2017/2018 pop up 5 · 2017. 4. 27. · ano letivo 2017/2018 po u52 ano letiv v v i li ... 12...
TRANSCRIPT
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No apoio escolar desde 1972
POP UP 5Ano letivo
2017/2018
InglêsDescubra o novo manual
para o 5.° ano.
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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
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5
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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.
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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
Look at Language Box No. 6 on page 196 to help you.
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
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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
Look at Language Box No. 5 on page 195 to help you.
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
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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
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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.
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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
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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
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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
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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
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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
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LANGUAGE BOX
VOCABULARY BOX
FESTIVITIESWORKBOOK
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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.
folheto_POPUP.indd 5 21/04/17 17:43
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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.
folheto_POPUP.indd 6 21/04/17 17:43
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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.
folheto_POPUP.indd 7 21/04/17 17:43
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www.platanoeditora.pt
CENTROS DE APOIO A DOCENTES
Lisboa Av. de Berna, 31 - R/C Esq.° | 1050-038 Lisboa | T.: 217 979 278 | Fax: 217 954 019
Corroios Rua Manuel Ferreira, 1 A-B-C | Santa Marta de Corroios | 2855-597 Corroios | T.: 212 559 970 | Fax: 212 534 068
Porto Rua Guerra Junqueiro, 452 | 4150-387 Porto | T.: 226 061 300 | Fax: 226 095 379
www.platanoeditora.pt
CENTROS DE APOIO A DOCENTES
Lisboa Av. de Berna, 31 - R/C Esq.° | 1050-038 Lisboa | T.: 217 979 278 | Fax: 217 954 019
Corroios Rua Manuel Ferreira, 1 A-B-C | Santa Marta de Corroios | 2855-597 Corroios | T.: 212 559 970 | Fax: 212 534 068
Porto Rua Guerra Junqueiro, 452 | 4150-387 Porto | T.: 226 061 300 | Fax: 226 095 379
folheto_POPUP.indd 8 21/04/17 17:43