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1 a SÉRIE

ENSINO MÉDIO

Caderno do Aluno

Volume 1

INGLÊS

Linguagens

1 a SÉRIE ENSINO MÉDIO Caderno do Aluno Volume 1 INGLÊS Linguagens
1 a SÉRIE ENSINO MÉDIO Caderno do Aluno Volume 1 INGLÊS Linguagens
1 a SÉRIE ENSINO MÉDIO Caderno do Aluno Volume 1 INGLÊS Linguagens
1 a SÉRIE ENSINO MÉDIO Caderno do Aluno Volume 1 INGLÊS Linguagens
1 a SÉRIE ENSINO MÉDIO Caderno do Aluno Volume 1 INGLÊS Linguagens
1 a SÉRIE ENSINO MÉDIO Caderno do Aluno Volume 1 INGLÊS Linguagens
1 a SÉRIE ENSINO MÉDIO Caderno do Aluno Volume 1 INGLÊS Linguagens
1 a SÉRIE ENSINO MÉDIO Caderno do Aluno Volume 1 INGLÊS Linguagens
GOVERNO DO ESTADO DE SÃO PAULO SECRETARIA DA EDUCAÇÃO MATERIAL DE APOIO AO CURRÍCULO DO

GOVERNO DO ESTADO DE SÃO PAULO SECRETARIA DA EDUCAÇÃO

MATERIAL DE APOIO AO CURRÍCULO DO ESTADO DE SÃO PAULO

CADERNO DO ALUNO

INGLÊS

ENSINO MÉDIO – 1 a SÉRIE VOLUME 1

Nova edição

2014-2017

São Paulo

Governo do Estado de São Paulo

Governador

Geraldo Alckmin

Vice-Governador

Guilherme Afif Domingos

Secretário da Educação

Herman Voorwald

Secretário-Adjunto

João Cardoso Palma Filho

Chefe de Gabinete

Fernando Padula Novaes

Subsecretária de Articulação Regional

Rosania Morales Morroni

Coordenadora da Escola de Formação e Aperfeiçoamento dos Professores – EFAP

Silvia Andrade da Cunha Galletta

Coordenadora de Gestão da Educação Básica

Maria Elizabete da Costa

Coordenadora de Gestão de Recursos Humanos

Cleide Bauab Eid Bochixio

Coordenadora de Informação, Monitoramento e Avaliação Educacional

Ione Cristina Ribeiro de Assunção

Coordenadora de Infraestrutura e Serviços Escolares

Ana Leonor Sala Alonso

Coordenadora de Orçamento e Finanças

Claudia Chiaroni Afuso

Presidente da Fundação para o Desenvolvimento da Educação – FDE

Barjas Negri

Caro(a) aluno(a),

Nesta nova fase de sua vida escolar, você vai ter a oportunidade de rever alguns temas

e estruturas apresentados em anos anteriores, enquanto aprofunda seus conhecimentos e entra em contato com novos assuntos. Você já deve ter percebido que a língua inglesa é um excelente meio de aprender sobre outros povos e sua cultura, ao mesmo tempo em que podemos utilizar os nossos conhecimentos sobre o idioma para transmitir informações sobre nosso país e nossa cultura.

O idioma também é muito importante em situações de trabalho, especialmente em grandes empresas multinacionais e no setor de serviços, para atendimento a turistas. Este volume vai lhe mostrar como o trabalho voluntário pode lhe garantir uma experiência ini- cial importante para seu currículo, além de lhe proporcionar momentos significativos de enriquecimento pessoal. Também vai mostrar como jornais e suas diversas seções são or-

ganizados, além de apresentar alguns termos específicos e lhe proporcionar as ferramentas para produzir seus próprios textos jornalísticos. No trabalho conjunto com seus colegas, você pode desenvolver a capacidade de trabalhar em grupo, construindo coletivamente os textos, tendo sua produção revisada por outros grupos e sugerindo correções para os trabalhos deles. Essas atividades, além de melhorar o seu conhecimento do idioma, visam

a prepará-lo para atuar no mundo fora do ambiente escolar, em especial em atividades profissionais.

Lembre-se de que os Cadernos trazem dicas de sites, músicas e filmes que podem ajudá- -lo a aprender mais sobre o conteúdo estudado. Você também tem as seções que lhe permi- tem sistematizar o estudo do vocabulário e da gramática, além de fazer sua autoavaliação em relação às metas de aprendizagem propostas. Guarde com carinho cada Caderno. To- das essas seções contêm informações que podem ser úteis em outras séries e até mesmo quando já tiver concluído o Ensino Médio.

Equipe Técnica de Inglês

Área de Linguagens Coordenadoria de Gestão da Educação Básica – CGEB Secretaria da Educação do Estado de São Paulo

LEARNING TARGETS Neste Caderno, você fará atividades relacionadas a dois temas: 1) English around the

LEARNING TARGETS

Neste Caderno, você fará atividades relacionadas a dois temas: 1) English around the world: cultural interactions e 2) Newspapers – Part I. Essas atividades vão ajudá-lo a:

1.

Descobrir em que países a língua inglesa é falada como língua oficial.

2.

Compreender por que a língua inglesa é considerada uma língua internacional.

3.

Reconhecer o gênero de um texto.

4.

Localizar informações específicas em um texto.

5.

Levantar hipóteses sobre o assunto de um texto e verificá-las a partir da leitura.

6.

Identificar palavras cognatas ou emprestadas da língua inglesa para compreender um texto.

7.

Escrever um texto informativo sobre um programa de estudos interculturais.

8.

Trabalhar em equipe, assumindo funções e contribuindo para o trabalho em grupo.

9.

Reconhecer o uso do tempo verbal presente simples.

10.

Reconhecer o uso do tempo verbal passado simples.

11.

Reconhecer os usos de algumas preposições em contexto, por exemplo: go to, stay with, presentations about.

12.

Reconhecer o uso das palavras during, since e ago.

13.

Relacionar os nomes das seções de um jornal em língua portuguesa aos nomes, em língua inglesa, dessas mesmas seções.

14.

Relacionar conteúdos e manchetes às respectivas seções em um jornal.

15.

Identificar o gênero de um texto por meio da apreensão de sua organização geral e comparar gêneros distintos, identificando suas características.

16.

Fazer inferências apoiadas em palavras cognatas.

17.

Inferir significados não explícitos em um texto.

18.

Identificar a opinião do autor com base em pistas verbais presentes no texto.

19.

Produzir um anúncio, uma nota de correção e uma manchete, observando suas características de organização.

20.

Deduzir uma regra gramatical com base na análise de exemplos e aplicar essa regra em situa- ções de uso.

5

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Inglês – 1 a série – Volume 1

? ! Inglês – 1 a série – Volume 1 THEME 1 ENGLISH AROUND THE WORLD:

THEME 1 ENGLISH AROUND THE WORLD: CULTURAL INTERACTIONS

1 THEME 1 ENGLISH AROUND THE WORLD: CULTURAL INTERACTIONS SITUATED LEARNING 1 WHERE ENGLISH IS SPOKEN:

SITUATED LEARNING 1 WHERE ENGLISH IS SPOKEN: FACTS AND FIGURES

1. Work in groups and study the following flags (they all represent countries where English is spoken as a first language). Then discuss this question in Portuguese: Do you know their names?

© Claudio Ripinskas
© Claudio Ripinskas

a)

language). Then discuss this question in Portuguese: Do you know their names? © Claudio Ripinskas a)

c)

language). Then discuss this question in Portuguese: Do you know their names? © Claudio Ripinskas a)

e)

language). Then discuss this question in Portuguese: Do you know their names? © Claudio Ripinskas a)

g)

language). Then discuss this question in Portuguese: Do you know their names? © Claudio Ripinskas a)

b)

language). Then discuss this question in Portuguese: Do you know their names? © Claudio Ripinskas a)

d)

language). Then discuss this question in Portuguese: Do you know their names? © Claudio Ripinskas a)

f)

6

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 2. Read the table quickly. What is it
2. Read the table quickly. What is it about? English and Portuguese in the world
2. Read the table quickly. What is it about?
English and Portuguese in the world
English
Portuguese
Population
Countries
(million)
% of native
speakers
Native
Population
Native
Countries
speakers
(million)
% of native
speakers
speakers
United
286
86
246
Brazil
175
100
175
States
United
59
97
57
Portugal
10
100
10
Kingdom
Canada
32
63
20
Angola
13.5
60
8.1
Australia
20
85
17
Mozambique
18.6
20
3.7
New
4
95
3.8
Zealand
Ireland
4
95
3.8
TOTAL
405
347.6
TOTAL
217.1
196.8

Fonte: SCHÜTZ, Ricardo. O inglês e o português no mundo. English made in Brazil. Dados de 2002. Disponível em: <http://www.sk.com. br/sk-stat.html>. Acesso em: 17 maio 2013.

3. Read the table again. Complete the following information:

a) Total of native speakers of English:

b) Percentage of native speakers of English in Canada:

c) Country with the highest percentage of English native speakers:

d) Country with the lowest percentage of native speakers of English:

e) Countries where the whole population has only one native language:

Nota: o quadro indica que 100% da população, tanto do Brasil quanto de Portugal, são falantes da língua portuguesa. Esse dado desconsidera o fato de que, no Brasil, se estima que haja pelo menos 180 línguas indígenas. Em Portugal, o mirandês, falado no norte do país, foi reconhecido como língua em 1999.

7

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 4. Work in groups. In Portuguese, discuss the

4. Work in groups. In Portuguese, discuss the following questions.

a) What is the other language Canadians speak? Do you know why?

b) Why don’t all the people in the USA speak English?

c) Do you know any countries where English is spoken as a second language?

d) Why is English considered an international language?

e) What are the differences between American and British English varieties?

5. Read the following text to find out if your answers to the questions in Activity 4 are right. You may not find all the answers.

following text to find out if your answers to the questions in Activity 4 are right.

8

© Claudio Ripinskas

Inglês – 1 a série – Volume 1

© Claudio Ripinskas Inglês – 1 a série – Volume 1 HOMEWORK : FOCUS ON LANGUAGE
HOMEWORK : FOCUS ON LANGUAGE 1
HOMEWORK : FOCUS ON LANGUAGE 1

1. Study the table. Then read the situations and choose the correct answer.

American x British English: Vocabulary Varieties

 

American English

British English

elevator lift

elevator

lift

faucet tap

faucet

tap

cookies biscuits

cookies

biscuits

stove cooker

stove

cooker

check bill

check

bill

refrigerator fridge

refrigerator

fridge

movie theater cinema

movie theater

cinema

9

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 a) My stepfather Mike is from New York,

a) My stepfather Mike is from New York, US. He loves going to the genres are comedy and thriller.

b) Peter and I were born in London, UK. We live in a small flat downtown. The building is not high, so it doesn’t have a . We don’t like climbing up the stairs very much.

c) Jeremy is staying with his cousins in California, US. The eldest one asked him this morning,

?” and he said, “Yes, of course. I prefer

. His favorite

movie theater

“Would you like some the chocolate ones.”

d) Debbie is from Liverpool, England, but now she lives in Florida, US. At the beginning it was difficult for her to understand some words American people use. In restaurants, for

when they want to

instance, Americans always ask for the pay for the meal and go home.

e) Tommy is going to get married soon. His American friends wrote to him asking what present he would prefer: a

2. Study the code and break it to discover 5 (five) names of countries where English is an official language.

or a

.

 

I =

M = ¥

 

=

=

=

 

=

=

J = €

N = #

 

R

= ?

=

=

 

=

=

=

O

= +

S

= ¿

=

 
 

=

=

L = ©

=

 

=

 

=

 

a)

#

India

 

b)

¿

#

+

?

)

¥

)

©

)

¿

¥

+

)

©

#

¿

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 3. Study the chart to understand how to
3. Study the chart to understand how to make questions in English. Question word Auxiliary
3. Study the chart to understand how to make questions in English.
Question word
Auxiliary verb
Subject
Information
Yes/No
----- Do
you
questions
speak any foreign
languages?
Information
Why
don’t
questions
all the people in
the USA
speak English?
Question word Verb to be Subject Information Yes/No ----- Are you from Jamaica? questions the
Question word
Verb to be
Subject
Information
Yes/No
-----
Are
you
from Jamaica?
questions
the other
Canadians
What
is
Information
language
speak?
questions
How old
are
your mom and
dad?
XXX
Now choose the correct alternative to complete the rules:
a) Yes/No questions begin with
(
) a question word.
(
) a verb.
b) Information questions begin with
(
) a question word.
(
) a verb.

4. Make questions using the following given words. Pay attention to punctuation.

a) Linda/German/does/speak Does Linda speak German?

b) languages/Peter/do/how many/speak/and/Tom

c) you/why/from California/move/did

d) Monica’s husband/French/study/does

e) Steven/how old/Mark/and/are

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 LITERARY MOMENT “I know nothing more imposing than

LITERARY MOMENT

“I know nothing more imposing than the view which the Thames offers during the ascent
“I know nothing more imposing than the view which the Thames offers during the ascent from
the sea to London Bridge.” ENGELS, Friedrich. The conditions of the working class in England.
during the ascent from the sea to London Bridge.” ENGELS, Friedrich. The conditions of the working

12

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Inglês – 1 a série – Volume 1

? ! Inglês – 1 a série – Volume 1 SITUATED LEARNING 2 INTERCULTURAL STUDIES 1
? ! Inglês – 1 a série – Volume 1 SITUATED LEARNING 2 INTERCULTURAL STUDIES 1

SITUATED LEARNING 2 INTERCULTURAL STUDIES 1

1. Study the text “Youth Ambassadors Program”. What is it about? Where was it taken from?

2 INTERCULTURAL STUDIES 1 1. Study the text “Youth Ambassadors Program”. What is it about? Where

13

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 2. Read the text quickly. Where can you

2. Read the text quickly. Where can you find information about:

a) the benefits of the Youth Ambassadors Program to students?

b) when the Program started?

c) the organizations that collaborate with the Program?

d) what Youth Ambassadors do in the USA?

3. Match the ideas in A with the items in B.

A

B

a)

public and private organizations

(

) school, course, classes

b)

model students

(

) leadership, social consciousness

c)

study

(

) friendship, respect, collaboration

d)

relationship with the U.S.A.

(

) Ministry of Education, Binational Centers

4. Now, read the text carefully. Answer the questions in Portuguese.

a) What are the objectives of the Youth Ambassadors Program?

b) What are the requirements to be a Youth Ambassador?

c)

Inglês – 1 a série – Volume 1

Mention five activities that Youth Ambassadors do in the United States.

activities that Youth Ambassadors do in the United States. 5. Study the sentences taken from the
activities that Youth Ambassadors do in the United States. 5. Study the sentences taken from the
activities that Youth Ambassadors do in the United States. 5. Study the sentences taken from the

5. Study the sentences taken from the text. Complete the gaps.

a) “a three-week program

the United States”

b) “smaller groups that go

different states in the U.S.”

c)

“they stay

host families”

d) “deliver presentations

Brazil”

e) “collaboration

Brazil and the United States”

15

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 HOMEWORK : FOCUS ON LANGUAGE 2 1. Go
HOMEWORK : FOCUS ON LANGUAGE 2
HOMEWORK : FOCUS ON LANGUAGE 2

1. Go back to the third paragraph of the text in Situated Learning 2, Activity 1. Follow the instructions.

a) Find in the text the noun for the verb “to organize”. organization

b) Find in the text a word in English for “concurso”.

c) Find in the text the noun for the verb “to present”.

d) Find in the text a synonym for “equal”/“identical”.

e) Find in the text the opposite of “before”.

f) Find in the text the noun for the verb “to win”.

2. Read the text and fill in the gaps with the correct preposition. Refer to the Instant language section for help.

“When I first arrived in Australia to learn English, I was afraid (a)

making mistakes

or not having friends. I was interested (b) the culture and habits of Australians

but, you know, I was alone and I had never been abroad before. My first classes at school

were cool and I think I succeeded (c)

poor English. Now, after two weeks, I guess I’m good (d) with all my classmates and I am never, never tired (e) anybody I meet. Learning a foreign language depends a lot (f) (Elisa, 15)

our own effort!”

making conversation starting a good chat with

of

making myself understood, even with my

3. Study the uses of -ing in the Instant language section. Then read the following sentences and circle the correct form.

a)

read the following sentences and circle the correct form. a) Michael would love to travel /

Michael would love to travel/traveling to South Africa to learn English.

16

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 b) Sandra doesn’t want to stay / staying

b) Sandra doesn’t want to stay/staying away from home for a long time. She is staying in Belize for only a month.

c) I am looking forward to meet/meeting new people in my intercultural exchange program in Canada. I’m sure it will be exciting.

d) There were lots of options to choose from, but Kelly chose to go/going to the United Kingdom to learn English.

e) When Betsy has time to travel, she always goes to warm places because she can’t stand be/ being in cold places.

4. Complete the sentences with the -ing or the infinitive form of the verbs in parentheses. Refer to the Instant language section for help.

a) John refused him very well.

to change

(change) his host family. They were incredible and treated

b) When Carol was away studying German, her family missed every day.

(talk) to her

c) Why did you give up

(work) at the International School of Languages?

d) Henry can’t afford

(study) abroad. He needs a scholarship.

e) If you decide to travel around Germany, I want you to promise every week.

(call)

LITERARY MOMENT

“Be not afraid of greatness: some are born great, some achieve greatness, and some have
“Be not afraid of greatness: some are born great, some achieve greatness, and some have
greatness thrust upon them.” SHAKESPEARE, William. Twelfth night.
born great, some achieve greatness, and some have greatness thrust upon them.” SHAKESPEARE, William. Twelfth night.

17

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Inglês – 1 a série – Volume 1

? ! Inglês – 1 a série – Volume 1 SITUATED LEARNING 3 INTERCULTURAL STUDIES 2
? ! Inglês – 1 a série – Volume 1 SITUATED LEARNING 3 INTERCULTURAL STUDIES 2

SITUATED LEARNING 3 INTERCULTURAL STUDIES 2

1. Read the text about the Youth Ambassadors program. Answer the questions in Portuguese.

Ambassadors program. Answer the questions in Portuguese. a) How many Brazilian students were selected to be

a) How many Brazilian students were selected to be Youth Ambassadors?

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 b) “Youth Ambassadors 2012” was also a celebration

b) “Youth Ambassadors 2012” was also a celebration of the 10th anniversary of the program. What was done to celebrate the anniversary?

c) How many other Brazilian students were Youth Ambassadors in the past?

d) Who is going to do an immersion course? Why?

2. Work in groups. In Portuguese, discuss the following statement: “We relate to each other because we are similar. We learn from each other because we are different.”

3. Complete the following sentences using verbs from the text.

a) “The U.S. Embassy in Brazil

today the names of the Youth Ambassadors 2012.”

b) “Thousands of Brazilian students

19

for a position in the program.”

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 c) “The 2012 program dozens of institutions all

c) “The 2012 program

dozens of institutions all over the country.”

d) “Unfortunately, 117 semi-finalists were not to go to the U.S.”

4. Complete the gaps using the present simple or past simple form of the verbs in parentheses.

From To Subject Hi, My name South America. I (be) Silvia and I am learning
From
To
Subject
Hi, My name
South America. I
(be) Silvia and I am learning English in Guyana,
(come) to this country with the help of my family,
and I’m enjoying the visit a lot. I
first it
(be) difficult because I
my friends and family near me. But I quickly
people here
(be) so nice and friendly. I
(arrive) two weeks ago and at
(feel) unhappy without
(make) friends and
(study) English
every day and
speak) English fluently, but I
for me!
(help) my host family. I
(not
(want) to learn it. It is a great experience
Best wishes,
Silvia

5. Read the following sentences. Underline the correct option.

a) I’ve been learning English in Guyana since/ago May.

b) The results of the program were announced one week since/ago.

c) I missed my friends and my family during/since the trip.

d) This cultural exchange program started during 10 years/10 years ago.

20

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 HOMEWORK : FOCUS ON LANGUAGE 3 1. Fill
HOMEWORK : FOCUS ON LANGUAGE 3
HOMEWORK : FOCUS ON LANGUAGE 3

1. Fill in the gaps in the dialogues with the words in the box. They are all taken from the text in Situated Learning 3, Activity 1.

since – during – former – youth – attend – immersion
since – during – former – youth – attend – immersion

a) Sam: Do you know why English is spoken in India?

Vicky: I don’t know

Maybe because India is a

former

British colony.

b) Tim: Joey, have you and Ann been friends for a long time?

Joey: Yeah, very long,

2001, I think. Our parents are neighbors.

Tim: Really? So you know her well. Hum, does she have a boyfriend?

c) Glenn: Was it your first time in Paris, Sue?

Sue: No, I’d been there a couple of times before. My first time in Paris was the 1990s, when I was a student.

d) Robbie: I’d prefer to hire teenagers for this job.

Paul: Why?

Robbie: Because their

gives them energy and enthusiasm to learn the job.

e) Zac: You must be excited about the trip to Japan, Laureen.

Laureen: Yes, I really am but also kind of worried.

Zac: Worried about what?

Laureen: You know, it’s a language many other activities.

course, so I’ll have lots of classes and

f) Joe: What are your responsibilities as an exchange student?

Laura: Well, I have to

in a sustainability project.

21

school, help with the housework and participate

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 2. Study the sentences. Match the beginnings of

2. Study the sentences. Match the beginnings of the sentences in column A with the endings in column B. Refer to the item Linking words in the Instant language section for help.

A

B

a) First I reviewed all the activities

(

) if you need extra activities.

b) The car crash was awful!

(

) However, we didn’t get any answer.

c) Have a safe return! Let me know

(

) and then I took the test and did it well.

d) Talk to your teacher

(

) when you get back home.

e) We tried to call you several times.

f) Intercultural exchange programs are

(

) In addition, students learn spoken language skills very fast.

good opportunities to grow up.

(

) Fortunately, nobody was hurt.

3. Read the e-mail and fill in the gaps with the past simple form of the verbs in parentheses.

From alextin_44@hit.com To phoebbe_liu@engels.com Subject intercultural studies Hi, Phee! Hope you are well. My
From
alextin_44@hit.com
To
phoebbe_liu@engels.com
Subject
intercultural studies
Hi, Phee!
Hope you are well.
My trip to Mexico (a)
was
(be) fantastic. I (b)
(come) back home
last Saturday and everybody was really eager to see me. I also (c)
(miss)
them a lot while I was in Guadalajara, so now it’s time for the family. My cousin Elvis
(d)
(call) me yesterday and started talking in Spanish. I (e)
(speak) fluently with him and I (f)
(get) really happy with myself.
Write me soon.
Take care!
Alex

22

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 4. Read the sentences and circle the correct

4. Read the sentences and circle the correct auxiliary verb.

4. Read the sentences and circle the correct auxiliary verb. a) Luke: Do/Did you see Emily

a) Luke: Do/Did you see Emily at the disco last night?

Adam: No, I don’t/didn’t. I think she was not around when I got there.

b) The undergraduate students at university don’t/doesn’t need to leave the campus in order to have lunch. They can use the university restaurant.

c) When I was a child I don’t/didn’t use to eat fruit and vegetables, but now I do/did.

d) Why doesn’t/don’t Becky stay with us? We have a spare room for her at home. It will be nice to have her in.

e) Michael: How many bottles of fizzy water did/does Alison get at the market?

Hope: About 4 or 5. Why?

Michael: We need a lot more than that. Didn’t/Don’t you tell her?

LITERARY MOMENT

“The best-laid schemes o’ mice an’ men gang aft agley.” BURNS, Robert. To a mouse.
“The best-laid schemes o’ mice an’ men gang aft agley.” BURNS, Robert. To a mouse.
tell her? LITERARY MOMENT “The best-laid schemes o’ mice an’ men gang aft agley.” BURNS, Robert.

23

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Inglês – 1 a série – Volume 1

? ! Inglês – 1 a série – Volume 1 SITUATED LEARNING 4 AN INTERCULTURAL STUDY
? ! Inglês – 1 a série – Volume 1 SITUATED LEARNING 4 AN INTERCULTURAL STUDY

SITUATED LEARNING 4 AN INTERCULTURAL STUDY PROGRAM IN BRAZIL

1. Imagine the following situation: you work for the Brazilian Embassy in the United States and have to write in English about our country for their website. You will need to create a section about the advantages of coming to Brazil to study Portuguese! Think about learning opportunities, people’s culture, habits, etc. Write a list with your ideas.

2. Now, get into small groups and compare your lists. Organize the ideas into topics and write them down in the following lines.

PEOPLE

LANGUAGE

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 HABITS TRADITIONS OTHER 3. First draft : still

HABITS

HABITS TRADITIONS OTHER

TRADITIONS

HABITS TRADITIONS OTHER

OTHER

3. First draft: still in groups, compare your notes and put your ideas together to complement the description. Example:

In Brazil, people are very nice. You can make lots of friends and learn a lot of different things! Because the country is so big, there are several cultural traditions. In the north, there is a festival called bumba meu boi or boi-bumbá.

draft = rascunho
draft = rascunho

Write your draft in the lines that follow. Then ask your teacher to check it!

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 4. Editing : can you correct the mistakes

4. Editing: can you correct the mistakes your teacher indicated? Are there any other changes you can make to improve your text?

5. Now produce the final version of your text. Remember that it should look like a web page! Use illustrations or photos from your city and from Brazil. After your text is finished, show it to your classmates or have a school exhibition.

An intercultural study program In Brazil

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 LEARN MORE Para aprender mais sobre os conteúdos
LEARN MORE Para aprender mais sobre os conteúdos do primeiro tema ( English around the

LEARN MORE

Para aprender mais sobre os conteúdos do primeiro tema (English around the world: cultural interactions), sugerimos uma lista de músicas (songs), sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.

Songs

Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e a palavra lyrics em seu site de busca preferido.

Englishman in New York (Sting, 1987).

Beautiful day (U2, 2000).

Orinoco flow (Enya, 1988).

Sites

Língua Estrangeira <http://www.lingua estrangeira.pro.br>. Acesso em: 17 maio 2013.

en.wikipedia.org/wiki/List_of_countries_where_English_is_an_official_language>. Acesso em: 17 maio 2013.

- na English Made in Brazil <http://www.sk.com.br>. Acesso em: 17 maio 2013.

Films

Espanglês (Spanglish). Direção: James L. Brooks. EUA, 2004. 131 min. Comédia. 12 anos. Trata das dificuldades de comunicação e do conflito cultural entre uma recém-chegada aos EUA, falante do espanhol, e seu patrão, um estadunidense vivido por Adam Sandler. Esta comédia oferece muitas passagens interessantes para refletir sobre a comunicação entre falantes de línguas diferentes e a possibilidade de intercompreensão.

O terminal (The terminal). Direção: Steven Spielberg. EUA, 2004. 129 min. Comédia. 12 anos. Neste misto de drama e comédia, Tom Hanks é um europeu que mora em um país fictício na Europa oriental e fala uma língua estranha. Ao viajar para os EUA, sem falar in- glês, vive a situação incômoda de ter de morar em um aeroporto, em virtude de problemas com sua entrada no país. Você pode fazer boas reflexões sobre como podemos (e tentamos) nos comunicar mesmo sem falar fluentemente uma língua estrangeira.

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Inglês – 1 a série – Volume 1

? ! Inglês – 1 a série – Volume 1 THEME 2 NEWSPAPERS – PART 1

THEME 2 NEWSPAPERS – PART 1

1 a série – Volume 1 THEME 2 NEWSPAPERS – PART 1 SITUATED LEARNING 5 NEWS

SITUATED LEARNING 5 NEWS AND NEWSPAPER SECTIONS

1. Newspapers – online or printed – are organized in different sections. Below you have the names, in English, of some of these sections. Get together in groups, leaf through a local printed newspaper (written in Portuguese) and see if you can find the corresponding sections in it. Then answer: Are there any other sections in the newspaper you analyzed whose names are not on the list?

Classifieds: jobs Front page Science & technology Classifieds: real estate Local news Sports Classifieds: autos
Classifieds: jobs
Front page
Science & technology
Classifieds: real estate
Local news
Sports
Classifieds: autos
Letters to editors
Entertainment
Editorial
World news
Economy
NEWSPAPER

2. Now decide which newspaper section listed in Activity 1 you should read in order to find:

a) the main news articles in a newspaper

b) market and economic trends

c) the newspaper opinion on a recent debate

d) readers’ opinions on a recent debate

e) cars for sale

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 f) houses/apartments to let or for sale g)

f) houses/apartments to let or for sale

g) job offers

h) an accident involving a bus and a truck on a local highway

i) a diplomatic agreement between two foreign countries

j) the result of a soccer match

k) a movie review and the movie theater where the film is playing

l) recent research on DNA sequencing

3. Study the following sentences. Notice the use of the relative pronouns. Can you infer the rule?

a) An anchor is a person

who/that

presents TV news programs.

b) A newsstand is the place

where

you can buy newspapers.

c) The weather forecast is the newspaper content whether it will rain or not.

which/that

you read to know

d) Early morning is the time

when

newspapers are distributed.

4. The following text is an interview published in a local Miami newspaper about Vitor Costa, 20 years old, a Brazilian waiter working in a well-known restaurant in the city. Read it and then do the activities.

Reporter: You speak English very well. How long have you been in the USA?

Vitor: I’ve been here for almost 2 years. I’ve got a scholarship and I’m taking a course in hotel administration at Johnson & Wales University. I got this summertime job to make some money.

Reporter: Where exactly are you from, in Brazil?

Vitor: I’m from a small town in São Paulo state, Southeastern region. I studied in a public state school and attended a one-year English course at CEL – Centro de Estudos de Línguas –, which is a language center for public school students in São Paulo. Also I took part in a Program created by the U.S. Embassy in Brazil in 2002, called Youth Ambassadors. I was one of the winners in 2009 and I had the opportunity to come to the U.S. for a three-week stay with a host family. We visited Washington, D.C. and the White House.

Reporter: And why did you decide to come back to study here?

Vitor: I wanted to go on improving my English and make my dream come true: I want to be an international chef and open my own restaurant here in the U.S.

Reporter: And you will, for sure! Good luck!

Vitor: Thank you!

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 I. In what newspaper section would you probably

I. In what newspaper section would you probably find this interview? Circle the correct alternative.

a)

Science & technology.

b) Sports.

c)

Local news.

d) Classifieds.

II. Mark the alternative that is not true about Vitor.

a) He studied at a state school in Brazil.

b) He comes from a small town in São Paulo state.

c) His dream is to become an international chef.

d) Although he has been in the U.S. for 2 years, he doesn’t speak English very well.

III. Discuss with your colleagues: Is it a good idea to have an experience abroad? Why?

5. Based on the information presented in the interview, complete the following report.

Miami News talked to Brazilian student Vitor Costa. Vitor is

a course in

years old and he is taking

in the state

at

University. He comes from a

of

, in the

region of Brazil. This is not his first time in the U.S.

In

he came to the United States as a Youth Ambassador. He stayed with a

family for

weeks. He had the opportunity to visit

,

D.C. and the

He told Miami News that he had decided to come

to the United States because he

wanted to go on

his English and make

dream come

:

to

become an

and open his

restaurant. At present, he

is

working as a

to make some

during his summer break.

6. Discuss the following questions with your colleagues:

a) Is it common for a university student in Brazil to take holiday jobs? What kind of job are they?

b) Have you ever had a summertime job? What kind?

c) Do you get some pocket money to do small jobs at home for your familiy? Or is it part of your obligations?

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 HOMEWORK: FOCUS ON LANGUAGE 5 1. Circle the
HOMEWORK: FOCUS ON LANGUAGE 5
HOMEWORK: FOCUS ON LANGUAGE 5

1. Circle the correct option to complete the sentences.

a) A traffic warden is someone who/where makes sure that cars drive correctly in the streets and are not parked who/where they should not be.

b) The painting which/when was stolen is worth $1,000,000!

c) The 7 th of September is the day who/when we celebrate Brazilian independence.

d) John was offered two jobs. He took the one which/where is closer to his house.

e) Look over there! Isn’t that the actress who/when played the captain’s girl in the movie we saw last night?

2. Put the two sentences together using who/that or which/that. Follow the example.

a) They chose the magazines. They wanted to read the magazines. They chose the magazines which/that they wanted to read.

b) We ate the cake. Jane made the cake.

c) She is the Portuguese teacher. She will teach our class next year.

d) He is that teen singer of Ya-all. The girls in our school love him.

e) I’m writing a paper on the history of Krenak indians in Brazil. I have to hand in the paper on the history of Krenak indians in Brazil tomorrow.

f) I saw a strange woman. The strange woman tried to sell her cell phone to me.

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 3. Complete these two news articles with when

3. Complete these two news articles with when, where, that, who or which.

Several people were seriously injured this morning (a) a truck (b) was carrying concrete poles
Several people were seriously injured this morning
(a)
a
truck
(b) was carrying concrete poles skidded and
hit four cars. The accident on Highway 5 caused a huge traffic jam and people
(c) were in their cars traveling to work were held there for
over two hours. Ambulances could not reach the site (d) the
accident happened, so a helicopter was used to transport the paramedics.
The police are after four suspects (e) stole jewels and money from the National Bank.
The police are after four suspects
(e) stole jewels and
money from the National Bank. The robbery happened between 2 and 2:15 a.m.
(f) the noise of an explosion was heard in a disco near the
bank.

LITERARY MOMENT

“It is because humanity has never known where it was going that it has been
“It is because humanity has never known where it was going that it has been able to find
its way.” WILDE, Oscar. Intentions.
humanity has never known where it was going that it has been able to find its

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Inglês – 1 a série – Volume 1

? ! Inglês – 1 a série – Volume 1 SITUATED LEARNING 6 FINDING WHAT YOU
? ! Inglês – 1 a série – Volume 1 SITUATED LEARNING 6 FINDING WHAT YOU

SITUATED LEARNING 6 FINDING WHAT YOU NEED

1. The following texts were taken from a newspaper. Read them quickly and answer in English:

Which newspaper section each text was taken from?

TEXT A TEXT B Kancil 850 EZ, 2001 model. Metallic gold. Single owner. Used by
TEXT A
TEXT B
Kancil 850 EZ, 2001 model. Metallic gold.
Single owner. Used by pensioner. New paint
work. Reasonable price. 8543-20918.
Apart at Bandar Botanic – 900sf, 3r 2b, Brand
New and Vacant. Quality built by Gamuda. 1
Allocated car park. 9843-1234.
Nissan Cefiro 3.0 Sedan (yr 2002), Lady
owner, good condition, low mil, regist numb
TAC 13. 2348-50493.
Hse to let – 3 bd, 2 ba, bonus rm, laundry,
fenced yd, AC, stove/fridge. $800/mo + dep.
541-977-3302. NO PETS!
CHEVY Silverado, 2004, 1500 4x4 w/ ext
cab, excel. $18,900. Call 503-432-12.
3 BD, 2 BA hse – 1700 sqft +/-, close to
schools, pets OK, fenced & landscaped back
yd. $850/mo. 541-788-9027.
FORD - Escort LX, 1991. 4 cyl., low mil,
runs great. Good, no dents. $950 cash. 4332-
10349.
Single Hse for sale – Taman District 3+1
rooms 1 Bath+1Toilet 2 min to Silk Highway
5 min to KTM Commute. 524-30980.
SATURN - SL2,1992, AUTO, all power, AC,
nice running cond., w/ radio&CD player.
$1900 cash. 503-266-7625.
WARM AND COZY – 2 bd, 1 ba w/fireplace,
lg fenced yd, animals OK w/deposit. $675/mo.
Call Victoria 475-7953.

2. The texts that follow are extended versions of two of the ads in Activity 1. Which ones?

a)

am the owner of a house and would like to let it. It is a comfortable house, with central air conditioning. There are three bedrooms, two bathrooms and a bonus room where a

I

studio can be set up. There is also a laundry, and the kitchen is equipped with a stove and

a

fridge. The yard is fenced, so the house is isolated and safe. The only restriction I make

concerns pets – they are not allowed. The rent is $800 per month, and you will be asked to make an initial deposit. If you are interested, you can call me at 541-977-3302.

b)

I

am interested in selling my car. It is a vehicle called Chevy Silverado, with an extended

cabin. It is a 2004 model with a 1500 engine. It has traction on the four wheels. It is in excellent condition and I am selling it for only $18,900. If you are interested, you can call me at 503-432-12.

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 3. Compare the extended texts in Activity 2
3. Compare the extended texts in Activity 2 and the ads in Activity 1. Tick
3. Compare the extended texts in Activity 2 and the ads in Activity 1. Tick ( ) the correct option to
complete the following table.
Extended versions
Ads
Have longer sentences
Have abbreviations
Present key information only (i.e., are concise texts)
Present information and also opinions and explanations

Now answer in Portuguese: Why do ads have these characteristics?

4. Read the texts in Activity 1 again and figure out what the following abbreviations
4. Read the texts in Activity 1 again and figure out what the following abbreviations stand for:
a) yr 2002
f) w/ radio&CD player
b) low mil
g) 1700 sqft +/-
c) regist numb
h) 2 min
d) 4 cyl
i) w/fireplace
e) running cond
j) lg fenced yd

5. Crop (shorten) the text to write an ad. Remember to use abbreviations!

the text to write an ad. Remember to use abbreviations! 6. Now think of something you

6. Now think of something you would like to sell. Write an ad and then pass it around the class to see if your friends can understand it!

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 HOMEWORK: FOCUS ON LANGUAGE 6 1. Read the
HOMEWORK: FOCUS ON LANGUAGE 6
HOMEWORK: FOCUS ON LANGUAGE 6

1. Read the tips. Then match the numbers on the left to how they are spoken on the right. Finally, practice saying these numbers.

spoken on the right. Finally, practice saying these numbers. a) Call 553-0122 b) Call 543-0098 c)

a) Call 553-0122

b) Call 543-0098

c) 3513 Park Avenue

d) 768 Spike Lane

e) 4/5/1987

f) 5/4/1878

g) 150,320

h) 2,450,987

(

) two million, four hundred and fifty thousand, nine hundred and eighty-seven

(

) seven sixty-eight

(

) April the fifth, nineteen eighty-seven

(

) five – four – three – double oh – nine – eight

(

) thirty-five thirteen

(

) one hundred and fifty thousand, three hundred and twenty

(

) double five – three – oh – one – double two

(

) May the fourth, eighteen seventy-eight

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© Claudio Ripinskas

Inglês – 1 a série – Volume 1

© Claudio Ripinskas Inglês – 1 a série – Volume 1 2. Find the words to

2. Find the words to label the parts of the house.

(b) (c) (a) (g) (e) (d) (f)
(b)
(c)
(a)
(g)
(e)
(d)
(f)
the parts of the house. (b) (c) (a) (g) (e) (d) (f) LITERARY MOMENT “Tyger, Tyger,

LITERARY MOMENT

“Tyger, Tyger, burning bright In the forests of the night, What immortal hand or eye Could frame thy fearful symmetry?” BLAKE, William. Songs of experience.

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Inglês – 1 a série – Volume 1

? ! Inglês – 1 a série – Volume 1 SITUATED LEARNING 7 NEWSPAPER READERS 1.
? ! Inglês – 1 a série – Volume 1 SITUATED LEARNING 7 NEWSPAPER READERS 1.

SITUATED LEARNING 7 NEWSPAPER READERS

1. In a news article entitled “Women: go back to where you belong”, published in the Opinion section of a newspaper, the columnist firmly stood up for his argument that violence among teenagers is a domestic problem, and the solution for it can only be achieved if women take over their role as mothers and caretakers who stay at home educating their children instead of competing against men in a game that both sides are fated to lose. After reading this article, two readers sent letters to the newspaper.

Read the following letters and answer: Who supports the ideas presented by the author? Who is against them? What evidence in both texts helped your answer?

  To the editor
 

To the editor

  To the editor

I want to congratulate you for publishing such an insightful article. It is time we went back to traditional values, and it seems that, on account of what is “politically correct”, people have been hiding the truth about what has been making our society fall apart. I totally agree with every single line I read and I want to say it loud and clear.

 

Johanne Sushbeck, 40

 
 
 
  To the editor
 

To the editor

  To the editor

When I read the article “Women: go back to where you belong”, I was totally shocked. In a society which is struggling hard to guarantee and protect the rights not only of women but also of several minority groups – or maybe I should call them priority groups –, it is outrageous to find people who still think like this. It was a shame to see that all the gains in the field of social democracy and equity were totally disregarded by the author.

 

Kean Smashfield, 53

 
 
 

2. Read the letters to the editor again and answer in Portuguese:

a) Kean Smashfield suggests an alternative term for minority groups. What is it? Why do you think he makes this suggestion?

b)

Inglês – 1 a série – Volume 1

Johanne Sushbeck calls for a return to traditional values. What do you think these values are?

to traditional values. What do you think these values are? HOMEWORK: FOCUS ON LANGUAGE 7 1.
to traditional values. What do you think these values are? HOMEWORK: FOCUS ON LANGUAGE 7 1.
to traditional values. What do you think these values are? HOMEWORK: FOCUS ON LANGUAGE 7 1.
HOMEWORK: FOCUS ON LANGUAGE 7
HOMEWORK: FOCUS ON LANGUAGE 7

1. Study the following sentences. Then copy them in the correct place in the table.

Id say the exact opposite.

That’s not always true.

I couldn’t agree with you more.

That’s so true.

I don’t think so.

You’re absolutely right.

I’m afraid I disagree with you.

I agree with you 100 percent.

That’s exactly what I think.

I have a different opinion!

Expressing agreement Expressing disagreement
Expressing agreement
Expressing disagreement

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 2. Read the following statements. Do you agree

2. Read the following statements. Do you agree or disagree with each of them? Use sentences from Activity 1 to express your opinion.

In my opinion, men and women have similar social roles and should have the same
In my opinion, men
and women have similar
social roles and should
have the same rights.
If you want my honest opinion, I think people should only get a driving license
If you want my honest
opinion, I think people
should only get a driving
license when they are 21.
The way I see it, men tend to be more successful than women in their
The way I see it,
men tend to be more
successful than women
in their professional life!
As far as I’m concerned, a 16-year-old person is responsible enough to drive!
As far as I’m concerned,
a 16-year-old person is
responsible enough to
drive!
I believe television is just like a drug. The more you watch it, the more
I believe television is just
like a drug. The more
you watch it, the more
addicted you become.
If you ask me, I think television is great not only for entertainment but also
If you ask me, I think
television is great not only for
entertainment but also for
educational purposes!

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 3. The following sentences have factual mistakes. Follow

3. The following sentences have factual mistakes. Follow the example to correct them.

a) Pedro Álvares Cabral discovered America. Pedro Álvares Cabral didn’t discover America. He discovered Brazil.

b) The Berlin Wall came down in 1998.

c) The first atomic bomb exploded during World War I.

d) The First Industrial Revolution took place in Germany.

e) Shakespeare wrote Great expectations.

LITERARY MOMENT

“Every generation laughs at the old fashions, but follows religiously the new.” THOREAU, Henry David. Walden.

“Every generation laughs at the old fashions, but follows religiously the new.” THOREAU, Henry David. Walden

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Inglês – 1 a série – Volume 1

? ! Inglês – 1 a série – Volume 1 SITUATED LEARNING 8 HEADLINES 1. Read
? ! Inglês – 1 a série – Volume 1 SITUATED LEARNING 8 HEADLINES 1. Read

SITUATED LEARNING 8 HEADLINES

1. Read the following headlines and decide which newspaper section they were taken from. Write P for Politics, S for Sports, IN for International News and LN for Local News.

(

) President intervenes to cease commotion.

(

) 9 indicted for human trafficking in China.

(

) Two killed in chemical explosion downtown.

(

) High-altitude ban stays in football.

(

) Celtics win 7 th straight.

(

) 17 UN staffers killed in Algiers bombings.

(

) False doctor gets 30 years for running illegal pharmacy.

2. Read the headlines in Activity 1 again paying attention to how they are written. Decide whether the following statements are true (T) or false (F).

Headlines…

(

) are concise and direct.

(

) include extra adjectives and adverbs to characterize the news story.

(

) are written in the present.

(

) bring only enough information to give an impression of the entire story.

(

) bring details about the news story.

(

) always bring the full name of the people they refer to.

3. Study how the following facts became news and then headlines.

Fact: Two people were killed in a chemical explosion that occurred downtown last night. News:
Fact: Two people were killed in a chemical explosion that occurred downtown last night.
News: Two people are killed in a chemical explosion downtown.
Headline: Two killed in chemical explosion downtown.
Fact: The Celtics won the seventh game in a row on Sunday. News: The Celtics
Fact: The Celtics won the seventh game in a row on Sunday.
News: The Celtics win the seventh game in a row.
Headline: Celtics win 7 th straight.

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 Now match the beginning of the sentences to

Now match the beginning of the sentences to their endings to find the explanations:

(a)

The fact is in the

(

) present (reduced passive or active) with only key information.

(b)

The news is in the

(

) past tense (passive or active) because it is about something that has already happened.

(c)

The headline is in the

(

) present (passive or active) to emphasize the relevance of the fact as an updated piece of news.

4. Language study: passive voice x active voice.

a) Study these pairs of sentences.

Somebody KILLED two teenagers last night. (past, active) Two teenagers WERE KILLED last night. (past,
Somebody
KILLED
two teenagers
last night. (past, active)
Two teenagers
WERE KILLED
last night. (past, passive)
They
MAKE
paper
out of wood. (present, active)
Paper
IS MADE
out of wood. (present, passive)
The man
IS BUILDING
a house.
(present continuous, active)
A house
IS BEING BUILT.
(present continuous, passive)
They
WILL DISCUSS
this topic
in the staff meeting. (future, active)
This topic
WILL BE DISCUSSED in the staff meeting. (future, passive)

b) Now tick the correct options to complete the rules.

The passive voice is formed by:

the auxiliary verb

(

) to be

+

the main verb in the

(

) infinitive.

(

) to have

(

) gerund.

(

) to do

(

) past participle.

In the passive voice, the verb tense is indicated by the:

(

) auxiliary verb.

(

) main verb.

c) Go back to the headlines in Activity 1. Which ones are in the passive voice? Which ones are in the active voice? Why?

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 HOMEWORK: FOCUS ON LANGUAGE 8 1. Passive or
HOMEWORK: FOCUS ON LANGUAGE 8
HOMEWORK: FOCUS ON LANGUAGE 8

1. Passive or active? Choose the correct option to complete the sentences.

a) The song Imagine was written/wrote by John Lennon.

b) Several people were seen/saw the accident.

c) English is spoken/speaks in several countries.

d) These electronic devices are made/make in India.

e) VW is manufactured/manufactures cars in different countries.

f) They have been sold/have sold all the tickets for the show.

g) Brian has been sent/has sent 1,000 letters to the Congress.

2. Fill in the blanks with the correct form of the verbs in parentheses. Use the passive voice.

a) Six people

(kill) in the accident yesterday.

b) The telephone

(invent) by Alexander Graham Bell.

c) Ten houses

(build) by this company everyday.

d) This product

(use) for cleaning silver.

e) Two accidents

(cause) by drunken drivers since last Tuesday.

f) Only one theft

(report) in the school since last year.

g) In 2002 the graduation ceremony and the party (organize) by all the students in class.

h) We don’t have a coach, so the school soccer team (train) by a volunteer for the time being.

i) The recommendations

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(send) tomorrow.

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 3. Use the verbs in the box to
3. Use the verbs in the box to complete this news story. were sheltered has
3. Use the verbs in the box to complete this news story.
were sheltered
has announced
are sending
had to leave
increased
Millions of reais worth of damage in the South of Brazil Due to prolonged rain
Millions of reais worth of damage in the South of Brazil
Due
to
prolonged
rain
in
Santa
Catarina,
the
level
of
water
in
several
in schools and government buildings.
People from other regions of the country
rivers
(a),
causing
floods in both small and big cities in the
(d) food and
clothes to help, and the federal government
last
two
weeks.
Thousands
of
families
(e)
(b) their homes and
the provision of financial aid to three hundred
(c) municipalities.
LITERARY MOMENT
“It is never too late to give up our prejudices.” THOREAU, Henry David. Walden.
“It is never too late to give up our prejudices.” THOREAU, Henry David. Walden.
municipalities. LITERARY MOMENT “It is never too late to give up our prejudices.” THOREAU, Henry David.

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?

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Inglês – 1 a série – Volume 1

? ! Inglês – 1 a série – Volume 1 SITUATED LEARNING 9 HEADLINES FOR A
? ! Inglês – 1 a série – Volume 1 SITUATED LEARNING 9 HEADLINES FOR A

SITUATED LEARNING 9 HEADLINES FOR A CLASS OR SCHOOL NEWSPAPER

1. You will now write headlines for the front page of a class or school newspaper. Follow steps a) to c).

a) Class work – Part A:

Sports, Entertainment, Local news, among others).

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 b) Group work: repetition – each group should

b) Group work:

repetition – each group should get a different event;

Situated Learning sections;

c) Class work – Part B:

your newspaper. Your teacher – or one of the students – should be the editor in chief, the professional in charge of organizing the meeting;

page;

in a facsimile of the front page! You may do it on the computer and then print copies of the front page or you may use kraft paper (wrapping paper) and produce one single large-sized front page of your newspaper!

46

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 47
Inglês – 1 a série – Volume 1 47

47

Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 LEARN MORE Para aprender mais sobre os conteúdos
Inglês – 1 a série – Volume 1 LEARN MORE Para aprender mais sobre os conteúdos
Inglês – 1 a série – Volume 1 LEARN MORE Para aprender mais sobre os conteúdos
Inglês – 1 a série – Volume 1 LEARN MORE Para aprender mais sobre os conteúdos

LEARN MORE

Para aprender mais sobre os conteúdos do segundo tema (Newspaper – Part I), sugerimos uma lista de músicas (songs), sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.

Songs

Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e a palavra lyrics em seu site preferido de busca na internet. As músicas a seguir estão ligadas ao tema notícias, não necessariamente a jornais, e podem gerar boas discussões.

The news (Jack Johnson, 2001)

No news is good news (New Found Glory, 2004)

Sunday, bloody Sunday (U2, 1983)

Sites

No site BBC Learn English <http://bbc.co.uk/worldservice/learningenglish> (acesso em:

20 maio 2013), é possível selecionar notícias, artigos ou entrevistas em versões adaptadas, na seção News English, e para cada notícia selecionada há um pequeno glossário. É possível ouvir não só a notícia ou o artigo, mas também as palavras do glossário. Além desses recursos, você encontra ainda atividades com vocabulário e gramática, testes de conhecimento, vídeos e até uma pequena novela chamada The flatmates.

A seguir estão os sites oficiais de algumas redes de televisão:

CNN <http://edition.cnn.com> (acesso em: 20 maio 2013) – a versão deste site com notí- cias estritamente estadunidenses é acessada por um link na própria página.

Fox News <http://www.foxnews.com> (acesso em: 20 maio 2013) – apresenta tanto notícias estadunidenses como internacionais.

Alguns sites de jornais em língua inglesa:

The Independent <http://www.theindependent.com> (acesso em: 20 maio 2013); The New York Times <http://www.nytimes.com/> (acesso em: 20 maio 2013) e The Guardian <http:// www.guardian.co.uk> (acesso em: 20 maio 2013).

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 Films Homem-Aranha ( Spiderman ) . Direção: Sam

Films

Homem-Aranha (Spiderman). Direção: Sam Raimi. EUA, 2002. 121 min. Aventura. Livre.

Homem-Aranha 2 (Spiderman 2). Direção: Sam Raimi. EUA, 2004. 127 min. Aventura. Livre.

Homem-Aranha 3 (Spiderman 3). Direção: Sam Raimi. EUA, 2007. 139 min. Aventura. 12 anos.

No primeiro filme da trilogia Homem-Aranha, Peter Parker, ainda adolescente, descobre que adquiriu poderes semelhantes aos de uma aranha. Quando sai da escola, acaba traba- lhando como fotógrafo freelancer para um dos jornais da cidade, The Daily Bugle. No se- gundo filme, Parker já é um jovem em início de carreira, tentando conciliar o trabalho tem- porário como entregador de pizza com o trabalho no jornal, a faculdade e as várias tarefas de um super-herói. Nesse filme, há várias cenas que envolvem a rotina de um jornal, assim como no último filme da série, Homem-Aranha 3. Neste há ainda uma disputa por cargos entre Parker e Eddie Brock dentro do jornal.

O preço de uma verdade (Shattered glass). Direção: Billy Ray. Canadá/Estados Unidos, 2003. 95 min. Drama. 14 anos. Este filme é baseado em fatos reais e conta a história do jornalista Stephen Glass, que trabalhou por três anos na revista The New Republic. Aos 20 anos de idade, Glass já era considerado um dos principais jornalistas de seu país graças aos seus es- critos. Surge então um grande problema, quando se descobre que aquilo que ele escrevia era completa ou parcialmente inventado.

Uma vida em sete dias (Life or something like it). Direção: Stephen Herek. EUA, 2002. 104 min. Comédia romântica. Livre. O filme conta a história de uma repórter que sonha ser âncora de jornal, tornando-se assim uma workaholic. No entanto, uma inesperada previsão a fará mudar sua forma de encarar a vida.

Nunca fui beijada (Never been kissed). Direção: Raja Gosnell. EUA, 1999. 107 min. Co- média romântica. 12 anos. Comédia na qual uma jovem jornalista (Drew Barrymore) em início de carreira tem a oportunidade de tornar-se repórter fazendo uma matéria sobre o que está “na moda” entre os jovens do Ensino Médio. Para isso, ela se disfarça de estudante e se matricula novamente na escola que frequentou.

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 LEARN TO LEARN Using a bilingual dictionary Agora
Inglês – 1 a série – Volume 1 LEARN TO LEARN Using a bilingual dictionary Agora
Inglês – 1 a série – Volume 1 LEARN TO LEARN Using a bilingual dictionary Agora
Inglês – 1 a série – Volume 1 LEARN TO LEARN Using a bilingual dictionary Agora

LEARN TO LEARN

Using a bilingual dictionary

Agora você vai aprender um pouco mais sobre como usar o dicionário para estudar inglês.

Material necessário: vamos precisar de um dicionário bilíngue (inglês-português-inglês). Obs.: se você não tiver um dicionário, use o da biblioteca da sua escola ou peça um empresta- do a um colega ou parente.

1. Um verbete de dicionário contém várias informações, além dos significados de uma pala- vra: a classe gramatical à qual a palavra pertence, os diferentes contextos de uso e as formas flexionadas, entre outras. Estude os verbetes a seguir.

work /w :rk/ 1 s [ não contável ] trabalho: to go to work ir
work /w :rk/ 1 s [ não contável ] trabalho: to go to work ir para o trabalho 2 s obra: the
complete works of Dante as obras completas de Dante 3 vi (pret, pp worked) trabalhar:
to work as a clerk trabalhar como balconista 4 vi (mec) funcionar: the watch isn’t working o
relógio não está funcionando 5 adj working de trabalho: working hours horário de trabalho.
trabalho sm 1 work: trabalho pesado hard work 2 (emprego) job: tenho dois tra- balhos
trabalho sm 1 work: trabalho pesado hard work 2 (emprego) job: tenho dois tra-
balhos I have two jobs trabalho bem pago well-paid job 3 (na escola) assignment,
project: fazer um trabalho de História to do a History assignment/project.

Agora, decida se as afirmações a seguir são verdadeiras ou falsas. Corrija as afirmações falsas.

a) A palavra work só pode ser usada como verbo em inglês.

b) Worked pode ser o pretérito e o particípio passado do verbo work.

c) A frase “He has two works” equivale, em português, a “Ele tem dois trabalhos”.

d) Em inglês, a palavra equivalente a “trabalho” no contexto escolar é diferente da pala- vra “trabalho” no sentido de emprego.

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 2. As variantes linguísticas dominantes do inglês (o

2. As variantes linguísticas dominantes do inglês (o inglês estadunidense e o inglês britânico) também aparecem indicadas em vários dicionários. Estude os verbetes a seguir.

taxi /’tæksi/ 1 s (tb taxicab, esp USA cab) táxi 2 vi (part pres taxiing)
taxi /’tæksi/ 1 s (tb taxicab, esp USA cab) táxi 2 vi (part pres taxiing) (Aeronáut) taxiar.
apartment / ’partm nt/ (GB tb flat) s apartamento.
apartment / ’partm nt/ (GB tb flat) s apartamento.

Agora, complete:

Na variante estadunidense, a palavra em inglês equivalente a “táxi” é

Na variante britânica, a palavra em inglês equivalente a “apartamento” é

.

.

3. Explore o dicionário. Procure as palavras indicadas a seguir e responda às perguntas:

a) Procure a palavra checkers. O que ela significa? Há alguma indicação sobre a qual va- riante do inglês ela pertence?

b) Procure a palavra move. Ela varia de classe gramatical? Há contextos de uso diferentes para essa palavra?

Think about it! Você conhece palavras ou expressões que têm sen- tidos diferentes no português
Think about it!
Você conhece palavras ou expressões que têm sen-
tidos diferentes no português falado no Brasil e no
português falado em Portugal?

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 Getting to know different kinds of dictionary Agora
Inglês – 1 a série – Volume 1 Getting to know different kinds of dictionary Agora
Inglês – 1 a série – Volume 1 Getting to know different kinds of dictionary Agora

Getting to know different kinds of dictionary

Agora você vai aprender um pouco mais sobre diferentes tipos de dicionário. Ao conhecê-los, você poderá encontrar aquele que melhor atende a suas necessidades de estudo!

4. Relacione os tipos de dicionário a seguir com suas definições:

a) bilingual dictionary

b) pocket dictionary

c) thesaurus

d) monolingual dictionary

e) crossword dictionary

f) rhyming dictionary

g) etymological dictionary

(

) A kind of dictionary that is small and portable; it is designed to be carried around. Also called mini-dictionary.

(

) A kind of dictionary that uses the same language for the words and their definitions.

(

) A kind of dictionary in which words are grouped together by their end sounds. When two words end with the same sound, they rhyme. It is used more frequently in poetry than in prose.

(

) A kind of dictionary that brings words in two languages. Each language is grouped alphabetically in separate halves of the book, with translations into the other language.

(

) A kind of dictionary that organizes words by categories and concepts, so synonyms and near-synonyms will be grouped together.

(

) A kind of dictionary that traces the development of a word over time, giving historical examples to show changes.

(

)

A kind of dictionary that has words grouped together by the number of letters in them to help people find words of a certain length to complete their crossword puzzles.

e.g;c;a;f;d;b;4:questãodaResposta

5. Agora leia os verbetes de dicionário a seguir e identifique o tipo de dicionário a que eles pertencem:

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 a) dictionary n (pl –aries) 1. a book

a) dictionary n (pl –aries) 1. a book that consists of an alphabetical list of words with their meanings.

b) dictionary from Medieval Latin dictionarium, “collection of words and phrases”; from Classical Latin dictionarius, “of words”; from Classical Latin dictio, “word”; probably first English use in the title of a book was in Sir Thomas Elyot’s Latin Dictionary (1538).

c) dictionary sm dicionário, vocabulário, glossário.

d) (10 letters) – DEATH CHAIR/DEATH TRAPS/DENTAL CARE/DEUTOPLASM/DICTIONARY/ DIETICIANS/DIETITIANS/ DISTILLATE.

e) dictionary – revolutionary, commentary, extemporary, nonmilitary.

f) dictionary synonyms: lexicon, wordbook; related words: glossary, thesaurus, vocabulary.

6. Escolha uma palavra em inglês e pesquise-a em cada um dos sites a seguir. Veja quantas coi- sas você pode aprender cruzando as informações encontradas nos diferentes dicionários!

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 Há vários dicionários on-line gratuitos, além dos sugeridos
Há vários dicionários on-line gratuitos, além dos sugeridos a seguir. Faça sua própria busca usando
Há vários dicionários on-line gratuitos, além dos sugeridos a seguir. Faça sua
própria busca usando as palavras “free + online + dictionary” e encontre aquele que
você acha mais completo ou mais fácil de utilizar!
index.php>. Acesso em: 20 maio 2013.
Thesaurus: <http://thesaurus.com/>. Acesso em: 20 maio 2013.
Think about it!
Nesta seção, você acabou de conhecer alguns tipos de dicionário disponíveis para o
estudo da língua inglesa. Você conhece dicionários semelhantes em língua portuguesa?
disponíveis para o estudo da língua inglesa. Você conhece dicionários semelhantes em língua portuguesa? 54

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Inglês – 1 a série – Volume 1

VOCABULARY LOG
VOCABULARY LOG
Inglês – 1 a série – Volume 1 VOCABULARY LOG Aqui você vai registrar o vocabulário
Inglês – 1 a série – Volume 1 VOCABULARY LOG Aqui você vai registrar o vocabulário
Inglês – 1 a série – Volume 1 VOCABULARY LOG Aqui você vai registrar o vocabulário

Aqui você vai registrar o vocabulário que aprendeu nas Situated Learning 1, 2, 3, 5, 6, 7 e 8. Escolha duas palavras ou expressões de cada situação e escreva cada uma delas no campo 1 (My word or expression). No campo 2 (Definition or translation), você anota uma definição ou tradução para a palavra. Depois, no campo 3 (Association, example or picture), escreva algo ligado à primeira palavra ou dê um exemplo; você também pode fazer uma ilustração nesse espaço. No campo 4 (Sentence from the text), você anota a frase em que a palavra apareceu no Caderno.

Situated Learning 1

Sentence from the text
Sentence
from the text

Situated Learning 1

Sentence from the text
Sentence
from the text

Situated Learning 2

Sentence from the text 55
Sentence
from the text
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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 Situated Learning 2 Sentence from the text Situated

Situated Learning 2

Sentence from the text
Sentence
from the text

Situated Learning 3

Sentence from the text
Sentence
from the text

Situated Learning 3

Sentence from the text
Sentence
from the text

Situated Learning 5

Sentence from the text 56
Sentence
from the text
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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 Situated Learning 5 Sentence from the text Situated

Situated Learning 5

Sentence from the text
Sentence
from the text

Situated Learning 6

Sentence from the text
Sentence
from the text

Situated Learning 6

Sentence from the text
Sentence
from the text

Situated Learning 7

Sentence from the text 57
Sentence
from the text
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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 Situated Learning 7 Sentence from the text Situated

Situated Learning 7

Sentence from the text
Sentence
from the text

Situated Learning 8

Sentence from the text
Sentence
from the text

Situated Learning 8

Sentence from the text
Sentence
from the text

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 INSTANT LANGUAGE Nesta seção de seu Caderno, você

INSTANT LANGUAGE

Nesta seção de seu Caderno, você encontra alguns conteúdos linguísticos sistematizados em tabelas para auxiliá-lo em seu trajeto de aprendizagem da língua inglesa. Você pode usar essas tabelas como um material de referência e consultá-las mesmo quando estiver utilizando outros volumes e até estudando em outras séries do Ensino Médio!

Some uses of -ING forms in English Progressive form of verbs: You are working very
Some uses of -ING forms in English
Progressive form of verbs:
You are working very hard.
Verbs after prepositions:
She is thinking about taking a trip to Germany.
She looks forward to meeting you.
Adjective:
Jamaica is an English-speaking country.
Noun:
Swimming is good for your health.
Most verbs are followed by infinitives Some verbs are followed by -ING She wants to
Most verbs are followed by infinitives
Some verbs are followed by -ING
She wants to go home.
I enjoy travelling.
He promised to talk to you.
She has given up smoking.
I need to see you.
They couldn’t help crying.
They chose to travel by train.
I can’t stand listening to punk music.
She refused to see the doctor.
She feels like dancing.
They can’t afford to buy a new house.
They won’t mind explaining the situation again.
I miss talking to you.

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 Some verbs can be followed by -ING or
Some verbs can be followed by -ING or infinitives with no significant difference in meaning
Some verbs can be followed by -ING or infinitives with no
significant difference in meaning
She loves walking. (or) She loves to walk.
I hate talking on the phone. (or) I hate to talk on the phone.
They started fighting. (or) They started to fight.
I like reading. (or) I like to read. (*)
(*) Be careful! Would like is always followed by the infinitive: I would like to live abroad.
Some verbs can be followed by -ING or infinitives with different meanings He stopped to
Some verbs can be followed by -ING or infinitives with different meanings
He stopped to count the stars. (He stopped the action he was performing to start doing
something different.)
He stopped counting the stars. (He stopped the action he was performing.)
I remember going to a lot of parties. (It refers to the past, to things that I did.)
I will remember to bring all your books back. (It refers to what I still have to do.)
Collocations Adjectives + prepositions Verbs + prepositions afraid of depend on interested in succeed in
Collocations
Adjectives + prepositions
Verbs + prepositions
afraid of
depend on
interested in
succeed in
good at
listen to
tired of
belong to
excited about
wait for
worried about
thank for
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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 Linking words Addition: and, in addition, what’s more

Linking words

Addition: and, in addition, what’s more

Contrast: fortunately, unfortunately, however

Consequence: so, as a consequence, thus

Condition: if, whether Time: then, when, as soon as, since, ago, during

Present simple Affirmative Negative Interrogative I work You work He works She works It works
Present simple
Affirmative
Negative
Interrogative
I work
You work
He works
She works
It works
I don’t work
You don’t work
He doesn’t work
She doesn’t work
It doesn’t work
Do I work
?
Do you work
Does he work
Does she work
Does it work
?
?
?
?
We work
We don’t work
You don’t work
They don’t work
Do we work
Do you work
Do they work
?
You work
?
They work
?
Past simple Affirmative Negative Interrogative I worked It worked I didn’t work You didn’t work
Past simple
Affirmative
Negative
Interrogative
I worked
It worked
I didn’t work
You didn’t work
He didn’t work
She didn’t work
It didn’t work
Did I work
?
You worked
Did you work
Did he work
?
He worked
?
She worked
Did she work
Did it work
?
?
We worked
We didn’t work
You didn’t work
They didn’t work
Did we work
Did you work
Did they work
?
You worked
?
They worked
?
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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 Relative pronouns and adverbs who/that – used to
Relative pronouns and adverbs who/that – used to refer to a person or people where
Relative pronouns and adverbs
who/that – used to refer to a person or people
where – used to refer to a place
when – used to refer to time
which/that – used to refer to a thing or things
Numbers, figures and measurements 100 – one hundred 10.77 sq ft (square feet) = 1
Numbers, figures and measurements
100 – one hundred
10.77 sq ft (square feet) = 1 m 2 (square meter)
1,000 – one thousand
4
x 4 – four by four
1,000,000 – one million
3
+ 1 – three plus one
1,000,000,000 – one billion
1
mile = 1,609 meters
Some verbs & phrases lower drop leaf through get together hold the attention is/are due
Some verbs & phrases
lower
drop
leaf through
get together
hold the attention
is/are due
make sure
make a cake
hand in
stand up for
go back
hide the truth
win three games in a row

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 Passive voice verb to be in the appropriate
Passive voice verb to be in the appropriate verb tense + main verb in the
Passive voice
verb to be in the appropriate verb tense + main verb in the past participle
Present simple: It is made of wood. They aren’t made of wood.
Past simple: It was made in the 1970’s. Were they made in the 1970’s?
Present continuous: It is being made now. Are they being made now?
Past continuous: It wasn’t being made yesterday. They were being made yesterday.
Present perfect: It has been made several times. They haven’t been made several times.
Modal verbs: Can it be made? It should be made. It mustn’t be made.
Future: It will be made next month. They won’t be made next month.

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 Some irregular verbs Base form Past simple Past

Some irregular verbs

Base form

Past simple

Past participle

be

was, were

been

become

became

become

build

built

built

buy

bought

bought

do

did

done

drink

drank

drunk

eat

ate

eaten

fall

fell

fallen

get

got

got, gotten

give

gave

given

go

went

gone

grow

grew

grown

have

had

had

hear

heard

heard

hold

held

held

know

knew

known

lead

led

led

leave

left

left

lose

lost

lost

make

made

made

meet

met

met

read

read

read

ride

rode

ridden

see

saw

seen

send

sent

sent

spend

spent

spent

take

took

taken

tell

told

told

wear

wore

worn

write

wrote

written

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Inglês – 1 a série – Volume 1

Inglês – 1 a série – Volume 1 Can-do Chart   Competências/habilidades Consigo Consigo, mas Ainda

Can-do Chart

 

Competências/habilidades

Consigo

Consigo, mas

Ainda não

com ajuda

consigo

1.

Leitura (organização macrotextual):

     

reconhecer o gênero de um texto.

2.

Leitura: localizar informações específi- cas em um texto.

     

3.

Leitura (vocabulário): relacionar tópicos

     

a

vocabulário pertinente.

4.

Leitura: localizar informações explícitas em um texto.

     

5.

Leitura: levantar hipóteses sobre o as- sunto de um texto e verificá-las a partir da leitura.