EDITABLE/PHOTOCOPIABLE ©ASA, FLY HIGH 8, Teacher’s Resource File

Lesson Plan | Unit 2| Sub-unit 2.1.

• Unit 2 (Sub-unit 2.1.) – Alive and kicking! – Good food, good mood! (pp. 46-57)
CLASS: 8th _____ ____ / ____/____ SCHOOL YEAR: __________
Food| Countable and uncountable nouns| Quantifiers | So/such | The UK
LESSONS No. ___________ Summary: Vocabulary: food, adjectives to describe food – exercises. Listening: cooking challenge – opinions about food. “Florence Pugh, a food
lover”: listening to and reading a text; comprehension exercises. Bite Back 2030 – watching two videos and solving exercises on them. Writing: a
DATE: _________________ recipe (learning about cooking words). Listening: BBC podcast – being a foodie. Speaking: At the restaurant – creating and role-playing a dialogue.
CLASSES: 6 Grammar: countable and uncountable nouns – exercises. Quantifiers – exercises. So/such – exercises.
Contents / Topics Aprendizagens Essenciais Procedure Aids – Resources Evaluation
- Food Competência comunicativa 1. Before starting the sub-unit 2.1., the teacher may ask students to answer a - Student’s book, page 45 (Quiz – - Students’
- Adjectives to describe Compreensão oral personal quiz that will introduce/motivate them to the topics of unit 2. What type of person are you involvement; oral
food - Acompanhar informações com 2. To introduce vocabulary, the teacher may ask students to brainstorm about food- according to your eating participation
related words they can remember – exercise A. Comparing answers. habits?) - Feedback from
algum pormenor.
Listening 3. Food/cooking ingredients for a cooking challenge: matching food baskets with - Student’s book, pages 46-47 students’ speech
- Cooking challenge – contestants – exercise B. Checking the answers. - Vocabulary Bank, page 201
opinions about food Compreensão escrita 4. Food/cooking ingredients: matching food items with the baskets from exercise B – - Make it perfect, page 178
- Compreender textos informativos exercise C. Checking the answers. - Workbook, pages 24-25
Reading sobre temas abordados no domínio 5. Describing food/dishes: listening to the judge’s opinion and completing sentences
- “Florence Pugh, a intercultural; with adjectives to describe food; speculating about the winner and checking
opinion – exercise D (1 and 2). Checking answers.  Tracks 32-35
food lover” - Reconhecer a linha geral de
6. Describing food: guessing game to identify food based on partner’s description  Flashcards – Food
argumentação de um texto, mas (spoken interaction).  Quiz – Food and drinks
Watching
- Video about Bite não necessariamente de forma 7. Describing a typical dish from one’s country: name, ingredients, taste and texture
Back 2030 pormenorizada. (spoken production).
8. *Students may work in pairs and use the vocabulary from Language Lift on ways
Speaking Produção oral of cooking food to improve their oral presentations.
- Ordering food at a - Expressar-se, com correção, em
restaurant 9. Reading/Listening to the text “Florence Pugh, a food lover”:
situações previamente preparadas;
- pre-reading activities/breaking the ice activities: the teacher may use the video - Student’s book, pages 48-49
- Interagir, com linguagem de uso about Florence Pugh tasting some typical English dishes and use the suggested - Fast & Curious, page 9
corrente, sobre assuntos do dia a activity to explore English gastronomy.
dia. - while and post-reading/listening activities: matching sentences with pictures;  Tracks 36-37
identifying true and false sentences and correcting the false ones; answering  Text animation
Interação oral questions about the text. Checking answers.  Video – Florence Pugh eats
nd
- Responder de forma pertinente ao 10. 2 STOP: watching the video Harry Potter walking tour of London and identifying 11 English dishes
British places that inspired J.K. Rowling’s Harry Potter books; playing the game Lost  Video – Harry Potter
discurso do interlocutor;
to find out more about the UK. Checking the answers. walking tour of London
- Trocar informações relevantes e dar 11. Countable and uncountable nouns: grammar explanation and example sentences –  Link – Florence Pugh eats 11
opiniões sobre o tema em estudo studying a table; using the Hip Hop Grammar song. English dishes (complete
quando questionado diretamente; 12. Doing exercises: filling in a table with countable and uncountable nouns taken from a video)
- Interagir com correção para obter text (exercise A); completing sentences with countable and uncountable nouns,  PowerPoint® – Lost: The UK
containers and quantities (exercise B). Checking answers. - Student’s book, pages 50-51
bens e serviços.
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Contents / Topics Aprendizagens Essenciais Procedure Aids – Resources Evaluation

13. *Students may solve exercise B in pairs and the teacher may help them by - Grammar Bank, page 191
Competência intercultural identifying the nouns that are plural and the ones that have the article. - Make it perfect, page 178
- Conhecer alguns aspetos culturais - Workbook, pages 26-27
de vários países de expressão - Fast & Curious, page 10
inglesa;
- Conhecer e descrever temas da  Track 38
atualidade;  Interactive
- Descrever, de forma sumária, grammar/Activity/Quiz
tradições do seu meio cultural;  PowerPoint® – Making the
- Reconhecer a diversidade como uncountable countable
uma oportunidade de aprendizagem 14. Watching two videos about Bite Back 2030: - Student’s book, page 52
para todos. - while-watching activities: completing a table with words from a box (exercise A);
ordering video parts (exercise B); identifying true sentences (exercise C). Checking
Competência estratégica the answers.  Video – Bite Back (Jamie
- post-watching activity: sharing ideas about fast food consumption in Portugal Oliver)
Comunicar eficazmente em contexto (exercise D).  Video – Bite Back 2030
15. Quantifiers: grammar explanation and example sentences – studying a table. Board Member, Christina
- Trocar informações relevantes e dar
16. Doing exercises: filling in gaps (exercise A); choosing the correct quantifier to label Adane
opiniões sobre temas familiares pictures (exercise B); completing sentences (Exercise C). Checking answers. - Student’s book, page 53
quando questionado diretamente; 17. *The teacher may guide exercise C more and give students alternatives to fill in the - Grammar Bank, page 191
- Responder com segurança a different gaps. - Make it perfect, page 178
perguntas colocadas, revelando uma - Workbook, page 28
opinião crítica devidamente - Fast & Curious, page 11
fundamentada;
- Reagir a sentimentos e atitudes do  Interactive
interlocutor. grammar/Activity/Quiz
18. Reading and writing activities: reading a Jamie Oliver’s recipe and labelling a picture
Trabalhar e colaborar com pares e with cooking verbs (exercise A); ticking the true sentences about the recipe (exercise - Student’s book, page 54
pequenos grupos B); writing a recipe of a dish students can cook (exercise C). Checking answers.
- Participar em atividades de pares 19. *To help fixing the new expressions, the teacher may read the recipe while students
mime the actions involved.
para atingir um objetivo a curto - Student’s book, page 55
20. Listening and vocabulary activities (a BBC podcast in which three people talk about
prazo; what being a foodie means): choosing the correct option to complete sentences
- Planear, organizar e apresentar uma (exercise A); matching everyday expressions with their meanings (exercise B);
 Tracks 39 - 42
tarefa de pares, partilhando tarefas answering a question about the podcast (exercise C). Checking answers.
e responsabilidades. 21. *The teacher may ask students to guess what the answer to the quiz might be on
exercise C.
- Student’s book, page 56
22. So/such: grammar explanation and example sentences – studying a table.
- Grammar Bank, page 191
23. Doing exercises: choosing the correct option to complete sentences (exercise A);
- Make it perfect, page 178
filling in texts with so/such (exercise B). Checking answers.
- Workbook, page 29
24. Speaking activity – At the restaurant: reading a dialogue and choosing the correct
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Contents / Topics Aprendizagens Essenciais Procedure Aids – Resources Evaluation

Pensar criticamente option to complete the sentences (exercise A); creating and role-playing a - Student’s book, page 57
- Ouvir ativamente, compreender o dialogue with a partner (exercise B).
outro e refletir criticamente sobre o 25. *The teacher may encourage students to use Language Lift to offer and ask for
 Video – At the restaurant
something in a polite way.
que foi dito, justificando as suas  Recorder
conclusões, associando as novas
aprendizagens às anteriores.

Desenvolver o aprender a aprender em

contexto e aprender a regular o
processo de aprendizagem
- Desenvolver uma atitude ativa e
confiante relativamente à
aprendizagem;
- Utilizar conhecimentos prévios de
língua e a sua experiência pessoal
para fazer previsões de sentido e
comunicar de acordo com o seu
nível de ensino.
Extra activities: Teacher’s Resource File/English for all
Songs & films that teach: Food (page 92); Writing activities made easy: Writing a recipe (page 107); Focus on skills and language – Reading: Unit 2 (page 120); Listening: Unit 2 (page
138); Vocabulary: Food (page 158); Adjectives used to describe food + cooking verbs (page 161); Grammar: Countable and uncountable nouns (page 203); Quantifiers and so/such (page
205); Spoken production: Talking about healthy eating habits (page 247); English for all (pages 20-23).
NOTE: This plan was designed for three weekly lessons.
* These activities may not be accomplished in two weekly lessons. (However, the teacher should motivate students to use the Vocabulary Bank and Grammar Bank by themselves in order
to practise vocabulary, grammar and pronunciation.)
©ASA, FLY HIGH 8, Teacher’s Resource File EDITABLE/PHOTOCOPIABLE

Lesson Plan | Unit 2 | Sub-unit 2.2

• Unit 2 (Sub-unit 2.2.) – Alive and kicking! Healthy is the new happy! (pp. 58-71)
CLASS: 8th _____ ____ / ____/____ SCHOOL YEAR: __________
Healthy eating| Healthy lifestyles | Modal verbs | Linking words
LESSONS No. ___________ Summary: Vocabulary and listening: healthy eating and healthy lifestyles – exercises. Blog posts about healthy living: listening to and reading a text;
comprehension exercises. Speaking: describing and comparing lifestyles. The Minimalists – Less is Now: listening to and watching a documentary
DATE: _________________ trailer. Writing a tweet on healthy living.
CLASSES: 6 Grammar: Modal verbs – exercises. Quantifiers – exercises. Linking words – exercises.
Contents / Topics Aprendizagens Essenciais Procedure Aids – Resources Evaluation
- Healthy eating Competência comunicativa 1. Vocabulary bank: teacher may use this in class or ask students to do it at home to - Student’s book, pages 58-59 - Students’
- Healthy lifestyles practise vocabulary and pronunciation. - Vocabulary bank, page 201 involvement; oral
Compreensão oral 2. Brainstorming on words/expressions about healthy/unhealthy eating (exercise A). - Make it perfect, page 179 participation
Listening 3. Reading the seven steps to healthy eating according to Michelle Obama and - Workbook, pages 30-31 - Feedback from
- Acompanhar informações com algum
- Steps to healthy choosing the correct words/expressions to complete them (exercises B and C). students’ speech
pormenor. Checking answers.
eating according to
Michelle Obama 4. *The teacher may choose to show students the video Michelle Obama answers  Tracks 43-46
- The Time to Change Compreensão escrita food questions in a late show, stop the video after each question and ask students  Quiz – Eating habits
Campaign - Compreender textos informativos to try to guess Michelle’s answers.
sobre temas abordados no domínio 5. Making a top 3 list of steps to healthy eating from exercise B (exercise D). Sharing the
list in class.
intercultural;
Reading 6. Reading teens’ comments on eating habits and finding opposites (exercises A and
- Reconhecer a linha geral de
- Blog posts on healthy B). Checking answers.
argumentação de um texto, mas não 7. *The teacher may organise a ‘pyramid discussion’ with the class: a pair of students
eating
necessariamente de forma decide on their top three aspects, and then compare with another pair and decide
Watching/Listening pormenorizada; on their top three out of their combined answers. Then the group of four can
- Documentary trailer: - Identificar as principais conclusões em compare with another group to refine their answers again. Each group of eight
The Minimalists – textos de opinião. report to the class and compare their final answers.
Less is Now
8. While-reading/listening activity: Reading or listening to the text and matching the - Student’s book, pages 60-61
Produção oral authors with each post (exercise A). Checking answers.
Speaking - Fast & Curious, page 12
- Describing and - Expressar-se, com correção, em 9. Post-reading/ listening activities: Matching comments with the posts from
comparing lifestyles situações previamente preparadas; exercise A (exercise B); finding synonyms/equivalent expressions in the texts  Track
- Interagir, com linguagem de uso (exercise C); answering questions about the posts (exercise D). Checking answers. s 47-48
Writing corrente, sobre assuntos do dia a dia; 10. LOOK AROUND YOU: Watching the video Time to change and discussing some topics  Text animation
- A tweet on the topic based on two questions (exercise A); choosing from three life mottos and giving  Video – Time to change
- Falar sobre o mundo dos adolescentes.
Healthy living reasons (exercise B). Personal answers to share with the class.
11. Modal verbs: grammar explanation and example sentences – studying a table. - Student’s book, pages 62-63
Interação oral 12. Doing exercises: matching sentences with modal verbs with their function (exercise - Grammar Bank, page 192
- Responder de forma pertinente ao A); completing a text with the given modal verbs (exercise B); choosing the correct - Make it perfect. page 179
discurso do interlocutor; modal verb to complete film lines and watching a video to check answers (exercises - Workbook, pages 32-33
- Trocar informações relevantes e dar C and D). Checking answers. - Fast & Curious, page 13
opiniões sobre o tema em estudo
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Contents / Topics Aprendizagens Essenciais Procedure Aids – Resources Evaluation

quando questionado diretamente;
- Interagir com correção para obter bens  Interactive
e serviços. grammar/Activity/Quiz
 Video Grammar in context:
modal verbs
Produção escrita
- Escrever ou responder a uma carta
informal, email, tweet. - Student’s book, page 65
13. Reading a text about teens’ lifestyles and filling in gaps with given expressions
Competência intercultural (exercise A). Checking answers.
14. Commenting on sentences about healthy and unhealthy lifestyles in one’s country
(exercise B). Telling the class.
- Conhecer alguns aspetos culturais de
15. Preparing an oral presentation – describing and comparing lifestyles – following the
vários países de expressão inglesa; model from exercise A and the expressions from exercise B. Presenting to the class.
- Conhecer e descrever temas da
atualidade; - Student’s book, page 65
- Descrever, de forma sumária, tradições 16. Pre-watching/listening activity: completing sentences with personal information on
objects you cannot live without (exercise A). Personal answers to share with the  Trac
do seu meio cultural;
class. ks 49-50
- Reconhecer a diversidade como uma
17. While-listening activity: put sentences in the correct order (exercise B). Checking  Video – The minimalists:
oportunidade de aprendizagem para answers. Less is now (trailer)
todos. 18. While-watching activity: matching sentences from exercise B with documentary  Video – How to play the 30-
scenes (exercise C). Checking answers. day minimalism game
Competência estratégica 19. Post-watching activity: identifying true and false sentences (exercise D). Checking
answers.
20. *The teacher may show students the video How to play the 30-day minimalism
Comunicar eficazmente em contexto
game and challenge them to put it into practice. - Student’s book, page 66
- Trocar informações relevantes e dar
- Grammar Bank, page 192
opiniões sobre temas familiares 21. Linking words: studying and completing a table with the words given (exercise A). - Make it perfect, page 179
quando questionado diretamente; Checking answers. - Workbook, page 34
- Responder com segurança a perguntas 22. Doing exercises: matching sentences halves (exercise A); filling in gaps using - Fast & Curious, page 14
colocadas, revelando uma opinião linking words from exercise A (exercise C). Checking answers.
crítica devidamente fundamentada;
- Reagir a sentimentos e atitudes do  Interactive
grammar/Activity/Quiz
interlocutor.
- Student’s book, page 67
Trabalhar e colaborar com pares e
pequenos grupos 23. Reading three tweets and finding characteristics (exercises A and B); looking at
pictures and writing a tweet for each on the theme Healthy living (exercise C).
- Participar em atividades de pares para
24. *Students may use the vocabulary from Language Lift on symbols and
atingir um objetivo a curto prazo; abbreviations to improve their tweet writing.
- Planear, organizar e apresentar uma
tarefa de pares, partilhando tarefas e 25. *Project – A cookbook for a good cause: preparation activities: matching food - Student’s book, page 68
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Contents / Topics Aprendizagens Essenciais Procedure Aids – Resources Evaluation

responsabilidades. items with films and watching a video to check answers (exercises A and B).
Checking answers.
Utilizar a literacia tecnológica para 26. *Project – creating a cookbook with recipes from films and selling it for a good  Link – Films and foods
cause: finding foods that appear in films and searching for the recipes; gathering
comunicar e aceder ao saber em contexto
the recipes and choosing the best ones; making a cookbook (paper or e-book);
- Contribuir para projetos e tarefas de deciding the aim of the money students will raise from selling the book; out the
grupo interdisciplinares que se aplicam cook for sale at school/on school social media.
ao contexto e experiências do 27. *This may be a cross-curricular project with subjects like ICT (for data
quotidiano do aluno. organisation); ICT (for online searching strategies); Art (trying and creating);
Citizenship (money management, entrepreneurship and volunteering).
Pensar criticamente
28. Doing all the exercises on “Checkpoint 2” so that students become aware of what - Student’s book, pages 69-71
- Ouvir ativamente, compreender o
they know and what they need to revise. They can fill in the checklist “What am I
outro e refletir criticamente sobre o taking from this unit in my suitcase?” and the remember box “Can you
que foi dito, justificando as suas remember…”
conclusões, associando as novas 29. *Need a hand? The teacher can ask students to use the QR code to open a study
aprendizagens às anteriores. guide, with orientations and tips to study the contents of this unit.

Desenvolver o aprender a aprender em

contexto e aprender a regular o processo
de aprendizagem
- Discutir e selecionar objetivos de
aprendizagem comuns e individuais;
- Desenvolver uma atitude ativa e
confiante relativamente à
aprendizagem;
- Monitorizar/avaliar progressos e
dificuldades na língua inglesa,
registando e selecionando estratégias
de aprendizagem eficazes para superar
essas dificuldades e consolidar as
aprendizagens;
- Desenvolver uma atitude ativa e
confiante relativamente à
aprendizagem;
- Utilizar conhecimentos prévios de
língua e a sua experiência pessoal para
fazer previsões de sentido e comunicar
de acordo com o seu nível de ensino;
- Participar numa reflexão e discussão
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Contents / Topics Aprendizagens Essenciais Procedure Aids – Resources Evaluation

no final da aula para identificar
atividades associadas aos objetivos de
aprendizagem e ao cumprimento dos
mesmos;
- Realizar atividades simples de auto e
heteroavaliação.
Extra activities: Teacher’s Resource File/English for all
Writing activities made easy: Writing a tweet (page 108); Focus on skills and language – Reading: Unit 2 (page 120); Listening: Unit 2 (page 138); Vocabulary: Healthy lifestyles (page 164);
Grammar: Modal verbs (page 207); Linking words (page 209); Writing: Unit 2 (page 237); Assessment: Listening Test 2 (page 308); Progress Test 2 (page 310); Minitest – Unit 2 (page
394); Interdisciplinary Project: Chef por uma semana (page 436); English for all (pages 24-29).

NOTE: This plan was designed for three weekly lessons.

* These activities may not be accomplished in two weekly lessons. (However, the teacher should motivate students to use the Vocabulary Bank and Grammar Bank by themselves in order
to practise vocabulary, grammar and pronunciation.)