Livro de Testes de Inglês 5º Ano

ÍNDICE

Orientações Metodológicas ..........................................................

2

Apresentação do Projeto ..............................................................

4

1. Manual ............................................................................

4

2. Workbook e Cool Stuff .......................................................

7

3. CD Áudio do Aluno e do Professor ........................................

8

4. Apresentações em PowerPoint ...........................................

8

5. Leitura Extensiva .............................................................

8

6. Caderno de Apoio ao Professor ...........................................

8

7. Livro de Testes ................................................................

9

8. Planificações / Planos de Aula ............................................

9

9. Cartazes .........................................................................

9

Guião de Utilização do Material Multimédia .....................................

10

Guião de Utilização de Apresentações em PowerPoint ......................

12

Guião de Utilização das Fichas de Extra Activities ............................

13

Guião de Utilização de Speaking Activities ......................................

14

Guião de Utilização dos Cartazes ...................................................

14

Fichas Extra Activities ................................................................

15

Speaking Activities ....................................................................

39

Extra Activities – Keys .................................................................

45

Nota: Este caderno encontra-se redigido conforme o novo Acordo Ortográfico.

Orientações Metodológicas

Introdução A conceção deste projeto pedagógico assentou na necessidade de criar um manual, apoiado por um conjunto de materiais auxiliares, que desse resposta à grande heterogeneidade de turmas com a qual os professores se veem confrontados diariamente na sua prática letiva. Trata-se de um projeto que, seguindo as linhas orientadoras do Programa, permite uma gestão flexível do mesmo, de modo a auxiliar o professor na sua tarefa diária de organizar o processo ensino/aprendizagem adequando-o às características específicas dos seus alunos: conhecimentos, capacidades, ritmos, estilos de aprendizagem, interesses e motivações. Este projeto visa, igualmente, o desenvolvimento de competências específicas que conduzam à construção de uma competência global em língua estrangeira de acordo com as Metas de Aprendizagem definidas pelo Ministério da Educação e as orientações do Quadro Europeu Comum de Referência para as Línguas através da articulação entre o Programa e a organização dos processos de ensino/aprendizagem. Privilegia-se uma abordagem cujo enfoque é o desenvolvimento do aluno não só a nível cognitivo, mas também nos domínios afetivo, social e moral (Programa – pág. 40), recorrendo a metodologias centradas no aluno. Neste quadro, são delineados percursos de aprendizagem diversificados, após uma seleção dos conteúdos a mobilizar no desenvolvimento das competências específicas e das situações de aprendizagem a proporcionar aos alunos. Nesta ordem de ideias, é tarefa do professor, enquanto orientador e facilitador da aprendizagem, assegurar que as diferentes necessidades e interesses dos alunos sejam tidos em consideração, estruturando formas diversificadas de organização da aprendizagem. É nesta vertente que este projeto é inovador, pois apresenta propostas de trabalho delineadas de modo a permitir atender à diversidade de conhecimentos dos alunos, possibilitando aprendizagens diversificadas e diferenciadas. O trabalho do professor fica, assim, bastante simplificado e muito apoiado.

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Tomando as sugestões do programa como ponto de partida, os conteúdos programáticos estão estruturados em planos de trabalho (tasks), isto é, definido um determinado objetivo a atingir, é traçado um percurso através do qual o aluno vai adquirindo as ferramentas necessárias para realizar a atividade final (objetivo a atingir). Por outro lado, a fim de motivar e empenhar os alunos, tornando-os mais responsáveis e construtores de aprendizagens significativas, afigura-se absolutamente necessário que os objetivos a atingir sejam claros. Os alunos deverão compreender a utilidade dos conteúdos selecionados, das atividades a realizar, das estratégias e dos recursos a utilizar. Daí a importância da página de entrada de cada task através da qual é possível clarificar todos estes aspetos. Aqui também estão referidas as páginas do Workbook nas quais são trabalhados os conteúdos do manual em atividades complementares que podem servir como consolidação, remediação e/ou aprofundamento.

SET 1 Task B

WEEKEND FUN

SET 3

Hi! ut This task is abo nd. fun at the weeke friends I usually meet my at and we have a gre time ttogether.

Task A

workbook

Have a ggo!

act vities Fun acti places and pla

p. 55

Activity 1 Reading Ac Cool things to do at 56 the weekend p. ar Activity 2 Gramm ous p. 58 Present Continu / Present Simple ous p. 60 Present Continu ning Activity 3 Liste m A pyjama invitation party in ar Activity 4 Gramm Question tags Activity 5 Writing m party A pyjama Cool culture! w k Project wor

SCHOOL TR TO LONDONIP

Hurray for school tri ps! I really enjoy visiting new places! My school friends and I visited London…

Have a go! p. 29/31

p. 29-30/31-32

p. 61

p. 61

p. 62 p. 63 p. 63

p. 30/32

Visiting a city

p. 97

Activity 1 Rea ding Our school trip to London Activity 2 Gra mmar Past Simple - Regular ver bs Activity 3 Spe aking Pronunciation : regular verbs Activity 4 Wr iting Martha’s diary Activity 5 List ening London city (song)

Activity 6 Gra mmar Adverbs Activity 7 Rea ding Greg’s intervie w Cool cultur e! Project work

workbo ook okk p. 45/4 5/47 7

p. 98

p. 100

p. 45-4 5-46 6 47-4 7-48 8

p. 101

p. 101

p. 102

p. 103

p. 46/4 /48 8

p. 104 p. 105 p. 105

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Apresentação do Projeto

O New Cool Kids, versão do aluno, é um projeto composto por um Manual que inclui um apêndice desdobrável, Kids’ Help , um Kids’ mini-dictionary e uma lista de verbos irregulares com tradução, um Workbook, um Cool Stuff, uma lista de sites, um conto de Leitura Extensiva e um CD Áudio com a gravação dos textos de Reading do Manual, dos exercícios de pronúncia, de alguns textos de contextualização de gramática, das canções e do texto da Leitura Extensiva. Este projeto disponibiliza, para o professor, um Manual com todos os elementos acima referidos e, exclusivamente para o professor, em barras laterais, as sugestões metodológicas, as soluções dos exercícios, com o objetivo de facilitar a sua consulta, bem como a indicação de outros recursos disponíveis. Disponibiliza, também, um Workbook e um Cool Stuff, um Caderno de Apoio ao Professor, incluindo um conjunto de fichas (Extra Activities e guiões de utilização dos diferentes recursos), dois CD Áudio (que incluem a leitura dos textos das atividades de Reading e de Listening, dos testes de Listening e da correção de alguns exercícios), um Livro de Testes, 4 Cartazes, um livro de Planos de Aula que inclui também as planificações anual/trimestral e diversos recursos digitais, que estão integrados na plataforma de apoio ao professor «20 AULA DIGITAL», disponível em CD-ROM e também on-line, em www.newcoolkids6.te.pt.

1. MANUAL O Manual está divido em 6 sets. Estes dividem-se em tasks que apresentam atividades especificamente delineadas para que o aluno, depois de as realizar, tenha seguido um determinado percurso que o conduziu à consecução do objetivo definido para essa task. O objetivo é apresentado logo na página de entrada. Cada task apresenta atividades diversificadas e de diferentes tipologias, textos atualizados e exercícios contextualizados que motivam os alunos. Também não foi descurada a vertente lúdica na abordagem dos conteúdos, sempre associada à vertente didática, tão importante, especialmente neste nível de ensino. O manual assenta numa metodologia task-based, pondo em evidência de forma equilibrada as 4 skills: Speaking, Listening, Reading e Writing, uma das quais é sempre posta em evidência em cada task.

1.1 DIFERENCIAÇÃO O Manual possibilita aos alunos aprendizagens diferenciadas, através de atividades/exercícios variados e de grau de complexidade diferente. O trabalho do professor é igualmente apoiado na implementação desta metodologia. Ao longo das tasks, são propostos exercícios de grau de complexidade diferente: menor grau de dificuldade e maior grau de dificuldade. Consideramos que este Manual oferece um vasto leque de possibilidades de trabalho, pelo que deverá ser considerado como um menu, de onde o professor poderá escolher as atividades que estão mais de acordo com os seus alunos. No entanto, outras estratégias são possíveis: os alunos poderão realizar os exercícios mais fáceis na aula, como primeira etapa, e os mais difíceis, por exemplo, como trabalho de casa ou de consolidação dos conteúdos.

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A diferenciação que o Manual permite não diz apenas respeito aos conhecimentos e capacidades dos alunos. Tivemos, também, em consideração os diferentes estilos de aprendizagem, pelo que se podem encontrar atividades a diversos níveis: visual, auditivo, cinestésico e do ler e escrever. Como exemplos, podemos citar: puzzles, quadros exemplificativos, quadros de sistematização, ilustrações para suporte de situações a abordar, textos de leitura de natureza variada (diálogos, poemas, canções, pequenos textos narrativos e descritivos, ...), construção de pequenos diálogos, etc. Por vezes, a diferenciação situa-se ao nível da escolha que o aluno pode fazer: numa determinada atividade pode tomar decisões sobre o percurso a seguir, os exercícios a realizar, as perguntas a que quer responder, seguindo as propostas que estão mais de acordo com as suas capacidades/conhecimentos.

1.2 ARTICULAÇÃO DAS METAS DE APRENDIZAGEM COM O PROJETO PEDAGÓGICO NEW COOL KIDS O projeto pedagógico New Cool Kids apresenta estratégias de concretização e desenvolvimento dos domínios da compreensão, interação e produção oral e escrita de forma a obter uma competência global em língua estrangeira. Para atingir estas metas este projeto pedagógico propõe: uma metodologia task-based; percursos de aprendizagem diferenciados; um leque de desempenhos em situações diversificadas; uma reflexão constante sobre as regras da Língua Inglesa; espaços dedicados a competências de comunicação oral e escrita; trabalhos de projeto e ainda de pares e/ou de grupos, promovendo o desenvolvimento de atitudes de cooperação e de responsabilidade; espaços dedicados à autorreflexão; a utilização de documentos verbais e não-verbais de natureza diversa e de acordo com o nível etário dos alunos.

• • • • • • • •

1.3 COMPONENTES DO MANUAL 1.3.1 Have a go! Este primeiro momento comum a todas as tasks tem por objetivo:

• rever/consolidar conteúdos trabalhados no 5. ano; • motivar para a aprendizagem de conteúdos novos. 0

1.3.2 Grammar Com este espaço pretende-se, por um lado, a sistematização dos conteúdos gramaticais e, por outro lado, a interação entre conhecimentos anteriores e aspetos gramaticais novos.

1.3.3 Hey you! Trata-se de uma chamada de atenção para alguns aspetos particulares da língua inglesa.

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1.3.4 Vocabulary Neste espaço, traduz-se algum vocabulário importante, valorizando-se a comparação com a língua materna. Ocasionalmente, os alunos são incentivados a consultar o dicionário, a fim de desenvolverem a prática da sua utilização.

1.3.5 Language Functions Nestes quadros, apresentam-se as funções da língua necessárias à concretização de situações de comunicação.

1.3.7 Project work Ao longo do Manual, no final de cada task, sugerem-se trabalhos de projeto que visam a socialização e criam oportunidade para os alunos realizarem pesquisas noutras fontes que não o manual escolar. Para além disso, possibilitam a utilização de diferentes competências, consolidação de conhecimentos e desenvolvimento da autonomia.

1.3.8 Culture Estes espaços, que se podem encontrar no final de cada task, possibilitam a identificação de aspetos da sociedade e cultura anglo-americana, bem como o reconhecimento de afinidades/diferenças entre a cultura portuguesa e a cultura anglo-americana.

1.3.9 How am I doing? Neste espaço, o aluno reflete e regista, de uma forma muito simples e na língua materna, as suas opiniões sobre as atividades realizadas, bem como o seu progresso. A indicação das páginas onde foram trabalhados os conteúdos referidos orienta os alunos no seu trabalho de remediação e permite desenvolver a sua autonomia.

1.3.10 Now it’s my turn! No final de cada set, Now it’s my turn! é um momento específico de avaliação formativa, com apresentação de um teste para que o aluno possa aferir as suas aprendizagens. As soluções, no final do Manual, permitem que os alunos corrijam as suas próprias fichas e analisem os resultados com base nas informações fornecidas no final da página, contribuindo também para o desenvolvimento da autonomia.

0-17 Oops! Oh dear! Review all the contents! You can do better!

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18-27 Good! 28-37 Hurray! Not bad! But you still need some revision…

Congratulations! You can go on…

1.3.11 Kids’ Help O Kids’ Help é um apêndice desdobrável, correspondente a uma extensão da contracapa do Manual, ao qual os alunos podem recorrer para melhor compreensão de assuntos gramaticais trabalhados no Manual ou para alargamento de vocabulário dos assuntos tratados. O objetivo deste desdobrável é não só facilitar a resolução das atividades propostas, mas também criar hábitos de trabalho autónomo. Ao longo do Manual são feitas remissões para o Kids’ Help, para que seja mais fácil e mais direta a sua utilização por parte dos alunos.

1.3.10 Kids’ Mini-dictionary Os alunos podem ainda usufruir da consulta do Kids’ Mini-dictionary desenvolvendo, desta forma, a sua autonomia.

1.3.11 List of irregular verbs A inclusão desta lista permite aos alunos consultarem facilmente as formas e o significado na língua portuguesa dos principais verbos irregulares.

2. WORKBOOK E COOL STUFF A cada task do Manual corresponde uma ficha no Workbook com atividades relativas aos aspetos que considerámos mais importantes ou suscetíveis de serem mais problemáticos para os alunos. Ao elaborarmos o Workbook também tivemos em linha de conta a diferenciação das aprendizagens, como já referimos no manual. Assim: A tipologia de exercícios é diversificada, numa tentativa de ir ao encontro dos diferentes estilos de aprendizagem. O trabalho autónomo é potenciado, respeitando os diferentes ritmos dos alunos e permitindo a autocorreção. As atividades referentes a cada task estão elaboradas em dois graus de complexidade: a cada task do manual correspondem duas fichas no Workbook – uma de menor grau de complexidade (ficha A) e outra de maior grau de complexidade (ficha B).

• • •

No que diz respeito às fichas, o professor deverá informar os alunos sobre qual a ficha mais adequada para cada um deles. Poderá, em certas situações, deixar que seja o próprio aluno a escolher. Uma outra alternativa é os alunos, depois de realizarem a ficha de menor grau de complexidade, fazerem a outra como extensão. Ao longo do Manual são feitas remissões para o Workbook, para que seja fácil e prática a sua utilização a par e passo com o Manual. O Cool Stuff é um caderno de atividades que, numa perspetiva lúdica, apresenta situações que motivam os alunos para a aprendizagem da língua estrangeira. Por outro lado, como respeita os conteúdos do manual, este caderno pode ser utilizado para trabalho de consolidação/remediação/revisão.

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3. CD ÁUDIO DO ALUNO E CD ÁUDIO DO PROFESSOR Do projeto fazem parte dois CD: um para o aluno e outro para o professor, com diferentes registos para atividades de Listening, dramatizados por falantes nativos, possibilitando aos alunos ouvir a língua inglesa em diferentes situações (entrevistas, diálogos, exercícios de pronúncia, soluções de alguns exercícios do Manual e testes de Listening). Os tapescripts estão disponíveis para o professor numa pequena brochura que acompanha o CD. O CD do aluno contém algum material que julgamos útil para uma aprendizagem mais autónoma e motivante da Língua Inglesa, enquanto o do professor contém todo o material para atividades que envolvam a competência de Listening.

4. APRESENTAÇÕES EM POWERPOINT Do projeto faz parte um conjunto de apresentações em PowerPoint de oferta ao professor. A importância crescente das TIC é uma realidade comprovada pela implementação do Plano Tecnológico da Educação nas escolas dotando-as de equipamentos tecnológicos (computadores, quadros interativos), permitindo, por um lado, o desenvolvimento de práticas pedagógicas inovadoras e interativas e, por outro, ir ao encontro das motivações e interesses dos alunos e, assim, melhorar a sua aprendizagem. Nesta medida, criámos este conjunto de apresentações que pretende auxiliar o professor na apresentação, recuperação e/ou consolidação de conteúdos da língua inglesa e socioculturais. Assim, os conteúdos vão sendo apresentados à turma de uma forma dinâmica e com recurso a imagens, diagramas, cores, etc. para uma melhor compreensão dos conteúdos por parte dos alunos.

5. LEITURA EXTENSIVA A Scottish Summer é um conto de leitura extensiva, de oferta ao professor e aluno, que pretende motivar os alunos para a leitura e desenvolver processos de interação com o texto. Este conto é acompanhado de atividades de pre-reading, while-reading, after-reading e extra-reading com as respetivas soluções A leitura do conto encontra-se gravada no CD Áudio do aluno, pelo que os alunos poderão ouvir a história enquanto a leem.

6. CADERNO DE APOIO AO PROFESSOR O Caderno de Apoio ao Professor, para além de apresentar o projeto, articula todos os materiais do projeto como um todo. Inclui: Um conjunto de fichas (Extra Activities) de desenvolvimento (nomeadamente para os alunos que têm mais facilidade em aprender os conteúdos lecionados) e/ou de recuperação (caso dos alunos que apresentem dificuldades de aprendizagem), que podem ser fotocopiadas. Guiões de utilização das apresentações em PowerPoint, do material multimédia, das fichas de Extra Activities, dos cartazes e das Speaking Activities.

• •

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O projeto inclui ainda algumas propostas de guiões de testes orais que permitem avaliar esta competência em sala de aula. São acompanhados por grelhas de recolha de informação, facilitando a avaliação desta competência.

7. LIVRO DE TESTES O projeto contém um caderno que inclui uma compilação de testes: um Placement Test, testes de nível diferenciado para cada um dos sets (teste A, de grau de complexidade menor, e teste B, de grau de complexidade maior) e testes de Listening. O professor tem, assim, a possibilidade de escolha do teste que melhor se adequa às características dos seus alunos. Sublinha-se que, uma vez que é facultado ao professor um CD–ROM com este material, será possível adaptar os testes propostos de modo a fazê-los corresponder melhor ao nível real que os alunos apresentam num determinado momento.

8. PLANIFICAÇÕES/PLANOS DE AULA Este projeto apresenta também um caderno que inclui as planificações anual/trimestrais, bem como planos de aula. Estes são apenas orientações/sugestões para abordar os conteúdos. Cada professor terá sempre de os adaptar à realidade e necessidades dos seus alunos.

9. CARTAZES Disponibilizam-se 4 cartazes, cuja exploração permitirá a consolidação de conteúdos através de práticas mais dinâmicas e motivadoras.

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Guião de Utilização do Material Multimédia

O Manual New Cool Kids encontra-se enriquecido com uma componente multimédia a que o professor pode aceder, através da plataforma Aula Digital. Nessa plataforma, estruturada de acordo com o índice do manual, o professor encontra todos os materiais multimédia associados a cada set e respetiva task. Em cada set o professor tem disponíveis apresentações em PowerPoint, com sistematização de vocabulário e aspetos gramaticais. Para além disso, encontra também ilustrações animadas dos textos principais complementadas com atividades interativas, que promovem a exploração do vocabulário e da gramática, bem como a compreensão escrita e oral. São disponibilizados também testes interativos, com dois níveis de dificuldade diferentes. Para além dos testes pré-definidos, o professor terá, igualmente, a possibilidade de criar testes personalizados a partir de um banco com mais de 200 questões disponíveis. As atividades apresentadas no projeto, que associam a aprendizagem a uma vertente lúdica, são reforçadas com jogos interativos, contextualizados com as personagens e os temas abordados, bem como com canções interativas em formato karaoke. O professor tem também à sua disposição flashcards digitais com imagem, áudio e escrita associados, com possibilidade de impressão, podendo assim escolher a opção que melhor se adeque às estratégias pedagógicas em contexto de sala de aula. Para além disso, é ainda facultado um banco de imagens de forma a enriquecer e promover a aprendizagem do vocabulário, bem como dois relógios interativos, em formato digital e analógico. Mapas interativos do Reino Unido e do Mundo são outras ferramentas presentes, com as quais o professor poderá abordar questões mais culturais. No mapa do Reino Unido, o professor poderá explorar os países que o compõem, as respetivas capitais, imagens das mesmas e de elementos culturais significativos. No mapa do Mundo, há especial referência a alguns países de expressão de língua inglesa, onde se encontram enumeradas as respetivas capitais e imagens, mostrando aos alunos o impacto da língua inglesa e a sua diversidade no mundo. A componente multimédia possibilita também a consulta de sites na Internet, diretamente associados aos diversos conteúdo do manual. Finalmente, são disponibilizados Planos de Aula, criados especificamente para o projeto explorando sequências de recursos orientada para a exploração nas aulas, quer através do projetor, quer através do quadro interativo. A plataforma Aula Digital está disponível em CD-ROM e na Internet, em www.newcoolkids6.te.pt.

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Objetivos:

• Diversificar as estratégias pedagógicas em contexto de sala de aula. • Utilizar um conjunto diversificado de materiais interativos, dinâmicos, que torna o desenvolvimento das aulas mais apelativo e motivador.

• Facilitar a aprendizagem. • Desenvolver a autonomia dos alunos. Sugestões de utilização: Cabe ao professor a decisão de utilização destes materiais, adaptando-os ao ritmo de aprendizagem dos seus alunos, através da seleção dos recursos disponíveis, que permitem:

• Consolidar/complementar os recursos utilizados nas aulas. • Motivar os alunos para uma participação mais ativa nas atividades das aulas, em particular dos alunos que apresentam maiores dificuldades de aprendizagem, através dos jogos interativos, das canções em formato karaoke, das animações para apresentação de vocabulário e textos.

• Avaliar as aprendizagens e conhecimentos de forma fácil, através dos testes pré-definidos, ou personalizados à medida de cada turma (mais de 200 questões disponíveis).

• Acompanhar a evolução das aprendizagens através de relatórios de avaliação detalhados, bem como usufruir de funcionalidades de impressão, envio e correção automática de testes.

• Explorar as sequências de recursos digitais dos Planos de Aula criados para o professor. • Personalizar os planos de aula com recursos do projeto ou materiais criados pelo professor.

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Guião de Utilização de Apresentações em PowerPoint

O projeto New Cool Kids inclui um conjunto de apresentações em PowerPoint que permite sistematizar de uma forma interativa, dinâmica e atual alguns dos conteúdos de língua inglesa abordados ao longo do Manual. Por outro lado, a utilização de novas metodologias/abordagens pedagógicas inovadoras propiciará uma motivação acrescida para os alunos e contribuirá para uma aprendizagem de sucesso.

POWERPOINT PRESENTATIONS Table of contents

Contents

Set 0

Verb to be Personal pronouns / Possessive adjectives Asking questions Clothes, footwear and accessories Verb to have got Possessive case Possessive pronouns Daily routine Present Simple Adverbs of frequency Personal pronouns (object)

Set 1

Prepositions of place Present Continuous Present Simple / Present Continuous Comparatives and superlatives

Set 2

Verb to be (Past Simple) There + to be (Past Simple)

Set 3

Past Simple (regular verbs) Past Simple (irregular verbs)

Set 4

Be going to Holidays

Sugestões: Sugere-se que os slides sejam trabalhados em momentos de apresentação ou sistematização/consolidação dos conteúdos selecionados. Caberá ao professor decidir o ritmo em que os elementos que compõem o slide se sucedem. Antes da aula, o professor poderá fotocopiar o slide apenas parcialmente preenchido, permitindo, assim, que os alunos interajam com a apresentação (oralmente e por escrito), completando-o. Enquanto a apresentação decorre, o professor vai elicitando as respostas por parte dos alunos, antecipando a apresentação/sistematização que é feita no slide.

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Guião de Utilização das Fichas de Extra Activities

O projeto New Cool Kids contém um conjunto de fichas de recuperação/consolidação, Extra Activities, que abordam conteúdos essenciais da língua inglesa, que os alunos irão rever ou consolidar.

Objetivos:

• Rever / recuperar conteúdos essenciais abordados em anos anteriores. • Consolidar estruturas básicas da língua inglesa e vocabulário. • Apoiar o trabalho desenvolvido em aula. Sugestões: Estas fichas poderão ser utilizadas nas aulas de Inglês ou em casa.

Ficha

Conteúdos

Extra Activities 1

Personal identification

Extra Activities 2

Verb to be

Extra Activities 3

Personal pronouns / Possessive adjectives

Extra Activities 4

Indefinite and Definite articles

Extra Activities 5

What time is it?

Extra Activities 6

Daily routine – questions and answers

Extra Activities 7

Present Simple

Extra Activities 8

Adverbs of frequency

Extra Activities 9

Personal pronouns (object)

Extra Activities 10

School facilities / Verb there + to be (Present Simple)

Extra Activities 11

Shops, public buildings and directions / Prepositions of place

Extra Activities 12

School timetable / Plurals

Extra Activities 13

Present Continuous

Extra Activities 14

Present Simple / Present Continuous

Extra Activities 15

Comparatives / Superlatives

Extra Activities 16

Verb to be (Past Simple)

Extra Activities 17

There + to be (Past Simple)

Extra Activities 18

Past Simple (regular verbs)

Extra Activities 19

Past Simple (irregular verbs)

Extra Activities 20

Be going to

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Guião de Utilização das Speaking Activities O projeto New Cool Kids apresenta três propostas de guiões – guidelines – para o desenvolvimento de atividades orais, que têm por base a preocupação de desenvolver nos alunos uma maior competência comunicativa em situações diversificadas. As orientações fornecidas privilegiam os seguintes processos de aprendizagem:

• caracterização do contexto do ato comunicativo; • seleção, no conjunto de saberes disponíveis, de enunciados, estruturas linguísticas e vocábulos necessários aos desempenhos comunicativos;

• cooperação mútua no esclarecimento de significados e de intenções comunicativas. Objetivos:

• Promover atitudes de autoconfiança e de empenho no saber-fazer pela criação de condições que potenciem desempenhos orais de sucesso.

• Apoiar os alunos na organização e preparação de uma participação adequada em atos comunicativos. • Contribuir para a criação de um clima de trabalho favorável ao envolver todos os alunos da turma na atividade oral através da recolha de informação a registar em grelha própria (em note form).

Guião de Utilização dos Cartazes Objetivos:

• Diversificar as estratégias pedagógicas em contexto de sala de aula. • Rever / consolidar conteúdos. • Sistematizar vocabulário e conteúdos gramaticais. • Desenvolver os domínios da interação e produção oral. Sugestões:

• Sempre que se justifique, ao longo do ano pode-se recorrer, por exemplo aos mapas para localizar cidades, estados e alguns aspetos culturais.

• Localizar e contextualizar a aprendizagem. • Devido à versatilidade dos cartazes caberá ao professor decidir qual a melhor abordagem e o momento mais adequado para a sua utilização.

• Motivar os alunos para uma participação mais ativa nas atividades das aulas. 14

Extra Activities

EXTRA ACTIVITIES 1 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Personal identification A. Read the text and answer the questions. Hello! My first name is Lolita and my surname is Nunez. I am from Barcelona, in Spain. I am Spanish. My address is 15, Fernandez Duro St, Barcelona and my phone number is 93 426 90 45. I am 11 years old and my birthday is on 16th March. My favourite food is paella and my favourite drink is apple juice.

1. What’s her first name? _____________________________________________________________________

2. What’s her surname? _____________________________________________________________________

3. Where is she from? _____________________________________________________________________

4. Is she Spanish? _____________________________________________________________________

5. Is her address 10, Alonso Duro St? _____________________________________________________________________

6. What’s her phone number? ____________________________________________________________________

7. How old is she? ____________________________________________________________________

8. When is her birthday? ____________________________________________________________________

9. What’s her favourite food? ____________________________________________________________________

10. Is her favourite drink water? ____________________________________________________________________

B. Use the information in the fact file and write a text similar to the one about Lolita.

His first name…

First Name: Jean Surname: Didier Country: France Nationality: French Address: 26, Allée Ser, Bordeaux Phone number: 630 906583 Age: 14 Birthday: 23rd May Favourite food: croissant Favourite drink: milk 16

EXTRA ACTIVITIES 2 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Verb to be A. Complete with the correct form of the verb to be. 1. We _____________________from Canada.

6. He _____________________ from Cambridge.

2. She _____________________(neg) eleven years old.

7. _____________________ her favourite drink coke?

3. They _____________________ Italian.

8. You _____________________ German.

4. My phone number _____________________ 020 4982 1163.

9. _____________________ this your father?

5. _____________________ I a student?

10. They _____________________ (neg) French.

B. Put the words in order to write correct sentences. 1. Angola / from / is / she / .

______________________________________________________________________________________________________

2. old / Nigel / years / is / nine / .

______________________________________________________________________________________________________

3. Irish / Jenny / is / ?

______________________________________________________________________________________________________

4. surname / my / isn’t / Taylor / .

______________________________________________________________________________________________________

5. they / from / where / are / ?

______________________________________________________________________________________________________

6. drink / our / is / milk / favourite / .

______________________________________________________________________________________________________

C. Look at the pictures and write the sentences with the verb to be.

Melanie

Ricky

The students

10

Portuguese

New York

12

English

Paris

1. ______________Ricky ten years old? No, he ______________. He ______________ twelve years old.

2. _________________________________________?

3. _________________________________________?

_________________________________________

_________________________________________

_________________________________________.

_________________________________________. 17

EXTRA ACTIVITIES 3 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Personal pronouns / Possessive adjectives A. Complete the table with the personal pronouns or possessive adjectives missing. PERSONAL PRONOUNS

POSSESSIVE ADJECTIVES

PERSONAL PRONOUNS

Singular

POSSESSIVE ADJECTIVES Plural

I

our your

you

he

they her

it

B. Replace the words in bold with the correct personal pronoun. 1. Simon is Canadian.

______________________________________________________________________________________________

2. Bill and Greg are English.

______________________________________________________________________________________________

3. Martha and I are friends.

______________________________________________________________________________________________

4. Are you and Kyle American?

______________________________________________________________________________________________

5. How old is Sam?

______________________________________________________________________________________________

6. The phone number is 020 5673 4987 ______________________________________________________________________________________________ C. Choose the correct possessive adjective. 1. I am German. My / Your name is Hans. 2. Simon and Henry are from Canada. Their / Our city is Toronto. 3. Martha is Australian. Their / Her birthday is on 14th March. 4. Kyle is 10 years old. Her / His surname is Swift. 5. Sam: Jonathan and I are Scottish. Our / Their surname is McGregor. 6. My cat is brown. My / Its name is Brownie.

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EXTRA ACTIVITIES 4 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Indefinite article: a / an – Definite article: the A. Complete with: a / an. 1. What’s this? It’s _____________ school card.

SCHOOL e:

First nam Age:

4. London is _____________ city.

CARD eller : Ke : Canad

ian

2. Is this a dress? No, it isn’t.

5. It’s _____________ clock.

It’s _____________ uniform. It’s my school uniform.

3. The teacher has got _____________ English dictionary.

6. Bill has got _____________ dog, Buddy.

B. Fill in the blanks with: a / an. 1. My father is _____________ doctor.

4. Have you got _____________ big family?

2. He’s got _____________ Italian car.

5. This is _____________ American boy.

3. There is _____________ cat in the garden.

6. My mother is _____________ assistant.

C. Fill in the blanks with: the / Ø (zero article) 1. He is from _____________ USA. He’s _____________ American. 2. My favourite hobby is playing _____________ guitar. 3. Are you from _____________ Spain? Yes, I am. I’m _____________ Spanish.

4. I brush my teeth in _____________ morning and in _____________ evening.

5. _____________ Bill is British.

D. Fill in the blanks with: a / an / the. 1. _____________ capital of _____________ USA is Washington, DC. 2. There is _____________ American boy in class. His name is John Harris. 3. Open _____________ English book on page 31 and read _____________ text. 4. Phineas and Ferb is _____________ cartoon. 19

EXTRA ACTIVITIES 5 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: What time is it? A. Complete the boxes with the expressions: quarter to / quarter past / half past / o’clock.

10 9 8

11

12 1

7 6 5

2 3 4

B. What time is it?

10 9 8

11

12 1

7 6 5

3. ________________________________________________ 2 3 4

10 9 8

1. ________________________________________________

10 9 8

11

12 1

7 6 5

11

12 1

7 6 5

2 3 4

2. ________________________________________________

10 9 8

2 3 4

11

12 1

7 6 5

2 3 4

4. ________________________________________________

10 9 8

11

12 1

7 6 5

2 3 4

5. ________________________________________________

C. What time is it?

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1. 08:30 It’s ________________________________________________________

3. 11:00 _________________________________________________________

2. 04:50 It’s ________________________________________________________

4. 02:15 _________________________________________________________

EXTRA ACTIVITIES 6 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Daily routine – questions and answers A. Answer the questions. 1. What time does he wake up in the morning? _____________________________________________________________ _____________________________________________________________

2. What time does he brush his teeth? _____________________________________________________________ _____________________________________________________________

3. What time do they have lunch? _____________________________________________________________ _____________________________________________________________

4. What time do they have dinner? _____________________________________________________________ _____________________________________________________________

B. Write questions and answers. Follow the example. Example: How often do you read the newspaper? (you / read / the newspaper) I never read the newspaper. (never)

1. ___________________________________________________________________________________________________________? (she /wake up / 6 o’clock) ___________________________________________________________________________________________________________. (sometimes)

2. ___________________________________________________________________________________________________________? (they / be / late for school) ___________________________________________________________________________________________________________. (never)

3. ___________________________________________________________________________________________________________? (he / have toast for breakfast) ___________________________________________________________________________________________________________. (usually)

4. ___________________________________________________________________________________________________________? (you / watch TV after school) ___________________________________________________________________________________________________________. (always)

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EXTRA ACTIVITIES 7 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Present Simple A. What do they usually do in the afternoon? Look at the pictures and write correct sentences.

They / watch TV ______________________________________________

He / ride bike ______________________________________________

She / write emails ______________________________________________

She / listen to music ______________________________________________

They / play football ______________________________________________

He / read book ______________________________________________

B. Circle the correct option. 1. Sophie phone/phones her grandparents every Saturday.

4. I usually eats/eat pizza every Sunday.

2. The boys run/runs in the park on Saturday morning.

5. You get/gets up early.

3. He plays/play computer games before dinner.

6. We never study/studies on Sunday.

C. Write the sentences in the negative form. 1. I swim for one hour every morning. ___________________________________________________________________________________________________ 2. We have lunch in the school canteen. ________________________________________________________________________________________________ 3. Alice studies in the afternoon. __________________________________________________________________________________________________________ 4. My parents go to work at 8.30. __________________________________________________________________________________________________________ 5. You love playing basketball. _____________________________________________________________________________________________________________ 22

D. Complete with do or does. Then answer the questions. 1. ___________________________________ Alison make her bed every morning? Yes, she ___________________________________. 2. ___________________________________ you have breakfast in the kitchen? No, I ___________________________________________. 3. ___________________________________ the children go to school by car? Yes, they _______________________________________. 4. ___________________________________ Kyle have lessons in the afternoon? No, he _______________________________________. 5. ___________________________________ Sarah have cereal for breakfast? Yes, she _________________________________________. E. Fill in the blanks with the verbs in brackets in the Present Simple. 1. Mr and Mrs McGregor _______________________ (read) the newspaper every morning. 2. Mike _______________________ (not/ride) his bike to school. His father always _______________________ (drive) him. 3. Bill and Sam _______________________ (not/go) to school on Sundays. They usually _______________________ (meet) their friends in the shopping centre.

4. Lucinda always _______________________ (study) in the afternoon. 5. I sometimes _______________________ (watch) TV in the evening. F. Ask the questions. 1. _______________________________________________________________________________________________________________________________________? Sam goes to school by bike.

2. _______________________________________________________________________________________________________________________________________? Johnny always studies in his bedroom.

3. _______________________________________________________________________________________________________________________________________? They watch TV after dinner.

4. _______________________________________________________________________________________________________________________________________? I get up at 7.30 every morning.

5. _______________________________________________________________________________________________________________________________________? We live in London.

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EXTRA ACTIVITIES 8 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Adverbs of frequency A. Complete the diagram with the adverbs of frequency: ALWAYS

OFTEN

NEVER

USUALLY

SOMETIMES

B. Complete the sentences with the correct words: after / before. Example 1: My brother always has orange juice for breakfast. He doesn’t usually drink milk.

1. The adverbs of frequency come __________________________________ the main verb. Example 2: We’re always at school during the day. She is never home in the morning.

2. The adverbs of frequency come __________________________________ the verb to be. C. Insert the adverb of frequency in the correct place. 1. My mother goes to bed after ten o’clock. (often) ___________________________________________________________________________________________________

2. They’re on time for school. (always) ________________________________________________________________________________________________________________________________________________________

3. Do you go to the cinema on Saturday? (usually) ________________________________________________________________________________________________________________________________________________________

4. We don’t have lunch in the dining room. (often) ________________________________________________________________________________________________________________________________________________________

D. Order the words. 1. in the evening / Simon / sometimes / is / sleepy ________________________________________________________________________________________________________________________________________________________

2. watch TV / usually / after dinner / Greg / doesn’t ________________________________________________________________________________________________________________________________________________________ 24

EXTRA ACTIVITIES 9 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Personal pronouns (object) We use personal pronouns (object) to avoid repetitions.

Example 1:

Mary has got a really nice T-shirt. She likes her T-shirt a lot.

Mary has got a really nice T-shirt. She likes it a lot.

Example 2:

Sam and Bill are nice kids. We like Sam and Bill.

Sam and Bill are nice kids. We like them. A. Now complete the table. Subject pronouns

I

You

He

She

It

We

You

They

Object pronouns

B. Circle the correct option. 1. Hello, Bill. Your new glasses are nice. I really like it / them. 2. This is my friend Justin. I go to school with her / him. 3. Sam and Bill: Alison, do you want to come to the cinema with us / you? 4. My father drives them / me to school every day. 5. You’ve got a nice bike. I like it / him a lot. C. Fill in the blanks with object pronouns. 1. Your friend Alison is very friendly. We like ___________________very much. 2. You’ve got homework! Please do ___________________before dinner. 3. I usually meet my friends after school. I meet ___________________in the library. 4. Bill’s mother wakes ___________________up at seven o’clock.

25

EXTRA ACTIVITIES 10 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: School facilities / There + to be A. Label the pictures of St Andrew’s School. Choose from the list.

1.

2.

______________________________________________

4.

3.

______________________________________________

5.

______________________________________________

______________________________________________

SCHOOL FACILITIES: • 1 Auditorium • 1 Library • 1 Music room ______________________________________________ • 1 Gym • 1 Canteen 6. • 2 Football fields • 1 Computer room (9 computers) • 2 Tennis courts

______________________________________________

B. Circle the correct option to complete the sentences about St Andrew’s School. 1. There is / are 9 computers in the computer room.

4. There is / are a gymnasium.

2. There isn’t / aren’t two music rooms.

5. Is / are there a canteen? Yes, there is / are.

3. Is / Are there three music rooms? No, there isn’t / aren’t.

6. There isn’t / aren’t a swimming pool.

C. Answer the questions about St Andrew’s School. 1. Is there a gym? _______________________________________________________________________________________________________________________________ 2. Is there an auditorium? _________________________________________________________________________________________________________________________ 3. How many music rooms are there? ______________________________________________________________________________________________________ 4. Are there 30 computers in the computer room? ______________________________________________________________________________

26

EXTRA ACTIVITIES 11 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Shops, public buildings and directions / Prepositions of place A. Where can Fiona buy these things? Write the words under the correct place. 1.

• Newsagent’s • Cinema • Railway Station • Supermarket

2.

____________________________________________

3.

FIONA’S SHOPPING LIST: • pens • milk • a magazine • biscuits • train tickets • cinema tickets

____________________________________________

4.

____________________________________________

____________________________________________

B. Label these signs. Choose from the box. turn left turn right take the second turning on the right take the second turning on the left 1.

2.

3.

4.

_________________________________

_________________________________

_________________________________

_________________________________

C. Fill in the blanks with prepositions of place. 1. The library is ____________________ of the café. 2. The café is ____________________ the hotel and the library. 3. The post office is ____________________ the museum. 4. The bookshop is ____________________ of the restaurant. 27

EXTRA ACTIVITIES 12 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: School timetable / Plurals A. Choose the correct question on the right to complete the dialogue. Celine: 1. _________________________________________________________________________?

a) Do you have Maths on Wednesday?

Josh: My first lesson on Tuesday is History. Celine: 2. _________________________________________________________________________? b) When do you have French? Josh: On Monday I have PE at 11 o’clock. Celine: 3. _________________________________________________________________________? c) What’s your first lesson on Tuesday? Josh: I have French on Thursday at 9 o’clock. Celine: 4. _________________________________________________________________________? d) What time do you have PE on Monday? Josh: Yes, I do. I have Maths on Wednesday. B. Look at Celine’s timetable and answer the questions. Monday 09.00

Tuesday

French

Thursday

Geography

10.30 / 11.00

Friday PE

BREAK

11.00

PE

12.30 / 14.00 14.00

Wednesday

French

English

LUNCH History

15.00

1. What time does she have PE on Tuesday?

Science Music

Art

___________________________________________________________________________________

2. Does she have English before lunch on Friday? ___________________________________________________________________________________ 3. Does she have Science on Monday?

___________________________________________________________________________________

4. What’s her first lesson on Wednesday?

___________________________________________________________________________________

5. When does she have Art?

___________________________________________________________________________________

C. Circle the correct preposition of time.

28

1. He doesn’t have History on / at Friday.

3. We usually have French before / at lunch.

2. She has English on / in the morning.

4. I have Music in / at 3 o’clock.

EXTRA ACTIVITIES 13 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Present Continuous A. Look at the pictures and write True or False. Correct the False ones. 1.

She is playing the guitar. ______________________________________________

4.

He is walking the dog. ______________________________________________

2.

3.

They are making the bed. ______________________________________________

They are doing their homework. ______________________________________________

5.

6.

I am drinking juice. ______________________________________________

We are driving our cars. ______________________________________________

B. Write correct sentences in the Present Continuous. 1. I / write / an email

___________________________________________________________________________________________________________

2. the dog / not run / in the garden ___________________________________________________________________________________________________________ 3. he / watch / the dolphins?

___________________________________________________________________________________________________________

4. she / walk / the dog

___________________________________________________________________________________________________________

5. they / climb / trees / now?

___________________________________________________________________________________________________________

C. Write the verbs in brackets in the Present Continuous. 1. Emma _____________________________ (not/make) her bed. She _____________________________ (sleep). 2. _____________________________ your father _____________________________ (wash) his car? No, he _____________________________. 3. _____________________________ you _____________________________ (play) the guitar? Yes, I _____________________________. 4. The girls _____________________________ (have) a pillow fight. They _____________________________ (not/watch) a film. 5. I _____________________________ (not/swim). I _____________________________ (play) basketball. 29

EXTRA ACTIVITIES 14 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Present Simple / Present Continuous A. Circle the correct option. 1. Martin usually watches / is watching TV after dinner. 2. Now Brian drinks / is drinking orange juice. 3. Robert and Judy are listening / listen to a new CD at the moment. 4. I always am studying / study after school. 5. Now we do / are doing cool things at the adventure camp. B. Follow the example to write sentences. 1. Lisa

at weekends / ride bike

at the moment / watch TV

2. David

every morning / swim

right now / play basketball

3. Diane

in the afternoon / listen to music

at the moment / climb ropes

4. Mr Moor

after dinner / read newspaper

now / play chess

1. At weekends Lisa rides her bike but at the moment she is watching TV. 2. ________________________________________________________________________________________________________________________________________________________ 3. ________________________________________________________________________________________________________________________________________________________ 4. ________________________________________________________________________________________________________________________________________________________ C. Write the verbs in the Present Simple or Present Continuous. 1. Sophie __________________________ (not/meet) her friends in the shopping centre on weekdays. 2. At the moment Jenny __________________________ (skate) with her sister. 3. My brother __________________________ (do) his homework now. He usually __________________________ (study) before dinner. 4. The children sometimes __________________________ (play) in the park. At the moment they __________________________ (watch) an animal show. 30

EXTRA ACTIVITIES 15 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Comparatives / Superlatives A. Complete the table with the comparative form of the adjectives. Adjective

Comparative

fast

faster than

old popular pretty thin good beautiful

B. Use the comparative form of the adjective. Follow the example. Example: (My school / small / your school) My school is smaller than your school.

1. (Climbing / dangerous / playing football) ________________________________________________________________________________________________________________________________________________________

2. (Bill / old / Sam) ________________________________________________________________________________________________________________________________________________________

3. (Bowling balls / heavy / tennis balls) ________________________________________________________________________________________________________________________________________________________

C. Complete the sentences with the comparative form of the adjectives in brackets. 1. Johnny is _______________________________________ Simon. (tall) 2. Sam is _______________________________________ at skateboarding _______________________________________ Bill. (good) 3. My mobile phone is _______________________________________ your mobile phone. (modern) 4. Simon is _______________________________________ Bill. (young) 5. Doing after-school activities is _______________________________________ staying at home. (exciting)

31

D. Complete the table with the superlative form of the adjectives. Adjective

Superlative

fast

the fastest

old popular pretty thin good beautiful

E. Complete the sentences with the superlative form of the adjectives in brackets. 1. The Sports Club is _____________________________ club in the school! (good) 2. Eco Club helps protect the planet. It’s _____________________________ club in the school. (important) 3. Johnny and Sam are _____________________________ students in their class. (fast) 4. I really like Young Scientists Club. Lab activities are _____________________________ activities for me! (interesting) 5. Who is _____________________________ student in the class? (small) F. Circle the correct option. 1. It’s not difficult to play tennis. It’s easier than / the easiest playing chess. 2. Surf boards are longer than / the longest skate boards. 3. My school basketball team is better than / the best team in London. 4. Tell me, Bill, which is more exciting than / the most exciting club in your school? 5. The football coach is funnier than / the funniest teacher in my school.

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EXTRA ACTIVITIES 16 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Verb to be (Past Simple) A. Write where they were () and where they weren’t () yesterday. Julia

Hugh and Lyn

At the museum At a party

Derek

At the park At the cinema

At the library At school

1. ____________________________________________

2. ___________________________________________

3. ____________________________________________

____________________________________________

___________________________________________

____________________________________________

____________________________________________

___________________________________________

____________________________________________

B. Circle the correct form of the verb to be in the Past Simple. 1. Where was / were the Clarks yesterday?

4. We was / were at the park last Saturday.

2. Last week it was / were Sam’s birthday.

5. You weren’t / wasn’t at the school party.

3. Robert weren’t / wasn’t at home last night.

6. Was / Were Alison in Paris last month?

C. Write sentences with the verb to be in the Past Simple. 1. I / at the adventure camp / yesterday ________________________________________________________________________________________________ 2. the food / delicious? ________________________________________________________________________________________________________________________ 3. she / not / at her grandparents’ / last Sunday ____________________________________________________________________________________ 4. my friends / at the Zoo / last week ____________________________________________________________________________________________________ 5. you / at the shopping centre last Saturday? _______________________________________________________________________________________

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EXTRA ACTIVITIES 17 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: There + to be (Past Simple) / Indefinite pronouns A. Circle the correct form. 1. Was / Were there many students at the party? Yes, there were / was. 2. There was / were some baskets of fruit. 3. There weren’t / wasn’t any fizzy drinks. 4. Was / Were there a party at school last Saturday? Yes, there was / were. 5. There weren’t / wasn’t anyone at school yesterday. B. Look at the menu and complete the sentences with the verb there to be in the Past Simple. 1. _______________________________ any vegetarian dishes.

MENU

2. _______________________________ grilled fish. 3. _______________________________ any hamburgers. 4. _______________________________ any chocolate cake? No, _______________________________ 5. _______________________________ fruit salad. 6. _______________________________ any fizzy drinks? No, _____________________________________ 7. _______________________________ any water? Yes, ____________________________________________

• • • • • • •

Vegetarian dishes Grilled fish Hamburgers Chocolate cake Fruit salad Fizzy drinks Water

C. Complete with something, someone, nothing, anything, nobody, anybody, anyone. 1. There wasn’t ________________________________ in the classroom. 2. There was ________________________________ in the kitchen. 3. There is ________________________________ in the fridge. I need to go shopping. 4. Was there ________________________________ delicious to eat at the party? 5. There is ________________________________ under the table. What is it? 6. Does ________________________________ know where the new restaurant is? 7. There is ________________________________ at home.

34

EXTRA ACTIVITIES 18 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Past Simple (regular verbs) A. Complete the table. Follow the example. Verb

Affirmative

Negative

Interrogative

wait

I waited

I didn’t wait

Did I wait?

finish listen study

B. Look at the pictures and write the sentences.

1. Yesterday _________________________________________ (they / watch / TV)

2. _________________________________________ yesterday. (she / not / visit / the museum)

3. ___________________________

4. _________________________________________

___________________________

___________________________last night.

(he / play / football)

(you / not / study / English

C. Complete the sentences with the verbs in brackets in the Past Simple. 1. When __________________________the restaurant __________________________? (open) It _________________________in 2010.

2. She __________________________(not like) the visit to the park last week. 3. Our teacher __________________________(organise) the school trip to Lisbon last month. 4. They __________________________(start) the game but I wasn’t there! 5. __________________________you __________________________(like) the film? Yes, I __________________________. And my friends _________________too. 35

EXTRA ACTIVITIES 19 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Past Simple (irregular verbs) A. Look at the example and do the same with the other sentences. e.g. Affirmative: I went to the cinema yesterday. go Negative: I didn’t

go to the cinema yesterday.

Interrogative: Did I go to the cinema yesterday?

1. Affirmative: She saw a film last week.

Negative: She Interrogative:

a film last week. she

a film last week?

2. Affirmative: They swam in the lake.

Negative: They Interrogative:

in the lake. they

in the lake?

B. Ask and answer as in the example. e.g. you /travel by train/by car

2. He / drink orange juice / coke ______________________________________________________

Did you travel by train?

______________________________________________________?

No, I didn’t. I travelled by car.

______________________________________________________ ______________________________________________________

1. She/write a report/ an article

36

3. They/buy a CD/a book

______________________________________________________

______________________________________________________

______________________________________________________?

______________________________________________________?

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

C. Fill in the blanks with the correct form of the verbs. 1. Yesterday he _______________________(not go) to school by bus. He _______________________(ride) his bike. 2. Two days ago my mother _______________________(buy) a new TV set. 3. _______________________they _________________________(swim) for one hour last Thursday? 4. Andrew ________________________(not eat) fish and chips. He ________________________(eat) hamburger. 5. I ________________________(write) an email to my friend Margaret. 6. We _______________________(have) dinner at a restaurant last Sunday. D. Ask the questions. 1. ___________________________________________________________? (Where / Rita / go / last month) Last month Rita went to Greece.

2. ___________________________________________________________? (How / she / travel) She travelled by boat.

3. ___________________________________________________________? (What / she / see) She saw museums and art galleries.

4. ___________________________________________________________? (she / have / great time) Yes, she did. She had a great time.

E. This is the list of things Rita did and didn’t do last Saturday. Write sentences.

1. Last Saturday Rita met her friends. 2. ________________________________________________________________________ 3. ________________________________________________________________________ 4. ________________________________________________________________________ 5. ________________________________________________________________________

• Meet friends • Read magazine • Have dinner out • Go to the cinema • Eat ice cream

37

EXTRA ACTIVITIES 20 NAME: _________________________________________________________________________ FORM: ______________ CLASS: ______________ No: ________

Topic: Be going to A. It’s Greg’s birthday. What are they going to do at his birthday party? Write sentences with be going to. Follow the example.

Example: Bill is going to drink orange juice. (Bill / drink / orange juice)

1. _______________________________________________________________________

4. _______________________________________________________________________

(Alison / dance)

2. _______________________________________________________________________

(Martha / have / some cake)

5. _______________________________________________________________________

(Johnny and Sam / play / computer games)

3. _______________________________________________________________________

(Greg’s parents / take / pictures)

5. _______________________________________________________________________

(Simon / listen to / music)

(Mary / watch / TV)

B. Look at the pictures and write sentences with be going to. Example: (Brad / drink ice tea / eat pizza) Brad isn’t going to drink ice tea. He is going to eat pizza.

1. (the sisters / listen to music / pack their suitcases) _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

2. (Alice’s father / drive his car / catch the plane) _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

3. (it / rain / be sunny) _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

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SPEAKING ACTIVITY This is my school Prepare your presentation. You can bring a picture of your school to class… Choose the correct option: 1. What is your school like? My school is…

big

modern

small

old

2. How many buildings are there? Tick the answer. There is only one building.

There are two buildings.

3. How many floors are there in the main building? Tick the answer. There is only one floor.

There are two floors.

4. Is there a football field?

6. Is there a gym?

There is…

There is…

There isn’t…

There isn’t…

5. Is there a playground?

7. Is there a lab?

There is…

There is…

There isn’t…

There isn’t…

8. Where is the headmaster’s office? It is…

9. What other rooms are there in your school? There is… There are…

10. Now describe your school. Use the prepositions of place! (on the right, on the left, next to, between, opposite…)

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7

6

5

4

3

2

1

Student’s number and name

The school is: big modern small old

How many buildings are there? 1 / 2…

How many floors are there? 1 / 2… Football field Yes / No Playground Yes / No

Gym Yes / No

Lab Yes / No

Where is the headmaster’s office? on the left/on the right/next to…

Other rooms at school

SPEAKING ACTIVITY This is my daily routine Step 1: Fill in the boxes with the information about yourself. Go this way:

What time do you go to bed?

What time do you get up?

What do you do after dinner?

What do you do next?

(watch TV/listen to music/study)

(have a shower, get dressed …)

What time do you have dinner?

Where do you have breakfast? (kitchen/dining room …)

What do you do next?

How do you go to school?

(have a snack/do the homework…)

(by car, bus, bike, train, on foot …)

What time do you go back home?

Where do you have lunch? (school canteen, home …)

Step 2: Present your daily routine to the class. Start by: “In the morning I usually get up at...”

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42

7

6

5

4

3

2

1

Student’s number and name

Time he/she gets up

What he/she does next Where he/she has breakfast

How he/she goes to school Where he/she has lunch

What time he/she goes back home

What he/she does next

What time he/she has dinner

What he/she does after dinner

What time he/she goes to bed

SPEAKING ACTIVITY Next summer holiday Prepare your presentation. You can bring a picture of your destination to class… Choose the correct option: 1. Where are you going to go? I’m going to go…

mountain

seaside

countryside

abroad

2. When are you going to go on holiday? Tick the answer. July

August

September

3. How are you going to travel?

plane

camping car

car

train

friend’s house

with family

4. Where are you going to stay?

hotel

campsite

5. What are you going to pack? Complete the list.

Things I can’t forget: • Sunglasses

6. What are you going to do? Sunbathing

Taking pictures

Going on a sightseeing tour

Writing postcards

Swimming in a lake/in the sea

Playing computer games

Visiting a museum

Riding a bike

Rock climbing

Going shopping

6. Now tell the class about your next summer holiday. 43

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7

6

5

4

3

2

1

Student’s number and name

Destination

When?

Means of transport

Accommodation

Things he/she is going to pack

Holiday activities

KEYS EXTRA ACTIVITIES 1

EXTRA ACTIVITIES 5

A. 1. Her first name is Lolita. 2. Her surname is Nunez. 3. She is from Barcelona in Spain. 4. Yes, she is. 5. No, it isn’t. Her address is 15, Fernandez Duro St, Barcelona. 6. Her phone number is 93 426 90 45. 7. She is 11 years old. 8. Her birthday is on 16th March. 9. Her favourite food is paella. 10. No, it isn’t. Her favourite drink is apple juice.

A.

B. His first name is Jean and his surname is Didier. He is from Bordeaux in France. He is French. His address is 26, Allée Ser, Bordeaux and his phone number is 630 906583. He is 14 years old and his birthday is on 23rd May. His favourite food is croissant and his favourite drink is milk.

o’clock

quarter to

10 9 8

11

12 1

7 6 5

2 3 4

quarter past

half past

B. 1. It’s half past one. 2. It’s five to ten. 3. It’s twenty past seven. 4.It’s ten past five. 5. It’s twenty to twelve. C. 1. It’s half past eight. 2. It’s ten to five. 3. It’s eleven o’clock. 4.It’s quarter past two.

EXTRA ACTIVITIES 2

EXTRA ACTIVITIES 6

A. 1. are 2. isn’t 3. are 4. is 5. Am 6. is; 7. Is 8. are 9. Is 10. aren’t

A. 1. He wakes up at seven o’clock in the morning. 2. He brushes his teeth at half past seven. 3. They have lunch at half past one. 4.They have dinner at quarter past seven.

B. 1. 2. 3. 4. 5. 6.

She is from Angola. Nigel is nine years old. Is Jenny Irish? My surname isn’t Taylor. Where are they from? Our favourite drink is milk.

C. 1. Is / isn’t / is 2. Is Melanie Portuguese? No, she isn’t. She is English. 3. Are the students from New York? No, they aren’t. They are from Paris.

B. 1. How often does she wake up at 6 o’clock? She sometimes wakes up at 6 o’clock. 2. How often are they late for school? They are never late for school. 3. How often does he have toast for breakfast? He usually has toast for breakfast. 4.How often do you watch TV after-school? I always watch TV after-school.

EXTRA ACTIVITIES 3

EXTRA ACTIVITIES 7

A. 1. my 2. you 3. his 4. she 5. its 6. we 7. your 8. their

A. 1. They watch TV. 2. He rides his bike. 3. She writes emails. 4. She listens to music. 5. They play football. 6. He reads a book.

B. 1. He is Canadian. 2. They are English. 3. We are friends. 4.Are you American? 5. How old is she? 6.It is 020 5673 4987. C. 1. My 2. Their 3. Her 4. His 5. Our 6. Its

EXTRA ACTIVITIES 4 A. 1. a 2. a 3. an 4. a 5. a 6. a B. 1. a 2. an 3. a 4. a 5. an 6. an C. 1. the / Ø 2. the 3. Ø/Ø 4. the / the 5. Ø D. 1. The / the 2. an 3. the / the 4. a

B. 1. phones 2. run 3. plays 4. eat 5. get 6. study C. 1. I don’t swim for one hour every morning. 2. We don’t have lunch in the school canteen. 3. Alice doesn’t study in the afternoon. 4. My parents don’t go to work at 8.30. 5. You don’t love playing basketball. D. 1. Does / does 2. Do / don’t 3. Do / do 4. Does / doesn’t 5. Does / does E. 1. read 2. doesn’t ride / drives 3. don’t go / meet 4. studies 5. watch

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KEYS B. 1. take the second turning on the left 2. turn right 3. turn left 4. take the second turning on the right

F. 1. How does Sam go to school? 2. Where does Johnny always study? 3. When do they watch TV? 4.What time do you get up every morning? 5. Where do you live?

C. 1. on the right 2. between 3. opposite 4. on the left

EXTRA ACTIVITIES 12 A. 1. c) 2. d) 3. b) 4. a)

EXTRA ACTIVITIES 8

B. 1. She has PE at 11 o’clock on Tuesday. 2. Yes, she does. 3. No. she doesn’t. She has Science on Thursday. 4. Her first lesson on Wednesday is Geography. 5. She has Art on Thursday.

A. never / sometimes / often / usually / always B. 1. before 2. after C. 1. My mother often goes to bed after ten o’clock. 2. They’re always on time for school. 3. Do you usually go to the cinema on Saturday? 4.We don’t often have lunch in the dining room.

C. 1. on 2. in 3. before 4. at

D. 1. In the evening Simon is sometimes sleepy. 2. Greg doesn’t usually watch TV after dinner.

EXTRA ACTIVITIES 13

EXTRA ACTIVITIES 9 A.

Subject pronouns

I

You

He

She

It

We

You

They

Object pronouns

me

you

him

her

it

us

you

them

B. 1. them 2. him 3. us 4.me 5. it

B. 1. I am writing an email. 2. The dog isn’t running in the garden. 3. Is he watching the dolphins? 4. She is walking the dog. 5. Are they climbing trees now?

C. 1. her 2. it 3. them 4.him

C. 1. isn’t making / is sleeping 2. Is… washing / isn’t 3. Are… playing / am 4.are having/ aren’t watching 5. am not swimming / am playing

EXTRA ACTIVITIES 10

EXTRA ACTIVITIES 14

A. 1. Library 2. Canteen 3. Auditorium 4. Music room 5. Gym 6. Computer room

A. 1. watches 2. is drinking 3. are listening 4. study 5. are doing

B. 1. are 2. aren’t 3. Are/ aren’t 4. is 5. Is/is 6. isn’t C. 1. Yes, there is. 2. Yes, there is. 3. There is one music room. 4.No, there aren’t. There are 9 computers in the computer room.

EXTRA ACTIVITIES 11 A. 1. supermarket: pens; milk; biscuits 2. Newsagent’s: a magazine 3. Railway station: train tickets 4. Cinema: cinema tickets

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A. 1. T. 2. F – They are washing the car. 3. T. 4. T. 5. F – I am eating a sandwich. 6. F – We are riding our bikes.

B. 2. Every morning David swims but right now he is playing basketball. 3. In the afternoon Diane listens to music but at the moment she is climbing ropes. 4. After dinner Mr Moor reads the newspaper but now he is playing chess. C. 1. doesn’t meet 2. is skating 3. is doing / studies 4. play / are watching

EXTRA ACTIVITIES 15 A. older than / more popular than / prettier than / thinner than / better than / more beautiful than

B. 1. Climbing is more dangerous than playing football. 2. Bill is older than Sam. 3. Bowling balls are heavier than tennis balls. C. 1. taller than 2. better… than 3. more modern than 4.younger than 5. more exciting than D. the oldest / the most popular / the prettiest / the thinnest / the best / the most beautiful E. 1. the best 2. the most important 3. the fastest 4. the most interesting 5. the smallest

EXTRA ACTIVITIES 18 A.

Verb

Afirmative

Negative

Interrogative

wait

I waited

I didn’t wait

Did I wait?

finish

I finished

I didn’t finish

Did I finish?

listen

I listened

I didn’t listen

Did I listen?

study

I studied

I didn’t study

Did I study?

B. 1. Yesterday they watched TV. 2. She didn’t visit the museum yesterday. 3. He played football. 4.You didn’t study English last night. C. 1. did / open / opened 2. didn’t like 3. organised 4.started 5. Did / like / did / liked

F. 1. easier than 2. longer than 3. the best 4.the most exciting 5. the funniest

EXTRA ACTIVITIES 19

EXTRA ACTIVITIES 16

B. 1. Did she write a report? No, she didn’t. She wrote an article. 2. Did he drink orange juice? No, he didn’t. He drank coke. 3. Did they buy a CD? No, they didn’t. They bought a book.

A. 1. Julia was at the Museum. She wasn’t at a party. 2. Hugh and Lyn were at the park. They weren’t at the cinema. 3. Derek was at the library. He wasn’t at school. B. 1. were 2. was 3. wasn’t 4. were 5. weren’t 6. Was C. 1. I was at the adventure camp yesterday. 2. Was the food delicious? 3. She wasn’t at her grandparents’ last Sunday. 4. My friends were at the Zoo last week. 5. Were you at the shopping centre last Saturday?

A. 1. see / didn’t see / did / see 2. swim / didn’t swim / did / swim

C. 1. didn’t go / rode 2. bought 3. Did / swim 4.didn’t eat/ate 5. wrote 6.had D. 1. Where did Rita go last month? 2. How did she travel? 3. What did she see? 4.Did she have a great time? E. 2. She read a magazine. 3. She didn’t have dinner out. 4.She went to the cinema. 5. She didn’t eat ice cream.

EXTRA ACTIVITIES 17 A. 1. Were / were 2. Were 3. Weren’t 4. Was / was 5. Wasn’t B. 1. There weren’t 2. There was 3. There weren’t 4. Was there / There wasn’t 5. There was 6. Were there; there weren’t 7. Was there / there was. C. 1. anyone / anybody 2. nobody / someone 3. nothing 4. anything 5. Something 6. anyone / anybody 7. someone / nobody

EXTRA ACTIVITIES 20 A. 1. Alison is going to dance. 2. Johnny and Sam are going to play computer games. 3. Simon is going to listen to music. 4.Martha is going to have some cake. 5. Greg’s parents are going to take pictures. 6.Mary is going to watch TV. B. 1. The sisters aren’t going to listen to music. They’re going to pack their suitcases. 2. Alice’s father isn’t going to drive his car. He’s going to catch the plane. 3. It isn’t going to rain. It’s going to be sunny.

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