Where are you?

8
Nesta lição
Nesta lição, a história sofre uma
reviravolta quando Callum decide
seguir Mr Dean, que age de forma
suspeita. Os alunos aprendem
e praticam o vocabulário para
descrever lugares na sua cidade.
Where are you?
Preparação
• Faça a revisão da linguagem da
Unit 7. Escreva no quadro
algumas expressões chave da
crítica ao filme na página 76,
p. ex. 1991, Captain Billy Tyne,
Andrea Gail, $140 million,
storms, waves.
• Dê aos alunos três ou quatro
minutos para escreverem tudo
aquilo de que se lembram sobre
o filme, em pares ou pequenos
grupos. Alguns voluntários
contam à turma aquilo de que
se lembram sobre o filme.
Presentation
• Antes de lerem o diálogo, peça
aos alunos para o taparem e
observarem a imagem.
Pergunte, p. ex. Where’s Callum?
What’s he doing? Who’s he
talking to? What’s Mr Dean
doing? Why?
• Ensine o novo vocabulário no
diálogo e escreva-o no quadro:
car park, a sack, a piece of rope,
to follow someone.
Presentation
Expressions
š So what?
š Don’t worry!
š Wait and see.
Megan
Callum
Megan
Callum
Megan
Callum
Callum
Where are you? It’s geography in ten minutes.
I’m not in class. I think he’s going to do something.
Who? What are you talking about?
Mr Dean. He’s in his car. In the school car park.
So what?
He’s got a sack and a piece of rope. Now he’s
walking fast.
What are you going to do?
I’m going to follow him, of course.
Cal. Don’t do that! It’s time for the geography lesson!
Mr Higgins is coming.
Don’t worry! I’m not going to be late. He can’t see me.
He’s near the shed … I can’t talk now … .
Yasmin Look at the date! It’s the fifteenth!
Megan Ah! It’s today … the day in the message!
Yasmin I’m scared, Megan. Let’s tell Mr Higgins.
Megan Callum’s got ten minutes – let’s wait and see.
82
M08_LOOK_SB_L06_GLO_U08.indd 82
Comprehension
Exercício 2
Dê aos alunos três ou quatro minutos para
ordenarem as frases. Depois, podem comparar
as respostas em pares antes da correção.
Explore mais a interpretação do texto.
Pergunte Who’s Mr Higgins? Why doesn’t Megan
want Callum to follow Mr Dean? Why is Yasmin
scared?
Respostas ➔ página do aluno
102
Listen and read.
Megan
Callum
Megan
Exercício 1 (CD 2 faixa 20)
• Os alunos leem e ouvem o
texto. Em seguida, corrigem as
respostas que deram
anteriormente.
• No final, explique as expressões
novas na caixa Expressions: So
what = Why is that a problem?/
What’s wrong with that?
• Neste texto, há quatro
exemplos de going to como
intenção futura, que os alunos
irão praticar na lição seguinte.
Pode introduzir essa estrutura
agora, se achar necessário.
1
21/2/11 15:45:22
Vocabulary
Exercício 3 (CD 2 faixa 21)
• Comece por pedir aos alunos para observarem
as imagens e identificarem os lugares que
conhecem. Devem conseguir identificar alguns
deles, p. ex. bus/train station, park, bus stop,
phone box, por isso dê-lhes dois minutos para,
em pares, fazerem as correspondências que
conseguirem antes de ouvirem a gravação.
• Explique o sentido do vocabulário novo
antes de ouvirem e repetirem as palavras.
Faça-o, pedindo que digam onde ficam esses
lugares na sua cidade. Depois, leia a Learning
Tip. Os alunos podem escrever os lugares nos
seus cadernos.
Unit 8 Presentation
Extra
Comprehension
2 Put the sentences in the order they happen.
a)
b)
c)
d)
e)
Vocabulary
3
Callum phoned Megan.
Yasmin wanted to tell Mr Higgins.
Mr Dean walked to the shed.
Callum followed Mr Dean.
Mr Dean was in the school car park.
Exercício 5
2
5
3
4
1
Match the public places and buildings to the pictures.
Listen, check and repeat the words.
A
I
bench
bus station E
bus stop J
L
car park
fountain H
library
C
D
park
phone box K
post office G
square A
B
statue
train station F
D
B
C
H
E
G
F
K
L
I
J
Extra
➔ Recurso fotocopiável 14
5 In pairs, say where you can find these places in your town.
the post office
the train/bus station
• Os alunos desenham um mapa
simples da sua cidade, ou
de uma cidade próxima que
conheçam bem, e marcam
pelo menos seis lugares do
Exercício 3.
• Em pares, mostram os mapas
ao colega e dão direções para
os diferentes lugares no mapa.
Devem indicar um ponto de
partida (You are in …).
Após o Exercício 2: os alunos
fazem quatro perguntas de
interpretação sobre o diálogo para
apresentarem aos colegas.
Learning Tip
Lembrar vocabulário
Liga os locais a sítios na
tua cidade.
A: Where’s the nearest library?
B: It’s in King Street.
Atividade complementar
Atividade complementar
para alunos mais rápidos
4 In pairs, talk about places around your school.
A: Is there a bus stop near the school?
B: Yes. It’s in front of the school gates.
• Comece por ler o diálogo e
rever a linguagem para pedir e
dar direções: Excuse me, get
there, go left/right, go straight
on, next to/opposite/near/in
front of …
• Dê algum tempo aos alunos
para pensarem nas respostas
individualmente, antes de as
trabalharem em pares.
• Na correção, alguns voluntários
podem representar o diálogo
para turma.
the library
A: Excuse me – where’s the library?
B: It’s in Via Lombardi.
83
2 M08_LOOK_SB_L06_GLO_U08.indd 83
Respostas ➔ página do aluno
21/2/11 15:45:26
Exercício 4
• Peça aos alunos para dizerem lugares
mencionados no Exercício 3 que são perto
da sua escola.
• Leia e peça-lhes para repetirem as perguntas
e respostas do exemplo. Ensine school gates.
Utilize os modelos para descrever alguns dos
lugares perto da escola.
• Dê três ou quatro minutos para prepararem
quatro ou cinco perguntas em pares – mas
também têm de saber as respostas!
Acompanhe e auxilie quando for necessário.
• Depois, trocam de parceiro para fazer e
responder às perguntas.
103
8
Nesta lição
Aqui, os alunos aprendem todas
as formas de going to + infinitivo
(sem to) para falarem de planos e
intenções futuros.
Grammar
Bye, Mum! See you later!
I’m going to meet Kate
in town.
Yes. We’re going to
see a film.
Preparação
• Leia a definição em baixo. Os
alunos têm de escrever a coisa
ou lugar corretos: This is a place
where you can … park a car, buy
a stamp, borrow a book, get a
bus (bus station/stop), get a
train, make a phone call, walk
around (park/square) e This is a
thing you can … sit on (bench),
sometimes see in a square
(fountain).
• À vez, os alunos escrevem as
respostas no quadro. Ganham
um ponto pela palavra correta e
dois se a ortografia também
estiver correta.
What? At
seven o’clock?
How are you going to
get into town?
By bus. I’m going to meet
Kate at the bus stop.
When are you going to
come back?
At ten. We aren’t going to
stay late. Kate’s parents are
going to bring us home.
Er … at half past
ten? Bye!
Jack is going out.
+
–
going to future – positive
And when are you going
to do your homework?
going to future – negative
Grammar
Caixa de gramática: going
to future – positive
I
You
He/She/It
We/You/They
• Observe a imagem e pergunte
Is the conversation about the
past, present or future? Os
alunos leem o diálogo.
• Os alunos leem a caixa de
gramática. Explique a forma
going to + infinitivo (sem to).
• Os alunos sublinham todas as
formas positivas de going to no
diálogo.
’m
’re
’s
’re
I
You
He/She/It
We/You/They
going to meet Bella.
going to = intenção;
planos futuros
going to stay late.
2 Write negative sentences with going to.
1 Write positive sentences with going to.
1 I/meet Kate at the bus stop
I’m going to meet Kate at the bus stop.
2 she/wait for me
3 we/get the bus into town
4 her parents/bring us home
5 you/meet us later
6 I/do my homework tonight
Exercício 1
’m not
aren’t
isn’t
aren’t
1 we/not get the train
We aren’t going to get the train.
2 my mum/not come
3 my friends/not see the film
4 I/not walk home
5 my dad/not bring me home
6 I/not forget my homework
7 we/not stay in town
Ensine go into town.
Respostas:
2 She’s going to wait for me.
3 We’re going to go into town.
4 Her parents are going to
bring us home.
5 You’re going to meet us later.
6 I’m going to do my
homework tonight.
Caixa de gramática: going
to future – negative
Os alunos leem a caixa de
gramática e encontram um
exemplo da forma negativa no
diálogo.
84
M08_LOOK_SB_L06_GLO_U08.indd 84
Exercício 2
Respostas:
2 My mum isn’t going to come.
3 My friends aren’t going to see the film.
4 I’m not going to walk home.
5 My dad isn’t going to bring me home.
6 I’m not going to forget my homework.
7 We aren’t going to stay in town.
Caixa de gramática: going to future –
questions
Os alunos leem a caixa. Obtenha exemplos de
frases interrogativas com going to.
21/2/11 15:45:28
Exercício 3
Respostas:
2 Is he going to meet you?
3 Are Mark and Luke going to be there?
4 Are they going to see the film?
5 Are you going to phone me later?
6 Am I going to see you tonight?
7 Are we going to walk to school?
8 Are you going to do your homework?
9 Are we going to watch TV?
10 Are their parents going to meet them?
Exercício 4
Obtenha e peça para repetirem exemplos de
Wh- question na conversa ente Jack e a mãe.
104
Unit 8 Grammar
?
Respostas:
2 What time are you going to
catch the bus?
3 What time are you going to
get to the cinema?
4 Which film are you going to
watch? See?
5 Are you going to have a
hamburger?
6 Are you going to go to Kate’s
house?
7 What time are you going to
go home?
8 What time are you going to
start your homework?
9 What time are you going to
finish your homework?
™ meet Kate 7.10
™ catch bus 7.15
™ get to cinema 7.30
™ watch The Perfect Storm
™ have a hamburger
™ go to Kate’s house
™ go home at ten
™ start homework at 10.30
™ finish homework at 10.35
going to future – questions
3 Write the questions with the words
in the correct order.
1 you/see/are/tonight/going to/Jack/?
Are you going to see Jack tonight?
2 he/you/meet/going to/is/?
3 Mark and Luke/going to/are/be there/?
4 going to/they/the film/see/are/?
5 you/going to/phone me/are/later/?
6 I/going to/you/tonight/am/see/?
7 we/to school/going to/are/walk/?
8 you/do your homework/going to/are/?
9 watch/we/going to/TV/are/?
10 their parents/them/going to/are/meet/?
4 Write Wh- questions. Use the words in
Extra
Exercício 6
Comece por recolher perguntas
que os alunos poderiam fazer.
1 What time are you going to meet Kate?
At ten past seven.
2 At a quarter past seven.
3 At half past seven.
4 The Perfect Storm.
5 Yes. We like hamburgers.
6 Yes, because her parents are going to
bring me home.
7 At ten o’clock.
8 At half past ten.
9 Er … at twenty-five to eleven?
brackets.
1 You’re going to walk to school. (Why?)
Why are you going to walk to school?
2 They’re going to leave. (When?)
3 She’s going to walk. (Why?)
4 He’s going to get the bus. (What time?)
5 I’m going to meet them. (What time?)
6 We’re going to go to the party.
(What time?)
7 They’re going to talk to my parents.
(Why?)
8 We’re going to walk to the station.
(When?)
9 You’re going to do your homework.
(What time?)
10 She’s going to visit her grandparents.
(When?)
Atividade complementar
para alunos mais rápidos
5 Write the questions for Jack.
Após os Exercícios 1–4:
os alunos escrevem frases
verdadeiras sobre si próprios.
Extra
6 In pairs, ask and answer about
this evening.
A:
B:
A:
B:
What time are you going to go home?
At … .
Are you going to do your homework?
…
85
8 M08_LOOK_SB_L06_GLO_U08.indd 85
Respostas:
2 When are they going to leave?
3 Why is she going to walk?
4 What time is he going to get the bus?
5 What time are you going to meet them?
6 What time are we going to the party?
7 Why are they going to talk to my
parents?
8 When are we going to walk to the
station?
9 What time are you going to do your
homework?
10 When is she going to visit her
grandparents?
21/2/11 15:45:30
Exercício 5
Leia com os alunos a informação sobre as
intenções do Jack, incluindo o hamburger. Após
a correção, os alunos podem fazer e responder
às perguntas em pares.
105
8
Nesta lição
Os alunos praticam going to de
forma mais personalizada. Depois
aprendem as preposições de lugar
e praticam dar direções.
Grammar
+SAWžQBPC?KGLE?@MSRFCPUCCICLB
6F?RžQQFCRFGLIGLE
Preparação
• Faça a revisão de todas as
formas de going to. Faça uma
lista de horas no quadro, p. ex.
7.30 a.m., 8.00 a.m., 4.15 p.m.,
6.00 p.m.
• Os alunos escrevem uma frase
para cada hora, dizendo quais
são as suas intenções para o dia
seguinte.
Grammar
RJ?QR™GRžQ
%PGB?W
Exercício 7
Observe a imagem e pergunte
What’s Lucy dreaming about?
Ensine dream e obtenha algumas
ideias.
7 What is she going to do?
Respostas:
2 I’m going to watch TV.
3 I’m going to go to the cinema.
4 I’m going to have an ice
cream.
5 I’m going to buy a T-shirt.
6 I’m going to play tennis.
Pronunciation
Exercício 9 (CD 2 faixa 22)
Ponha a gravação as vezes
necessárias para dar confiança
aos alunos.
Exercício 10
• Dê cinco minutos aos alunos
para escreverem individualmente
as perguntas. Podem usar as
ideias dos Exercícios 7 e 8 ou
outras. Escreva sugestões no
quadro: Is she going to meet/
play/go to/buy etc.
• Acompanhe para se assegurar
da correção.
106
9
1 meet/Oliver
I’m going to meet Oliver.
2 watch/TV
3 go to/cinema
4 have/ice cream
5 buy/T-shirt
6 play/tennis
Listen and repeat Lucy’s thoughts
from exercises 7 and 8.
™
I’m going to meet Oliver.
10 In pairs, ask and answer about Lucy.
A: Is she going to meet Oliver?
B: Yes, she is./No, she isn’t.
8 What isn’t she going to do?
Exercício 8
Respostas:
2 I’m not going to do my
homework.
3 I’m not going to run a
marathon.
4 I’m not going to tidy my
room.
5 I’m not going to meet Grant.
Pronunciation
Write sentences.
Write sentences.
1 get up/six o’clock
I’m not going to get up at six o’clock.
2 do/homework
3 run/a marathon
4 tidy/room
5 meet/Grant
Extra
11 In pairs, ask and answer about your
plans for next weekend.
A: What are you going to do next weekend?
B: I’m going to go to the cinema.
A: Are you going to … ?
86
M08_LOOK_SB_L06_GLO_U08.indd 86
Extra
Exercício 11
• Comece por recolher os planos que os alunos
têm para o fim de semana. Depois, escrevem
cinco coisas que vão fazer e cinco coisas que
não vão fazer. Incentive-os a usar a
linguagem que já conhecem e a ser criativos.
• Os alunos fazem e respondem às perguntas
em pares e tomam nota das respostas.
• Na correção, contam à turma os planos do
parceiro.
21/2/11 15:45:34
Atividade complementar
• Os alunos podem fazer um inquérito na
turma. Primeiro, escrevem quatro ou cinco
perguntas do tipo Yes/No sobre aquilo que
pensam fazer no fim de semana.
• Depois, percorrem a sala, fazendo as
perguntas a todos os colegas, e marcando os
Yes às perguntas.
• Podem escrever um sumário das suas
conclusões ou relatá-las oralmente.
Atividade complementar para alunos
mais rápidos
Após os Exercícios 7 e 8: os alunos podem
escrever frases verdadeiras sobre si próprios.
➔ Recurso fotocopiável 15
88
Communicate
1
Vocabulary
Unit 8 Communicate
Giving directions
Match the prepositions of movement to
the pictures. Listen, check and repeat the words.
A
B
C
across
along
down
into
through
up A
Exercício 2 (CD 2 faixa 24)
C
E
B
G
D
• Diga aos alunos para taparem o
diálogo e observarem o mapa.
Pergunte What’s this place?
Respondem museum.
• Ensine dinosaur, lion, whale,
mammal, huge.
• Depois, podem ler o diálogo e
debater as respostas em pares.
Ensine outras palavras novas,
p. ex. hall, scary, passage.
E
D
G
Respostas ➔ página do aluno
Transcrição ➔ ver notas finais
F
H
Giving directions 2
Other useful
words for giving
directions
F
left
right H
Listen and complete the mobile phone conversation.
Kate I’m at the 1 entrance , near Cromwell
Road.
Jack Walk 2 into the hall.
Kate Ugh! There’s a scary 3 dinosaur !
Jack Don’t go 4 up the stairs. Turn
5 right
and walk 6 along the passage.
Kate OK. I’m walking past the 7 stop .
Jack Turn right and walk 8through the
mammal room.
Kate Ooo! Lions!
Jack Now go 9straighton into the whale
room.
Kate I can see a HUGE whale!
Jack And I can see you!
4 Give directions to your partner on a mobile. In pairs,
A – decide where you are. B – listen and follow the directions.
87
Communicate
Vocabulary
Exercício 1 (CD 2 faixa 23)
• Comece por abordar o exemplo: They’re
going up in the lift. Ensine ou reveja os
elementos principais das outras imagens,
p. ex. lift, stairs, forest, house, building.
• A seguir, os alunos podem fazer a
correspondência e comparar as respostas em
pares antes de ouvirem a gravação.
Incentive-os a construir frases usando as
palavras novas, p. ex. The kids are walking into
the building.
21/2/11 15:45:36
• Na correção, obtenha e reveja as palavras
novas. Depois, peça para as repetirem, para
aperfeiçoarem a pronúncia, usando a
gravação, se necessário.
Respostas ➔ página do aluno
• Diga aos alunos para fingirem
que estão a falar ao telefone.
Leia as instruções com os
alunos e convide um par a
demonstrar o exercício de
roleplay, usando o mapa do
museu. Devem sentar-se costas
com costas.
• Dê aos alunos alguns minutos
para preparar e escrever as
conversas em pares. Acompanhe
e ajude com a correção e a
pronúncia, quando necessário.
• Após o exercício, os alunos
podem representar para a
turma ver e votar qual o
melhor, se considerar adequado.
Atividade complementar
para alunos mais rápidos
3 In pairs, practise the conversation.
4 M08_LOOK_SB_L06_GLO_U08.indd 87
Exercício 3
Exercício 3: os alunos escrevem
e/ou representam outro diálogo
em que dão direções, usando a
escola, a sala de aula ou a sua
cidade.
Exercício 2 – Transcrição
Kate: I’m at the entrance, near
Cromwell Road.
Jack: Walk into the hall.
Kate: Ugh! There’s a scary
dinosaur!
Jack: Don’t go up the stairs. Turn
right and walk along the passage.
Kate: OK. I’m walking past the
shop.
Jack: Turn right and walk through
the mammal room.
Kate: Ooo! Lions!
Jack: Now go straight on into the
whale room. I’m at the back of
the room.
Kate: I can see a HUGE whale!
Jack: And I can see you!
107
8
Nesta lição
Aqui, os alunos leem e falam
sobre um anúncio com mais
informação sobre clubes como
os que encontraram na Unit 1.
Depois, aprendem a preencher
um formulário.
Interested in music? Want to
be a DJ? Join our DJ class!
Venue: Green Street School
Tuesday, Thursday, 9–12a.m.
Age: 9–16
Price: £10
Resposta: A magazine
342%%4$!.#%
Skills
• Dê trinta segundos aos alunos
para lerem os anúncios.
• Ensine venue.
Our new computer
games club is in
Computers For Kids –
Green Square,
2–4p.m. every day.
FREE!
Karate
kids! Fa
shion design
Join our karate class! All ages,
£2 a class. Please note: you
need karate clothes.
The latest fashion in
Sports centre, every night,
dancing – street dancing. 6 to 8p.m.
Come and find out!
All ages.
Words you need
venue
fashion
free
T-shirts, tops,
trainers – fashion design.
Come and learn the
basics! You can design
and make cool clothes.
Make your own
jewellery!
Sloane Park 1p.m.
Wednesday.
FREE!
Exercício 2
• Os alunos começam por
responder às perguntas. Depois,
leia o texto com mais cuidado e
ensine o vocabulário novo:
camera, the basics, genius, chess
lover, find out.
• Em pares ou grupos, os alunos
podem discutir quais os três
clubes que gostariam de
frequentar, justificando a sua
opção.
COMPUTER
GAMERS!
Be a DJ!
Faça a revisão dos nomes dos
clubes no Exercício 1, página 17.
Em pares, cada aluno cobre as
palavras e diz o que representa a
imagem que o colega indica.
No final, veja quais são os clubes
mais populares. Leia os nomes em
voz alta e os alunos levantam a
mão se for o seu favorito. Conte
as mãos para cada clube.
Exercício 1
lidays?
Bored in the ho
TV?
at home and watch
g to do? Sit
What are you goin
Join a club!
Don’t just sit there!
Preparação
Reading
Skills
Yes, you can make your
own jewellery – it’s easy!
And it’s cheap!
Come and find out!
Main Library,
Wednesday 2p.m.
Ages: 11–15 FREE!
Fashion Show every Friday.
Black Street Library,
Monday 10a.m.–4.00p.m.
Price: £15.00
We’ve got the cameras.
You’ve got the ideas.
Make a film!
Film-making
Venue: Green Street School
9–12a.m. Monday,
Wednesday, Friday
Age: 12–15
Price: £15 for the three classes
Chess Club
Are you a chess genius
or do you just enjoy
the game? For chess
lovers of all ages.
Brownhill Library,
7p.m. Tuesday. FREE!
88
M08_LOOK_SB_L06_GLO_U08.indd 88
Respostas:
1 Chess Club, Street Dance,
Make your own jewellery,
Computer gamers.
2 Chess Club, Karate.
3 Film making, Be a DJ.
4 Chess Club.
Listening
Exercício 3 (CD 2 faixa 25)
Os alunos ouvem e comparam
as respostas em pares antes da
correção. Não deve ser necessário
pôr de novo a gravação.
108
Respostas:
1 The Off-Road Biking Club.
2 The Diving Club.
Transcrição ➔ ver notas finais
21/2/11 15:45:43
Exercício 4 (CD 2 faixa 26)
• Os alunos ouvem e completam a informação
e depois comparam as respostas em pares.
Se a maioria ainda tiver dúvidas, ponha de
novo a gravação, ou partes dela.
• Se necessário, explique as palavras novas
durante a correção: broken, equipment,
information, instruction.
• Se puder, fotocopie a transcrição para os
alunos. Será um modelo útil para o próximo
exercício.
Respostas ➔ página do aluno
Unit 8 Skills
Complete a form
Reading
1 Look at the adverts. Where are they from?
Writing
• Comece por abordar o
cabeçalho do formulário e
ensine male/female, signature.
• Logo que acabem de preencher
o formulário, os alunos podem
copiar para o caderno um
modelo idêntico, entrevistar um
colega e preencher as
informações dadas. Primeiro,
obtenha as perguntas que vão
fazer.
Fill in a form
a) a book?
b) a magazine?
c) a diary?
1 Use black ink.
2 Write in CAPITAL LETTERS.
3 Write one letter for each square:
2 Read the adverts and find out.
1
2
3
4
Exercício 7
J A M E S
B R O W N
dd / mm / yyyy
Which clubs are free?
4 Write dates like this: 30 / 03 / 2003
Which clubs can you go to in the evening?
Which clubs are at Green Street School?
Maddie’s thirteen. She hasn’t got any
6 Use this information to complete
money, she doesn’t like sports and she
the form.
can’t go in the afternoon. Find a club
for her.
My name’s Anna Roberts. I live at 14 Green
St, London. I was born on 13th April 2001.
Exercícios 3 e 4 – Transcrição
Listening
3
R O B E R T S
Name A N N A
G R E E N
S T
Address 1 4
Listen to two conversations.
Which clubs are they talking about?
4
L O NDON
Listen again. Write the information.
A
1
2
3
4
5
Name of club Off-Road Biking Club
The park
Venue
Time Tuesday 4p.m.-6p.m.
12 to 17
Age
Free
Price
B
1
2
3
4
5
Diving Club
Name of club
Venue Church Street Swimming Pool
Time Saturday 12p.m.-3p.m.
Age sixteen and over
£5
Price
Date of birth
1 3 / 0 4 / 2 0 0 1
Complete a form
7 Complete this form with information
Speaking
about you.
Film-making club
Application form
Name
Address
5 In pairs, ask and answer about the clubs
on page 88.
™ L]ZgZ°4
™ L]Zc°4
™ =dlbjX]°4
A: Hello. Can I help you?
B: Yes, please. I’d like information about
the Fashion design club.
A: OK. What do you want to know?
Male/Female (M or F)
Date of birth
Telephone
Name of school
Class
Name of teacher
Signature
Date
89
3 M08_LOOK_SB_L06_GLO_U08.indd 89
21/2/11 15:45:44
Speaking
Exercício 6
Exercício 5
Corrija as respostas e peça a alguns alunos que
as escrevam no quadro.
Comece por ler as perguntas com os alunos.
Em seguida, encontram as respostas no
anúncio, de forma a responderem com mais
precisão e confiança.
Writing
Respostas ➔ página do aluno
Man: Hello. Can I help you?
Boy: Yes please. I’d like
information about the Off-Road
Biking Club.
Man: OK. What do you want to
know?
Boy: Where is it?
Man: It starts in the park.
Boy: When is it?
Man: Every Tuesday at 4p.m. It
finishes at 6p.m.
Boy: How old are the people?
Man: Umm…… 12 to 17.
Boy: How much is it?
Man: Oh, it’s free. Have you got
a bike?
Boy: Yes, but it’s broken.
Man: Well just come along. We’ve
got some bikes here. You can use
them.
Woman: Hello. Can I help you?
Girl: Yes please. I’d like to find out
about the Diving Club.
Woman: Certainly. How can I
help you?
Girl: Where is it? Is it at the main
swimming pool in town?
Woman: Er … yes. It’s the Church
Street swimming pool. It’s every
Saturday from twelve o’clock to
three o’clock.
Girl: How old are the people?
Woman: Umm … sixteen and
over.
Girl: How much is it?
Woman: It’s £5. You get all the
instruction, equipment and the
use of the pool, for £5 …
Girl: Thank you very much!
Woman: You’re welcome!
Oh! Don’t forget to bring your
swimming costume!
Fill in a form
Leia a caixa com os alunos e ensine square.
109
8
Nesta lição
Nesta lição, os alunos avaliam os
seus progressos. Podem cantar a
canção I can see clearly now e, no
projeto, conceber o anúncio do
seu clube perfeito.
Grammar
Vocabulary
1 Complete the sentences with going to
5 Complete the words.
and the correct verb.
do see cook meet
have bring stay
Look again
come
1 I ’m going to do my homework later.
2 Jake and Milly
me home at
ten o’clock.
3 He
at his friend’s house tonight.
4 We
back on the bus.
5 She
a film at the Odeon tomorrow.
6 You and Mum
me in front of
the library.
7 They
hamburgers for dinner tonight.
8 I
exams next week.
• Se achar adequado, pode
fotocopiar a chave das
respostas e entregar uma cópia
a cada aluno no final do teste,
para corrigir as respostas.
Podem ainda compará-las em
pares.
• Pode também utilizar as ideias
sugeridas nas Units 1–7.
2 Write negative sentences.
Exercício 1
Respostas:
2 are going to bring
3 ’s going to stay
4 ’re going to come
5 ’s going to see
6 are going to meet
7 ’re going to cook
8 ’m going to have
3 Write the questions. Use going to.
1 they/have/hamburgers for lunch?
Are they going to have hamburgers
for lunch?
2 which book/you/read/next?
3 she/phone/you tonight?
4 what time/we/get/the bus?
5 he/be/here at eight o’clock?
6 how/you/get into town?
Exercício 2
1 A: Excuse me. Where’s the nearest
p o_ _s _t o _f _f _i _c _e , please?
B: It’s over there, next to the b u_ s
_s t a_ t_ i o_ n_ .
2 A: I need to call my mum. Is there a
ph _o _n _e _b o x_ near here?
B: Yes, there’s one in the t _r a _i n_
s _t a_ t_ i_ o n_ .
3 A: Excuse me. Where’s the b u_ s
_s t o_ p_ for the town centre?
B: The buses usually stop near the
l i_ b_ r a_ r_ _y .
4 A: Where’s the famous s _t a_ t_ u e_ of
Nelson?
B: It’s in Trafalgar S _q _u _a r e_ in London.
Communication
1 he/no/go/by bus/tomorrow
He isn’t going to go by bus tomorrow.
2 Bill and Fred/not/walk home/tonight
3 I/not/do/my homework/before dinner
4 we/not/see the film/at half past seven
5 she/not/wait for me/after school
6 they/not stay/in town/this afternoon
Grammar
Respostas:
2 Bill and Fred aren’t going to
walk home tonight.
3 I’m not going to do my
homework before dinner.
4 We aren’t going to see the
film at half past seven.
5 She isn’t going to wait for me
after school.
6 They aren’t going to stay in
town this afternoon.
Look again
4 Match the answers to the questions
6 Write the sentences with the words
in the correct order.
Hi Felipe! Where are you?
I’m lost!
OK. Where are you?
I’m at the bus stop.
Right. across/street./the/Walk
OK. I can see the library.
Great. into/Walk/library./the
the/up/stairs/the/Go/second floor./
to
Felipe OK. I’m at the top of the stairs.
You
Walk/door./through/the
Felipe I’m in the study room! I can see
you.
You
Ssssh! mobile/off./your/Turn
You
Felipe
You
Felipe
You
Felipe
You
from exercise 3.
Now you can …
1 We’re going to get the bus at half
past four. 4
2 No, he isn’t. He’s going to be here at nine. 5
3 I’m going to walk. 6
4 No, they’re going to have sandwiches. 1
5 I’m going to read Harry Potter. 2
6 No, she’s going to phone me tomorrow. 3
use going to
positive (ex 1)
negative (ex 2)
questions and answers (ex 3 + 4)
name places (ex 5)
give directions (ex 6)
LKJ
90
M08_LOOK_SB_L06_GLO_U08.indd 90
Exercício 3
Respostas:
2 Which book are you going to
read next?
3 Is she going to phone you
tonight?
4 What time are we going to
get the bus?
5 Is he going to be here at
eight o’clock?
6 How are you going to get
into town?
110
Exercício 4
Respostas ➔ página do aluno
Vocabulary
Exercício 5
Respostas ➔ página do aluno
21/2/11 15:45:44
Communication
Exercício 6
Respostas:
You: Right. Walk across the street.
You: Great. Walk into the library. Go up the
stairs to the second floor.
You: Walk through the door.
You: Ssssh! Turn off your mobile.
Exercício 1 (CD 2 faixa 27)
I can see clearly now
• Antes de pôr a canção, explique
o significado de rainbow e pain.
• Na correção, explique as palavras
e expressões novas: obstacles, in
my way, blind, bright, make it (no
sentido de sobreviver), disappear,
pray, nothing.
• Também é importante explicar
a utilização de gonna em vez de
going to.
• Volte a abordar as ideias dos
alunos baseadas no título da
canção. Estavam certas?
Song
I can see clearly now, the 1 rain has gone,
I can see all obstacles in my way.
Gone are the dark 2 clouds that had me blind,
It’s gonna be a bright, bright,
3
sun -shiny day.
I think I can make it now, the 4 pain has gone,
All of the bad feelings have disappeared.
Here is the 5rainbowI’ve been prayin’ for,
It’s gonna be a bright, bright,
6
sun -shiny day.
Look all around, there’s nothin’ but 7 blue skies,
Look straight ahead, nothin’ but 8 blue skies.
I can see clearly now, the 9 rain has gone,
I can see all obstacles in my way.
Gone are the dark 10 clouds that had me blind,
It’s gonna be a bright, bright,
11 sun
-shiny day.
1
Respostas ➔ página do aluno
Exercício 2 (CD 2 faixa 28)
Listen and complete the song with the missing words.
rain (x2)
2
clouds (x2)
sun (x3)
rainbow
blue (x2)
Ponha a canção duas ou três vezes
se os alunos gostarem de a cantar.
pain
Project
Listen again and sing the song.
Exercício 1
• Pergunte quais as atividades de
que gostam e escreva no
quadro as que ainda não foram
mencionadas.
• Os alunos podem debater em
grupo as atividades favoritas e
explicar quando e por que razão
as praticam.
Project
My perfect club
1 Answer these questions for you.
What activities do you like doing in your free time? When do you
do them?
2 Write an advert for your perfect club(s). Make notes about
these things:
™
™
™
™
™
i]ZcVbZd[i]ZXajWh
kZcjZ
i^bZ
V\Z\gdje
eg^XZh
Exercício 2
3 Design and create a poster of your advert. Use pictures from
magazines or the Internet.
91
4 M08_LOOK_SB_L06_GLO_U08.indd 91
Song
Notas culturais
A canção I can see clearly now foi escrita
e interpretada pelo cantor norte-americano
Johnny Nash em 1972, e constituiu o seu
maior êxito. A canção tornou-se muito popular
em 1993 quando foi gravada pelo cantor
reggae jamaicano, Jimmy Cliff. Faz parte da
banda sonora de vários filmes, incluindo Antz
e Shrek 2.
21/2/11 15:45:47
Preparação
• Tente despertar-lhes o interesse. Ao lerem o
título, ensine see clearly. Pergunte What do
you think the song is about? Recolha ideias,
p. ex. the singer didn’t understand something
but now he does.
Pode ter de ensinar blind – quer em sentido
metafórico quer literal.
• Leia as instruções e peça aos
alunos para voltarem aos
anúncios da página 88.
• Pode começar por recolher
ideias e escrevê-las no quadro.
Em seguida, pergunte em que
anúncio querem trabalhar e
organize os grupos segundo as
preferências.
• Dê 10–15 minutos para
debaterem as ideias e
escreverem a informação.
Acompanhe de perto e
aconselhe e ajude quando
necessário.
Exercício 3
• Recolha ideias sobre a conceção
dos cartazes. Podem usar clipart,
imagens retiradas da Internet
ou fazer os seus desenhos.
• Se possível, exponha os cartazes
na sala de aula. Podem eleger o
melhor.
Encontra outras atividades no
Active Book, Unit 8.
Para mais atividades, consulte o
Test Book, Unit 8.
111