Forma Clara.: Lesson Plan

TEACHER’S FILE iTEEN 9
LESSON PLAN
9ºD
LESSON PLAN 47 Unit 1 – On the Move
School
Lesson no. Date Class Teacher
6-10-2021 9ºD
Metas Curriculares
L9: 2.1. Seguir os aspetos principais em programas sobre assuntos familiares.
SI9: 6.1. Trocar informações relevantes e dar opiniões sobre problemas práticos quando questionado diretamente e de
forma clara.
ID9: 13.2. Identificar organizações promotoras da mobilidade dos jovens (intercâmbios, campos de férias, voluntariado).
Summary
Talking about summer camps. Watching the video ‘Summer camp’.
Learning aims
The students are expected to:

• talk about summer camps;
• compare summer camps in Portugal and abroad;
• select specific information while watching a video.
Socio-cultural content Communication

Summer camps Talking about summer camps
Vocabulary Grammar
Types of summer camps, activities No specific item
Skills Evaluation
Reading and writing Feedback from students’
speech/answers/involvement/participation.
Aids: Students’ Book, pp. 12-14, board, e-Book, e-Workbook, computer, Pen Drive, data show, video
Assumptions: The students are familiar with the vocabulary within the topic.
Procedure
The teacher greets the students and writes the number of the lesson and the summary.
To introduce the topic of the lesson, the teacher asks the students where they can go and what type of activities they can do
in summer. They open their book at page 12 and match pictures and types of summer camps. Then, they complete
sentences about the topic. Correction follows.
To motivate the students for speaking, the teacher asks them to read a small text on page 13 and discuss the questions
about the importance of summer camps in the USA and Portugal.
The students watch a video of a summer camp in the UK and do the exercises. The teacher checks on their work.
Consolidation
Workbook, pp. 4, 5 / iTeen File, p. 2
Mixed-ability class* Notes*
*Strategies/Activities used/remedial work/extra work * Adaptations/Modifications to the plan/relevant notes

School
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LESSON PLAN
Metas Curriculares
R9: 3. Ler textos adaptados de tipologia diversificada para recolha de informação.
LG9: 14.11. Apropriar-se de novos itens lexicais, relacionados com as áreas temáticas previstas no domínio intercultural.
SP9: 8.3. Fazer pequenas apresentações sobre temas do seu interesse.
SI9: 7.2. Trocar ideias, informações e opiniões sobre pessoas, experiências e acontecimentos.
Summary
Talking about activities and sports. Reading comprehension of the texts ‘ID Tech Camps is awesome’ and ‘A summer worth
waiting for’.
Learning aims

• talk about activities and sports;
• express preferences for those activities and sports;
• select specific information from the texts;
• discuss the advantages and disadvantages of summer camps.

Summer camps Talking about activities and sports
Expressing preferences
Discussing advantages and disadvantages of summer
camps
Vocabulary Grammar
Types of summer camps, activities, sports No specific item
Skills Evaluation
Listening, reading, speaking and writing Feedback from students’
Aids: Students’ Book, pp. 15-17, board, CD player, e-Book, e-Workbook, Pen Drive, computer, data show
Assumptions: The students are familiar with the vocabulary within the topic.
Procedure
He/She asks the students the types of summer camps they talked about last lesson.
Then they open their books at page 15 and label the pictures with the help of the vocabulary on the opposite page.
In pairs, they read some questions about sports and exchange ideas. Each of them should talk for about two minutes.
The students read/listen to the texts on page 16. They do the comprehension exercises. Some students may come to the
board to write their answers. Some students say why they would or wouldn’t like to go to a summer camp.
Consolidation
iTeen Fun, p. 94, / iTeen File, p. 3 / Teacher’s File, Vocabulary Worksheet 1


School
Metas Curriculares
LG9: 2. Compreender diferentes tipos de texto áudio/audiovisual.
LG9: 14. Compreender formas de organização do léxico e conhecer algumas estruturas do funcionamento da língua.
Summary
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LESSON PLAN
Past simple and past continuous. Listening to a song and playing a game.
Learning aims

• distinguish the past simple from the past continuous;
• use both tenses correctly.

Summer camps Talking about past actions
Vocabulary Grammar
Related to the topic Past simple and past continuous
Skills Evaluation
Listening, speaking and writing Feedback from students’
Aids: Students’ Book, pp. 18,19, board, Pen Drive, e-Book, e-Workbook, computer, data show
Assumptions: The students are familiar with the past simple and the past continuous forms.
Procedure
To revise the past, he/she asks the students who went to a summer camp last summer. He/She writes the sentence on the
board.
– Laura went to a summer camp last summer.
The teacher also asks another student what he was doing while Laura was in the summer camp.
– I was spending some days on the Mediterranean coast.
The students open their books at page 18 and read some more examples of the past simple and continuous. They identify
the type of action that each tense describes. After reading the table, they do the first exercises, consisting of completing a
song with the verbs in the past simple. They listen to the song to check their answers and discuss the meaning of the song.
The second exercise consists of completing sentences with either the past simple or the past continuous. Correction follows.
The students divide into two groups and play noughts and crosses (Xs and Os). The teacher asks each group the past simple
or continuous of a verb and the group who succeeds in placing three respective marks in a horizontal, vertical, or diagonal row
wins the game.
Consolidation
Workbook, pp. 6, 7 / Teacher’s File / iTeen File, pp. 5, 6 / Teacher’s File, Grammar Worksheet 1

School
Metas Curriculares
SI9: 6.1. Trocar informações relevantes e dar opiniões sobre problemas práticos quando questionado diretamente e de forma
clara.
W9: 10. Interagir, com relativa facilidade, sobre assuntos de caráter geral.
Summary
Writing a postcard. Interviewing a partner.
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LESSON PLAN
Learning aims

• select specific information from a text;
• write a postcard;
• order an interview;
• role-play the interview with a partner.

Summer camps Interviewing a classmate
Talking about unreal/hypothetical situations in the future
Vocabulary Grammar
Related to the topic Past simple
Skills Evaluation
Aids: Students’ Book, pp. 20, 21, board, Pen Drive, e-Book, e-Workbook, computer, data show
Assumptions: The students are familiar with the past and the conditional.
Procedure
He/She explains that one of his/her students went to a summer camp and wrote a postcard to a friend describing his/her
experience.
The students read the postcard on page 20 and identify the address, signature, message, greeting and ending. They decide
on the formality of the card. They imagine they are also at a summer camp and write a short postcard to a friend, with the
help of the language bank. Some students read their cards to the class.
After that, the students read an interview about the ideal summer camp and match the questions and the answers.
They interview their partner, following that model. They take turns. The teacher goes around the room to check on their work.
Two students may role-play it to the class.
Consolidation
Workbook, pp. 6 + 109 (Writing File)


School
Metas Curriculares
SP9: 9.2. Expressar opinião sobre os temas estudados.
Summary
School exchanges: discussion. Erasmus+ programme: watching a video; reading/listening comprehension of the text ‘An
unforgettable experience’.
Learning aims

• discuss school exchanges;
• select information by watching a video;
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LESSON PLAN
• talk about Erasmus+ programme;

• select information from a text.

School exchanges Discussing school exchanges
Vocabulary Grammar
Erasmus+ programme No specific item
Skills Evaluation
Aids: Students’ Book, pp. 22-25, board, Pen Drive, CD player, e-Book, e-Workbook, computer, data show
Assumptions: The students are familiar with vocabulary within the topic.
Procedure
He/She projets the pictures on page 22 and asks the students to describe them. They suggest a caption for each picture.
Then, they complete the words ‘school exchange’.
They discuss what is a school exchange, if they or a friend of theirs have ever participated in that type of programme and, if
so, the positive and negative aspects of such experience. They identify some organisations and programms that promote
school exchanges.
In order to know more about the topic, they watch a video presenting Erasmus+. They do some exercises while watching
and, after the correction, they talk to their partner, saying if they would or wouldn’t like to take part in the Erasmus+
programme or not and why.
The students read/listen to the text ‘An unforgettable experience’ and do the exercises that follow.
Consolidation
Workbook, p. 8 / iTeen File, p. 3


School
Metas Curriculares
LG9: 14.1. Usar either… or, neither… nor.
Summary
Reading/listening comprehension – conclusion. Correlative conjunctions.
Learning aims

• check their text comprehension;
• use correlative conjunctions correctly.

School exchanges Discussing school exchanges
Vocabulary Grammar
School exchanges Correlative conjunctions
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LESSON PLAN
Skills Evaluation
Aids: Students’ Book, pp. 25-27, board, e-Book, e-Workbook, Pen Drive, computer, data show, PowerPoint
Procedure
He/She starts the lesson by checking the text comprehension of the previous lesson. Some students may come to the board
to write their answers.
To introduce the correlative conjunctions the teacher writes the following sentence on the board:
– Both Isabella and her mates had unforgettable experiences.
The students open their books at page 26 to know the other correlative conjunctions and understand their use.
They do the exercises on the topic. In the first exercise they have to complete sentences and in the second one they have to
rewrite sentences with correlative conjunctions. The teacher checks on their work.
Consolidation
Workbook, p. 9 / Teacher’s File, Grammar Worksheet 2 / iTeen File, p. 7

School
Metas Curriculares
LG9: 14.11. Apropriar-se de novos itens lexicais, relacionados com as áreas temáticas previstas no domínio intercultural.
L9: 2. Compreender diferentes tipos de texto áudio/audiovisual.
L9: 1.2. Seguir uma apresentação breve desde que o tema seja familiar.
Summary
Air travel – vocabulary exercises. Listening comprehension of the text ‘Travelling by plane’.
Learning aims

• expand their vocabulary;
• select information by listening to a text;
• talk about air travel experiences.

School exchanges Talking about air travel experiences
Vocabulary Grammar
Travelling, air travel, at the airport No specific item
Skills Evaluation
Listening and reading Feedback from students’
Aids: Students’ Book, pp. 28, 29 board, e-Book, e-Workbook, Cd player, Pen Drive, computer, data show
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LESSON PLAN
Procedure
He/She starts the lesson by asking the students the means of transport most used by school exchangers. When the students
mention the plane, the teacher elicits some vocabulary from them. To expand that vocabulary, they open their books at page
28 and match the pictures with the words. They also identify the words being explained. Correction follows.
After that, they listen to five airport announcements and write the name of the city where each plane is going to. They listen
again and complete the gaps with the words or numbers they hear.
The last exercise requires that the students match verbs about air travel with the corresponding definitions. The teacher
checks their work.
Some students may describe their air travel experiences using the vocabulary they learnt.
Consolidation
Workbook, p. 10 / iTeen File, p. 4 / Teacher’s File, Vocabulary Worksheets 2, 3

School
Metas Curriculares
SI9: 7.1. Usar diferentes graus de formalidade.
SP9: 8.1. Dramatizar pequenos textos.
W9: 10. Interagir, com relativa facilidade, sobre assuntos de caráter geral.
Summary
At the airport: completing a conversation, creating and role-playing a dialogue. Telling a story based on a comic strip.
Learning aims

• complete a dialogue at the airport;
• write a dialogue;
• role-play the dialogue;
• tell a story based on a comic strip.

School exchanges Talking at the check-in desk
Vocabulary Grammar
At the airport, at the check-in desk No specific item
Skills Evaluation
Aids: Students’ Book, pp. 30, 31, board, e-Book, e-Workbook, Cd player, Pen Drive, data show
Procedure
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LESSON PLAN
The teacher asks the students for some airport procedures. They open their books at page 30 and complete a dialogue at
the check-in desk. The teacher checks their work.
In pairs, they imagine they have gone on a school trip and are coming back. They write the dialogue at the check-in desk,
based on some instructions. Some students role-play the dialogue in front of the class.
After that, the students read a comic strip, tell the story and explain the humour.
Consolidation
Workbook, p. 11 / Teacher’s File, Vocabulary Worksheets 3, 4, 5

School
Metas Curriculares
L9: 14. Compreender formas de organização do léxico e conhecer algumas estruturas do funcionamento da língua com
alguma complexidade.
SI9: 7.2. Trocar ideias, informações e opiniões sobre pessoas, experiências e acontecimentos.
LG8: 15.7. Descrever acontecimentos no passado com used to/didn’t use to.
Summary
Listening comprehension of the text ‘Special phone-in’. Used to + infinitive.
Learning aims
• select information while listening to a text;
• talk about past habits;
• use used to + infinitive correctly.

Away from home Talking about being homesick / Talking about past habits
Vocabulary Grammar
Related to the topic Used to + infinitive
Skills Evaluation
Listening, speaking and writing Feedback from students
Aids: Students’ Book, pp. 32, 33, board, e-Book, e-Workbook, Pen Drive, CD player, computer, data show
Assumptions: The students are familiar with used to + infinitive.
Procedure
The teacher asks the students to imagine that a group of British teens are coming to their town for an exchange trip. They
have to imagine the questions they will ask and the answers they will give them.
Next, the students listen to the text ‘Special phone-in’ and choose the right option. They listen again and mark the
sentences true, false or not stated. Correction follows.
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LESSON PLAN
The teacher asks the students if they have ever been homesick. The students share their ideas with a partner/the class.
The teacher emphasizes that ‘Emma used to get a phone call from home every day.’ He/she asks the students the
meaning of the expression used to and the way it is used in the sentence. The students read the table on page 33, to check
the negative, interrogative and short forms and then do the exercises on the topic. Some students may come to the board
to write down their answers.
The teacher assigns homework: Workbook, page 13.
Consolidation
Workbook, p. 12 / Teacher’s File, Grammar Worksheet 3 / iTeen File, p. 7

School
Metas Curriculares
L9: 2. Compreender diferentes tipos de texto áudio/audiovisual.
R9: 3.1. Identificar o slogan e o público-alvo de textos publicitários em diferentes contextos culturais.
R9: 4.1. Saber procurar entradas e seus significados.
Summary
Homework check. Listening comprehension of the song ‘Used To’. Reading comprehension: the ad.
Learning aims

• select information while listening to a song;
• talk about the message of the song;
• talk about past and present habits;
• select information from a text.

Away from home Talking about past and present habits
Vocabulary Grammar
Related to the topic Used to + infinitive
Skills Evaluation
Aids: Students’ Book, pp. 34, 35, board, e-Book, e-Workbook, Pen Drive, CD player, computer, data show
Assumptions: The students are familiar with used to + infinitive.
Procedure
The teacher asks the students if they know the song ‘Used to’ by Daughtry. They may imagine what it is about. They listen to
the song and fill in the gaps with the missing verbs. Then they watch the music video to check both their predictions and their
answers. They decide what the song is about and explain why.
In the song there are some phrasal verbs that students should look up in the dictionary.
The teacher asks the students what they used to do in their summer holidays that now they don’t and what they didn’t use to
do but now has become a habit. They share their ideas with the class.
Next, the students read a small text and ad about the habit of learning a foreign language. They do the comprehension
exercises. Correction follows.
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LESSON PLAN
Consolidation
Workbook, p. 14

School
Metas Curriculares
W8: 10.1. Escrever ou responder a um e-mail pessoal.
Summary
Email: reading comprehension and writing.
Learning aims

• get information from the text;
• interact in pairs;
• write an email to an English friend.

Away from home Talking about your school
Vocabulary Grammar
School exchanges No specific item
Skills Evaluation
Aids: Students’ Book, pp. 36, 37, board, e-Book, e-Workbook, Pen Drive, computer, data show
Procedure
The teacher projects part of an email that Julie received from a Portuguese penfriend. One of the students reads it and
another student reads Julie’s reply. Then, in pairs, the students think about some questions. They share their ideas with the
class.
As a writing task, they imagine that an English friend is coming to their school with his/her class. They write an email to their
friend, answering the questions: ‘What is your school like? Do I have to speak your language all the time? What can we do
during our stay?’. The teacher goes around the room to help the students. When they finish, some students read their email
to the class.
Homework: The teacher asks the students to read the information on page 37 and do some research work on eTwinning.
Consolidation
Workbook, Writing File, p. 108 / Net Teen: eTwinning project / Teacher’s File, Writing Worksheet 2
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LESSON PLAN

School
Metas Curriculares
LG9: 2. Compreender diferentes tipos de texto áudio/audiovisual.
ID9: 13.2. Identificar organizações promotoras da mobilidade dos jovens (intercâmbios, campos de férias, voluntariado).
Summary
Project Work.
Learning aims

• get information by watching some videos;
• participate in a European project;
• interact in groups.

Away from home Deciding on a project/starting a language exchange
Vocabulary Grammar
School exchanges No specific item
Skills Evaluation
Aids: Students’ Book, p. 37, board, e-Book, e-Workbook, Pen Drive, computer, data show
Procedure
He/She asks the students what they found out about eTwinning. He/She projects the two videos suggested on page 37 for
the students to get to know the project better.
If they decide to participate, the teacher forms groups to give them different tasks. Both the teacher and the students will be
participating in an important European project.
Consolidation


School
Summary
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LESSON PLAN
Revision test.
Learning aims

• use the acquired knowledge and linguistic competence to do exercises correctly;
• evaluate their own progress.

On the Move Talking about past habits
Vocabulary Grammar
Sports and activities, air travel, at the airport Past simple, past continuous, correlative conjunctions, used
to + infinitive vs present simple
Skills Evaluation
Reading and writing Test: Show what you know
Self-evaluation
Aids: Student’s book, pp. 38, 39, board, e-Book, e-Workbook, computer, Pen Drive, data show
Assumptions: The students have acquired the vocabulary and grammar contents taught in the unit.
Procedure
The teacher greets the class and writes the number of the lesson and the summary.
The students open their books at page 38 and the teacher makes sure they understand the instructions for doing the exercises.
The teacher sets time limit and the students do the test.
The teacher projects the answers and the students check/correct their answers, grade the test and give feedback of their
results to the teacher.
If necessary, the teacher suggests remedial work.
Consolidation
Workbook, Self-check 1, pp. 15-19 / Teacher’s File – Tests, Scripts
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TEACHER’S FILE iTEEN 9

Talking about summer camps. Watching the video ‘Summer camp’.

The students are expected to:

Socio-cultural content Communication

LESSON PLAN 58 Unit 1 – On the Move

The students are expected to:

Socio-cultural content Communication

iTeen Fun, p. 94, / iTeen File, p. 3 / Teacher’s File, Vocabulary Worksheet 1

LESSON PLAN 69 Unit 1 – On the Move

The students are expected to:

Socio-cultural content Communication

LESSON PLAN 7 Unit 1 – On the Move

Writing a postcard. Interviewing a partner.

The students are expected to:

Socio-cultural content Communication

Mixed-ability class* Notes*

LESSON PLAN 8 Unit 1 – On the Move

The students are expected to:

• talk about Erasmus+ programme;

Socio-cultural content Communication

Workbook, p. 8 / iTeen File, p. 3

LESSON PLAN 9 Unit 1 – On the Move

Reading/listening comprehension – conclusion. Correlative conjunctions.

The students are expected to:

Socio-cultural content Communication

LESSON PLAN 10 Unit 1 – On the Move

The students are expected to:

Socio-cultural content Communication

LESSON PLAN 11 Unit 1 – On the Move

The students are expected to:

Socio-cultural content Communication

LESSON PLAN 12 Unit 1 – On the Move

Listening comprehension of the text ‘Special phone-in’. Used to + infinitive.

Socio-cultural content Communication

LESSON PLAN 13 Unit 1 – On the Move

The students are expected to:

Socio-cultural content Communication

LESSON PLAN 14 Unit 1 – On the Move

Email: reading comprehension and writing.

The students are expected to:

Socio-cultural content Communication

LESSON PLAN 15 Unit 1 – On the Move

The students are expected to:

Socio-cultural content Communication

Mixed-ability class* Notes*

LESSON PLAN 16 Unit 1 – On the Move

The students are expected to:

Socio-cultural content Communication

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