TRILHA DE RECUPERAÇÃO - II ETAPA - 2023

TRILHA DE
RECUPERAÇÃO
II ETAPA LETIVA – 2023

ÁREA DO CONHECIMENTO: Linguagens

COMPONENTE CURRICULAR: Língua Inglesa
ANO/SÉRIE: 8.º Ano do Ensino Fundamental

Prezado(a) Estudante,

Esta Trilha de Recuperação apresenta possíveis caminhos para o desenvolvimento de habilidades

relacionadas ao componente curricular e tem o objetivo de auxiliá-lo(a) na sua rotina de estudos para que

você alcance o desempenho esperado.

No decorrer da Trilha, você poderá compreender melhor os temas estudados e ampliar

seus conhecimentos, por meio de diferentes estratégias que visam contribuir para o seu processo de

aprendizagem.

Segue abaixo a relação de unidades temáticas, objetos de conhecimento e habilidades a serem

desenvolvidas.

UNIDADES OBJETOS DE
HABILIDADES
TEMÁTICAS CONHECIMENTO

(BNCC – EF08LI08) Analisar, criticamente, o conteúdo de

AVALIAÇÃO DOS
Reflexão pós-leitura textos, comparando diferentes perspectivas apresenta-
TEXTOS LIDOS
das sobre um mesmo assunto.

ESTRATÉGIAS DE Revisão de textos (BNCC – EF08LI10) Reconstruir o texto, com cortes,

ESCRITA: ESCRITA com a mediação acréscimos, reformulações e correções, para aprimora-
E PÓS-ESCRITA do professor mento, edição e publicação final.

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PRÁTICAS DE OBJETOS DE
HABILIDADES
LINGUAGEM CONHECIMENTO

(BNCC – EF08LI11) Produzir textos (comentários em

fóruns, relatos pessoais, mensagens instantâneas,
Produção de textos tweets, reportagens, histórias de ficção, blogues, entre
PRÁTICAS DE
escritos com mediação outros), com o uso de estratégias de escrita (planeja-
ESCRITA
do professor/colegas mento, produção de rascunho, revisão e edição final),
apontando sonhos e projetos para o futuro (pessoal, da
família, da comunidade ou do planeta).

(BNCC – EF08LI04) Utilizar recursos e repertório linguísti-

Produção de textos
cos apropriados para informar/comunicar/falar do fu-
PRODUÇÃO ORAL orais com autonomia
turo: planos, previsões, possibilidades e probabilidades.

(BNCC – EF08LI12) Construir repertório lexical relativo a

planos, previsões e expectativas para o futuro.

(CSMM – EF08LI01) Construir repertório lexical referente

às atividades esportivas e as suas consequências para a
Construção de
ESTUDO DO LEXICO saúde e bem-estar do corpo.
repertório lexical
(CSMM – EF08LI02) Construir repertório lexical refe-
rente ao meio ambiente e relações entre seus elemen-
tos.

(CSMM – EF08LI04) Utilizar formas verbais do presente

perfeito para falar de ações no passado com efeito/re-
Presente perfeito sultado no presente.

Conditionals (primeira (CSMM – EF08LI06) Empregar, de forma inteligível, as

e segunda) condicionais primeira e segunda para indicar specific
GRAMÁTICA
situations e possible situation, hypotetical/unreal situa-
Verbos modais should, tions in the future.
ought to
(CSMM – EF08LI07) Empregar, de forma inteligível, os ver-
bos modais should e ought to para indicar recomendações,
necessidades e obrigações.

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1. APROXIMAÇÃO

► Releia as anotações realizadas durante as aulas da II Etapa Letiva e concentre sua atenção nas
habilidades essenciais selecionadas nesta Trilha de Recuperação.

► Converse com seu/sua professor(a) sobre a melhor abordagem e sugestões complementares a

estas orientações.

2. PERCEPÇÃO E PREPARAÇÃO

Assista aos vídeos sugeridos abaixo e anote os conhecimentos relacionados às habilidades propostas.

► PRESENT PERFECT:

https://www.youtube.com/watch?v=553eeL1Dvho

► CONDITIONALS (FIRST AND SECOND):

https://www.youtube.com/watch?v=tcOLyvkBc48;

https://www.youtube.com/watch?v=9ifCM8kJFKI;

https://www.youtube.com/watch?v=7_LCu92sk8k;

https://www.youtube.com/watch?v=iZnL2cb_w20

► MODALS (SHOULD AND OUGHT TO):

https://www.youtube.com/watch?v=aZhGNeeARSw;

https://www.youtube.com/watch?v=AMrXtM04N0U

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3. AMPLIAÇÃO

RESOLVA as atividades e, se necessário, tire dúvidas com seu professor. Após realizar as atividades, entre-
gue-as para seu professor realizar a correção.

VOCABULARY

01. COMPLETE the words in the sentences.

a) Max, I’d like you to apologise to Izzy; come on, s______ s_______.

b) This is a great photo. I’m going to p_______ it on social media.

c) Using three adjectives, how would you d____________ yourself?

d) We usually s_______ h_______ when we meet someone for the first time.

e) Let’s meet at Café Uno. If you see me and I don’t see you, just w__________.

02. SWAP the words in bold in the sentences.

a) Astronauts spend months calories ________________ before going into space.

b) When I get training ________________, I relax by listening to music.

c) I try to eat well, and I think I have a works out ________________.

d) My dad stressed ________________ at the gym twice a week.

e) The number of balanced diet ________________ tells us how much energy is in food.

03. COMPLETE the sentences with the correct form of the verbs produce, protect, reduce or destroy.

a) Solar power ________________ a lot of energy, and it’s cheap.

b) Plastic in our oceans is ________________ a lot of marine life.

c) It might be possible ________________the planet if we make changes now.

d) Humans have ________________ a lot of waste, which is polluting the planet.

e) Unless we significantly ________________ carbon dioxide levels, climate change will continue.

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READING

04. Read the text. COMPLETE the sentences with information from the text.

PET TRANSLATOR

Have you ever wished you could understand what your dog is trying to tell you? According
to scientists at a leading USA university, you will soon be able to. The team of scientists has stu-
died the behaviour of prairie dogs (which are actually not dogs but a type of squirrel) for around
thirty years. They have discovered that the animals communicate with each other by making
different noises. They can describe different types of danger, different colours and even greet
each other by varying their calls to each other. The team has developed a computer programme
which interprets the sounds and can translate them into English. They say that we will be able
to communicate with our dogs within ten years. The programme can also help to interpret what
dogs want by analysing their gestures or expressions. Dogs are good at reading us – they unders-
tand our meaning when we shout, and even when we smile – but we aren’t always very good at
reading them. For example, they sometimes don’t like people to hold or hug them, but because
we like it, we assume they do, too. Soon, we will be able to point our phone at our dog and hear
a translation which tells us how it’s feeling or what it wants. And, if successful, the team plans to
extend the translator to cats, horses and eventually all animals.

a) The team has studied the behaviour of a type of ___________________.

b) The ___________________ can greet each other and warn one another of danger.

c) The ___________________ is designed to interpret sound and movement.

d) ___________________ are very good at understanding people.

e) The translator will work from your ___________________.

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05. Read the text. ANSWER the questions.

Your body clock: Frequently Asked Questions

Q: What is the body clock?
The body clock is a natural 24-hour cycle that controls everything in the body, including
your energy, your sleep, and your health.
Q: How does the body clock work?
The body clock is sensitive to light. When your eyes see light, they send signals to your
brain and you feel awake. This is why we have energy during the day and start to feel tired when
it’s dark. This is the reason you shouldn’t look at electronic devices before bed because the light
can stop you going to sleep.
Q: How is a teenager’s body clock different?
The brain changes a lot between the ages of 12 and 20 and this affects your body clock.
Some scientists say that most teenagers don’t get enough morning light. They suggest that
teenagers should use the morning break at school to go outside or look out of the window.
Q: How much sleep do teenagers need?
Sleep is very important. Without it, we can get stressed, tired and ill. Teenagers need
around nine hours a night but most don’t get enough sleep. Because of changes in the brain, it
is natural for teenagers to go to bed later and sleep in the morning. This is why teenagers find
it difficult to get up early to go to school.
Q: What is the best time of day for exercise?
The body clock affects our heart and our muscles, and they work better at different times
of the day.
Scientists found that the best time to work out is in the morning or at 5 pm in the after-
noon. You shouldn’t exercise just before bed, because this is when it’s important to relax and
prepare for sleep.
But experts say that the most important thing is everyone ought to have a balanced diet
and take regular exercise.

a) What does the light in electronic devices do?

________________________________________________________________________________

b) What causes the body clock to be affected in teenagers?

________________________________________________________________________________

c) Why do some experts suggest that teenagers go outside in the morning?

________________________________________________________________________________

d) How does the body clock affect teenagers’ sleep?

________________________________________________________________________________

e) Why shouldn’t you exercise before bed?

________________________________________________________________________________

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06. Read the text. PUT the sentences a–e in the correct place 1–5 in the text.

THE GREAT BARRIER REEF

It is one of the seven wonders of the natural world, bigger than the Great Wall of China and
the only living thing on the planet that is visible from space. The Great Barrier Reef is over 3,000
km long and runs along the north-east coast of Australia. This underwater ‘garden’ of brightly
coloured coral is home to a wealth of marine life.
(1) ____ Whales and dolphins swim in the ocean around the reef, as well as several endan-
gered species, including the Dugong (Sea Cow) and large Green Sea Turtle. This World Heritage
Site truly is one of the world’s great wonders.
(2) ____ Scientists were shocked to discover that in 2016, 30% of coral was destroyed when
sea temperatures across the Great Barrier Reef were hotter than ever before. The destruction
was worse than scientists originally thought, with 29% of the 3,863 mini-reefs that make up the
Great Barrier Reef losing two-thirds or more of their corals. Scientists agree that the higher water
temperatures are the result of climate change.
(3) ____ If the water temperature drops again, the corals regain their colour slowly. (4)
____. However, it takes an extremely long time for the coral to recover.
Scientists agree that if we quickly reduce carbon dioxide and other greenhouse gases, then
we might be able to reverse the situation. (5) ____

a) The warm water causes the coral to lose its colour and die.

b) But they warn that if the situation doesn’t change, then recovery could be difficult.

c) I n fact, there are over 400 types of coral and 1,500 species of fish and 200 types of birds.

d) The main problem is that the coral died in a very short period of only 2–3 weeks.

e) But a recent study has found that higher sea temperatures are affecting this incredible structure.

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LANGUAGE IN USE

07. CORRECT the mistakes in the sentences.

a) It’s beautiful house. How long did you lived here?

_______________________________________________________________________________

b) Don’t worry if you aren’t understand. You can to gesture.

_______________________________________________________________________________

c) I’ve bought this hat yesterday. My daughter can to wear it.

_______________________________________________________________________________

d) Will you able to post this for me tomorrow? I couldn’t spare the time.

_______________________________________________________________________________

e) They are good neighbours. They lived here since three years.

_______________________________________________________________________________

08. WRITE sentences using the prompts and the words in brackets.

a) This jacket / not be / big / for me. (enough)

_______________________________________________________________________________

b) exercise / be / better than / no exercise. (a little)

_______________________________________________________________________________

c) You / train / every day / if / you /want to / win the race. (ought to)
_______________________________________________________________________________

d) What / I / do / to improve my speed? (should)

_______________________________________________________________________________

e) It / be / cold / to go jogging / today. (too)

_______________________________________________________________________________

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09. REWRITE the sentence so that it has the same meaning, using the word or phrase in brackets.

a) If you don’t leave now, you will miss the bus. (unless)
_______________________________________________________________________________

b) If it’s sunny tomorrow, we will swim in the sea. (won’t swim)

_______________________________________________________________________________

c) If you don’t want to go swimming, you won’t need your costume. (unless)
_______________________________________________________________________________

d) Unless you visit the caves at night, you won’t see bats. (will see)
_______________________________________________________________________________

e) If you walk along this path, you will get to the bay. (unless)
_______________________________________________________________________________

10. CORRECT complete the first conditional sentences with the correct form of the verbs in brackets.

a) Unless we _______________ (reduce) pollution, climate change _______________ (get) worse.

b) If we _______________ (use) solar power, we _______________ (reduce) carbon dioxide.

c) We _______________ (not reduce) waste unless we _______________ (recycle) more.

d) If we _______________ (protect) wildlife, more endangered species _______________ (survive).

e) We _______________ (destroy) a lot of marine life if we _______________ (not do) something

soon.

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4. ATIVIDADES DE RECUPERAÇÃO

RESOLVA as atividades relacionadas abaixo e entregue-as ao(à) professor(a), para avaliação.

UNIDADE: ___________

DATA: / / 2023
II ETAPA – ATIVIDADE AVALIATIVA DE RECUPERAÇÃO DE LÍNGUA INGLESA – 8.º ANO/E
ALUNO(A): N.º: TURMA:

PROFESSOR(A):

01. RECORD a video with a short advice for the unhealthy lifestyle showed in the video.
Watch the video: https://www.youtube.com/watch?v=J868Sj07KjQ
Organize your recording in topics, select interesting suggestions/advices for the problems. Use the lan-
guage from the unit (modals: should/ought to), use conjunctions to connect your ideas.
*MP4 file, at least: 2 min.

02. WRITE a listicle of a person who has played an important role in communicating an idea or message (an
actor, a singer, an inventor, an entrepreneur, a politician).

Step 1: watch the video to get some ideas: https://www.youtube.com/watch?v=xajr2XwDUQA

Step 2: Use the prompts below to help you.
Title: a title that makes you want to find out more.
Paragraph 1: general introduction to the topic.
Paragraph 2: interesting facts about his/her life.
Paragraph 3: a short ending to make the reader think.
Write at least 100 words.
Draft: _____________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________.

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