Escolar Documentos
Profissional Documentos
Cultura Documentos
INGLÊS
10.o ano de escolaridade
Ano de escolaridade
10.o Ano
Autores
Gillian Moreira
Telma Coelho de Sousa
Teresa Pinto de Almeida
Tim Oswald
Coordenadora de disciplina
Gillian Moreira
Design e Paginação
Esfera Crítica Unipessoal, Lda.
Gilda Rodrigues
Impressão e Acabamento
Grafica Nacional, Lda.
ISBN
978 - 989 - 8547 - 09 - 5
1ª Edição
Conceção e elaboração
Universidade de Aveiro
2012
Este guia de professor é propriedade do Ministério da Educação da República Democrática de Timor-Leste, estando proibida a sua
utilização para fins comerciais.
Os sítios da Internet referidos ao longo deste livro encontram-se ativos à data de publicação. Considerando a existência de alguma
volatilidade na Internet, o seu conteúdo e acessibilidade poderão sofrer eventuais alterações.
Índice
2 08
10
2. O programa de inglês – princípios gerais
2.1. Orientações Metodológicas
2.2. Princípios de avaliação
03
4 4.2. Módulo 2 - Family, Community and Tradition
Unidade temática 2.1 – Family and traditions
40 Secção A: My family
42 Secção B: Family lifestyles
44 Secção C: Family tradition
46 Grammar Reference Section
47 Final task
48 Atividades suplementares
04
5 86
5. Recursos didáticos
5.1 Dicionário
91 5.2 Planos de aula – alguns exemplos
95 5.3 Testes de avaliação – alguns exemplos
MODULE 1 – End of Module Test
MODULE 2 – End of Module Test
MODULE 3 – End of Module Test
6 110 6. Glossário
7 112 7. Bibliografia
Gramáticas
Dicionários
Contos e Histórias
Bibliografia de Referência
05
1. Apresentação do Guia do Professor
Este guia é um recurso didático que visa dar apoio à atividade do professor, fornecendo
orientações metodológicas e apresentando estratégias sobre o modo de operacionalizar
em contexto de sala de aula o programa de Inglês de 10.º ano do Ensino Secundário.
Incorpora, também, uma apresentação da estrutura do manual do aluno, que constitui
um instrumento de mediação das diretrizes estabelecidas no Programa e um conjunto de
recursos, atividades e materiais didáticos auxiliares a selecionar pelo professor de acordo
com as caraterísticas de cada turma e tendo em conta as metas de aprendizagem a atin-
gir. Além de fornecer indicações sobre a tipologia de instrumentos de avaliação a utilizar,
inclui materiais para avaliação formativa sob a forma de final tasks, por unidade, e uma
ficha sumativa, por módulo. O Guia do Professor apresenta as seguintes componentes:
Apresenta-se para cada uma das unidades uma tarefa integradora das aprendizagens re-
alizadas, designada Final Task. A avaliação final de cada um dos três módulos em que o
manual se organiza é realizada através de uma ficha avaliativa, inserida no final de cada
módulo, acompanhada de sugestões de resposta.
06 | Guia do Professor
Recursos Didáticos
Inclui recursos e instrumentos complementares do manual, nomeadamente um dicioná-
rio, um conjunto exemplificativo de planos de aula, um teste modelo por módulo e alguns
sites da Internet. O dicionário está organizado por ordem alfabética e contempla vocabu-
lário relativo aos textos apresentados ao longo dos vários módulos que integram o livro
do aluno. Os exemplos de possíveis planos de aula integram orientações para a operacio-
nalização das duas primeiras secções da unidade 1.1 na sala de aula. Os sites e páginas
da Internet indicados têm como objetivo apoiar o trabalho de pesquisa e estimular o uso
de outras fontes de conhecimento, para além dos dicionários, enciclopédias, gramáticas e
outros materiais de referência. Embora à data de elaboração deste guia, os sites indicados
se encontrem ativos, recomenda-se que o professor verifique o conteúdo de cada um dos
sites ou páginas da Internet antes de os divulgar junto dos alunos, dado que alguns con-
teúdos poderão, entretanto, ter sido alterados. De referir que a consulta destes sites ou
páginas é meramente indicativa.
Glossário
Visa clarificar alguns termos didáticos úteis para a compreensão e operacionalização das
propostas programáticas.
Bibliografia
Incorpora-se nesta secção algumas indicações bibliográficas.
08 | Guia do Professor
• Utilização de estratégias que estimulem a participação de todos os alunos e incenti-
vem o interesse pela aprendizagem.
Esta revisão deverá ser feita num processo cíclico e sistemático, desenvolvendo os
processos de reflexão e consolidando o conhecimento e uso linguísticos.
Na avaliação das aprendizagens dos alunos deverão ser tidos em conta os seguintes princípios:
• Divulgação aos alunos dos critérios de avaliação no sentido de tornar claro e transpa-
rente o processo avaliativo.
10 | Guia do Professor
3. Apresentação do Manual do Aluno
Uma atividade inicial - Getting Started - cujo objectivo é a ativação dos conhecimentos
prévios dos alunos através de atividades várias, nomeadamente jogos linguísticos, tarefas
especulativas e de brainstorming, que propiciem a exploração de vocabulário relativo à
temática a abordar, ou a mobilização de ideias e que, simultaneamente, possibilitem a
integração dos novos conhecimentos com os anteriores. As atividades desta secção inicial
são muito diversificadas e de níveis de complexidade diferenciados de forma a responder
à heteregeneidade dos alunos da turma. O objetivo é estimular o envolvimento de todos,
dando-lhes oportunidades para que participem de acordo com o seu nível linguístico. Esta
estratégia, além de propiciar a interação com os colegas, desenvolve o desempenho lin-
guístico do aluno aumentando-lhe o seu índice de auto-confiança e motivando-o para a
construção da sua aprendizagem.
Pequenos glossários que acompanham, sempre que necessário, cada texto com sinóni-
mos ou explicações em português. Aqui procurou-se não ser exaustivo na listagem dos vo-
cábulos do texto, pois é importante que o aluno seja encorajado a adivinhar o sentido das
palavras a partir do contexto em que surgem inseridas. Por outro lado, os alunos deverão,
sempre que possível, ser estimulados a usar o dicionário para procurar o significado das
palavras que envolvam dificuldades de compreensão.
Uma atividade intitulada Your Experience, a qual representa uma tarefa que remete para
as experiências pessoais ou vivências dos alunos. A partir do conhecimento do seu próprio
contexto o aluno é levado a responder a questões, a elaborar pequenos textos, a dialogar
com os colegas, desenvolvendo assim as suas ideias sobre o assunto a abordar ao mesmo
tempo que desenvolve as suas competências comunicativas e socioculturais.
Cada unidade termina com uma pequena secção gramatical intitulada Grammar Reference
Section que inclui um conjunto de conteúdos gramaticais e lexicais relativos aos aspetos
linguísticos abordados ao longo da unidade, bem como alguns exercícios para treinar a
aplicação dos itens gramaticais.
12 | Guia do Professor
4. Exploração das Unidades Temáticas
Programa Manual
As unidades temáticas que decorrem dos três grandes temas aglutinadores fornecem o con-
texto para a abordagem de vocabulário, itens gramaticais e funcionais, tendo em vista levar
o aluno a atingir as metas de aprendizagem estabelecidas. Sugere-se que cada uma das
unidades propostas no programa seja concretizada em 10 tempos letivos, o que pressupõe
uma gestão criteriosa dos conteúdos a abordar em função do diagnóstico realizado acerca
do perfil de conhecimentos dos alunos e dos seus ritmos de aprendizagem. Isto é, caberá ao
professor decidir se deverá dedicar mais tempo à abordagem de uma dada unidade temática
fazendo os necessários ajustamentos temporais nas outras de modo a cumprir o programa.
Recomenda-se que a abordagem dos conteúdos linguísticos seja feita em contexto e que
sejam dadas aos alunos oportunidades para desenvolverem as suas técnicas de estudo
através, por exemplo, de atividades que incidam sobre o manuseamento do dicionário e a
organização do caderno diário. Deste modo, pretende-se promover o desenvolvimento de
atitudes e comportamentos autónomos do aluno.
14 | Guia do Professor
4.3. MÓDULO 3 - Technology, Work and Consumer Habits
Este módulo organiza-se em torno da temática “Tecnologia, Trabalho e Consumo”, procu-
rando levar os alunos a caraterizar as mudanças sociais decorrentes da introdução das tec-
nologias no seu quotidiano, com particular incidência nas alterações verificadas no mundo
do trabalho. Aqui a tónica é também colocada no diálogo entre as transformações sociais e
os novos hábitos de consumo a explorar.
Tópicos
Personal identification (age, address, birthplace, ...)
Free time (hobbies, sports, interests, …)
School life (subjects, timetables, school routines, …)
Itens gramaticais
Question words
Present Simple Tense
Noun plurals
Possessive adjectives and pronouns
Present Continuous Tense
Metas de aprendizagem
Ask for and give personal information
Fill in forms with personal information
Talk about hobbies
Use vocabulary related to sports, school and free time
Interpret a school timetable
Express opinions about school
Talk about school routines and preferences
Talk about ongoing activities
Prepare a personal information portfolio
SECTION A
GETTING TO Esta secção visa o intercâmbio de informação pessoal entre os alunos, ati-
vando processos de pedir e dar informação e revisitando vocabulário e es-
KNOW EACH truturas frásicas básicos.
OTHER Metodologia (estratégias / tarefas a desenvolver):
16 | Guia do Professor
Answer Key
Getting Started
Exercise B
1. What’s your name? 3. Where do you live?
2. How are you? 4. Where are you from?
Focus on Reading
Exercise B
1. Rachel 5. Kingston High School
2. Australian 6. 10th year
3. June 23rd 1995 7. Art
4. Perth 8. roller-skating and reading art books.
SECTION B
Esta secção aborda questões relacionadas com diferentes formas de ocupar LIFE IS NOT SO
os tempos livres, como passatempos e desporto, visando sobretudo desen-
volver o repertório lexical dos alunos e reforçar competências e conheci- BORING!
mentos prévios
Answer Key
Getting Started
Exercise 2
Possible answers: Riding a bicycle – healthy, amusing, entertaining; Playing
basketball – sweaty, fun, energetic, Surfing – adventurous, dangerous, exciting.
Focus on Reading
Exercise A
1. e 2. d 3. f 4. c 5. b 6. a
Exercise 2
a) J ackie met met thousands of young people, including leaders of popular
martial arts groups.
b) He brought a message of discipline, respect and unity.
c) Over 3,500 people were with Jackie.
d) They came from different places, some a long distance from Dili.
e) A colorful dragon dance welcomed Jackie.
f) The stadium was decorated with graffiti messages of peace and unity.
Exercise 3
a) powerful d) strengthen
b) peace e) popular
c) humourous f) unity
Focus on Vocabulary
Exercise A
a) baseball field e) ice-hockey rink
b) basketball court f) rugby pitch
c) football pitch g) volleyball court
d) golf course h) tennis court
Exercise B
a) Boxing (1) – boxing gloves f) basketball (5) – basket
b) ice-skating (7) – skates g) rugby (10) – rugby ball
c) motor racing (2) – helmet h) snooker (8) – snooker balls
d) skateboarding (3) – skateboard i) cricket (9) – cricket bat
e) baseball (6) – baseball bat j) table tennis (4) – table tennis
bat and ball
Exercise D
Singular Noun Plural Noun Singular Noun Plural Noun
star stars message messages
ambassador ambassadors student students
person people thrust thrusts
country countries fist fists
member members jab jabs
school schools kick kicks
eye eyes sound sounds
mind minds stadium stadiums
body bodies wall walls
film films message messages
leader leaders group groups
18 | Guia do Professor
SECTION C
Esta secção aborda questões relacionadas com a vida escolar e, tal como as SCHOOL,
anteriores, parte das experiências pessoais dos alunos para ativar e desen-
volver vocabulário e estruturas frásicas. LIFE &
FUTURE
Metodologia (estratégias / tarefas a desenvolver):
2. A
s propostas de trabalho de texto permitem desenvolver várias técnicas
de leitura e de interpretação, incluindo a descodificação do horário e a
leitura e compreensão de um texto sobre a rotina e os sonhos de duas
estudantes timorenses. Será interessante os alunos trocarem informação
relativa aos textos que leram, manifestando a sua opinião sobre a vida
escolar em outras culturas. Deste modo, poderão desenvolver também
as suas competências de comunicação oral.
3. A
través dos textos abordados, propõe-se a revisão alguns items gramati-
cais básicos, tais como os pronomes/adjetivos possessivos e alguns tem-
pos verbais como o present continuous.
Answer Key
Getting Started
Exercise A.
1. The first lessons are Maths and Geography. 5. She’s taking a French course.
2. After the break there is Art. 6. They are doing their homework.
3. They graduated from high school. 7. She joined the volleyball team.
4. He got a scholarship to study overseas.
Focus on Vocabulary
Exercise B. 1. Possible answers
Pencil: to write with
Pen: to write with
Eraser: to erase, rub out mistakes
Sharpener: to sharpen my pencil
Pencil case: to keep my pens and pencils in
Notebook: to take notes and write in
Exercise 3.
People at school Things in a classroom Topics for study
teacher chalk board desk English History
student chalk book Maths Geography
headmaster lamp notebook French Chemistry
aid chair schoolbags Art Physical education
map poster board
Exercise C. 1.
a. Each lesson is 45 minutes long. d. English, Biology and Maths.
b. It is 1hour and 10 minutes long. e. It is Tuesday.
c. Rachel has classes or she has clubs. f. She has 5 double periods.
Focus on Reading
Exercise A. 1.
a. She wants to study overseas.
b. She wants to study in America.
c. She wants to study medicine.
d. They like comedies such as the Indonesian Bengkel Tawa series.
Exercise 2.
a. my c. their e. ours / our
b. her sister d. hers / hers
Exercise 3.
She / her / her / their / she / them / her / they / them / me
Final Task
I magine that, just like Amélia, you want to study abroad and that the
university you are applying to wants to know more about you. Prepare a
brief portfolio which includes the following:
A text introducing yourself. Use the ideas in the diagram below to organise
the information you want to put in your text.
20 | Guia do Professor
MODULE 1
Lifestyles, Communication and Youth Culture
Unit 1.2 - Language and Communication
Tópicos
Linguistic diversity and the English language
English in different contexts
Multilingual experiences
Itens gramaticais
Linkers of cause and effect: because, so, since,..
Numbers
Present Simple Tense
Personal pronouns
Indefinite pronouns
Demonstratives
Metas de aprendizagem
Talk about linguistic diversity in the family/community
Describe language profiles
Talk about multilingual experiences in other societies / countries
Give factual information about English and its use around the world
Recognise the importance of English in different contexts
Distinguish between different ways of communicating with other people
Write a postcard about a personal experience
Produce a leaflet about languages in East Timor
SECTION A
MANY Esta secção incide sobre as línguas mais faladas no contexto mundial,
levando os alunos a refletir, através das suas próprias experiências de
LANGUAGES aprendizagem, sobre a importância de estudar uma língua estrangeira
AROUND THE como factor de aproximação entre povos e culturas.
22 | Guia do Professor
exercise, sugere-se que o aluno leia o texto que vai ouvir, familiarizan-
do-se com a temática e tente, em pares, preencher os espaços com o
colega. Depois o aluno ouve o texto e confirma ou retifica as suas res-
postas. Se necessário poderá ouvir o texto uma segunda vez.
3. O texto que incide sobre as experiências pessoais de jovens em contex- Ver outras propostas de atividades na secção
tos multilingues fornece o contexto para a revisão de alguns itens gra- ‘atividades suplementares’.
maticais básicos tais como os elementos de ligação das frases – Linkers
– cause and effect.
Answer Key
Getting Started
Exercise A.
Eigo ga dekimasu ka? – Japanese
Anda bisa Bahasa Inggris? – Indonesian
Fala inglês? – Portuguese
O ko'alia ingles ka? – Tetum
Bolehkah kamu bercakap Inggeris? – Malay
Habla ingles? – Spanish
Exercise B.
The people are saying “Do you speak English?
Focus on Listening
Exercise A.
1.a 4. h 7. c
2. d 5. f 8. e
3. g 6. i 9. b
Exercise B.
1. official 6. Pidgins
2. Spoken 7. Multilingual
3. lingua franca 8. Speakers
4. sign language 9. Indigenous
5. Creoles 10. fluent
Focus on Reading
Exercise A.1.
a. Katherine e. Lucilla
b. Katherine f. Aidybert, Lucilla and Delphine
c. Delphine g. Katherine
d. Aidybert h. Aidybert.
Exercise 3.
a. family and friends. c. she was born in Belgium.
b. a lot of Spanish words. d. her family when she visits them.
Exercise B.
result/effect linking word reason/cause
she comes from the
a) Katherine is bilingual because
Philippines.
b) she understands a lot of Katherine’s grandmother
so
Spanish words. spoke Visayan
Delphine was born in
c) s he speaks French and
Therefore, Belgium and moved to
English.
the USA
Lucilla has a Spanish-
d) she speaks Spanish and
and as result speaking father and an
English fluently.
English-speaking mother,
Aidybert’s mother
e) she is fluent in both English
so continued teaching her
and Spanish.
Spanish in the USA,
SECTION B
ENGLISH IS ALL Esta secção aborda o papel da língua inglesa no mundo não só enquanto
instrumento de comunicação entre culturas e língua das novas tecnolo-
AROUND! gias, mas como língua presente em muitos outros domínios da atividade
quotidiana.
24 | Guia do Professor
Answer Key
Getting Started
Exercise B.
1. It is English.
Focus on Reading
Exercise B.
1. Manuela 3. Mark, Yang
2. Benjamin, Natasha, Laurence, Yang 4. Mark, Charlotte, Aishwara
Focus on Listening
Exercise A.
1. 380 6. half 11. 30%
2. Second 7. 80% 12. 2,700
3. 400 8. Five 13. a half-million
4. 700 9. 163
5. three-quarters 10. 10%
Tape script:
1. English has about 380 million native speakers.
2. English is now the most widely learned second language in the world
3. Over 400 million people use the English vocabulary as a
mothertongue.
4. Over 700 million people speak English as a foreign language.
5. Three-quarters of the world's mail, telexes and cables are in English.
6. More than half of the world's technical and scientific periodicals are in
English.
7. English is the medium for 80% of the information stored in the world's
computers.
8. Five of the largest broadcasting companies in the world (CBS, NBC,
ABC, BBC and CBC) transmit in English, reaching millions and millions
of people all over the world.
9. Of the 163 member nations of the U.N., more use English as their
official language than any other.
10. & 11. People who count English as their mother tongue make up less
than 10% of the world's population, but possess over 30% of
the world's economic power.
12. & 13. Did you know that of all the world's languages (over 2,700)
English is the richest in vocabulary; and that the Oxford English
Dictionary lists about 500,000 words, and there are a half-
million technical and scientific terms still uncatalogued?
Exercise B.
1. It is the Present Simple.
2. b
Answer Key
Getting Started
Exercise 2.
Traditional: letter, postcard, radio, telephone
Modern: mobile phone, fax, twitter, messenger, email, voip, sms, blogs
Focus on Reading
Exercise A.1.
a. with a friend who lived there.
b. as an insider.
c. small hidden pieces of paradise.
d. the 14 Stations of the Cross and once at the top an amazing view of
Dili and Atauro island.
26 | Guia do Professor
Exercise 2.
a. She describes them as a mixture of people and animals all in the same
place, going about their lives.
b. The children wanted to have their picture taken.
c. She describes them as shy but very eager to have their picture taken.
d. She explains it was an unforgettable experience.
Exercise 3.
a. Rebecca’s friend e. Rebecca
b. Rebecca f. the children that had their picture taken
c. Rebecca and her friend g. the reader
d. top of Cape Fatucama h. the Timorese
Exercise 4.
small nation (pequena nação)
pockets of paradise (pedaços de paraíso)
conspicuous attractions (atracção turística original)
massive statue of Christ (estátua de Cristo enorme)
amazing view (paisagem/vista espetacular)
extremely shy (extremamente tímido)
truly rustic places (locais verdadeiramente rústicos)
Exercise 1.
a. speak c. have, visit, understand
b. learn d. works, studies
Exercise 2.
a. In Dili, most inhabitants don’t speak Tetum and Portuguese.
b. Kids usually don’t learn English in the afternoon.
c. Some tourists don’t have a little difficulty in communicating when they
don’t visit East Timor because most people don’t understand Tetum and
Portuguese.
d. Maria doesn’t work at Atsabe High School and she doesn’t study English
twice a week.
Exercise 3.
a. Do you learn English at that language school in Dili?
b. Does your English teacher understand Tetum?
c. Do the students learn Portuguese at school as part of the curriculum?
d. Where do these youngsters go to find information about English courses?
e. Does that boy go to school in Atsabe?
- Some facts and figures about the languages spoken in East Timor
- A language quiz for people who don’t know your country well
- ...
28 | Guia do Professor
Atividades suplementares
Como atividade suplementar à abordagem da secção A – Many Languages
Around the World - inclui-se a seguinte proposta que visa levar os alunos
a refletir sobre as línguas faladas em diferentes países e a utilização da
língua inglesa.
ACTIVITY A
Look at the lists of countries and languages below. Can you match two
languages to each country? One has been done for you as an example:
ACTIVITY B
Which language appears the most times on the list? In many countries
English is the first or official language or is spoken regularly by many
people. For which two countries on the list below is this not true?
ACTIVITY C
Find out about languages spoken in other countries and tell your class.
Tópicos
Teenage life- routines and practices
Timorese Teenagers - issues and experiences
Teens around the world – similarities and
differences
Itens gramaticais
Present Simple Tense
Modal Verbs: could and should
Past Simple Tense
Comparison of adjectives
Metas de aprendizagem
Express opinion on teenage life
Describe routines and practices
Discuss teenage issues and experiences
Make comparisons between people, events and things
Talk about events that happened in the past
Give suggestions and advice
Characterise the interests and concerns of young East Timorese
SECTION A
IT’S A Nesta secção os alunos partem da sua própria experiência de vida para ca-
raterizar o universo juvenil, os seus interesses e preocupações enquanto
TEENAGER’S jovens, bem como as sua experiências pessoais, hábitos e rotinas.
WORLD Metodologia (estratégias / tarefas a desenvolver):
30 | Guia do Professor
3. Na atividade Your Experience propõe-se a elaboração de uma pequena
entrevista que visa o desenvolvimento das capacidades de interação.
Poderá ser explorada para fazer o levantamento e apresentação dos
hábitos culturais dos alunos na turma.
Answer Key
Getting Started
Exercise C.
1. kid 5. responsibility 9. standing up
2. adult 6. younger 10. right
3. harder 7. example 11. showing
4. life 8. impression 12. voice.
Focus on Reading
Exercise B.
1. Josh 5. Kelley
2. Kelley 6. Josh
3. Kelley and Josh 7. Josh
4. Josh 8. Kelley and Josh
Exercise C. 1.
I normally hang out with my friends.
At home, I do my homework, get on the computer, and rarely watch TV.
On Saturday, I have a marching band competition in the afternoon.
She wears loads of beads and bracelets
I take her to church every Sunday.
Exercise 2.
It is the Present Simple.
Exercise 3.
1. Present Simple 3. routines
2. regularly 4. habits
Answer Key
Getting Started
Exercise A.
1. place 5. parents 9. staring 13. change
2. team 6. fight 10. enemy 14. compared
3. direction 7. war 11. annoy 15. prescribe
4. socks 8. mirror 12. irritating 16. someone.
Focus on Reading
Exercise B.
1. James’s text 4. Barbara’s text
2. Bob’s text 5. Bryan’s text
3. Mark’s text 6. Julie’s text.
Exercise C.
How are they
Writer’s name Problem People affected
affected?
He has no friends
Addicted to the himself and his outside the web
Bryan
internet family and his father is
getting worried.
A girl at school
She is being Julie and two of
Julie hates them and
bullied at school her friends
ignores them.
Barbara’s friends
may be taking
She is being drugs and she
Barbara and her
Barbara invited to try feels that if
friends
drugs doesn’t try drugs
she will be out of
the group.
A friend is always
telling lies and
A friend of his he feels he
James and his
James is always telling should help her
friends
lies but can’t. He is
divided between
his mates.
He doesn’t He doesn’t know
know if he what to do –
Bob Bob
should ask a girl should he ask the
on a date girl or not.
He doesn’t know
Mark and his
Mark Eating disorders how to help his
classmate
friend
Exercise D.
a) and d) ask for advice.
b) and e) express the possibility that something might happen.
c) and f) give advice or express an obligation.
SECTION C
LOOK WHO’S Esta secção aborda questões relacionadas com a fama e o sucesso através
da análise do percurso de vida de alguns ícones da cultura juvenil.
FAMOUS
Metodologia (estratégias / tarefas a desenvolver):
Answer Key
Focus on Reading
Exercise B.
1. his mother.
2. Ne-Yo’s “So Sick” song.
3. his mom kept posting videos of his performances.
4. he watched him on YouTube.
5. charted in the top 30 in over ten countries.
6. t o have seven songs from a debut album chart on the Billboard Hot 100.
Exercise C.
Justin Emma
Birthplace London, Ontario Paris, France
Birth date March 1st , 1994 April 15th, 1990
Nationality Canadian French and British
Mother’s name Pattie Mallette Jacqueline Luesby
34 | Guia do Professor
Father’s name Jeremy Bieber Chris Watson
Younger brother,
Siblings His father’s two other children
Alexander
Hobbies Hockey, soccer and chess Performing
Sings, plays the piano, drums, Singing, acting and
Artistic skills
guitar and trumpet dancing
Exercise D.
7, 1, 4, 2, 8, 6, 3, 5
Final Task
Esta atividade final que visa integrar as aprendizagens e os conhecimen-
tos mais significativos desenvolvidos ao longo da unidade presta-se ao
desenvolvimento de um trabalho interdisciplinar, dado convocar conheci-
mentos e saberes de outras disciplinas, incluindo Tecnologias Multimédia
e Cidadania e Desenvolvimento Social.
36 | Guia do Professor
I magine you have been asked to represent East Timor Youth in an
International Conference organized by the UNICEF. Your presentation
will take the form of a series of posters with contributions from everyone
in the class. Divide your class into groups. Each group should choose a
poster topic from the list below.
Atividades suplementares
ACTIVITY A
Correct the following sentences:
Activity B
Use the verbs in the table below to complete this text. You will need to
put them in the past simple.
My Day Yesterday
1. I in London in 1992.
2. Peter and Jane tennis yesterday.
3. I him a birthday present because I forgot!
4. you the football match last night?
5. Sarah's father when she was 18.
6. We at home last weekend because the weather was
terrible.
7. he my Coca-cola or was it you?
8. When we Faro, we in a very
cheap hotel.
9. Last year David more money than me.
10. Last Saturday I for 14 hours !
11. W hen I was young I vegetables but I love them now.
12. I to take the key so we couldn’t open the door.
13. I when I was at school but lots of my friends did.
14. they or they
by train?
15. They very happy when I them
the results of the test.
ACTIVITY D
Write 5 sentences about yourself and your family and what you did last
weekend. Three of the sentences should be true and two should be
false. Use a mixture of affirmatives and negatives. Pass your sentences
to a colleague and see if they can guess the false ones.
Example sentences:
I didn’t do any homework
I ate sardines
We bought a cat
I didn’t see a crocodile
My mother went to the hairdresser.
Answer Key
ACTIVITY A. Sentence corrections:
1. Where did you go yesterday?
2. I didn’t see the film.
3. Did you like the party?
4. He came home very late.
5. He was in the park with his grandmother.
6. Why did you make a cake?
7. The girl looked at the photograph.
8. We had breakfast at 9 o’clock.
9. I didn’t go to bed early. I went late.
10. Where did they live?
11. I didn’t go to bed late last night.
12. He didn’t drink Coca-Cola yesterday.
13. She wrote lots of letters.
38 | Guia do Professor
14. I wasn’t at the party
ACTIVITY B. Complete the text:
1. got up 7. had 13. drank 19. went
2. went 8. dressed 14. ate 20. chatted
3. woke up 9. packed 15. left 21. played
4. made 10. went 16. worked 22. went
5. gave 11. took 17. had 23. read
6. shaved 12. returned 18. left 24. went
ACTIVITY D.
Personal sentences
Tópicos
Family relationships and roles
Family lifestyles, customs and traditions
Family events
Itens gramaticais
Possessive adjectives
The Possessive Case
Comparison of adjectives – Superlatives
Past Simple Tense
Metas de aprendizagem
Describe family relationships
Ask for and give information on family roles and responsibilities
Describe everyday family routines and tasks
Ask for and give information on the way families spend their time together
Describe a family event
SECTION A
MY FAMILY Nesta secção os alunos partem da sua própria experiência de vida em
família e caraterizam o seu agregado familiar, descrevendo as relações de
parentesco e as funções dos membros da sua família.
40 | Guia do Professor
Answer Key
Getting Started
Exercise C.
My first letter is in the word ‘home’ but it is not in the m
word ‘house’.
Focus on Listening
Exercise A.
Tape script:
Hi. My name’s Chisulo which means strength of steel in our language. I’ve
got one brother and one sister. Her name is Alile. I have the same name
as my grandfather, and he has the same name as his grandfather. It’s a
tradition in our family and in lots of other families in Malawi as well. My
parents are Mesi and Kasiya. My mother, Mesi, comes from a family with
a lot of girls. One of my aunts is called Asale and the other one is Sigele.
Asale is the oldest of the three, and she married my uncle, Kwende. He’s
a very important man in our village because he organises the summer
festival every year. He says that I am his favourite nephew because I help
him prepare the festival. Asale and Kwende have got two children, my
cousins Lugono and Dziko – they are both boys.
Exercise A.
Teleza Chisulo
Exercise C.
My cousin’s mother = My aunt.
My nephew’s sister = My niece.
My grandfather’s son = My father or my uncle.
My brother’s only brother = Me or my other brother.
SECTION B
FAMILY Nesta secção os alunos relatam as suas experiência de vida em família
descrevendo as tarefas e as responsabilidades de cada um dos membros
LIFESTYLES do seu agregado familiar. O aluno é levado a compreender e a refletir so-
bre o seu estilo de vida em família através da comparação com realidades
familiares de outros contextos culturais.
2. A
atividade de leitura, que pode ser realizada silenciosamente ou em voz
alta, permite ao aluno recolher informação para descrever e comparar
costumes e tradições familiares de outros contextos e realidades cultu-
rais. Permite, ainda, a sistematização contextualizada de alguns itens gra-
maticais, nomeadamente o Past Simple tense e o caso possessivo.
42 | Guia do Professor
Answer Key
Getting Started
Exercise A.
a. feeding the animals f. ironing
b. shopping for clothes g. gardening
c. doing the homework h.cooking
d. visiting grandparents i. tidying the bedroom
e. taking out the rubbish
Focus on Reading
Exercise B.
a) Alile dances with her friends.
b) Alile studies by candlelight.
c) Alile goes to get water from the well.
d) Alile cooks for herself and the rest of the family. / She makes the
breakfast. / Occasionally, she cooks in the evening
e) Alile’s favourite lesson is English.
f) Alile sweeps the ground in front of the house.
Exercise C.
1. True
2. False – She gets up at 5 o’clock to do the chores.
3. False – Her father lives in another town.
4. True
5. True – They eat potatoes.
6. True
7. False – Her favourite chore is looking after her grandmother’s goats.
8. False – She plays with her friends after finishing her chores.
Exercise D.
a) Broom / brush: This is Alile’s. She uses it to sweep.
b) Axe: This is Chisulo’s. He uses it to cut the wood.
c) Goat: This is Alile’s grandmother’s goat.
d) Potatoes: These are the children’s potatoes. They take them to school
for lunch.
e) Money: This is Alile’s father’s money. He works in a garage.
Exercise F.
be – was (were) grow – grew manage – managed
miss – missed go – went sell- sold
have – had take – took buy – bought
Exercise G. 2.
Yesterday, I got up at 7 o’clock and washed my face. I gave some food to
my dog, Rover. ....
2. A
s propostas de trabalho nesta secção apostam sobretudo em ativida-
des centradas na exploração de vocabulário. O aluno deverá ser capaz de
interpretar a informação constante dos textos, comparando as atividades
e os estilos de vida de várias famílias. Ao mesmo tempo, exercita a utili-
zação do Past Simple tense para descrever eventos no passado, que será
objecto das atividades a realizar na secção Your Experience.
Answer Key
Getting Started
Detail Topic
1. Dowries are given by the bride's parents to the husband.
They are usually in the form of animals, such as cattle, Marriage
goats, or chickens.
2. Families tend to live near each other, and a couple who
Home
have just married will live near the woman’s family.
3. Many Malawians go to church on this day then they share
Christmas
a special meal of chicken and rice with their families.
4. Men will often dine separately from, or before, women
Eating dinner
who will serve the men their meal.
5. Most people living outside the cities don’t celebrate these
at all, but there are many different kinds of initiation Birthday
ceremonies for when young people become adults.
6. People dance in front of the bride and groom and throw
Weddings
money in the air which is collected for the couple.
7. People give money to help with costs of the coffin and
burial. They also make speeches praising the person who Funeral
has died.
8. The elderly are always looked after by their families and
they have a strong influence on all the decisions made in Older people
the house.
9. Traditionally men provide the meat and the fish and
Work
women raise the food crops, though this is changing.
10. When a baby is born in a hospital, it is passed around all
the other women in the room so that they can hold it for Birth
a short while.
11. Young men will speak to their uncles rather than their
Advice
fathers about who they should marry.
44 | Guia do Professor
Focus on Vocabulary
Exercise A.
Weddings Old People Work Funerals
reception wise employment grave
honeymoon house-bound apprentice wake
civil ceremony retirement white collar eulogy
ring the elderly manual cremation
best man senior citizen salary mourning
white old people’s employee cemetery
home
Exercise D.
a. Most people in this country work on small family farms.
b. When people get very old, they are looked after by their family, usually
their own children.
c. A
t funerals, friends will offer money to the family to help pay for the costs.
d. Potatoes are eaten at almost every meal, including dinner.
e. Families outside the cities either live in a hut or a small house.
f. When a baby is born, the father will slap its bottom to bring good luck.
Focus on Reading
Exercise B.
1. engagement an agreement to get married
2. library a building which has books you can borrow
3. bride a woman who is getting married
4. groom a man who is getting married
5. fiancée a woman who is engaged to be married – for a man
we say fiancé
6. stage a platform for people to sit or perform on – found
in theatres
7. grotto a small cave
8. bunch a collection of something – like a bunch of flowers
9. glimpse a quick view
10. fairy lights the type of lights we put on Christmas trees
11. maroon a colour that is between brown and red
12. aisle the passage between rows of seats – like in a church
13. bridesmaid a woman or girl who accompanies the bride on her
wedding day
14. best man a man (a good friend) who assists the groom on his
wedding day
Exercise D.
Mesi’s friend arrived at Akyoo’s house.
Akyoo’s family brought in gifts for Devota’s family
The senior members of the family talked about the gifts
The bride-to-be entered.
Devota had to find Akyoo in the audience
Akyoo and Devota went to sit in the grotto.
Everybody ate a meal.
It started to rain.
Exercise F.
1. finished 5. thought 9. didn’t hit 13. ate
2. stood 6. invited 10. arrived 14. sat
3. waited 7. went 11. were 15. left
4. separated 8. drove 12. was 16. fell
46 | Guia do Professor
Final Task
Esta atividade final que visa integrar as aprendizagens e os conhecimen-
tos mais significativos desenvolvidos ao longo da unidade presta-se ao
desenvolvimento de um trabalho interdisciplinar, dado convocar conhe-
cimentos e saberes de outras disciplinas, incluindo Cidadania e Desenvol-
vimento Social.
A. You have already found out quite a lot of things about your friends
and colleagues during this unit. Now, you will find out a little more
about the similarities and differences in their family lives. To do this
you are going to carry out a class survey. This involves asking a lot of
different people the same questions about a topic and then analyzing
the answers.
B. Choose a topic from the list below, or any other one that you think
might be interesting to find out about.
C. Write down some ideas related to your topic. For example, for the
topic of ‘going out’:
F. Look at the answers you have and write some general statements like
these:
In my class, most of my colleagues go out with their friends.
The most popular place to go is a friend’s house.
About half of the people in the class go out at the weekend.
In most places, it is safe to go out at night.
Atividades suplementares
Estas propostas de atividades inserem-se no âmbito da secção A: My Family.
ACTIVITY A.
Vocabulary
Use the words below to complete this exercise related to the family
world. The first one is done for you.
ACTIVITY B.
Mini-project - Different Families
Students should bring to the class newspaper cuttings, magazine articles,
or internet texts which illustrate different types of family, for example:
nuclear, single-parent, multi-generational families. Working in groups,
students should write a short summary of what they have found. This
work can act be the basis for the discussion and/or presentation of family
life in the local and other contexts.
48 | Guia do Professor
MODULE 2
Family, Community and Tradition
Unit 2.2 – Community Life
Tópicos
Urban and rural communities
Events and projects in the community
Getting involved in community life
Itens gramaticais
Prepositions of place and location
Imperative verb forms
Determiners: Articles
Future with “going to”
Metas de aprendizagem
Describe physical location
Discuss the differences and similarities between urban and rural living
Express future plans for participation in the community
Talk about activities, jobs and projects in the community
Give instructions
Write a slogan about action in the community
SECTION A
Esta secção aborda a temática das comunidades urbanas e rurais, levando URBAN
os alunos a caraterizar as diferenças e semelhanças entre viver no campo
e na cidade e a identificar vantagens e desvantagens em diferentes tipos
AND RURAL
de comunidade. COMMUNITIES
Metodologia (estratégias / tarefas a desenvolver):
Answer Key
Getting Started
Exercise A. (possible answers – there may be significant differences depending
on local situation)
U / R / U&R?
employment opportunities U
traffic noise U
strong families U&R
good schools U
leisure facilities U
crime U
peace and calm R
crowds U
living in apartment buildings U
pollution U
new technology U
50 | Guia do Professor
Focus on Vocabulary
Exercise A.
fire extinguisher 3. old magazines 8.
firewood 9. shrine 4.
Exercise B.
1. True
2. False – The fan is above the window.
3. True
4. True
5. True
6. False – The ceramic pots are in front of the shrine.
7. False – The ceramic tiles are on the wall.
8. False – The metal bowl is next to / in front of the traditional steamer.
9. True
10. False – the fire extinguisher is on the shelf / behind the stove.
Focus on Listening
Exercise A.
1. sidewalks 4. clipboard
2. pothole 5. ticket
3. gossip
Possible answers:
Topic Notes
52 | Guia do Professor
Exercise C.
Tape script:
Urban Life in Japan
Many Japanese customs, values and personality traits arise from the fact
that Japanese live so close together in such a crowded place. Every day
the Japanese are packed together on subways and in kitchen-size yakatori
bars and sushi restaurants. Bicycles and pedestrians fight for space on
crowded sidewalks, which are especially packed on rainy days and sunny
days, when umbrellas are out in force.
In Japanese cities there are recorded messages everywhere telling you
what to do: at crosswalks, on buses, on subways. Regular announcements
warn subway riders to stand back from the edge of the platform.
Sometimes they tell you things like "don't forget your umbrellas," "please
refrain from using mobile phones" and "keep the city clean and tidy."
Japanese cities are very clean. Graffiti is hard to find and when it found it
often has an upbeat message like “Find Your Dream.” It is not uncommon
to see a uniformed man down on his knees scrapping chewing-gum off
the pavement or a policeman issue a ticket to someone for smoking on
the streets.
Japanese towns and neighbourhoods are very compact. An area that
covers only a couple of blocks is often packed with sports stadiums, schools,
office buildings, apartments, rich homes, restaurants, parks, playgrounds,
busy streets and supermarkets with parking lots on their roof.
Many Japanese urban neighbourhoods have a sense of community with
a set of mutual rights and obligations that is not unlike that of a rural
village. On Sundays, for example, you can see groups of older Japanese
men wearing the same hats and jackets cleaning up litter around their
apartments. In some places parents are fined if they don't show up at P.T.A.
meetings. Kairanban describes a system in which one neighbour delivers a
clipboard with various announcements regarding the community and the
recipient of the clipboard is expected to pass it on to another neighbour.
Each exchange is accompanied by a nice chat and exchange of gossip.
Possible answers:
1. The Japanese are used to crowded places like the metro, bars and
sidewalks
2. You can hear recorded messages in many places telling you to do the
right thing
3. You might see a man in uniform cleaning chewing-gum off the pavement
or issuing a ticket for smoking
4. In a small city area you will find sports stadiums, schools, office
buildings, apartments, rich homes, restaurants, parks, playgrounds and
supermarkets.
5. Clipboards are traditionally used to pass announcements around the
community.
Exercise D.
1. Urban 3. Rural 5. Rural 7. Urban 9. Rural
2. Urban 4. Rural 6. Urban 8. Rural 10. Urban
Exercise E.
1. Urban 3. Rural 5. Urban 7. Urban
2. Rural 4. Rural 6. Urban 8. Rural
2. O
s exercícios de compreensão e interpretação textual são suficientemen-
te variados de modo a propiciarem o desenvolvimento de vários tipos
e técnicas de leitura: ler para procurar informação específica e ler para
apreender o sentido global do texto. Sugere-se, ainda, a revisão do fun-
cionamento dos artigos definidos e indefinidos, e da utilização do impe-
rativo na criação de slogans para anunciar e publicitar eventos.
Answer Key
Focus on Reading
Exercise A (photos –Possible answers):
They tell us that children are involved in something with the President and
that somebody has won some money (the cheque). The President has a
number on his shirt which means that he is taking part in an athletics event.
Exercise B.
1. 20th June 2010
2. President José Ramos-Horta
3. More than 1,200
4. Tour de Timor / Underwater Photo Contest / Adventure Race
5. Philemon Rotich
6. March 2010
7. Aguida Amaral.
Exercise C.
1. P
resident Jose Ramos-Horta believes that sporting events can encourage
people to consolidate peace in East Timor.
2. Philemon Rotich explained that his biggest difficulty was the hot climate.
3. H
e decided to participate in the Dili marathon because wanted to run
somewhere abroad and East Timor sounded far enough away.
4. A
guida Amaral used all her knowhow to inspire and train young Timorese
athletes.
Exercise D.
1. In harmony 4. boost
2. overcoming 5. aspirations
3. envisioned
54 | Guia do Professor
Exercise E.
1. – 5. the 9. – 13. a 17. the
2. the 6. – 10. – 14. The 18. The
3. the 7. – 11. – 15. – 19. –
4. a 8. – 12. – 16. –
Exercise F.
- The poster is for a party to celebrate latipsoh day.
- T he verbs in the poster are: join / bring / wear / learn – all of these verbs
are in the imperative form.
SECTION C
Nesta secção os alunos tomam contacto com iniciativas e projetos que ACTION IN
envolvem os cidadãos e com empregos e atividades que contribuem para
reforçar o sentido de equipa e de pertença a uma comunidade. THE COMMUNITY
Metodologia (estratégias / tarefas a desenvolver):
secção Your Experience visa contribuir para que o aluno tome consciên-
3. A
cia do seu papel como agente social, ao mesmo tempo que desenvolve as
suas competências de comunicaçação oral e de expressão escrita através
do relato das suas experiências de envolvimento na vida da comunidade.
Answer Key
Getting Started
Exercise A.
make visits before the birth
midwife deliver babies
check and advise on hygiene in the home
put out fires in people’s homes
volunteer fire-fighter rescue cats that climb trees and can’t get down
monitor people’s activities in the forests
console grieving relatives following a death visit
priest the sick
lead religious services
Focus on Reading
Exercise A.
offenders – f) offences – a)
community service – b) excluded – d)
counsellor – j) bullying – e)
out-of-school hours – h) targeting – i)
education welfare officer – g) anti-social behaviour – c)
Exercise D.
Participating in sports activities with young people
Taking young offenders to the police station
Final Task
Esta atividade final que visa integrar as aprendizagens e os conhecimen-
tos mais significativos desenvolvidos ao longo da unidade presta-se ao
desenvolvimento de um trabalho interdisciplinar, dado convocar conheci-
mentos e saberes das disciplinas de Cidadania e Desenvolvimento Social
e Tecnologias Multimédia.
A. Work in small groups. Imagine that you have just started a group
in your community like the New Kids on the Block. Your group´s
objectives are:
To give young people something interesting to do in their spare time
To offer some help and support to those in the community that need it
To learn to work together as a team
To have fun
B. Make some plans for the things that you could do. Write sentences to
explain these. Here are some examples:
We are going to start a home visiting service for older people.
Joana is going to do their shopping for them.
Alfredo is going to fix things that are broken in their homes.
Atividades suplementares
The information note on Japan can be the object of a project or interdisciplinary
task - the construction of a Fact File on life in other countries. The class can
be divided into groups; each group is given a specific aspect of life in Japan
to address: the economy, education system, festivities, lifestyles, etc., using
information from magazines or the Internet. At the end of the activity, students
share their findings with the rest of the class.
Exploração das Unidades Temáticas | 57
MODULE 2
Family, Community and Tradition
Unit 2.3 – Tradition
Tópicos
Traditions and celebrations (festivities, national
days,…)
Arts and crafts
Tales and short stories
Itens gramaticais
Used to
Linkers of sequence: first, second, then,
afterwards...
Narrative tenses: Past Simple, Past Continuous and
Past Perfect Simple
Metas de aprendizagem
Express opinions on festivities and celebrations
Talk about past habits and routines
Describe a typical festivity or celebration
Compare local or national traditions with traditions from other places
Recount a story from community or region
Describe handicrafts and how they are made
SECTION A
IT’S TIME FOR Esta secção explora temáticas relacionadas com festividades e a celebra-
ção de dias especiais não só na comunidade local e no contexto timorense
A CELEBRATION como no contexto global.
58 | Guia do Professor
tarefa Your Experience propicia oportunidades para o aluno desenvolver
3. A
as suas competências orais ao relatar experiências pessoais relativamente
à comemoração de dias festivos. Esta atividade poderá também ser obje-
to de uma tarefa de escrita: a produção de um pequeno texto que servirá
de preparação para a construção de outros textos mais longos como é o
caso da composição proposta na atividade seguinte.
Answer Key
Getting Started
Exercise A.
1. a); 2. e); 3. d); 4. c); 5. b)
Focus on Listening
Exercise A.
Tape script 1
As my mom is 100% of Irish descent, each year I celebrate St. Patrick’s day
to its fullest. I used to spend it at the parade through London, UK but this
year I found myself making my way through a sea of green in Syracuse, NY
on March 17th.
Walking around, wearing green from head to toe, beer in hand, I spent
the last Saturday hoping from bar to bar in Armory Square enjoying the
celebrations.
I love St. Patrick’s Day. I used to wear something green and that was it.
Now, I celebrate it in all its green glory, painting my face green and pinning
that green tiara to my head!
By Bridget Streeter
Tape script 2
I joined other well-wishers and watched for the arrival of the Japanese
Emperor Akihito at the Imperial Palace during the public celebration
of the Emperors 77th birthday on December 23rd. This year I wanted
something different. Everybody cheered Banzai and waved Japanese flags
at the public celebrations held on Palace grounds. I used to watch the
celebrations at home. Did I use to enjoy it as much as I do now? Not at all!
By Taninori Hideko
Tape script 3
National Heroes’ Day is a Jamaican holiday that happens on the third
Monday in October. It is a celebration of the island’s seven National
Heroes.
Jamaicans commemorate the great deeds of the National Heroes of
Jamaica. We also have traditional music and dancing, agricultural and arts
and crafts exhibitions.
My family and I spend the day eating very spicy food. After we used to go
out and play football on the beach. Now, we watch a cricket or football
game or play dominoes.
By Joel King
Exploração das Unidades Temáticas | 59
Exercise B.
Activities
Celebration Date Place
Past Present
This year he found herself making her
She used to spend it way through a sea of green in Syracuse,
at the parade through NY. She spent the last Saturday hoping
St. Patricks March Syracuse,
Bridget London, UK from bar to bar in Armory Square.
day 17th. NY
She used to wear She celebrates it in all its green glory,
something green. painting her face green and pinning that
green tiara to her head!
the third They used to go out Now, they watch a cricket or football
National
Joel Monday Jamaica and play football on game or playing dominoes.
Heroes’ Day
in October the beach. They spend the day eating spicy food.
Exercise C.
1. b)
Exercise D.
1. I watch fireworks at night with my wife and children.
2. When I lived with my parents, we used to have a big family picnic.
3. When I was a child, I didn’t use to eat apple pie on the 4th of July but
now I do.
4. Did Michael use to take part in the parade when he was younger?
SECTION B
ARTS AND Esta secção dá continuidade à abordagem das tradições que definem o
património cultural dos países, através da análise de algumas manifesta-
CRAFTS ções de criatividade artística nomeadamente peças de artesanato.
2. A
tarefa seguinte de alargamento vocabular relacionado com texturas,
materiais e processos de produção de peças de artesanato visa estimular
técnicas de consulta de dicionários e desenvolver a autonomia do aluno.
60 | Guia do Professor
3. Com a abordagem de dois textos na secção Focus on Reading, um cen-
trado em artefatos típicos das Filipinas e o outro centrado no artesana-
to de Timor-Leste, pretende-se alargar os conhecimentos dos alunos
e, simultaneamente, fomentar uma comparação entre dois universos
culturais. Deste modo promove-se a tomada de consciência dos alunos
da existência de outros universos culturais, e o contacto com outras Ver outras propostas de atividades na secção
maneiras de viver, reforçando o conhecimento dos estudantes sobre a ‘atividades suplementares’.
sua própria cultura.
Answer Key
Getting Started
Exercise A. Possible answers
Picture 1 shows some Indian bracelets made of metal. They are used as
accessories.
Picture 2 shows a tais. It is made of fabric and comes from East Timor.
Picture 3 shows a South American doll, made from fabric. It is used for
decoration or to play with.
Picture 4 shows bracelets made of beads from Brazil. It is used as an
accessory.
Picture 5 show a type of Russian dolls named matrioshkas. They are made
of wood and used for decoration.
Picture 6 shows a handbag made of coconuts. It comes from Brazil.
Picture 7 shows type of musical instrument – a drum – made of wood and
animal skin. It comes from Africa.
Picture 8 shows an Indonesian basket made of wicker used to carry things.
Exercise B.
a) 2; b) 3; c) 1; d) 4; e) 8; f) 6; g) 7; h) 5.
Focus on Reading
Exercise 1.
a. the soundboards of their world-famous acoustic guitars.
b. Filipinos are known for their musical nature and able craftsmen.
c. a walk down any alley will find small family workshops hard at work on
mandolins, ukuleles, guitars
d. guitars were used to accompany church services
e. Today, talented Filipino musicians can be found in clubs and orchestras
from Tokyo to Toronto, some proudly sporting a Cebu guitar.
Exercise 2.
a. They learn from their parents or family members.
b. It must have the right feel, sound and quality components.
c. It must be reworked when it doesn’t pass the test of master luthier
Fernando Alegre.
d. He learned at the age of six.
e. Visitors will see the shop, the workshop and a demonstration of the
instruments.
Exercise 3.
a. portability c. prominent e. signed seal.
b. liven up d. formula
Exercise C.
Afterwards, secondly, the first step, firstly, after.
Exercise D.
1. first; 2. second; 3. after; 4. afterwards; 5. then; 6. after; 7. Finally.
SECTION C
TELLING Através da leitura de um conto popular, pretende-se despertar no aluno
o prazer da leitura e motivá-lo para a descoberta do que há para além das
TALES palavras, da história, dos intervenientes e dos locais.
Answer Key
Focus on Reading
Exercise B.1.
a, k, d, e, f, h, i, l, m, n, g, o, b, c, p
Exercise 2.
Anansi: greedy, resourceful, trickster, foolish, naive, glutton, impatient
Turtle: intelligent, polite, kind, honest, patient, wise, dishonest
Exercise 3.
Resposta pessoal de acordo com o aluno.
Exercise C. 1
a. Turtle dived and began eating.
b. Anansi jumped into the water
c. He didn’t reach the bottom
d. Turtle was eating his meal
e. Anansi started grabbing stones and rocks.
f. Anansi stuffed his jacket pockets
62 | Guia do Professor
Final Task
Esta atividade final que visa integrar as aprendizagens e os conhecimentos
mais significativos desenvolvidos ao longo da unidade presta-se ao desen-
volvimento de um trabalho interdisciplinar, dado convocar conhecimentos
e saberes das disciplinas de Cidadania e Desenvolvimento Social e Tecnolo-
gias Multimédia.
1. P
repare a text to welcome visitors to the exhibition and explain why and
what the exhibition will show the people who come for a visit .
2. Include some arts and crafts from Section B (in the Students’ Book).
3. S elect a short story, or stories, which are typical of your area, make some
drawings and gather objects that appear in the stories. Use your book
covers if you can.
Atividades suplementares
The information note on the Philippines can be the object of a project
or interdisciplinary task - the construction of a Fact File on life in other
countries. The class can be divided into groups; each group is given a
specific aspect of life in the Philippines to address: the economy, education
system, festivities, lifestyles, etc., using information from magazines or
the Internet. At the end of the activity, students share their findings with
the rest of the class.
64 | Guia do Professor
MODULE 3
Technology, Work and Consumer Habits
Unit 3.1 - T echnology and Social Change
Tópicos
Technological inventions (gadgets,...)
Social changes (new types of jobs,...)
New social trends (social networking)
Itens gramaticais
The Passive Voice
Present Perfect Tense
Linkers of contrast: but, on the other hand,…
Metas de aprendizagem
Describe important technological inventions
Express opinions about technological inventions
Characterise the role of technology in the world of work
Talk about the impact of technology on everyday life
Define technological objects and explain their use
Explain the impact of technology on life and community
Describe the advantages and disadvantages of social networking
SECTION A
Esta secção incide sobre algumas invenções tecnológicas e a sua aplicação TECHNOLOGICAL
aos vários campos da atividade social, visando levar os alunos a refletir
sobre a importância dos avanços tecnológicos no seu quotidiano, na sua INVENTIONS
comunidade e na sociedade em geral.
Answer Key
Getting Started
Exercise B.
1. c; 2. a, 3. e; 4. b; 5. d
Focus on Reading
Exercise A.
1. d; 2. c; 3. b; 4. A
Exercise 1.
Cool Cat can carry out different tasks.
Smart Thermostat helps to save energy
Cool Cat can provide information.
The Electric Eye allows people to see.
The English-Teaching Robot represents a threat to some professionals.
Cool Cat is designed to help people cope with loneliness.
Cool Cat allows internet links.
Exercise 2.
a. Cool Cat… c. The Electric Eye
b. energy d. to teach English to
Exercise B.
a. In 1954 the first programmable robot was designed by George Devol.
b. The term ‘Artificial Intelligence’ was coined by John McCarthy in 1956.
c. The first robots for industrial use were developed between the 1950s
and 1960s.
d. The Walkman was introduced by Sony in 1979.
e. Laptop computers were used by NASA on the space shuttle program in
the early 1980’s.
66 | Guia do Professor
Focus on Listening
Exercise A.
1. technology 4. gadgets, tools and instruments
2. improvements 5. mobile phones
3. inventions 6. Information
Tape script:
Ours is known as the age of technology. New technologies have been an
essential part of our daily life. Everything around us has changed. The
undeniable importance of technology in our everyday lives has inspired
scientists to make improvements from time to time through their invented
inventions for us to use, just to make our lives easier. Technology is used
in all fields of life. Just consider your everyday routine and count all the
technological gadgets, tools and instruments you have used over the last
week and you will realize the significance of technology. No doubt you
have used mobile phones, watched TV, driven your cars, used computers
and the internet. In fact we have become dependent on technology in
our communication, transportation, information, entertainment and for
all necessities of life.
Exercise B.
1. The correct statements are a, b and d.
Exercise 2.
1. have; 2. past.
Focus on Writing
Exercise A.
Here is a list of the items portrayed:
1. Razor; 2. IPod: 3. Katana; 4. Wheel; 5. Hammer; 6. Zipper; 7. Syringe; 8.
Plough; 9. Screw; 10. Tractor
Exercise B.
1. Wheel; 2. Syringe; 3. Razor; 4. Plough.
Exercise D.
Thermometer – instrument
Antenna – component
Freezer – appliance
Jeep – vehicle
Windows Explorer – internet browser
Generator – machine
IPod – music device
Saw – tool
Answer Key
Focus on Reading
Exercise A.
1. It’s all change in the world of work
2. In an age in which technological advances…
3. The advent of communications technologies…
4. In short, on-the-job information…
5. Nowadays, and in all walks of life…
6. In the past, we had about…
Exercise B.
In an age ... The advent of ... In short ... In the past ... Nowadays...
e c d b a
68 | Guia do Professor
SECTION C
Esta secção incide sobre o impacto das tecnologias no modo como as pes- SOCIAL
soas comunicam e se relacionam atualmente, usando as redes sociais.
NETWORKING
Metodologia (estratégias / tarefas a desenvolver):
Answer Key
Focus on Reading
Exercise A.1.
SOCIAL NETWORKS
Arguments in favour Arguments against
We can be more in touch with our Children may meet bad people on
friends the internet
Final Task
Esta atividade final que visa integrar as aprendizagens e os conhecimentos
mais significativos desenvolvidos ao longo da unidade presta-se ao desen-
volvimento de um trabalho interdisciplinar, dado convocar conhecimentos e
saberes das disciplinas de Cidadania e Desenvolvimento Social e Tecnologias
Multimédia.
70 | Guia do Professor
em power point, das suas conclusões à turma, através da construção
de um texto argumentativo em que terão de usar os elementos frásicos
abordados nesta unidade. Esta atividade visa sobretudo potenciar o de-
senvolvimento de técnicas de apresentação e de comunicação oral.
Prepare a short presentation about how technology has changed the way
people live nowadays. In pairs:
3. D
escribe the impact of the technological device or scientific discovery
on people’s lives. These questions may help you:
4. B
uild a PowerPoint presentation with the information and pictures you
have gathered.
5. P
resent your work in class. Remember to use all the language you have
learned in this unit and the work you have produced.
Atividades suplementares
Estas atividades incidem sobre o alargamento de vocabulário relativo ao
conceito de tecnologia a abordar na secção 3.1.
ACTIVITY A.
1. Tick (√) the definitions that best correspond to your own idea of
technology. Justify your choices.
Technology…
- can be any invention, such as tools, machines, appliances instruments
and materials.
- is everything that is man-made.
- is just new stuff, like computers, energy-efficient light bulbs, high-
speed trains and gadgets.
- is our ability to make and use new tools.
- begins with a need and ends with a solution.
- is the know-how behind technological innovation.
- includes advances such as the ability to make fire and the development
of agriculture.
Tópicos
Jobs (professions, careers, workplaces, …)
Qualifications and professional requirements (skills,
qualities and personal characteristics, … )
Working conditions (health, safety, working
environments, … )
Itens gramaticais
Future Tense with “will”
Modal verbs: can; must/ should; may
The Passive Voice
Direct and indirect speech
Metas de aprendizagem
Describe jobs and workplaces
Describe professional experiences
Characterise professions in terms of skills, qualities and qualifications required
Express opinions about different working conditions and working environments
Write a letter of application for a job
Talk about possible careers
SECTION A
WORK IN A Esta secção apresenta vários tipos de emprego, com particular incidên-
cia sobre habilitações, competências e requisitos profissionais. Por outro
CHANGING lado, propicia uma reflexão sobre a instabilidade ou segurança de algumas
WORLD profissões no futuro, especialmente as ligadas às tecnologias de informa-
ção e comunicação.
Answer Key
Getting Started
Exercise B.1.
1. photographer 6. factory worker
2. street vendor 7. plumber
3. gardener 8. interpreter
4. tele-worker 9. teacher
5. secretary 10. police officer
Focus on Reading
Exercise B.
Type of Skills / qualities
Job description Future aspects
Job / qualifications
They will work with
elderly patients on
Creative, a good adjusting their diets
Help combat
communicator, to improve health in
A Nutritionist obesity, plan
degree in nutrition the face of age-linked
healthy diets
or dietetics conditions such as
heart disease and
diabetes.
Guide to help
caring about the
tourists respect
environment, Tourists will have less
the natural areas
B Travel guide sociable and show environmental impact
they visit and
some leadership on the places they visit
help the local
skills
communities
like to work in a
team, are self-
Using only public
Building confident and
transport, living in
Urban technology well-organised,
C different places such as
planner solutions for interested in
under the sea
tomorrow’s cities future structures
for buildings and
cities
flexibility as
repairing standard Soon they will be
regards working
Energy air conditioners, installing solar panels
D hours and lots of
technician radiators, and and integrated home
initiative, technical
electric lines. climate control centres
skills
Exercise C.1.
1. will 2. Infinitive
74 | Guia do Professor
verbos modais como may, must, can e should neste tipo de texto justifica
a abordagem deste item gramatical nesta secção.
Answer Key
Focus on Listening
Exercise A.
1. d; 2. d.; 3. d
Exercise B.
a. a possibility that something will happen
b. an obligation; something that we have a legal or moral duty to do
c. the ability or the knowledge to do something
d. a very good idea, although not quite an obligation
Focus on Reading
Exercise C.
1. She has had two careers, one in business and one as a dietician.
2. A high school teacher.
3. 5 years.
4. She recommends that people do some research on the different
aspects of the job.
5. She is more positive.
Exercise E.
1. The small company I first worked for was taken over twice by larger
companies.
Larger companies took over the small company I first worked for.
2. I was invited to start my own private practice at a local medical clinic.
Someone invited me to start my own private practice at a local medical
clinic.
3. One of my own research articles was published recently.
A magazine published one of my own research articles recently.
4. I am paid less by the clinic.
The clinic pays me less.
Exploração das Unidades Temáticas | 75
Exercise F.
1. She likes: helping people; the interaction with different types of
people; loves nutrition; being in private practice is a challenge.
She doesn’t like: financial rewards of working for others.
SECTION C
TIME TO Esta secção aborda a questão da escolha de percursos profissionais, parti-
cularmente do primeiro emprego.
WORK
Metodologia (estratégias / tarefas a desenvolver):
Answer Key
Focus on Reading
Exercise B.
1. It is an outdoor job.
2. Yes, you do.
3. You need experience in teaching and leading outdoor and group
focused activities and climbing experience
4. You need an undergraduate University Degree or College diploma with
related field experience and current first aid and CPR certificates.
5. It isn’t necessary but it is an advantage.
Letter B
1. Yes.
2. She is responsible, hard-working and loves the outdoors.
3. Yes.
4. She has a degree in Ecotourism and was a member of the university
rock-climbing club.
5. She implemented a forest trail in the national park.
6. Yes.
7. Yes.
Exercise 2.
a. There will be an increased need for nutritionists.
b. In the next decade the demand for pharmacy technicians will rise.
c. Will home health care aids be in hot demand?
d. It’s a profession that will not go out of style.
e. Will doctors be able to run tests to predict all manner of conditions?
Final Task
Esta atividade visa a produção de vários tipos de texto para os quais os alu-
nos foram preparados ao longo desta unidade. Em pares os alunos terão de
escrever um anúncio para um emprego selecionado por eles e uma carta
de candidatura. Esta atividade final visa levar o aluno a desenvolver as suas
competências de escrita.
A. I n this task you are going to practise writing both a job advertisement
and a letter applying for the job. Work in pairs. Make a list of the jobs
that you wrote descriptions for in Section A. Select one job per pair. If
possible, each pair should have a different job.
C. R
ead through all the job advertisements produced by the class. Select
one that you would like to apply for and write the letter. Use some of
the language from Section C in your letter.
Atividades suplementares
Estas atividades incidem sobre vários tipos de emprego e as capacidades,
qualidades e competências requeridas para o seu desempenho. Poderão
ser usadas como atividade suplementar às propostas apresentadas na
Secção B.
ACTIVITY A. Which of the following skills and qualities are the most
important for each of the following people? Why?
2. Can you think of some more skills and qualities needed for the jobs
above? Write them down.
78 | Guia do Professor
MODULE 3
Technology, Work and Consumer Habits
Unit 3.3 - C
onsumer Habits
Tópicos
Types of shops, markets, shopping centres, etc.
Food, clothing and entertainment
Consumer rights (consumer protection
organisations,...)
Itens gramaticais
Linkers of Condition and Purpose: if, in order to, to,
so as to, …
Countable and uncountable nouns
Definite and indefinite determiners
Noun formation and compound nouns
Metas de aprendizagem
Characterise different types of shops
Describe consumer habits and attitudes
Describe teenagers’ consumer habits in the community
Compare teenagers’ consumer habits across different cultures
Discuss consumer rights and responsibilities
Describe consumers’ experiences
Create slogans
SECTION A
Esta secção visa levar o aluno a distinguir vários tipos de lojas, incluindo SHOPPING AND
artigos e produtos, comparando hábitos de consumo na comunidade local
com os de outra cultura asiática. SHOPS
Metodologia (estratégias / tarefas a desenvolver):
Getting Started
Exercise B.
Picture a) is an arts & crafts shop picture d) is a street market
picture b) is a fruit and fish market picture e) is a shoe shop
picture c) is a supermarket picture f) is a drugstore
Focus on Reading
Exercise B.
Types of shops
Main street markets Most popular products
shopping areas
Exercise 1.
It means that in Hong Kong you can find a mixture of typical things from
Western and Eastern cultures and societies.
Exercise 2.
a, b, c
Exercise 3.
trendy, numerous, stylish, bustling, extraordinary, enjoyable, enriching
Answer Key
Getting Started
Exercise A.
1. burger 9. chocolate candy bars 17. dvd
2. tennis shoes 10. blu-ray disc 18. cd
3. cap 11. watch 19. roller skates
4. sweater 12. backpack 20. bracelets
5. jeans 13. laptop 21. fruit juice
6. belt 14. scarf 22. bicycle
7. sunglasses 15. books 23. dress
8. t-shirt 16. i-phone
Exercise B.
Footwear Clothing / Accessories Gadgets
tennis shoes sweater, cap, jeans, Laptop, i-phone
belt, sunglasses,
t-shirt, watch, scarf,
bracelets, dress
Entertainment Sports equipment Food
blu-ray disc, books, Backpack, roller Burger, chocolate
dvd, cd skates, bicycle candy bars, fruit juice
Exercise 2.
a. Their preferences go towards brands that match their personal value systems.
b. They move towards TV & radio.
c. Teens agree that advertising makes them buy certain products.
Focus on Vocabulary
Exercise A.
a. 7; b. 5; c. 8; d. 3; e. 4; f. 2; g. 6; h. 1
Exercise B.
connect – ion dis – trust
willing – ness market – ers
advertise – ment secure – ity
consume – ption im – maturity
Exercise B. 1.
pre – condition un – comfortable
inter – mediate inter – change
re – paint re – read
im – possible ir – responsible
Getting Started
Exercise A.
2. Poor quality of an item of clothing.
3. Medical services that are too expensive.
4. The mechanic did work that wasn’t approved by the car owner and
now is charging a lot of money.
5. Phone service provider that gave wrong information about the
conditions.
Focus on Listening
Exercise A.
Tape script: (phone calls made by consumers to a Consumer Organisation advice line)
Problem 1
Consumer: We purchased our tickets on the web to attend the Shakira
concert on Thursday 12th July and were informed that our ticket numbers
were 321 and 322 in Section A. However, when we entered the arena,
we were unable to find our seats as no such rows existed. There were no
stewards in section A until just before 8 pm. When we asked about our
seating we were told to ‘just sit anywhere’ until it was sorted out………….
it was a total fiasco.
Consumer organisation representative: Well, the failure to provide for the
seat paid for is a breach of contract. We recommend in these cases that,
as a minimum, you be reimbursed the full value of your loss. You should
submit a complaint to the organisers of the concert.
Problem 2
Consumer: I purchased a ready-meal Tesco Lasagna and cooked it in the
oven, according to the instructions on the packet. Once cooked, this
lasagna looked nothing like the image on the box. It had a poor balance of
pasta, meat and sauce.
Consumer organisation representative: Next time, don’t make a choice
purely on the picture on the box. We know that as lasagnas go, very few
look as good as their pictures. You should look at the list of ingredients.
This can be an important source of information as it should tell you the
type of meat and how much meat the lasagna contains. However, this
is clearly misleading advertising. So you could submit a complaint to
Consumer Affairs regarding the labelling, presentation and advertising of
pre-packaged foods or you could write to the manufacturer.
Problem 3
Consumer: I bought a jacket that was on sale but when I got home I found
out it was torn in the armpit. When I brought it back to the shop to return
it, the manager told me that they don't give refunds or exchanges on sale
goods.
Consumer organisation representative: Do not accept this excuse. If
goods are defective, your rights are the same under the Sale of Goods Act
whether you paid the full price or a sale price. This is the case as long as
you did not know about any defects at the time of purchase.
Focus on Reading
Exercise B. Possible answers
a. … in order to present your problem clearly and give relevant information.
b. … so as to speak to the manager or supervisor.
c. … so that a person of authority can understand your complaint.
d. … in order to make a valid complaint.
e. … so as to bring your problem to the attention of people in authority.
Exercise C. c, a, e, g, h, d, f, b
Exercise C.1.
Example: traffic problems
dangerous car parking facilities, poor
Type of complaints
toilet facilities, cost of refreshments
and programmes
No. of complaints 125 in total
Which services were affected? Costumer services
People had difficulty in getting to
the concert, parking their cars, and
What is wrong / what happened?
didn’t enjoy the location of the
concert.
Concert goers that complained
What should be done to remedy should be refunded and
the situation? compensated for their
disappointment
84 | Guia do Professor
Grammar Reference Section
Linkers of Condition – Extra practice
a. will not be / may not be d. will have g. may not return
b. suits e. will be able
c. are f. will have
Final Task
Nesta atividade pretende-se que os alunos desenvolvam as suas com-
petências de interação oral comparando hábitos de consumo através da
realização de um inquérito à turma. Esta atividade presta-se ao desen-
volvimento de um trabalho interdisciplinar, dado convocar conhecimen-
tos e saberes das disciplinas de Cidadania e Desenvolvimento Social e Tec-
nologias Multimédia.
Examples:
Where do you spend your money?
What kind of things do you buy?
How much do you spend a week/ month?
Do you have a usual fixed allowance? Report the conclusions to your class.
Atividades suplementares
The information note about Singapore can be the object of a project or
interdisciplinary task - the construction of a Fact File on life in other countries.
The class can be divided into groups; each group is given a specific aspect
of life in Singapore to address: the economy, education system, festivities,
lifestyles, etc., using information from magazines or the Internet. At the end
of the activity, students share their findings with the rest of the class.
A
ability: capacidade; competência android: robot de aspecto humano
abroad: no estrangeiro anger management: gestão da fúria
act: representar annoy: aborrecer; irritar
actually: de facto antiques: antiguidades
advent: advento; início appliance: electrodoméstico
adventurous: aventureiro apprentice: aprendiz
advertisement: anúncio publicitário assessment: avaliação
advice: conselho at least: pelo menos
agree: concordar at random: ao acaso
align: alinhar; estão de acordo com attach to: associar; anexar; ligar a
alley: beco; rua estreita attitudinal: atitudinal; relacionado com atitudes
allow: permitir average: média
altruistic: altruísta avoid: evitar
amusement park: parque de diversões awkward: estranho; desconfortável
amusing: divertido
B
back and forth: para trás e para a frente borrow: pedir emprestado
bake: cozer both: ambos(as)
basin: recipiente; bacia bottom: fundo
be a blast: ser super-divertido brand new: completamente novo
be coded into: ser codificado em brand: marca de produto
be raised: ser criado; ser educado por break up with: terminar relacionamento com alguém
behaviour: comportamento bride: noiva
benefit: benefício; vantagem bring: trazer
bilingual: bilíngue broadcasting companies: companhias de audio e
videodifusão; empresas de comunicação audiovisual
blind: cego(a) burial: enterro
boost: melhorar; motivar; promover by far: de longe
C
cables: telegramas commonly: de modo mais habitual ou mais comum
care: cuidado competition: competição; campeonato
cast: ser atribuído um papel no filme ou peça de teatro complain: reclamar; fazer queixa
catch: apanhado concerns: preocupações
cattle: gado; conjunto de animais de agricultura connection: ligação
channel: direccionar; dirigir consumption: consumo
childhood: infância cosmetics counter: balcão dos cosméticos
cinematic screen debut: estreia cinematográfica covers: versões
clap: bater palmas crawl: rastejar
clean: limpo(a) crop: colheita
clench: fechar com força crossroads: caminhos cruzados; encruzilhada
climax: momento mais importante crowd: multidão
closer: mais próximo current: actual
coach: treinar; treinador custom: hábito; tradição
coastal: costeira; junto à costa cute: giros; fixes
86 | Guia do Professor
D
dangly earrings: brincos compridos, com pendentes dirty: sujo(a)
data: dados; informação factual discount: desconto
date: sair com; namorar distrust: desconfiar; não ter confiança
deal with: lidar com; enfrentar uma situação dive: mergulhar
debut single: single de estreia doubt: dúvida
deep: profundo(a) dowry: dote
deliver a baby: fazer o parto drugstore: drogaria
demonstrations: demonstrações; exemplificações drums: bateria
depressing: deprimente duty: dever
device: engenho de qualquer tipo dye: tingir
E
each other: um ao outro enjoyable:agradável
earlier: mais cedo; anteriormente enriching: enriquecedora
effects: efeitos; consequências entire: toda
effort: esforço envision: perspetivar o futuro
elderly: idosos estimate: fazer estimativa
embarassed: envergonahdo(a) evolve: evoluir
employ: empregar; utilizar exhibition: exposição
enable: permitir que aconteça; expensive: caro, dispendioso
fazer com que aconteça eyebrows: sobrancelha
encourage: motivar; encorajar eyelid: pálpebra
engagement party: festa de noivado
F
fairly: bastante; razoavelmente fist: punho
fascinating: fascinante fluency: fluência
fast-action: acção rápida fluidity: fluidez
fellow applicants: outros candidatos folks: pais
fierce competition: competição feroz foreign language: lingual estrangeira
filthy: muito sujo; imundo fortunately: felizmente
finding: descoberta; resultado
G
gadgets: engenhocas granny: avó
get all dolled up: arranjar-se; ficar bonita grant: subsídio financeiro
get ears pierced: furar as orelhas grass: relva
get into trouble: arranjar problemas greedy: ganancioso(a)
get more wary of: ficar mais preocupado com grind: moer
glimpse: olhar rápido groom: noivo
goal: objectivo ground: chão
goods: bens de consumo grow up: crescer
graduate: terminar o ensino secundário e/ou licenciatura
H
hammer: martelo heritage: herança; património passado
hard: difícil hit the surf: ir surfar
harm: magoar; ferir; fazer mal a hold: ter lugar; acontecer; decorrer
hazard: perigo hop: saltar ao pé coxinho
head of the family: chefe de família hope: esperança; expectative
headquarters: sede; quartel-geral huge: enorme
heat: calor humorous: divertido; bem-humorado; cómico
heaven: paraíso hungry: esfomeado
Recursos Didáticos | 87
I
improve: melhorar interpreters: intérpretes; tradutores
indigenous: indígenas intrigue: intrigar; promover interesse por;
instill: promover; fomentar; instilar issue: assunto; tema; tópico; problema
insult: insultar; chamar nomes
J
joy: alegria
K
kind of: tipo de knock: bater à porta
L
lack of: falta de algo leisure facilities: equipamentos de lazer
lad: rapaz lie: estar localizado; estar colocado
laptop: computador portátil light: leve
latest: mais recentes live up: animar
laugh: riso; risada loom: tear
lazy: preguiçoso(a) lottery: lotaria
lead: levar a; motivar; chefiar
M
maintain: manter message: mensagem
make sure: ter a certeza: assegurar middle: meio
manner: modo; maneira midwife: parteira
manufacturer: fabricante mirror: espelho
marching band: banda de música mix: mistura; combinação
market stall: banca de mercado monitor: vigiar
massive: enorme morsel: bocado
mate: colega; amigo mother tongue: lingua mãe
mealtime: refeição mourn: estar de luto
medium: meio move: mudar de casa; movimentar-se
memorise: memorizar musical aspirations: ambições musicais
mention: mencionar; referir
N
namely: nomeadamente nearly: quase
native speakers: falantes nativos neighbor: vizinho(a)
natural acting abilities: capacidades naturais
para representar
O
offence: ofensa outcome: resultado
offer: oferecer; dar outfits: fatos
once: uma vez por período de tempo outrageous: escandaloso; ridículo
opponent: opositor overseas: no estrangeiro
ordinary-looking: de aspecto normal, comum own: próprio
otherwise: de outro modo, senão owner: proprietário
P
peaceful: pacific portray: representar o papel de
perform: levar a cabo; realizar, fazer pour: verter
performance: apresentação; espetáculo practice: treino
periodicals: publicações periódicas; jornais predecessor: antecessor
88 | Guia do Professor
pick: apanhar prescribe: receitar medicação
pretty: bonita purchase: compra
provider: fornecedor purchaser: comprador
punishment: castigo push: empurrar
Q
quite: bastante
R
rather than: em vez de rely: depender de
raw cotton: algodão em bruto remove: remover; retirar
realise: ter noção de; tomar consciência de research: pesquisa
recipe: receita resume writer: redactor de currículos
recognise: reconhecer alguém ou algo de modo oficial retailer: retalhista
refresh: relembrar role model: pessoa que serve de exemplo aos outros
relationship: relacionamento; relação role: papel
relative: familiar; parente rubber: borracha
release: estreia rude: mal-educado
relevant: importante; relevante rustic: rústico
S
salesperson: vendedor(a) spoil: estragar; estragar com mimo
samples: amostras sponsor: patrocinar
satisfactory: satisfatório spread: espalhar; propagar; difundir
save: poupar; salvar squad: equipa
school compound: edifício da escola stain: nódoa
scientific terms: designações científicas stare: olhar fixamente
scores: muitos(as) store: armazenar; guarder
seek out: procurer straight after: logo depois
self-help books: livros de auto-ajuda strife: luta
semi-regular basis: de forma semi-regular; stroke: ataque cardíaco
com alguma regularidade stud: brinco pequeno
share: partilhar stuff: coisas; tralha
share: partilhar stuff: encher
shrug: encolher os ombros subtitles: legendas
shy: tímido sugar cane: cana de açúcar
since: desde sum of money: soma de dinheiro;
quantidade de dinheiro
single mother: mãe solteira support: apoiar; sustentar
skinny: muito magra suppose: supor
socialize: sair; socializar surface: superfície
spend: passar; gastar surround: rodear
spin: rodar; entrelaçar survey: inquérito; estudo
T
take the lead: ter o papel principal; ser protagonista tidy up: arrumar
tasty: saboroso to be able to: conseguir; ser capaz de
tempt: tentar; ser uma tentação tool: ferramenta
tend: ter a tendência para top brands: marcas de topo de gama
threads: fios trendy: modernas; na moda; com as últimas tendências
through: através trumpet: trompete
throughout: por todo o lado
Recursos Didáticos | 89
U
unacceptable: inaceitável unison: em uníssono; todos em conjunto e harmonia
uncommon: invulgar unstable: instável
undeniable: inegável unwearable: não se pode vestir
understand: compreender upload: colocar, disponibilizar na internet
underwater: debaixo de água upset: aborrecido(a)
V
venue: local onde se realiza certa atividade
view: vista panorâmica
W
walk: caminhada willingness: disponibilidade para
wander: passear sem destino wind: dar corda; enrolar à volta de
watch: ver na televisão ou outro meio de witness: testemunhar
comunicação audiovisual worldwide: mundialmente
waves: ondas worry: preocupar-se
weave: tecer worst: pior
weird: estranho worth: valor; valer a pena
widely: amplamente
90 | Guia do Professor
5. 2 Planos de Aula – alguns exemplos
No sentido de apoiar a atividade do professor na implementação das propostas programáticas sugerem-se, a
título exemplificativo, um modo possível de abordar os conteúdos do manual do aluno, dando algumas orien-
tações para a operacionalização das duas primeiras secções da subunidade 1.1., na sala de aula. Estas propostas
de planificação das quatro aulas iniciais, no âmbito do tópico ‘Experiências Pessoais’, deverão ser adaptadas pelo
professor às necessidades específicas dos alunos no contexto em que leciona. As aulas estão divididas em perío-
dos de lecionação de 50 minutos. Os tempos apresentados são meramente indicativos mas servem para ajudar
a distinguir as partes da aula às quais vai ser necessário dedicar mais tempo.
Peça aos alunos que construam um diálogo paralelo utilizando os nomes e in-
formação próprios. Depois solicite que alguns grupos façam uma simulação do
diálogo em frente da turma.
Caso ache oportuno, peça aos alunos que façam um desenvolvimento deste diá-
logo utilizando outras frases constantes do ‘Brainstorming’ ou frases que os pró-
prios alunos desenvolveram no passo 3.
5. 5 min. Página Titular Peça aos alunos que identifiquem na página titular da unidade as competências
que adquiriram (Ask for and give personal information).
Recursos Didáticos | 91
Aula 2: Unit 1.1 Section A – Getting to Know Each Other
Tópicos Identificação pessoal (gostos e preferências, …)
Tempos livres (passatempos, desportos e interesses, …)
Metas de aprendizagem: Compreender um texto informativo simples e claro (Registration Card)
Pedir e dar informação pessoal
Expressar gostos e preferências sobre a ocupação de tempos livres
Gramática Presente simples (informação pessoal / rotinas)
Perguntas de informação (Wh?) / pronomes interrogativos
Passo / tempo Ref. no Manual Procedimento
1. 10 min ----- Solicite que os alunos forneçam algum feedback sobre os trabalhos de casa e/
ou que revejam os tópicos da aula anterior através de perguntas ou declarações
oferecidas pelo professor e baseadas nas frases do Getting Started.
2. 10 min Focus on Reading Com os livros fechados o professor lê o texto em voz alta. Sugere-se que escreva
–A&B as seguintes palavras no quadro e peça aos alunos que distingam quais são as que
constam do texto: history / geography / art / maths / love / hate / hobbies / free
time / favourite / best (as respostas certas encontram-se sublinhadas)
Atividade suplementar 1: Peça aos alunos uma lista de atividades que pensam que
a Rachel podia fazer enquanto está no summer camp.
Atividade suplementar 2: Peça aos alunos que encontrem no texto uma atividade /
opinião que partilhem com a Rachel
4. 10 min Focus on Reading Peça aos alunos que copiem o ‘registration card’ para os seus cadernos e preencham
–C o mesmo com os seus dados pessoais. Entretanto, deve o professor fazer o mesmo
trabalho no quadro sobre si próprio.
Peça aos alunos para trocarem os cadernos para verificar se o ‘registration card’ está
corretamente preenchido, utilizando para o efeito a versão do professor no quadro.
5. 10 min Focus on Reading Peça aos alunos para escreverem as perguntas que necessitavam para eliciar a
–D informação constante no registration card. Podem reportar-se ao quadro 1 (Wh?
Questions) na ‘Grammar Reference Section’. A maioria das perguntas pode ser
feita utilizando só o verbo ‘be’, com algumas variações. Respostas sugeridas:
What is your first name? What is your surname? What is your family name?
What is your nationality? Where are you from? Are you Timorese?
When were you born? What is your date of birth?
Where were you born? What is your place of birth?
What is your address? Where do you live?
What is your school? What school do you go to?
Which year are you in (at school)?
What is / are your favourite subject(s)? What subjects do you like (best)?
What hobbies do you have? What hobbies have you got?
What do you do in your free time?
Feedback – com o professor a ajudar nas perguntas com as quais os alunos estão
menos familiarizados.
92 | Guia do Professor
Aula 3: Unit 1.1 Section A – Getting to Know Each Other
Tópicos Identificação pessoal (idade, morada, local e data de nascimento, gostos e
preferências, …)
Tempos livres (passatempos, desportos e interesses, …)
Metas de aprendizagem: Pedir e dar informação pessoal
Expressar gostos e preferências sobre a ocupação de tempos livres
Gramática Presente simples
Perguntas de informação (Wh?) / pronomes interrogativos
Passo / tempo Ref. no Manual Procedimento
1. 10 min Focus on Listening Manuais fechados. Inicie a aula escrevendo as seguintes afirmações no quadro e
–A pedindo aos alunos para corrigi-las:
Rachel was born in Sydney.
She is in the 11th year.
She is very good at memorising facts.
Her favourite class is Biology
She has lots of books of her own.
She loves swimming.
Peça aos alunos que leiam novamente o texto da Rachel (secção A) para verificar
as suas correções.
2. 20 min Your experience Brainstorming oral: O tipo de informação (e exemplos se for necessário ilustrar
– A, B & C melhor o que se pretende) a preencher em cada um dos espaços no texto.
Peça aos alunos que escrevam um texto paralelo sobre eles próprios. Podem utili-
zar o modelo fornecido ou (e talvez para alunos com maior facilidade) podem ser
encorajados a experimentar frases / construções próprias. Pode ser necessário que
o professor circule na sala para dar pequenas ‘dicas’ nesta primeira tarefa escrita.
Peça aos alunos que troquem os textos. Se o professor reparou que na fase da
escrita a maioria dos alunos cometeu o mesmo tipo de erro, poderá pedir à tur-
ma para tentar identificar o erro em questão. Caso a maioria dos alunos tenha
optado por expandir o texto, pode pedir-se aos alunos que identifiquem essas
expansões.
Atividade suplementar: Peça aos alunos que façam uma análise de vários textos e,
a partir destes, tirem conclusões sobre os atributos comuns e as diferenças que exis-
tem na turma ou nos grupos dentro desta. Esta informação poderá ser apresentada
oralmente ou até graficamente com uma pequena explicação. Por exemplo:
Recursos Didáticos | 93
Aula 4: Unit 1.1 Section B – Life is not so Boring!
Tópicos Tempos livres (passatempos, desportos e interesses, …)
Metas de aprendizagem: Pedir e dar informação pessoal
Expressar gostos e preferências sobre a ocupação de tempos livres
Gramática Presente simples (informação pessoal / rotinas)
Perguntas de informação (Wh?) / pronomes interrogativos
Passo / tempo Ref. no Manual Procedimento
1. 15 min Getting Started - A Inicie a aula com uma atividade/jogo para rever os adjetivos que podem ser utilizados
para descrever objetos e situações ou que são associados às atividades de lazer. Copie
a seguinte grelha para o quadro:
N D E
Q P I
C T B
H F S
Os alunos são dividos em 2 equipas. O professor deverá explicar aos alunos que a equi-
pa que preencher mais quadrados será a vencedora do jogo.
Os alunos da primeira equipa escolhem o quadrado que querem tentar preencher. Faça
mímica da palavra associada a este quadro e os alunos têm que acertar. Deve substituir
as letras / palavras conforme os conhecimentos prévios dos seus alunos.
Peça aos alunos que nomeiem e atribuam palavras de descrição/associação às imagens
na subsecção A. Podem utilizar outras palavras além das palavras focadas no jogo. De-
vem a seguir comparar as suas escolhas com outros alunos e chegar a uma conclusão
sobre as opiniões comuns e divergentes dentro da turma. Pode pedir-lhes que expri-
mam estas conclusões em frases do género:
Atividade suplementar: Caso opte por pedir aos alunos que desenhem os instrumen-
tos / equipamentos é provável que eles desenhem objectos que não sabem nomear
em inglês. Os desenhos podem ser distribuídos entre todos os alunos que depois
farão uma pesquisa no dicionário (na aula ou como trabalho de casa) para determinar
os nomes em inglês.
Peça aos alunos que escolham as 5 atividades constantes da lista de que mais
gostam e depois justifiquem as suas opções perante a turma:
Atividade suplementar: Peça aos alunos que façam uma outra lista que reflita as ati-
vidades disponíveis na sua área de residência.
94 | Guia do Professor
3. 20 min. Your Experience Peça aos alunos que leiam a tarefa e que expliquem ao professor aquilo que têm
que fazer.
Ofereça uma descrição (escrita ou oral) de um hobby seu, mas sem responder
às perguntas todas. Os alunos devem identificar as perguntas que não foram
respondidas.
Peça aos alunos que preparem uma breve descrição de um hobby seu (convém
assegurar-se que vão escolher hobbies diferentes). Explique aos alunos que não são
obrigados a responder a todas as perguntas.
Os alunos devem praticar a expressão oral contando as suas ideias a um colega que
deve ajudar a acertar os pormenores.
Peça a um aluno (mais confiante) para falar sobre o seu hobby perante a turma
toda. Os restantes alunos devem ouvir cuidadosamente e, no final, fazem a(s)
pergunta(s) que o aluno não respondeu no seu discurso.
A metodologia e a estruturação usadas nestes planos de aula pretendem fornecer pistas de trabalho para a ex-
ploração das várias unidades do manual.
Cada ficha é dividida em várias perguntas e cada pergunta corresponde a um tópico, escolhido de entre os tó-
picos abordados no módulo, e uma atividade comunicativa (reading, listening, writing, answering questions). A
cada pergunta é atribuída uma pontuação de acordo com o esquema apresentado abaixo.
Para a realização de cada ficha, será necessário aproximadamente um “tempo lectivo”, embora o tempo necessário
possa variar consoante as caraterísticas do grupo. O professor deve fotocopiar uma ficha para cada aluno, mas,
não sendo possível a reprodução em papel, o professor poderá escrever as perguntas no quadro. O texto de
compreensão oral deve ser lido em voz alta pelo professor.
Se achar pertinente, o professor poderá modificar a ficha de acordo com o trabalho realizado com os alunos,
substituindo ou adaptando tarefas, e introduzindo exemplos que ajudarão a compreensão dos alunos. Será con-
veniente que estas fichas sirvam de modelo para outros fichas a desenvolver pelo professor no seu contexto de
atuação.
Esquema de pontuação:
Recursos Didáticos | 95
MODULE 1 – End of Module Test
Question 1. Topic: About You / Language: Answering Questions (10 marks)
Answer these questions about yourself. You should write complete sentences.
a. Where were you born and where do you live now?
b. What do you like doing in your free time?
c. What are your favourite subjects at school?
d. What languages do you and your family speak?
e. What plans do you have for the future?
I have this mate. I used to consider her a really good friend. But then she started being really rude to everyone,
even to her folks and strangers. She knows I’m worried about my weight and she used to be supportive, now she
tells me I’m too skinny and ugly! I really don’t want to hang out with her anymore, but I’m still worried about her
because we used to be so close. Yesterday, I was in the mall, just wandering around with Kelly, passing the time,
when she came up and just started insulting both of us – especially me. It was really weird because we had done
nothing to her. I got really upset, but Kelly just laughed about it and ran off to the store to choose a new outfit for
Adrian’s party next week. I was so embarrassed because everyone was staring at us. What should I do?
I am looking out of my bedroom window, trying to do my homework. My little brother (1-be) in the garden
with some friends. They (2-play) football. My mother is in the kitchen. I (3-not know) what she (4-cook)
tonight, but we usually (5-have) fish on a Friday.
All my family is at home, except for my older sister, Amelia. She (6-not live) with us; she (7-work) in Dili.
She is also studying at the university at the moment. Last Friday, she (8-come) home to spend the day with
the family because it was her birthday. We (9-eat) lunch together and then (10-go) to my aunt’s
house where more members of the family were gathered. They all (11-give) her presents and then we
(12-sing) happy birthday and (13-cut) the birthday cake. We (14-arrive) home quite late. The next
morning, Saturday, we all (15-get) up early because Amelia had to go back to Dili and it is a long bus ride.
96 | Guia do Professor
Question 4.Topic: Country Facts and Figures / Skill: Listening (15 marks)
1. Listen to some information about Bulgaria and answer these questions:
I. Bulgaria is the 6th / 16th / 26th biggest country in Europe.
II. Bulgaria was founded in the 7th Century BC / 7th Century AD / 17th Century AD.
III. The Russo-Turkish war started in 1977 / 1878 / 1877.
IV. The population in February 2011 was 7,515,234 / 7,551,324 / 7,551,234.
V. 87%/18%/77% of the population speak Bulgarian
English is one of the most important languages in the world. Some people even say it is the most important. If not
for English, the whole world would not be as united as it is today. Of course, all other languages are important for
their local values and cultures. Why is English so important?
Travel: When you travel to another part of the world, on business or as a tourist, you need to communicate with
the people you meet. English is the language that helps you - it is like a universal language. It is nice to be able to
say something in the language of the country you are visiting but it can cause confusion and you might not get
what you want.
In-country: In countries like India, which is huge and has many different cultures, different languages are used in
different regions. The language that links everybody is English. The only other possibility would be to learn all the
other languages spoken around the nation. Not a very practical idea. English is neutral because it doesn’t allow
one linguistic culture to dominate any of the others.
Education / Studies: Education has increased the role of English as a medium of communication. Universities
across the world offer programmes in both their own local languages and English. This means more educational
opportunities for students, increased cultural exchange and a recruitment opportunity for the country itself.
Internet: Although web pages are written in many languages, English is by far the most common. Automatic
translation tools mean that it is now even more efficient to write for the net in English because readers can
simply have the page translated as they read.
It seems that English has a very secure future. No-one can be sure though. Perhaps, one day, it will become a
truly universal language, like the Euro is for money in Europe. Alternatively, another language, like Spanish or
Chinese may eventually take its place.
adapted from: http://www.saching.com/Article/The-importance-of-English-Language-/3556
Recursos Didáticos | 97
Answer Key
Question 1: 2 marks per answer
Sample answers. You may decide to give 1 mark for a basic answer and 2 marks for a more complete answer
(with reasons, for example)
a. I was born in... and / but I live in... now. / I was born in... and I still live here.
b. I like doing... / to do...
c. (My favourite subjects are)....
d. I (can) speak.... / My parents / mother / father / brother speak/speaks ....
e. I want / will / would like to...
98 | Guia do Professor
First listening - 1 mark per answer
a. 16th
b. 7th Century AD
c. 1877
d. 7,551,234
e. 87%
Question 6: 25 marks
Personal answer. Students may write about one topic or more than one.
They should write about themselves and the people they know.
Recursos Didáticos | 99
MODULE 2 – End of Module Test
Question 1. Topic: About You / Language: Completing sentences (10 marks)
Answer these questions about you, your family and your community.
1. married couple 3. festivity 5. forefathers 7. older members of the family 9. gifts to the spirits
2. patriarch 4. greet 6. assembly 8. togetherness 10. put
We enter the ‘Uma Lulik’ where the head of the family, Bernardo, welcomes us to the ‘celebrations’ The extended
families of both husband and wife are present. Inside the ‘Uma Lulik’ there is a small altar on which meat will be
placed for the spirits of the ancestors, and the Kohe, a ‘secret container’ for the chief to place special offerings. This
recognition of the ‘spirit world’ is what gives the local people a sense of belonging, their identity and cultural tradition.
The elders sit around the wall in front of us. Bernardo makes a speech of welcome and explains the importance
of the ‘Uma Lulik’ as a place for family gathering, as a place where he can invite his guests to sit and eat together.
adapted from: http://michaelmustimor.blogspot.com
Question 3. Topic: A traditional story / Language: Narrative tenses and Linkers of sequence (15 marks)
Complete this story by choosing the correct words
Italians are famous all over the world for their creativity and design. Many exceptionally fine products are produced
here and all over the country there are designer boutiques, antique stores, art galleries and arts and crafts shops. Many
workshops in Tuscany are open to the public and local artisans are proud to show off their methods and products. For
local artists it is important to preserve traditional techniques and tools. Gifts of contemporary and traditional designs
can be found together in the same shop.
If you want a wooden figure to decorate your home, then Italian wood artists offer spectacular pieces. This art form
has been perfected by local artists since it first became popular during the Gothic and Renaissance periods. You will
find beautiful painted wooden boxes decorated with traditional Tuscan scenes and flowers. If you are an admirer of
art then you must visit the Uffizi gallery . Afterwards you can buy a reproduction of almost any painting you have seen.
The Ginoris are famous for their work in porcelain and the Pecchioli family company produces elegant high quality
porcelain pieces, hand-decorated in gold and polychrome colours.
The Tuscany region also has many artists working in silver. Craftsmen design products using silver and other valuable
metals and stones to make jewellery, plates and candlesticks.
The metal mostly commonly used metal is iron, because it can be moulded into almost any shape. The process of
heating and moulding an item into shape can be viewed at the Certini family’s workshop located in the heart of
Tuscany. Everything here is handmade by the family themselves and then decorated by hand.
adapted from: http://www.italianshopsonline.com/
Independence Proclamation Day (28th November) | National Heroes’ Day (7th December) | National Youth Day (12th November)
Question 6 – 25 marks
Personal answer
Nurse Required
Duties You will be working in a large hospital. Your main duties will be giving medicines, changing
beds and helping to wash patients. You will also assist doctors in their routine visits.
Qualifications A degree in general nursing and at least 2 years experience in a hospital or a clinic.
Personal qualities Calm and able to work under pressure. Flexible as you will have a wide range of duties
and will have to work at different time of the day. You must also be good with people.
Benefits Friendly working atmosphere. Good staff canteen. Generous holiday. Specialist training
is also offered to successful applicants.
Question 3. Topic: Shopping / Language: modal verbs and the passive voice (15 marks)
1. Complete the following sentences with one of these modal verbs: can / must / should / may / mustn’t.
a. You walk out of a store with an item you haven’t paid for.
b. You try those trousers on before buying them to see if they look good or not.
c. If your brother doesn’t like pullover, he bring it back and change it.
d. I’m not sure, but you find what you are looking for in that store over there.
e. You come and help me de the shopping. I can’t do it all by myself.
2. Write the following sentences in the passive. Begin with the words given.
a. 95% of teenagers read advertisements in shopping malls. Advertisements...
b. People haven’t spent money on music this Christmas. Money...
c. Women bought more books than last year. More books...
d. The security guard was watching the girls as they went into the store. The girls...
e. Teenagers will take 10% of the clothes they buy back to the shop. 10% of the clothes ...
We are a 1. childcare centre in Greenview and we are looking for a childcare worker to join our team.
This is a permanent 2. position and you will be taking care of children aged 6 months to 6 years. A key
part of the job is 3. , implementing and evaluating high quality, flexible and 4. educational
programs. To succeed in this position you will need:
- at least 5. working in childcare
- a first aid certificate
-a 6. in working with children
- the 7. to form warm, responsive relationships with children
- a positive, 8.
- initiative and capacity to work with minimal supervision.
We offer an excellent 9. , and you will be working in 10. . To apply, please email your CV and
application letter to the managing director.
A. Think of an item of technology that you or your family have bought recently. Write a paragraph about it. Write about
some of these topics:
Question 2: 15 marks = 4 for job duties, 2 for qualifications, 5 for personal qualities, 4 for benefits
Personal answer students should use the language to describe job duties, job conditions, qualifications and personal
qualities that were studied in the units.
Question 6: 25 marks
A seguinte listagem serve como exemplo dos recursos disponíveis na Internet para apoi-
ar o processo de ensino e de aprendizagem. Os recursos podem ser usados de forma
sistemática ou ocasional, pela turma, por grupos com necessidades específicas ou até
mesmo ao nível individual.
Tem como objectivo dotar o professor com os recursos necessários para reforçar a aprendi-
zagem básica, rever a aprendizagem numa data posterior, alocar tarefas de aprendizagem/
investigação a alunos individuais ou a grupos de alunos e assim promover a autonomia de
aprendizagem. Estes recursos poderão, também, ser usados para se construir bancos de
itens para atividades de avaliação.
Dado que estes sites ou páginas da Internet podem rapidamente ficar inativos, recomen-
da-se que o professor verifique o conteúdo de cada um destes sites antes de os divulgar
junto dos alunos.
Jornais e revistas
Mary Glasgow magazines (podem ser adquiridos através de http://maryglasgowplus.com/)
Easy English News (pode ser adquirido atraves de http://elizabethclaire.com/store/)
The Learning Edge (gratuito): http://www.thewclc.ca/edge/
California Distance Learning Project (gratuito): http://www.cdlponline.org/
Easy English Times (subscrição): http://www.easyenglishtimes.com/
World newspapers on the net: http://www.onlinenewspapers.com/
Australasia and Oceania newspapers: http://www.onlinenewspapers.com/oceanianewspapers.htm
Singapore newspapers: http://www.onlinenewspapers.com/singapor.htm
Bangkok Post: http://www.bangkokpost.com/news/
The Dili Post: http://www.dilipost.com/
Asian and Middle Eastern newspapers: http://www.onlinenewspapers.com/asiannewspapers.htm
Rádio / Televisão
Radio/news/music: http://www.wwideweb.com/bitcaste.htm
TV News: http://www.newscoast.com/readmedia/sun.ram
BBC online: http://bbc.co.uk
CNN Interactive: http://www.cnn.com
Broadcast.com: http://www.broadcast.com
Lista de estações de rádio: http://www.zozanga.com/internetstuff/englishradio stations.htm
Avaliação – Processo regulador das aprendizagens que tem como objectivo aferir conheci-
mentos, competências e capacidades dos alunos e verificar o grau de cumprimento das
metas fixadas para um determinado segmento de ensino.
Registos de língua – Enunciados orais ou escritos que dependem das situações de comu-
nicação, sendo também diferentes em função do interlocutor, do local e da natureza da
mensagem.
Glossário | 111
7. Bibliografia
Esta secção comporta recursos convencionais para professores e alunos, nomeadamente
indicação de gramáticas, dicionários, livros de contos e histórias.
Gramáticas
Eastwood, J. (1994). Oxford Guide to English Grammar. Oxford: OUP.
Murphy, Raymond. (2007). Essential Grammar in Use with Answers. Cambridge:
Cambridge University Press.
Parrott, M. (2000). Grammar for English Language Teachers. Cambridge: CUP.
Dicionários
Sugere-se que a escola adquira alguns exemplares dos seguintes dicionários:
Oxford Wordpower Dictionary for Learners of English with CD ROM and Wordpower Trainer.
(2006). Oxford University Press
Longman Essential Activator with CD ROM. (2006). Longman Pearson
Cambridge Learner’s Dictionary with CD ROM. (2007). Cambridge University Press
Contos e Histórias
Sugere-se que a escola adquira alguns exemplares dos seguintes recursos:
ELT Graded Readers. London: Dorling Kindersly.
Longman Graded Readers. London: Longman.
Cameron, P. (1995). Tales from Many Cultures. London: Longman.
Janssen, A. (1984). Unusual Stories from many Lands. New Jersey: Prentice Hall.
Cardoso, L. ( 2000). The Crossing: A Story of East Timor. Granta Books.
White, K. (2002). Criado: A Story of East Timor. Indra Publishing.
Cristalis, I. (2002). Bitter Dawn: East Timor - A People's Story. Zed Bo
Thomson, K. et al. (2003). Mavis goes to Timor. Currency Press.
Bibliografia de Referência
Allen, D. (ed) (1998). Assessing Student Learning: from Grading to Understanding.
Columbia: Teachers College Press.
Este livro centra-se na avaliação das aprendizagens e engloba depoimentos de professores sobre
aspetos práticos da utilização de instrumentos de observação, análise e classificação do trabalho
dos alunos.
Carter, R. & Nunan, D. (2001). The Cambridge Guide to Teaching English to Speakers of
Other Languages. Cambridge University Press.
Um livro que incide sobre metodologias essenciais a implementar em contexto de sala de aula.
Articula de forma particularmente eficaz a teoria e a prática.
Council of Europe (2001). The Common European Framework of Reference for Languages.
UK; Cambridge University Press.
Esta obra de referência constitui um instrumento linguístico essencial para a harmonização
do ensino e da aprendizagem das línguas sendo, nessa medida, um guia indispensável para os
professores que as ensinam.
Cherian, M. & Mau, R. (2002). Teaching Large Classes: Usable Practices from around the
World. McGraw Hill.
Cada um dos capítulos desta obra aborda perspetivas diferenciadas sobre dinâmicas de trabalho
com grandes grupos, em contexto de sala de aula. Refere experiências de profissionais de vários
países e inclui uma visão crítica sobre métodos passíveis de ser implementados em diferentes
contextos socioculturais.