Unit 1

Unit 6
5 × 10 = 50
1. Listen and tick ✔. (Ouve e assinala.)

Example
Where is Paul from?

a) Canada b) ✔ Australia
1) Who’s Mark?

a) b)

2) Who is that girl?

a) b)

3) Which is Anna’s robot?

a) b)

4) Which is Peter’s robot?

a) b)

5) Touch your...

a) b)
Unit 1 My body and I Evaluation B Listening Skills

5 × 10 = 50
2. Listen and choose the correct answer.
(Ouve e escolhe a resposta correta.)

What’s the monster’s name?

a) Zoggy. b) Lex.

1) What colour is the monster?

a) b)

2) What colour are the monster’s eyes?

a) b)

3) How many legs has the monster got?

a) 3 b) 6

4) What colour are the monster’s feet?

a) b)

5) What is red?

a) hair b) neck
 4 x 7,5 = 30
1. Read and choose the correct option. Then, link.
(Lê e escolhe a opção correta. Depois, liga.)

d
That’s my a) with my hands.

1) I’ve got… b) got short hair.

2) John has… c) got three eyes.

3) I can touch my cat… d) friend Anna.

4) My robot has… e) brown eyes.

2. Look at the picture. Read and write YES or NO.

4 x 5 = 20
(Observa a imagem. Lê e escreve Yes ou No.)

John has got black hair. YES

1) John’s robot has got three eyes.

2) John has got red hair.

3) Mary has got brown eyes.

4) Mary’s robot has got two eyes.

Unit 1 My body and I Evaluation B Reading Skills

3. Look and read. Then, choose the correct option. 4 x 5 = 20

(Observa e lê. Depois, escolhe a opção correta.)

D.

A.

D
I can touch my neck.

B. 1. I can hear the music.

2. I can see the stars.

C.
3. I can taste the watermelon. E.

4. I can smell a flower.

5 x 6 = 30
4. Read and link. (Lê e liga.)

How are you? A. I’m 9 years old.

1) What’s your name? B. I’m from England.

2) How do you spell that? C. It’s M-A-R-K.

3) Where are you from? D. I’m fine.

4) How old are you? E. Yes, I have got blue eyes.

5) Have you got blue eyes? F. My name is Mark.

 4 x 5 = 20
1. Put the letters in order and write. (Ordena as letras e escreve.)

E A H D R A M N A D H
HEAD 1. M 2. N D

T O F O E L G
3. O 4. E

5 x 5 = 25
2. Look and write. (Observa e escreve.)

Mary|has|got|blue|eyes. Mary has got blue eyes.

1) Myrobothasgotthreelegs.
My robot has got .

2) I’vegotshorthair.
I’ve got .

3) Shehasgotblondehair.
She has got .

4) Peterhasgotgreeneyes.
Peter .

5) Ihavegotblackhair.
.
Unit 1 My body and I Evaluation B Writing Skills

5 x 5 = 25
3. Read and complete the text. (Lê e completa o texto.)

short hands name feet nine eye

4. Complete the table about your best friend and write a phone message.
5 x 6 = 30
(Completa o quadro sobre o teu melhor amigo e escreve uma mensagem.)
 5 x 10 = 50
1. Look at the pictures and answer. (Observa as imagens e responde.)

1) Point to the monster that has got one big eye.

2) Point to Legox’s hair.

3) Which monster has got five legs? Hydra or Legox?

4) How many eyes has Hydra got? Four eyes or two eyes?

5) Has Dreadmouth got any legs? Yes or No?

Hydra Griffin Dreadmouth Legox

5 x 10 = 50
2. Answer the questions about you . (Responde às questões sobre ti.)

1) What’s your name? My name is…

2) Have you got red hair? Yes, I have. / No, I haven’t.

3) What colour are your eyes? They are…

4) Who’s your best friend? My best friend is …

5) Has your friend got brown eyes? Yes, he has. / No, he hasn’t.
Yes, she has. / No, she hasn’t.
Matriz do teste B Unit 1 My body and I

Educação Inclusiva
APRENDIZAGENS ESSENCIAIS
Áreas temáticas/situacionais
• Identificação pessoal • Os 5 sentidos
• O corpo humano • Cores e formas

Compreensão oral Compreensão escrita

• Compreender palavras e expressões muito simples, comunicadas de • Identificar vocabulário familiar acompanhado por imagens
forma clara e pausada num contexto familiar e com apoio visual • Compreender instruções muito simples com apoio visual
• Entender instruções simples para completar pequenas tarefas

Interação escrita Produção escrita

• Preencher um formulário online ou em formato papel muito simples • Legendar sequências de imagens
com informação pessoal básica • Preencher espaços lacunares em textos muito simples com palavras
• Responder a uma mensagem de forma simples dadas
• Escrever sobre si próprio de forma muito elementar

Interação oral Produção oral

• Utilizar formas de tratamento adequadas quando se dirige ao • Comunicar informação pessoal elementar
professor ou colegas • Expressar-se com vocabulário simples, em situações previamente
• Perguntar e responder sobre temas previamente apresentados organizadas
• Interagir com o professor e/ou colegas em situações simples e
organizadas previamente
• Participar numa conversa com troca simples de informação sobre
temas familiares

SKILLS QUESTIONS ANSWER KEYS

1. Listen and tick. 1. b) 2. b) 3. a) 4. a) 5. b)
Listening 5 x 10 = 50%
skills
2. Listen and choose the correct answer. 1. a) 2. b) 3. b) 4. b) 5. b)
5 x 10 = 50%
100%

1. Read and choose the correct option. Then, link. 1. e 2. b 3. a 4. c

Reading 4 x 7,5 = 30%
skills
2. Look at the picture. Read and write YES or NO. 1. Yes 2. No 3. Yes 4. Yes
4 x 5 = 20%
100%
3. Look and read. Then, choose the correct option. 1. E 2. A 3. B 4. C
4 x 5 = 20%

4. Read and link. 1. F 2. C 3. B 4. A 5. E

5 x 6 = 30%

1. Put the letters in order and write. 1. a r m 2. h a n d 3. f o o t 4. leg

Writing skills 4 x 5 = 20%

2. Look and write. 1. … three legs. 2. … short hair. 3. … blonde hair. 4. … has got
100% 5 x 5 = 25% green eyes. 5. I have got black hair.

3. Read and complete the text. 1. nine 2. short 3. eye 4. hands 5. feet
5 x 5 = 25%

4. Complete the table about your best friend and Students’ own answer
write a phone message. (descritores em baixo)
5 x 6 = 30%
Matriz do teste B Unit 1 My body and I

Interação escrita / Produção de escrita - Writing

Níveis de desempenho Descritores de desempenho

10 % – Preenche com muita facilidade o formulário para a mensagem telefónica com informação pessoal básica
Muito Bom 10 % – Responde facilmente à pergunta da mensagem anterior de forma simples
10 % – Ao escrever o texto, segue o exemplo dado focando os 5 aspetos mencionados.
30 %

7 % – Preenche com facilidade o formulário para a mensagem telefónica com informação pessoal básica
Bom 7 % – Responde bem à pergunta da mensagem anterior de forma simples, embora com alguns erros, não impeditivos
da comunicação.
6 % – Ao escrever o texto, segue o exemplo dado, mas foca apenas 4 aspetos mencionados.
20%

4 % – Preenche com alguma dificuldade o formulário para a mensagem telefónica com informação pessoal básica.
Suficiente 3 % – Responde razoavelmente à pergunta da mensagem anterior de forma simples, embora com muitos erros não
impeditivos da comunicação.
3 % – Ao escrever o texto, segue o exemplo dado, mas foca apenas 2/3 aspetos mencionados.
10%

2 % – Preenche com muita dificuldade o formulário para a mensagem telefónica com informação pessoal básica.
Insuficiente 2 % – Não responde à pergunta da mensagem anterior de forma simples, e o texto tem muitos erros impeditivos da
comunicação.
1 % – Ao escrever o texto, segue muito pouco o exemplo dado, mas foca apenas 2/3 aspetos mencionados.
5%

1. Look at the pictures and answer.

Speaking skills 5 x 10 = 50%

2. Answer the questions about you.

100% 5 x 10 = 50%

LISTENING SCRIPTS
Exercise 1 - Listen and tick.

WOMAN: Where are you from, Paul? Are you from Canada? THREE
BOY: No, I’m Australian. WOMAN: Oh… look… what a cute robot, Anna.
WOMAN: Oh, I see. You are from Australia! GIRL: Yes… my robot has got six arms and four feet, but no legs. And
(pause) look, my robot has got hair!
ONE WOMAN: Right!
WOMAN: What photo is this? (pause)
BOY: This is a photo of my cousin, Mark. FOUR
WOMAN: Mark has got short black hair. WOMAN: Oh… look… your robot is really cute, Peter.
BOY: No, that’s Tony. Mark has got curly blond hair. BOY: Yes… my robot has got one eye and a mouth. It’s got a big nose.
(pause) My robot has got three legs. Look!
TWO WOMAN: Right! Really cute!
WOMAN: Who is that girl with long black hair? (pause)
GIRL: That’s Jennifer. She’s got black hair and blue eyes. FIVE
WOMAN: Yes, she has. She’s very pretty! WOMAN: OK class, now… touch your shoulders! That’s it! Touch your
(pause) shoulders. Great job!

Exercise 2 – Listen and choose the correct answer.

BOY: Look at my monster. Isn’t it cool? GIRL: How many legs has your monster got?
GIRL: Yes, it is. What’s its name? BOY: Let’s count…. 1, 2, 3, 4, 5, 6… Six legs.
BOY: Zoggy. GIRL: Wow, and it’s got five eyes.
GIRL: Zoggy? How do you spell that? (pause)
BOY: Z-O-G-G-Y. Zoggy. GIRL: And your monster’s feet are brown. How cool!
GIRL: Oh! BOY: Yes, brown feet!
(pause) (pause)
BOY: And look, it’s a blue monster. GIRL: And look…. Its neck is red.
GIRL: Cool, blue is my favourite colour. BOY: Yes, it’s got a red neck.
(pause)
BOY: And look, my monster has got yellow eyes.
GIRL: Really?! Yellow eyes.
(pause)
 5 x 10 = 50
1. Listen and tick ✔. (Ouve e assinala.)

Example
How old is Mrs Smith?

a) ✔ 68 b) 63

1) How old is Mr Taylor?

a) 81 b) 70

2) How much is the phone?

a) €10 b) €94

3) What day is it today?

a) 11th July b) 21st August

4) When’s Kevin’s birthday?

a) 31st March b) 13th May

5) What time is it?

a) 12:00 b) 2:30
Unit 2 Numbers, dates and time Evaluation B Listening Skills

5 x 10 = 50
2. Listen and colour.
(Ouve e pinta.)
 10 x 2 = 20
1. Read and write the numbers. (Lê e escreve os números.)

sixteen 16 fourteen 14

nine one

ninety-five twenty-two

twenty seventy-five

ten seventeen

three one hundred

5 x 6 = 30
2. Read and choose the correct option. (Lê e escolhe a opção correta.)

“It’s on (the) sixteenth (of) January.” E

A
1. “It’s on (the) twentieth (of) January.”

2. “It’s on (the) tenth (of) March.”

3. “It’s on (the) thirty-first (of March.”

4. “It’s on (the) fourth (of) November.”

B

D
E
Unit 2 Numbers, dates and time Evaluation B Reading Skills

4 x 5 = 20
3. Look at the picture. Read and write YES or NO.
(Observa a imagem. Lê e escreve Yes ou No.)

There are four presents under the tree. YES

1) It’s 2 o’clock.

2) It’s the 3rd of December.

3) The book is twenty-four euros.

4) The phone is one hundred euros.

4 x 7,5 = 30
4. Link the questions to the correct answers.
(Liga as perguntas às respostas corretas.)

How old are you? A. John is twelve years old.

1) How old is John? B. It’s nine euros.

2) How much is the pen? C. It’s six o’clock.

3) When is your birthday? D. “It’s on (the) third (of) March”

4) What time is it? E. I’m ten years old.

1. Put the letters in order and write the numbers. 5 x 3= 15
(Ordena as letras e escreve os números.)

N T E
10 TEN
W E Y T N T
20 T E

F Y T R O
40 R

I Y T F F
50 F F

E N T S Y V E
70 S E Y

G I Y T H E
80 E G Y

4 x 7,5= 30
2. Look and write the time. (Observa e escreve as horas.)

It’s seven o’clock. It’s half past eleven. It’s three o’clock.
It’s five o’clock. It’s half past eight.

It’s seven o’clock.

1. 2.

3. 4.
 years old.
Unit 2 Numbers, dates
My 2) and time Evaluation
is on the 3) B Writing Skills
of July.
5 x 5 = 25
3. Read and complete the text.
Today (Lê
it’s the 27ethcompleta
of 4) o texto.) .
I’m very 5) John February .twelve happy
birthday 2nd

30
4. Now, write about you. (Escreve sobre ti.)

Hi!

My name is .

I’m years old.

My birthday is on the .

Today is the .

I’m very .
 5 x 10 = 50
1. Look at the picture and choose the correct answer.
(Observa a imagem e escolhe a resposta correta.)

1) Point to a number:
What number is this? Sixteen. / Eighty-one.
2) Point to the calendar:
What day of the week is it today? It’s Wednesday. / It’s Thursday.
3) Point to the calendar:
Is it the month of November? Yes, it is. / No, it isn’t.
4) How old is Peter?
He’s six years old. / He’s seven years old.
5) How old is Mary?
She’s twelve years old. / She’s eleven years old.

Peter / 6 Mary / 11

5 x 10 = 50
2. Complete and answer the questions about you .
(Completa e responde às questões sobre ti.)

1) What’s your name? My name is…

2) How old are you? I’m…

3) What day of the week is it today? Today it’s…

4) When’s your birthday? It’s on the… of…

5) How are you today? I’m...

Matriz do teste B Unit 2 Numbers, dates and time

Educação Inclusiva
APRENDIZAGENS ESSENCIAIS
Áreas temáticas/situacionais
• Numerais cardinais até 100 • As horas
• Numerais ordinais nas datas • As cores

Compreensão oral Compreensão escrita

• Compreender palavras e expressões muito simples, comunicadas de • Identificar vocabulário familiar acompanhado por imagens
forma clara e pausada num contexto familiar e com apoio visual • Ler pequenas histórias ilustradas com vocabulário conhecido
• Entender instruções simples para completar pequenas tarefas • Compreender instruções muito simples com apoio visual
• Acompanhar a sequência de pequenas histórias conhecidas com
apoio visual/audiovisual

Interação escrita Produção escrita

• Responder a um chat ou mensagem de forma simples • Legendar sequências de imagens
• Preencher espaços lacunares em textos muito simples com palavras
dadas
• Escrever sobre si próprio de forma muito elementar

Interação oral Produção oral

• Perguntar e responder sobre temas previamente apresentados • Comunicar informação pessoal elementar
• Interagir com o professor e/ou colegas em situações simples e • Expressar-se com vocabulário simples, em situações previamente
organizadas previamente organizadas
• Participar numa conversa com troca simples de informação sobre
temas familiares

SKILLS QUESTIONS ANSWER KEYS

1. Listen and tick. 1. a) 2. b) 3. a) 4. a) 5. b)
Listening skills 5 x 10 = 50%

2. Listen and colour. 93 – brown 11 – purple 62 – red 34 – orange 45 – pink

100% 5 x 10 = 50%

1. Read and write the numbers. 9; 95; 20; 10; 3

Reading skills 10 x 2 = 20% 1; 22; 75; 17; 100

2. Read and choose the correct option. 1. C 2. D 3. B 4. A

100%
5 x 6 = 30%

3. Look at the picture. Read and write YES or NO. 1. No 2. Yes 3. Yes 4. No
4 x 5 = 20%

4. Link the questions to the correct answers. 1. A 2. B 3. D 4. C

4 x 7,5 = 30%

1. Put the letters in order and write the numbers. twenty; forty; fifty; seventy; eighty
Writing skills 5 x 3 = 15%

2. Look and write the time. 1. It’s half past eight. 2. It’s three o’clock. 3. It’s five o’clock. 4. It’s half
100% 4 x 7,5 = 30% past eleven.

3. Read and complete the text. 1. twelve 2. birthday 3. 2nd 4. February 5. happy
5 x 5 = 25%

4. Now, write about you. Students’ own answer.

30% (descritores em baixo)
Matriz do teste B Unit 2 Numbers, dates and time

Interação escrita / Produção de escrita - Writing

Níveis de desempenho Descritores de desempenho

Muito Bom 10% – Escreve com muita facilidade sobre si próprio de forma muito elementar.
30 % 10% – Escreve muito bem sobre si próprio sem erros ortográficos.
10% – Ao escrever o texto, segue o exemplo dado focando os 5 aspetos mencionados.

Bom 7% – Escreve com facilidade sobre si próprio de forma muito elementar.

20% 7% – Escreve bem sobre si próprio mas com alguns erros ortográficos, não impeditivos de comunicação.
6% – Ao escrever o texto, segue o exemplo dado, mas foca apenas 4 aspetos mencionados.

Suficiente 4% – Escreve com alguma dificuldade sobre si próprio de forma muito elementar.
10% 3% – Apresenta alguns erros impeditivos da comunicação.
3% – Ao escrever o texto, segue o exemplo dado, mas foca apenas 2/3 aspetos mencionados.

Insuficiente 2% – Não consegue escrever sobre si próprio de forma muito elementar.

5% 2% – Apresenta muitos erros impeditivos da comunicação.
1% – Ao escrever o texto, segue muito pouco o exemplo dado, mas foca apenas 2/3 aspetos mencionados.

Speaking skills 1. Look at the picture and choose the correct answer.
100% 5 x 10 = 50%

2. Complete and answer the questions about you.

5 x 10 = 50%

LISTENING SCRIPTS
Exercise 1 - Listen and tick.

BOY: How old are you, Mrs Smith? THREE

WOMAN: I’m 68 years old. GIRL: What day is it today?
BOY: Sixty-eight? WOMAN: I think it’s the eleventh of June.
WOMAN: Yes, that’s right. GIRL: The eleventh of June?
ONE WOMAN: No. Hang on! It’s the eleventh of July.
GIRL: How old is Mr Taylor? GIRL: Oh! Right!
WOMAN: He is 81 years old. FOUR
GIRL: Eighty-one? BOY: Hooray! My birthday is coming up!
WOMAN: Yes, that’s right. WOMAN: When’s your birthday, Kevin?
TWO BOY: My birthday is on the 31st of March. It’s next month.
BOY: Mrs Taylor, how much is this phone? WOMAN: The 31st of March?
WOMAN: The phone is €84. BOY: Yes, that’s right!
BOY: Eighty-four euros?! FIVE
WOMAN: Oops! No, sorry. It’s €94. GIRL: What time is it? Is it midday?
BOY: Ninety-four euros? WOMAN: Humm, no! It’s half past two.
WOMAN: Yes, that’s right. GIRL: Half past two?
WOMAN: Yes, that’s right.
GIRL: Oops! I have to go, now. Bye.

Exercise 2 – Listen and colour.

WOMAN: Can you see the numbers? WOMAN: Now, can you see number sixty-two?
BOY: Yes, I can. BOY: Yes, I can.
WOMAN: Now can you see number seventy-one? WOMAN: Colour number sixty-two red.
BOY: Yes, I can. BOY: OK. Number sixty-two is red.
WOMAN: Colour number seventy-one black. (pause)
BOY: OK. Number seventy-one is black. WOMAN: Now, can you see number thirty-four?
(pause) BOY: Yes, I can.
WOMAN: Now, can you see number ninety-three? WOMAN: Colour number thirty-four orange.
BOY: Yes, I can. BOY: OK. Number thirty-four is orange.
WOMAN: Colour number ninety-three brown. (pause)
BOY: OK. Number ninety-three is brown. WOMAN: Now, can you see number forty-five?
(pause) BOY: Yes, I can.
WOMAN: Now, can you see number eleven? WOMAN: Colour number forty-five pink.
BOY: Yes, I can. BOY: OK. Number forty-five is pink.
WOMAN: Colour number eleven purple.
BOY: OK. Number eleven is purple.
(pause)
 5 x 10 = 50
1. Listen and tick ✔. (Ouve e assinala.)

Example

Where’s Ana?
a) ✔ b)

1) Where’s Peter?

a) b)

2) What’s that?

a) b)

3) Where’s the bottle?

a) b)

4) What time does Angela wake up?

a) 8:30 b) 8:00

5) What time does Angela go to school?

a) 8:45 b) 9:00
Unit 3 School routines and time Evaluation B Listening Skills

5 x 10 = 50
2. Listen and link. (Ouve e liga.)

1. pencil 2. umbrella 3. bottle

4. hat 5. jacket 6. glasses

Unit 3 School routines and time

4 x 7,5 = 30
1. Read and tick ✔ or cross ✘. (Lê e assinala.)

This is a hat.

1) This is a pencil.

2) This is a bottle.

3) This is a book.

4) This is a lunch box.

Unit 3 School routines and time

5 x 7 = 35
2. Look at the picture. Read and write YES or NO.
(Observa a imagem. Lê e escreve Yes ou No.)

Peter Sarah John Silvia

There is a bottle in the school bag. YES

1) There is a lunch box in front of the umbrella.

2) Peter is next to Sarah.

3) There is a lunch box behind the umbrella.

4) There is an umbrella next to John.

5) John is between Sarah and Silvia.

5 x 7 = 35
3. Link the questions to the correct answers.
(Liga as perguntas às respostas corretas.)

Can I borrow your pen? A. Yes, of course.

1) What’s that? B. Sure. Here you are.

2) Where’s Jamie? C. Your pen is in your school bag.

3) May I go to the toilet? D. I go to school at 8:30.

4) Where’s my pen? E. It’s an umbrella.

5) What time do you go to school? F. Jamie is in the gym.

 4 x 5 = 20
1. Write and complete the words. (Escreve e completa as palavras.)
teen room ary let ground

libr ary 1. toi 2. class

3. play 4. can

4 x 5 = 20
2. Label the pictures. (Legenda as imagens.)

go home go to school go to bed wake up study

wake up 1. 2. 3. 4.
 I go to school by 2) .
Unit 3 School routines and time Evaluation B Writing Skills
I have lunch in the school 3) .

I do my homework at 4) o’clock.
5 x 6 = 30
3. Complete the text with the words.
(Completa o texto com as palavras.)
I go to 5) at half past nine.
Jennifer five canteen wake car bed

30
4. Now, write a text about you. (Escreve um texto sobre ti.)

Hi!

My name is _________________________________________.
on foot by bus by car at home in the school canteen
I go to school _______________________________________.

I have lunch ________________________________________.

I do my work at ______________________________________

o’clock.
 5 x 10 = 50
1. Look at the picture and answer.
(Observa a imagem e responde.)

1) Who is next to Jack? Mary or Carol?

2) Where’s the school bag?

It’s under the table. / It’s between the book and the pencil case.

3) Point to the (pens…): What’s that? A pencil. / A bottle.

4) How many books are there? There are three. / There are four.

5) What time is it? It’s ten o’clock. / It’s nine o’clock.

5 x 10 = 50
2. Complete and answer the questions about you .
(Completa e responde às questões sobre ti.)

1) What’s your name? My name is…

2) What colour is your school bag? My school bag is…

3) What time do you wake up? I wake up at…

4) Where do you have lunch? I have lunch…

5) What time do you go to bed? I go to bed at…

 Educação Inclusiva
APRENDIZAGENS ESSENCIAIS
Áreas temáticas/situacionais
• Escola e rotinas escolares • Objetos pessoais
• As horas • (Numbers)

Compreensão oral Compreensão escrita

• Compreender palavras e expressões muito simples, comunicadas de • Identificar vocabulário familiar acompanhado por imagens
forma clara e pausada num contexto familiar e com apoio visual • Ler pequenas histórias ilustradas com vocabulário conhecido
• Entender instruções simples para completar pequenas tarefas • Compreender instruções muito simples com apoio visual
• Acompanhar a sequência de pequenas histórias conhecidas com
apoio visual/audiovisual

Interação escrita Produção escrita

• Responder a um chat ou mensagem de forma simples • Legendar sequências de imagens
• Preencher espaços lacunares em textos muito simples com palavras
dadas
• Escrever sobre si próprio de forma muito elementar

Interação oral Produção oral

• Utilizar formas de tratamento adequadas quando se dirige ao • Comunicar informação pessoal elementar
professor ou colegas • Expressar-se com vocabulário simples, em situações previamente
• Perguntar e responder sobre temas previamente apresentados organizadas
• Interagir com o professor e/ou colegas em situações simples e
organizadas previamente
• Participar numa conversa com troca simples de informação sobre
temas familiares

SKILLS QUESTIONS ANSWER KEYS

1. Listen and tick. 1. b) 2. a) 3. b) 4. a) 5. a)
5 x 10 = 50%
Listening skills
2. Listen and link. The umbrella – in front of the school bag.
100% 5 x 10 = 50% The bottle – behind the computer.
The hat – next to the pencil.
The jacket – between the lunch box and the computer.
The glasses – on the books

1. Read and tick or cross. 1. ✘ 2. ✔ 3. ✘ 4. ✔

4 x 7,5 = 30%
Reading skills
2. Look at the picture. Read and write YES or NO. 1. No 2. Yes 3. Yes 4. No 5. Yes
100% 5 x 7 = 35%

3. Link the questions to the correct answers. 1. E 2. F 3. A 4. C 5. D

5 x 7 = 35%

1. Write and complete the word. [Link]

4 x 5 = 20% 2. classroom
Writing skills 3. playground
4. canteen
100%
2. Label the pictures. 1. go to school
4 x 5 = 20% 2. study
3. go home
4. go to bed

3. Complete the text with the words. 1. wake

5 x 6 = 30% 2. car
3. canteen
4. five
5. bed

4. Write a text about you. Students’ own answer.

30% (descritores em baixo)
Interação escrita / Produção de escrita - Writing

Níveis de desempenho Descritores de desempenho

Muito Bom 10% – Escreve com muita facilidade sobre si próprio de forma muito elementar
30 % 10% – Escreve muito bem sobre si próprio sem erros ortográficos.
10% – Ao escrever o texto, segue o exemplo dado focando os 5 aspetos mencionados.

Bom 7% – Escreve com facilidade sobre si próprio de forma muito elementar.

20% 7% – Escreve bem sobre si próprio mas com alguns erros ortográficos, não impeditivos de comunicação.
6% – Ao escrever o texto, segue o exemplo dado, mas foca apenas 4 aspetos mencionados.

Suficiente 4% – Escreve com alguma dificuldade sobre si próprio de forma muito elementar.
10% 3% – Apresenta alguns erros impeditivos da comunicação.
3% – Ao escrever o texto, segue o exemplo dado, mas foca apenas 2/3 aspetos mencionados.

Insuficiente 2% – Não consegue escrever sobre si próprio de forma muito elementar.

5% 2% – Apresenta muitos erros impeditivos da comunicação.
1% – Ao escrever o texto, segue muito pouco o exemplo dado, mas foca apenas 2/3 aspetos mencionados.

Speaking skills 1. Look at the picture and answer.

100% 5 x 10 = 50%

2. Complete the answers about you.

5 x 10 = 50%

LISTENING SCRIPTS
Exercise 1 - Listen and tick.

Example THREE
GIRL: Where’s Ana? Is she in the classroom? GIRL: Where’s my bottle? It’s not in my lunch box.
BOY: Hum no, she isn’t. She is the canteen. BOY: It’s under your desk. Look!
GIRL: In the canteen? GIRL: Under my desk?
BOY: Yes, that’s right. BOY: Yes, that’s right.
(pause) FOUR
ONE BOY: What time do you wake up, Angela?
GIRL: Where’s Peter? Is he in the playground? GIRL: I wake up at half past eight.
BOY: Hum no, he isn’t. He is in the library. BOY: Half past eight?
GIRL: In the library? GIRL: Yes, that’s correct.
BOY: Yes, that’s right. (pause)
(pause) FIVE
TWO BOY: And what time do you go to school, Angela?
WOMAN: What’s that? GIRL: I go to school at a quarter to nine.
GIRL: That’s my umbrella! BOY: A quarter to nine?
WOMAN: Your umbrella!? GIRL: Yes, that’s it.
GIRL: Yes, that’s correct.

Exercise 2 – Listen and link.

Example WOMAN: Now, can you see the hat?

WOMAN: Jane, can you see the pencil? GIRL: Yes, I can.
GIRL: Yes, I can. WOMAN: Good. Put the hat next to the pencil.
WOMAN: Good. Put the pencil on the desk. GIRL: OK. The hat next to the pencil.
GIRL: OK. The pencil on the desk. (pause)
(pause) WOMAN: Now, can you see the jacket?
WOMAN: Now, can you see the umbrella? GIRL: Yes, I can.
GIRL: Yes, I can. WOMAN: Good. Put the jacket between the lunch box and the
WOMAN: Good. Put the umbrella in front of the school bag. computer.
GIRL: OK. The umbrella in front of the school bag. GIRL: OK. The jacket between the lunch box and the computer.
(pause) (pause)
WOMAN: Now, can you see the bottle? WOMAN: Now, can you see the glasses?
GIRL: Yes, I can. GIRL: Yes, I can.
WOMAN: Good. Put the bottle behind the computer. WOMAN: Good. Put the glasses on the books.
GIRL: OK. The bottle behind the computer. GIRL: OK. The glasses on the books.
 5 x 10 = 50
1. Listen and tick ✔. (Ouve e assinala.)

Example
Where’s Tina?

a) b) ✔

1) Where’s the supermarket?

a) b)

2) Where does Jack live?

a) b)

3) Where’s Paul?

a) b)

4) How many bedrooms are there in Sarah’s house?

a) 1 b) 3

5) Where’s the lamp?

a) b)
 5 x 10 = 50
2. Listen and link. (Ouve e liga.)

Rachel Cheng Sam Ben Monica Jane

 4 x 7,5 = 30
1. Look at the picture. Read and write YES or NO.
(Observa a imagem. Lê e escreve Yes ou No.)

This is a picture of a kitchen. NO

1) There are three lamps in the bedroom.

2) There are two beds.

3) There is a box in front of the bed.

4) There are two clocks.

 4 x 10 = 40
2. Read and circle the correct option. (Lê e rodeia a opção correta.)

Hi! My name is Daniel and I’m 10 years old.

I live in a big house.
My house is near the supermarket.
In my house there is a kitchen, a dining room and a
living room. There are three bedrooms and there are
two bathrooms.

Daniel is nine / ten years old.

1) Daniel lives in a big house / flat.

2) His house is near the hospital / supermarket.

3) There is one bathroom / kitchen.

4) There are two / three bedrooms.

4 x 7,5 = 30
3. Link the questions to the correct answers.
(Liga as perguntas às respostas corretas.)

Is this a clock? A. The bus stop is next to the hospital.

1) What’s that? B. Michael is in the kitchen.

2) Where’s the bus stop? C. I live in a flat.

3) Where do you live? D. Yes, it is.

4) Where’s Michael? E. It’s a fridge.

 4 x 5 = 20
1. Put the letters in order and complete the words.
(Ordena a s letras e completa as palavras.)

E S O U H
HOUSE

S U B P O T S
1. B S S T

E P R A K M T E R S U
2. S U P R AR ET

L T F A
3. F T

O S H I P A T L
4. H S P I L

4 x 5 = 20
2. Label the pictures. (Legenda as imagens.)

sofa table fridge bed bath

Sofá 1. 2.

3. 4.
 5 x 6 = 30
3. Complete the email with the words.
(Completa o email com as palavras.)
bedrooms dining room great kitchen house supermarket

Hello,

How are you? I’m great .

I live in a 1) . It’s next to the 2) .

In my house there is one big 3) , one living room

and one 4) . There are three
5) and there are two bathrooms in my house.

And you? Where do you live?

Love,
Stefan

30
4. Now, write an email about your house.
(Escreve um email sobre a tua casa)

Hello,
I’m .
I live in a .
In my there

Love,
 5 x 10 = 50
1. Look at the picture and choose the correct answer.
(Observa a imagem e escolhe a resposta correta.)

1. What part of the house is this? A kitchen or a dining room?

2. Point to the clock: Is this a bath? Yes, it is. / No, it isn’t.

3. Point to the fridge: What’s this? A table or a fridge?

4. How many chairs are there? There are six. / There are seven.

5. Where’s the box? The box is next to the sofa. / The box is next to the fridge.

4 x 12,5 = 50
2. Complete and answer about you . (Completa e responde sobre ti.)

1. Where do you live? I live in a…

2. How many bedrooms are there in your house/flat? There are…

3. What colour is your bedroom? It’s…

4. What is your favourite room in your house? It’s…

 Educação Inclusiva
APRENDIZAGENS ESSENCIAIS
Áreas temáticas/situacionais • Objetos pessoais
• A casa e a cidade

Compreensão oral Compreensão escrita

• Compreender palavras e expressões muito simples, comunicadas de • Identificar vocabulário familiar acompanhado por imagens
forma clara e pausada num contexto familiar e com apoio visual • Ler pequenas histórias ilustradas com vocabulário conhecido
• Entender instruções simples para completar pequenas tarefas • Compreender instruções muito simples com apoio visual
• Acompanhar a sequência de pequenas histórias conhecidas com
apoio visual/audiovisual

Interação escrita Produção escrita

• Responder a um email de forma simples • Legendar sequências de imagens
• Preencher espaços lacunares em textos muito simples com palavras
dadas
• Escrever sobre si próprio de forma muito elementar

Interação oral Produção oral

• Utilizar formas de tratamento adequadas quando se dirige ao • Comunicar informação pessoal elementar
professor ou colegas • Expressar-se com vocabulário simples, em situações previamente
• Perguntar e responder sobre temas previamente apresentados organizadas
• Interagir com o professor e/ou colegas em situações simples e
organizadas previamente
• Participar numa conversa com troca simples de informação sobre
temas familiares

SKILLS QUESTIONS ANSWER KEYS

Listening skills 1. Listen and tick. 1. a) 2. b) 3. a) 4. b) 5. a)
100% 5 x 10 = 50%

2. Listen and link. Cheng – behind the train station.; Sam – at the bus stop.; Ben – in front
5 x 10 = 50% of the supermarket.; Monica – in front of that house, the house between
the hospital and the garden.; Jane – next to the shopping centre.

Reading skills 1. Look at the picture. Read and write YES or NO. 1. No 2. Yes 3. Yes 4. No
100% 4 x 7,5 = 30%

2. Read and circle the correct option. 1. house 2. supermarket 3. kitchen 4. three
4 x 10 = 40%

3. Link the questions to the correct answers. 1. E 2. A 3. C 4. B

4 x 7,5 = 30%

Writing skills 1. Put the letters in order and complete the words. 1. b u s s t o p 2. s u p e r m a r k e t 3. f l a t 4. h o s p i t a l
100% 4 x 5 = 20%

2. Label the pictures. 1. fridge 2. bath 3. table 4. bed

4 x 5 = 20%

3. Complete the email with the words. 1. house 2. supermarket 3. kitchen 4. dining room 5. bedrooms
5 x 6 = 30%

4. Now, write an email about your house. Students’ own answers.

30% (descritores em baixo)
Interação escrita / Produção de escrita - Writing

Níveis de desempenho Descritores de desempenho

Muito Bom 10% – Responde com muita facilidade ao email com informação pessoal básica
30 % 10% – Escreve com muita facilidade sobre si próprio de forma muito elementar sem erros ortográficos.
10% – Ao escrever o texto, segue o exemplo dado focando os 5 aspetos mencionados.

Bom 7% – Responde com facilidade ao email com informação pessoal básica

20% 7% – Escreve com facilidade sobre si próprio de forma muito elementar sem erros ortográficos.
6% – Ao escrever o texto, segue o exemplo dado, mas foca apenas 4 aspetos mencionados.

Suficiente 4% – Responde com alguma dificuldade ao email com informação pessoal básica
10% 3% – Escreve com facilidade sobre si próprio de forma muito elementar mas com alguns erros ortográficos não
impeditivos da comunicação.
3% – Ao escrever o texto, segue o exemplo dado, mas foca apenas 4 aspetos mencionados.

Insuficiente 2% – Não consegue escrever sobre si próprio de forma muito elementar.

5% 2% – Apresenta muitos erros impeditivos da comunicação.
1% – Ao escrever o texto, segue muito pouco o exemplo dado, mas foca apenas 2/3 aspetos mencionados.

Speaking skills 1. Look at the picture and choose the correct answer.
100% 5 x 10 = 50%

2. Complete and answer about you.

4 x 12,5 = 50%

LISTENING SCRIPTS
Exercise 1 - Listen and tick.

Example THREE
GIRL: Where’s Tina? She is not at the train station. BOY: Simon, where’s Paul? He is not in the garden.
BOY: Right. She is next to the bust stop. BOY: He’s in the garage.
GIRL: Next to the bust stop? BOY: In the garage?
BOY: Yes, that’s it. BOY: Yes, that’s correct.
GIRL: Thanks. FOUR
ONE WOMAN: Sarah, how many bedrooms are there in your house?
GIRL: Excuse me… Where’s the supermarket? GIRL: Three. There are three bedrooms in my house.
WOMAN: The supermarket is in front of the swimming pool. WOMAN: Three?
GIRL: In front of the swimming pool? GIRL: Yes, that’s right.
WOMAN: Yes, that’s it. FIVE
GIRL: Thanks. WOMAN: Where’s the lamp? It’s not on the table.
TWO BOY: No, it isn’t. The lamp is behind my bed.
GIRL: Jack, where do you live? Do you live in front of that house? WOMAN: Behind your bed?
BOY: No, I don’t. I live next to the fire station. BOY: Yes, that’s correct.
GIRL: Next to the fire station?
BOY: Yes, that’s right.

Exercise 2 – Listen and link.

Example BOY: Where’s Ben? Is that Ben next to the hospital?

BOY: Where’s Rachel? GIRL: No, that’s Peter. Ben is over there in front of the supermarket.
GIRL: Look, she’s over there! She’s in front of the hospital. BOY: Right. He’s in front of the supermarket.
BOY: Oh... I see her! She’s In front of the hospital! (pause)
(pause) BOY: Where’s Monica?
BOY: Where’s Cheng? GIRL: She is in front of that house.
GIRL: Look, he’s over there! He’s behind the train station. BOY: Which house?
BOY: Oh... I see him! He’s behind the train station GIRL: The house between the hospital and the garden.
(pause) BOY: Right. She’s in front of the house between the hospital and the
BOY: Where’s Sam? garden.
GIRL: Look, he’s over there! At the bus stop. (pause)
BOY: Right… At the bus stop. BOY: Where’s Jane?
(pause) GIRL: Look, she’s over there! Next to the shopping centre.
BOY: Right… Next to the shopping centre.
 5 x 10 = 50
1. Listen and tick ✔. (Ouve e assinala.)

Example
What’s Peter’s favourite animal?

a) b) ✔

1) Silvia has got…

a) b)

2) What is Jimmy’s favourite wild animal?

a) b)

3) Barbara loves…

a) b)

4) This animal can…

a) b)

5) What animal is it?

a) b)
 5 x 10 = 50
2. Listen and number. (Ouve e numera.)

a) b)

1 c) d)

e) f)
 5 x 6 = 30
1. Read and tick ✔ or cross ✘. (Lê e escolhe a opção correta.)

✔
This is a chicken.

1) This is a lion.

2) This is a horse.

3) This is a dolphin.

4) This is an eagle.

5) This is a cow.
 4 x 10 = 40
2. Look at the picture. Read and circle YES or NO.
(Observa a imagem. Lê e rodeia Yes ou No.)

Peter

There is one lion. YES NO

1) There are five tigers. YES NO

2) The bear is under the tree. YES NO

3) There is a horse next to Peter. YES NO

4) There are two dolphins. YES NO

4 x 7,5 = 30
3. Link the questions to the answers.
(Liga as perguntas às respostas.)
Where’s the duck? A. I’ve got two dogs.

1) Have you got a cat? B. My favourite wild animal

is the lion.

2) How many dogs have you got? C. No. Eagles can’t run.

3) What’s your favourite wild animal? D. Yes, I have.

4) Can eagles run? E. It’s under the tree.

 4 x 5 = 20
1. Look at the picture and complete the words.
(Observa a imagem e completa as palavras.)

Tim

Rachel

There’s one c a t in front of Tim.

1) Rachel is next to the p g. 2) There are two c s.

4) The d k is under the

3) Tim is next to the sh p.
tree.

4 x 5 = 20
2. Label the pictures. (Legenda as imagens.)

walk fly run jump swim

run 1. 2. 3. 4.
 3 x 10 = 30
3. Put the words in order and write. (Ordena as palavras e escreve.)

farm animal / My favourite / is the horse.

My favourite farm animal is the horse.

1) a / big / It is / animal.

It is a

2) run. / It / can

It

3) fantastic / animal. / It is / a

It is

30
4. Write a text about your favourite farm or wild animal.
Then, draw. (Escreve um texto sobre o teu animal da quinta ou selvagem
preferido. Depois, desenha.)

Type:
wild / farm
My favourite
(type)
animal is the
Size:
. (name)
It is a big / small
animal. (size)
Abilities:
It can
(ability) run / walk
and fly / swim
(ability)
It is a fantastic animal.
 5 x 10 = 50
1. Look at the picture and choose the correct answer.
(Observa a imagem e escolhe a resposta correta.)

1. Where’s the tiger? 3. Teacher points to the bear:

A: It’s next to the lion. What animal is this?
B: It’s behind the lion. A: It is a monkey.
B: It is a bear.

2. Teacher points to the elephant 4. How many dolphins are there?

and asks: Is this a big or small A: There are six.
… animal? B: There are three.
A: This is a big animal.
B: This is a small animal. 5. Can elephants swim?
A: Yes, they can.
B: No, they can’t.

4 x 12,5 = 50
2. Complete and answer the questions about you .
(Completa e responde às questões sobre ti.)

1. What’s your favourite farm animal? It’s the .

2. What’s your favourite wild animal? It’s the .

3. Can you swim? Yes, I . / No, I .

4. Can you climb a tree? Yes, I . / No, I .

 Educação Inclusiva
APRENDIZAGENS ESSENCIAIS
Áreas temáticas/situacionais
• Animais • Atividades (can/ can’t)

Compreensão oral Compreensão escrita

• Compreender palavras e expressões muito simples, comunicadas de • Identificar vocabulário familiar acompanhado por imagens
forma clara e pausada num contexto familiar e com apoio visual • Ler pequenas histórias ilustradas com vocabulário conhecido
• Entender instruções simples para completar pequenas tarefas • Compreender instruções muito simples com apoio visual
• Acompanhar a sequência de pequenas histórias conhecidas com
apoio visual/audiovisual

Interação escrita Produção escrita

• Preencher um texto muito simples com informação pessoal. • Legendar sequências de imagens
• Preencher espaços lacunares em textos muito simples com palavras
dadas
• Escrever sobre si próprio de forma muito elementar

Interação oral Produção oral

• Utilizar formas de tratamento adequadas quando se dirige ao • Comunicar informação pessoal elementar
professor ou colegas • Expressar-se com vocabulário simples, em situações previamente
• Perguntar e responder sobre temas previamente apresentados organizadas
• Indicar o que é, ou não capaz de fazer
• Interagir com o professor e/ou colegas em situações simples e
organizadas previamente
• Participar numa conversa com troca simples de informação sobre
temas familiares

SKILLS QUESTIONS ANSWER KEYS

1. Listen and tick. 1. b) 2. a) 3. b) 4. a) 5. b)
5 x 10 = 50%
Listening skills
2. Listen and number. a. 3 b. 6 c. 1 d. 5 e. 2 f. 4
100% 5 x 10 = 50%

1. Read and tick or cross. 1. ✘ 2. ✘ 3. ✔ 4. ✔ 5. ✘

5 x 6 = 30%
Reading skills
2. Look at the picture. Read and circle YES or NO. 1. No 2. Yes 3. Yes 4. No
100% 4 x 10 = 40%

3. Link the questions to the answers. 1. D 2. A 3. B 4. C

4 x 7,5 = 30%

1. Look at the picture and complete the words. 1. pig 2. cows 3. sheep 4. duck
4 x 5 = 20%
Writing skills

2. Label the pictures. 1. walk 2. jump 3. fly 4. swim

100% 4 x 5 = 20%

3. Put the words in order and write. 1. big animal 2. can run. 3. a fantastic animal.
3 x 10 = 30%

4. Now write a text about your favourite farm or wild Students’ own answers.
animal. Then, draw. (descritores em baixo)
30%
Interação escrita / Produção de escrita - Writing

Níveis de desempenho Descritores de desempenho

10% – Escreve muito bem sobre as suas preferências de forma muito simples, sem erros ortográficos.
Muito Bom 10% – Ao escrever o texto, segue o exemplo dado focando os 2 animais (um da quinta e um selvagem).
10% – Escreve 4 frases para cada animal seguindo o exemplo.
30 %

7% – Escreve sobre as suas preferências de forma muito simples, mas com alguns erros ortográficos não
Bom impeditivos da comunicação
7% – Ao escrever o texto, segue pouco o exemplo dado.
6% – Escreve 3 frases para cada animal.
20%

4% – Escreve sobre as suas preferências de forma muito simples, mas com muitos erros ortográficos não
Suficiente impeditivos da comunicação
3% – Ao escrever o texto, segue muito pouco o exemplo dado, usando muito vocabulário que não foi dado.
3% – Escreve 2 frases para cada animal.
10%

2% – Escreve sobre as suas preferências de forma muito simples mas com muitos erros ortográficos, impeditivos da
Insuficiente comunicação efetiva.
2% – Ao escrever o texto, não segue o exemplo dado.
1% – Escreve 1 frase para cada animal.
5%

1. Look at the picture and choose the correct answer.

Speaking skills 5 x 10 = 50%

2. Complete and answer the questions about you.

100% 4 x 12,5 = 50%

LISTENING SCRIPTS
Exercise 1 - Listen and tick.

Example THREE
GIRL: Peter, what’s your favourite animal? Is it the cat? GIRL: I love owls.
BOY: No. It’s the dog. My favourite animal is the dog. BOY: So do I, Barbara. Owls are so cute.
(pause) (pause)
ONE FOUR
WOMAN: Hi. Silvia, your farm is fantastic. Have you got cows? BOY: Monkeys are so funny.
GIRL: No, I haven’t. I’ve got ducks. GIRL: Yes… they can climb trees.
WOMAN: Ducks? BOY: I love monkeys.
GIRL: Yes, that’s correct. (pause)
(pause) FIVE
TWO BOY: Hi, Vanessa. What’s that animal? It’s white and grey... Is it a
WOMAN: Hi. Jimmy. What’s your favourite wild animal? goat?
BOY: I like monkeys, but my favourite wild animal is the tiger. GIRL: No, silly. It’s a donkey.
WOMAN: The tiger? BOY: A donkey?
BOY: Yes, that’s correct. GIRL: Yes.
(pause)

Exercise 2 – Listen and number.

ONE FOUR
GIRL: I love kangaroos. GIRL: I love bears.
BOY: So do I. I like kangaroos. BOY: So do I. Bears are so cute.
(pause) (pause)
TWO FIVE
GIRL: I like pigs. GIRL: I like bats.
Boy: So do I. Pigs are cute. Boy: Really? I don’t. Bats are scary.
(pause) (pause)
THREE SIX
BOY: I like roosters. They are fantastic! GIRL: I love goats. They can run fast.
GIRL: So do I. I love roosters. BOY: So do I. I like goats.
(pause)
 5 x 10 = 50
1. Listen and tick ✔. (Ouve e assinala.)

Example
What’s this?

a) b)

1) What does Mary have for breakfast?

a) b)

2) What’s Mary’s favourite food?

a) b)

3) What’s Mary’s favourite fruit?

a) b)

4) What’s Mary’s favourite drink?

a) b)

5) What time does Mary have lunch?

a) b)
12:00 13:00
 5 x 10 = 50
2. Listen and link. (Ouve e liga.)

Noah I chicken

A. with spaghetti.

Lucas
My favourite food

B. is roast meat

and potatoes.

James I milk.
C.
I yoghurt.

I carrots.
Liam
I carrot soup.
D.

I yoghurt.

Oliver I cheese.

E.

My favourite food is
Daniel
F.

rice, eggs

and salad.
 4 x 7,5 = 30
1. Read the text and circle the correct option.
(Lê o texto e rodeia a opção correta.)

Hi! I’m Jonas and it’s Saturday.

On Saturdays I always get up at nine o’clock.

For breakfast, I have a yoghurt and a cheese

sandwich.

My favourite fruit is the orange and my

favourite drink is tea.

His name is… a) Jonas b) Peter

1) On Saturdays Jonas always a) 10:00 b) 9:00

wakes up at…

2) For breakfast Jonas has… a) milk b) yoghurt

and and cheese
cereal sandwich

3) Jonas’ favourite fruit is… a) orange b) banana

4) Jonas’ favourite drink is… a) tea b) milk

 5 x 7 = 35
2. Look at the picture. Read and tick YES or NO.
(Observa a imagem. Lê e assinala Yes ou No.)

Yes No

Julia has a soup for lunch. ✔

1) Julia has salad for lunch.

2) It’s two o’clock.

3) There is a banana in front of Julia.

4) Julia likes water.

5 x 7 = 35
3. Link the questions to the answers.
(Liga as perguntas às respostas.)

Do you like pineapple? A. No, I don’t.

1) What’s your favourite

B. Yes, I do.
drink?

2) What’s your favourite

C. I have lunch at one o’clock.
food?

3) Do you like fish and D. I have cereal and milk for

chips? breakfast.

4) What time do you

E. My favourite drink is juice.
have lunch?

5) What do you have

F. My favourite food is pizza.
for breakfast?
 5 x 4 = 20
1. Fill in and label the pictures.
(Preenche os espaços e legenda as imagens.)

orange banana bread apple meat fish

banana 1.__ __ __ __ 2. __ __ __ __ __

3. __ __ __ __ __ __ 4. __ __ __ __ 5. __ __ __ __ __

4 x 5 = 20
2. Order the words and write sentences.
(Ordena as palavras e escreve as frases.)

I like soup.
like / soup. / I

1) like / meat. / I I

2) salad. / I / don’t like I

3) is / My favourite / milk. / drink My favourite

4) have lunch / I / at one o’clock. I

 5 x 6 = 30
3. Complete the text message with the words.
(Completa a mensagem com as palavras.)

pears juice Mary chips sunny picnic

Hi Mary ,
It’s 1) s and hot today.

Let’s go on a 2) p !

I like pizza and 3) c !

We can take some fruit: bananas and 4) p .

And to drink we can take orange 5) j .

Please say yes!

30
4. Now, write a similar text message inviting a friend for a picnic.
(Escreve uma mensagem a convidares um amigo para um piquenique.)

Hi , (friend’s name)

It’s . (weather)

Let’s go on a .

We can take (food) and . (fruit)

To drink we can have . (drink)

Please say yes!

1. Look at the picture and choose the right answer. 5 x 10 = 50

(Observa a imagem e escolhe a resposta correta.)

1. Point to the bread / water bottle / bananas.

2. Point to (water): What’s this? It’s water. / It’s juice.

3. Point to (salad): What’s this? It’s fruit. / It’s salad.

4. What is the mother eating? A banana. / An apple.

5. How many apples are there? There are two. / There are four.

4 x 12,5 = 50

2. Answer the questions about you . (Responde às questões sobre ti.)

1. What’s your favourite fruit?

2. What’s your favourite drink?

3. Do you like soup?

4. Do you have breakfast?

 Educação Inclusiva
APRENDIZAGENS ESSENCIAIS
Áreas temáticas/situacionais
• Comida e alimentação saudável • As horas

Compreensão oral Compreensão escrita

• Compreender palavras e expressões muito simples, comunicadas de • Identificar vocabulário familiar acompanhado por imagens
forma clara e pausada num contexto familiar e com apoio visual • Ler pequenas histórias ilustradas com vocabulário conhecido
• Entender instruções simples para completar pequenas tarefas • Compreender instruções muito simples com apoio visual
• Acompanhar a sequência de pequenas histórias conhecidas com
apoio visual/audiovisual

Interação escrita Produção escrita

• Responder a um chat ou mensagem de forma simples • Legendar sequências de imagens
• Preencher espaços lacunares em textos muito simples com palavras
dadas
• Escrever sobre as suas preferências de forma muito simples

Interação oral Produção oral

• Utilizar formas de tratamento adequadas quando se dirige ao • Comunicar informação pessoal elementar
professor ou colegas • Expressar-se com vocabulário simples, em situações previamente
• Perguntar e responder sobre temas previamente apresentados organizadas
• Interagir com o professor e/ou colegas em situações simples e
organizadas previamente
• Participar numa conversa com troca simples de informação sobre
temas familiares

SKILLS QUESTIONS ANSWER KEYS

1. Listen and tick. 1. a) 2. a) 3. b) 4. b) 5. a)
Listening skills 5 x 10 = 50%

2. Listen and link. Noah – B; Lucas – E; James – A; Liam – C; Oliver – F; Daniel –

100% 5 x 10 = 50% D

1. Read and circle the correct option. 1. b) 9:00 2. b) yoghurt and cheese sandwich 3. a) orange 4. a) tea
Reading skills 4 x 7,5 = 30%

2. Look at the picture. Read and tick YES or NO. 1. Yes 2. No 3. No 4. Yes
100% 5 x 7 = 35%

3. Link the questions to the answers. 1. E 2. F 3. A 4. C 5. D

5 x 7 = 35%

1. Fill in and label the pictures. 1. fish 2. bread 3. orange 4. meat 5. apple
Writing skills 5 x 4 = 20%

2. Order the words and write sentences. 1. I like meat. 2. I don’t like salad. 3. My favourite drink is milk.
100% 4 x 5 = 20% 4. I have lunch at one o’clock.

3. Complete the text message with the words. 1. sunny 2. picnic 3. chips 4. pears 5. juice
5 x 6 = 30%

4. Now, write a similar text message inviting a Students’ own answers.

friend for a picnic. (descritores em baixo)
30%
Interação escrita / Produção de escrita - Writing

Níveis de desempenho Descritores de desempenho

10% – Escreve muito bem sobre as suas preferências de forma muito simples, sem erros ortográficos.
Muito Bom 10% – Ao escrever o texto, segue o exemplo focando nos 3 aspetos relacionados com a comida: preferência da
comida, fruta e bebida
10% – Escreve a saudação inicial e a final
30 %

7% – Escreve sobre as suas preferências de forma muito simples, mas com alguns erros ortográficos não
Bom impeditivos da comunicação
7% – Ao escrever o texto, segue o exemplo focando apenas 3 aspetos relacionados com a comida.
6% – Escreve a saudação inicial ou a final
20%

4% – Escreve sobre as suas preferências de forma muito simples, mas com muitos erros ortográficos não
Suficiente impeditivos da comunicação
3% – Ao escrever o texto, segue muito pouco o exemplo dado, usando muito vocabulário que não foi dado.
3% – Escreve a saudação inicial ou a final, mas com algumas incorreções.
10%

2% – Escreve sobre as suas preferências de forma muito simples, mas com muitos erros ortográficos, impeditivos da
Insuficiente comunicação efetiva.
2% – Ao escrever o texto, não segue o exemplo dado.
1% – Escreve a saudação inicial ou a final, mas com muitas incorreções.
5%

1. Look at the picture and choose the right answer.

Speaking skills 5 x 10 = 50%

2. Answer the questions about you.

100% 4 x 12,5 = 50%

LISTENING SCRIPTS
Exercise 1 - Listen and tick.

Example THREE
BOY: What’s this? Is this cheese? BOY: And, what’s your favourite fruit?
GIRL: No, it isn’t. That’s butter. GIRL: Humm, I like bananas… But... I love oranges. Yes, my favourite
BOY: Butter? fruit is the orange.
GIRL: Yes, that’s right. BOY: The orange?
ONE GIRL: Yes, that’s right!
BOY: Mary, what do you usually have for breakfast? FOUR
GIRL: I usually have juice and toast with jam for breakfast. BOY: And, what’s your favourite drink?
BOY: Toast with jam and juice! Yummy! GIRL: Humm, I like… lemonade… tea... milk… but my favourite is tea.
TWO BOY: Is tea your favourite drink?
BOY: And, what’s your favourite food? GIRL: Yes, that’s it!
GIRL: Well, I like pasta and meat, but my favourite food is roast chicken FIVE
and potatoes. BOY: So, what time to do you have lunch?
BOY: Roast chicken and potatoes? GIRL: Well, I usually have lunch at midday.
GIRL: Yes, that’s correct! BOY: Midday?
GIRL: Yes, that’s correct!

Exercise 2 – Listen and link.

BOY: Hi. My name is Noah. My favourite food is roast meat and BOY: Hi. My name is Liam. I don’t like yoghurt. I like milk, but I don’t
potatoes. like yoghurt.
– –
BOY: Hi. My name is Lucas. I like yoghurt, but I don’t like cheese. Yuk. BOY: Hi. My name is Oliver. I like eggs. My favourite food is rice, eggs
I really don’t like cheese. and salad.
– –
BOY: Hi. My name is James. My favourite food is meat and pasta. I BOY: Hi. My name is Daniel. I like carrots, but I don’t like carrot soup.
love chicken with spaghetti. No… I don’t like carrot soup.
–
1. Look, read and circle. (Observa, lê e rodeia.)

1) 2) 3) 4)

head a) nose a) ears a) mouth a) eyes

mouth b) eyes b) nose b) head b) ears

2. Trace the words and link. (Cobre as palavras e liga.)

1. Look, read and tick. (Observa, lê e assinala.)
I can hear music with my…

ears. ✔

hands.

a) I can smell the flowers with my… b) I can taste an ice cream with my…

nose. eyes.

hands. tongue.

c) I can touch Mr Tricky with my… d) I can see the clouds with my…

ears. eyes.

hands. nose.

2. Read, draw and colour. (Lê, desenha e pinta.)

Hello! My name is Fluffy.
I have got two blue eyes .

I have got one black nose .

My hair is short and orange.

My body is green.
1. Count and write the numbers. (Conta e escreve os números.)

There are two 2

There are o u

There are x

There are e

There are t
v

There are tw y

2. Link. (Liga.)

How much is it?

Colour
pencils
thirty euros

notebook
five euros

book
forty euros

pencil case pens

thirteen euros eighteen euros
mobile
phone
one hundred euros
 1stth
19
1. Label with the ordinal numbers. (Legenda com os números ordinais.)

14th second fourth first third fifth

5th 3rd 1th

first

4th 2nd

2. Read and link. (Lê e liga.)

Christmas is on twenty-fifth December.

New Year’s Day is on first January.

Valentine’s Day is on fourteenth February.

Father’s Day is on nineteenth March.

April Fool’s Day is on first April.

Halloween is on thirty-first October.

25th 31st
1. Look and write the time.
(Observa e escreve o tempo.)

It’s three o’clock. It’s half past four.

3:00 a) :

It’s half past eight. It’s nine o’clock.

b) : c) :

2. Read and draw the hands on the clocks.

(Lê e desenha os ponteiros nos relógios.)

It’s ten o’clock. a) It’s half past ten.

b) It’s eleven o'clock. c) It’s half past eleven.

1.
4

Circle the words and label the pictures. (Rodeia as palavras e legenda as imagens.)

classroom a) c n b) t t

c) p g d) g m e) l y
d

2. Look, read and tick ✔. (Observa, lê e assinala.)

The bottle is between… a) The umbrella is next to…

… the lunch box and the umbrella. … the bottle.

… the school bag and the umbrella. ✔ … the jacket.

b) The jacket is behind… c) The lunch box is in front of…

… the umbrella. … the bottle.

… the lunch box. … the jacket.
1. Trace the words and link. (Cobre as palavras e liga.)

tudy

g o

2. Read and complete with the words. (Lê e completa com as palavras.)

go to school eight canteen go to bed go home

1. Do the crossword. (Faz as palavras cruzadas.)

school shopping centre bus stop hospital supermarket

2. Read and complete with next to or between.

(Lê e completa com next to ou between.)

The park is between the school and the fire station.

a) The bus stop is the shopping centre .

b) The sports centre is the police .

c) The supermarket is the museum and the hospital.

 4.1. Look, read and circle the correct option. (Observa, lê e rodeia a opção correta.)
3.
2.
5.
1.

a) living room a) garage a) bedroom

b) bathroom b) kitchen b) dining room

a) kitchen a) bathroom a) garage

b) bedroom b) living room b) dining room

2. Look and answer. (Observa e responde.)

Where is James? Where is Julia?

He is in the bedroom . a) She is in the .

Where is Sam? Where is Emily?

b) He is . c) She .
1. Trace the
f wordse and link. (Cobre as palavras e liga.)

2. Complete and colour. (Completa e pinta.)

s o f a
red a) blue b) green
a c) pink d) orange and yellow
1. Read the words and find them. (Lê as palavras e encontra-as.)

2. Read and complete. (Lê e completa.)

1. Trace the words. Then, read and link.
(Cobre as palavras. Depois, lê e liga.)
1. Trace the words. Read and complete.
(Cobre as palavras. Lê e completa.)

a) Lions can walk.

can walk

b) Lions can’t fly.

can’t fly

1. can fly a) Eagles can

can’t jump b) Eagles can’t

2. can swim a) Dolphins

can’t walk b) Dolphins

3. can jump a)

can’t fly b)
1. Write the words in the correct column. (Escreve as palavras na coluna correta.)

2. Read and link. (Lê e liga.)

1. Do the crossword. (Faz as palavras cruzadas.)

lemonade juice milk water tea

2. Read and complete. (Lê e completa.)

I like milk but I don’t like tea . a) I like but I don’t like .

b) I like but I don’t like . c)

1. Read and complete the sentences about Mark.
(Lê e completa as frases sobre o Mark.)

bread chips pear milk lemonade pasta

cheese chicken water orange

I have bread at eight o’clock in the morning.

I usually have bread and a) c , b)

m_______________ and an c)
o .

I have d) l at e) in the afternoon.

I usually have f) c , g) c and h) l .

I have i) d at j) in the evening.

I usually have k) p , a l) p and

m) w .