Anda di halaman 1dari 128

Atividade para os Alunos Componente curricular: Lngua Inglesa Ano/Srie: 6 ano EF Objetivos

Relacionar imagem / texto Demonstrar compreenso geral do gnero textual histria em quadrinhos, utilizando estratgias que
contribuam para a sua compreenso Contedos Oralidade

Cumprimentos e despedidas
Leitura

Reconhecimento de palavras estrangeiras em situaes do cotidiano


Produo de Textos

Dilogo
Conhecimentos Lingusticos

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 bunnys 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 doesnt like to take a bath.

b.
CHARACTER / DESCRIPTION 1. Jimmy Five: The one who has a problem with his pronunciation. 2. Smudge: The one who doesnt 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 Maggies best friend.

2. HI; NICE TO MEET YOU; MY NAME IS MONICA; THATS JIMMY FIVE; 3. Anthony caiu em um bueiro e encontrou toda a turma que tambm havia cado l. 4. Respostas pessoais.

ATIVIDADE DE LNGUA INGLESA 1) Read the comic below:

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

GLOSSARY Besides in addition, also Knot to fasten together two ends of a piece of string or other long thin material Twue = True not false Pup a young dog

a. Write T for true or F for false sentences. Correct the sentences that are false. i. Monica introduces the gang to a woman. [ ] ii. Monica says that Smudge ties knots in her bunnys ears. [ ] iii. Maggie wants a sandwich. [ ] iv. Blu is very happy. [ ] v. Angel is the gangs best friend. [ ] vi. Smudge loves to take a bath. [ ]

b. Match the descriptions to the characters, according to the information in the comic. CHARACTER 1. Jimmy Five 2. Smudge 3. Maggie 4. Blu 5. Angel 6. Monica DESCRIPTION a. The one who is a good friend. b. The one who is Maggies best friend. c. The one who has a problem with his pronunciation. d. The one who loves to eat. e. The one who doesnt like water. f. The one who is cute.

2. Circule no texto as palavras ou frases que Monica usou para apresentar seus amigos a Anthony. 3. Por que Anthony est sendo apresentado para toda a turma? O que aconteceu com eles?

4. Use as palavras do quadro para criar um dilogo. Imagine que voc e um amigo encontraram a turma da Monica nesta mesma situao. Voc deve apresentar seu amigo e depois apresentar-se para a turma toda. Seja criativo! Hi, This is my friend... I am from... How are you? He / She is... He/She is from... My name is... Nice to meet you I like ... I am ... His / Her name is... He/She likes...

QUESTES PARA AVALIAO ROUTINE AT WORK Componente curricular: Lngua Inglesa Ano/Srie: 6 ano EF Contedos Leitura

Localizao de informaes Interpretao de textos

Produo de textos

Descrio rotinas

Conhecimentos Lingusticos

Simple Present

Critrios de Avaliao 1. Observe se o aluno consegue localizar as informaes no texto e capaz de julgar se so verdadeiras ou falsas. Quando a informao 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 questo e tambm a mudana na conjugao de 1 para 3 pessoa do singular no Simple Present e variantes (pronomes pessoais, objeto). 3. Observe a capacidade do aluno em localizar informaes no texto e fazer adequaes de 1 para 3 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 Lupitas 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 Lupitas supervisor. (.).. d. Lupita doesnt watch television. (.). 2. Answer the questions about Lupitas 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?

. ..

3. Imagine that you have to tell your friend about Lupitas routine. Choose 4 sentences from the text. Dont forget to put the verbs in the 3rd person singular. Ex. She works in a large company in Monterey, Mexico. . .. ... ... ... ...

Questes para Avaliao Componente curricular: Lngua Inglesa Ano/Srie: 6 ano EF Contedos Produo de textos

Descrio de rotinas
Conhecimentos Lingusticos

Personal Pronouns Subject Pronouns


Carlton De Groot is crazy about sports and games. He is very competitive Questes and loves winning, even if its just playing cards with his grandmother! Every morning he gets up at six thirty and goes swimming at the local Leia o texto sobre a rotina de Carlton De weights in the gym next door. Then he goes home pool and after that he lifts Groot. 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 oclock. As you can imagine hes quite tired by now, so to relax a little he plays Monopoly with his sisters 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 manh e 2 atividades que ele realiza ao final do dia. Morning routine:

Evening Routine:

2. Observe o pargrafo retirado da rotina de Carlton. Reescreva-o utilizando o pronome I. Faa as alteraes necessrias.

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 oclock.

Critrios de correo 1. O aluno reconhece o vocabulrio referente s partes do dia. O aluno compreende os elementos relacionados a rotina.

2. O aluno associa a ideia de coeso elaborao de textos com respeito s regras morfossintticas. O aluno faz uso correto das estruturas e flexes do verbo de 3 pessoa do singular e 1 pessoa do singular.

Atividade para os Alunos Homework Componente curricular: Lngua Inglesa Ano/Srie: 6 ano EF Objetivos
Conhecer e utilizar, de forma criativa e espontnea, as estruturas da lngua (presente contnuo)

Contedos Leitura
Interpretao de textos

Produo de Textos
Descrio (objetos)

Conhecimentos Lingusticos
Present Continuous

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

2. 1) The students (talk) to Ann. 3) I am doing house. 5) She is asking 3. 1. 3. 5. 7. 9. 11.

are reading

(read) a book.

2)Jane 4) Mary and Ann 6)My father

is talking are drawing (draw) a

(do) my homework. (ask) a question.

is washing

(wash) his car.

He is eating ice-cream She is painting eggs. 4. She is singing. 6. He is studying. The girl is dancing. Mary is brushing her teeth. 12.

2. He is reading a book. He is skating. He is building a sand castle. 8. The boy is playing soccer. 10. John is drawing. The boys are fighting.

4. a. Who is playing with your brother? b. Is she walking Mrs. Parsons dog? c. They are waiting for the 4 oclock bus. d. Is Marks sister coming with you? e. Who is talking to your girlfriend?

WERE 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.

watch play read fish

hang out listen ride dive

a.

with friends.

b.

to music.
Imagens disponveis em: <www.sxc.hu> Acesso em 20 Jul. 2011

c.

d.

video games

e.

books

f.

a bike

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.
Ann.

Jane

(talk) to

3. I 4. Mary and Ann 5. She 6. My father

(do) my homework. (draw) a house. (ask) a question. (wash) his car.

3. Look at the pictures and write sentences. Use the verbs in the box. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. He is eating ice-cream

build paint

drink study eat play fight brush skate draw

sing read

4. Build correct sentences: a. your / is / playing / ? / Who / brother / with

b. Is / dog / she / walking / Mrs. Parson / s c. 4 oclock / 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. WERE HAVING LOTS OF FUN! Componente curricular: Lngua Inglesa Ano/Srie: 6 ano EF Tempo estimado: 2 aulas Material necessrio: projetor e computador, cpias das atividades para os alunos; flashcards coloridos e laminados Objetivos

Conhecer e utilizar, de forma criativa e espontnea, as estruturas da lngua (presente contnuo) Reconhecer e praticar as funes lingsticas a que ser exposto (descrever aes e conversa
telefnica) Gneros Contemplados

Conversas ao telefone Histria em quadrinhos


Contedos Oralidade

Participao em situaes de comunicao oral


Leitura

Interpretao de textos Localizao de Informaes


Produo de textos

Dilogo
Conhecimentos Lingusticos

Present Continuous
Desenvolvimento Aula 1 Atividade 1

Para iniciar a aula, pea para aos alunos prestarem ateno


nas aes que voc vai realizar. Coloque uma cadeira prxima aos alunos, pegue um livro, abra-o e finja que est lendo. Pergunte-lhes: What am I doing?

Em seguida, v at o quadro e escreva uma frase / palavra em ingls e pergunte-lhes novamente:


What am I doing?

Caso os alunos no respondam utilizando os verbos adequados (read / write) escreva-os no quadro e
descreva as aes que voc acabou de realizar: I am reading a book. / I am writing.

Diga aos alunos que as duas aes (I am reading a book / I am writing) esto em progresso /
acontecendo no exato momento em que voc 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 ao que voc 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 aes que
acontecem at the moment of speaking, para temporary situations e tambm para making plans e talking about the future.

Escreva uma frase na lousa (I am walking.) e faa alteraes de acordo com as pessoas que esto
realizando a ao. Convide um aluno e uma aluna para demonstrarem algumas aes at que os alunos tenham compreendido as mudanas 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 Joo.

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 Joo! 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 dvidas ao fazer a pergunta, modele primeiro e depois pea 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: Is Joo reading a book? Students: Yes, he is. / No, he is not Atividade 2 Teacher: Are you dancing? Students: Yes, I am. / No, I am not Teacher: Is Joo writing? Students: Yes, he is. / No, he is not

Use o arquivo do Anexo 1. Distribua os flashcards com as imagens entre os alunos. Escolha alguns
flashcards com palavras e represente a ao. Os alunos devem encontrar a imagem correspondente e entreg-la ao professor. Caso o aluno mostre uma figura incompatvel com o verbo descrito, continue realizando a ao at 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 mmicas referentes aos verbos dos flashcards.

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

TEAM B: (representa a ao do flashcard, caminhando pela sala)

TEAM A: He is walking.

WALK

Estabelea um limite de tempo para as mmicas 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 histria em quadrinhos do Snoopy (Anexo 2).
He is sleeping. He is going to the base.
He is going to the baseball field. He is catching the ball.

He is stretching himself. He is swinging the bat. He is rounding the base.

He is going home.

He is taking a break.

He is hitting the ball.

He is leaving the baseball field.

He is resting.

Apresente um quadro com os verbos correspondentes s aes realizadas por Snoopy fora de ordem.

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 break
Solicite a ajuda dos alunos para que eles relacionem os verbos com as imagens nos quadrinhos. D exemplos usando mmicas para auxiliar os alunos nos verbos que eles desconheam. Organize os alunos em trios. Proponha que eles produzam frases descrevendo as aes que Snoopy
est realizando usando o Present Continuous.

Circule entre os alunos auxiliando e esclarecendo dvidas em relao construo das sentenas.
Homework:

Indique os exerccios 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 exerccios 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 vdeo traz uma sequncia de imagens e descries de aes no Present Continuous. Primeiro mostre o vdeo sem o udio e pea para os alunos observarem as imagens. Na segunda vez, com udio, pea para os alunos acompanharem o vdeo com a atividade impressa (Anexo 4) conferindo e corrigindo a sequncia de aes. Atividade 2

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

Explore o Present Continuous with a Future Meaning representando uma conversa telefnica. Se
desejar, escolha um aluno para ajud-lo.

o Student: Trimmm....trimmmm o Teacher: Hello o Student: Hi! Teacher? o Teacher: Yes. Who is it? o Student: Its ...................... o Teacher: Hi, .. How are you? o Student: Im fine, thanks. What are you doing? o Teacher: Im reading a book /studying / cooking / surfing the net . o Student: What are you doing tonight at seven oclock? o Teacher: I am working tonight. And you? o Student: I dont 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:
* Tonight * Next week * On Wednesday * In a couple of weeks * Tomorrow

Explore as expresses do quadro. Escolha dois alunos para um roleplay do dilogo acima ou pea para
outro aluno participar com voc.

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 oclock tonight) tonight at 7 oclock doing later

Past

doing Present now

Future

Proponha que os alunos leiam o dilogo sobre uma conversa ao telefone entre dois amigos (Anexo 5) e
respondam os exerccios.
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: Its Anna. Mike: Hi, Anna. How are you? Anna: Im fine, thanks. What are you doing? Mike: Im reading a book. Anna: Which one? Mike: Harry Potter. Im really enjoying it. But, why are you asking what Im doing? Anna: Lets watch a movie and eat popcorn today. Mike: At my place or yours? Anna: My place. Mike: Yes! What time? Anna: Is 7 oclock ok? Mike: Thats 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. He is going to watch a movie.

d. What is he going to do at Annas house?

Em seguida, organize os alunos em duplas e proponha que eles criem um dilogo 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, Im

Circule entre os alunos orientando-os e esclarecendo as dvidas. Selecione algumas duplas que desejarem representar os dilogos para todos os alunos.
Avaliao

Indicaes

Acesse

site

http://www.englishpage.com/verbpage/presentcontinuous.html para referncia e exerccios.

Anexos Inserir anexos, caso seja necessrio.

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: Its Anna. Mike: Hi, Anna. How are you? Anna: Im fine, thanks. What are you doing? Mike: Im reading a book. Anna: Which one? Mike: Harry Potter. Im really enjoying it. But, why are you asking what Im doing? Anna: Lets watch a movie and eat popcorn today. Mike: At my place or yours? Anna: My place. Mike: Yes! What time? Anna: Is 7 oclock ok? Mike: Thats perfect! See you later. Bye. Anna: Bye.

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 Annas 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, Im

Calling a friend

Atividade para os Alunos Componente curricular: Lngua Inglesa Ano/Srie: 6 ano EF Objetivos

Conhecer e utilizar, de forma criativa e espontnea, as estruturas da lngua (presente contnuo)


Contedos Leitura

Interpretao de textos
Produo de Textos

Descrio (objetos)
Conhecimentos Lingusticos

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 arent having a good time together. We are traveling together. 3. Mary isnt leaving him. Mary is talking to him. 4. The kids arent doing their homework. The kids are studying for a test. 5. They arent drinking apple juice. They are eating apples. 6. You arent working very hard. You are studying very hard. 7. Im not looking for my sister. Im looking for my girlfriend. 8. She isnt selling her boat. She is selling her motorcycle. 4.

1. Who are you waiting 2. Who are you dancing 3. What are you buying 4. Where are you staying 5. What are you eating

for? Im waiting for my brother. with? She is dancing with John. ? Were buying a new car. ? Im staying at Central Hotel. ? They are eating fish. ? He is reading Romeo and Juliet.

6. Which book are you reading


5. Respostas pessoais.

Atividade de Lngua 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. [ ]

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 isnt 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. Im looking for my sister. 8. She is selling her boat.
Adapted from: < http://busyteacher.org/6264-what-are-they-doing-present-continuous.html > Access: Jul.22,2011.

4. Ask questions according to the answers:

1. Who
for? Im waiting for my brother.

2. Who
with? She is dancing with John.

3. What
? Were buying a new car.

4. Where
? Im 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 > Access: Jul.22,2011.

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 soccer talking smiling walking a dog playing a musical instrument driving a car riding a bike eating crying drinking working sleeping fighting cooking

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

Questes para Avaliao Componente curricular: Lngua Inglsa Ano/Srie: 6 ano EF Contedos Leitura

Interpretao de textos
Conhecimentos Lingusticos

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. [] 2. A boy is flying a kite. [] 3. The man is reading a book. []

A dog is chasing a cat.

The woman is reading a book.

4. The mother is observing her daughter. [] 5. The ducks arent swimming. [] 6. The boys are rollerskating. [] 7. The girl isnt jumping. [] The girl is jumping. The boy is eating a sandwich. The ducks are swimming.

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. [] 11. A girl isnt 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 isnt. 4. Are the girls talking a lot? No, they arent. 5. Is a boy reading? Yes, he is. 6. Are you sleeping? No, Im not.

Questes 1. Look at the pictures. What are they doing? Use the verbs in the box in the Present Continuous and describe the actions.
write a letter - take a bath - sing - cry - play ice-hockey ski (skiing) - run - read the paper - paint a picture - eat the food

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

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

a. b. c. d. e. f. g. h.

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 are wrong.

if the sentence is correct or a

if the sentence is wrong. Rewrite the sentences that

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

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 arent swimming. [ ] 6. The boys are rollerskating. [ ] 7. The girl isnt 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. [ ] 11. A girl isnt 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.

Critrios de correo 1. Verifique se o aluno capaz de relacionar as aes com as imagens e utiliza corretamente as formas do Presente Contnuo. No necessrio que os alunos saibam os nomes dos personagens do quadrinho, considere o sujeito e a flexo verbal adequada.

2. esperado que o aluno seja capaz de relacionar as sentenas no Presente Contnuo com a imagem julgando se as informaes esto corretas ou incorretas. O aluno deve justificar as sentenas incorretas. 3.

7 an0
CAN YOU TELL ME WHERE THE IS, PLEASE? GIVING DIRECTIONS Componente curricular: Lngua Inglesa Ano/srie: 7 ano EF Tempo estimado: 2 aulas Material necessrio: reproduo dos worksheets A e B para os alunos; projetor ou data show para apresentao das preposies de lugar (PPT 01); reproduo do worksheet 01 para os alunos. Objetivos

Interagir oralmente e por meio de textos escritos em situaes bsicas em ingls. Demonstrar conhecimento sistmico necessrio para o nvel de compreenso estabelecido para o texto. Desenvolver autonomia para continuar a aprender a ler sozinho.
Contedos Oralidade

Identificao de dados
Leitura Relao entre espaos comerciais e aes que neles ocorrem

Localizao de informaes
Produo de textos

Perguntas e respostas
Conhecimentos lingusticos There to be

Simple present

Modals (can/cant)
Desenvolvimento Aula 1

Inicie a aula fazendo uma breve reviso sobre possveis estabelecimentos comerciais que podemos
encontrar em uma cidade. Utilize o quadro para fazer o registro das palavras em ingls. Bank Coffe Shop Cinema/Movie Theather Shoe Store Police Station Bus/Subway/Train Station Sports Shop Library Butchery Hospital Art Gallery Computer Shop Pizza Place Pharmacy/Drugstore Bookstore Hospital School Supermarket Ice Cream Shop Internet Caf Restaurant Aquarium Park Grocery Gym Post Office Pet Shop Stadium Department Store Mall Park Bakery Museum Law Courts Fast Food Restaurant City Hall

Pea aos alunos que associarem o nome do estabelecimento ao seu nome em ingls. Faa as
adequaes necessrias de acordo com a sua regio. Exemplo: Bradesco Bank / Cinemark Movie Theater / C&A Department Store / Villa Lobos Mall / Ibirapuera Park

Apresente a lista de aes a seguir e pea aos alunos que respondam em que local possvel realizlas. Where can I ...? Buy stamps Get some aspirin Pick up some milk Go jogging See a movie Order some sushi/hamburger Find a music CD Pay the cell phone bill Purchase some software Go for a cup of coffee Go bowling Eat Chinese food

Apresente as key questions para questionar sobre directions.


Excuse me. Can you tell me where the [coffee shop] is? Is there a [coffee shop] in [Paulista Avenue]? Its across from [the bus station] Its next to [the bank] Go straight Turn left Go along Turn right Do you know where is the [coffee shop]? Do you know where can I find a [coffee shop]? Are there any [bus stops] in this street? Its in front of [the park] Its opposite [the library]

On the corner Walk [one, two, blocks

three]

Distribua os worksheets A e B (arquivos em .pdf) aos alunos e orienteos a complet-los com as informaes que faltam em suas folhas, fazendo perguntas ao colega.

Aula 2

Retome a atividade da aula anterior, pedindo aos alunos que informem a localizao de alguns
estabelecimentos de sua cidade. Exemplo: - 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? Its in Autonomistas Street. - Do you know where can I find a coffee shop? Go straight one block and turn left. Its on the corner.

Distribua cpias do Worksheet 2 aos alunos. Explique-lhes que, nesta atividade, eles tambm
adicionaro o nome da rua e de outro estabelecimento para serem mais precisos na localizao.

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


os alunos.

Agrupe os alunos em duplas e pea-lhes que utilizem as informaes do quadro e reproduzam o dilogo.
Escolha um aluno para reproduzir o dilogo com voc e, depois, pea-lhes que continuem a produo em duplas.

Encoraje os alunos a utilizar sempre o ingls ao fazer as perguntas. Caso no compreendam a


explicao do colega, oriente-os a pedir ao colega que a repitam, dizendo: Im sorry. I dont understand. Can you explain again, please?

Para o exerccio seguinte, pea aos alunos que escolham cinco estabelecimentos e deem a sua
localizao, de acordo com o que foi proposto no primeiro exerccio. Indicaes Localize a regio de sua escola utilizando o Google Maps (maps.google.com.br) para visualizar os estabelecimentos prximos escola, casa dos alunos etc.

Utilize os vdeos 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

Atividade para os Alunos Componente curricular: Lngua Inglesa Ano/Srie: 7 ano EF Objetivos

Interagir por meio de um texto escrito em situaes bsicas em Ingls Reconhecimento de palavras cognatas que contribuem para a compreenso geral Reconhecer a organizao do gnero textual folhetos publicitrios
Contedos

Localizao de informaes especficas Interpretao de textos Countable and uncountable nouns

Gabarito 1. a. Texto publicitrio b. Resposta Pessoal: (sugestes) Revista, jornal, folheto informativo, folder, etc. c. O conhecimento dos profissionais sobre leo para fritura. d. Melissa McCullough, diretora de vendas; Adam Moore, chef coorporativo e Carrie Abrassart, R&D Solues para o Consumidor. e. O conhecimento do time de Melissa garante que a estao de fritura do seu restaurante funcione de forma eficiente e econmica. f. leo para fritura com alta estabilidade e alternativas manteiga sem sdio. g. Por meio de solues sustentveis 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, experience c. palavras cognatas que auxiliam na compreenso do texto: experts / sodium / products / innovative / menu / items / solutions / experience / ingredients / etc.

Atividade de Lngua Inglesa 1. Leia o texto e responda s questes a seguir.

Glossary
Commodity mercadoria; produto Insights previso Fry station estao de fritura On-trend na moda, tendncia Profitable lucrativo Sustainable sustentvel Trust confiar Manufacturer fabricante

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

a. Que tipo de texto este?

b. Onde voc encontraria um texto como este?

c. Qual produto est sendo comercializado? d. Quem so 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 so os dois produtos desta empresa que o Chef Adam Moore usa para criar novas tendncias em seus cardpios?

g. Carrie Abrassart responsvel pelo Departamento de R&D Customer Solutions da empresa. Como o trabalho dela ajuda as pessoas estarem sempre frente s mudanas na legislao de rtulos de alimentos?

h. O que necessrio fazer se uma pessoa quiser entrar em contato com os Oil Experts?

2. Encontre no texto: a. countable nouns: b. uncountable nouns:

c. palavras cognatas que auxiliam na compreenso do texto:

Questes para Avaliao Componente curricular: Lngua Inglesa Ano/Srie: 7 ano EF Contedos

Localizao e identificao de informaes especficas Interpretao de textos Imperativo Adverbs: first, then, finally
Questes Leia o texto a seguir.
Disponvel em: <http://en.wikipedia.org/wiki/Scooby_Snacks> Acesso em 15 Jun. 2011

Glossrio Snack : lanche Stirring: mexendo Cup: xcara Batter: massa Oatmeal: aveia Greased: untado Butter: manteiga Chewier: duro de mastigar Tblsp table spoon: colher de sopaDrier: mais seco

Disponvel em: <http://www.scoobyaddicts.com/Recipe.aspx> Acesso em 15 Jun.2011

1. Quando damos instrues a algum 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, tambm precisamos utilizar uma estrutura simples para que essas instrues sejam facilmente compreendidas. Imagine que voc ir ensinar a receita acima a um colega. Organize-a em steps (passo a passo) para tornar mais fcil a compreenso. No se esquea de usar os sequence markers do quadro para organizar os steps. FIRST SECOND THIRD AFTER THAT NEXT THEN FINALLY

1. 2. 3. 4. 5. 6. 7.

2. De acordo com o texto, o que necessrio fazer caso no haja lquidos 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 acar. 3. Nas alternativas a seguir assinale a instruo 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.

Critrios de correo 1. O aluno capaz de relacionar as aes no modo imperativo em uma sequncia lgica. O aluno utiliza os sequence markers de forma correta. O aluno utiliza a habilidade de sntese. 2. O aluno capaz de interpretar e identificar informaes especficas no texto. Alternativa b 3. O aluno capaz de interpretar e identificar informaes especficas no texto. Alternativa e ATIVIDADE PARA OS ALUNOS 8 ano TALKING ABOUT THE PAST Componente curricular: Lngua Inglesa Ano/srie: 8 ano EF Objetivo

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


passado). Contedos Leitura

Interpretao de textos
Conhecimentos lingusticos

Simple Past: irregular/regular verbs

Professor, d uma breve explicao 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 comparao entre os dois tempos verbais. Como referncia, consulte o site <http://www.englishpage.com/verbpage/simplepast.html>. Tambm a Activity 1 poder ser realizada no site: <http://www.englishgrammarsecrets.com/pastsimple/exercise1.html>.

Gabarito 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 So Francisco, Califrnia.

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

3. Jacob Davis era um alfaiate que comprou grandes quantidades do tecido importado por Levi Strauss e
confeccionou calas para os trabalhadores. Ele colocou tachinhas nos bolsos das calas, para que elas ficassem mais fortes.

4. Jacob Davis queria patentear a ideia de colocar tachinhas nos bolsos das calas feitas com o tecido de
Levi Strauss. Como ele era um alfaiate pobre e no tinha dinheiro para pagar a patente, sugeriu a Levi Strauss que pagasse a patente e eles se tornariam scios da Levi Strauss and Company.

5. Hoje, o jeans da Levis mais popular do que nunca e o nome Levis continua vivo.
D)

INFINITIVE FORM to emigrate to live to learn to need to name to decide to love to realize to want to agree

REGULAR emigrated lived learned needed named decided loved realized didnt want did agree

SIMPLE PAST INFINITIVE FORM to be to take to come to become to be to find to buy to tell to have to go to say

IRREGULAR was took came became were found bought told didnt have went said

Activity 2 A) 1. Last week we went 2. We stayed in 3. The weather was 4. It didnt 5. We spent most days 6. In the evening, we had dinner 7. The food and the service 8. After dinner, we walked 9. We flew back on 10. We didnt want to come B) 1. What time did they arrive? [6] in the hotel restaurant. [9] Saturday. [1] on holiday. [10] home! [7] were excellent. [2] a lovely hotel by the sea. [8] along the beach in the moonlight. [3] very good all week. [4] rain at all. [5] sitting on the beach.

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?

ATIVIDADE DE LNGUA INGLESA Reading Activity 1

LEVI'S BLUE JEANS


Vocabulary
Emigrate (v) to move permanently from one's country to another Dry goods (n) clothing, fabric, and other items to sell Miner (n) a person who searches for gold, diamonds etc. Durable (adj) last a long time Fabric (n) material for clothing, curtains etc. Tailor (n) a person who sews clothing Rivet (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 making Disponvel em: <http://image.rakuten.co.jp/atist/cabinet/levis/levis505n00 or selling a product 1.jpg>. Acesso em: 5 mai. 2011. Think 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.

CHECK YOUR UNDERSTANDING A) Write TRUE or FALSE. 1. Levi Strauss was born in 1853. [ 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. [ ] ] ] ] ] ] ] ] 2. Levi Strauss wanted to become a great businessman. [

B) Responda em portugus s seguintes questes 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 poca 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.

INFINITIVE FORM to emigrate to live

SIMPLE PAST REGULAR INFINITIVE FORM emigrated to be lived to take

IRREGULAR was took

Activity 2 A) Put the sentences together. 1. Last week we went 2. We stayed in 3. The weather was 4. It didnt 5. We spent most days 6. In the evening, we had dinner 7. The food and the service 8. After dinner, we walked 9. We flew back on 10. We didnt want to come B) Make questions to the following answers. 1. They arrived at 10 oclock. 2. It costs about $100. 3. I bought it in New York. 4. I dont 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. ? ? ? ? ? ? [ [ [ [ [ [ [ [ [ [ ] in the hotel restaurant. ] Saturday. ] on holiday. ] home! ] were excellent. ] a lovely hotel by the sea. ] along the beach in the moonlight. ] very good all week. ] rain at all. ] sitting on the beach.

Adaptado de: <http://www.englishgrammarsecrets.com/pastsimple/exercise1.html>. Acesso em: 5 mai. 2011.

? ?

He studied archeology in the university.

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

Questes para Avaliao Componente curricular: Lngua Inglesa Ano/Srie: 8 ano EF Contedos

Localizao de informaes Comparative of Adjectives


Questes Leia o fragmento da cano e responda: 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

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

O autor consegue entender a razo por estar mais feliz, pois a pessoa amada est mais prxima a ele. The closer you get, the better I feel / I look happier when you are around

2. A cano traz exemplos de adjetivos no modo comparativo. Retire dois exemplos da cano 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.
Critrios de correo 1. O aluno capaz de interpretar e identificar informaes especficas no texto. 2. O aluno capaz de reconhecer as formas dos adjetivos no comparativo e emprega-as em outro contexto.

Questes para Avaliao Componente curricular: Lngua Inglesa Ano/Srie: 8 ano EF Contedos

Localizao de informaes Superlative of Adjectives Comparative of Adjectives

Questes Leia o fragmento da cano e responda: 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 cant relate And youre still here I blame everyone else, not my own partaking My passive-aggressiveness can be devastating I'm terrified and mistrusting And youve never met anyone as, As closed down as I am sometimes.

Words in Context to dig trazer tona ashamed vergonha to blame culpar partaking participao passive-aggressiveness agressividade passiva terrified aterrorizado mistrusting desconfiado closed down fechado
Fonte: <http://www.wordreference.com>

1. Na cano o autor descreve-se usando caractersticas positivas. a. Identifique no trecho acima os adjetivos no superlativo usados para descrever estas caractersticas.

b. Retire dois exemplos de adjetivos no superlativo deste trecho da cano e utilize-os criando novas frases em um contexto diferente.

2. Este trecho da cano tambm traz exemplos do modo comparativo. Justifique sua resposta com uma frase da cano.

3. De acordo com as informaes dos trechos da cano acima, possvel afirmar que: a. O autor no se considera bom o suficiente para a pessoa amada. b. A pessoa amada nunca conheceu algum 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 est desconfiada.

Critrios de correo 1. O aluno capaz de reconhecer as formas dos adjetivos no superlativo e emprega-as em outro contexto. 2. O aluno reconhece estruturas comparativas no texto. 3. O aluno capaz de interpretar e identificar informaes especficas no texto.

QUESTIONS FOR THE INTERVIEW 1. When were you born?


I was born on January 13th 1997

2. Where were you born?


I was born in So Paulo, Brazil.

3. What are your family roots? 1. BIRTH


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

9 ano

were born? List up to 10 events.


Check the website: http://www.infoplease.com/yearbyyear.html

WRITING YOUR CLASSMATES BIOGRAPHY

2. EDUCATION 3. ACTIVITIES ERPERSONAL RELATIONSHIPS

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 Prncipe. I studied at Fundao Bradesco all my lifetime.

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.

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.

9. Who is your best friend?


My best friend is Joo Paulo. He is 14 years old too and he likes to play the guitar. He likes Legio Urbana and he hates Justin Bieber.

1. Birth Date/place of birth Family history or roots Fond childhood memories/anecdotes

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


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

Major historical events during your lifetime 2. Education Preschool/kindergarten Elementary school 3. Activities Hobbies/special interests Vacations/travels 4. Interpersonal relationships Friends Pets 5. Career goal

Adaptado de: http://www.kathleenkrull.com/ Acesso em 06/05/2011 BIOGRAPHY: EXPERIENCE IT! Componente curricular: Lngua Inglesa Ano/srie: 9 ano EF Tempo estimado: 3 aulas

Material/recurso necessrio Cpia das atividades para todos os alunos Projetor ou data show Objetivos

Desenvolver um conhecimento lingustico mais amplo. Demonstrar criticidade em relao aos textos lidos, apresentando opinio e julgamento sobre o foi lido. Observar o tempo passado, presente e futuro no gnero trabalhado.
Contedos

Leitura Identificao de biografias de pessoas marcantes/celebridades Produo de textos

Organizao cronolgica de acontecimentos


Produo de biografia

Desenvolvimento Aula 1

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. Sugesto de perguntas:

Quem a celebridade/o famoso? Por que voc admira Madonna/Lady Gaga/Justin Bieber/etc.?
Que importncia tem essa pessoa para a sociedade? Voc conhece algum fato importante realizado por ela?

Ative o conhecimento prvio dos alunos, questionando-os sobre o que sabem sobre Angelina Jolie. Pergunte sobre: Nacionalidade Idade

Profisso Filmes que j estrelou Famlia 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 cpia do texto para cada aluno.

Explore a estrutura texto, levante o vocabulrio j conhecido e pea aos alunos que destaquem os
verbos encontrados no Simple Past/Simple Present e outros tempos verbais. Divida a turma em grupos de at 5 alunos e solicite-lhes que preparem questes em ingls para compreenso do texto lido. As questes sero respondidas pelos alunos de outro grupo. Exemplos de questes:

What is her full name? Where is she from? When is Angelinas 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. Faa a troca das questes entre os grupos e solicite aos alunos que respondam a elas. Aula 2 Inicie a aula retomando algumas informaes sobre o texto lido anteriormente. Utilize as questes preparadas pelos alunos para fazer essa reviso.

Solicite-lhes que organizem as informaes do texto sobre a atriz americana em uma linha do tempo
(timeline). Observe o modelo seguinte:

1 ano MAKING PREDICTIONS Componente curricular: Lngua Inglesa Ano/Srie: 1 srie em Tempo estimado: 2 aulas Material necessrio: cpia da atividade para os alunos; imagens do arquivo (LING_INGLESA_SD_ANEXOS_PREDICTIONS_IMAGENS_1EM) em tamanho A4 para visualizao ou projeo do arquivo em .ppt com datashow.

Objetivos

Aproximar-se do sentido geral do texto Localizar informaes especficas no texto


Contedos Leitura

Localizao de informaes Reconhecimento de estrutura geral de um texto


Produo de Textos

Relao imagem/texto
Conhecimentos Lingusticos

Will - Future
Desenvolvimento Aula 1

Inicie a aula mostrando as imagens do arquivo


(LING_INGLESA_SD_ANEXOS_PREDICTIONS_IMAGENS_1EM) ou projetando o arquivo .ppt no datashow. Utilize estas imagens para iniciar uma breve discusso com os alunos. Sugesto de perguntas:

possvel 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) fcil prever o futuro? O que leva as pessoas a quererem saber sobre o futuro? Voc tem o costume de ler a seo de horscopo em revistas e jornais?

Encoraje os alunos a debaterem sobre os mecanismos que as pessoas utilizam para saber o que
acontecer no futuro.

Fortune teller Horoscope

Nostradamus Weather forecast Clairvoyant

Distribua cpias do texto para todos os alunos e solicitem que os alunos faam a primeira leitura de forma superficial (skimming) atentando-se s palavras que j conheam e s palavras cognatas.

Leia o texto junto com os alunos de forma mais detalhada (scanning). Pea 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 pea para que eles respondam as questes do exerccio 1.
Aula 2

Utilize os primeiros momentos da aula para retomar a ideia principal do texto lido na aula anterior. Pea para os alunos sublinharem as previses sobre a carreira, famlia, vida profissional, vida amorosa e
sade

Divida os alunos em duplas e a partir das questes do exerccio 1 solicite que os alunos deem um
panorama geral do que acontecer com os Taurinos durante o ano apresentando 2 exemplos em cada categoria do exerccio 2.

Oriente os alunos para trabalharem em duplas no exerccio 3. Eles devem escolher um dos 12 signos e
escrever previses sobre a carreira, amor e sade para a seo de horscopo em uma revista.

Os alunos podem usar o texto como guia ou ento criar previses engraadas. Para realizar o exerccio 4, estabelea um dilogo com os alunos estimulando-os a apresentarem
diferentes sugestes de resposta de acordo com cada contexto. Dica: O professor pode ainda pedir aos alunos para escreverem provises sobre o que pode acontecer com eles referente carreira, sade e vida amorosa nos prximos anos.

Avaliao Todas as atividades podem ser utilizadas para avaliao da aprendizagem dos alunos, entretanto, nem todas elas podem ser usadas para atribuio de notas. Neste sentido, recomenda-se observar apenas o desempenho dos alunos durante realizao dos exerccios e sua participao ao longo dos debates em sala de aula. Indicaes

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 contm exerccios
extra que podem ser indicados para os alunos como lio 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 workers. 2. FAMILY: The Saturns 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 their co

3) Students creativity 4) Students creativity


1. John will ask his friends for some money. 2. Jennys sunflowers will wither when she returns home. 3. Beth will be scared by a mouse. 4. Daniels parents will be mad at him.

ZODIAC: TAURUS
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. Jupiters 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
Disponvel em: www.gettyimages.com

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 FebMar 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 Saturns 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 childrens 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.

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 half of 2011 onwards you will have many obstacles coming up in your educational life. Health The 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/yearlyhoroscopes/taurus.asp

Love, Family and Social Life


This 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

Glossary
Income NOUN - /n.km/ - money that is earned from doing work or received from investments Pensive ADJECTIVE - / pent.sv / - thinking in a quiet way, often with a serious expression on your
face

Wander VERB
or direction

(WALK)

- /wn.d/ - to walk around slowly in a relaxed way or without any clear purpose

Stiff ADJECTIVE (FIRM) - /stf/ - firm or hard Harsh ADJECTIVE (UNKIND) - /hr/ - unpleasant, unkind, cruel or unnecessarily severe Onwards ADVERB (TIME) - /n.wdz/ - 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

SAGITTARIU S

CAPRICORN

AQUARIUS

PISCES

Crdito 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. What will happen next?

3. Beth is alone in the basement and it is dark. Then she heard a scratching sound. What will happen next?

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

The . The . I have eaten the . The . I found the . The . The . The . The . The . The . The .

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

Brazil.

is the is the is the

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

ANGELINA JOLIE
PROFILE
Born
Angelina Jolie Voight June 4, 1975 (age 35) Los Angeles, California, U.S.

Occupation
Actress, director, humanitarian

Occupation
Actress, director, humanitarian

Years Active
1982; 1993present

Spouse
Jonny Lee Miller (19961999) Billy Bob Thornton (2000 2003)

Partner
Brad Pitt (2005present; 6 children)

Parents
Jon Voight Marcheline Bertrand (deceased)

Relatives
James Haven (brother) Chip Taylor (uncle)

Disponvel no site: < http://www.ohstyle.net/angelinajolie-face-louis-vuitton-2011.html > Acesso em

Angelina Jolie

(pronounced /doli/ 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 lowbudget production Cyborg 2 (1993). Her first leading role in a major film was in the cyberthriller 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 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

GLOSSARY:
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

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? Adventure holidays Cultural holidays Relaxing 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?

Coconut Island is a beautiful, tropical island with, of course, coconut palms, c. Do you go on holiday clear blue sea. Im all or to have lots of fun? golden beaches and to get away from it 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? 4 ReadWell, the beach is page of people, exercises that follows it. the text on the next full and do the sunbeds and umbrellas. The sea is full of speedboats, noisy jets skis and surfers. Imagem disponvel em < There are fewer palm trees because there www.dreamlife.com > are more and more buildings. Hotels, Acesso em 01/06/2011 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 Im 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 its packed all day! There is music blaring from the cafs, 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. Im lucky to have a small room at the back of one hotel, and its 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 tGlossary shirt? and there are many new businesses opening all the time. Then I see a old woman trying to Sunbeds /snbd/ -anlounge used for sunbathing Speedboats /spid.bt/ - a small boat which has a powerful engine and which travels very fast cross the road from her house to the shops. Its 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

TOURISM: COCONUT ISLAND

motorbikes. Its not so safe either my friend stayed in a bungalow on the beach that had no lock. Now the hotel room says Tasty good.sti/ - describes food which has a its a /te idea to put things in the safe strong and very pleasant flavour box. Bungalows /b.gl./ - a house that has only Is this progress? one storey (= level)

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

Packed /pkt/ - completely full Lock /lk/ - a device which prevents something such as a door being opened and which you can only open with a key Safe box /sef bks/ - a strong box in a bank where you can keep money or valuable things

5 Compare Coconut Island now with the island five years ago. Just make notes, not full sentences. CHANGES COCONUT ISLAND 5 YEARS AGO Accomodation Scenery Employment Transport Noise Security Cheap bungalows Expensive hotels and resorts COCONUT ISLAND NOW

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

Im not sure, there are more but there are fewer / less

Atividades adaptadas de <http://www.onestopenglish.com/skills/reading/pdf-content/reading-lessons-tourismelementary-reading-text/154735.article> Acesso em 30/05/2011

COMPARING AND CONTRASTING Componente curricular: Lngua Inglesa Ano/Srie: 1 srie EM Tempo estimado: 2 aulas Material necessrio: Cpias da atividade para os alunos Computador e data show para projetar as imagens e textos.

Objetivos

Estabelecer relaes entre a lngua materna e a estrangeira no nvel de estruturao textual e


lingustica.

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


Contedos Oralidade

Apresentao de pontos de vista


Leitura

Comparative Form experincia pessoal Relao do tema com


Produo de textos Ao trabalhar com o grau comparativo e superlativo dos adjetivos muito tentador focar somente na forma. Alm do mais, as regras de formao do comparativo e superlativo no Relao Imagem / texto so to difceis de explicar. Assim, esteja atento para no simplificar demais os usos. Por Conhecimentos Lingusticos exemplo, frequentemente ns assumimos que o comparativo usado apenas para comparar dois objetos. Comparatives and superlatives I am taller than my brother. Desenvolvimento Mas tambm podemos usar o comparativo para comparar mais de dois objetos. I am taller than my brother and my sister. Ns tambm 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 ateno dos alunos para os usos do comparativo quando

Avaliao/Recuperao Contnua Inserir proposta de instrumentos de avaliao e/ou de recuperao contnua, caso haja necessidade. Indicaes Inserir referncias de filmes, sites, livros, peridicos, museus etc., caso seja necessrio.

Superlative Form Lembre-se que mesmo dizendo os alunos para utilizar o artigo the antes do adjetivo no superlativo h ocasies em que o artigo the no utilizado. Maybe it is best to tell your parents about the car. Para referncia 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-superlativeadjectives-article/144846.article > 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 irmos. Acrescente um ou mais adjetivos para descrever suas caractersticas fsicas e de carter. Chame a ateno dos alunos para o fato de que os nomes dos irmos j destacam caractersticas de quem eles so: Example: Fantastic Frank is really fantastic! He is strong, intelligent Horrible Henry is really horrible! He is nasty, stupid

Faa um brainstorming com os alunos com adjetivos para descrever as caractersticas de cada irmo.
Sugestes:

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 caractersticas no quadro sob o nome de cada irmo.
Em seguida, escreva no quadro: Henry is than Frank

Observe se os alunos encontram um adjetivo adequado para completar a frase. Caso eles no cheguem ao uso correto do modo comparativo dos adjetivos, sugira um adjetivo possvel 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 invs da partcula er ao
final do adjetivo (more intelligent, more reasonable, more handsome), com palavras terminadas em y, adiciona-se ier (ugly uglier; tidy tidier) e tambm d destaque aos exemplos nos quais repetimos a ltima consoante (fat fatter; thin thinner; etc.) D alguns minutos para os alunos produzirem outras possibilidades com os outros irmos. 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. Professor: Se desejar utilize a apresentao sobre Comparative and Superlative Adjectives disponibilizada no Anexo 2. Nome arquivo: Ling Ing_SD_Comparing and Contrasting_1 serie_EM_2011_Anexo 2

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


escreveram.

goes to bed late

Limite o tempo para esta atividade e ento pea aos alunos para que leiam algumas das frases que

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 tambm prepara frases de acordo com a parte do pas escolhida (outro estado, regio, campo, praia, interior do estado, cidade pequena, vilarejo, etc.)

City life Student A

Countryside / Beach / Town / Village Student B

D um tempo para os alunos prepararem algumas razes. Circule pelos grupos e tire eventuais dvidas. Em seguida pea para algumas duplas apresentarem suas produes. 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 frias. Distribua uma cpia do worksheet para cada aluno (arquivo do Anexo 3). Pea a eles para observarem os tipos de viagens e em seguida faam um brainstorming das possveis 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 frias. Adventure holidays: mountain climbing, trekking, hang gliding, skiing, etc. Cultural holidays: museum, churches, parks, etc. Relaxing holidays: spa, beaches, sunbathing, etc.

Adventure holidays

Cultural holidays

Relaxing holidays

Mantenha um registro do brainstorming no quadro para servir de referncia para os alunos na prxima
tarefa.

Agrupe os alunos em duplas para realizar o exerccio 3. Os alunos devero refletir sobre qual tipo de frias eles mais apreciam. Explique o significado da expresso 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

Coconut Island is a beautiful, tropical members?

island with, of course, coconut palms, golden b. and clear blue stay in a big I made a beaches Do you like tosea. Im sorry, resort or a small hotel? What about camping? mistake Do you go on holidaywasget away from it all or to have lots of fun? c. there. Coconut Island to 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, Pea aos alunos para fazerem uma leitura superficial do texto (skimming), destacando as palavras sunbeds and umbrellas. The sea is full of speedboats, noisy jets skis and surfers. There conhecidas e faa perguntas para verificar a compreenso geral do texto. are fewer palm trees because there are more and more buildings. Hotels, holiday resorts, guest houses, restaurants, swimming pools Imagem disponvel em <www.dreamlife.com > you name it, Coconut Island has it. Paradise is A Acesso em 01/06/2011 no longer here, but the Paradise Hotel is. Perhaps Im 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 its packed all day! There is music blaring from the cafs, 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. Im lucky to have a small room at the back of one hotel, and its 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

TOURISM: COCONUT ISLAND

Then I see an old woman trying to cross the road from her house to the shops. Its 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. Its not so safe either my friend stayed in a bungalow on the beach that had no lock. Now the hotel room says its a good idea to put things in the safe box. Is this progress?

Sugestes de perguntas: Qual o assunto do texto? O que Coconut Island? Cite alguma das mudanas que ocorreram em Coconut Island nos ltimos anos. Por que o autor no est contente com estas mudanas? O que continham as fotos da amiga do autor do texto h cinco anos? E agora? O que est acontecendo com as praias em Coconut Island?

Pea aos alunos para lerem o texto novamente de forma mais detalhada para completar o quadro do exerccio 5.

Explore o exemplo do quadro no exerccio 5. Os alunos precisam usar diferentes palavras em cada
coluna. Eles no devem escrever apenas fewer hotels / more hotels ou less noise / more noise. Pea para que eles especifiquem as mudanas que ocorreram na Coconut Island. 5 Compare Coconut Island now with the island five years ago. Just make notes, not full sentences.

CHANGES Accomodation Scenery Employment Transport Noise Security

COCONUT ISLAND 5 YEARS AGO Cheap bungalows

COCONUT ISLAND NOW Expensive hotels and resorts

Faa a correo com os alunos e mantenha um registro das respostas no quadro.


Em seguida oriente os alunos a utilizarem as informaes preenchidas no quadro para compararem como era Coconut Island h cinco anos e como est agora no exerccio 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 opinio dos alunos sobre como o progresso pode afetar o turismo em Coconut
Island. Registre os pontos de vista dos alunos no quadro e pea para que completem as oraes do exerccio 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 Im not sure, there are more but there are fewer / less

Para finalizar a aula organize os alunos em duplas e distribua cpias do arquivo Anexo 4. Pea para que cada aluno complete-as usando adjetivos no superlativo.
Atividade Adaptada de <http://www.onestopenglish.com/skills/reading/pdf-content/reading-lessons-tourismelementary-reading-text/154735.article> Acesso em 30/05/2011

Gabarito 1. Respostas pessoais 2. Respostas pessoais 3. Respostas pessoais 5. CHANGES Accomodation Scenery Employment Transport Noise Security COCONUT ISLAND 5 YEARS AGO Cheap bungalows
empty beaches, lots of palm trees fewer jobs small roads, bicycles quiet and peaceful safe, no need for lock

COCONUT ISLAND NOW Expensive hotels and resorts


Crowded beaches , many buildings people sell things on the beach, new businesses inc. hotels and restaurants big roads, motorbikes Very noisy music, jet skis need to use safe box

6. Sugestes de resposta.
Scenery Employment Transport Noise Security bungalow. There were emptier beaches. Now there are more crowded There were fewer jobs in Coconut Island. Now there are newer business. There were smaller roads. Now there are bigger roads. The beaches were quieter and more peaceful. Now they are noisier. Coconut Island was safer. Now it is more dangerous to leave your things at the

7. Sugestes de resposta.
I think things are better because there are more beaches. I think things are worse because there are Im not sure, there are more more expensive hotels. cheap bungalows. nicer hotels now but there are fewer entertainment options and nicer people at the

Avaliao Todas as atividades podem ser utilizadas para avaliao da aprendizagem dos alunos, entretanto, nem todas podem ser usadas para atribuio de notas. Neste sentido, recomenda-se observar apenas o desempenho dos alunos durante realizao dos exerccios e sua participao ao longo das atividades em sala de aula. Ao avaliar a produo do aluno verifique os seguintes pontos: Adequao na produo no que diz respeito aos conhecimentos lingsticos;

Envolvimento do aluno na construo do quadro comparativo sobre as mudanas que ocorreram ao


longo do tempo na Coconut Island; Responder perguntas, participar das discusses sobre o assunto trabalhado; Localizar e levantar informaes sobre o texto lido;

Indicaes

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


apresentadores entrevistando pessoas em vrios pases falantes de Lngua Inglesa utilizando exemplos prticos do uso dos adjetivos no modo comparativo e superlativo.

Atividade para os Alunos Componente curricular: Lngua Inglesa Ano/Srie: 1 srie EM Objetivos

Compreender e empregar vocabulrio especfico para o gnero carto postal. Compreender a funo das formas de comparativo e superlativo
Contedos Leitura

Reconhecimento da estrutura geral de um texto


Produo de Textos

Relao tema/texto com experincias pessoais


Conhecimentos lingusticos

Comparatives and superlatives


Gabarito 1. a. Praias brancas intocveis, mar azul, a ilha tem as melhores paisagens naturais, um lugar silencioso e com estilo. b. Os casais intrpidos podem desfrutar de uma srie de atividades aquticos como natao, mergulho com snorkel,
navegar e windsurfing.

c. Os recm-casados tem escolhido Anguilla como destino para lua de mel, pois as dirias do hotis e resorts so
incrivelmente acessveis e possuem uma grande variedade de culinrias em muitos restaurantes e hotis luxuosos.

2. Resposta Pessoal.
- Verifique a estrutura geral do texto do gnero carto postal.

- Cheque a capacidade do aluno em comparar os dois destinos e posicionar-se em relao escolha de seu destino de viagem. - Verifique se o aluno compreendeu e utilizou os adjetivos no modo comparativo e superlativo corretamente.
Travel and Leisure Destination Tips Caribbean Holidays in Anguilla By Daryl Serrano

Anguilla, Carnival 2011

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 ATIVIDADE DE LNGUA INGLESA Available at: white beach sand. It is also quiet, stylish, and is now rapidly <http://www.concierge.com/travelguide/ 1. The text above was taken from a travel blog. The author gives tips about a holiday in Anguilla, a becoming a wedding and honeymoon destinations. anguilla/photos/photoview/14737> Caribbean island. Read the text and then answer the questions in Portuguese. Access: Jul. 11, 2011 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

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 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 expresso one of a kind para dizer que a ilha caribenha Anguilla um lugar muito especial. Cite pelo menos 3 caractersticas que confirmem a explicao do autor.

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

c. Por que a ilha tem sido escolhida como destino dos recm-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. Dont 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

Questes para Avaliao Componente curricular: Lngua Inglesa Ano/Srie: 1 srie EM Contedos.

Relao do tema com experincia pessoal Reconhecimento de formas verbais no futuro (Will)
Questes Leia o texto a seguir. FUTURE OF OUR PLANET
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:

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

Disponvel 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.

Energy Revolution Renewable energy technologies are now ready to be used and will meet the worlds energy demand by 2030. We will find new energy sources like wind and solar power that wont pollute and will never run out. They are also less expensive compared to other sources of energy.
Disponvel em: < http://www.sxc.hu/photo/1051409 > Acesso em 16 Jun.2011

Disponvel 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. Well 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 informaes do texto, os cientistas esto estudando as mudanas que acontecero em nosso planeta nos prximos 50 anos. Que tipo de mudanas eles esto 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 havent 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 wont 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 voc um cientista muito famoso e recebeu informaes importantes sobre o futuro do planeta. Voc precisa escrever um e-mail para o Presidente de seu pas contando-lhe sobre as mudanas que iro acontecer. No se esquea de utilizar o futuro com Will e linguagem formal ao iniciar e terminar o seu e-mail.

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

Critrios de correo 1. esperado que o aluno seja capaz de interpretar e identificar no texto informaes sobre as mudanas que ocorrero em nosso planeta nos prximos 50 anos. Espera-se que o aluno identifique pelo menos quatro mudanas significativas como: aumento da populao, falta de comida, aumento da pobreza, novas fontes de energia renovveis como energia solar e elica sero descobertas, correntes eltricas ajudaro a melhorar o crescimento das plantas, o trfego de carros ser subterrneo ou acima no nvel 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] 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. esperado que o aluno seja capaz de construir um texto simples, mas com informaes sobre as mudanas que ocorrero em nosso planeta. O aluno poder utilizar exemplos do texto lido anteriormente. Espera-se tambm que o aluno tenha domnio das caractersticas do gnero textual e-mail e que utilize linguagem formal em seu e-mail.

2 ano
Atividade para os Alunos Componente curricular: Lngua Inglesa Ano/Srie: 2 srie EM Objetivos
Fazer previses e supor acontecimentos por meio de concesses Distinguir as formas verbais utilizadas no gnero cano

Contedos Oralidade
Pontos de vista

Leitura
Reconhecimento de esteretipos sociais e preconceitos

Conhecimentos Lingusticos
Second conditional: if or when

Gabarito 1.

a. Resposta pessoal. Espera-se que o aluno seja capaz de refletir sobre os diferentes papis que homens e mulheres exercem atualmente relacionando mudana de paradigmas relacionados ao trabalho e s relaes familiares. b. Resposta pessoal. Instrua os alunos a apresentarem suposies sobre a temtica da msica. 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 suposies 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 no compreendem como amar uma garota. e. Ela quer dizer que como seu companheiro / namorado apenas um garoto, ele no compreende seus sentimentos. 3. Resposta pessoal. Espera-se que o aluno apresente sua opinio 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. Sugesto de resposta. a. I would turn off my phone if I didnt want to talk to him. b. If I listened to her, I wouldnt make so many mistakes. c. If I hadnt 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. 3. If he asked you to marry him, would you say yes? if we didnt have computers he wouldnt be , going out with her. be fewer wars. ? if the pay was lower than it is? there would 2. How would we keep in touch Would you leave your job wasnt beautiful, were more tolerant 4. If she 5. If people 8. a. b. c. d. If I had enough money, I would travel to Japan. We would go to the beach if the weather was good, If I had worked hard, I would get good results in my exams. If she was tall, she wouldnt have to wear high heels. Atividade de Lngua Inglesa 1. Leia o trecho a seguir. O que ser homem nos dias de hoje? H muito tempo, a mulher deixou de se dedicar exclusivamente aos afazeres domsticos
O papel da mulher na sociedade para disputar com oahomem um lugar na vidade uma grandemudana do papel feminino, Muito recentemente, propaganda de televiso pblica. Essa marca mundial de automveis tentava vender seu produto ilustrando a mudana do papel social da mulher. Uma jovem com trajes inegavelmente, teve repercusso no papel masculino. A partir da, nas ltimas dcadas, os de executiva chegava em casa aps um dia de trabalho e cumprimentava seu marido, o qual estava esteretipos da masculinidade famlia. Para surpresa desse homem, que comandava a como o e ocupado preparando a refeio da sofreram vrios questionamentos - e alguns deles, cozinha cuidava de suas veementemente o presentearia entanto, ser novo. pode mesmo cena, machismo, foramfilhas, sua esposa condenados. Nocom um carro que seA partir dessa falar rapidamente aqui descrita, pode surgir a seguinte pergunta: esse comercial faria sentido dcadas em "crepsculo do macho"? Pelo menos em termos majoritrios, por exemplo, o homem atrs? Certamente que no. Contudo, essa resposta carece de uma explicao menos simplista, e abriu mo maior compreenso docomportamento questes de gnero e papisde todo cidado requer uma da violncia e do que se chama de agressivo? Ou por trs sociais. As diferenas sexuais sempre foram valorizadas ao longo dos sculos pelos mais diferentes povos em em dia? Afinal, o que ser homem no sculo 21?associaram a figura feminina ao pecado e todo o mundo. Algumas culturas como a ocidental Adaptado de: < http://educacao.uol.com.br/bancoderedacoes/proposta201006.jhtm > Acesso em 20 Jun. corrupo do homem, como pode ser visto na tradio judaico-crist. Da mesma forma, a figura feminina foi tambm associada ideia de uma fragilidade maior que a colocasse em uma situao2011. de total dependncia da figura masculina, seja do pai, do irmo, 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 matrimnio. [...] Mas a pergunta principal vem tona: qual o papel da mulher na sociedade atual? Pode-se afirmar que a mulher de hoje tem uma maior autonomia, liberdade de expresso, bem como emancipou seu corpo, suas ideias e posicionamentos outrora sufocados. Em outras palavras, a mulher do sculo XXI deixou de ser coadjuvante para assumir um lugar diferente na sociedade, com novas liberdades, possibilidades e responsabilidades, dando voz ativa a seu senso crtico. Deixou-se de acreditar numa inferioridade natural da mulher diante da figura masculina nos mais diferentes mbitos da vida social, inferioridade esta aceita e assumida muitas vezes mesmo por algumas mulheres. Hoje as mulheres no ficam apenas restritas ao lar (como donas de casa), mas comandam escolas, universidades, empresas, cidades e, at mesmo, pases, a exemplo da presidenta Dilma Roussef, primeira mulher a assumir o cargo mais importante da Repblica. Dessa forma, se por um lado a inverso dos papis sociais ilustrada pela campanha publicitria (citada no incio do texto) de um automvel est em dissonncia com um passado no to distante, por outro lado mostra os sinais de

[...] civilizado se esconde uma fera? Quais so os padres do comportamento masculino hoje

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

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

b. Observe o ttulo da cano If I were a boy. Do que voc acha que esta cano vai retratar?

2. Leia a letra da cano abaixo e responda s questes. Se desejar, em seguida, assista ao vdeo no Youtube (link: <http://www.youtube.com/watch?v=AWpsOqh8q0M&feature >) If I were a boy I think I could understand How it feels to love a girl I swear I'd be a better man I'd listen to her Cause I know how it hurts When you lose the one you wanted Cause he's taking you for granted And everything you had got destroyed If I were a boy I would turn off my phone Tell everyone it's broken

If I Were A Boy (Beyonc) If I were a boy even just for a day I'd roll out of bed in the morning and throw on what I wanted and go Drink beer with the guys and chase after girls I'd kick it with who I wanted and I'd never get confronted for it cause they stick up for me

so they'd think that I was sleeping alone Id put myself first and make the rules as I go Cause I know that shell be faithful, waiting for me to come home, to come home. If I were a boy I think I could understand How it feels to love a girl I swear I'd be a better man I'd listen to her Cause I know how it hurts When you lose the one you wanted Cause he's taking you for granted And everything you had got destroyed It's a little too late for you to come back Say it's just a mistake, think Id forgive you like that If you thought I would wait for you you thought wrong But you're just a boy You don't understand and you don't understand, ohhhh How it feels to love a girl Someday you wish you were a better man 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 But you're just a boy

Glossary throw 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

a. A quem a cantora est se refere na cano?

b. Como ela se sente? Por qu?

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

d. Qual a imagem que ela tem dos garotos?

e. O que a cantora quer dizer com a frase But youre just a boy?

3. A cano descreve comportamentos que a cantora gostaria que seu companheiro tivesse diante do relacionamento deles. Imagine-se no lugar do companheiro ou da mulher. Como voc responderia a estas crticas de comportamento?

4. Encontre dois exemplos de oraes condicionais (Second Conditional) no texto da cano:

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 hadnt 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, 2. I'd buy a new computer 3. How would you feel if 4. If you could visit any country in the world, 5. He'd be really upset 6. I'd marry him tomorrow 7. I'd forgive you 8. If I didn't feel so ill, a. if I thought he really loved me. b. you lost your job? c. if you apologized. d. I'd come to the party with you. e. if he knew about the theft. f. I wouldn't have to wear high heeled shoes. g. if I had enough money. 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. he marry him, would you say yes? to if would ? we have if computers did asked asks you

2. How would we keep in touch to 3. leave 4. If she he 5. If people more would didnt

if the pay was lower than it is? you , beautiful , there wouldn't left job your if would

going out with her. isn't be fewer wars. tolerant wouldn't were are wasn't being be

Adaptado de: <http://www. bbclearningenglish.com > Acesso em 20 Jun. 2011

8. Leia as situaes a seguir. Construa oraes condicionais de acordo com cada situao. a. You want to travel to Japan. You dont have enough money. b. The weather was not good. We didnt go to the beach. c. I didnt work hard. I didnt 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 Columbuss 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 Harrys or rather Mr. Radcliffes 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. Its taken two of them to translate J. K. Rowlings last, exhausting tome. A long windup to the new ones 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. Theres 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) its because both may soon be dead. Fans of the books know how it turns out, and moviegoers can guess. Meanwhile, this sweet sentiment, especially given the casualties to come, may give you pause and also make you cry. Manohla Dargis

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. Theres a scene in which a Scottish Smurf in a kilt recreates the Marilyn Monroe subway grate display. Theres 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 todays youngsters will be able to get the basics of the blue universe. Neil Genzlinger

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.

Eclipse
Great 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 useful
June 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

Rampaging hormones and overwrought teen yearning but the third Twilight movie is a wellconstructed revenge plot thriller
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 crossspecies 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: Eclipse


director 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 teenoriented 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

The convoluted preparation for carnal union Kristen Stewart and Robert Pattinson in The Twilight Saga: Eclipse

Available at: < http://www.guardian.co.uk/culture/2010/jul/02/twilight-saga-eclipse-film-review/print > Access: Jul.27, 2011.

GLOSSARY

Shtick a particular behaviour CGI-laden ABBREVIATION FOR computer-generated imagery Tent 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 studios flops. Ensnaring to catch control of something or someone Foe an enemy Shenanigans - secret or dishonest activities, usually of a complicated and humorous or interesting type Tad - a little, slightly Overwrought in a state of being upset, nervous and worried Hunks - a large thick piece, especially of food Sassy - rude and showing no respect gal-pals Gals= girls Pals= friends squabble - argument To detract from sth to make something seem less valuable or less deserving of admiration than it really is or was thought to be Sulky Disapproving; when someone refuses to smile or be pleasant because they are angry about something

MOVIE REVIEWS Componente curricular: Lngua Inglesa Ano/Srie: 2 srie EM Tempo estimado: 2 aulas (preparao e produo das resenhas), 1 aula (reescrita e apresentao) Material necessrio: computador, projetor, cpia das atividades para os alunos, resenhas de filmes em ingls. Objetivos

Distinguir dentro do gnero resenha crtica de filmes as formas verbais utilizadas e o tempo em que as
aes ocorrem.

Reconhecer o vocabulrio especfico para o gnero trabalhado Compreender o uso dos modais expressando conselhos e sugestes
Analisar a finalidade do gnero resenha e identificar os elementos de sua estrutura. Comentar de modo crtico o tema abordado, apresentando suporte para argumentos e vocabulrio referente a sentimentos e adjetivos. Contedos Oralidade

Pontos de vista
Leitura

Interpretao de textos
Produo de textos

Relao tema com experincias pessoais


Conhecimentos Lingusticos

Modals (can, could, should, have to, must)


Desenvolvimento Aula 1

Inicie a aula levantando com os alunos hipteses sobre como eles selecionam os filmes que assistem no
cinema, DVD, ou TV. Faa um brainstorming e mantenha um registro das anotaes no quadro. Quando voc quer assistir a um filme na TV, DVD ou mesmo ir ao cinema, quais so os critrios que voc leva em considerao: A indicao de algum amigo? O trailer? A crtica? Voc j leu uma resenha de filmes, livros, CDs, peas de teatro, musicais? Em quais meios de comunicao as resenhas so publicadas?

Apresente alguns exemplos de resenhas de filmes (se desejar, utilize os exemplos do Anexo 1) e
explique que elas geralmente so encontradas na seo de cultura de jornais, revistas, sites e que a funo delas 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 comentrios sobre o filme
Twilight: Eclipse (Anexo 2) Pea para os alunos lerem os textos e discutirem sobre as informaes do filme primeiro no grupo e em seguida, proponha um breve debate sobre as resenhas. Proponha algumas questes para os alunos discutirem nos grupos: Qual o assunto dos textos? Por que eles se relacionam? Os textos descrevem uma situao? Qual? Que tipo de opinio eles fornecem? Elas so positivas ou negativas? Quais so as expresses que indicam o que os autores desses textos querem dizer?

Pea para os alunos destacarem no texto:


os adjetivos usados para descrever as opinies dos autores as sentenas que utilizam os modal verbs e explicar por qual motivo eles esto sendo utilizados.

Para a aula seguinte, solicite que cada grupo de alunos selecione um filme (de preferncia que todos j tenham assistido) e traga informaes, imagens, etc. (em ingls) 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 informaes.

Informe aos alunos que o material ser utilizado como fonte de consulta na aula seguinte para a produo de uma resenha coletiva em ingls. Aula 2 Organize os alunos nos grupos e pea para que cada um deles apresente brevemente o filme com o qual ir trabalhar. Liste todos os ttulos de filmes (em ingls) e mantenha o registro no quadro para que os outros grupos saibam com quais filmes os colegas esto trabalhando. Para produzir as resenhas, proponha que cada grupo procure convencer os outros grupos a assistirem ou no o filme escolhido. Indique as resenhas trabalhadas na aula anterior como guia para a produo das resenhas. Lembre-os de que 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 produo e esclarecendo eventuais dvidas.

Com as resenhas prontas, corrija-as e d sugestes aos grupos para a reescrita a fim de melhorar a
produo antes da apresentao final das resenhas. Aula 3 Trabalhe a reescrita e adequao das resenhas na primeira parte da aula. Na sequncia, solicite que os grupos apresentem suas resenhas. Para finalizar a atividade, exponha as resenhas no mural da classe.

Avaliao importante verificar se as resenhas sobre os filmes contm tambm informaes sobre a obra e no somente opinies. Observe se as expresses utilizadas esto coerentes com o gnero resenha e se o vocabulrio empregado adequado.

Indicaes

http://www.rottentomatoes.com/: este site traz informaes sobre filmes que esto em cartaz nos cinemas
americanos e tambm DVDs.

http://www.guardian.co.uk/film : site ingls com informaes sobre artistas, filmes, etc. http://movies.nytimes.com/pages/movies/index.html : resenhas, novidades sobre filmes, traillers.

Atividade para os Alunos WHAT SHOULD I DO? Componente curricular: Lngua Inglesa

Ano/Srie: 2 srie EM Objetivos

Compreender o uso dos modais expressando conselhos e sugestes


Comentar de modo crtico o tema abordado, apresentando suporte para argumentos e vocabulrio referente a sentimentos e adjetivos. Contedos Leitura

Interpretao de textos Localizao de informaes


Produo de textos

Relao do tema/texto com experincias pessoais


Conhecimentos Lingusticos

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 cant respect her, he spends 4 hours at the pub while shes 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 partners 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. 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 hell develop a liver disease. c. You mustnt keep disrespecting me! prohibition possibility obligation request b. I forgot to bring a towel to the bathroom. Can you get me one, please? d. He should help her by paying the rent. advice e. She may be facing some intimacy problems with her husband. f. I think she should go to the doctor. g. Can I give you some hints? h. I cant cope with that behavior. advice ability request

Dear Anne, Dear Anne, IIlove my partner dearly but IIcan't cope with his aversion to soap and water and love my partner dearly but can't cope with his aversion to soap and water and clean clothing. He wasn't like this when IIfirst knew him. He lives in my house clean clothing. He wasn't like this when first knew him. He lives in my house and helps with the bills but IIhate him being in my bed because quite frankly, he and helps with the bills but 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 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. IIdon't want to ask dropping hints and also just being direct but nothing works. don't want to ask him to leave but IIwill have to if he can't respect me enough to spend 5 minutes a him to leave but 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 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, I'm at work. Any suggestions? Many thanks, PM PM Dear PM, Dear PM, It's hard living with anyone whose personal hygiene isn't good enough. It's not It's hard living with anyone whose personal hygiene isn't good enough. It's not only offensive to the nose, ititcan be a health hazard and ititcan certainly spell only offensive to the nose, can be a health hazard and can certainly spell death to intimacy. death to intimacy.
Anne Agony Aunt

You've tried to tackle this without a positive response from your partner. You 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 IIdon't want to be might try assertiveness once more: "I love you but right now don't want to be close to you because you smell unpleasant. Please will you have a good wash 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. 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 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 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 between the two of you, you can come up with a solution. This problem-solving approach could be viewed as supportive. approach could be viewed as supportive.

You could suggest having a shower together. You could tell him on any given 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 IIdon't want to night, "I'd love to sleep with you on another occasion but right now don't want to because you smell dirty. Will you sleep in the spare room/on the sofa tonight ifif because you smell dirty. Will you sleep in the spare room/on the sofa tonight you won't have a good wash?" And stick to your guns, politely but firmly. you won't have a good wash?" And stick to your guns, politely but firmly.

> Access: Jul.27,2011

Inglesa WHAT SHOULD I DO? He doesn't wash! -- Agony Aunt He doesn't wash! Agony Aunt

Available at: < http://www.talktalk.co.uk/lifestyle/agonyaunt/ask-anne/he-doesnt-wash/1903 > Access: Jul. 28, 2011.

If at the end of a week of these tactics he still hasn't addressed the issue 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 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, time to spend hours in the pub could indicate someone with an alcohol problem, in which case ififhe's unwilling to sort it out, recognize that that's not about you in which case 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 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 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. someone who has a drink problem, or you could kick him into touch. Good luck. Good luck. Anne Anne

1. Take a quick look at the text. Whats 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 PMs 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 partners 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. ability advice possibility obligation prohibition request permission

a. He must stop drinking or hell 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 cant cope with that behavior. 7. You read the reply answer that Anne, Agony Aunt wrote to PM. Now its your turn. Leave a comment in the box
Born Mark Elliot Zuckerberg May 14, 1984 (age 27) White Plains, New York, U.S. 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) Awards Time Person of the Year 2010 Relatives Edward (father), Karen (mother), Randi, Donna and Arielle (sisters) Website Facebook.com/MarkZuckerberg Occupation CEO/President of Facebook (24% shareholder in 2010)

below,

expressing

your

opinion about PMs problem and the advice given by Anne.

LOOKING AT

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 Magazines Person of the Year for 2010.

LIFESTORIES: BIOGRAPHY MARK ZUCKERBERG

1. Read the information about Mark Zuckerberg.

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 fathers 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 Adapted from: http://www.famouspeoplelessons.com/m/mark_zuckerberg.html processor / predecessor, that let students see / select the colleges best looking people from a http://en.wikipedia.org/wiki/Mark_Zuckerberg selection of photos. He launched / lunched Facebook from his Harvard room in February 2004. It
Zuckerberg at South by Southwest in 2008.

2. Now listen to Mark Zuckerbergs that would join circle the correct billion / thousand people was the start of a rollercoaster ride biography and / connect half a word.
worldwide and make him the worlds youngest billionaire. Mark Zuckerberg is now one of the most influence / influential people on the planet. He has dined

Glossary
TO EXCEL -/ksel/ to be extremely good at something PRIZE /praz/ Something 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 work Fencing Imagem Disponvel em: FENCING /fent.s/ http://en.wikipedia.org/wiki/File:Fencing_(P The sport of fighting with long thin swords SKILLED /skld/ Having the abilities needed to do an activity or job well ROLLERCOASTER A situation which changes from one extreme to another, or in which a person's feelings change from one extreme to another WORLDWIDE /wldwad/ Existing or happening in all parts of the world TO DINE /dan/ to eat the main meal of the day, usually in the evening SUMMITS (MEETING) /sm.t/ An important formal meeting between leaders of governments from two or more countries PLEDGE /pled/ 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 promise WEALTH (MONEY) /wel/ A large amount of money or valuable possessions that someone has CHARITY - (GIVING) /tr..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 worlds youngest billionaire. [ ] Students could select the photos of schools best looking people using Facemash, the Facebook predecessor. [ ] He became Time Magazines 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.

4. Think about Mark Zuckerbergs 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 2. star 3. invention 4. excelled 5. skilled 6. interest 7. select 8. launched 9. connect 10. influential 11. regularly 12. donate [ ] talented [ ] top [ ] maker [ ] creation [ ] shone [ ] link [ ] frequently [ ] choose [ ] give [ ] started [ ] important [ ] 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 worlds 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. Im powerless to help her. Theres nothing _____________________________________ 3. I listen to everything _______________________________________________ 4. I dont trust people ___________________________________________________ 5. Ill never forget the food ________________________________________________ 6. Everything __________________________________________________ is true. 7. He told me about a fantastic hotel _______________________________________ 8. I didnt like the book ______________________________________________________________ 9. Ill always remember the day ____________________________________________________ 10. He didnt 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 Componente curricular: Lngua Inglesa Ano/Srie: 2 srie EM Tempo estimado: 2 aulas Material necessrio: cpias da atividade para os alunos; aparelho de som e CD com o udio do texto;

Objetivos.

Distinguir as formas verbais utilizadas, o tempo em que as aes ocorrem, ocorreram ou ocorrero
(presente, passado e futuro)

Compreender o uso dos relativos referindo-se a termos previamente citados


Contedos Leitura

Interpretao de textos Localizao de Informaes


Conhecimentos Lingusticos

Relative clauses: Who, which, that, whose


Desenvolvimento Aula 1

Inicie a aula ativando o conhecimento prvio dos alunos sobre o assunto do texto.
Que tipo de informaes encontramos em uma biografia? Vocs j ouviram falar em Mark Zuckerberg? Conhecem ou fazem parte de alguma rede social?

Ao questionar sobre Mark Zuckerberg, mostre aos alunos sua foto ampliada. (Disponvel nos Anexos). Distribua cpias do worksheet para os alunos e explore as informaes da tabela. Sugestes de
perguntas: Where were he born?

Where does he live?


Born Mark Elliot Zuckerberg May 14, 1984 (age 27) White Plains, New York, U.S. Residence Palo Alto, California Ethnicity Jewish Alma mater Harvard College (dropped out in 2004) Awards Time Person of the Year 2010 Occupation CEO/President of Facebook (24% shareholder in 2010) Known for Co-founding Facebook in 2004; becoming world's youngest billionaire as of 2008 Net worth $13.5 billion (2011) according to Forbes Magazine Relatives Edward (father), Karen (mother), Randi, Donna and Arielle (sisters) Website Facebook.com/MarkZuckerberg

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?

Pea 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 pargrafo.

Trabalhe com as palavras-chave em cada pargrafo. Explore o vocabulrio do glossrio e acrescente outras palavras se achar necessrio. Reproduza o udio do texto e pea aos alunos acompanharem a leitura. Reproduza o udio novamente pedindo para os alunos circularem a resposta de acordo com o que
ouvirem.

Se for necessrio, reproduza o udio uma terceira vez para checar as respostas. Agrupe os alunos em duplas e pea que realizem o exerccio 03. Os alunos devero colocar as
informaes em ordem de acordo com o que leram no texto sobre Mark Zuckerberg.

Confira as respostas dos alunos e pea para eles criarem uma linha do tempo representando os fatos
mais importantes na vida de Zuckerberg.

Discuta com os alunos quais informaes o texto traz sobre o passado de Zuckerberg. Solicite que os
alunos grifem com uma caneta colorida as frases que caracterizam fatos que j ocorreram na vida de Zuckerberg. Faa o mesmo com fatos que representam o presente pedindo aos alunos que utilizem uma cor diferente. Baseando-se nos fatos mostrados no texto, informaes da internet ou de conhecimento

dos alunos, discuta sobre fatos que podero acontecer na vida de Zuckerberg.

Para realizar o exerccio 04, agrupe os alunos em quartetos e eles devero completar a tabela com
eventos sobre a vida de Mark Zuckerberg de acordo com as discusses levantadas previamente.

Dica: Visite os sites abaixo para outras informaes 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/

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 informao extra sobre um substantivo.
Ele pode referir-se ao sujeito ou ao objeto da orao.

Se desejar, utilize a apresentao em .PPT para ilustrar a explicao. Aproveite o exerccio ao final da
explicao para reforar o uso dos pronomes relativos em relative clauses.

Retome os exerccios do worksheet e trabalhe com os sinnimos. (Exerccio 05). Aproveite para fazer
referncia s palavras-chave que os alunos circularam no texto na aula anterior.

Para realizar o exerccio seguinte, pea que os alunos localizem e grifem no texto exemplos de frases
que utilizam relative pronouns. Em seguida os alunos devero escolher um exemplo e reescrev-lo transformando-o em duas frases (sem a utilizao do relative pronoun).

Organize os alunos em duplas e solicite que eles agrupem as frases do exerccio 07 usando o relative
pronoun adequado. Homework

Indique o exerccio 08 como lio de casa. Os alunos devero completar as frases usando relative
pronouns.

Avaliao Todas as atividades podem ser utilizadas para avaliao da aprendizagem dos alunos, entretanto, nem todas elas podem ser usadas para atribuio de notas. Neste sentido, recomenda-se observar apenas o desempenho dos alunos durante realizao dos exerccios e sua participao ao longo dos debates em sala de aula. Indicaes

O filme A Rede Social (The Social Network, 2010) retrata a histria 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 exerccios sobre Relative Clauses acesse os sites: http://www.ego4u.com/ http://www.englishpage.com/grammar/

Anexos

Mark Zuckerberg
Imagem disponvel no site < http://en.wikipedia.org/wiki/Mark_Zuckerberg > Acesso em 16/05/2011

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 Magazines 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. GABARITO: 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 fathers dental surgery. He also 2.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 colleges 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 worlds youngest billionaire. Mark Zuckerberg is now one of the most influential people on the planet. He has dined

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 worlds youngest billionaire. [ 6 ] Students could select the photos of schools best looking people using Facemash, the Facebook predecessor. [ 11 ] He became Time Magazines 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. 2. 3. 4. 5. 6. 7. creator star invention excelled skilled interest select [ 5 ] talented [ 2 ] top [ 1 ] maker [3 ] creation [4 ] shone [ 9 ] link [ 11 ] frequently

8. launched 9. connect 10. influential 11. regularly 12. donate 6.

[ [ [ [ [

7 ] choose 12] give 8 ] started 10 ] important ] attention

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 worlds youngest billionaire. 5. Zuckerberg signed a promise called Giving Pledge, in which he promised to donate at least half of his lifetime wealth.

8. (Sugestes de resposta) 1. Jack is the only person who could help her. 2. Im powerless to help her. Theres nothing that I can do. 3. I listen to everything which was important. 4. I dont trust people who mistreat animals. 5. Ill 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 didnt like the book which I got for birthday 9. Ill always remember the day in which he asked me out. 10. He didnt 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. Questes para Avaliao RELATIVE CLAUSES Componente curricular: Lngua Inglesa Ano/Srie: 2 srie Em

Contedos

Relative Clauses: who, which, that, whose


Questes 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) Im powerless to help her. Theres nothing

c) I listen to everything d) I dont trust people

e) Ill never forget the food

f) Everything

is true.

Critrios de correo 1. Verifique se o aluno capaz de relacionar o pronome relativo adequado com a ideia principal de cada orao. Atribua uma pontuao para cada item e incentive os alunos a justificarem as respostas. 2. Considere o uso correto dos pronomes relativos e os conhecimentos lingusticos utilizados ao completar as frases.

3 ano

Questes para Avaliao Componente curricular: Lngua Inglesa Ano/Srie: 3 srie EM Contedos

Interpretao de textos Localizao de informaes Modal Verbs


Questes Leia o texto a seguir. 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 is rarely uttered in Washington 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. []
Disponvel em: <http://www.sustainabilitank.info/2007/11/we-canstop-global-warming-by-implementing-new-technologies-to-avert-apotentially-disastrous-future-says-independent-us-senator-berniesanders/ > Acesso em 16 Jun.2011

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 informaes do texto, o aquecimento global um fato muito pior do que as primeiras projees previram. a. Quais evidncias justificam a preocupao com o aquecimento global?

b. Com quais aes as pessoas podem contribuir para a combater o aquecimento global?

3. Os Modal Verbs expressam funes diferentes. Observe as frases a seguir e indique a que funo as palavras em bold correspondem. ABILITY ADVICE POSSIBILITY OBLIGATION PROHIBITION PERMISSION REQUEST

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 mustnt allow overfishing. g. Can I reuse these plastic bottles?

Critrios de correo 1. O aluno capaz de interpretar e identificar informaes especficas no texto. I) d II) e III) c 2. a. O aluno capaz de compreender as ideias gerais e identificar informaes especficas no texto. Secas, enchentes, mudanas climticas severas, escassez de gua potvel e terras produtveis, conflitos decorrentes da diminuio dos recursos naturais. b. Resposta pessoal. esperado que o aluno mencione aes como: plantar mais rvores, usar transporte coletivo, ir ao trabalho/escola de bicicleta, reciclar garrafas de vidro, jornais e revistas, separar o lixo reciclvel do lixo orgnico, etc. 3. O aluno capaz de identificar a funo dos modal verbs.

a. Request b. Ability c. Advice d. Obligation e. Possibility f. Prohibition g. Permission

Atividade para os Alunos Componente curricular: Lngua Inglesa Ano/Srie: 3 srie EM Objetivos

Identificar elementos da estrutura composicional do gnero entrevista. Articular as diferenas e semelhanas entre a lngua oral e escrita. Reconhecer o tempo e o espao em que ocorrem as aes, empregando os tempos verbais
adequadamente

Contedos Leitura

Reconhecimento da ideia geral de um texto Localizao de informaes


Conhecimentos Lingusticos

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 didnt 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.

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, hes now set to capture the nations 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 womans kids, finding love and plenty of laughs along the way.

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: Arent mannys becoming quite cool? Really. I think it just depends whats best for the kids, and ATIVIDADE DE INGLS whether theyre in a safe and happy environment. 1. This is anthink having a male nanny could be Justin Bartha to the magazine Marie Claire. Read the But yeah, I interview with the Hollywood actor a great thing. interview and then answer the questions. Marie Claire: Are you good with kids? Justin: Im ok with them, I think! I dont have any of my own though... Marie Claire: Arams only 24. Why does he like being a nanny so much? Justin: Hes quite an old 24. Hes not the same as other guys his age he doesnt like going out and getting drunk, or having meaningless friendships He doesnt do a lot of the things other 24-year-olds do. Hes just a bit lost. Marie Claire: Do you think he relates to the kids so well because hes only young? Justin: Yeah - hes more on their level. But hes 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. Shes such a brilliant actress - beautiful and smart. And so much funnier than Id realized. Really, really funny. Shes 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 havent done so far. Well, not in a serious way. But I wouldnt necessarily rule it out - just look at Catherine, shes gorgeous! In the film, age is just a number. For Sandy and Aram its about love and emotion, and just connecting with someone. Its about how they feel, their state of mind. Marie Claire: Catherines character Sandy is very strong and independent. Are you happy for women to wear the trousers in a relationship? Justin: Yes, definitely. Sandys great, as she knows her own mind, and she isnt afraid to start over. She

Available at: <www. marieclaire.co.uk > Access: Jul. 12, 2011

Theres 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; were going to be making another film soon. Marie Claire: I cant think how youre going to top the first one... Justin: Oh trust me, we will. This ones going to be even bigger and even crazier than the first. Its going to be good. Marie Claire: And what are you up to at the I.moment? to the interview, it is possible to say that: According Justin: doesnt think that his character Lend Me nanny could be a good thing in real life. a. Justin Im in a play in New York calledas a male a Tenor. Its exhausting work, but so refreshing to go b. He believes that his Im off thefilm thewas a problem to build up the character. back to theatre. Then age in to movie second c. After this movie he will back to the theater in a play called Hangover. Hangover, and after that who knows! d. His character in the movie doesnt 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 http://www.marieclaire.co.uk/celebrity/interviews/492748/justin-bartha-interview.html friendships.
> Access: Jul. 12, 2011. Available at <

II. Justin Bartha talks about how it was to work with the actress Catherine Zeta-Jones. Choose the alternative that does not apply to Catherines 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, Catherines 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 its 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 doesnt like going out and getting drunk. c. And she is so much funnier than Id realized.

d. Were going to be making another film soon. e. Im 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.