atividades de lingua inglesa 12

Atividade para os Alunos

Componente curricular: Língua Inglesa

Ano/Série: 6º ano EF

Objetivos

Relacionar imagem / texto

Demonstrar compreensão geral do gênero textual história em quadrinhos, utilizando estratégias que

contribuam para a sua compreensão

Conteúdos

Oralidade

Cumprimentos e despedidas

Leitura

Reconhecimento de palavras estrangeiras em situações do cotidiano

Produção de Textos

Diálogo

Conhecimentos Linguísticos

Demonstrative Pronouns

Gabarito

a.

i. [F] Monica introduces the gang to a man, Anthony.

ii. [F] Monica says that Jimmy Five ties knots in her bunny’s ears.

iii. [T]

iv. [F] Blu is not hapy. He is angry at the man.

v. [T]

vi. [F] Smudge is afraid of water. He doesn’t like to take a bath.

b.

2. HI; NICE TO MEET YOU; MY NAME IS MONICA; THAT’S JIMMY FIVE;

3. Anthony caiu em um bueiro e encontrou toda a turma que também havia caído lá.

4. Respostas pessoais.

CHARACTER / DESCRIPTION

1. Jimmy Five: The one who has a problem with his pronunciation.

2. Smudge: The one who doesn’t like water.

3. Maggie: The one who loves to eat.

4. Blu: The one who is cute.

5. Angel: The one who is a good friend

6. Monica: The one who is Maggie’s best friend.

ATIVIDADE DE LÍNGUA INGLESA

1) Read the comic below:

Disponível em:<http://www.monica.com.br/cookpage/cookpage.cgi?!pag=ingles/comics/tabloide/tab304> Acesso em: 26/05/2011

a. Write T for true or F for false sentences. Correct the sentences that are false.

i. Monica introduces the gang to a woman. [ ]

GLOSSARYBesides – in addition, alsoKnot – to fasten together two ends of a piece of string or other long thin materialTwue = True – not falsePup – a young dog

http://www.monica.com.br/cookpage/cookpage.cgi?!pag=ingles/comics/tabloide/tab304

ii. Monica says that Smudge ties knots in her bunny’s ears. [ ]

iii. Maggie wants a sandwich. [ ]

iv. Blu is very happy. [ ]

v. Angel is the gang’s best friend. [ ]

vi. Smudge loves to take a bath. [ ]

b. Match the descriptions to the characters, according to the information in the comic.

2. Circule no texto as palavras ou frases que Monica usou para apresentar seus amigos a Anthony.

3. Por que Anthony está sendo apresentado para toda a turma? O que aconteceu com eles?

4. Use as palavras do quadro para criar um diálogo. Imagine que você e um amigo encontraram a turma da

Monica nesta mesma situação. Você deve apresentar seu amigo e depois apresentar-se para a turma toda. Seja

criativo!

Hi, How are you? My name is... I am ...This is my friend... He / She is... Nice to meet you His / Her name is...I am from... He/She is from... I like ... He/She likes...

CHARACTER DESCRIPTION

1. Jimmy Five a. The one who is a good friend.

2. Smudge b. The one who is Maggie’s best friend.

3. Maggie c. The one who has a problem with his pronunciation.

4. Blu d. The one who loves to eat.

5. Angel e. The one who doesn’t like water.

6. Monica f. The one who is cute.

QUESTÕES PARA AVALIAÇÃO

ROUTINE AT WORK



Conteúdos

Leitura

Localização de informações

Interpretação de textos

Produção de textos

Descrição – rotinas


Simple Present

Critérios de Avaliação

1. Observe se o aluno consegue localizar as informações no texto e é capaz de julgar se são verdadeiras ou

falsas. Quando a informação for falsa, considere o item como correto apenas se o aluno apresentar uma

justificativa com elementos do texto.

2. Avalie a capacidade do aluno em interpretar textos nesta questão e também a mudança na conjugação de

1ª para 3ª pessoa do singular no Simple Present e variantes (pronomes pessoais, objeto).

3. Observe a capacidade do aluno em localizar informações no texto e fazer adequações de 1ª para 3ª

pessoa do singular no Simple Present e variantes (pronomes pessoais, objeto).

Gabarito

1.

a. FALSE. Lupita works in a large company.

b. FALSE. Lupita is a secretary.

c. TRUE

d. FALSE. After dinner, Lupita usually watches

television for a while.

2.

a. Lupita lives in Monterey, Mexico.

b. She works in a large company.

c. She speaks Spanish and English.

d. She has lunch from 1:00 to 2:00.

e. She leaves her work at 5.30.

f. Mr. Torres is Lupita’s supervisor. He is an

engineer.

3. (Answers may vary.)

She answers the phone and writes messages.

She goes home

and helps her mother.

Her name is Lupita Gonzalez.

She usually drives to work.

Read the text below and give complete answers.

LUPITA'S DAY

Hello. My name is Lupita Gonzalez. I work in a large company in Monterrey, Mexico. We

make bottles and cans for soft drinks. I am a secretary. I answer the telephone and take

messages. I also use a fax machine and a computer. My first language is Spanish but

sometimes I speak English. Many of our clients are from the United States. My supervisor

is Mr. Torres. He is an engineer. I start work at 8:00. I usually drive to work. I have lunch

from 1:00 to 2:00. I finish work at 5:30. I go home and help my mother prepare dinner. We

have dinner at 9:00. After dinner I usually watch television for a while. I usually go to bed

at 11:00.

Adaptado de http://perso.menara.ma/mhassim/ReadCompTests.pdf Acesso em 12/05/2011

1. Are the following statements TRUE or FALSE? Correct the sentences that are FALSE.

a. Lupita works in a small company. (……….) ………………………………………………………….…………

b. Lupita is an engineer. (……….) ………………………………………………………….……………………….

c. Mr. Torres is Lupita’s supervisor. (……….)………………………………………………………….…………….

d. Lupita doesn’t watch television. (……….)………………………………………………………….………………

2. Answer the questions about Lupita’s everyday life.

a. Where does Lupita live?

…………………………………………………………….……………………….……………………………………….

b. Where does Lupita work?

…………………………………………………………….……………………….……………………………………….

c. What languages does she speak?

…………………………………………………………….……………………….……………………………………….

d. What time does Lupita have lunch?

…………………………………………………………….……………………….……………………………………….

e. What time does she leave her office?

…………………………………………………………….……………………….……………………………………….

f. What does Mr. Torres do?

…………………………………………………………….……………………….……………………………………….

http://perso.menara.ma/mhassim/ReadCompTests.pdf%20

3. Imagine that you have to tell your friend about Lupita’s routine. Choose 4 sentences from the text. Don’t

forget to put the verbs in the 3rd person singular.

Ex. She works in a large company in Monterey, Mexico. ………………………………………………………….

……………………….……………………………………….

…………………………………………………………….……………………….……………………………………….

…………………………………………………………….……………………….……………………………………….

…………………………………………………………….……………………….……………………………………….

…………………………………………………………….……………………….……………………………………….

Questões para Avaliação



Conteúdos


Descrição de rotinas


Personal Pronouns

Subject Pronouns

Questões

Leia o texto sobre a rotina de Carlton De Groot.

Carlton De Groot is crazy about sports and games. He is very competitive and loves

winning, even if it’s just playing cards with his grandmother!

Every morning he gets up at six thirty and goes swimming at the local pool and after

that he lifts weights in the gym next door. Then he goes home and has a big breakfast of cereal,

toast, fruit juice and bacon and eggs. At ten thirty he does an hour of yoga and then before

lunch he goes running for half an hour. After lunch he plays tennis with one of his brothers and

then goes cycling until about four o’clock.

As you can imagine he’s quite tired by now, so to relax a little he plays Monopoly with

his sister’s children. Poor things – they never win because Carlton is just too competitive!

After a very big dinner, usually roast meat and vegetables, he goes back to the gym to

do karate for an hour. He loves karate and has lots of trophies and medals for all the

competitions he wins.

Finally he goes to the sports center to meet his friends and play soccer for an hour.

What a busy day!

Adaptado de <http://www.esl-lounge.com/premium/samples/1v4-sport-and-free-time-sample.pdf >

1. Identifique na rotina de Carlton 2 atividades que ele realiza pela manhã e 2 atividades que ele realiza ao

final do dia.

Morning routine:

Evening Routine:

2. Observe o parágrafo retirado da rotina de Carlton. Reescreva-o utilizando o pronome “I”. Faça as

alterações necessárias.

Critérios de correção

1.

O aluno reconhece o vocabulário referente às partes do dia.

O aluno compreende os elementos relacionados a rotina.

Every morning he gets up at six thirty and goes swimming at the local pool

and after that he lifts weights in the gym next door. Then he goes home and has a

big breakfast of cereal, toast, fruit juice and bacon and eggs. At ten thirty he does an

hour of yoga and then before lunch he goes running for half an hour. After lunch he

plays tennis with one of his brothers and then goes cycling until about four o’clock.

http://www.esl-lounge.com/premium/samples/1v4-sport-and-free-time-sample.pdf

2.

O aluno associa a ideia de coesão à elaboração de textos com respeito às regras morfossintáticas.

O aluno faz uso correto das estruturas e flexões do verbo de 3ª pessoa do singular e 1ª pessoa do singular.


Homework



Objetivos

Conhecer e utilizar, de forma criativa e espontânea, as estruturas da língua (presente contínuo)

Conteúdos

Leitura



Descrição (objetos)


Present Continuous

Gabarito

1. a. I am hanging out with friends. b. She is listening to music.c. The man is fishing. d. I am playing video games.e. The boy is reading books. f. He is riding a bike.g. The man is scuba diving h. The girls are watching movies.

2. 1) The students are reading (read) a book. 2)Jane is talking (talk) to Ann.3) I am doing (do) my homework. 4) Mary and Ann are drawing (draw) a house.5) She is asking (ask) a question. 6)My father is washing (wash) his car.

3. 1. He is eating ice-cream 2. He is reading a book. 3. She is painting eggs. 4. He is skating. 5. She is singing. 6. He is building a sand castle.

7. He is studying. 8. The boy is playing soccer. 9. The girl is dancing. 10. John is drawing. 11. Mary is brushing her teeth. 12. The boys are fighting.

4. a. Who is playing with your brother?b. Is she walking Mrs. Parson’s dog?c. They are waiting for the 4 o’clock bus.d. Is Mark’s sister coming with you?e. Who is talking to your girlfriend?

WE’RE HAVING LOTS OF FUN!

1. What are they doing? Match the words from the box with the correct picture and write

sentences using the Present Coninuous.

a. with friends. b. to music.

c. d. video games

e. books f. a bike

Imag

ens

disp

onív

eis

em: <

ww

w.s

xc.h

u> A

cess

o em

20

Jul.

2011

watch play read fish hang out listen ride dive

build drink study eat sing play fight

paint brush skate draw read

g. scuba h.

movies

2. Fill in the blanks with the correct form of the present continuous, using the verbs in brackets.

1. The students (read) a book.2. Jane (talk) to Ann.3. I (do) my homework.4. Mary and Ann (draw) a house.5. She (ask) a question. 6. My father (wash) his car.

3. Look at the pictures and write sentences. Use the

verbs in the box.

1. He is eating ice-cream

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

4. Build correct sentences:

a. your / is / playing / ? / Who / brother / with

b. Is / dog / she / walking / Mrs. Parson / ´s

c. 4 o´clock / the / are / waiting / They / for / bus.

d. Mark / ´s / sister / you / coming / Is / with/ ?

e. talking / girlfriend / your / ? / Who / to / is

Adapted from: < http://busyteacher.org/6264-what-are-they-doing-present-continuous.html >

Access: Jul.22,2011.

WE’RE HAVING LOTS OF FUN!



Tempo estimado: 2 aulas

Material necessário: projetor e computador, cópias das atividades para os alunos; flashcards coloridos e

laminados

Objetivos


Reconhecer e praticar as funções lingüísticas a que será exposto (descrever ações e conversa

telefônica)

Gêneros Contemplados

Conversas ao telefone

História em quadrinhos

Conteúdos

Oralidade

Participação em situações de comunicação oral

Leitura


Localização de Informações


Diálogo


http://busyteacher.org/6264-what-are-they-doing-present-continuous.html

Present Continuous

Desenvolvimento

Aula 1

Atividade 1

Para iniciar a aula, peça para aos alunos prestarem atenção nas ações que você vai realizar. Coloque

uma cadeira próxima aos alunos, pegue um livro, abra-o e finja que está lendo. Pergunte-lhes:

What am I doing?

Em seguida, vá até o quadro e escreva uma frase / palavra em inglês e pergunte-lhes novamente:

What am I doing?

Caso os alunos não respondam utilizando os verbos adequados (read / write) escreva-os no quadro e

descreva as ações que você acabou de realizar:

I am reading a book. / I am writing.

Diga aos alunos que as duas ações (I am reading a book / I am writing) estão em progresso /

acontecendo no exato momento em que você as descreveu.

Comece a caminhar pela sala e diga: I am walking. Convide um aluno para te acompanhar e proponha

que ele repita a mesma ação que você estiver fazendo. Volte-se para os outros alunos e diga:

He / She is walking.

Diga aos alunos que utilizamos os verbos na forma do Present Continuous para descrever ações que

acontecem at the moment of speaking, para temporary situations e também para making plans e talking

about the future.

Escreva uma frase na lousa (I am walking.) e faça alterações de acordo com as pessoas que estão

realizando a ação. Convide um aluno e uma aluna para demonstrarem algumas ações até que os alunos

tenham compreendido as mudanças entre pronomes e o verbo to be.

Aproveite para revisar as estruturas do verbo to be.

Mantenha um registro no quadro com os exemplos utilizados com a sua turma.

Exemplo:

I am

He is

She is

It is

We are

You are

They are

walking.

writing a letter.

playing tennis.

reading a book.

Apresente as formas negativas com outros exemplos ou alternando entre frases afirmativas e negativas.

Exemplo:

I am reading a book. I am not reading a

newspaper.

She is looking at me. She is not looking at João.

Para apresentar as formas interrogativas, primeiro modele Yes / No Questions e depois apresente

perguntas com Question Words (what, where, which, etc.)

Exemplo:

Teacher: Are you listening to me?Students: Yes!Teacher: Ask me!Students: Are you listening to me?Teacher: No, I am not listening to you!

Teacher: What are you doing?Student: I am looking at you.Teacher: Ask João!Student: What are you doing?Student: I am …

Explore outras perguntas com os alunos. Encoraje-os a fazer outras perguntas usando

pronomes/pessoas no singular e plural. Se os alunos tiverem dúvidas ao fazer a pergunta, modele

primeiro e depois peça para que repitam.

Apresente outros verbos e explore Yes / No Questions para os alunos trabalharem com short answers.

Exemplo:

Teacher: Are you reading a newspaper?Students: Yes, I am. / No, I am not

Teacher: Are you dancing?Students: Yes, I am. / No, I am not

Teacher: Is João reading a book?Students: Yes, he is. / No, he is not

Teacher: Is João writing?Students: Yes, he is. / No, he is not

Atividade 2

Use o arquivo do Anexo 1. Distribua os flashcards com as imagens entre os alunos. Escolha alguns

flashcards com palavras e represente a ação. Os alunos devem encontrar a imagem correspondente e

entregá-la ao professor. Caso o aluno mostre uma figura incompatível com o verbo descrito, continue

realizando a ação até que a figura correta seja encontrada.

Em seguida, divida os alunos em dois grupos (Team A / Team B) e distribua alguns flashcards que

contenham imagens e verbos misturados para cada grupo. Eles devem se revezar fazendo perguntas ou

mímicas referentes aos verbos dos flashcards.

Exemplo:

TEAM A: What is he doing? TEAM B: She is drinking.

TEAM B: (representa a ação do flashcard, TEAM A: He is walking.

caminhando pela sala)

Estabeleça um limite de tempo para as mímicas e para a resposta do grupo. O grupo que organizar as

frases utilizando os verbos no Present Continuous corretamente marca pontos.

Atividade 3

Para finalizar esta aula, projete a história em quadrinhos do Snoopy (Anexo 2).

WALK

He is going to the base.

He is sleeping.

He is stretching himself.

He is going to the baseball field.

He is taking a break.

He is swinging the bat.

He is rounding the base.

He is catching the ball.

He is going home.

He is resting.He is hitting the ball.

He is leaving the baseball field.

Apresente um quadro com os verbos correspondentes às

ações realizadas por Snoopy fora de ordem.

Solicite a ajuda dos alunos para que eles relacionem os verbos com as imagens nos quadrinhos.

Dê exemplos usando mímicas para auxiliar os alunos nos verbos que eles desconheçam.

Organize os alunos em trios. Proponha que eles produzam frases descrevendo as ações que Snoopy

está realizando usando o Present Continuous.

Circule entre os alunos auxiliando e esclarecendo dúvidas em relação à construção das sentenças.

Homework:

Indique os exercícios do Anexo 3 para os alunos realizarem como tarefa.

Aula 2

Inicie a aula retomando a estrutura do Present Continuous. Escolha alguns flashcards e mostre-os aos

alunos perguntando-lhes:

What is he/she doing?

Estimule os alunos a responderem perguntas usando short answers.

T: Is he sleeping? S: No, he is not. He is crying.

T: Are they riding a bike? S: Yes, they are.

Corrija os exercícios realizados como tarefa.

Atividade 1

Apresente o video do canal The Daily English Show no site Youtube: http://www.youtube.com/watch?

v=JGdHKLiCnRM. O vídeo traz uma sequência de imagens e descrições de ações no Present

Continuous. Primeiro mostre o vídeo sem o áudio e peça para os alunos observarem as imagens. Na

segunda vez, com áudio, peça para os alunos acompanharem o vídeo com a atividade impressa (Anexo

4) conferindo e corrigindo a sequência de ações.

Atividade 2

stretch himself – round the base – catch the ball –

hit the ball– rest – swing the bat – go home – sleep – go to baseball field –

go to the base – leave the baseball field – take a

http://www.youtube.com/watch?v=JGdHKLiCnRM

http://www.youtube.com/watch?v=JGdHKLiCnRM

Explore o Present Continuous with a Future Meaning representando uma conversa telefônica. Se

desejar, escolha um aluno para ajudá-lo.

o Student: “Trimmm....trimmmm”

o Teacher: “Hello”

o Student: “Hi! Teacher……?”

o Teacher: “Yes. Who is it?”

o Student: “It’s ......................”

o Teacher: “Hi, ……………….. How are you?

o Student: “I’m fine, thanks. What are you doing?”

o Teacher: “I’m reading a book /studying / cooking / surfing the net .”

o Student: “What are you doing tonight at seven o’clock?”

o Teacher: “I am working tonight. And you?”

o Student: “I don’t know. Maybe I am going out / going shopping / eating dinner with

my family.”

o Teacher: “Ok. See you tomorrow. Bye.

o Student: “See you. Bye.”

Escreva as palavras abaixo no quadro:

Explore as expressões do quadro. Escolha dois alunos para um roleplay do diálogo acima ou peça para

outro aluno participar com você.

Para checar se os alunos compreenderam este uso do Present Coninuous, desenhe uma linha do tempo

no quadro e indicando o “doing” now (present) e o “doing” later (at seven o’clock tonight)

Proponha que os alunos leiam o diálogo sobre uma conversa ao telefone entre dois amigos (Anexo 5) e

respondam os exercícios.

1. A girl is talking to a boy on the telephone. Read the conversation and then answer the questions.

Mike: Hello!

Anna: Hi! Mike?

* Tonight * Next week * On Wednesday * In a couple of weeks * Tomorrow

Professor: Os alunos já compreendem que para falar sobre algo que está acontecendo no momento da fala usa-se o Present Continuous. Agora, você precisa explorar outros usos deste verbo: making plans and talking about the future

Past Present Future

“doing” now “doing” later

tonight at 7 o’clock

Mike: Yes. Who is it?

Anna: It’s Anna.

Mike: Hi, Anna. How are you?

Anna: I’m fine, thanks. What are you doing?

Mike: I’m reading a book.

Anna: Which one?

Mike: Harry Potter. I’m really enjoying it. But, why are you asking what I’m doing?

Anna: Let’s watch a movie and eat popcorn today.

Mike: At my place or yours?

Anna: My place.

Mike: Yes! What time?

Anna: Is 7 o’clock ok?

Mike: That’s perfect! See you later. Bye.

Anna: Bye.

a. What are they talking about? They are talking about the activities Mike is doing.

b. What is Mike doing? He is reading a book.

c. Is he enjoying the book? Yes, he is really enjoying it.

d. What is he going to do at Anna’s house? He is going to watch a movie.

Em seguida, organize os alunos em duplas e proponha que eles criem um diálogo com base na

conversa entre Mike e Anna.

2. Work with a partner. Write a telephone conversation. Call your friend an invite him/her to do something

with you today.

Your conversation needs to mention:

A. Ask: "What are you doing after this lesson / after school / tonight / tomorrow / Wednesday night / Saturday night / for your summer holidays?"

B. Answer: "I don't know. I was thinking about going swimming / having a bath / doing the shopping / going to the cinema / playing pachinko / writing to my friend in England / eating out at my favourite restaurant

A. Say what you are doing and invite your friend: "I'm having some friends round for a party / listening to some music / going shopping for ___/ going to the video rental shop / playing tennis /…would you like to come?"

B. Accept or decline invitation: Yeah sure. / Ok. / Why not? / Yes, I'd love to. / Sorry, I’m…

Circule entre os alunos orientando-os e esclarecendo as dúvidas.

Selecione algumas duplas que desejarem representar os diálogos para todos os alunos.

Avaliação

Indicações

Acesse o site

http://www.englishpage.com/verbpage/presentcontinuous.html para referência e exercícios.

Anexos Inserir anexos, caso seja necessário.

TALKING ON THE PHONE

1. A girl is talking to a boy on the telephone. Read the conversation and then answer the questions.

Mike: Hello!

Anna: Hi! Mike?

Mike: Yes. Who is it?

Anna: It’s Anna.

Mike: Hi, Anna. How are you?

Anna: I’m fine, thanks. What are you doing?

Mike: I’m reading a book.

Anna: Which one?

Mike: Harry Potter. I’m really enjoying it. But, why are you asking what I’m doing?

Anna: Let’s watch a movie and eat popcorn today.

Mike: At my place or yours?

Anna: My place.

Mike: Yes! What time?

Anna: Is 7 o’clock ok?

Mike: That’s perfect! See you later. Bye.

Anna: Bye.

http://www.englishpage.com/verbpage/presentcontinuous.html

a. What are they talking about?

b. What is Mike doing?

c. Is he enjoying the book?

d. What is he going to do at Anna’s house?

2. Work with a partner. Write a telephone conversation. Call your friend an invite him/her to

do something with you today.

Your conversation needs to mention:

A. Ask: "What are you doing after this lesson / after school / tonight / tomorrow / Wednesday night / Saturday night / for your summer holidays?"

B. Answer: "I don't know. I was thinking about going swimming / having a bath / doing the shopping / going to the cinema / playing pachinko / writing to my friend in England / eating out at my favourite restaurant

A. Say what you are doing and invite your friend: "I'm having some friends round for a party / listening to some music / going shopping for ___/ going to the video rental shop / playing tennis /…would you like to come?"

B. Accept or decline invitation: Yeah sure. / Ok. / Why not? / Yes, I'd love to. / Sorry, I’m…

Calling a friend




Objetivos


Conteúdos

Leitura



Descrição (objetos)


Present Continuous

Gabarito

1.

2.

I.

b. She is looking for a new apartment.

II.

d. She is living with her new friend.

III.

a. [F] Stephanie is living with her new roommate, Diana.

b. [F] She is looking for a new apartment.

c.[T]

d. [F] Diana is helping Stephanie a lot.

e. [T]

f. [T]

3.

2. We aren’t having a good time together. We are traveling together.

3. Mary isn’t leaving him. Mary is talking to him.

4. The kids aren’t doing their homework. The kids are studying for a test.

5. They aren’t drinking apple juice. They are eating apples.

6. You aren’t working very hard. You are studying very hard.

7. I´m not looking for my sister. I’m looking for my girlfriend.

8. She isn’t selling her boat. She is selling her motorcycle.

4.

1. Who are you waiting for? – I’m waiting for my brother.

2. Who are you dancing with? – She is dancing with John.

3. What are you buying ? – We’re buying a new car.

4. Where are you staying ? – I’m staying at Central Hotel.

5. What are you eating ? – They are eating fish.

6. Which book are you reading ? – He is reading Romeo and Juliet.

5. Respostas pessoais.

Atividade de Língua Inglesa

1. Read the letter below. Underline the Present Continuous verbs that describe something happening at the

moment.

Circle the Present

Continuous

verbs that

describe

things that are

happening

around the time of

speaking.

Adapted from: <http://www.wiziq.com/tutorial/23279-Present-continuous-Practice > Access: Jul.25,2011

2. Read the letter again and answer the questions.

I. What is Stephanie looking for?

a. She is looking for a letter.

b. She is looking for a new apartment.

c. She is looking for a friend.

d. She is looking for a night school.

II. Where is Stephanie living?

a. She is living with her friend Andrea.

b. She is living alone.

c. She is living with her parents.

d. She is living with her new friend.

III. Write T fro true and F for false. Correct the sentences that are false.

a. Stephanie lives in her own place. [ ]

b. She is looking for a new house. [ ]

c. Her friend is studying for a test right now. [ ]

d. She is helping her new friend. [ ]

e. Stephanie is writing a letter to Andrea. [ ]

f. Stephanie is working very hard these days. [ ]

http://www.wiziq.com/tutorial/23279-Present-continuous-Practice

3. Write the negative form of the verbs and then write an affirmative sentence showing what is the person

doing. Use the Present Continuous:

1. He is learning how to write. He isn’t learning how to write. He is learning how to sing.

2. We are having a good time together.

3. Mary is leaving him.

4. The kids are doing their homework.

5. They are drinking apple juice.

6. You are working very hard.

7. I´m looking for my sister.

8. She is selling her boat.

Adapted from: < http://busyteacher.org/6264-what-are-they-doing-present-continuous.html >


4. Ask questions according to the answers:

1. Who

for? – I’m waiting for my brother.

2. Who

with? – She is dancing with John.

3. What

? – We’re buying a new car.

4. Where

? – I’m staying at Central Hotel.

5. What

? – They are eating fish.

6. Which book

? – He is reading Romeo and Juliet.


Adapted from: < http://busyteacher.org/6264-what-are-they-

doing-present-continuous.html >


5. Look at the list in the table below. Find at least five pictures in magazines (newspapers, photos, pictures in

the internet) that would match the actions.

reading a book playing a musical instrument drinking

playing soccer driving a car working

talking riding a bike sleeping

smiling eating fighting

walking a dog crying cooking

Then write sentences in the Present Continuous describing the actions in the pictures.






Componente curricular: Língua Inglsa


Conteúdos

Leitura



Present Continuous

Gabarito

1.

a. Snoopy is playing ice-hockey.

b. Charlie Brown is running.

c. Lucy is reading the paper.

d. Snoopy is eating the food.

e. Lucy is painting a picture.

f. Schroeder is singing.

g. Charlie Brown is taking a bath.

h. Snoopy is writing a letter.

i. Linus is skiing.

j. Sally is crying.

2.

1. A cat is chasing a dog. [] A dog is chasing a cat.

2. A boy is flying a kite. []

3. The man is reading a book. [] The woman is reading a book.

4. The mother is observing her daughter. []

5. The ducks aren’t swimming. [] The ducks are swimming.

6. The boys are rollerskating. []

7. The girl isn’t jumping. [] The girl is jumping.

8. The boy is eating ice cream. [] The boy is eating a sandwich.

9. A man and a woman are running in the park. []

10. The squirrel is looking at the cat and the dog. []

11. A girl isn’t talking to a boy by the lake. [] A girl is talking to a boy by the lake.

3.

1. Are you doing a test? Yes, I am.

2. Is the teacher explaining the activity?

Yes, she is.

3. Is your friend talking on the phone? No he

isn’t.

4. Are the girls talking a lot? No, they

aren’t.

5. Is a boy reading? Yes, he is.

6. Are you sleeping? No, I’m not.

write a letter - take a bath - sing - cry - play ice-hockey

ski (skiing) - run - read the paper - paint a picture - eat the

food

Questões

1. Look at the pictures. What are they doing? Use the verbs in the box in the Present Continuous and

describe the actions.

Images available at: < http://www.peanuts.com > Access: Jul.25, 2011

a.

b.

c.

d.

e.

f.

g.

h.

a. b. c. d. e.

f. g. h. i. j.

http://www.peanuts.com/

i.

j.

2. Look at the picture below. Read and check if the sentences are correct according to what is happening in

the picture. Put a if the sentence is correct or a if the sentence is wrong. Rewrite the sentences that

are wrong.

1. A cat is chasing a dog. [ ]

2. A boy is flying a kite. [ ]

3. The man is reading a book. [ ]

4. The mother is observing her daughter. [ ]

5. The ducks aren’t swimming. [ ]

6. The boys are rollerskating. [ ]

7. The girl isn’t jumping. [ ]

8. The boy is eating ice cream. [ ]

9. A man and a woman are running in the park. [ ]

10. The squirrel is looking at the cat and the dog. [ ]

Picture available at: < http://www.azargrammar.com/materials/FWG_TOC.html > Access: Jul.25,2011

http://www.azargrammar.com/materials/FWG_TOC.html

11. A girl isn’t talking to a boy by the lake. [ ]

3. The sentences below are in the Present Continuous. Change them into questions. Give short answers

according to what you are doing at this moment.

1. You are doing a test.

2. The teacher is explaining the activity.

3. Your friend is talking on the phone.

4. The girls are talking a lot.

5. A boy is reading.

6. You are sleeping.


1.

Verifique se o aluno é capaz de relacionar as ações com as imagens e utiliza corretamente as formas do

Presente Contínuo. Não é necessário que os alunos saibam os nomes dos personagens do quadrinho,

considere o sujeito e a flexão verbal adequada.

2.

É esperado que o aluno seja capaz de relacionar as sentenças no

Presente Contínuo com a imagem julgando se as informações estão corretas ou incorretas. O aluno deve

justificar as sentenças incorretas.

3.

7º an0

CAN YOU TELL ME WHERE THE… IS, PLEASE?

GIVING DIRECTIONS


Ano/série: 7º ano EF


Material necessário: reprodução dos worksheets A e B para os alunos; projetor ou data show para

apresentação das preposições de lugar (PPT – 01); reprodução do worksheet 01

para os alunos.

Objetivos

Interagir oralmente e por meio de textos escritos em situações básicas em inglês.

Demonstrar conhecimento sistêmico necessário para o nível de compreensão estabelecido para o texto.

Desenvolver autonomia para continuar a aprender a ler sozinho.

Conteúdos

Oralidade

Identificação de dados

Leitura

Relação entre espaços comerciais e ações que neles ocorrem



Perguntas e respostas

Conhecimentos linguísticos

There to be

Simple present

Modals (can/can’t)

Desenvolvimento

Aula 1

Inicie a aula fazendo uma breve revisão sobre possíveis estabelecimentos comerciais que podemos

encontrar em uma cidade. Utilize o quadro para fazer o registro das palavras em inglês.

Bank Pizza Place Gym

Coffe Shop Pharmacy/Drugstore Post Office

Cinema/Movie Theather Bookstore Pet Shop

Shoe Store Hospital Stadium

Police Station School Department Store

Bus/Subway/Train Station Supermarket Mall

Sports Shop Ice Cream Shop Park

Library Internet Café Bakery

Butchery Restaurant Museum

Hospital Aquarium Law Courts

Art Gallery Park Fast Food Restaurant

Computer Shop Grocery City Hall

Peça aos alunos que associarem o nome do estabelecimento ao seu nome em inglês. Faça as

adequações necessárias de acordo com a sua região.

Exemplo: Bradesco Bank / Cinemark Movie Theater / C&A Department Store / Villa Lobos Mall /

Ibirapuera Park

Apresente a lista de ações a seguir e peça aos alunos que respondam em que local é possível realizá-

las.

Where can I ...?

Buy stamps See a movie Purchase some software

Get some aspirin Order some sushi/hamburger Go for a cup of coffee

Pick up some milk Find a music CD Go bowling

Go jogging Pay the cell phone bill Eat Chinese food

Apresente as “key questions” para questionar sobre “directions”.

Excuse me. Do you know where is the [coffee shop]?

Can you tell me where the [coffee shop] is? Do you know where can I find a [coffee shop]?

Is there a [coffee shop] in [Paulista Avenue]? Are there any [bus stops] in this street?

It’s across from [the bus station] It’s in front of [the park]

It’s next to [the bank] It’s opposite [the library]

Go straight Go along On the corner

Turn left Turn right Walk [one, two, three] blocks

Distribua os worksheets A e B (arquivos em .pdf) aos alunos e oriente-os a completá-los com as

informações que faltam em suas folhas, fazendo perguntas ao colega.

Aula 2

Retome a atividade da aula anterior, pedindo aos alunos que informem a localização de alguns

estabelecimentos de sua cidade.

Exemplo:

Distribua cópias do Worksheet 2 aos alunos. Explique-lhes que, nesta atividade, eles também

adicionarão o nome da rua e de outro estabelecimento para serem mais precisos na localização.

Inicie a atividade explorando os estabelecimentos e complete as informações da tabela juntamente com

os alunos.

Agrupe os alunos em duplas e peça-lhes que utilizem as informações do quadro e reproduzam o diálogo.

Escolha um aluno para reproduzir o diálogo com você e, depois, peça-lhes que continuem a produção

em duplas.

Encoraje os alunos a utilizar sempre o inglês ao fazer as perguntas. Caso não compreendam a

explicação do colega, oriente-os a pedir ao colega que a repitam, dizendo:

I’m sorry. I don’t understand. Can you explain again, please?

Para o exercício seguinte, peça aos alunos que escolham cinco estabelecimentos e deem a sua

localização, de acordo com o que foi proposto no primeiro exercício.

Indicações

- Guys, is there a bank near the school?

Yes, there is a bank next to the bus station.

- Can you tell me where the bank is?

It’s in Autonomistas Street.

- Do you know where can I find a coffee shop?

Go straight one block and turn left. It’s on the corner.

Localize a região de sua escola utilizando o Google Maps

(maps.google.com.br) para visualizar os estabelecimentos próximos à escola, casa dos alunos etc.

Utilize os vídeos para ilustrar/finalizar a aula sobre Giving Directions

Learn English 04 – Directions:

http://www.youtube.com/watch?v=esmQ9nysj6g

Sesame Street: Which way to the zoo?

http://www.youtube.com/watch?v=l5nvXYWcGls&feature=related

Fonte

Adaptado de http://bogglesworldesl.com/directionsESL.htm




Objetivos

Interagir por meio de um texto escrito em situações básicas em Inglês

Reconhecimento de palavras cognatas que contribuem para a compreensão geral

Reconhecer a organização do gênero textual folhetos publicitários

Conteúdos

Localização de informações específicas


Countable and uncountable nouns

Gabarito

1.a. Texto publicitáriob. Resposta Pessoal: (sugestões) Revista, jornal, folheto informativo, folder, etc.c. O conhecimento dos profissionais sobre óleo para fritura. d. Melissa McCullough, diretora de vendas; Adam Moore, chef coorporativo e Carrie Abrassart, R&D Soluções para o Consumidor.e. O conhecimento do time de Melissa garante que a estação de fritura do seu restaurante funcione de forma eficiente e econômica.f. Óleo para fritura com alta estabilidade e alternativas à manteiga sem sódio.g. Por meio de soluções sustentáveis e produtos inovadores desenvolvidos por ela.h. Para entrar em contato com um “Oil Expert” ligue para 800-828-0800.

2. a. countable nouns: products, solutions, items, years,b. uncountable nouns: oil, butter, experiencec. palavras cognatas que auxiliam na compreensão do texto: experts / sodium / products / innovative / menu / items / solutions / experience / ingredients / etc.

http://www.youtube.com/watch?v=l5nvXYWcGls&feature=related

http://www.youtube.com/watch?v=esmQ9nysj6g

Disponível em: < http://www.foodservicemarketing.com > Acesso em 20 Jun.2011


1. Leia o texto e responda às questões a seguir.

GlossaryCommodity – mercadoria; produtoInsights – previsão Fry station – estação de frituraOn-trend – na moda, tendênciaProfitable – lucrativoSustainable – sustentávelTrust – confiarManufacturer – fabricante

http://www.foodservicemarketing.com/

a. Que tipo de texto é este?

b. Onde você encontraria um texto como este?

c. Qual produto está sendo comercializado?

d. Quem são os “Oil Experts” desta empresa?

e. De que maneira Melissa e a equipe de vendas da Bunge podem contribuir para o bom funcionamento de

um restaurante?

f. Quais são os dois produtos desta empresa que o Chef Adam Moore usa para criar novas tendências em

seus cardápios?

g. Carrie Abrassart é responsável pelo Departamento de R&D Customer Solutions da empresa. Como o

trabalho dela ajuda as pessoas estarem sempre à frente às mudanças na legislação de rótulos de

alimentos?

h. O que é necessário fazer se uma pessoa quiser entrar em contato com os “Oil Experts”?

2. Encontre no texto:

a. countable nouns:

Dis

poní

vel e

m:

<htt

p://

en.w

ikip

edia

.org

/wik

i/Sc

ooby

_Sna

cks>

Ace

sso

em

15 Ju

n. 2

011

b. uncountable nouns:

c. palavras cognatas que auxiliam na compreensão do texto:




Conteúdos

Localização e identificação de informações específicas


Imperativo

Adverbs: first, then, finally

Questões

Leia o texto a seguir.

Disponível em: <http://www.scoobyaddicts.com/Recipe.aspx> Acesso em 15 Jun.2011GlossárioSnack : lanche Stirring: mexendoCup: xícara Batter: massaOatmeal: aveia Greased: untadoButter: manteiga Chewier: duro de mastigar Tblsp – table spoon: colher de sopa Drier: mais secoWalnut: nozes Crisp: crocante

1. Quando damos instruções a alguém utilizamos os verbos no modo imperativo e estruturas de texto

simples para indicar como algo deve ser feito. Nas receitas, ao indicarmos o ‘modo de fazer’, também

precisamos utilizar uma estrutura simples para que essas instruções sejam facilmente compreendidas.

Imagine que você irá ensinar a receita acima a um colega. Organize-a em steps (passo a passo) para tornar

mais fácil a compreensão. Não se esqueça de usar os sequence markers do quadro para organizar os

steps.

1.

2.

3.

4.

5.

6.

7.

2. De acordo com o texto, o que é necessário fazer caso não haja líquidos suficientes para misturar todos os

ingredientes?

a. Adicione mais um pouco de aveia.

b. Adicione uma pequena quantidade de leite.

c. Misture por mais cinco minutos.

d. Adicione o restante dos ingredientes.

e. Bata a massa com mais açúcar.

3. Nas alternativas a seguir assinale a instrução que sugere o que se deve fazer para os cookies ficarem

adequados ao seu paladar.

a. Add a tiny amount of milk.

b. Bake for 8 to 12 minutes.

c. Place on a lightly greased cookie sheet.

d. Combine all ingredients.

e. Taste batter before cooking.

FIRST SECOND THIRD AFTER THAT NEXT THEN FINALLY


1.

O aluno é capaz de relacionar as ações no modo imperativo em uma sequência lógica.

O aluno utiliza os sequence markers de forma correta.

O aluno utiliza a habilidade de síntese.

2.

O aluno é capaz de interpretar e identificar informações específicas no texto.

Alternativa b

3.

O aluno é capaz de interpretar e identificar informações específicas no texto. Alternativa e

ATIVIDADE PARA OS ALUNOS 8º ano

TALKING ABOUT THE PAST



Objetivo

Reconhecer e rever a estrutura de frases afirmativas, negativas e interrogativas (tempo presente e

passado).

Conteúdos

Leitura



Simple Past: irregular/regular verbs

Gabarito

Professor, dê uma breve explicação sobre usos e estruturas de frases afirmativas, negativas e interrogativas no Simple Past antes de iniciar as atividades. Aproveite para revisar essas estruturas no tempo presente e no passado, estabelecendo uma comparação entre os dois tempos verbais. Como referência, consulte o site <http://www.englishpage.com/verbpage/simplepast.html>.

Também a Activity 1 poderá ser realizada no site:<http://www.englishgrammarsecrets.com/pastsimple/exercise1.html>.

http://www.englishgrammarsecrets.com/pastsimple/exercise1.html%3E.%20

http://www.englishpage.com/verbpage/simplepast.html

A)

1. F 2. T 3. F 4. T 5. T 6. F 7. F 8. T

B)

1. Levi Strauss nasceu na Alemanha e emigrou para os EUA quando jovem. Ele viveu grande parte de sua

vida em São Francisco, Califórnia.

2. Muitos dos clientes de Levi Strauss eram mineiros e precisavam de roupas fortes e duráveis.

3. Jacob Davis era um alfaiate que comprou grandes quantidades do tecido importado por Levi Strauss e

confeccionou calças para os trabalhadores. Ele colocou tachinhas nos bolsos das calças, para que elas

ficassem mais fortes.

4. Jacob Davis queria patentear a ideia de colocar tachinhas nos bolsos das calças feitas com o tecido de

Levi Strauss. Como ele era um alfaiate pobre e não tinha dinheiro para pagar a patente, sugeriu a Levi

Strauss que pagasse a patente e eles se tornariam sócios da Levi Strauss and Company.

5. Hoje, o jeans da Levi’s é mais popular do que nunca e o nome Levi’s continua vivo.

D)

SIMPLE PASTINFINITIVE FORM REGULAR INFINITIVE FORM IRREGULAR

to emigrate emigrated to be wasto live lived to take took

to learn learned to come cameto need needed to become becameto name named to be were to decide decided to find found

to love loved to buy boughtto realize realized to tell toldto want didn’t want to have didn’t haveto agree did agree to go went

to say said

Activity 2A)

1. Last week we went [6] in the hotel restaurant.2. We stayed in [9] Saturday.3. The weather was [1] on holiday.4. It didn’t [10] home!5. We spent most days [7] were excellent.6. In the evening, we had dinner [2] a lovely hotel by the sea.7. The food and the service [8] along the beach in the moonlight.8. After dinner, we walked [3] very good all week.9. We flew back on [4] rain at all.10. We didn’t want to come [5] sitting on the beach.

B)

1. What time did they arrive?

2. How much did it cost?

3. Where did you buy it?

4. Why did he do that?

5. How long did it take to do the activity?

6. Who told you that Mary is sick?

7. How far was it from London?

8. Where did he study archeology? / What did he study in the university?


Reading Activity 1

L E V I ' S B L U E J E A N S

Vocabulary Emigrate (v) to move permanently from one's country to anotherDry goods (n) clothing, fabric, and other items to sellMiner (n) a person who searches for gold, diamonds etc.Durable (adj) last a long timeFabric (n) material for clothing, curtains etc.Tailor (n) a person who sews clothingRivet (n) (v) a metal piece that holds two things together. (You can see the metal on Levi's jeans)Patent (n) (v) an inventor's right to be the only one makingor selling a productThink it over (v) think about it, decide DO YOU ENJOY WEARING LEVI'S BLUE JEANS? BLUE JEANS HAVE BECOME POPULAR ALL OVER THE WORLD, BUT DO YOU KNOW HOW THEY GOT STARTED? READ ON TO FIND OUT...

Levi Strauss was born in Germany in the mid

1800's and emigrated to the United States as a young

man. He lived in New York City and learned the dry-

goods business for several years. In 1853 he took his

knowledge and his dreams to San Francisco

(California., USA.) His dream to succeed came true

over the next 20 years as he became a very successful

businessman.

Many of Levi Strauss' customers were cowboys

and miners. They needed clothing that was strong and

durable. Strauss found a special fabric from France

that was comfortable and lasted a long time. It was

called "serge de Nimes," which was later shortened to

the word denim.

Another man named Jacob Davis bought large

amounts of the denim fabric from Levi Strauss. He was

a tailor who made pants for hard-working men. One of

his customers was continually tearing the pockets off

his pants. So Jacob Davis decided to put rivets on

certain parts of the pants to make them stronger. The

customer loved the new pants so much that he told all

his friends, and soon Jacob Davis was busy making lots

of pants with rivets.

Jacob Davis soon realized that using rivets was

a great business idea, and he didn't want anybody to

steal that idea. He decided that he would need to get

a patent. But being a poor tailor, he didn't have

enough money to pay for the patent. After thinking it

over, he went to the businessman Levi Strauss and told

him his idea. He said, "If you agree to pay for the

patent, we will share the profits from the riveted

pants." Levi Strauss did agree, and the new riveted

pant business was called Levi Strauss and Company.

Today Levi's jeans are more popular than ever, and

Levi's name continues to live on.

Adaptado de: <http://www.5minuteenglish.com/sep17.html>

Acesso em: 5 mai. 2011.

Disponível em: <http://image.rakuten.co.jp/atist/cabinet/levis/levis505n001.jpg>. Acesso em: 5 mai. 2011.

http://www.5minuteenglish.com/sep17.html

http://image.rakuten.co.jp/atist/cabinet/levis/levis505n001.jpg

CHECK YOUR UNDERSTANDING

A) Write TRUE or FALSE.

1. Levi Strauss was born in 1853. [ ]

2. Levi Strauss wanted to become a great businessman. [ ]

3. Levi Strauss sewed pants in his business. [ ]

4. Jacob Davis sewed pants in his business. [ ]

5. Jacob David used denim to make pants. [ ]

6. Jacob Davis put rivets in pants because they looked good. [ ]

7. Levi Strauss didn't want to pay for Jacob Davis' patent. [ ]

8. Levi Strauss and Jacob Davis became business partners. [ ]

B) Responda em português às seguintes questões sobre o texto.

1. Onde nasceu Levi Strauss? Onde ele viveu a maior parte de sua vida?

_________________

2. Que tipo de clientes Levi Strauss tinha naquela época e qual o tipo de roupas de que eles precisavam?

___________

3. O que fez Jacob Davis?

___________

4. Qual foi a grande ideia de Jacob Davis?

___________

5. Atualmente, o que acontece com a empresa?

___________

C) Read the text again and underline the verbs in the Simple Past.

D) Use the table below to classify the verbs in the Simple Past into regular and irregular verbs.

SIMPLE PASTINFINITIVE FORM REGULAR INFINITIVE FORM IRREGULAR

to emigrate emigrated to be wasto live lived to take took

Activity 2

A) Put the sentences together.

1. Last week we went [ ] in the hotel restaurant.2. We stayed in [ ] Saturday.3. The weather was [ ] on holiday.4. It didn’t [ ] home!5. We spent most days [ ] were excellent.6. In the evening, we had dinner [ ] a lovely hotel by the sea.7. The food and the service [ ] along the beach in the moonlight.8. After dinner, we walked [ ] very good all week.9. We flew back on [ ] rain at all.10. We didn’t want to come [ ] sitting on the beach.Adaptado de: <http://www.englishgrammarsecrets.com/pastsimple/exercise1.html>. Acesso em: 5 mai. 2011.

B) Make questions to the following answers.1. ?

They arrived at 10 o’clock.

2. ?It costs about $100.

3. ?I bought it in New York.

4. ?I don’t know why he did that.

5. ?It took me two hours to do the activity.

6. ?Peter told me that Mary is sick.

7. ?It was 50 miles from London.

8. ?He studied archeology in the university.

http://www.englishgrammarsecrets.com/pastsimple/exercise1.html

Adaptado de: <http://www.englishgrammarsecrets.com/pastsimple/exercise5.html>. Acesso em: 5 mai. 2011.




Conteúdos


Comparative of Adjectives

Questões

Leia o fragmento da canção e responda:

1. Na opinião do autor, why everyone says that I look happier? Justifique sua resposta com trechos da

música.

O autor consegue entender a razão por estar mais feliz, pois a pessoa amada está mais próxima a ele.

Closer So leave your taxi waiting And turn and close my door And sit back down where you were sitting A little closer than before

When you look that serious It just makes me want you more And I've been needing to tell you

The closer you get, the better I feel The closer you are, the more I see Why everyone says that I look happier When you're around The closer you get, the better I feel

And yes I know you're nervous Never seen you so unsure You haven't touched your food tonight And you're drinking more and more

And there's no need to hurry Taking time I'll still be here And I've been needing to tell you […]

DIDO. Closer. In: Life for Rent. Arista, 2003

http://www.englishgrammarsecrets.com/pastsimple/exercise5.html

The closer you get, the better I feel / I look happier when you are around

2. A canção traz exemplos de adjetivos no modo comparativo. Retire dois exemplos da canção e depois

utilize estes adjetivos para criar novas frases.

The closer you are, the more I see.

Why everyone says that I look happier.

1) She lives closer to the school than me.

2) She is happier than anybody else in her family.


1.


2.

O aluno é capaz de reconhecer as formas dos adjetivos no comparativo e emprega-as em outro contexto.




Conteúdos


Superlative of Adjectives

Comparative of Adjectives

Questões

Leia o fragmento da canção e responda:

1. Na canção o autor descreve-se usando características positivas.

a. Identifique no trecho acima os adjetivos no superlativo usados para descrever estas características.

b. Retire dois exemplos de adjetivos no superlativo deste trecho da canção e utilize-os criando novas frases

em um contexto diferente.

EVERYTHING

(…)

I am the wisest woman you've ever met. I am the kindest soul with whom you've connected. I have the bravest heart that you've ever seen And you've never met anyone Who's as positive as I am sometimes.

You see everything, you see every part You see all my light and you love my dark You dig everything of which I'm ashamed There's not anything to which you can’t relate And you’re still here

I blame everyone else, not my own partaking My passive-aggressiveness can be devastating I'm terrified and mistrusting And you’ve never met anyone as, As closed down as I am sometimes.

(…)

MORISSETTE, Alanis. Everything. In: Jagged Little Pill. AllMusic, 1995

Words in Context

to dig – trazer à tonaashamed – vergonhato blame – culparpartaking – participaçãopassive-aggressiveness – agressividade passivaterrified – aterrorizado mistrusting – desconfiadoclosed down – fechado

Fonte: <http://www.wordreference.com>

2. Este trecho da canção também traz exemplos do modo comparativo. Justifique sua resposta com uma

frase da canção.

3. De acordo com as informações dos trechos da canção acima, é possível afirmar que:

a. O autor não se considera bom o suficiente para a pessoa amada.

b. A pessoa amada nunca conheceu alguém melhor que o autor.

c. A pessoa amada culpa o autor por sua agressividade passiva.

d. O autor se considera o tempo todo como uma pessoa fechada.

e. O autor diz que a pessoa amada está desconfiada.


1.

O aluno é capaz de reconhecer as formas dos adjetivos no superlativo e emprega-as em outro contexto.

2.

O aluno reconhece estruturas comparativas no texto.

3.


9º ano

W R I T I N G Y O U R

C L A S S M A T E ’ S

B I O G R A P H Y

You are going to interview your classmate in order

to write about his/her biography.

Use the questions from the box.

Take notes in order to use direct quotations.

Then develop your notes into prose to create your

classmates’ biography.

Complete the biography with photocopied pictures

from your classmate. (Ask him / her to bring some

pictures to the class).

Present your classmates’ biography to the group.

1. Birth

Date/place of birth

Family history or roots

Fond childhood memories/anecdotes

Major historical events during your lifetime

2. Education

Preschool/kindergarten

Elementary school

3. Activities

Hobbies/special interests

QUESTIONS FOR THE INTERVIEW

1. B

IRT

H

1. When were you born?

I was born on January 13 th 1997

2. Where were you born?

I was born in São Paulo, Brazil.

3. What are your family roots?

We are Italian and Spanish descendants.

4. What kind of object / place / person

reminds you of your childhood?

Visiting my grandparents is one of my best childhood

memories.

5. What were the major historical events that

happened since you were born? List up to 10

events.

Check the website:

http://www.infoplease.com/yearbyyear.html

2. E

DU

CAT

ION

6. What was the name of your first school?

Did you go to any other schools in your

lifetime?

The name of my first school was Escola Pequeno Príncipe .

I studied at Fundação Bradesco all my lifetime .

3.

ACT

IVIT

IES

7. Do you have any hobbies? What things are

you interested in doing?

I like to listen to music and talk to my friends on MSN.

I play soccer with my friend on the weekend.

8. What places have you visited? What was

your best vacation?

I have visited Campinas and Santos.

My best vacation was at the beach.

4. I

NT

ERP

ERSO

NA

L

REL

AT

ION

SHIP

S

9. Who is your best friend?

My best friend is João Paulo. He is 14 years old too and he

likes to play the guitar. He likes Legião Urbana and he

hates Justin Bieber.

10. Do you have pets? Which one/ones?

Yes, I do. I have one dog, Rufus and one cat, Mingau.

5.C

AR

EER

11. What do you want to do in the future?

Why?

http://www.infoplease.com/yearbyyear.html

Vacations/travels

4. Interpersonal relationships

Friends

Pets

5. Career goal

Adaptado de: http://www.kathleenkrull.com/ Acesso em 06/05/2011

BIOGRAPHY: EXPERIENCE IT!




Material/recurso necessário

Cópia das atividades para todos os alunos

Projetor ou data show

Objetivos

Desenvolver um conhecimento linguístico mais amplo.

Demonstrar criticidade em relação aos textos lidos, apresentando opinião e julgamento sobre o foi lido.

Observar o tempo passado, presente e futuro no gênero trabalhado.

Conteúdos

Leitura

Identificação de biografias de pessoas marcantes/celebridades


Organização cronológica de acontecimentos

Produção de biografia

Desenvolvimento

Aula 1

http://www.kathleenkrull.com/

Inicie a aula perguntando aos alunos sobre pessoas famosas e celebridades que eles admiram.

Promova um breve debate sobre os motivos pelos quais consideram importante determinada pessoa.

Sugestão de perguntas:

Quem é a celebridade/o famoso?

Por que você admira Madonna/Lady Gaga/Justin Bieber/etc.?

Que importância tem essa pessoa para a sociedade?

Você conhece algum fato importante realizado por ela?

Ative o conhecimento prévio dos alunos, questionando-os sobre o que sabem sobre Angelina Jolie.

Pergunte sobre:

Nacionalidade

Idade

Profissão

Filmes que já estrelou

Família

Etc.

Apresente o arquivo sobre a biografia da atriz americana Angelina Jolie (anexo 1). Escolha entre

apresentar os slides sobre a atriz em data show ou imprimir uma cópia do texto para cada aluno.

Explore a estrutura texto, levante o vocabulário já conhecido e peça aos alunos que destaquem os

verbos encontrados no Simple Past/Simple Present e outros tempos verbais.

Divida a turma em grupos de até 5 alunos e solicite-lhes que preparem questões em inglês para

compreensão do texto lido. As questões serão respondidas pelos alunos de outro grupo.

Exemplos de questões:

What is her full name?

Where is she from?

When is Angelina’s birthday?

What does she do at the United Nations High Commissioner for Refugees (UNHCR)?

What is her occupation?

Does she have children?

What was her first leading role in a film?

When did she achieve fame?

What kind of awards she has received?

How many movies has she starred until now?

Is she married? Who is her husband?

Does she have any children? What are their names? Are they biological or adopted?

Why has she received media attention?

When did her acting career started?

Caminhe entre os grupos, orientando e corrigindo eventuais erros.

Faça a troca das questões entre os grupos e solicite aos alunos que respondam a elas.

Aula 2

Inicie a aula retomando algumas informações sobre o texto lido anteriormente. Utilize as questões

preparadas pelos alunos para fazer essa revisão.

Solicite-lhes que organizem as informações do texto sobre a atriz americana em uma linha do tempo

(timeline). Observe o modelo seguinte:

1º ano

MAKING PREDICTIONS


Ano/Série: 1ª série em


Material necessário: cópia da atividade para os alunos; imagens do arquivo

(LING_INGLESA_SD_ANEXOS_PREDICTIONS_IMAGENS_1ªEM) em tamanho A4 para visualização ou

projeção do arquivo em .ppt com datashow.

Objetivos

Aproximar-se do sentido geral do texto

Localizar informações específicas no texto

Conteúdos

Leitura


Reconhecimento de estrutura geral de um texto


Relação imagem/texto


Will - Future

Desenvolvimento

Aula 1

Inicie a aula mostrando as imagens do arquivo

(LING_INGLESA_SD_ANEXOS_PREDICTIONS_IMAGENS_1ªEM) ou projetando o arquivo .ppt no

datashow. Utilize estas imagens para iniciar uma breve discussão com os alunos. Sugestão de

perguntas:

É possível prever o que vai acontecer?

O que vai acontecer depois em cada imagem? (Mostre as imagens 1, 2 e 3)

Como podemos prever o futuro? (Mostre as imagens 1, 2 e 3)

É fácil prever o futuro?

O que leva as pessoas a quererem saber sobre o futuro?

Você tem o costume de ler a seção de horóscopo em revistas e jornais?

Encoraje os alunos a debaterem sobre os mecanismos que as pessoas utilizam para saber o que

acontecerá no futuro.

Fortune teller

Horoscope

Nostradamus

Weather forecast

Clairvoyant

Distribua cópias do texto para todos os alunos e solicitem que os alunos façam a primeira leitura de

forma superficial (skimming) atentando-se às palavras que já conheçam e às palavras cognatas.

Leia o texto junto com os alunos de forma mais detalhada (scanning). Peça para os alunos atentarem

para a estrutura do texto e o tipo de linguagem que o autor utiliza para convencer o leitor sobre o que vai

acontecer ao longo do ano.

Divida os alunos em pequenos grupos e peça para que eles respondam as questões do exercício 1.

Aula 2

Utilize os primeiros momentos da aula para retomar a ideia principal do texto lido na aula anterior.

Peça para os alunos sublinharem as previsões sobre a carreira, família, vida profissional, vida amorosa e

saúde

Divida os alunos em duplas e a partir das questões do exercício 1 solicite que os alunos deem um

panorama geral do que acontecerá com os Taurinos durante o ano apresentando 2 exemplos em cada

categoria do exercício 2.

Oriente os alunos para trabalharem em duplas no exercício 3. Eles devem escolher um dos 12 signos e

escrever previsões sobre a carreira, amor e saúde para a seção de horóscopo em uma revista.

Os alunos podem usar o texto como guia ou então criar previsões engraçadas.

Para realizar o exercício 4, estabeleça um diálogo com os alunos estimulando-os a apresentarem

diferentes sugestões de resposta de acordo com cada contexto.

Avaliação

Todas as atividades podem ser utilizadas para avaliação da aprendizagem dos alunos, entretanto, nem

todas elas podem ser usadas para atribuição de notas. Neste sentido, recomenda-se observar apenas o

desempenho dos alunos durante realização dos exercícios e sua participação ao longo dos debates em sala

de aula.

Indicações

Visite o site http://www.englishpage.com/verbpage/simplefuture.html para ilustrar os usos do Will-future.

O site http://www.englisch-hilfen.de/en/exercises/tenses/will_future_statements.htm contém exercícios

extra que podem ser indicados para os alunos como lição de casa ou para aprofundamento.

GABARITO

1)

1. Taureans will have promotions and elevations and their hard work will be much appreciated by their superiors .

2. They are not supposed to get in to any partnership business.

3. The health of their children will be a source of worry.

4. The relation with the spouse will become very hard after June.

5. They will face some sudden health issues regarding their breathing system or pains in joints.

2)

1. CAREER: Taureans will have promotions and elevations. / They will get respect of their co workers.

2. FAMILY: The Saturn’s transit will increase your tensions / There may be misunderstanding with your spouse

3. EDUCATION: They will have a good time only till May 2011 / They will have many obstacles coming up in your

educational life

4. SOCIAL LIFE: All personal relations may go through a stiff situation / You may tend to be harsh and roughly speaking in

this year

5. HEALTH: It will be good and well in control for you throughout this year They may face some sudden health issues

regarding your breathing system

3) Students’ creativity

4) Students’ creativity

1. John will ask his friends for some money.

Dica: O professor pode ainda pedir aos alunos para escreverem provisões sobre o que pode

acontecer com eles referente à carreira, saúde e vida amorosa nos próximos anos.

http://www.englisch-hilfen.de/en/exercises/tenses/will_future_statements.htm

http://www.englishpage.com/verbpage/simplefuture.html

2. Jenny’s sunflowers will wither when she returns home.

3. Beth will be scared by a mouse.

4. Daniel’s parents will be mad at him.

Z O D I A C : T A U R U S

This year will provide mixed results in general for those who are born under this

sign. The professional life will excel in this year though go through a couple of ups

and downs. The financial front will need much care though situations will never go

out of control this year. You may need to put much effort to have the keep going in

family and personal life.

Career, Incomes and

Gains

The major planets Jupiter and Saturn are

going to provide you mixed results in both career

and financial front. Jupiter’s transit through the sign

Pisces is extremely good and then after when Jupiter

moves to Aries you will start having many issues at

the professional front. Till May 2011 your career life

will be excelling. You will have promotions and

elevations by the beginning of the year. Your hard

work will be much appreciated by your superiors

and there will be good recognition too. You will gain

the respect of your co workers. You can expect

reward for your excellence in work by Feb-Mar of

2011. Once after Jupiter moves in to Aries in May

2011 you will face many unexpected issues at your

work. There may be issues coming up with your co

workers and superiors at work place. There will be

losses occurring by the back sting done by partners

or employees if you are in to business.

Saturn transiting through the 5th house is

not good and may cause severe adverse situations

regarding your family and relations. The Saturn’s

transit will increase your tensions and may put you

in a pensive mood all the now and then and your

mind will wander behind many unwanted issues.

Your children’s health may suffer especially

in the months of May-June 2011. The transit of

Rahu-Ketu through the 8th house will be causing

issues for your health in the first half of the month.

There may be misunderstanding with your spouse

and all personal relations may go through a stiff

situation between June and Oct of 2011. You are not

supposed to get in to any partnership business this

year.

Love, Family and Social LifeThis year will start with a happy note in your

family and social life. The health of your child may

become a source of your worry in the first half the

year. The personal relations especially your relation

with the spouse will become very hard after June of

2011. There will be misunderstanding and lack

communication between you and those who are

around you. You may tend to be harsh and roughly

speaking in this year which may cause pain to others

and will cause creation of new enemies.

Education and Traveling Students of this sign will have a good time

only till May 2011. After that you may have a tough

time in your education since the movement of

Jupiter away from the 11th house. From the second

Dis

poní

vel e

m: w

ww

.gett

yim

ages

.com

half of 2011 onwards you will have many obstacles

coming up in your educational life.

HealthThe health front will be good and well in

control for you throughout this year. By the months

of July-August you may face some sudden health

issues regarding your breathing system or pains in

joints but it will be well under control and could be

longing for a short time only.

Adapted from: http://kamalkapoor.com/horoscope/yearly-

horoscopes/taurus.asp

http://kamalkapoor.com/horoscope/yearly-horoscopes/taurus.asp

http://kamalkapoor.com/horoscope/yearly-horoscopes/taurus.asp

GlossaryIncome – NOUN - /ˈɪn.kʌm/ - money that is earned from doing work or received from investmentsPensive – ADJECTIVE - / ˈpent .sɪv / - thinking in a quiet way, often with a serious expression on your faceWander – VERB (WALK) - /ˈwɑːn.dɚ/ - to walk around slowly in a relaxed way or without any clear purpose or directionStiff – ADJECTIVE (FIRM) - /stɪf/ - firm or hardHarsh – ADJECTIVE (UNKIND) - /hɑːrʃ/ - unpleasant, unkind, cruel or unnecessarily severeOnwards – ADVERB (TIME) - /ˈɑːn.wɚdz/ - beginning at a particular time and continuing after it

1) Read the horoscope again and answer the questions.

1. What will happen to Taureans’ career by the beginning of the year?

2. What are Taureans not supposed to do this year?

3. What will happen to Taureans that have children in the first half of the year?

4. What will happen to Taureans concerning personal relations?

5. What will be the major health problems for Taureans this year?

2) Give examples of predictions according to the Taureans’ horoscope for 2011.

1. CAREER

2. FAMILY

3. EDUCATION

4. SOCIAL LIFE

5. HEALTH

3) Imagine that you work for a magazine and you have to write in the Zodiac session. Choose one of the Zodiac

Star Signs and write predictions for their career, love and health.

ARIES TAURUS GEMINI CANCER LEO VIRGO

LIBRA SCORPIO SAGITTARIUS CAPRICORN AQUARIUS PISCES

Crédito das imagens: www.gettyimages.com

Career:

Love:

Health:

4) What will happen next? Read the situations and make a prediction on what you think will happen next.

1. John wants to buy some candy at a store, but he forgot his wallet at home.

What will happen next?

2. Jenny has beautiful sunflowers that she keeps in her garden, but she is on vacation at the beach.


3. Beth is alone in the basement and it is dark. Then she heard a scratching sound.


http://www.gettyimages.com/

http://www.gettyimages.com/detail/111030385/Digital-Vision%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5



4. Daniel arrives home late and his parents are already sleeping. He realizes he lost his keys at the party.


The (young) person in my family is . The (good) restaurant in town is . I have eaten the (delicious) chocolate cake at . The (old) person in my family is . I found the (cheap) cell phone at . The (funny) person in my family is . The (boring) person in my family is . The (intelligent) person in my family is . The (rich) person in my family is . The (poor) person in my family is . The (beautiful) person in my family is . The (tall) person in my family is . is the (hot) city in Brazil. is the (interesting) city in Brazil. is the (big) city in Brazil. is the (cold) city in Brazil.

1. Talk to your classmate and decide which words best complete the sentences below. Use the superlative form of the adjectives in brackets.

Remember:

One syllable adjectives: the ADJ + -est One or two syllable adjectives, ending -Y: the ADJ ( – Y) + -iest Two or more syllable adjectives: the MOST + ADJ

A N G E L I N A J O L I E

PROFILE

Born

Angelina Jolie VoightJune 4, 1975 (age 35)Los Angeles, California, U.S.

Occupation

Actress, director, humanitarian

Occupation

Actress, director, humanitarian

Years Active

1982; 1993–present

Spouse

Jonny Lee Miller (1996–1999)Billy Bob Thornton (2000–2003)

Partner

Brad Pitt (2005–present; 6 children)

Parents

Jon VoightMarcheline Bertrand (deceased)

Relatives

James Haven (brother)Chip Taylor (uncle)

Angelina Jolie (pronounced /d ʒ o ʊˈ li ː / joh- LEE , born Angelina Jolie Voight; June 4, 1975) is

an American actress. She has received an Academy Award, two Screen Actors Guild Awards, and three Golden

Globe Awards. Jolie promotes humanitarian causes, and is noted for her work with refugees as a Goodwill

Ambassador for the United Nations High Commissioner for Refugees (UNHCR). She has been cited as one of the

world's most attractive people, as well as the world's "sexiest" and "most beautiful" woman, titles for which she

has received substantial media attention.

Although she made her screen debut as a child with her father Jon Voight in the 1982 film Lookin' to Get

Out, Jolie's acting career began in earnest a decade later with the low-budget production Cyborg 2 (1993). Her

first leading role in a major film was in the cyber-thriller Hackers (1995). She starred in the critically acclaimed

biographical television films George Wallace (1997) and Gia (1998), and won an Academy Award for Best

Supporting Actress for her performance in the drama Girl, Interrupted (1999).

Jolie achieved wider fame after her portrayal of video game heroine Lara Croft in Lara Croft: Tomb Raider

(2001), and since then has established herself as one of the best-known and highest-paid actresses in Hollywood.

She received further critical acclaim for her performances in the dramas A Mighty Heart (2007) and Changeling

(2008), which earned her a nomination for an Academy Award for Best Actress, and reinforced her reputation as

Disponível no site: < http://www.ohstyle.net/angelina-jolie-face-louis-vuitton-2011.html > Acesso em 05/05/2011

http://en.wikipedia.org/wiki/Wikipedia:Pronunciation_respelling_key

http://en.wikipedia.org/wiki/Wikipedia:IPA_for_English

a leading action star with the comic book adaptation Wanted (2008) and the action-thriller Salt (2010). Jolie has

had her biggest commercial successes with the action-comedy Mr. & Mrs. Smith (2005) and the animated film

Kung Fu Panda (2008).

Divorced from actors Jonny Lee Miller and Billy Bob Thornton, Jolie currently lives with actor Brad Pitt, in

a relationship that has attracted worldwide media attention. Jolie and Pitt have three adopted children, Maddox,

Pax, and Zahara, and three biological children, Shiloh, Knox, and Vivienne.

http://en.wikipedia.org/wiki/Angelina_Jolie

G L O S S A R Y :

refugees - a person who has escaped from their own country for political, religious or economic reasons or because of

a war

leading role - very important or most important role in a play, movie or theatrical production

portrayal - representation or description of someone or something in a painting, film, book or other artistic work

acclaim - public approval and praise

http://dictionary.cambridge.org

http://en.wikipedia.org/wiki/Angelina_Jolie

Reading Activity

1 What kind of things do you imagine people do when they go on these holidays?

Adventure holidays Cultural holidays Relaxing holidays

2 Which places / cities could you go to have these types of holidays?


3 Talk to your partner. Think about the questions below and tell him/her what kind of holiday you like.

a. Do you like being with lots of other people or with just a few friends or family members?

b. Do you like to stay in a big resort or a small hotel? What about camping?

c. Do you go on holiday to ‘get away from it all’ or to have lots of fun?

4 Read the text on the next page and do the exercises that follows it.

Bungalow (Available at:< http://www.msd281.org> Access: Jun. 01,2011)

T O U R I S M : C O C O N U T I S L A N D

Glossary

Sunbeds – /sʌnbɛd/ - a lounge used for sunbathingSpeedboats – / spi d.b t/ - ˈ ː əʊ a small boat which has a powerful engine and which travels very fastTasty – / te .sti/ - ˈ ɪ describes food which has a strong and very pleasant flavour Bungalows – / b ŋ.g l. / - ˈ ʌ ə əʊ a house that has only one storey (= level)

Packed – /pækt/ - completely fullLock – /l k/ - ɒ a device which prevents something such as a door being opened and which you can only open with a key

Safe box – /se fɪ

bɑ ks/ -ː a strong box in a bank where you can keep money or valuable things

Coconut Island is a beautiful, tropical island with, of course, coconut palms, golden beaches and clear blue sea. I’m sorry, I made a mistake there. Coconut Island was a beautiful island. There are still coconut palms, golden beaches and clear blue sea but not like before. So, what happened?

Well, the beach is full of people, sunbeds and umbrellas. The sea is full of speedboats, noisy jets skis and surfers. There are fewer palm trees because there are more and more buildings. Hotels, holiday resorts, guest houses, restaurants, swimming pools… you name it, Coconut Island has it. Paradise is no longer here, but the Paradise Hotel is.

Perhaps I’m the only one who has a problem with this? The tourists seem happy: the weather is wonderful, the food is tasty and cheap, and the sea is warm. The local people seem happy: there are many people selling things on the beach, there are lots more jobs and better roads. The developers are certainly happy, there is building work everywhere. So, why am I unhappy?

Well, I have a friend who was here five years ago. Her photo album is full of wonderful pictures of empty beaches. Also she has pictures of small, wooden bungalows on the beach. No need to book, she said, just turn up and you have the place to yourself – very basic, very cheap, very quiet and very peaceful.

Not anymore! The beach is never empty – it’s packed all day! There is music blaring from the cafés, children are shouting and screaming, and the hotels are very expensive. Most of the hotels are full of holidaymakers who booked their trip months ago. I’m lucky to have a small room at the back of one hotel, and it’s still expensive.

But perhaps this is progress? Not only are the roads better but there is also a new medical clinic. The local kids now speak English ‘Mister, mister, you want t-shirt?’ and there are many new businesses opening all the time.

Then I see an old woman trying to cross the road from her house to the shops. It’s no longer a small, quiet road but a large and very busy one. She looks nervous and waits for someone to walk with her. The children no longer ride bicycles but race around the island on motorbikes. It’s not so safe either – my friend stayed in a bungalow on the beach that had no lock. Now the hotel room says it’s a good idea to put things in the safe box.

Is this progress?

Imagem disponível em <

www.dreamlife.com >

Acesso em 01/06/2011

http://www.msd281.org/

http://www.dreamlife.com/

5 Compare Coconut Island now with the island five years ago. Just make notes, not full

sentences.

CHANGES COCONUT ISLAND 5 YEARS AGO COCONUT ISLAND NOW

Accomodation Cheap bungalows Expensive hotels and resorts

Scenery

Employment

Transport

Noise

Security

6 Now, make sentences comparing the changes. Write full sentences.

Example: There were cheaper bungalows. Now there are more expensive hotels and resorts.

Scenery

Employment

Transport

Noise

Security

7 Write complements to the sentences below.

• I think things are better because there is/are more

• I think things are worse because there is/are more

• I’m not sure, there are more

but there are fewer / less

Atividades adaptadas de <http://www.onestopenglish.com/skills/reading/pdf-content/reading-lessons-tourism-elementary-reading-

text/154735.article> Acesso em 30/05/2011

COMPARING AND CONTRASTING


Ano/Série: 1ª série EM


Material necessário:

Cópias da atividade para os alunos

Computador e data show para projetar as imagens e textos.

Objetivos

Estabelecer relações entre a língua materna e a estrangeira no nível de estruturação textual e

linguística.

Compreender a função das formas de comparativo e superlativo dos adjetivos.

Conteúdos

Oralidade

Apresentação de pontos de vista

Leitura

Relação do tema com experiência pessoal


Relação Imagem / texto


Comparatives and superlatives

Desenvolvimento

Comparative Form

Ao trabalhar com o grau comparativo e superlativo dos adjetivos é muito tentador focar somente na forma. Além do mais, as regras de formação do comparativo e superlativo não são tão difíceis de explicar. Assim, esteja atento para não simplificar demais os usos. Por exemplo, frequentemente nós assumimos que o comparativo é usado apenas para comparar dois objetos.

I am taller than my brother.

Mas também podemos usar o comparativo para comparar mais de dois objetos.

I am taller than my brother and my sister.

Nós também podemos utilizar o comparativo sem mencionar o segundo objeto caso ele esteja subentendido.

I feel better. (than I did before).

Talvez seja interessante chamar a atenção dos alunos para os usos do comparativo quando aparecem em textos ou no trabalho em sala de aula.

http://www.onestopenglish.com/skills/reading/pdf-content/reading-lessons-tourism-elementary-reading-text/154735.article


Avaliação/Recuperação Contínua Inserir proposta de instrumentos de avaliação e/ou de recuperação

contínua, caso haja necessidade.

Indicações Inserir referências de filmes, sites, livros, periódicos, museus etc., caso seja necessário.

Aula 1

Atividade 1: Inicie a aula mostrando aos alunos a imagem abaixo. (Utilize a imagem em tamanho maior

do arquivo Anexo 1)

Explique o significado do nome de cada um dos irmãos. Acrescente um ou mais adjetivos para

descrever suas características físicas e de caráter. Chame a atenção dos alunos para o fato de que os

nomes dos irmãos já destacam características de quem eles são:

Example: Fantastic Frank is really fantastic! He is strong, intelligent…

Horrible Henry is really horrible! He is nasty, stupid …

Superlative Form

Lembre-se que mesmo dizendo os alunos para utilizar o artigo ‘the’ antes do adjetivo no superlativo há ocasiões em que o artigo ‘the’ não é utilizado.

Maybe it is best to tell your parents about the car.

Para referência sobre o uso e forma dos adjetivos no modo comparativo e superlativo acesse o site:

<http://www.onestopenglish.com/grammar/grammar-reference/adjectives/comparative-and-superlative-

adjectives-article/144846.article >

http://www.onestopenglish.com/grammar/grammar-reference/adjectives/comparative-and-superlative-adjectives-article/144846.article

http://www.onestopenglish.com/grammar/grammar-reference/adjectives/comparative-and-superlative-adjectives-article/144846.article

Faça um brainstorming com os alunos com adjetivos para descrever as características de cada irmão.

Sugestões:

Henry: nasty, mean, greedy, ugly, stupid, smelly, untidy, cruel, selfish...

Andy: boring, smart, organized, short, thin, tidy, reasonable....

Frank: tall, strong, generous, handsome, rich, strong, intelligent...

Escreva as características no quadro sob o nome de cada irmão.

Em seguida, escreva no quadro:

“Henry is than Frank”

Observe se os alunos encontram um adjetivo adequado para completar a frase. Caso eles não

cheguem ao uso correto do modo comparativo dos adjetivos, sugira um adjetivo possível com alternativas

corretas e incorretas e permita que os alunos discutam e entendam o conceito do modo comparativo dos

adjetivos.

Verifique o spelling. Explique que com adjetivos longos, adicionamos more ao invés da partícula –er ao

final do adjetivo (more intelligent, more reasonable, more handsome), com palavras terminadas em y, adiciona-

se –ier (ugly – uglier; tidy – tidier) e também dê destaque aos exemplos nos quais repetimos a última

consoante (fat – fatter; thin – thinner; etc.)

Dê alguns minutos para os alunos produzirem outras possibilidades com os outros irmãos.

Andy is shorter than Henry.

Frank is more intelligent than Andy.

Henry is uglier than Frank.

O mesmo procedimento pode ser repetido com o superlativo.

Atividade 2: Distribua os alunos em grupos (4 alunos) e solicite que eles construam frases verdadeiras

comparando-se uns com os outros segundo os quesitos abaixo.

live close to the school

has a big family

young

gets up early

goes to bed late

Professor: Se desejar utilize a apresentação sobre Comparative and Superlative Adjectives disponibilizada no Anexo 2.

Nome arquivo: Ling Ing_SD_Comparing and Contrasting_1 serie_EM_2011_Anexo 2

Limite o tempo para esta atividade e então peça aos alunos

para que leiam algumas das frases que escreveram.

Example: Martha lives closer to the school than Juan and Pablo.

Atividade 3:

City life x life in another part of the country (beach / countryside / town / village / etc.)

Organize os alunos em duplas. Um dos alunos de cada dupla deve preparar frases que descrevam

pontos positivos e negativos para a vida na cidade (City life) e o outro componente da dupla também

prepara frases de acordo com a parte do país escolhida (outro estado, região, campo, praia, interior do

estado, cidade pequena, vilarejo, etc.)

City life Countryside / Beach / Town / VillageStudent A Student B

Dê um tempo para os alunos prepararem algumas razões. Circule pelos grupos e tire eventuais dúvidas.

Em seguida peça para algumas duplas apresentarem suas produções.

Finalize a aula selecionando os argumentos mais convincentes e escreva alguns exemplos no quadro.

Aula 2:

Inicie a aula pedindo aos alunos para pensarem sobre atividades que geralmente as pessoas realizam

nas férias. Distribua uma cópia do worksheet para cada aluno (arquivo do Anexo 3). Peça a eles para

observarem os tipos de viagens e em seguida façam um brainstorming das possíveis atividades realizadas

em cada viagem e cidades ou lugares que proporcionam estes tipos de atividades.


Dica: Professor: Apresente outros exemplos de atividades para cada tipo de férias.Adventure holidays: mountain climbing, trekking, hang gliding, skiing, etc.Cultural holidays: museum, churches, parks, etc.Relaxing holidays: spa, beaches, sunbathing, etc.

Mantenha um registro do brainstorming no quadro para servir

de referência para os alunos na próxima tarefa.

Agrupe os alunos em duplas para realizar o exercício 3. Os alunos deverão refletir sobre qual tipo de

férias eles mais apreciam. Explique o significado da expressão “to get away from it all” que significa sair de

um trabalho puxado ou de uma cidade movimentada para relaxar.

3 Talk to your partner. Think about the questions below and tell him/her what kind of holiday you like.

a. Do you like being with lots of other people or with just a few friends or family members?

b. Do you like to stay in a big resort or a small hotel? What about camping?

c. Do you go on holiday to ‘get away from it all’ or to have lots of fun?

Peça aos alunos para fazerem uma leitura superficial do texto (skimming), destacando as palavras

conhecidas e faça perguntas para verificar a compreensão geral do texto.

T O U R I S M : C O C O N U T I S L A N D

Imagem disponível em <www.dreamlife.com >

Acesso em 01/06/2011

Coconut Island is a beautiful, tropical island with, of course, coconut palms, golden beaches and clear blue sea. I’m sorry, I made a mistake there. Coconut Island was a beautiful island. There are still coconut palms, golden beaches and clear blue sea but not like before. So, what happened?

Well, the beach is full of people, sunbeds and umbrellas. The sea is full of speedboats, noisy jets skis and surfers. There are fewer palm trees because there are more and more buildings. Hotels, holiday resorts, guest houses, restaurants, swimming pools… you name it, Coconut Island has it. Paradise is no longer here, but the Paradise Hotel is.

Perhaps I’m the only one who has a problem with this? The tourists seem happy: the weather is wonderful, the food is tasty and cheap, and the sea is warm. The local people seem happy: there are many people selling things on the beach, there are lots more jobs and better roads. The developers are certainly happy, there is building work everywhere. So, why am I unhappy?

Well, I have a friend who was here five years ago. Her photo album is full of wonderful pictures of empty beaches. Also she has pictures of small, wooden bungalows on the beach. No need to book, she said, just turn up and you have the place to yourself – very basic, very cheap, very quiet and very peaceful.

Not anymore! The beach is never empty – it’s packed all day! There is music blaring from the cafés, children are shouting and screaming, and the hotels are very expensive. Most of the hotels are full of holidaymakers who booked their trip months ago. I’m lucky to have a small room at the back of one hotel, and it’s still expensive.

But perhaps this is progress? Not only are the roads better but there is also a new medical clinic. The local kids now speak English ‘Mister, mister, you want t-shirt?’ and there are many new businesses opening all the time.

Then I see an old woman trying to cross the road from her house to the shops. It’s no longer a small, quiet road but a large and very busy one. She looks nervous and waits for someone to walk with her. The children no longer ride bicycles but race around the island on motorbikes. It’s not so safe either – my friend stayed in a bungalow on the beach that had no lock. Now the hotel room says it’s a good idea to put things in the safe box.

Is this progress?

http://www.dreamlife.com/

Sugestões de perguntas:

Qual é o assunto do texto?

O que é Coconut Island?

Cite alguma das mudanças que ocorreram em Coconut Island nos últimos anos.

Por que o autor não está contente com estas mudanças?

O que continham as fotos da amiga do autor do texto há cinco anos?

E agora? O que está acontecendo com as praias em Coconut Island?

Peça aos alunos para lerem o texto novamente de forma mais detalhada para completar o quadro do

exercício 5.

Explore o exemplo do quadro no exercício 5. Os alunos precisam usar diferentes palavras em cada

coluna. Eles não devem escrever apenas fewer hotels / more hotels ou less noise / more noise. Peça para

que eles especifiquem as mudanças que ocorreram na Coconut Island.

5 Compare Coconut Island now with the island five years ago. Just make notes, not full sentences.



Scenery

Employment

Transport

Noise

Security

Faça a correção com os alunos e mantenha um registro das respostas no quadro.

Em seguida oriente os alunos a utilizarem as informações preenchidas no quadro para compararem

como era Coconut Island há cinco anos e como está agora no exercício 6.

6 Now, make sentences comparing the changes. Write full sentences.

Example: There were cheaper bungalows. Now there are more expensive hotels and resorts.Scenery Employment Transport Noise Security

Pergunte sobre a opinião dos alunos sobre como o progresso pode afetar o turismo em Coconut Island.

Registre os pontos de vista dos alunos no quadro e peça para que completem as orações do exercício

7.

7 Write complements to the sentences below.

• I think things are better because there is/are more

• I think things are worse because there is/are more

• I’m not sure, there are more

but there are fewer / less

Para finalizar a aula organize os alunos em duplas e distribua cópias do arquivo Anexo 4. Peça para

que cada aluno complete-as usando adjetivos no superlativo.

Atividade Adaptada de <http://www.onestopenglish.com/skills/reading/pdf-content/reading-lessons-tourism-elementary-

reading-text/154735.article> Acesso em 30/05/2011

Gabarito

1. Respostas pessoais



5.



Scenery empty beaches, lots of palm trees Crowded beaches , many buildings

Employment fewer jobs people sell things on the beach, new

businesses inc. hotels and restaurants

Transport small roads, bicycles big roads, motorbikes

Noise quiet and peaceful Very noisy – music, jet skis

Security safe, no need for lock need to use safe box

6. Sugestões de resposta.

Scenery There were emptier beaches. Now there are more crowded

Employment There were fewer jobs in Coconut Island. Now there are newer business.

Transport There were smaller roads. Now there are bigger roads.

Noise The beaches were quieter and more peaceful. Now they are noisier .

Security Coconut Island was safer. Now it is more dangerous to leave your things at the bungalow.

7. Sugestões de resposta.

• I think things are better because there are more entertainment options and nicer people at the beaches.



• I think things are worse because there are more expensive hotels.

• I’m not sure, there are more nicer hotels now but there are fewer cheap bungalows.

Avaliação


todas podem ser usadas para atribuição de notas. Neste sentido, recomenda-se observar apenas o

desempenho dos alunos durante realização dos exercícios e sua participação ao longo das atividades em

sala de aula.

Ao avaliar a produção do aluno verifique os seguintes pontos:

Adequação na produção no que diz respeito aos conhecimentos lingüísticos;

Envolvimento do aluno na construção do quadro comparativo sobre as mudanças que ocorreram ao

longo do tempo na Coconut Island;

Responder perguntas, participar das discussões sobre o assunto trabalhado;

Localizar e levantar informações sobre o texto lido;

Indicações

Comparatives and superlatives http://www.youtube.com/watch?v=KLE5yPZa_Ow: este vídeo traz

apresentadores entrevistando pessoas em vários países falantes de Língua Inglesa utilizando exemplos

práticos do uso dos adjetivos no modo comparativo e superlativo.


http://www.youtube.com/watch?v=KLE5yPZa_Ow



Objetivos

Compreender e empregar vocabulário específico para o gênero cartão postal.

Compreender a função das formas de comparativo e superlativo

Conteúdos

Leitura

Reconhecimento da estrutura geral de um texto


Relação tema/texto com experiências pessoais


Comparatives and superlatives

Gabarito

1.

a. Praias brancas intocáveis, mar azul, a ilha tem as melhores paisagens naturais, é um lugar silencioso

e com estilo.

b. Os casais intrépidos podem desfrutar de uma série de atividades aquáticos como natação, mergulho

com snorkel, navegar e windsurfing.

c. Os recém-casados tem escolhido Anguilla como destino para lua de mel, pois as diárias do hotéis e

resorts são incrivelmente acessíveis e possuem uma grande variedade de culinárias em muitos

restaurantes e hotéis luxuosos.

2. Resposta Pessoal.

- Verifique a estrutura geral do texto do gênero cartão postal.

- Cheque a capacidade do aluno em comparar os dois destinos e posicionar-se em relação à escolha de

seu destino de viagem.

- Verifique se o aluno compreendeu e utilizou os adjetivos no modo comparativo e superlativo

corretamente.


1. The text above was taken from a travel blog. The author gives tips about a holiday in Anguilla, a

Caribbean island. Read the text and then answer the questions in Portuguese.

Glossary

getaway – a escape; a place suitable for a

vacation

conjures – to make something appear by magic,

or as if by magic

secluded – silent and quiet

array – a large group of things or people

lodgings – a temporary place to stay (meals

and a room to sleep in)

one of a kind – to be very unusual and special

respite – a pause or rest from something

difficult or unpleasant

newlyweds – someone who has recently got

married

Available at: <http://www.concierge.com/travelguide/anguilla/photos/photoview/14737> Access: Jul. 11, 2011Anguilla, Carnival 2011

Travel and Leisure » Destination Tips

Caribbean Holidays in Anguilla

By Daryl Serrano

Have you ever dreamed of Caribbean holidays in Anguilla?

Anguilla is a perfect getaway because it is one of the most

beautiful islands in the world and the Caribbean conjures

secluded unspoiled white beaches, the blue seas, and the

wide array of luxurious hotels. Anguilla is also home to

affordable lodgings found all over the island. This one of

a kind island lies in the British territory Leeward Islands.

Anguilla is a tiny but a magical island, offering the best

natural landscapes overlooking the sea and pearly white

beach sand. It is also quiet, stylish, and is now rapidly

becoming a wedding and honeymoon destinations.

Caribbean holidays in Anguilla provide a place for

exclusive and complete respite from work and especially

a haven for newlyweds. Anguilla is a home of hotels and

resorts that are incredibly affordable and complete with a

wide array of cuisines in many restaurants and luxurious

hotels. Tourists will thoroughly enjoy the delightful feast

of the senses offered in this scenic holiday destination. You

will fall in love all over again in its romantic and

breathtaking ambiance.

There are so many things to do in such a small island as it

promises both calm and romantic settings for a romantic

surprise. The Caribbean island of Anguilla has more than

thirty of the most beautiful beaches that offer nothing but

the best scenery in all directions. Anguilla also has so

much water sport activities the intrepid couples can

indulge in like swimming, snorkeling, sailing and

windsurfing in the crystal clear waters. If you explore

island and discover its culture after a fun day, witness

some of the best sunsets in the world and at night, enjoy

the most romantic dinners on a balcony overlooking the

Caribbean Sea and dance to the lovely tune of the

Caribbean music.

Available at: <http://caribbeanholidaysguide.blogspot.com/>

Access: Jul. 08, 2011

http://hawaiiholidayhints.wordpress.com/2009/07/04/welcome-to-hawaii-holiday-hints/

affordable –

not expensive

thoroughly – completely, very much

intrepid – extreme brave and showing no fear

for dangerous situations

indulge – to allow yourself or another person to

have something enjoyable, especially more than

is good for you

a. O autor usa a expressão “one of a kind” para dizer que a ilha caribenha Anguilla é um lugar muito

especial. Cite pelo menos 3 características que confirmem a explicação do autor.

b. Que tipo de atividades de lazer são oferecidas na ilha?

c. Por que a ilha tem sido escolhida como destino dos recém-casados?

d. Retire do texto 3 exemplos de adjetivos usados no modo superlativo.

2. Imagine that you are in Anguilla, the Caribbean island on vacation. Your (best friend, mother, father,

girlfriend, boyfriend) had chosen to go on vacation to Rio de Janeiro, Brazil. You bought some postcards

there and wrote one to your (best friend; mother, father, girlfriend, boyfriend). You need to convince your

(best friend; mother, father, girlfriend, boyfriend) that your vacation is better than his/her. You can use the

ideas from the text to write your postcard. Don’t forget to use adjectives in the comparative and superlative

forms.

Available at: <http://www.sxc.hu/browse.phtml?f=download&id=1210412> Access: Jul. 12, 2011




Conteúdos.

Relação do tema com experiência pessoal

Reconhecimento de formas verbais no futuro (Will)

Questões


FUTURE OF OUR PLANET

Disponível em:

< http://www.sxc.hu/photo/1253865> Acesso em 16 Jun.2011

Changes on Earth Since life first appeared on the Earth four billion years ago, there have been tremendous changes. Ice ages have come and gone and volcanoes have erupted. Earthquakes have shattered ancient mountains and changed the course of rivers. Some species have been displaced by others which are more favored by new environments. Nowadays scientists are studying the changes which are likely to take place in 50 years’ time. Here are some of them:

Disponível em:

< http://www.sxc.hu/photo/518919> Acesso em 16 Jun.2011

The Effects of Overpopulation

A rapidly increasing population is one of the causes of social and environmental problems. The population growth brings the problem of consumption. If we cannot feed 6 billion people today, how will we satisfy the needs of 8 billion people or more by 2030? Global food shortages will become much more serious than today, leading to poverty.

Disponível em: < http://www.sxc.hu/photo/1051409 > Acesso em 16 Jun.2011

Energy Revolution Renewable energy technologies are now ready to be used and will meet the world’s energy demand by 2030. We will find new energy sources like wind and solar power that won’t pollute and will never run out. They are also less expensive compared to other sources of energy.

Disponível em:

< http://www.sxc.hu/photo/536672 > Acesso em 16 Jun.2011

High Technology Wireless technology will be everywhere. There will be no wires on and behind your desk. We’ll be able to control people around us with a tiny microchip and through the access to the Internet.Here are some more predictions about the future:- Electric currents applied to the soil will make valuable plants grow larger and faster.- There will be no street cars in our large cities. All traffic will be below or high above the ground.- People will be able to see the bus coming closer to their stop by means of a web-site.

Adaptado de: < http://egitek.meb.gov.tr/aok/aok_kitaplar/AolKitaplar/ingilizce_7_w/7.pdf > Acesso em 16 Jun.2011

1. De acordo com as informações do texto, os cientistas estão estudando as mudanças que acontecerão em

nosso planeta nos próximos 50 anos. Que tipo de mudanças eles estão prevendo? Cite pelo menos quatro

exemplos.

2. Are the sentences below correct? Put T for true and F for false. Correct all the sentences which are

false.

a. One of the causes of social and environmental problems is the rapidly increasing population. [ ]

b. By the year 2030 the global population will be 6 billion people. [ ]

c. There haven’t been a lot of changes on the Earth since life first appeared. [ ]

d. Scientists will find new energy sources like wind and solar power that won’t pollute. [ ]

e. There will be more and more cars on the streets. [ ]

f. Wireless technology will be everywhere. [ ]

g. Wind and solar power are more expensive than other sources of energy. [ ]

h. Plants will grow slower because of electric currents applied to the soil. [ ]

3. Imagine que você é um cientista muito famoso e recebeu informações importantes sobre o futuro do

planeta. Você precisa escrever um e-mail para o Presidente de seu país contando-lhe sobre as mudanças

que irão acontecer. Não se esqueça de utilizar o futuro com Will e linguagem formal ao iniciar e terminar o

seu e-mail.

http://egitek.meb.gov.tr/aok/aok_kitaplar/AolKitaplar/ingilizce_7_w/7.pdf


1.

É esperado que o aluno seja capaz de interpretar e identificar no texto informações sobre as mudanças que

ocorrerão em nosso planeta nos próximos 50 anos. Espera-se que o aluno identifique pelo menos quatro

mudanças significativas como: aumento da população, falta de comida, aumento da pobreza, novas fontes

de energia renováveis como energia solar e eólica serão descobertas, correntes elétricas ajudarão a

melhorar o crescimento das plantas, o tráfego de carros será subterrâneo ou acima no nível da rua, etc.

2.

a. [T]

b. [F] By the year 2030 the global population will be 8 billion people

c. [F] There have been tremendous changes on the Earth since life first appeared

d. [T]

e. [F] There will be no street cars in our large cities.

f. [T]

Imagem disponível em: <http://good-e-reviews.com/wwwyahoomailcom-improvements> Acesso em 15 Jun.2011

g. [F] Wind and solar power are less expensive according to other

sources of energy.

h. [F] Electric currents applied to the soil will make valuable plants grow larger and faster.

3.

É esperado que o aluno seja capaz de construir um texto simples, mas com informações sobre as mudanças

que ocorrerão em nosso planeta. O aluno poderá utilizar exemplos do texto lido anteriormente. Espera-se

também que o aluno tenha domínio das características do gênero textual e-mail e que utilize linguagem

formal em seu e-mail.

2º ano




Objetivos

Fazer previsões e supor acontecimentos por meio de concessões

Distinguir as formas verbais utilizadas no gênero canção

Conteúdos

Oralidade

Pontos de vista

Leitura

Reconhecimento de estereótipos sociais e preconceitos


Second conditional: if or when

Gabarito

1.

a. Resposta pessoal. Espera-se que o aluno seja capaz de refletir sobre os diferentes papéis que homens e

mulheres exercem atualmente relacionando mudança de paradigmas relacionados ao trabalho e às relações

familiares.

b. Resposta pessoal. Instrua os alunos a apresentarem suposições sobre a temática da música.

2.

a. A cantora provavelmente se refere ao seu companheiro / namorado.

b. A cantora se sente desiludida com o comportamento

apresentado por seu companheiro e faz suposições sobre como ela se comportaria se fosse um garoto.

c. Se ela fosse um garoto, ela ouviria mais sua garota. / Se ela fosse um garoto, ela desligaria seu telefone.

d. Para ela os garotos não compreendem como é amar uma garota.

e. Ela quer dizer que como seu companheiro / namorado é apenas um garoto, ele não compreende seus

sentimentos.

3.

Resposta pessoal. Espera-se que o aluno apresente sua opinião podendo referir-se aos versos abaixo.

You don't listen to her

You don't care how it hurts

Until you lose the one you wanted

Cause you're taking her for granted

And everything you had got destroyed

4.

If I were a boy, I would turn off mu phone.

If you thought I would wait for you, you thought wrong.

5.

Sugestão de resposta.

a. I would turn off my phone if I didn’t want to talk to him.

b. If I listened to her, I wouldn’t make so many mistakes.

c. If I hadn’t destroyed everything, I would still have her by my side.

d. I would forgive you if you still loved me.

6.

1. If I were taller, I wouldn't have to wear high heeled shoes.

2. I'd buy a new computer if I had enough money.

3. How would you feel if you lost your job?

4. If you could visit any country in the world, where would you go?

5. He'd be really upset if he knew about the theft.

6. I'd marry him tomorrow if I thought he really loved me.

7. I'd forgive you if you apologized.

8. If I didn't feel so ill, I'd come to the party with you.

7.

1. If he asked you to marry him, would you say yes?

2. How would we keep in touch if we didn’t have computers ?

3. Would you leave your job if the pay was lower than it

is?

4. If she wasn’t beautiful , he wouldn’t be going out with her.

5. If people were more tolerant , there would be fewer wars.

8.

a. If I had enough money, I would travel to Japan.

b. We would go to the beach if the weather was good,

c. If I had worked hard, I would get good results in my exams.

d. If she was tall, she wouldn’t have to wear high heels.


1. Leia o trecho a seguir.

Adaptado de: < http://educacao.uol.com.br/bancoderedacoes/proposta201006.jhtm > Acesso em 20 Jun. 2011.

O que é ser homem nos dias de hoje?

Há muito tempo, a mulher deixou de se dedicar exclusivamente aos afazeres domésticos para disputar com o

homem um lugar na vida pública. Essa mudança do papel feminino, inegavelmente, teve repercussão no

papel masculino. A partir daí, nas últimas décadas, os estereótipos da masculinidade sofreram vários

questionamentos - e alguns deles, como o machismo, foram veementemente condenados. No entanto, será

que se pode mesmo falar em "crepúsculo do macho"? Pelo menos em termos majoritários, por exemplo, o

homem abriu mão da violência e do comportamento agressivo? Ou por trás de todo cidadão civilizado se

esconde uma fera? Quais são os padrões do comportamento masculino hoje em dia? Afinal, o que é ser

homem no século 21?

O papel da mulher na sociedadeMuito recentemente, a propaganda de televisão de uma grande marca mundial de automóveis tentava vender seu produto ilustrando a mudança do papel social da mulher. Uma jovem com trajes de executiva chegava em casa após um dia de trabalho e cumprimentava seu marido, o qual estava ocupado preparando a refeição da família. Para surpresa desse homem, que “comandava” a cozinha e cuidava de suas filhas, sua esposa o presentearia com um carro novo. A partir dessa cena, rapidamente aqui descrita, pode surgir a seguinte pergunta: esse comercial faria sentido décadas atrás? Certamente que não. Contudo, essa resposta carece de uma explicação menos simplista, e requer uma maior compreensão do que se chama de questões de gênero e papéis sociais.

[...]As diferenças sexuais sempre foram valorizadas ao longo dos séculos pelos mais diferentes povos em todo o mundo. Algumas culturas – como a ocidental – associaram a figura feminina ao pecado e à corrupção do homem, como pode ser visto na tradição judaico-cristã. Da mesma forma, a figura feminina foi também associada à ideia de uma fragilidade maior que a colocasse em uma situação de total dependência da figura masculina, seja do pai, do irmão, ou do marido, dando origem aos moldes de uma cultura patriarcalista e machista. Assim, esse modelo sugeria a tutela constante das mulheres ao longo de suas vidas pelos homens, antes e depois do matrimônio.[...]Mas a pergunta principal vem à tona: qual o papel da mulher na sociedade atual? Pode-se afirmar que a mulher de hoje tem uma maior autonomia, liberdade de expressão, bem como emancipou seu corpo, suas ideias e posicionamentos outrora sufocados. Em outras palavras, a mulher do século XXI deixou de ser coadjuvante para assumir um lugar diferente na sociedade, com novas liberdades, possibilidades e responsabilidades, dando voz ativa a seu senso crítico. Deixou-se de acreditar numa inferioridade natural da mulher diante da figura masculina nos mais diferentes âmbitos da vida social, inferioridade esta aceita e assumida muitas vezes mesmo por algumas mulheres.Hoje as mulheres não ficam apenas restritas ao lar (como donas de casa), mas comandam escolas, universidades, empresas, cidades e, até mesmo, países, a exemplo da presidenta Dilma Roussef, primeira mulher a assumir o cargo mais importante da República. Dessa forma, se por um lado a inversão dos papéis sociais ilustrada pela campanha publicitária (citada no início do texto) de um automóvel está em dissonância com um passado não tão distante, por outro lado mostra os sinais de um novo tempo que já se iniciou. Contudo, avanços à parte, é preciso que se diga que as questões de gênero no Brasil e no mundo devem sempre estar na pauta das discussões da sociedade civil e do Estado, dada a importância da defesa dos direitos e da igualdade entre os indivíduos na construção de um mundo mais justo.

Disponível em: <http://www.brasilescola.com/sociologia/o-papel-mulher-na-sociedade.htm> Acesso em 24 Jun.2011

a. Com base nos textos acima, como você caracteriza o papel do homem e da mulher na sociedade nos dias de hoje?

b. Observe o título da canção If I were a boy. Do que você acha que esta canção vai retratar?

2. Leia a letra da canção abaixo e responda às questões. Se desejar, em seguida, assista ao vídeo no Youtube (link: <http://www.youtube.com/watch?v=AWpsOqh8q0M&feature >)

If I Were A Boy (Beyoncé)

If I were a boyeven just for a dayI'd roll out of bed in the morningand throw on what I wanted and go

Drink beer with the guysand chase after girlsI'd kick it with who I wantedand I'd never get confronted for it cause they stick up for me

If I were a boyI think I could understandHow it feels to love a girlI swear I'd be a better manI'd listen to herCause I know how it hurts

When you lose the one you wantedCause he's taking you for grantedAnd everything you had got destroyed

If I were a boyI would turn off my phoneTell everyone it's brokenso they'd think that I was sleeping alone

I’d put myself firstand make the rules as I goCause I know that she’ll be faithful,waiting for me to come home, to come home.

If I were a boyI think I could understandHow it feels to love a girlI swear I'd be a better manI'd listen to herCause I know how it hurtsWhen you lose the one you wanted

http://www.youtube.com/watch?v=AWpsOqh8q0M&feature

Cause he's taking you for grantedAnd everything you had got destroyed

It's a little too late for you to come backSay it's just a mistake,think I’d forgive you like thatIf you thought I would wait for youyou thought wrong

But you're just a boyYou don't understandand you don't understand, ohhhhHow it feels to love a girlSomeday you wish you were a better manYou don't listen to herYou don't care how it hurtsUntil you lose the one you wantedCause you're taking her for grantedAnd everything you had got destroyed

But you're just a boy

a. A quem a cantora está se refere na canção?

b. Como ela se sente? Por quê?

c. O que ela mudaria em sua vida se fosse um garoto? Apresente pelo menos dois exemplos.

d. Qual é a imagem que ela tem dos garotos?

e. O que a cantora quer dizer com a frase “But you’re just a boy”?

3. A canção descreve comportamentos que a cantora gostaria que seu companheiro tivesse diante do

relacionamento deles. Imagine-se no lugar do companheiro ou da mulher. Como você responderia a estas

críticas de comportamento?

Glossarythrow on – If you throw on your clothes, you put them on quickly and carelessly

chase – (FOLLOW) to hurry after someone or something in order to catch them

stick up for sth / sb – to support or defend someone or something, especially when they are being criticized swear – (USE RUDE WORDS) To use words that are rude or offensive as a way of emphasizing what you mean or as a way of insulting someone or something

take (sth / sb) for granted - If you take situations or people for granted, you do not realize or show that you are grateful for how much you get from them

turn off – to stop the flow of or shut off by or as if by turning a control <turn the water off>faithful – loyal

Fonte: www. http://dictionary.cambridge.org

4. Encontre dois exemplos de orações condicionais (Second Conditional) no texto da canção:

5. Complete as frases a seguir usando as formas verbais adequadas (Second Conditional).

a. I would turn off my phone if

b. If I listened to her,

c. If I hadn’t destroyed everything,

d. I would forgive you if

6. Match the beginnings of the sentences to the correct endings, to make logical conditional sentences.

1. If I were taller, a. …if I thought he really loved me.

2. I'd buy a new computer… b. …you lost your job?

3. How would you feel if… c. …if you apologized.

4. If you could visit any country in the world, d. … I'd come to the party with you.

5. He'd be really upset… e. …if he knew about the theft.

6. I'd marry him tomorrow… f. … I wouldn't have to wear high heeled shoes.

7. I'd forgive you… g. …if I had enough money.

8. If I didn't feel so ill, h. … where would you go?

Adaptado de: <http://www. bbclearningenglish.com > Acesso em 20 Jun. 2011

7. Choose the 5 words which complete each sentence:

1. marry him, would you say yes?

he to if would asked asks you

2. How would we keep in touch ?

to didn’t we have if computers did

3. if the pay was lower than it is?

leave you left job your if would

4. If she , going out with her.

he beautiful wouldn't isn't wasn't being be

5. If people , be fewer wars.

more would there tolerant wouldn't were are

Adaptado de: <http://www. bbclearningenglish.com > Acesso em 20 Jun. 2011

8. Leia as situações a seguir. Construa orações condicionais de acordo com cada situação.

a. You want to travel to Japan. You don’t have enough money.

b. The weather was not good. We didn’t go to the beach.

c. I didn’t work hard. I didn’t get good results in my exams.

d. She is not tall. She has to wear high heels.

MOVIE REVIEWS

Harry Potter and the Deadly Hallows – Part II

Reviewed by Manohla Dargis

Directed by: David Yates Rating: PG-13 (Violence/Scary Moments)

Average Reader Rating 4.5 rating, 187 votes

Childhood ends with tears and howls, swirls of smoke, the shock of mortality and bittersweet smiles in “Harry Potter and the Deathly Hallows: Part 2,” the grave, deeply satisfying final movie in the series. A pop cultural happening extraordinaire, the Potter movies took uncertain flight in 2001 with Harry, then an orphan of 11, home alone with his grotesquely unloving relatives. Times were grim, at least offscreen — the first opened in November of that year — but Chris Columbus’s touch was insistently light as Harry was initiated into a world alive with odd doings, strange creatures and the evil that would almost consume it. A decade later, Harry (Daniel Radcliffe) and his friends, Hermione (Emma Watson) and Ron (Rupert Grint), have become powerful adult wizards while the actors are now stars. Look closely and you can see the beard inching along Harry’s or rather Mr. Radcliffe’s pale chin. Meanwhile, Ms. Watson, smoldering in bruising dark lipstick on the cover of the July Vogue, has her own hair and makeup artist now and the director, David Yates, even trains the camera on her generous peek-a-boo cleavage. Just as startling is the transformation of Mr. Grint who, in one early, anxious scene wears a goatee and a panicked look that together suggests a junior Paul Giamatti. My, how the children have grown — and the movies too. It’s taken two of them to translate J. K. Rowling’s last, exhausting tome. A long windup to the new one’s big-bang finale, “Part 1” was memorable for the death of the house elf Dobby and less so for the draggy scenes of Harry, Hermione and Ron hiding and quarreling in the wild.

There’s no time for adolescent angst in war. Now, when a student (he who shall not be named so as not to ruin the fun) declares his affection for another — the air electric with fire, frenzy and young love (if never lust) — it’s because both may soon be dead. Fans of the books know how it turns

http://movies.nytimes.com/person/1298167/David-Yates

The Smurfs

Reviewed by Neil Genzlinger

Directed by: Raja Gosnell Rating: PG (Mild Violence/Adult Humor)

Average Reader Rating 5 rating, 1 votes

Sure, Smurfs are blue, but who knew that they actually work blue? The funniest moments in “The Smurfs,” a new 3-D movie featuring the old gang familiar from the 1980s television series, are either raunchy or scandalous, as much as that is possible in a half-animated film with a PG rating. There’s a scene in which a Scottish Smurf in a kilt recreates the Marilyn Monroe subway grate display. There’s a rude bit involving a portable toilet. Those grown-up winks, along with an array of New York locations, make “The Smurfs” a surprisingly tolerable film for adults. As for their children, well, who knows with kids? But at least the writers have cleverly built in enough Smurfology that today’s youngsters will be able to get the basics of the blue universe.

— Neil Genzlinger

http://movies.nytimes.com/person/92172/Raja-Gosnell

July 22nd, 2010 11:33 pm Rating:

67. seriously silly stuff - totally tedious

Totally enjoy Mr. Scott's review particularly the Garbo reference. I laughed out loud. It makes me wonder how can

a person like Mr. Scott can sit through this movie without cynicism. I guess that is what makes a great critic great.

It can only be during this time and age a silly thing like Twilight series can make it as super hits. Imagine if it were

shown in the 70s among all the great movies made at the time, it would be considered as a really bad joke. Well, it

is still a joke, just a joke being appreciated by very "interesting" taste audience, who is more repressed than ever.

The whole thing is a pure waste of time and of absolute tediousness.

The success of this movie series and the books is a reflection of what a truly boring age we are now in the entire

cultural history of humans after all.

– pepita fernandez, HK July 5th, 2010 8:27 pm Rating:

50. A step in the right direction

This movie was enjoyable for the same reasons that Catherine Hardwicke's "Twilight" was: the focus is once again

the romantic aspect of the story.

Yes, it is fast paced, and can seem choppy at times, but at least I think it is a very good interpretation of the book.

Not only is most of the content there, but also the emotional aspect of the story is once again the focus.

While it has some action, this movie does not delude itself into thinking it is an action movie (like "New Moon" did).

I hope the next director keeps it on the same vein. If he does, "Breaking dawn" will be very enjoyable as well.

– Coralia, CA

July 2nd, 20109:53 am Rating:

31.

EclipseGreat movie! As one reader said don't over think it! It's a movie meant to entertain and it certainly does! Action,

romance and good looking men! I'm an Edward fan myself - Go Robert! My daughter agrees with me! Excellent

movie! Can't wait for the Breaking Dawn. I think the movies do a good job in portraying the book. Of course the

book can give you more information, history, background, thoughts of the characters etc. but LOVED THE MOVIE!

Great entertainment and eye candy!

— DD, Michigan

eye candy: someone or something that is attractive but not very interesting or usefulJune 30th, 2010 8:47 pm Rating:

15. Recommend

I went to a midnight showing last night. The theater was probably 2/3rds Team Edward and 1/3 Team Jacob judging

from the screams before the film began when audiences were asked this question. As an adult fan of the books and

films I felt that many of my favorite Edward/Bella scenes from the book were omitted or cut in favor of the Jacob

scenes. The entire franchise seems to be pandering to Taylor Lautner's career as a shirtless action hero. Although

he never saw much action, that was his special effects wolf. The passion that has been so evident between Edward

and Bella that was the actual turn on to the original Twilight film seems to have been downplayed in favor of this

supposed choice between Edward and Jacob that Bella must make. When you read the books you never ever get the

feeling that Jacob has a chance. He is friend. He is little brother. Edward is the love of her life. Catherine

Hardwicke got that. Chris Weitz is a bit more than this director. David Slade sacrificed too much of the charm of

Edward in favor of the pot shot lines of Jacob. Rob Pattinson must have fought hard to keep even a bit of the

original character's suave confidence in his portrayal of Edward in Eclipse. Maybe it takes a female director to get

it. Did you notice it was the 14 year olds screaming for Jacob and the 20-50 year old fans swooning over Edward. I

don't think Rob has anything to worry about in terms of his future projects. He is still gorgeous and he still can act.

Can't say the same for Taylor Lautner.

— Calli, Chicago, IL

http://community.nytimes.com/rate-review/movies.nytimes.com/movie/461631/The-Twilight-Saga-Eclipse/overview?permid=67#comment67

http://community.nytimes.com/rate-review/movies.nytimes.com/movie/461631/The-Twilight-Saga-Eclipse/overview?permid=50#comment50

http://community.nytimes.com/rate-review/movies.nytimes.com/movie/461631/The-Twilight-Saga-Eclipse/?permid=31#comment31




Rampaging hormones and overwrought teen yearning … but the third Twilight movie is a well-constructed revenge plot thriller

The convoluted preparation for carnal union … Kristen Stewart and Robert Pattinson in The Twilight Saga: Eclipse

Andrew Pulver The Guardian, Friday 2 July 2010

The Twilight films may be as ruthlessly exploitative a franchise as Harry Potter; they may be devoted to a creepy ideological agenda to promote pre-marital chastity; and they may be simply retreading much of the high-school vampire shtick that made Buffy a TV hit more than a decade ago. But in a universe where almost all CGI-laden, blood-spilling tent pole movies are aimed at ensnaring the teenage male, there's something to be said for a series of films aimed squarely – and successfully – at teenage girls.[…]This convoluted preparation for carnal union is arguably the high point of this third Twilight movie, which premiered in London last night: it's triggered by the rampaging hormones of a cross-species love triangle, in which human Bella is fought over by vampire Edward and werewolf Jake Black (Taylor Lautner). These two deadly enemies are, however, forced to join together to battle yet another lethal foe – an army of 'newborn' vampires, created and harnessed by maverick vamp Victoria (Bryce Dallas Howard) to kill off Bella in a convoluted revenge plot against Edward. (Confused? One thing about the modern vampire film is that however elaborate the mythology it invents, no one involved in the story has any trouble understanding or believing it. So neither should you.)

It is the clear-eyed seriousness of

its principal actors that gives Twilight

its strength: they communicate the

urgency and pain of the raw teen

emotions unlocked by these

supernatural shenanigans. This third

installment, with a new MOVIE

REVIEWS

First night

The Twilight Saga: Eclipsedirector in the chair, appears to avoid the impulse to do too much explaining and exposition, and has decided to simply focus on the yearning. This, surely, is what its principal audience comes for: a chance to wallow in the midst of a choice selection of sensitive hunks and sassy gal-pals, all emoting like mad, and each with a nicely melodramatic back story. And just when it looks like things are getting a a tad overwrought, some actual laughs are to be had: Edward and Jacob get catty in their squabble over the girl they both love.It has been pointed out in the past that, without all the vampire superstructure, Twilight would be just a thin-blooded teen romance about kids too scared to do anything really dangerous. But that would be to detract from the operatic, high-voltage kick that its occult stuff supplies. It's not often you find yourself commending a contemporary teen-oriented franchise for sticking to the old values of character and narrative, but Eclipse, in its sulky, lip-biting way, manages it.

guardian.co.uk © Guardian News and Media Limited 2011

Available at: < http://www.guardian.co.uk/culture/2010/jul/02/twilight-saga-eclipse-film-review/print >

Access: Jul.27, 2011.

GLOSSARY

http://www.guardian.co.uk/culture/2010/jul/02/twilight-saga-eclipse-film-review/print

http://www.guardian.co.uk/culture/twilight

Shtick – a particular behaviourCGI-laden – ABBREVIATION FOR computer-generated imageryTent pole - something, such as a commercial undertaking, a story franchise, or a fictional character, that serves as primary support (for a company, television program, etc.), especially a blockbuster movie which compensates for a studio’s flops. Ensnaring – to catch control of something or someoneFoe – an enemyShenanigans - secret or dishonest activities, usually of a complicated and humorous or interesting typeTad - a little, slightlyOverwrought – in a state of being upset, nervous and worriedHunks - a large thick piece, especially of foodSassy - rude and showing no respectgal-pals – Gals= girls Pals= friendssquabble - argumentTo detract from sth – to make something seem less valuable or less deserving of admiration than it really is or was thought to beSulky – Disapproving; when someone refuses to smile or be pleasant because they are angry about something

MOVIE REVIEWS



Tempo estimado: 2 aulas (preparação e produção das resenhas), 1 aula (reescrita e apresentação)

Material necessário: computador, projetor, cópia das atividades para os alunos, resenhas de filmes em

inglês.

Objetivos

Distinguir dentro do gênero resenha crítica de filmes as formas verbais utilizadas e o tempo em que as

ações ocorrem.

Reconhecer o vocabulário específico para o gênero trabalhado

Compreender o uso dos modais expressando conselhos e sugestões

Analisar a finalidade do gênero resenha e identificar os elementos de sua estrutura.

Comentar de modo crítico o tema abordado, apresentando suporte para argumentos e vocabulário

referente a sentimentos e adjetivos.

Conteúdos

Oralidade

Pontos de vista

Leitura



Relação tema com experiências pessoais


Modals (can, could, should, have to, must)

Desenvolvimento

http://dictionary.cambridge.org/dictionary/british/com-puter-generated-imagery

Aula 1

Inicie a aula levantando com os alunos hipóteses sobre como eles selecionam os filmes que assistem no

cinema, DVD, ou TV. Faça um brainstorming e mantenha um registro das anotações no quadro.

Quando você quer assistir a um filme na TV, DVD ou mesmo ir ao cinema, quais são os critérios que

você leva em consideração:

A indicação de algum amigo?

O trailer?

A crítica?

Você já leu uma resenha de filmes, livros, CDs, peças de teatro, musicais?

Em quais meios de comunicação as resenhas são publicadas?

Apresente alguns exemplos de resenhas de filmes (se desejar, utilize os exemplos do Anexo 1) e

explique que elas geralmente são encontradas na seção de cultura de jornais, revistas, sites e que a função

delas é nos ajudar a escolher que obras valem a pena ser consumidas.

Organize os alunos em grupos de cinco alunos e entregue-lhes a resenha e os comentários sobre o filme

Twilight: Eclipse (Anexo 2)

Peça para os alunos lerem os textos e discutirem sobre as informações do filme primeiro no grupo e em

seguida, proponha um breve debate sobre as resenhas.

Proponha algumas questões para os alunos discutirem nos grupos:

Qual é o assunto dos textos?

Por que eles se relacionam?

Os textos descrevem uma situação? Qual?

Que tipo de opinião eles fornecem? Elas são positivas ou negativas?

Quais são as expressões que indicam o que os autores desses textos querem dizer?

Peça para os alunos destacarem no texto:

os adjetivos usados para descrever as opiniões dos autores

as sentenças que utilizam os modal verbs e explicar por qual motivo eles estão sendo utilizados.

Para a aula seguinte, solicite que cada grupo de alunos selecione um filme (de preferência que todos já

tenham assistido) e traga informações, imagens, etc. (em inglês) sobre ele.

Oriente a busca no site oficial do filme, em sites de revistas (TIME Magazine) ou de jornais (The

Guardian, New York Times, USA Today) para garantir a veracidade das informações.

Informe aos alunos que o material será utilizado como fonte de consulta na aula seguinte para a

produção de uma resenha coletiva em inglês.

Aula 2

Organize os alunos nos grupos e peça para que cada um deles apresente brevemente o filme com o qual

irá trabalhar. Liste todos os títulos de filmes (em inglês) e mantenha o registro no quadro para que os outros

grupos saibam com quais filmes os colegas estão trabalhando.

Para produzir as resenhas, proponha que cada grupo procure convencer os outros grupos a assistirem

ou não o filme escolhido.

Indique as resenhas trabalhadas na aula anterior como guia para a produção das resenhas.

Lembre-os de que é importante que o texto seja breve e que o uso de adjetivos e dos modal verbs sejam

considerados.

Circule entre os grupos orientando-os na produção e esclarecendo eventuais dúvidas.

Com as resenhas prontas, corrija-as e dê sugestões aos grupos para a reescrita a fim de melhorar a

produção antes da apresentação final das resenhas.

Aula 3

Trabalhe a reescrita e adequação das resenhas na primeira parte da aula.

Na sequência, solicite que os grupos apresentem suas resenhas.

Para finalizar a atividade, exponha as resenhas no mural da classe.

Avaliação

É importante verificar se as resenhas sobre os filmes contêm também informações sobre a obra e não

somente opiniões. Observe se as expressões utilizadas estão coerentes com o gênero resenha e se o

vocabulário empregado é adequado.

Indicações

http://www.rottentomatoes.com/ : este site traz informações sobre filmes que estão em cartaz nos cinemas

americanos e também DVDs.

http://www.guardian.co.uk/film : site inglês com informações sobre artistas, filmes, etc.

http://movies.nytimes.com/pages/movies/index.html : resenhas, novidades sobre filmes, traillers.


WHAT SHOULD I DO?



Objetivos

Compreender o uso dos modais expressando conselhos e sugestões

http://movies.nytimes.com/pages/movies/index.html

http://www.guardian.co.uk/film

http://www.rottentomatoes.com/

Comentar de modo crítico o tema abordado, apresentando suporte para argumentos e vocabulário

referente a sentimentos e adjetivos.

Conteúdos

Leitura




Relação do tema/texto com experiências pessoais


Modals (can, could, should, have to, must)

Gabarito

1. Advice

2.

a. repugnant and repulsive (1st paragraph) - abhorrent

b. dangerous (2nd paragraph) - hazard

c. aversion (3rd paragraph) - reluctant

d. courteously (4th paragraph) - politely

e. procedures (5th paragraph) - tactics

f. compulsive use (5th paragraph) - addiction

g. indirect statements (1st paragraph) - hints

h. act of deceiving (3rd paragraph) - trick

3.

a. Her partner smells, he can’t respect her, he spends 4 hours at the pub while she’s at work.

b. She tried dropping hints and also being direct.

c. After trying all the tactics that Anne has proposed.

d. She could go to Al-Anon or visit their website (www.al-anonuk.org.uk).

4.

a. ( x ) Tactics to help the woman to talk about her partner’s problem.

b. ( ) Problems the partner has with the woman.

c. ( x ) Solutions to the smelly partner.

d. ( ) The partner has drinking problems.

e. ( x ) The name of an organization where PM can find help.

http://www.al-anonuk.org.uk/

f. ( ) The date when PM left her partner.

5.

a. a possibility: “Equally, it may not.”

b. an advice: “you should go to Al-Anon”

c. a remote possibility: “you might ask him what the problem is”

d. an ability: “it can certainly spell death to intimacy”

6.

a. He must stop drinking or he’ll develop a liver disease. obligation

b. I forgot to bring a towel to the bathroom. Can you get me one, please? request

c. You mustn’t keep disrespecting me! prohibition

d. He should help her by paying the rent. advice

e. She may be facing some intimacy problems with her husband. possibility

f. I think she should go to the doctor. advice

g. Can I give you some hints? request

h. I can’t cope with that behavior. ability

Inglesa – WHAT SHOULD I DO?

He doesn't wash! - Agony AuntDear Anne,I love my partner dearly but I can't cope with his aversion to soap and water and clean clothing. He wasn't like this when I first knew him. He lives in my house and helps with the bills but I hate him being in my bed because quite frankly, he smells. The idea of sex with him is abhorrent for the same reason. I've tried dropping hints and also just being direct but nothing works. I don't want to ask him to leave but I will have to if he can't respect me enough to spend 5 minutes a day in the shower. He has enough time to spend 4 hours a day in the pub when I'm at work. Any suggestions? Many thanks, PM

Dear PM,

It's hard living with anyone whose personal hygiene isn't good enough. It's not only offensive to the nose, it can be a health hazard and it can certainly spell death to intimacy.

You've tried to tackle this without a positive response from your partner. You might try assertiveness once more: "I love you but right now I don't want to be close to you because you smell unpleasant. Please will you have a good wash and put some clean clothes on?" may do the trick. Equally, it may not. Alternatively you might ask him what the problem is because you can't help noticing he's been reluctant to have a shower and wear clean clothes. Perhaps between the two of you, you can come up with a solution. This problem-solving approach could be viewed as supportive.

You could suggest having a shower together. You could tell him on any given night, "I'd love to sleep with you on another occasion but right now I don't want to because you smell dirty. Will you sleep in the spare room/on the sofa tonight if you won't have a good wash?" And stick to your guns, politely but firmly.

If at the end of a week of these tactics he still hasn't addressed the issue constructively, you might give him an ultimatum. The fact that he regularly has time to spend hours in the pub could indicate someone with an alcohol problem, in which case if he's unwilling to sort it out, recognize that that's not about you but his addiction. No one can fix anyone else's drinking problems so either you should go to Al-Anon (www.al-anonuk.org.uk) for support in a relationship with someone who has a drink problem, or you could kick him into touch.

Good luck.

Anne

He doesn't wash! - Agony AuntDear Anne,I love my partner dearly but I can't cope with his aversion to soap and water and clean clothing. He wasn't like this when I first knew him. He lives in my house and helps with the bills but I hate him being in my bed because quite frankly, he smells. The idea of sex with him is abhorrent for the same reason. I've tried dropping hints and also just being direct but nothing works. I don't want to ask him to leave but I will have to if he can't respect me enough to spend 5 minutes a day in the shower. He has enough time to spend 4 hours a day in the pub when I'm at work. Any suggestions? Many thanks, PM

Dear PM,

It's hard living with anyone whose personal hygiene isn't good enough. It's not only offensive to the nose, it can be a health hazard and it can certainly spell death to intimacy.

You've tried to tackle this without a positive response from your partner. You might try assertiveness once more: "I love you but right now I don't want to be close to you because you smell unpleasant. Please will you have a good wash and put some clean clothes on?" may do the trick. Equally, it may not. Alternatively you might ask him what the problem is because you can't help noticing he's been reluctant to have a shower and wear clean clothes. Perhaps between the two of you, you can come up with a solution. This problem-solving approach could be viewed as supportive.

You could suggest having a shower together. You could tell him on any given night, "I'd love to sleep with you on another occasion but right now I don't want to because you smell dirty. Will you sleep in the spare room/on the sofa tonight if you won't have a good wash?" And stick to your guns, politely but firmly.

If at the end of a week of these tactics he still hasn't addressed the issue constructively, you might give him an ultimatum. The fact that he regularly has time to spend hours in the pub could indicate someone with an alcohol problem, in which case if he's unwilling to sort it out, recognize that that's not about you but his addiction. No one can fix anyone else's drinking problems so either you should go to Al-Anon (www.al-anonuk.org.uk) for support in a relationship with someone who has a drink problem, or you could kick him into touch.

Good luck.

Anne

Anne – Agony Aunt

Ava

ilabl

e a

t: <

http

://w

ww

.talk

talk

.co.

uk/li

fest

yle/

ago

nyau

nt/a

sk-a

nne/

he-

does

nt-w

ash

/190

3 >

Acc

ess:

Ju

l. 28

, 201

1. >

Acc

ess:

Jul

.27,

2011



http://www.talktalk.co.uk/lifestyle/agonyaunt/ask-anne/he-doesnt-wash/1903

1. Take a quick look at the text. What’s it about?

( ) Bad eating habits ( ) Advice ( ) Living with husbands ( ) Intimacy problems

2. Find in the text synonyms for the following words.

a. repugnant and repulsive (1st paragraph) -

b. dangerous (2nd paragraph) -

c. aversion (3rd paragraph) -

d. courteously (4th paragraph) -

e. procedures (5th paragraph) -

f. compulsive use (5th paragraph) -

g. indirect statements (1st paragraph) -

h. act of deceiving (3rd paragraph) -

3. Based on the text, answer the following questions.

a. Find in the text evidence of problems in PM’s relationship.

b. What kind of things has PM tried to do in order to help her partner?

c. In what situation should PM give her partner an ultimatum?

d. Where would PM find help for her partner drinking problems?

4. Mark an “X” on the information that can be found in the text.

a. ( ) Tactics to help the woman to talk about her partner’s problem.

b. ( ) Problems the partner has with the woman.

c. ( ) Solutions to the smelly partner.

d. ( ) The partner has drinking problems.

e. ( ) The name of an organization where PM can find help.

f. ( ) The date when PM left her partner.

5. Identify in the text sentences using Modal Verbs that expresses:

a. a possibility

b. an advice

c. a remote possibility

d. an ability

6. Identify the functions expressed in the sentences below. You can use the functions more than once.

a. He must stop drinking or he’ll develop a liver disease.

b. I forgot to bring a towel to the bathroom. Can you get me one, please?

c. You must not keep disrespecting me!

d. He could help her by paying the rent.

e. She may be facing some intimacy problems with her husband.

f. I think she should go to the doctor.

g. May I give you some hints?

h. I can’t cope with that behavior.

7. You read the reply answer that Anne, Agony Aunt wrote to PM. Now it’s your turn. Leave a comment in the

box below, expressing your opinion about PM’s problem and the advice given by Anne.

ability advice obligation permission

possibility prohibition request

L O O K I N G A T L I F E S T O R I E S :

B I O G R A P H Y

M A R K Z U C K E R B E R G

1. Read the information about Mark

Zuckerberg.

Zuckerberg at South by Southwest in 2008.

Adapted from: http://www.famouspeoplelessons.com/m/mark_zuckerberg.html

http://en.wikipedia.org/wiki/Mark_Zuckerberg

2. Now listen to Mark Zuckerberg’s biography and circle the correct word.

Born

Mark Elliot Zuckerberg

May 14, 1984 (age 27)

White Plains, New York, U.S.

Occupation

CEO/President of Facebook

(24% shareholder in 2010)

Residence

Palo Alto, California

Known for

Co-founding Facebook in 2004; becoming

world's youngest billionaire as of 2008

Ethnicity

Jewish

Net worth

$13.5 billion (2011) according to Forbes

Magazine

Alma mater

Harvard College (dropped out in

2004)

Relatives

Edward (father), Karen (mother), Randi,

Donna and Arielle (sisters)

Awards

Time Person of the Year 2010

Website

Facebook.com/MarkZuckerberg

Mark Elliot Zuckerberg was born on May the 14th, 1984. He is the creator / created of the social media site Facebook. He was

a great / star student at school, winning prizes in Astronomy, Maths and Physics. He also excelled / excellent in Classical

Studies. He studied Psychology and Computer Science at Harvard University, which is where he created Facebook. His

invention led to he / his becoming Time Magazine’s Person of the Year for 2010.

Zuckerberg excelled in everything he did in his young / youth. He was captain / player of the school fencing team, spoke

many languages and was a highly / height skilled computer programmer. While other kids played video games/computer

games, he designed them. He created his first network while in high school to / by connect all of the computers in his father’s

dental surgery. He also built a media player which attracted the interested / interest of Microsoft and AOL.

Zuckerberg started at Harvard in September 2002. In his first year, he created Facemash, a Facebook processor / predecessor,

that let students see / select the college’s best looking people from a selection of photos. He launched / lunched Facebook

from his Harvard room in February 2004. It was the start of a rollercoaster ride that would join / connect half a billion /

thousand people worldwide and make him the world’s youngest billionaire.

Mark Zuckerberg is now one of the most influence / influential people on the planet. He has dined / dimmed with the

president of the USA and regularly / regular attends global economic summits and technology forums. He stated: "The thing I

really care about is the mission, making the world openly / open." In 2010, Zuckerberg signed a promise called the "Giving

Pledge", in which he promised to donation / donate at least half / halves of his life wealth to charity.

http://en.wikipedia.org/wiki/Mark_Zuckerberg

http://www.famouspeoplelessons.com/m/mark_zuckerberg.html

http://en.wikipedia.org/wiki/South_by_Southwest

http://en.wikipedia.org/wiki/Time_(magazine)

http://en.wikipedia.org/wiki/United_States_dollar

http://en.wikipedia.org/wiki/Facebook

GlossaryTO EXCEL -/ k sel/ɪ ˈ to be extremely good at somethingPRIZE – /pra z/ ɪSomething valuable, such as an amount of Money that is given to someone who succeeds in a competition or game or that is given to someone as a reward for doing very good workFENCING – / fenˈ t .s ŋ/ɪ The sport of fighting with long thin swords SKILLED –/skɪld/ Having the abilities needed to do an activity or job wellROLLERCOASTER – A situation which changes from one extreme to another, or in which a person's feelings change from one extreme to anotherWORLDWIDE – /ˈwɜːldˌwaɪd/ Existing or happening in all parts of the worldTO DINE – /daɪn/ to eat the main meal of the day, usually in the evening

SUMMITS – (MEETING) /ˈsʌm.ɪt/ An important formal meeting between leaders of governments from two or more countriesPLEDGE – /pledʒ/ A serious or formal promise, especially one to give money or to be a friend, or something that you give as a sign that you will keep a promiseWEALTH – (MONEY) /welθ/ A large amount of money or valuable possessions that someone hasCHARITY - (GIVING) /ˈtʃær.ɪ.ti/ A system of giving money, food or help free to those who are in need because they are ill, poor or have no home, or any organization which has the purpose of providing money or helping in this way

Fonte: <http://dictionary.cambridge.org>

3. WHAT HAPPENED FIRST? - Put the events in order according to the text.

[1] Mark Zuckerberg was born in 1984, in White

Plains, USA.

[ ] He attends global economic summits and

technology forums.

[ ] He became the world’s youngest billionaire.

[ ] Students could select the photos of school’s best

looking people using Facemash, the Facebook

predecessor.

[ ] He became Time Magazine’s Person of the year.

[ ] He was the captain of the school fencing team.

[ ] He promised to donate at least half of his life

wealth to charity.

[ ] He started studying at Harvard.

[ ] He designed computer games.

[ ] He dined with the President of the United States

of America.

[ ] He won prizes in Astronomy, Maths and Physics

at school.

[ ] He launched Facebook from his Harvard room.

Fencing – Imagem Disponível em: http://en.wikipedia.org/wiki/File:Fencing_(PSF).png

4. Think about Mark Zuckerberg’s biography and write sentences according to the facts related to his past,

present and future.

Past

Present

Future

5. SYNONYM MATCH - Match the words from the article on the left with their synonyms on the right.

1. creator [ ] talented

2. star [ ] top

3. invention [ ] maker

4. excelled [ ] creation

5. skilled [ ] shone

6. interest [ ] link

7. select [ ] frequently

8. launched [ ] choose

9. connect [ ] give

10. influential [ ] started

11. regularly [ ] important

12. donate [ ] attention

6. RELATIVE CLAUSES – Underline the sentences that use relative pronouns in the text. Then, choose one

example and turn it into two sentences (without relative pronouns).

………………………………………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………………………..

………………………

7. RELATIVE CLAUSES – Combine the sentences below by using suitable relative pronouns.

1.

Mark Zuckerberg was a star student.

Mark Zuckerberg won prizes in Astronomy, Maths and

Physics at school.

2.

He created Facemash.

Facemash was the predecessor of Facebook.

3.

Zuckerberg created a media player.

The media player attracted interest of Microsoft and

AOL.

4.

Zuckerberg became the world’s youngest billionaire.

Zuckerberg created Facebook in 2004.

5.

Zuckerberg signed a promise called “Giving Pledge”.

He promised to donate at least half of his lifetime

wealth.

8. RELATIVE CLAUSES – Finish the sentences using relative clauses.

1. Jack is the only person _____________________________________________

2. I’m powerless to help her. There’s nothing _____________________________________

3. I listen to everything _______________________________________________

4. I don’t trust people ___________________________________________________

5. I’ll never forget the food ________________________________________________

6. Everything __________________________________________________ is true.

7. He told me about a fantastic hotel _______________________________________

8. I didn’t like the book

______________________________________________________________

9. I’ll always remember the day ____________________________________________________

10. He didn’t want to tell me the reason ________________________________________

11. The police are still trying to identify the body _________________________________________

12. I really like people ___________________________________________________________

13. My brother works for a company _______________________________________________

14. Mike recommended a restaurant ________________________________________________

15. She asked him about the money _____________________________________________________

LOOKING AT LIFESTORIES: BIOGRAPHY

MARK ZUCKERBERG




Material necessário: cópias da atividade para os alunos; aparelho de som e CD com o áudio do texto;

Objetivos.

Distinguir as formas verbais utilizadas, o tempo em que as ações ocorrem, ocorreram ou ocorrerão

(presente, passado e futuro)

Compreender o uso dos relativos referindo-se a termos previamente citados

Conteúdos

Leitura


Localização de Informações


Relative clauses: Who, which, that, whose

Desenvolvimento

Aula 1

Inicie a aula ativando o conhecimento prévio dos alunos sobre o assunto do texto.

Que tipo de informações encontramos em uma biografia?

Vocês já ouviram falar em Mark Zuckerberg?

Conhecem ou fazem parte de alguma rede social?

Ao questionar sobre Mark Zuckerberg, mostre aos alunos sua foto ampliada. (Disponível nos Anexos).

Distribua cópias do worksheet para os alunos e explore as

informações da tabela.

Sugestões de perguntas:

Where were he born?

Where does he live?

Who is his family?

What is his occupation?

What is he known for?

What kind of prizes has he

won recently?

How much does his business worth?

Peça para os alunos fazerem uma breve leitura do texto (skimming) sobre Mark Zuckerberg e circularem

as palavras que eles julgam ser mais importantes em cada parágrafo.

Trabalhe com as palavras-chave em cada parágrafo.

Explore o vocabulário do glossário e acrescente outras palavras se achar necessário.

Reproduza o áudio do texto e peça aos alunos acompanharem a leitura.

Reproduza o áudio novamente pedindo para os alunos circularem a resposta de acordo com o que

ouvirem.

Se for necessário, reproduza o áudio uma terceira vez para checar as respostas.

Agrupe os alunos em duplas e peça que realizem o exercício 03. Os alunos deverão colocar as

informações em ordem de acordo com o que leram no texto sobre Mark Zuckerberg.

Confira as respostas dos alunos e peça para eles criarem uma linha do tempo representando os fatos

mais importantes na vida de Zuckerberg.

Discuta com os alunos quais informações o texto traz sobre o passado de Zuckerberg. Solicite que os

alunos grifem com uma caneta colorida as frases que caracterizam fatos que já ocorreram na vida de

Zuckerberg. Faça o mesmo com fatos que representam o presente pedindo aos alunos que utilizem uma

cor diferente. Baseando-se nos fatos mostrados no texto, informações da internet ou de conhecimento

dos alunos, discuta sobre fatos que poderão acontecer na vida de Zuckerberg.

Para realizar o exercício 04, agrupe os alunos em quartetos e eles deverão completar a tabela com

eventos sobre a vida de Mark Zuckerberg de acordo com as discussões levantadas previamente.

Born Mark Elliot ZuckerbergMay 14, 1984 (age 27) White Plains, New York, U.S.

OccupationCEO/President of Facebook(24% shareholder in 2010)

ResidencePalo Alto, California

Known forCo-founding Facebook in 2004; becoming world's youngest billionaire as of 2008

EthnicityJewish

Net worth$13.5 billion (2011) according to Forbes Magazine

Alma materHarvard College (dropped out in 2004)

RelativesEdward (father), Karen (mother), Randi, Donna and Arielle (sisters)

AwardsTime Person of the Year 2010

WebsiteFacebook.com/MarkZuckerberg

http://en.wikipedia.org/wiki/Time_(magazine)

http://en.wikipedia.org/wiki/United_States_dollar

http://en.wikipedia.org/wiki/Facebook

Aula 2

Inicie a aula apresentando as frases retiradas do texto da aula anterior.

Mark Zuckerberg was born on May the 14th, 1984.

Mark Zuckerberg was the creator of the social media site Facebook.

He built a media player.

The media player attracted the interest of Microsoft and AOL.

Explique aos alunos que quando usamos relative clauses temos informação extra sobre um substantivo.

Ele pode referir-se ao sujeito ou ao objeto da oração.

Se desejar, utilize a apresentação em .PPT para ilustrar a explicação. Aproveite o exercício ao final da

explicação para reforçar o uso dos pronomes relativos em relative clauses.

Retome os exercícios do worksheet e trabalhe com os sinônimos. (Exercício 05). Aproveite para fazer

referência às palavras-chave que os alunos circularam no texto na aula anterior.

Para realizar o exercício seguinte, peça que os alunos localizem e grifem no texto exemplos de frases

que utilizam relative pronouns. Em seguida os alunos deverão escolher um exemplo e reescrevê-lo

transformando-o em duas frases (sem a utilização do relative pronoun).

Organize os alunos em duplas e solicite que eles agrupem as frases do exercício 07 usando o relative

pronoun adequado.

Homework

Indique o exercício 08 como lição de casa. Os alunos deverão completar as frases usando relative

pronouns.

Avaliação


todas elas podem ser usadas para atribuição de notas. Neste sentido, recomenda-se observar apenas o

desempenho dos alunos durante realização dos exercícios e sua participação ao longo dos debates em sala

de aula.

Dica: Visite os sites abaixo para outras informações sobre Mark Zuckerberg.

http://tecnologia.terra.com.br/noticias/0,,OI5113913-EI12884,00-Mark+Zuckerberg+compra+imovel+de+m+na+California.html

http://www.newyorker.com/reporting/2010/09/20/100920fa_fact_vargas

http://today.msnbc.msn.com/id/40665998/ns/today-today_celebrates_2010/t/mark-zuckerberg-times-person-year/

http://today.msnbc.msn.com/id/40665998/ns/today-today_celebrates_2010/t/mark-zuckerberg-times-person-year/

http://www.newyorker.com/reporting/2010/09/20/100920fa_fact_vargas

http://tecnologia.terra.com.br/noticias/0,,OI5113913-EI12884,00-Mark+Zuckerberg+compra+imovel+de+m+na+California.html%20

Indicações

O filme A Rede Social (The Social Network, 2010) retrata a história dos criadores do site de

relacionamento Facebook.

Consulte o site http://www.biography.com/articles/Mark-Zuckerberg-507402 para mais curiosidades sobre

a vida de Mark Zuckerberg.

Para outros exercícios sobre Relative Clauses acesse os sites:

http://www.ego4u.com/

http://www.englishpage.com/grammar/

Anexos

Mark Zuckerberg

Imagem disponível no site < http://en.wikipedia.org/wiki/Mark_Zuckerberg > Acesso em 16/05/2011

http://www.englishpage.com/grammar/

http://www.ego4u.com/

http://www.biography.com/articles/Mark-Zuckerberg-507402

GABARITO:

2.

Mark Elliot Zuckerberg was born on May the 14th, 1984. He is the creator of the social media site Facebook. He

was a star student at school, winning prizes in Astronomy, Maths and Physics. He also excelled in Classical Studies.

He studied Psychology and Computer Science at Harvard University, which is where he created Facebook. His

invention led to his becoming Time Magazine’s Person of the Year for 2010.

Zuckerberg excelled in everything he did in his youth. He was captain of the school fencing team, spoke many

languages and was a highly skilled computer programmer. While other kids played computer games, he designed

them. He created his first network while in high school to connect all of the computers in his father’s dental

surgery. He also built a media player which attracted the interest of Microsoft and AOL.

Zuckerberg started at Harvard in September 2002. In his first year, he created Facemash, a Facebook predecessor,

that let students select the college’s best looking people from a selection of photos. He launched Facebook from

his Harvard room in February 2004. It was the start of a rollercoaster ride that would connect half a billion people

worldwide and make him the world’s youngest billionaire.

Mark Zuckerberg is now one of the most influential people on the planet. He has dined with the president of the

USA and regularly attends global economic summits and technology forums. He stated: "The thing I really care

about is the mission, making the world open." In 2010, Zuckerberg signed a promise called the "Giving Pledge", in

3.

[1] Mark Zuckerberg was born in 1984, in White Plains, USA.

[10 ] He attends global economic summits and technology forums.

[ 8 ] He became the world’s youngest billionaire.

[ 6 ] Students could select the photos of school’s best looking people using Facemash, the Facebook predecessor.

[ 11 ] He became Time Magazine’s Person of the year.

[ 3 ] He was the captain of the school fencing team.

[ 12 ] He promised to donate at least half of his life wealth to charity.

[ 5 ] He started studying at Harvard.

[ 4 ] He designed computer games.

[ 9 ] He dined with the President of the United States of America.

[ 2 ] He won prizes in Astronomy, Maths and Physics at school.

[ 7 ] He launched Facebook from his Harvard room.

5.

1. creator [ 5 ] talented2. star [ 2 ] top3. invention [ 1 ] maker4. excelled [3 ] creation5. skilled [4 ] shone6. interest [ 9 ] link7. select [ 11 ] frequently8. launched [ 7 ] choose

9. connect [ 12] give10. influential [ 8 ] started11. regularly [ 10 ] important12. donate [ ] attention

6.

He also built a media player which attracted the interest of Microsoft and AOL.- He also built a media player.- The media player attracted the interest of Microsoft and AOL.

It was the start of a rollercoaster ride that would connect half a billion people worldwide.- It was the start of a rollercoaster ride- The rollercoaster ride would connect half a billion people worldwide.

7.

1. Mark Zuckerberg was a star student who won prizes in Astronomy, Maths and Physics at school.

2. He created Facemash which was the predecessor of Facebook.

3. Zuckerberg created a media player which attracted interest of Microsoft and AOL.

4. Zuckerberg , who created Facebook in 2004, became the world’s youngest billionaire.

5. Zuckerberg signed a promise called “Giving Pledge”, in which he promised to donate at least half of his lifetime wealth.

8. (Sugestões de resposta)

1. Jack is the only person who could help her.2. I’m powerless to help her. There’s nothing that I can do.3. I listen to everything which was important.4. I don’t trust people who mistreat animals.5. I’ll never forget the food that my grandmother cooked.6. Everything which they said is true.7. He told me about a fantastic hotel which they have stayed in Paris.8. I didn’t like the book which I got for birthday9. I’ll always remember the day in which he asked me out.10. He didn’t want to tell me the reason why they broke up.11. The police are still trying to identify the body which was found in the lake.12. I really like people who care about being green.13. My brother works for a company which sells computer devices.14. Mike recommended a restaurant which he had been in Tahiti.15. She asked him about the money which she lent me yesterday.


RELATIVE CLAUSES


Ano/Série: 2ª série Em

Conteúdos

Relative Clauses: who, which, that, whose

Questões

1. Select the most suitable word in each sentence. Then justify your answer by underlining the main idea of

the sentence.

a) My friend Jack, that/who/ whose parents live in Glasgow, invited me to spend Christmas in Scotland.

b) Here's the computer program that/whom/whose I told you about.

c) I don't believe the story that/who/whom she told us.

d) Peter comes from Whitney, that/who/which is near Oxford.

e) This is the gun with that/whom/which the murder was committed.

f) Have you received the parcel whom/whose/which we sent you?

g) Is this the person who/which/whose you asked me about?

h) That's the girl that/who/whose brother sits next to me at school.

i) The meal, that/which/whose wasn't very tasty, was quite expensive.

j) We didn't enjoy the play that/who/whose we went to see.

2. Finish the sentences with relative clauses.

a) Jack is the only person

b) I’m powerless to help her. There’s nothing

c) I listen to everything

d) I don’t trust people

e) I’ll never forget the food

f) Everything

is true.


1. Verifique se o aluno é capaz de relacionar o pronome relativo adequado com a ideia principal de cada

oração. Atribua uma pontuação para cada item e incentive os alunos a justificarem as respostas.

2. Considere o uso correto dos pronomes relativos e os conhecimentos linguísticos utilizados ao completar

as frases.

3º ano




Conteúdos



Modal Verbs

Questões


“We Can Stop Global Warming.”

By Sen. Bernie Sanders, TheNation.com.

Posted November 29, 2007 on AlterNet.

By implementing new technologies, we can avert a

potentially disastrous future.

Scientists now tell us that the crisis of global

warming is even worse than their earlier

projections. Daily front-page headlines of

environmental disasters give an inkling of what we

can expect in the future, multiplied many times over:

droughts, floods, severe weather disturbances, loss

of drinking water and farmland and conflicts over

declining natural resources.

Yet the situation is by no means hopeless. Major

advances and technological breakthroughs are being

made in the United States and throughout the world

that are giving us the tools to cut carbon emissions

dramatically, break our dependency on fossil fuels

and move to energy efficiency and sustainable

energy.

In fact, the truth rarely uttered in Washington is that

with strong governmental leadership the crisis of

global warming is not only solvable; it can be done

while improving the standard of living of the people

of this country and others around the world. And it

can be done with the knowledge and technology that

we have today; future advances will only make the

task easier.

[…]

Disponível em: <http://www.sustainabilitank.info/2007/11/we-can-

stop-global-warming-by-implementing-new-technologies-to-avert-a-

potentially-disastrous-future-says-independent-us-senator-bernie-

sanders/ > Acesso em 16 Jun.2011

http://www.sustainabilitank.info/2007/11/we-can-stop-global-warming-by-implementing-new-technologies-to-avert-a-potentially-disastrous-future-says-independent-us-senator-bernie-sanders/



http://TheNation.com/

Words in Context

avert – to prevent something bad from happening; avoid

inkling – when you think that something is true or likely to happen, although you are not certain

droughts – a long period when there is little or no rain

hopeless – without hope

breakthroughs - an important discovery or event that helps to improve a situation or provide an answer to a problem

improving - to (cause something to) get better

1. Based on what you have read in the article, select the best option.

I) It is correct to say that:

a. We are not able to avoid global warming anymore.

b. The situation is under control.

c. We should use more fossil fuels instead of sustainable energy.

d. Scientists say that the environmental issues are worse than they thought.

e. Environmental disasters are not expected in the near future.

II) In the sentence “By implementing new technologies, we can avert a potentially disastrous future.” the function

expressed in bold means.

a. advice

b. request

c. permission

d. obligation

e. ability

III) These are all actions to reduce global warming, except:

a. Cut carbon emissions drastically.

b. Break dependency on fossil fuels.

c. Exploration of natural resources.

d. Walk instead of driving.

e. Use sources of sustainable energy.

2. Segundo as informações do texto, o aquecimento global é um fato muito pior do que as primeiras

projeções previram.

a. Quais evidências justificam a preocupação com o aquecimento global?

b. Com quais ações as pessoas podem contribuir para a combater o aquecimento global?

3. Os Modal Verbs expressam funções diferentes. Observe as frases a seguir e indique a que função as

palavras em bold correspondem.

a. Can you start reusing plastic shopping bags?

b. If we really take actions, we can avoid disastrous future.

c. We should use more sustainable energy instead of fossil fuels.

d. Power plants must use more renewable sources of energy.

e. Our planet may face the greatest environmental, social and economic threats.

f. Authorities mustn’t allow overfishing.

g. Can I reuse these plastic bottles?


1.


I) d

II) e

III) c

2.

a. O aluno é capaz de compreender as ideias gerais e identificar informações específicas no texto.

Secas, enchentes, mudanças climáticas severas, escassez de água potável e terras produtíveis, conflitos

decorrentes da diminuição dos recursos naturais.

ABILITY ADVICE OBLIGATION PERMISSIONPOSSIBILITY PROHIBITION REQUEST

b. Resposta pessoal.

É esperado que o aluno mencione ações como: plantar mais árvores, usar transporte coletivo, ir ao

trabalho/escola de bicicleta, reciclar garrafas de vidro, jornais e revistas, separar o lixo reciclável do lixo

orgânico, etc.

3.

O aluno é capaz de identificar a função dos modal verbs.

a. Request

b. Ability

c. Advice

d. Obligation

e. Possibility

f. Prohibition

g. Permission




Objetivos

Identificar elementos da estrutura composicional do gênero entrevista.

Articular as diferenças e semelhanças entre a língua oral e escrita.

Reconhecer o tempo e o espaço em que ocorrem as ações, empregando os tempos verbais

adequadamente

Conteúdos

Leitura

Reconhecimento da ideia geral de um texto



Reported Speech: say or tell

Gabarito

1.

I. d

II. b

III. c

2.

a. He said Catherine had been fantastic.

b. He said that he didn’t like going out and getting drunk.

c. He told that she was so much funnier that he had realized.

d. He told that they were going to be making another film soon.

e. He said he was in a play in New York called Lend Me a Tenor.

3. Respostas Pessoais

Verificar o uso adequado dos tempos verbais ao usar o Reported Speech.

ATIVIDADE DE INGLÊS

1. This is an interview with the Hollywood actor Justin Bartha to the magazine Marie Claire. Read the

interview and then answer the questions.

Justin Bartha Interview By Eleanor Young on Friday 23 July 2010

Justin Bartha is fast becoming the hottest new thing in Hollywood. With a role in The Hangover under his belt, he’s now set to capture the nation’s hearts in romantic comedy, The Rebound. The film charts the journey of 24-year-old Aram, who accidentally lands a role as nanny to a gorgeous older woman’s kids, finding love – and plenty of laughs – along the way.

Marie Claire had caught up with the man himself, for a chat about working with gorgeous Catherine-Zeta Jones, playing a ‘manny’.

Marie Claire: Your character Aram accidentally ends up as a male nanny (or manny!) in the film. Would you ever use male childcare? Justin: Aren’t mannys becoming quite cool? Really. I think it just depends what’s best for the kids, and whether they’re in a safe and happy environment. But yeah, I think having a male nanny could be a great thing. Marie Claire: Are you good with kids? Justin: I’m ok with them, I think! I don’t have any of my own though...Marie Claire: Aram’s only 24. Why does he like being a nanny so much? Justin: He’s quite an old 24. He’s not the same as other guys his age – he doesn’t like going out and getting drunk, or having meaningless friendships He doesn’t do a lot of the things other 24-year-olds do. He’s just a bit lost.Marie Claire: Do you think he relates to the kids so well because he’s only young?Justin: Yeah - he’s more on their level. But he’s also very responsible and very ready for the experience. […]Marie Claire: You got to work with gorgeous Catherine Zeta-Jones. What was she like? Justin: Catherine was just fantastic. She’s such a brilliant actress - beautiful and smart. And so much funnier than I’d realized. Really, really funny. She’s also very down to earth and professional. We had such a great time working together.

Marie Claire: And in the film your character gets to date her. Would you ever date an older woman?Justin: I haven’t done so far. Well, not in a serious way. But I wouldn’t necessarily rule it out - just look at Catherine, she’s gorgeous! In the film, age is just a number. For Sandy and Aram it’s about love and emotion, and just connecting with someone. It’s about how they feel, their state of mind.Marie Claire: Catherine’s character Sandy is very strong and independent. Are you happy for women to wear the trousers in a relationship? Justin: Yes, definitely. Sandy’s great, as she knows her own mind, and she isn’t afraid to start over. She moves to the city, gets a new job, a new house. There’s nothing sexier than a woman in control. […]Marie Claire: Last year you starred in (hit US comedy) The Hangover. Was it fun to make? Justin: Oh it was amazing. Really fun. But a lot of hard work went into it, too. It was far more complicated to shoot than you would think. I keep in touch with all the guys though; we’re going to be making another film soon. Marie Claire: I can’t think how you’re going to top the first one...Justin: Oh trust me, we will. This one’s going to be even bigger and even crazier than the first. It’s going to be good. Marie Claire: And what are you up to at the moment?Justin: I’m in a play in New York called Lend Me a Tenor. It’s exhausting work, but so refreshing to go back to theatre. Then I’m off to film the second Hangover, and after that who knows!

Available at < http://www.marieclaire.co.uk/celebrity/interviews/492748/justin-bartha-interview.html> Access: Jul. 12, 2011.

Avai

labl

e at

: <ww

w. m

arie

claire

.co.

uk >

Ac

cess

: Jul

. 12,

201

1

http://www.marieclaire.co.uk/celebrity/interviews/492748/justin-bartha-interview.html

http://www.marieclaire.co.uk/celebrity/interviews/492748/justin-bartha-interview.html

I. According to the interview, it is possible to say that:

a. Justin doesn’t think that his character as a male nanny could be a good thing in real life.

b. He believes that his age in the movie was a problem to build up the character.

c. After this movie he will back to the theater in a play called Hangover.

d. His character in the movie doesn’t have most of the characteristics for an ordinary 24-year-old man.

e. His character is an old 24-year-olds that enjoys going out, getting drunk or having meaningless

friendships.

II. Justin Bartha talks about how it was to work with the actress Catherine Zeta-Jones. Choose the alternative

that does not apply to Catherine’s qualities.

a. fantastic and brilliant

b. strong and independent

c. professional and funny

d. gorgeous and smart

e. down to earth and professional

III. Sandy, Catherine’s character in the movie, is the woman who wears the trousers in the relationship. It

means that:

a. She is not afraid of doing anything or going anywhere alone.

b. She is a sexy woman who likes to wear pants.

c. She is a very independent woman who controls the relationship.

d. She thinks she is in control but it’s the man who controls her.

e. She is gets a new job and a new house because she is in love.

2. The sentences below were taken from the interview with Justin Bartha. What did he say? Use the

Reported Speech to rewrite the sentences.

a. Catherine was just fantastic.

b. He doesn’t like going out and getting drunk.

c. And she is so much funnier than I’d realized.

d. We’re going to be making another film soon.

e. I’m in a play in New York called Lend Me a Tenor.

3. Ask you partner the following questions take notes. After you have finished the questions, report what you

have learnt about your partner using Reported Speech.

What is your favorite sport?

How long have you been playing/doing it?

What are your plans for your next vacation?

How long have you known your best friend?

Can you describe him/her?

What kind of music do you like?

Have you always listened to that kind of music?

What did you use to do when you were younger that you don't do anymore?

Do you have any predictions about the future?

Can you tell me what you do on a typical Saturday afternoon?

What were you doing yesterday at this time?

Adapted from < http://esl.about.com/od/grammarchants/a/l_repspeech.htm > Access: Jul. 12, 2011.

http://esl.about.com/od/grammarchants/a/l_repspeech.htm

atividades de lingua inglesa 12

Documents

residence

billy bob

fathers dental

electric currents

lngua inglesa

fragmento

rapidly increasing

formas verbais