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Reinildes Dias Elaine Hodgson Denise Santos Cristina Mott-Fernandez Lingua Estrangeira Moderna 2 = LARA RRA Rh ingles sx; Anos Finais do Ensino Fundamental 2017 7° Ano Ministério da Educacdo sy macmillan education Estudante, As escolas publicas vecebem as obvas veferentes ao Programa Nacional do Livro Diddtico — PNLD, distribuidas pelo Fundo Nacional de Desenvolvimento da Educagao, apés eviteriosa avaliagéo do Ministévio da Educagao, para que professoves e estudantes contem com materiais de qualidade fisica e pedagégica. Este livro é consumivel e pode permanecer com vocé apés sua utilizacdo, servindo como fonte de consulta para rever sua aprendizagem. O material precisa ser preservado e deve ser protegido da dgua e de outras situagdes que possam causar danos. Procure manté-lo limpo e utiliza-lo corretamente. Fique com ele e aproveite! Reinildes Dias Doutora em Tecnologia Educacional pela Concordia University (Canada) © Mestre em Letras ~ Inglés pela Universidade Federal de Minas Gerais (UFMG). € professora adjunta da Faculdade de Letras da UFMG e atuou, por varios anos, como consultora da Secretaria da Educacéo (MG) e da Rede Municipal de Educacao de Belo Horizonte (RME-BH). autora da Proposta Curricular de Lingua Estrangeira do Estado de Minas Gerais e coautora das Proposi¢des Curriculares de Inglés da RME-BH. Elaine Hodgson Doutore em Linguistica pela Universidade Federal do Ceard (UFC) e Mestre em Linguistica Aplicada pela Univarsidade Estadual do Ceara (UECE). professora de inglés dos Ensinos Fundamental e Media do Colegio Militar de Brasilia e orientadora do Mestrada em TEFL (Teaching English as a Foreign Language) da University of Birmingham (Reino Unido) Denise Santos Doutora em Linguistica Aplicada pela University of Reading (Reino Unido) e Mestre em Educagao em Lingua Inglesa pela University of Oklahoma (Estados Unidos). € pesquisadora do Institute of Education da University of Reading, na area de ensino de compreensao oral em lingua estrangeira. Possui mais de 30 anos de experiéncia no ensino de inglés e tem publicagdes pedagdgicas e académicas publicadas no Brasil e no exterior Cristina Mott-Fernandez Doutora e Mestre em Estudos da Linguagem pela Universidade Estadual de Londrina (UELI. € professo- ra de lingua inglesa no Instituto de Linguas da UEL desde 1988. J4 atuou como professora no Ensino Fundamental em escolas da rede privada e atualmente desenvalve pesquisas sobre coledes didati cas de lingua inglesa. F coran otis, SP 2015 batueation EAM UP Lingua Estrangeira Moderna macmillan education ; 2015 © Macmillan Education do Brasil erent etorit: KellyTveres GGerente de cragao de contedido: Ana Pauls Lond Editor de arte: Simone Oliveira Visa | Editoras de conteido: Viviane Krmeliene, Silene Cardoso, Ana Beatriz Morera, Daniela Coste, Gabriela Farcett, Cristina Casar Coordenadora de produto: Carla Rodrigues Riquena Coordenador de produgdo gréfica: Mercio Borges Designer: ivan Toledo Prado Assistonte editorial: Isabela Carvalho, Carol Nyerges Consuttoria académica: Rosinda Guerra Ramos, Tony Berber Sardinia, Luciana de Oliveira Siva, Rafael Gao, Ronaldo Lima Janior Proparadores © revisores técnicos: Thelma C. Guimaries,Tayre Brancaglion, Frank de Oliveira, Amanda Lassak, Olvie Yuri Duarte Projeto grafico: Tangente Design Arte @ diagramagio: Tanconte Design @ Figurative Capa: Fabio Kato Pesquisadoras iconografieas: Marcia Sato, Odeto Pereira ‘Tatamento de imagens: Pavio Cesar Saigeds Mustragées: Estudio Quanta, HIRO erotics. rt, 18 do Cecgo Poa Lt 9610 9 fevre de 1008, Dados Internacioneis de Catalogacio ne Publicagso (CIP) rasileira do Livro, SP, Brasil) cristina noet-Farnande inaices pare 12s angle + Hoang fondananbal 172.652 Teo diets src, “Todos 0s esforeas foram fos no sent de encontrar os detentores cos direitos sas bras protepcss por copyright Cas tna havi alguma ome insur. ® editor torso mar prazer em eorigia na pee oportuniad, [MACMILLAN EDUCATION DO BRASIL ua José Félix de Olvoia, 983 - Granja Viana Cotia~ SP 06706545, vwonw:maemilan com Br ‘ondimanto a0 profess0” (1) 4613-2278 10600 18807 (Guts ropes] Fax (it aB126008 Impresso no Basi Impeeno no Pane Grid Eira FTD S/A— A Antoni Bardell, 300 “Guarulhos Sto Flo = CEP (7220-020 ~CNPY 61 186490001633 *Emrespeito ao meio ambiente, s flhas deste i foram produzids com fires one de srvores do forestas plantas, com ergem certicada” Apresenta¢ao rz Dee EL rem es Wa Ree Le me R eC Rr} Pe tea ie el teens era geen Mee ea Rea Pe eee ecu ee CaN RCL es SMES ea eee kas ted Cote Pe en eR een aie corn a Pere tenn eet) Peete entice Pert er Os assuntos focados neste livro, bem como as atividades aqui propostas, partem CO ee Ot ee Rene ee Wee eee el eee ere ee ee ot tee ee ec CeCe Oe ec eee eae ee eMart Reece) eet eens ama um elemento colaborador da sua eet emer iu Cnc ene SO eee eR OR aa ene eee Meme eee red eee ae Eee TR eae a ea ake nC aetcer ce) Eee ke Ce ed ee eee eee e TEES ec eC TOC Con eT] cidade, pais e mundo. rr ee ee ane ea ee Pe Cen een Remi oe en eur ee et Reem Cee eek eee acct Cee en eNeeauRa ue Peete oat) eee Pane eee ct eee ee ec a Seer ia) eee reer: Senne Tene Se een E Cute Sete ct) Cenc eC eather aaa aa OUT} Conheg¢a seu livro As unidades do livro 680 organizadas em segoes © complementadas por boxes. Conheca os objetivos e caracteristicas de cada se¢ao e boxe a seguil Propde perguntas, acompa- nhadas de imagens, que tem como objetive estabelecer ‘uma conversa entre voce & « Unit Aims —_ seus colegas sobre o tema Apresenta os objetivos ‘ dda unidade, levantando o que linguiaticos, atitudinais © ¢ ‘ voce ja sabe sobre 0 assunto, Pore de habilidades que voce vai trabalhar durante 9 Uunidade. Eles si rato- mados na autoavaliagao Boxe Stay Tuned na se¢8o Reflect on Your Aoresenta Informacdes adi Learning. clonais relacionadas ao tema dda unidade, com o abjotivo de ‘ampliar seus canhecimentos. «Reading Desenvole hablidades de lei tura e interpretagao de textos ‘egeritos dos mais dlvereos ge ‘heros, como 0 artigo de jornel, © cartum, o poems, 0 andncio publicitario, 0 infografico, en- tre outros. Ao final da sacdo, perguntas estimulam seu pposicionamento critic em re- lagao aos assuntos discutidos. Boxe Boost your Reading Discute a8 estrategias © dicas usadas na leitura e compreensaio dos textos que voce leu na secéo Reading, 4 Boxe Looking at the Text Apresenta as caracteristicas 0 genero textual do primeira tavto da eecto Reading « Language at Work Por meio da_observacéo e textos autenticos, est! ‘mula voo’ a dedusir regrac © contextos de uso de eotruturas gramaticals, © trabaiha essas estruturas fom situagodes de comun cagdo oral e escrita. Boxe Pronunciation Corner [spresenta aspectos da_ pro: nuncia. da lingua inglesa releventes pare situaches de comunicagao, « Boxe Making Senco of Language Desafia voce a “descobrir” 2 aplicagao des regras ‘ramaticais, com refe- réncia & pagina da secso Language Reference em (que voce encontra a siste- ‘matizagBo dos conteudos. Boxe The World of English ‘presenta dados de trequéncia de uso de palavras @ expres- ses relacionadas ao tema da unidade, em textos orais e es rites, com base na linguistica de corpus. a ~. « English 6 Arts Pronde sthvidades que tam como objetivo sensibilizar voce para diversaa formes de arte, por meio da lingua inglega. « Language Reference Para cada Unidade, apresenta @ sistematizagao, por ‘malo de quadras e exemplos, dos conteddos gramat Cais, uma expansto dos conteudos do boxe The World Of English e um glosséri, com a tredugSo doe pelavres ‘mais importantes (de acordo com o contexto em que ‘pareceram nas unidades) Essa seqao e um materiel de raferdncia fundamental pare sou estudon « Self-Study ‘Ter como objetivo incentivé-o a estudar sozinho, a fim de consoldar a eprendizagem do que voce estudou a0 longo 1s unidades. ba « Audio Scripts foreoerta b EimeGSo Ges twcoo orsid tubethatoe nas unidades, a referencia, « Boxe Language Corner Formece informacoes. ad cionols_epbre questles relaconedab 8 vocabulrio ® grematica, amoliando seus canhecimentos « Recommended Books and Sites Oferece sugestdes de livros, filmes e sites relacionados {0s temas das unidades, com o objetivo de ajudar voce Além das unidades, seu livro apresenta outros conteddos importantes para o aprendizado: 2 aprimorar seus conhecimentos e estudos. 4 Writing Desenvolve habilidades de con municagao escrita, em diversos eneros, como a ficha biografi- © panfleto, @ resenhs, entre utras. Na produgao dos textos, vocé trabalha em diversas etapas = planejamento, escrita, avaliagso fe reescrita - e considera 0 con- texto da produc do seu texto, seus objetivos, sua disseminacao, ‘quem vai le-o, entre outros. a ot de mi Sm a entrevts, Boxe Going Digital ‘presenta sugestoes de stivida des, ou variagdes de atividedes do livre, que podem ser desenvolvidas ‘com @ use da tecnologia digital em relay suntos disc Reflect on Your Learning Retoma os objetivos discutidos no ide, em urn momento G80 @ reflexdo so bbre 9 que e como voce aprendeu, buscando deservolver a ova Indo pendéncia como aprenciz ralacionam 0 Ingles a ‘utras dieciplinae do Ensino Fundamental, ‘empliendo sues pos: sibiidades de uso da Hina Having Funt Propoe atividades ludicas — crux zadinhas, caga-palevres, quizzes, entre outras ~ por meio das quai voce pode aprimorar 0 uso da lin- ‘ua inglesa. Welcome Unit Learning to Learn! Contents Corr) «A comic strip, {p.12) a ‘An informative poster. 1 28) Events «A ticket 18) 19) ‘Two graphs. 2 (op.34-35) Daily Routines | « An extract from a book (.32) wan “A city map. 3 (o.50) eee en, ‘Asst of intrusions (p. 48) ve People around Us 5 ‘The Universe (p.82) 6 Erinn | €A promotional poster. (p.88) | «A website, (67) | «An infographic. (80) 4 Acomic strip. (p87 «A fact file about a wild animal. {p.100) Amazing Wature | «An encyclopedia entry. (p. 98) (p. 102) » tAwebste (one) Going «A movie review f.14) 18) 8 ‘An anti-bullying campaign (p.132) stand up| (A poster: et (p.133) (1301 Sree eek ee ee Sire ae Tea «What is mare important to communicate in English? (p.10) «Months of the year. «Ordinal numbers | «Simple present (affirmative and negative. Telling time. ore ae (24) «Routine 4. Aces en 20 jn 20 __ Ase Ouvir masic les, acompanhando ou néo @ letra, ¢ uma excelente estrategia para desenvolver a habilidade de compreensao oral, bom como para ampliar 0 vocabulrio, 0 uso de rimas e a repeticéo do refrBo, nor exemplo, contribuem para a compreanséo. Além disso, ascolher misicas de cantores @ bandas de que vocé gosta aumenta a motivagao eo prazer! _ 6 | Discuta com 0 professor e os colegas. a Quem so os artistas ou bandas de sua preferéncia em lingua inglesa? Vocé costuma ouvir as misicas deles com 0 objetivo de ter mais contato com o idioma? b Vocé ouve outros contetidos em inglés fora da sala de aula? Quais? a |1) Avalie as estratégias discutidas na unidar ter para vocé em seu processo de aprendiz criar bxemplos com as palavras / frases novas que com 4 minha realidade (pagina 11). aie Ao 3 iar com vocabulério... buscar palavras cogmatas ¢ familiares (pagina 12) identificar e compreender palavras-chave para 0 (pagina 12). pore a.compreensao oral : ivros em inglés (oagina 19). um t6pico de interesse e ouvir diferentes jos a ele (pagina 13). " estratégia que vocé gostaria de adicionar a veriear o que eu ji sel sobre o conteddo (pagina 12). a) Discuta com o professor e os colegas at respostas na Atividade 1. Ha alguma a0 quadro? (3) Escreva abaixo trés resolugdes para seu aprendizado de inglés neste ano letivo. i | 2 3 (4) Em pequenos grupos (3-4 alunos), compartilhe suas resolugdes da Atividade 3. fifteen Nesta unidade, vocé vai \SD Discuta lestdes abaixo com o professor € os colegas. a Og ens tém em comum? Ha eventos tipo na regifio em que vocé mor b x s sil voce conhece? Algum ¢ internacionalmente conheci © Quais so os grandes eventos r 19s A cultura popula rasil? Vocé participa ou jostaria de participar de alc d_ Qual o principal evento cultural da regiao onde vocé mora? ra de um pais e de tnias faz parte do yeimento construide na a. A partic parti em exc por exemplo, @ uma forma de wufruir @ enriquecedora di ide existente. ere a = @ Pre-Reading [4) Look at the text below. Check (v) its characteristics. The text is a [__|colorful and with pictures. b |) concise and objective. ¢ | jorganized into blocks of information. d | organized into paragraphs. 2) What is the main objective of the text? a To announce the Canadian Spelling Bee contest, b |_\To show the results of the 2012 Canadian Varsity Dance Challenge. ¢ | _\Toadvertise the 2011 Canadian Varsity Dance Challenge. Co sy ae Serge merag4 STO ea CATS sity Cuisines If What makes us different? BCCI eeu Se SCI COD Eu CT ecu Ist e! RUC eee UL ar 0 texto ao edo € um poster informativo. Textos desse g&- nero podem ter diversas ob- Jetivos: anunciar concursos, ‘shows, feiras e outros eventos, convocar a populagio para campanhas de vacinag3o ou outro assunto de interesse publico, dar orientagdes rela- cionadas a saude, seguranca, organizagao de espacos co- muns etc. Posteres informer tives combina informagoes escritas e visuais de maneira bem concisa, a fim de facilitar a leitura e chamar a atencao dos leitores, que normaimente estéo apenas de passagem. Po- dem ser impressos @ afixados em locais pablicas, ou serem publicados online, em sites, Pee OT REE a free if you register 2routines by Dec. ‘C) e Oo: Fone de pesquisa: VARSITY DANCE CANADA Canadian Varsity Oance Challenge 2011 ‘Digi! em cwinsratysanscanada.con>, Aces em 2 dex. 2014 @ While Reading (3) Read the text on page 18. Then match the questions to the answers. a What kind of event is it promoting? It is $200 b Whaat is the date of the event? At York University. ¢ What is the prize for the winners? April 2nd, 2011 d- What is the entry fee per group? A dance event e Where is the event going to happen? It is $1,000. ¢) Check (¥) the two most important oa pieces of information in the poster. a [| \The name of the competition. Usd eee Aorganizagio das informagbes verbais do poster em b [| |The entry fee. bloces contribul para @ compreenséo do conteudo. Alem disso, ha o uso de elementos graficos, como ¢ | |The prize for first place cores ¢ efeitos de fonte, para criar uma hierarquia de a ube Bageecctnlceie and video) conteudos, de acordo com as escolhas dos autores. packages. (5) Look at the picture. What is the person holding? a || \Tickets for a movie. b | | Tickets for a game. ° Instructions for a game. (6) Complete the chart with information from the ticket. a. Sports event b ‘Teams playing © Date Place: @ Post-Reading (7) Discuta as questdes abaixo com o professor e os colegas. a Quais sao os objetivos de quem produz um péster informativo como o da pagina 18? b Por que pésteres ¢ outros documentos impressos siio, em algumas ocasides, também publicados na Internet? | Sua escola prepara pésteres para divulgar eventos? Quais pessoas estao envolvidas na confeceao deles? nineteen we Months of the year, ordinal numbers, te! 1g time (4) Read about some important events in Brazil. Order them (1-10) according to the period of the year when they happen. Pay attention to the months of the year in red. CHANDLER, G,,CLARK, 6; GLEESON, 6; NOBLE, 1; RAUB, K; SMITH, PST. LOUIS, R. Bai. Fotscay VIC): Loy Planet, 2013, 9.257 Carnaval— In February or March, the famous event happens nationwide, and is liveliest in Rio, Salvador, and Olinda, with parades, costumes, and round-the-clock merrymaking. Girio de Nazaré ~ Belém’s enormous annual festival on the second Sunday in October brings one million people to the streets. They take part in the procession of one of Brazil's most important icons. Fest Itélia - Italians have made many cultural contributions to the South, including this vibrant Blumenau fest that features a week of wine, pasta, and “The rocssclon oT Gi de Nan in Belém, PA - October 2014. music in mid-July Festas Juninas ~ Spanning the month of June, various saints are celebrated during the most important folkloric festivals in Brazil. Expect concerts, food stands, fireworks, and bonfires. Festival de Gramado—The European-style town of Gramado hosts an important film festival each year, running for nine days in August. Festival Internacional de Balonismo ~The far southern 7 beach town of Torres springs to life for five days in v early May or late April when it hosts a colorful hot-air balloon festival. 9 Lavagem do Bonfim - In Salvador, on the second Thursday in January, this equal-parts Catholic and Candomblé feast features a ritual washing of the church Irvernational Balloon Festvel steps followed by all-night music and dancing. Tomes, RS - May 2013, Reveillon Two million revelers, dressed in white, pack Copacabana Beach on 31 December, where music concerts and fireworks ring in the New Year Rio International Film Festival Latin America’s biggest film festival, features more than 200 films from all over the world, shown at some 35 theaters from late September through early October: ‘Semana Santa ~ In Ouro Preto, Holy Week (the week before Easter) is a colorful event of processions and streets ‘painted’ with flowers. |2) Complete the calendar. Use the months in bold in Activity 1. Two months — April and November ~ are already on the calendar. '3) Quickly read about the events in Activity 1 again. Which is the only event in Activity 1 that happens on an exact date (month and day)? « In English, we use an initial capital letter to write the months of the year: Carnaval happens in February or March. «Dates can be written in different ways: Revelllon is celebrated on 31 December. (We say'on the thirty-first of December") December 31. (We say “on December thirty-first”) « The use of the ordinal number is optional December S1st or December 81 —, but we always say it. 't) Complete the list of ordinal numbers with the words in the box. Pay attention to the parts of the words in bold. Paaeone| seventh ee Pai twenty-second cpa geron 14th - Leia as frases abaixo, retiradas 3rd = third 15th — fifteenth da Atividade 1. Em seguida, su- blinhe palavras corretas nos na os ee itens ae b. 5th fifth 17th seventeenth "In February or March, the famous 6th 18th — event happens nationwide [.I" “Two million revelers, dressed in cot iota unateentp white, pack Copacabana Beach on 8th i 31 December [..J” oth {ninth daniel @ Usamos a preposigao in / on ee pare indicar datas (més + dia). nor 22nd-___________ Usamos a preposigéo in / on 1th 30th - | para indicar meses. 12th — twelfth 31st - thirty-first Greek Tanguage Reference, p. 148 twenty-one 5 Answer the questions about important dates in Brazil. Use the complete date, or the month. a When is Tiradentes Da b When is Workers’ Day?___ Listen to the pronunciation ¢ When is Independence Day?. +2 aS ge of the th sound in some: ordinal numbers. « Black Awareness Day is celebrated on November 20th (twentieth). When is Easter?__ —— « Christmas is celebrated on December 25th (twenty-fifth). « International Women's Day is celebrated on March 8th 6) Read the ticket for a play. Then write YES or NO. (eighth). @ When is Children’s Day e When is Teachers’ Day? 2 & When is Mother's Day?. hh When is Father's Day? Is the ticket for an event a that happened in SHAKESPEARE'S GLOBE November, 20147__ | 21 mew Globe tks Condon» 3t9 90 ay arp aweonaay? = 2 , THE COMEDY OF ERRORS Pea ae e wy © onthe third day of a 28 _£ 4 Wednesday03-september-2014 2:00 pm 4a Po gBf Pan YARD ~ STANDING ae ee:ea'2 YARD STANDING _ ps William Shakespeare foi um ator, dramaturgo e poeta nascido na Inglaterra em 23 de abril de 1564. Ele escreveu mais de 30 pegas de teatro, das queis muitas 880 encenadas ete hoje ou tiveram adaptacoes cinematograficas, como Hamlet, Macbeth, Otelo e Rei Lear. Shakespeare morreu no ano de 1616. ‘ACADEMY OF AMERICAN POETS. Wiliam Shateipeare. Peto. isponvel em: , (adaptade) Aceso em: 6 fe 2015. Language Corner The 24 hours of the day are commonly divided into four periods. Look at the graph: «ean 5am 12pm 12pm 5pm 5pm 9pm 9pm 5am MORNING AFTERNOON EVENING NIGHT We use preposition at to indicate time: Music concerts on Copacabana Beach usually start at 6 prn. BD eno 7 According to the tickets on pages 19 and 22, what time do the events below start? a Rugby game: —___ b_ The Comedy of Errors: ____— 8 | Where do you think the clocks below are? Match them to their location. are a Central do Brasil Yokohama, Japan. Rio de Janeiro, Brazil. London, UK. (9) Work with a partner. Look at the clocks again. What time are they showing? 10) Answer with your information. a What time do your classes start? b What time do you have lunch? —______ ¢ What time do you go to bed? ee a {42) Discuta as questdes abaixo com o professor ¢ os colegas. ‘a Qual é 0 seu periodo do dia favorito? Por qué? b Qual é seu feriado ou data comemorativa favoritos? Por qué? © Por que precisamos ter datas comemorativas para conscientizagao de direitos das minorias, como 0 Dia Internacional da Muther ou 0 Dia da Consciéncia Negra? twenty-three Simple present (affirmative and negative) 1) Read more about an important religious and cultural event, Lavagem do Bonfim. It takes place in Salvador, Bahia. Then underline the appropriate phrases to complete the sentences. Lavagem do Bonfim (2nd Thur after Epiphany, in Jan) Salvador's biggest festival outside of Carnaval honors the saint with Bahia's largest folowing ~ Senhor do Bontim, associated with Candomblé, A procession of baianas (women dressed as Bahian ‘aunt') in ritual dress carrying buckets of flowers walks 8km from Cidade Baixa to Igreja NS do Bonfim, There they perform a ritual lavagem (washing) of the church steps, overseen by Catholic priests and mées de santo (Candombié priestesses). The rowdy street, party lasts into the night. a The event happens on January 2nd / the second Thursday in January after Epiphany. b Ithonors a Catholic saint / baianas, Perna Epiphany - Dia de Reis © The baianas / The Catholic priests walk from Cidade Baixa toa church. d_ The baianas wash the steps of Igreja NS do Bonfim / the streets of Cidade Baixa. Assim como varias outras mani- festagdes culturais brasileiras, a Lavagem das Escadarias da Igreja do Nosso Senhor do Bonfim 6 uma demonstragao de sincretismo re- ligioso. Nela, 880 homenageados Oxalé, orixé associado & criagao do mundo no candomblé, e o Senhor do Bonfim, imagem de Jesus Cristo venerada pelo catolicismo. Estes so os verbos mais usados em inglés para falar sobre events: Attend - Example: They attended an event with the Scout Association. Cover - Ex. Iwas covering the event for a newspaper. Organize - Ex. She organized this event. Host -Ex. The school is hosting the event. ‘Sponsor - Ex: Those corporations agreed to sponsor the event. Celebrate - Ex. Every seven years you celebrate this event with a festival, Cancel: The community canceled the event, Fonte pesquisa: BYU Corpora spot em: metalriga'le:thelbedrosint| 2. Ta chi) DD where they meditate | z } In Paris people do the following activities for self-reflection thes shower or both EL <> Listen to music Stretch i 6 Think about something I'm grateful for Pray Take a walk Exercise (e.g. youa, go for a run...) Write my thoughts down | Meditate The most common Toantt place where Parisians oo self-reflect on weekday mornings Is the bedroom, where they listen to music euUU sana Martial arts (e.g. Tal Chi) Os textos das paginas 34 e 35 sao graficos. Esse ce esté ligado a estatistica, que é a parte da latematice dedicade a coletar, organizar @ apresentar dados e informacées que podem ser quantifi- cados. Os graficos s80 compostos de linguagem verbal concise e abjetiva e de linguagem nao verbal como a cores e figures goométrices. Ha veoetipos de grefloos, come os de colune,berre, plza e linhas, Os graficos s40 comuns em outras areas de oH alem da Matematica, como em Geografia, 3toria, Ciéncias, e em reportagens, nesquisas © énquetes. @ While Reading (2) Read the graphs about morning self-reflection activities in Mumbai and Paris. Then write T (true) or F (false). More French people take a shower in the morning than Indian people. a b- More than 50% of French and Indian pegple listen to music in the morning, ¢ More people meditate for self-reflection in the morning in Mumbai than in Paris. a Inthe morning, people in Mumbai are more physically active for self-reflection than people in Paris. e The practice of martial arts for self-reflection in the morning is more popular in Mumbai than in Paris. thirty-five (3) Read the graph about Mumbai again. Then write the morning self-reflection activities In the box in the order of their frequency. (| Compare your answers in Activity 3 to the graph about morning selfreflection activities in Paris. Is the order the same or different? |S) Discuta com o professor € os colegas quais estratégias de leitura voce utilizou nas Atividades 2-4. Compreender gréficos e tabelas ¢ uma competéncia importante que vai ser muito util em sua vida dentro e fora da escola. Ao analisar um grafico, procure observar o titulo (que indica 0 que esté sendo representado), a fonte das informagoes e as legendas (como as porcentagens, por exemplo). Para inter- preter um gréfico, voce pode fazer as seguintes perguntas: @ De que assunto o grafico trata? b Quantos dados sao apresentados? ‘© Como os dados estéo organizados? Observe novamente os graficos das paginas 34 e 35 e, com um colega, responda as perguntes acima. ae 6) Read an extract of Greg Heffley's diary from the book Diary of a Wimpy Kid. Then underline the correct answers. | a. The text is part of a web page / 1 5 : a literary text. Actually, Tim kind of glad my plan to get put E } b_ Greg is describing his routine Teehoteercnetce tices on weekends / during the week. saw a couple of the "Bink Says Boo" kids halding their books upside down, and T don't © Greg wakes up early / late on Saturdays. | think they were Joking. (7) Read the sentences and write graph | or literary text. a It uses complete sentences: Mell, the first week of school is finally eles today T slept in. b Ituses numbers and geometric | Mast kids wake up early on Saterday to watch svenpole Ets Reet cnet only reason es T get ovt of bed at all on weekends is because ¢ It presents information in an eventually, I cant stand the taste of my own objective way: breath anymore. d_Itis more artistic: SMACK SHACK } | KINNEY, Jett Diary ofa Wingy Kid Book D. | 16 Ww Yor: Puffin Books, 2000. 9.16. |L___ [8] Observe a figura que acompanha o trecho de livro acima. O que Greg quer dizer com “Lcan't stand the taste of my own breath anymore”? a |__||Nao consigo suportar o despertador tocando. b |_|) Nao consigo suportar meu préprio halito, @ Post-Reading (9) Hd formas mais saudaveis do que outras de se comecar 0 dia? Reflita e escreva trés coisas saudaveis que podemos fazer pela manha. thirty-seven Routine 2) Read the poem. Then check (v) the characteristics of poems in Language Corner. Morning Routine by Sean Dohr eee es ke up and I'm feeling drowsy. Stara lad, ‘group of lines in a poem. vi sree ey ? t up anyway, just to hear my mother say. Poems are written in lines a FU UP. or Uouil be late for school todo, and stanzas. Now to the bathroom I-go, Poems are written in semanas myself from head to tow. sentences and paragraphs. ‘out of the shower, after half an hour, eeiicin = Sha es Poems usually use rhyming words. g Se ae fe Poems can be subjective ind a toothbcush ond acorry upstairs, ingne tne to brash my hal and interpreted in many different ways, ‘DOKR, Sean. Marina ting. Poems & Quotes. spanivl em: ca pues 1d. quntes.comonyoe pid 480915, Aeeea ey 14,2014 (2) Match the sentences below to the right picture. They are underlined in the poem. a_Iwake up _ I get out of the shower b Iget up e Irun down my stairs ¢ tothe bathroom I go f [finda toothbrush ee (3) Check (v) the activities that are part of your routine. Write if you do them in the morning, in the afternoon or in the evening. jhave a shower —__ i — a b |_| \goto school c | jexercise J filo yy e | read [ |have a snack ee 6 [| nave lunch h [| |watch TV 1 [ \have dinner J [fi] sota ned ee (#) Sam O'Neill is a student and a parttime lifeguard who lives in Brighton, a city in the United Kingdom. Read part of Sam's morning routine and answer the questions. CONEILL, Sam. My Moming Routine. Dipanve en: .(Adeotado.) Aceso em: 14 oe, 2014 a What time does Sam wake up? b What time does he leave the house? © What does he have for breakfast? ——__ (S| Pay attention to the highlighted words in the text. Language Corner Dee eee eco re aly We use adverbs of frequency, for example ‘The words BIRMIBE and SEEI are used to talk about: | @lways, usually and never, to say how frequently we do things or how frequently a location. b frequency. ¢ intensity. things happen. We can also talk about frequency using time expressions like on (6) Discuta as seguintes quest0es com o professor e | eekdeysand every day. 0s colegas. a E importante ter uma rotina organizada? Por qué? b Como é sua rotina de estudos? thirty-nine Simple present and adverbs of frequency ‘1 The following texts are part of a project called Domesday, from 1986. The project's idea is to let people know how life was at that time. Read the texts briefly and use the words in the box to complete the sentence. Both extracts are about preferences Grrr crnncrprormsmrevte-eseoe scours) r HOME LIFE: A Day in the Life routines school life work life eee A Typical Day in my Life On a Saturday my mum wakes me at 8 a.m., just as my father is going to work. He tests water for the Y.W.A. (Yorkshire Water Authority) to see if it is clean for us to drink. After breakfast, mum gets the car, locks the house up so nobody can steal anything, and we go to dancing class. Later in the day, I play with my brother. When dad comes, we have tear chicken and chips. at 9 p.m. I go to bed. I get up at 7, then go to the bathroom and get dressed. For my breakfast I have cereal. When I have my school things ready I read. At 8.45 I call for my friend Narinder and walk. to school, we talk together before school starts. [.] At 12.00 we have lunch; I take sandwiches. At 1.00 we have History. [.] After playtime we have Geography, which I also enjoy. At 3.30 T walk home. [..] Sometimes I watch television, but my main hobby is bird watching [..]. I food my fish before falling asleep. a TDOMESDAY Rl 1. Dip! en rw. out harmed! ‘tvacG0-4165000-414000/page13>, Fragment) AcsO en: 2) jan 2013 DDOMESDAY Reloaded spaniel en: cw. caaiistoramesay/ tec-36¢000-348000 aN. (Fragments) Aceso em 21 jn. 2015, 1 Como terminam todos os verbos sublinhados no texto 1? 2 Os verbos sublinhados no texto 2 terminam da mesma forma? 8. Por que os verbos sublinhados no texto 1 tém terminagio diferente? a |__| Porque estao na terceira pessoa do singular. b | Porque estao na primeira pessoa do singular. 4 Em que forma estao todos os verbos nos textos 1 e 2? |_| Afirmativa. b |_| Negativa. | \2) Are your classmates’ routines similar or different from the people in Activity 1? Interview a classmate about his/her routine. Write or No in the space provided. a Do you get up at 7 in the morning? 4 Do you have lunch at home? b Doyou have cereal for breakfast? _________ e Doyou watch TV in the afternoon? © Do you walk to school? _ f Doyou goto bed at 9 pm? (3) Now complete the paragraph about your classmate. Underline the best option. ih a il (rome of dassmote) gets up / doesn’t get U0 ot 7 in the morning. He / She has / doesn’t have coical for breakfost. He / She walks / doesn’t wall to school. He / She has / doesn’t have \unch ot home. He / She watches / doesn’t _wateh TV jn the oternoon, He | She goes ( doesn’, goto bed at 9 pm sve suas respostas na Atividade 3. Assinal a |Usamos +> negativas b |__| Usamos -s, es ou -lesno final dos verbos para a 3? pessoa do singular somente em oracoes 1 afirmativas. € | Usamos-s,-es au ~ies no final dos verbos para a3! pessoa do singular somente em oracdes + interrogativa ERC SD) Look at these sentences from the texts on pages 39 and 40. Then underline the frequency adverbs. 26 0U-iae no final dos verbos para a 3 pessoa do singular comonte em oracéos a "Next, I'll shower quickly, never spending longer than ten minutes in the bathroom." b "This usually consists of a bowl of cereal and a glass of apple juice.” ¢ “Iusually work one day each weekend, but my start time changes.” d_ "Sometimes I watch television, but my main hobby is bird watching |..." C (certo) ou E ferrado). _|O8 adverbios de frequéncia normalmente sto posicionados depois do sujeito. b | |Oadverbio de frequéncia sometimes pode ser posicionado no inicio da orago ou depois | do sujeito. © |_| Todos os adverbios de frequéncia podem ser posicionados no final da oragao. | forty-one Read the cartoon and discuss it with a classmate. Gs Never FoRGETS Somenimes FORGETS ALWAYS FORGETS Scatty by Siney Haris 6) Read the cartoon again. Rewrite the captions using the adverbs in complete sentences. b ce 7. Escreva cinco oragées sobre sua rotina e seus hdbitos didrios e compare-as com as de seus colegas. Discuta as semelhancas e diferencas encontradas. Bia rae \Veja a seguir a ocarréncia dos advérbios de frequéncia no inglés, em vezes por milhdo: + Never: 599 + Often: 320 + Usually: 120 + Hardly ever 2 + Always: We + Sometimes: 193 + Occasionally: 30 Fate de pesquisa: 8YU Corpora. Disponie!em: Foww = to rae © owt © neste tesa | ae © Major bie sare stations Toilet xg col BE Marina 1B Veto iteration SND tor soy 208 patna 7 Se Hy OF ‘ig te 8 tn MELBOURNE CITY OF MELBOURNE. Melbourne ly map Dsoeie em: cwww.meboue. vic govaulAbeut ‘MetoureliyMapsDecumentsMebboune ty map pl. (Fragment) Aceso em: 12 mar 2015, a What is represented by a dotted blue line? b What is represented by a solid gray line? ¢ Whatis the icon for a movie theater? J - 2) Match the icons to the means of transportation. a tram train/subway Language Corner taxi trolleybus ‘Subway, underground, tube, U-bahns, light/ | ie free rapid rails, and metro are all common ways to refer to rapid transit train syateme. airplane bike fifty-three 3) Underline the word that best completes each sentence. a Trams / Buses run on tracks along urban streets. In some parts of Nort also called streetcars. America they are b Buses / Trolleybuses run on fuel, such as diesel, independent of electricity. © Ferryboats / Taxis are a good option if you need to cross a river, for example. Trams / Bikes are the cheapest and greenest means of transportation. They also help people to exercise! ‘| What means of public transportation are available where you live? 5) How do you come to school? Check (v) below. a [_ |Bybus. e | _\By ferryboat. b | \By bike. [| }On foot ¢ [| By metro. g | |Other means. Spec a [ \Bycar. (6) What do you know about Curitiba? Share your ideas with your teacher and classmates. (7) Use the words in the box to label some places in Curitiba. Use the images as reference. central bus station hospital_—fibrary museum park _—_stadium BD 00 a bakery d_ drugstore g bank b supermarket e bookstore hi gas station © shopping mall 1 beauty salon 1 gym ‘9 Where do you have to go? Write the places, Refer to Activities 8 and 9. a You need a book for your Portuguese classes: _____ or —— b You need to buy a present for a friend: —_____ ¢ You need to buy bread and milk; —______ or ___ d_ You are sick and need to see a doctor: 40) List some of the main buildings and landmarks in your neighborhood. Write their addresses, if you know them. '44) Work in small groups. Create icons for five different places in your city. | [82| Discuta as questdes abaixo com o professor ¢ os colegas. a Quais dos estabelecimentos trabalhados na segao existem em seu bairro/cidade? b_ Vocé sente falta de algum estabelecimento? Qual? Por que ele seria importante? fifty-five Prepositions of place |1) Read the map and the instructions. What place in Melbourne do they refer to? HOME | SEARCH & DISCOVER WHATS.ON | CONTRIBUTE A.ORIATE | VIEW A DISCUSS LIVER LEARN OFT IVYOLVED ‘Our location We're located at 328 Swanston Street, Melbourne, on the comer of La Trobe Street. Getting here Public transport + Train ~ Melbourne Central station is directly opposite the Library's Swanston Street entrance. Country travellers can transfer to metropolitan trains at Southern Cross or North Melbourne stations. + Tram ~ there are tram stops near our entrances on Swanston Street and La Trobe Street ‘+ Bus ~ the nearest stops are on Lonsdale, Russell, and Exhibition streets, See Public Transport Victoria for more information. ste unary ita ¥ i STATE LIBRARY VICTORIA. Opening hours & geting ee. lsponel mcs. govaublan-oursopening- hous gethg-here>. (Fragment) Reeser 13 mar 2015, Leia as instrucdes novamente e relacione os itens. @ Qual prepasicaa intraduz o endereco completo do local? b Qual expressao indica que o local fica em uma esquina? Que palavra indica que @ estagao de trem fica do outro lado da rua? d Que palavra foi usada para mostrar que hd paradas de bonde perto das entradas do local? © Com que palavra se inicia a indicagéo de uma rua, sem o numero? at on opposite near on the corner of OO BD cvs | 2) Look at the map again. Underline the hartorate word to complete the statements. a. The Old Melbourne Gaol is at / on 377 Russel St. near / opposite La Trobe St b The Supreme Court of Victoria is at / on William St, at/on the corner of William and Lonsdale St. | ‘The Flagstaff tram stop is at / opposite Flagstatf Gardens. d QVisnear/on Woolworths, on the oor of / opposite Lonsdale and Russel St (3 Look at the map of the first floor of the Immigration Museum, in Melbourne. Then underline the words used to show the position of the museum areas and facilities. a The toilets are behind the Getting In area, b The Customs Gallery is between the Immigrant Stories and Timeline area and ‘the Long Room. ¢ The Community Gallery is opposite the Getting In area. d_ The Immigrant Stories and Timeline area is next to the Customs Gallery. | museum VICTORIA, Map of imorane Museum. ipo em:

9 ep po> Ace 13 a 208, (4) Look at the map of the ground floor of the same museum. Then refer to Activity 3 and ‘complete the sentences using the | —_ appropriate preposition. | a The elevators are _________ | the cloakroom. b Tebeetéis___— me ff elevators. { passe ¢ The Atrium is_______ the Discovery Center. Toilets can be found —_______ the stairs and the Education Center. inden Set MUSEUM VICTORIA. Map of Immirane Museum. Disponel em (3) What do these numbers refer to in the article? Match the columns. a 400 b 80 © 1968 @ 2million ‘The percentage of public transport The year the urban master plan was users who use the system. created. Number of people who live in Curitiba The distance from a person’s house and number of passengers a day. and a bus stop. | |) What are the advantages, both in the city and in the countryside, of using public transportation? Write your ideas below. Then discuss your thoughts with your teacher and classmates. ‘The best means of transportation ‘Trabalhe em grupos de quatro alunos e discutam sobre o transporte poblico da sua cidade ou regiao. Fagem uma pesquisa com 0s colegas, na escola e no seu Bairro ou vizinnanca. Qual é o melhor meio de transporte da cidade/regiao? Por que ele fol ae Qual foi o menos votado? 0 que poderia ser feito para melhoré-lo? Produza um péster com o resultado e exponha-o ne escole, Discute com a turma quais ‘melos de transporte poderiam ser adotados para melhorar a qualidade de vida de todos. 1| Reflita sobre seu aprendizado nesta wh 2 Assinale (v) 0 emoticon que melhor represente sua resposta. o|oe|oa ‘Ler einterpretar o recorte de um mapa de uma ci _instrjgdes s a diferentes lugares localizados nela. hey Reconhecer alguns lugares de referéncia em uma faeries 08 em cgntextos de uso: Recofhecer e usar palavras que designam meios dp transporte de maneira contextualizada; Recothecere usar preposigdes indicativas de lugar vender um tour em &t pesquisa sobre os meios de fe transporte ut Evcrever um fotheto sobre uma atragio turistica pe oe ae pa melhorar 0 aprendizado dos 2) Discuta com o professor e os colegas es' ©. Observe aigumas estratégias contetidos para os quals voce tenha marcad possiveis e assinale as que pretende utili \__\Fazer resumos dos assuntos estudados. a _ | Revisar o que foi estudado. b |_| Pedir ajuda a um colega. . d | /Outra, Qual? ig | Use the letters in the honeycomb to form the name of four means of transportation. You can only use letters in adjacent hexagons. & Nesta unidade, vocé vai: I'M FRIENDLY, SMART, CURIOUS, BRAVE, HEALTHY. SINCERE, HARDWORKING, UNIQUE AND CREATIVE. Discuta as questées abaixo em grupos. Em seguida, compartilhe suas ideias com a classe. Quando falamos sobre outras pessoas, é comum mencionarmos a aparéncia fisica ssonalidade e os gostos dessas pessoas? Qual vocabulrio usamos quando falamos sobre as caracteristicas fisicas e >ersonalidade de uma pessoa? Mo seus amigos e familiares descrevem voce? A on Ag falar sobre outras pessoas, vocé pe s em como el std dizendo? podem se sentir em relagdo ao que vocé Carmen Miranda, 2011 U.S. Postage commemorative stamp, Tuned Quando falamos sobre outra pessoa, po- demos citar diversas caracteristicas, como idade, altura, género, nacionalidade @ relagées familiares. Porem, as palavras usadas para descrever uma pessoa podem ofendé-le @ também levar a generalizagoes Chinese model Liu Wen during 2 fashion show in 2014 Discus Thrower, Roman copy of a bronze original attrbuted to Greek sculptor Myron equivacadas, criando-se esterestipos. fenca de que to- dos os integrantes de um mesmo grupo tém ca- 05 pot criar entendimentos inadequadas sobre mem bros de um grupo @ sobre nés mesmos como. membros de tais grupos, Esterestipos baselam-se na racteristicas iguals. 0 uso de este YOUTH COUNCIL OF IRELAN' Reszurc Pack. Duin The pl ra he a = @ Pre-Reading 1 4) Read Text 4 on the right and Text 2 (page 67) quichly. Answer the questions in pairs, then compare your answers in small groups. a Are the texts related in any way? If so, how? b 7 a TM BEAUTIFUL (G (“aN AZ a NYC GIRLS PROJECT. Dsponel en: A sone gavhimisdownladead/ NYCGIRL tpet>-Aceso ems 15 jan 2015. 2| Make some predictions about Text 4 in the chart. Then talk to a classmate about your Ideas. Use elements from the text and your personal experience to justify your predictions. Your. predictions 3 Based on your answers in Activity 2, can you predict the genre of Text 2: a /s a book cover. ¢ [__|I¥s a promotional poster. b | jIt’s an invitation for an event. @ [_ jOther: Formulande e verificando pre Previstes sobre um texto a ser lido podem incluir ideias sobre a génera textual em foco, a autoria, a finalidade etc, As previsdes podem trabalhar com a ativacéo do canhecimento prévio e, dessa forma, | criar uma conexéo entre 0 leitor e 0 texto ainda antes da leitura, Para trazerem beneficios @ leitura, a5. previsbes devem ser verificadas durante ou mesmo depois dela. 0 Texto 1, na pagina 66, ¢ um texto publicitério sob @ forma de um eartaz promocional. Assim como comerciais de TV, andncios em revistas ou discursos politicos, cartazes promocionais so textos persua- sivos, que tém a funeao de convencer o leitar a fazer algo ou a formar certa opiniao. O uso de imagens € extremamente importante nesse género textual. @ While Reading ) Now read Texts 1 and 2 carefully. Verify your predictions from Activities 2 and 3. Then check (v) the true statements. a [_ \Text 2 presents a project called “New York City” b | |The motivation for the campaign described in Text 2 was girls’ dissatisfaction with their bodies. Text 2 is a web page of the campaign. ¢ | |Text 4 and Text 2 are part of an official campaign in New York City to help girls feel good about who they are. d | After reading Text 2, it is possible to conclude that Text 1 is an invitation to an event in New York City. Ep rs nye gommegiiemimVaboovabout shim RIVG Bie I'M BEAUTIFUL THE WAY | AM This fall, New York City becomes the first city in the nation to tackle the issue of girls’ self- esteem and body image. Recognizing that girls as young as 6 and 7 are struggling with body image and self-esteem (over 80% of 10-yaarold girls are afraid of being fat and by middle ‘school, 40-70% of girls are dissatisfied with two or more parts of their body), New York City is. launching a self-esteem initiative to help gitls believe their value comes from their character, skills, and attributes ~ not appearance. The multi: gency, multi-faceted project includes: ‘A public education campaign geared toward girls ages 7-12 appearing on buses, subways, and phone kiosks and featuring a diverse group of girls performing activities like reading, playing Sports, and drawing with the words: “I'm a girl, I'm smart, a leader, adventurous, friendly, funny. I'm beautiful the way | am” THYC GIRLS PROJECT. Dsponvel em: cwvnye.govtunugr4snenvabovvatovtsii>, Fragen) soyseen | QR (5) During the NYC Girls Project, where were the promotional posters of the campaign exhibited? Check (v) the right options, a |_| Inthe subway. d | |On buses. b | \Inschools. e [_ In newspapers for teenagers. ¢ | |Onphone kiosks. (6) What do you know about the topics discussed in this section now? Share your answers with your classmates in pairs or small groups. The information from Text | The New York City Girls Project The genre promotional posters | | \?) Discuta as questdes abaixo com o professor e os colegas. ‘a Oentendimento do cartaz foi facilitado com as informagoes apresentadas na web page? Por qué (nao)? b As previsdes (e suas verificagées) sobre o género textual cartaz promocional auxiliaram a leitura do texto? Por qué (nao)? Usando textos adicionais para complementar 0 entendimento de um texto Acompreensao de um texto node ser apoiada e ampliada pela leitura de outros textos sobre o assunto, ou até de textos que pertencam ao género textual, De certa forma, a leitura desses textos adicionais funciona como uma “ampliagao" do conhecimento do leitor sobre o texto, e ¢ essa ampliacéo que per- mite a construgao de novas entendit © Post-Reading |®) Discuta as perguntas abaixo em pequenos grupos, @ Qual a sua opiniéio sobre a campanha I’m a Girt? £ importante promover a satistagao das meninas com sua autoimagem corporal? Por qué (nao)? b Como as adolescentes e as mulheres costumam ser representadas na midia? Essas imagens sao sempre “reais” ou costumam ser retocadas? ¢ Esse debate é relevante também para a autopercep¢ao dos meninos? Por qué (nao)? BD er ) Physical appearance (1) Read this excerpt from the NYC Girls Project web page on page 67. Then, check (v7) the alternative that completes the sentence. “New York City is launching a self-esteem initiative to help girls believe their value comes from their character, skills, and ' attributes ~ not appearance.” Friendly, leader, sporty, strong, funny, outgoing, adventurous, and unique are words describing: a | character, skills, and attributes. appearance. 2) Read the the video transcript and look at the screenshot. Then answer the questions below. (ito waa youtube comiwaich v=VARXuGXSO_B | Pubtshed one may 2010 Iiielery tar anrayset lien hearieatara 19 years old. My favorite color is green. | am a student at CSUMB. There are four people in my family. My mom, dad, | and me. My sister's name is Samantha, she is 16 years old. We are very different. I have blonde hair and blue eyes and am short and she has brown hair and brown *\2zrost eyes and is tall. ettartnGSUM. ASL 202 Pret Diaper em - (Fragments) Aezso en: 23 mao 2035. a Where can you usually find videos like this? b What can you conclude from the images? ¢ What can you conclude from the written elements in the text? d What is the objective of the text? sixty-nine 3) Read the video transcript in Activity 2 again. Then underline the part giving details about their physical appearance. Read the description of Kayla's and her sister's physical appearance. Match the columns. a Blonde is a word used to describe height. b Blue and brown are words used to describe eye color: ¢ Short and tall are words used to describe hair color. PET eri « Tallis the opposite of short: Basketball players are usually very tall «Inthe United States and in the United Kingdom a person's height is measured in feet (1 foot = 30.48 cm) and inches (1 inch = 2.54 cm): Iam 4 feet and 11 inches tall = I am 1.50 m tall. To ask about a person's height we say: How tall are you? Match the pictures to their labels. Then circle the images that best represent Samantha’s hair and eyes. £1 6 | Listen to three girls describing themselves. While you listen, look at the photo and check (v) who she is. al \Mia b | ‘Julia c | \Emma a black hair) tall) or the «To talk about physical appearances we use the w verb The World of English (Os adjetivos mais comumente usados para se referir a eyes e hairem inglés s8o (em ardem de frequencia): Eyes: blue eyes, brown eyes, green eyes, black eyes, dark eyes, bright eyes, big eyes, beautiful eyes, large eyes, hazel eyes. | Hair: long hair, black hair, blond hair, red hair, cu straight hair, wavy hair. | Fonte e psu: BYU Gro. Dipl em: 1) Look at the painting and discuss the questions. a In your opinion, are the people represented in it similar or different? b Are they members of the same or different social groups? Tarsila do Amaral. Operdrios, 1933. Oil on canvas, 150 em x 205 cm. 2. Play a game with your classmate. Follow these steps. GERBER choose a character in the painting Operirios, but keep your choice a secret (BRBBB observe your character’s physical characteristics and write some ofthese characteristics in your notebook. Use the glossary in the Language Reference on page 154. (RRB sk yes/no questions to guess your classmate’s character and he / she guesses yours. Some possible questions: Is your character aman? Does your character have brown hair? EBB when you think you know your classmate's character, make a guess, pointing to the character. You can only make two guesses. 3) Em que situagées vocé faz, ouve ou Ié perguntas sobre a aparéncia de uma pessoa? fa Yes:/ No questions usually have rising intonation in English. Are you tall? —* Wh- questions usually have falling intonation in English. Who has dark hair in your family? Listen and write the number of the sentences according to their intonation. Rising intonation: —__ Falling intonation: promotional poster. Goal: help raise other teens’ self-esteem. ‘Audience: students in the school. Possible expansion: teenagers in the community. Where: cardboard or another type of paper. [1) Imagine you need to develop a promotional poster for What Makes You Special, a campaign that aims to raise teenagers’ self-esteem and awareness of body image. Check (v) the characteristics of promotional posters that can help you in the production. a | _|A visually attractive image. e _ |Clear, direct language. b |_| |Animage that displays people like yo. f |_| Repeated information. c | | Use of color. | g Use of adjectives. h | |Information about the creators of | d | |Use of headings and subheadings. | the campaign. | [2] In groups, produce a promotional poster for your campaign. consider your answers in Activity 1. Consider what you learned about adjectives and representations of people in this unt too L, papipatorm possible ideas for the written text in your promotional poster. | 3. Consider with your group members diffe: + { In your group, choose the images for your promotional poster. To make your decision, .nt possibilities of putting together the visual and written components of your promotic 5 Show your draft to members of another group and ask them to comment: What do they al poster. 4 In your group, prepare the first draft of your promotional poster. like about your draft? How can you improve it’ “6 Discuss the feedback received. Then revi “i draft based on those comments. 7 y 7 Produce the final version of your promotional poster. Display your poster on a bulletin board in the school so that students from. a classes can see it. { |3) Discuta as questées abaixo com 0 professor e os colegas. a E importante desenvolver campanhas na sociedade? Se sim, que tipos ce campanha sio mais importantes? b Cartazes promocionais séo importantes no desenvolvimento de campanhas? Por qué? O que deve ser levado em consideracao ao se produzir um cartaz promocional? ¢ Seu cartaz promocional teria sido diferente se vocé nao tivesse participado das reflexdes, debates e outras atividades propostas nesta unidade? Dé detalhes. 4. Seria uma boa ideia compartilhar os cartazes produzidos pela turma em outros locais? Se sim, onde? | seventy-seven Integrate Your Learning Self-portrait 2 Doyou have a favorite artist? If you do, what is her / his name? Discuss with a classmate. 2 What are self-portrait paintings? Can you give examples? 3) Look at the self-portraits on the right. What words can you use to describe the woman in the pictures? Frid Kaha Sol-porrai with Thm Frida Kahlo, Self porra Necklace and Hummingbird, 1080 't| Read an extract of a biography of Frida Kahlo, the artist in the self-portraits. Share with a classmate some of the information you learned about her. Frida Kahlo, Mexico's greatest female artist, painted brutally honest self-portraits that reveal her Psychological response to adversity. She was born on July 6, 1907, in Coyoacan, a suburb of Mexico City, When she was six years old she contracted polio, which left her with a deformed right foot and the cruel nickname, “Peg-leg Frida’. Her original ambition was to be a doctor buta streetcar accident in 1925 left her disabled and changed the path of her life, t was after this accident that Kahlo began to paint in order to relieve the boredom during her convalescence. Disponivel em: enw arfseory conan spre Fragen A 5) Answer the questions below with a classmate. a What word(s) would you use to describe Frida Kahlo's self-portraits in Activity 3? b Can your answer in a also describe Kahlo's life, according to the extract of her biography you read in Activity 4? Explain. A self-portrait Utilize o que estiver disponivel para fazer seu autorretrato. Separe os materiais que conseguir, como lapis, caneta, giz de cera, canetinhes, marcadores e até mesmo materiais que néo 80 parte da rotina escolar como p6 de café, farinha, purpurina, pedagos de jornal etc. Campartilhe com os colegas e o professor sua produgo, descrevendo seu autorretrato em ingles. BY severy-ciont 4 Reflita sobre seu aprendizado nesta unidade. Assinale (/) 0 emoticon que melhor represente sua resposta. a/\o|e Ter elanalisar um cartaz promocional e uma web Pkg ‘em situacdes contextus COuvit, compreender e produzir descrigbes dle pessbas em situagoes | contextualizadas. Refletir sobre o papel das artes e da | autoimagem corporal. | 2) 0 que vocé mais gostou de aprender sobre a lingua inglesa nesta unidade? 0 que voce mais gostou de aprender sobre o mundo em geral nesta unidade? 3) Discuta com o professor e os colegas estratégias para melhorar o aprendizado dos contetidos para os quais voce tenha marcado (2) ou (4). Observe algumas estratégias possiveis ¢ assinale as que pretende utilizar. a | | Pesquisar em material didético de outra disciplina (lingua portuguesa, artes etc.) b | |Procurar exemplos de usos da lingua inglesa em livros, em folhetos, na Internet e em ‘outras fontes. ¢ | )Tirar dividas com colegas, professores ou familiares. Outra, Qual? Run a race with your friend. Toss a coin and move. Then use the vocabulary in the square to describe someone you know. If you make a mistake, move @ square back. Use a coin to play the game. i seventy-nine CEM «.p The painting below was created by Diego Velazquez, a Spanish painter from the 17th century. Imagine you are at the scene of the painting. Answer the questions below. a Who is the “main character” of the scene Nhi he other people doing? 1uez included himself in the work of art, as the painter on the left. Whose portrait is ne probably painting? he portrait of the little blond gin in the center of the painting The portrait of her parents, whose image is reflected by a mirror at the k Portrait = = painting, drawing, photograph or engraving of a person, especially one depicting only the face 5 or head and shoulders LS) if cs ec | 4 Diego Veldcquez. Las Meninas, 1656. Oil on canvas, 318 om x 276 om. 2) Discuss these questions in small groups. Why do artists paint portraits? n your opinion, how do artists capture the mood and character of a person in a portrait IF eighty 3 Pablo Picasso was one of the most famous and influential artists of the 20th century. Look at one of his paintings below. Then write down three sentences that describe the woman depicted in the portrait. Pablo Picasso. Gir before a Mirror, 1932. Oil on canvas, 162.2 cm x 130.2 em. 4) Work with a partner. Use your sentences in Activity 3 to describe the portrait to him / her. Then discuss the similarities and differences between your descriptions. 5) Alguns retratos e quadros sao representagdes de padrdes de beleza do momento hist6rico em que foram criados. Qual das obras de arte apresentadas nas atividades 1 e 3 representaria o padrao de beleza da época em que foi concebida? Por qué? @ Your turn 6 Work in small groups. You are going to create two posters. Follow the steps below. 1 Collect images of portraits (paintings or photographs) + a Hl that show people who meet and people who don't Materials: meet our present standards of beauty; « Magazines and leaflets; i 2 Use the images to create two large posters: one with « Computer with Internet the images that meet the standards of beauty, and ‘access and printer; another with the images that don’t; «Large sheets of kraft \) paper: j 3 Present your posters to the other groups. Describe the people in them Scissors and glue, | @ Final thoughts 7) Aprecie o trabalho dos colegas. Compartilhe suas impressGes sobre os cartazes. 8 Qual dos dois cartazes foi mais facil de ser produzido? Por qué? - eT eighty-one | Oo The Universe uta as qu abaixo com ta de observar 0 céu a noite ssivel visualizar estrelas no céu na regidio em que vocé e ¢ importante rir e tentar entender 0 Universo em que vivemo: Stay Tui tuda @ origem, a composigao da erso @ aquilo que ja nos € conhecic demos ver e ot @ aqui sobre o qual ainda nao temos certeza, aqui- lo que 8 poder ex atualmente indag mas parte de um sistema qu nar Horizon an in a photograph tal wc) @ Pre-Reading 4) Look at the infographic briefly and underline the correct option to complete the sentences. Itis bout football / planets / astrology It contains only pictures / only text / both pictures and text. © Itis related to science / mathematics / history PART OF THE MILKY WAY GALAXY BAY eighty-four 2| Where can you find infographies like the one on pages 84 and 85? Check (v) all that apply. a | | Magazines. ¢ | |Newspapers. b | jInternet @ | jOthers:; 3) Look at the title and the pictures in the infographic. Then answer the questions. a What galaxy is it about? b Which system is it about? ene ¢ How many planets are represented? — d ir planet represented? If so, what planet is Stay Tuned The Solar System consists of the Sun and the astronomical ¥ objects gravitationally bound in orbit around it, all of which aCe a nia ASe i tanice Tater formed from the collapse of a giant molecular cloud Bs inostet HE billion Sanrt aoc clonal deixou de considerar Plutao um It is also home to a number of regions populated by smaller planeta por suas caracteristicas de tama objects. The asteroid belt, which lies between Mars and nho e érbita e passou a denoming-lo pla- Poet apie tote pearegeTPe! neErenact Natertttoem BOldro Centro ‘ebb cain seebetate rvard-Smithsonian de Astrofisica (Cfé The Solar System is located within one of the outer arms of Heswart sro oon ae Milky Way galaxy, which contains about 200 billion stars. nos Estados Unidos, retomou o debate para que Pluto volte a ser considerado 0 nono planeta do Sistema Solar. Fonte de pesqusa: AGENCIA EFE.“Rebara' de catego, Pluto pode relonar condo de plareta'.61 Cenclae O texto destas paginas ¢ um infografico, A palavra infografico tem origem na jun: cao das palavras informacdo e grafico. DISTANCE FROM THE SUN Infografica é um género textual que, a0 1 Astronomical Unit (au) = 149,597,870.7 km combinar recursos visuais [ilustragées, fotos, elementos gréficos, mapas etc.) e texto escrito, tem como objetivo ofere- anh A ane Neptine saga cer mais subsidios para a compreensao ie te ath pauee aoe de certas informagses. Infograficos s80 Slisitee a muito utilizadas em jornais e revistas, pé- gina na Internet, mapas, manuais técni- cos @ educativos, entre outros. Mercury coon 0.4 aU SALUT coenine 9.5 aU Venus 07 ay Ura NUS wn 19.6 a eighty-five (BB @ While Reading s ae @ | Read the infographic on pages 84 and 85 and write T (true) or F (false). Then correct the false statements. a The Sun is part of the Solar System, b The Solar System is about 46 years old, The Milky Way is a system. Jupiter is a small planet and Pluto is a big planet. ° Mercury is a hot planet and Neptune is a cold planet. _ Analyze the infographic. Then complete the sentences with the names of the planets. Choose from the box below. Earth Jupiter Mars = Mercury Neptune = Satum = Uranus Venus, It’s very big a b It’s between Saturn and Neptune: i i Uma Astronomical Unit (AU) - ou Its the second planet in the Solar System: Unidad Aetronémica, em portu- d It’s very hot because it’s close to the Sun: ______gu@s - @ a disténcia média entre B ‘ a Terra e 0 Sol. Em 2012, a Uniao € It's 30 AU distant from the Sun: Fie otaaiieteh oie ante f It's the planet where we live in: —__ niu que essa distancia equivale & Ithas rings around it; —__ TS RTE. (DO eh Uinta oat ae Fone de pu WAS Astonanical Unt (AU. fh It’s near Earth and 1.5 AU from the Sun: —__ isa Dsoone! en ct: neo p.m. 00) lor hm en 18a 2038. {dentificagao de palavras cognatas Algumas palavras em portugues e inglés apresentam semelhancas tanto na forma quanto no significado. Elas a0 chamadas de palavras cognatas ou transparentes. (0 motivo para a existéncia desses cognatos ¢ que a lingua inglesa, apesar de ter origem anglo-saxdnica, sofreu influéncia do grego e do latim - idiomas que farmam a base do vacabulario da lingua portuguesa. Identificer os cognatos € ume estrategla de leitura que pode facilitar a compreensao de um texto em ingles por parte de falantes de portugués. O grande numero de cognatos no texto verbal do infagrafica nas paginas BU e 85 se justifica pelo fato de ele ser composto principalmente de termos cientificos, que, em sua maioria, também tem origem no grego e na latim. Até o Renascimento, o latim fol lingua oficial das ciéncias, e os radicais da lingua grega sao frequentemente empregados na formagao de termos cientificos. Escreva em seu caderno quatro palavras e/ou expressées cognatas que, em sua opiniao, foram fundamentais para que voce compreendesse o infografico. 6) Read the comic strip below and discuss the questions with your teacher and classmates. ‘ WHAT CAN WE, AS 4 i (NOVIOUALS, DO? a Do you think the space is too large? eIrTer oer b Do you agree with Lucy when she says “The whole Solar System needs readjusting..."? Why? room = space that Is used for something 7 | Check (v) the sentence that best expresses the main message of the comic strip. a The planets and stars are not important for life on Earth. b | We.as individuals, are part of the Universe and we should care for ce Humans should travel into space to clean the Solar System. a The planets and stars are too big for the Universe, @ Post-Reading 8) What does the comic strip in Activity 6 have in common with the infographic on pages 84 and 85? Circle the correct option. a They are both about stars. b They are both about the Universe © They are both about children in space. d_ They are both about scientists. 9 Discuta as perguntas abaixo com o professor e os colegas. a_Vocé tem interesse pelos mistérios do Universo? Por qué (nao)? b Imagine que do garoto? uucy continue a conver a com Linus. Como ela poderia responder pergunta © O.que, em sua opiniao, o ser humano pode fazer pelo nosso planeta? aw a fifth panel for the comic strip and include Lucy's answer to Linus's question. Share your panel ith the whole class. Are your panels similar or different? Do you have similar opinions about what we, as individuals, can do for the Universe? elghty-seven w Adjectives, the Universe 1) Who would probably be more interested in the subject of the extracts below? Read extracts 1, 2, and 3 and check (v) the alternative that applies. a __|People who are interested in science. ¢ |_| People who are interested in music. b |) Photographers. qd | )Painters. o ‘The sun is a star, a hot ball of glowing gases at the heart of our solar system. Its influence extends far beyond the orbits of distant Neptune and Pluto. Without the sun’s intense energy and heat, there would be no life on Earth. a NASA. Solar Sytem Exploration. Sut: Overview Disponiel em: chitp:solarysten.rasa gouplanetprfe fn? 0bjet=Sun>. Fragment.) ‘essa em 29 mar 2015, 2 NASA. Soar System Enporaton, "Jupiter Read More” Disponivel em: . ~ ee 3) Look at the adjectives and their opposites below. Then, complete the descriptions of the CBs) ) ttt “Moonlight on sea in Rio de Jan pc representation of te Earth a The Sun Earth as seen from the Moon, = Earth is to the Moon. Earth is rom the Sur Tungurahua, a volcano in Ec A volcano, A >untain. Os adjetivos mais frequentemente usados para se referir a univ abd rvable, expanded, ne visible physical, alternate, known, expanding, “®) Look at the picture of planet Earth and write a sentence about it. Use at least three adjectives. Read two sentences from the texts in Activity 4, page 88: The sun is a star, a hot ball of glowing gases at the heart of our solar system. The bright part of the moon is the part that the sun is shining on. E possivel que haja outros planetas no Sistema Solar? Como vimos na pagina 85, nfo hé consenso na comunk dade cientifica sobre o conceito de planeta e se hé ite ou nove planetas no Sistema Soler. Fm 2005, cientie- tas americans anunciaram a descoberta do que seria 0 decimo planeta, Eris (que a principio fol chamado de 2003 BSI). Eris € considerado um planeta-ando e possivelmente @ maior que Pluto. Fonte de pesquisa: FIGUETRA, Mar, Quanto plantas este no Sista Solar? Ciencia Hoe das Cran. Disp em: . Aceso em: 18 mar 2015. Venus is close to the Sun, but Mercury is gloser than Venus. oo Earth is a small planet, but Pluto is smaller than Earth Uranus is a cold planet, but Neptune is colder than Uranus. ‘The Sun is hot, but Earth is hotter than the Sun, Venus is a bright planet, but the Sun is brighter than Venus. Neptune is a large planet, but Pluto is larger than Neptune Jupiter is distant from Mercury, but Saturn is more distant than Jupiter, Pluto is a dark planet, but Venus is darker than Pluto. saxo 1 Nas sentengas “.. the Sun is brighter than Venus. than Earth ea Terra? Assi ‘» Pluto is smaller jual relagao estabelecemos entre o Sol e Venus entre Plutao le (/) a alternative correta. a | |comparagéo b | \negagio e equéncia 2 Nas sentengas do item 1, como a relagao de comparagao ¢ feita? Com 0 acréscimo do sufixo —_ ao adjetivo, seguido de Fique atento, pois ha algumas formas irregulares no uso dos comparati- vos em inglés: good- better bad - worse ‘Check Language Reference, p. 156 —a |2| Read Albert Einstein's quote below. Which two things was he comparing when he said that? Underline the comparative form on the quote. “Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.” ~ Albert Einstein {600DREADS.Osponie!em: Acta em: 34 mar 2015, 't) Leia novamente a citagao de Albert Einstein na Atividade 2. Vocé concorda com ela? Discuta com o professor e os colegas. A description of Venus and Mars 1) What do you already know about planets Venus and Mars? Write your ideas. a} 2 | Listen to a description of Venus and Mars. Were any of your ideas from Activity 1 mentioned? ft 3) Listen again to the description of Venus and Mars. Check (v) the information that applies to each planet. Venus Mars a ieee eeeapenr ire ry b Itshows phases, like the Moon. { } ¢ It’s closer to the Sun than we are. { ) d_ Adday on this planet lasts about 24 hours, e Ithasa volcano called Mount Olympus. f It is smaller than our planet. ) Is the fourth planet from the Sun. fh Its temperature is 900° F (approx. 482° C), ') According to the information in Activity 3, are the sentences below T (true) or F (false)? Mars is brighter than Venus and Earth. a b Venus is brighter than Earth. Earth has one moon and Mars has two. ao J Venus is hotter than Earth. ) | Earth is closer to the Sun than Venus. [ Somente cinco Venus, Marte, Japiter e Saturna, Venus ¢ 0 planeta mais brithante do céu e pode ser facilmente observa do, mesmo durante o dia, quando esté mais distante do Sol. Para nao confundir planetas com estrelas, 6 importante saber que, a0 contrario das estrelas, planetas se desiocam @ nao cintilam. ynetas podem ser vistos da Terra sem a ajuda de equipamentos. S40 elas Mercurio, Fete de pesquiss:PINEIRO, Tatiana, Quis planes pede er tos 6 Tera al nu € camo pasa eferenci-os de extras? Nove Escol. Dsante! Ce tplestaescla. abl com bilencasratizapedapogiauas lanes podem seistostera-olhonvcomo pose Sferenciniorestelas ssronoma-S39185,onm(> Acezn ens 29 Ge. 2014 eee What: an infographic. Goal: provide information about planets in the Solar System, 7 Audience: classmates and teachers. Where: classroom wall |4) Items a-h can be all included in infographics, except for one. Based on the infographic in ‘the Reading section and on your experience, underline the item that does not apply. Infographics can contain ... a pictures e atitle. b names of objects, people or places f long paragraphs. © graphics in color. & dates. 4 texts in bullet points, hy source of information. 2) You are going to produce an infographic comparing two planets of our Solar System. 1. Pick two planets of the Solar System and make a list of five different characteristics of each in your notebook. 2 Compare your list to some of your classmates’ lists. Then decide which information you are going to include in your infographic. 3 Read the items in Activity 1 again and decide which ones you are going to use. Remember that infographics are very objective. ‘Select or prepare the pictures or graphics. Choose an interesting title for your infographic. Write a draft in your notebook. Noose Ask one or more classmates to read and discuss your draft with you. Check your grammar, spelling, clarity, and if the information is true. Re © ie your draft based on the discussion you had with your classmates. © Prepare the final version of your infographic on a separate sheet of paper and share it with your classmates on the classroom wall F)) Going Digital 3) Observe os infogréficos dos colegas expostos na sala de aula. Hé diferengas entre as, informacées citadas? Quais infograficos vocé achou mais informativos? Por qué? |) Como os infograficos podem nos auxiliar a compreender informagées? Discuta com 0 professor os colegas. eee (2) You are going to present your infographic to your classmates. Before you begin, read the tips to make good presentations and check (v) the ones you would like to follow. a | )/Practice your presentation before Speak at normal speed — not too fast, not 7 you begin. too slow. b | || Make eye contact with your e Vary your intonation. classmates. ¢ | Ask questions to your audience. f Keep calm. (2) Look at the expressions below. They may be useful for your presentation. Write them. under the correct heading. 4 Doyou have any questions? «First, 4 Hello / Good morning / Good afternoon. « Myname’s___ and my presentation is about « « ‘Thank you very much for your attention. ‘This information is very interesting. It’s about Beginning your presentation beds coer | : ‘When we speak, we usually highlight (or stress) some parts of the sentence. This helps the ge Ee listener focus and understand our message. facades skaznd Listen and repeat the sentences below. i x - ‘Stress the underlined words. aT ‘« My presentation is about the Solar System, TT ‘« This information is very interesting. «Do you have any questions? « Thank you for your attention. [3] Use the ideas from Activities 1 and 2 to get ready to present your infographic. Take 10 minutes to do that. (‘2 Work in small groups to present your infographic. Follow the steps below. GHBBIB Greet your audience. Introduce youtself and say what your presentation is about. (S262! Talk about the topics in your infographic. Use the pictures to help you (S888 Asx if your audience has any questions. If so, answer them and conclude your presentation, O que significa a expresso “Practice makes perfect."? Vocé concorda com ela? Discuta com 0 professor e os colegas. | | ninety-five Integrate Your Learning Mars news 1) Look at the picture on the right. Then read the title of the news article below. How are they related? Simulated Mars mission ‘lands’ back on Earth Sten crespondnt, BC News 4 November 201 | Scone & Emiorment ‘Sicmen locked away in steel tubes fora year-and--half to simulate a mission to Mars have emerged from isolation, The 'Mors600 projet, undertaken ata Moscow institut, was intended to nd out how the human mind ard Body would cope on long-duration spacetigt | [1 °On the Mars500 mission, we have achieved on Earth the longest space voyage ever so that humankind can one day greet a new dawn onthe surface of distant, bu reachable planet. | The rest of the crew - Russians Alexey Sitev, Alexandr Smoleevskiy and Sukhrob Kamolov, European Romain Charles and Chinese national Wang Yue - smiled and waved to family members who had come to greet them at the Institute of Biomedical Problems MBP! Te crew has now been taken away into quarantine for medical checks | [1 For much of the Mars500 project, the six had only limited contact with the outside world. Their spaceship had no windows, and the protocols demanded their communications endured a similar time lag to that encountered by real messages as they travel the vat cstance between Earth and Mars... [AMOS Jenathan. BBC "Sirlated mars msn and! bck on earth Digonvel en: cw hc cominewalane eminent 15574b6> (Fragment) Aces em 18 abe 2015, we) Read the news article in Activity 2 again. Then write T (true) or F (false) for the following sentences. a The name of the mission is Mars500 Project. b The crew members spent 520 days on Mars. ¢ When the mission finished. doctors evaluated the crew members’ health @ During the mission, they could see their family through the spaceship window. ; Breaking news 3 Trabalhe com um colega e busque as uiltimas noticias sobre planos de missées @ Marte. Como a tr. pulagéo mudaria sua rotina diaria? O que fariam para se adapter a viagem? Pesquisem em jornais na Internet € na biblioteca de escola. Produzam um infografico usando as informagées que coletaram. Apresentem 0 trabalho & classe. 1. Reflita sobre seu aprendizado nesta unidade. Assinale (v) 0 emoticon que melhor represente sua resposta. a e8|o9 contextualizadas. Ler e interpret Usar ddjetivos para descrever 0 Universo em situa Usar formas comparativas de adjetivos de maneira Ouvire compreender descricdes de dois planetas Elaborar um infogréfico sobre cinco planetas do Sistema Solar. Sistema Solar. Apresentar um infogrético. ‘2 Estudamos anteriormente estratégias de leitura que auxiliam na compreensao de um texto. Leia a definigao de algumas delas e escolha a alternativa correta. Para reconhecer 0 género de um texto, importante observar seu autor / layout. b As palavras cognatas sao aquelas que sao parecidas / completamente diferentes em inglés e portugues. ¢ Aestratégia denominada scanning esta relacionada a identificacao de informacoes especificas /a seu conhecimento prévio sobre 0 assunto do texto. d_Interpretar graficos faz parte /ndo faz parte da compreensao de um texto, Read the jokes about space. Match the questions with the answers. Why does the Sun go to school? How do you know when the Moon had entough to eat? What is an astronaut's, favorite key on the keyboard? What's a light-year? What do planets like to read? e@acge The space bar. When it's full Gomet books. | | | To get brighter. Its a regular year, but with less calories. | (OUTER space jokes. Funan. Osponie! én: , (Fragmerto.) Aceso em: 29 de. 2018 | ninety-seven 4] Unit Aims Nesta unidade, vocé vai: ler e interpretar uma ficha informativa e um verbete de enciclopédia; reconhecer e usar palavras que designam e nomeiam animais selvagens em contexto de uso: reconhecer e usar palavras que designam acidentes geogréficos de maneira contextualizada; usar a forma superiativa dos adjetivos em contexto; ouvir e compreender um extrato de reportagem jornalistica; participar de um jogo de tabuleiro sobre recordes de animais selvagens; produzir uma ficha informativa sobre um animal selvagem: refletir sobre acBes que podem ser tomadas para proteger animais e ecossistemas ameacados de extingdo. Bei rb Cath a que v Os animai n 1 recordes em relagao a outros membros da mesma famili © que vocé sabe sobre o Monte Everest e 0 Lago Baikal? Esses dois acidentes geograficos também detém rec in eriam esses 0s animais selvagens mais comuns né ‘Stay Tuned “Os biomas so comunidades de plantas e animais que vivem ri ‘om 0 mei tundras sao exemplos de las e mares constituem bioma: ‘Os seis maiores biomas brasil 10 incriv mente distintos entre si, e incluem o Pantanal, a Amazonia, 0 Gerrado, a Gaatinga, 2 Floresta Atian- tiea eos Pampas.” era = @ Pre-Reading {1} You are going to read a fact file about a wild animal. Check (v) the information you expect to find in it. a Scientific name. t | |Habitat. b zoo where it can be seen. 4 Movies and books about it. c Body length and weight. h Diet. a Physical description. i [e ) Gestation and number #e offspring. e Relationship with humans. j ’ Natural predators. 2) Read the fact file. Are the pieces of information you selected in Activity 1 presented in it? ae CHEETAH ‘The Cheetah has a yellowish coat with sal black ‘nd a ringed tal that is 60-80 om long. ts coat 'S used for caroutage, The cheeta’ has a relabvely ‘Sat head ard eek bod Dist ‘Tho Cheotan isa eamivore and eats medium-sized horowores such as gazales, anteopes, end sar Aeon haha: (Cubs leave ther mother at 19-20 months but the sings may stay together for longer: ‘Threats ‘Tho Cheotah was once widespread across Asia and Soe [Ainca. Now thors are only approximately 6D Asan Cheetahs surviving in roserves in ran. Only scattorad Siem TT | populations sunive in suitable haba in Aten, voveneres | Chiotahe aro hunted by humane for thal fu andl their reat vated hy ar aus tretones by haba ‘At Perth Z00 ‘Savannah es ay engi: 11-151 Gestation: 99 cays PERTH 200, Cheetah fac sheet. Disponie! em: chtplineda perhanowa gna a) anastnavs con/wp-camen/opowoy201 07 ‘heetah-Fact Sheet. Aceso em 18 jan. 2015, informativa (em inglés, fact file ou fact sheet) configura-se como um género que fornece factuais, de maneira concisa, relativas 2 uma pessoa, animal, evento ou mesmo um objeto. ‘em fatos reais e evita @ emiss8o de opinides, Enfatize os pontos principais do tema, com uso de imagens e organizagao do texto em itens re yer uso de marcadores ou de numeragao). AS fichas informativas geralmente so curtas e de facil cor @ While Reading 3. Read questions a-f. Then read the fact file again to answer them. What is the cheetah’s scientific name? a b_ How long is its body? What color is its fur? d Is the cheetah a herbivore? e Whatis its main habitat? f If you visit Perth Zoo, where can you see the cheetah? Read the section “Threats” of the fact file. Check (v) the hypothetical actions that represent a threat to cheetahs in their habitat. [legal purchasing of coats made of cheetah’s fur. *) a b | |The increase in tourism in areas near their habitat. ¢ | |The killing of wild animals by farmers who want to protect their livestock, 5 Look at these excerpts from the fact file. Then match them to the information they represent. a b (_ | The areas of the African continent where cheetahs can be found. (__}The size of a cheetah relative to a human being. Recursos nao verbais | Por seu caréter conciso, as fichas informativas geralmente recorrem a recursos nao verbais, como ilustragdes e mapas, para expor informagGes de forma clara ¢ objetiva. A anélise desse tipo de recurso, quendo presente, ¢ essencial a compreenséo geral do texto. one hundred and one i 6 Read an extract from an encyclopedia entry about cheetahs. Then use the words in the box to label the highlighted sections of the text. Body length and weight Diet_—-‘Habitat_ Physical description _—_Scientific name cheetah Student Encyclopedia The ccheetah (Adinoniilibatis)is one of the world’s most recognizable cats, known especially for its speed. Cheetahs’ sprints have been measured at a maximum of 71 miles (114 kilometers) per hour, and they routinely reach velocities of 50-60 miles (80-100 kilometers) per hour while chasing prey Nearly all the cheetahs remaining in the wild ive in Afiica. Cheetahs live in’ wide Variety GF habitats, including the dry. open country and syasslands where they are most often seen, as well as in areas of denser vegetation and rocky UPA |...) Cheetahs are covered almost entirely with small black spots on a background of pale yellow and have a white underbelly. Their faces have prominent black lines that curve from the inner corner of each eye to the outer comers of the mouth. Cheetahs have a slender body measuring 4 feet (1.2 meters) long, with a 2-3-foot (65-85-centimeter tail that is used for balance The animals weigh From 75 to 119 pounds (34 to 54 kilograms), and males are slightly larger than females. Unlike most carnivores (meat eaters), cheetahs are active mainly during the day, they | —__J iturin exy ng ante aeroan, Aeon enter small animals, including game birds, rabbits, young warthows. andall types oFantelope (CNEETAN, In: ENCYCLOPAEDIA Brtania Kids. isporvel em: . (Frage. ‘ease 15 jan, 2015 7 Compare the characteristics of the fact file (FF) and the encyclopedia entry (EE) you have read. Check (v) the appropriate column. a b c a FF EE BOTH Concise information, organized into items. In-depth information, organized into paragraphs. Use of nonverbal features to provide information, Factual information, based on reliable data. @ Post-Reading 8) Discuta as perguntas a seguir com o professor e os colegas. b © Com que finalidade foram produzidos a ficha informativa e 0 verbete de enciclopédia sobre o guepardo? Quais seriam os provaveis leitores da ficha informativa e do verbete de enciclopédia? O que levaria um leitor a buscar 0 verbete guepardo em uma enciclopédia, apés ler a ficha informativa sobre o animal? Em termos de estado de conservagao, 0 guepardo é classificado internacionalmente como “vulnerdvel”. O que vocé sabe sobre animais da fauna brasileira que estejam ameagados de extingao? BI ore tered ard two a ler Wild ani als, adjectives to describe wild animals, and geographical features 1 Look at the pictures of two wild animals and their names. Then use the names to complete their descriptions. ‘Maned wolf Golden lion tamarin __ is the largest Canid in South at, [ong a Standing at almost a metre tall, the 1 = America and the only member of its genus, Chrysocyon. With a golden-red c' muzzle and Idif@é ears, it is similar in appearance to the red fox. However, its extremely Ing, thin legs make it immediately recognisable. b This Small monkey takes its name from the vivid, gold-orange mane of long hair that surrounds its face. Its body and tail are algo reddish while its face is dark and hairless. The is an omnivore. It eats fruit, flowers, nectar, plant gum, small insects, frogs, and lizards. WILOSCREEN Arkiv "Mared wl’ Dipnine! em: . PERTH 200." 2 Look at the pictures. Then use the words in the box to label the different parts of the body of the golden lion tamarin. 1am 2eye foot 4hand Shead Gjaw leg 8mane Q9muzle 10tail 11 tongue fone hundred and three (03 inderline the appropriate words to complete the photo captions below. The highlighted words in Activity 1 can help you. Gorillas are very large / ‘small apes, but they have relatively large / small eyes It uses its long and dry ‘and ears. They live in some / sticky tongue to pull forests in Africa. leaves trom trees. The giraffe is famous for its long / short neck b (Crocodiles jaws are very ‘Most zebras have broad / t ‘strong / weak. They have ” ‘narrow stripes along most i the most power bt in of their body and legs, and broad ones towards the rump. * nature. ‘The gazelle is lean and agile / slow. It can run as fast as. PELE T tLe 76 koh. bite — mordida stripes - listras leaves — folhas kph — km/h - quilometros por hora 2 ENCYCLOPAEDIA Btu is Ds romp = parte traesird da um/enimal Fonte oe psqus 't Check (v) the appropriate words to complete some more information about the animals in Activities 1 and 3 a The animals in Activity 1 are ________ species. endangered not vulnerable b The animals in Activity 3 are found in Africa Brazil © The animals in Activities 1 and 3 are —__ pets wild animals 5 Read the definitions of some common geographit match them to the pictures on page 105. ‘al features around the world. Then a beach: an area covered with sand or small rocks that is next to an ocean or lake. desert: a region so arid because of little rainfall that it supports only sparse and widely spaced vegetation, or no vegetation at all forest: a thick growth of trees and bushes that covers a large area. island: a tract of land surrounded by water and smaller than a continent. lake: a body of fresh or salt water of considerable size, surrounded by land. mountain: a natural elevation of the earth’s surface, rising more or less abruptly to a summit. river: a lange natural flow of water that crosses an area of land and goes into an ocean, a lake, etc waterfall: a steep fall or flow of water in a watercourse from a height, as over a precipice; cascade. SEACH; FOREST; ISLAND; RIVER. Maran Webster sone em: cwwnneran-webstercam>. DESERT; LAKE: MOUNTAIN; WATERFALL BEBE) ove rnd an ur o sarteao 6 Discuta as questdes a seguir com o professor e os colegas. 6 o mais interessante? Por qué? Qual dos animais apresentados na seco Vacabulary in Conte b Vocé jé viu algum dos animais apresentados na natureza ou em um zoolégico? Quallis) deles? Algumas pessoas argumentam que 0s z0ps deveriam ser fechados, por serem locais de confinamento em que os animais sofrem com estresse e tédio. Outras afirmam que eles abalho importante de conservacao de espécies em extingao e de educagao do piblico. Qual a sua opinio sobre a existancia dos 200s? d- Quais ages podem ser tomadas para prateger animais ameacados de extincao? Vor participaria de alguma delas? fone hundred and five 105) Superlatives 1, Read an excerpt from an article that ranks the jaguar, the lion, and the Siberian tiger according to their size. Then decide if the sentences are T (true) or F (false). ‘The Jaguar Is our number 3! Did you know you can also call a jaguar a panther and stil be comect? That's because panther comes from Panthera, a family classification of big cats including the jaguar and the leopard. Jaguars can be found in parts ofthe continent America. This beautiful big cat's number is stil declining, but efforts are being made to preserve it. ‘Ask @ rendom person what's the biggest wild cat and they will probably answer with lion. And a very logical ‘assumption, although incorrect. But lions are the most famous wild cats, mainly thanks to Hollywood movies. ‘They can weigh up to 550 pounds (250 kg) and they can be found in pars of Arica, There are 12 different subspecies (breeds if you will) of lions. Although the lion is not our number 1 big cat, i isthe tallest. The biggest, largest, and the most heavy cat is definitely the tiger, especially the Siberian tiger. Weighing ust under a thousand pounds (425 kg), these giants roam around the snowy plains of Russia. There are ‘only about 350 Siberian tigers alive today. They are about 80-inch (2-meter) long. And check this out: Des oar a tonite Gna neato besa et asaya a Jaguars are smaller than lions Siberian tigers are smaller than lions. ¢ Lions are smaller than Siberian tigers, Comparando os animais na Atividade 1, assinale (/) as alternativas corretas. @ Qual frase indica que o tigre siberiano @ o maior animal entre os felinos apresentados? “The biggest, largest, and the most heavy cat is definitely the tiger, especially the Siberian tiger” “There are only about 950 Siberian tigers alive today b Qual a funcéo des palavras sublinhadas no item a? Elas comparam o tigre-siberiano ao leao. Elas comparam a tigre siberiano a todos os demais felinos. © Para cumprir a funcao de comparagaa em the biggest, largest, usamos: 08 adjetivos big e large, precedidos de the, com a adigao do sufixo -est. 08 adjetivos big e large, com adicao do sufixo -er, seguidos de than. Para cumprir 8 fungao de comparagéo em the most heavy, usamos: oadjetivo heavy, precedido de the most. © adjetivo heavy, precedido por more e seguido de than. ees 2) How much do you remember about the animals you have seen in the unit? Underline the correct words to complete excerpts a-g, taken from their descriptions. a “The Cheetah is the world’s fastest / the world’s smallest land animal and can sprint at cover 110 kph for 10-20 seconds.” b “The cheetah (Acinonyx jubatus) is one of the world’s most recognizable / the world’s tallest cats, known especially for its speed.” almost a metre tall, the maned wolf is the largest / the smallest Canid in ca and the only member of its genus, Chrysocyon.” ¢ “Standing at South Ame d “The jaguar is the biggest / the smallest feline on the American continent, and the third biggest cat in the world (behind the tiger and the lion).” fe “Crocodiles’ jaws are very strong. They have the most poisonous / the most powerful bite in nature.” f “L.-llions are the most famous / the most dangerous wild cats, mainly thanks to Hollywood movies and especially since The Lion King.” g “Although the lion is not our number 1 big cat, itis the shortest / the tallest.” 3 | Read an excerpt of an article about world records held by different animals. Fill in the gaps with the superlative form of the adjectives in the box. fast hea —_large strong tall venomous Bee tag fees Pema _ 1a any) Peregrine falcons can dive toward the earth at more than 200 miles per hour. ace ‘Animal A single sea wasp (a kind of jellyfish with 60 tentacles, each 15 feet long) has enough venom to all 60 adult humans. } pee ek pe th Ania ‘The thinoceros beetle can lft 850 times its own weight ' ‘Animal (land) ‘rican elephants are ‘and the second tallest land animal. Latge bulls (males) weigh more than 13,000 pounds and are 12 feet tall all the shoulder. Giraffes, which grow to a height of 18 feet, are SMITHSONIAN NATIONAL ZOOLOGICAL PARK. “Animal ers". Opn! em: , Adept land animals Lmile “16 kllometers 1foot 8048 centimeters Linch = 254 centimeters 1 pound = 453 grame What's your weight in pounds? And your height in feet and inches? fone hundred and seven “| Write complete sentences about some world geographical records. Look at the example. Praia do Cassino / Brazil / long / beach Praia do Cassino, in Brazil, is the longest beach in the world. a The Nile / Africa / long / river i i H i ft Praiado Casing, ras, b Mount Everest / border of China and Nepal / high / mountain ‘The Atacama Desert / South America / dry / desert d Greenland / Europe / big / island Lake Baikal / Russia / deep / lake BUR ed Oss adjetivos terminados em -est mais usados em inglés junta com animals) séo: largest, biggest. fastest, greatest, cutest, amartest, rarest, deadliest. Os adjetivos precedidos de most mais usados em ingles junto com animails) s8o: most dangerous, most beautiful, most endangered, most interesting, most abundant, most wild, most common, most famous. Fonte de pesquisa: BYU Corpora. Olsponivel em: ,Acesso em: 6 maio 2015, 5) Complete the table about geographical records in Brazil. a Highest mountain b Longest river: ¢ Biggest island: » (nee Em grupos de trés ou quatro alunos, preparem uma apre- sentagéo sobre um animal ou um acidente geagrafico detentor de um recorde mundial ou brasileiro, Usem, possivel, imagens para enriquecer a apresentacdo. Veja 0 ‘exenplo: Pico da Neblina is the highest mountain in Brazil. It is 2,994 ‘m above sea level. It is located in Serra da Neblina, in the state of Amazonas, close to the border with Venezuela. The nearest city is $40 Gabriel da Cachosira, 140 km away. BBD ove tried an cto A news report 1) Answer the questions below. a How can you define a lake, as a geographical feature? b Look at the map on the right corner above. Where is Lake Baikal located? FAAL2 | Listen to the first part of a news report on Lake Baikal. As you listen, check (¥) the correct alternative to complete the sentences about it. a Lake Baikal is the —_________ and lake in the world. largest /most dangerous | _ oldest / deepest b_ Ithas been voted as one of the seven wonders of Russia [ |the worta © It freezes over completely during the fall winter Fil 2) Now listen to the second part of the report. According to it, which American movies have used information collected in Lake Baikal? a Alien, Titanic, and Avatar. b [| | The Amazing Spiderman, Alien, and X-Men: Days of the Future Past. e || |The Avengers, Avatar, and The Hobbit. GA Listen to the last part of the report. Due to its majesty and beauty, how is Lake Baikal called? (5) Discuta as questdes a seguir com o professor e os colegas. a Qual informagao sobre o Lago Baikal vocé achou mais interessante? Por qué? b_ Existem lagos na regido onde vocé mora? Como eles sio utilizados? © Apesar de ser fonte inestimavel de agua doce, o Lago Baikal, como ecossistema, tem sido ameagado pela poluigao industrial, pelo despejo de residuos da agricultura e pela mineragao. O que pode ser feito para proteger o lago e as espécies que nele vivem? fone hundred and nine no 1 Do you like to play board games? Which ones have you already played? 2. Work with a partner. You are going to play a board game. Follow these steps. (GEBRB Research about other records held by animals. Write 8 short questions about these records in your notebook, with three alternative answers. (888612! Place your markers on START. Flip a coin in order to move along the board Heads: move two squares, Tails: move one square (St6 81S: tf you land in a square with the command "Answer question #...", your partner asks you a question from his/her list. If your answer is incorrect, go back one square. (GRBBB tre winner is the first player to reach the FINISH square. pe — Answer ‘Aso Name 3 wild = Question #1. Question # 2. irae Name 5 Answer Answer ree! eeoorap tical Question # 4. eel — Answer Name 3 wild Go back 2 Answer Question ereh animals from #5. erry Brazil. Question # 6. re) Answer Answer Name 2 animal pers Question #8. Question # 7. world records. 3) Discuta com o professor e os colegas: 0 que vooé aprendeu durante 0 jogo? (entrees Expressions commonly used when playing a board game: « It’s my turn. / It's your turn. « You're the winner! Congratulations! « Move your marker {two} squares forward. « Let's play again! « Move your marker (one) square back. one hundred and ten Goal: inform the audience about a wild animal ‘Audience: classmates and teacher. Where: notebook and classroom wall. J [1) Look at the cheetah fact file on page 100. Check (v) on the list below the types of information you can identify in that fact file. a | |Common name. g Habitat. b |_| Scientific name. h | Lifespan. c | \Class. i Diet. | | Conservation status. J | \Threats. e Physical description. k | Behavior. f |_| Distribution. 1 | Interesting facts. 2) Now write a fact file for a wild animal. 4 Choose an animal to write about. 2 Select, from the list in Activity 1, what you want to include in your fact file. Choose at least six items. |3 Find relevant information about the animal, according to your choices in Step 2. 4 Choose a picture of the animal or draw it to compose your fact file. _5 Write a draft, using the informatiot od ave collected. Pay attention to the | 6 Share your draft with your classmates. necessary. 7 Prepare a final version of your fact file on a separate sheet of paper, paying special attention to text organization and pa Ifpossible, include the picture you selected in Step 4 typical features of a fact file. Your can help you, if necessary. a on their comments, rewrite it, if 8 Display your fact file on the classroom C Muitos animais selvagens estao correndo risco de extingao. Qual a importancia de conhecé-los e divulgar informagoes a seu respeito? |“) Discuta as questdes a seguir com o professor e os colegas. a Em que lugares a sua ficha informativa poderia ser compartilhada com outras pessoas? b Quais outras pessoas teriam interesse em ler sua ficha informativa? | one hundred and eleven i Integrate Your Learning divers aS, (1) Look at the word cloud and discuss the bi tvs following questions with a classmate. jodiversi ‘coma sme, ee a What is biodiversity? “sustainability yrs nicm SMOCIES wresnt, b Why do you think it is important? (2) Read the extract from an article on biodiversity below. Then check if your answers in Activity 1. are correct. Biodiversity refers to the number of species and the number of individuals per species (also known as relative abundance) ina given geographic area. i includes all the aifferent fungi, insects, plants, bacteria, mammals, reptiles, etc. ving here, When we discuss the biodiversity of a glven area (i.e. a ‘ain forest in South America or the Gobi Desert), we are referring to all the species that ive there and the ‘number of individuals per species that are found there. [.] Biodiversity allows forthe recolonization of areas where a species has been extirpated (calized extinction). This ‘means that individuals of the same species found in another area can come in and reestablish a population in ‘he area where it was originally extirpated. n addition, a diverse large scale patchwork of ecosystems oan act as barriers to natural disease and pest transmission between populations Biodiversity also maintains genetic poots or reservoirs for species to rebound from things lke diseases, pests, and ven changes in their environment... PROTECT U.S "Whats biedversy.isorve| em: ; "Fun mba tacts fr ks. Divonivel en: hips sieneliecoaeencfacsanimalvaetra mms, SOs ELEPHANTS. "Fun act. gov cu sowephans rin ‘bets: AFRICA WILDLIFE “La isonbel em: chtpiaficawiife organ, Aces en: 19 jan. 2015, cone hundred and thirteen } Nesta unidade, voce vai ler e interpretar uma sinopse e uma le filme - \ SHEED ita as questdes abaixo com o professor e os colegé Que atividades ou lugares as ima‘ @ costuma ir a lugares © O.que voce gosta de Em sua opiniao, a: Stay Tuned cipal lazer contribui, entre outra amigas ou ap £ importante buscar o Senne @ Pre-Reading |1) Look at the text briefly. Then discuss the following questions with a classmate. @ What is the text about? b Where can you find this kind of text? ¢ What kind of information do you expect to find in the text? Gi tp rcustoncnemsarstestval olinshe-borand Theword THE BOY AND THE WORLD DIRECTOR: ALE ABREU SYNOPSIS Alé Abreu's second animated feature, The Boy and the World, isa bold and imaginative parable of hope in a world filled with human injustice. The story focuses on Cuca, a boy who lives happily with his parents in the country until his father has to leave to find work in the city. Confused and upset, Cuca goes in search of his missing dad. The young boy's journey unfolds like a tapestry, with the animation taking on greater complexity and variety as his small world expands. [...] The wordless narrative is accompanied throughout bya rich soundscape of pan flute, samba, and Brazilian hip-hop. eal FILM DETAILS 2013 Director, Screenwriter, Editor: Ale Abreu Music: Rubon Feffer, Gustavo Kurlat Cast: Marco Aurélio Campos, Lu Horta, Vinicius Garcia Running Time: 80 minutes Opel ncn conboy, (Alaa) Acoso en 78 ma 018 eer bold (ad) - audacious feature [noun] - film an flute [noun] - musical instrument made with Gifferent sizes of tubes connected side by side ‘to unfold (v) - to develop OB cies O texto acima é uma sinopse. Esse género textual é usade para apresen- tar 0 resumo do enredo (plot) de um livro, filme ou peca de teatro, cam © objetivo muitas vezes de agucar a curiosidade do leitor ou espectador. Conhecidas também como narrativas breves, as sinopses se caracterizam pela curta extenso e por apresenter, além do resumo do enredo, informa G0es como titulo, autor, personagens principais, ano de producéo etc. | @ While Reading 2) Read the synopsis on page 116 and find the following information. a Duration of the movie: b_ Director's name: ¢ Country where the movie was produced: d_ Name of the main character in the story: ‘Ae Abreu, director, screenwriter, and editor of te film The Boy and the World, Sao Paulo, 2016. Buscando informagées especificas (scanning) Esta estratégia consiste em fazer uma leitura répida em busca de informacdes especificas em um texto, | Em gerel quando ealzamos 0 scenning, queremos reeposta pare uma pergunta especfica. Por exemplo, | quando lemos uma noticia sobre algum esporte ol competig8o © queremos saber o resultado, quando | observamos o horério de aulas para saber qual é a préxima, quando lemos os horarios e locals dos filmes fem cartaz para decidirmas @ qual cinema Iremas @ em que horério ete. Deese forma, no lemos todas ac | palavras, mas focamas a atencao nas palavras-chave que nos ajudar8o a descobrir o que queremos saber. 3) Read the following sentences from the synopsis. Then choose the correct meaning for the underlined words. a “L..) Cuca goes in search of his missing dad.” Important absent intelligent b “The wordless narrative is accompanied throughout by [...1", without sounds without images without words ¢ “L..la rich soundscape of pan flute, samba, and Brazilian hip-hop.” composition of composition of images composition of colors sounds | Read items a-d. Then read the synopsis again and decide if they are T (true) or F (false). a Cuca has a very happy childhood until his father moves to the city. b Cuca leaves his home to look for his father. ¢ The animation is very simple d_ There are no sounds in the movie. eee rere we |S) The text below is a review of the same movie in Activity 1. Read it quickly and decide which of the ‘statements below refers to the synopsis and which one refers to the review. (ip cs cneatlogragher con 0 a oaTae ven bop MOTTO OIAF Review: ‘The Boy and the World” Enter the world of Cuca, a small boy growing up in a simple family in the idylic Brazian countryside. Cuca’s playful, ‘carefree existence is thrown for a loop when his father quits the rural homestead for the city so that he may provide for bis family. Cuca thus embarks on a journey to find his father. The oy and the World (Q Meninae o Mund, which had its world premiere this week at the Ottawa Intemational Animation Festival, is @ notable animated feature offering from Brazil. The warm playful colours of The Boy and the Werld will bring out the kid in everyone as audiences find themselves enthralled with Cuca‘s charming adventure. [...] The Boy and the Worlds a fun adventure within the diverse and changing Brazil, but ‘the film could easily take place anywhere. The fim contains nary a line of dialogue, so there ite to identity the setting aside from malleable symbols and the celebrations inthe city streets as the fim ends. The opening blankness ofthe flm could ideally allow viewers to identify Cuca’s peaceful homestead as their own, In turn, The Boy and the World puts viewers in Cuca’s shoes and allows them to join him on this rollicking, spirited adventure. Rating: 990% Ye (Out OTT) CINEMABLOGRAPHER,Disparive mn: wycnemableraperson/201:V09/a-revew-boy-ant-woraitn>.(Adapiada.)Acesoen 4 ae 2015 @_ It’s longer, presents classification (rating) and a critical summary of the movie, in which the author clearly express his/her opinion: b It’s a short summary of the movie and presents specific information about it, like running time, director, and cast. The author does not express his/her opinion clearly: 6 Read the review again. Then answer the following questions. @_In which paragraph does the author describe the movie briefly? —__ b In which paragraph does the author give his/her opinion? —___ © Does the author like the movie? — @ Post-Reading (7) Discuta as seguintes perguntas com os colegas e o professor. a Se vocé estiver em dtivida sobre que filme assis resenha critica? Por qué? » vocé preferiria ler uma sinopse ou uma b Vocé gostaria de assistir ao filme O menino e 0 mundo? Por qué? © Que problemas uma crianga da zona rural poderia enfrentar na cidade grande? E uma crianga da cidade grande na zona rural? EIR) one nuncred and eighteen ae ite Ela mag Leisure activities, movie and book genres 1) Read an extract of a book about Egyptian teenagers’ lifestyle and use some of the activities described to label the pictures. ENTERTAINMENT yptian teens in big cities, such as Cairo or Alexandria, have a variety of choices for entertainment. Their weekend starts on Thursday after school and lasts until Saturday evening. With the exception of going to pray at thé mosque on Friday afternoon, their days are open to, socialize, do homework, and just relax. They ean watch a movie in a theater, watch television at home, attend a sporting event or music ¢oncert, danee at the discotheque, go to a café, or just hang out with friends. (...] GENOVA, fan, Eo lo: FALOLA Ton (EA Tee fein Alea Westar: Greenwood, 2008. 9.66. Fragment.) a b t oh __a music concert ____a sporting event a e ____toa café ___with friends television a movie ina theater one hundred and nineteen (i) (2) Answer the following questions about yourself. Then compare with a classmate’s. Are your answers similar or different? a Which activities in Activity 1 do you prefer? b Which onefs) you don't like? _ \2) Discuta as seguintes perguntas com os colegas e o professor. a Asatividades de lazer que vocé e seus colegas costumam fazer sio parecidas com as dos adolescentes egipcios? Explique. b Na sua opiniao, quais sao as atividades de lazer favoritas de adolescentes brasileiros que vivem em grandes cidades e na zona rural? ‘2 Do you like going to the movies? What kind of movies do you like? Write the correct movie Benre according to each explanation. Use the words in the box. Action movies Adventure movies Animations Comedies Documentaries Dramas Horrormovies Musicals Sci-fi movies \ g/7) insu bates, es, include images that can ‘are funny, tional Ss and natural disasters. be created by computer stories designed to oa They are fast-paced ‘rand, and actors ‘make us laugh. * nd show people facing | do the voice of the j /*\\) eitcut situations. Garis. y x | resent serous stores are created to scare the Iivolve imaginary about ite situations and audience, with monsters, science and technology, ih feast characters. They ghosts, et. future society space deal wit strong human 1 adventures, and/or emotions. entaterestials, a x at deal with real-life events integrate mainly songs usually the main with actual people, ‘nd dance inthe pot, ‘characters re involved ‘end usually include a but can also include in exciting experiences, narrator and interviews, ‘They frequently take pis "place in foreign and/or - historical settings. Fore de pesquisa: AMERICAN FILM INSTITUT, Gene beans Dispoivem: htafchadwyck.con/abowsene tm; CONGLETON, Pip, Gties’ omer: gue of crave. Mein, Dponvel em: ; DIRKS, Tan. Film genres Flite Diparive ews fic oros, PEARSON, Bary. Movie genes exales. Create Your Screenplay. Dipenve miv:crestyoursreenplycom/gerechart n>, Aza tar ats oe, BD oe crest tery (S| Reading is another good leisure activity. Read the following explanation about two different types of books. Then think of two books of each type. LIST of Book Types or Gers. Your Different Types of Books All books are either non-fiction or fiction. Non-fiction books contain factual information, such as biographies and history books. Fiction books contain a story which was made up by the author. ran, Dien en it:Teernceyurtoary orvbooks erature type beaks nmi> (rage a Examples of fiction books: b Examples of non-fiction books: 6) Fiction and non-fiction books can be classified into genres. Read the book synopses below and underline the correct book genre for each book. Then read the explanation above again and classify them as F (fiction) or NF (nonfiction) books, a. Blographies / Poetry books / Cookbooks b. Travel guides / Children's books /Science books Einstein: His Life and Universe by Walter Isaacson Based on nowy released personal letters of Einstein, this, book explores now an imaginative, impertinent patent clerk [...] became the ‘mind reader of the creator of the cosmos. [..] ci Travel guides / Mystery books /Poetry Diary of a Wimpy Kid by Jeff Kinney | The launch of an exciting ‘and innovatively — illustrated new series narrated by an Unforgettable kid every family can relate to. [.] Travel guides /Art books /Romance books Paris by Alan Tillier The opening _section “introducing Paris” locates the city geographically [..). t describes all the main sights with maps, photographs, and detailed illustrations. {6000 READS. spore! em: (Frag 7 =) Twilight by Stephenie Meyer When Bella Swan moves to the ‘loomy town of Forks and meets Edward Cullen, her life takes 2 thriling and teriying tur, (7) Answer the following questions. Then compare your answers with a classmate's. a What book genres di b What was the last book you read? ___ ¢ Did you like it or not lo you prefer? Why? fone hundred and twenty-one Maertines ‘gripping (a): holding the attention or interest intensely; fascinating. terrific (a): extremely good; wonderful. 1 Read the definitions of the state ofthe-art (a): the latest and most sophisticated or advanced words on the right. Then read stage of a technology, art, or science. the following introduction of unmissable a) (ofa film, television programme etc) so good that it the movie review and answer Shi Questions ae b with a classmate. _SwelnsPling (a): causing awe; spectacular; magnificent, AWE-INSPIRING; GRIPPING; STATE-OF-THE-ART, TERRIFIC) UNMISSABLE, Dictionary.com Dispoive er: Aeesio em 17 abr 2014, Gi Rip ower eniondon coat iravny review S501 TT Gravity The ViewLondon Review KKK os/tt2019 | ‘Review by Matthew Turner |) Four out of Five stars Running time: 90 mins Gripping and utterly immersive space thriller with aweHinspiring visuals, state*ofthecart | special effects, unmissable 3D work, and a terrific central performance from Sandra Bullock. [...] TURNER, Matte. Te View.ondon Review. ipaive em: cnwn.vewlondn . Fragment) Aceso em: 3 abe 2015 a Whats the genre of the movie’ Tene b Did the author of the review like the movie? ‘thniller (n))= 8 book, play, or movie that tells an exciting story, especially about something dangerous. As palavras destacadas na resenha sao adjetivos. Leia o texto novamente e sublinhe as ‘opgoes que completam as frases corretamente. '@ Oe adjetivos servem para descrever qualidades ou caracteristicas / acoes. b Em inglés, o8 adjetives vam antes / depois da palavra (substantivo) a que se referem. © Quando 08 substantivos a que se referem esto no plural, os adjetivos ficam no plural/ singular em ingles. ‘Check Language Reference, p. 160 2 Work in small groups. Give one example of a movie that, in your opinion, is: a gripping: —___________________¢ awe-inspiring: _ b unmissable: OO tering 3) The emoticons below represent the way people feel about a movie. Read what some people a Al movie causes fear. bA movie makes you cry. AL movie is not easy to understand @ 4p movie is tedious. and makes you feel dissatisfied. eA movie makes you laugh. Listen and repeat these adjectives ending in “ing « confusing «infuriating Em ardem de frequencia, estes 280 os adjetivo: movie / film: favorite/favourite, terrific, contro book: favorite/favourite, influential, fascinating, E os mais usados para se referir @ outros aspe movie / film: animated, independent, silent, up book: new, recent; latest, best-selling, forthco fone maig usados para exprimir opinido a respeito de: rsial, acclaimed, memorable terrific, controversial s, then complete the statements with the adjectives in bold. TU An movie makes you feel very irritated. Aperestearas movie is a nice and enjoyable movie. A _ movie makes you think differently and have new ideas. Ane __ movie is interesting and stimulating. An movie is a terrible and bad movie. Note that we do not pronounce the final « thought-provoking « exciting oming, classic, scary, romantic ing, upcoming, newest 1: BYU Corpora, Dspnie!em:cit:copusued>. Aces er 6 malo 2015, ‘one hundred and twenty-three \f) Read this book review and underline the adjectives that qualify the words in bold. See eh Dc ea LUT CTA me eR Na ete me ro Max, Mitnniam FHCT Reade Tuesday 1 9 20141800 8ST | "The Diary of a Wimpy Kid" books are all about a kid called Greg who fills | imhis journal [...| of all the misadventures in his life. [...} | ‘thing Greg seems to do has hilarious consequences and his family are very funn This book was very good. My favourite character is Greg. He can be horrible, but the audience always supports him anyway! [...] |The book is quite easy to read, but it has some challenging words as well. I give this a big 5/5 because I enjoyed reading it so much. "MAK. The Diary ofa Wimoy Katy Jeff Kinny ~ review. The Guardian Dione em: cv thepardlancon/hires-bookwate2034/apr ievew et Enney-dary-winpy > pt.) Aces en: 10 ae 2015, 5 Now complete the following sentences with the adjectives you underlined in Activity 4. One of them will not be used. a The consequences are __ because they are extremely funny. b The author thinks the book is —_ because it has many qualities that he likes, © Greg is his ________ character. It means that the author likes him more than he likes other characters, @ The author thinks Greg can be ________ probably Language Corner because sometimes he can be cruel or unfriendly. The author says the book is. to read probably because it's not so complicated. But he also thinks that some words are difficult, that is, they are ____words, 6) Choose at least five adjectives that can be used in the situations below and write them in the correct column. Goal: give your opinion about @ movie you saw or a book you read. ‘Audience: classmates and teachers Where: notebook and classroom wall. J What: a ea book review |1) According to the examples you saw in this unit, you could say a review usually presents: | jonly a short summary of the story. ashort summary of the story, the author's opinion about it, the cast, and a rating (scores, stars, etc.). | 2) Now it is your turn to write a movie or book review. a movie you saw ora book you read, It can be a movie or book that you liked or not. Take some notes about the plot. You don’t need to include the end of the story. Do some research about the movie or Pe (name of the director / writer, characters / actors, awards, etc.) and brainstorm some ideas to include in your review. Write a draft of your review: include a short summary of the story, your opinion about ‘the movie or book, characters, actors, director / writer, etc. Don’t forget to recommend the movie / book (or not). Give your score, Remember you can use graphic elements to evaluate the movie or book (stars, dots, or any other icons). | one - Look for pictures to illustrate the review. ‘a classmate to read your review and give you feedback. How can you improve your draft? Revise your draft based on your classmate’s comments and check spelling, we the final version and include the graphic elements. Share it on the classroom wall. | oa 8 |3) Read your classmates’ reviews and find ae movies or books of the same genre as yours, Then discuss the following questions. ‘a Are there good movies or books in your classmates’ opinions? b What kind of information do they include in their reviews? ¢ What difference can you find between your classmates’ reviews and your text? |) Discuta as perguntas abaixo em grupos de trés ou quatro colegas. ‘a Vocé acha que as resenhas criticas influenciam as escolhas do piiblico? b_ Vocé ja leu algum livro ou assistiu a algum filme depois de ter escutado pessoas falando em dele ou depois de ter lido uma resenha critica sobre ele? © Vocé gostaria de compartilhar sua resenha com pessoas fora da escola? Por qué? f)) Going Disitall ‘one hundred and twenty-five An invitation 1 | Discuss the following questions with a classmate. @ Do you like cartoons? b Are cartoons only for children? 2) Take a look at the DVD cover of the cartoon 6Teen on the right. What do you think its audience is? Check (v) the best answer. a |__| It isa cartoon for children. b | _|Itisa cartoon for teenagers. 3) You are going to listen to part of a conversation from an episode. One character, Smithy, is inviting another, Jen, to an event. What kind of event do you think it is? Look and check (v). a |Anopera b A basketball game ce A rock concert : t i £51) Now listen to the conversation and confirm your prediction in Activity 2. 1 5) who said these lines in the conversation? Listen again and write $ for Smithy and J for Jen, according to what each character says. “know who it is!” ) ‘Look what | have.” ) “Guess who?” ) “Two tickets to the White Hot Albino Peppers concert!” (6) Discuta as perguntas abaixo com o professor e os colegas. @_Yocé costuma sair com amigos ou com sua familia? Com que frequéncia? Aonde costumam ir? b Vocé acha importante ir ao cinema, teatro, museus, shows? Por qué? Listen and read a dialogue from the cartoon Regular Show, in which the character Mordecai invites CJ to go out. Complete the dialogue with the words from the box. love movies bi (2) Work in pairs. Answer the following cpr a Does Mordecai ask CJ to go to the movies directly or indirectly? How do you know? | b Besides saying “yes”, which sentence does CI use to accept the invitation? |3| Look at these sentences related to making, accepting, and refusing invitations. Write / if you use the sentence to make an invitation, A to accept an invitation, or R to refuse an invitation. a | |What about playing video games this afternoon? f |__| Sure, it sounds great. b || \That sounds fine. OK. | g [| Would you like to go to the . fl Museum of the Portuguese c ) I'm sorry. I can’t. I need to help my mother. language on Saturday eftemoon?, an incatya Nallowesto. h (What pity! I have to clean my eul Iwas wondering if you would like to come ~~ bedroom. tomy party. [| Invite three classmates to do something on the weekend. Follow the steps. Write down in your notebook some things you would like to do on the weekend, and the things you have to do. Think about a time you would be free to go out. Take a look at the sentences and expressions in the Listening section and in Activity 3 above. Then invite a classmate. If your classmate accepts, arrange the time and place to meet. If he/she can’t go at that time you suggested, find another time. Repeat it until you find a good time for the two of you. Repeat steps 1, 2 and 3 with other two classmates (5) Discuta as seguintes perguntas com os golegas € 0 professor. a Voce e seus colegas costumam fazer coisas parecidas no fim de semana? b que a turma poderia fazer se decidisse se encontrar para sair no fim de semana? Que sugest0es vocé daria? | | ‘one hundred and twenty-seven | Integrate mCSS Your Learning Portuguese Book clubs | 4) Look at the book covers below. Then discuss the questions with your teacher and classmates. @ Are you familiar with these books? b Doyou know the titles in Portuguese for books 1, 3. and 5? © Doyou like reading in your free time? If you do, what is your favorite book? How many books do you read per year? 3 4 ssl | 2 Book clubs are common in schools in English-speaking countries. Read the text and then decide if the sentences are T (true) or (F) false. ‘a_In book clubs, members discuss books they read b Members of a book club never see each other. | ee | 2) Read the items below. Check (v) the ones that are important to consider when setting a book club. a |_|What kind of books are we goingto —d_[ | Where are we going to meet? fiction, poetry)? read (fiction. non-fiction, poetry) Gc{7P \How orten'ete we geen ahact! b teachers like the idea? oe: teed eae ae f | |Are there movie versions of the ¢ | \Howare we going to select the books? books we are going to read? | i Starting a book club ‘Voce pode organizar um clube de leitura com os colegas de sala! Nos encontros, padem aprender muito 4 partir das ideias une dos outros, durante as discusses. Inicialmente, o grupo pode ser formada por colegas que tenham afinidade e que gostem do mesmo tipo/génera de livros, e depois convidar outras pessoas interessadas em participar. BREED or ured advent ge [4 Reflita sobre seu aprendizado nesta unidade. Assinale (7) 0 emoticon que melhor roprdearte cus respocta. alelea Ler ¢ interpretar uma sinopse uma resenha critica/de filme. fidades de lazer € ca Recanhecer e utilizar vocabulério relacionado a a géneros de filmes e livros de maneira contextuali Recanhecer e utilizar adjetivos para descrever fil situagdes contextualizadas. Escrever uma resenha de filme ou de livro. Fazer, aceitar e recusar convites, “Refletir sobre as diversos tipos de atividades de I cultural 2) Observe os itens em que vocé marcou &3) ou G3) e reflita sobre quais das atitudes abaixo poderiam ajudé-lo a melhorar. Converse com um colega e veja se vocés possuem dificuldades parecidas ou diferentes. a Revisar 0 assunto da aula. c Buscar atividades adicionais. b | |Estudar com um colega que d | |Buscar novas palavras no dicionario entende do assunto. e criar frases com elas. Play hangman with a classmate. Choose a word from the new vocabulary you saw in this unit. Your friend can choose 10 wrong, letters before he/she "dies". one hundred and twenty-nine Stand Up and Speak Out! i) See Se ey \SnD Discuta as questdes abaixo com o professor e os colegas. a Oque é bullying? b Em sua opinido, quais seriam os meios para parar com as praticas de bullying nas escolas? © Como as imagens desta abertura estao relacionadas & tematica do bullying? How to stop eR Official artwork for enna a So @ Pre-Reading |1) What do you know about anti-bullying campaigns? Share your ideas with your teacher and classmates. 2) Read the homepage below quickly. Then write YES or NO. a The title of the webpage is Kia Ora! — b Its the website’s homepage. ¢ It does not have links to other webpages. —___ carey Cx x) ONE VOICE DISCUSSION RESOURCE Kia Ora! My name is Nakita Tuner. 'm a 18year-ol Siagerkanguriter from New Zealand and havea passion to stop bullying This free online resource, produced in parnerstip wit Live Fr Tomorcaw, is hre to hep you stata conversation within your stool and | ‘communities about reducing bullying and supporting each ater I's pretty easy 1 se dh start seroling! | | ee ee Disponivel er ctguveartomaronca lone, Asean eb main 20 Kia ora significa “esteja bem/saudavel” na lingua maori, falada pelo povo indigena da Nova Zelandia. A ‘expresso pode ser traduzida como “Olé!” ou "Bem-vindo"e fol incorporada a veriante neozelandesa do inglés. Kia ora esté presente em todas as placas de boas-vindas do pais. O texto no navegador acima pertence a uma homepage, ou pagina de abertura de site, género textual que ‘tem como objetivo apresentar 0 conteude geral de um site. Em muitos aspectos, lembra a primeira pagina de um jornal, com uso de imagens e palavras-chave, por exemplo. Uma das caracterlsticas mais importan- tes de uma homepage ¢ a presenca de links, que ao serem clicados levam a outras paginas. Fonte depesusa: COSTA, Sr R iconv de pers trun. Blo Hornet: Autos, 2008. p. 144-5, BID xc tnsee ara wiry | | @While Reading (3) Read questions a-d. Then read the homepage on page 132 again to find the answers. a Whois the girl in the photo? J 7/__7__ b Whatis her passion? __ ¢ Whatis she announcing? > - d What does the pronoun It in “It’s pretty easy to use. Just start scrolling!” refer to? ‘The free online resource. Nakita Turner. Live For Tomorrow. (4) Match the links on the homepage to the information/actions they probably take readers to. a The song Divide the homepage with others on a social network, b Take action A song related to the free online resource. © Credits Nakita Turner's page. d Get help Support for people who are bullied e Share on Facebook Ideas on what people can do to stop bullying. f Nakita Turner Music ‘The names of the people involved in the production of the resources, and what they did. 5) Read these posters produced to fight bullying. Then write Poster 1 or Poster 2 for statements a-e on page 134. Poster 1 rested 0 Estatuto da Crianga e do sirens Adolescente (ECA) trata, no (erie Capitulo II, do direito @ liber- ICYBERBULL 4 dade, ao respeito & dignida- aia de, No direito @ liberdade, ha i mengao o “participar da vida familiar © comunitéria, sem discriminagao” (art. 16, inc s0 VJ. Em termos de deveres _ de sociedade, o ECA prega no mesmo capitulo que "é dever de todos velar pela dignidade da crianga e do adolescente, pondo-os a salvo de qualquer tratamento desumano, vio~ lento, aterrorizante, vexatoria ou constrangedor” (art. 18). ‘SEIT! ‘STOPS REPORTIT! = ee a | a seria uma violacdo desses | RUSSELL, Lia Norfolk Pble Schoo! ramps up sat bulking campaign, HamptonRoads.com. Dipole tn: chitptnanptonreadscon/201 ein paicschelsrampeteanthulyng campaign wits, @Ftigos'? Por qué? Printables, isponvel em: cmwoiapogramcaichoolpritapley>. Acrso em: 13 fet. 2015, fone hundred and thirty-three This poster . a_hasa telephone number and an e-mail address to report bullying incidents. b is about bullying that happens either over the Internet or via text messages. ¢ inspires people to be courageous and stop bullying. d offers advice on how to deal with a specific type of bullying. —___ e recommends to break off any contact with the bully. 6 | Observe again the homepage and posters on pages 132 and 133. Then complete the sentences with posters, homepages or posters and homepages, according to their features. a —________use written text and visual resources to convey meaning b You can see _ only on the Internet. ¢ _______are similar to the first page of a newspaper. You can see ____________ displayed on walls of public places. Referéncia pronominal Pronomes podem ser usados para retomar elementos anteriores do texto, a fim de interligar as frases de forma légica, sem a necessidade de repetir palavras. Entre os pronomes mais comumente utilizados com essa finalidade estao os pessoais (personal pronouns), divididas em subject pronouns LI, you, he, she, it, we, they] e object pronouns (me, you, him. her, it. us, them). Releia a homepage e os cartazes desta segao e circule os pronomes pessoals que retomam ele- mentos mencionados antes. Em seguida, sublinhe as palavras/frases a que eles fazem referéncia. @ Post-Reading \7_ Discuta as questdes abaixo com o professor e os colegas. a Sua escola promove campanhas anti-bullying? Em caso negativo, vo seriam necessarias? acha que elas b O cartaz 1, na Atividade 5, encoraja pessoas que presenciem uma situagdo de bullying ase posicionarem, denunciando os casos. Qual a sua opiniao sobre isso? © O cyberbullying tem se tornado cada vez mais comum. Qual sua opiniao sobre as recomendagées do cartaz 2, na Atividade 5, para lidar com esse problema? SAT ae ‘As expressées em inglés relacionadas ao tema bullying mais encontradas na Internet 880: Schoo! - Seventeen states require that staff report Prevention Bullying prevention programs. ‘schoo! bullying. Incidents - Most adults can remember bullying Victim/s - Students are victims of schoo! bullying, _ incidents, ‘Students - Students who experience/report bullying .. Fonte de esau: BYU Corpora Dlspone em: . Aceea em 6 mao 2015, BED ore nr an ior A public service ad and a song | (2) What are the main differences between cyberbullying and other types of bullying? Use the words in the box to complete the sentences. attacks milion line temporary victim a. Cyberbullying can expose the __|______to _ of people. b Cyberbullying is never —___ are posted and shared content permanently. ___ - when offensive videos, photos and texts many times, it is very difficult to remove the ¢ Sometimes people who are cyberbullied are not aware of the Fie de pesquisa: OOMINIC, Crone A Impersonal cmmancatian on Be Intemet fn yertuling Ospnivel em: >] ‘After completing the Easy Tech Cyberbullying lesson, can you explain why CYBERBULLYING is a serious offense? L.) You should have a strong password with 8-20 characters and some numbers. You should not reply to cyberbullying and if a friend is getting cyberbullied you should say nice things ‘to them, If they are cyberbullying someone you should say something to them. You should change your password every 2-3 months and change your settings to private or friends only. ‘BLOG Tak for Students, Cats (NO): Coats Bemartary 2015, Opole wor hae k2.n leu ato/congorenttboar dla pac indeal 1239058thenld=22568sLip-25>. (Fragment) Ace er ar 2015 @ Only students and teachers can post on the school blog, b The blog recommends students use their first name or a nickname when posting © According to Travie, itis a good idea to change your password 4-6 times a year. 1 Releia ;guir trechos das postagens da Atividade 1. @ “You should have a strong password with 8-20 characters and some numbers.” D “If they are cyberbullying someone you should say something to them.” ¢ “You should not reply to cyberbullying [ 2 Nas frases a, be c, quais as duas ideias que should acrescenta aos verbos principais? possibilidade recomendagao conselho: obrigagado 3 Qual das frases esta na forma negativa?, Check Language Reference, p. 1 one hundred and thirty-nine |) Read some advice and recommendations on how to deal with bullying. Fill in the blanks should and the verb in parentheses. Pay attention to negative forms and questions. @ “Even though you ____(reply ~ neg) to a cyberbully’s messages, you —________ (delete ~ neg) them. Save them as evidence of the bullying in case it continues. That way you can show proof of what has happened.” b “Any physical threats the bully makes ___(be) reported to the police.” ¢ “No matter what a cyberbully says or does, you____ (be ~ neg) ashamed of who you are or what you feel. The cyberbully is the person with the problem, not you.” d “L.... if you see someone being cyberbullied, what ______ you___ (do)? e “Atthe very least you ______ never ____{share) or pass on a mean message as this just gives the bully more attention and encouragement.” TRUESDEL, Ann. Howto hande cobs Am Arbor (MI): Chery Lake Pushing, 2014, Disporiv| m: cnwbensarlfeaisebackrformatonmelore! HowToHandeCberbles p>. ROBINSON, Lawrence; SEGAL, Jame. Dealing with eyberbulins, Heavies. Dsparve em: ,CVBERBULLYING: een things ou shoul brow Stachel isorvel e-.Acesso en: 23 fx. 2015, 1 Releia o texto acima prestando atengao no uso das palavras sublinhadas. Quais as duas ideias que must acrescenta aos verbos principais? [ ]pomibiidece [ Jobrigagee [_elicttagto. _[_]recomendagte frme 2 Na frase Students must not use cell phones in the classroom, qu: expressa pela forma negativa de must? obrigagio | | proibig&o solicitagéo | | recomendag&o firme BIBI) or ture an ory (it) Read the excerpts taken from a handbook for students in a school in the United Kingdom. Match the rules to the pictures. Irene BEHAVIOUR IN CORRIDOR AREAS 1. Pupils must never run in any part of the corridor. They must always. walk quietly and sensibly. 2. When walking through the school, pupils sould keep to the left, 3. Cloakroom areas should be kept tidy. The wire baskets or hang-up shoe bags should be used. 4. No food should be eaten in the corridors. | TERT WATTERS STOOL. Atlin at Fr Uh i Demet ch aamcoenhoees ita ofngds hoo ac (5) Read some of the items from the excerpt in Activity 4 again. Then write R for recommendation, 0 for obligation, and P for prohibition, according to the ideas they express. a “Pupils must never run in any part of the corridor.” b “They must always walk quietly and sensibly.” “When walking through the school, pupils should keep to the left.” 4 “Cloakroom areas should be kept tidy.” (6) Discuta as questdes abaixo com os colegas € 0 professor. @ Qual a sua opiniao sobre os conselhos ¢ recomendagées acerca de cyberbullying na Atividade 2? Vocé acrescentaria alguma outra recomendacao? b Ha regras em sua escola similares 4 regra mencionada na Atividade 3? Elas esto escritas em algum documento ou sao transmitidas oralmente? ¢ Pense em uma regra importante para 0 cpnvivio escolar (escrita ou nao}. Como ela poderia ser expressa em inglés? fone hundred and forty-one 1) Anti-bullying campaigns are a common too! to fight bullying at schools. In your opinion, what elements could be included in a campaign video to persuade bullies to stop and bystanders ‘to take action? a |__| Testimonials of victims. e | |Examples of peer support. b | | Situations in which people are bullied. £ | |Asong for the campaign ¢ | _ |Powerful and striking images. & | |Acatchy slogan al ”) Criticism of bystanders. h | |An anti-bullying character. |2) Work in groups of 4-6 students. You are going to shoot an anti-bullying campaign video. Follow the steps below. WI ans es Su arg tnd fs Bincns Ors tls The ican ia Gilg Ra Hato GEIB 0 ivice tne tasks: Who willbe in charge of the shooting? Who will the “actors” be? NN capes ae ean bactonench pate oe a tks (Step 4! Consider all the clothing and props you are going to need. Prepare all the materials prior to the shooting. ‘Step: Select the equipment you will use. A smartphone with a camera will do, but you can also use a digital camera or a web cam. (SRBBIE? Rehearse your video. Pay special attention to pronunciation and intonation, in order to convey your message clearly. GN ios ie say see och. GRRIBD Share your work with other classmates. If you don’t have access to smartphones or other recording resources at school, present your campaign to your classmates live! F)) Going Digital |3) Discuta as questdes abaixo com o professor e os colegas. a Como seu grupo poderia divulgar o video produzido?: b Na sua opiniao, campanhas anti-bullying sao eficientes? Por qué? © Quais outros problemas sociais poderiam ser discutidos por meio de campanhas? Por qué? PERE hurd ae reno What: a class contract, Goal: sot a respectful studying environment. Audience: classmates and teachers. Where: 2 classroom wall (1) What are some problems in your classroom? Check (v) all that apply. a | \Some students talk too much. b | ]Some students use electronic devices in the classroom. ¢ | \Some students don’t try to speak English in the English class. d | |Some students bully others. | |Some students cheat on tests. Some students shout in the classroom. |) The classroom is dirty. | Other. Specify: 2 Aclassroom contract is a tool to engage students and teachers in the essential rules for a respectful studying environment. What kind of content do you expect to find in this document? 3 You, your teacher and classmates are going to write a classroom contract. Your teacher is going to discuss with you how bre problems you checked in Activity 1 are impacting the work in class and the students. This is a great opportunity to share your opinion with others! "2. Brainstorm possible solutions for the problems raised. Write the ideas on your notebook. e Now work in small groups (3-4 students). Consider how the solutions could be turned into written rules, using the language you learned in the unit and your teacher's help. Noose Share the rules you wrote with another group. Ask them to comment on it. | Inlyour group, cseuss the feedback reelfed. Phen revise your cran. Now share the rules with the whole class, Choose the best ones for the contract. Produce a poster with the rules for your classroom contract, using drawings and photos to illustrate it. Keep it on one of the classroom walls, so that all students can see and refer to it | (2) Discuta as questdes abaixo com o professor e os colegas. a Como vocé e seus colegas podem colocar|o contrato em prética nesse perfodo final do ano letivo? b Oque pode ser feito se um aluno “quebrar” uma regra do contrato? ‘one hundred and forty-three Integrate Your Learning | Fairy tales | 1) Which fairy tales are you familiar with? 2) Work with a partner. Read the beginning of a famous fairy tale. Can you identify which tale it is? a | | Little Red Riding-hood ¢ | |The Sleeping Beauty in the Woods, b | /Cinderelta, or the Little Glass Slipper haughty woman chat was ever seen. Sh like her in all chings. The gentleman had als temper, which she took from her mother, who “The wedding was scarcely over, when the st the goodness ofthis young girl, because ie _gave her the meanest workin the house to dos and clean out the bedzooms. The poor gil had sisters lay in fine rooms wich inlaid Roors, upon bed lasses 30 large that they might sce themselves a ‘not complain ro her father, who would have sco PERRAULT, Charles. Tales of Mother Goose As Fist Collected by Charles Perrault 1690. Project Gutenberg, 2003 (e-bo0k (Fragment) Disponive em: . Acesso em: 18 malo 2025 2) Read the extract of the fairy tale again. Then check (7) some of the typical elements of fairy tales you can recognize in it. \_|It starts with a sentence that shows that the story happened a long time ago. |__| There is background information that helps you understand the tale. ‘There are elements of magic. One or more characters belong to the royalty ~ a prince, princess, queen or king. Fonte de pesqus: Characters of Firat cwnwateras.cduloaldontniharactrstc arta Actso em: 18 malo 2035 a b ¢ _| There isa villain and a heroine. en e %) Discuss the question below with your classmates and teacher. Consider the discussions about bullying in this unit. Can we say that the protagonist from the fairy tale in Activity 2 Is victim of bullying? Why? | Afairy tale character reporting abuse Trabalhe em pequenos grupos. Escreva, em inglés, um roteiro para uma possivel conversa entre Cinde~ rela e seu pai, em que a protagonista relata os abusos impetrados por sua madrasta e irmas de criagao. Considere como Cinderela nade dividir 0 problema cam seu pai e a reac&a dele, tendo em vista as carac- teristicas dos personagens que conhecemos a partir do trecho lido na Atividade 2. Quando seu roteiro estiver pronto, encene o texto para seu professor e colegas. ) PBB one nnd and orton (1) Reflita sobre seu aprendizado nesta unidade. Assinale (v) 0 emoticon que melhor represente sua resposta. |8|o Escrever um contrato: pedagégico; Refletir ‘sobre a problematica do bullying nas escolas e os direitos das criangas e adolescentes. | [2| Como vocé se sentiu falando sobre problemas enfrentados por outras pessoas e dando conselhos a respeito em outro idioma? dos contetides para os quais vocés tenham marcado (3) ou (4). Escolha as trés (3) Discuta com outros dois colegas 0 que ron ets fazer para melhorar o aprendizado estratégias que mais podem ajudé-los e a as abaixo. "Find nine personality adjectives in the flipped word search below. ( ™ SA 9 xv waxpurnaixecoras wucrosoc, (Adsota.) (3) Read the extract again. Match items a-d to the correct answers. a Country where the movie takes place: Witi Ihimaera. ¢ The movie director: Pai, d_ The author of the novel that inspired the movie: New Zealand. (2) In the novel The Whale Rider, which inspired the movie, the main character is called | b Its main character: Niki Caro. j i | | Kahu (and not Pai). Read an extract from the book. Then write T (true) or F (false). bs Tsuppose that If this story has @ beginning, it is with Kahu. After all, it was Kahu who was there at e the end, and it was Kahu's intervention that perhaps saved us all. We always knew there would be such a child, but when Kahu was born, well, we were looking the other way, really. Ll “A girl” Grandfather, Koro Apirane, said, disgusted. *T will have nothing to do with her. She has broken the male line descent in our tribe.” He shaved the telephone at our grandmother, Nanny Flowers, saying, “Here. It's your fault. Your female side was too strong”. TRIMAERA, Wi. Te Whale Rider Orlando: Hae , 2003.0.13 | a Kahu’s grandfather was very happy when she was born. b Kahu’s grandfather wanted to have a grandson. Sa Cty ‘one hundred and forty-six a (5) Complete the fact file below with the information you have about the main character — Pai/Kahu, Refer to the movie review and to the book extract in Activities 2 and 4. \6) Discuta as questées abaixo com o professor e colegas. a Apés ler a resenha do filme e o trecho do livro, voeé gostaria de ver/ler The Whale Rider? Por qué? b Como vocé acha que 0 filme e 0 livro terminam? Pai/Kahu consegue se tornar chefe da tribo? @Your turn (7) You are going to create a fact file for a character. Follow the steps below. 4. Make a list of your favorite characters from movies and books in your notebook; 2 Choose one of the characters from your list to write about; 3 Look at the items below. Check (¥) the ones you want to include in your fact file: 4 Write a fact file for the character you chose on, a large sheet of paper. Include the information selected in 3, Share your fact file with your classmates. Answer any questions they might have about your character. @ Final thoughts (8) Entre as fichas que vocé leu, qual personagem considera mais interessante? Por qué? (9) Vocé e algum outro colega escolheram o mesmo personagem? Em caso afirmativo, quais diferencas existem entre sua ficha e a do colega? Cs; Vocabulary in Context Time prepo: * As preposigées in, at e on podem ser usadas para indicar quando algo ocorre. We close at 5 pm. We have holidays in Is the museum open on December. ‘Monday? | | Let's meet up at He was born in 2005. Next holiday is | | 3 o'clock in the afternoon, on June 4th Tusually have lunch Itrains a lot We get the family together at noon. in summer. on New Year's Eve Language at Work Simple present * O simple present corresponde, em portugués, ao presente do indicativo. Fatos e situagdes permanentes | Theaters always open at night. All the winners live in Brazil Habitos e rotinas ‘They never act on Mondays. She gets up early to go jogging. Fatos, generalizagoes e verdades | The earth goes around the sun. universais Dogs don’t fly. Eventos jé programados para__| Summer starts on December 21st. acontecer Americans celebrate Halloween on October 31st. Ra ie As datas so escritas de formas diferentes nos paises de lingua inglesa. Veja abaixo algu- mas formas de grafar a data de 12 de janeiro de 201 wien 12/1/2017 4142-47 42-4-2017 January 12, 2017 | 12 January, 2017 January 12th, 2017 12th January 2017 Jan 12, 2017 12 Jan 2017 Fone de pessus: BYU Corpora Dispel em: ctparps ued. Aces em: 25 mao 2025. fone hundred and forty-eight Glossary advertise vert) anunciar age noun [C] iaaae among preposition entre announce verb anunciar answer verb responder awareness noun [U] consciéncia below preposition abaixo biggest adjective o maior block noun [C] bloco bonfire noun (C}. fogueira bucket noun [C} aide challenge noun [C] desaio check verb assinalar church noun [C] igreja circle verb circular commoner noun [C} pievew comprehensive adjective abrangente contest noun [C] competigao, concurso costume noun [C] fantasia discuss verb aiscutir, debater draft noun [C] raseuno each pronoun cada entertainment noun [UJ entretenimento entry noun [0] entrada feast [C] noun festa feature verb apresentar fee noun [C] taxa find verb encontrar fireworks noun [C plural] togos de artfcio follow verb sequir free adjective gratis happen verb acontecer highest adjective 0 mais elevado honor verb honrar host verb recepcionar icon noun [C] icone injured adjective machucado knight noun [C} cavaleiro last verb. curar learn verb aprender listen vero ouvir ook verb oibar,observar main adjective principal match verb associar merrymaking noun [U) fols nationwide adjective nacional newspaper noun [C] jornal noble noun [C] nobre oversee verb supervisionar parade noun [C] desfile pay attention verb phrase prestaraencao picture noun [C] imagem, foto play verb jogar priest noun [C] padre prize noun [C} premio race noun [C] corriaa read verb ler reveler noun (Q] ro1i80 rock climbing noun [U] aipinismo rowdy adjective turbutento say verb dizer share verb compartinar,diviair solely adverb unicamente ‘span verb abranger sponsor verb pairocinar spring verb pular start verb comecar study verb estudar ‘supply verb fornecer talk verb conversar tell verb contr, caer tournament noun [C} torneio venue noun {6} \ocat winner noun [C] vencedor write verb escrever Datars cal pasrars om ‘Simple present and adverbs of frequency ___ Simple present ~ affirmative, negative and interrogative forms li fe don’t D at | Me You (donot) ° | you | He he joesn’ lives a, | She livein | Does | she in Bre (di rt) | Brazil. It (does not) Brazil me weer, we jon You | (do not) Com verbos terminados em o, ss, ch, sh e x, She goes to the school by bus. acrescentamos ~es, em vez de -s, para he, shee it._| He teaches Math Com verbos terminados em ye precedidos por _| Paula always cries at happy endings. | | consoante (por exemplo, try, cry, study), trocamos | John studies very hard. oy por —ies. Adverbs of frequency + Em sentencas no presente, muitas vezes utilizamos advérbios de frequéncia. Esses advérbios servem para indicar a regularidade de um evento ou uma agio. Veja abaixo uma escala de gradagao de frequéncia (aproximada) e os advérbios correspondentes. | usually sometimes rarely never | frequently seldom | often occasionally | hardly ever + Osadvérbios de frequéncia em inglés séo, em geral, colocados entre o sujeito ¢ o verbo. Exempl They often work at night. We usually goto the movies and have pizza on Saturdays. * Quando usamos o verbo to be (am, is, are), os advérbios de frequéncia sao colocados depois do verbo. Exemplos: They are frequently on time for the class. Punctuality is her strong trait, she's never late. BEY one hundred and fifty * Oadvérbio de frequéncia sometimes pode ser colocado depois do sujeito ou no inicio da frase. Exemplos: Sometimes | have lunch at 1 p.m. sometimes walk to school. BUT aa E muito comum utilizarmos adverbios de frequéncia para descrever nossas rotinas. Veja ‘8 seguir os adverbios de frequencia e os verbos mais utiizados pera descrever rotina em ingles. « Talways say / think / tell / feel ... « Tusually get / go/ work / start. « Toften wonder / think / find / feel . « Inormally use / get / think / work. « I generally agree / try /use / go .. « sometimes think / wonder / fee! / get .. « Loccasionaily use / take /see /paint .. « Thardly ever get /go /use / hear . « Tnever want / get / know / see. Glossary actually adverb naverdade assume verb supor bow! noun [C) tigela breath noun [U} respiracio cardigan noun (C] cardiga,casaco chips noun [C plural] batata ta clean adjective umpo clean verb limpar clock noun [C] retégio drowsy adjective sonolento eventually adverb por sim everything pronoun tudo glad adjective contente glass noun [C] copo glasses noun [plural] culos ‘rab verb pegar grateful adjective grato head verb airigir-se hurry up phrasal verb apressar-se Joke verb rincar, zombar lousy adjective ruim Fonte de peau: BYU Corpora pail em: tglorpstyuedul> Acasa em 25 mai 208, nobody pronoun ninguém pray verb rezar quickly adverb rapidamente rhythm noun (Uj ritmo rush noun [U] pressa ‘scurry verb correr precipitadamente skirt noun (C} saia steal verb roubar stretch verb aionoar swap verb trocar swim verb nadar tank top noun phrase camisetaregata taste verb provar thought noun [C] pensamento toe noun (C} dedo co pé) toothbrush noun [C] escova de dentes waterfront noun (C]_margem way noun [C] forma, mancira weep verb chorar wind noun [U} vento ‘one hundred and fifty-one @EIIaiScnirs +B ssi | _ Language at Work Prepositions of place + Usamos as preposigGes de lugar para indicar posigao de algo ou alguém. At é usada para descrever a localizagao | _|em um ponto exato, locais especificos e i enderegos completos. | On é usada para descrever a localizagéio em uma rua, avenida, ou proximo ao. mar ou a um lago, e para enderecos incompletos (nome da rua). Opposite é usada para descrever algo ou alguém que esta do outro lado, ou seja, | do lado oposto. Near é usada para descrever a localizagao de algo ou alguém proximo a outra coisa ou pessoa A expressio next to usada para descrever o que esta ao lado ou na sequéncia de algo ou alguém. Behind é usada para descrever algo ou alguém que esté atrés de outra coisa ou pessoa Between é usada para descrever algo ou alguém que esta entre duas coisas ou pessoas. A expressao on the corner of é usada para indicar a localizagao na esquina de uma rua The World of English estamos na estagao. fone hundred and fifty-two As preposicdes da lingua inglesa usadas com meios de transporte so ine an. Dizemos on 9 bus, on a bike, on a train, on a ship, on a boat, on a bike. Porém, se estamos em um carro, van ou taxi a preposicao correta ¢ in: in a car, in a van, in a taxi/cab, Com subway (metrd). usamos on a subway se estamos dentro do vagao do metro, mas usamos in the subway se The house is at 207, Perth S Dinah is at the restaurant now, The house is on Pérth St. He spends his vacation on the beach every year. The cinema is opposite the famous Bruske Bakery. The park is opposite the school. He’s near my house now, but he can’t find the number. ive near a hospital, I can walk there. There is a blue house next to my house, you can’t miss it. The boy sitting next to Helen is my neighbor. There’s a garage behind my house. live behind that huge supermarket on $ St. There is a coffee shop between my house and yours Bob is that blond boy, between Mark and Susan. The bank is on the corner of Broadway and Main St. Meet me on the corner of 4th St. and 12th Av. lazar Fonte de pesquisa: BYU Corpora Dipoivel em: ,Aceseo en: 25 mala 2015, heii ah sis Glossary amazing adjective surpreendente anteater noun [C] tamandua arm noun [C} raco assumption noun [C] suposicio avoid verb evitar biodiversity noun [U] biodiversidade border noun (C) tronteira chase verb perseguir cheetah noun (C} chite, suepardo claw noun [C] pata cub noun [C} fhore dangerous adjective perigoso disease noun [0] doenca dive verb: merguihar ear noun [C] ovina encroachment noun [U} invasio endangered adjective ameacacio environment noun [C] meio ambiente extirpate verb extirpar,eliminer fast adjective ripido flooding noun [U) enchente frog noun [C] ri fur noun [U] pele grassland noun [U} gramado hare noun [C] bre heritage noun [C]_patrimonio hunt verb cacar hurricane noun [C] turacao inner adjective interior island noun (C] ithe Jaw noun [6] mangibuta lake noun [C} lego leg noun [6] perna length noun [U] extensio Wizard noun [C) acerto loss noun [U] perda mammal noun [C]_ mamifero mane noun [C] juba. crina muzzle noun [C] fecino narrow adjective estreito offspring noun [C] cria outer adjective exterior pattern noun (C) padi plain noun [C} pianicie powerful adjective poderoso prey noun [U] prese rainfall noun [C] chuva random adjective aleatério rebound verb recuperarse recognizable adjective reconhecivel reddish adjective avermethado remaining adjective restante reservoir noun (G/ reservatorio roam verb eraminlar.passear rocky adjective rocnoso scatter verb espalhar sleek adjective lustroso slender adjective esbeito snowy adjective chelo de neve speed noun (U] velocidade spot noun [C] mancta sprint verb correr a toda velocidade sticky adjective grudento still adverb sina survive verb sobreviver tail noun [C] cauda threat noun [U) ameace threaten verb ameagar tongue noun (C] tingua towards preposition em direcao a tract noun [C] extenséo underbelly noun [C] pare inferior da arriga unlike preposition 20 contrario de venom noun [U) veneno (de anima venomous adjective venenoso warthog noun [C] javaliaricano waterfall noun [C] cachoeira weather noun [U] tempo lima) weight verb pesar widespread adjective espainado wild adjective seivagem wildfire noun [C} incéndio florestal wolf noun [C] obo wonder noun [C} maravilna fone hundred and fity-nine C+. Language at Work Adjectives * Em inglés, os adjetivos nao possuem distingao de género nem sao flexionados no plural. Ha duas formas de posicionar os adjetivos na frase: Sujeito + Verbo to be + Adjetivo Themovie is _ infuriating. + +. + Subject Verb be Adjective Sujeito + Verbo + Adjetivo + Substantivo The director presents a confusing plot. + + Ba + Subject Verb Adjective Noun * Quando temos mais de um adjetivo na frase, sabemos que hé uma certa ordem a seguir (veja 0 Language Reference da Unidade 4). Usamos adjetivos que expressam qualidades mais gerais antes dos adjetivos que expressam qualidades mais especificas. Exemplo: ‘The Boy and the World is @ notable animated movie. Bika nau oe Qs substantivos movie ¢ film s€0 usados para se fazer referencia a filmes nos varios paises de lingua inglesa. Em geral, hé uma preferéncia por um ou por outro, dependende do local ou regio: «0 substantivo movie ¢ usado nos EUA, nas Filipinas, na Nigéria e em Gana, ‘« O substantivo film é usado no Reino Unido, Canada, Irlanda, Australie, Nove Zelandia, India, Paquistao, Bangladesh, Hong Kong, «0s verbos mais usados com os substentivos movie e film sao: watch, see, make, do, enjoy, shoot, Forte de gsqus: BYU Corpra Dispel em: chtp:eorpsyiedu>, Actte er 25 eas 2005. BUI one hundred and sixty Glossary achieve verb alcangar awful adjective terrivel blankness noun [U) vazio bold adjective desafiador boring adjective entediante east noun [C] etenco challenging adjective desafiador confusing adjective contuso consumption noun [U} consumo countryside noun (U) zona rurak enthralled adjective encantado exciting adjetive excttante, emocionante fast-paced adjective acelerado feature noun filme de longa-metragem fun adjective divertido, agradavet Bloomy adjective melancélico ripping adjective rascinante hang out phrasal verb sair junto homestead noun (C]_propriedaae hope noun [U] esperanca infuriating adjective enturecedor journey noun [C} jomada leisure noun [U] tazer Joop noun [C] guinada misadventure noun [0] desventura Mosque noun [C} mesquita performance noun [C} atuacio lot noun [C] enredo it verd desistir feader noun [C]_eitor fole noun [C] papel sad adjective triste Soare verb assustar Scary adjective assustador Screenwriter noun [C] roteirista Search noun [C} busca setting noun [C] cenério slave noun [C] escravo State-of-the-art adjective de ultima geracao tapestry noun [U] tpecaria terrific adjective espetacular thought provoking adjective instigate thriller noun [C} tivro ou hme que apresenta suspense thrilling adjective emocionante unforgettable adjective inesquecivel unmissable adjective imperaivel fone hundred and sixty- one @ERIaaaard +B ae Language at Work Modal verbs — should and must * O modal verb should expressa a ideia de conselho, dever ou recomendagao. Exemplos: ‘Angela should be more careful You shouldn't be watching TV, you should be studying. © Na afirmativa, 0 modal verb must expressa a ideia de obrigagio. Exemplos: | must study hard for the Math test. You must pay this bill today * Na negativa, o modal verb must expressa a ideia de proibicao Exemplos: You mustn't speak now. You must not enter here. should not shouldn't must must not mustn’t Must... 7 The World of English 0 modal verb should é bastante camum em textos sobre bullying. Veja abaixo alguns dos verbos mais usados com should pare falar de bullying, seguidos de exemplos. « Be: My first priority should be to protect her. « Intervene: Educators should intervene to prevent bullying. ‘« Retaliate: Victims of bullying should not retaliate, «Include: Bullying prevention measures should include everyone. « Know: Facts that everyone should know about bullying. Fonte de pesausa:BYU Corpora Dspoive em: chtp:earpus yeu, Azeso em: 25 malo 2015, GLOSSARY accurate adjective exato adaptable adjective acopravet addiction noun [U] vicio attentive adjective atento break off phrasal verb somper bystander noun [C] observador, espectador change verb mudar convey verb sransmitir ery verb chorar disgusting adjective nojento dumb adjective estipido fairly adverb razoavelmente fake adjective falso follower noun [C] seguidor friendship noun [C] amicase guidance noun [U] orientacéo heal verb curar hide verb esconder hurtful adjective doioroso Joke noun [C] piada marriage noun [U] casamento matter verb importar mock verb) cacoar descent|noun [U} cescendéncia inspire verb inspirar perhaps adverb talvez CEE Ue Be ah ie pain noun [C} dor passion noun [C] paixio Partnership noun [U) parceria private adjective privado roof noun [U} evidéncia Pupil noun [C] estudante rehearse verb ensaiar report verb relatar Fesource noun [0] recurso Scroll verb rolar (pagina de internet) ‘setting noun [C] configuracio singer noun [C] cantor Songwriter noun [C] compositor striking adjective. impressionante support verb apoiar supportive adjective solidario tick verb conceder créaito unattractive adjective pouco atraente uncomfortable adjective desconfortavel underachiever noun [C] pessoa sem sucesso uphold verb defender weird adjective estranho supose verb sur whale noun [C} baleia | fone hundred and sixty-three |1 In Unit 1 you learned about some traditional events in Brazil. Now look at an image related to an event in another country and decide if the sentences are T (true) or F (false). 2 This is a ticket to a parade. The event is on a weekday. Abacus : Itis a one-day event. d The eventis free. i r . e The event offers music, arts, j indian festival of lights crafts, and food. SUN ALAC AE Dal festa postr ] | |2) Now look at another image and check (v) the correct answers. 1 This image is. Pate z Unitosss 2 What is the event about? a Itis a play. z b It is a sport event. = It is a food festival. ‘Trptcene water nie d It is a movie. —— Semi | 3 How much is it? a $0.82. b $ 15.00, ce $ 16.22, a $7.20. | 4 Whatis the date of the event? a Tuesday May 21, 2013, © Thursday May 21, 2013. | b ‘Tuesday February 5, 2013. a Friday 21 May, 2013 5 What time is the event? | a 3:50 pm, b 7:20 am. c 7:02 pm a 3pm. BEEF one hundred and sixty-four 1 4. (3) Complete the sentences with a preposition (on, in, at), a month, or a date. Refer back to Language at Work in Unit 1, if necessary. a Independence Day is celebrated ________ July 4 in the United States. | b In Brazil, kids usually have their summer vacation in and ¢ Carnival can be celebrated _________ February or March. d_ Christmas is always on —____ e Tiradentes was born _____ November 12, 1746. f Banks usually close ___ 4 pm in Brazil. |) Read the comic strip and sentences a-d. Every sentence has one mistake. Circle the mistake and write the correction in the space. 2a (Garfield Jn Das ‘The situation happens on a Sunday. Garfield love Mondays. Garfield don’t have to work on Mondays. o ® Garfield always works on Mondays, — | —__________ (5) You learned about the routine of different people in Unit 2. Now read the activities in the chart and check (v) the time of the day people usually do them. You can check more than one. ‘do homework {go to school goto sleep {go to work | have a shower have breakfast have dinner’ have lunch ‘wake up. watch TV fone hundred and sixty-five BRED oe nuare six 4) In Unit 3, you studied the characteristics of maps. Now look at an extract of a map of Glasgow, in Scotland, and write Yes or No in the sentences about it. GLASGOW MAP a You can see the airport on the map. b Glasgow Caledonian University is on Dobbie's Loan, —__ ¢ There is a train station on Cathedral Street, @ Central Station is on the corner of Argyle Street and Union Street. ___ e There is a university near Buchanan Bus Station, —___ (2) Where would you go in Glasgow if you .. a need to take a bus: ib. need to-go shopping: a ee 3} In Unit 4, you discussed standards of beauty and listened to a song about it. Now read the extracts of two other songs. Then read the sentences and check (v) the song it refers to. You can check only one song, both songs, or none. Just the Way You Are (Bruno Mars) Beautiful (Christina Aguilera) peacrienctes wer aves Make the stars look like they’re not shining Her hair, her hair Falls perfectly without her trying She's so beautiful ‘And I tell her everyday Don't look at me Every day is so wonderful And suddenly Is hard to breathe ‘Now and then I get insecure A : 2k When I compliment her she won't believe me pas So a And it’s $0, i's so I'm so ashamed Sad to think that she don'tsee whatIsee | But every time she asks me, “Do I look okay?" know, I know (Chorus: ree Tam beautiful v ‘No matter what they say rena Words can't bring me down Wier Te wae rs Tam beautiful ere’s nota ‘would change Inevery single Ties Be pee ee Yes words can't bring me down Better (Oh no ee ‘And when you smile ‘The whole world stops and stares for a while | “Cause, girl, you're amazing Just the way you are So don’t you bring me down today : spel ere ior. vagature com bein agullraeautituLniia. Fragment; | -rmnogalume compro aru te-wny.y0-ae Rl > (Fragment) Acesso em: 10 malo 2035. a There Is a boy singing about a girl. b There is a girl singing about herself. ¢ The girl in the song thinks she is beautiful {4 The girl in the song Is beautiful | ¢ The song mentions the girs hair and eyes. { The song helps people believe they are beautiful the way they are. fone hundred and sixty-seven 1) You studied the features of infographics and vocabulary related to the Universe in Unit 5. Now read the infographic and decide if the sentences are T (true) or F (false) i 10 IPERMOON | r Se Cees BESIGEIFULL MOON cities aU eren rere BTU Nero} 2013 THE MOST ae a The infographic is from the year 2013. b The infogra| and that scientists call The Perigee Full Moon s about a phenomenon hat people call The Supermoon ¢ During the Supermoon, the Moon looks larger as seen from the Earth. a During the Supermoon, the Moon is more distant from the Earth than usual. e The number of Supermoons is the same 2) Complete the information about these record-breaking animals with the superlative of the adjectives in parentheses. Refer back to Language at Work in Unit 6, if necessary. a 1 (long) jump by a cat is 182.88 cm, and was achieved by Alley, owned by Samantha Martin (USA), BN in Austin, Texas, USA, on 27 October 2013. Dison em .(Fanferto} Aces er: 10 naa 2015 ¢ _|___ (large) egg on record weighed 2.589 kg and was laid by an ostrich (Struthio camelus) at a farm owned by Kerstin and Gunnar Sahlin in Borlinge, Sweden, on 17 May 2008, Dispel em: cw nena con/nriecordy laroest eg om abrd-fving>(Fraghena) Aces en 10 mao 2035, 4 Asof7 July 2006, the record for __|__(smnall) horse is Thumbelina, a miniature sorrel brown mare who measures 44,5 cm and is owned by Kay and Paul Goessling, who live on the Goose Creek Farm Ine, St Louls, Missouri, USA. Dispel en cw. guiresswarrecots.com! word ecordmalest king or, Paghen,) Acoss en 10 Ma 2015. oe (short) donkey is KneeHi (born 2 October 2007}, a brown jack who measured 64.2 cm, at Best Friends Farm in Gainesville, Florida, USA. Ditponive! ent ,Acesso en: 15 abe 2015 fi ian thetngvics 2h See ee a eae a Bi Ditector- 2k Tas ¢ Country where the movie was produced: ——_____ 2) Read some sentences about the movie in Activity 1. Then circle YES or NO according to the information in the synopsis. Everybody Street is an action movie. YES / NO a b The movie is about photographers in New York. YES / NO ‘The director of the movie is a photographer. YES / NO a There is a high definition version ofthe movie. YES / NO © The duration of the movie is 1 hour and 16 minutes. YES / NO (3) Read the synopsis again, paying attention to the adjectives in bold. Then match them to their synonyms. 2 iconic peculiar j b incomparable instinctual ¢ visceral classical | 4 singular urgent | € immediate inimitable ee () Bullying is a very serious problem that affects children, teenagers and adults all over the world. Look at the menu of a website about the topic and answer the questions. Disponive er: cnwnstonbullying ovr (Fragmerta) Aces en: 20 malo 2035, Which button from the menu do you click if you . are a victim of bullying and need help? —____ 4 want a definition of bullying? J want to learn how to react to bullying? —- want to know more about online bullying? want to know if you are in danger ;) Now read a text about cyberbullying and decide if the sentences are T (true) or F (false) Protect Yourself from Cyberbullying Bullying does not always happen in person. Cyberbullying is a type of bullying that happens online or through text messages or emails. There are things you can do to protect yourselt. « Always think about what you post. You never know what someone will forward. Being kind to others online will help to keep you safe. Oo nat share anything that could hurt or embarrass anyone. « keep your password a secret from other kids. Even kids that seem like friends could give your password away or use it in ways you don't want. Let your parents have your pasewords. « Think about who sees what you post online. Complete strangers? Friends? Friends of friends? Privacy settings let you control who sees what. « Keep your parents in the loop. Tell them what you're doing online and who you're doing it with. Let them friend or follow you. Listen to what they have to say about what is and isn’t okay to do. They care about you and want you to be safe. «Talk to an adult you trust about any messages you get or things you see online that make you sad or scared. If it is cyberbullying, report it. STOPBULLYING.6O. Dopurn! : ramtpbuly. gunna yu cadet Fragen) Acnus e 5 ab 2035 Cyberbullying can happen on d_ You shouldn't let everyone computers and on cell phones. see what you post online You must think about what e You must not tell your parents you post online. what you do online. You should keep your password f Ifyou are a victim of cyberbullying, a secret from your parents. you must tell an adult | y Pies dae| Audio Scripts « WELCOME UNIT Track 1 9.13 Song: Who Says UNIT Track 2 p22 Black Awareness Day is celebrated on November twentieth, Christmas is colebrated on December twenty fifth. International Women's Day Is celebrated an March eighth. Track 3.27 Caribbean Cross Training presents the CCT'e sports festival ‘and family day. Sunday, Decamber ninth, 6 am. to 6 pm at Fiying Fish Swim Club, St. Clair. Come and enjoy a fun-filled day af activities with triathlon races, rack climbing campatition, Water parks, video games, and more. Admission Ie free. Race ‘and competition registration forms ara available at Kenny's Sport Center, Flying Fish Swim Club, The Caribbean Cross Training Facebook page, snd all popular bike shops. Far more Information call 328-554 or 822-0973. «UNIT2, Track 4 p. 43) kayle's School morning routine. So, frst thing I dais. wake up ‘around 6:30 and I go on all my social media sites, Then T gat up and, to be honest, I don't make my bed every day unless someone is coming aver, that daesn't normally come over. Today Il be wearing a tank top, a skirt, and a cardigen. Then go get my backpack and put everything that I need and do It for the day. ‘Then I go into my kitchen and I start picking out what I want to eat for the day. Today, Til be having Nutella toast ~ yes, Nutella, So Igo to my fridge and I get some breat ‘Then Igo to the breakfast bar area, and Igo on my phone and {do some more kind of social media stuff and I eat, When I'm all done, I take everything off the counter and I go put away my dishes and then I would go brush my teeth. ‘and then Igo, put my shoes on, and then I grab my backpack and then I start to head out to the door, Track 5 p. 44 (00 you take a shower in the morning? 1 you listen to musie in the morning? Do you stretch in the morning? «UNITS: Track 6 p. 58 Hi, Tm Rick Steves. Thanks for joining me on a walk through Westminster from Big Ben to Trafalgar Square. As London's political center, the Westminster neighborhood is bath historic and contemporary, We'll see the River Thames where Landon was born, pass statues and monuments from London's past, admire the Halle of Parliament ~ where Britain ruled today ~ and take a peek ‘at number 10 Downing Street, home of the Prime Minister, fone hundred and seventy-two Track 7 p.58 = Tohelp you along, Ive invited my colleague, Lisa, Welcome, Usa. = Hit = Shell give directions from one stop to the next: = Now, let's go to Westminster. Lisa, get us started, = Thanks, Rick! = The tour begins. Big Ben and the Halle of Parliament, Start on Westminster Bridge, which stradoles the River Thames. Walk halfway across the bridge, where you have ‘reat views. Tha river flows from South to North at this point. The London Eye Ferris Wheel dominates the East Bank. On the other side it's the awe-inspiring sight of Big Ben and the Halle of Parliament. = Ding-dong, ding-dong. Ding-ding, ding- 'No site, a area Learn English oferece diversas se- {Gdes, nas quais voo® pode encontrar explicacdes, ‘seguidas de atividades. (Acesso em: 29 maio 2015.) hntp://learnenglishteens. ritishcounci.org/> Site do Gonselno Bnitanico (British Council) com ati- Vidades, podcasts e videos, além de uma revista letrénica (Magazine) com artigos escritos por ado- lescentes como voce. (Acesso em: 29 malo 2015.) Syivw.english-grammariessons.com> ‘Aqui voce encontra explicagdes sobre os principals t6picos gramaticais e atividades, para consolidar 0 {que yooe jé sabe e aprender mais. (Acesso em: 29 ‘malo 2015.) -Sevwwenglisheentral.com= (0 site disponibiiza trechos de videos didaticos auténticos, com ou sem legenda em ingles, e ativi dades. Os arquivos so orgenizados em topicos © habilidades. (Acesso em: 29 maio 2015.) -domw.short-stories.co.uk= (Os contos neste site so organizados de acordo com (© genero literdrio. Voc® pode baixar os textos para poder ler os contos sem estar conectado a Internet. (Acesso em: 29 maio 2015.) wiv. yoanews.com/learningenglish/home> 0 site, criado e mantido pelo governo norte-america no, oferece noticias e informagdes para estudantes dda lingua inglesa desde 1989, Os contetidos sao or- ganizados em tres nivels de dificuldade, e cobrem diversas areas, como entretenimento, ciencia e tec- nologia, educagao, entre outros, (Acesso em: 29 maio 2015.) -Ewwonelook.com> Mais do que um diclonario online, o site € uma ferra: menta de busca de termos, oferecendo uma primeira ‘acepedo ¢ links para outras em diversos dicionarios. (Acesso em: 29 maio 2015.) cchttp://adesl.org/> Oferece centenas de quizzes e atividades, divididas por nivel, para prética de vocabulério e gramatica, (Acesso em: 29 maio 2015.) one hundred and seventy-five BAHKTIN, M. Os gneras do discus. In {1979} Estética da criagdo verbal. 4. ed. Sao Paulo: Marin Fontes, 2006, BARTON, 0; HAMILTON, M; IVAN, R. Situated Literacies: Reading and Witing in Context. London: Routledge, 2000. LBAZERMAN, C. Género, agéncia e escrta.Taducio e adaptacso de Judith Chambiss Hoffnagel $30 Paulo: Cortez Euitora, 2006 BENSON, P Teaching and Researching Autonomy in Language Learning. New ork: Longman, 2001. ‘BERBER SARDINHA,T. Linguistica de Corpus, S80 Paulo: Mancle, 2004. Lexicogrammar. In: C.CHAPELLE (Eé). The Encyclopedia ‘of Applied Linguistics. Hoboken, NJ: Wiley, 2013a, p, 3365-3370. ____Teaching Grammar and Corpora. In: CHAPELLE,C. (Ed) The Encyclopedia of Applied Lnguisis. Malden, MA: Wile: Blackwell, 2013b. p. 5578-5584. BIBER, D. Variation across Speech and Whiting. Cambridge: ‘Camonidge University ross, 1988, BRASIL. Congresso Nacional. Lei de Diretzes e Bases da FEducacdo Nacional. Lei n. 9394, do 20 de dezembro de 1996, ® legislagdo comelata. Braslia: Senado Federal, 2005, Ministéio da Educagio. Guia de lvos aidétices: PNLD ‘2011: lingua estrangeira moderna. Braslia: MECY/ SEB, 2010a, Conggesso Nacional. Estatuto da Ctianga e do ‘Adolescente. Lei n. 8.069, de 13 de juno de 1990, e leisiagéo Correlata 9. ed, Braslia: Camara dos Deputados, 2010%, Miistéio da Educagdo. Diretives Curculares Nacionais da Educagao Basia, Braslia: MEC/SEB, 2013. (COPE, B.; KALANTZIS, M. The beginning of an idea. In (€d.). Muitteraces:iteracy earning andthe design of ‘Social futures. London: Routledge, 2000. Uteracies. Australia: Cambridge Univesity Press, 2012, DIAS, R. Géneros digtais © multmodalidade: oportunidades ontine para @ escitae a produgao oral em inglés no conterto dda educagao bésica In: DIAS, R.; DELLISOLIA, R. LP (Org) (Géneros textuas: teria e prética de ensino em LE. Campinas: Mercado das Levas, 2012. p. 295-315. DDUFE identity, agency and SLA. In: GASS, S; MACKEY. A. (Ed). Handbook of Second Language Acquistion. London: Routledge 2012. p 410-426, EDWARDS, D; MERCER, N. Common Knowledge: The Development. of Understanding in the Classroom, London: Methuen, 1987, FREIRE, P Pedagogia do oprimido. 17.06, Ro de Janeiro: Por © Terra, 1987, fone hundred and seventy-six Pedagogia da autonomia: saberes necessérios & prética educativa, 7. ed, So Paulo: Paz e Tera, 1996. FUNG, ¥. M. Collaborative writing features. RELC Journal, v.41, 1. 1, p. 18-30, abr. 2010. Disponivel em: . Aeesso em; 20 abr. 2015. GRABE, W; KAPLAN; RB. Theory and Practice of Wnting: An ‘Applied Linguistic Perspective. London: Routledge, 1996, HYLAND. K. Genre and Second Language Writing. Michigan: The University of Michigan Press, 2004, Gene pedagogy: language, leracy and L2 wing instruction. Joumal of Second Language Witting, v.16, p. 148: 164, 2007. KRESS, G. Literacy in the new media age. London; New Yor: Routledge, 2003, LANTOLE 4P Invoducing sociocultural theory. In; Sociocutural Theory and Second Language Learning. Oxford: Oxford University Press, 2000. p. 1-26. : THORNE, SL Sociocutural Theory and Second Language Learning. Oxford: Oxford University Press, 2006, LUBERALL, FC. Farmagio ertica de educadores: questies fundamentais. Campinas: Pontes, 2010, LUCKES!, Cc. C. Avaiagdo da aprenaizagem na escole reelaborando conceitose recriando a prtica. 2. ed, re. Sahador: Malabares ComunicagSo e Eventos, 2005, MARCUSCHI, L.A. Géneros tetas: definigSo e funcionalidade, In: BEZERRA, M. A; DIONISIO, A. P; MACHADO, A. R (Org). Gener texuais¢ ensino. Rio de Janeiro: Lucema, 2002. MERCER, N. The Guided Construction of Knowledge: Talk amongst Teachers and Learners. Clevedon: Mutiingual Mater, 1995. ‘SCHON, D.A. Educating the Reflective Practitioner: Toward 2 New Teaching and a Leaming in the Professions. San Francisco, CA: Jossey-Bass, 1996, TURNBULL, M.; DAILEY-O'CAIN, J. Fst Language Use in Second ‘and Foreign Language Learning Bristol, UK: Multilingual Matters, 2009, WGOTSKY, L. S. Aensamento e linguagem. S80 Paulo: Martins Fontes, 1987. (Colegdo Psicologia e Pedagoga). A formagao socal da mente. 6. ed. Sto Paulo: Martins Fontes, 1996. WELLS, G.; CHANG WELLS, G.L Constructing Knowledge Together: Classrooms as Centers of Inquiry and Literacy. Portsmouth, NB: Heinemann, 1992. WOOD, 0. J; BRUNER, J. S; ROSS, G, The role of tutoring in problem solving. Journal of Child Psychiauy and Psychology, . 17,0. 2, p. 89-100, 1976. I HINO NACIONAL Letra: Joaquim Osério Duque Estrada Masica: Francisco Manuel da Silva ‘Ouviram do Ipiranga as margens placida: Deitado eternamente em berco espléndido, De um povo heroico o brado retumbante, ‘Ao som do mar e a luz do céu profundo, E 0 sol da liberdade, em raios fuilgidos, Fulguras, 6 Brasil, florao da América, Brilhou no céu da Patria nesse instante. Muminado ao sol do Novo Mundo! ‘Se 0 penhor dessa igualdade Do que a terra mais garrida Conseguimos conquistar com brago forte, __‘Teus risonhos, lindos campos tém mais flores; Em teu selo, 6 liberdade, "Nossos bosques tm mais vida", Desafia 0 nosso peito a prépria morte! "Nossa vida" no teu seio "mais amores”. © Patria amada, © Patria amada, Idolatrada, Idolatrada, Salve! Salve! Salve! Salve! Brasil, um sonho intenso, um raio vivido Brasil, de amor eterno seja simbolo De amor e de esper: jerra desce, Olabaro que ostentas estrelado, Se em teu formoso céu, risonho e limpido, Edigao verde-louro desta flamula ‘Aimagem do Cruzeiro resplandece. -Pazno futuro e gléria no passado. Gigante pela propria natureza, Mas, se ergues dajusticaaclavaforte, Es belo, és forte, impavido colosso, \Veras que um filho teu nao foge a luta, E 0 teu futuro espelha essa grandeza. Nem teme, quem te adora, a prépria morte. Terra adorada, Terra adorada, Entre outras mil, Entre outras mil, Es tu, Brasi Es tu, Brasil, © Patria amadal © Patria amada! Dos filhos deste solo és mae gentil, Dos filhos deste solo és mae gentil, Patria amada, Patria amada, Brasil! * Brasil! Pee ee Src Coma frutas, legumes ee Oe aa! Cesc Sat eres innatura, coloridos, Berean Poerieey Peer ec ee eters B P| re | Sempre que possivel, Evite alimentos ndo reer SUT ae ec Cres ee a ee Le pests 7 pe ke ll eee cy ent Becca Oe en cy Cecoe ety Cr ee Conc Sorter es ES 3 Cees) Este livro didatico € um material consumivel, que pode ser mantido com vocé apés 0 final do ano letivo. Cuide bem do que é seu por direito. r | | il 0090P170920071L

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