Lesson Plan: School Lesson No. Date Class Teacher

UNIT 4 – Home life
LESSON PLAN 47
School
Lesson no. Date Class Teacher
AE
Competência Comunicativa: Produção oral, interação oral
Competência Estratégica: Trabalhar e colaborar em pares.
Perfil do aluno
Conhecedor/sabedor/culto/informado (A, B, G, I, J), Comunicador (A, B, D, E, H),
Participativo/colaborador (B, C, D, E, F)
Summary
Introduction to unit 4: vocabulary extension. Quiz. Speaking activity.
Aims
The students are expected to:
 Learn vocabulary of specific topic areas;
 Describe a picture;
 Do a quiz about their ideal home;
 Talk about their partner’s ideal home.
Topic area/Situation Language skills
The house Listening, speaking, reading and writing
Vocabulary Grammar
Village, city, building, block of flats, detached No specific item
house, neighbour, quiet, noisy
Learner’s competence(s) In-class assessment

Spoken production Feedback from students’ speech / answers /
Describe a picture involvement / participation
Spoken interaction
Interview a classmate
Aids/Materials: Student’s Book pp. 86, 87, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with some vocabulary related to the house.
Procedures
The teacher greets the students and introduces the topic by showing the video ‘Unit 4: Home life’.
The students open their books on page 86 and match the words/expressions with the pictures. They add
two words to the list. The teacher checks their work.
Then they choose one of the pictures and describe it to a partner. The teacher supervises their work.
The students do a quiz to find their ideal home and also interview a classmate using the same questions.
They agree or disagree with the results and say why. They tell the class about their partner’s ideal home.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.
Consolidation Mixed ability class
LESSON PLAN 48
School
AE
Competência Comunicativa: Compreensão escrita
Competência Estratégica: Trabalhar e colaborar em pares.
Perfil do aluno
Conhecedor/sabedor/culto/informado (A, B, G, I, J), Participativo/colaborador (B, C, D, E, F)
Summary
Reading/listening comprehension:’ Star Gazette’. Vocabulary extension.
Aims
 Find information in the text;
 Interact in pairs.
Vocabulary Grammar
Bungalow, terraced house, flat, door, window, No specific item
stairs,
gate, balcony, attic, basement, roof, patio, floor
No specific item Feedback from students’ speech / answers /
involvement / participation
Assumptions: The students are familiar with vocabulary related to the house.
Procedures
The teacher greets the students and asks them what type of house they live in. The students play the
game ‘Types of houses’.
Then they read and listen to the text ‘Star Gazette’ and do a speech recognition exercise to improve their
pronunciation. They also do the exercises about the text. The teacher checks their work.
In pairs, the students read four short texts about different families and decide the best house for each one.
They extend their vocabulary on the house by doing the exercises on page 89. They watch the video
‘British English Accent Training Lesson 42: Around the House’ and repeat some words.
The teacher assigns homework: Workbook, p. 50, ex. A; p. 51, ex. B.
LESSON PLAN 49
School
AE
Competência Comunicativa: Compreensão oral
Competência Estratégica: Comunicar eficazmente em contexto.
Perfil do aluno
Summary
The house: vocabulary and watching activity. Some, any and no.
Aims
 Get information from a video;
 Use some, any and no.
Vocabulary Grammar
Kitchen, light, setting, bath, mansion, yard, garage, Some, any and no
fireplace, steps, cooker, cupboard, counter, stool

Assumptions: The students are familiar with some vocabulary related to the house and some and any.
Procedures
The teacher greets the students and checks homework. He/She projects the pictures of the Incredibles’
house on page 90 and the students match the words with the letters. Then they complete a paragraph with
some of those words. Correction follows. The students watch the film trailer for ‘The Incredibles 2’ and
correct the wrong information. After check, they read the sentences on top of page 91 and the teacher
explains the use of some, any and no. The students do the exercises. The teacher supervises their work.
The students play a memory game. They look at the picture at the bottom of the page for 1 minute, close
their book and ask and answer questions about it in pairs.
The teacher assigns homework: Workbook, p. 51, ex. B; p. 52, ex. C.
Work and Play - Extra Activities 17, 18
Grammar worksheet 23
Fast grammar worksheet 23
Inclusive Education, worksheet 18
LESSON PLAN 50
School
AE
Competência Comunicativa: Compreensão oral, produção oral, interação escrita
Perfil do aluno
Summary
Listening comprehension: ‘That’s great!’. Guided speaking and writing.
Aims
 Get information from the texts;
 Interact in pairs;
 Complete a message to a friend.
Vocabulary Grammar
Related to the topic No specific item
Describe their house involvement / participation
Written interaction
Complete a message to a friend
Procedures
The teacher greets the students and explains that they are going to listen to a conversation between a
father and a daughter. The students listen to the text ‘That’s great!’ and do the comprehension exercises.
After the correction, they talk to a partner about the type of house they live in, what it is like and if they
like it and why. They use Language Help. Then the students read and listen to the text ‘Types of homes’
and complete some information about living in a flat or in a house. After check, they tell a partner what
type of home they prefer and why. Finally they complete a message to a friend, describing their holiday
home. The teacher checks their work. The teacher assigns homework: Workbook, p. 53, exs. D, E.
Work and Play - Fun Activities 10, 11
CLIL worksheet 5 (Geography)
Writing worksheet 7
Speaking cards 33-35
Writing card 17
LESSON PLAN 51
School
AE
Competência Estratégica: Comunicar eficazmente em contexto; pensar criticamente.
Perfil do aluno
Conhecedor/sabedor/culto/informado (A, B, G, I, J), Crítico/Analítico (A, B, C, D, G), Comunicador (A,
B, D, E, H), Participativo/colaborador (B, C, D, E, F)
Summary
Reading/listening comprehension: ‘Love it or List it!’. Playing a game.
Aims
 Get information from the text;
 Participate in a game.
Rooms and furnishings Listening, speaking, reading and writing
Vocabulary Grammar
Makeover, furniture, matching, striped, wallpaper, No specific item
curtain, pillow, blanket, mirror, bed cover

Procedures
The teacher greets the students and checks homework. He/She asks the students about their favourite
room in their house.
In pairs, the students ask and answer the questions on top of page 94. Then they read and listen to the text
‘Love it or List it!’ and do a speech recognition exercise to improve their pronunciation. Next, they do the
exercises on the text under the teacher’s supervision. When they finish, some students write their answers
on the board. To consolidate the vocabulary, the students play the digital game ‘Furniture in the house’.
The teacher assigns homework: Workbook, p. 54, ex. A.
Work and Play
Fun Activities 12
LESSON PLAN 52
School
AE
Competência Comunicativa: Produção oral
Competência Estratégica: Trabalhar e colaborar em pares e pequenos grupos; relacionar
conhecimentos de forma a desenvolver criatividade em contexto.
Perfil do aluno
Comunicador (A, B, D, E, H), Participativo/colaborador (B, C, D, E, F), Criativo (A, C, D, J)
Summary
Compound nouns. Prepositions of place.
Aims
 Form compound nouns;
 Revise and practise prepositions of place;
 Describe a picture.
Vocabulary Grammar
Wardrobe, doormat, dishwasher, microwave Compound nouns, prepositions of place

Describe a picture involvement / participation
Assumptions: The students are familiar with some prepositions of place.
Procedures
The teacher greets the students and checks homework. He/She writes some compound nouns on the
board (houseboat, bookshelf, living room) and asks the students what they have in common. The students
read about compound nouns on page 96 and do the exercises on the topic. The teacher checks their work.
Then the teacher introduces the prepositions of place, for example using the last picture on page 96 and
saying: ‘The whiteboard is next to the bookcase’. The students recall the prepositions of place with the
help of the pictures on page 97. They complete a text with the prepositions. Correction follows.
The students work in small groups. They draw a room and describe it to the other group members, who
listen and draw. When they finish, they compare their drawings with the original to find the best one.
The teacher assigns homework: Workbook, p. 55, ex. B; p. 56, ex. C.
Work and Play - Fun Activities 13
LESSON PLAN 53
School
AE
Competência Comunicativa: Interação escrita, compreensão oral
Perfil do aluno
Comunicador (A, B, D, E, H), Conhecedor/sabedor/culto/informado (A, B, G, I, J)
Summary
TV competition: writing and speaking. Listening comprehension: ‘Home’.
Aims
 Fill in an entry form;
 Present their work to the class;
 Develop their listening skills.
Vocabulary Grammar

Written interaction Feedback from students’ speech / answers /
Fill in an entry form involvement / participation
Assumptions: The students are familiar with vocabulary related to rooms and furnishings.
Procedures
The teacher greets the students and checks homework. He/She asks the students to imagine they want to
enter a TV competition to win a makeover for their bedroom.
The students take notes on the topics on page 98 and then they fill in an entry form for the TV
competition. Then they present their work to the class. The class and the teacher decide on who should
win the competition.
Next, the students listen to the song ‘Home’ and do the comprehension exercises. The teacher checks
their work.
The teacher assigns homework: Workbook, p. 57, exs. D, E.
Work and Play
Extra Activities 19
Writing card 18
LESSON PLAN 54
School
AE
Competência Estratégica: Pensar criticamente.
Perfil do aluno
Conhecedor/sabedor/culto/informado (A, B, G, I, J), Crítico/Analítico (A, B, C, D, G)
Summary
Reading/listening comprehension: ‘We challenge you!’. Quiz.
Aims
 Agree or disagree with an opinion;
 Do a quiz.
Household chores Listening, speaking, reading and writing
Vocabulary Grammar
Make the bed, tidy up the bedroom, dust the No specific item
furniture, iron the clothes, vacuum the floor

Assumptions: The students are familiar with vocabulary related to rooms and furniture.
Procedures
The teacher greets the students and checks homework. He/She asks the students what their bedroom
looks like, tidy or untidy.
The students read and listen to the text ‘We challenge you!’ about a girl called Sue and do a speech
recognition exercise to improve their pronunciation. Then they do a true / false exercise on the text. The
teacher checks their work.
They also say what Sue’s opinion about the challenge was and agree or disagree with her, giving reasons.
After that, they do a quiz about helping out at home and say if they agree with the results or not.
The teacher assigns homework: Workbook, p. 58, ex. A.
Inclusive Education worksheet 21

Writing card 19
LESSON PLAN 55
School
AE
Competência Comunicativa: Interação oral
Competência Estratégica: Trabalhar e colaborar em pares e pequenos grupos.
Perfil do aluno
Comunicador (A, B, D, E, H), Participativo/colaborador (B, C, D, E, F)
Summary
Past continuous.
Aims
 Complete the use and form of the past continuous;
 Use the past continuous;
 Interact in pairs.
Household chores Speaking, reading and writing
Vocabulary Grammar
Related to the topic Past continuous

Spoken interaction Feedback from students’ speech / answers /
Ask and answer questions about what they were involvement / participation
doing the day before
Assumptions: The students are familiar with the verb ‘to be’ in the past simple and the –ing form.
Procedures
The teacher greets the students and checks homework. He/She asks the students what they usually do at 1
p.m. If they say ‘I have lunch’, the teacher writes on the board: ‘Yesterday, at 1.30 pm I was having
lunch’. Other examples may follow.
The teacher explains the use and form of the past continuous with the help of the information on page
102.
Then the students watch a video and do the exercises on the topic. Correction follows.
In small groups, the students practise the verb tense by asking each other what they were doing yesterday
at a certain time and answering using the past continuous.
The teacher assigns homework: Workbook, p. 59, exs. B, C, D.
Work and Play - Extra Activities 20
LESSON PLAN 56
School
AE
Competência Comunicativa: Compreensão escrita, interação oral
Perfil do aluno
Questionador (A, F, G, I, J), Comunicador (A, B, D, E, H), Participativo/colaborador (B, C, D, E, F),
Sistematizador/organizador (A, B, C, I, J)
Summary
Reading/listening comprehension: ‘All about Ed!’. Interview: writing and speaking.
Aims
 Write questions for an interview;
 Role-play the interview.
Past experiences and daily activities Listening, speaking, reading and writing
Vocabulary Grammar
Personal life, hometown, career, interests No specific item

Spoken interaction Feedback from students’ speech / answers /
Role-play an interview involvement / participation
Assumptions: The students are familiar with vocabulary related to personal life.
Procedures
The teacher greets the students and checks homework. He/She projects the picture on page 104 and asks
the students who the man is and what they know about him.
The students read and listen to the text ‘All about Ed!’. They may also watch the reading video. They do
a speech recognition exercise to improve their pronunciation and do the comprehension exercises. The
teacher checks their work.
Then, in pairs, the students imagine they are journalists and prepare an interview to Ed Sheeran, writing
down five questions with the help of some prompts. They change partners and role-play the interview.
The teacher supervises their work.
LESSON PLAN 57
School
AE
Competência Comunicativa: Compreensão oral
Competência Estratégica: Desenvolver o aprender a aprender em contexto e aprender a regular o
processo de aprendizagem.
Perfil do aluno
Conhecedor/sabedor/culto/informado (A, B, G, I, J), Responsável/autónomo (C, D, E, F, G, I, J),
Crítico/Analítico (A, B, C, D, G)
Summary
Listening comprehension: ‘Castle on the Hill’. Past continuous vs past simple.
Aims
 Find information in the song;
 Distinguish the past simple and the past continuous;
 Use the past simple and the past continuous in context.
Vocabulary Grammar
Related to the topic Past continuous vs past simple

Assumptions: The students are familiar with the past continuous and the past simple.
Procedures
The teacher greets the students and asks the students to name some of Ed Sheeran’s songs. The students
listen to the song ‘Castle on the Hill’ and replace the pictures by the words. They listen again to check
their answers.
They answer a question about the message of the song and then look for the past continuous and the past
simple in the lyrics. They explain what they mean in their language, with the help of a dictionary.
Then they read the example on page 107 and distinguish the past simple and the past continuous. They
practise both verb tenses by doing a quizEV and the exercises that follow. The teacher checks their work.
The teacher assigns homework: Workbook, p. 61, exs. A, B.
LESSON PLAN 58
School
AE
Competência Comunicativa: Produção oral, produção escrita
Competência Estratégica: Relacionar conhecimentos de forma a desenvolver criatividade em contexto.
Perfil do aluno
Comunicador (A, B, D, E, H), Criativo (A, C, D, J)
Summary
Speaking: comic strip. Creative writing.
Aims
 Talk about a comic strip;
 Use the past simple and the past continuous in context;
 Write a funny story in the past.
Past experiences and daily activities Speaking, reading and writing
Vocabulary Grammar

Talk about a comic strip involvement / participation
Written production
Write a funny story in the past
Aids/Materials: Student’s Book p. 108, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with the past continuous and the past simple.
Procedures
The teacher greets the students and checks homework. He/She projects the comic strip on page 108. The
students talk about it in pairs describing the pictures and then completing a text about it by means of the
past simple and continuous.
After correction, the students write a funny story in the past, writing the most important events in the past
simple and what happened at some specific moments in the past continuous. The teacher supervises their
work. When they finish, they read their story to the class and the class votes for the funniest one.
Writing worksheet 8
LESSON PLAN 59
School
AE
Competência Comunicativa: Compreensão oral, produção oral
Competência Estratégica: Comunicar eficazmente em contexto, desenvolver o aprender a aprender em
contexto e aprender a regular o processo de aprendizagem.
Perfil do aluno
Comunicador (A, B, D, E, H), Participativo/colaborador (B, C, D, E, F),
Conhecedor/sabedor/culto/informado (A, B, G, I, J), Crítico/Analítico (A, B, C, D, G)
Summary
Guided speaking: ‘Who broke the window?’. Watching activity: ‘World Day – green at home’.
Aims
 Practise the past simple and the past continuous;
 Find information in the video;
 Develop citizenship skills.
Vocabulary Grammar

Talk about Earth Hour involvement / participation
Aids/Materials: Student’s Book pp. 109, 110 board, pen, e-Book, computer, data show
Assumptions: The students are familiar with the past simple and continuous and vocabulary related to
daily activities.
Procedures
The teacher greets the students and asks them who broke the window. They conclude it is an activity on
page 109 to practise the past simple and continuous in the shape of a game. In groups, the students make
sentences following the model to know what the people were doing and then find out who broke the
window. They give their opinion on the activity.
To conclude this unit, the students watch the video ‘World Day – green at home’ and do the
comprehension exercises. They also reflect on Earth Hour, say if they join and the reason(s) why (not).

Writing cards 20, 21
Speaking cards 36-42
LESSON PLAN 60
School
AE
Competência Comunicativa: Produção oral
Competência Intercultural: Reconhecer realidades interculturais distintas.
Competência Estratégica: Utilizar a literacia tecnológica para comunicar e aceder ao saber em
contexto; relacionar conhecimentos de forma a desenvolver criatividade em contexto.
Perfil do aluno
Indagador/Investigador (C, D, F, H, I), Comunicador (A, B, D, E, H), Participativo/colaborador (B, C,
D, E, F)
Summary
WebQuest: Unusual Homes. Project: Be an architect!
Aims
 Get information from a website;
 Design and describe their home;
 Present their work to the class.
The house Speaking, reading and writing
Vocabulary Grammar

Present their work to the class involvement / participation
Aids/Materials: Student’s Book p. 111, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with vocabulary related to the topic.
Procedures
The teacher greets the students and asks them if they have ever seen an unusual home.
The students watch the video ‘10 of the Most Unusual Homes in the World’. They go to the website
suggested on page 111 and mark some sentences true or false. Then they talk to a partner about why
people build unusual homes and which of those homes they would/wouldn’t like to live in.
Their project is to design their dream home, write its description and then present it to the class. The
teacher supervises and gives feedback on their work. The students may display it on the classroom wall.
LESSON PLAN 61
School
AE
Competência Estratégica: Desenvolver a aprender a aprender em contexto e aprender a regular o
processo de aprendizagem.
Perfil do aluno
Responsável/autónomo (C, D, E, F, G, I, J), Autoavaliador
Summary
Progress check.
Aims
 Use the acquired knowledge and linguistic competence;
 Assess their own progress.
The house Listening, reading and writing
Vocabulary Grammar
Related to the topic Some/any/no, prepositions of place, past continuous,
past simple vs past continuous

Written production Self-assessment grid
Write a message to a friend describing their ideal
home
Assumptions: The students are familiar with the vocabulary and grammar contents taught in the unit.
Procedures
The teacher greets the students. The students open their books on page 112 and the teacher makes sure
they understand the instructions for doing the exercises. The students do the listening comprehension
exercises. Then the teacher sets a suitable time limit and the students do the test.
The teacher projects the answers and the students correct their answers, grade the test and give feedback
of their results to the teacher. If necessary, the teacher suggests remedial work.
Workbook, pp. 62-65, Progress Check 4
Listening Tests
Progress Tests
Adapted Tests
Speaking Tests
Inclusive Education Test 4
Speaking cards
Digicards

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UNIT 4 – Home life

Learner’s competence(s) In-class assessment

UNIT 4 – Home life

UNIT 4 – Home life

Learner’s competence(s) In-class assessment

Learner’s competence(s) In-class assessment

UNIT 4 – Home life

Learner’s competence(s) In-class assessment

Learner’s competence(s) In-class assessment

Learner’s competence(s) In-class assessment

Inclusive Education worksheet 21

Learner’s competence(s) In-class assessment

UNIT 4 – Home life

Learner’s competence(s) In-class assessment

UNIT 4 – Home life

Learner’s competence(s) In-class assessment

UNIT 4 – Home life

Learner’s competence(s) In-class assessment

UNIT 4 – Home life

Learner’s competence(s) In-class assessment

Consolidation Mixed ability class

UNIT 4 – Home life

Learner’s competence(s) In-class assessment

UNIT 4 – Home life

Learner’s competence(s) In-class assessment

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