UNIT 3 – School and friends

LESSON PLAN 32
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Compreensão oral, produção oral

Perfil do aluno
Conhecedor/sabedor/culto/informado (A, B, G, I, J), Sistematizador/organizador (A, B, C, I, J),
Crítico/Analítico (A, B, C, D, G), Comunicador (A, B, D, E, H)

Summary
Introduction to unit 3: vocabulary and listening comprehension: ‘School sounds’. Speaking activity.
Aims
The students are expected to:
 Learn vocabulary of specific topic areas;
 Get information from the text;
 Interact in pairs.
Topic area/Situation Language skills
School Listening, speaking, reading and writing

Vocabulary Grammar
Student, classmate, teacher, headteacher, lab, No specific item
library, gym, classroom, corridor, subject

Learner’s competence(s) In-class assessment

Spoken production Feedback from students’ speech / answers /
Talk about their favourite lesson involvement / participation
Aids/Materials: Student’s Book pp. 58, 59, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with some vocabulary related to school.
Procedures
The teacher greets the students and introduces the topic by showing the video ‘Unit 3: School and
friends’.
He/She asks them what people there are in a school. The students complete a mind map with vocabulary
on the topic and listen to check. They also add one word to each group. Then they use the words to
complete some sentences. The teacher supervises their work.
After that, the students listen to sounds in a school and do the comprehension exercises.
To finish the lesson, they interact in pairs, saying what their favourite lesson is.
The teacher assigns homework: Workbook, p. 35, ex. B.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.
Consolidation Mixed ability class
Work and Play
Extra Activities 10
Inclusive Education, worksheet 13
Speaking card 21
UNIT 3 – School and friends

LESSON PLAN 33
 School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Compreensão oral

Perfil do aluno
Conhecedor/sabedor/culto/informado (A, B, G, I, J), Crítico/Analítico (A, B, C, D, G)

Summary
Listening comprehension: ‘Super schools!’. Modal verbs: can, may and might.
Aims
The students are expected to:
 Get information from the text;
 Learn vocabulary of specific topic areas;
 Revise and practise the modal verbs.
Topic area/Situation Language skills
School Listening, speaking, reading and writing

Vocabulary Grammar
Calculator, pencil, compass, highlighter, pencil Modal verbs: can, may and might
sharpener, protractor, binder clip, set square

Learner’s competence(s) In-class assessment

No specific item Feedback from students’ speech / answers /
involvement / participation
Aids/Materials: Student’s Book pp. 60, 61, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with the modal verbs can and may.
Procedures
The teacher greets the students and checks homework.
He/She asks the students if they have heard about different types of schools. The students listen to the
text ‘Super schools!’ and do a speech recognition exercise. Then they do the comprehension exercises on
page 60. They also match some school objects with the pictures. Correction follows.
The teacher projects the examples on page 61 and explains the use of the modal verbs can, may and
might. The students do the exercises as well as a quizEV on the topic.
The teacher assigns homework: Workbook, p. 36, exs. C, D.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.
Consolidation Mixed ability class
Work and Play
Extra Activities 11, 12
Grammar worksheet 15
Fast grammar worksheet 10
Inclusive Education, worksheet 14
Writing card 12
UNIT 3 – School and friends

LESSON PLAN 34
School
 Lesson no. Date Class Teacher

AE
Competência Comunicativa: Compreensão escrita, interação oral
Competência Estratégica: Trabalhar e colaborar em pequenos grupos.

Perfil do aluno
Conhecedor/sabedor/culto/informado (A, B, G, I, J), Participativo/colaborador (B, C, D, E, F),
Sistematizador/organizador (A, B, C, I, J), Comunicador (A, B, D, E, H)

Summary
Reading/listening comprehension: ‘SchoolNet’. Answering a survey. Group work.
Aims
The students are expected to:
 Find information in the text;
 Answer a survey;
 Compare results and agree/disagree.
Topic area/Situation Language skills
School Listening, speaking, reading and writing

Vocabulary Grammar
Related to the topic No specific item

Learner’s competence(s) In-class assessment

Spoken interaction Feedback from students’ speech / answers /
Compare survey results, agree or disagree involvement / participation
Aids/Materials: Student’s Book pp. 62, 63, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with vocabulary related to school.
Procedures
The teacher greets the students and checks homework.
He/She projects the first part of the text on page 62 (Alice) and asks the students what Alice wants to
know.
The students continue reading and listening to the text ‘SchooNet’ mark the sentences on exercises 2 true
or false. The teacher checks their work.
The students answer a survey about themselves. Then they get together in small groups and compare the
results. They agree or disagree using some phrases in Language Help. Then they write sentences to
summarise their opinions. The teacher gives feedback on their work.
The teacher assigns homework: Workbook, p. 37, ex. E.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.
Consolidation Mixed ability class
CLIL worksheet 3 (Science)
Writing cards 13, 14
Speaking cards 22-25
UNIT 3 – School and friends

LESSON PLAN 35
School
Lesson no. Date Class Teacher
AE
Competência Comunicativa: Produção oral, compreensão escrita, compreensão oral
Competência Estratégica: Trabalhar e colaborar em pares.

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
Memory game. Reading/listening comprehension: ‘Storm Reid’. Listening to a song.
Aims
The students are expected to:
 Play a memory game;
 Find information in the text;
 Develop their listening skills.
Topic area/Situation Language skills
Personal identification Listening, speaking, reading and writing

Vocabulary Grammar
Related to the topic No specific item

Learner’s competence(s) In-class assessment

Spoken production Feedback from students’ speech / answers /
Describe pictures involvement / participation
Aids/Materials: Student’s Book pp. 64, 65, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with vocabulary related to school and personal information.
Procedures
The teacher greets the students and checks homework.
He/She projects the photos of Storm Reid on page 64 for 40 seconds and then the students say as many
sentences as they can about her.
They read and listen to the text about her and do a speech recognition exercise to improve their
pronunciation. They do the comprehension exercises. The teacher supervises their work.
The students listen to the song ‘I believe’, complete it with the missing words and then watch the video
clip to check their answers.
The teacher assigns homework: Workbook, p. 38, ex. A.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.
Consolidation Mixed ability class

UNIT 3 – School and friends

LESSON PLAN 36
School
Lesson no. Date Class Teacher
AE
Competência Comunicativa: Interação oral, produção escrita
Competência Estratégica: Comunicar eficazmente em contexto.

Perfil do aluno
Comunicador (A, B, D, E, H), Participativo/colaborador (B, C, D, E, F)

Summary
Past simple: to be and there + to be. Writing activity.
Aims
The students are expected to:
 Revise and practise the verb to be and there + to be;
 Interact in pairs;
 Write a text in the past.
Topic area/Situation Language skills
Personal identification Speaking, reading and writing

Vocabulary Grammar
Related to the topic Verb to be and there + to be

Learner’s competence(s) In-class assessment

Written production Feedback from students’ speech / answers /
Write a text about their first year at primary school involvement / participation
Aids/Materials: Student’s Book pp. 66, 67, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with the verb to be and there + to be.
Procedures
The teacher greets the students and checks homework.
He/She projects the examples of the verb ‘to be’ on page 66 and the students recall it by completing the
rule and its formation. They play a digital game and do the exercises on the topic. Correction follows.
Then the students read the examples of ‘there + to be’, complete its formation and do the exercise.
After check, they write a text about their first year at primary school by answering the questions on page
67. The teacher supervises their work. Some students read their text aloud.
The teacher assigns homework: Workbook, p. 39, exs. B, C.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.
Consolidation Mixed ability class
Work and Play
Fun Activities 7
Extra Activities 13
Grammar worksheets 16, 17
Fast grammar worksheet 11
UNIT 3 – School and friends

LESSON PLAN 37
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Produção oral, compreensão oral
Competência Estratégica: Pensar criticamente.

Perfil do aluno
Conhecedor/sabedor/culto/informado (A, B, G, I, J), Comunicador (A, B, D, E, H), Respeitador da
diferença/do outro (A, B, E, F, H)

Summary
Talking about extracurricular activities. Watching/listening: ‘Wonder’.
Aims
The students are expected to:
 Talk about extracurricular activities;
 Get information from the video;
 Increase respect for different people.
Topic area/Situation Language skills
Extracurricular activities Listening, speaking, reading and writing

Vocabulary Grammar
Lesson, club, practice, workshop, team No specific item

Learner’s competence(s) In-class assessment

Spoken production Feedback from students’ speech / answers /
Talk about extracurricular activities involvement / participation
Aids/Materials: Student’s Book pp. 68, 69, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with vocabulary related to school activities.
Procedures
The teacher greets the students and checks homework.
He/She projects the pictures on page 68 and the students match them with the activities. They listen,
check and repeat. They answer some questions about extracurricular activities and share them in class.
The teacher asks the students if they would like to have a film club at their school and why. They name
some of their favourite films. Then they watch the trailer for the film ‘Wonder’ and do the comprehension
exercises. The teacher checks their work and they give their opinion about the film.
The teacher assigns homework: Workbook, p. 40, ex. A.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.

Consolidation Mixed ability class

Work and Play
Extra Activities 14

UNIT 3 – School and friends

LESSON PLAN 38
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Compreensão escrita, interação escrita
Competência Estratégica: Reconhecer realidades interculturais distintas.

Perfil do aluno
Conhecedor/sabedor/culto/informado (A, B, G, I, J), Respeitador da diferença/do outro (A, B, E, F, H),
Comunicador (A, B, D, E, H)

Summary
Reading/listening comprehension: ‘Ben’s blog’. Writing: filling in a form.
Aims
The students are expected to:
 Get information from the text;
 Fill in a form.
Topic area/Situation Language skills
Extracurricular activities Listening, speaking, reading and writing

Vocabulary Grammar
Related to the topic No specific item

Learner’s competence(s) In-class assessment

Written interaction Feedback from students’ speech / answers /
Fill in a form involvement / participation
Aids/Materials: Student’s Book pp. 70, 71, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with vocabulary related to extracurricular activities.
Procedures
The teacher greets the students and checks homework.
He/She asks the students what a blog is and what it is used for. The students read and listen to the text
‘Ben’s blog’ and watch the corresponding reading video. They do a speech recognition exercises to
improve their pronunciation skills. Then they do the exercises on the text. When they finish, some
students write their answers on the board.
After that, they imagine they want to take part in an extracurricular activity and fill in a form with
personal information. The teacher supervises their work.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.

Consolidation Mixed ability class

Writing worksheet 5

UNIT 3 – School and friends

LESSON PLAN 39
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Interação oral
Competência Estratégica: Trabalhar e colaborar em pares.
Perfil do aluno
Comunicador (A, B, D, E, H), Participativo/colaborador (B, C, D, E, F)

Summary
Past simple: regular verbs. Pair work.
Aims
The students are expected to:
 Revise and practise the past simple of regular verbs;
 Interact in pairs.
Topic area/Situation Language skills
Extracurricular activities Speaking, reading and writing

Vocabulary Grammar
Related to the topic Regular verbs: past simple (affirmative and negative
forms)
Learner’s competence(s) In-class assessment
Spoken interaction Feedback from students’ speech / answers /
Say what they did or didn’t do yesterday involvement / participation
Aids/Materials: Student’s Book pp. 72, 73, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with the past simple of regular verbs.
Procedures
The teacher greets the students and checks homework.
He/She asks the students if they liked their last school trip and why. They open their books on page 72
and recall the use of the past simple in the affirmative form. They do the exercises on the topic and listen
to the –ed sounds and repeat.
After correction, they recall the negative form and do the exercises on page 73. The teacher checks their
work. They play a digital game on the topic.
After that, the students work in pairs, telling their partner two things they did and two things they didn’t
do the day before. The teacher supervises their work.
The teacher assigns homework: Workbook, p. 41, exs. B, C.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.
Consolidation Mixed ability class
Work and Play
Fun Activities 8
Grammar worksheets 18, 19
UNIT 3 – School and friends

LESSON PLAN 40
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Interação oral, interação escrita
Competência Estratégica: Comunicar eficazmente em contexto.
Perfil do aluno
Comunicador (A, B, D, E, H), Participativo/colaborador (B, C, D, E, F), Sistematizador/organizador
(A, B, C, I, J)
 Summary
Past simple: interrogative form. Guided writing: blog entry.
Aims
The students are expected to:
 Revise and practise the past simple of regular verbs;
 Write a blog entry.
Topic area/Situation Language skills
Extracurricular activities Speaking, reading and writing

Vocabulary Grammar
Related to the topic Regular verbs: past simple (interrogative form)

Learner’s competence(s) In-class assessment

Spoken interaction Feedback from students’ speech / answers /
Practise a dialogue involvement / participation
Written interaction
Write a blog entry
Aids/Materials: Student’s Book pp. 74, 75, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with the past simple of regular verbs.
Procedures
The teacher greets the students and asks them: ‘Did you do your homework?’. The students recall the
interrogative form of the past simple by reading the examples on page 74 and doing a quizEV. Then they
do the exercises on the topic and the teacher checks their work. They practise the dialogue in exercise 3
with a partner. The students look at the pictures on page 75 and complete Cindy’s blog about her field
trip. Then the students write their own blog entry following the writing plan. The teacher supervises their
work. When they finish, some students read their text to the class.
The teacher assigns homework: Workbook, p. 42, exs. D, E.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.
Consolidation Mixed ability class
Work and Play - Extra Activities 15
Grammar worksheet 20
Fast grammar worksheet 12
Writing card 15
Speaking cards 26, 27
UNIT 3 – School and friends

LESSON PLAN 41
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Compreensão escrita, interação oral
Competência Intercultural: Conhecer realidades interculturais distintas pensar criticamente.
Competência Estratégica: Pensar criticamente.

Perfil do aluno
Crítico/Analítico (A, B, C, D, G), Respeitador da diferença/do outro (A, B, E, F, H),
Participativo/colaborador (B, C, D, E, F),
 Summary
Reading/listening comprehension: ‘Interview with Ellie Burton’.
Aims
The students are expected to:
 Interact in pairs;
 Find information in the text;
 Learn vocabulary of specific topic areas.
Topic area/Situation Language skills
Bullying Listening, speaking, reading and writing

Vocabulary Grammar
Bullying, confidence, ugly, appearance, model No specific item

Learner’s competence(s) In-class assessment

Spoken interaction Feedback from students’ speech / answers /
Discuss some questions with a partner involvement / participation
Aids/Materials: Student’s Book pp. 76, 77, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with vocabulary related to physical appearance and clothes.
Procedures
The teacher greets the students and asks if they have many friends at school and if they respect all their
classmates. The students discuss these questions and the questions on page 76 in pairs.
Then they read and listen to the text ‘Interview with Ellie Burton’. They also watch the reading video.
They do the comprehension exercises with the teacher’s help.
After correction, they discuss with a partner if they would like to be a model and why and if school
uniforms area a good or bad idea and why. The teacher supervises their work.
The teacher assigns homework: Workbook, p. 43, ex. A.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.

Consolidation Mixed ability class

UNIT 3 – School and friends

LESSON PLAN 42
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Interação oral

Perfil do aluno
Participativo/colaborador (B, C, D, E, F), Comunicador (A, B, D, E, H)

Summary
Past simple: irregular verbs. Speaking activity.
Aims
The students are expected to:
 Revise and practise the past simple of irregular verbs;
 Interact in pairs.
Topic area/Situation Language skills
School and friends Listening, speaking, reading and writing

Vocabulary Grammar
Related to the topic Irregular verbs: past simple

Learner’s competence(s) In-class assessment

Spoken interaction Feedback from students’ speech / answers /
Practise a dialogue with a partner involvement / participation
Aids/Materials: Student’s Book pp. 78, 79, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with some irregular verbs.
Procedures
The teacher greets the students and writes the sentence on top of page 78 on the board: ‘I moved to a new
school and made new friends’. The students find two verbs in the past simple and identify the difference
between them.
The teacher explains the difference between regular and irregular verbs and shows a video about
irregular verbs in the past simple. The students do the exercises to practise the affirmative and negative
forms.
Then the students read the examples on page 79 and do two exercises to work on the interrogative form.
In the second exercise, they make questions to complete a dialogue, listen to check and practise the
dialogue with a partner. The teacher supervises their work.
The teacher assigns homework: Workbook, p. 44, exs. B, C; p. 45, ex. D.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.
Consolidation Mixed ability class
Work and Play
Fun Activities 9
Extra Activities 16
Grammar worksheets 21, 22
Fast grammar worksheets 13, 14
Inclusive Education, worksheet 17
UNIT 3 – School and friends

LESSON PLAN 43
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Compreensão oral, produção escrita
Competência Estratégica: Pensar criticamente.

Perfil do aluno
Crítico/Analítico (A, B, C, D, G), Respeitador da diferença/do outro (A, B, E, F, H), Criativo (A, C, D,
J), Participativo/colaborador (B, C, D, E, F)

Summary
Watching activity. Writing messages.
 Aims
The students are expected to:
 Get information from the video;
 Write positive messages;
 Develop their listening skills.
Topic area/Situation Language skills
Bullying Listening, speaking, reading and writing

Vocabulary Grammar
Related to the topic No specific item

Learner’s competence(s) In-class assessment

Written production Feedback from students’ speech / answers /
Write positive messages involvement / participation
Aids/Materials: Student’s Book pp. 80, 81, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with basic vocabulary related to bullying.
Procedures
The teacher greets the students and projects the sentence on page 80 ‘Be a buddy, not a buddy’ and asks
the students to explain it.
The students watch the video ‘You are braver, stronger and smarter than you think!’ and order some
sentences. After check, they read a note and answer questions on it. Then they write three positive
messages.
After that, they listen to ‘Popular song’ and choose the right word in each pair. They watch the video clip
to check their answers and answer three questions about the song.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.

Consolidation Mixed ability class

Writing worksheet 6

UNIT 3 – School and friends

LESSON PLAN 44
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Produção oral, interação escrita, interação oral

Perfil do aluno
Comunicador (A, B, D, E, H), Participativo/colaborador (B, C, D, E, F)

Summary
Speaking and writing: ‘Day out’.
Aims
The students are expected to:
  Learn vocabulary of specific topic areas;
 Use the past simple in context;
 Role-play a dialogue.
Topic area/Situation Language skills
School events Listening, speaking, reading and writing

Vocabulary Grammar
Related to the topic Past simple

Learner’s competence(s) In-class assessment

Spoken production Feedback from students’ speech / answers /
Describe pictures involvement / participation
Written interaction
Complete a dialogue
Spoken interaction
Role-play a dialogue
Aids/Materials: Student’s Book p. 82, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with basic vocabulary related to activities and the past simple.
Procedures
The teacher greets the students and plays the Hangman with the word ‘funfair’. The students look at the
picture on page 82 and match the activities they see with the correct verb phrases. Then they tell their
partner four things the students in the picture did. The teacher supervises their work.
After that, the students complete a dialogue using the verbs in exercise 1 in the past simple. They listen
and check their work. They role-play the dialogue to the class, trying to change some activities. The
etacher gives feedback on their work.
The teacher assigns homework: Workbook, p. 45, exs. E, F
The teacher elicits from the students the contents of the lesson and writes the summary on the board.
Consolidation Mixed ability class

Speaking cards 28-32

Writing card 16
UNIT 3 – School and friends

LESSON PLAN 45
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Produção oral
Competência Intercultural: Reconhecer realidades interculturais distintas.
Competência Estratégica: Trabalhar e colaborar em pequenos grupos; relacionar conhecimentos de
forma a desenvolver criatividade em contexto.

Perfil do aluno
Responsável/autónomo (C, D, E, F, G, I, J), Participativo/colaborador (B, C, D, E, F), Criativo (A, C,
D, J)

Summary
Project: School event.
 Aims
The students are expected to:
 Interact in groups;
 Engage in investigation, discussion, co-operation;
 Present their work to the class.
Topic area/Situation Language skills
School events Speaking, reading and writing

Vocabulary Grammar
Related to the topic No specific item

Learner’s competence(s) In-class assessment

Spoken production Feedback from students’ speech / answers /
Present their work to the class involvement / participation
Aids/Materials: Student’s Book p. 83, 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 checks homework. He/She asks the students what school events they
have in a school year.
The students look at the posters about school events on page 83 and complete the tables in note form.
After check, they divide into small groups and think about an event they all like or would like to have at
school. They make a poster including the topics in the tables they completed. They may ask their art
teacher for help.
When their work is finished, they present it to the class. The teacher gives feedback on their work.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.
Consolidation Mixed ability class

UNIT 3 – School and friends

LESSON PLAN 46
School
Lesson no. Date Class Teacher

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
The students are expected to:
 Use the acquired knowledge and linguistic competence;
 Assess their own progress.
Topic area/Situation Language skills
School Listening, reading and writing

Vocabulary Grammar
Related to the topic Modal verbs (can, may, might), past simple

Learner’s competence(s) In-class assessment

Written production Self-assessment grid
Write sentences about the story of their favourite
film
Aids/Materials: Student’s Book pp. 84, 85, board, pen, e-Book, computer, data show
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 84 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.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.
Consolidation Mixed ability class
Workbook, pp. 46-49, Progress Check 3
Listening Tests
Progress Tests
Adapted Tests
Speaking Tests
Inclusive Education Test 3
Speaking cards
Digicards