Planejamento Anual 2023

PES English | Planejamento Anual | 2023

Sumário clicável

Toddlers’ Time 3 – 3 anos de idade | Educação Infantil ............................................ 2

PES Kids A – 4 anos de idade | Educação Infantil....................................................... 4

PES Kids B – 5 anos de idade | Educação Infantil

PES Kids 1 – 1º ano | Ensino Fundamental

6

7

Junior 2 – 2º ano | Ensino Fundamental 8

Junior 3 – 3º ano | Ensino Fundamental 10

Junior 4 – 4º ano | Ensino Fundamental 12

Junior 5 – 5º ano | Ensino Fundamental .................................................................. 14

Mission: English 1 – a partir do 6º ano | Ensino Fundamental................................ 16

Great Time 2 – a partir do 7º ano | Ensino Fundamental

Great Time 3 – a partir do 8º ano | Ensino Fundamental

19

21

Great Time 4 – a partir do 9º ano | Ensino Fundamental 23

Great Time 5 – a partir da 1ª série | Ensino Médio 25

Great Time 6 – a partir da 2ª série | Ensino Médio 28

Conteúdos

WELCOME

Unit The Magic Forest

Unit 1 - Let’s Draw!

Unit 2 - Let’s Play!

Greenman, Sam, Nico, Rabbit, Hedgehog, Frog, Stella; Hello, I’m (Sam). What’s your name?

teacher, table, chair, book, crayon, pencil; What’s this? It’s a (pencil). It’s red. happy/sad red circle

ball, teddy, doll, train, bike, car; There’s one (blue) (train). Here you are. / Thank you. fast/slow blue 1

Autumn Fun! (Review 1) classroom and toys vocabulary

Unit 3 - The Big Monster

Unit 4 - My Family

eye, ear, mouth, nose, hair, face; I can see one (big) (face). I can see two (big) (ears). It’s got one (big) (mouth). It’s got two (big) (eyes).

mummy, daddy, brother, sister, baby, friend; Who is it? It’s (Sam’s) brother. They look (the same). They’ve got (big) (eyes).

Winter Fun! (Review 2) face and family vocabulary

Unit 5 - Where’s My Bird?

Unit 6 - Let’s Tidy Up!

big/small green 2

same/different yellow 3 triangle

turtle, fish, bird, hamster, cat, dog; Can you see your (bird)? It’s (on) the (table). The (cat) is (under) the (chair). on/under 4 square

sandwich, cake, pasta, apple, banana, milk; I like (milk). I don’t like (pasta). Let’s (eat).

tidy/messy rectangle

Spring Fun! (Review 3) pets and food vocabulary

Festivals

Halloween: cat, monster, pumpkin. Christmas: Christmas, tree, toy. Easter Carnival: Easter egg, bunny, chocolate Green Day: forest, flower, beautiful

Summer Fun! (Review 4) course vocabulary

Emotions Value Phonics Big Book

Sam’s family is moving to the house next to Nico, and her dog discovers a secret gate in the garden that leads to the Magic Forest…! In this story your child will learn about introductions and the names of the main characters in the stories.

sad/happy creativity s (Stella)

excited fun g (Greenman, green) b (book, blue)

fear imagination n (Nico, nose) m (mouth)

Greenman is sad because the forest is covered with tree leaves. Then Sam has a wonderful idea… They can play a game and use the leaves to make a beautiful picture! In this story, the children will learn about being happy and sad and the value of creativity, while they review the unit vocabulary and structures.

The children share their toys with Greenman and their forest friends, and Rabbit falls in love with his new blue teddy bear! In this story, the children learn about being excited and the value of fun, while they review the unit vocabulary and structures.

It’s a windy day in the forest and Frog is very scared about a big face on the water! Luckily, Greenman is there to show him that it’s only his reffection and remind him that It’s windy! In this story, the children learn about being afraid and the value of imagination, while they review the unit vocabulary and structures.

curiosity family f (frog) u (umbrella)

worried/ relieved helping d (dog) c, k (cat, kitten)

Greenman is very curious about Sam’s family and the fact that they all look alike. He shows Nico his own family, where they all look different! In this story, the children learn about curiosity and the value of family, while they review the unit vocabulary and structures.

Nico is worried because he’s lost his pet bird and his pet turtle. With Greenman and Sam’s help they eventually find them in the forest, to everyone’s relief! In this story, the children learn about the emotions of worry and relief, and the value of helping each other, while they review the unit vocabulary and structures.

regret being tidy p (pasta)

h (hedgehog), a (ant) r (rabbit, red) e (egg) t (tree)

Sam, Nico, Greenman and the forest animals are in the forest having a summer picnic. Sam and Nico are making a bit of a mess and Greenman reminds them Let’s tidy up! In this story, the children learn about recognising when you have done something wrong, and the value of being tidy, while they review the unit vocabulary and structures.

Hello, Goodbye I’m (Danny) I’m happy green Let’s be friends!

teacher, chair, table, crayon, book My (book). Yes/No I’m scared one Let’s go to school!

mommy, daddy, baby, brother, sister This is my (mommy) I’m upset red We love you, Jack-Jack!

head, hands, legs, tummy, face This is my/your (head). I’m active (value) two Let’s play with Woody!

living room, bedroom, bathroom, kitchen, yard I have a (bedroom) I’m tired blue Play a lot, sleep well!

dog, mouse, bird, cat, fish I have a (bird) I’m curious three Russell loves animals teddy bear, blocks, ball, doll, car I like my (ball) I’m sad four Boo shares toys

banana, apple, cheese, water, sandwich I like (cheese) I’m hungry yellow Olaf likes picnics!

T-shirt, shirt, coat, hat, dress It’s a (hat). It’s (red) I’m proud five Dumbo gets dressed

New Receptive Language

I’m friendly Hello and goodbye Make: Happy dwarf mask Finding Nemo Gg, goodbye What’s your name?

I listen Our schools

I love my family Our families

Make: Morty and Ferdie’s classroom and pencil-topper puppets Toy Story 4 Tt, teacher

Make: Incredibles family picture frame Inside Out Mm, mommy

I’m active We are active Make: Woody and Jessie puppets Pinocchio Hh, head

What’s this? [Is it a ? ], book, It’s (a chair/ Mickey). sock

“Who’s this? Is this your …? What’s wrong?

“What’s this? How many …?”

I sleep well Our homes Make: house-rooms matching game UP! Kk, kitchen “What’s this? Is it (color)? What color?”

I’m kind to animals Our animals Make: Up! jigsaw Sleeping Beauty Ff, fish

“What’s this? What do you have? How many ...?”

I share my toys Our toys Make: Monsters Inc. pairs game Peter Pan Bb, ball “What’s this? Where’s the …? How many…?”

I eat healthy food Our food Make: Frozen lunchbox and food Brave Ss, sandwich

Be yourself Our clothes Make: Dress-up Dumbo Zootopia Dd, dress

“Do you like ...? What color?”

“What’s this? What colour is it?”

Lesson 5b Values Lesson 6 Real world Lesson 7 Review Disney movie lesson Phonics and letters

PES Kids B – 5 anos de idade | Educação Infantil

Lesson 1 Vocabulary

Lesson 2 Grammar

Lesson 3 Feelings

Lesson 4 - Colours, Numbers & Shapes

Lesson 5a Storytime

pencil case, marker, pencil, lunchbox, backpack, eraser It’s a (pencil case). I’m worried six, seven Back to school

hot, cold, sunny, rainy, snowy, windy It’s (sunny). I’m excited white, black Olaf’s sunny day

face, hair, eyes, ears, nose, mouth I have (two eyes). I’m silly circle, rectangle Guess who?

basketball, tablet, bike, scooter, jump rope, kite I have (a bike). I’m happy eight, nine Let’s play fruit, cookies, pizza, burger, salad, juice I like (fruit). I’m thirsty orange, purple Russell is lost bed, picture, window, rug, toybox, bookcase It’s on the (rug). I’m upset square, triangle Woody helps out

cow, duck, goat, hen, horse, sheep I can see (a cow). I’m surprised ten Farm surprise!

slide, swing, climbing wall, seesaw, sandbox, treehouse I’m in the (sandbox) / I’m on the (slide). I’m angry pink, brown Playground fun

climb, swim, hide, ffy, jump, run I can (climb). I’m tired all colours and shapes Simba can listen

I’m kind Schooltime

Make: Mickey Mouse pencil pot Toy Story 3 Ll (lunchbox) What’s that?

I love my friends Weather Make: Olaf’s weather mobile Bambi Rr (rainy) What’s the weather like?

I love bedtime Faces Make: Monster buddy (face & parts) Frozen Nn (nose) Look at me!

I play outside Playtime Make: Minnie’s kite Big Hero 6 Jj (jump rope) What do you have?

I share Lunchtime Make: Russell’s picnic Ratatouille Pp (pizza) What do you like?

I help out Bedrooms Make: Bonnie’s bedroom Tangled Ww (window) Where’s / Where are

I say sorry Farm animals Make: Cinderella’s farm Beauty and the Beast sh (sheep) What can you see?

I take turns Playgrounds Make: Playground puzzle Toy Story 4 ch (chair) Where are you?

I can listen Active fun Make: Simba & Nala masks The Incredibles th (thirsty) Look at me!

PES Kids 1 – 1º ano | Ensino Fundamental

Lesson 1 Vocabulary

Lesson 2 Grammar Lesson 3 Feelings

Lesson 4 - Colours, Numbers & Shapes Lesson 5a Storytime

hippo, elephant, lion, zebra, monkey, giraffe This is a/an (hippo). I’m curious red, yellow, blue, purple, green, pink, orange, brown, black, white What’s this?l

present, strawberry, candle, cake, balloon, ice cream I’d like a/an (balloon). I’m surprised one, two, three, four, five, six, seven, eight, nine, ten Peter Pan’s partyy

grass, tree, ffower, ant, butterffy, bee The (butterffy) is in/ on the (ffower). I love circle, rectangle, square, triangle, heart Where’s the ant?

sun, moon, cloud, rainbow, star, rain I can see (the sun). I feel safe

circle, rectangle, square, triangle, heart, star, red orange, yellow, green, blue, purple Where’s my rainbow?

smell, taste, hear, see, touch I can hear/touch/ taste/ smell I’m sad eleven, twelve, thirteen, fourteen, fifteen Where’s the rabbit?

train, bus, plane, boat, bike, car This (car) is fast/slow/ big/small. I’m excited color patterns Be careful!

fish, whale, octopus, seahorse, turtle, ray The (octopus) is (pink). I’m scared sixteen, seventeen, eighteen, nineteen, twenty What is it?

school, grocery store, park, restaurant, toy store, house There’s a (house). I’m proud of sizes and shapes Where’s Fru Fru?n

sweater, pants, socks, shoes, shorts, costume I’m wearing (a sweater). I’m angry numbers, shapes, colors What does he want?

New Receptive Language

I try new things Animals and me Make: a Simba and Nala role play Zootopia A a, cat What’s this?

I’m polite My party Make: a present Alice in Wonderland E e, ten What would you like?

I care about nature Amazing nature Make: butterffy and ffower finger puppets A Bug’s Life I I, sit Where’s the (bee)?

I can help Day or night? Make: a sky mobile La Luna O o, hop What can you see?

I keep trying My house Make: senses picture cards Ratatouille U u, sun

What can you hear/ touch/taste/smell?

I’m careful Toy transportation Make: a pedestrian crossing Cars 2 hat Is it fast/slow/big/ small?

I’m brave Ocean colors Make: an ocean scene Pinocchio bed What color is the (octopus)?

I make an effort Fun places Make: a puzzle Monsters inc. bus What’s there? What’s in the city?

I’m calm My favorite clothes Make: an Incredibles mask and badge Big Hero 6 stop What are you wearing?

Lesson 5b Values Lesson 6 Real world

Lesson 7 Review Disney movie lesson Phonics and letters

This is my… Pets: bird, cat, dog, fish I’ve got a (fish). I’ve got (two) brothers.

Mini-beasts:

Autumn: apple, chestnut, fire, leaf, pumpkin, tree; It’s windy!

Winter: boots, gloves, hat, light, scarf, snow; It’s snowy!

Spring: blossom, butterfly, chick, egg, flower, lamb, rabbit; It’s cloudy!

Summer: beach, ice-cream, picnic, sun hat, sunglasses, sunny, swimming costume; It’s sunny!

My sounds Communicative outcome

p, b

Describing favorite object

Global citizenship

• Let’s be friends I care about my community.

• Sharing toys bike, kite, music box, plane

Functional language and real-world Project

Rules of common courtesy How old are you? I’m six. A plant pot

t, d Describing toys

Presenting family and people around you

Old for me, new for you – I share and recycle my toys. See, value and appreciate old toys. Respect the toys of others.

• Celebrating families cousin, friend, neighbor, pet

Polite requests Can I play, please? Yes, let’s play./ Here you are. A class toy swap g, c

• Love your family and pets. Respect and celebrate differences among people’s families. Understand the importance of the wider community as a family.

Expressing thanks This is for you! Thank you! A family circle m, n

Describing abilities / what you can do

• Playing games together clap (your hands), close/open (your eyes), touch (your feet), move your body Respect differences and different abilities. Self-worth: appreciate our bodies and abilities

• Trying different foods pasta, rice, salad, soup

Imperative instructions and paying a compliment Touch your nose! Well done! A talent show h, ch

Asking about likes and dislikes

• Find out about the food you eat. Developing personal identity through food.

• Exploring nature flower, grass, pond, tree

Asking for food Can I have a/an…, please? Here you are. A class lunch s, f

Describing insects and animals

Describing clothes; giving advice / making suggestions about what to wear

• Respect animals.

• Find out about living things. Share the world

• Appreciating special clothes boots, hat, jeans, skirt Appreciate and understand difference and diversity (cultures, clothing, traditions).

• Feel good in the clothes you wear.

Inviting and giving advice Come to my party! Wear a (big) (hat)!

A costume doll

Making plans/ suggestions Let’s find (a) (butterfly)! A park collage sh, j

Numbers 11–20; days of the week

It’s Monday! This is / That’s (Stella).

Have you got…? Yes, I have. / No, I haven’t.

School items: notebook, pen, rubber, ruler

This is my / That’s your (pen). How many (pencils)?

Adjectives: dark, fair, long, short He’s / She’s got…

Home: bathroom, bedroom, garage, garden, hall, kitchen, living room, stairs

Farm animals: chicken, cow, donkey, goat, goose, horse, sheep, turkey

Activities: catch, climb, kick, ride, skate, skip, swim, swing

Where’s (Mum)? She’s in the (kitchen).

There’s a (chicken). There isn’t a (cow).

Can you (skip)? Yes, I can. / No, I can’t. But I can (swim).

Furniture and objects in a house: bed, lamp, sofa, table Where’s the (lamp)? It’s on / next to the

On the farm: bush, fence, rock, wall Where’s…? It’s (behind) (the wall).

Verbs with play: play a board game, play football, play tennis, play the guitar

Food: burger, biscuit, carrot, cereal, egg, fish, juice, orange

Holiday activities: build a sandcastle, collect shells, go on holiday, play on the beach, read comics, sleep

What are you doing? I’m (cooking).

I want to (play on the beach).

Meal prep: cook, grow, make, wash

Time of day: in the morning, in the afternoon, in the evening, at night

world: desert, hill, jungle, mountain, ocean, sky

oceans: dolphin, octopus, seahorse, seal, shark, whale

cloud, day, moon, night, star, sun

Can he/she…? Yes, he/she can. / No, he/she can’t.

Are you (making) (a salad)? Yes, I am. / No, I’m not.

Do you want to (play) (in the morning)? Yes, I do. / No, I don’t.

Junior 3 – 3º ano | Ensino Fundamental Reader: THE JUNGLE BOOK, by Nicola Schofield

Grammar

Vocabulary

Grammar

My sounds Communicative outcome Global citizenship Functional language and real-world Project

th (voiced), th (voiceless)

Describing objects in a basic way

Describing people in a basic way

r, l Prepositions of place

oo, ee

Imparting personal information

• I like numbers and math. How many (pencils)?

• I appreciate my community builder, chef, explorer, teacher

• Celebrate real-life heroes. Appreciate people in your community.

• I learn about different homes. cave, igloo, tent, treehouse

• Appreciate and understand difference and diversity.

My favorite number is (fourteen).

My Explorers Club passport w, y

Commenting on a photo Look at this! What a great photo! A club book

Making suggestions

Let’s put (the lamp) here. Good/Great idea! A perfect house

Asking for and giving information

Describing what there is / isn’t

• I learn about the five senses. hear, see, smell, taste, touch⚫ Getting to know nature through the senses. Notice the details.

Talking about what people can do

• I know how to enjoy music. drums, piano, recorder, violin What do you need to play these instruments? Discovering different sounds and how they make you feel.

Excuse me, where’s (the garden)? It’s (next to) (the café).

Accepting/declining an invitation

A five senses park a, i

Would you like to join my club? Yes, of course! / No, thanks.

Asking about what someone is doing

u, e

Asking about holiday activities

• I learn about different ingredients. butter, flour, fruit, vegetables What’s our food made from?

• I stay safe on holiday. dangerous, flag, safe, sea

• Respecting nature. Being aware of dangers in water.

Going shopping

A club i, o

What’s on the shopping list? I need (carrots). Okay, let’s go shopping!

Expressing preferences / likes and dislikes

A food truck

I like the sea. I don’t. I like cold weather. A holiday trip

Numbers 20–50; places in a library: courtyard, gallery, information desk, multimedia room, reading corner, study area

School subjects: Art, Drama, English, Geography, History, ICT, Math, Music, PE, Science

Places in a town: bus stop, café, cinema, hospital, pharmacy, police station, shop, sports center, supermarket, town square

Book characters: astronaut, dragon, giant, monster, pirate, prince, princess, spy, storyteller, superhero

Hobbies: acting, coding, having a party, juggling, learning an instrument, painting, playing chess, playing computer games, swapping cards, taking photos

Animals: leopards, lions, monkeys, pandas, parrots, penguins, rhinos, snakes, tigers, zebras

Outdoor activities: building a den, cycling, doing a nature trail, drawing, fi shing, having a picnic, reading a map, rockclimbing, sailing, skateboarding

The (library) has / hasn’t got (a gallery).

What have you got on (Monday)? I’ve got (Art) and (Geography) on (Monday).

Items in a library: beanbag, computer, poster, television

Routine actions: brush my teeth, go to bed, go to school, have breakfast, have a shower, wake up

Has the (library) got (computers)? Yes, it has. / No, it hasn’t.

What time do you (wake up)? I (wake up) at (seven o’clock).

There are some (shops). There aren’t any (schools).

The book is about (a giant). Is she (happy)? Yes, she is. / No, she isn’t.

Jobs: bus driver, doctor, librarian, police officer, shop assistant, waiter

Is there a… ? Yes, there is. / No, there isn’t. Are there any… ? Yes, there are. / No, there aren’t.

Adjectives: brave, clever, cute, kind, scary, strong

She likes (taking photos). He doesn’t like (playing chess).

Tigers can / can’t (run). Can they (ff y)? Yes, they can. / No, they can’t.

Activities: being outside, doing crafts, doing sport, helping people, learning something new, using computers

Animal parts: feathers, fur, spots, stripes, tail, wings

He / She’s (fi shing). He / She isn’t (cycling).

Places in nature: countryside, forest, island, lake, mountain, river

Are they (clever)? Yes, they are. / No, they aren’t.

Does he / she like (being outside)? Yes, he / she does. / No, he / she doesn’t.

They’ve got / haven’t got (fur). Have they got (spots)? Yes, they have. / No, they haven’t.

What’s he / she doing? He’s / She’s (skateboarding). Is she (cycling)? Yes, she is. / No, she isn’t.

World Teachers’ Day: canteen, classroom, gym, ICT room, music room, science lab

World Kindness Day: care about someone, give someone a gift, help someone, say thank you, smile, talk to a friend

World Book Day: costume, dress up, inventor, king, queen, tell a story

World Environment Day: grow vegetables, plant trees, turn off lights, recycle, walk to school, water the plants

Junior 4 – 4º ano | Ensino Fundamental Reader: TANGLED, by Jocelyn Potter and John Hughes

Vocabulary 1 Grammar 1 Vocabulary 2 Grammar 2

/ɔɪ/ boy, /ɔː/ walk

/eə/ there, /ɑː/ pharmacy

Functional language

Telling the time What time is it? It’s (one o’clock / half past one).

Asking and answering about travel to school

How do you go to school? I go (to school) by (bus). / I walk (to school).

Talking about where you live Where do you live? I live on (Park Street).

/b/ book, /v/ clever

/ɜː/ girl, /ɪŋ/ things

Giving opinions, agreeing and disagreeing: I think this book is great. So do I. / Oh, I do.

Talking about what you’re good at Are you good at (coding)? Yes, I am. / No, I’m not. I want to learn.

Global citizenship

• I appreciate community spaces.

• I appreciate different school days. classroom, homework, playground, timetable Learning to learn, being curious and motivated to learn something new.

• I learn about different towns. bench, community, fountain, friendly

• Participate in community activities and enjoy community spaces.

• I enjoy storytelling. beautiful, exciting, fun, interesting

• Have interest in and enjoy books and stories.

• I learn new hobbies and crafts. cut, fold, knit, stick Understand the importance of trying new things.

Real-world writing Project

A library record

A diary entry A photo diary

A town leaffet A town map

A book review A story character

Instructions A new hobby

Making and responding to suggestions Shall we... ? I’m not sure. / Yes, that sounds great!

• I appreciate animal habitats. desert, grassland, jungle, ocean Appreciate the importance of animals for our planet and how we can coexist.

An animal fact file An animal project /ə/ weather, /əʊ/ snow

/s/ snake, /ʃ/ shall

Talking about the weather What’s the weather like today? It’s cloudy / rainy / snowy / sunny / windy.

• I enjoy activities outside. kayaking, skiing, sledging, windsurfing How to have an adventure close to home, stay active and enjoy being outside.

Future skills

Future skills 1: Encouraging others Future skills 2: Community spaces Future skills 3: Listening

A blog post An adventure park advert

Future skills 4: Learning to learn Future skills 5: Making decisions Future skills 6: Problem solving

WELCOME UNIT to The Rise and Shine Museum

People and things in a museum: app, camera, exhibition, museum, museum director, phone Dates: 1st–31st Months: JanuaryDecember

Features: beard, big eyebrows, blonde, curly, straight, wavy (hair), freckles, moustache, ponytail, smile

Everyday things: bowl, box, cup, handbag, jacket, plate, pot, rug, shelf, sweater

Places in a city: art gallery, funfair, hotel, ice rink, market, restaurant, shopping center, stadium, swimming pool, theatre

Food: apples, beans, flower, grapes, honey, lemons, pineapples, potatoes, rice, sugar

Sea animals: crab, dolphin, jellyfish, octopus, seahorse, seal, shark, snail, starfish, whale

Sports: do athletics / gymnastics, go swimming / snowboarding, play badminton / baseball / table tennis / basketball / hockey / volleyball

We’ve got (cameras). We can (take photos).

What does she look like? She’s got (curly) hair). She hasn’t got (a ponytail).

Important things: fun games, important photos, popular books, special toys

Special things: blanket, bracelet, coin, drum, earrings, necklace

We like / don’t like (sciencebooks). Do you like (football)? Yes, I do. / No, I don’t.

What has he got? He’s got (a drum). Has he got (a drum)? Yes, he has. / No, he hasn’t.

I like / don’t like this / that (bowl). I like / don’t like these / those plates.

I like / love going to the (market) because it’s (fun). I don’t like going to the (theatre) because it’s (boring).

There’s some (rice) and a lot of (honey). There isn’t any (bread).

Materials: glass, metal, paper, plastic, rubber, wood

Activities: go on a ride, go shopping / to a restaurant, visit an exhibition, watch a match / a show

Containers and quantities: bag, bottle, box, cup, glass, piece

Whose are these / those? They’re mine. / yours. / his. / hers.

What do you like doing? Do you like (watching a show)? Yes, I do. / No, I don’t.

Are there any (apples)? Is there any (rice)? Yes, there is. / are. No, there isn’t. / aren’t.

The sharks are (swimming). They aren’t (jumping).

I’m going to (play table tennis). I’m not going to (do gymnastics).

Care for the ocean: clean the oceans, have a beach clean up, make a film, pick up rubbish, tell people

Sporting activities: bounce / hit / throw a ball, jump hurdles, run / win a race

What are they doing? They’re (making a fi lm). Are they (picking up rubbish)? Yes, they are. / No, they aren’t.

What are you going to do? Are you going to (do gymnastics)? Yes, I am. / No, I’m not.

Museum Takeover Day: clean, cook in the café, help in the shop, plan an exhibition, Welcome Unit visitors, work as a tour guide

World Food Day: eat a healthy diet / a lot of fruit and vegetables, choose brown food, drink water, don’t eat a lot of sugar / junk food

International Day of Forests: close gates, don’t drop rubbish, don’t pick flowers, don’t touch animals, stay on the paths, plant trees

Museum Open Day: do a tour, draw a picture, listen to a story, look at the objects, make a model, play a game

Junior 5 – 5º ano | Ensino Fundamental Reader: Inside Out, by Nicola Schofield

Vocabulary 1 Grammar 1 Vocabulary 2 Grammar 2

Global citizenship

Real-world writing Project

Likes and dislikes

Do you like (football)? Yes, I do. / No, I don’t.

Asking for repetition

Sorry, I don’t understand. Can you say that again, please? Yes, of course.

Inviting, accepting / refusing

Would you like to come to (my upcycling party)? Yes, please. I’d love to. / No, thanks. Sorry, I can’t.

• I appreciate diversity.

• I appreciate special things. always, never, often, sometimes

Objects in a time capsule A Museum Trail Card /k/ can, /g/ grey

• Understand that everyone has things that are important to them.

• I learn how to upcycle. huge, little, pretty, ugly

Describe your special thing A poster about a friend

Asking for / giving directions

Excuse me. Where’s the (art gallery)? Turn right (at the restaurant). Go straight on. Turn left at (the hotel).

• Appreciate reusing old things to make new, useful objects.

• I appreciate my city. boring, clean, dirty, lovely

An invitation to a party

An exhibition of upcycled things /juː/ excuse, /ɜːr/ t

• Participate in city life and how our cities could be greener in future.

Asking / giving prices

A message about a city visit A new city /aʊ/ how, /ɪ/ is

• I learn not to waste food. cake, chips, lemonade, smoothie Understand the importance of only buying the food we need.

How much is a bottle of juice? It’s (£2.50). How much are (those apples)? They’re (£4).

Asking about an event

When is (the beach clean up)? It’s on (Sunday). What time does it start? It starts at (ten o’clock.) Where is it? It’s (on Sunny Beach).

• I appreciate our oceans. brilliant, dangerous, terrible, safe

A no-waste shopping list A no-waste menu /wəz/ was (weak form), /wɒz/ was (strong form)

• Appreciate the diversity of sea animals and our responsibility to keep the oceans clean.

A poster about a beach clean up

Inviting others

Are you free on (Thursday afternoon)? No, I’m not, sorry. / Yes, I am. Do you want to (do athletics with me)? Yes, please. See you then.

• I learn about unusual sports. badly, quickly, slowly, well

A play about helping the oceans /θ/ think, /ð/ their

• Understand the importance of being part of a team and trying out new things.

Future skills 1: Work with others

A note about an unusual sport A sports weekend Future skills

Future skills 2: Respect others Future skills 3: Oral communication

Future skills 4: Responsibility Future skills 5: Empathy Future skills 6: Being open-minded

Functional language

Conteúdos Programáticos

Mission: English 1 – a partir do 6º ano | Ensino Fundamental

Reader: So Cute!, by Kenna Bourke

Welcome Unit Unit p. 4

Vocabulary: Personal information, Names and addresses; Countries and nationalities; Numbers 1–100; Days, dates, and times; Colors; Classroom language; Classroom objects

Vocabulary Skills Language toolkit

CEFR15: A1 (Usuário Básico)

Unit 1 We are family p. 12 Family members Daily activities

Unit 2 Have fun! p. 22

• Leisure activities

• Active hobbies Adjectives of opinion

• Reading Blog: My awesome family

• Listening Interview: Emma’s daily life on a farm

• Speaking Meeting and introducing new people

• Writing An informal email to a pen pal

• Reading Quiz: How much fun do you have?

• Listening Conversation: Choosing leisure activities

• Speaking Making and responding to suggestions

• Writing An online profile: About me

Communication Including others in a conversation (p. 32) Self-assessment Units 1–2 (p. 33)

• Reading Online posts: Clothes and activities

Simple present (affirmative, negative, questions) Adverbs of frequency

• (don’t) like / love / hate / don’t mind + -ing can / can’t for ability

Unit 3 My style p. 34 Clothes Accessories

Unit 4

Time for school p. 44

• School subjects

• School places

• Listening Interviews: What things do people carry/wear?

• Speaking: Shopping for clothes and accessories

• Writing A message: Describing a picture

• Reading Text messages: Friends making arrangements

• Listening A school tour: School places

• Speaking Asking for and giving information

• Writing A formal email to a teacher

• Present continuous (affirmative, negative, questions)

Present continuous vs. simple present

• Prepositions of time can / can’t, must / must not, have to / don’t have to for permission and obligation

Vocabulary Skills Language toolkit

Communication Being a good conversation partner (p. 54)

Self-assessment Units 3–4 (p. 55)

• Reading A magazine article: Delicious food from around the world

Unit 5

What’s cooking? p. 56

Unit 6

Home and away p. 66

Food and drinks

• Cooking verbs

Rooms and furniture Adjectives to describe things

• Listening A podcast: Today we are making

• Speaking Ordering food and drinks

• Writing A blog post: Describing my favorite dish

• Reading Reviews: Will sees the world

• Listening A presentation: Things we collect

• Speaking Expressing preference

• Writing An online message: Describing my favorite room

Count and noncount nouns (quantifiers)

• Imperatives and adverbs of manner

Comparative adjectives

• Superlative adjectives

Communication Checking that you understand how to do something (p. 76)

Self-assessment Units 5–6 (p. 77)

• Reading A message board: How to use technology safely

Unit 7

Life online p. 78 Technology Online activities

Unit 8

Many places p. 88

Unit 9

Safe travels p. 100

Unit 10

A world of adventure p. 110

Places in the city Places in the country

• Listening Conversations: Problems with technology

• Speaking Asking for and giving technology advice

• Writing An opinion essay

• Reading Online article: Changing places

• Listening Conversation: Vacations

• Speaking Apologizing

• Writing A blog post: A day out

Communication Explaining your opinions (p. 98) Self-assessment Units 7–8 (p. 99)

• Reading Interview: Springtown girl walks long distances

should / shouldn’t for advice whose + possessive pronouns; possessive ’s

Simple past of be with ago Simple past: regular and irregular verbs

Travel Adjectives to describe feelings

• Vacations

• Sports activities

• Listening Podcast interview: Traveling teens

• Speaking Telling an anecdote

• Writing A short story

• Reading An advertisement: Camp Little Bear

• Listening Conversation: Vacation plans

• Speaking Talking about fun plans

• Writing An email: Inviting a friend

Communication Asking for something when you don’t know the word for it p. 120

Self-assessment Units 9–10 p. 121

Simple past: questions

• Present continuous for future plans be going to for intentions

Grammar: The verb be; Subject and object pronouns; Possessive adjectives; this / that / these / those; Prepositions of place; Questions words (who, what, where, when, how old)

Speaking: Saying hello and goodbye

Writing: Personal details form

Pronunciation Culture CLIL Cambridge Life Competencies

How to sound interested

can vs. can’t

Sounds /зː/ vs. /ɑː/ e.g. shirt vs. large

Sounds /dʒ/ vs. /ʒ/ e.g. language vs. television

• CLIL Math A survey on daily activities

• Culture Unusual hobbies around the world

Critical Thinking - Thinking about the good and bad side of things

Learning to Learn - Using feedback to improve your work

• Communication - Inviting people to give their opinion

Learning to Learn - Making notes to plan your answer

• CLIL Environmental studies Fast fashion

• Culture Democratic schools

Sounds /ʧ / vs. /∫/ e.g. cheese vs. shirt

Words ending in consonants

Long o vs. short o e.g. go vs. on

/t/, /d/ and /ɪd/ pronunciation of -ed endings e.g. clicked, apologized, waited

• CLIL Biology Eat healthy food

• Culture

Traditional homes around the world

• CLIL IT The internet and social media

• Culture Folktales from around the world

/ð/ vs. /θ/ e.g. then vs. think

/s/ consonant clusters at the beginning of words e.g. sports

• CLIL History Famous journeys from history

• Culture Voluntourism

• Learning to Learn - Putting new words into groups

• Communication - Being polite

Learning to Learn - Looking at word parts to guess meaning Critical Thinking - Identifying facts and opinions

• Communication - Starting a conversation

• Critical Thinking Finding a solution to a problem

Communication Checking understanding Learning to Learn Finding new words in a dictionary

Critical Thinking - Finding information online Learning to Learn - Planning an essay

Communication - Using words to show you’re interested

• Critical Thinking - Learning from past experience

Learning to Learn - Using sentences to learn words

Communication - Telling a story in order

• Critical Thinking - Explaining why a solution is good

Communication - Talking about things that interest you

Conteúdos Programáticos

1. Having fun

2. Money and how to spend it

Talking about routines and everyday activities; expressing likes and dislikes; giving warnings and stating prohibition

Role play: Buying things in a store; talking about what people are doing at the moment

Simple present review like + -ing Adverbs of frequency

Hobbies WordWise: Collocations with have

Present continuous Verbs of perception Simple present vs. present continuous Stores Clothes

3. Food for life

Talking about food; Ordering a meal; Apologizing

4. Family ties

Talking about families; Asking for permission

5. It feels like home

Talking about events in the past; Making suggestions; role play: at a market

Count and noncount nouns a/an, some, any How much / many, a lot of / lots of too and (not) enough

Possessive adjectives and pronouns whose and possessive ’s was / were

• Simple past (regular verbs)

Modifiers: very, really, pretty Simple past negative

Food and drink Adjectives to talk about food WordWise: Expressions with have

• Reading: Quiz: Do you take good care of yourself?; Blog: What do you do in your free time?; Photostory: Olivia’s new hobby

• Writing: Writing about routines

• Reading: Soap opera: Shopping; Web chat: How not to spend money; Culture: World markets

• Writing: An informal email to say what you’re doing

• Reading: Article: Food facts or food fiction?; Blog: My brother’s cooking; Photostory: The picnic

• Writing: An email about your favorite or least favorite meal

Family members Feelings

• Parts of a house

• Furniture

• Adjectives with -ed / -ing WordWise: Phrasal verbs with look

• Reading: Article: TV families; Article: The swimming pool heroes; Culture: Around the world on Children’s Day

• Writing: An invitation

• Reading: Article: Th e LEGO house; Blog: Dad gets it right! (finally); Photostory: Hey, look at that guy!

• Writing: Summary of a text; blog post

Unit Title Functions

6. Best friends

Talking about what you like doing; talking about past events; talking about friends and friendships

7. The easy life

Giving advice; Talking about rules; asking for repetition and clarification; Role play: A phone call

8. Free time

Asking questions; talking about similarities; describing things

9. The wonders of the world

Talking about the weather; paying compliments

10. Around town

Talking about plans; inviting and making plans

Grammar Vocabulary Reading and writing

CEFR: A2

• Simple past (irregular verbs)

• Double genitive Simple past questions

have to / don’t have to should / shouldn’t; must not / don’t have to

• Past time expressions Character adjectives

Gadgets Housework

• WordWise: Expressions with like

• Reading: Article: Best friends 8,000 miles apart; Article: How we met; Culture: Friendship myths

• Writing: An apology

• Reading: Article: “… just because I didn’t want to take a bath”; Website: Product reviews; Photostory: The treasure hunt

• Writing: A paragraph about housework

• Review of question forms

• What + be + like?

Comparative adjectives

• Superlative adjectives

• can / can’t for ability

be going to for intentions

• Present continuous for plans

• Adverbs

11. Future bodies

Role play: A health problem; making predictions; sympathizing

12. Traveler’s tales

Talking about travel and transportation; talking about life experiences; Role play: Life as a bus driver/ffight attendant

will / won’t for predictions

• First conditional

• Time clauses with when

Present perfect Present perfect with ever/never

• Present perfect vs. simple past

• Collocations with time

• Descriptive adjectives

Geographical features The weather

• WordWise: Phrases with with

• Reading: Article: Mary gives everything for Teen Feed!; Text messages: At the airport; Culture: Volunteering abroad

• Writing: A blog entry about volunteering

• Reading: Article: An amazing place; Article: Could you live there?; Photostory: The competition

• Writing: An email about a place

Places in a town

• Things in town: compound nouns

• Reading: Blogs: Alice’s World; The Life of Brian; Letters to a newspaper: Our Town: What’s wrong and what can we do about it?; Culture: Ghost towns around the world

• Writing: An informal email

Parts of the body

• when and if

• WordWise: Expressions with do

• Reading: Article: Changing bodies; Web chats: Crazy things that parents say to their kids; Photostory: The phone call

• Writing: A phone message

Transportation and travel

• Travel verbs

• Reading: Blog: The nonstop traveler; Interview: The taxi driver; Culture: Hard journeys for schoolchildren

• Writing: An essay about someone you admire

Unit Title Functions Grammar Vocabulary Reading and writing

CEFR19: B1

1. Amazing people

Talking about things you have and haven’t done; Offering encouragement; Role play: Good causes

2. Sports moments

Talking about sports; Talking about feelings

Present perfect with just, already, and yet; Present perfect vs. simple past

• Past continuous; Past continuous vs. simple past; when and while

• Personality adjectives; Collocations; WordWise: Phrases with just

• Reading: Online survey responses: Who do you admire most?; TV show preview: The Country’s Smartest Kids; Photostory: The new café

• Writing: A short passage about someone you admire

• Sports and sports verbs; Adverbs of sequence

• Reading: Article: If you don’t give up, you can’t fail; Web forum: Your favorite sports fails!; Culture: The Olympic Games –the good and the not-so-good

• Writing: An article about an event

3. That’s entertainment

Comparing things and actions; Asking for and offering help

• Comparative and superlative adjectives (review); (not) as as comparatives; Making a comparison stronger or weaker;

• Adverbs and comparative adverbs

• Types of movies; Types of TV shows; WordWise: Expressions with get

• Reading: Article: Big movies on a small budget; TV listings: Different types of programs; Photostory: Extras

• Writing: A paragraph about your TV habits

4. The ways we learn

Asking and giving / refusing permission; Role play: Asking permission

5. My life in music

Asking about feelings; Role play: Helpful suggestions

Present perfect with for and since; a, an, the, or no article

Present perfect continuous; Present perfect vs. present perfect continuous

School subjects; Verbs about thinking

Making music; Musical instruments; WordWise: Phrasal verbs with out

• Reading: Article: An education like no other; Article: Learning is brain change; Culture: A day in the life of

• Writing: An email describing your school routine

• Reading: Online forum: Singer songwriter: Any advice?; Article: John Otway – Rock’s greatest failure; Photostory: Pop in the park

• Writing: The story of your favorite band

Great Time 3 – a partir do 8º ano | Ensino Fundamental Reader: Our Green Future, by Diane Naughton

Unit Title Functions

6. Making a difference Expressing surprise and enthusiasm

7. Future fun Checking information; Agreeing

Grammar Vocabulary Reading and writing

CEFR: B1

• will (not), may (not), might (not) for prediction; First conditional; unless in first conditional sentences

• Future forms;

• Question tags;

• Neither / So

8. Science counts

Talking about past habits; Talking about imaginary situations; Talking about scientific discoveries

9. What a job!

Accepting and refusing invitations; Role play: Inviting friends to join you

10. Keep healthy Talking about your health

11. Making the news

Reporting what someone has said; Expressing feelings: anger

12. Social networking Making generalizations; Giving advice

Simple past vs. past continuous (review);

• used to;

• Second conditional;

• I wish

The passive (simple present, simple past, present continuous, present perfect)

• The environment; Verbs to talk about energy

• Reading: Article: Hot topic: The environment; Leaffet: Small changes, BIG consequences; Culture: Stop! Before it’s too late

• Writing: An article for the school magazine

Future time expressions;

• Planning a party;

• WordWise: Phrases with about

• Direction and movement;

• Science

Jobs; work as / in / for; work vs. Job;

• WordWise: Time expressions with in

Past perfect; Linking expressions Time linkers; Illness: collocations

• Reading: Newspaper articles: The world today; Web chat: Planning a party; Photostory: Weekend plans

• Writing: An invitation

• Reading: Blog article: Why aren’t people more interested in science?; Web forum: What should science do next?; Culture: Great scientists

• Writing: A blog entry

• Reading: Article: Dream jobs; Article: Obsolete jobs; Photostory: For a good cause

• Writing: A short essay about jobs that will soon be obsolete

• Reading: Article: 8,000 birds to see before you die; Article: Miracle operations; Culture: Keeping healthy – stories from around the world

• Writing: A story about a sports event

Reported statements; Verb patterns: object + infinitive

Indefinite pronouns (everyone, no one, someone, etc.) all / some / none / any of them

• should(n’t), ought to

Fun; More verbs with object + infinitive; WordWise: Expressions with make

• Reading: Article: April Fool’s Day; Article: A tale of two Guys; Photostory: Th e journalist

• Writing: A news report

IT terms; Language for giving advice

• Reading: Article: Think before you act online; Short texts: Different types of messages; Culture: Communication through history

• Writing: A web page giving advice

Unit Title Functions Grammar Vocabulary Reading and writing

CEFR21: B1+ | A2 Key or B1 Preliminary

1. Life plans

Complaining; Talking about the future

Present tenses (review); Future tenses (review)

Making changes; Life plans WordWise: Phrases with up

2. Hard times Talking about the past; Narrative tenses (review); used to Descriptive verbs; Time periods

• Reading: Article: I miss my bad habits; Article: For a better life …; Photostory: What’s up with Mia?

• Writing: An email about resolutions

• Reading: Article: The Great Fire of London; Article: Family life in 17th-century Britain; Culture: Where life is really hard

• Writing: A magazine article about a historical event

3. What’s in a name?

Giving advice; Expressing obligation; Giving recommendations, warnings, and prohibitions

4. Dilemmas

Talking about hypothetical situations; Expressing wishes; Apologizing and accepting apologies

5. What a story! Telling a story

• (don’t) have to / ought to / should(n’t) / must not, had better (not); can(’t) / must(n’t)

• First and second conditional (review); Time conjunctions; wish and if only; Third conditional

• Relative pronouns;

• Defining and nondefining relative clauses; Relative clauses with which

• Making and selling; Expressions with name

Being honest; Making a decision; WordWise: now

• Reading: Article: Brand names; Article: Crazy names; Fiction: Wild Country by Margaret Johnson

• Writing: A reply to a letter asking for advice

• Reading: Quiz: What would you do?; Article: The day Billy Ray’s life changed forever; Photostory: And the hole gets deeper!

• Writing: A diary entry about a dilemma

• Types of story; Elements of a story

• Reading: Article: Everybody loves stories – but why?; Article: Hollywood fairy tales; Culture: Ireland – a nation of storytellers

• Writing: A fairy tale

Great Time 4 – a partir do 9º ano | Ensino Fundamental Reader: True Colors, by Diane Naughton

Unit Title Functions

6. How do they do it?

7. All the same?

8. It’s a crime

Grammar Vocabulary Reading and writing

CEFR: B1+ | A2 Key or B1 Preliminary

Talking about sequence; Explaining how things are done

Talking about permission; Talking about habits; Invitations

Present and past passive (review); have something done;

• Future and present perfect passive

make / let and be allowed to;

• be / get used to

Reporting what someone said, asked, or requested; Giving and reacting to news

9. What happened? Making deductions

10. Money

Talking about future events; Sympathizing

Reported speech (review);

• Reported questions, requests, and imperatives

Modals of deduction (present); should(n’t) have;

• Modals of deduction (past)

• Past perfect continuous; Past perfect continuous vs. past perfect

Extreme adjectives and modifiers;

• make and do

Phrasal verbs (1); Personality;

• WordWise: Phrases with all

• Reading: Article: The man who walks on air; Blog: How Do They Do That?; Fiction: The Mind Map by David Morrison

• Writing: Explaining how things are done

• Reading: Film synopses: Billy Elliot and Bend It Like Beckham; Article: My prisoner, my friend, my president, and my father; Photostory: The nerd

• Writing: An article about stereotypes

Crime;

• Reporting verbs

Mysteries;

• Expressions with go

• Reading: News reports: Thief feels sorry, Father angry victim of online con; Article: Getting creative with crime; Culture: Famous criminals

• Writing: A report of a crime

• Reading: Article: The truth is out there; Article: Lost; Fiction: How I Met Myself by David A. Hill

• Writing: Explaining a mystery

Money and value; Jobs and work; WordWise: by

11. Help! Expressing purpose; Emphasizing

Verbs followed by gerund or infinitive; to / in order to so and such

Danger and safety; Adjectives with negative; prefixes

• Reading: Article: Bitcoins: here to stay?; Web forum: Are they worth it?; Photostory: Strapped for cash

• Writing: My life in the future

• Reading: News report: Local man’s bravery rewarded; Article: Emergency? What emergency?; Culture: The Great Escape

• Writing: A story about a rescue

12. A first time for everything

Expressing regret; Talking about fears

Phrasal verbs; I wish / If only + past perfect

Phrasal verbs (2); Nervousness and fear

• Reading: Article: The first thing you remember; Readers’ letters: My first (and last) time; Fiction: Bullring Kid and Country Cowboy by Louise Clover

• Writing: A story about a bad decision

PES Higher | Great Time

Great Time 5 – a partir da 1ª série | Ensino Médio

Reader: Skin, by Caroline Shackleton, Nathan Paul Turner

Functions & Speaking

Grammar Vocabulary

Unit 1 Survival p 12

• Making and accepting a challenge

Discussing situations and your emotional reactions to them

Unit 2 Going places p 20 Expressing surprise

• Discussing nomadic peoples

Review Units 1 & 2 - pages 28–29

Unit 3 The next generation p 30

Unit 4 Thinking outside the box p 38

Emphasizing Discussing the tiger mom style of parenting

Expressing frustration Guessing game to practice personality adjectives

Review Units 3 & 4 - pages 46–47

Unit 5 Screen time p 48

Unit 6 Bringing people together p 56

• Advice and obligation

• Talking about technology

• Using intensifying comparatives

• Discussing the use of the Internet for doing good

• Role play: Stuck in an elevator

Review Units 5 & 6 - pages 64–65

Unit 7 Always look on the bright side p 66

Unit 8 Making lists p 74

• Verbs followed by infinitive or gerund

Different meanings of verb + infinitive and verb + gerund

• Relative clauses (review) which to refer to a whole clause

• Omitting relative pronouns

• Reduced relative clauses

• Quantifiers

• so and such (review)

• do and did for emphasis

• used to vs. would

• Adverbs and adverbial phrases

• Verbs of movement

• Adjectives to describe uncomfortable feelings

• Wordwise: right

Groups of people

• Phrasal verbs (1)

Costumes and uniforms Bringing up children

Personality adjectives

Common adverbial phrases Wordwise: good

• Obligation, permission, and prohibition (review) Necessity: didn’t have to / didn’t need to / needn’t have Ability in the past: (could, was/were able to, managed to, succeeded in)

• Comparatives

• Linkers of contrast

Technology (nouns) Technology (verbs)

• Ways of speaking

• Love and relationships

Functions & Speaking Grammar Vocabulary

• Cheering someone up

• Silver linings game: thinking of optimistic solutions

Qualifying a response

• Discussing wonders of the world

Review Units 7 & 8 - pages 82–83

Unit 9 Be your own life coach p 84

Asking someone politely to change their behavior Discussing further education and work experience

• Ways of referring to the future (review) Future continuous Future perfect

• Conditionals (review)

• Mixed conditionals

• I wish and If only

• I would prefer to, I would prefer it if / It’s (about)

• time, I’d rather

• Phrases to talk about the future: about to, off to, (period of time) away from

• Feelings about future events Wordwise: so

Phrasal verbs (2)

• Alternatives to if: suppose, provided, as long as, otherwise, unless

Life’s ups and downs Work and education

Unit 10

Spreading the news p 92

Making a point Introducing news

• Discussing the ethics of journalism

• Interviewing a well-known person

Review Units 9 & 10 - pages 100–101

Unit 11 Space and beyond p 102

Unit 12 More to explore p 110

• Sympathizing about past situations

• Discussing life in space

• Discussing the greatest movies about space

• Speaking persuasively

• Giving a presentation about human activity and the natural world

Review Units 11 & 12 - pages 118–119

• Reported speech (review)

• Reported questions and requests

Speculating (past, present, and future)

• Cause and effect linkers

Passive report structures The passive: verbs with two objects

Pronunciation - pages 120–121 Get it right! - pages 122–126

Pronunciation

Diphthongs: alternative spellings

Phrasal verb stress

Adding emphasis with so, such, do, or did

Pronouncing words with gh

Pronunciation

The

Sharing news Reporting verbs

• Wordwise: Expressions with way

Space idioms

• Adjectives commonly used to describe movies

Geographical features Verb + noun collocations

Speaking activities - pages 127–128

Think Skills

Train to Think: Thinking rationally

• Self-esteem: How adventurous are you?

• Train to Think: Distinguishing fact from opinion

• Values: Learning from other cultures

Train to Think: Changing your opinions Self-esteem: Developing independence

Train to Think: Lateral thinking Values: Appreciating creative solutions

Reading: Article: Sacrifice for survival?; Article: The ultimate survivor; Photostory: The challenge

• Writing: An email about an experience

• Listening: Radio show: Desperate Measures

Reading: Article: Refugees bring new life to a village; Blog: From Miami to Mexico City; Culture: Nomadic People

• Writing: An informal email

• Listening: Radio interview about migration in nature

• Reading: Blog: An embarrassing dad; Book blurb and reviews: For and Against –Tiger Moms Literature: About a Boy by Nick Hornby

• Writing: An essay about bringing up children

• Listening: Radio show about bringing up children in different cultures

• Reading: Article: Lion lights; Web post: A problem on Answers4U; Photostory: Writer’s block Writing: A story ending: “Thanks, you saved my life!” Listening: Talking heads – being imaginative

Think Skills

Train to Think: The PMI strategy Self-esteem: Learning from elderly people

Reading: Texts: Smart screens?; Article: Great success for teenage teachers: When silver surfers get connected; Culture: When pictures learned to walk and talk: The history of film Writing: Instructions Listening: A conversation about watching too much TV

sound: negative auxilliaries + you

The

• Train to Think: Exaggeration

• Values: Doing good

Intonation: encouraging someone

Train to Think: Learning to see things from a different perspective

• Self-esteem: What cheers me up

Reading: Blog: The day people started talking; Article: An Ice Cold Summer; Literature: A kind of loving by Stan Barstow

• Writing: An essay about social media

• Listening: Radio show: Radio romances

• Reading: Blog: Me, Myself & My Take on the World; Web page: QUOTATIONSforWORRIERS; Photostory: The contest

• Writing: A short story

• Listening: Radio show: Silver Linings

Weak forms with past modals

The /tən/ word ending

Train to Think: The “goal-setting” checklist

• Values: Lists

• Train to Think: Avoiding generalizations

• Self-esteem: Being diplomatic

Linking: omission of the /h/ sound

Train to Think: Identifying the source of a piece of news

• Values: News or not?

Reading: Book review: The Checklist Manifesto by Atul Gawande; Blog: Andrew’s list blog; Culture: The New Seven Wonders of the World

• Writing: An essay: A Modern Wonder of the World

• Listening: An interview about why we make lists

Reading: Presentation: Life and how to live it; Quiz: Are you in control?; Literature: The Remains of the Day by Kazuo Ishiguro

Writing: An article for the school magazine Listening: A radio show about life choices

• Reading: Magazine article: Everybody’s Tweeting; Article: Bad news Photostory: The news clip

• Writing: A magazine article about an interview with a well-known person

• Listening: An interview with a foreign correspondent

Sentence stress: modals for speculation

Flapping t and d

Train to Think: Spotting ffawed arguments

• Self-esteem: Who we are

• Train to Think: Exploring hidden messages

• Values: Human activity and the natural world

Reading: Article: They might not come in peace …; Blog: My all-time favorite movies about space; Culture: Real Humans

• Writing: A report about a problem on a school trip

• Listening: A talk about the Voyager mission

• Reading: Article: Our undiscovered world; Article: Discoverers; Literature: The Lost World by Arthur Conan Doyle

• Writing: A short biography

• Listening: A talk about discovering new species

Great Time 6 – a partir da 2ª série | Ensino Médio

Reader: Robots: The Next Generation, by Caroline Shackleton, Nathan Paul Turner

Functions & Speaking Grammar Vocabulary

Unit 1

Brothers and sisters p 12

Unit 2 Sleep on it p 20

• Using emotive language

• Discussing problems with siblings Talking about personal conffict

Giving advice Talking about dreams Discussing sleeping habits in your country

Review Units 1 & 2 - pages 28–29

Unit 3 Lucky breaks p 30

Unit 4

Laughter is the best medicine p 38

Giving encouragement to someone who’s feeling nervous Talking about luck

Responding to jokes

• Talking about famous comedians

Review Units 3 & 4 - pages 46–47

Unit 5 Thrill seekers p 48

Giving and reacting to an opinion

• Discussion about thrill seeking

Unit 6 Followers p 56 Complaining Discussing sports teams

Review Units 5 & 6 - pages 64–65

Unit 7

Beauty is in the eye of the beholder p 66

Unit 8 It’s all Greek to me! p 74

• Language of persuasion

• Discussing reactions to the blog

• Talking about habits

• Adverbs to express attitude

Past tense with hypothetical meaning Adverbs for modifying comparatives

Mixed conditionals (review) Alternatives to if

• Emphatic structures

• Boosting

• Personality (1)

• Personal conffict

• Sleep

• Idioms with sleep and dream

• Phrasal verbs

• Expressions with luck Wordwise: Expressions with over

Laughter

• Idioms with laugh and joke

• Participle clauses

• Verbs of perception with infinitive or gerund

• Modals 1: may, might, can, could, will, won’t

• Modals 2: should, shouldn’t, must, mustn’t, can’t

• Substitution Ellipsis

• Thrill seeking

• Idioms related to noise

Admiration Fame WordWise: Expressions with take

• Fads

• Emotional responses

• Saying that you don’t understand or didn’t fully hear

• Talking about language

Review Units 7 & 8 - pages 82–83

• Relative clauses with determiners and prepositions however, wherever, whatever, etc.

• Language and communication Personality (2)

Unit 9 Is it fair? p 84

Unit 10 You live and learn p 92

Functions & Speaking Grammar

Talking imprecisely about numbers Discussing money

Reacting to news Talking about higher education and you

Review Units 9 & 10 - pages 100–101

Unit 11 21st century living p 102

Unit 12 Unsung heroes p 110

Telling someone to keep calm Talking about 21st century problems

Expressing anticipation

• Planning a class award

• Talking about things you’d intended to do but didn’t

Review Units 11 & 12 - pages 118–119

Negative inversion Spoken discourse markers

• Reported verb patterns (review)

• Passive report structures

• More on the passive

• Causative have (review)

• Modal passives (review)

• Future perfect; future continuous (review)

• Future in the past

Pronunciation - pages 120–121 Get it right! - pages 122–126

Vocabulary

• Court cases

• Fairness and honesty

Wordwise: Expressions with on

Higher education Life after school

(not) Getting angry Verbs with prefixes up and down

• Awards

• Success and failure

• WordWise: Expressions with in

Speaking activities - pages 127–128

C. Cheering someone up and sympathising about past situations; Life’s up and downs; A helping hand; Adjectives to describe uncomfortable feelings; Talking about past ability

D. Introducing news; Ways of speaking; News mad?; Verb + noun collocations with make, take, play, do, give; Cause and effect linkers; Sharing news

Pronunciation

Intonation: showing emotions

Different ways of pronouncing c and g

Unstressed words in connected speech

Telling jokes: pacing, pausing and punchlines

Think Skills

• Train to Think: Questioning widely accepted theories

• Values: Relationships

Train to Think: The rule of threes Self-esteem: Getting enough rest

Train to Think: Behaviour based on myths rather than facts

• Values: How do we feel about luck?

Reading: Article: The pecking order; Web page: People power to help you with your problems; Literature: Pride and Prejudice by Jane Austen Writing: An email Listening: A scene from a soap opera – The Street

• Reading: Magazine article: The great teen sleeping crisis?; Article: Ten facts about dreams; Culture: Sleep in different cultures

• Writing: A proposal

• Listening: Interview with a sleep expert

Reading: Magazine article: My lucky break; Blog: Serendipity; Photo story: The talisman

• Writing: A story

• Listening: Conversation about lucky objects and routines

• Train to Think: Divergent thinking

• Self-esteem: Laughter

Reading: Article: The science of laughter; Article: The world of comedy: Shappi Khorsandi; Literature: Three Men in a Boat by Jerome K. Jerome

• Writing: A review

• Listening: Jokes

Pronunciation Think Skills

Connected speech feature: elision Train to Think: Red herrings

• Self-esteem: Feeling alive

Reading: Article: Daredevil great-great-granny; Gary Connery; Article: Can you stand the silence?; Report: I’ve been to the quietest place on Earth.; Culture: Top worldwide locations for extreme sports

• Writing: A newspaper article

• Listening: Interview with a psychologist about thrill seekers

Modal stress and meaning

• Train to Think: Making logical conclusions (syllogisms)

• Values: Teamwork

Reading: Article: What’s up with our celebrity obsession?; Article: How to avoid the limelight; Photostory: A new interest

• Writing: An essay

• Listening: Radio programme: Manchester United fans around the world

Connected speech feature: assimilation

• Train to Think: Understanding irony

• Values: Valuing the beauty around us

Stress in multi-syllable words: Train to Think: Making connections

• Values: Learning another language

• Reading: Article: A history of fitness fads; Blog: How would you define beauty?; Literature: Romeo and Juliet by William Shakespeare; When you are old by William Butler Yeats; Sonnet 18 by William Shakespeare

• Writing: A formal letter

• Listening: Radio programme about beauty fads

Reading: Article: The code-talkers; Article: Multilinguals have multiple personalities; Culture: multilingual communities around the world

• Writing: A report from a graph

• Listening: Radio programme about accents

Unstressed syllables and words: the /l/ phoneme

• Train to Think: The ad hominem fallacy

• Self-esteem: Does the punishment fit the crime?

Lexical and non-lexical fillers

Train to Think: Doing something for the ‘right’ reasons Self-esteem: The relative importance of higher education

Reading: Article: Miscarriages of justice; Book review: What Money Can’t Buy by Michael J. Sandel; Photostory: Saving Ms Hampton

• Writing: An essay

• Listening: Radio programme about Halden Prison, Norway

• Reading: Review: whatwewatched.com – your guide to last night’s television; Article: Moosic, and what you probably don’t know about it!; Literature: The Daydreamer by Ian McEwan

• Writing: An essay

• Listening: Life after school

Intonation: exponha what you say

Shifting word stress

• Train to Think: Do as I say, not as I do

• Values: Modern Life

• Train to Think: Appropriate sampling

• Self-esteem: Helping others

Reading: Article: Road rage? Pavement rage? Who’s to blame, then?; Blog: A modern trend: upcycling; Culture: The world’s last uncontacted tribes Writing: A blog post

• Listening: Radio phone-in: Stresses and strains of modern life

Reading: Online posts: Wanted: real-life heroes; Article: I just wrote to say thank you!; Photostory: Lost and found

• Writing: A newspaper article

• Listening: Presentation about an inspirational man