing and she h) is / has got
long hair. My father i) is / has got Jim. My grandfather j) is / has got grey hair. My
grandmother k) is / has got Marie. We l) are / have got a small apartment in Tokyo.
Bye,
Pam
8. Complete this text about your family and your house. (8)
My name is . I’m years old. My family is .

My house is . It is .
There are bedrooms, kitchen and
WTG5TRB-04
49
4th TEST A

Name: SCORE:
Date: TEACHER:
My name is Marie and I’m nine years

old. I’m from Australia. My father is a
mechanic and my mother is a vet. We
all love animals. At home we have got
two cats and two dogs. I can dance
ballet and jump. Look at me in this
photo: I’m jumping and playing
hopscotch, but I can’t swim. These are
my friends: Lisa and Michel. Michel is
riding his bike and Lisa is swimming.
She can swim very well.
a. Marie is Spanish.
b. Her mother is a vet.
c. They haven’t got any pets.
d. Michel can ride a bike.
2. Answer these questions about the text. (5x3 = 15)

a. How old is Marie?
b. What’s her father’s job?
c. Has she got any pets?
d. Can Marie dance?
e. Can she swim?
3. Michel is from France. Interview him. (4x3 = 12)

a. ? My name is Michel René.
b. ? I’m ten years old.
c. ? I’m French.
d. ? No, I can’t swim.
4. What about you? (2x4 = 8)

a. Can you dance ballet?
b. Can you ride a bike?
50
5. Look at these children, what are they doing? (4x3 = 12)
Lisa
Mark
Michel
Marie
Sophie
Carl
e.g. Sophie – Sophie is reading a book.

a. Marie –
b. Michel / Mark –
c. Carl –
d. Lisa –
6. Write the missing days of the week. (4x2 = 8)
Monday Thursday
Saturday
7. Complete the sentences with the month and on or in. (7x2 = 14)
e.g. My birthday is in December. (month 12)
a. Monday I have dance classes.
b. His birthday is (month 1).
c. Michel can play football Tuesday.
d. His birthday party is Saturday.
e. (month 7) we can swim.
8. Fill in this text with the Present Continuous. (6x2 = 12)

a. Peter (not / play) basketball.
b. She (listen) to music.
c. I (do) karate.
d. We (not / play) chess.
e. you (watch) TV?
f. They (play) games on their computer.
9. Fill in the table and write a text about you. (7)
My name is
Name:
Age:
Nationality:
Favourite animal:
Favourite sport:
CAN:
CAN’T:
51
4th TEST B

Name: SCORE:
Date: TEACHER:
My name is Marie and I’m nine years

old. I’m from Australia. My father is a
mechanic and my mother is a vet.
We all love animals. At home we have
got two cats and two dogs.
I can dance ballet and jump. Look
at me in this photo: I’m jumping and
playing hopscotch, but I can’t swim.
These are my friends: Lisa and Michel.
Michel is riding his bike and Lisa is
swimming. She can swim very well.
1. True (T) or false (F)? (4x3 = 12)

a. Marie is Spanish.
b. Her mother is a vet.
c. They haven’t got any pets.
d. Michel can ride a bike.

a. How old is Marie? 1. He’s a mechanic.
b. What’s her father’s job? 2. No, she can’t.
c. Has she got any pets? 3. She is 9 years old.
d. Can Marie dance? 4. Yes, she has.
e. Can she swim? 5. Yes, she can.
3. Michel is from France. Interview him. (4x3 = 12)

a. ? My name is Michel René.
What’s your nationality?
b. ? I’m ten years old. How old are you?
c. ? I’m French. Can you swim?
d. ? No, I can’t swim. What’s your name?
4. What about you? (2x5 = 10)

a. Can you dance ballet?
b. Can you ride a bike?
52
5. Look at these children, what are they doing? (4x3 = 12)
Lisa
Mark
Michel
Marie
Sophie
Carl
e.g. Sophie – Sophie is reading a book. read a book

a. Marie is jump
b. Michel and Mark are play football
c. Carl is ride a horse
d. Lisa is play tennis
6. Write the missing days of the week in the correct order. (4x2 = 8)
Monday, , ,
Monday • Wednesday • Thursday
, , Saturday, Sunday
Saturday • Tuesday • Sunday • Friday
7. Circle in or on. (6x2 = 12)

e.g. My birthday is in / on December.
a. In / On Monday I have dance classes.
b. His birthday is in / on January.
c. Michel can play football in / on Tuesday.
d. His birthday party is in / on Saturday.
e. In / On July we can swim.
f. In / On Monday I can play computer at school.
8. Underline the correct form of the Present Continuous. (6x2 = 12)

a. Peter is / are playing basketball.
b. She is / are listening to music.
c. I am / are doing karate.
d. We am not / aren’t playing chess.
e. Is / Are you watching TV?
f. They is / are playing games on their computer.
9. Fill in the table about you. (7)
Name: Favourite animal:

Favourite sport:
Age: CAN:
Nationality: CAN’T:
53
5th TEST A

Name: SCORE:
Date: TEACHER:
Hi, this is my school… I’m Angela and I’m eleven.

My daily routine… Well, I always get up at half past
seven. Then I have breakfast with my mother, my father
and my sister, Tina. At half past eight I go to school by
bus. I arrive at school at quarter to nine. My classes
start at nine o’clock. I study and play at school. In my
class there are twenty-three students. My favourite
subjects are English and Music. My Music lessons are
always in the afternoon. I have lunch at the canteen and
at four o’clock I go home. At five o’clock I usually do my
homework and watch TV. I have dinner at half past eight.
Finally, I always go to bed at quarter to ten.
a. Angela is 12 years old.
b. She gets up at 7:30.
c. She has got a brother.
d. Her classes start at 9:00.
e. She has lunch at home.
f. She does her homework at 5:00.

a. How old is Angela?
b. What time does she get up?
c. What are her favourite subjects?
d. When are her Music lessons?
e. What time does she go to bed?
3. What time is it? (6x2 = 12)

a. 11:05 d. 10:00
b. 6:30 e. 12:00
c. 7:20 f. 3:45
54
4. Write the name of the school subjects. (3x3 = 9)
PGHEAYRGO SAMHT CISEECN
5. Look at the pictures and write sentences. (3x4 = 12)
e.g. Rui / usually

/ 8:00
Rui usually gets up at eight o’clock.
a. Peter / never / to school / by car
b. They / often / in the evening
c. David / always / at 21:00
6. Fill in these sentences with in, on or at. (3x3 = 9)

a. I have got French Mondays and Tuesdays.
b. the afternoon I do my homework.
c. I have breakfast half past seven.
7. Complete the sentences with the Present Simple. (4x3 = 12)

a. João (go) to school by bike.
b. He (brush) his teeth every day in the morning.
c. She (study) with her friends.
d. I (arrive) at school at quarter to nine.
8. Write a text about your daily routine. (7)

55
5th TEST B

Name: SCORE:
Date: TEACHER:
Hi, this is my school… I’m Angela and I’m eleven.

My daily routine… Well, I always get up at half past
seven. Then I have breakfast with my mother, my father
and my sister, Tina. At half past eight I go to school by
bus. I arrive at school at quarter to nine. My classes
start at nine o’clock. I study and play at school. In my
class there are twenty-three students. My favourite
subjects are English and Music. My Music lessons are
always in the afternoon. I have lunch at the canteen and
at four o’clock I go home. At five o’clock I usually do my
homework and watch TV. I have dinner at half past eight.
Finally, I always go to bed at quarter to ten.
1. True (T) or false (F)? (6x4 = 24)

a. Angela is 12 years old.
b. She gets up at 7:30.
c. She has got a brother.
d. Her classes start at 9:00.
e. She has lunch at home.
f. She does her homework at 5:00.

a. How old is Angela?
1. She gets up at 7:30.
b. What time does she get up?
2. She goes to bed at 21:45.
c. What are her favourite subjects?
3. She is 11.
d. When are her Music lessons? 4. English and Music.
e. What time does she go to bed? 5. They are in the afternoon.
3. What time is it? (6x2 = 12)

a. 11:05 d. 10:00
b. 6:30 e. 12:00
c. 7:20 f. 3:45
It’s ten o’clock. • It’s twenty past seven. • It’s midday.
It’s five past eleven. • It’s a quarter to three. • It’s half past six.
56
4. Write the name of the school subjects. (3x3 = 9)
PGHEAYRGO SAMHT CISEECN
5. Match the picture with the correct sentence. (3x4 = 12)
e.g. Rui usually gets up at eight o’clock.
David often has a shower in the evening.

Peter never goes to school by car.
David always watches TV at nine o’clock.
a.
b.
c.
6. Fill in these sentences with in, on or at. (3x3 = 9)

a. I have got French Mondays and Tuesdays.
b. the afternoon I do my homework.
c. I have breakfast half past seven.
7. Complete the sentences with the Present Simple. (4x3 = 12)

a. João (go) to school by bike.
b. He (brush) his teeth every day in the morning.
c. She (study) with her friends.
d. I (arrive) at school at quarter to nine.
8. Complete this text about your daily routine. (7)

dinner – school – breakfast
I get up at . I brush my teeth then I have at .

I go to by . I have classes in the morning and in the afternoon.
Then I go home. In the evening I have at . Then I go to bed.
57
6th TEST A

Name: SCORE:
Date: TEACHER:
Hi, my name is Stephanie. I live in Ireland and I’m ten. My

birthday is next month in May. I love the spring because
there are flowers and birds. It’s sunny today and it’s hot.
I’m wearing my favourite hat. It’s white. I’m also wearing a
pink dress. My favourite hobby is listening to music and
reading. I’m currently reading “Harry Poer and the
Prisoner of Azkaban”. It’s the third book. I love these
stories. My favourite sport is playing handball. I’ve got a
team in my school. We always play on Mondays and
Thursdays in the afternoon. My favourite food is grilled
fish and mashed potatoes. I don’t like meat. I prefer fish
or vegetables, but my brother loves meat. His favourite
food is roast chicken and chips. Sometimes I eat chicken.
Orange juice is my favourite drink.
a. Stephanie is 10 years old.
b. She isn’t wearing a dress.
c. She doesn’t like fish.
d. Her favourite food is roast
chicken and chips.
e. She likes orange juice.
2. Answer the questions about the text. (6x3 = 18)

a. What’s Stephanie’s nationality?
b. When is her birthday?
c. Why does she like the spring?
d. What’s the weather like?
e. What is she reading?
f. When does she play handball?
3. Ask Stephanie some questions. (4x3 = 12)

a. ? I live in Dublin, Ireland.
b. ? My favourite subject is Maths.
c. ? Yes, I do. I like fruit.
d. ? No, I haven’t got a pet.
58
4. Write some or any. (6x1 = 6)

a. There are tomatoes in the fridge.
b. There isn’t water.
c. Look, there are bananas.
d. There is cheese.
e. Is there meat?
f. There is lettuce in the fridge.
5. Write sentences in the Present Simple. (5x3 = 15)

e.g. Stephanie / (x) eat / Stephanie doesn’t eat meat.
a. Carl / (✓) like /
b. They / (x) drink /
c. He / (x) like /
d. ? / they / eat / ?
e. She / (✓) like /
6. What’s the weather like in Britain? (3x3 = 9)
a.
b.
c.
7. Present Simple or Present Continuous? (6x2 = 12)

a. It’s 20:00 and Stephanie (watch) TV. On Fridays she always (watch)
TV at 22:00.
b. Stephanie (not like) to eat meat. Now she (prepare) fish and a salad.
c. Stephanie usually (have) breakfast at home, but now she (have)
breakfast with her family in a café.
8. Complete with the right question word. (6x2 = 12)

a. time does Stephanie go to school? At nine o’clock.
b. does she go to school? By car.
c. many apples have you got there? I’ve got five.
d. does she eat? She eats at the school canteen.
e. much cheese do you want? I want 1 kg.
f. is your birthday? It’s in May.
9. Write a text about your favourite things (clothes, sport, hobbies, food…) and say (6)
why you like these things so much.
59
6th TEST B

Name: SCORE:
Date: TEACHER:
Hi, my name is Stephanie. I live in Ireland and I’m ten. My

birthday is next month in May. I love the spring because
there are flowers and birds. It’s sunny today and it’s hot.
I’m wearing my favourite hat. It’s white. I’m also wearing a
pink dress. My favourite hobby is listening to music and
reading. I’m currently reading “Harry Poer and the
Prisoner of Azkaban”. It’s the third book. I love these
stories. My favourite sport is playing handball. I’ve got a
team in my school. We always play on Mondays and
Thursdays in the afternoon. My favourite food is grilled
fish and mashed potatoes. I don’t like meat. I prefer fish
or vegetables, but my brother loves meat. His favourite
food is roast chicken and chips. Sometimes I eat chicken.
Orange juice is my favourite drink.
1. True (T) or false (F)? (5x2 = 10)

a. Stephanie is 10 years old.
b. She isn’t wearing a dress.
c. She doesn’t like fish.
d. Her favourite food is roast chicken and chips.
e. She likes orange juice.

a. What’s Stephanie’s nationality?
1. It’s in May.
b. When is her birthday?
2. She is Irish.
c. Why does she like the spring?
3. She likes Spring because there are flowers and birds.
d. What’s the weather like? 4. She plays on Mondays and Thursdays.
e. What is she reading? 5. She’s reading “Harry Potter”.
f. When does she play handball? 6. It’s hot and sunny.
3. Ask Stephanie some questions. (4x3 = 12)

a. ? I live in Dublin, Ireland.
b. ? My favourite subject is Maths.
c. ? Yes, I do. I like fruit.
d. ? No, I haven’t got a pet.
What’s your favourite subject? Do you like fruit? Have you got a pet? Where do you live?
60
4. Write some or any. (6x1 = 6)

a. There are tomatoes in the fridge.
b. There isn’t water.
c. Look, there are bananas.
d. There is cheese.
e. Is there meat?
f. There is lettuce in the fridge.
5. Circle the right option and write the food. (5x3 = 15)
a. Carl like / likes

bread
b. They don’t / doesn’t drink
cheese
c. He don’t / doesn’t like eggs
d. Do / Does they eat chicken
tea
e. She like / likes
6. Underline the correct option. (3x3 = 9)
a. It’s stormy / raining.
b. It’s sunny / cloudy.
c. It’s sunny / windy.
7. Circle: Present Simple or Present Continuous? (6x2 = 12)

a. It’s 20:00 and Stephanie watches / is watching TV. On Fridays she always watches / is
watching TV at 22:00.
b. Stephanie don’t / doesn’t like to eat meat. Now she prepares / is preparing fish and salad.
c. Stephanie usually has / is having breakfast at home, but now she has / is having breakfast
with her family in a café.
8. Complete with the right question word. (6x2 = 12)

a. time does Stephanie go to school? At nine o’clock.
b. does she go to school? By car. Where
How
c. many apples have you got there? I’ve got five.
What
d. does she eat? She eats at the school canteen.
When
e. much cheese do you want? I want 1 kg.
f. is your birthday? It’s in May.
9. Complete this text about youself. (6)
My name is . My birthday is in .
My favourite sport is and my favourite hobbie is .

Food: I like but I don’t like .
My favourite drink is .
The weather… today it’s and I’m wearing .
61
Soluções dos testes

1st TEST A (Units 0, 1) 2nd TEST A (Unit 2)
1. a. T b. F c. T d. F 1. a. F b. T c. T d. F
2. a. Madai is nine years old. b. She is Japonese. c. Madai’s 2. a. Peter is 10. b. He is German. c. It’s brown. d. Rachel is 11.
birthday is in October. d. Her favourite colour is pink. e. No, it isn’t.
e. Her favourite sport is tennis.
3. a. What is your name? b. How old are you? c. What’s your
3. a. What is your name? b. How old are you? c. When is your nationality? d. Have you got a rabbit?
birthday? d. What is your nationality?
4. a. bird b. snake c. cat d. mouse e. fish f. turtle
4. 3 – three, 12 – twelve, 15 – fifteen, 24 – twenty-four,
5. a. a b. an c. Ø d. an e. a f. Ø g. a h. a
56 – fifty-six, 79 – seventy-nine
6. a. It’s his snake. b. It’s my gold fish. c. It’s her black dog.
5. a. He is nine years old. b. They are ten years old. c. She is
d. It’s their turtle. e. It’s our fish. f. It’s its big tail.
Australian. d. We are friends.
7. dogs, elephants, zebras, snakes, cats, foxes, men, mice,
6. 6.1. a. France b. Italy c. Portugal d. Ireland
feet, children
6.2. a. is/am b. is/isn’t c. isn’t/is d. are/aren’t e. is f. isn’t
8. a. has got b. have got c. has got d. have got e. have got
6.3. a. No, she isn’t. b. No, he isn’t. c. Yes, they are. f. have got
7. a. name b. old c. nationality d. when e. are 9. a. Tina hasn’t got a pet. b. John hasn’t got a baby lion.
c. I haven’t got a black rabbit. d. They haven’t got a
hamster. e. She hasn’t got a beautiful cat.
10. your / name / am / How / have / Have / haven’t

1st TEST B (Units 0, 1)
1. a. T b. F c. T d. F
2. a. 3 b. 1 c. 2 d. 5 e. 4 2nd TEST B (Unit 2)
3. a. What is your name? b. How old are you? c. When is your 1. a. F b. T c. T d. F

birthday? d. What is your nationality?
2. a. 2 b. 1 c. 5 d. 3 e. 4
4. 3 – three, 12 – twelve, 15 – fifteen, 24 – twenty-four,
56 – fifty-six, 79 – seventy-nine 3. a. What is your name? b. How old are you? c. What’s your
nationality? d. Have you got a rabbit?
5. a. He b. They c. She d. We
4. a. bird b. snake c. cat d. mouse e. fish f. turtle
6. 6.1 a. France b. Italy c. Portugal d. Ireland
5. a. a b. an c. Ø d. an e. a f. Ø g. a h. a
6.2. a. is/am b. is/isn’t c. isn’t/is d. are/aren’t e. is f. isn’t
6. a. his b. my c. her d. their e. our f. its
6.3. a. No, she isn’t. b. No, she isn’t. c. Yes, they are.
7. dogs, elephants, zebras, snakes, cats, foxes, men, mice,
7. a. 2 b. 5 c. 4 d. 1 e. 3 feet, children
8. a. has got b. have got c. has got d. have got e. have got
f. have got
9. a. hasn’t got b. hasn’t got c. haven’t got d. haven’t got

e. hasn’t got
62
Soluções dos testes
3rd TEST A (Units 3, 4) 4th TEST A (Units 5, 6)
1. a. F – Ralph is eleven. b. F – He is Spanish. c. T d. T 1. a. F – Marie is Australian. b. T c. F – They have got pets.

d. T
2. a. He is thirty-seven. b. Yes, he has. c. Lucy is his mother. d.
No, she hasn’t. e. Yes, there is. 2. a. Marie is nine is years old. b. Her father’s job is mechanic.
c. Yes, she has. d. Yes, she can. e. No, she can’t.
3. a. cousin b. mother c. brother d. sister e. grandfather
f. grandmother g. uncle h. aunt 3. a. What is your name? b. How old are you? c. What is your
nationality? d. Can you swim?
4. a. Those tables are very big.
b. These sofas are comfortable. 5. a. Marie is riding a horse. b. They are playing football.
c. Those fridges are modern. c. Carl is playing tennis. d. Lisa is jumping.
5. a. attic b. bedroom c. kitchen d. hall e. living-room 6. Tuesday, Wednesday, Friday, Sunday

f. bathroom g. garage h. garden
7. a. On b. in January c. on d. on e. In July
6. a. There is a cat under the table.
b. There is a dog on the bed. 8. a. isn’t playing b. is listening c. am doing d. aren’t playing
c. There aren’t four books on the table. e. Are… watching f. are playing
d. There is a dog next to the ball.
e. There is a small chair in front of the bed.
f. There is a robot in the box.
g. There isn’t a computer on the table. 4th TEST B (Units 5, 6)
7. a. am b. am c. have got d. is e. is f. has got g. is h. has 1. a. F b. T c. F d. T

got i. is j. has got k. is l. have got
2. a. 3 b. 1 c. 4 d. 5 e. 2
3. a. What is your name? b. How old are you? c. What is your

nationality? d. Can you swim?
3rd TEST B (Units 3, 4)
5. a. Marie is riding a horse. b. They are playing football.
1. a. F b. F c. T d. T c. Carl is playing tennis. d. Lisa is jumping.
2. a. 3 b. 1 c. 2 d. 5 e. 4 6. Tuesday, Wednesday, Thursday, Friday
3. a. cousin b. mother c. brother d. sister e. grandfather 7. a. On b. in c. on d. on e. In f. On

f. grandmother g. uncle h. aunt
8. a. is playing b. is listening c. am doing d. aren’t playing
4. a. That b. Those c. This d. These e. Are watching f. are playing
5. a. attic b. bedroom c. kitchen d. hall e. living-room

f. bathroom g. garage h. garden
6. a. There is a cat under the table.

b. There is a dog on the bed.
c. There aren’t four books on the table.
d. There is a dog next to the ball.
e. There is small chair in front of the bed.

f. There is a robot in box.
7. a. am b. am c. have got d. is e. is f. has got g. is h. has

got i. is j. has got k. is l. have got
63

5th TEST A (Unit 7) 6th TEST A (Units 8, 9)
1. a. F – Angela is 11 years old. b. T c. F – She has got a sister. 1. a. T b. F – She is wearing a dress. c. F – She likes fish.
d. T e. F – She has lunch at the school canteen. f. T d. F – Her favourite food is grilled fish and mashed
potatoes. e. T
2. a. She is 11. b. She gets up at 7:30. c. They are English and
Music. d. They are in the afternoon. e. She goes to bed at 2. a. She is Irish. b. It’s in May. c. She likes spring because
21:45. there are flowers and birds. d. It’s hot and sunny. e. She’s
reading “Harry Potter”. f. She plays on Mondays and
3. a. It’s five past eleven. b. It’s half past six. c. It’s twenty past Thursdays.
seven. d. It’s ten o’clock. e. It’s midday. f. It’s a quarter to
four. 3. a. Where do you live? b. What’s your favourite subject?
c. Do you like fruit? d. Have you got pets?
4. Geography, Maths, Science
4. a. some b. any c. some d. some e. any f. some
5. a. Peter never goes to school by car. b. They often watch
TV in the evenings. c. David always has a shower at 21:00. 5. a. Carl likes cheese. b. They don’t drink tea. c. He doesn’t
like chicken. d. Do they like chicken? e. She likes eggs.
6. a. on b. In c. at
6. a. It’s raining. b. It’s cloudy. c. It’s sunny.
7. a. goes b. brushes c. studies d. arrive
7. a. is watching/watches b. doesn’t like/is preparing
c. has/is having
8. a. What b. How c. How d. Where e. How f. When

5th TEST B (Unit 7)
1. a. F b. T c. F d. T e. F f. T
2. a. 3 b. 1 c. 4 d. 5 e. 2 6th TEST B (Units 8, 9)
3. a. It’s five past eleven. b. It’s half past six. c. It’s twenty past 1. a. T b. F c. F d. F e. T
seven. d. It’s ten o’clock. e. It’s midday. f. It’s a quarter to
four. 2. a. 2 b. 1 c. 3 d. 6 e. 5 f. 4
4. Geography, Maths, Science 3. a. Where do you live? b. What’s your favourite subject?
c. Do you like fruit? d. Have you got pets?
5. a. Peter never goes to school by car. b. They often watch
TV in the evenings. c. David always has a shower at 21:00. 4. a. some b. any c. some d. some e. any f. some
6. a. on b. In c. at 5. a. Carl likes cheese. b. They don’t drink tea. c. He doesn’t

like chicken. d. Do they like chicken? e. She likes eggs.
7. a. goes b. brushes c. studies d. arrive
6. a. It’s raining. b. It’s cloudy. c. It’s sunny.
7. a. is watching/watches b. doesn’t like/is preparing

c. has/is having
8. a. What b. How c. How d. Where e. How f. When
64

5ordm Ano Inglecircs

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

5ordm Ano Inglecircs

Uploaded by

Copyright:

Available Formats

Inglês 5.

Revisão linguística Aurora Peixoto

UNIT 5 5th TEST A (Unit 7) 54

WTG5TRB © Porto Editora

1.° Período/1st Term

Unit Topic/Vocabulary Grammar Work Project Work Culture

Alphabet Discovering more English Great Britain

0 Classroom language speaking countries United Kingdom

Identity Personal pronouns Writing about their city and England

1 • Name Verb to be creating a tourism poster

• Age What…? How…?

Pets Article a, an Creating a fact file about an Australia

2 Wild Animals Plural of nouns

2.° Período/2nd Term

Unit Topic/Vocabulary Grammar Work Project Work Culture

St. Valentine’s Day

House There is/are Writing about India

Unit Topic/Vocabulary Grammar Work Project Work Culture

Sports Modal verb can Writing about traditional New Zealand

Jobs Present Continuous Writing about Portuguese Ireland

3.° Período/3rd Term

Unit Topic/Vocabulary Grammar Work Project Work Culture

Time Present Simple (aﬃrmative) Writing about a famous Canada

8 Meals Some, any

Weather Ordinal numbers Creating a summer/winter Scotland

Verb ‘to be’ – writing sentences EXTRA:

Unit 2 – Me and my pet

Listening • Text comprehension exercises:

WTG5TRB © Porto Editora

Unit 4 – The place to be

This/that • This/that – completing sentences • Mini-grammar p. 118, 119, • Oral participation

Unit 5 – Time for fun

Unit 6 – Time for work

Battle Field – exercises from the workbook • Oral participation

Planificação aula a aula 3.º Período • 24 aulas

Unit 8 – Yummy, yummy

Unit 9 – Sunny days and rainy days

WTG5TRB © Porto Editora

1st The colours of the planets:

2nd Aliens speaking:

a. Hello… My name is F. My ship is C. This is my journey.

b. Hi… zeep zeep… My name is Z. My ship is A. This is my journey.

c. Peak… peak… My name is P. My ship is B. This is my journey.

WTG5TRB © Porto Editora

STUDENT A Asking questions

a. Maria is _____ years old. She is from ____________ . She is ________.

What is her/his name? ✺ How old is she/he? ✺ What’s her/his nationality?

STUDENT B Asking questions

a. Maria is nine years old. She is from Turkey. She is Turkish.

What is her/his name? ✺ How old is she/he? ✺ What’s her/his nationality?

is ✺ are ✺ what ✺ she ✺ they ✺ am

how ✺ name ✺ 20 ✺ I ✺ you ✺ Portuguese

where ✺ from ✺ 44 ✺ 10 ✺ colour

WTG5TRB © Porto Editora

WTG5TRB © Porto Editora

a. My name is Paulo. I’m tall. I’ve got short, curly hair.

b. My name is Julia. I’m medium size. I’ve got long

c. My name is Duarte. I’m bald and I’m 56 years old. I live

d. My name is Silvia. I’ve got curly hair. I’ve got pigtails.

f. My name is Eduardo. I’m tall. I have got short hair. My

WTG5TRB © Porto Editora

Game: Jobs pair match

WTG5TRB © Porto Editora

a. Maria is _ years old. She is from . She is .