UNIT 5 – Around town

LESSON PLAN 62
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Produção oral
Competência Intercultural: Reconhecer realidades interculturais distintas.
Competência Estratégica: Relacionar conhecimentos de forma a desenvolver criatividade em contexto.
Perfil do aluno
Conhecedor/sabedor/culto/informado (A, B, G, I, J), Comunicador (A, B, D, E, H)

Summary
Introduction to unit 5. ‘City or countryside?’ – vocabulary, speaking and reading.
Aims
The students are expected to:
 Learn vocabulary of specific topic areas;
 Describe pictures;
 Get information from the texts.
Topic area/Situation Language skills
City and country life Listening, speaking, reading and writing

Vocabulary Grammar
Countryside, nature, river, tree, meadow, town No specific item
traffic, pollution, shopping, public transport, street
Learner’s competence(s) In-class assessment
Spoken production Feedback from students’ speech / answers /
Describe pictures involvement / participation
Aids/Materials: Student’s Book pp. 114, 115, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with basic vocabulary related to places of living.
Procedures
The teacher greets the students and introduces the unit by showing the video ‘Unit 5: Around town’.
He/She asks some general questions. Then the students open their books on page 114 and match the
pictures with the comments. The teacher checks their work.
They decide which comments describe city life, which ones describe country life and which place is
more exciting to live in. They share their answers in class.
After that, the students read the poems on page 115 and replace the pictures by the words in the box.
They listen and check their answers. They ask a question about the poems and answer a personal question
on where they live, where they would prefer to live and why.
The teacher assigns homework: Workbook, p. 66, 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 5 – Around town

LESSON PLAN 63
 School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Compreensão escrita, compreensão oral
Competência Intercultural: Reconhecer realidades interculturais distintas.

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

Summary
Reading/listening comprehension: ‘City teen’. Watching: ‘Country teen’.
Aims
The students are expected to:
 Learn vocabulary of specific topic areas;
 Get information from the texts.
Topic area/Situation Language skills
City and country life Listening, speaking, reading and writing

Vocabulary Grammar
Related to the topic No specific item

Learner’s competence(s) In-class assessment

No specific item Feedback from students’ speech / answers /
involvement / participation
Aids/Materials: Student’s Book pp. 116, 117, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with vocabulary related to the city and countryside.
Procedures
The teacher greets the students and checks homework. He/She projects the picture of the girl on page 116
and asks the students if they think she is a city or a country girl and why. The students read and listen to
the text ‘City teen’ and say if the girl likes living in the city. They do the exercises that follow. When they
finish, some students write their answers on the board.
Then the students look at the pictures at the bottom of that page and say the differences between them.
They watch the video ‘Country teen’ and do a multiple choice exercise. The teacher checks their work.
In pairs, the students say which life they prefer - the city girl’s or the country boy’s - and give reasons.
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

Work and Play

Fun Activities 14, 15
Writing card 22
UNIT 5 – Around town

LESSON PLAN 64
School
Lesson no. Date Class Teacher
AE
Competência Comunicativa: Interação oral
Competência Estratégica: Comunicar eficazmente em contexto.
Perfil do aluno
Comunicador (A, B, D, E, H), Participativo/colaborador (B, C, D, E, F)

Summary
Indefinite pronouns.
Aims
The students are expected to:
 Use indefinite pronouns in context;
 Interact in pairs.
Topic area/Situation Language skills
City and country life Reading and writing

Vocabulary Grammar
Related to the topic Indefinite pronouns

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. 118, 119, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with some, any and no.
Procedures
The teacher greets the students, projects the picture on page 118 and asks: ‘Is there anybody at the
cinema entrance?’. The students answer and study the table on indefinite pronouns with the teacher’s
help. They also watch a video about it.
They do the exercises on that page and, after check, practise the dialogue on ex. 2 with a partner. The
teacher supervises their work.
In pairs, the students read Jack’s story on the next page, choose the correct word in each pair and write
the letters in brackets to find out where Jack’s little sister was. They identify the place where she was by
choosing the right picture. The teacher checks their work.
The teacher assigns homework: Workbook, p. 67, 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
Extra Activities 22
Grammar worksheet 27
Fast grammar worksheet 19
Inclusive Education, worksheet 24
UNIT 5 – Around town

LESSON PLAN 65
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Compreensão oral, produção oral, interação escrita
Competência Intercultural: Reconhecer realidades interculturais distintas.
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), Respeitador da
diferença/do outro (A, B, E, F, H), Participativo/colaborador (B, C, D, E, F)

Summary
Listening comprehension: ‘This Town’. Guided speaking and writing: City versus countryside.
Aims
The students are expected to:
 Get information from the song;
 Give their opinion;
 Participate in a webchat.
Topic area/Situation Language skills
City and country life 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 /
Give their opinion in pairs involvement / participation
Written interaction
Participate in a webchat
Aids/Materials: Student’s Book pp. 120, 121, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with vocabulary related to the city and countryside.
Procedures
The teacher greets the students and checks homework. To consolidate the indefinite pronouns, the
students listen to the song ‘This Town’ and fill in the banks. After correction, they decide what the song
is about.
Then they match the expressions on page 121 with the pictures. In pairs they use those expressions to
give their opinion on the best place to live, the city or the countryside.
After that, they participate on a webchat by answering the questions: ‘Where do you live? What can you
see out of your window? What can you hear?’. When they finish, some students read their texts 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

Speaking cards 43-46

UNIT 5 – Around town

LESSON PLAN 66
School
Lesson no. Date Class Teacher

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

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
Public places and facilities. Listening and speaking: ‘New in town’.
Aims
The students are expected to:
 Talk about public places and facilities;
 Get information from the text;
 Interact in pairs.
Topic area/Situation Language skills
Public places and facilities Listening, speaking, reading and writing

Vocabulary Grammar
Theatre, library, post office, museum, fire station, No specific item
hospital, bank, sports centre, railway station

Learner’s competence(s) In-class assessment

Spoken production Feedback from students’ speech / answers /
Talk about public places and facilities involvement / participation
Spoken interaction
Ask and answer about places on a city plan
Aids/Materials: Student’s Book pp. 122, 123, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with vocabulary related to some public places.
Procedures
The teacher greets the students and they play the digital game ‘Places in a city’. The students open their
books on page 122 and match the places with the definitions. They listen and check. In pairs, they talk
about the public places and facilities there are in the area they live in. The teacher supervises their work.
Then the students listen to the first part of the text ‘New in town’ and do a multiple choice exercise. After
check, they listen to the second part and identify places A and B on the city plan. They also complete
sentences recalling the prepositions of place. Correction follows.
The students work in pairs, asking and answering about places on the city plan. The teacher supervises
their work. The teacher assigns homework: Workbook, p. 68, ex. A; p. 69, 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 23
Inclusive Education, worksheet 23
UNIT 5 – Around town

LESSON PLAN 67
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Compreensão escrita, compreensão oral, interação oral

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

Summary
Imperative. ‘In the street’: reading, listening and speaking.
Aims
The students are expected to:
 Recall and use the imperative;
 Get information from the text;
 Act out a conversation.
Topic area/Situation Language skills
Public places and facilities Listening, speaking, reading and writing

Vocabulary Grammar
Go along, go up/down the street, turn right/left, go Imperative
past, take the second right, cross the street

Learner’s competence(s) In-class assessment

Spoken interaction Feedback from students’ speech / answers /
Ask and answer about places involvement / participation
Aids/Materials: Student’s Book pp. 124, 125, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with vocabulary related to some public places.
Procedures
The teacher greets the students and checks homework. He/She gives them an instruction: ‘Open your
book on page 124’. He/She explains that the imperative is also used with directions. The students do the
first exercise on that page, listen and check. They do the second exercise to complete the imperative
sentences. Correction follows. They do a quizEV to consolidate the topic.
Then the students look at the map on page 125, read the text and choose the right options. They listen to
check. The students listen a second dialogue between two people asking for directions and identify the
places where they go. Then they prepare a similar conversation, using the prompts on the same page.
They act out the conversation in class. The teacher gives feedback on their work.
The teacher assigns homework: Workbook, p. 70, ex. D; p. 71, 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
Fast grammar worksheet 20
Inclusive Education, worksheet 25
Writing worksheet 9
UNIT 5 – Around town

LESSON PLAN 68
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Compreensão escrita

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

Summary
Reading/listening comprehension: ‘The new trainers’. Shops.
Aims
The students are expected to:
 Talk about shopping;
 Get information from the text;
 Learn vocabulary of specific topic areas.
Topic area/Situation Language skills
Shopping Listening, speaking, reading and writing

Vocabulary Grammar
Shop, shopping centre, buy, spend, shoe shop, No specific item
butcher’s, bakers’, clothes shop, bookshop, pet shop

Learner’s competence(s) In-class assessment

No specific item Feedback from students’ speech / answers /
involvement / participation
Aids/Materials: Student’s Book pp. 126, 127, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with vocabulary related to shopping.
Procedures
The teacher greets the students and checks homework. He/She asks the students to discuss in pairs if they
enjoy shopping, what they like to buy and if they prefer local shops or shopping centres. The students
watch the video ‘Going shopping’ and the teacher asks some general questions.
The students read and listen to the text ‘The new trainers’ and identify what the people are talking about.
Then they complete some sentences with information from the text. Correction follows.
The students are expected to reflect upon some questions in exercises 4. They share their ideas with the
class. Then they match pictures with sentences to recall or learn different types of shops. The teacher
supervises their work.
The teacher assigns homework: Workbook, p. 72, 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
Fun Activities 17

UNIT 5 – Around town

LESSON PLAN 69
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Compreensão oral
Competência Estratégica: Comunicar eficazmente em contexto.

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

Summary
Comparatives and superlatives.
Aims
The students are expected to:
 Revise and practise comparatives and superlatives.

Topic area/Situation Language skills

Shopping Reading and writing

Vocabulary Grammar
Related to the topic Comparatives and superlatives

Learner’s competence(s) In-class assessment

No specific item Feedback from students’ speech / answers /
involvement / participation
Aids/Materials: Student’s Book pp. 128, 129, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with comparatives and superlatives.
Procedures
The teacher greets the students and checks homework. He/She recalls the text studied the previous lesson
by saying: ‘Tom’s new trainers were more expensive than his old trainers’.
The students recall the comparatives by reading the table on page 128. They watch the video and do the
exercises on the topic. Correction follows.
Then the teacher says; ‘Tom’s trainers were the most expensive in the shop’. The students revise the
superlatives by reading the example and table on page 129. They do an exercise and watch a video about
the most enjoyable attraction in Walt Disney World Resort.
They do a quizEV on comparatives and superlatives.
The teacher assigns homework: Workbook, p. 73, ex. B; p. 74, ex. 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
Extra Activities 23
Grammar worksheets 28-30
Fast grammar worksheets 21-23
Inclusive Education, worksheet 26
UNIT 5 – Around town

LESSON PLAN 70
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Compreensão oral, interação oral
Competência Estratégica: Comunicar eficazmente em contexto.

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

Summary
Shopping dialogues: listening comprehension. Role-play.
Aims
The students are expected to:
 Develop their listening skills;
 Get information from the texts;
 Role-play a dialogue.
Topic area/Situation Language skills
Shopping Listening, speaking, reading and writing

Vocabulary Grammar
Can I help you? / Have you got…? / What size do No specific item
you take? / Can I try it on? / How much is it?
Learner’s competence(s) In-class assessment
Spoken interaction Feedback from students’ speech / answers /
Role-play a dialogue in a shop involvement / participation
Aids/Materials: Student’s Book pp. 130, 131, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with types of shops and clothes.
Procedures
The teacher greets the students and checks homework. He/She asks the students to listen to a shopping
dialogue and identify the type of shop and price of the item (exercise 1). Then the students listen to
another dialogue and do exercises 2 and 3. The teacher checks their work.
The students play the game ‘Speaking: At the clothes’ shop’. Then they complete the dialogue on page
131 and listen to check.
In pairs, they prepare a similar dialogue with the help of two cards and act out the dialogue. The teacher
supervises their work.
The teacher assigns homework: Workbook, p. 74, ex. D; p. 75, ex. 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 24
Speaking cards 47-50
Writing cards 23, 24
UNIT 5 – Around town

LESSON PLAN 71
School
Lesson no. Date Class Teacher

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

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
Reading/listening comprehension: ‘Cities of the future’. Pair work.
Aims
The students are expected to:
 Find information in the text;
 Learn vocabulary of specific topic areas;
 Interact in pairs.
Topic area/Situation Language skills
Public services Listening, speaking, reading and writing

Vocabulary Grammar
Drone, deliver, help, fly, film, take, useful No specific item
Learner’s competence(s) In-class assessment
Spoken interaction Feedback from students’ speech / answers /
Talk about the use of drones involvement / participation
Aids/Materials: Student’s Book pp. 132, 133, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with some public services.
Procedures
The teacher greets the students and checks homework. He/She projects the picture on top of page 132
and asks the students what a drone is. They read and listen to the text ‘Cities of the future’ to find out
more about the use of drones. After a speech recognition exercise, they do the exercises on the text. When
they finish, some students write their answers on the board.
In pairs, the students look at a list of people and services and discuss the usefulness of drones in those
areas, according to the instruction. The teacher supervises their work.
After that, the students think about the best uses of drones and if they would like to have one. To
conclude, they say what they learnt from that lesson.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.

Consolidation Mixed ability class

UNIT 5 – Around town

LESSON PLAN 72
School
Lesson no. Date Class Teacher

AE
Competência Estratégica: Comunicar eficazmente em contexto.

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

Summary
Future – will.
Aims
The students are expected to:
 Use will to talk about the future.

Topic area/Situation Language skills

Future actions Reading and writing

Vocabulary Grammar
Related to the topic Future - will
Learner’s competence(s) In-class assessment
No specific item Feedback from students’ speech / answers /
involvement / participation
Aids/Materials: Student’s Book pp. 134, 135, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with the infinitive.
Procedures
The teacher greets the students and projects the picture on top of page 134. He/She asks the students if
Charlie Brown and Snoopy are talking about the past, the present or the future.
The teacher explains the use of ‘will’ to talk about the future with the help of the information on the
same page and also shows a video/multimedia presentation on the topic. The students do the exercises
that follow and the teacher checks their work. They also do a quiEV to consolidate the topic.
The teacher assigns homework: Workbook, p. 76, 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 25
Grammar worksheet 31
Fast grammar worksheet 24
Inclusive Education, worksheet 27
UNIT 5 – Around town

LESSON PLAN 73
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Compreensão oral, interação oral, interação escrita
Competência Estratégica: Trabalhar e colaborar em pares; utilizar a literacia tecnológica para
comunicar; 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), Comunicador (A, B, D, E, H), Autoavaliador

Summary
Listening to the song ‘Younger’. Guided speaking and writing.
Aims
The students are expected to:
 Develop their listening skills;
 Interview a partner and tell another partner about him/her;
 Write a message about their future.
Topic area/Situation Language skills
Future actions Listening, speaking, reading and writing

Vocabulary Grammar
Related to the topic Future - will
Learner’s competence(s) In-class assessment
Spoken interaction Feedback from students’ speech / answers /
Interview a partner; tell another partner about it involvement / participation
Written interaction
Make predictions for the future
Aids/Materials: Student’s Book pp. 136, 137, board, pen, e-Book, computer, data show
Assumptions: The students are familiar with the future ‘will’.
Procedures
The teacher greets the students and checks homework. He/She asks the students how they see their
future. The students listen to the song ‘Younger’ and choose the correct words. They watch the lyric
video and check their answers. They also identify what the song is about and say if they like it or not and
why.
Then they interview a partner using the questionnaire about their future on page 137. When they finish,
they find another partner and tell him/her about the first one. The teacher supervises their work.
The students write a message about their future, according to the example. When they finish, some
students read their message to the class. The teacher assigns homework: Workbook, p. 77, ex. B.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.
Consolidation Mixed ability class
Writing worksheet 10
Speaking cards 51, 52
Writing cards 25, 26
UNIT 5 – Around town

LESSON PLAN 74
School
Lesson no. Date Class Teacher

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

Summary
The USA: fact file. Project: City Spot.
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
USA / New York 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 /
Present their work to the class involvement / participation
Aids/Materials: Student’s Book pp. 138, 139, 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 projects the map of the USA on page 138
and the students write the names of seven missing states and the capital city. Then they match four cities
with the correct pictures. After correction, they do some research work and complete the USA fact file.
Then the students read the information about four famous places in New York and match it with the
pictures. The teacher checks their work.
In groups, they choose their favourite city, search for information online and make a digital poster with
photos and a short paragraph about each place, following the example of New York. They present their
work to the class and let their classmates guess the names of the places.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.
Consolidation Mixed ability class
CLIL worksheet 6 (Geography)

UNIT 5 – Around town

LESSON PLAN 75
School
Lesson no. Date Class Teacher

AE
Competência Comunicativa: Compreensão escrita, interação oral
Competência Intercultural: Reconhecer realidades interculturais distintas.
Competência Estratégica: Relacionar conhecimentos de forma a desenvolver criatividade em contexto.

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
Reading corner: ‘Adrian goes shopping’.
Aims
The students are expected to:
 Find information in the text;
 Develop their reading skills;
 Talk about shopping and keeping a diary
Topic area/Situation Language skills
Shopping 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 /
Talk about shopping and keeping a diary involvement / participation
Aids/Materials: Student’s Book pp. 140, 141, 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 projects the book cover on page 140. If the students have not heard
about Adrian Mole, the teacher explains who he is.
The students read and listen to the text ‘Adrian goes shopping’ and some students read the text aloud.
They do the comprehension exercises. The teacher checks their work.
After that, they think about the questions on page 141 about going shopping and keeping a diary and
share their ideas in class.
The teacher elicits from the students the contents of the lesson and writes the summary on the board.

Consolidation Mixed ability class

UNIT 5 – Around town

LESSON PLAN 76
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
Public places, shops, predictions for the future Listening, reading and writing

Vocabulary Grammar
Related to the topic Future ‘will’, comparatives and superlatives

Learner’s competence(s) In-class assessment

Written production Self-assessment grid
Order a dialogue in a shop
Aids/Materials: Student’s Book pp. 142, 143, 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 142 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
Workbook, pp. 78-81, Progress Check 5
Listening Tests
Progress Tests
Adapted Tests
Speaking Tests
Inclusive Education Test 5
Speaking cards
Digicards