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Bridging
110 WORKSHEETS

BRIDGES
Ingls 11 Ano
Celeste Simes / Helena Oliveira

INCLUI
110 fichas fotocopiveis para utilizar em sala
de aula, divididas em trs grandes blocos:

CLIL,
temas e contedos que fazem
a ponte com outras reas curriculares

Literature, Music, Cinema & Speaking Activities


para aprofundamento da cultura
de lngua inglesa

Inclusion,
estratgias de aprendizagem, destinadas a todos
os tipos de alunos/as
ndice

CLIL CONTENT AND LANGUAGE INTEGRATED LEARNING


Geology .......................................................................................................................................... 5
Biology ............................................................................................................................................ 9
Geography .................................................................................................................................... 13
Physics........................................................................................................................................... 17
Chemistry ..................................................................................................................................... 21
Mathematics .............................................................................................................................. 25
Arts .................................................................................................................................................... 29
Economics ................................................................................................................................... 33
Philosophy ................................................................................................................................... 37
History............................................................................................................................................. 41
Portuguese Literature .......................................................................................................... 46
Physical Education ................................................................................................................ 51

LITERATURE, MUSIC, CINEMA, SPEAKING ACTIVITIES


Literature....................................................................................................................................... 57
Music ............................................................................................................................................... 72
Cinema ............................................................................................................................................ 87
Speaking Activities ................................................................................................................ 102

INCLUSION
Inclusion ....................................................................................................................................... 109
ANSWER KEY ......................................................................................................................................... 119
CONTENT
AND LANGUAGE
INTEGRATED
LEARNING
Geology pp. 05-08

Biology pp. 09-12

Geography pp. 13-16

Physics pp. 17-20

Chemistry pp. 21-24

Mathematics pp. 25-28

Arts pp. 29-32

Economics pp. 33-36


Philosophy pp. 37-40

History pp. 41-45

Portuguese Literature pp. 46-50


Physical Education pp. 51-54
GEOLOGY

NAME: _______________________________________________________________________________________________________
1
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

FAULTS
1. A fault is a fracture along which the blocks of crust on either side have moved relative to one
another parallel to the fracture.

1.1 Write the words given in the correct place.

Thrust faults Normal faults Strike-slip faults

a. _______________________________________ are vertical (or nearly vertical) fractures where the blocks have
mostly moved horizontally.
b. _______________________________________ drop rock on one side of the fault down relative to the other side.
c. _______________________________________ are faults in which the rocks on the upper side of an inclined fault
plane have been displaced upwards, usually by compression; a reverse fault in which the fault plane is
inclined at an angle equal to or less than 45.

1.2 Label the following faults accordingly.

a. _____________________________________

b. _____________________________________ c. _____________________________________

5 11.o Ano BRIDGES PHOTOCOPIABLE


GEOLOGY

NAME: _______________________________________________________________________________________________________
2
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

PALEOENVIRONMENTS
1. Complete the text below with the words given.

microfossils melting future environmental changes

pollutant paleoenvironmental organisms past fossilized

paleontology predictive geology humans coastal

(a) (b)
One of the basic tenets of ______________________ in the present is the key to the ______________________.
(c)
In the present context this simply means that if we document the distribution of ______________________
(d)
today, and have some degree of understanding of what combination of ______________________variables
controls those distributions, then we can use this information to reconstruct past environments by using
5 the (e) __________________________ representatives of the modern organisms as (f) __________________________
(g)
indicators. This classic use of ______________________, along with biostratigraphy, is of great signicance in
the search for oil and gas.

In recent years, however, with an increased awareness of how (h) ______________________ are aecting the
natural world, in many cases for the worst, micropaleontologists are increasingly turning that basic tenet
10 around to the past, which is now believed to be the key to the (i) ______________________. In other words, if we
can understand how organisms in the past responded to environmental (j) ______________________ then we
can use that information to predict how future natural or anthropogenic environmental change might aect
the Earths biota.

Interpreting paleoenvironments with microfossils is, therefore, a topic that demonstrates the
(k)
15 relevance of these aspects of ______________________. It shows how knowledge obtained via
study of modern organisms can be used to infer environmental conditions in the past. It also
demonstrates the (l) ______________________ side of science; for example, what might happen if a particular
(m)
______________________ is introduced to an estuary, or, on a much larger scale, what might happen to
(n)
______________________ ecosystems if sea-level rose as a result of anthropogenic global warming and
20 subsequent collapse and (o) ______________________ of polar ice sheets.

www.ucmp.berkeley.edu/fosrec/Culver.html (adapted and abridged), accessed in January 2014

PHOTOCOPIABLE BRIDGES 11.o Ano 6


GEOLOGY

NAME: _______________________________________________________________________________________________________
3
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

GEOLOGIC TIME SCALE


1. Write the following words in the correct place.

Paleozoic Cenozoic Cambrian Jurassic Oligocene

Holocene Permian Devonian Pliocene Archean

c.

d.

e.
b.

f.

g.

h.
a.

i.

j.

http://greenforecast.com/what-is-the-geologic-time-scale/ (adapted), accessed in January 2014

7 11.o Ano BRIDGES PHOTOCOPIABLE


GEOLOGY

NAME: _______________________________________________________________________________________________________
4
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

ENERGY QUIZ

1. Choose the correct option.


1.1 Energy resources that, once used, can replenish themselves and
can be used again and again are called:

r a. Non-renewable
r b. Renewable
r c. Finite
1.2 Energy resources that, once used, cannot be replaced are called:

r a. Non-renewable
r b. Renewable
r c. Innite
1.3 What are some renewable energy sources?

r a. Sun, wind, water, and biomass


r b. Sun, coal, and wind
r c. Wind, water, and oil
1.4 Which of the energy sources listed is NOT a renewable source of energy?

r a. Sun
r b. Wind
r c. Oil
1.5 What type of energy source is formed from fossilised plants and is found sandwiched between
other types of rock in the Earth?

r a. Oil
r b. Coal
r c. Nuclear
1.6 What happens to the atmosphere when fossil fuels are used?

r a. The fossil fuels go into the earth and cause earthquakes.


r b. The fossil fuels go into our water supply which poisons us.
r c. The Co released rises into the atmosphere, trapping solar rays.
2

PHOTOCOPIABLE BRIDGES 11.o Ano 8


BIOLOGY

NAME: _______________________________________________________________________________________________________
5
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

DNA & RNA


1. Label the following images using these expressions.

Structure of RNA (hairpin loop from pre-mRNA) DNA helix structure

a. _____________________________________ b. _____________________________________

2. Complete the following text about the dierence between DNA and RNA using the words given.

deoxyribose pentose ribose methyl thymine helix

sugar prime molecule uracil antiparallel

The main dierence between DNA and RNA is the (a) ______________________ present in the molecules.
While the sugar present in an RNA molecule is (b) ______________________ , the sugar present in a molecule of
DNA is (c) _____________________ . Deoxyribose is the same as ribose, except that the former has one more
OH. DNA does not usually exist as a single (d) _____________________ , but instead as a tightly-associated pair
5 of molecules. These two long strands entwine like vines, in the shape of a double (e) ___________________ . This
arrangement of DNA strands is called (f) _______________________ . The asymmetric ends of DNA strands
are referred to as the 5 (ve (g) _____________________ ) and 3 (three prime) ends. One of the
major dierences between DNA and RNA is the sugar, with 2-deoxyribose being replaced by the alternative
(h)
_____________________ sugar ribose in RNA. The four bases found in DNA are adenine (abbreviated A),
10 cytosine (C), guanine (G) and (i) _____________________ (T). A fth pyramidine base, called
(j)
_____________________ (U), usually takes the place of thymine in RNA and diers from thymine by
lacking a (k) _____________________ group on its ring.
www.dien.com/dierence/DNA_vs_RNA (adapted), accessed in January 2014

9 11.o Ano BRIDGES PHOTOCOPIABLE


BIOLOGY

NAME: _______________________________________________________________________________________________________
6
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

LIFE CYCLES
1. Write the following words in the correct place to complete the angiosperm life cycle diagram.

Egg Meiosis Tube nucleus Endosperm Stigma

Sperm Pollen tube Mitosis Filament Ovary

a. Stigma
Style
Microsporangium
b. Anther

Ovary Perianth
Petal: Corolla
Sepal: Calyx

c.Filament
Floral axis
Nectary Articulation
Macrospore Pedicel Microspore
Ovule mother cell

d.
MEIOSIS d. MEIOSIS
e.
MITOSIS e. MITOSIS
Antipodal Germinating seed
Polar
nuclei
f. Egg Seed coat Generative Cell
Synergid g.Endosperm Tube Cell
Megametophyte Embryo Microgametophyte
(Embryo sac) (pollen)
h. Sperm

Pollen grain
Pollen tube Sperm Pollen tube
i.
Tube nucleus
j.

Pollination and Fertilization

PHOTOCOPIABLE BRIDGES 11.o Ano 10


BIOLOGY

NAME: _______________________________________________________________________________________________________
7
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

KINGDOMS OF LIVING THINGS


1. Match the kingdoms on the left with their structural organisation on the right.

Kingdoms Structural organisation

a. Monera r 1. Multicellular lamentous form with specialised eukaryotic cells

b. Protista r 2. Multicellular form with specialised eukaryotic cells; do not have their own means of

c. Fungi r locomotion

d. Plantae r 3. Small, simple single prokaryotic cell (nucleus is not enclosed by a membrane); some
form chains or mats
e. Animalia r 4. Multicellular form with specialized eukaryotic cells; have their own means of
locomotion

5. Large, single eukaryotic cell (nucleus is enclosed by a membrane); some form chains
or colonies

2. In what kingdoms are these types of organisms included?


a. Mosses, ferns, woody and non-woody owering plants ______________________________________________________

b. Sponges, worms, insects, sh, amphibians, reptiles, birds, and mammals _________________________________

c. Bacteria, blue-green algae, and spirochetes ___________________________________________________________________

d. Funguses, molds, mushrooms, yeasts, mildews, and smuts _________________________________________________

e. Protozoans and algae of various types _________________________________________________________________________

3. What is the method of nutrition in each kingdom? Write the name of the above kingdoms in the
correct places.

a. Absorb food _________________________________________________________________________________________________________

b. Photosynthesise food _____________________________________________________________________________________________

c. Absorb, ingest, and/or photosynthesise food __________________________________________________________________

d. Ingest food __________________________________________________________________________________________________________

11 11.o Ano BRIDGES PHOTOCOPIABLE


BIOLOGY

NAME: _______________________________________________________________________________________________________
8
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

GLOSSARY OF TERMS
1. Unscramble the words to nd the correct terms for these denitions.
a. The class of vertebrates that includes frogs, toads, and salamanders.

AAMIHPIB ____________________________________________________

b. Without oxygen.

CARNIOAEB __________________________________________________

c. The class of vertebrates that includes the sh that have skeletons


consisting of cartilage rather than bone. These are the sharks and rays.

CDONRSIHCHHYET ___________________________________________

d. Thread-like, gene-carrying bodies in the cell nucleus.

HCOROSMOESM _____________________________________________

e. The development of a similar anatomical feature in distinct species lines after divergence from a
common ancestor that did not have the initial trait that led to it. The common ancestor is usually
more distant in time than is the case with parallelism.

CNGNVEOREEC _______________________________________________

f. The twisted ladder shape that is characteristic of DNA molecules.

UDBOEL EXHLI ________________________________________________

g. Proteins that cause or regulate specic chemical reactions within cells.

SEZNEMY _____________________________________________________

h. Referring to the classication system in use by the biological sciences today to classify all living
things. It was invented by Carolus Linnaeus in the 18th century.

NLEINANA ____________________________________________________

i. The animal phylum consisting of creatures that have soft unsegmented bodies that are usually,
but not always, enclosed in a hard shell. They also usually have at least one strong foot that helps
them move.

LMLACUSO ___________________________________________________

j. The form and structure of an organism.

YOMGOPORLH ________________________________________________

k. Naming, describing, and classifying organisms into dierent categories on the basis of their
appearance and other diagnostic characteristics as well as their evolutionary relationships.
The biological sciences primarily use the Linnaean classication system for this purpose.

NTOXOYMA ___________________________________________________
PHOTOCOPIABLE BRIDGES 11.o Ano 12
GEOGRAPHY

NAME: _______________________________________________________________________________________________________
9
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

ABBREVIATIONS

1. What do the following abbreviations related to 2. Match them with their Portuguese
agriculture and trade institutions stand for? equivalents.

a. ERDF ________________________________________ 1. FEAGA r


b. EAFRD ______________________________________ 2. FSE r
c. CAP _________________________________________ 3. LEADER r
d. EAGF ________________________________________ 4. PAC r
e. EAGGF ______________________________________ 5. FEADER r
f. ESF __________________________________________ 6. OMC r
g. LEADER _____________________________________ 7. FEOGA r
h. WTO _________________________________________ 8. FEDER r

3. What are their aims? Write the abbreviations in 1. in the correct place.
a. It is the agricultural policy of the European Union. It implements a system of agricultural subsidies
and other programmes. ___________________

b. It was a fund within the overall European Union budget for the nancing of the Common Agricultural
Policy. ___________________

c. Its aim is to increase the capacity of local rural community and business networks to build
knowledge and skills, and encourage innovation and co-operation in order to tackle local
development objectives. ___________________

d. It aims at strengthening the European Union rural development policy and simplifying its
implementation. ___________________

e. It deals with the global rules of trade between nations. Its main function is to ensure that trade
ows as smoothly, predictably and freely as possible. ___________________

f. It nances direct payments to farmers under the Common Agricultural Policy and measures to
regulate agricultural markets such as intervention and export refunds. ___________________

g. It is the European Unions main nancial instrument for supporting employment in the member states
of the European Union as well as promoting economic and social cohesion. ___________________

h. It aims to promote economic and social cohesion by correcting the main regional imbalances and
participating in the development and conversion of regions, while ensuring synergy with assistance
from the other Structural Funds. ___________________

13 11.o Ano BRIDGES PHOTOCOPIABLE


GEOGRAPHY

NAME: _______________________________________________________________________________________________________
10
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

URBAN SPACES QUIZ

1. Choose the correct option.


1.1 Urbanisation increases in direct proportion with:

r a. industrialisation
r b. crude birth rate
r c. zero population growth
1.2 Which is not an example of an urban function?

r a. Entertainment
r b. Administration
r c. River crossing
1.3 What is the meaning of the expression Urban Land use?

r a. How land is utilised within a city


r b. Open space where people can relax within cities
r c. Defensible situation
1.4 What is Urban Function?

r a. Open space where people can relax within cities


r b. Services that are provided in a certain urban area
r c. The most accessible sites in the city
1.5 What are recreational areas in a city?

r a. A part of the city where there are high levels of heavy or light industry
r b. Open space areas where people can relax within cities
r c. Residential areas
1.6 The most important factor for the development of cities was:

r a. Access to water
r b. A defensible situation
r c. An agricultural surplus
PHOTOCOPIABLE BRIDGES 11.o Ano 14
GEOGRAPHY

NAME: _______________________________________________________________________________________________________
11
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

THE LISBON METROPOLITAN AREA


1. Circle the correct option.

The Lisbon Metropolitan Area


In the 1980s, the eective (a) grow / growth of the Portuguese population was much (b) reduce / reduced.
However, a megalopolitan region (c) is / are emerging along the coast, caused by the demographic evolution
of multiple urban settlements. The percentage of population living in large conurbations (> 50,000
inhabitants), has increased in Continental Portugal due to the growing population concentrations in Porto,
5 Braga, Coimbra and Lisbon. In the same period, there has also (d) been / be a growth of population in
(e)
many / much urban centers with more (f) than / then 10,000 inhabitants. Beyond the direct peripheries
of the Lisbon Metropolitan Area (AML) and the Metropolitan Area of Porto (AMP), these centres are
primarily located along the coast: Fafe, Guimares, Santo Tirso, So Joo da Madeira, Aveiro, lhavo, Ovar,
Figueira da Foz, Leiria, Marinha Grande, Caldas da Rainha, Torres Vedras, Entroncamento, Tomar, Torres
10 Novas, Santarm. (g) Despite / though the overall population growth of the Metropolitan Area of Lisbon
has, on the whole, stabilised in the last decade, the towns in its immediate interior have seen the
(h)
quicker / quickest and most marked growth of all Continental Portugal. Between 1981 and 1991, the AML
grew in importance compared with the total population: in a country with about 10 million inhabitants,
about 2.5 million are concentrated in (i) this / these area. Apart from manufacturing, service activities
(j)
15 also are / are also concentrated here: commerce, banks, insurance, social and personal services. The
AML presently supports more than 60% of all the employment in Continental Portugal in these sectors.
The City-Region of Lisbon or AML is a recent (k) phenomenon / phenomena. With a total area of
3,122 km2 it currently (l) includes / include 18 Municipalities, the majority of (m) which / who still had, a
few years (n) last / ago, a predominantly rural character. But from the (o) sixteen / sixties onwards, there has
been an enormous urban spread.
www.igeo.pt/servicos/DPCA/biblioteca/pdf/AMB_27_32.pdf (adapted and abridged), accessed in January 2014

15 11.o Ano BRIDGES PHOTOCOPIABLE


GEOGRAPHY

NAME: _______________________________________________________________________________________________________
12
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

ICT AND THE DEVELOPMENT OF CITIES


1. Read the following text.

The ICT behind cities of the future


Smart Cities are an innovative concept that can improve peoples lives, while also helping the
planet. The communications industry has the experience and capabilities to make city living
more ecient.
Cities are growing like never before. Already, 50 percent of the worlds people live in cities. Asia is home to
5 half of this population, and by 2025, more than 1.3 billion people will be added to urban areas, with nearly
400 million in India and China alone. Smart Cities will help make this growth sustainable. The concept
uses information and communications technology (ICT) to improve the services that support urban
dwelling security, healthcare, and transport for citizens; improved and more cost eective power supply
for industries; remote working and e-commerce for businesses; and entertainment and communications
10 for individuals. Smart City technology can also help to reduce the environmental impact of urbanization.
ICT can be used to monitor energy consumption and emissions across sectors, to improve accountability
in the use of energy and carbon. It can oer new ways of operating, learning, living, working and travelling,
and help apply smart and integrated approaches to the energy management of systems and processes. With
these tools, the ICT sector could reduce its own CO2 emissions signicantly as well as gain nancial benets
15 in the form of new business. ICT can create huge savings of approximately 600 billion through improved
energy eciency across all sectors. The concept is already being put into action in several emerging markets,
notably in China, India and the Middle East.
http://ec.europa.eu/digital-agenda, accessed in January 2014

2. In groups, create your own Smart City. Think about the planning and management (public safety,
smarter buildings and urban planning), infrastructure (energy and water, environmental solutions
and transportation) and human services (social programs, healthcare and education). Present your
project to the school community.

PHOTOCOPIABLE BRIDGES 11.o Ano 16


PHYSICS

NAME: _______________________________________________________________________________________________________
13
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

FAMOUS PHYSICISTS
1. Choose the correct option to answer these questions.
1.1 Who is the person in the picture?
r a. Descartes
r b. Einstein
r c. Isaac Newton

1.2 What nationality was he?


r a. American
r b. Australian
r c. English

1.3 What were his major interests?


r a. Physics and biology
r b. Calculus and physics
r c. Maths and art

1.4 What is he famous for?


r a. He is considered the archetype of the Renaissance Man
r b. He is a key gure in the scientic revolution
r c. He is considered The Father of Modern Philosophy

1.5 What did he invent?


r a. The radio
r b. The telephone
r c. A reecting telescope

1.6 What important laws did he put forth?


r a. The Laws of Motion
r b. The Laws of Thermodynamics
r c. The Theory of Relativity

17 11.o Ano BRIDGES PHOTOCOPIABLE


PHYSICS

NAME: _______________________________________________________________________________________________________
14
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

LAWS OF MOTION
1. Identify the following laws of motion. Use the words given.

1st Law of Motion 2nd Law of Motion 3rd Law of Motion

a. The relationship between an objects mass m, its acceleration a, and the applied force F is F = ma.
Acceleration and force are vectors (as indicated by their symbols being displayed with an arrow);
in this law the direction of the force vector is the same as the direction of the acceleration vector.
______________________________________

b. For every action there is an equal and opposite reaction. ______________________________________

c. Every object in a state of uniform motion tends to remain in that state of motion unless an external
force is applied to it. ______________________________________

2. What other name does the 1st Law of Motion have?


3. Label these three images according to the laws they represent.

a. _____________________________________

b. _____________________________________ c. _____________________________________

PHOTOCOPIABLE BRIDGES 11.o Ano 18


PHYSICS

NAME: _______________________________________________________________________________________________________
15
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

TYPES OF WAVES
1. Complete the following text using the words given.

particles disturbances energy characteristics travel

medium types propagation original wave interactions

At the simplest level, waves are (a) _____________ that propagate energy through a (b) ______________ .
Propagation of the energy depends on (c) ___________________________ between the particles that make up
the medium. (d) _____________________________ move as the waves pass through but there is no net motion of
particles. This means that once a (e) ______________________________ has passed the particles return to their
(f) (g)
5 _____________________ position. As a result, _____________________ , not matter, is propagated by waves.
Dierent types of waves exhibit specic (h) _______________________ . These characteristics are used to
distinguish between wave (i) __________________________ . Orientation of particle motion relative to the
direction of energy (j) _______________________ is one way waves are characterised. A second way that waves
are characterised is by the types of matter they are able to (k) _______________________ through.

http://scienceprimer.com/(adapted and abridged), accessed in January 2014

2. Match the types of waves on the left with their denitions on the right.
Types of Waves Denitions
a. Electromagnetic wave r 1. A wave that is not capable of transmitting its energy through

b. Mechanical wave r a vacuum. Example: sound.

2. A wave that is capable of transmitting its energy through


a vacuum (i.e., empty space). Example: light.

19 11.o Ano BRIDGES PHOTOCOPIABLE


PHYSICS

NAME: _______________________________________________________________________________________________________
16
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

BIG BANG THEORY


1. Choose the correct option to complete the following text.

The Big Bang

The night sky presents the viewer with a picture of a calm and unchanging Universe. So the
(a) (b)
__________________ discovery by __________________ that the Universe is in fact expanding at enormous
speed was revolutionary. Hubble noted that galaxies outside our own (c) __________________ were all moving
away from us, each at a speed proportional to its distance from us. He quickly realized what this meant: that
5
there must have been an instant in time (now known to be about (d) __________________ billion years ago)
when the entire Universe was contained in a single point in space. The Universe must have been born in this
single violent event which came to be known as the (e) __________________ .
Astronomers combine mathematical models with observations to develop workable theories of how the
Universe came to be. The mathematical underpinnings of the Big Bang theory include (f) _________________s
10
general theory of relativity along with standard theories of fundamental particles. Today NASA spacecraft
such as the Hubble Space (g) __________________ and the Spitzer Space Telescope continue Edwin Hubbles
work of measuring the expansion of the (h) __________________ . One of the goals has long been to decide
whether the Universe will expand forever, or whether it will someday stop, turn around, and collapse in a
Big Crunch
http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/ (adapted and abridged), accessed in January 2014

a. 1929 1930 1939

b. Edward Hubble Edwin Hubble Edwin Gobble

c. Moon Earth Milky Way

d. 10 14 8

e. Big Bang Big Ben Bang Ben

f. Albert Einstein Isaac Newton Villebrord Snell

g. Microphone Telephone Telescope

h. Milky Way Universe Sun

PHOTOCOPIABLE BRIDGES 11.o Ano 20


CHEMISTRY

NAME: _______________________________________________________________________________________________________
17
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

ACIDS
1. Write the formulas of the following acids in the correct place.

HI HNO3 H3PO3 HCIO HCIO3 H2CO3 HCIO2

H2S H2SO4 H2C2O4 H2SO3 H3BO3 H2SiO3 HBr

HF HCIO4 HNO2 HC2H3O2 H3PO4 HCI

a. Hydrouoric acid ____________________

b. Hydrochloric acid ___________________

c. Hydrobromic acid ___________________

d. Hydroiodic acid _____________________

e. Hydrosulfuric acid __________________

f. Nitric acid ____________________________

g. Nitrous acid _________________________

h. Hypochlorous acid _________________

i. Chlorous acid ________________________

j. Chloric acid ___________________________

k. Perchloric acid ______________________

l. Sulfuric acid __________________________

m. Sulfurous acid ______________________

n. Phosphoric acid ____________________

o. Phosphorous acid __________________

p. Carbonic acid _______________________

q. Acetic acid __________________________

r. Oxalic acid ____________________________

s. Boric acid ____________________________

t. Silicic acid ___________________________

2. Identify the weak acids in the above list.


21 11.o Ano BRIDGES PHOTOCOPIABLE
CHEMISTRY

NAME: _______________________________________________________________________________________________________
18
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

BASES
1. Write these expressions in the correct place.

Strong bases Weak bases

a. _____________________ dissociate 100% into the cation and OH- (hydroxide ion). The hydroxides of the
Group I and Group II metals are usually considered to be such bases.

b. Examples of _____________________ include ammonia, NH3 and diethylamine, (CH3CH2)2NH. They do not
furnish OH- ions by dissociation. Instead, they react with water to generate OH- ions.

2. Identify the strong and weak bases. Tick () the right column.

Strong bases Weak bases


a. ammonia
b. ammonium hydroxide
c. barium hydroxide
d. sodium hydroxide
e. methylamine
f. potassium hydroxide
g. pyridine

3. Match the formulas on the left with the bases on the right.
Formulas Bases
a. NaOH r 1. potassium hydroxide

b. KOH r 2. ammonium hydroxide

c. Ba(OH)2 r 3. barium hydroxide

d. NH3 r 4. methylamine

e. CH3NH2 r 5. pyridine

f. C5H5N r 6. sodium hydroxide

g. NH4OH r 7. ammonia

PHOTOCOPIABLE BRIDGES 11.o Ano 22


CHEMISTRY

NAME: _______________________________________________________________________________________________________
19
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

ACID RAIN
1. Write the following expressions in the correct place.

Atmosphere Nitric acid emission Wind Acid snow Soil

Water table Lake acidication Water course Leaching Sulfur dioxide emission

Fossil fuel Cloudwater Sulfuric acid emission Acid rain Nitrogen oxide emission

a.

b. c.
d. f.
e.
g.

h.

i.

j.
k.

l.

m.

n.

o.

23 11.o Ano BRIDGES PHOTOCOPIABLE


CHEMISTRY

NAME: _______________________________________________________________________________________________________
20
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

OXIDATION-REDUCTION QUIZ
1. Choose the correct answer to these questions.
1.1 Of the following, which would most likely be an oxidising agent?
r a. K
r b. Ag +

r c. C12
1.2 Of the following, which would most likely be a reducing agent?
r a. K
r b. Ag +

r c. C12
1.3 What do you call the substance that gains electrons?
r a. Oxidising agent
r b. Reducing agent
r c. Redox agent
1.4 What is another name for oxidation-reduction reaction?
r a. Chemical reaction
r b. Neutralisation reaction
r c. Redox reaction
1.5 What are the oxidation numbers of the atoms in HNO3?
r a. H: +1, N: +5, O: -2
r b. H: 1, N: 5, O: 2
r c. H: +1, N: -5, O: +2
1.6 For the following example, identify the oxidising agent: Na^+1 + Cl^-1 --> NaCl
r a. Na^+1
r b. Cl^-1
r c. both
1.7 In which substance does phosphorus have a +3 oxidation state?
r a. P4O10
r b. KH2PO3
r c. Ca3(PO4)2
PHOTOCOPIABLE BRIDGES 11.o Ano 24
MATHEMATICS

NAME: _______________________________________________________________________________________________________
21
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

TRIGONOMETRY TIPS
1. Read the following tips that will help you better understand trigonometry.

a. You dont have to calculate both tangent and cotangent. You can calculate the tangent and then
copy the column from the bottom up.

1
b. Do not leave irrational numbers in the denominator. For example, tan30 = . Dont leave it that
V3 V
3
way. Instead, write it like .
3
c. The formulae (formula) for nding angle and sides of triangle can be easily remembered using the
sentence - Old Harry And His Old Aunt.
Sin (V) = Old/Harry = Opposite/Hypotenuse
Cos (V) = And/His = Adjacent/Hypotenuse
Tan (V) = Old/Aunt = Opposite/Adjacent

d. If measure of an angle is given in degree, then to convert into radians, multiply the measure of an
U
angle by and, if the measure of an angle is given in radians, then to convert it into degree, write
180
180 at the place of U.

e. Trigonometric ratios of any angle are always constant.


V3 1
f. Sin 15 =
2V2
25 11.o Ano BRIDGES PHOTOCOPIABLE
MATHEMATICS

NAME: _______________________________________________________________________________________________________
22
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

APPLICATIONS OF TRIGONOMETRY IN REAL LIFE


1. Look at the following images illustrating the applications of trigonometry in real life and write the
following subtitles in the correct place.

It is commonly used in nding the height of towers and mountains.


It is used in navigation to nd the distance of the shore from a point in the sea.
It is used in nding the distance between celestial bodies.
The sine and cosine functions are fundamental to the theory of periodic functions such as those
that describe sound and light waves.

Quieter Louder
Saturn

C
a
b

Deeper pitch
A
Higher pitch Earth c
B
Sun

a. b.

ht
f Sig
eo
Lin

Angle of Elevation
A B
D
E

c. d.
PHOTOCOPIABLE BRIDGES 11.o Ano 26
MATHEMATICS

NAME: _______________________________________________________________________________________________________
23
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

GEOMETRY GLOSSARY
1. Match the following symbols with their meanings.

Symbols Meanings

a. * r 1. perpendicular

b. m*ABC r 2. pi
c. r 3. a circle
d.

r 4. parallel
e. r 5. a 90 degree angle; a right angle
f. r 6. implies
g. r 7. the symbol for degrees

h. r 8. congruent
i. r 9. if and only if
j. Y r 10. parallel lines
k. ] r 11. not
l. ~ r 12. an angle
m. { } r 13. a is an element in b
n. r 14. set markers
o. r 15. a null set
p. a E b r 16. the measure of angle ABC

27 11.o Ano BRIDGES PHOTOCOPIABLE


MATHEMATICS

NAME: _______________________________________________________________________________________________________
24
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

CALCULUS GLOSSARY
1. Complete the crossword puzzle below.
12

2 7
11

4 10

8 9

Across Down
1. A limit; its extent only goes so far, and then it 7. The highest point on a graph, especially over a
stops or ends. specied domain. It is the greatest value of f(x)
2. It employs derivatives and algebra to solve for over a dened interval of x, provided y = f(x).
variables that represent functions. 8. Having no bounds or boundary.
3. Often represented with an arrow, it is a quantity 9. To approach a limit.
with both magnitude (size) and direction. 10. A bound beyond which functions may not
4 A vector in physics, it has both magnitude realize.
(speed) and direction. 11. When its sum approaches a limit.
5. Approaching zero in size. 12. An integral with no limits of integration; it can
6. A line (or curve) that a function approaches be thought of as an antiderivative.
without actually reaching the line as the
domain either grows unbounded or approaches
a limit.

PHOTOCOPIABLE BRIDGES 11.o Ano 28


ARTS

NAME: _______________________________________________________________________________________________________
25
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

MATERIAL PROPERTIES QUIZ

1. Choose the correct answer to these questions.


1.1 Why couldnt you use a plastic towel?

r a. It would be too bendy.


r b. It wouldnt be absorbent.
r c. It wouldnt conduct heat.
1.2 Why wouldnt you sit on a glass chair?

r a. It might shatter.
r b. It wouldnt be absorbent.
r c. It would be transparent.
1.3 Where do metals come from?

r a. From trees.
r b. From bres woven together.
r c. From rocks called ores.
1.4 How is glass made?

r a. By heating sand.
r b. By mashing up wood from trees.
r c. By weaving bres together.
1.5 Which spoon is it safer to stir very hot soup with?

r a. A metal spoon.
r b. A wooden spoon.
r c. A paper spoon.
1.6 Material A is stretchy but not absorbent. Material B is very absorbent but does not stretch. Which
makes the best swimwear?

r a. Both Material A and Material B make good swimwear.


r b. Material B.
r c. Material A.
www.bbc.co.uk/bitesize/ks2/science/materials/material_properties/quiz/q19446681/ (adapted and abridged), accessed in January 2014

29 11.o Ano BRIDGES PHOTOCOPIABLE


ARTS

NAME: _______________________________________________________________________________________________________
26
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

TYPES OF PAPERS
1. Circle the correct options from the words in bold in the following text.

Tips on choosing papers


Paper is made from (a) 
  pressed into sheets. The (b)   expensive paper will be 100% rag
bers, cotton or linen; (c)   expensive are only part rag, and part chemically treated wood pulp.
There are (d)  common types of pressed paper: hot-press, cold-press and rough.
The rst one, (e)   , has a smoother nish and comes in various
(f)
5 
 . Smooth paper will allow ne detail work as well as (g) 
 blending, but
doesnt have enough grain or tooth to hold pastels, colored chalks or charcoal.
Cold-press rough paper has a coarser nish (as implied by the name). Papers with (h)   grain, or
tooth will give you (i)
  values because they will hold more graphite, and are ideal for pastel
and charcoal drawings.
10 The papers (j) 
    will generally determine its thickness and density. Using a heavier 90lb weight
or more will usually allow (k)   tolerance for repeated erasing and will accept some wash work
without buckling the paper, depending on the weight.
Using an acid-free archival paper will ensure your drawings (l) 
 withstand the test of time.
Do not use your (m)  paper for sketching out your ideas. Use newsprint or lesser grade drawing
15 pads for this. Reserve your good paper for your (n)  


 drawings.
www.wetcanvas.com/Articles2/3698/520/ (adapted and abridged), accessed in January 2014

PHOTOCOPIABLE BRIDGES 11.o Ano 30


ARTS

NAME: _______________________________________________________________________________________________________
27
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

COLOURS
1. Write these colours under the right columns.

Cadmium red Lead-tin yellow Cobalt violet Cremnitz white Lapis lazuli

Terre verte Burnt sienna Dragons blood Lampblack Verdigris Bone brown
Titanium white Manganese violet Cadmium yellow Indigo Vermilion
Vandyke brown Lead white Yellow ocher French ultramarine Tyrian purple

Ivory black Sap green Bone black Barium yellow Caput mortuum Bistre
Emerald green Zinc white Azurite Carmine

REDS YELLOWS GREENS BLUES PURPLES BROWNS BLACKS WHITES


Sinopsia Gold Chrysocolla Smalt Tyrian Bistre Vine black Permalba
purple

31 11.o Ano BRIDGES PHOTOCOPIABLE


ARTS

NAME: _______________________________________________________________________________________________________
28
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

CD BOOKLET
1. Create a CD booklet for your favourite band/singer or a CD of songs you have collected.

Important Tips:
CD booklets often include
a. The booklet cover, with the name of the band, artist or artists and the title of the CD;
b. The booklet contents, including
lyrics, with the name of the person who wrote it;
photos of the artist or band;
names of all the people who worked on the CD;
names of the people the artist wishes to thank.
Dont forget:
Pick a photograph or drawing for your cover. Use a picture of the performer or band, or pick an
image that gives a feeling for the music. Covers give you a clear representation of what the
content will be and sell you on the content by looking great itself;
Add the title of your CD. You can choose the name of one of the songs on the CD or come up with
a new name that ts the music;
Add text and graphics to the inside of your booklet, just as you did for the cover.

PHOTOCOPIABLE BRIDGES 11.o Ano 32


ECONOMICS

NAME: _______________________________________________________________________________________________________
29
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

ECONOMIC TERMS GLOSSARY


1. Find these words in the word search puzzle.

Benet Capital Consumers Deation Demand Economic System

Entrepreneur Goods Households Market Resources Services

S S E T H M C J V V M W N B X

S V D W E A Q E Q C I O M E B

I E F L P K Q G Y Q I C C N X

A R R I O E R F R T B O S E I

B O T V L H D A A Z N Y R F A

R A C P I D E L M O F X E I G

L O G H B C F S M N N D M T N

I T V O C E E I U C F T U V D

P B O G D K C S L O B W S O G

J H M D Z S Q F C B H X N V W

Z S C I Y D N A M E D A O R S

I Q K S P L X S N P B C C H D

M R T R E S O U R C E S J H O

P E R U E N E R P E R T N E O

M R U D A P K E D P R W Z M G

1.1 What is the meaning of the above words? Look it up in your English dictionary.

33 11.o Ano BRIDGES PHOTOCOPIABLE


ECONOMICS

NAME: _______________________________________________________________________________________________________
30
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

CIRCULAR FLOW OF ECONOMIC ACTIVITY


1. What is the circular ow of economic activity?

1.1 What other name is it known by?

2. Complete the following diagram with the words below.

Households Wages Capital Revenue

Income Firms

a. Revenue Spending

Goods Market

Goods and Services Goods and Services

b. Firms Households
c.

d.
Land, Labor, Capital Factors

Factors Market

Wages
e. and Rent f. Income

PHOTOCOPIABLE BRIDGES 11.o Ano 34


ECONOMICS

NAME: _______________________________________________________________________________________________________
31
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

GOVERNMENT BUDGET
1. Underline the correct words to complete the following text.

What is a Budget?
Meaning and Concept
A government (a) has/is having several policies to implement in the overall task of performing (b) its/its
functions to (c) met/meet the objectives of social & economic (d) grow/growth. In implementing (e) these/
this policies, it has to spend a huge amount of funds on defence, administration, development, welfare
projects & various other operations. It is therefore necessary to nd out (f) all/whole possible sources
of (g) get/getting funds (h) so that/so as to sucient revenue can be generated to meet the mounting
expenditure. The planning process of assessing revenue & expenditure is (i) term/termed Budget. The
term is derived from the French word Budgette (j) whose/which means a leather bag or a wallet. It is
a statement of the nancial plan of the government. It (k) shows/show the income & expenditure of the
government during a nancial year, which (l) runs/rans generally from 1stApril to 31st March. The budget is
the (m) more/most important information document of the government.

2. Complete the following graph of the main components or parts of a government budget. Use the
words given.

Tax Capital Revenue Receipts Budget

Government
a.

b. c.
Budget Budget

Revenue Revenue Capital Capital


Receipts Expenditure Expenditure
d.

e. Revenue Non-Tax
Revenue

Direct Tax Indirect Tax

35 11.o Ano BRIDGES PHOTOCOPIABLE


ECONOMICS

NAME: _______________________________________________________________________________________________________
32
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

THE PORTUGUESE GOVERNMENT BUDGET


1. Look at the following table of the Portuguese Government Budget.

1.1 Join in groups and analyse it.


These words may help you:
decit;
GDP (Gross Domestic Product);
highest;
lowest.

1.2 Share your analysis with the rest of your classmates.

PORT
TUGAL GOVERNMENT
PORTUGAL GOVVERNMEN
V NT
T BUDGET
T
Percentaaage of the GD
Percentage DP
D
GDP
-2 -2

-3.1
-4 -3.4 -3.6 -4
-4.1 -4.3

6
-6 -6
-6.1
-6.4
-8 -8

-10 -10
-9.8
-10.2

-12 -12
2004 2006 2008 2010 2012

www.tradingeconomics.com/portugal/government-budget, accessed in January 2014

PHOTOCOPIABLE BRIDGES 11.o Ano 36


PHILOSOPHY

NAME: _______________________________________________________________________________________________________
33
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

ARGUMENTATION
1. Write the words Proposition, Validity, Truth, Premise and Argument in the correct place.

a. ____________________________________ is the quality of scholarship being used to support the arguments


being made.

b. The goal of an ____________________________________ is to oer good reasons in support of your conclusion,


reasons that all parties to your dispute can accept.

c. In an argument or debate, a ____________________________________ is a statement that arms or denies


something.

d. A ____________________________________ is a proposition upon which an argument is based or from which


a conclusion is drawn.

e. ____________________________________ is the complete accuracy of propositions, statements, sentences,


assertions, and beliefs.

2. To test the validity of an argument, we use a three-step process. Write the steps in the correct
order.

a. If the truth table has a row where the conclusion column is FALSE while every premise column r
is TRUE, then the argument is INVALID. Otherwise, the argument is VALID.
b. Make a truth table that has a column for each premise and a column for the conclusion. r
c. Symbolise each premise and the conclusion. r

3. Complete the following statements with the words given.

valid invalid premises false true proof logically

a. An argument is _________________________________ if and only if the ______________________________


provide conclusive __________________________________ for its conclusion.

b. An argument is ____________________________________ if and only if it is ________________________________


possible for the conclusion to be ____________________________________ even though every premise is
assumed to be ____________________________________ .

37 11.o Ano BRIDGES PHOTOCOPIABLE


PHILOSOPHY

NAME: _______________________________________________________________________________________________________
34
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

VALIDITY OF ARGUMENTS
1. Write these titles in the correct place in the table.

False Premises, True Conclusion True Premises, False Conclusion

False Premises, False Conclusion True Premises, True Conclusion

a.

0. Valid Impossible: no valid argument can have true premises and a false conclusion.

Cats are mammals.


1. Invalid Dogs are mammals.
Therefore, dogs are cats.

b.

Cats are mammals.


2. Valid Tigers are cats.
Therefore, tigers are mammals.

Cats are mammals.


3. Invalid Tigers are mammals.
Therefore, tigers are cats.

c.

Dogs are cats.


4. Valid Cats are birds.
Therefore, dogs are birds.

Cats are birds.


5. Invalid Dogs are birds.
Therefore, dogs are cats.

d.

Cats are birds.


6. Valid Birds are mammals.
Therefore, cats are mammals.

Cats are birds.


7. Invalid Tigers are birds.
Therefore, tigers are cats.

http://legacy.earlham.edu/~peters/courses/log/tru-val.htm (adapted and abridged), accessed in January 2014

PHOTOCOPIABLE BRIDGES 11.o Ano 38


PHILOSOPHY

NAME: _______________________________________________________________________________________________________
35
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

SCIENCE & PHILOSOPHY


1. In groups, read the following cartoons and discuss the nature of science and philosophy.

Rationally speaking cartoon

39 11.o Ano BRIDGES PHOTOCOPIABLE


PHILOSOPHY

NAME: _______________________________________________________________________________________________________
36
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

PHILOSOPHY & POLITICS


1. Join in groups.

1.1 Your group has broken away from one of the major political parties in your country because of a single
issue.
1.2 Choose the issue:

the role of the armed forces;

taxes;

trade;

jobs;

the environment;

business regulation;

education;

health care;

technology;

transportation;

1.3 Create a philosophy statement, and then list ve to six goals your party will have.
1.4 Create a political poster for your party.

2. Present your party to the other groups.

PHOTOCOPIABLE BRIDGES 11.o Ano 40


HISTORY

NAME: _______________________________________________________________________________________________________
37
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

SCIENTIFIC REVOLUTION QUIZ


1. How much do you know about the Scientic Revolution? Choose the correct answer to the
following questions.

1.1 Who wrote De revolutionibus orbium coelestium?


r a. Nicolaus Copernicus
r b. Francis Bacon
r c. Andreas Vesalius

1.2 Who is considered one of the fathers of surgery?


r a. Lavoisier
r b. Kepler
r c. Ambroise Par

1.3 When did Kepler live?


r a. 15101590
r b. 15711630
r c. 15781657

1.4 Who was the rst person to use a microscope to view bacteria?
r a. Matteo Realdo Colombo
r b. Antoine van Leeuwenhoek
r c. William Harvey

1.5 Who created the three laws of motion?


r a. Blaise Pascal
r b. Einstein
r c. Isaac Newton

1.6 Who was Pierre Fauchard? 1.7 Who is the sentence I think, therefore I am attributed to?
r a. A 17 century physician
th
r a. Aristotle
r b. A 17 century astronomer
th
r b. Plato
r c. An 18 century physician
th
r c. Descartes
41 11.o Ano BRIDGES PHOTOCOPIABLE
HISTORY

NAME: _______________________________________________________________________________________________________
38
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

THE ATLANTIC SLAVE TRADE


1. Complete the text with words below.

Caribbean Atlantic Ocean First Spanish ethnic captives

near-monopoly union Portuguese European Second

British New world

The Atlantic slave trade took place across the (a) __________________ , predominantly from the 16th to the 19th
centuries. The vast majority of slaves transported to the (b) __________________ were Africans from the
central and western parts of the continent, sold by native African tribes to (c) __________________ slave
traders who then transported them to the colonies in North and South America. Various African tribes
played a fundamental role in the slave trade by selling their (d) __________________ or prisoners of war to
European buyers, which was a common practice on the continent. The prisoners and captives who
were sold to the Europeans were usually from neighbouring or enemy (e) __________________ groups,
and therefore not considered part of the African group dealing with the European slavers.

The (f) __________________ Atlantic system is a term used to characterise the (g) __________________ and
Spanish African slave trade to the South American colonies in the 16th century, which lasted until 1580,
when Portugal was temporarily united with Spain. While the Portuguese traded enslaved people
themselves, the (h) __________________ empire relied on the asiento system, awarding merchants (mostly
from other countries) the license to trade enslaved people to their colonies. During the First Atlantic
system, most of these traders were Portuguese, giving them a (i) __________________ during the era, although
some Dutch, English, and French traders also participated in the slave trade. After the (j) __________________
with Spain, Portugal was prohibited from directly engaging in the slave trade as a carrier, and so ceded
control over the trade to the Dutch, British and French.

The (k) __________________ Atlantic system, from the 17th through early 19th centuries, was the trade of
enslaved Africans that was dominated by (l) __________________ , French, and Dutch merchants. Most
Africans sold into slavery during the Second Atlantic system were sent to the (m) __________________ sugar
islands, as European nations developed economically slave-dependent colonies through sugar cultivation.
It is estimated that more than half of the slave trade took place during the 18th century, with the British as
the biggest transporters of slaves across the Atlantic.
www.boundless.com/u-s-history/slavery-freedom-and-the-struggle-for-empire-1750-1763/slavery-in-the-colonies/the-triangular-trade/ (adapted and abridged),
accessed in January 2014

PHOTOCOPIABLE BRIDGES 11.o Ano 42


HISTORY

NAME: _______________________________________________________________________________________________________
39
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

THE AMERICAN REVOLUTION


1. Find the dates for some of the most important events of the American Revolution.
Events Dates
a. Signing of the Treaty of Paris r 1. 1764

b. Sugar Act r 2. 1782

c. Adoption of the American Constitution r 3. 1787

d. Boston Massacre r 4. 1781

e. British troops arrive in Boston in response to political r 5. 1773


unrest 6. 1763
f. British Government authorises peace negotiations r 7. 1768
g. Stamp Act r 8. 1775
h. France recognises US Independence r 9. 1765
i. Ratication of the Articles of Confederation r 10. 1770
j. Continental Congress appoints George Washington r 11. 1778
commander-in-chief of Continental Army

k. Boston Tea Party r


2. Write the events in 1. the correct chronological order.

3. Match these events to their description.


Events Description
a. Stamp Act r 1. Parliament exempted the East India Companys tea from import duties
b. Tea Act r and allowed the Company to sell its tea directly to the colonies.

r
2. American patriots disguised as Mohawk Indians dumped 9,000 of
c. Boston Tea Party East India Company tea into Boston harbour.
d. Battle of Bunker Hill r 3. The rst major battle of the War of Independence.
4. Parliament required all legal documents, newspapers and
pamphlets to use watermarked, or stamped paper on
which a levy was placed.

43 11.o Ano BRIDGES PHOTOCOPIABLE


HISTORY

NAME: _______________________________________________________________________________________________________
40
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

HUMAN RIGHTS
1. Read the following lyrics of a song by Blood on the Dance Floor and discuss the issues it deals
with, particularly human rights, the right to love, citizenship, among others.

The Right to Love

Every man, woman and child seeks equal Open your mind to something big,
justice, equal opportunities, equal dignity. step out of the world in which you live,
Without discrimination, regardless of race, sex, realize we all have the right to love,
religion, sexual preference or social status. FIGHT! FOR! LOVE!
5 When you were born, you were born with the
same human rights as everyone else. 30 Stop the war,
You have the right to live, you were born free put division to an end,
and equal to have freedom and choice of your break free for the faith you believe in,
religion and the freedom of expression. ()
Liberty and justice for all,
10 All men and women are created equal...
35 United as one we stand tall.
Liberty and justice for all,
Love is love, it lives through it all,
United as one,
Hate is all alone, it makes you very small,
United as one!
We are one, and one for everyone
()
So take my hand, and open your heart to love.
40 Those who ght today against torture,
poverty and discrimination, are not giants or
15 Love is kind, so put aside your hate,
superheroes.
Love is meek...
Theyre people, kids, mothers, fathers,
a close mind will only make you weak. teachers.
45 Free thinking individuals who refused to
() be silent, who realize human rights are not
The only person you need to history lessons, theyre not words on a page,
20 prove your love to theyre not speeches or commercials or PR
is the person who feels the same about you. campaigns.
Dont you think love is worth ghting for? 50 They are choices we make every single day as
Dont you wanna live for something more? human beings, theyre our responsibilities we
We all deserve the right to love, all share, to respect each other, to help each
25 FIGHT! FOR! LOVE! other, to protect those in need, UNITY.

www.azlyrics.com (adapted and abridged), accessed in January 2014

PHOTOCOPIABLE BRIDGES 11.o Ano 44


HISTORY

NAME: _______________________________________________________________________________________________________
41
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

MUSIC
1. Who are these famous musicians? Write their names under the correct picture.

Zeca Afonso Bach Schubert Mozart Beethoven

Viana da Mota Verdi Domingos Bontempo Wagner

a. __________________________ b. __________________________ c. __________________________

d. __________________________ e. __________________________ f. __________________________

g. __________________________ h. __________________________ i. __________________________

45 11.o Ano BRIDGES PHOTOCOPIABLE


PORTUGUESE LITERATURE

NAME: _______________________________________________________________________________________________________
42
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

LITERARY TERMS & DEVICES


1. Match each literary term/device to its correct denition.

Literary terms & Devices Denitions


a. Allegory r 1. When a word is used in a manner to suggest two or more
possible meanings.

b. Alliteration r 2. Practice in literature whereby the author purposely leaves


out conjunctions in the sentence, while maintaining the

c. Asyndeton r grammatical accuracy of the phrase.

3. A gure of speech containing two phrases that are parallel

d. Cacophony r but inverted to each other.

4. A symbolism device where the meaning of a greater, often

e. Understatement r abstract, concept is conveyed with the aid of a more


corporeal object or idea being used as an example.

5. Literary device wherein the author uses specic words


f. Hyperbole r and phrases that exaggerate and overemphasise the basic
crux of the statement in order to produce a grander, more
g. Inversion r noticeable eect.

6. The use of words and phrases that imply strong, harsh


h. Litote r sounds within the phrase.

7. Literary device where words are used in quick succession


i. Metaphor r and begin with letters belonging to the same sound group.

8. Figures of rhetoric speech that use an understated


j. Personication r statement of an armative by using a negative description.

9. The practice of changing the conventional placement of


k. Pun r words.

10. The practice of attaching human traits and characteristics


l. Chiasmus r with inanimate objects, phenomena and animals.

11. The presentation of something as being smaller or less


good or important than it really is.

12. A meaning or identity ascribed to one subject by way of


another.

PHOTOCOPIABLE BRIDGES 11.o Ano 46


PORTUGUESE
PORTUGUESE
LITERATURE
LITERA

NAME: _______________________________________________________________________________________________________
43
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

PORTUGUESE WRITERS
1. Identify these Portuguese writers.

a. ______________________ b. ______________________ c. ______________________ d. ______________________

e. ______________________ f. ______________________ g. ______________________

2. Who wrote what?

PORTUGUESE WRITER

a. Amor de Perdio

b. Lendas e Narrativas

c. Sonetos Completos
d. Sermo de Santo Antnio. Pregado na cidade
de S. Lus do Maranho, ano de 1654
e. Cnticos do Realismo

f. Os Maias

g. Frei Lus de Sousa

47 11.o Ano BRIDGES PHOTOCOPIABLE


PORTUGUESE LITERATURE

NAME: _______________________________________________________________________________________________________
44
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

EA DE QUEIRS AND ENGLAND


1. Underline the correct options from the words in bold.

Ea de Queirs (a) arrived/had arrived in Newcastle-on-Tyne,


(b)
where/whereas he was to take up the post of Portuguese
Consul, on the 30th of December 1874. It (c) was/is his rst trip
to England and his initial impression of the country was not
5 a favourable one. We must (d) primary/primarily look to
Cartas de Inglaterra (Letters from England), Crnicas de Londres
(Chronicles of London), Notas Contemporneas (Contemporary
Notes), Correspondncia (Correspondence) and other
non-ctional prose for rst-hand information about Eas
10 opinions of England and the English. Of all his ctional works, it
is Os Maias (The Maias) that oers us the (e) broadest/broader
vision of his more profound views of the country.
(f)
Although/However the novel idealises England as a model
civilisation and it oers an aspect of Eas vision of his temporary
15 home (g) which/who, ltered by his creativity and deepened by
the (h) novels/novels moralising and didactic objectives, does
not coincide with the opinions he expresses in the texts he wrote
in his own name. In the (i) latter/letter the English are described as being good tradesmen, meticulous and
demanding intellectuals, xenophobic tourists, ignorant of foreign languages and disdainful of everything
20 that is not British. Politically he (j) saw/sawed England as an imperialist country with eets that dominated
the seas, colonies on all ve continents, administrators everywhere and missionaries present in every kind
of tribe. To the Ea of this (k) journalist/journalistic or epistol prose, the English aristocracy was the
(l)
prouder/proudest and (m) most/more conceited in the world, while the middle classes were the most
practical and utilitarian that had ever (n) conducted/conduct the destiny of a nation. As far as religion was
25 concerned, the English were essentially Protestants who were incapable of even (o) imagine/imagining
an order that did not conform to their strict morality, while English homes were the (p) refuge/refugee
of families that supposed themselves to be the most Christian on the face of the planet. Having said that,
we do encounter a more balanced attitude in his more mature and thoughtful ction. His feelings towards
England were in fact ambivalent: he praised (q) its/its virtues as a powerful nation with a strong character,
30 but he wrote hard and bitter words about its perdies above all in the eld of foreign policy and the
defects and the ridiculous behaviour he saw in its people. In truth, his attitude towards his own country,
Portugal, was not (r) much/many dierent a conictual relationship of the kind we have with someone we
love but, cannot fail to observe with a just and critical eye.

www.instituto-camoes.pt/revista/revista9in.htm (adapted and abridged), accessed in January 2014

PHOTOCOPIABLE BRIDGES 11.o Ano 48


PORTUGUESE
PORTUGUESE
LITERATURE
LITERA

NAME: _______________________________________________________________________________________________________
45
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

CESRIO VERDE
1. Read the following English translation of part of a poem by Cesrio Verde.

1.1 Translate the English version into Portuguese.


1.2 Compare your translation with the original poem by Cesrio Verde. What dierences did you nd?

The Feeling of a Westerner


I
Vespers

When evening falls across our streets


And sullen melancholy lls the air,
The Tagus, the tang, the shadows and bustle
Bring me an absurd desire to suer.

5 The sky hangs low and seems all hazy;


The gas from the streetlamps makes me queasy;
The tumult of buildings, chimneys and people
Is cloaked in a dullish, Londinish hue.

Oh lucky travelers in hired coaches


10 Now hieing to the railway station! Countries
And exhibitions le past me: Madrid,
Paris, Berlin, St. Petersburg, the world!

The timber frames of future buildings


Resemble cages for keeping animals;
15 Like swooping bats the carpenters leap
From beam to beam at the sound of the bell.

http://www.umassd.edu/media/umassdartmouth/portgrad/CesarioVerde.TheFeeling..pdf (adapted and


abridged) , accessed in January 2014

49 11.o Ano BRIDGES PHOTOCOPIABLE


PORTUGUESE LITERATURE

NAME: _______________________________________________________________________________________________________
46
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

FILM REVIEW
1. Choose a lm adaptation of a Portuguese book and write a review of the lm.

Thesse gguidelinne
ess may help yyou:

Paraggrapph 1: Include th
e name of the lm, the pro
setting ((time and place), an minent stars of the lm, ba
d type of lm (comedy, ad sic
etc.). vventure, drama, horror,

Paragraph 2: Write a plo p t sum


s mmmaarryy for th
t e mo vie. Do not reveal th
Discuss att lea
east 5 events and be sure to e ending
the veryy ennd. c
co ve r th e entir e sc op e of the mo vvie, except

Paraggraph
p 3 & 4: Discuss two dif ifffer
erent aspects of lmmakin
ggraph
p ): acting, direction, editi g (one in each para
ng, costume design, set de
background music, or anyth sign, photography,
ing else you may think of.
annd cite examples from th Be sure that you are speci
e mo vie. c

Paraggrapph 5: Give your


overall reaction to the lm
qualityy of the lm. Also inc
q as well as your opinion on
lude your recommendation the
s for potential viewers.
http://www.apsu.edu/sites/a
psu.edu/les/academic-s
upport-center/Mo vie_Review.pdf
(adapted and abridged)

PHOTOCOPIABLE BRIDGES 11.o Ano 50


PHYSICAL EDUCATION

NAME: _______________________________________________________________________________________________________
47
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

RUNNING
1. Identify these types of races. Use the words below.

Sprint Long distance Middle distance Hurdles

Ultramarathon Marathon

a. ________________________________ b. ________________________________ c. ________________________________

d. ________________________________ e. ________________________________ f. ________________________________

2. Match the type of race with its description.

Type of race Description


a. Sprint r 1. It is the shortest race: 60 m, 100 m, 200 m, 400 m.
b. Ultramarathon r 2. It is a running event of just over 42 km.

c. Hurdles r 3. A race in which a series of barriers must be jumped without the

d. Marathon r competitors breaking their stride.

e. Middle distance r 4. The race is usually 5,000-10,000 m.

f. Long distance r 5. A race typically longer than a traditional marathon (over 42 km).
6. The most common are 800m, 1,500 m, 3,000 m.

51 11.o Ano BRIDGES PHOTOCOPIABLE


PHYSICAL EDUCATION

NAME: _______________________________________________________________________________________________________
48
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

BASKETBALL
1. The basketball court is divided into the following specic areas. Find their descriptions below.

Basketball court area Description


a. Sideline r 1. There are 3 circles on the court: a center circle at midcourt and a free
b. Backcourt (Endline) r throw circle around the free throw line at each end.

c. Frontcourt r 2. The markings on each side of the key used for lining players up for free

r
throws.
d. Backcourt
3. The half of the court containing the basket at which the team is shooting.
e. Midcourt (Halfcourt) line r
r
4. The line 15 feet from the basket that cuts the free throw circle in half.
f. Jump circles
g. Free throw line r 5. The line that runs from sideline to sideline down the center of the court.

h. Lane lines r 6. A basket made by a player beyond this line is worth 3 points instead of 2.

i. Block and Hash marks r 7. The half of the court containing the opponents basket.

j. Three-Point line r 8. The two lines that extend from the ends of the free throw line to the
baseline forming a rectangular area called the free throw lane or the key.

9. The boundary lines at each end of the court.


10. The boundary lines at each side of the court.

2. Complete the illustration below with vocabulary from exercise 1.

b. c.
Base
Center Line
a. Circle

Basket Free Throw Lane


(Hoop) (In red a.k.a. the paint)
Backboard d.

PHOTOCOPIABLE BRIDGES 11.o Ano 52


PHYSICAL EDUCATION

NAME: _______________________________________________________________________________________________________
49
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

FOOTBALL TERMS
1. Unscramble each of the clue words and then copy the letters in the numbered cells to other cells
with the same number to nd the mystery word.

a. SSITAS
3

b. TEATAKRC
6

c. KABC
11

d. RELCA
7

e. RTTEOCUATACNK
15 10 13 12 5

f. REFREEE

g. TANLYPE
1 2

h. LFRIMEDDIE
8

i. WADRORF
9

j. KIRREST
4

k. GNSIW
14 16

H
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

53 11.o Ano BRIDGES PHOTOCOPIABLE


PHYSICAL EDUCATION

NAME: _______________________________________________________________________________________________________
50
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

1. Read the following article by Simon Mundie, a BBC sports reporter.

Doping and corruption to top 2014 sports news agenda


Sporting highlights in 2014 include the Brazil World Cup, Glasgow hosting the
Commonwealth Games and the Winter Olympics.
However, as well as all the action on the pitch, there are several issues that
look certain to dominate the sports news agenda. Doping, corruption and
5 women in sport are all likely to be in the headlines.
From Ben Johnson in the 1988 Olympic Games to Lance Armstrongs seven
Tour De France wins, doping in sport has long been something the authorities
have tried to tackle. In 2013, the spectre of drugs in sport came to the fore,
with several of Jamaicas track and eld athletes testing positive for a banned
10 substance, as well as two of sprintings biggest names: Tyson Gay and Asafa
Powell.
The World Anti-Doping Agency has been criticised for not enforcing rigorous
testing regimes in certain countries around the world. The pressure on
specic sports to take the threat of doping more seriously is set to rise too. Lance Armstrong said he used
15 performance-enhancing drugs during his Tour de France wins.
Corruption in sport is another issue that may dominate in 2014. Recently there were claims football matches
in Britain were being targeted by overseas betting syndicates. Cricket is another sport to have been implicated
in recent years. Several sports will see 2014 as a time to raise their prole, even during a World Cup year.
Womens sport in particular will want to keep pushing to gain
20 recognition. At the end of 2013 a government committee was set
up to look at why more women didnt take up sport after London
2012, and it found that 60% of people want to see more coverage
of womens sports. Part of the focus for equality is directed
towards governing bodies, where female representation is often
25 underwhelming. The ght for recognition will certainly continue,
but womens sport does appear to have the wind in its sails as a
new year looms.

Simon Mundie, Doping and corruption to top 2014 sports news agenda, www.bbc.co.uk
(adapted and abridged), accessed in January 2014

2. Join in groups and discuss the problems dealt with in the text:

doping;

corruption;

women participation in sport events.

PHOTOCOPIABLE BRIDGES 11.o Ano 54


LITERATURE,
MUSIC
CINEMA
& SPEAKING
ACTIVITIES
Literature pp. 57-71

Music pp. 72-86

Cinema pp. 87-101

Speaking Activities pp. 102-106


LITERATURE

NAME: _______________________________________________________________________________________________________
51
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

AS BYATT
1. Read the following excerpt of a short story by AS Byatt.

Sea Story
He was born beside the sea almost literally, for his
mothers birth pangs began when she was walking
along the shoreline under a pale sun gathering
buttery shells. He was born in Filey, on the east
5 Yorkshire coast, a shing town with a perfect sweep
of pale golden beach, crumbling grassy clis, and
the unique Filey Brigg, a mixture of many rocks,
beginning at Carr Naze, and stretching out in a long
peninsula into the North Sea, full of rock pools and
10 rivulets, harsh and tempting at once. His father was
an oceanographer, the son of an oceanographer who studied the deep currents of the North Sea. His mother
taught English at a high school and wrote erce little poems about waves and weather. They took him walking
along the beach, and scrambling on the Brigg and shing from rocks and with lines over the side of rowing
boats. The family had almost a collection of bottles picked up by sailing vessels and along coastlines. Several
15 of these were numbered bottles, sealed and weighted to bob along the seabed, designed by the Marine Science
project to map the movement of currents around the coast. One a rather sinister-looking early 20th-century
medicine bottle contained a lined sheet of paper. This read Dear Mary and was followed by the phrase I
love you, I love you, I love you repeated until it lled both sides. It was meticulously signed Robert Fisher,
with an address in Hull; the house turned out to have been demolished by bombs in 1944.

www.theguardian.com/books/2013/mar/15/as-byatt-short-story-sea (abridged), accessed in January 2014

2. Where was the main character of the story born?

3. Draw the village and the landscape according to the description in the text.

3.1 Find the location in a map and try to discover some images of the location and then compare your
drawing with the real images. What dierences and similarities can you nd?

4. Have you ever sent a message in a bottle? Share your experience in class.

5. Write a love letter, starting it like Robert Fishers:

Dear...,
I love you, I love you, I love you

57 11.o Ano BRIDGES PHOTOCOPIABLE


LITERATURE

NAME: _______________________________________________________________________________________________________
52
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

SAVANNAH BROWN
1. Do some research to nd out the denition of Slam Poetry.

2. Read the following slam poem Savannah Brown, a 17-year-old girl, wrote in response to another
poem which depicted girls in a very negative way.

A Slam Poem
When I rst learned that no one could ever love me more than
me, a world of happiness previously unseen was discovered
because somewhere along the line of aging and scrutiny and
time, I was taught to despise myself. ()

5 I was 13 the rst time I was embarrassed about my body, of


course it might not be the last, and I remember stung my
bra in the morning, tears stinging my eyes, hoping, praying to
something that I could look beautiful enough today, braces
and all, for the ruthless boys who mercilessly told me I was
10 worthless because my boobs werent big enough.
And I would go home and put on a sweatshirt with my eyes closed, deny myself the right to be shown myself
because I didnt dare want to insinuate beauty in regards to something so insulting as my body. ()
You cant surrender to them. () And you dont need any miracle cream to keep your passions smooth, hair
free, or diet pills to slim your kindness down. And when you start to drown in these petty expectations, youve
15 gotta re-examine the miracle of your existence because you are worth so much more than your waistline. ()
But sometimes we forget that because we live in a world where the media pulls us from the womb, nurses us,
and teaches us our rst words: skinny, pretty, skinny, pretty, girls, soft, quiet, pretty, boys, manly, muscles,
pretty. But I dont care whether its your gender, your looks, your weight, your skin, or where your love lies.
None of that matters because standards dont dene you.
20 You dont live to meet the credentials established by a madman. Youre a goddamned treasure whether you
want to believe it or not. And maybe thats what everyone should start looking for.

http://alexandraculshaw.wordpress.com/2014/01/03/what-guys-look-for-in-girls-a-slam-poem/ (abridged), accessed in January 2014

3. What are the major issues Savannah focuses on in her text?

4. Choose one of those issues and prepare a presentation about it to show in class.

PHOTOCOPIABLE BRIDGES 11.o Ano 58


LITERATURE

NAME: _______________________________________________________________________________________________________
53
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

SLAM POETRY COMPETITION


A slam poem is a poetry competition in which poets perform original work alone or in teams before
an audience, which serves as judge. The work is judged as much on the manner and enthusiasm of its
performance as its content or style, and many slam poems are not intended to be read silently from the
page.

Why not have a Slam Poetry Competition in your class or school?

1. The main elements of slam poetry are:

a. Rhythm although it is written in free verse it has a denite


driving rhythm which keeps the poem moving from one line
to the next;

b. Repetition slam poems use repetition a lot: the same word,


phrase or expression is repeated throughout the poem;

c. Rhyme slam poems do not have a specic rhyme scheme but


the audiences ear must easily catch the main idea or theme.

2. How to write a slam poem:

a. Select a topic to write your poem about. Then begin writing your poem. Usually spoken word
poetry is often highly politicised, drawing upon racial, economic, and gender injustices as well
as current events for subject manner.

b. Research new slang words or relevant modern contextual references and use them for more
impact. Do not be too formal in your presentation since formality is the antithesis to slam
poetry.

c. Read your poem out loud to a friend who will give you honest feedback.

3. Tips:
a. Write about something you are passionate about;
b. Be as authentic as possible;
c. Practise as many times as possible;
d. Do not over-use (try to avoid it!) oensive or sexual imagery;
e. Do not over-rehearse your poetry; you should always feel it from the inside.

59 11.o Ano BRIDGES PHOTOCOPIABLE


LITERATURE

NAME: _______________________________________________________________________________________________________
54
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

BIOPOEM

1. Choose a book you read recently, or one you particularly like.

2. Choose a character you like.

3. Complete the following biopoem layout:

Line 1. First name of the character _______________________________

Line 2. Four traits that describe character _______________________________

Line 3. Relative (brother, sister, daughter, etc.) of _______________________________

Line 4. Lover of _______________________________ (list three things or people)

Line 5. Who feels _______________________________ (three items)

Line 6. Who needs _______________________________ (three items)

Line 7. Who fears _______________________________ (three items)

Line 8. Who gives _______________________________ (three items)

Line 9. Who would like to see _______________________________ (three items)

Line 10. Resident of _______________________________

Line 11. Last Name _______________________________

(Steps 1-11: Grierson, BYU, 2007)

PHOTOCOPIABLE BRIDGES 11.o Ano 60


LITERATURE

NAME: _______________________________________________________________________________________________________
55
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

BENJAMIN ZEPHANIAH
1. Read the following poem by Benjamin Zephaniah.

The Tourists are coming

Tell them to be careful If by chance you see some


If theyre not give them an earful Try to make them welcome
The tourists are coming The tourists are coming
The tourists are coming. The tourists are coming.
35
5 They may want to party nightly If they treat us good
But tell them they must be tidy Theyre welcome in the neighbourhood
The tourists are coming The tourists are coming
The tourists are coming. The tourists are coming.

They must respect what weve planted But if theyre out of order
10 They should not take us for granted 40 Show them to the border
The tourists are coming The tourists are coming
The tourists are coming. The tourists are coming.

They should practise what they preach And if it does start raining
When theyre lying on the beach Tell them o if theyre complaining
15 The tourists are coming to play. 45 The tourists are coming I say.

Because our land is sunny Tell them that we love living


They come here with their money And money cant buy everything
The tourists are coming The tourists are coming
The tourists are coming. The tourists are coming.

20 We will not rant and rave 50 Call them names like fools and criminals
If they will behave If they dont like animals
The tourists are coming The tourists are coming
The tourists are coming. The tourists are coming.

We will not be bitter Tell them if they cant keep the peace
25 If they dont drop their litter 55 That tourism must cease
The tourists are coming The tourists are coming
The tourists are coming. The tourists are coming.

If they dont mess about Tell them not to be greedy


We will not kick them out And be careful where they wee wee
30 The tourists are coming to stay. 60 The tourists are coming this way.

Benjamin Zephaniah. Wicked World. 2000

2. What is this poem about?

3. Do you have the same problems with tourists in your region? Describe them.

4. Write a poem about the positive aspects of tourism.

61 11.o Ano BRIDGES PHOTOCOPIABLE


LITERATURE

NAME: _______________________________________________________________________________________________________
56
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

MONICA ALI
1. Read the following excerpt from the book Brick Lane, by Monica Alili
an epic saga about a Bangladeshi family living in the UK.

See those kids down there? Karim stood at the window but Nazneen would
not go and stand with him. Those kids, theyre all users.
She did not understand.
Theyre users, addicts.
5 What is it? Users?
Theyre all on heroin. All of that lot.
Drugs.
This estate is full of it. You have got no idea. He came away from the window. Some of them are, right, twelve years
old. Know how it got this way? Ten years ago, this place was clean, yeah? There was just Tippex, or gas. A bit of weed.
10 Ganja. But then, what happened, this area started going up. And the City started coming out towards Brick Lane. You
got grant money coming in, regeneration money. Property prices going up, new people moving in, businesses and that.
And we started to do well, man.
He sat down at her sewing machine. Thats the problem. That is the start of it. No coincidence. Its like what happened
in America when the blacks got organised. Youve got to keep them down, keep them quiet. The FBI the government
15 they got together with the Maa, and ooded the blacks with drugs, set them up with all the guns and stu, so they can
just get high and shoot each other. As long as it stays in the ghettoes, man, theyre not bothered.
Nazneen wondered if her English had failed her, misled her. She said, The government gave the drugs?
Know what Im saying? said Karim. You have to ask the questions.
For a while he looked inside his magazine. He rubbed his beard, cupped his chin in his hand, and tested the bristles.
20 Not like they couldnt stop it, if they wanted to. Everyone knows the dealers. He gave a short, bitter laugh. Its not hard.
The dealers are the ones the kids look up to. With the ash cars and all the gold. But, know what Im thinking?
Im thinking He shook his head as if it could not be true. Im thinking as long as theyre drug addicts, they stay away
from religion. And the government its more scared of Islam than heroin.

Monica Ali. Brick Lane. Scribner: 2003. (adapted and abridged)

2. Answer the following questions about the text.

2.1 Where is Karim and what is he doing?


2.2 What is he talking about?
2.3 In Karims opinion, what happened in America when black people united?
2.4 According to Karim, is the government interested in solving the problem with drugs in the Brick Lane
neighbourhood? Why/Why not?

PHOTOCOPIABLE BRIDGES 11.o Ano 62


LITERATURE

NAME: _______________________________________________________________________________________________________
57
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

WRITING A BLURB
1. Use your English dictionary to nd the meaning of blurb.

2. Read the following book blurbs.

3. Choose a book to your liking and write a short blurb. These tips may help you:

a. Make it short!
Write only a few lines or paragraphs. It should arouse curiosity and promise a good read.
b. Make it punchy!
Book blurbs tend to use emotive words. Find out what your reader wants, and write a blurb that
shows how youll deliver.
c. End with a reason for the reader to buy/read the book.
This can be in the form of a statement or a provocative question.
d. Dont confuse a short book blurb with a short synopsis!
A synopsis is a summary of the whole story - beginning, middle and end. A back cover blurb does
NOT give the game away! It stimulates interest and curiosity and therefore entices the reader to buy
the book.

63 11.o Ano BRIDGES PHOTOCOPIABLE


LITERATURE

NAME: _______________________________________________________________________________________________________
58
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

JD SALINGER
1. All these excerpts belong to stories by J. D. Salinger. Do some research to match them with their
corresponding story.

1 2 3 4

a. If you really want to hear about it, the


rst thing youll probably want to know m e an. Everyth
ing
ryb od y , I
is where I was born, and what my lousy b. Its eve nt know
y d o e s is so I do
childhood was like, and how my parents everybo d ven
o r e ve n mean, or e
g , and
were occupied and all before they had not wron ly . B u t ju st so tiny
essari And
me, and all that David Coppereld kind stupid nec d sa d-making.
ss a n or
of crap, but I dont feel like going into it, meaningle y o u g o bohemian
part is, if ing
if you want to know the truth. the worst th at, y ou re conform
crazy like way.
something ly in a dierent
ch o n
just as mu

c. I dont really
deeply feel th
needs an airti at anyone
ght reason for
the works of w quoting from
riters he loves,
always nice, Il but its
l grant you, if
he has one.

seem able to love us


d. I mean they dont le
They dont seem ab
just the way we are. g
ey can keep changin
to love us unless th
e their reasons for
us a little bit. They lov ,
much as they love us
loving us almost as
e more.
and most of the tim

PHOTOCOPIABLE BRIDGES 11.o Ano 64


LITERATURE

NAME: _______________________________________________________________________________________________________
59
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

ATHENA N. EDMONDS
1. Read the following poem by Athena N. Edmonds.

2. Choose the correct option.


Samantha Phippen Morgan,
2.1 Which of these titles do you think best ts in the
dressed in cargo pants, hiking boots, poem?
and a camo shirt. Serviceman
in the elevator, What a cute boy,
r a. Genders Waiting Room
he says. Saleslady at CVS, r b. Saving our Planet
With those eyes youll break r c. A Good Day
ladies hearts, she says.
Drycleaner behind the counter,
2.2 What is the main topic of the poem?
r a. Work
Boy or girl, she asks; beautiful
eyelashes but boy pants confuse her.
Boy or girl, I ask. But you refuse r b. Misadaptation
to answer. Instead, you bang and bang r c. Travelling
your head against the counter.

2.3 What seems to be the problem with Samantha?


Late at night you sit on my lap.
The Massachusetts Review, 2010
You ask me, Are my eyes beautiful? r a. She doesnt like people to think she is a boy.
They are, they are, I say. r b. She doesnt like girls clothes.
And you ask me, Are my eyelashes beautiful?
They are, they are, I say.
r c. She is a transgender.
Then Im going to need to cut them o, you say.
2.4 Why do you think she wants to cut her
The Massachusetts Review, 2010
eyelashes?
r a. She doesnt like them.
r b. It is a way to choose her own gender
she chooses to be a boy.
r c. It is a way to show other people they are
right.

65 11.o Ano BRIDGES PHOTOCOPIABLE


LITERATURE

NAME: _______________________________________________________________________________________________________
60
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

BARBARA K. BASSETT
1. Read the following poem and together with your partner discuss the message the author is trying
to convey.

Angelas word She didnt know why,


45 and she didnt know how,
When Angela was very young, But she wanted her life to end;
Age two or three or so, So she begged Whoever put her here
Her mother and her father To take her back again.
Taught her never to say NO. And then she heard, from deep inside,
5 They taught her that she must agree 50 A voice that was soft and low;
With everything they said, It only said a single word
And if she didnt, she was spanked And the word it said was... NO.
And sent upstairs to bed. From that moment on, Angela knew
So Angela grew up to be Exactly what she had to do.
10 A most agreeable child; 55 Her life depended on that word,
She was never angry So this is what her loved ones heard:
And she was never wild; NO, I just dont want to;
She always shared, she always cared, NO, I dont agree;
She never picked a ght, NO, thats yours to handle;
15 And no matter what her parents said, 60 NO, thats wrong for me;
She thought that they were right. NO, I wanted something else;
Angela the Angel did very well in school NO, that hurt a lot!
And, as you might imagine, NO, Im tired, and NO, Im busy,
she followed every rule; And NO, Id rather not!
20 Her teachers said she was so well-bred, 65 Well, her family found it shocking,
So quiet and so good, Her friends reacted with surprise;
But how Angela felt inside But Angela was dierent,
They never understood. you could see it in her eyes;
Angela had lots of friends For theyve held no meek submission
25 Who liked her for her smile; 70 Since that night three years ago
They knew she was the kind of gal When Angela the Angel
Whod go the extra mile; Got permission to say NO.
And even when she had a cold Today Angelas a person rst,
And really needed rest, then a mother and a wife.
30 When someone asked her if shed help 75 She knows where she begins and ends,
She always answered Yes She has a separate life.
When Angela was thirty-three, She has talents and ambitions,
she was a lawyers wife. She has feelings, needs and goals.
She had a home and family, She has money in the bank and
35 and a nice suburban life. 80 An opinion at the polls.
She had a little girl of four And to her boy and girl she says,
And a little boy of nine, Its nice when we agree;
And if someone asked her how she felt But if you cant say NO, youll never grow
She always answered, Fine. To be all youre meant to be.
40 But one cold night near Christmas time 85 Because I know Im sometimes wrong
When her family was in bed, And because I love you so,
She lay awake as awful thoughts Youll always be my angels
went spinning through her head; Even when you tell me NO.
http://www.caringonline.com/feelings/poetry/collection/angela.htm

PHOTOCOPIABLE o
BRIDGES 11. Ano 66
LITERATURE

NAME: _______________________________________________________________________________________________________
61
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

WRITING A BOOK REPORT


1. Choose a book you have read recently and write a book report on it. The following tips may help
you.

a. Get the basic information from the book:

Author;

Title;

Publisher location, name of publisher, year published;

Number of pages.

b. Identify the book genre: ction, non-ction, biography, drama, action

c. For ction:

Identify the main characters and describe what happens to them;

Describe the setting, the point of view (who tells the story), the mood and tone;

Give a concise plot summary.

d. For non-ction:

Give a general overview of the authors topic, main points, and argument.

e. Give your personal opinion and evaluation on the book:

Dont forget to explain and support your opinion with examples;

Present the elements you liked and didnt like;

State if you think the writing is eective, powerful, dicult, beautiful...;

Refer to what you think are the strengths and weaknesses of the book;

For non-ction comment on the authors arguments and conclusions and give your opinion on them;

Give your overall response to the book: did you nd it interesting, dull, exciting...?;

Say if you would recommend this book to other people and why.

67 11.o Ano BRIDGES PHOTOCOPIABLE


LITERATURE

NAME: _______________________________________________________________________________________________________
62
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

FERNANDO PESSOA
1. How much do you know about Elizabethan language, which you can nd in Shakespeares
works? Match the words on the left with contemporary English on the right.

Elizabethan English Contemporary English


a. Thee/Thou r 1. Goodbye
b. Yes r 2. You

c. Hadst r 3. Were

d. No r 4. Had

e. Sans r 5. Aye
f. Wert r 6. Without
g. Livdst r 7. Nay
h. Thy r 8. Your
i. Fare thee well r 9. Lived

2. Identify Elizabethan terms in the following sonnet by Fernando Pessoa.

IV - I could not think of thee as piecd rot


I could not think of thee as piecd rot,
Yet such thou wert, for thou hadst been long dead;
Yet thou livdst entire in my seeing thought
And what thou wert in me had never ed.
5 Nay, I had xed the moments of thy beauty
Thy ebbing smile, thy kisss readiness,
And memory had taught my heart the duty
To know thee ever at that deathlessness.
But when I came where thou wert laid, and saw
10 The natural owers ignoring thee sans blame,
And the encroaching grass, with casual aw,
Framing the stone to age where was thy name,
I knew not how to feel, nor what to be
Towards thy fates material secrecy.
http://arquivopessoa.net/textos/4208, accessed in January 2014

3. Write your own poem using some of the Elizabethan terms above or others you may nd.

PHOTOCOPIABLE BRIDGES 11.o Ano 68


LITERATURE

NAME: _______________________________________________________________________________________________________
63
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

FIGURES OF SPEECH QUIZ


1. Choose the correct options.

1.1 What is a gure of speech?


r a. What the author literally means.
r b. A nonliteral way of saying something.
r c. A familiar expression or saying.
1.2 An implied comparison between two unlike things that actually have something important in
common is a:
r a. simile.
r b. comparison.
r c. metaphor.
1.3 What gure of speech is present in these expressions: CD-ROM disk, PIN number, ATM machine?
r a. Oxymoron.
r b. Tautology.
r c. Euphemism.
1.4 When a closely related term or symbol is substituted for what it represents, or some concrete term
is used for a more abstract idea, the gure of speech is referred to as a:
r a. metonymy.
r b. hyperbole.
r c. assonance.
1.5 As easy as pie, at the eleventh hour, pull someones leg are examples of
r a. idioms.
r b. allusion.
r c. funny metaphors.
1.6 What do you call a gure of speech in which incongruous or contradictory terms appear side by
side?
r a. Synecdoche.
r b. Chiasmus.
r c. Oxymoron.

69 11.o Ano BRIDGES PHOTOCOPIABLE


LITERATURE

NAME: _______________________________________________________________________________________________________
64
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

GRAPHIC NOVELS ADAPTATIONS OF CLASSIC LITERATURE


1. Try to nd out what classic novel this graphic novel is an adaptation of.

Tony Millionaire and Kevin Huizenga

2. Choose an excerpt from a classic novel/traditional short story you know and make it into a
comic strip.

PHOTOCOPIABLE BRIDGES 11.o Ano 70


LITERATURE

NAME: _______________________________________________________________________________________________________
65
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

WOMEN CELEBRATING WOMEN


1. Read the following excerpt from Orchids to You Dear, a short story by Fiona Cooper.

She dreamed of oating up the aisle in frothy white, to stand beside a dark-suited gure. He slipped a golden band onto
her nger, but when she turned to look at him, his face was never clear. It was her favourite dream, but she knew enough
to keep it to herself.
We all have our gifts, and yours is The Brain, Hilary, her mother had told her rmly, guiding her away from dates and
5 dances and the like. Home and school had worn her success like a prize rosette, and she trotted o to university with a
stack of leather-bound prizes and dire warnings about hard work, early nights and regular meals.
She saw him at the rst lecture, and thrilled at his cultured voice. Black-jacketed on the podium, he was on a dierent
plane from the student body, silent and scribbling at his feet. Everybody liked Professor Harrison.
Call me Mark, he urged her in his tutorials. She had been rapt at his every phrase, pen ready to score out any word or
10 even a comma in her essays to please him.
A matter of months later, he chose her to be his wife. He told her she was beautiful. Her mother snied throughout the
service. Her eyes said mutton that wants to be taken for lamb and my poor impressionable baby. She took the rst train home.
Hilary put it all behind her. For she loved his dapper brilliance my husband the professor. And now her heart anticipated
his every wish, eager to change the slightest gesture, for how could he be wrong?

Sue Thomas, (ed.). Wild women. Contemporary Short Stories by Women Celebrating Women

2. Answer the following questions on the text.

2.1 What is the name of the main character?


2.2 What is her deepest dream? Justify your answer quoting from the text.
2.3 What is her greatest asset, according to her mother?
2.4 What happens when she goes to university?
2.5 What was her mothers reaction?
2.6 What is the meaning of the expression mutton that wants to be taken for lamb (l. 12)?
2.7 What is Hillarys attitude toward her husband?

3. What do you think is going to happen next? Write an ending to the story.

71 11.o Ano BRIDGES PHOTOCOPIABLE


MUSIC

NAME: _______________________________________________________________________________________________________
66
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

BANDS AND SINGERS


1. Look at the following photos of famous singers and bands. Label them correctly. Use the names
in the boxes.

Christina Aguilera

Boyce Avenue
a.
___________________________________ d.
___________________________________

Anastacia

Michael Bubl

___________________________________
b. e.
___________________________________

Miley Cyrus

John Legend

c.
___________________________________ f.
___________________________________

2. Who is/are your favourite singer(s)/band(s)? Why?

PHOTOCOPIABLE BRIDGES 11.o Ano 72


MUSIC

NAME: _______________________________________________________________________________________________________
67
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

WHAT IS MUSIC?
What is music? Its what comes out of the speakers when we play a CD on our stereo. Its what we hear on the
radio. Music is singers singing and musicians playing. Music is a sound that we enjoy hearing. Is this a proper
answer to the question What is music?

If I asked What is a car?, you could answer by pointing at a large object moving up the street and saying Its
one of those. But this may not be a satisfactory answer. A full explanation of what a car is would mention
petrol, internal combustion engines, brakes, suspension, transmissions and other mechanical things
that make a car go. And we dont just want to know what a car is; we also want to know what a car is for. An
explanation of what a car is for would include the facts that there are people and other things (like shopping)
inside cars and that the purpose of cars is to move people and things from one place to another.

By analogy, a good answer to the question What is music? will say something about the detailed mechanics
of music: instruments, notes, scales, rhythm, tempo, chords, harmony, bass and melody. This matches up
with the mechanical portion of the car explanation. Its harder to answer the What is it for? part of the
question. A simple answer is that music is enjoyable it makes us feel good. It creates emotions, or interacts
with the emotions we already feel, and sometimes, it makes us want to dance.

Philip Dorrell, What is Music? Solving a Scientic Mystery, (2005)

The best-known types of music in Western cultures are:

Blues Pop

Classical Punk

Country Rap

Electronic Reggae

Jazz R&B

Latin Rock

Metal Folk

1. In groups, choose one type and do some research on it (characteristics, any famous singers
bands, ...).
Present your ndings in class.

73 11.o Ano BRIDGES PHOTOCOPIABLE


MUSIC

NAME: _______________________________________________________________________________________________________
68
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

MY SONGS
1. Choose a song which is related with the topic you are discussing in class. Fill in the table with
information about the song and bring it to class.

Title: Singer: Release Date: Duration: Genre:

LYRICS

Reasons of my choice

PHOTOCOPIABLE BRIDGES 11.o Ano 74


MUSIC

NAME: _______________________________________________________________________________________________________
69
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

ROYALS
1. Listen to the song by Lorde. Fill in the gaps with the missing words.
Ive never seen a diamond in the esh And well never be royals
I cut my teeth on wedding rings in the It dont run in our blood
(a)
______________________ that kind of lux just aint for us
And Im not proud of my address, We crave a dierent kind of
(d)
in the torn up town ______________________
No postcode envy Let me be your ruler, you can call me queen bee
And baby Ill rule Ill rule Ill rule Ill rule
But every songs like gold teeth, Let me live that fantasy
grey goose, trippin in the bathroom
Blood stains, ball gowns, My friends and I weve cracked the code
trashin the hotel room We count our dollars
We dont care, on the train to the
(e)
were driving Cadillacs in our ______________________
(b)
______________________ And everyone who knows us knows
But everybodys like Cristal, Maybach, diamonds that were ne with this
on your timepiece we didnt come from money
Jet planes, islands, tigers on a gold leash
We dont care,
we arent caught up in your love
(c)
______________________

1.1 Listen again and check your answers.


www.azlyrics.com, accessed in January 2014

2. Answer the following questions.


2.1 Where do you think Lorde (Ella Yelich-OConnor) comes from?

2.2 How does she dene songs nowadays?

2.3 Are there two conicting sentiments in the song? Give evidence.

2.4 Explain the sentence we didnt come from money.

2.5 Explain the title of the song, and relate it with the message she is trying to convey throughout
the song.

75 11.o Ano BRIDGES PHOTOCOPIABLE


MUSIC

NAME: _______________________________________________________________________________________________________
70
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

COUNTING STARS
1. Listen to the song by OneRepublic. Fill in the gaps with the missing words.

Lately Ive been, Ive been losing (a) ______________________ I feel something so right
Dreaming about the things that we could be By doing the wrong (g) ______________________
But baby, Ive been, Ive been praying hard And I feel something so wrong
Said no more counting (b) ______________________ By doing the right thing
Well be counting stars I could lie, could lie, could lie
Yeah, well be counting stars Everything that kills me
makes me feel
(h)
I see this life like a swinging vine ______________________
Swing my heart across the (c) ______________________
In my face is ashing signs
Seek it out and you shall (d) ______________________

Old, but Im not that old


Young, but Im not that (e) ______________________
And I dont think the world is sold
Im just doing what were (f) ______________________
www.onerepublic.com, (abridged), accessed in January 2014

1.1 Listen to the song again and check your answers.

2. Who do you think the we in the song refers to?

3. Why do you think theyve been counting dollars?

4. What might happen in the future so theyll be counting stars?

5. Explain the meaning of the third verse.

6. Relate this statement with the song Dreaming big dreams and working towards them
passionately and prayerfully is more important than monetary success.

PHOTOCOPIABLE BRIDGES 11.o Ano 76


MUSIC

NAME: _______________________________________________________________________________________________________
71
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

FIFTEEN
1. The title of the song youre going to listen to is Fifteen. What do you think it will be about?
2. Listen to the song by Taylor Swift. Check if your predictions were right.
You take a deep breath and you walk through the doors
Its the morning of your very rst day
You say Hi to your friends you aint seen in a while
Try and stay out of everybodys way
5 Its your freshman year and youre gonna be here
For the next four years in this town
Hoping one of those senior boys will wink at you and say
You know, I havent seen you around before.

Cause when youre fteen and somebody tells you they love you
10 Youre gonna believe them
And when youre fteen
Feeling like theres nothing to gure out
Well is count to ten, take it in
This is life before you know who youre gonna be
15 Fifteen

You sit in class next to red-headed Abigail


And soon enough youre best friends
Laughing at the other girls who think theyre so cool
Well be out of here as soon as we can
20 And then youre on your very rst date and hes got a car
And youre feeling like ying
And your mammas waiting up
And youre thinking hes the one
And youre dancing round the room when the night ends, when the night ends

25 Cause when youre fteen and somebody tells you they love you
Youre gonna believe them
And when youre fteen and your rst kiss makes your head spin around
But in your life youll do things greater than dating the boy on the football team
But I didnt know it at fteen

30 When all you wanted was to be wanted


Wish you could go back and tell yourself what you know now
www.azlyrics.com, accessed in January 2014

3. How did you feel on your rst day of school (primary and/or secondary)?

77 11.o Ano BRIDGES PHOTOCOPIABLE


MUSIC

NAME: _______________________________________________________________________________________________________
72
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

FIVE OCLOCK WORLD


1. Listen to the song by The Vogues. Which one do you hear? Underline the correct one in each pair.
Up every morning just to keep a (a) job / place

I gotta ght my way through the hustling mob


Sounds of the city (b) sounding / pounding in my brain
While another day goes down the drain

But its a ve oclock world when the whistle (c) shows / blows
No one owns a piece of my time
And theres a ve oclock me inside my clothes
(d)
Believing / Thinking that the world looks ne

Trading my time for the pay I get


Living on money that I aint (e) gained / made yet Curiosity
Ive been going trying to make my way
Five OClock World was used in the soundtrack
(f)
While I live for the beginning / end of the day to the 1987 movie Good Morning Vietnam, also in
the soundtrack to the 2003 movie Big Fish, and
was heavily featured on The Drew Carey Show as
Cuz its a ve oclock world its opening theme song during the second season.
when the whistle blows Various other covers of the song including the
No one owns a piece of my (g) time / life, and Bowling for Soup - recorded version were used as
the shows theme from 2002 to 2004.
Theres a longhaired girl who waits, I know
To ease my troubled mind

www.songlyrics.com, (abridged) accessed in January 2014

2. Explain the title of the song.


3. How does he feel after ve oclock? Explain.
4. How does he feel in the morning after he wakes up?
5. Does he seem to enjoy his working life? Why/Why not?
6. Why is he eager to leave work at the end of the day?

PHOTOCOPIABLE BRIDGES 11.o Ano 78


MUSIC

NAME: _______________________________________________________________________________________________________
73
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

WIND OF CHANGE
1. Listen to the song by the Scorpions. Fill in gaps with the missing words.
I follow the Moskva Take me to the magic of the moment
Down to Gorky Park On a glory night
Listening to the wind of change Where the children of tomorrow
An August summer (a) ______________________ share their (e) ______________________
Soldiers passing by With you and me
Listening to the wind of change Take me to the magic of the moment
On a glory night
The world is closing in Where the children of tomorrow dream away
Did you ever think in the wind of change
That we could be so close, like brothers
The future is in the (b) ______________________ The wind of change
I can feel it everywhere Blows straight into the face of
Blowing with the wind of change (f)
______________________
Like a storm wind that will ring the freedom bell
(c)
Take me to the magic of the ______________________ For peace of mind
On a glory night Let your balalaika sing
Where the children of tomorrow dream away What my guitar wants to say
In the wind of change

Walking down the (d) ______________________


Distant memories
Are buried in the past forever
I follow the Moskva
Down to Gorky Park
Listening to the wind of change
www.the-scorpions.com/english/discography/records/crazy_world.asp#WIND_OF_CHANGE,
accessed in January 2014

2. Find out what Moskva is, and which city has a Gorky Park.

3. Choose the right option:


This song is about

r a. the end of the Cold War. r b. the American Civil War. r c. the end of World War II.
4. Explain the meaning of the second verse.
79 11.o Ano BRIDGES PHOTOCOPIABLE
MUSIC

NAME: _______________________________________________________________________________________________________
74
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

21ST CENTURY LIFE


1. Listen to the song by Sam Sparro. Fill in the gaps as you listen to the song.
When I was a little boy Well now I turned on the (d) ______________
Living in the last (a) ______________ Just in time enough to hear
I thought about living in the future what the Pope said, (Pope said)
Then it occurred to me And just a few tiny words later
I turned around, Somebody wants the man dead, oh
the (b) ______________ Well what about famine and (e) ______________
was now Well they said its too bad
The future was all around me Because Im never alone
Nothing like I had imagined Its not just a phone
It was totally confounding Its a stereo
(chorus)
(chorus)
21st century life
I got swept away
I got (c) ______________things
that I got to do today

21st century life


Well what can I say?
The new worlds got me feeling so dirty
Think I need to get down and play

www.azlyrics.com, accessed in January 2014

1.1 Listen to the song again and check your answers.

2. Answer the following questions.


2.1 What did he think about when he was a boy?
2.2 Explain the meaning of the line, The future was all around me.
2.3 Why do you think he was swept away by 21st century life?

PHOTOCOPIABLE BRIDGES 11.o Ano 80


MUSIC

NAME: _______________________________________________________________________________________________________
75
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

LIFETIME
1. Listen to the song by Emeli Sand. Look at the sentences in the box and put the missing lines in
the correct place.

Dreaming only lasts until you wake up We stay in touch till we forget
(a)
_______________________________ And beauty fades the kiss will end
Silence only sticks around till someone (e)
_______________________________
in the room decides to speak Youll have it all until its gone
(b)
_______________________________ The books get burnt and statues fall
Were only young until were old Sometimes feels like nothing will ever last
And summer leaves us wondering where it went (chorus)
The friends you have can disappear
(c)
_______________________________
And money only lasts until its spent

(chorus)
But you, you
You last a lifetime
You last a lifetime

(d)
_______________________________
1. The whole world can change within a year
The party lasts until the wine is gone
2. And fame will love and leave you just as fast
This time next week the radio will change its mind
3. And luck runs out and hearts go cold
And play a dierent song
4. Truth will change and time will y

5. And you nd youre not asleep

www.us.emelisande.com/lyrics (abridged), accessed in January 2014

1.1 Listen to the song again and check your answers.

2. What do you think this song is about?


3. In your opinion, what are the keywords in this song?

81 11.o Ano BRIDGES PHOTOCOPIABLE


MUSIC

NAME: _______________________________________________________________________________________________________
76
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

ON TOP OF THE WORLD


1. Listen to the song by Imagine Dragons.
If you love somebody 20 Ive tried to cut these corners

Better tell them while theyre here cause Try to take the easy way out

They just may run away from you I kept on falling short of something

Youll never know quite when, well I couldve gave up then but
5 Then again it just depends on Then again I couldnt have cause

How long of time is left for you 25 Ive traveled all this way for something

I take in but dont look down

Ive had the highest mountains (chorus)

Ive had the deepest rivers

You can have it all but life keeps moving


10 I take it in but dont look down

Cause Im on top of the world,

Im on top of the world,

Waiting on this for a while now

Paying my dues to the dirt

15 Ive been waiting to smile,

Been holding it in for a while,

Take you with me if I can

Been dreaming of this since a child


http://www.songlyrics.com, accessed in January 2014
Im on top of the world

2. Explain the title of the song.


3. Why should we never leave things for the next day?
4. He says it was impossible for him to give up his dreams. Who or what things give us strength when
we need it?

PHOTOCOPIABLE BRIDGES 11.o Ano 82


MUSIC

NAME: _______________________________________________________________________________________________________
77
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

BROKEN ENGLISH
1. Listen to the song by Adam Lambert. Fill in the gaps with the missing words. The rst letter is
already there.

Tower of Babel has fallen down again


Information disarray
I dont know who I should believe in
Everybodys an (a) a ______________________
Fragments dont count
They always end up falling through the cracks
Dont think out loud
Cause once its out your (b) m ______________________,
Cant take it back
(chorus)
Cant say all the little things
That I wanna tell you right now
I know you wont (c) u ______________________
But I gotta tell you somehow
And on and on and on I go
Connect the neck to whats below I know
Now your body (d) l______________________is broken, broken English

My (e) w ______________________get lost


Lost inside communication breakdown
Can you read the look thats on my face?
Better just read my lips
Wires get crossed
Come in clear when we get down
In communion with the human race
Iceberg, just the tip
(chorus)

www.azlyrics.com, accessed in January 2014


1.1 Listen to the song again and check your answers.

2. Answer the following questions.


2.1 What is this Tower of Babel which has fallen down again?
2.2 Why do you think there is an information disarray?
2.3 What sorts of things do you say that you cant take back? Why?
2.4 Explain the two lines: Wires get crossed / In communion with the human race.

83 11.o Ano BRIDGES PHOTOCOPIABLE


MUSIC

NAME: _______________________________________________________________________________________________________
78
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

IMPOSSIBLE
1. Listen to the song by James Arthur. Spot the ten mistakes in the verbs and try to correct them.
I remember years ago Falling out of love is hard
Someone told me I should took 25 Falling for betrayal is worse
Caution when it comes to love Broken trust and broken hearts
I did I know, I know...
5 And you are strong and I was not And thinking all you need is there
My illusion, my mistake Building faith on love and words
I was careless, I forget 30 Empty promises will wore
I did

I know, I know...
And now when all is done And now when all is done
10 There was nothing to say There is nothing to say
You have gone and so eortlessly And if youre done with embarrassing me
You have win 35 On your own
You can go ahead tell them You can went ahead tell them
(chorus)
Tell them all I knew now
15 Shout it from the rooftops
Write it on the skyline
All we had went now
Tell them I was happy
And my heart is broken
20 All my scars are open
Tell them what I hope would be
Impossible, impossible
Impossible, impossible

www.azlyrics.com, accessed in January 2014

2. Discuss the importance of relationships in our lives.

PHOTOCOPIABLE BRIDGES 11.o Ano 84


MUSIC

NAME: _______________________________________________________________________________________________________
79
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

IMAGINE
1. Think about the way you would like our world to be and write your own version of Imagine by John
Lennon. Dont make your lines too long, and try to make them rhythmical. Some of the original lines
have been left to help you.

Imagine __________________________________
Its easy if you try
No __________________________________
Above us only sky
Imagine __________________________________

Imagine __________________________________
It isnt hard to do
Nothing __________________________________
And __________________________________
Imagine __________________________________

You, you may say


Im a dreamer, but Im not the only one
I hope some day youll join us
And the world will be as one

Imagine __________________________________
I wonder if you can
No need for __________________________________
__________________________________
Imagine __________________________________

You, you may say


Im a dreamer, but Im not the only one
I hope some day youll join us
And the world will live as one

85 11.o Ano BRIDGES PHOTOCOPIABLE


MUSIC

NAME: _______________________________________________________________________________________________________
80
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

BECAUSE WE CAN
1. Listen to the song by Bon Jovi and put the jumbled verses in order.

a. e.
Lately hes feeling like a broken promise I dont wanna be another wave in the ocean
In the mirror staring down his doubt I am a rock not just another grain of sand
Theres only one thing in this world I wanna be the one you run to
that he knows when you need a shoulder
He said forever and hell never let her down I aint a soldier but Im here to take a stand
Because we can
b.
I dont wanna be another wave in the ocean f.
Because we can,
I am a rock not just another grain of sand
our love can move a mountain
I wanna be the one you run to
We can, if you believe in we
when you need a shoulder
We can, just wrap your arms around me
I aint a soldier but Im here to take a stand
We can, we can

c. g. Shes in the kitchen staring out the window


TV and takeout on the coee table
Paper dishes, pour a glass of wine So tired of living life in black and white
Turn down the sound and move a little closer Right now shes missing
And for the moment everything is alright those technicolor kisses
When he turns down the lights

www.azlyrics.com/lyrics/bonjovi/becausewecan.html, accessed in january 2014


d.
I dont wanna be another wave in the ocean
I am a rock not just another grain of sand
I wanna be the one you run to
when you need a shoulder
I aint a soldier but Im here to take a stand

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CINEMA

NAME: _______________________________________________________________________________________________________
81
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

FILM FILE
1. Choose a lm which is related with the topic you are discussing. Fill in the table with information
about the lm and bring it to class.

Title: Year: Rating: Director: Stars:

PLOT

Reasons for my choice

87 11.o Ano BRIDGES PHOTOCOPIABLE


CINEMA

NAME: _______________________________________________________________________________________________________
82
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

UNDOCUMENTED AMERICANS (2013)


1. Before watching the lm, read the information below. Complete the gaps with the words given.

parents families young people status citizen

There are one million (a) ______________________ under 18 and 4.4 million under 30 living in America out of
the estimated total of 11.1 million undocumented immigrants living in here. These young people are not the
only ones aected by undocumented (b) ______________________. Nearly half of undocumented adults are
(c)
______________________ of minors, many of whom are citizens. There are an estimated 5.5 million
5 children with at least one undocumented parent, 4.5 million of whom were born here, making them U.S.
(d)
______________________ . These kinds of mixed-status family situations are very common, with an
estimated nine million people living in (e) ______________________ that contain at least one undocumented
adult and one citizen child.

www.apa./topics/immigration/undocumented-video.aspx

2. Watch the lm. Look at the questions below and answer them in note form as you watch the lm.
2.1 What obstacles do undocumented individuals face?
2.2 How do 17-year-olds feel when their friends are doing
everything a 17-year-old can do, and they cant?
2.3 Whats it like to be undocumented, according to Jong-Min?
2.4 How did Pedro feel when he was told he was undocumented?
2.5 What are the greatest fears they face each day?
2.6 What happened to Pedro in January 2008?
2.7 What was Silvias dream?
2.8 What happened when she graduated?
2.9 How did she manage to pay for her education at Harvard?

3. What does this video tell us about what it means to be an American?

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CINEMA

NAME: _______________________________________________________________________________________________________
83
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

ANITA & ME (2002)


1. Read the lm synopsis of Anita & Me. Choose from the options below to best complete each gap.

Meena is twelve years old and lives in the village of Tollington. The year is 1972. She is the daughter of
(a)
______________________ parents who have come to England to give her a better life. Her idyllic
(b)
______________________ , surrounded by eccentric relatives and friends, is disrupted by the arrival in
Tollington of Anita Rutter and her (c) ______________________ family. At fourteen - blonde, aloof,
5 beautiful, outrageous and sassy - Anita is everything Meena thinks she wants to be. Meena wheedles her way
into Anitas life, but the arrival of a baby (d) ______________________ , teenage hormones, impending entrance
exams for the posh grammar school and a motor cycling rebel without a future, threaten to turn her salad
days sour.

a. Indian American Pakistani

b. teenage adolescence home

c. functional balanced dysfunctional

d. brother sister cousin

FOLLOW-UP Activities
1. In groups of 2 or 3 do some research into life in 1970s Britain. In particular, focus on town life,
attitudes to racism, entertainment, typical jobs, shops and school life. Present your ndings to
the class in the form of a PowerPoint presentation.

2. Meena and Anita go their separate ways. Meena has the possibility of becoming someone like
Meera Syal. What do you think happens to Anita? Describe the sort of person you think she will
become. For example, where will she live? What kind of job will she nd herself doing?

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CINEMA

NAME: _______________________________________________________________________________________________________
84
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

THE HELP (2011)

The Help takes place in Jackson, Mississippi, during the 1960s. This time of great turmoil and change is
important to the history of the United States. One of the real life events rooted in The Help is the death of
Medgar Evers. Evers was a prominent gure in the Civil Rights Movement in Jackson, Mississippi. His death
is the impetus in the lm for Aibileen and Minny to help Skeeter collect the stories of all the women who
contributed to the book, The Help.

RESEARCH Time
1. Select two of the topics below to research and then report on each, relating each to the climate
you witnessed in The Help. Be certain to explore where the event took place, who it involved and
how it impacted not only on the city in which it took place, but the entire Civil Rights Movement in
the United States.

Brown vs. Board of Education

The Murder of Emmet Till

Rosa Parks and the Montgomery Bus Boycott

Freedom Riders

Project C

Loving vs. Virginia

The Assassination of Medgar Evers

The March on Washington

The Assassination of Martin Luther King, Jr

The Birmingham Church Bombing

2. After youve researched the events you selected, share your information with others in your group
or class to learn more about the history of the time.

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CINEMA

NAME: _______________________________________________________________________________________________________
85
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

THE BUTLER (2012)

Lee Daniels The Butler is inspired by the life of Cecil Gaines. He was a butler at the White House from 1957 to
1986. It depicts the eects of injustice, ignorance, hatred and fear that Cecil and other
African-Americans faced during his lifetime. The eye-opening images remind us of a horrible time of
American history and challenge everyone to address the remnants of racism today.

1. Watch the trailer from the lm The Butler and choose the right option.
1.1 At the White House, there is no tolerance for:
r a. politics.
r b. failure.
r c. laziness.

1.2 Cecil Gaines didnt have the opportunity to:


r a. nish his studies.
r b. go to school.
r c. work while he was young.
1.3 He grew up:
r a. in a prison.
r b. on the streets.
r c. on a cotton plantation.
1.4 After he robbed a house, :
r a. he asked for a job.
r b. he went back to the plantation.
r c. he was arrested.
1.5 In 1961, in Alabama, the Ku Klux Klan attacked: 1.6 After this, the time came for:
r a. a house. r a. the Black Power movement.
r b. a bus. r b. peace.
r c. a plane. r c. white to revolt.

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CINEMA

NAME: _______________________________________________________________________________________________________
86
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

TWELVE YEARS A SLAVE (2013)


1. Watch the lm Twelve Years a Slave.

2. Discuss the following questions in class.


2.1 Solomon Northup is a free black man living in the North. The
lm shows Northup as a caring husband and father. It is rare
to witness Hollywood lms portray the image of a black man
as compassionate, sensitive and strong. How does the director
show Solomon as a multi-dimensional man who is loving,
caring, and committed?

2.2 Part of the enslavement process was to break the will of the
African, remove his/her name and force the person to live
under the construct of another persons name and denition.
What do you think kept Solomon from falling into despair while
living in this horric situation?

2.3 The lm shows great brutality and beauty. What, in the lm, showed you the power and genius of
black people?

2.4 Why did the lmmaker take time to show the natural beauty of the south?

2.5 What surprised you most about the lm?

2.6 What do you think Solomon was thinking when he decided to sing Roll Jordan Roll?

2.7 Solomon is lynched and allowed to hang for hours standing on his tip-toes because he is educated
and smart, and dares challenge his master. Are black men today treated in this same manner?

2.8 Why was the scene with the Indians important to the story?

2.9 Women have a prominent place in the story, yet women are marginalised. How are the women in
the lm (black and white) victims of the system of oppression?

www.hungtonpost.com (abridged), accessed in January 2014

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CINEMA

NAME: _______________________________________________________________________________________________________
87
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

UP IN THE AIR (2009)


1. Watch the trailer from the lm Up in the Air and choose the correct answer for each of these.

1.1 What is Ryan Bingham (George Clooney) doing?


r a. Sleeping
r b. Giving a motivational speech
r c. Travelling on a plane

1.2 What is he later doing in his hotel room?


r a. Packing his backpack
r b. Making phone calls
r c. Having dinner

1.3 What things should we include in our backpack?


r a. Knick-knacks, photos, gadgets, homes, and relationships
r b. Knick-knacks, photos, furniture, work, and relationships
r c. Knick-knacks, photos, furniture, homes, and relationships

1.4 What is the heaviest component in our lives?


r a. Relationships
r b. Knick-knacks
r c. Work

1.5 According to Ryan, The slower we move,


r a. the slower we die.
r b. the lazier we become.
r c. the faster we die.

1.6 What does he compare himself and others to?


r a. Swans
r b. Sharks
r c. Turtles

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CINEMA

NAME: _______________________________________________________________________________________________________
88
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

INSIDE JOB (2011)


1. Before watching the documentary, in groups nd out more about the economic jargon below.

a. Asset Backed Security (ABS) n. Hedging

b. Bank Holding Company o. Investment Bank

c. Capital Structure p. Investment Grade Ratings

d. Collateralized Debt Obligation (CDO) q. Leverage

e. Commercial Mortgage-Backed Security (CMBS) r. Mortgage Backed Securities (MBS)

f. Credit Default Swap (CDS) s. Residential Mortgage-Backed Securities (RMBS)

g. Credit Rating Agency (CRA) t. Security

h. Deposit Taking Institution u. Securitization

i. Deregulation v. Short Selling

j. Derivatives w. Subprime

k. Fixed Income x. Synthetic CDO

l. Gramm-Leach-Bliley Act (GLBA) y. Tranche

m. Hedge Fund

2. Watch the documentary and note down any relevant ideas


in your notebook.

3. Imagine you could pass a measure in Parliament that


would help your country emerge from this crisis. Write your
measure on a piece of paper and hand it in to the teacher.

3.1 Discuss your measure in class.

PHOTOCOPIABLE BRIDGES 11.o Ano 94


CINEMA

NAME: _______________________________________________________________________________________________________
89
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

IN AMERICA (2002)
1. Watch the lm In America.

2. Read the lm review below from The New York Times, and complete the gaps with the missing
words.

Charming Illegal Aliens Facing Family Upheaval

At the start of In America, Sarah (a) _____________ Johnny


Sullivan arrive at the United States-Canadian border in a
swaybacked station wagon with their two daughters in the back
seat. They are (b) _____________ Ireland, and they are coming
5
to the United States illegally so Johnny can nd work as an
actor and they can start over after (c) _____________ death of their
young son, Frankie. With the help of their surviving children, the
cheerful Ariel and the watchful, reserved Christy, they manage
(d)
_____________ charm their way past a suspicious immigration
10
agent, (e) _____________ decides to believe that they are carefree
vacationers rather than desperate migrants.

This modest, touching lm accomplishes a similar sleight of


hand. The family drives wide-eyed (f) _____________ Times Square and alights in a cavernous, battered walk-
up apartment that is quickly spruced (g) _____________ with
15
colorful paint and scavenged furniture. The neighbors are a mostly harmless collection of addicts, hustlers
and ordinary poor folk, as (h) _____________ as a reclusive painter named Mateo (Djimon Hounsou), who
seems to be dying of AIDS and whom the girls befriend one Halloween. The family survives through an
unspoken pact of mutual protection (i) _____________ becomes plain to us only as it starts to unravel. The
girls, played (j) _____________ real-life sisters, Emma and Sarah Bolger, agree (k) _____________ to notice how
20
much their parents (l) _____________ suering and to distract them from (m) _____________ as best they can.

In America is Mr. Sheridans most personal movie (n) _____________ far. The title of the movie sounds a little
grandiose, (o) _____________ it is meant to evoke a postcard, or a childs diary: not this is what it means to
be in America but this is what we saw when we were there. (p) _____________ movie, from moment to
moment, feels small, almost anecdotal. It is only afterward that, (q) _____________ Mr. Sheridans other lms,
25
it starts to grow (r) _____________ something at once unassuming and in its own way grand.

www.nytimes.com (adapted and abridged), accessed in January 2014

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CINEMA

NAME: _______________________________________________________________________________________________________
90
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

DO THE MATH (2013)


1. Watch Do the Match, a documentary about the climate crisis.

2. Read an excerpt of its summary below. Use the word given in


capitals at the end of some of the lines to form a word that ts
in the gap in the same line.

Like most people, Bill is not an activist by nature. Theres really not that many
people whose (a) _____________ desire it to go out and ght the system.
GREAT
His theory of change was that hell write his book, people will read it and theyll
change. But thats not how change happens. What is required is to make a little
5 noise, and push other people to be a little (b) _____________ . The moment has come
COMFORTABLE
where we have to take a real stance, because were reaching limits. The biggest limit
that were running into may be that were running out of atmosphere into which to
put the waste products of our society, (c) _____________ the carbon dioxide that is the
PARTICULAR
ubiquitous byproduct of burning fossil fuels. We burn coal, or oil, or gas, we get
10 CO2 and the atmosphere is now lling up with it.

One of the things that (d) _____________ is facing is the need to dramatically reduce HUMAN
its carbon footprint over the next 40 years. Were no longer at the point of
trying to stop global warming. Its too late for that. Were at the point of trying
to keep it from becoming a complete and utter calamity. The most important
15 (e)
_____________ , Jim Hansen, had his team at NASA do a study to gure out how CLIMATE
much carbon in the atmosphere was too much. The paper they published, which
may be the most important (f) _____________ paper of the millennium to date, said SCIENCE
we now know enough to know how much is too much. Any value for carbon in the
atmosphere greater than 350 parts per million is not compatible with the planet on
20 which civilization developed and to which life on earth is adapted.
http://topdocumentarylms.com/do-the-math/, accessed in January 2014

3. In groups, prepare a poster about the Climate Changes that have been occuring, and think about
possible solutions. Display your work in class.

Suggestions:

Global Warming Acid Rain Greenhouse Eect Ozone Depletion ...

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CINEMA

NAME: _______________________________________________________________________________________________________
91
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

BEASTS OF THE SOUTHERN WILD (2012)

Beasts of the Southern Wild whisks you to a surreal realm, where little girls and mythical animals coexist in a
bayou called The Bathtub, all intertwined in the cosmic mesh of the universe. Hushpuppy a ve-year-old girl,
relentlessly explores her world for answers to satisfy her curiosity and to make her budding mark on a world
shes only beginning to comprehend.

1. Watch the lm trailer and choose from a, b or c the best answer to the questions.

1.1 Where is Hushpuppy?


r a. On a oating object r b. On an island r c. At home

1.2 Who is with her?


r a. Her brother r b. Her father r c. Her mother

1.3 What happened to her world?


r a. A drought r b. An earthquake r c. A storm

1.4 What does she see around her?


r a. Destruction r b. People r c. Water

1.5 What do people do after what happened?


r a. Move away r b. Help each other r c. Fight against each other

SPEAKING Time

Throughout the lm, Hushpuppy has this remarkable sense of our place in
the universe and how everyone and every thing plays his or her part. Her
conviction is pretty clear: The entire universe has been orchestrated with
intention and purpose when she says

The whole universe depends on everything tting together just right.

1. Discuss this statement in class.

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CINEMA

NAME: _______________________________________________________________________________________________________
92
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

MY SISTERS KEEPER (2009)


1. Write ve things you would like to achieve in your life.

1.1 Share with your partner the ve things you have chosen, and explain why they are important to you.
1.2 Together with your partner, choose the two things that matter the most.

2. Watch the rst excerpt from the lm (6 30 - 8 10) and choose the correct answer.

2.1 Who is Campbell? 2.3 What does Kate need from Anna?
r a. A doctor r a. The liver
r b. An attorney r b. A kidney
r c. A private investigator r c. A blood transfusion
2.2 Why did Anna go to his oce? 2.4 What does Anna call herself?
r a. To sue her parents r a. An InVitro baby
r b. To help her parents r b. A cloned baby
r c. To sue her sister r c. A designer baby

3. Watch the second excerpt (01 10 35 - 01 11 10) and answer the questions.

3.1 What did the doctors talk about during the hearing? Mention at least two things.
3.2 What was the greatest thing that Anna had done, according to Kates doctor?

4. Watch the third and last excerpt (01 12 22 - 01 11 49) and complete the sentences.

a. Anna started donating to her sister when she was still a ___________________________________________.

b. At the age of ve, Anna started donating ___________________________________________________________.

c. After the bone borrow aspiration, Anna had to be ___________________________________________________.

THINKING Time
Discuss these questions relating to the lm.

1. Is Anna doing what is right when asking for medical emancipation?

2. Is Sara and Brians choice - to conceive Anna as a genetic match for Kate - morally justied?
Why/Why not?

PHOTOCOPIABLE BRIDGES 11.o Ano 98


CINEMA

NAME: _______________________________________________________________________________________________________
93
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

AFRICA UNITED (2010)


1. Watch the trailer from the lm and answer the questions that follow.

1.1 Who are the main characters?


1.2 Where do they want to go?
1.3 What type of lm do you expect Africa United to be? Why? Think particularly about the images,
music and dialogue included.
1.4 Would you like to see this lm? Give reasons for your answer.

2. Watch an excerpt from the lm. Choose from a, b or c to best complete the sentences.

2.1 Fabrice broke


r a. a leg.
r b. a record.
r c. a chair.

2.2 Jean Baptiste


r a. works with the national football team.
r b. is an unemployed football player.
r c. works with FIFA.

2.3 He asks the boys if


r a. they know about the trial at the stadium.
r b. they know Cristiano Ronaldo.
r c. they want to be football players.
www.lmeducation.org/africaunited/trailer_and_clip.html,
2.4 They are given the opportunity to accessed in January 2014

r a. be junior football players.


r b. attend the opening ceremony of the World Cup.
r c. travel to the US to improve their football skills.

3. A quest or a journey provides a useful structure to tell a story. Can you think of any other lms
you may have seen in which characters go on a long journey? Do they learn about themselves
along the way? What do you expect the characters in Africa United might learn on their journey?
Are there any clues in the lms title?
99 11.o Ano BRIDGES PHOTOCOPIABLE
CINEMA

NAME: _______________________________________________________________________________________________________
94
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

SKET (2011) - (1)

1. Look closely at this poster image for the lm and work through these tasks with a partner or in a
group.

1.1 Describe what you see in the image, as though you are telling someone how it looks over the phone,
going into as much detail as you can.

1.2 What does this image suggest about the lm, in terms of the:
a. characters their identity as individuals and as a group
b. setting
c. story

1.3 How does this poster image t with the ways girls tend to be shown in lm posters, or on
magazines, or on TV? Explain your answer, using examples where you can.

PHOTOCOPIABLE BRIDGES 11.o Ano 100


CINEMA

NAME: _______________________________________________________________________________________________________
95
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

SKET (2011) - (2)

SPEAKING Time
Dierent people might have dierent views on what gangs are and what they do. For example, a police
ocer or a youth worker who comes into contact with young people and with gangs will have dierent
perspectives on them; also, their opinions might be dierent from those of a person who has never come
into contact with a real gang, but who has seen news items on gangs, or seen them portrayed in lms or
on TV.

1. With a partner or in a group, discuss the following:

1.1 What do you think a gang is? What do you base this on?

1.2 How is a gang dierent from other kinds of group, for example, a friendship group, followers of a
football team, etc.? Think about how individuals within those dierent groups work together, and
what they have to do to be part of that group.

1.3 Can you give some examples of ctional (i.e. not real) gangs you have seen on TV or on lms how
are they shown and what do they do?

2. Comment on the statement below by Jennifer Blake, a former gang member who now runs a
project in south London called Safe N Sound, which oers a safe and supporting environment
for young people looking to get away from gang life.

Your actions are a choice that you choose. Your destiny is your choice. A life on the street has a destiny: prison,
mental health and death you choose. It is important that when a young person is excited out of youth violence
that they are channelled into something where they can still feel in control and feel part of a family.

www.lmeducation.org/ (adapted and abridged),


accessed in January 2014

3. Watch the trailer from the lm and see if your predictions


and expectations are conrmed.

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SPEAKING ACTIVITIES

NAME: _______________________________________________________________________________________________________
96
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

ONE-MINUTE TALKS
1. Put these cards face down.

2. Take turns choosing a card.

3. You must speak about the topic for a minute without stopping.

Gun Control Stem Cell Research


The debate over gun control centers Stem cell research can be used to help
around whether citizens should be able to discover cures for dierent illnesses and
own and carry guns. An argument should cancers and may also be used to replace cells
consider the risks that come with owning in cases of brain and spinal cord injuries. While
a gun and the possibility of guns falling stem cells can come from adult cells and cord
into the wrong hands or being used to cells, embryonic cells are at the centre of
harm someone in cases other than controversy. Extracting cells from an embryo
self-defense. kills that embryo. The questions that must be
answered when talking about this topic are: Is
an embryo a future human life? If so, does the
greater good outweigh the taking of a future
life?

Climate Change Legalization of Gay Marriage


Previously known as global warming, At the center of the issue are what is the
proponents of the climate change debate true denition of marriage and whether gay
argue that humans have a major impact couples should be given the same rights and
on the environment and climate. Those who benets as married heterosexual couples.
speak against climate change argue that
the impact of humans is negligible and
climate changes are part of a natural
geological cycle.

Illegal Immigration Mobile Phone Use in School


The debate about illegal immigration Schools often ban mobile phones to keep
focuses on what measures a country should students focused in class. Should mobile
take to prevent illegal immigrants from phones be banned in schools? The debate
entering the country and what should focuses on whether students should be
happen to them if they are found. Should allowed to have mobile phones for cases of
the government implement more policies an emergency or if allowing mobile phones
to prevent and punish illegal immigrants or can lead to cases of cheating, harassment
should the immigration policies be more and general disruptions.
lenient?

http://teens.lovetoknow.com/High_School_Debate_Topics (adapted and abridged), accessed in January 2014

PHOTOCOPIABLE BRIDGES 11.o Ano 102


SPEAKING ACTIVITIES

NAME: _______________________________________________________________________________________________________
97
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

FIND YOUR SEAT


1. You are taking part in a very important international meeting Business in the 21st Century. You
must nd who the other participants are and ask them the missing information to complete your
table.

2. Work in pairs. One of you will be Student A and the other Student B.

Student A

SEAT NAME COUNTRY COMPANY JOB

Filmmeisterei
2 Hans Schmidt Germany Commercial- Producer
Productions

Cambridge
4 Peter Brooks England Professor
University

6 Masahide Hamamoto Japan Honda Sales Manager

Manager
Benetton Italy Giovanna De Palma 5
Public Relations

Senior Engineer Vitelcom Spain Adela Alvarez 3

President AGYP Portugal Gonalo Silva 1

JOB COMPANY COUNTRY NAME SEAT

Student B

103 11.o Ano BRIDGES PHOTOCOPIABLE


SPEAKING ACTIVITIES

NAME: _______________________________________________________________________________________________________
98
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

JOB FAIR
1. Get in two major groups Employers and Employees.

2. Some of you will be candidates looking for a job (applicants/employees) while others will be
employers looking for the right candidate for the job you are oering.

3. Fill in the rst column on your sheet with your personal information applicant / employee or
the information about the job position employer.

4. Talk to as many employers/applicants as you can, so you can nd the right person for the job/
the best company.

5. The sheets can have as many columns as you wish.

6. The questions at the end will help you in the conversation.

Applicant / Employee Sheet:

JOB TYPES
Name of Company
Job
Salary
Location
Benets / Incentives
Promotions / Raises

APPLICANTS INFORMATION
Name of company
Experience
Major
Skills
Good Points
Bad Points

Questions to ask applicants / employees: Questions to ask employers:

What company do you represent?


Could you spell your name, please?
What kind of job do you oer?
What kind of experience do you have?
How much does the job pay?
What did you study in university?
Where is it located?
Do you have any special skills?
Do you oer any benets?
What are your good points and bad points?
Are there any opportunities for promotion in the company?

PHOTOCOPIABLE BRIDGES 11.o Ano 104


SPEAKING ACTIVITIES

NAME: _______________________________________________________________________________________________________
99
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

CREATING A STORY
1. Choose one of the following pictures and imagine what is behind what you see.
a. Who is/are the person/people in the picture?
b. What happened to this/these person/people? What is/are he/she/they doing?
c. Where?
d. When?
e. How?
f. Why?
g. What will happen next?
h. ...

1 2

3 4

105 11.o Ano BRIDGES PHOTOCOPIABLE


SPEAKING ACTIVITIES

NAME: _______________________________________________________________________________________________________
100
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

PERSUASIVE SPEECH
1. You are going to try and persuade your partner to accept your opinion on a given topic. The
problem is s/he has a dierent opinion on the same subject. You both have to justify your
opinions while at the same time trying to counter your partners arguments by others in
favour of y
your p
preferences. Take turns to speak.
p
STUDENT A STUDENT B
Horror lms Romantic lms

Football Ballet

Reading books Listening to music

Going to the cinema Watching lms on TV

For human cloning Against human cloning

Against the legalisation of drugs For the legalisation of drugs

2. In order to help you, organise your speech by following these tips.

a. Opening statement
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

b. First reason
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

c. Second reason
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

d. Third reason (add as many reasons as you wish)


_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

e. Closing statement
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

PHOTOCOPIABLE BRIDGES 11.o Ano 106


INCLUSION
Inclusion pp. 109-118
INCLUSION

NAME: _______________________________________________________________________________________________________
101
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

MNEMONICS LETTER STRATEGY


1. To help you remember the organisation of living things (biological classication) memorise the
following sentence:

KIDS PLAYING CROQUET ON FREEWAYS GET SMASHED

Check how it works:

Kingdom

Phylum

Class

Order

Family

Genus

Species

2. Create your own letter strategy for some subject/topic you nd hard to memorise.

109 11.o Ano BRIDGES PHOTOCOPIABLE


INCLUSION

NAME: _______________________________________________________________________________________________________
102
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

MNEMONICS WRITING STRATEGIES 1


1. Take note of the following mnemonics that will help you in your writing activities.

Use the acronym PENS to help you remember the steps in writing a sentence.

P = Pick a sentence type and formula

E = Explore words to t the formula

N = Note the words

S = Search for verbs and subjects and check

E.g.

P = The formula for a simple sentence is Subject + Verb

S V

E = What words can you pick for S? Person, Place, Thing, Ideas

What kinds of words can you pick for V? Action words, for example

N = Write the words you have chosen

Remember you need:

a capital letter at the beginning;

punctuation at the end.

E.g. She studied.

S = Ask yourself: Does my sentence meet these requirements?

PHOTOCOPIABLE BRIDGES 11.o Ano 110


INCLUSION

NAME: _______________________________________________________________________________________________________
103
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

MNEMONICS WRITING STRATEGIES 2


1. To help you write paragraphs, use the Acronym PLEASE.

P = Pick

Pick a topic;

Pick your audience;

Pick the appropriate textual format given the topic, purpose and audience.

L = List

List information/ideas about the topic.

(This is to be used for sentence generation)

E = Evaluate

Evaluate your list of ideas;

Evaluate if it is complete;

Evaluate/Plan the best way of organising or sequencing the ideas that will
be used to generate supporting sentences.

A = Activate

Activate the paragraph with a short and simple topic sentence.

S = Supply

Supply supporting sentences based on items from the list and gradually
enhance the idea by generating clarifying or expansion sentences.

E = End

End with a concluding sentence to summarise the paragraph,


and hold the ideas together.

111 11.o Ano BRIDGES PHOTOCOPIABLE


INCLUSION

NAME: _______________________________________________________________________________________________________
104
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

MNEMONICS WRITING STRATEGIES 3


1. When looking for errors, editing and revising keep the acronym COPS in mind.
This acronym is quite useful when you

proofread your own writing after completion of a rough draft;


check your work or a colleagues before handing in an assignment;
check a group work after each draft;
proofread essay exam questions.

See how it works:


C = Capitalise
Dont forget that the names of
Have you capitalised languages and nationalities are
- the rst word? always capitalised in English.

- proper nouns?
- titles?

O = Overall
How is the overall appearance?
- spaces between words and double spaces between lines;
- neat printing/writing/typing;
- paragraphs are indented;
- paragraphs follow the model;
- complete sentences used.

P = Punctuation
Is the punctuation correct?
- proper end marks;
- comas;
- semi-colons, colons, quotation marks, and hyphens as required.

S = Spelling
Have you spelled all the words correctly?
- use tools such as lists, word walls, dictionaries, word study
notebooks, and spell check technology.

PHOTOCOPIABLE BRIDGES 11.o Ano 112


INCLUSION

NAME: _______________________________________________________________________________________________________
105
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

MNEMONICS WRITING STRATEGIES 4


1. When producing a written assignment you should organise and construct sentences and paragraphs
in a clear and logical sequence.

Parts of a theme:

Title catchy titles should name the subject of the theme and grab the readers attention;

Introduction/Introductory Paragraph tells the main idea or topic of the theme, includes the
thesis statement; a sentence or two contains the focus of your essay and tells your reader what
the essay is going to be about;

Body/Detail Paragraphs form the body of the theme. Each paragraph covers a group of details
related to each other. Each contains a topic / transition sentence that tells what the paragraph is
about (topic sentence).

Conclusion/Concluding Paragraph reminds the reader what the


theme covered was and makes the reader think more of the topic.

2. Now check the TOWER strategy.

PROCESS ACTIVITY
Think
Think about the topic and what you can say about
it discuss brainstorming, etc. Ask yourself who, what,
where, when, why, which and how questions on the
chosen topic.
Organise Organise the ideas using a graphic organiser of your
choice: diagram, mind map, ow chart...

Write Write the rst draft.

Evaluate/Edit Evaluate/Edit your draft: self-edit or peer-edit using a


dierent colour to make corrections.

Rene/Rewrite Rene/Rewrite the nal draft and submit it.

113 11.o Ano BRIDGES PHOTOCOPIABLE


INCLUSION

NAME: _______________________________________________________________________________________________________
106
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

PALS PEER-ASSISTED LEARNING STRATEGY


1. You are going to experiment the Peer-Assisted Learning Strategy (PALS), a peer tutoring program.

2. This will be a reading activity and it will last for about 25 to 35 minutes.

3. You will work in pairs chosen by your teacher.

4. There will be a READER and a COACH, and you will change


roles every 5 minutes.

READER: You should read quickly, carefully and with


expression;

COACH: Read along silently and help the reader with hard
words and mistakes.

5. You must follow these rules:


Talk only to your partner and only about the PALS activity;

Keep your voice low;

Cooperate with your partner;

Try your best.

6. Your teacher will circulate around the classroom and observe you, providing feedback and
remedial lessons where necessary.

Note: You can try the PALS strategy with other activities, for example to help promote reading
uency and comprehension:

You must follow these steps.

1. Reading with a partner;

2. Paragraph shrinking (stopping at the end of each paragraph to identify the main idea);

3. Prediction relay (requires you to formulate and conrm or disconrm hypotheses).

PHOTOCOPIABLE BRIDGES 11.o Ano 114


INCLUSION

NAME: _______________________________________________________________________________________________________
107
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

GRAPHIC ORGANISERS 1
1. Graphicorganisers help you to visually display, interpret, and understand complex topics. You
also use them when youre reading to help you nd the main ideas, facts, plot, setting, and
characters in a story or just the main ideas in a text.

2. Look at the following example.

Human conversion of forest land into non-forest land

X Is a type or part
OR
Is a member of this group TOPIC

Deforestation

Key
ey things to remember about this topic Its important because

There are many negative consequences of deforestation


Trees are beeing cut down to provide land for crops including disrupting the carbon and water cycles, soil
to feed the growing population. erosion, and extinction of certain types of plant species
that depend on the trees in the forest.

Logging is another practice that has a big impact on


Draw a picture about the topic
deforestation and destroys trees.

Sometimes our actions are harmful to plant life even


though they are good for us.

The carbon cycle is affected by an increase of carbon


in the air that would be eliminated by trees.

Is like

tearing apart your favourite toy to get a battery out of it. You are destroying something that is very important to you to get something
that is also useful out of it. It is a hard decision to make, but we must weigh all the cost and decide what is best for everything involved.

http://www.graphicorganizers.com/smart-visuals-tm---science-samples.html, accessed in January 2014

3. Createyour own graph concept map, KWL (What I Know, What I Want to Know, What I Have
Learned) chart, checklist, story maps on a text/story you are working on.

115 11.o Ano BRIDGES PHOTOCOPIABLE


INCLUSION

NAME: _______________________________________________________________________________________________________
108
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

GRAPHIC ORGANISERS 2
Visual organisers are extremely valuable techniques, and there are many dierent types. It is useful
to select a format that matches the type of information you are reading. Three of many ways that
organisers may be used are:

Before reading before beginning, create an organiser of the primary sections. Then during the
reading, add additional details.

While reading create an organiser using information as it appears.

After reading create an organiser to summarise the information.

Check some examples of common types of visual organisers:

Person, Place, Effect


Thing

Cause
Attribute Attribute Attribute Effect

Descriptor Descriptor Descriptor Descriptor Descriptor Descriptor


Effect

A descriptive organiser focusing on


One cause leads to many eects.
attributes of a person, place, or thing.

Cause and Effect Organizer Intro


Beginning
Cause Cause Cause
Advantages
Problems
Event Middle

Solutions

Cause Cause Cause End


Conclusion

Many causes lead to an An event can Progression from


event. be organised an introduction to
beginning with a conclusion.
what happened
rst.

http://www.ldonline.org/article/5598/ (adapted and abridged), accessed in January 2014

PHOTOCOPIABLE BRIDGES 11.o Ano 116


INCLUSION

NAME: _______________________________________________________________________________________________________
109
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

K-W-L STRATEGY
1. The K-W-L Strategy helps you become a good reader. It helps you learn to activate your background
knowledge and to set purposes for reading.

2. KWL stands for What I Know, What I Want to Learn, and reviewing What I Have Learned
Know-Want-Learned.

3. The following chart shows you the steps in each part of the procedure:

What I Know What I Want To Learn What I Learned

Students discuss what they


After reading the text,
already know about a topic in
Students discuss what they students discuss what they
the text they will be reading.
want to learn from reading the learned from it. They then
The teacher has students list
text and write down specic write what they learned and
ideas and concepts related
questions that they think may answer student - generated
to the topic, then has them
be answered in the text. questions about topics that
organise their ideas into broad
were addressed in the text.
categories.

4. Choose a topic you are studying and create your own KLW chart:

What I Know What I Want To Learn What I Learned

http://www.readingrockets.org/article/29202 (adapted and abridged)

117 11.o Ano BRIDGES PHOTOCOPIABLE


INCLUSION

NAME: _______________________________________________________________________________________________________
110
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

THE FIVE FINGER RETELL STRATEGY


The Five Finger Retell Strategy helps you understand the components of a retell and the main idea
or heart of the text.

It is called Five Finger Retell because you can use your ngers to help you memorise the retelling
components.

Each nger represents one of the following questions:

1. Characters: Who is the story mostly about?

2. Setting: Where and when does the story take place?

3. Sequence of events: 2 or more things that happened.

4. Problem: What was the problem?

5. Solution: How was the problem solved?

Middle of the hand: The heart of the text (What is the big idea or lesson the author wants you to
gure out?)

Who is in
s the story?
ter
a rac
Ch

Setting Where and when does the


Theme or Story take place?
Main Idea
The HEART Sequence of Events
of the Authors What events happened in the
Message beginning? Middle? End?
Problem

Solu What was the problem


tion in the story?

How is the problem


solved?

http://heritage.shs.k12.ny.us/HH_Teacher_Pages/chasem/022097D2-00758307.3/comprehension_Five_Finger_Retell.pdf, accessed in January 2014

1. Use the Five Finger Retell Strategy to tell the class about a text youve just read.

PHOTOCOPIABLE BRIDGES 11.o Ano 118


ANSWER
ANSWER KEY KEY

GEOLOGY 2. j. Morphology
FAULTS a. sugar k. Taxonomy
1. b. ribose
1.1 c. deoxyribose
a. Strike-slip faults d. molecule GEOGRAPHY
b. Normal faults e. helix ABBREVIATIONS
c. Thrust faults f. antiparallel 1.
g. prime a. European Regional Development Fund
1.2 h. pentose b. European Agricultural Fund for Rural
a. Normal fault i. thymine Development
b. Thrust fault j. uracil c. Common Agricultural Policy
c. Strike-slip fault k. methyl d. European Agricultural Guarantee Fund
e. European Agricultural Guidance and
PALEOENVIRONMENTS
LIFE CYCLES Guarantee Fund
1.
1. f. European Social Fund
a. geology
a. Stigma g. Liaisons entre actions de developpement
b. past
b. Ovary de lconomie rurale (links between actions
c. organisms
c. Filament for the development of the rural economy
d. environmental
d. Meiosis or Rural Development Programme)
e. fossilized
e. Mitosis h. World Trade Organisation
f. paleoenvironmental
f. Egg
g. microfossils
g. Endosperm 2.
h. humans
h. Sperm 1. d
i. future
i. Pollen tube 2. f
j. changes
j. Tube nucleus 3. g
k. paleontology
4. c
l. predictive
KINGDOMS OF LIVING THINGS 5. b
m. pollutant
1. 6. h
n. coastal
a. 3 7. e
o. melting
b. 5 8. a
GEOLOGIC TIME SCALE c. 1
1. d. 2 3.
a. Paleozoic e. 4 a. CAP
b. Cenozoic b. EAGGF
c. Holocene 2. c. LEADER
d. Pliocene a. Plantae d. EAFRD
e. Oligocene b. Animalia e. WTO
f. Jurassic c. Monera f. EAGF
g. Permian d. Fungi g. ESF
h. Devonian e. Protista h. ERDF
i. Cambrian
j. Archean 3. URBAN SPACES QUIZ
a. Monera and Fungi 1.1 a
ENERGY QUIZ b. Plantae 1.2 c
1. c. Protista 1.3 a
1.1 b d. Animalia 1.4 b
1.2 a 1.5 b
1.3 a GLOSSARY OF TERMS 1.6 c
1.4 c 1.
1.5 b a. Amphibia THE LISBON METROPOLITAN AREA
1.6 c b. Anaerobic 1.
c. Chondrichthyes a. growth
BIOLOGY d. Chromosomes b. reduced
DNA & RNA e. Convergence c. is
1. f. Double Helix d. been
a. DNA helix structure g. Enzymes e. many
b. Structure of RNA (hairpin loop from h. Linnaean f. than
pre-mRNA) i. Mollusca g. though

11911.11.o oAno
119 Ano BRIDGES
BRIDGES PHOTOCOPIABLE
PHOTOCOPIABLE
ANSWER KEY

h. quickest g. Telescope c. nitric acid emission


i. this h. Universe. d. wind
j. are also e. sulfuric acid emission
k. phenomenon f. acid snow
l. includes CHEMISTRY g. acid rain
m. which ACIDS h. nitrogen oxide emission
n. ago 1. i. sulfur dioxide emission
o. sixties a. HF j. fossil fuel
b. HCl k. lake acidication
c. HBr l. water course
PHYSICS d. HI m. water table
FAMOUS PHYSICISTS e. H2S n. leaching
1. f. HNO3 o. soil
1.1 c g. HNO2
1.2 c h. HClO OXIDATION-REDUCTION QUIZ
1.3 b i. HClO2 1.
1.4 b j. HClO3 1.1 c
1.5 c k. HClO4 1.2 a
1.6 a l. H2SO4 1.3 a
m. H2SO3 1.4 c
LAWS OF MOTION n. H3PO4 1.5 a
1. o. H3PO3 1.6 b
a. 2nd Law of Motion p. H2CO3 1.7 b
b. 3rd Law of Motion q. HC2H3O2
c. 1st Law of Motion r. H2C2O4
s. H3BO3 MATHEMATICS
2. Law of inertia. t. H2SiO3 APPLICATIONS OF TRIGONOMETRY IN REAL
LIFE
3. 2. 1.
a. Second Law of Motion Hydrochloric acid a. The sine and cosine functions are funda-
b. Third Law of Motion Hydrobromic acid mental to the theory of periodic functions
c. First Law of Motion Hydroiodic acid such as those that describe sound and light
Nitric acid waves.
TYPES OF WAVES Perchloric acid b. It is used in nding the distance between
1. Sulfuric acid celestial bodies.
a. disturbances
c. It is commonly used in nding the height
b. medium
BASES of towers and mountains.
c. interactions
1. d. It is used in navigation to nd the distance
d. Particles
a. Strong bases of the shore from a point in the sea.
e. wave
b. Weak bases
f. original
GEOMETRY GLOSSARY
g. energy
2. 1.
h. characteristics
Strong bases: d.; f.; c. a. 12
i. types
Weak bases: a.; b.; e.; g. b. 16
j. propagation
c. 7
k. travel
3. d. 5
a. 6 e. 3
2. b. 1 f. 6
a. 1 c. 3 g. 9
b. 2 d. 7 h. 4
e. 4 i. 10
BIG BANG THEORY f. 5 j. 1
a. 1929 g. 2 k. 8.
b. Edwin Hubble l. 11
c. Milky Way ACID RAIN m. 14
d. 14 1. n. 2
e. Big Bang a. atmosphere o. 15
f. Albert Einstein b. cloudwater p. 13

PHOTOCOPIABLE BRIDGES 11.o Ano 120


ANSWER KEY

CALCULUS GLOSSARY French ultramarine institutions, laws, activities, controlling


1. Boundary Indigo values, and human motivations that
2. Dierential equation Lapis lazuli collectively provide a framework for
3. Vector Purples: economic decision making.
4. Velocity Caput mortuum Entrepreneur One who organizes,
5. Innitesimal Cobalt violet manages, and assumes the risks of a
6. Asymptote Manganese violet business or enterprise.
7. Absolute maximum Tyrian purple Goods Objects that can satisfy peoples
8. Innite Browns: wants.
9. Convergence Bistre Households Individuals and family
10. Limit Bone brown units which, as consumers, buy goods
11. Convergent series Burnt sienna and services from rms and, as resource
12 Indenite Integral Vandyke brown owners, sell or rent productive resources to
Blacks: business rms.
Bone black Market A setting where buyers and sellers
ARTS Ivory black establish prices for identical or very similar
MATERIALS PROPERTIES QUIZ Lampblack products, and exchange goods and/or
1.1 b services.
1.2 a Whites: Resources All natural, human, and human-
1.3 c Lead white
made aids to production of goods and
1.4 a Titanium white
services (also called productive resources).
1.5 b Zinc white
Services Activities that can satisfy
1.6 c Cremnitz white
peoples wants.

TYPES OF PAPERS
CIRCULAR FLOW OF ECONOMIC ACTIVITY
a. bers ECONOMICS
1. The circular ow of economic activity
b. more ECONOMIC TERMS GLOSSARY
is a model of an economy showing the
c. less
interactions between households and
d. three 1.
business rms as they exchange goods
e. hot-press paper S S E T H M C J V V M W N B X
and services and resources in markets.
f. weights S V D W E A Q E Q C I O M E B
g. softer I E F L P K Q G Y Q I C C N X
A R R I O E R F R T B O S E I
1.1 It is also known as circular ow of goods
h. more
B O T V L H D A A Z N Y R F A and services.
i. darker
R A C P I D E L M O F X E I G
j. weight
L O G H B C F S M N N D M T N 2.
k. more I T V O C E E I U C F T U V D
a. Revenue
l. will P B O G D K C S L O B W S O G
b. Firms
m. good J H M D Z S Q F C B H X N V W

Z S C I Y D N A M E D A O R S c. Households
n. nal
I Q K S P L X S N P B C C H D d. capital
M R T R E S O U R C E S J H O e. Wages
COLOURS
P E R U E N E R P E R T N E O
Reds: f. Income
M R U D A P K E D P R W Z M G
Cadmium red
Carmine 1.1 GOVERNMENT BUDGET
Dragons blood Benet The gain received from voluntary 1.
Vermilion exchange. a. has
Yellows: Capital All buildings, equipment and b. Its
Barium yellow human skills used to produce goods and c. meet
Cadmium yellow services. d. growth
Lead-tin yellow Consumers People whose wants are e. these
Yellow ocher satised by consuming particular goods f. all
Greens: and services. g. getting
Emerald green Deation A sustained and continuous h. so that
Sap green decrease in the general price level. i. termed
Terre verte Demand A schedule of how much j. which
Verdigris consumers are willing and able to buy at all k. shows
Blues: possible prices during some time period. l. runs
Azurite Economic system The collection of m. most

121 11.o Ano BRIDGES PHOTOCOPIABLE


ANSWER KEY

2. j. union PORTUGUESE LITERATURE


a. Budget k. Second LITERARY TERMS & DEVICES
b. Revenue l. British 1.
c. capital m. Caribbean a. 4
d. Receipts b. 7
e. Tax c. 2
THE AMERICAN REVOLUTION d. 6
1. e. 11
PHILOSOPHY f. 5
a. 6
ARGUMENTATION g. 9
b. 1
1. h. 8
c. 3
a. Validity i. 12
d. 10
b. argument j. 10
e. 7
c. proposition k. 1
d. premise f. 2
l. 3
e. Truth g. 9
h. 11
2. i. 4
PORTUGUESE WRITERS
a. 3 j. 8
1.
b. 2 k. 5
a. Padre Antnio Vieira
c. 1
b. Almeida Garrett
2. c. Antero de Quental
3. Signing of the Treaty of Paris d. Alexandre Herculano
a. valid premises proof Sugar Act e. Camilo Castelo Branco
b. invalid logically false true Stamp Act f. Cesrio Verde
British troops arrive in Boston in response to g. Ea de Queirs
political unrest
VALIDITY OF ARGUMENTS
Boston Massacre 2.
1.
Boston Tea Party a. Camilo Castelo Branco
a. True Premises, False Conclusion
Continental Congress appoints George b. Alexandre Herculano
b. True Premises, True Conclusion
Washington commander-in-chief of c. Antero de Quental
c. False Premises, False Conclusion
Continental Army d. Padre Antnio Vieira
d. False Premises, True Conclusion
France recognises US Independence e. Cesrio Verde
Ratication of the Articles of Confederation f. Ea de Queirs
British Government authorises peace g. Almeida Garrett
HISTORY
SCIENTIFIC REVOLUTION QUIZ negotiations
1. Adoption of the American Constitution
EA DE QUEIRS AND ENGLAND
1.1 a
1.2 c 1.
3.
1.3 b a. arrived
a. 4
1.4 b b. where
b. 1
1.5 c c. was
c. 2
1.6 a d. primarily
d. 3
1.7 c e. broadest
f. However
g. which
MUSIC
THE ATLANTIC SLAVE TRADE h. novels
1.
1. i. latter
a. Bach j. saw
a. Atlantic Ocean
b. Mozart k. journalistic
b. New World
c. Beethoven l. proudest
c. European
d. captives d. Schubert m. most
e. ethnic e. Domingos Bontempo n. conducted
f. First f. Verdi o. imagining
g. Portuguese g. Wagner p. refuge
h. Spanish h. Viana da Mota q. its
i. near-monopoly i. Zeca Afonso r. much

PHOTOCOPIABLE BRIDGES 11.o Ano 122


ANSWER KEY

CESRIO VERDE h. 8 states that more important than the money


1. i. 2 tourists may bring, and that will help
(Poema Original) j. 6 develop the local economy, is a peaceful
and dignied life.
Sentimento dum Ocidental 2. 3. Personal answer.
I a. Three-point line 4. Personal answer.
AVE-MARIAS b. Free Throw line
Nas nossas ruas, ao anoitecer, c. Midcourt line MONICA ALI
H tal soturnidade, h tal melancolia, d. Sideline 2.
Que as sombras, o bulcio, o Tejo, a maresia 2.1 Hes in a room in an estate (The Brick
Despertam-me um desejo absurdo de sofrer. FOOTBALL TERMS Lane neighbourhood), looking down from a
1. window at children playing.
O cu parece baixo e de neblina, a. assist 2.2 He is talking about some kids he sees
O gs extravasado enjoa-me, perturba; b. attacker on the street, some of them twelve years
E os edifcios, com as chamins, e a turba c. back old, who he says are drug addicts. He tells
Toldam-se duma cor montona e londrina. d. clear Nazneen about how drugs have invaded the
e. counterattack neighbourhood.
Batem os carros de aluguer, ao fundo, f. referee 2.3 In Karims opinion, when black people
Levando via-frrea os que se vo. Felizes! g. penalty got organized, the government, and the FBI,
Ocorrem-me em revista, exposies, h. midelder tried to beat them and keep them quiet by
pases: Madrid, Paris, Berlim, i. forward ooding them with drugs.
Sampetersburgo, o mundo! j. striker 2.4 No, it isnt, because this way they will
k. wing not be able to react, as they will be under
the eect of drugs. According to Karim, the
Semelham-se a gaiolas, com viveiros, Mystery word: Physical Education government is afraid of Muslims, and this will
As edicaes somente emadeiradas: keep them away from the political scene.
Como morcegos, ao cair das badaladas,
Saltam de viga em viga, os mestres LITERATURE WRITING A BLURB
carpinteiros. AS BYATT 1. A blurb is a short description of a book,
2. The main character was born in Filey, on lm, or other product written for promotional
the east Yorkshire coast. purposes.
PHYSICAL EDUCATION 3. Personal answer.
RUNNING 3.1 Personal answer. JD SALINGER
1. 4. Personal answer. 1.
a. Marathon 5. Personal answer. a. Catcher in the Rye
b. Sprint b. Franny and Zooey
c. Long distance SAVANNAH BROWN c. Raise High the Roof Beam, Carpenters, and
d. Middle distance 1. Slam Poetry is poetry competition in Seymour, an Introduction
e. Hurdles which poets perform original work alone or d. Nine Stories
f. Ultramarathon in teams before an audience, which serves
as judge. ATHENA N. EDMONDS
2. 2.
a. 1 2. She focuses on self image, self 2.1 a
b. 5 esteem, the concept of beauty, societys 2.2 b
c. 3 expectations towards girls (but also boys), 2.3 c
d. 2 the power of the media in manipulating 2.4 b
e. 6 opinions, perpetuating and spreading the
f. 4 predominant ideology, and the importance FERNANDO PESSOA
of ghting against prejudice and learning to 1.
BASKETBALL value oneself for who we really are. a. 2
1. b. 5
a. 10 BENJAMIN ZEPHANIAH c. 4
b. 9 2. The poem is about tourists behaviour d. 7
c. 3 when they go on holidays to a dierent e. 6
d. 7 country. The narrator is complaining about f. 3
e. 5 their behaviour and attitude towards locals g. 9
f. 1 while at the same time showing admiration h. 8
g. 4 for those who respect locals. S/he also i. 1

123 11.o Ano BRIDGES PHOTOCOPIABLE


ANSWER KEY

2. thee thee thou wert thou hadst ROYALS makes it sound like Lorde realizes that as
thou livdst thou wert Nay thy Thy 1. wonderful a world as that would be for her,
thy thee thou wert thee sans thy a. movies where she gets to be a pop star while being
thy b. dreams herself and still speaking for her small-town
c. aair friends, the whole thing is pretty farfetched
3. Personal answer. d. buzz and will probably never happen.
e. party http://popdust.com/2013/09/12/lyrics-analysis-will-
FIGURES OF SPEECH QUIZ becoming-a-royal-herself-come-back-to-haunt-lorde/
1. 2.1 She lived in a small-town, and grew up in
1.1 b the suburbs of Auckland, New Zealand. COUNTING STARS
1.2 c 2.2 She thinks songs are too shallow, and 1.
1.3 b they all sell the same sex, drugs, crime. a. sleep
1.4 a She dislikes this pop culture shes exposed b. dollars
1.5 a to. She doesnt enjoy this ostentation and c. line
1.6 c she cant relate to it. d. nd
2.3 There are dierent (and arguably e. bold
GRAPHIC NOVELS ADAPTATIONS OF CLASSIC conicting) sentiments expressed in the f. told
LITERATURE song. The Cadillacs in our dreams line g. thing
1. Moby Dick, by Herman Melville. makes it sound like Lorde and her implied h. alive
friends dont live the pop lifestyle because
WOMEN CELEBRATING WOMEN they dont have the means, but are OK with 2. Perhaps the lead singer and his wife or
2. it because they can fantasise about it with girlfriend.
2.1 The name of the main character is Hillary. one another and thats almost as good. 3. They are trying to make a living and so
2.2 Her deepest dream is to get married: But the love aair line makes it sound they need to pay their bills, like everyone
She dreamed of oating up the aisle in like theyre simply not buying what the pop does.
frothy white, to stand beside a dark-suited world is selling, that they dont want the
gure. He slipped a golden band onto her Cadillacs at all, that they arent tempted 4. Maybe something good happens or
nger (...) but such showiness. The conict of this luck strikes. If so, they will be nding their
2.3 Her greatest asset, according to her message is echoed in the sentiments of the way through hard times and stop counting
mother, is her brain, her intelligence. chorus: And well never be royals (royals). dollars. They will be enjoying life, and
2.4 She falls in love with her professor and It dont run in our blood, That kind of lux counting stars.
she marries him. just aint for us. We crave a dierent kind
2.5 Her mother didnt like it and she cried of buzz. 5. Maybe this means that he is still quite
during the wedding. She left immediately 2.4 This refers to her roots once again. She young, but he doesnt feel brave, and still
after the wedding. came from a humble background. needs some encouragement. The world
2.6 Both mutton and lamb are the meat of 2.5 The Royals of the title makes its hasnt been sold: its only that he and other
the sheep, but while the latter is a young appearance as an obvious stand-in noun people are good at following orders.
sheep, the former is an older one. So the for standard pop stardom, a status which
mother is referring to the dierence of ages Lorde declares herself not only to not be a 6. This statement means that money is
between the Professor and her daughter. part of by her DNA, even but which she important but higher values mean more.
She is criticizing him for wanting to feel seems to hold no aspiration towards, saying Fighting for your dreams and having that
younger by marrying a younger girl. that she wants something else out of her wonderful sense of accomplishment is
2.7 She reveres him; she wants to please life and her music. However, the second part incomparable, especially when you feel
him because she thinks he can never be of the chorus oers a somewhat dierent passionate and dedicate yourself 100% to
wrong. She adopts a submissive attitude perspective: Let me be your ruler (ruler), You make it happen.
and changes her personality for him. can call me queen Bee And baby Ill rule, Ill
rule, Ill rule, Ill rule. Let me live that fantasy. FIFTEEN
MUSIC Here, Lorde does seem to be shooting 1. Model answer: It will be about a
BANDS AND SINGERS for some sort of pop stardom, though the fteen-year-old girl and her life.
1. changing of we to me and you makes it
a. Christina Aguilera sound like now shes addressing her friends 3. Personal answer.
b. Michael Bubl as their representative to the outside world.
c. Boyce Avenue In other words, it seems like Lorde does FIVE OCLOCK WORLD
d. Anastacia want a seat at the mainstream pop table, 1.
e. Miley Cyrus but perhaps only on her own terms, and only a. job
f. John Legend as long as she continues to express the b. pounding
views of her own people. c. blows
2. Personal answer. The nal line, Let me live that fantasy, d. Thinking

PHOTOCOPIABLE BRIDGES 11.o Ano 124


ANSWER KEY

e. made whole world on one boat. It was like a vision; Wall came down, it signalled the beginning
f. end everyone was talking the same language. It of the total collapse of the Iron Curtain in
g. time was a very positive vibe. That night was the Europe, which would reach all the way up
basic inspiration for Wind Of Change. to the very hub of communism: Russia. The
2. This song is related with the working It was the same year this song was written Cold War, which had gripped the world and
world. Usually workers nish their work at that the world changed forever. Modern glued us to the edge of our seats for ve
ve oclock, and there is also that expression history will record that in late summer of decades, was nally over.
working from nine to ve. 1989, Communist Europe ceased to be. In 2005, viewers of the German television
Wind of Change rose to be the unocial network ZDF chose Wind of Change as
3. He feels free as no one owns his free theme song of the dismantling of the Berlin the song of the century. It is the highest-
time. He can do whatever he pleases and Wall, late in the summer of 1989. ever selling song in Germany, and is
meet whoever he wishes. The world looks The Berlin Wall was erected in 1961 and frequently played with footage of the Wall
much better after ve oclock. separated two German states for 28 years. coming down. This song is also widely
West Berlin was part of west Germany, a known in Germany as the song of German
4. He feels stressed out. It seems as though capitalist democracy, while East Berlin was reunication (and the fall of communism
he needs to wake up only because he the capital of East Germany, a communist in Eastern Europe, generally), even though
needs to get to work, and then he has to state largely controlled from Moscow. it only rose to popularity two years after.
go through all these people, these crowded The Wall was over 96 miles long and was (www.rockremembers.com/2008/09/wind-
places, and he feels anxious and irritated actually two walls back to back. In 1975, of-change-scorpions-1989-rock.html)
at the same time. The morning noise drives the nal modications to The Wall were
him crazy. added, constructed from 45,000 sections 4. Model answer: This means that people
of reinforced concrete each 12 feet high who used to be on dierent sides are now
5. No, he doesnt. He works because he has and 4 feet thick. It had 116 watchtowers, breathing the same air and sharing the
to, to carn his pay, not because he loves it. 20 bunkers, barbed wire, canine patrols, same beliefs, as brothers. The future is
fakir beds (beds of nails under balconies) close, things are about to change for the
6. He is eager to leave work because he and anti-vehicle trenches that guarded better.
can do whatever he wants, and there is a a no mans land...the death strip area in
longhaired girl waiting for him. between the two walls. It was paved with 21ST CENTURY LIFE
raked gravel, which made it easy to spot 1.
WIND OF CHANGE footprints. a. century
1. When the border between East and West b. future
a. night Berlin was ocially closed on August 13th c. 21,000
b. air 1961, families were abruptly separated. d. TV
c. moment People who commuted to work from East e. disease
d. street to West were instantly either homeless or
e. dreams without employment. At least 136 people 2.
f. time are conrmed killed trying to escape from 2.1 He thought about how life would be in
East to West Berlin (but there were probably the future.
2. The Moskva is the name of a river that many, many more unconrmed), and 2.2 It means that the present and future are
runs through Moscow and Gorky Park is an countless documented and undocumented combined, as everything changes quickly
amusement park in Moscow. desperate successful and failed escape and around him all the time.
attempts. 2.3 Maybe because too much has changed
3. a Ironically, the collectiveness The Scorpions and he didnt have the time or energy to
(and everyone else) experienced at the cope with it all.
Background information Moscow Music Peace Festival would not
The Meine brothers (aka The Scorpions) end when the Music Peace Festival ended. LIFETIME
began writing this song in 1989 after a Wind of Change celebrated the political 1.
visit to Moscow. They were actually the shift in Eastern Europe. Although Winds of a. 5
rst hard rock band ever to play in Russia. Change wasnt written specically about b. 3
They returned the following year to play the the Berlin Wall, the feelings of the world and c. 1
Moscow Music Peace Festival. It was then the lyrics of the Meines became linked with d. 4
that the words to this song were written. it. The Berlin Wall was an icon of the rule of e. 2
They were inspired by the sight of thousands tyranny and poverty behind the Iron Curtain,
of Russians cheering them on, even though and it was one of the largest, most real, 2. Model answer: This song is about how
they were German. Lead singer Klaus Meine tangible, material objects that smacked nothing really lasts forever, but in her life
is quoted as saying, Everyone was there: the face of humanity and said that the music and the ideas she has will last.
the Red Army, journalists, musicians from Cold War was real... and it was so much
Germany, from America, from Russia the more than simple politics. When the Berlin 3. Personal answer.

125 11.o Ano BRIDGES PHOTOCOPIABLE


ANSWER KEY

ON TOP OF THE WORLD BECAUSE WE CAN consequences (e.g., depression, anxiety


2. Model answer: I think its about being 1. e-g-a-e-c-d-f-d-d-f and social isolation).
happy and feeling great, and nally www.apa.org/topics/immigration/undocumented-video.
appreciating your life after feeling down for aspx
a while. Its like you dont know what you CINEMA
have until youve lost it, so you might as UNDOCUMENTED AMERICANS
well appreciate everything you have, and 1. ANITA & ME
also that it sometimes can be hard to feel a. young people 1.
happy and appreciate life, but you have to b. status a. Indian
work for it and it will eventually be worth c. parents b. adolescence
it, when you nally get that feeling of d. citizens c. dysfunctional
being on top of the world. The song itself e. families d. brother
is a celebration of accomplishment for the
band after striving for years to become 2. THE BUTLER
successful. 2.1 Cant drive, cant vote, cant get a job. 1.
2.2 They feel isolated, by themselves. 1.1 a
3. Because everything changes suddenly. 2.3 Living in an invisible prison, trapped 1.2 b
Not everything in life is under our control, behind invisible bars and one is stuck there 1.3 c
and so we should do whatever we have to with ones family. 1.4 a
do right away. 1.5 b
2.4 Heartbroken and confused.
2.5 Detention and deportation. 1.6. a
4. Personal answer.
2.6 He was detained for 24 hours for being
found on a Greyhound bus on his way back UP IN THE AIR
BROKEN ENGLISH 1.
to college.
1. 1.1 b
2.7 Going to college.
a. (a)uthority 1.2 a
2.8 She couldnt do anything because she
b. (m)outh 1.3 c
didnt have any documents.
c. (u)nderstand 1.4 a
2.9 She started a fundraising campaign.
d. (l)anguage 1.5 c
e. (w)ords 1.6 b
3. America is a nation of immigrants. Over
our history, generations of immigrants
2. IN AMERICA
seeking a better life for themselves and
2.1 Model answer: It might be representing 1.
their families have come to this country
his own world. a. and
and made it what it is today. Pedro, Jong-
2.2 Because there is a language barrier b. from
Min and Silvia demonstrate traits we highly
which prevents communication from c. the
value in American society; they are all
eectively taking place, which is both d. to
ambitious and motivated, intelligent and
confusing and challenging. e. who
conscientious young people. They want
2.3 Personal answer. f. through
2.4 It means that messages get mixed up to do great things and are committed to
g. up
because the means to communicate are serving their communities. Jong-Min wants
h. well
dierent. Languages can be as messed up to become a Supreme Court justice, Pedro
i. that / which
as we humans can be. is a teacher and Silvia does volunteer j. by
community artwork with children separated k. not
JAMES ARTHUR from their undocumented parents. This level l. are
1. of engagement and activism represents m. it
l.2 took take the American experience that most of n. so
l.5 are were us imagine. Having immigrated to the o. but
l.7 forget forgot U.S. at such young ages, like so many p. This
l.10 was is undocumented youth, they acculturated q. like
l.12 win won to the same American language, culture r. into
l.14 knew know and values that their U.S.-born peers did.
l.17 went is gone However, undocumented youth in America DO THE MATH
l.14 hope hoped experience a dierent reality a dierent 1.
l.30 wore wear America. Research shows that continued a. greatest
l.37 went go discrimination toward immigrants by b. uncomfortable
greater society can make acculturation c. particularly
2. Personal answer. dicult and has negative mental health d. humanity

PHOTOCOPIABLE BRIDGES 11.o Ano 126


ANSWER KEY

e. climatologist AFRICA UNITED


f. scientic 1.
1.1 Three boys and a girl.
BEASTS OF THE SOUTHERN WILD 1.2 They want to go to the Football World
1. Cup 2010 in South Africa.
1.1 a 1.3 Personal answer.
1.2 b 1.4 Personal answer.
1.3 c
1.4 a 2.
1.5 b 2.1 b
2.2 c
2.3 a
MY SISTERS KEEPER
2.4 b
1. Personal answer.

SKET
2.
1.
2.1 b
1.1 I can see several girls. They look extremely
2.2 a
aggressive, and one of them is using a bat.
2.3 b
Another seems to be kicking something or
2.4 c
someone, and another one seems to be
hitting something or someone. The words
3.
written on the poster are also very strong,
3.1 They said Kate was a miracle. She
such as raw, gritty, gripping, hard
shouldnt have lived past ve years old. They hitting. The whole message seems to be
also talked about Annas decision, and how extremely powerful.
it would aect her future life. Still, most of 1.2 The girls seem to be together, as in a
them were for the kidney donation, and not group. The setting might be the streets and .
against it. as for the story they might be ghting for
3.2 She got to save her sisters life. their survival on the streets.
1.3 This posters image doesnt t with the
4. image of girls we are usually shown. Girls are
a. (...) newborn (baby). usually shown in a much more romantic or
b. (...) lymphocytes (her blood). sexier way, and not as aggressive as on the
c. (...) hospitalised for six days. poster.

127 11.o Ano BRIDGES PHOTOCOPIABLE