Target 8º ano.pdf

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Exclusivo do Professor

Cândida Neves Couto / Cristina Parente

Teacher’s

Book

T@rget

8.º ANO

Inglês

INCLUI:

• Planiﬁcação global e planos de aula

• Teste diagnóstico

• 12 testes complementares articulados com os conteúdos

temáticos, vocabulares e gramaticais do Manual

• Teste-modelo Key

• Transcrições áudio

• Soluções

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ÍNDICE

Apresentação do projeto

3

ϭ͘ WůanŝĮĐação e půanos de aƵůa do ϭǑ perşodo

WůĂŶŝĮĐĂĕĆŽ ŐůŽďĂů ĚŽ ϭǑ ƉĞƌşŽĚŽ 9

WůĂŶŽƐ ĚĞ ĂƵůĂ ĚŽ ϭǑ ƉĞƌşŽĚŽ ϭϰ

2. Testes e teste-modelo Key

DĂƚƌŝǌ ĚŽ ƚĞƐƚĞ ĚŝĂŐŶſƐƟĐŽ ϰϰ dĞƐƚĞ ĚŝĂŐŶſƐƟĐŽ ϰϱ ƵĚŝŽ ƐĐƌŝƉƚ ĂŶĚ ĂŶƐǁĞƌ ŬĞǇ ϰϳ T@rget 1 DĂƚƌŝǌ ĚŽ ƚĞƐƚĞ Ğ ϰϴ dĞƐƚĞ ϰ9 dĞƐƚĞ ϱϮ ƵĚŝŽ ƐĐƌŝƉƚ ĂŶĚ ĂŶƐǁĞƌ ŬĞǇ ϱϱ T@rget 2 DĂƚƌŝǌ ĚŽ ƚĞƐƚĞ Ğ ϱ6 dĞƐƚĞ ϱϳ dĞƐƚĞ 60 ƵĚŝŽ ƐĐƌŝƉƚ ĂŶĚ ĂŶƐǁĞƌ ŬĞǇ 63 T@rget 3 DĂƚƌŝǌ ĚŽ ƚĞƐƚĞ Ğ 6ϰ dĞƐƚĞ 6ϱ dĞƐƚĞ 6ϴ ƵĚŝŽ ƐĐƌŝƉƚ ĂŶĚ ĂŶƐǁĞƌ ŬĞǇ ϳϭ T@rget 4 DĂƚƌŝǌ ĚŽ ƚĞƐƚĞ Ğ ϳϮ dĞƐƚĞ ϳ3 dĞƐƚĞ ϳ6 ƵĚŝŽ ƐĐƌŝƉƚ ĂŶĚ ĂŶƐǁĞƌ ŬĞǇ ϳ9 T@rget 5 DĂƚƌŝǌ ĚŽ ƚĞƐƚĞ Ğ ϴ0 dĞƐƚĞ ϴϭ dĞƐƚĞ ϴϰ ƵĚŝŽ ƐĐƌŝƉƚ ĂŶĚ ĂŶƐǁĞƌ ŬĞǇ ϴϳ T@rget 6 DĂƚƌŝǌ ĚŽ ƚĞƐƚĞ Ğ ϴϴ dĞƐƚĞ ϴ9 dĞƐƚĞ 9Ϯ ƵĚŝŽ ƐĐƌŝƉƚ ĂŶĚ ĂŶƐǁĞƌ ŬĞǇ 9ϱ Teste-modelo Key dĞƐƚĞͲŵŽĚĞůŽ Key 96 ƵĚŝŽ ƐĐƌŝƉƚƐ ϭ0ϱ ŶƐǁĞƌ ŬĞǇƐ ϭ06 ŶƐǁĞƌ ƐŚĞĞƚ ϭ0ϳ

3. AƵdŝo sĐrŝpts ;^tƵdentΖs ooŬͬtorŬďooŬͿ

Ansǁer ŬeǇs ;torŬďooŬͿ

ƵĚŝŽ ƐĐƌŝƉƚƐ ;^ƚƵĚĞŶƚ͛Ɛ ďŽŽŬͿ ϭϭ0

ƵĚŝŽ ƐĐƌŝƉƚƐ ;tŽƌŬďŽŽŬͿ ϭϭϭ

ŶƐǁĞƌ ŬĞǇƐ ;tŽƌŬďŽŽŬͿ ϭϭϮ

Nota: Ɛ ƉůĂŶŝĮĐĂĕƁĞƐ͕ ƉůĂŶŽƐ Ğ ƚĞƐƚĞƐ ĞƐƚĆŽ ĚŝƐƉŽŶşǀĞŝƐ Ğŵ ĨŽƌŵĂƚŽ ĞĚŝƚĄǀĞů Ğŵ

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3 dĞĂĐŚĞƌΖƐ ŽŽŬ Ͳ dΛƌŐĞƚ ϴ •ƉƌĞƐĞŶƚĂĕĆŽ ĚŽ ƉƌŽũĞƚŽ ĚŝĚĄƟĐŽͲƉĞĚĂŐſŐŝĐŽƐ͕ ĐŽŵ Ž ŽďũĞƟǀŽ ĚĞ ƉƌŽŵŽǀĞƌ Ž ƌĞƐƉĞŝƚŽ ƉĞůŽ ŽƵƚƌŽ͕ Ă ĚŝĨĞƌĞŶĕĂ Ğ Ă ĚŝǀĞƌƐŝĚĂĚĞ͕ ĨŽŵĞŶƚĂŶĚŽ ƵŵĂ ĂƉƌĞŶĚŝǌĂŐĞŵ ĐŽŽƉĞƌĂƟǀĂ Ğ ƵŵĂ ĞĚƵĐĂĕĆŽ ŝŶƚĞƌĐƵůƚƵƌĂů͘ Ɛ ĂƟǀŝĚĂĚĞƐ ĚĞƐĞŶǀŽůǀŝĚĂƐ ĂƐƐĞŶƚĂŵ ŶŽ ƉƌĞƐƐƵƉŽƐƚŽ ĚĞ ƋƵĞ ŽƐ ĂůƵŶŽƐ ĂƉƌĞŶĚĞŵ ŵĞůŚŽƌ ĨĂǌĞŶĚŽ͕ ĞǆƉĞƌŝͲ ŵĞŶƚĂŶĚŽ Ğ ĐŽŵƵŶŝĐĂŶĚŽ͕ ŶŽ ƐĞŶƟĚŽ ĚĞ ƐĞ ƚŽƌŶĂƌĞŵ ĨĂůĂŶƚĞƐ ƉƌŽŐƌĞƐƐŝǀĂŵĞŶƚĞ ƉƌŽĮĐŝĞŶƚĞƐ͕ ĂƵƚſŶŽŵŽƐ͕ ĐŽůĂͲ ďŽƌĂƟǀŽƐ͕ ĐƌŝĂƟǀŽƐ Ğ ŝŶŽǀĂĚŽƌĞƐ͘ EŽ ƉƌŽũĞƚŽ T@rget 8͕ ĐƌŝĂŵͲƐĞ ŽƉŽƌƚƵŶŝĚĂĚĞƐ ĚĞ ĞǆĞƌĐşĐŝŽ ĚĞ ĚŝĨĞƌĞŶƚĞƐ ƟƉŽƐ ĚĞ ĐŽŶƐƚƌƵĕĆŽ ůŝŶŐƵşƐƟĐĂ͕ ĐŽŶĨƌŽŶƚĂŶĚŽ ŽƐ ĂůƵŶŽƐ ĐŽŵ ƐŝƚƵĂĕƁĞƐ ĚĞ ŝŶƚĞƌĂĕĆŽ ĐŽŵƵŶŝĐĂƟǀĂ ƌĞĂŝƐ Ğ ĚŝǀĞƌƐŝĮĐĂĚĂƐ͕ ĐŽŶƚƌŝďƵŝŶĚŽ͕ ĚĞƐƚĂ ĨŽƌŵĂ͕ ƉĂƌĂ Ž ĚĞƐĞŶǀŽůǀŝŵĞŶƚŽ ĚĂ ƐƵĂ ĐŽŵƉĞƚġŶĐŝĂ ĐŽŵƵŶŝĐĂƟǀĂ͘

CKDWKNENTE^

/ŶƚĞŐƌĂŵ Ž T@rget 8:

Wara o AlƵno

ʹ DĂŶƵĂů ʹ tŽƌŬďŽŽŬ – Dracula – ǆƚĞŶƐŝǀĞ ZĞĂĚŝŶŐ ;ŽĨĞƌƚĂͿ – ;offline Ğ onlineͿ – /ŶƚĞƌŶĞƚ: ǁǁǁ͘ƚĂƌŐĞƚϴ͘ƐĞďĞŶƚĂ͘Ɖƚ

DanƵal do WroĨessor e DanƵal do AlƵno

K DĂŶƵĂů ĚŽ WƌŽĨĞƐƐŽƌ Ġ ƵŵĂ ĨĞƌƌĂŵĞŶƚĂ ƉƌĞĐŝŽƐĂ ŶĂ ƉƌĄƟĐĂ ůĞƟǀĂ Ğ Ƶŵ ƐƵƉŽƌƚĞ ĚĞ ĂƉƌĞŶĚŝǌĂŐĞŵ ĨƵŶĚĂͲ ŵĞŶƚĂů͘ ďĂŶĚĂ ůĂƚĞƌĂů ĨŽƌŶĞĐĞ ĂƐ ĐŚĂǀĞƐ ĚĞ ƌĞƐŽůƵĕĆŽ ĚŽƐ ĞǆĞƌĐşĐŝŽƐ͕ ďĞŵ ĐŽŵŽ ĂůŐƵŵĂƐ ŝŶĚŝĐĂĕƁĞƐ Ğ ƐƵŐĞƐƚƁĞƐ ƋƵĞ͕ ĐĞƌƚĂŵĞŶƚĞ͕ ƐĞ ƌĞǀĞůĂƌĆŽ ƷƚĞŝƐ͘ K ŵĂŶƵĂů ĚŽ ƉƌŽĨĞƐƐŽƌ͕ ă ƐĞŵĞůŚĂŶĕĂ ĚŽ DĂŶƵĂů ĚŽ ůƵŶŽ͕ ĞƐƚĄ ĞƐƚƌƵƚƵƌĂĚŽ Ğŵ ƐĞƚĞ dΛƌŐĞƚƐ͕ ĐŽŵ ƵŵĂ ŽƌͲ ŐĂŶŝǌĂĕĆŽ ƐĞŵĞůŚĂŶƚĞ͕ ă ĞǆĐĞĕĆŽ ĚŽ dΛƌŐĞƚ 0͘ K dΛƌŐĞƚ 0 ƐƵƌŐĞ ŶŽ DĂŶƵĂů ĐŽŵŽ ƵŵĂ ĞƐƉĠĐŝĞ ĚĞ ƵŶŝĚĂĚĞ ĚĞ ďŽĂƐͲǀŝŶĚĂƐ ă ĞƐĐŽůĂ Ğ ĂŽƐ ƐĞŝƐ ďůŽŐŐĞƌƐ ƋƵĞ ĂĐŽŵƉĂŶŚĂƌĆŽ ŽƐ ĂůƵŶŽƐ ŶŽ ƐĞƵ ƉĞƌĐƵƌƐŽ ĚĞ ĂƉƌĞŶĚŝǌĂŐĞŵ ĚƵƌĂŶƚĞ Ž ĂŶŽ ůĞƟǀŽ͘ WĂƌĂ ĂůĠŵ ĚŝƐƐŽ͕ ŽƐ ĂůƵŶŽƐ ƚŽŵĂŵ͕ ĚĞ ŝŵĞĚŝĂƚŽ͕ ĐŽŶƚĂĐƚŽ ĐŽŵ ĂůŐƵŶƐ ĂƐƉĞĐƚŽƐ ĐƵůƚƵƌĂŝƐ ƌĞůĂƟǀŽƐ ĂŽ ZĞŝŶŽ hŶŝĚŽ͘ EŽ ŝŶşĐŝŽ ĚĞ ĐĂĚĂ dΛƌŐĞƚ͕ ĞŶĐŽŶƚƌĂͲƐĞ Ƶŵ ƐĞƉĂƌĂĚŽƌ ƋƵĞ ĐŽŶƚĠŵ Ƶŵ şŶĚŝĐĞ ĚĞ ĐŽŶƚĞƷĚŽƐ Ğ Ƶŵ Quiz ŝŶƚƌŽĚƵƚſƌŝŽ ĚĂ ƚĞŵĄƟĐĂ͘ ĂĚĂ dΛƌŐĞƚ ĞƐƚĄ ŽƌŐĂŶŝǌĂĚŽ Ğŵ ƚƌġƐ ƐƵďƵŶŝĚĂĚĞƐ͕ ĐŽŶƚĞŶĚŽ ĂƟǀŝĚĂĚĞƐ ŝĚĞŶƟĮĐĂĚĂƐ ĐŽŵ ůŽŐſƟƉŽƐ͕ ƋƵĞ ƌĞŵĞƚĞŵ ƉĂƌĂ ĂƐ ŵĂĐƌŽĐĂƉĂĐŝĚĂĚĞƐ Ă ƚƌĂďĂůŚĂƌ͘

Cada sƵďƵnŝdade Đontempla:

• EĞƐƚĞ ƉƌŝŵĞŝƌŽ ŵŽŵĞŶƚŽ͕ ĨĂǌͲƐĞ ƵŵĂ ŵŽƟǀĂĕĆŽ Ğ Ƶŵ ĞŶƋƵĂĚƌĂŵĞŶƚŽ ƉƌĄƟĐŽ ĚŽƐ ĐŽŶƚĞƷĚŽƐ Ă ĂďŽƌͲ ĚĂƌ Ğŵ ĐĂĚĂ dΛƌŐĞƚ͘ ƐƚĞ Introducing ŝŶĐůƵŝ ƐĞŵƉƌĞ ƵŵĂ ĐĂŶĕĆŽ ƌĞůĂĐŝŽŶĂĚĂ ĐŽŵ Ă ĄƌĞĂ ƚĞŵĄƟĐĂ Ğŵ ƋƵĞƐƚĆŽ͕ ĐŽŵ ĞǆĐĞĕĆŽ ĚŽ dΛƌŐĞƚ ϭ Ğŵ ƋƵĞ ƐƵƌŐĞ Ƶŵ ǀşĚĞŽ͕ ĚĂŶĚŽͲƐĞ ƐĞŵƉƌĞ Ƶŵ ĞŶĨŽƋƵĞ ĂŽ ǀŽĐĂďƵůĄƌŝŽ͘

EǆĐlƵsŝǀo para o WroĨessor

– DĂŶƵĂů ĚŽ WƌŽĨĞƐƐŽƌ – dĞĂĐŚĞƌΖƐ ŽŽŬ – 'ƌĂŵŵĂƌ͕ &ŝůŵƐ Θ ZŽĐŬΖŶΖZŽůů – ƵĚŝŽ – ;offline Ğ online – ǁǁǁ͘ƚĂƌŐĞƚϴ͘ƐĞďĞŶƚĂ͘ƉƚͿ – /ŶƚĞƌŶĞƚ: ǁǁǁ͘ŵĂŶƵĂůĞƐĐŽůĂƌϮ͘0͘ƐĞďĞŶƚĂ͘Ɖƚ

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ϰ dĞĂĐŚĞƌΖƐ ŽŽŬ Ͳ dΛƌŐĞƚ ϴ •ƉƌĞƐĞŶƚĂĕĆŽ ĚŽ ƉƌŽũĞƚŽ • KƐ ĂůƵŶŽƐ ĐŽŶƚĂĐƚĂŵ ĐŽŵ ƚĞǆƚŽƐ ĂĚĞƋƵĂĚŽƐ ĂŽƐ ƐĞƵƐ ŝŶƚĞƌĞƐƐĞƐ Ğ ĨĂŝǆĂ ĞƚĄƌŝĂ͕ ĂƐƐŽĐŝĂĚŽƐ Ă Ƶŵ ĐŽŶũƵŶƚŽ ĚĞ ĂƟǀŝĚĂĚĞƐ ĚŝǀĞƌƐŝĮĐĂĚĂƐ͘ EŽ ĮŶĂů ĚŽƐ ĞǆĞƌĐşĐŝŽƐ ĚĞ ĐŽŵƉƌĞĞŶƐĆŽ ĚŽƐ ƚĞǆƚŽƐ͕ ĂƉĂƌĞĐĞ ĂƐƐŽĐŝĂĚĂ ƵŵĂ ĂƟǀŝĚĂͲ ĚĞ ĚĞ ƉƌŽĚƵĕĆŽ ĞƐĐƌŝƚĂ͕ ƌĞůĂĐŝŽŶĂĚĂ ĐŽŵ Ž ƚĞŵĂ ĚŽ ƚĞǆƚŽ͘ • ^ƵƌŐĞ ŶŽ ƐĞŐƵŝŵĞŶƚŽ ĚĂ ĂƟǀŝĚĂĚĞ ĚĞ Reading ĚĞ ĐĂĚĂ ƐƵďƵŶŝĚĂĚĞ Ğ ŶŽ ĮŶĂů ĚĞ ĐĂĚĂ dΛƌŐĞƚ Ğ͕ ĚĞ ƵŵĂ ĨŽƌŵĂ ĐŽŵƵŶŝĐĂƟǀĂ͕ ƉƌŽŵŽǀĞ ƵŵĂ ŝŶƚĞƌĂĕĆŽ Ğŵ ƉĂƌĞƐ͕ Ğŵ ƚƌĂďĂůŚŽ ĚĞ ŐƌƵƉŽ ŽƵ ĐŽŵ Ž ŐƌƵƉŽͲƚƵƌŵĂ͕ ĂƚƌĂǀĠƐ ĚĞ ũŽŐŽƐ ŽƵ ĂƟǀŝĚĂĚĞƐ ƋƵĞ ǀĞƌƐĂŵ ƐŽďƌĞ Ă ƚĞŵĄƟĐĂ ĚŽ ƚĞǆƚŽ͘ ƐƚĂƐ ƉƌŽƉŽƐƚĂƐ ƐĆŽ͕ ŵƵŝƚĂƐ ǀĞǌĞƐ͕ ĂĐŽŵƉĂŶŚĂĚĂƐ ƉŽƌ Speaking Tips͕ ĐŽŵ Ž ŽďũĞƟǀŽ ĚĞ ĂũƵĚĂƌ Ž ĂůƵŶŽ ŶĂ ƐƵĂ ƚĂƌĞĨĂ͘ • EĞƐƚĂ ƌƵďƌŝĐĂ ƐĆŽ ƌĞǀŝƐƚŽƐ ĞͬŽƵ ŝŶƚƌŽĚƵǌŝĚŽƐ ƚſƉŝĐŽƐ ƚĞŵĄƟĐŽƐ ĞͬŽƵ ǀŽĐĂďƵůĂƌĞƐ͕ ŝŶƐĞƌŝĚŽƐ ŶŽ ĐŽŶƚĞǆƚŽ ĚŽ dΛƌŐĞƚ Ğŵ ƋƵĞƐƚĆŽ͕ ĂƚƌĂǀĠƐ ĚĞ ĞǆĞƌĐşĐŝŽƐ ĚĞ ĐŽŶƐŽůŝĚĂĕĆŽ Ğ ĂůĂƌŐĂŵĞŶƚŽ ĚĞ ǀŽĐĂďƵůĄƌŝŽ ĚŝǀĞƌƐŝĮͲ ĐĂĚŽƐ͘ ƐƚĂƐ ĂƟǀŝĚĂĚĞƐ ƐĆŽ ĐŽŵƉůĞŵĞŶƚĂĚĂƐ ƉŽƌ ĚƵĂƐ ƌƵďƌŝĐĂƐ – Watching Ğ Listening – ƋƵĞ ƌĞĨŽƌĕĂŵ Ă ƌƵďƌŝĐĂ ĚĞĚŝĐĂĚĂ ă ĐŽŶƐŽůŝĚĂĕĆŽͬĞǆƉĂŶƐĆŽ ůĞǆŝĐĂů͘

• ^ƵƌŐĞ ƐĞŵƉƌĞ ŶŽ ƐĞŐƵŝŵĞŶƚŽ ĚĂ ƌƵďƌŝĐĂ Vocabulary Target͘ ŽŶƐŝƐƚĞ Ğŵ video blogs ŽƌŝŐŝŶĂŝƐ͕ ƉƌŽƚĂͲ ŐŽŶŝǌĂĚŽƐ ƉŽƌ Ƶŵ ũŽǀĞŵ ƉŽƌƚƵŐƵġƐ͕ Ğ ƚĂŵďĠŵ Ğŵ ƉĞƋƵĞŶŽƐ ǀşĚĞŽƐ ĂƵƚġŶƟĐŽƐ ;trailers͕ ĮůŵĞƐ Ğ ŽƵƚƌŽƐͿ͕ ƋƵĞ ǀŝƐĂŵ Ž ĐŽŶƚĂĐƚŽ ĐŽŵ ĞǆƉĞƌŝġŶĐŝĂƐ ĚĞ ĂƉƌĞŶĚŝǌĂŐĞŵ ŵĂŝƐ ĂďƌĂŶŐĞŶƚĞƐ͕ ƐŝŐŶŝĮĐĂƟǀĂƐ Ğ ŵŽƟǀĂĚŽƌĂƐ͘ • ŵĂĐƌŽĐŽŵƉĞƚġŶĐŝĂ Listening͕ ƚƌĂŶƐǀĞƌƐĂů ĂŽ ůŽŶŐŽ ĚŽ ƉƌŽũĞƚŽ͕ ƐƵƌŐĞ ŶŽ Introducing Ğ ŶŽ ƐĞŐƵŝͲ ŵĞŶƚŽ ĚŽ Vocabulary Target ĚĞ ĨŽƌŵĂ ŵƵŝƚŽ ĐŽŶƐƚĂŶƚĞ͕ ƐŽď Ă ĨŽƌŵĂ ĚĞ ĚŝĄůŽŐŽƐ͕ ĐĂŶĕƁĞƐ͕ ŽƌĂ ƌĞůĂĐŝŽŶĂĚĂƐ ĐŽŵ Ă ƚĞŵĄƟĐĂ ŽƌĂ ĐŽŵ ŽƐ ĐŽŶƚĞƷĚŽƐ ŐƌĂŵĂƟĐĂŝƐ͕ Ğ ŽƵƚƌŽƐ ƚĞǆƚŽƐ͘ • ZƵďƌŝĐĂ ŽŶĚĞ ƐĆŽ ƌĞǀŝƐƚŽƐ ĞͬŽƵ ŝŶƚƌŽĚƵǌŝĚŽƐ ĐŽŶƚĞƷĚŽƐ ŐƌĂŵĂƟĐĂŝƐ͘ ĂďŽƌĚĂŐĞŵ ĞƐĐŽůŚŝĚĂ Ġ ƉƌĞĚŽŵŝŶĂŶƚĞŵĞŶƚĞ ĚĞĚƵƟǀĂ͕ ĂŝŶĚĂ ƋƵĞ͕ ƉŽƌ ǀĞǌĞƐ͕ ƐĞ ŝŶĐĞŶƟǀĞ ŽƐ ĂůƵŶŽƐ ă ĚĞƐĐŽďĞƌƚĂ ĚĂ ƌĞŐƌĂ͘ EŽ ĞŶƚĂŶƚŽ͕ ŶĂ ďĂŶĚĂ ůĂƚĞƌĂů ĚŽ DĂŶƵĂů ĚŽ WƌŽĨĞƐƐŽƌ ƐĆŽ ĂƉƌĞƐĞŶƚĂĚĂƐ ƐƵŐĞƐƚƁĞƐ ŵĞƚŽĚŽůſŐŝĐĂƐ ƋƵĞ ƉĞƌŵŝƚĞŵ ŽƉĞƌĂĐŝŽŶĂůŝǌĂƌ ƉĞƌĐƵƌƐŽƐ ƋƵĞ ŝŶĐĞŶƟǀĂŵ ŽƐ ĂůƵŶŽƐ Ă ĂŶĂůŝƐĂƌĞŵ ĂůŐƵŶƐ ĞǆĞŵƉůŽƐ ĚĂ ĞƐƚƌƵƚƵƌĂͲĂůǀŽ͕ ĚĞ ŵŽĚŽ Ă ĚĞƐĐŽďƌŝƌĞŵ ĂƐ ƐƵĂƐ ƌĞŐƌĂƐ Ğ ŐĞŶĞƌĂůŝǌĂĕƁĞƐ͘ WĂƌĂ ĞƐƚĞ ĞĨĞŝƚŽ͕ ƐĆŽ ĚŝƐƉŽŶŝďŝůŝǌĂĚĂƐ ĂŽ ƉƌŽĨĞƐƐŽƌ ĂƉƌĞƐĞŶƚĂĕƁĞƐ Ğŵ PowerPoint ƋƵĞ ĐŽŶĚƵǌŝƌĆŽ ŽƐ ĂůƵŶŽƐ ŶĞƐƐĞ ƉƌŽĐĞƐƐŽ ƌĞŇĞǆŝǀŽ ĚĞ ĚĞƐĐŽďĞƌƚĂ ĚĂ ůşŶŐƵĂ͕ ĐŽŵ ǀŝƐƚĂ Ă ƵŵĂ ĂďŽƌĚĂŐĞŵ ƉůĞŶĂŵĞŶƚĞ ŝŶĚƵƟǀĂ͘ EĞƐƚĂ ƐĞĐĕĆŽ͕ ƐĆŽ͕ ƉŽƌ ǀĞǌĞƐ͕ ĨĂĐƵůƚĂĚĂƐ ĂůŐƵŵĂƐ ĚŝĐĂƐ ;Grammar TipsͿ͕ ƋƵĞ ǀŝƐĂŵ ƌĞĨŽƌĕĂƌ Ğ ĨĂĐŝůŝƚĂƌ Ă ĂƉƌĞŶĚŝǌĂŐĞŵ ĚŽƐ ĐŽŶƚĞƷĚŽƐ Ğŵ ƋƵĞƐƚĆŽ͘ • EĞƐƚĂ ƌƵďƌŝĐĂ ƐĆŽ ĂƉƌĞƐĞŶƚĂĚĂƐ ƉƌŽƉŽƐƚĂƐ ĚĞ ĞƐĐƌŝƚĂ ŵŽƟǀĂĚŽƌĂƐ ƐŽďƌĞ ŽƐ ƚĞŵĂƐ Ğŵ ĞƐƚƵĚŽ͘ KƐ ĂůƵŶŽƐ ƉƌŽĚƵǌĞŵ ƚĞǆƚŽƐ͕ ĐŽŵ ĮŶƐ ĚŝǀĞƌƐŽƐ Ğ ĚĞƚĞƌŵŝŶĂĚŽƐ͕ ĐŽŵ ƉƌŽƉſƐŝƚŽƐ ĐůĂƌŽƐ Ğ ĞǆƉůşĐŝƚŽƐ͕ ŶŽŵĞĂĚĂŵĞŶƚĞ ƐŽďƌĞ ĂƐƐƵŶƚŽƐ ĚŽ ĚŝĂ Ă ĚŝĂ͕ ŶŽƐ ƋƵĂŝƐ Ă ƉƌĄƟĐĂ ĚĂƐ ĞƐƚƌƵƚƵƌĂƐ ŐƌĂŵĂƟĐĂŝƐ Ğ ǀŽĐĂďƵůĂƌĞƐ Ġ ĞǀŝĚĞŶĐŝĂĚĂ͘ WriƟng plans Ğ wriƟng Ɵps ƐĆŽ ƵŵĂ ĐŽŶƐƚĂŶƚĞ ŶŽƐ ŵŽŵĞŶƚŽƐ ĚĞĚŝĐĂĚŽƐ ă ĞƐĐƌŝƚĂ Ğ ƚġŵ ĐŽŵŽ ŽďũĞƟǀŽ ŽƌŝĞŶƚĂƌ ŽƐ ĂůƵͲ ŶŽƐ ŶŽ ƉƌŽĐĞƐƐŽ ĚĞ ƉƌŽĚƵĕĆŽ ƚĞǆƚƵĂů Ğ͕ ƐŽďƌĞƚƵĚŽ͕ ĚĞƐĞŶǀŽůǀĞƌ Ž ŐŽƐƚŽ ƉĞůĂ ĞƐĐƌŝƚĂ͘

No Įnal de Đada T@rget͕ os alƵnos serão ĐonĨrontados Đom ƋƵatro seĐçƁes:

• ZĞƉƌĞƐĞŶƚĂ Ž ĐƵůŵŝŶĂƌ ĚĞ ĐĂĚĂ Ƶŵ ĚŽƐ dΛƌŐĞƚƐ͘ dŽĚŽƐ ŽƐ ĐŽŶƚĞƷĚŽƐ ƚƌĂďĂůŚĂĚŽƐ ŶŽ dΛƌŐĞƚ ĐŽŶǀĞƌŐĞŵ ƉĂƌĂ Ž ƉƌŽũĞƚŽ ĮŶĂů͕ ĚĞ ƉĂƌƟůŚĂ ĚĞ ĞǆƉĞƌŝġŶĐŝĂƐ ĐŽŵ ŽƐ ĐŽůĞŐĂƐ ĚĂ;ŽͿ ĞƐĐŽůĂͬŐƌƵƉĂŵĞŶƚŽ ĞͬŽƵ ĐŽŵ ƉĂƌĐĞŝƌŽƐ ĚĞ ŽƵƚƌŽƐ ƉĂşƐĞƐ͘ •

LOLing :)

ŽŶƐƟƚƵŝ Ƶŵ ŵŽŵĞŶƚŽ ĚĞ ĚĞƐĐŽŶƚƌĂĕĆŽ ƉĂƌĂ ƉƌŽĨĞƐƐŽƌĞƐ Ğ ĂůƵŶŽƐ͘ WƌĞƚĞŶĚĞͲƐĞ ƋƵĞ ƐĞ ĞƐƚĂďĞůĞĕĂ Ƶŵ ĚŝĄůŽŐŽ ĂĐĞƌĐĂ ĚŽƐ cartoons Ğ ƋƵĞ ŽƐ ĂůƵŶŽƐ ĂƉƌĞƐĞŶƚĞŵ ŽƐ ƐĞƵƐ ƉŽŶƚŽƐ ĚĞ ǀŝƐƚĂ͘ • ƐƉĂĕŽ ĚĞ ŝŶĨŽƌŵĂĕĆŽ Ğ ĂůĂƌŐĂŵĞŶƚŽ ĚĞ ĐŽŶŚĞĐŝŵĞŶƚŽƐ ƐŽďƌĞ ŽƵƚƌŽƐ ƉĂşƐĞƐ Ğ ĐƵůƚƵƌĂƐ͕ ƉŽŶͲ ƚƵĂĚŽ ƉŽƌ ĂƟǀŝĚĂĚĞƐ ůƷĚŝĐĂƐ ĚĞ ĐŽŵƉƌĞĞŶƐĆŽ ĚĞ ƚĞǆƚŽƐ Ğ ĚĞ ƉĞƐƋƵŝƐĂ͘ • DŽŵĞŶƚŽ ĚĞ ƌĞŇĞǆĆŽ Ğ ĂƵƚŽĂǀĂůŝĂĕĆŽ ĚĂƐ ĂƉƌĞŶĚŝǌĂŐĞŶƐ ĞĨĞƚƵĂĚĂƐ͘

^ĆŽ ƚĂŵďĠŵ ĂďŽƌĚĂĚĂƐ͕ ŶŽ ĮŶĂů ĚŽƐ dΛƌŐĞƚƐ Ϯ Ğ ϰ͕ ĨĞƐƟǀŝĚĂĚĞƐ ƌĞůĞǀĂŶƚĞƐ: Guy Fawkes͕ Christmas Ğ St ValenƟne͛s Day͕ St Patrick͛s Day Ğ Easter͕ ƌĞƐƉĞƟǀĂŵĞŶƚĞ͘

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5 aprendiǌagem da gramĄƟca, Ĩaǌendo o melhor uso possíǀel do som e da imagem, atraǀĠs de canĕƁes e Įlmes do agrado dos nossos alunos.

ste componente integra tambĠm canĕƁes e Įlmes alusiǀos a determinadas datas comemoraƟǀas ;Halloween, Christmas, St ValenƟne͛s Day, Father͛s Day, Dother͛s DayͿ, bem como ăs diĨerentes temĄƟcas e respeƟǀas Ąreas ǀocabulares a serem abordadas em cada um dos T@rgets.

Dracula – Extensive Reading (oferta ao aluno)

O Ĩamoso liǀro de ram ^toker, recontado, com um texto cuidadosamente adaptado ao níǀel de língua de ϴǑ ano, tem como primordial obũeƟǀo desenǀolǀer o gosto pela leitura e, simultaneamente, possibilitar a compreensĆo do texto como um todo, dos acontecimentos e da sua seƋuência. O proĨessor poderĄ contar com aƟǀidades de compreensĆo do texto antes, durante e apſs a leitura.

Teacher's Book

Eeste liǀroͬguia incluímos para o proĨessor:

• planiĮcaĕƁes de unidade para o ϭǑ período, bem como os planos de aula reĨerentes ao mesmo período, nos Ƌuais se integram de Ĩorma arƟculada os diĨerentes componentes do proũeto T@rget 8, com o obũeƟǀo de Ĩacilitar a gestĆo do Manual e a prĄƟca leƟǀa diĄria.

stes materiais estarĆo tambĠm disponíǀeis, em Ĩormato editĄǀel, em , bem como todos os planos de aula e planiĮcaĕƁes de unidade relaƟǀos aos segundo e terceiro períodos͖

• conũunto de ϭϮ testes arƟculados com os conteƷdos temĄƟcos, ǀocabulares e gramaƟcais do manual, com as respeƟǀas matriǌes e soluĕƁes e um teste-modelo do Key for Schools EǆaminaƟon. Estes testes constarão igual-mente na plataĨorma , em Ĩormato editĄǀel, bem como outros testes-modelo Key for Schools EǆaminaƟon Ƌue serão disponibiliǌados͖

• os audio scripts de todas as situaĕƁes de audiĕão presentes no Manual, no Workbook e nos ϭϮ testes deste Teacher's Book͖

• soluĕƁes das Įchas dos testes e do Workbook.

CD Áudio

O udio inclui todos os exercícios de audiĕão do Manual e do Workbook, bem como os textos de listening incluídos nos testes.

Eo site de apoio: ǁǁǁ.targetϴ.sebenta.pt são tambĠm disponibiliǌados Ąudios para os alunos.

Danual DulƟmĠdia

O Manual MulƟmĠdia conũuga o liǀro escolar em Ĩormato digital com mƷlƟplos recursos de apoio ă aprendiǌagem, Ƌue complementam e enƋuadram os conteƷdos do Manual.

irigido ao aluno, inclui:

• Testes interaƟǀos – extenso banco de testes interaƟǀos e diǀersiĮcados, Ƌue abrange os ǀĄrios conteƷdos do Manual. Os testes são personaliǌĄǀeis e encontram-se organiǌados pelos diĨerentes temas.

• 'ramĄƟcas – exercícios suplementares de conteƷdos gramaƟcais abordados no Manual.

• :ogos – permitem reǀer os conteƷdos de todo o Manual, conũugando as componentes lƷdica e didĄƟca.

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6 TeacherΖs ook - T@rget ϴ •presentaĕão do proũeto

2Ϭ Aula Digital Ġ uma plataĨorma disponibiliǌada ao proĨessor adotante na internet e em -ZOM, Ƌue permite a ĨĄcil exploraĕão do T@rget 8, atraǀĠs da uƟliǌaĕão das noǀas tecnologias em sala de aula. ǀersão em -ZOM pode ser uƟliǌada sempre Ƌue não seũa possíǀel recorrer ă plataĨorma na internet.

Todos os recursos impressos do proũeto estão aí presentes, muito deles em Ĩormato editĄǀel, para Ƌue o proĨessor os possa personaliǌar em Ĩunĕão das suas turmas.

Wara alĠm disso, incluímos uma enorme ǀariedade de conteƷdos mulƟmĠdia arƟculados com o Manual, Ƌue tor-nam possíǀel ao proĨessor Ɵrar mais parƟdo do seu proũeto escolar, tornar as aulas mais dinąmicas e adaptadas ăs competências digitais dos atuais alunos e Ƌue lhe simpliĮcam o trabalho ƋuoƟdiano, tais como:

• ǀídeos autênƟcosͬǀídeo blogues – complementam a inĨormaĕão do Manual e dos recursos do proũeto de Ĩorma moƟǀadora e enriƋuecedora͖

• ũogos͖

• conteƷdo integral do Manual ;para proũeĕão em sala de aulaͿ com Ĩerramentas de ediĕão e adaptado a Ƌuadro interaƟǀo͖

• apresentaĕƁes em PowerPoint com explicitaĕão de conteƷdos gramaƟcais, ǀocabulares e culturais, de apoio e complemento ă prĄƟca leƟǀa, deǀidamente reĨerenciadas nas bandas laterais do manual do proĨessor͖

• recursos complementares – verb Ɵmeline e wheel of verbs͖

• links internet – permitem obter inĨormaĕão complementar e apoiar a aprendiǌagem͖ • testes interaƟǀos͖

• recursos para gestão de trabalho, tais como planiĮcaĕão de aulas, Įchas de registo, relatſrios de aǀaliaĕão deta-lhados, entre outros.

O proĨessor dispƁe ainda de um mſdulo de comunicaĕão com o aluno para enǀio de mensagens, testes, correĕão de testes e estratĠgias de melhoria.

Em suma:

Yueremos salientar Ƌue este proũeto pretende responder ăs necessidades do proĨessor e do aluno do sĠculo yy/, Ƌue a todo o momento se têm de adaptar ăs mudanĕas constantes do mundo global em Ƌue ǀiǀem, apostando: - no /nglês como ǀeículo de comunicaĕão por excelência nos dias de hoũe͖

- na inclusão de Ĩormas de comunicaĕão mais usadas pelos alunos ;blogues, redes sociaisͿ͖

- nos media, nos meios audioǀisuais, nos ǀídeo blogues originais, tão do agrado dos nossos adolescentes͖ - na ǀaloriǌaĕão da interculturalidade, atenuando ǀisƁes redutoras e respeitando a diĨerenĕa.

Trata-se de um proũeto alicerĕado nas Detas Curriculares de Inglġs para os 2Ǒ e 3Ǒ ciclos do ensino bĄsico, organiǌadas por domínios de reĨerência, obũeƟǀos e descritores de desempenho e orientado para um ensino e aprendiǌagem baseados nas necessidades, nas caracterísƟcas e nos conhecimentos dos alunos.

Esperamos, desta Ĩorma, contribuir para Ƌue o trabalho de todos propicie aprendiǌagens signiĮcaƟǀas e, conseƋuentemente, níǀeis de excelência aos nossos alunos.

om trabalho͊ s utoras

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9

TeacherΖs ook - T@rget ϴ •WlaniĮcaĕão global do ϭǑ período

Ao long o do ano le Ɵvo ͕ os alunos dev erão ser c apa ǌes de : • ompreender con te

Ʒdos simples repro

du ǌidos em meios Ąudio ͬau di oǀ isuais ade Ƌuados ao seu ní ǀel. • onhecer di Ĩerentes Ɵp os de regis to . • >er tex tos bre ǀes de Ɵpol og ia d iǀ er siĮ ca da . • hƟ liǌ ar dic io nĄ rios monol ingues. • >er bre ǀes tex tos adapt ados de leitur a ex tensi ǀa. • War Ɵci pa r e m d iĄ log os simples. • Wro du ǌir di Ąlog os bre

ǀes e simples em contex

tos di Ĩerenc iados . • Ex pres sa r-se ora lmen te n um a l inguag em s im ples e descri Ɵǀ a em situa ĕƁ es pre ǀiamente prepar adas . • /nter agir em di Ĩerentes Ɵp os de regis to . • Wro du ǌir tex tos bre ǀes . • o nhe ce r as cul tur as d e e xpres sã o in gles a no m tur a e resp ei to Ĩace a di Ĩeren ĕas cul tur ais . • onhecer e descre ǀer temas da ac tualidade . • Zecon hecer a d iǀ er sidade como um a opor tun to do s. • ompreender Ĩorm as de or ga ni ǌa ĕão do l Ġxico • o nhe ce r al gumas es tr ut ur as Ĩre Ƌuen tes do Ĩunc Tſ picos >eitura Co m pr ee nsã o K ral Interaç ão K ral (IK ) ͬ W rodução K ral (WK ) Esc rit a Dom şnio In te rcultural >Ġ xico (> ) ͬ ' ram ĄƟ ca (' R) Ϭ. W e a re b ac k͊ • Y ui ǌ: , oǁ ri Ɵsh are Ǉou ͍ • We lc om e t o our blog • Te st e dia gn ſs Ɵco • ^pe ak Ǉ our min d͊ &ig ur as de cer a no Museu Madame Tuss au d͛ s ;W O Ϳ • Te st e dia gn ſs Ɵco • >oca is de interes se , m onum entos • &amí lia Zea l /ng lesa • soca bu lĄ rio relacion ado com a te m ĄƟ ca ;> Ϳ • Ze ǀis ão de con te Ʒdos gr ama Ɵca is ;' ZͿ • Zea • Ex • Br • Ex corresp •

Wreenc pas ǀisit

• Zea dia • Ex expres Rec ur sos • Y uadro • Manual • /ma gens • sideopro ũet or • omput ador • Ą udio

Wrimeiro

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ϭ0 TeacherΖs ook - T@rget ϴ •WlaniĮcaĕão global do ϭǑ período Tſ picos >eitura Co m pr ee nsã o K ral Interaç ão K ral (IK ) ͬ W rodução K ral (WK ) Esc rit a Dom şnio In te rcultural >Ġ xico (> ) ͬ ' ram ĄƟ ca (' R) Estrat Ġgias ͬ A Ɵvidades 1. It ͛s s Ɵll leisure Ɵme ͊ • Y ui ǌ: Do yo u l ove adv en ture ? Introduc ing 1. 1 / dle Ĩol k ha ǀe the le as t le isure 1.2 E one but th e ǁ ise man ca n e m pl oǇ le isure ǁ ell 1. 3

What is the cit

Ǉ but

the

people

͍

•

Feel the adre

naline • Celebrit y hobbie s • Li vi ng in th e ci ty o r in the coun tr ys ide • Fr ee Ɵme ac Ɵvi Ɵes • My l eisure Ɵme ͊ ; blog do Mi guel Ϳ • K ne D irec Ɵon ͕ ͞> iǀ e ǁ hil e ǁ e͛ re Ǉoung ͟ ;ca nĕ ão Ϳ • The Holida y ;tr ail er Ϳ • ^pe ak Ǉ our min d͊ Couc h p ot at oes ;W O Ϳ • Mimin g g am e ;/O Ϳ • &ind s ome one ǁ ho ... ;/ O Ϳ • zou choose ͊ The ci ty v s. th e coun tr y ;W O Ϳ • Po st num blog Pr oje to • Fr ee Ɵme ac Ɵvi Ɵes In te rcultural T@ rg et • Relaxing around t he wo rld >Ġ xico relacion ado com : • Ɵ ǀidades de la ǌer e despor to s ;> Ϳ • Ɵ ǀidades de la ǌer p ouco

usuais e as mais tradicion

ais ;> Ϳ • Pr esen t simpl e ;' ZͿ • Adverbs of freq ue nc y ;' ZͿ • Th e c ity and th e c ou ntr y ;> Ϳ • Pr es en t con Ɵnu ou s Pr esen t simpl e vs . P resen t con Ɵnu ou s ;' ZͿ • M odal V erbs ;wo ul d͕ wo ul dn ͛t͕ could ͕ couldn ͛t͕ mus t͕ mus tn ͛t͕ hav e t o͕ don ͛t hav e t o) • Co nnec to rs : - and ͕ also ͕ to o - o r ;' ZͿ • Zea liǌ aĕ ão de um qui z. • Ex pl or aĕ ão d e ima gens e d e ơtulos . • Br ai ns to rm in g. • Ex pl or aĕ ão de pro ǀĠ rbios ͬ cita ĕão . • Ex er cício s de com pree nsão or al , le itura , in te ra ĕão or al , pro du ĕão or al e escrit a. • >ei tur a e c ompre ens ão d e te xt os . • Wro cur a de sin ſnimos . • omplet amen to de Ĩra se s d e acordo com o te xt o. • Wreenc himento de t ab elas . • omplet amen to de Ĩra se s com a ;s Ϳ pala ǀra ;s Ϳ ade Ƌuada ;s Ϳ. • sisi onam ento e c omp re ens ão de Į lmes . • Wreenc himento de espa ĕos . • ^ele ĕão de in Ĩorm aĕ ão . • serdadeiro ͬ& als o. • Wro cur a de e ǀidências no te xt o. • ons tru ĕão de Ĩra se s. • Ex er cício s de corresp ondênc ia. • E sc olha m Ʒl Ɵpla. • :og os ;Miming game ͕ Fi nd so meo ne who… Ϳ. • Wro du ĕã o d e um p os t par a um blo g. • Tr abalho de pro ũet o sobre aƟǀ idades de la ǌer . • Tr abalho de p es Ƌuis a s obre as a Ɵǀ idades de la ǌer dos adoles centes em to do o mun do .

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ϭϭ

&es Ɵvi Ɵes • ' uǇ & aǁ ke s • Guy Fawk es and B on Įre Nigh t ;Į lme d e anima ĕão Ϳ • >Ġ xico relacion ado com a Ĩes Ɵǀ idade • E enhum ite m ͬcon te Ʒdo gr ama Ɵca l esp ec íĮ co Rec ur sos • Y uadro • Manual • /ma gens • sideopro ũet or • omput ador • Ą udio • sideo : ϭϬ Ϭ things t o do in your free Ɵme • Mi gu el ͛s c hannel : - My l eisure Ɵme ͊ • Wo ǁ er Woint : - W resen t simple - W resen t con Ɵnu ous an d p res ent simp le - M odal ǀerbs • ' ra m ĄƟ ca : - W resen t simple - W resen t con Ɵnu ous an d p res ent simp le - M odal ǀerbs • Whe el o Ĩ ǀ erbs • /n Ĩog rĄĮ co : ǀ erb Ɵmeline • sideo : The Holida y ;tr ail er Ϳ • :og o: - Z

elaxing around the

ǁ orld - oard game • T es tes inter aƟǀ os • O bs er ǀa ĕão diret • Ɵ ǀidades de a • War Ɵci pa ĕã o o ral na s • T rabalh os d e c • ut oa ǀalia ĕão • , et eroa ǀalia ĕão

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ϭϮ TeacherΖs ook - T@rget ϴ •WlaniĮcaĕão global do ϭǑ período Tſ picos >eitura Co m pr ee nsã o K ral Interaç ão K ral (IK ) ͬ Pr od uç ão K ral (P K ) Esc rit a Dom şnio In te rcultural >Ġ xico (> ) ͬ ' ram ĄƟ ca (' R) Estrat Ġgias ͬ A Ɵvidades 2. F rie nd s indeed ͊ • Y ui ǌ: Do y ou real ly know yo ur b es t frie nd ? Introduc ing 2. 1 Ĩriend to all is a Ĩriend to n one 2.2 Ĩriend ͛s Ĩro ǁ n is be Ʃ er than a Ĩoe ͛s smil e 2.3 Ĩriend is ne ǀer kno ǁ n Ɵl needed • Th e p erk s of b eing a wa llŇ ower • Cel ebrit y b es t frie nds • Teen depr es sion • <^ M, ͞ es t Ĩriends Ĩore ǀer ͟ ;ca nĕ ão Ϳ • Yo u a re th e be st ͊ ; blog do Mi guel Ϳ • r uno Mar s, ͞ ount on me ͟ ;ca nĕ ão Ϳ • A sho rt l ove st or y ;Į lme d e anima ĕão Ϳ • & & – relacion amen to com o ;a Ϳ melhor ami go ;a Ϳ ;/ O Ϳ • ^pe ak Ǉ our min d͊ ;W O Ϳ ; s Ƌ ualidades par a uma b oa ami ǌade Ϳ • ^har e Ǉour st or Ǉ ;W O Ϳ ;Z elato de uma experiênci a nega Ɵǀ aͿ • Mimin g g am e ;/O Ϳ • &ind s ome one ǁ ho ... ;/ O Ϳ • ar ta in Ĩorm al Pr oje to • Fr ie nd s i nd ee d͊ In te rcultural T@ rg et • Giv ing gi Ō s around t he wo rld >Ġ xico relacion ado com : • Y ualidades psicol ſgic as ;> Ϳ • W ord fo rma Ɵon ;ad ũec Ɵve pr eĮ xes ͬ su ĸ xes ) ;' ZͿ • D egrees of _adũec Ɵves : com pa ra Ɵve and s up erla Ɵve ;' ZͿ • es cr iĕ ão psicol ſgic a ;> Ϳ • Pa st simpl e – regular verbs ;'ZͿ • ing and -ed ad ũec Ɵves • Was t simple irregular ǀerbs ;' ZͿ • Zea liǌ aĕ ão de um qui z. • Ex pl or aĕ ão de imag ens ͬ de ơtulos . • Br ai ns to rm in g. • E sc olha da pala ǀra corr eta . • E xp lo ra ĕão de pro ǀĠ rbios. • Ex erc íc ios de compreens ão or al , le itura , in te ra ĕão or al , produ ĕão or al e escrit a. • >ei tur a e c ompre ens ão d e te xt os . • O rd ena ĕão de Ĩra se s de acordo com o te xt o. • Es co lha d o p re Įxo a de Ƌuado par a Ĩorm ar pala ǀra s ant ſnimas . • sisi onam ento e c omp re ens ão de Į lmes . • ^ele ĕão da in Ĩorm aĕ ão correta. • O rd ena ĕão de Ĩra se s de acordo com o Į lme . • Ex er cí ci os d e correspondênci a. • serdadeiro ͬ & als o. • omplet amen to de Ĩra se s d e acordo com o te xt o. • Wreenc himento de t ab elas . • omplet amen to de Ĩra se s com a ;s Ϳ pala ǀra ;s Ϳ ade Ƌuada ;s Ϳ. • sisi onam ento e c omp re ens ão de Į lmes . • Wreenc himento de espa ĕos . • ons tru ĕão de Ĩra se s. • Wro cur a de sin ſnimos . • :og os ;Miming game , Fi nd so meo ne who… Ϳ. • Ex er cício de prod uĕ ão escrit a a par Ɵr de im ag ens de um Įlme .

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ϭ3

Fe sƟ vi Ɵes • hr is tmas • Ta Ǉlor ^ǁ iŌ , ͞ hr is tmas mus t b e somet hi ng more ͟ ;ca nĕ ão Ϳ • >eg endag em de im ag ens • >Ġ xico relacion ado com a Ĩes Ɵǀ idade • E enhum i tem ͬ con te Ʒdo gr ama Ɵca l esp ec íĮ co Rec ur sos Av aliaç • Y uadro • Manual • /ma gens • sideopro ũet or • omput ador • Ą udio • Mi gu el ͛s c hannel : - Yo u a re th e b es t͊ • Wo ǁ er Woint - eg rees o Ĩ ad ũec Ɵǀ es - W as t simp le – r egular ǀerbs • ' ra m ĄƟ ca - eg rees o Ĩ ad ũec Ɵǀ es - W as t simp le – r egular ǀerbs - W as t simple – ir regular ǀerbs • /n Ĩog rĄĮ co : s erb Ɵmeline • sideo : A sh or t lo ve st or y in st op mo Ɵon • Wo ǁ er Woint : - W as t simp le – ir re gular ǀerbs • /n Ĩog rĄĮ co : s erb Ɵmeline • &err ament a: Wheel o Ĩ ǀ erbs • :og o: - oard game • T es tes inter aƟǀ os • sideo : Guy F awk es and B on Įre N igh t • O bs er ǀa ĕão diret a • Ɵ ǀidades de a ǀalia ĕão diagn ſs Ɵca • War Ɵci pa ĕã o o ral na s ala d e aula • T rabalhos de c as a • ut oa ǀalia ĕão • , et eroa ǀalia ĕão

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ϭϰ TeacherΖs ook - T@rget ϴ •Wlanos de aula do ϭǑ período

ϭ ^egmento

^ummarǇ

• Yuiǌ: How BriƟsh are you? loggers proĮles. &amous places and landmarks in >ondon. riƟsh culture: Ĩamous people.

AssumpƟons

• ^tudents are alreadǇ Ĩamiliar ǁith some cultural aspects and English monuments and people.

Procedure

ϭ. 'reeƟng. WriƟng the summarǇ. Ϯ. Yuiǌ How BriƟsh are you? 3. Yuiǌ correcƟon.

ϰ. Zeading bloggers͛ proĮles. 5. >abelling a passport and a map.

6. /denƟĨǇing Ĩamous places and landmarks in >ondon. ϳ. /denƟĨǇing Ĩamous English and Wortuguese people.

Daterial • oard • ^tudent͛s ook – pp. ϴ-ϭ5 • Topic • 0. We are back͊ ^ub-Topic • We are back͊ Aims

• <noǁing cultural aspects oĨ English speaking countries.

socabularǇ

• cƟǀiƟes.

• &amous places and people.

Grammar

• Eo speciĮc item.

Descriptors

• /denƟĨǇing Ĩamous arƟsts.

• /denƟĨǇing monuments and museums. • /denƟĨǇing places oĨ interest to ǀisit.

^kills

• >istening ͬ Zeading ͬ ^poken /nteracƟon ͬ ^poken WroducƟon ͬ WriƟng ͬ

/ntercultural omain ͬ >exis and 'rammar

EvaluaƟon ͬ Assessment

• irect obserǀaƟon.

• areĨul obserǀaƟon oĨ steps 5, 6 and ϳ. • Engagement in the acƟǀiƟes.

,omeǁork

• Zeǀision oĨ contents.

Escola no പTurma പula E.o_{പData ͬ ͬ}

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ϭ5

TeacherΖs ook - T@rget ϴ •Wlanos de aula do ϭǑ período

• DiagnosƟc test. • ^tudents are alreadǇ Ĩamiliar ǁith the

possessiǀe determiners, there + be, possessiǀe case, connectors, past simple, ƋuesƟon ǁords, adũecƟǀe + preposiƟons.

Procedure

ϭ. 'reeƟng. WriƟng the summarǇ. Ϯ. DiagnosƟc test. Daterial • oard • ^tudent͛s ook – pp. ϭ6-ϭϳ • D udio – track ϭ Topic • 0. We are back͊ ^ub-Topic • We are back͊ Aims

• >earning about intercultural meeƟngs, holidaǇs and acƟǀiƟes.

• hnderstanding simple listening texts appropriate to students͛ leǀel.

socabularǇ

• Zelated to holidaǇs.

Grammar

• Wossessiǀe determiners, there + be, possessiǀe case, connectors, past simple, ƋuesƟon ǁords, adũecƟǀe + preposiƟons.

Descriptors

• /denƟĨǇing the main content oĨ ǁhat Ǉou hear and see.

^kills

• >istening ͬ Zeading ͬ WriƟng ͬ /ntercultural Domain ͬ >exis and 'rammar

• Direct obserǀaƟon.

• Engagement in the acƟǀiƟes.

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ϭ6 TeacherΖs ook - T@rget ϴ •Wlanos de aula do ϭǑ período

ϭ ^egmento

^ummarǇ

• /ntroducƟon to the topic ͞/t͛s sƟll leisure Ɵme͟. Yuiǌ: Do you

love adventure? &ree Ɵme acƟǀiƟes. Watching ǀideo

comprehension – ϭϬϬ things to do in your free Ɵme.

AssumpƟons

• ^tudents are alreadǇ Ĩamiliar ǁith some ǀocabularǇ related to Ĩree Ɵme acƟǀiƟes.

Procedure

ϭ. 'reeƟng. WriƟng the summarǇ. Ϯ. Yuiǌ Do you love adventure? 3. Yuiǌ correcƟon.

ϰ. /ntroducƟon to the topic ͞/t͛s sƟll leisure Ɵme͊͟ 5. >abelling pictures: Ĩree Ɵme acƟǀiƟes.

6. >abelling pictures: extreme acƟǀiƟes.

ϳ. Watching comprehension: ϭϬϬ things to do in your free Ɵme. ϴ. /nterpreƟng LOLing.

Daterial

• oard

• ^tudent͛s ook – pp. ϭϴ-Ϯϭ

•

sídeo – 100 things to do in your free

Ɵme

• 'rammar, &ilms Θ Zock͛n͛Zoll, pp. 3ϳ- -3ϴ, 39-ϰ0, ϴ3-ϴϰ Topic • ϭ. /t͛s sƟll leisure Ɵme͊ ^ub-Topic • /ntroducing Aims

• Zeading diīerent tǇpes oĨ short texts. • WarƟcipaƟng in a simple, preǀiouslǇ-

prepared, conǀersaƟon, enabling students to ask Ĩor help and reĨormulate.

socabularǇ

• Zelated to Ĩree Ɵme acƟǀiƟes.

Grammar

• Wersonal pronouns.

Descriptors

• /denƟĨǇing keǇ inĨormaƟon in adapted texts.

• sking ƋuesƟons and giǀing ansǁers about teens in diīerent cultures.

^kills

• Zeading ͬ ^poken /nteracƟon ͬ WriƟng ͬ >exis

,omeǁork

• ^tudent͛s ook – p. ϮϮ: prepare the text. Escola no പTurma പula E.o_{പData ͬ ͬ}

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ϭϳ

• Zeading comprehension: Feel the adrenaline. ^peaking

acƟǀitǇ: ^peak Ǉour mind͊ • ^tudents are alreadǇ Ĩamiliar ǁith some ǀocabularǇ related to leisure acƟǀiƟes.

Procedure

ϭ. 'reeƟng. WriƟng the summarǇ.

Ϯ. Zeading Octaǀie͛s post. Discussing the Ɵme people spend ǁatching Ts.

3. Zeading the text.

ϰ. Doing comprehension exercises: Įnding sǇnonǇms, Įnishing sentences, ansǁering ƋuesƟons about the text. 5. Expressing personal opinions: acƟǀiƟes to do instead oĨ

ǁatching Ts.

6. ^peaking acƟǀitǇ: speaking about teenagers ǁho sit in Ĩront oĨ the Ts.

Daterial • oard • ^tudent͛s ook – pp. ϮϮ-Ϯ3 • Topic • ϭ. /t͛s sƟll leisure Ɵme͊ ^ub-Topic

• ϭ.ϭ /dle Ĩolk haǀe the least leisure͊

Aims

• Zeading diīerent tǇpes oĨ short texts. • Expressing oneselĨ using simple and

descripƟǀe language in pre-prepared situaƟon.

• Wroducing short texts betǁeen 50 and ϴ0 ǁords, using common ǀocabularǇ.

socabularǇ

• Zelated to leisure acƟǀiƟes.

Grammar

• Wresent simple.

Descriptors

• hnderstanding narraƟǀe texts about intercultural subũects. • /denƟĨǇing keǇ inĨormaƟon in adapted texts Ĩrom neǁspapers

and magaǌines.

• Talking about the teens͛ ǁorld.

^kills

• >istening ͬ Zeading ͬ ^poken /nteracƟon ͬ ^poken WroducƟon ͬ WriƟng

• areĨul obserǀaƟon oĨ steps ϰ, 5 and 6. • Engagement in the acƟǀiƟes.

,omeǁork

• ^tudent͛s ook – p. Ϯϰ ;exercise ϭͿ: prepare ǀocabularǇ.

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ϭϴ TeacherΖs ook - T@rget ϴ •Wlanos de aula do ϭǑ período

ϭ ^egmento

^ummarǇ

• socabularǇ exercises related to free Ɵme acƟviƟes, sports,

equipment and places.

AssumpƟons

• ^tudents are alreadǇ Ĩamiliar ǁith some ǀocabularǇ related to Ĩree Ɵme acƟǀiƟes, sports, eƋuipment and places.

Procedure

ϭ. 'reeƟng. WriƟng the summarǇ. Ϯ. orrecƟng the homeǁork.

3. Talking about Ĩree Ɵme acƟǀiƟes and sports. ϰ. Doing compleƟng exercise in pairs.

5. ompleƟng exercise ǁith Ĩaǀourite Ĩree Ɵme acƟǀitǇ. 6. &inishing sentences exercise.

Daterial • oard • ^tudent͛s ook – p. Ϯϰ • Topic • ϭ. /t͛s sƟll leisure Ɵme͊ ^ub-Topic

Aims

• /nteracƟng ǁith relaƟǀe ease in diīerent registers oĨ language. • hnderstanding Ĩorms oĨ organiǌaƟon

oĨ the lexicon and some common language structures.

socabularǇ

• Zelated to Ĩree Ɵme acƟǀiƟes, sports, eƋuipment and places.

Grammar

Descriptors

• Talking about preĨerences and choices.

• hsing ǀocabularǇ related to Ĩree Ɵme acƟǀiƟes.

^kills

• Zeading ͬ ^poken /nteracƟon ͬ WriƟng ͬ >exis

• areĨul obserǀaƟon oĨ steps ϰ, 5 and 6. • Engagement in the acƟǀiƟes.

,omeǁork

• Workbook – p. 3͖ p. ϰ ;exercises 3 and ϰͿ. Escola no പTurma പula E.o_{പData ͬ ͬ}

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ϭ9

• Watching comprehension: Miguel͛s channel –

My leisure Ɵme͊ • ^tudents are alreadǇ Ĩamiliar ǁith some ǀocabularǇ related to leisure Ɵme acƟǀiƟes.

Procedure

ϭ. 'reeƟng. WriƟng the summarǇ. Ϯ. orrecƟon oĨ the homeǁork.

3. Watching comprehension exercises: Įnishing sentences, Ɵcking the acƟǀiƟes menƟoned, deciding iĨ the sentences are true or Ĩalse according to the ǀideo.

Daterial

• oard

• ^tudent͛s ook – p. Ϯ5

•

sideo blog: Miguel͛s channel My leisure Ɵme͊

Topic

• ϭ. /t͛s sƟll leisure Ɵme͊

^ub-Topic

Aims

• hnderstanding simple listening texts appropriate to students͛ leǀel. • /nteracƟng ǁith relaƟǀe ease in

diīerent registers oĨ language.

socabularǇ

• Zelated to leisure Ɵme acƟǀiƟes.

Grammar

• Wresent simple.

Descriptors

• /denƟĨǇing the main content oĨ ǁhat Ǉou hear and see. • Talking about preĨerences and choices.

^kills

• >istening ͬ Zeading ͬ ^poken /nteracƟon ͬ WriƟng ͬ /ntercultural Domain

• areĨul obserǀaƟon oĨ step 3. • Engagement in the acƟǀiƟes.

,omeǁork

(21)

Ϯ0 TeacherΖs ook - T@rget ϴ •Wlanos de aula do ϭǑ período

ϭ ^egmento

^ummarǇ

• Wresent simple: Ĩorm and use. dǀerbs oĨ ĨreƋuencǇ. WracƟce exercises.

AssumpƟons

• ^tudents are alreadǇ Ĩamiliar ǁith the Ĩorm and use oĨ present simple and adǀerbs oĨ ĨreƋuencǇ.

Procedure

Ϯ. Talking about classmates͛ preĨerences in leisure Ɵme acƟǀiƟes.

3. &orm and use oĨ present simple and adǀerbs oĨ ĨreƋuencǇ: WoǁerWoint presentaƟon or Ĩolloǁing student͛s book. ϰ. ompleƟng a chart and sentences.

5. Doing pracƟce exercises: listening, compleƟng and building up sentences. 6. onsolidaƟon exercises. Daterial • oard • ^tudent͛s ook – pp. Ϯ6-Ϯϳ • D udio – track Ϯ •

WoǁerWoint – Wresent simple /nĨogrĄĮco – serb Ɵmeline 'ramĄƟca – Wresent simple Teste interaƟǀo ;alunoͿ

• 'rammar, &ilms Θ Zock͛n͛Zoll – pp. 5-6, 6ϭ-6Ϯ, ϭ05-ϭ06

Topic

^ub-Topic

Aims

• hnderstanding simple listening texts appropriate to students͛ leǀel. • hnderstanding Ĩorms oĨ organiǌaƟon

socabularǇ

Grammar

• Wresent simple and adǀerbs oĨ ĨreƋuencǇ.

Descriptors

• /denƟĨǇing the discourse seƋuence.

• hsing present simple and adǀerbs oĨ ĨreƋuencǇ.

^kills

• >istening ͬ Zeading ͬ ^poken /nteracƟon ͬ WriƟng ͬ 'rammar

• areĨul obserǀaƟon oĨ step 5 and 6. • Engagement in the acƟǀiƟes.

,omeǁork

• Workbook – p. ϰ ;exercice ϭͿ͖ pp. 5-6. Escola no പTurma പula E.o_{പData ͬ ͬ}

(22)

Ϯϭ

• Zeading comprehension: Celebrity hobbies. ^peaking

acƟǀitǇ: miming game. • ^tudents are alreadǇ Ĩamiliar ǁith some ǀocabularǇ related to hobbies and leisure acƟǀiƟes.

Procedure

3. Zeading EǀelǇn͛s post and talking about Ĩaǀourite stars. ϰ. Zeading the text.

5. Doing comprehension exercises: Įnding sǇnonǇms, choosing the right celebritǇ, ansǁering ƋuesƟons about the text.

6. Expressing personal opinions about the importance oĨ leisure Ɵme.

ϳ. ^peaking acƟǀitǇ: miming a leisure acƟǀitǇ.

Daterial • oard • ^tudent͛s ook – pp. Ϯϴ-Ϯ9 • Topic • ϭ. /t͛s sƟll leisure Ɵme͊ ^ub-Topic

• ϭ.Ϯ Eone but the ǁise man can emploǇ leisure ǁell

Aims

• Zeading diīerent tǇpes oĨ short texts. • /nteracƟng ǁith relaƟǀe ease in

socabularǇ

• Zelated to hobbies and leisure Ɵme.

Grammar

Descriptors

• hnderstanding narraƟǀe texts about intercultural subũects. • /denƟĨǇing keǇ inĨormaƟon in adapted texts Ĩrom neǁspapers

and magaǌines.

^kills

,omeǁork

(23)

ϮϮ TeacherΖs ook - T@rget ϴ •Wlanos de aula do ϭǑ período

ϭ ^egmento

^ummarǇ

• socabularǇ exercises related to unusual Ĩree Ɵme acƟǀiƟes and tradiƟonal ones.

• >istening to a song: Η>iǀe ǁhile ǁe͛re ǇoungΗ bǇ One DirecƟon.

AssumpƟons

• ^tudents are alreadǇ Ĩamiliar ǁith some ǀocabularǇ related to tradiƟonal Ĩree Ɵme acƟǀiƟes.

Procedure

ϭ. 'reeƟng. WriƟng the summarǇ. Ϯ. orrecƟon oĨ the homeǁork. 3. Doing a matching exercise.

ϰ. Zeading ^oĮa͛s post and talking about listening as a Ĩaǀourite Ĩree Ɵme acƟǀitǇ.

5. >istening to the song Η>iǀe ǁhile ǁe͛re ǇoungΗ, bǇ One DirecƟon, and doing a compleƟng exercise.

Daterial • oard • ^tudent͛s ook – pp. 30-3ϭ • D udio – track 3 • Topic • ϭ. /t͛s sƟll leisure Ɵme͊ ^ub-Topic

Aims

socabularǇ

• Zelated to unusual Ĩree Ɵme acƟǀiƟes and tradiƟonal ones.

Grammar

• Eo speciĮc item

Descriptors

• /denƟĨǇing the main content oĨ ǁhat Ǉou hear and see. • /denƟĨǇing the discourse seƋuence.

^kills

• >istening ͬ Zeading ͬ ^poken /nteracƟon ͬ WriƟng ͬ >exis

• areĨul obserǀaƟon oĨ steps 3 and 5. • Engagement in the acƟǀiƟes.

,omeǁork

• Zeǀision oĨ present conƟnuous. • Workbook – p. ϳ ;ǀocabularǇ exercisesͿ. Escola no പTurma പula E.o_{പData ͬ ͬ}

(24)

Ϯ3

• Wresent conƟnuous: Ĩorm and use. WracƟce exercises.

Wresent conƟnuous and present simple. • ^tudents are alreadǇ Ĩamiliar ǁith the Ĩorm oĨ the present conƟnuous and some uses.

Procedure

3. ,ighlighƟng some sentences in the present conƟnuous ;students can mime some acƟǀiƟesͿ.

ϰ. &orm and use oĨ present conƟnuous: WoǁerWoint presentaƟon or Ĩolloǁing student͛s book.

5. ompleƟng a chart ǁith the Ĩorm oĨ the present conƟnuous.

6. ,ighlighƟng the uses oĨ the present conƟnuous vs present simple.

ϳ. Doing pracƟce exercises: circling the correct opƟon, ǁriƟng arrangements Ĩor the ǁeekend, Įlling in the gaps and ordering ǁords to build sentences.

Daterial

• oard

• ^tudent͛s ook – pp. 3Ϯ-33

•

WoǁerWoint – Wresent conƟnuous and present simple

/nĨogrĄĮco – serb Ɵmeline

'ramĄƟca – Wresent conƟnuous and present simple

&erramenta – Wheel oĨ ǀerbs Teste interaƟǀo ;alunoͿ

• 'rammar, &ilms Θ Zock͛n͛Zoll, pp. ϳ-ϴ, 9-ϭ0, 63-6ϰ, ϭ0ϳ-ϭ0ϴ

Topic

^ub-Topic

Aims

• hnderstanding Ĩorms oĨ organiǌaƟon oĨ the lexicon and some common language structures.

socabularǇ

Grammar

• Wresent conƟnuous and present simple.

Descriptors

• hsing present conƟnuous and present simple.

^kills

• Zeading ͬ ^poken /nteracƟon ͬ WriƟng ͬ 'rammar

• areĨul obserǀaƟon oĨ step ϳ. • Engagement in the acƟǀiƟes.

,omeǁork

• Workbook – p. ϳ ;grammar exercisesͿ͖ p. ϴ.

(25)

Ϯϰ

ϭ ^egmento

^ummarǇ

• Zeading comprehension: Living in the city and in the

countryside. ^peaking acƟǀitǇ: zou choose a locaƟon to liǀe͊

AssumpƟons

• ^tudents are alreadǇ Ĩamiliar ǁith some ǀocabularǇ related to liǀing in the citǇ and in the countrǇ.

Topic

^ub-Topic

• ϭ.3 What is the citǇ but the people͍

Aims

• Zeading diīerent tǇpes oĨ short texts. • WarƟcipaƟng in a simple, preǀiouslǇ-

socabularǇ

• Zelated to liǀing in the citǇ or in the countrǇside.

Grammar

• Wresent simple.

Descriptors

• /denƟĨǇing the main content oĨ ǁhat Ǉou hear and see. • hnderstanding narraƟǀe texts about intercultural subũects. • /denƟĨǇing keǇ inĨormaƟon in adapted texts Ĩrom neǁspapers

and magaǌines.

• /niƟaƟng, maintaining or Įnishing a brieĨ conǀersaƟon.

^kills

Procedure

3. Zeading Dimitris͛ post and talking about liĨe in the citǇ and in the countrǇside.

ϰ. Zeading the text or listening to it.

5. Doing comprehension exercises: Įnd sǇnonǇms, Įnd eǀidence in the text, ansǁering ƋuesƟons about the text. 6. Expressing preĨerences about liǀing in the countrǇ or in the

citǇ.

ϳ. ^peaking acƟǀitǇ: choosing a locaƟon to liǀe and conǀincing the others. Daterial • oard • ^tudent͛s ook – pp. 3ϰ-35 • D udio – track ϰ • EvaluaƟon ͬ Assessment • Direct obserǀaƟon.

,omeǁork

• ^tudent͛s ook – p. 36 ;exercise ϭͿ. Escola no പTurma പula E.o_{പData ͬ ͬ}

P>ANK DE Ah>A NǑ 11

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Ϯ5

• socabularǇ exercises: adũecƟǀes related to citǇ and countrǇside. MeeƟng places.

• Watching a trailer: The Holiday.

• ^tudents are alreadǇ Ĩamiliar ǁith some ǀocabularǇ related to meeƟng places.

Procedure

3. Describing liǀing in the citǇ and in the countrǇside. ϰ. MeeƟng places: matching exercise.

5. Watching pictures and giǀing opinions on liǀing in an English coƩage and a big mansion.

6. Watching a Įlm trailer: The Holiday.

ϳ. Doing ǁatching comprehension exercises: choosing the right opƟon, giǀing suggesƟons oĨ meeƟng places.

Daterial

• oard

• ^tudent͛s ook – pp. 36-3ϳ

•

sídeo – The Holiday ;trailerͿ

Topic

^ub-Topic

Aims

• hnderstanding simple listening texts appropriate to students͛ leǀel. • Expressing oneselĨ using simple and

socabularǇ

• Zelated to citǇ, countrǇside and meeƟng places.

Grammar

• Wresent simple and modal ǀerbs.

Descriptors

• /denƟĨǇing the main content oĨ ǁhat Ǉou hear and see. • Talking about the teens͛ ǁorld.

^kills

• >istening ͬ Zeading ͬ ^poken /nteracƟon ͬ ^poken WroducƟon ͬ WriƟng ͬ >exis

• areĨul obserǀaƟon oĨ steps 3, ϰ, 5 and ϳ. • Engagement in the acƟǀiƟes.

,omeǁork

• Zeǀision oĨ modals.

• Workbook – p. 9 ;ǀocabularǇ exercisesͿ.

(27)

Ϯ6

ϭ ^egmento

^ummarǇ

• Modal ǀerbs: Ĩorm and use. WracƟce exercises.

AssumpƟons

• ^tudents are alreadǇ Ĩamiliar ǁith some modal ǀerbs.

Procedure

ϭ. 'reeƟng. WriƟng the summarǇ. Ϯ. orrecƟon oĨ the homeǁork. 3. ,ighlighƟng some sentences.

ϰ. &orm and use oĨ modal ǀerbs: WoǁerWoint presentaƟon or Ĩolloǁing student͛s book.

5. Doing pracƟce exercises: choosing the correct meaningͬ usage, compleƟng ǁith the right modal ǀerb.

Daterial

• oard

• ^tudent͛s ook – pp. 3ϴ-39

•

Woǁerpoint – Modal ǀerbs 'ramĄƟca – Modal ǀerbs • 'rammar, &ilms Θ Zock͛n͛Zoll,

pp. ϭϭ-ϭϮ, ϭϮ3-ϭϮϰ

Topic

^ub-Topic

Aims

socabularǇ

• Zelated to traǀelling and liǀing in the countrǇ or in the citǇ.

Grammar

• Modal ǀerbs: Wouldͬwouldn͛t͕ couldͬ

couldn͛t͕ mustͬmustn͛t͕ have toͬdon͛t have to.

Descriptors

• hsing wouldͬwouldn͛t͕ couldͬcouldn͛t͕ mustͬmustn͛t and have

toͬdon͛t have to.

^kills

• Zeading ͬ ^poken /nteracƟon ͬ WriƟng ͬ 'rammar

• areĨul obserǀaƟon oĨ step 5. • Engagement in the acƟǀiƟes.

,omeǁork

• Workbook – p. 9 ;grammar exercicesͿ͖ p. ϭ0.

P>ANK DE Ah>A NǑ 13

(28)

Ϯϳ • ^peaking acƟǀitǇ: &ind someone ǁho͙. WriƟng acƟǀitǇ:

ansǁering to someone asking Ĩor help. >inking ǁords:

and͕ also͕ too and or. Organising Wroũect ǁork.

• ^tudents are alreadǇ Ĩamiliar ǁith some exponents to express opinions and some linking ǁords.

Procedure

3. ^peaking acƟǀitǇ: &ind someone ǁho͙ ϰ. Zeading anonǇmousΖ post.

5. Expressing opinions about internet and ǀideo game addicƟon.

6. Organising Wroũect ǁork: Ĩree Ɵme acƟǀiƟes. ϳ. /nterpreƟng LOLing.

Daterial

• oard

• ^tudent͛s ook – pp. ϰ0-ϰϭ

•

Teste interaƟǀo ;alunoͿ • 'rammar, &ilms Θ Zock͛n͛Zoll,

pp. ϰ5-ϰ6

Topic

^ub-Topic

Aims

• WarƟcipaƟng in a simple, preǀiouslǇ- prepared, conǀersaƟon, enabling students to ask Ĩor help and reĨormulate.

• /nteracƟng ǁith relaƟǀe ease in diīerent registers oĨ language.

• Wroducing short texts betǁeen 50 and ϴ0 ǁords, using common ǀocabularǇ.

socabularǇ

Grammar

• Like + -ing and linking ǁords and͕ also͕

too and or. Descriptors

• sking ƋuesƟons and giǀing ansǁers about teens in diīerent cultures.

• Talking about preĨerences and choices. • WriƟng about internet.

^kills

• Zeading ͬ ^poken /nteracƟon ͬ ^poken WroducƟon ͬ WriƟng

,omeǁork

•

Teste interaƟǀo ;alunoͿ.

• Wrepare decoraƟons Ĩor ,alloǁeen.

(29)

Ϯϴ

ϭ ^egmento

^ummarǇ

• /ntercultural target: Relaxing around the world.

AssumpƟons

• ^tudents are alreadǇ Ĩamiliar ǁith some cultural inĨormaƟon about relaxing around the ǁorld.

Procedure

3. DecoraƟng classroom ǁith ,alloǁeen decoraƟons. ϰ. Zeading the texts.

5. Doing a Įnd the inĨormaƟon exercise. 6. 'ame: relaxing around the ǁorld.

Daterial

• oard

• ^tudent͛s ook – pp. ϰϮ-ϰ3

•

:ogo – Zelaxing around the ǁorld • 'rammar, &ilms Θ Zock͛n͛Zoll,

pp. 5ϭ-5Ϯ, 9ϳ-9ϴ Topic • ϭ. /t͛s sƟll leisure Ɵme͊ ^ub-Topic • /ntercultural Target Aims

• Zecogniǌing diǀersitǇ as a learning opportunitǇ Ĩor all.

• Zeading diīerent tǇpes oĨ short texts.

socabularǇ

Grammar

Descriptors

• hnderstanding the teensΖ ǁorld.

• /denƟĨǇing keǇ inĨormaƟon in adapted texts Ĩrom neǁspapers and magaǌines.

^kills

• Zeading ͬ ^poken /nteracƟon ͬ WriƟng ͬ /ntercultural Domain

,omeǁork

• ^earching Ĩor more inĨormaƟon about teens͛ leisure acƟǀiƟes around the ǁorld.

• Workbook, pp. ϭϭ-ϭϮ ;^elĨ-checkingͿ. Escola no പTurma പula E.o_{പData ͬ ͬ}

P>ANK DE Ah>A NǑ 15

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Ϯ9

• ^elĨ-checking. • ^tudents are alreadǇ Ĩamiliar ǁith the

main structures.

Procedure

ϭ. 'reeƟng. WriƟng the summarǇ. Ϯ. orrecƟon oĨ the homeǁork. 3. Doing selĨ-checking. ϰ. Doing selĨ-eǀaluaƟon. Daterial • oard • ^tudent͛s ook – pp. ϰϰ-ϰ5 •

:ogo – oard game

Teste interaƟǀo global ;proĨessorͿ Teste interaƟǀo global ;alunoͿ

Topic

^ub-Topic

• ^elĨ-checking

Aims

socabularǇ

• Zelated to the topic.

Grammar

• Wresent simple, present conƟnuous, modal ǀerbs.

Descriptors

• hsing the present simple and present conƟnuous.

• hsing wouldͬwouldn͛t͕ couldͬcouldn͛t͕ mustͬmustn͛t and have

toͬdon͛t have to.

^kills

• Zeading ͬ ^poken /nteracƟon ͬ WriƟng ͬ >exis and 'rammar

• areĨul obserǀaƟon oĨ steps 3 and ϰ. • Engagement in the acƟǀiƟes.

,omeǁork

• Wrepare masks Ĩor 'uǇ &aǁkes.

(31)

30

ϭ ^egmento

^ummarǇ

• elebraƟng 'uǇ &aǁkes ͬ onĮre Eight.

AssumpƟons

• ^tudents are alreadǇ Ĩamiliar ǁith some cultural aspects related to 'uǇ &aǁkes.

Procedure

Ϯ. Talking about 'uǇ &aǁkes and onĮre Eight.

3. Watching the animaƟon Įlm Guy Fawkes and BonĮre Night. ϰ. Doing the ǁatching comprehension exercises: Įlling in the

gaps, choosing the best opƟon and Įnishing a nursery rhyme.

Daterial

• oard

• ^tudent͛s ook – p. ϳϰ

•

sídeo – Guy Fawkes and BonĮre

Night Topic

• &esƟǀiƟes.

^ub-Topic

• 'uǇ &aǁkes ͬ onĮre Eight

Aims

• hnderstanding simple listening texts appropriate to students͛ leǀel. • Expressing oneselĨ using simple and

socabularǇ

• Zelated to 'uǇ &aǁkes.

Grammar

Descriptors

• /denƟĨǇing the main content oĨ ǁhat Ǉou hear and see. • /denƟĨǇing the discourse seƋuence.

• Describing tradiƟons.

^kills

• areĨul obserǀaƟon oĨ step ϰ. • Engagement in the acƟǀiƟes.

,omeǁork

P>ANK DE Ah>A NǑ 1ϳ

(32)

3ϭ • /ntroducƟon to the topic Η&riends indeed͊Η͖ Quiz: Do you

really know your best friend? >istening comprehension:

Ηest &riends &oreǀerΗ bǇ <^M.

• ^tudents are alreadǇ Ĩamiliar ǁith some ǀocabularǇ related to Ĩriendship.

Procedure

Ϯ. Yuiǌ Do you really know your best friend? 3. Yuiǌ correcƟon.

ϰ. /ntroducƟon to the topic ͞&riends indeed͊͟: reading comic strips.

5. Zanking ƋualiƟes in a Ĩriend.

6. >istening to Ηest &riends &oreǀerΗ bǇ <^M.

ϳ. Doing listening comprehension exercises: choosing the right opƟon and ansǁering ƋuesƟons.

Daterial

• oard

• ^tudent͛s ook – pp. ϰ6-ϰ9 • D udio – track 5

•

• 'rammar, &ilms Θ Zock͛n͛Zoll – pp. ϴϭ-ϴϮ Topic • Ϯ. &riends indeed͊ ^ub-Topic • /ntroducing Aims

• hnderstanding simple listening texts appropriate to students͛ leǀel. • WarƟcipaƟng in a simple, preǀiouslǇ-

socabularǇ

• Zelated to Ĩriendship.

Grammar

• DescripƟǀe adũecƟǀes.

Descriptors

• /denƟĨǇing the main content oĨ ǁhat Ǉou hear and see. • /niƟaƟng, maintaining or Įnishing a brieĨ conǀersaƟon.

^kills

• >istening ͬ Zeading ͬ ^poken /nteracƟon ͬ ^poken WroducƟon ͬ WriƟng ͬ >exis

• areĨul obserǀaƟon oĨ steps 5 and ϳ. • Engagement in the acƟǀiƟes.

,omeǁork

• ^tudent͛s ook – pp. ϰ9-50: prepare text͖ interpreƟng LOLing.

(33)

3Ϯ

ϭ ^egmento

^ummarǇ

• Zeading comprehension: The perks of being a wallŇower bǇ ^tephen hboskǇ. ^peaking acƟǀitǇ: Describe Ǉour relaƟonship.

AssumpƟons

• ^tudents are alreadǇ Ĩamiliar ǁith some ǀocabularǇ related to Ĩriendship.

Procedure

3. Zeading Wedro͛s post and talking about diaries. ϰ. Zeading the text.

5. Doing comprehension exercises: ordering sentences, ansǁering ƋuesƟons about the text.

6. Expressing personal opinions about the Ĩriendship presented in the text.

ϳ. ^peaking acƟǀitǇ: describe Ǉour relaƟonship ǁith Ǉour best Ĩriend. Daterial • oard • ^tudent͛s ook – pp. 50-5ϭ • Topic • Ϯ. &riend indeed͊ ^ub-Topic

• Ϯ.ϭ Ĩriend to all is a Ĩriend to none

Aims

• Zeading diīerent tǇpes oĨ short texts.

socabularǇ

• Zelated to describe Ĩriends.

Grammar

Descriptors

• /denƟĨǇing the main content oĨ ǁhat Ǉou hear and see. • hnderstanding narraƟǀe texts about intercultural subũects. • /denƟĨǇing keǇ inĨormaƟon in adapted texts Ĩrom

neǁspapers and magaǌines.

^kills

,omeǁork

• Write the descripƟon oĨ Ǉour Ĩriendship.

P>ANK DE Ah>A NǑ 1ϵ

(34)

33 • socabularǇ target: word formaƟon ;adũecƟve preĮxesͬ

suĸxes).

• Watching comprehension: Miguel͛s channel – You are the best͊

• ^tudents are alreadǇ Ĩamiliar ǁith some preĮxes and suĸxes to Ĩorm adũecƟǀes.

Procedure

ϭ. 'reeƟng. WriƟng the summarǇ. Ϯ. orrecƟon oĨ the homeǁork. 3. Talking about preĮxes and suĸxes.

ϰ. Doing pracƟce exercises: ǁriƟng the opposites bǇ adding a preĮx, ǁriƟng suĸxes, adding preĮxes and suĸxes. 5. Talking about Ĩriendship.

6. Doing ǁatching comprehension exercises: hoosing characterisƟcs, ordering sentences, ansǁering ƋuesƟons about the ǀideo.

Daterial

• oard

• ^tudent͛s ook – pp. 5Ϯ-53

•

sideo blog: Miguel͛s channel

You͛re the best͊ Topic

• Ϯ. &riends indeed͊

^ub-Topic

• Ϯ.ϭ Ĩriend to all is a Ĩriend to none

Aims

diīerent registers oĨ language. • hnderstanding Ĩorms oĨ organiǌaƟon

socabularǇ

• Zelated to describe Ĩriends.

Grammar

• WreĮxes and suĸxes.

Descriptors

• /denƟĨǇing the main content oĨ ǁhat Ǉou hear and see. • Talking about preĨerences and choices.

• hsing ǀocabularǇ related to Ĩriendship.

^kills

• areĨul obserǀaƟon oĨ steps ϰ and 6. • Engagement in the acƟǀiƟes.

,omeǁork

• Workbook – p. ϭ3.

Target 8º ano.pdf

Exclusivo do Professor

Cândida Neves Couto / Cristina Parente

Teacher’s

Book

T@rget

8.º ANO

INCLUI:

• Planiﬁcação global e planos de aula

• Teste diagnóstico

• 12 testes complementares articulados com os conteúdos

temáticos, vocabulares e gramaticais do Manual

• Teste-modelo Key

• Transcrições áudio

• Soluções

ÍNDICE

ÍNDICE

Apresentação do projeto

ϭ͘ WůanŝĮĐação e půanos de aƵůa do ϭǑ perşodo

2. Testes e teste-modelo Key

3. AƵdŝo sĐrŝpts ;^tƵdentΖs ooŬͬtorŬďooŬͿ

Ansǁer ŬeǇs ;torŬďooŬͿ

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Wara o AlƵno

DanƵal do WroĨessor e DanƵal do AlƵno

Cada sƵďƵnŝdade Đontempla:

EǆĐlƵsŝǀo para o WroĨessor

No Įnal de Đada T@rget͕ os alƵnos serão ĐonĨrontados Đom ƋƵatro seĐçƁes:

LOLing :)

Dracula – Extensive Reading (oferta ao aluno)

Teacher's Book

CD Áudio

Danual DulƟmĠdia

Em suma:

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