2017/2018 POP UP 5 · 2017. 4. 27. · Ano letivo 2017/2018 PO U52 Ano letiv v v i li ... 12...

No apoio escolar desde 1972

POP UP 5Ano letivo

2017/2018

InglêsDescubra o novo manual

para o 5.° ano.

folheto_POPUP.indd 1 21/04/17 17:43

4

2

COMPOSIÇÃO DO PROJETO

PARA O PROFESSOR

Teacher’s Book

Workbook (com soluções integradas)

Extensive Reading

2 CD Áudio

Materiais de Apoio ao Professor

Flashcards

Posters

Manual Digital (disponível em pen drive e online)

Outros recursos disponíveis emhttp://manuaisdigitais.platanoeditora.pt/

TEACHER’S BOOK 1

Inclui, nas margens laterais, informação exclusiva para o pro-

fessor.

TEACHER’S WORKBOOK 2

O Workbook está organizado de acordo com o Student’s

Book trabalhando o Vocabulary e a Language da respetiva

unidade. No início de cada unidade, o aluno faz uma revisão

da matéria anteriormente estudada antes de iniciar os exer-

cícios. Inclui soluções integradas.

EXTENSIVE READING 3

Dreams come true e Different is good são dois contos inédi-

tos de leitura extensiva, de oferta ao aluno, como parte inte-

grante do manual POP UP 5.

Temas atuais, que contextualizam a aprendizagem da língua

e motivam os jovens para a leitura.

MAP (Materiais de Apoio ao Professor) 4

O MAP oferece um conjunto de materiais diversificados que

permitem ao professor ir ao encontro das necessidades dos

alunos.

2 CD ÁUDIO 5

Áudios autênticos gravados por falantes nativos.

8 FLASHCARDS 6

O projeto inclui 8 flashcards permitindo uma abordagem

mais diversificada e motivada dos conteúdos.

Podem ser usados para atividades individuais ou em grupo.

6 POSTERS 7

Este material permite a integração do currículo criando um

ambiente de aprendizagem que estimula a participação

ativa do aluno e a automotivação.

MANUAL DIGITAL (Disponível em pen drive e online)8

O Manual Digital integra todos os recursos para o professor,

em formato editável, recursos áudio, vídeos, jogos interati-

vos, apresentações em PowerPoint, banco de

imagens…

2

1 2

3

5


5

7

3

Manual construído segundo a metodologia task-based

O foco principal da atividade de sala de aula é a tarefa/task e a linguagem é o instrumento que os

alunos usam para completá-la.

Níveis de aprendizagem diferenciada

O manual possibilita aos alunos aprendizagens diferenciadas, apoiando, na banda lateral, o professor

na implementação desta metodologia.

Ao longo das tasks/tarefas vão aparecendo 2 símbolos para distinguir o grau de complexidade das

atividades/exercícios:

para exercícios de menor grau de dificuldade

para exercícios de maior grau de dificuldadeSET A → THAT’S OUR FAMILY2

MODULE

94 • Ninety-four

B → Complete the sentences with the words in the boxes.

a. The mother of your grandparent is your .b. The son of your brother or sister is your .c. The father of your grandparent is your .d. The daughter of your brother or sister is your .e. The man married to your mother, who is not your father, is your .

ACTIVITY 3 LANGUAGE

A → Simple present

We learn English. He/She learns English.I play football. He/She She plays tennis.They carry their bags. He/She She carries his / her bag.We brush our teeth. He/She She brushes his / her teeth.You go to the cinema. He/She She goes to the cinema.

Language pop up

Look at Language Box No. 21 on page 202 to help you.

nephew niece great-grandmother

great-grandfather stepfather

1. Circle the correct words.a. Kate goes / go to school by bus.b. School begin / begins at 8.30.c. The twins don’t / doesn’t go with her.d. Do / does they go with their parents?e. Their father takes / take them to school.f. Their mother doesn’t / don’t get their bags ready for school. They do / does it.

Answer key

Activity 2

B. a. great-grandmother; b. nephew; c. great-grandfather; d. niece; e. stepfather.

Activity 3

A. 1. a. goes; b. begins; c. don’t; d. do; e. takes;f. doesn’t / do.

90-99.indd 94

17/04/17 14:38

COME AND SEE WHERE WE COME FROM → UNIT 2

Thirty-five · 35

One book. Two books.One watch. Two watches.One family. Two families. One knife. Two knives.

One person. Two people.One man. Two men.One sheep. Two sheep.One potato. Two potatoes.

Language pop up


1. Write what you see in the pictures.

a. b.

d.

c.

e.

2. Make each noun plural and then sort them into the proper plural categories.

party cat book

brush door box

baby boat shelf

pen toy table

story man watch

mouse child lamp

glass life

B → Plurals

Add-s Add-es Change -y to -i, add -es

Change f to v, add -es Irregular

Answer key

Activity 5

B. 1. a. two dragons; b. three oranges; c. four tomatoes; d. five rabbits; e. two ponies.

2.Add-scats; books; doors; boats; pens; toys; tables; lamps

Add-esbrushes; boxes; watches; glasses

Change y to i and add-esparties; babies; stories

Change f to v and add-esshelves, lives

Irregularmen; mice; children

30-37.indd 3517/04/17 17:38

SET A → THAT’S US1MODULE

34 · Thirty-four

1. Circle the correct conjunction in the following sentences.a. In summer, days are long

and / because / but sunny.b. Catherine likes ice-cream

but / because / and it is sweet.

c. She loves sailing and / but /because she doesn’t have a sailing boat.

d. Today she can’t go out but/because/and she has a temperature.

e. She likes to watch films because/and/but series on TV.

f. She wants to watch TV and / but / because she has a test tomorrow and has to study.

2. Complete the sentences with and, but or because.a. Catherine likes to play music

Bill likes it too.

b. The TV is on they aren’t watching it.

c. She doesn't have lunch she doesn’t like chicken.

d. Tom likes music he can’t dance.

e. It is snowing it isn’t very cold.

f. Cat loves skateboarding she doesn’t have a

skateboard.

g. The teacher isn’t at school today he’s sick.

ACTIVITY 5 LANGUAGE

A → And / but / because

I’m 11 years old and I’m from Toronto. My dad is Canadian but my mom is Scottish. My favourite subject is ICT because I love computers.

Language pop up


3. Fill in the gaps using and, but or because:

This is a Newfoundland. These dogs are strong (a) very intelligent. Mark and Thomas love these dogs (b) they can’t have one (c) their garden is very small. They are very large and good at saving people in the water (d) they can swim very well. They are known for their giant size (e) they are very calm (f) loyal.

Answer key

Activity 5 A.1. a. and; b. because; c. but; d. because; e. and; f. but.2. a. and; b. but; c. because; d. but; e. but; f. but; g. because3. a. and; b. but; c. because; d. because; e. but; f. and

30-37.indd 34

17/04/17 17:38

SET A → THAT’S US

1MO

DULE

38 · Thirty-eight

At the end of this unit you will know how to describe a person.

ACTIVITY 1 LISTENING

r o y

i

v

g b

A → Listen to the poem and answer the question:

What is Mabel’s favourite colour?

B → Listen again and order the lines of the poem with numbers from 1 to 8.

The first one is done for you.

So were Mabel’s ears

Purple everywhere

Mabel Murple’s house was purple

She cried terrible purple tears

So was Mabel’s hair

Mabel Murple’s bike was purple

Mabel Murple’s cat was purple

And when Mabel Murple cried

C → Read the poem aloud to your partner.

ACTIVITY 2 EXPANDING VOCABULARY

A → Identify the colours of the rainbow:

1

Pages 16 - 19

CD1Track 14Metas curr

icularesCO5.1./5.2./5.4./5.5.L3.1./4.5.IO5.1./5.2.PO5.2./5.3./6.1.E6.2.DI8.3.LG8.5./8.6./8.29.

Suggestions• Use the Vocabulary Box

and the Language Box at

the end of the book as

resource materials in class.• Get students to write

poems with different colours by coming up with

personal associations.

e.g.RedRed is tomato sauceRed is a no-swimming flag

Red is bloodRed is an expensive sports

car• Play "Who’s Who". Find

a set of faces online that

you can project on a whiteboard. One student

comes up and chooses a

face. The other students must ask yes/no

questions to guess who

the person is. As faces get

eliminated, the student

that is by the board crosses them off, eg. “Does the person have

a beard?” “No.” Student

crosses off all faces with

beards. The student who

guesses takes the next

turn.

Answer key

Activity 1

1. Purple2. 6; 4; 1; 8; 2; 5; 3; 7.

Activity 2

A. Red; orange; yellow; green; blue; indigo;violet

Facts & FiguresIsaac Newton

MAPPlanos de aula 10 - 12

38-45.indd 38

17/04/17 17:42

COME AND MEET OUR FAMILY → UNIT 1

Ninety-five • 95

2. Ask your partner about Sophie, Lúcio, Fang and Chao. Use the sentences below to help you.

Ireland England

Timor Cape Verde

Japan China

Exeter Cambridge

Same Dili

Beijing Shanghai

chocolate meat

vegetables fish

rice soup

basketball hockey

tennis football

rugby fencing

Lúcio Fangand

Chao

Sophie

Does Sophie come from ...?No, she doesn’t. She comes from ...Does she come from ...? Yes, she does.

Does Lúcio like ...? No, he doesn’t. He likes... Does he like...?yes, he does.

Do Fang and Chao play?No, they don't. They play...Do they play ...? Yes, they do.

Answer key

2. SophieDoes Sophie come from Ireland? No, she doesn’t. She comes from England.Does she come from England? Yes, she does.Does she live in Cambridge? No, she doesn’t. She lives in Exeter.Does she like chocolate? Yes,she does. She doesn’t like meat.Does she play hockey? No, she doesn’t. She plays basketball.

LúcioDoes Lúcio come from Cape Verde? No, he doesn’t. He comes from Timor.Does he come from Timor? Yes, he does.Does he live in Same? No, he doesn’t. He lives in Dili.Does he like fish? Yes, he does. He doesn’t like vegetables.Does he play tennis? No, he doesn’t. He plays football.

Fang and ChaoDo Fang and Chao come from Japan? No, they don’t. They come from China.Do they come from China? Yes, they do.Do they live in Shanghai? No, they don’t. They live in Beijing.Do they like soup? No, they don’t. They like rice.Do they play rugby? Yes, they do.

90-99.indd 9517/04/17 14:38

SET A → THAT’S US

1MO

DULE

24 · Twenty-four

1. Circle the correct form of the verb and com

plete the conversation.

Kate: I are / is / ’m at home!

Where am /are / aren’t you?

Mark + Thomas: We are/is/am upstairs.

Kate: Is / Aren’t / Are Mum around?

Mark + Thomas: No, she am not /isn’t / are no

t.

Kate: What about Sushi and Buddy?

Mark + Thomas: They is / are / am outside with

Dad.

2. Fill in the gaps with the correct form

of the verb “to be” in the

affirmative or negative form.

Kate’s best friend (a) from Oxford, but Kate

and her brothers(b) from

York. Oxford and York (c) cities in Englan

d. Sydney (d) a city in Australia.

Australia (e) where her grandmother com

es from.

Mark and Thomas (f) at school today, but K

ate (g) at home. She (h)

well, but her parents (i) at home. They a

re working.

Sydney

York Oxford

C → Simple present of the verb “to be”

Are you in year 6? No, I’m not.

Is she the head teacher? Yes, she is.

We are school friends.

This is my new schoolbag. Wow! It’s ve

ry nice.

Language pop up

Look at Language Box No. 3 on page 194 to he

lp you.

Answer key

C. 1.'m; are; are; Is; isn’t; a

re

2. a. is; b. are; c. are; d.is;

e. is; f. are; g. is; h. is not /

isn’t; i. are not / aren’t

16-29.indd 24

17/04/17 17:34


INGLÊSNovo manual de Inglês para o 5.° ano

TEACHER’S BOOK

TEACHER’S BOOK

O manual do professor contém, na banda lateral, as soluções de

todas as atividades e sugestões para o professor.

2 · Two

1. Pre-reading activity1.1. Look at the following pictures and guess what the story is about.

1.2. Match A to B and C.

A B C

1

2

3

Paris is the capital and most populous city of France.

Disneyland is an entertainment park located 32 km east of the centre of Paris, and is the most visited theme park in all of France and Europe.

Liverpool is in the south west of the historic county ofLancashire in North West England.

1

2

3

Liverpool

Paris

Disneyland

1

2

3

P.4LE-ALUNO.indd 2

04/04/17 17:34

4 · A A · 5

2. While reading activityRead the following story and then answer the questions

It’s Christmas season and Mr and Mrs Hardisty are in Paris with their three children. They are on holiday and they are at Disneyland Paris.

“Hurray,” shouts James. “I am so happy to be here, mum! I want to go to all the attractions but after that I want to visit the big Paris Saint-Germain stadium and meet some famous football players. Do you think we can, dad?”

His father laughs. “Well, son, we’ve got three girls with us who don’t like football but… you never know. There are always lots of surprises in Paris and dreams come true. Let’s wait and see.”

The family is now in the Disneyland Park. It’s very cold so everybody is wearing raincoats, boots, gloves and scarves. Lauren, the youngest, is wearing earmuffs too.

James Hardisty is from the UK. He is British. He is twelve years old and lives in Liverpool, on the north coast of England, in a detached house, with his parents and his two little sisters, Emily and Lauren. He likes reading, playing video games, rugby and football. His mother is a teacher and his father is a vet. James is a football fan and he wants to be a goalkeeper.

At weekends, James and his father often go to the football stadium in Liverpool to support their favourite team, Liverpool, but this weekend is special.

EXTENSIVE READING

Dreams come true e Different is good são dois contos

inéditos de leitura extensiva, de oferta ao aluno, como

parte integrante do manual POP UP 5.

Pretende motivar os alunos para a leitura extensiva e

desenvolver processos de interação com o texto.

Inclui atividades e soluções.

VOCABULARY BOX

190 • One hundred and ninety

Module 1 Set A

Unit 1blinddivided byfavourite subjectlast nameminusnoticeone of a kindpetplustimes

Unit 2apostrophebracketscommaexclamation markfull stophypheninverted commasquestion markcountryblogbreednationalitynickname

Unit 3black blond blue brown dark fair green grey indigo orange pink purple red

violet white yellow attractivebeautifulchubbycurlyfrizzygood-lookinghandsomelongmedium-heightmedium-lengtholdprettyshortskinnyslimstraighttallthintinyuglywavyyoung

Unit 4backpackcardiganearringsgloveshandbaghatjeansjumpernecklacesandalsshirtshortssunglassessweatshirttoptracksuit

trainerstrouserswaistcoatwatchone hundred/one

thousand

Module 1 Set B

Unit 1

Types of houses

• block of flats• cottage• detached house• mansion• semi-detached

house• terraced house

Parts of the house

Outside: balcony, chimney, door, garage, garden, gate, roof, wall, window.Inside: attic, bathroom, bedroom, cellar, dining room, kitchen, first floor, ground floor, sitting room, stairs.

Unit 2

Days of the weekMonday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

School subjectsArtDesign & TechnologyEnglishFrenchGeographyHistory

MathsMusicPhysical EducationReligious EducationScience

At schoolbreak boardclassroom examhead teacher notebook pencil case pupil/studenttimetable

Unit 3

Feelingsfrightened happysadsicktiredworried

Free time activi-ties

cookinggoing to the cinema going shoppingmeeting friendsplaying sportsplaying gamesriding a bicyclesleepingstudyingwatching television

Unit 4

In townbridge

190-192.indd 190 17/04/17 17:48

SET A → THAT’S OUR FAMILY COME AND LEARN ABOUT THE SEASONS → UNIT 13MODULE

154 • One hundred and fifty-four

My

One hundred and fifty-five • 155

At the end of this unit you will be able to understand a weather forecast.

ACTIVITY 1 READINGA → Before reading match A to B to check the vocabulary.

B → What do you do during the Easter holidays? Read another blog post by Thomas.

a. Easter Bunny

b. bike riding

c. coloured eggs

d. marshmallows

e. Easter egg hunts

Intercultural BoxACTIVITY 2 LANGUAGE

What's the weather like?

1. Unjumble the nouns and match them to the pictures:

1. tmsi2. inwd3. owns

4. usn5. rnia6. fgo

7. lcodu8. motsr

f

c

h

b

Underline the evidence for the following statements:1. Students have holidays at Easter.2. Easter is in spring.3. Rabbits are symbols of Easter.4. The family gets together at Easter time.5. Mark, Eric and Thomas go away together.

2. Using the noun given, form an adjective to complete the sentence:

a. Flying a kite is fun to do on a day. (wind)b. I enjoy weather in winter. (snow)c. During weather, we stay at home. (storm)d. On days, it’s fun to look for shapes in the sky. (cloud)e. On days, we like watching films. (rain)f. It’s a day and you can’t see very far. (mist)

With these nouns we can form adjectives to describe the weather.

Noun + y = adjective

eg. cloud → cloudy

Language pop up

Do you like the Easter holidays? I do. I love the way the flowers grow and the smell of summer on its way. The best time to go bike riding is in spring. We can cook marshmallows and watch basketball on TV. What I love the most are video games. And this is what I do over the Easter break.

Hippity hoppity, here comes Easter and the Easter Bunny with eggs. I also like spring because of Easter. I like Easter because of all the colourful eggs and Easter-egg hunts. Also, my favourite thing about Easter is having lunch with our aunt, uncle, cousin and grandparents.

Oh, I almost forgot! In the spring, I usually go camping with Mark and our friend Eric. Well, till next time! Have a great Easter holiday.

a

ge

d

2

4

1

3 5

Pages 84 - 85

In a southern France town, on Easter Monday people serve a giant omelette in the town's main square.

On the Greek island of Corfu people throw pots and pans out of their windows,

smashing them on the street.

On Good Friday, in the Vatican, the Pope commemorates the Via Crucis (Way of the Cross) at the

Colosseum. "Sprinkling" is a popular Hungarian

Easter tradition, on Easter Monday. Boys sprinkle perfume or perfumed water on girls.

In Ukraine Easter is called Velykden. People go to church and many families celebrate the day with a special Easter meal. They eat Paskha (a type of Easter bread) and an egg painted in red.

Metas curricularesCO5.2./5.3./5.4./5.5.L3.1./4.5.IO5.1./5.3.PO5.2./5.3.E5.2.LG8.29.

In the language exercises, the symbol indicates lower level of difficulty and higher level of difficulty.

Suggestions• Use the Vocabulary Box and the Language Box at the end of the book asresource materials in class.• The Weather Song: watch and sing along. www.youtube.com/watch?v=hQCt_tDh3s4

Answer keyActivity 1

A. 1. c; 2. d; 3. e; 4. a; 5. bB. 1. “Do you like the Easter holidays?”2. “I also like spring because of Easter.”3. “Here comes Easter and the Easter bunny.”4. “My favourite thing about Easter is having lunch with our aunt, uncle, cousin and grandparents.”5. “In the spring, I usually go camping with Mark and our friend Eric.”

PowerPointSeasons

MAPPlanos de aula 74 - 76

Answer key

Activity 21. a. 4 sun; b. 6 fog; c. 7 cloud; d. 5 rain; e. 2 wind; f. 3. snow; g. 8 storm; h. 1 mist

2. a. windy; b. snowy; c. stormy; d. cloudy; e. rainy; f. mist .

CD2Track 13

MODULESET

UNIT

ACTIVITY

INTERCULTURAL BOX

CD ÁUDIO

LANGUAGE POP UP

200 • Two hundred

14. Prepositions of place“I always forget where I put my things...”

“Where are my shoes?”

“They are behind the door.”

“Where’s my pen?”

“It's under the table."

“And my ruler?”

“Where’s my bag?”

“It is on the floor.”

“Where’s my tennis racket?”

“It’s in the hall cupboard.”

“Where are my keys?”

“They are next to your phone.”

“Where’s my bike?”

“It’s near the gate.”

“I’m late. Where’s my helmet?”

“Here you are, right in front of you!”

15. Have got

I have got / I’ve got a pencil in my pencil case.

It has got / It’s got an eraser on the top.

We use have got to show that something belongs to us (not formal).

“It is between your note book and your pencil case.”

AFFIRMATIVE

Short form

Sing

ular

I have You have He has gotShe hasIt has

I’veYou’veHe’s got She’sIt’s

Plu

ral We have

You have gotThey have

We’veYou’ve gotThey’ve

They haven’t got coloured pencils. I haven’t got a ruler. Can I borrow yours? He hasn’t got a sharpener.

NEGATIVE

INTERROGATIVE

Sing

ular

Have IHave youHas he got …….?Has sheHas it

Plu

ral Have we

Have you got…….?Have they

Short form

Sing

ular

I have You have He has not gotShe hasIt has

I haven'tYou haven'tHe hasn't She hasn’tIt hasn’t

Plu

ral We have

You have not gotThey have

We haven’tYou haven’t gotThey haven’t

Have you got a felt pen? Yes, I have.Sorry, no, I haven’t.

LANGUAGE BOX

got

193-208.indd 200 17/04/17 18:29

188 • One hundred and eighty-eight

SORES COCOHTESAL PIDUC

RADC AREHT SIKS

ACTIVITY 1A → Brainstorming. What words do you associate with

Valentine’s Day? Write them down in your notebook.

B → Unjumble the following Valentine’s Day words to label the pictures.

1 2 3

4 5 6

183-189.indd 188 17/04/17 16:50

LANGUAGE BOX

VOCABULARY BOX

FESTIVITIESWORKBOOK


TEACHER’S WORKBOOK

O Workbook está organizado de acordo com o Student’s

Book trabalhando o Vocabulary e a Language da respetiva

unidade. No início de cada unidade, o aluno faz uma revisão

da matéria anteriormente estudada antes de iniciar os exer-

cícios.

Inclui soluções integradas.

INGLÊS | 5.° ANO

Prompting questions

• What city can you see?• How do you know?• What is the weather like?• Who are the people?• What is the name of the underground

station?

Oferta exclusiva aos utilizadores do manual POP UP 5

UNIT

INTERCULTURAL BOX

SET B → THAT’S US COME AND SEE WHERE WE LIVE → UNIT 1

twenty-seven · 27

2. Guess the words.

a. The room where you eat.

b. Smoke comes out of it.

c. The room under a house.

d. The room where most families watch television.

e. The place where you cook.

f. The place where you go to sleep.

3. Circle the odd word out.

a. dish washer – bed – wardrobe – bedside table c. toilet – mirror – sofa – bath

b. armchair – sofa – TV set – shower d. sink – fridge – microwave – mirror

4. An alternative way of living

Mr Nutter shows his house. The guests are really surprised! Guess why by completing the text with words from the box.

bath sitting room (2×) bed kitchen bathroom

Mr Nutter sleeps in the _______________. We can see some pots and pans on top of his _______________.

Well, his _______________ is in the _______________. There he can relax and listen to music. He made a table on his _______________. The guests can have something to drink.

Finally, he has a bath in the _______________.

Everything is the other way round!

kitchen bed

sitting room bathroombath

sitting room

dining room

chimney

cellar

sitting room

kitchen

bedroom

WORKBOOKUNIT5.indd 27 10/04/17 18:30

1 | PROJETO: ESTRUTURA E ORGANIZAÇÃO1. Introdução – o projeto Pop Up2. Orientações metodológicas

a. Documentos de referênciab. Domínios de referênciac. Metodologia task-basedd. Ensino e aprendizagem diferenciadae. Trabalho de projetof. Portefólio Europeu de Línguas g. Leitura extensivah. Uso de flashcards, mapas e postersi. Alunos com Necessidades Educativas Especiais

(NEE)3. Planificação anual

3.1. Planos de aula4. Índice CD áudio5. Tapescripts do livro do aluno

2 | AVALIAÇÃO1. Avaliação

1.1 Testes a. Placement b. Testes de listening, reading e writing c. Testes de speaking d. Tapescripts dos testes de listening e. Soluções

1.2 Grelhas de avaliação a. Dos testes de listening, reading e writing b. Dos testes de speaking c. Heteroavaliação dos testes de speaking1.3 Grelhas de autoavaliação no final de cada pe-

ríodo letivo2. Materiais de apoio a alunos com Necessidades

Educativas Especiais (NEE)2.1 Fichas 2.2 Testes

3 | APOIO AO ESTUDO E À DIFERENCIAÇÃO1. Materiais de information gap para atividades de

pairwork2. Festividades3. Atividades lúdicas4. Posters para finalizar unidade

INGLÊS | 5.° ANO

MANUAL DIGITAL (Disponível em pen drive e online)

Integra todos os recursos para o professor, em formato

editável, recursos áudio, vídeos, jogos interativos,

apresentações em PowerPoint, banco de imagens…

MAP (Materiais de Apoio ao Professor)

O MAP oferece um conjunto de materiais diversificados que

permitem ao professor ir ao encontro das necessidades

dos alunos.

Está estruturado em 3 cadernos de

apoio distintos:

1. Documentos gerais, planificações

e tapescripts do livro do aluno.

2. Avaliação.

3. Apoio ao estudo e à diferenciação.

• 6 POSTERS

Este material permite a integração

do currículo criando um ambiente

de aprendizagem que estimula a

participação ativa do aluno e a au-

tomotivação.

INGLÊS | 5.° ANO

SEASONS

Ofer

ta e

xclu

siva

aos

uti

lizad

ores

do

man

ual P

OP U

P 5

INGLÊS | 5.° ANO

York

Ofer

ta e

xclu

siva

aos

uti

lizad

ores

do

man

ual P

OP U

P 5

MAP OF THE UNITED KINGDOM

• 8 FLASHCARDS

O projeto inclui 8 flashcards permitindo uma abordagem

mais diversificada e motivada dos conteúdos. Podem

ser usados para atividades individuais ou em grupo.

• 2 CD ÁUDIO

Áudios autênticos gravados

por falantes nativos.


6

COMPOSIÇÃO DO PROJETO

PARA O ALUNO

2

STUDENT’S BOOK 1

Manual construído segundo a metodologia task-based.

O foco principal da atividade de sala de aula é a tarefa/

/task e a linguagem é o instrumento que os alunos usam

para completá-la. A tarefa/task é uma atividade em que

os estudantes usam a linguagem para atingir um resulta-

do específico.

A atividade reflete a vida real e os alunos concentram-

-se no significado. Jogar um jogo, resolver um problema

ou partilhar informações ou experiências, tudo pode ser

considerado como tarefas/tasks relevantes e autênticas.

STUDENT’S WORKBOOK 2

O Student’s Workbook apresenta uma tipologia de

exercícios diversificada, procurando ir ao encontro dos

diferentes estilos de aprendizagem.

Possibilita um trabalho

autónomo do aluno, respei-

tando os diferentes ritmos

de aprendizagem.

Inclui soluções no final.

EXTENSIVE READING OFERTA3

Dreams come true e Different is good são dois contos

inéditos de leitura extensiva, de oferta ao aluno, como

parte integrante do manual POP UP 5.

Temas atuais, que

contextualizam a

aprendizagem da

língua e motivam

os jovens para a

leitura. Inclui ativi-

dades e soluções

no final.

MANUAL DIGITAL online (inclui áudios) OFERTA4

Conjunto de atividades interativas, que promovem o

contacto com os vários domínios da disciplina de Inglês.

Integra recursos áudio, vídeos e jogos interativos.

SET B → THAT’S OUR FAMILY2MODULE

68 · sixty-eight

Language FILE

I can complete the missing information:

Adverbs of frequencyAlways (100%)

__________ (80%)

__________ (60%)

Sometimes (40%)

__________ (20%)

Never (0%)

Adverbs of frequency come __________ the main verb, but __________ the verb to be.

Sequencers____________ → then → ____________ → afterwards → ____________

Vocabulary File

Telling the time

Routine activities• brush your hair, brush your teeth• do your homework

• get dressed, get home, get the bus, get to school, get up

• go to bed, go to school, go home• have a bath, have a shower, have a

snack, have lunch

• wake up

VOCABULARY1. What time is it?

�ve to �ve past

ten to ten past

twenty to twenty past

twenty-�ve to twenty-�ve past

o’clock

half past

quarter to quarter pastTO PAST

a. It’s __________

____________.

b. It’s _________

____________.

c. It’s _________

____________.

d. It’s _________

____________.

e. It’s _________

____________.

1 2

3

OFERTA

8 · A

A · 9

The family is now aboard a big boat looking at pirates’ skulls and skeletons. It’s dark and creepy but the children aren’t afraid. They think it’s great and the pirates are fun. Suddenly, James sees the man with the big black hoodie and sunglasses again. He is talking with a pirate. James screams.“That’s him! That’s him!” he shouts. “We know, James, we aren’t dumb. It’s Jack Sparrow,” says Emily the older sister. You don’t need to be afraid.”“I’m not afraid and I’m not talking about Jack Sparrow, silly! I’m talking about the man with the black hoodie and sunglasses next to him,” says James angrily. “He looks like a ninja but I think I know him.” They all laugh. “It’s dark, son. You are imagining things. That’s impos-sible. Those pirates are not real and there aren’t any ninjas here,” says mum.

James looks again to explain but the man is not there. “Am I imagining things…?!” thinks James.

The ride is over and it’s lunch time. The parents have got a big surprise for their children.

“Wow! It’s Goofy, mum! It’s Goofy! Can we take a selfie with him?” asks Emily.

It’s Goofy indeed. There are lots of Disney characters in the restaurant. They take a selfie with Goofy, then take a seat and order the meal.“I want the special giant burger with… There he is! There he is again!” shouts James.


7

Todos os

conteúdo

s

são certif

icados po

r

prestigia

das instit

uições

do ensino

superior.

Instituto Politécnico de Viana do CasteloEscola Superior de Educação

Universidade Nova de LisboaFaculdade de Ciências Sociais e Humanas

é uma plataforma educativa aberta, interativa, dinâmica e em

constante crescimento, com conteúdos cientificamente validados.

8 · A

A · 9

The family is now aboard a big boat looking at pirates’ skulls and skeletons. It’s dark and creepy but the children aren’t afraid. They think it’s great and the pirates are fun. Suddenly, James sees the man with the big black hoodie and sunglasses again. He is talking with a pirate. James screams.“That’s him! That’s him!” he shouts. “We know, James, we aren’t dumb. It’s Jack Sparrow,” says Emily the older sister. You don’t need to be afraid.”“I’m not afraid and I’m not talking about Jack Sparrow, silly! I’m talking about the man with the black hoodie and sunglasses next to him,” says James angrily. “He looks like a ninja but I think I know him.” They all laugh. “It’s dark, son. You are imagining things. That’s impos-sible. Those pirates are not real and there aren’t any ninjas here,” says mum.

James looks again to explain but the man is not there. “Am I imagining things…?!” thinks James.

The ride is over and it’s lunch time. The parents have got a big surprise for their children.

“Wow! It’s Goofy, mum! It’s Goofy! Can we take a selfie with him?” asks Emily.

It’s Goofy indeed. There are lots of Disney characters in the restaurant. They take a selfie with Goofy, then take a seat and order the meal.“I want the special giant burger with… There he is! There he is again!” shouts James.


2017/2018 POP UP 5 · 2017. 4. 27. · Ano letivo 2017/2018 PO U52 Ano letiv v v i li ... 12...

Documents

Transcript of 2017/2018 POP UP 5 · 2017. 4. 27. · Ano letivo 2017/2018 PO U52 Ano letiv v v i li ... 12...