Manual do Professor de Inglês - Inglês (2025)

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Carla RichterJulia LarréENSINO MÉDIOObra Didática Específi ca de Língua InglesaÁrea de Linguagens e suas TecnologiasVOLUME ÚNICO MANUAL DO PROFESSORJulia LarréCarla RichterVOLUME ÚNICOObra Didática Específi ca de Língua Inglesa – Área de Linguagens e suas TecnologiasENSINO MÉDIOCarla RichterCarla RichterCarla RichterJulia LarrMANUAL DOPROFESSORMATERIAL DE DIVULGAÇÃO −VERSÃO SUBMETIDA À AVALIAÇÃOCÓDIGO DA COLEÇÃO:0140P21093CÓDIGO DA OBRA:0140P21093130CAPA_TakeAction_Ing_ATICA_PNLD21_MP.indd All PagesCAPA_TakeAction_Ing_ATICA_PNLD21_MP.indd All Pages 4/13/21 5:45 PM4/13/21 5:45 PMCarla RichterLicenciada e mestra em Letras pela Universidade Federal de Pernambuco (UFPE) Professora de língua inglesa do Instituto Federal de Educação, Ciência e Tecnologia da Paraíba (IFPB)Julia LarréDoutora em Letras pela Universidade Federal de Pernambuco (UFPE)Professora adjunta de língua inglesa da Universidade Federal Rural de Pernambuco (UFRPE)Obra Didática Específica de Língua InglesaÁrea de Linguagens e suas TecnologiasENSINO MÉDIO – VOLUME ÚNICOManual do Professor1a edição, São Paulo, 2020FRONTS_TakeAction_Ing_ATICA_PNLD21_MP.indd 2FRONTS_TakeAction_Ing_ATICA_PNLD21_MP.indd 2 9/17/20 5:15 PM9/17/20 5:15 PM2Presidência: Paulo SerinoDireção editorial: Lauri CericatoGestão de projeto editorial: Heloisa PimentelGestão de área: Alice Ribeiro SilvestreCoordenação de área: Renato MalkovEdição: Milena de Souza RochaPlanejamento e controle de produção: Vilma Rossi e Camila CunhaRevisão: Rosângela Muricy (coord.), Ana Paula C. Malfa, Heloísa Schiavo, Luís M. Boa Nova, Patricia Cordeiro e Paula T. de JesusArte: Claudio Faustino (ger.), Erika Tieme Yamauchi (coord.), Mariana Pinheiro Munhato (diagramação e edição de arte), Aga Estúdio (Manual do Professor)Iconografia e tratamento de imagens: Roberto Silva (coord.), Cristina Akisino (pesquisa iconográfica), Cesar Wolf (tratamento de imagens)Licenciamento de conteúdos de terceiros: Fernanda Carvalho (coord.), Erika Ramires e Márcio Henrique (analistas adm.)Cartografia: Mouses SagioratoDesign: Tatiane Porusselli (proj. gráfico e capa), Luis Vassallo (proj. gráfico Manual do Professor)Todos os direitos reservados por Editora Ática S.A.Avenida Paulista, 901, 4o andarJardins – São Paulo – SP – CEP 01310-200Tel.: 4003-3061www.edocente.com.bratendimento@aticascipione.com.brDados Internacionais de Catalogação na Publicação (CIP) Angélica Ilacqua - CRB-8/70572020Código da obra CL 713849CAE 729741 (AL) / 729742 (PR)1a edição1a impressãoDe acordo com a BNCC.Envidamos nossos melhores esforços para localizar e indicar adequadamente os créditos dos textos e imagens presentes nesta obra didática. Colocamo-nos à disposição para avaliação de eventuais irregularidades ou omissões de créditos e consequente correção nas próximas edições. As imagens e os textos constantes nesta obra que, eventualmente, reproduzam algum tipo de material de publicidade ou propaganda, ou a ele façam alusão, são aplicados para �ns didáticos e não representam recomendação ou incentivo ao consumo.Impressão e acabamentoVU_INGLES_Julia_g21At_002_CREDITO_LA.indd 2VU_INGLES_Julia_g21At_002_CREDITO_LA.indd 2 9/26/20 6:10 PM9/26/20 6:10 PMCARO ESTUDANTE,Este livro foi escrito para você, jovem estudante de línguas hiperconectado às tecnologias digitais e comprometido com um conhecimento interdisciplinar que ultrapassa os muros da escola. O objetivo do volume é facilitar o aprendizado da língua inglesa, levando em consideração seu caráter multicultural, de vários sotaques e sem fronteiras. A língua que vai estudar é o inglês da internet, da música, das revistas, do mundo científico, do rap, da grafitagem, do slam, dos clássicos de Shakespeare e Dickens, de Chimamanda Adichie, Nadime Gordimer, J. M. Coetzee… É o inglês da vida, mundializado, de falantes que (re)criam suas próprias variações a partir do seu contexto sócio-histórico-cultural. Como autoras e professoras de língua inglesa, queremos que você tenha acesso a uma educação linguística de excelência. Para isso, pensamos em um livro jovem e atual, que apresente a você este inglês desterritorializado, que faça sentido em seu cotidiano e contribua da melhor forma para seu aprendizado. Ao longo das Unidades, você vai desenvolver habilidades da língua de forma integrada, praticando a fala, a escrita, a leitura e a compreensão auditiva, sempre que possível dentro e fora de sala de aula. Você vai perceber que a gramática de uma língua é muito mais do que um apanhado de regras, mas um sistema em uso, que está sempre se reconstruindo. Trata-se de um fenômeno histórico, político e sociocultural que permite interação, diálogo e é capaz de nos oferecer infinitas possibilidades de nos comunicarmos com o outro. Além disso, com as propostas deste livro, você terá oportunidades de utilizar a língua inglesa para se expressar em situações diversas, participar de investigações, atuar na sociedade e desenvolver pensamento crítico sobre temáticas relevantes e atuais em seu contexto histórico-cultural, de modo a se tornar cada vez mais um jovem autônomo e protagonista. Pense no aprendizado de inglês como uma viagem que pode levá-lo longe e abrir-lhe os olhos para o mundo de muitas formas diferentes. Essa viagem vai exigir de você preparo, dedicação e estudo. Então, leve-os sempre na bagagem. Durante o trajeto, lembre-se de quem você é. Lembre-se de suas origens, de suas raízes como falante de língua portuguesa. Carregue junto de você seu sotaque, seu modo de ser, de falar. Voe alto, navegue por mares nunca antes navegados, mas mantenha os pés no chão, e não apague a sua identidade cultural. Domine a língua, mas não seja dominado por ela.Desejamos que essa sua viagem linguístico-cultural com a língua inglesa seja um encontro feliz, que lhe abra muitas portas no futuro. Portas para uma sociedade plural, diversa, democrática, mais justa e com menos diferenças sociais. Boa viagem!AS AUTORAS.3VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 3VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 3 9/26/20 6:18 PM9/26/20 6:18 PM1Technology and EducationLEARNING PATHA BNCC NESTA UNIDADENesta Unidade, você vai:• ler um infográfico sobre tecnologia e educação;• reconhecer e utilizar vocabulário relacionado ao tema da unidade;• ouvir sobre recentes mudanças na educação;• fazer uma pesquisa sobre digital literacy em sites confiáveis; • conhecer e utilizar as formas do Present Continuous;• preencher um formulário para inscrição em um curso on-line;• fazer uma introdução pessoal em um curso on-line.Competências gerais: 1 e 5Competências específicas de Linguagens e suas Tecnologias para o Ensino Médio: 1, 2, 3, 4 e 7Temas contemporâneos transversais: Vida familiar e social, Ciência e tecnologiaAs habilidades estão listadas no início de cada seção.EM13LGG403 EM13LGG702Work in pairs. Observe the picture and read the following questions. Then share your ideas with a classmate.a) What do you see in the picture?b) Do you use technology for educational purposes? Why (not)?c) What do you think a regular classroom will be like in 10 years?Lead-in izusek/E+/Getty Images14 15Conheça a organização do seu livro, desenvolvido para acompanhá-lo ao longo dos três anos letivos que compõem o Ensino Médio.ABERTURA DE UNIDADE As duas páginas de abertura introduzem a temática e apresentam os objetivos a serem desenvolvidos na Unidade.Lead-inContém questões que estimulam reflexões iniciais sobre os temas da Unidade, por meio da observação da imagem de abertura e da discussão com os colegas.Read OnNesta seção, você explora textos de gêneros diversos em língua inglesa,de modo a desenvolver a habilidade de leitura e o pensamento crítico a respeito de suas temáticas.Going FurtherApresenta novo texto relacionado ao tema da Unidade e tem por objetivo expandir a discussão iniciada em Read on e o trabalho com interpretação textual.READ ON Pre-reading1 In which situations do you use English? Choose the options that apply to you and write them in your notebook. You can write other options in your notebook too.• When I read blogs or websites I like.• When I follow posts from an artist I admire.• When I read video games instructions.• When I listen to songs I appreciate.• When I write comments on social media.• When I watch subtitled TV series.2 You will read part of a blog post written by Odette Spiteri, an English student in Malta. Read the title of the text. What situations from activity 1 do you think she mentions in her post? ReadingEM13LGG102EM13LGG202EM13LGG302EM13LGG403Netfalls Remy Musser/Shutterstockhttps://www.universitylanguageschool.com/student-blog-why-is-it-important-to-speak-english/Banco de imagens/Arquivo da editoraWhy English is important to me? / What learning means to me?Learning, for me, is an opportunity to use what I’ve learned, and, to broaden my horizons and to improve the best version of myself. Learning, helps me discover my hidden talents, and helps me to overcome the fear and obstacles. I feel that the more I know, the more I am capable of accomplishing what I want, without fear of others’ judgment. Learning is life, and life is learning.[...]Apart from my self-esteem, learning English will open more opportunities. However, the English Language plays an important role in our life. It is understood by many people around the world, since it is the most spoken language. It is essential in our education. Big companies hireprofessional staff, soon after making sure that the people they are employing are good in English.The English Language helps us to communicate with nearly all the people around the world, even through the internet. After all, no man, or woman is an island.SPITERI, Odette. Why English is important to me? / What learning means to me? Malta University Language School. Available at: https://www.universitylanguageschool.com/student-blog-why-is-it-important-to-speak-english/. Accessed on: May 26, 2020. 3 Read the blog post. Which are Odette’s reasons for learning English? In your notebook, copy the correct options.80GOING FURTHERPre-reading1 How important is touch and physical contact with other people for you? 2 During the coronavirus pandemic, one of the effective measures to stop the spread of the virus was social distancing. What was social distancing like for you?3 Read the title of the text, observe the picture and read its subtitle. Then discuss with your classmates: What is the meaning of “skin hunger”?Reading4 Read the text and confirm the meaning of skin hunger. Write it in your notebook.COVID-19: The latest from The WorldHuman touch is essential. How are people coping with ‘skin hunger’?The WorldMonday, May 4, 2020 – 3:45pmBy Orla Barry[...]Amanda Whitlock, 39, a photo editor in Chicago, describes herself as a natural introvert. She lives on her own, with her cat Mr. B, and a newly adopted kitten and says she’s usually very content in her own company. Whitlock went into a self-imposed lockdown in early March and hasn’t had any physical contact with another person since. She says it’s all starting to get to her.[...]There’s a good reason why Whitlock’s anxiety is on the rise.Studiesshow physical contact with other people reduces feelings of stress. British evolutionary psychologist and professor Robin Dunbar says it can all be traced back to our monkey ancestry. Grooming each other’s fur is how apes build friendships. Humans have substituted that grooming with stroking and cuddling, he says and that act of physical touch has a profound effect on our health.[...]“I think that if I didn’t have my pets – they’re my family. If I didn’t have them, I would definitely be climbing the walls right now for some human contact.”https://www.pri.org/stories/2020-05-04/human-touch-essential-how-are-people-coping-skin-hunger?ampBanco de imagens/Arquivo da editoraYves Herman/Reuters/FotoarenaEM13LGG202EM13LGG104HUMAN Touch is Essential. How Are People Coping with Skin Hunger. The World. Available at: https://www.pri.org/stories/2020-05-04/human-touch-essential-how-are-people-coping-skin-hunger?amp. Accessed on: Aug. 13, 2020.Henri de Chassey, wearing a protective face mask, kisses his partner Margaux Rebois – who is returning to Paris on a Thalys high-speed train after spending two months in Brussels – at Midi/Zuid station on the �rst day of the easing of lockdown measures during the outbreak of the coronavirus disease (COVID-19), in Brussels, Belgium, May 4, 2020.229CONHEÇA SEU LIVRO4VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 4VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 4 9/26/20 6:18 PM9/26/20 6:18 PMVocabularyApresenta vocabulário relacionado aos textos e/ou à temática da Unidade, propiciando a prática e a expansão de conhecimentos lexicais.Pronunciation BoxBoxe com dicas de pronúncia em língua inglesa.Listen Up!Nesta seção, você é apresentado a textos orais diversos, com o intuito de aprimorar sua compreensão oral e analisar as temáticas a partir de outras perspectivas.LISTEN UP!Pre-listening1 Do you think that it is important to call people according towhat they want to be called? Justify your answer.2 You are going to listen to an informational video talkingabout pronouns. What do you expect to hear? Write your prediction in your notebook.A It talks about how people use pronouns and the impact of using the correct pronoun to refer to a person.B It is about the history of pronouns, including how they came to be and why we use them.Listening3 Listen to the audio from the Australian foundation Minus 18and check if your prediction from activity 2 was right.No. 164 Listen to the audio again.Which sentence can describe misgendering? Write the correct answer in your notebook.A Misgendering is calling a person with honorifics (Mr., Mrs., Miss, Ms.) to show respect.B It is a voluntary/involuntary action of calling someone by the wrong pronoun.No. 16EM13LGG103EM13LGG203 EM13LGG401EM13LGG302Jena Ardell/Getty ImagesReprodução/https://www.minus18.org.auReprodução/https://www.minus18.org.auMinus 18 is an Australian foundation that advocates for an Australia where all LGBTQIA+ young people are safe, empowered, and surrounded by people that support them.Frame from the video “What Are Pronouns?”, by Minus 18.1962 What option best describes the words you used to replace the parts in bold in activity 1? Write it in your notebook.A They replace a noun, so they are pronouns.B They describe a noun, so they are adjectives. 3 Look at the sentences you rewrote in activity 1. What other words in them have the same function you chose in activity 2?4 Create sentences using the words from activity 1 in your notebook. Then share them with a classmate.Vocabulary1 Look at the pictures and their captions. Then, in your notebook, rewrite the captions replacing the parts in bold with the words from the box.affordable – clean – decent – good – sustainable – ecologicalThis tiny house is not expensive at all. Eletric cars are durable and eco-friendly. In this beautiful river, the water is not dirty at all. This great attitude is socially acceptable. These old books are still satisfactory. Solar panels are green technology. Nancy Honey/Getty Imagesswissmediavision/E+/Getty ImagesTerry Vine/Getty ImagesJill Ferry Photography/Getty ImagesShutterstock / Kartinkin77Tony Anderson/Getty ImagesEM13LGG104A BC DE F171https://www.youtube.com/watch?v=6vT_7AX06UQ6 The following image is the opening scene for the music video for the song “United”. Read the message and then answer the questions in your notebook.A Do you think the text can convey the meaning of the song? Why (not)?B What is the meaning of the sentence “Our 7 billion hearts are united in song”?C In your opinion, is it possible that 7 billion people come together and make a difference in the world? Why (not)?Post-listening 7 Do you agree with the message of the song? What can you do to help achieve this goal? 8 Do you know of similar projects in your community that promote positive change through music or other art forms? Describe them to your classmates.PRONUNCIATION BOX Saber como os sons fluem juntos pode ajudá-lo a compreender falantes de inglês. Esta técnica é conhecida como linking sounds e é dividida em três padrões básicos:• consoantes com vogais: hold on > hol don / turn off > tur noff• consoantes com consoantes: good day > gooday / beautiful life > beautifulife• vogais com vogais: go on > gowon / the end > theyendEm outras palavras, na língua falada alguns sons podem se juntar juntos ou reorganizar, dando mais fluência ao discurso.Reprodução/https://www.youtube.com/watch?v=6vT_7AX06UQBanco de imagens/Arquivo da editora54LANGUAGE ANALYSIS1 Observe the following sentences from Going further. Then, in your notebook, choose the option that best corresponds to the sentences.[...] you can give them appropriate respect at the level that af�rms them.An act of politeness can literally change a person’s day. It can even change a person’s life.A All the sentences refer to a probability.B The sentences are related to possibilities. C All the sentences are related to abilities.D The sentences refer to hypothetical situations.2 What term is repeated in the sentences and indicates the connotation for the sentences above?3 You can replace this term by another one without harming the meaning of the sentences. In your notebook, choose the option that indicates which term is this.A Be able to B CouldC Have toD Would4 Using the term from activity 3, rewrite the sentences from activity 1 in your notebook.5 Now, read the box and give the requested examples in your notebook.LANGUAGE PLUSDe modo geral, o uso de determinadas palavras (neste caso, o verbo modal can) pode variar de acordo com o contexto. Preste sempre atenção à intencionalidade e ao contexto em que uma palavra está empregada.CAN FOR POSSIBILITIESCan is a modal verb. It is used to speak about the possibility of doing something.Example: It is also possible to use the negative form of can. It is made with can’t or cannot (can+not).Example:In the interrogative form, you use the modal verb in the beginning of the sentence.Example: EM13LGG40355Language AnalysisA seção parte da observação da língua inglesa utilizada em contextos reais, para que você compreenda o funcionamento dos tópicos gramaticais e possa empregá-los de forma apropriada.Language PlusApresenta dicas complementares de tópicos gramaticais da língua.5VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 5VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 5 9/26/20 6:18 PM9/26/20 6:18 PMSELF–ASSESSMENTNesta Unidade, conversamos sobre temas relacionados a uma sociedade inclusiva. Chegou o momento de refletir sobre seu aprendizado ao longo da Unidade. Vamos começar? 1 Como você avalia sua aprendizagem com relação aos tópicos a seguir? Enumere os itens de 1 a 3 de acordo com a legenda. Use o caderno.1 Ainda sinto dificuldade com esse assunto e não consegui realizar a maioria das atividades propostas.2 Aprendi o assunto, mas em algumas ocasiões senti dificuldade em realizar as atividades propostas.3 Aprendi o assunto e realizei a maioria das atividades propostas com facilidade.( ) Ler uma entrevista sobre questões relacionadas ao autismo e reconhecer as características desse gênero.( ) Reconhecer e utilizar vocabulário relacionado ao tema da Unidade.( ) Identificar e empregar Wh- questions no Simple Past e revisar os usos de Simple Presente Simple Past.( ) Pesquisar e discutir temas referentes à acessibilidade e à inclusão, além de apresentar propostas que possibilitem tornar a escola mais inclusiva.( ) Escrever uma entrevista em língua inglesa.( ) Gravar a introdução de um podcast sobre educação inclusiva.Practice the language in and outside the classroom.How can I become a lifelong learner?2 O que você mais gostou de aprender nesta Unidade? O que menos gostou?3 O que não aprendeu muito bem e precisa de estudo extra?• BONNELLO, C. Autistic Not Weird. Disponível em: www.autisticnotweird.com. Acesso em: 28 jul. 2020. O site contém informações e outros conteúdos interessantes sobre autismo.• BONNELLO, C. Underdogs. Londres: Unbound Digital, 2019. O livro conta a história de adolescentes com neurodiversidade que escapam de um ataque em sua escola de educação especial e são a única esperança para salvar o restante da sociedade. Também está disponível em formato de audiolivro.Reprodução/Editora Unbound Digital131Self-AssessmentAo final de cada Unidade, você terá espaço para refletir sobre seu aprendizado, de modo a ter maior consciência do que aprendeu e do que precisa de mais prática.Hot SpotContém referências para auxiliá-lo em seus estudos e expandir seus conhecimentos do que foi desenvolvido na Unidade, bem como referências culturais (livros, filmes, etc.).SPEAK YOUR MINDPre-speaking1 Let’s think of a whole new world for the future! Look at the pictures below and imagine a world without the global problems seen in Vocabulary. Describe it in your notebook.Gustavo Frazao /ShutterstockFoxys Forest Manufacture /ShutterstockWerner Lerooy/ShutterstockTyler Olson/ShutterstockVlad61/Shutterstock Wolfgang Kaehler/LightRocket/Getty ImagesEM13LGG204 EM13LGG403EM13LGG103 EM13LGG402145FOOD FOR THOUGHTFOOD FOR THOUGHT1 According to the podcast from Listen up!, nowadays there are still obstacles that limit students with disabilities. List some of these difficulties in your notebook. 2 What must your school have to be inclusive and to provide accessibility to its students? Discuss with your classmates.Bibliographic research• Read what official documents say about the right to education for people with disabilities:• Lei Brasileira de Inclusão da Pessoa com Deficiência (Estatuto da Pessoa com Deficiência). Available at: http://www.planalto.gov.br/ccivil_03/_ato2015-2018/2015/lei/l13146.htm. Accessed on: July 17, 2020.• Convenção Internacional sobre os Direitos das Pessoas com Deficiência, United Nations (UN). Available at: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/convention-on-the-rights-of-persons-with-disabilities-2.html (English version) or https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html (Portuguese version). Accessed on: July 17, 2020.• Think about what a school needs to be an inclusive school, according to the documents. Take notes in your notebook.Research3 Work in groups. You are going to do some research on what students with disabilities need to have access to school and adequate conditions to study.Follow the steps.• Choose one type of disability and think about the difficulties people with this condition have in your school. Arthimedes/ShutterstockShutterstock/MacrovectorEM13LGG703EM13LGG301EM13LGG704EM13LGG304EM13LGG305EM13LGG701125WRITE IT OUTPre-writing1 Look at the pictures, read the subtitles and posters, and answer the questions that follow in your notebook.IVIIIIIVIIVWomen march holding signs during protest in Abuja, Nigeria, on May 10, 2019.Brazilian Indigenous women march during Marcha das Mulheres Indígenas, in Brasília, in August, 2019.Women march holding signs during protest in Chicago, USA, on January 18, 2020.Women and girls march holding signs during protest in Pretoria, South Africa, on August 2, 2018.Women march holding signs during International Women’s March, in Brasília, on March 8, 2016.Women march holding signs during protest in New York City, USA, on January 20, 2018.Kola Sulaimon/AFPEunice Nomugwe/#TotalShutDownCourtesy of Syed Ullah/https://www.dailyherald.com/Joana Toro/Corbis/Getty Images Evaristo Sa/AFPReprodução/https://www.marchamundialdasmulheres.orgEM13LGG305EM13LGG301EM13LGG304EM13LGG204EM13LGG403218Food for ThoughtNesta seção, você é incentivado a fazer investigações e pesquisas, analisar dados, discutir conceitos e/ou problemas, buscar soluções e pensar criticamente sobre diversos assuntos relevantes na atualidade.Speak Your MindPropõe atividades de produção oral, em diferentes contextos, com o objetivo de estimular o desenvolvimento oral em língua inglesa, com base na discussão de temas abordados na Unidade.CONHEÇA SEU LIVROWrite It OutNesta seção, você é convidado a produzir textos de diferentes gêneros em língua inglesa, com base na compreensão de suas características e contextos de uso.6VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 6VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 6 9/26/20 6:19 PM9/26/20 6:19 PMAUDIO SCRIPTS Reúne todos os textos orais trabalhados na seção Listen Up! ao longo do livro. REFERÊNCIAS BIBLIOGRÁFICAS COMENTADAS Referências bibliográficas comentadas com sugestões de livros, sitese filmes para auxiliá-lo na aprendizagem do inglês e expandir seus conhecimentos culturais.AUDIO SCRIPTSUnit 1Part 1 No. 2We wanted to talk about 21st century education. We are living through an educational revolution. The pace of change is staggering. Schools, regions, entire countries are turning education on its head and redefining the experiences of students and of teachers. The impact is felt by millions of children and their families around the world. Let’s consider for a moment the world in which they live: a world with so much knowledge that is hard to grasp. People are creating 2000 new websites every hour. They are uploading 35hours of video every minute, and watching 2 billion YouTube videos every day. […]In response, education leaders are making big changes, building 21st century skills, using enabling technologies, and personalizing learning to engage students in diverse and creative ways. In South Korea, schools are switching to digital textbooks, so students can study anytime and anywhere, with online hours recognized as school attendance. In Denmark, students are using the internet while taking exams. They can access any site they like, even Facebook, as long as they don’t message each other or use e-mail. In the USA, ultrapersonalized learning approaches allow students to create their own individual schedules. [...]Learning can happen anywhere and everywhere.Part 2 No. 3[…]People are creating 2000 new websites every hour. They are uploading 35 hours of video every minute, and watching 2 billion YouTube videos every day. […]21st CENTURY Education. AITSL. Available at: https://www.youtube.com/watch?v=nA1Aqp0sPQo. Accessed on: Sep. 17, 2020.Unit 2Part 1 No. 4[...]But here’s a thing Sanjay, I’m not saying that you can’t post these things, I’m just saying that you need to understand how social media works. You want to put yourself at risk? Go ahead! Because there are already features built into these social media platforms to protect you. How about you change the privacy settings on your posts? If you are going to post something that has sensitive information, limit it to your friends only, or to a certain amount of people. Is there somebody you want to get to, then limit the post to that. Don’t just make everything public and then anybody from anywhere, someone in Bangalore, in India, can say “uh, I hate that girl!”. Just be careful about how you do the thing. […]Part 2 No. 5[…] But here’s a thing Sanjay, I’m not saying that you can’t post these things, I’m just saying that you need to understand how social media works. You want to put yourself at risk? Go ahead! Because there are already features built into these social media platforms to protect you. How about you change the privacy settings on your posts? If you are going to post something that has sensitive information, limit it to your friends only, or to a certain amount of people. […]SOCIAL MEDIA In Jamaica #TalkUpYout SE5 Ep. 8. TalkUp Yout Available at: https://www.youtube.com/watch?v=loYen_HvVzM. Accessed on: Sep. 17, 2020.Unit 3 No. 6I wanna see the world united and learn to live as one273REFERÊNCIAS BIBLIOGRÁFICAS COMENTADASAs referências listadas e comentadas a seguir têm por objetivo expandir as suas possibilidades de pesquisa ou de consulta. Fique à vontade para explorá-las e, inclusive, escrever a sua própria lista, acrescentando descobertas que fizer ao longo do trabalho com este material.THE ADVENTURE of English. Direção: Robert Bee, David Thomas. Produção: London Weekend Television. Reino Unido: ITV – Independent Television, 2002.Série produzida para a TV britânica em que é possível acompanhar o início e a disseminação da língua inglesa pelo mundo.Unit 6: Women Voices ESTRELAS além do tempo. Direção: Theodore Melfi. Produção: Fox 2000 Pictures. Estados Unidos: 20th Century Studios, 2016.O filme é situado durante a Guerra Fria e conta a história de três mu-lheres negras, cientistas da Nasa, que precisam combater o preconceito diariamente para ascender na carreira e provam ser essenciais no auge da corrida espacial entre Estados Unidos e Rússia.KBELA. Direção: Yasmin Thayná. Brasil: 2015.Curta-metragem, feito por mulheres negras, sobre mulheres negras que buscam novas possibilidades para narrar a sua história em dife-rentes campos em que o machismo e o racismo são obstáculos a serem superados.Unit 7: An Accessible SocietyA TEORIA de Tudo. Direção: James Marsh. Produção: Working Title Films. Reino Unido: Universal Pictures e Focus Features, 2014.O filme conta a história do renomado cientista Stephen Hawking, diag-nosticado com Esclerose Lateral Amiotrófica aos 21 anos, o que não o impediu de se tornar uma das mentes mais brilhantes do mundo.PARA Sempre Alice. Direção: Richard Glatzer e Wash Westmoreland. Produção: Killer Films. Estados Unidos, Reino Unido e França: Sony Pictures Classics, 2014.Alice é uma professora de linguística em Harvard, cuja vida muda subi-tamente após ser diagnosticada com Alzheimer.Unit 8: An Integrated WorldERIN Brockovich. Direção: Steven Soderbergh. Produção: Universal Pictures e Columbia Pictures. Estados Unidos: Universal Studios, Columbia Pictures e Sony Pictures Entertainment Motion Picture Group, 2000.O filme apresenta a história de Erin, mãe de três filhos e assistente em um pequeno escritório de advocacia. Ao descobrir que moradores dacidade estão adoecendo por causa de água contaminada, ela atua em busca de justiça pela saúde dos cidadãos.UMA Verdade Inconveniente. Direção: Davis Guggenheim. Produção: Lawrence Bender Productions Participant. Estados Unidos: Paramount Classics, 2006.Nesse documentário, o ex-candidato à presidência dos Estados Unidos, Al Gore, participa de um circuito de palestras, de modo a conscientizar o público sobre os perigos do aquecimento global, e pede uma ação ime-diata para conter seus efeitos destrutivos no meio ambiente.Unit 9: RootsCOMO Abrir Mão do Mundo (e Amar Todas as Coisas que o Clima Não Pode Mudar). Direção: Josh Fox. Produção: International WOW Company. Estados Unidos: Home Box Office (HBO), 2016.Esse documentário retrata a jornada do documentarista Josh Fox pelo mundo, investigando os impactos das mudanças climáticas em doze países.HONEYLAND. Direção: Ljubo Stefanov, Tamara Kotevska. Produção: Trice Films, Apolo Media. República da Macedônia do Norte: Neon Dogwoof, 2019.Documentário que acompanha a vida de uma solitária apicultora de um FilmesUnit 1: Technology and EducationDREAM Big: Construindo Nosso Mundo. Direção: Greg MacGillivray. Produção: MacGillivray Freeman Films. Estados Unidos: MacGillivray Freeman Films, 2017. Este documentário apresenta engenheiros de várias origens – muitos de-les mulheres – e os projetos que estão desenvolvendo, de estruturas à prova de terremotos a passarelas em países ainda em desenvolvimento.IF You Build It. Direção: Patrick Creadon. Produção: O’Malley Creadon Productions. Estados Unidos: Long Shot Factory, 2013. Este documentário mostra a iniciativa de estudantes em uma escola nos Estados Unidos que atuam diretamente em sua comunidade.Unit 2: Social Networks for Social TransformationO CÍRCULO. Direção: James Ponsoldt. Produção: Imagenation Abu Dhabi FZ e Playtone. Estados Unidos: STX Entertainment, 2017.O filme conta a história de Mae Holland, funcionária de uma grande em-presa de tecnologia que vive um dilema moral e ético sobre os limites de privacidade dos seus usuários.Unit 3: Respecting DifferencesNADA que eu ouça. Direção: Joseph Sargent. Produção: Hallmark Hall of Fame. Estados Unidos: CBS, 2008.Drama familiar sobre um casal de uma mãe surda e um pai ouvinte que luta para decidir se deve ou não dar a seu filho surdo um implante coclear.SEMPRE amigos. Direção: Peter Chelsom. Produção: Miramax e Scholastic Corporation. Estados Unidos: Miramax, 1998.O filme explora a construção de confiança e amizade entre um menino com síndrome de Morquio e um que sofre bullying. Ao perceberem que são semelhantes, eles determinam que nada os deterá. Unit 4: Sustainable Fashion• THE TRUE Cost. Direção: Andrew Morgan. Produção: Life Is My Movie Entertainment. Estados Unidos: Life Is My Movie Entertainment, 2015.O documentário apresenta reflexões sobre a indústria da moda, o con-sumismo exacerbado e suas consequências éticas, morais e ambientais para a sociedade.THE NEXT Black. Direção: David Dworsky, Victor Köhler. Produção: House of Radon. Sweden: 2014.O documentário apresenta inovações no mundo da moda para diminuir o impacto ambiental da indústria.RIVERBLUE. Direção: David McIlvride e Roger Williams. Produção: Paddle Productions. Canadá: Paddle Productions, 2017.O documentário apresenta o conservacionista canadense Mark Angelo numa jornada de três anos pelo mundo, registrando os danos causados pela indústria da moda ao meio ambiente.Unit 5: A Language With No BordersENCONTROS e Desencontros. Direção: Sofia Coppola. Produção: American Zoetrope e Tohokushinsha Film Corporation. Estados Unidos e Japão: Focus Features e Tohokushinsha Film Corporation, 2003.O filme apresenta a relação de compreensão mútua entre Bob Harris e Charlotte, ambos estadunidenses, que se sentem emocionalmente abalados pela situação que estão vivendo em Tóquio, tanto por suas car-reiras profissionais quanto pela dificuldade em compreender a língua japonesa e pela barreira cultural.279BASE FORM SIMPLE PAST PAST PARTICIPLE TRANSLATIONarise arose arisen surgirbe was, were been ser, estarbecome became become tornar-sebegin began begun começar, iniciarbreak broke broken quebrarbring brought brought trazerbuild built built construirbuy bought bought comprarcatch caught caught apanhar, pegarchoose chose chosen escolhercome came come vircut cut cut cortardeal dealt dealt lidar, enfrentardo did done fazerdraw drew drawn desenhardrink drank drunk beberdrive drove driven dirigireat ate eaten comerfall fell fallen cairfeel felt felt sentirfight fought fought lutar, brigar; discutirfind found found encontrarfly flew flown voarforget forgot forgotten esquecerforgive forgave forgiven perdoarget got gotten, got ter; conseguir; obtergive gave given dar, doargo went gone irgrow grew grown crescerhave had had terhear heard heard ouvirhold held held segurarIRREGULAR VERBS271Social Activity 1CULTURAL FAIRTalking about Cultural Fairs1 What is a cultural fair? Discuss with a classmate and, in your notebook, write five items you think are indispensable for a cultural fair. Share your list with the whole group.2 Read the headlines and answer the following questions.IANDRADE, Isabella de. Diferenças culturais do país são celebradas em feira no Parque da Cidade. Correio Braziliense. Available at: https://www.correiobraziliense.com.br/app/noticia/cidades/2017/12/02/interna_cidadesdf,645029/diferencas-culturais-do-pais-sao-tema-de-feira-no-parque-da-cidade.shtml. Accessed on: Aug. 26, 2020.IIIII Feira Cultural Paraguai-Brasil atrai 5 mil pessoas e inclui ensino de português na programação. Rede Brasil Cultural. Available at: http://redebrasilcultural.itamaraty.gov.br/publicacoes/343-5-mil-pessoas-sao-atraidas-para-terceira-feira-cultural-paraguai-brasil. Accessed on: Aug. 26, 2020.EM13LGG301 EM13LGG602EM13LGG402 EM13LGG603EM13LGG403Reprodução/Correio Braziliense/D.A.PressReprodução/Correio Braziliense/D.A.PressDiferenças culturais do país são celebradas em feira no Parque da CidadeBrasilienses aproveitaram o sábado para visitar a Feira Brasil Diversidades, que reúne produtos, música e culinária de diferentes cantos do país, expondo a nossa riqueza cultural. Evento segue até 10 de dezembro.Reprodução/http://redebrasilcultural.itamaraty.gov.bReprodução/http://redebrasilcultural.itamaraty.gov.bIII Feira Cultural Paraguai – Brasil atrai 5 mil pessoas e inclui ensino de português na programaçãoA III Feira Cultural Paraguai-Brasil, realizada em Assunção, atraiu público estimado em mais de 5 mil pessoas ao longo de todo o dia. O evento ofereceu ampla mostra de arte, artesanato, gastronomia e música brasileira.94Aa dozen: uma dúziaa few: algunsa lot of: muitosability: capacidadeable: apto(a)abolish: abolirabout: sobreabove: acimaacclaimed: aclamado(a), famoso(a), admirado(a)accent: sotaqueaccept: aceitaraccomplish: conquistar, realizaraccording to: de acordo comaccount: conta, perfil em rede socialachieve: alcançaracknowledge: reconheceractual: verdadeiro(a)actually: na verdadead: anúncioadditionally: adicionalmenteadjustments: ajustesadulthood: vida adultaadvancements: avançosadvantage: vantagemadvertising: propaganda; publicidadeadvice: conselhoaffordable: acessível (de preço)afterword: epílogoagain: novamente, de novoaid: ajudaaim: objetivo; ter o objetivoall: todos(as)almost: quasealready: jáalthough: embora, apesar dealways: sempreamid: em meio aamount: quantidadeannouncement: anúncioanswer: responder; respostaapart from: além deapply: candidatar-seapproach: abordagemargue: argumentararranged: organizado(a), disposto(a)array of: gama de,leque deassess: avaliarastonishing: surpreendente, impactanteattendance: presença (em escola, universidade, etc.)attest: atestar, depor, testemunharaugmented reality: realidade aumentadaavailable: disponívelaverage: médiaavoid: evitarawake: despertaraware: conscienteawareness: consciênciaBbackfire: dar errado; explodirbake: assarbashful: tímido(a)bear: suportar; gerarbeat: derrotarbecause: porque, poisbecome: tornar-sebefall: acontecer a alguémbefore: antesbeforehand: anteriormente, de antemãobeget: gerar; causarbehold: contemplarbelief: crençaGLOSSARY262 SOCIAL ACTIVITYAs Atividades Sociais permitem que você reflita sobre questões relevantes na sociedade e atue de forma responsável diante delas. Nesta seção, você vai fazer pesquisas, planejar ações e agir em conjunto para desenvolvê-las.GLOSSARY Apresenta a tradução de alguns vocábulos que aparecem ao longo do livro, com base no contexto em que estão inseridos. IRREGULAR VERBSLista de verbos irregulares em inglês, nas formas infinitivo, passado simples e passado particípio e sua tradução.7VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 7VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 7 9/26/20 6:19 PM9/26/20 6:19 PMA Base Nacional Comum Curricular (BNCC) é um documento do Ministério da Educação (MEC) que norteia os currículos de todas as escolas do Brasil, públicas e privadas. Ela reúne todos os conteúdos mínimos e aprendizagens básicas e essenciais que devem ser abordados no âmbito da Educação Básica brasileira (Educação Infantil, Ensino Fundamental e Ensino Médio). Além disso, o documento visa promover um ensino de excelência e equidade, para que todos vocês, estudantes, deixem a escola com plenas condições de realizar seu projeto de vida (seja na esfera pessoal, seja na profissional), contribuir como cidadãos para o desenvolvimento da sociedade e enfrentar os desafios do século XXI.A BNCC apresenta 10 competências gerais, competências específicas (de cada área do conhecimento e dos componentes curriculares) e habilidades que devem ser desenvolvidas em cada etapa da Educação Básica, da Educação Infantil ao Ensino Médio. Nesse contexto, competências são conhecimentos a serem mobilizados durante os estudos, enquanto as habilidades indicam as aprendizagens essenciais para o estudante.A parte da BNCC destinada ao Ensino Médio é dividida em quatro áreas do conhecimento: Linguagens e suas Tecnologias; Matemática e suas Tecnologias; Ciências da Natureza e suas Tecnologias e Ciências Humanas e Sociais Aplicadas. A área do conhecimento que abriga a Língua inglesa é Linguagens e suas Tecnologias. Ela apresenta, para este segmento, sete competências específicas e 28 habilidades, e é composta por mais três componentes curriculares: Língua Portuguesa, Arte e Educação Física. TEMAS CONTEMPORÂNEOS TRANSVERSAIS (TCT)Os Temas Contemporâneos Transversais (TCT) são divididos em seis áreas temáticas: Meio Ambiente, Ciência e Tecnologia, Economia, Saúde, Multiculturalismo, Cidadania e Civismo. Eles têm papel importante na educação, dada a importância de garantir a formação integral dos estudantes a partir da abordagem de temáticas relevantes e atuais, que possibilitam a articulação entre as áreas do conhecimento e a aprendizagem de forma contextualizada. A BASE NACIONAL COMUM CURRICULAR8VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 8VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 8 9/26/20 6:19 PM9/26/20 6:19 PME M 1 3 L G G 4 0 1EM significa Ensino Médio, ou seja, é uma habilidade apontada pela BNCC como importante a ser vista no Ensino Médio;13 faz referência aos três anos do Ensino Médio, ou seja, a habilidade relacionada a este código deve ser trabalhada ao longo dos três anos do Ensino Médio; 4 é o número da competência específica do Ensino Médio. Neste caso, de acordo com a BNCC: “Compreender as línguas como fenômeno (geo)político, histórico, cultural, social, variável, heterogêneo e sensível aos contextos de uso, reconhecendo suas variedades e vivenciando-as como formas de expressões identitárias, pessoais e coletivas, bem como agindo no enfrentamento de preconceitos de qualquer natureza”. (p. 494); LGG é a abreviação da área de Linguagens e suas Tecnologias, na qual a Língua Inglesa está inserida; 01 trata-se do número da habilidade. No exemplo, conforme a BNCC: “Analisar criticamente textos de modo a compreender e caracterizar as línguas como fenômeno (geo)político, histórico, social, cultural, variável, heterogêneo e sensível aos contextos de uso”. (p. 494)A BNCC NESTE LIVROEsta coleção propõe a concretização das competências gerais; competências específicas e habilidades de Linguagens e suas Tecnologias para o Ensino Médio; e temas contemporâneos transversais ao longo de toda a obra. Nas páginas de abertura de cada Unidade, você encontrará uma lista de todas as competências (gerais e específicas) e temas contemporâneos desenvolvidos. Além disso, em cada seção do livro, você encontrará códigos alfanuméricos que se referem às habilidades da BNCC trabalhadas.Entenda suas partes:Para saber mais da BNCC e consultar todas as competências e habilidades listadas no livro, bem como obter informações sobre outras áreas do conhecimento, acesse: http://basenacionalcomum.mec.gov.br/. Acesso em: 18 set. 2020.9VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 9VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 9 9/26/20 6:19 PM9/26/20 6:19 PMCONTENTS 14 Unit 1 TECHNOLOGY AND EDUCATION 16 READ ON Infographic: “Components of a 21st Century Classroom” 19 VOCABULARY Uses of Technology in Education 20 LISTEN UP!“21st Century Education” 22 FOOD FOR THOUGHTResearch: Digital Literacy 23 LANGUAGE ANALYSISThe Present Continuous Tense 26 WRITE IT OUTApplication Form to an International University 28 SPEAK YOUR MINDIntroducing Yourself 29 SELF-ASSESSMENT 30 Unit 2 SOCIAL NETWORKS FOR SOCIAL TRANSFORMATION 32 READ ONMeme about Social Media 34 GOING FURTHERNewspaper Article: “Social Media Viewed as Essential Tool for Social Change” 36 VOCABULARYSocial Network Expressions 37 FOOD FOR THOUGHTResearch: The Call-Out Culture 38 LISTEN UP!“Social Media in Jamaica #Talkupyout SE5 Ep. 8” 40 LANGUAGE ANALYSISThere Is/There AreQuantifiers 42 SPEAK YOUR MINDOne-Minute Video to Support a Social Movement 44 WRITE IT OUTMeme: Positive Messages 45 SELF-ASSESSMENT 46 Unit 3 RESPECTING DIFFERENCES 48 READ ONScreenplay: “Wheels” 50 GOING FURTHERArticle: “How to Show Respect for Others? (+Why It’s Important in Life)” 52 VOCABULARYPolite Daily Expressions 53 LISTEN UP!“UNITED | Playing For Change | Song Around the World” 55 LANGUAGE ANALYSISCan 56 FOOD FOR THOUGHTResearch: Songs that Promote Critical Thinking 57 WRITE IT OUTScreenplay about Respecting Differences 59 SPEAK YOUR MINDDramatic Reading of a Screenplay 61 SELF-ASSESSMENT 62 Unit 4 SUSTAINABLE FASHION 64 READ ONSocial Media Posts about Sustainability 67 VOCABULARYVerbs and Expressions Related to Sustainable Fashion 68 FOOD FOR THOUGHTResearch: Minimalist Lifestyle10VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 10VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 10 9/26/20 6:19 PM9/26/20 6:19 PM 69 LISTEN UP!“Benefits of Minimalism” 71 LANGUAGE ANALYSISThe Imperative 73 SPEAK YOUR MINDExpressing Your Opinion 75 WRITE IT OUTMessage about Sustainable Fashion to Post on Social Media 77 SELF-ASSESSMENT 78 Unit 5 A LANGUAGE WITH NO BORDERS 80 READ ONBlog Post: “Why English Is Important to Me? / What Learning Means to Me?” 82 VOCABULARYIdioms 83 GOING FURTHERWeb Comic: “Itchy Feet in Germany” 85 LISTEN UP!“English or Native Language for Your Channel?” 87 LANGUAGE ANALYSISThe Simple Present 89 FOOD FOR THOUGHTResearch:Historical Context of the Spread of English 90 SPEAK YOUR MINDPresentation about Your Research Findings 91 WRITE IT OUTPersonal Bio 93 SELF-ASSESSMENT 94 SOCIAL ACTIVITY 1 Cultural Fair 98 Unit 6 WOMEN VOICES 100 READ ONPoem: “Women Voices” by Conceição Evaristo 103 GOING FURTHERBook Review: “‘Angola Janga’ Tells the Story of Brazil’s Runaway Slave Communities” 105 VOCABULARYBook Genres 106 LISTEN UP!“Brazil: Quilombolas Fight for Land” 108 LANGUAGE ANALYSISThe Simple Past Tense 110 FOOD FOR THOUGHTResearch: How Foreign Media Talks about Brazilian Quilombos 112 WRITE IT OUTBook Review 114 SPEAK YOUR MINDShort Report about Yourself 115 SELF-ASSESSMENT 116 Unit 7 AN ACCESSIBLE SOCIETY 118 READ ONInterview: “Chris Bonnello Interview” 120 VOCABULARYExpressions about Disability 121 LANGUAGE ANALYSISSimple Present FormSimple Past FormWH- Questions 123 LISTEN UP!“Think Inclusive Podcast: Season 7 Trailer” 125 FOOD FOR THOUGHTResearch and Proposals: What Your School Must Have to Provide Accessibility to All Students 127 WRITE IT OUTInterview E-mail to a Foreign Institution 129 SPEAK YOUR MINDIntroduction of a Podcast about Inclusive Education 131 SELF-ASSESSMENT 11VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 11VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 11 9/26/20 6:19 PM9/26/20 6:19 PM 132 Unit 8 AN INTEGRATED WORLD 134 READ ONCartoon about the Future of the Planet 135 GOING FURTHERUN Chronicle Magazine Foreword 137 VOCABULARYGlobal Problems 138 FOOD FOR THOUGHTResearch and Presentation: a Product’s Story 140 LISTEN UP!“Champion of the Earth 2019 – Fridays for Future” 142 LANGUAGE ANALYSISThe Simple Future – Will 145 SPEAK YOUR MINDTV Talk Show 147 WRITE IT OUTCartoon about a Global Problem 149 SELF-ASSESSMENT150 Unit 9 ROOTS 152 READ ONReview: “Karrabing Film Collective Tackles The Cultural and Environmental Devastation of Settler Colonialism” 155 VOCABULARYFilm-Related Vocabulary 156 LISTEN UP!“Frontline Youth: Fighting for Climate Justice” 158 LANGUAGE ANALYSISThe Simple Future – (To Be) Going To 161 FOOD FOR THOUGHTOrganizing an Action to Tackle a Problem in Your Community 162 WRITE IT OUTDictionary Entry 164 SPEAK YOUR MINDRound Table Discussion: Being Part of a Community 165 SELF-ASSESSMENT 166 Unit 10 NO POVERTY! 168 READ ONPoster: “Sustainable Development Goals” 171 VOCABULARYAdjectives 172 GOING FURTHERListicle: “10 Things to Do to End Extreme Poverty by 2030” 174 LISTEN UP!“Roda Viva | Muhammad Yunus | 2000” 176 FOOD FOR THOUGHTCreating a Device to Fight Poverty 177 LANGUAGE ANALYSISComparative AdjectivesSuperlative Adjectives 180 SPEAK YOUR MINDInterview and Presentation about Poverty in Brazil 181 WRITE IT OUTEntry for a Listicle 183 SELF-ASSESSMENT 184 SOCIAL ACTIVITY 2 Organizing a Campaign188 Unit 11 LANGUAGE AND RESPECT 190 READ ONNews Article: “Some Well-Meaning Statements Can Spread Stereotypes, New Stanford Study Says” 193 GOING FURTHERArticle: “Are You a Victim of Language Discrimination?” 195 VOCABULARYEmpowering Words 196 LISTEN UP!“What Are Pronouns and Why Are They Important?” 198 LANGUAGE ANALYSISShould/Shoudn’tMust/Mustn’t12VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 12VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 12 9/26/20 6:19 PM9/26/20 6:19 PM 200 FOOD FOR THOUGHTResearch: Varieties of English 202 SPEAK YOUR MINDLoose Conversation 203 WRITE IT OUTMotivational Poster about Respecting Differences 205 SELF-ASSESSMENT 206 Unit 12 TOGETHER WE ARE STRONGER 208 READ ONPoster of an Anti-Domestic Violence Campaign 211 VOCABULARYForms of Intervening if One Witnesses Violence against Women 212 LISTEN UP!“Super Bowl 2015: Domestic Violence PSA” 214 LANGUAGE ANALYSISConditional Sentences Zero ConditionalFirst Conditional 216 FOOD FOR THOUGHTAnalyzing a Piece of Advertisement 218 WRITE IT OUTSigns about Women’s Rights 221 SPEAK YOUR MINDMonolog about Freedom 223 SELF-ASSESSMENT 224 Unit 13 TOUCH 226 READ ONSynopsis: “The Touching Contract” 228 VOCABULARYTypes of Art 229 GOING FURTHERArticle: “Human Touch is Essential. How Are People Coping with ‘Skin Hunger’?” 231 LANGUAGE ANALYSISSecond Conditional 233 LISTEN UP!“My Bright Idea: Robin Dunbar” 235 SPEAK YOUR MINDClass Debate about Touch 236 FOOD FOR THOUGHTResearch: Dances around You 237 WRITE IT OUTSynopsis 239 SELF-ASSESSMENT240 Unit 14 TOMORROW 242 READ ONMagazine Article: “Medellín’s New Cable Cars Unify a Fractured City” 246 VOCABULARYJobs 247 LISTEN UP!“The Sustainable City of the Future: Copenhagen, Denmark” 250 FOOD FOR THOUGHTResearch: The Jobs of Tomorrow 251 LANGUAGE ANALYSISThe Present Perfect 254 SPEAK YOUR MINDJob Interview Role-Play 255 WRITE IT OUTTime Capsule Letter 257 SELF-ASSESSMENT 258 SOCIAL ACTIVITY 3 One-Minute Movie 262 Glossary 271 Irregular Verbs 273 Audio Scripts 279 Referências Bibliográficas Comentadas 13VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 13VU_INGLES_Julia_g21At_003a013_Iniciais_LA.indd 13 9/26/20 6:19 PM9/26/20 6:19 PM1Technology and EducationLEARNING PATHA BNCC NESTA UNIDADENesta Unidade, você vai:• ler um infográfico sobre tecnologia e educação;• reconhecer e utilizar vocabulário relacionado ao tema da unidade;• ouvir sobre recentes mudanças na educação;• fazer uma pesquisa sobre digital literacy em sites confiáveis; • conhecer e utilizar as formas do Present Continuous;• preencher um formulário para inscrição em um curso on-line;• fazer uma introdução pessoal em um curso on-line.Competências gerais: 1 e 5Competências específicas de Linguagens e suas Tecnologias para o Ensino Médio: 1, 2, 3, 4 e 7Temas contemporâneos transversais: Vida familiar e social, Ciência e tecnologiaAs habilidades estão listadas no início de cada seção.Veja encaminhamentos para o trabalho com esta Unidade no Manual do Professor.izusek/E+/Getty Images14VU_INGLES_Julia_g21At_014a029_U01_LA.indd 14VU_INGLES_Julia_g21At_014a029_U01_LA.indd 14 9/27/20 10:58 AM9/27/20 10:58 AMEM13LGG403 EM13LGG702Work in pairs. Observe the picture and read the following questions. Then share your ideas with a classmate.a) What do you see in the picture?b) Do you use technology for educational purposes? Why (not)?c) What do you think a regular classroom will be like in 10 years?Lead-in atividades no Manual do Professor.Leia orientações e respostas para estas 15VU_INGLES_Julia_g21At_014a029_U01_LA.indd 15VU_INGLES_Julia_g21At_014a029_U01_LA.indd 15 9/27/20 10:58 AM9/27/20 10:58 AMREAD ONPre-reading 1 Look at the text below, including its title and source. Then write the correct options to complete the sentences in your notebook.A This text is a post / an infographic. an infographicB This kind of text has verbal and non-verbal / only verbal elements. verbal and non-verbalC It was published in a book / on a website. on a websiteD It’s about technology and education / entertainment. educationReprodu•‹o/Open CollegesHelp teachers assess top concerns and achievements related to their studentsLearning AnalyticsCOMPONENTS OF A21st Century ClassroomTechnology is undeniably changing the face of education, and it’s easy to see the impact already. Imagine what classrooms will be like in 20 years with the speed of technological innovation. Learn more about some of the key advancements in the 21st century classroom.of teachers have computers in their classroom……but just 1 in 5feel their classrooms have the right level of technologyINCREASING THE PRESENCE OF THE FOLLOWINGTECHNOLOGIES COULD CHANGE THAT RATIO DRASTICALLY81% of teachers believetablets enrich classroom learningReal World EducationProject-based learning (PBL) teaches concepts, but also organization, articulation, project management and collaborationIntegrating life skills into education can improve student engagement and retention and prepare them for 21st century careersOver 65% of education institutions count online learning as critical for long-term educational successOnline CoursesAlmost a third of all college students take at least one online courseOnline enrollments saw 21% growth while overall higher education student population only saw 2% growthGames and Gami� cationof teachers have used online games in the classroomIn one study, games raised average test scores:91.5%79.1%With the use of digital gamesWithout the use of digital gamesEM13LGG101 EM13LGG104 EM13LGG30316VU_INGLES_Julia_g21At_014a029_U01_LA.indd 16VU_INGLES_Julia_g21At_014a029_U01_LA.indd 16 9/27/20 10:58 AM9/27/20 10:58 AM 2 Now observe only the pictures. Based on them, which words do you expect to find in the text? Write them in your notebook.A ChalkB Game XC BoardD Tablet XE Computer XF RadioG Pencil case H Social media XReading 3 Read the infographic and check if your predictions in activity 2 were correct. Personal answers.COMPONENTS of a 21st Century Classroom. Open Colleges. Available at: https://contentmarketinginstitute.com/wp-content/uploads/2012/09/21st_century_classroom.jpg. Accessed on: Jul. 24, 2020. Registration for the Learning Analytics and Knowledge conference doubled between 2011 and 2012One system claims to predict whether a student’s likelihood of suf� cient course completion with about 70% accuracy, highlighting risk factors for individual students86% of students believe they study more ef� ciently with tablets1 in 5 students have used a mobile app to keep their coursework organized59%of students would like to use their own mobile devices to enhance learningIn the next decade, open source textbooks are expected to grow to 25% of the textbook marketOpen Source Textbooksof textbook revenue6 in 10students have used a digital textbook- just 4 in 10 had in 2011By 2013, e-textbooks may comprise29% of teachers use social media for coursework, compared to now 80%of college professorsTop 3 Reasons for Teachers to Use Technology in the ClassroomAdapt to diverse learning stylesBoost student motivationEnhance the material being taughtof colleges cited wireless upgrades as their tech priority in 2011-12 given the 60% increase60% increase in mobile devices on campus in the previous yearOver 51%4 in 10 students believe integrating social networks into the classroom would bene� t their educationOne social media pilot program assisted in a class’ 50% rise in gradesIntegration of Social NetworksEngaging students with a free tool they already use can help them learn in new ways, gain focus and increase participation17VU_INGLES_Julia_g21At_014a029_U01_LA.indd 17VU_INGLES_Julia_g21At_014a029_U01_LA.indd 17 9/27/20 10:58 AM9/27/20 10:58 AM 4 What is the infographic about? Write the correct option in your notebook.A Elements of a modern classroom. XB The low use of technology by teachers. 5 Write T (true) or F (false), according to the infographic. Use your notebook.A Learning analytics helps teachers correct assignments. FB PBL teaches organization and articulation, among other skills. TC Life skills can engage students and prepare them for the future. TD It isn’t possible to see the impact of technology in classrooms yet. F 6 Based on the infographic, match the halves to complete the sentences in your notebook.A More than half of students…B Most teachers… C About 33% of university students…D Less than 30% of teachers…E 20% of students… a. V; b. I; c. II; d. III; e. IVPost-reading 8 Get together in small groups and discuss the following questions.A Which information from the text called your attention the most? Why?B In your opinion, are there any benefits of using technology in the classroom? If so, which one(s)?C Do you see any negative impacts of using technology in the classroom? Justify your answer. 9 Do you think the information in the infographic is true for your community and your country? Justify your answer. Personal answers.Personal answer.I believe tablets improve classroom learning.II take at least one online course.III use social media for coursework.IV use an app for coursework organization.V want to use their own device for learning. 7 The sentences below were extracted from the text. Read them and, in your notebook, classify them as F (fact) or P (prediction). A “Online enrollments saw 21% growth […]” FB “91% of teachers have computers in their classroom...” FC “In the next decade, open source textbooks are expected to grow […]” PD “86% of students believe they study more efficiently with tablets.” F18VU_INGLES_Julia_g21At_014a029_U01_LA.indd 18VU_INGLES_Julia_g21At_014a029_U01_LA.indd 18 9/27/20 10:58 AM9/27/20 10:58 AMdistance educationdigital textbookonline researchaugmented realityinteractive whiteboardmobile devices2 Look at the uses of technology in education from activity 1. Then, in your notebook, classify them as T (tool) or E (experience). 3 Do you use any tools from activity 1 for educational purpose? Why (not)? Discuss with a classmate. 4 Think of your educational experiences. Are they like the ones in activity 1? Share with your teacher and classmates.Tools: digital textbook, interactive whiteboard, mobile devices. Experiences: online courses, augmented reality, online research.Personal answers.Personal answer.Vocabulary1 The pictures below show uses of technology in education. Match them with the words in the box. Use your notebook.augmented reality – digital textbook – distance educationinteractive whiteboard – mobile devices – online researchJose Luis Pelaez Inc/Blend Images LLC/Getty ImagesBernhard Lang/Getty ImagesMonkey Business Images /ShutterstockJGI/Jamie Grill/Blend Images LLC/Getty ImagesKlaus Vedfelt/Getty Imagespictafolio/E+/Getty ImagesEM13LGG104 EM13LGG403ACEBDF19VU_INGLES_Julia_g21At_014a029_U01_LA.indd 19VU_INGLES_Julia_g21At_014a029_U01_LA.indd 19 9/27/20 10:58 AM9/27/20 10:58 AMLISTEN UP!Pre-listening 1 Discuss the following questions with your teacher and classmates.A Think about your educational experience with: books, exams, and schedules over the years. Are they still the same? Why (not)? B Governments and schools around the world are introducing technology in education. In your opinion, why are they doing this? 2 The image below was extracted from a video. You are going to listen to its audio. Based on this image, what do you expect to listen? Tell a classmate.Personal answers.Personal answer.Listening 3 Listen to the audio and check your answers to activity 2. 4 What is the audio about? Listen to it again and write the correct answer in your notebook. A Schools are disappearing because students can learn by themselves.B Education is changing because the world is more digital and faster. XNo. 2 Personal answers.No. 2Banco de imagens/Arquivo da editorahttps://www.youtube.com/watch?v=nA1Aqp0sPQoReprodução/AITSLEM13LGG104EM13LGG202 EM13LGG30220VU_INGLES_Julia_g21At_014a029_U01_LA.indd 20VU_INGLES_Julia_g21At_014a029_U01_LA.indd20 9/27/20 10:58 AM9/27/20 10:58 AM5 The text below is from the audio. Listen to it and complete the gaps with the numbers in the box. Use your notebook. People are creating (a) new websites every hour. They are uploading (b) of video every minute. And watching (c) YouTube videos every day. Transcripted from: https://www.youtube.com/watch?v=nA1Aqp0sPQo. Accessed on: Jul. 24, 2020.6 Listen to the audio again and, in your notebook, choose the changes educational leaders are making. A Using technologies. XB Building new schools.No. 3No. 27 Listen to the audio one more time. Then, in your notebook, match the countries to their actions. No. 2 a. II, III; b. V; c. I, IV35 hours Ð 2 billion Ð 2,0005. a. 2,000; b. 35 hours; c. 2 billion 8 Based on the audio, classify the statements below as CA (cause) or CO (consequence) of changes in education. Use your notebook. A There is so much knowledge in the world. CAB We are facing a revolution in the educational field. CO C People are creating and consuming a lot of information. D Schools are redefining the experiences of students and teachers. COCAA South KoreaB DenmarkC The USAI Students can create their own individual schedules.II Schools are using digital textbooks.III Online hours of study are accepted as school attendance.IV Schools have ultra-personalized learning approaches.V Students can use the internet while taking exams.Post-listening 9 Get together in small groups and discuss the following questions. A “Learning can happen anywhere and everywhere”. Do you agree with the narrator? Why (not)?B Do you think everybody has equal opportunity to learn anywhere and everywhere? Justify your answer.Personal answers.admin_design/ShutterstockNesru Markmedia/Shutterstockcharnsitr/ShutterstockC Personalizing the studies. XD Trying to engage students. X21VU_INGLES_Julia_g21At_014a029_U01_LA.indd 21VU_INGLES_Julia_g21At_014a029_U01_LA.indd 21 9/27/20 10:58 AM9/27/20 10:58 AMFOOD FOR THOUGHT 1 What websites do you usually visit in order to do research? Write them down in your notebook. 2 In your notebook, choose the items that can help you identify a reliable website. Then compare your answers with a classmate.A Date XB Author XC Writing style XD Alarmist headlinesE Sources XF Domain X 3 Complete the sentences below using the items you chose in activity 2. Use your notebook. A The allows readers to decide if the information is recent for his/her purposes.B Like books, websites should indicate the of the presented information.C The indicates an effort to make the information easy to understand.D The fact that the is willing to stand behind the information is a good indication of reliability. E Websites hosted on .edu or .gov are reserved for universities and governments, respectively, and tend to be reliable. 4 Visit the websites you listed in activity 1. Based on your answers to activities 2 and 3, are they reliable? Why (not)? 5 Get together in small groups and do some online research about digital literacy. Then answer the questions.Personal answer.datesourcesauthordomainPersonal answers.A What is digital literacy? B Why is it important for students? C What problems can a student face if he/she lacks digital literacy? D What can a student do to improve his/her digital literacy skills?In your research, follow these steps: I Access Developing Employability (available at: https://developingemployability.edu.au; accessed on: Aug. 1, 2020). Then read the text “What is digital literacy?” to answer the questions.II A second point of view is always important. So type “digital literacy” and search for a reliable website about it. Then read the text and complement your answers. If necessary, find a third website. 6 Share your answers with your teacher and classmates. Jacob Lund /Shutterstockwriting styleEM13LGG101EM13LGG303 EM13LGG70422VU_INGLES_Julia_g21At_014a029_U01_LA.indd 22VU_INGLES_Julia_g21At_014a029_U01_LA.indd 22 9/27/20 10:58 AM9/27/20 10:58 AMLANGUAGE ANALYSIS 1 The sentences below are from the infographic in Read on and the audio in Listen up!. Read them and write the correct answers in your notebook. I “Technology is undeniably changing the face of education [...]”II “People are creating 2,000 new websites every hour.”III “In South Korea, schools are switching to digital textbooks […]”A What are these sentences about? • Facts that occurred in the past. • Actions that are in progress right now. X• Events that may happen in the future.B What do these sentences have in common?• Verb to be (am, is, are) + the -ing form of the main verb. • Verb to be (am, is, are) + the infi nitive form of the main verb.C What are the base forms of the highlighted verbs? Use a dictionary, if necessary.Xchange, create, switch 2 Read the following sentences from Listen up!. Which of them expresses the idea that an action is happening right now? Write the answer in your notebook and compare it with a classmate.A “We wanted to talk about 21st century education.”B “Learning can happen anywhere and everywhere.”C “We are living through an education revolution.” XSDI Productions/E+/Getty ImagesEM13LGG40323VU_INGLES_Julia_g21At_014a029_U01_LA.indd 23VU_INGLES_Julia_g21At_014a029_U01_LA.indd 23 9/27/20 10:58 AM9/27/20 10:58 AM 3 Read the text from the box and, in your notebook, write examples using the structures and clues presented.Personal answers.THE PRESENT CONTINUOUS TENSEThe affirmative form of Present Continuous is formed with:Subject + verb to be (am, is, are) + the -ingform of the main verb + complement.Examples:• I am studying foreign languages.The negative form of Present Continuous is formed with:Subject + verb to be (am, is, are) + not + the -ingform of the main verb + complement. Examples:• Teachers are not working on Saturdays.The interrogative form of Present Continuous is formed with:Verb to be (am, is, are) + subject + the -ingform of the main verb + complement.Examples:• Is technology developing education? USEIn English, we use Present Continuous especially to talk about actions that are in progress at the moment of speaking. SHORT ANSWERSTo answer questions in Present Continuous, we can use short answers.Examples:• Are they teaching English? Yes, they are. / No, they aren’t.-ING FORM SPELLINGFor most verbs, we add-ingto the base form. Examples:• talk – talkingWhen the verb ends in-e, we take off the -eand add -ing.Examples:• live – livingWhen the verb ends in a vowel followed by a single consonant, the consonant is doubled and then -ing is added.Examples:• stop – stopping • plan – planningPossible answers: We are learning English. / She is eating fruit.Possible answers: Are you listening to music? / Is she doing exercise?Possible answers: play – playing; walk – walking; eat – eating.Possible answers: drive – driving; save – saving; live – living. We are not/aren’t studying a lot./He is not/isn’t playing with his friends.Possible answers: Possible answers: Are you listening to music? Yes, I am. / Yes, we are. / No, I am not. / No, we are not.; Is she doing exercise? Yes, she is. / No, she is not.LANGUAGE PLUSVocê se lembra do verbo to beem inglês?Ele pode ser usado como verbo principal para falar sobre: • estado ou qualidade – The dog is here. It’s so cute.• nacionalidade – They’re Americans, they aren’t Canadians.• profi ssão – He’s a teacher, I’m a nurse.Como verbo auxiliar, to beé usado para dar ideia de continuidade ou progresso de uma ação, como é o caso do Present Continuous Tense.24VU_INGLES_Julia_g21At_014a029_U01_LA.indd 24VU_INGLES_Julia_g21At_014a029_U01_LA.indd24 9/27/20 10:58 AM9/27/20 10:58 AM 4 In your notebook, complete the headlines with the verbs from the box. Use the Present Continuous tense.help – improve – leverageA Technology education in AfricaAvailable at: https://www.borgenmagazine.com/.Accessed on: Aug. 2, 2020.B These Nigerian teachers edtech to keep classes goingAvailable at: https://techcabal.com/2020/03/26/virtual-learning-google-classroom/. Accessed on: Aug. 2, 2020.C How technology broaden the reach of educationAvailable at: https://www.hindustantimes.com/.Accessed on: Aug. 2, 2020. a. is improving; b. are leveraging; c. is helping. Essas respostas estão de acordo com as manchetes originais. É possível, ainda, aceitar outras respos-tas, desde que o signi� cado das frases seja pertinente e o uso do Present Continuous esteja gramaticalmente correto.O site completo da manchete a é https://www.borgenmagazine.com/technology-is-improving-education-in-africa. Nesta atividade, a fonte foi parcial-mente suprimida para o estudante por motivos pedagógicos.O site completo da manchete c é https://www.hindustantimes.com/brand-post/how-technology-is-helping-broaden-the-reach-of-education/story-VVHoO2nJBnn5oba5xiLo0J.html. Nesta atividade, a fonte foi parcial-mente suprimida para o estudante por motivos pedagógicos. 5 What’s going on in this picture? Write three sentences about it in your notebook. They can be affirmative or negative.5. Personal answers.Possible answers: The boy is teaching adults. / Adults are learning how to use the computer. / Adults are studying. 6 Use the prompts to write questions in your notebook. Then ask a classmate the questions. Follow the example.A taking / Are / an / course? / you / onlineThe question: Are you taking an online course?Your classmate’s answer: Yes, I am. / No, I’m not.B Is / changing / education / country? / technology / your / inC replaced / being / Are / by / teachers / technology?D right / I / using / now? / Am / device / a / mobile Am I using a mobile device right now?Are teachers being replaced by technology? Is technology changing education in your country?Tyler Olson /Shutterstock25VU_INGLES_Julia_g21At_014a029_U01_LA.indd 25VU_INGLES_Julia_g21At_014a029_U01_LA.indd 25 9/27/20 10:58 AM9/27/20 10:58 AMWRITE IT OUTPre-writing 1 When do you need to fill out a form? Choose the situations and write them down in your notebook. A You’re enrolling in a gym. XB You’re applying for a new job. XC You’re applying for an online course. XD You’re buying a book in an online store. 2 Look at the form below. Then, in your notebook, write the correct options to complete the sentences on the next page.Reprodução/The Open UniversityEM13LGG104 EM13LGG403EM13LGG301 EM13LGG701http://www.openuniversity.edu/courses/ug-qual-reg-row?qual=q30&CT=no&PSSD=20201001&fed=10-09-mailpssd=October%20Banco de imagens/Arquivo da editoraSTART your registration now. The Open University. Available at: http://www.openuniversity.edu/courses/ug-qual-reg-row?qual=q30&CT=no&PSSD=20201001&fed=10-09-20&emailpssd=October%202020&emailfed=10%20September%202020. Accessed on: Aug. 3, 2020.Reprodução/The Open University26VU_INGLES_Julia_g21At_014a029_U01_LA.indd 26VU_INGLES_Julia_g21At_014a029_U01_LA.indd 26 9/27/20 10:58 AM9/27/20 10:58 AMA Katherine Marshall is applying to • a course in a university. X• a new position in a company.B Considering her title, it’s possible to affirm that • she’s single. X• she’s married.C Based on her information, one can conclude that • she’s from Australia and lives in New Zealand.• she’s from New Zealand and lives in Australia. X 3 Look at the form again. Which characteristics can you find in it? Write them in your notebook.A It focuses on personal inputs. XB It’s clear and easy to understand. XC It’s long, requiring time and efforts. D The required information is followed by field labels. XE When possible, the field labels present options. XWriting 4 You’re going to take an online course in an international university. The first step consists in filling out a form. Planning• Read the form on the previous page again.• Check if you have any doubts. You can use a dictionary and/or ask your teacher for help. • Check if you have all the information you need to fi ll out the form.Writing the first draft• Copy the form in a piece of a paper and fi ll it out.• Spell-check it and edit it if necessary.Peer-editing• Before you fi nish it, ask one of your classmates to read your form and check if everything is correct. • Make the adjustments, if necessary, and create the fi nal version. Post-writing 5 Think about the form for enrollment in a gym. Is it identical to the form for applying to a university? Why (not)? Talk to your teacher and your classmates about it.Possible answer: No, the form to enroll in a gym requires information about health condition.27VU_INGLES_Julia_g21At_014a029_U01_LA.indd 27VU_INGLES_Julia_g21At_014a029_U01_LA.indd 27 9/27/20 10:58 AM9/27/20 10:58 AMSPEAK YOUR MINDPre-speaking 1 Look at the text below, including its organization. What is it? Write the answer in your notebook.A It’s a personal introduction in an online course. XB It’s part of a letter that someone sent to a friend.Speaking 3 It’s your first day in the online course and you need to introduce yourself. Follow these steps.• List the information you need based on activity 2.• Write your personal introduction in your notebook (use the text from activity 1 as a model).• Ask a classmate to read and check if everything is correct.• Make the adjustments, if necessary, and create the fi nal version.• Rehearse your lines – the course is online but the presentation is in public.• Introduce yourself.Post-speaking 4 Discuss the following questions with your teacher and classmates: A How do you evaluate your participation in the activity?B Now, do you feel ready to introduce yourself in English in real situations? Why (not)?Personal answers. MY NAME is... @LCL. Available at: https://discuss-learn.media.mit.edu/t/introduce-yourself/1256/. Accessed on: Aug. 3, 2020. 2 Number the items below from 1 to 6, according to the order they occur in the text from activity 1. Use your notebook.• Place of living 3• Ability 4• Actual occupation 2• Likes 5• Goal for the year 6• Name 1Apple_Mac/ShutterstockBanco de imagens/Arquivo da editoraMy name is Aya Jennifer Sakaguchi – or AJ for short. I am currently a Master’s student studying Technology, Innovation, and Education at Harvard Graduate School of Education. […] I am living in Massachusetts now […]. I speak English, Japanese, and French. My favorite song right now is “I’ve Got a Feeling” by the Beatles. My goal this year is to be a better surfer […]!discuss-learn.media.mit.edu/t/introduce-yourself/1256/MStudioImages/GettyImagesEM13LGG204EM13LGG402 EM13LGG40328VU_INGLES_Julia_g21At_014a029_U01_LA.indd 28VU_INGLES_Julia_g21At_014a029_U01_LA.indd 28 9/27/20 10:58 AM9/27/20 10:58 AMSELF–ASSESSMENTNesta unidade, conve rsamos sobre temas relacionados à tecnologia aplicada à educação. Chegou o momento de refl etir sobre seu aprendizado ao longo da unidade. Vamos começar? 1 Como você avalia a sua aprendizagem com relação aos tópicos a seguir? Enumere os itens de 1 a 3 de acordo com a legenda. Use o caderno.1 Ainda sinto muita dificuldade com este assunto e não consegui realizar a maioria das atividades propostas.2 Aprendi o assunto, mas em algumas ocasiões senti dificuldade em realizar as atividades propostas.3 Aprendi o assunto e realizei a maioria das atividades propostas com facilidade.( ) Ler um infográficosobre tecnologia e educação.( ) Reconhecer e utilizar vocabulário relacionado ao tema da unidade.( ) Ouvir sobre recentes mudanças na educação.( ) Fazer uma pesquisa sobre digital literacy em sites confiáveis. ( ) Conhecer e utilizar as formas do Present Continuous.( ) Preencher um formulário para inscrição em um curso on-line.( ) Fazer uma introdução pessoal em um curso on-line.Respostas pessoais. 2 O que você mais gostou de aprender nesta unidade? O que menos gostou? 3 O que não aprendeu muito bem e precisa de estudo extra?Os links a seguir podem ajudá-lo(a) em seus estudos:• EZEKIEL, Rebecca. Learn English Tenses: Present Continuous (Present Progressive). Learn English with Rebecca. Disponível em: https://www.youtube.com/watch?v=w04YVmJR4w4.• WHAT Are Credible Websites? Hartness Library. Disponível em: https://www.youtube.com/watch?v=AFEwwG7rq0E. Acesso em: 5 ago. 2020.Keep a record of every new word you learn and try to use it whenever you can.How can I become a lifelong learner?29VU_INGLES_Julia_g21At_014a029_U01_LA.indd 29VU_INGLES_Julia_g21At_014a029_U01_LA.indd 29 9/27/20 10:58 AM9/27/20 10:58 AM2Social Networks for Social TransformationLEARNING PATHNesta Unidade, você vai:• ler um meme e conhecer as características do gênero;• ler um article sobre o uso de redes sociais e seu impacto na sociedade;• conhecer o vocabulário relacionado a redes sociais;• pesquisar cultura de cancelamento;• ouvir trecho de um programa jamaicano sobre cuidados a serem tomados em redes sociais;• reconhecer e utilizar there is / there are, some / any, many / much;• produzir um vídeo-minuto para divulgar um movimento social;• produzir um meme com base nos temas discutidos. A BNCC NESTA UNIDADECompetências gerais: 1 e 5Competências específicas de Linguagens e suas Tecnologias para o Ensino Médio: 1, 2, 3, 4 e 7Temas contemporâneos transversais: Vida familiar e social, Ciência e tecnologiaAs habilidades estão listadas no início de cada seção.VKA/ShutterstockVeja encaminhamentos para o trabalho com esta Unidade no Manual do Professor. 30VU_INGLES_Julia_g21At_030a045_U02_LA.indd 30VU_INGLES_Julia_g21At_030a045_U02_LA.indd 30 9/27/20 10:58 AM9/27/20 10:58 AMEM13LGG101 EM13LGG702Work in pairs. Observe the picture and read the following questions. Then share your ideas with a classmate.a) What social media platforms do you use? What are the differences between them?b) What is your favorite social media? What do you use it for? c) What device or devices do you use to access them? Why?Lead-in Leia orientações e respostas para estas atividades no Manual do Professor.31VU_INGLES_Julia_g21At_030a045_U02_LA.indd 31VU_INGLES_Julia_g21At_030a045_U02_LA.indd 31 9/27/20 10:58 AM9/27/20 10:58 AMEM13LGG102 EM13LGG302 EM13LGG401I WILL just keep... Img� ip. Available at: https://i.img� ip.com/ts37e.jpg. Accessed on: Sep. 13, 2020.32READ ONReading 4 Read the following meme and answer in your notebook: What message is it trying to send us?Possible answer: That a person can’t change the world by sending memes. Pre-reading 1 Look at the text below. What is it? 2 What are the characteristics of a meme? 3 Do you send memes to your friends? Why (not)? It’s a meme.Possible answers: A meme usually has pictures and a sentence. / It’s funny. / It’s a funny video or picture on the internet.Possible answers: Yes, because it’s funny. / Yes, to send a message to express an opinion. / No, because I don’t like memes. Pergunte aos estudantes em que redes sociais os memes podem ser encontrados.Reprodução/https://i.img� ip.comVU_INGLES_Julia_g21At_030a045_U02_LA.indd 32VU_INGLES_Julia_g21At_030a045_U02_LA.indd 32 9/27/20 10:58 AM9/27/20 10:58 AM33 5 According to this meme, write the true sentence in your notebook.A The text is more important than the images to understand the message.B Both images and text are equally important to understand the message. XC The pictures are more important than the text to understand the message.D The text is not important to understand the message. 6 Write the correct answer in your notebook.The word they in “I will just keep posting memes on social media until they change the world” refers to:A social media.B change the world.C memes. XD students.Quando você lê, analisa as imagens? Ou tenta criar em sua mente imagens do que está acontecendo na história? Estudos mostram que pessoas que visualizam enquanto leem conseguem se lembrar com mais facilidade das histórias do que aquelas que não o fazem.Outra maneira de ser um leitor melhor é tentar adivinhar o que vai acontecer em um texto antes de lê-lo, seja olhando para o título, para as imagens ou para qualquer outra pista visual que esteja disponível. Então, depois de ler o texto, você pode checar se suas previs›es estavam corretas.Post-reading 8 Do you agree with the message on the meme? Explain. 9 Get together in small groups and discuss the following questions.A Is it possible to make changes in the world through social media? B How could you use social media to do something good for society?Possible answers: Yes, because sending memes is not helpful. / No, because sending memes can make a person think better about a situation.Personal answers. 7 Choose the sentence that can create a different meme with the same images. Use your notebook.A Spending time with my family. B Finishing homework in fi ve more minutes. XC After eating lunch with my friends.wavebreakmedia /ShutterstockVU_INGLES_Julia_g21At_030a045_U02_LA.indd 33VU_INGLES_Julia_g21At_030a045_U02_LA.indd 33 9/27/20 10:58 AM9/27/20 10:58 AMhttps://www.irishtimes.com/business/technology/social-media-viewed-as-essential-tool-for-social-change-1.364200634GOING FURTHERPre-reading 1 Observe the title of the text below. What is it about? 2 Look at the following picture. What does it represent? What makes you think that?Possible answer: The text is about the fact that people see the use of social media as a tool to change society.Reading 3 Read the following newspaper article and answer: What do these numbers refer to? Write the answers in your notebook.A 64% B 55% C 50% D 7%Charity: caridadePurpose: objetivo, propósitoIssue: problema, questãoCampaign: (substantivo) campanha ou reunião de meios para a realização de algo; (verbo) fazer campanhaSocial media viewed as essential tool for social changeWeb Log: Research also � nds social media helpful to charities and campaign groupsThu, Sep 27, 2018, 07:00Marie BoranNear ly two-thirds of young people (64 per cent) view social media platforms like Twitter, YouTube and Facebook as an essential part of bringing about social change, according to new research from independent educational UK charity Demos […]The Demos report – “Plugged in: Youth Engagement Through Social Media” – found that 55 per cent of 35- to 50-year-olds also felt the same way about online activism while young women were almost twice as likely as young men to campaign via social media.Additionally, social media appears to be vital to those who use it to communicate with campaign groups or charities: 50 per cent of young people who use it for this purpose do so on a daily basis.TrollingSocial media has also made politics more accessible for younger generations […]There is, however, the issue of how trolling and hate speech can interfere with online activism […]C. It refers to the number of young people who use social media to communicate with campaign groups or charities.D. It refers to the number of young people who use social media to communicate directly with a politician or political party.3. A. It refers to the number of young people who view social media platforms.B. It refers to the number of 35- to 50-year-olds who think that social media platforms can be used to do online activism.Reprodução/https://www.irishtimes.comEM13LGG303 EM13LGG403 EM13LGG702Possible answer: The picture represents the social media/technology. There are pictures, a cellphone, “likes”, musical notes, emoji, location point, “play”, headphones, etc.BORAN, Marie. Social media viewed as essential tool for social change. The Irish Times. Available at: https://www.irishtimes.com/business/technology/social-media-viewed-as-essential-tool-for-social-change-1.3642006. Accessed on: Aug. 10, 2020.Banco de imagens/Arquivo da editoraVU_INGLES_Julia_g21At_030a045_U02_LA.indd 34VU_INGLES_Julia_g21At_030a045_U02_LA.indd 34 9/27/20 10:58 AM9/27/20 10:58 AM35 4 According to the article, who is more likely to campaign via social media: young men or young women? In your opinion, why does this happen? Young women. Possible answers: Because women are more empathetic than men. / Because men are more rational.4. Sugestões de respostas com base em: https://www.dn.pt/vida-e-futuro/mulheres-mais-empaticas-e-homens-mais-racionais-estudo-conclui-diferencas-entre-sexos-10171207.html. Acesso em: 13 ago. 2020. Aceite outras res-postas, desde que não esbarrem em preconceitos e estereótipos de gênero. 5 Read this sentence from the article again and answer the questions in your notebook.Nearly two-thirds of young people (64 per cent) view social media platforms […] as an essential part of bringing about social changeA Rewrite the sentence substituting bringing about for the words in the box. causing – introducing – reflecting on – thinking of B Which of the sentences you wrote have the same meaning as the one from the text? Post-reading 6 Think about the meme (in Read on) and the article (in Going further). What’s the difference between the messages they send us? Do you agree with the meme or with the text? 7 Do you think social media is causing important changes in our society? Why (not)? Personal answers.6. The meme says it’s impossible to change the world sending memes; the article says social media can help change the world.Possible answers: I agree more with the meme, because sending memes doesn’t help anybody. / I agree with the text, because social media can help make changes in society. / I agree with both, because just sending memes is not helpful, but there are other ways of helping society through social media.Nearly two thirds of young people (64 per cent) view social media platforms as an essential part of causing social change.MStudioImages/Getty ImagesVU_INGLES_Julia_g21At_030a045_U02_LA.indd 35VU_INGLES_Julia_g21At_030a045_U02_LA.indd 35 9/27/20 10:58 AM9/27/20 10:58 AMEM13LGG104 3 Look at the post a singer published on her social media and answer the activities in your notebook. A Complete the missing information. • Date of the post: Mar. 30• Amount of likes: 3,9 K• Amount of shares: 28• Image that means love: the heart emoji• Image that credits the photographer: the camera emojiB Do you usually share your favorite singer’s posts on social media? Why (not)?C Write a comment to respond Natasha’s post. Add at least one hashtag. Personal answer.Vocabulary 1 How familiarized are you with social networks expressions? Read the definitions and complete them with the words and expressions in the box. Use your notebook.bio – comment – filter – hashtag – shares – trending topics – viralA You can use a if you want to edit your photos. �lterB When someone reposts five times something you posted on social media, it means you had five . sharesC A on social media is a short text that explains who the user is. bioD When something spreads very quickly on social media, we say it has gone . E A is a word or phrase preceded by a #. hashtagF are the most talked about topics and hashtags on a social media network. G A is a response to a blog post or message on a social network. 2 Work in pairs. Can you think of any other common words and expressions in social media? Talk to your partner and add three more examples. Explain these terms to your classmates. Antes de dar início às atividades de vocabulário, veri�que com os estudantes que expressões usadas em redes sociais eles conhecem.viraltrending topicscommentPossible answers: Avatar, block, blog, chat, check-in, emoji, news feed, followers, inbox, in�uencer, likes, post, sel�e, stories, tag, unfollow, news feed, etc. Personal answers.36 LightField Studios/PureSolution/ShutterstockArizzona Design/ShutterstockFotomontagem: Cesar Wolf/Arquivo da editoraSinging. I miss this, can’t wait to come back! : Jackson3,9 KVU_INGLES_Julia_g21At_030a045_U02_LA.indd 36VU_INGLES_Julia_g21At_030a045_U02_LA.indd 36 9/27/20 10:58 AM9/27/20 10:58 AMFOOD FOR THOUGHT EM13LGG202 EM13LGG704EM13LGG102 EM13LGG70237 1 Work in groups to discuss the questions below.A What do you know about the cancel culture, also known as call-out culture? B Do you know the reasons why some public fi gures are “cancelled” on social media?Possible answer: It’s to boycott a public � gurefor offensive comments or behavior on social media.Possible answer: Because theydid something bad or offensive that was exposed on social media. 2 Do some research on the call-out culture. Follow the steps and take notes in your notebook.A What is cancellation culture?B Is it good or bad to cancel someone? Can it be a form of activism? Why (not)?C How is someone cancelled? Can anyone cancel another person?D When did it begin? How?E Find out famous people that were cancelled and why. F Is there a specifi c amount of time for people to be cancelled? G How can a person stop being cancelled? 3 Report your fi ndings to other groups.Personal answers.Esta atividade pode ser realizada em português, conforme a turma. Stacey Lynn Payne/ShutterstockVU_INGLES_Julia_g21At_030a045_U02_LA.indd 37VU_INGLES_Julia_g21At_030a045_U02_LA.indd 37 9/27/20 10:58 AM9/27/20 10:58 AMEM13LGG303 EM13LGG702EM13LGG102 EM13LGG40338LISTEN UP!Pre-listeningLANGUAGE PLUSYout é uma palavra do dialeto patoá jamaicano – língua crioula de base inglesa falada – que signifi ca youth.Talk Up Yout is a Jamaican multi-media platform show launched in 2010 to give Jamaican youth a voice. 1 You’re going to listen to part of a show called Talk Up Yout. One of the participants talks about one of the downsides of social media. Can you guess what it is?Listening 3 Listen to the audio and check your guess from activity 1. 4 What is the main idea of the audio? Write the correct option in your notebook.A You have to be careful with what you post on your social media. XB You need to share your ideas with everybody. 5 What suggestions does the Jamaican girl give in the audio? Write the correct answers in your notebook.A You can change the privacy setting on your post. XB You can post everything to everybody.C You can limit posts with sensitive information. XNo. 4 2 Are you careful while using social media? What do you do to stay safe? Personal answers.Possible answers: privacy matters, advertisings, cyberbullying, time consuming, etc.Reprodução/https://www.youtube.com/watch?v=loYen_HvVzMBanco de imagens/Arquivo da editorahttps://www.youtube.com/watch?v=loYen_HvVzMVU_INGLES_Julia_g21At_030a045_U02_LA.indd 38VU_INGLES_Julia_g21At_030a045_U02_LA.indd 38 9/27/20 10:58 AM9/27/20 10:58 AM396 Listen to part of the audio and completethe following excerpt with the word and expression in the box. Use your notebook.post – social media I’m not saying that you can’t these things, I’m just saying that you need to understand how works. You want to put yourself at risk? Transcripted from: https://www.youtube.com/watch?v=loYen_HvVzM. Accessed on: Sep. 19, 2020. 7 Listen to the full audio again and order the sentences in your notebook. The fi rst one is done for you.A (3) “How about you change the privacy settings on your post? If you’re going to post something that has sensitive information, limit it to your friends only, or to a certain amount of people.”B ( ) ”I’m not saying that you can’t post these things, I’m just saying that you need to understand how social media works.“C ( ) ”Don’t just make everything public and if anybody, from anywhere, someone in Bangalore in India can say ‘Oh! I hate that girl!’. You know, just be careful about how you do the thing.”D ( ) ”Is there somebody you want to get to? Then limit the post.”E ( ) “You want to put yourself at risk? Go ahead, because there are already features built into these social media platforms to protect you.”No. 5post, social media1542 8 The audio is an answer to a question. Which question best suits it? Write it in your notebook.Why do young people like to use social media so much?ACan I share all the problems I’m going through on my social media? B XPost-listening 9 Do you agree with the message from the audio? Why (not)? 10 Do you think people from all over the world have the same concerns about the downsides of social media? Talk to your classmates about it.Personal answers. 110. Possible answers: Yes, I think people have the same concerns about the downsides of social media (online security, waste of time, etc.). / No, I don’t think people have the same concerns about the downsides of social media (online security, waste of time, etc.).No. 4VU_INGLES_Julia_g21At_030a045_U02_LA.indd 39VU_INGLES_Julia_g21At_030a045_U02_LA.indd 39 9/27/20 10:58 AM9/27/20 10:58 AMEM13LGG40340LANGUAGE ANALYSIS 1 Read the sentence below from Going further and answer the questions in your notebook.There is, however, the issue of how trolling and hate speech can interfere with online activism [...]A Choose the sentence that explains the message of the sentence above.I The existing problem is that online activism is the same as trolling.II The existing problem is that trolling can be bad for online activism. XB Is the sentence singular or plural? How can you tell?It’s singular, because of “is” and “issue”. 2 Now read the transcript from Listen up! to answer the following questions in your notebook.[…] ther e are already features built into these social media platforms to protect you.A Choose the sentence that explains the message of the sentence above.I Features exist in social media to protect you. XII Features exist in social media to make people feel happy.B Is the sentence singular or plural? How can you tell? 3 What do the sentences in activities 1 and 2 express? Write the correct alternative in your notebook. A Existence. X B Possession. It’s plural, because of “are” and “features”. 4 Read two transcripts of the Jamaican show in Listen up and answer the questions in your notebook.[…] a lot of young people are programmed by “likes” and how many ÒsharesÓthey can get on a certain picture […]A Which sentence explains the message of the sentence above?I A great number of young people think that the amount of “likes” and “shares” is important. XII A great number of young people think that the amount of pictures on social media is important.B Is it possible to count the amount of “shares” and “likes” in a post? C Why do we use much and not many in the following transcript question?How much attention should you pay when posting personal information on social media?Because we use much with uncountable nouns. Attention is uncountable.4. B. Yes, it’s possible. É provável que os estudantes tenham estudado substantivos contáveis e incontáveis no Ensino Fundamental 2. Retome com eles esse conteúdo e explique-lhes o signi� cado da palavra amount (quantidade), caso não saibam ou não se lembrem.VU_INGLES_Julia_g21At_030a045_U02_LA.indd 40VU_INGLES_Julia_g21At_030a045_U02_LA.indd 40 9/27/20 10:58 AM9/27/20 10:58 AM41 5 Now read one more transcript of another extract from the Talk Up Yout.There are some features to protect you on social media, but there are also people who don’t know any of those features.A In your notebook, choose what completes the sentences correctly. • Some is the same as all of them / not all of them.B Why do we use some in the fi rst sentence and any in the second?not all of themBecause the � rst sentence is af� rmative and the second is negative. 6 Read the information and complete the sentences in your notebook.THERE IS / THERE AREWe use there is / there are when we talk about the existence or presence of something or someone.Examples: an online protest against animal cruelty. (protest = singular) there is many teenage infl uencers on social media. (infl uencers = plural) there areAFFIRMATIVE NEGATIVE INTERROGATIVESINGULAR There isThere’sThere is notThere’s notThere isn’tIs there...?PLURAL There are There are notThere aren’tAre there...?QUANTIFIERSSome or any?Someis most common in affi rmative sentences.Anyis most common in negative sentences and questions.Examples: I need to block people to seeing my posts.Do you have new followers?Many or much?We use many and much to talk about quantities.Many is used with countable nouns (book, car, computer, chair...).Much is used with uncountable nouns (sugar, coffee, rice, money…).Examples:How people are there in the protest?How money do you want to donate? someanymanymuch 7 Write short sentences in your notebook using the words from the box. Personal answer.LANGUAGE PLUS• How many…? e How much…? são usados para perguntar sobre quantidade ou número de coisas ou pessoas.• How many é usado para substantivos contáveis, e How much é usado para substantivos incontáveis.any – many – much – some – there is – there areVU_INGLES_Julia_g21At_030a045_U02_LA.indd 41VU_INGLES_Julia_g21At_030a045_U02_LA.indd 41 9/27/20 10:58 AM9/27/20 10:58 AMEM13LGG301 EM13LGG402 EM13LGG703EM13LGG104 EM13LGG302 EM13LGG70142London, England, 2016.Amsterdam, The Netherlands, 2016.SPEAK YOUR MINDPre-speaking 1 Look at the pictures from social movements. Can you identify what they stand for? Discuss with a classmate. 2 Which social movement would you like to support? How?Possible answers: Creating memes, sharing posts about it, making a video to support it, donating money, etc.Personal answers.John Gomez /ShutterstockAndriiKoval/ShutterstockKyiv, Ukraine, 2019.Melanie Lemahieu/ShutterstockPossible answers: The end of animal testing. / Welcoming refugees. / The end of racism.VU_INGLES_Julia_g21At_030a045_U02_LA.indd 42VU_INGLES_Julia_g21At_030a045_U02_LA.indd 42 9/27/20 10:58 AM9/27/20 10:58 AM43Post-speaking 4 Was it easy or diffi cult to produce this video? What was your favorite part of the process? What was diffi cult to do? 5 Which of the recorded videos is your favorite? Why? Share with your classmates. Personal answers.Speaking 3 Work in small groups. The teacher will divide the groups according to the answer to the previous activity and you are going to record a one-minute video supporting the cause you chose. Plan what you are going to say. Write a script that considers the following:• Explain why you want to support this social movement.• Explain why it is important for your local community.• Create a hashtag for thismovement.• Think of what people can do to help this social movement.• Think of how you can make it go viral.• Make sure you know how to pronounce the words in the script.• Here are some expressions to help you plan the video:…is a social movement dedicated to…There are many social activists that supportthe movement, such as…We support this social movement because…It is important to our local community because…If you want to help the social movement, you can…Share this video and our hashtag to help them go viral.• Show the script to your teacher to check if something needs to be corrected. • Practice your speech until you feel ready to record the video.• Use your cell phones to record the video.• Post it on the classroom blog or on the school’s social media. Caso não seja possível fazer a gravação do vídeo com celular, o texto pode ser apresentado em voz alta para os colegas de sala. Olga Strelnikova/ShutterstockVU_INGLES_Julia_g21At_030a045_U02_LA.indd 43VU_INGLES_Julia_g21At_030a045_U02_LA.indd 43 9/27/20 10:58 AM9/27/20 10:58 AMEM13LGG301 EM13LGG701EM13LGG104 EM13LGG403 EM13LGG70344WRITE IT OUTPre-writing 1 Go back to Read on and remember the characteristics of a meme. 2 Do some research on memes on the internet. Choose one and share it with a classmate. Then answer the questions.A What message is it trying to send? B Is its message ironic or humorous? Why?Writing 3 In small groups, follow the steps below to create a meme to share positive messages about a social movement you know.Planning• Decide on the social movement.• Think of the target audience: The school community? Your followers on social media?• Think of the objective of your meme and focus on the purpose of the social movement (climate change, black lives matter, democracy etc.).• Create a positive message about the topic. What would you like to tell people about it?• Think of the image you will use and the caption. Consider the impact you want to cause on people.Writing the first draft• Think about the tone you will use for the meme, considering your target audience. Will it be humorous or ironic?• Write something short and impactful. Sometimes one word is enough.• Write the fi rst draft of your meme. Consider the image you will use and the message. Peer-editing• Ask another group to read your meme and check: Is the message clear? Is the caption correct and appropriate for the target audience? • Make the necessary corrections and prepare the fi nal version.Posting• Create a hashtag for the meme so you can fi nd it on social media.• Post your meme on a social media.Post-writing 4 W hat was the result of your meme on social media? Talk to your classmates about it.A Did people like the meme? B Did they repost it?C Did they write comments on it? Were they positive or negative? 5 In your opinion, what were the most interesting memes? Why?A meme is usually funny and has images (pictures or videos) and a sentence. Personal answers.Oriente os estudantes para que o meme não seja ofensivo e para que eles usem uma linguagem respeitosa e adequada para todos.Personal answers.Personal answers.VU_INGLES_Julia_g21At_030a045_U02_LA.indd 44VU_INGLES_Julia_g21At_030a045_U02_LA.indd 44 9/27/20 10:59 AM9/27/20 10:59 AMSELF–ASSESSMENT45Nesta unidade, conversamos sobre temas relacionados às redes sociais e ao seu impacto na sociedade. Chegou o momento de refl etir sobre seu aprendizado ao longo da unidade. Vamos começar? 1 Como você avalia a sua aprendizagem com relação aos tópicos a seguir? Enumere os itens de 1 a 3 de acordo com a legenda. Use o caderno.1 Ainda sinto difi culdade com este assunto e não consegui realizar a maioria das atividades propostas.2 Aprendi o assunto, mas em algumas ocasiões senti difi culdade em realizar as atividades propostas.3 Aprendi o assunto e realizei a maioria das atividades propostas com facilidade.( ) ler um meme e conhecer as características do gênero;( ) ler um article sobre o uso de redes sociais e seu impacto na sociedade;( ) conhecer o vocabulário relacionado a redes sociais;( ) pesquisar cultura de cancelamento;( ) ouvir trecho de um programa jamaicano sobre cuidados a serem tomados em redes sociais;( ) reconhecer e utilizar there is / there are, some / any, many / much;( ) produzir um vídeo-minuto para divulgar um movimento social;( ) produzir um meme com base nos temas discutidos. Respostas pessoais. 2 O que você mais gostou de aprender nesta unidade? O que menos gostou? 3 O que não aprendeu muito bem e precisa de estudo extra?Take every opportunity you have to practice the language.How can I become a lifelong learner?A REDE Social. Diretor: David Fincher. Produção de: Relativity Media e Trigger Street Productions. Estados Unidos: Sony Pictures Entertainment Motion Picture Group, 2010.Filme do gênero drama biográfi co que conta a história da criação de uma rede social e seus desdobramentos. Classifi cação indicativa: 14 anos.Alamy/FotoarenaVU_INGLES_Julia_g21At_030a045_U02_LA.indd 45VU_INGLES_Julia_g21At_030a045_U02_LA.indd 45 9/27/20 10:59 AM9/27/20 10:59 AMwavebreakmedia /Shutterstock3Respecting DifferencesLEARNING PATHA BNCC NESTA UNIDADENesta Unidade, você vai:• ler roteiros em inglês e reconhecer suas características;• investigar e discutir temas referentes ao respeito às diferenças;• identificar e empregar o verbo modal can;• produzir um roteiro com base nos temas discutidos e encená-lo.Competências gerais: 1, 2, 3 e 9Competências específicas de Linguagens e suas Tecnologias para o Ensino Médio: 1, 2, 3, 4, 6 e 7 Temas contemporâneos transversais: Direitos humanos e Educação ambientalAs habilidades estão listadas ao início de cada seção.Veja encaminhamentos para o trabalho com esta Unidade no Manual do Professor. 46VU_INGLES_Julia_g21At_046a061_U03_LA.indd 46VU_INGLES_Julia_g21At_046a061_U03_LA.indd 46 9/27/20 5:49 PM9/27/20 5:49 PMEM13LGG302 EM13LGG303Work in pairs. Observe the picture and read the following questions. Then share your ideas with a classmate.a) Who are these people and what are they doing?b) Is the image related to the title of the unit? If so, how?c) Which respectful actions do you usually take with people around you? How do they impact the society we live in?Lead-in no Manual do Professor.Veja orientações e respostas para estas atividades 47VU_INGLES_Julia_g21At_046a061_U03_LA.indd 47VU_INGLES_Julia_g21At_046a061_U03_LA.indd 47 9/27/20 5:49 PM9/27/20 5:49 PMREAD ONPre-reading 1 Do you like television series? If so, which are your favorite? Tell your teacher and your classmates. 2 You are going to read part of a screenplay from Glee, an American TV show about the fi ctional William McKinley High School musical group, the New Directions. Look at the picture and guess what is going on.Personal answers.The characters are performing a musical number on wheelchairs.A série estadunidense de televisão Glee estreou em 2009 e seu último episódio foi gravado em 2015. Nela, o grupo musical da escola William McKinley High School é retratado, além dos dramas e das histórias dos estudantes e professores que formam parte do coral. A partir da expressão musical, esses personagens buscam superar os obstáculos que enfrentam no cotidiano escolar e na vida pessoal.Reading 3 Read the screenplay extract. Were your predictions in activity 2 correct?Personal answer.Wheels[...]Will: […] On to item two. The school won’t pay for the special bus we need to take Artie and his wheelchair with us to sectionals.Tina: W-w-what?!Rachel: That’s completely unfair.Will: So we’re going to have to raise money to pay for it ourselves. See, when I was in glee cluband we needed new silk cummerbunds for regionals, we helda bake sale.Pause. Scattered laughter.Santana: You’re joking, right? I mean, bake sales are kind of bougie.Will: So hip people stopped eating delicious sugary treats?Britanny: It’s not that? It’s most of us? Don’t know how to bake? I � nd… recipes confusing.EM13LGG101EM13LGG102EM13LGG303EM13LGG502Reprodução/Carin Baer/Fox48VU_INGLES_Julia_g21At_046a061_U03_LA.indd 48VU_INGLES_Julia_g21At_046a061_U03_LA.indd 48 9/27/20 5:49 PM9/27/20 5:49 PM 4 Read the screenplay carefully. Answer the following questions in your notebook.A What is the context of the dialogue in this part of the screenplay?I Artie, who is in a wheelchair, will not receive help from the school to travel with the group on a special bus. XII The school prohibited Artie to participate in the sectionals.B What is Will’s solution to this problem?I Ask Artie’s dad to take him to the sectionals.II Make a bake sale to raise money for the rental of the special bus. XPost-reading 7 Work in pairs. Were the students’ reactions to the problem respectful or not? Justify your answer. 8 Do people with disabilities have the same opportunities to participate in physical activities such as sports or dancing in your school? Why (not)? 9 Look at the picture in activity 2 again. It is a scene from the end of the episode. Based on the script, what is probably happening in the picture? How do you feel about it?Personal answer.Personal answers.Personal answers.Wheelchair: cadeira de rodasUnfair: injustoBougie: fora de moda, de mau gostoHip: pessoa que está na modaTakeout: comida para viagemGlee club: coral ou grupo musical em uma escolaCummerbunds: faixa usada em torno da cinturaBake sale: evento coletivo de venda de bolos e doces para arrecadar dinheiro para uma causa 5 Read the text again. Then, in your notebook, write T (true) or F (false) for the following statements.A The classmates empathize with Artie’s problem and they will support him to attend the event. B All students think that selling cakes is a good solution.C According to Will, the students are reacting selfi shly to Artie’s issue. T 6 Read Artie’s reaction in the end of the scene again and answer in your notebook.A How do you describe his reaction: aggressive, calm, happy, sad?B Why do you think he reacted that way?FFPersonal answer.Personal answer.Rachel: My family is fully committed to takeout.[...]Mercedes: Can’t Artie’s dad just take him?Will: I can’t believe how insensitive you’re all being. Are you a team?Quinn: Of course. But Artie understands, don’t you, Artie?Artie: Oh… Of course. I-It’s cool. Anything that takes away our time from rehearsing doesn’t serve the team.The school bell rings. Everyone leaves but Artie, who goes to tie his shoelace.WHEELS. Glee Transcripts. Transcripts Wiki. Available at: https://transcripts.fandom.com/wiki/Wheels. Accessed on: Aug. 9, 2020.49VU_INGLES_Julia_g21At_046a061_U03_LA.indd 49VU_INGLES_Julia_g21At_046a061_U03_LA.indd 49 9/27/20 5:49 PM9/27/20 5:49 PMGOING FURTHERPre-reading 1 Do you consider yourself to be a respectful person? How do you show respect for your classmates and teacher? 2 In your opinion, what does it mean to be respectful? Why is it important for living in a community? 3 Skim the following article and answer in your notebook: What is it about?Reading 4 Read the text. Were your predictions in activity 3 correct?Personal answers.Personal answers.It is about respect and forms to show respect to other people.Personal answer.EM13LGG102EM13LGG303 EM13LGG304https://www.aconsciousrethink.com/8558/respecting-others/Banco de imagens/Arquivo da editoraHow to show respect for others? (+ Why it’s important in life)[…]So how do we show respect for others? What does respect look like? How do we know it when we see it? How do we recognize when it’s absent ?Well, there isn’t space to mention all of them or even most of them, but here are 6 ways to show respect for you to consider and hopefully put into practice.1.Listening to what another person has to say is a basic way to respect them. Everyone wants to have their say. Everyone wants to feel that they’re being listened to.[...] When you give another person your time and your focus and your ear, you validate them. Which conveys respect. [...]2.[...] “You were incredibly patient and understanding when dealing with that dif� cult situation.”“You make me smile every time I see you.”You may not respect every aspect of who they are and what they do, but you can give them appropriate respect at the level that af� rms them. Af� rmation is a key way of showing respect to others.3.[...] Life on earth is about serving others. In fact, our professions, our careers, and our jobs should revolve around a desire to serve others. To give back to others. To use our talents and abilities to make life better for others. [...]4.[...] Kindness is an expression of respect. Respect for the fact that someone else is simply in need. We have all been in need. And what a relief it was when someone showed us kindness. Kindness is a tangible way of showing respect.50VU_INGLES_Julia_g21At_046a061_U03_LA.indd 50VU_INGLES_Julia_g21At_046a061_U03_LA.indd 50 9/27/20 5:49 PM9/27/20 5:49 PM 5 In your notebook, write T (true) or F (false) according to the information from the text. Correct the false ones.A Listening carefully is a good way to show respect for people. TB Thankfulness is becoming more common nowadays. FC A person’s day can change for better if you are polite. TD Our talents and abilities are just for making money. F 6 Read the text again. In your notebook, match the titles below to the paragraphs from the text.A Affi rm 2B Be thankful 6C Listen 1D Serve 3E Be kind 4F Be polite 5“Thankfulness is becoming increasingly rare in our world.”“To use our talents and abilities to make life better for others.” 7 Observe the following images: which ones represent disrespectful attitudes? In your opinion, how do these actions affect society? Write in your notebook.Absent: ausenteGive back: devolverRelief: alívioTangible: palpávelApalling: alarmanteLiterally: precisamenteRequire: requisitarAXBMy Ocean Production /ShutterstockMotortion Films/ShutterstockHOW To Show Respect For Others (+ Why It’s Important In Life). A Conscious Rethink. Available at: https://www.aconsciousrethink.com/8558/respecting-others/. Accessed on: Aug. 7, 2020.5.It’s appalling to witness the decline of politeness in the modern world. Whether it’s on the highway, at the grocery store, in the parking lot, on the athletic � eld, on Facebook, or in political rhetoric – polite discourse and interaction is rapidly becoming a lost art.Yet, it’s so easy to be polite. And it’s so inexpensive too. An act of politeness can literally change a person’s day. It can even change a person’s life. [...]6.[...] When someone does something for you that’s bene� cial. Or they say something to you that’s helpful in some way. Or they honestly af� rm you in some way that’s important to you. You should thank them.Again, thankfulness is becoming increasingly rare in our world.[...] Respect doesn’t always require thankfulness. But it often does. It’s just another way we show respect. It’s just another way that we feel respected. [...]7. Solicite aos estudantes que observem atentamente as imagens e respondam o que elas representam (a. They are yelling to each other.; b. Someone is helping a boy being bullied.; c. The boy is ignoring what the other person is saying.; d. They are having an argument.). nas quais essas ações podem ser aplicadas e como elas podem transformar a convivência de todos.Proponha aos estudantes que pensem em situações do cotidiano escolarEm seguida, pergunte-lhes o que essas atitudes costumam provocar na vida em sociedade e que consequências podem gerar. Por � m, peça contribuições dos estudantes para solucionar as situações, baseados na leitura e nos debates que � zeram.51VU_INGLES_Julia_g21At_046a061_U03_LA.indd 51VU_INGLES_Julia_g21At_046a061_U03_LA.indd 51 9/27/20 5:49 PM9/27/20 5:49 PMPost-reading 8 Do you agree with the author’s tips? Do you think they are effective ways to promote harmony and respect? Why (not)? 9 Do you think any of the tips in the text could be useful in Artie’s situation described in Read on? Which ones? 10 Work in groups. Create two more steps for practicing respect in your school environment. Think about the different types of people from your school and their needs. Then share your ideas with your class and justify them.Personal answers.Personal answers.10Personal answer.Vocabulary1 Read the following expressions and match them with their defi nitions. Write the answers in your notebook.1 Perhaps2 Excuse me…3 I would like…4 You’re welcome.5 Pardon....A It is a polite way to apologize. 5B It is a polite way to express what you want. 3C It means possibility or uncertainty. 1D To get someone’s attention or tell you are leaving. 2E It is a polite answer for someone who thanks you. 42 In pairs, discuss the following questions.A How often do you use these words/expressions in your daily life?B Why is thinking about the words we use important during a conversation?Personal answer.Personal answer.C DViktoriia Hnatiuk/ShutterstockShutterstock / samuiKzenon/ShutterstockX XEM13LGG10452VU_INGLES_Julia_g21At_046a061_U03_LA.indd 52VU_INGLES_Julia_g21At_046a061_U03_LA.indd 52 9/27/20 5:49 PM9/27/20 5:49 PMLISTEN UP!O projeto global Playing for Change Foundation consiste em transformar a realidade das pessoas, em diversas partes do mundo, por meio do ensino de música em escolas próprias para essa fi nalidade. Assim, adolescentes e jovens de comunidades carentes são integrados socialmente pela arte. Desse trabalho resultou o grupo musical que leva o nome do projeto, em que voluntários de diferentes países interpretam canções que abordam temas sobre a paz mundial e a mudança positiva da sociedade. Para saber mais sobre o projeto, acesse o endereço ofi cial da fundação: https://playingforchange.org/ (acesso em: 12 ago. 2020).Listening4 Listen to the audio and check if your predictions in activity 3 were right.5 Listen to the audio again and check the sentence that can explain the main idea of the song. Write the correct answer in your notebook.A Individuality is the answer to bring a positive change to the world.B To build a better world, we should seek harmony with other people. XC We must learn how to live alone in a troubled world.D Living together peacefully is an impossible goal to be achieved by everybody.No. 6No. 6PLAYING for Change: a Cinematic Discovery of Street Music. Direção: Mark Johnson e Jonsthan Walls. Produção de Whitney Kroenke e Mark Johnson. Estados Unidos: One Way Productions e Timeless, 2003. O documentário mostra alguns músicos de rua em todos os Estados Unidos e como suas histórias tocantes impactam as pessoas ao seu redor. Um documentário que apresenta a paixão pela música e sua infl uência na vida das pessoas.EM13LGG102 EM13LGG303EM13LGG302 EM13LGG403Pre-listening 1 In Read on, you read about a fi ctional situation about a person with a disability being left aside. Do you know television series, music, movies, theater plays, visual arts, dances, etc. that work with such issues? 2 Do you believe cultural productions help promote change in reality? 3 You are going to listen to part of the song “United” recorded by the global movemen Playing for Change. Considering the song title and the movement’s name, which following themes do you expect to hear? Write your predictions in your notebook.A ExclusionB Transformation XC Harmony XD Confl ictE Unity XPersonal answer.Personal answer.53VU_INGLES_Julia_g21At_046a061_U03_LA.indd 53VU_INGLES_Julia_g21At_046a061_U03_LA.indd 53 9/27/20 5:49 PM9/27/20 5:49 PMhttps://www.youtube.com/watch?v=6vT_7AX06UQ 6 The following image is the opening scene for the music video for the song “United”. Read the message and then answer the questions in your notebook.A Do you think the text can convey the meaning of the song? Why (not)?B What is the meaning of the sentence “Our 7 billion hearts are united in song”?C In your opinion, is it possible that 7 billion people come together and make a difference in the world? Why (not)?Post-listening 7 Do you agree with the message of the song? What can you do to help achieve this goal? 8 Do you know of similar projects in your community that promote positive change through music or other art forms? Describe them to your classmates.Personal answers.Possible answer: It gives us the idea that we are all united.Personal answers.Personal answers.Personal answer.PRONUNCIATION BOX Saber como os sons fl uem juntos pode ajudá-lo a compreender falantes de inglês. Esta técnica é conhecida como linking sounds e é dividida em três padrões básicos:• consoantes com vogais: hold on > hol don / turn off > tur noff• consoantes com consoantes: good day > gooday / beautiful life > beautifulife• vogais com vogais: go on > gowon / the end > theyendEm outras palavras, na língua falada alguns sons podem se juntar juntos ou reorganizar, dando mais fl uência ao discurso.Reprodução/https://www.youtube.com/watch?v=6vT_7AX06UQBanco de imagens/Arquivo da editora54VU_INGLES_Julia_g21At_046a061_U03_LA.indd 54VU_INGLES_Julia_g21At_046a061_U03_LA.indd 54 9/27/20 5:49 PM9/27/20 5:49 PMLANGUAGE ANALYSIS 1 Observe the following sentences from Going further. Then, in your notebook, choose the option that best corresponds to the sentences.[...] you can give them appropriate respect at the level that af� rms them.An act of politeness can literally change a person’s day. It can even change a person’s life.A All the sentences refer to a probability.B The sentences are related to possibilities. XC All the sentences are related to abilities.D The sentences refer to hypothetical situations. 2 What term is repeated in the sentences and indicates the connotation for the sentences above? 3 You can replace this term by another one without harming the meaning of the sentences. In your notebook, choose the option that indicates which term is this.A Be able to XB CouldC Have toD WouldThe modal verb can. 4 Using the term from activity 3, rewrite the sentences from activity 1 in your notebook.“[...] you are able to give them appropriate respect at the level that af� rms them.”“An act of politeness is literally able to change a person’s day. It is even able to change a person’s life.” 5 Now, read the box and give the requested examples in your notebook.LANGUAGE PLUSDe modo geral, o uso de determinadas palavras (neste caso, o verbo modal can) pode variar de acordo com o contexto. Preste sempre atenção à intencionalidade e ao contexto em que uma palavra está empregada.CAN FOR POSSIBILITIESCan is a modal verb. It is used to speak about the possibility of doing something.Example: It is also possible to use the negative form of can. It is made with can’t or cannot (can+not).Example:In the interrogative form, you use the modal verb in the beginning of the sentence.Example:Suggested answer: Artie can’t/cannot go with the class to the sectionals.Suggested answer: Can you be respectful to her?Suggested answer: You can come to my house next Saturday./She can take your sister to school.EM13LGG40355VU_INGLES_Julia_g21At_046a061_U03_LA.indd55VU_INGLES_Julia_g21At_046a061_U03_LA.indd 55 9/27/20 5:49 PM9/27/20 5:49 PMFOOD FOR THOUGHThttps://www.youtube.com/watch?v=6vT_7AX06UQBanco de imagens/Arquivo da editora 1 The following image was taken from the music video of the song “United”, performed by Playing for Change band. Look at the image and discuss the questions below with a classmate.Personal answers.Research 2 Work in groups. You are going to do some research on songs that promote critical thinking. Follow the steps below.• Think of or search for songs about respect. Remember that respect can include any actions that infl uence living in community or the environment (climate change, human confl ict, inequality and poverty, corruption, unemployment, well-being, etc.).• Choose one of them to analyze and answer:A Who sings this song and when was it composed?B What subject is the song about? Is that a problem in the community you live in? Why?C What is the message you understand from these lyrics?D Do the lyrics present a solution for a situation or not? If so, what is the problem and the solution?• Find on the internet if there is a music video for the song you selected. If so, does the video deal with the same subject of the lyrics? Take notes of some of its characteristics (narrative, images, scenes, location, etc.). If the song does not have a music video, imagine how it could be and write down your idea for a video.• Highlight the parts of the lyrics that you consider most important. Take some notes about the song/music video that can contextualize them and explain how they deal with the subject of the lyrics.• Talk to your classmates and teacher and report your fi ndings and listen to your classmates as well. Then answer: What is the effect of the music on the listener? How can it convey a social issue through the lyrics? Does having a videoclip make it easier to understand the song or not?Reprodução/https://www.youtube.com/watch?v=6vT_7AX06UQEM13LGG102 EM13LGG602EM13LGG401 EM13LGG704A In your opinion, can this image represent the theme of the song “United”? Why (not)?B Do you like music videos? Why (not)? If so, what music video is your favorite and why?C How often do you watch music videos? Where do you usually watch them?D Do you think that the messages of the music videos always express the meaning of their lyrics? Why (not)?56VU_INGLES_Julia_g21At_046a061_U03_LA.indd 56VU_INGLES_Julia_g21At_046a061_U03_LA.indd 56 9/27/20 5:49 PM9/27/20 5:49 PMWRITE IT OUTPre-writing 1 Work in pairs. In Read on, you read part of a screenplay that narrates a specifi c scene for the television show Glee. What is the function of the screenplay? Where else can you fi nd screenplays? 2 Go back to the Glee screenplay you read in Read on. Observe the text, its compositional characteristics and visual content. Then write in your notebook the items you identify in the text.A Dialogue XB Use of colorsC Characters XD Orality markers (hesitation marks, for example) XE FormalityF Scene header XG TopicsH Action descriptions XWriting 3 Let’s create a screenplay about respecting differences. You will read and act it out for your classmates. Work in groups and follow the steps below.Planning• Think of the objective of your screenplay and choose one topic about respecting differences you would like to focus on.• Think of the message of your screenplay considering your audience. What would you like to tell people?• You can research the topic to fi nd real cases and their solutions to use in your screenplay. Look for reliable sources only (books, articles, magazines, social media profi les, and reputable internet sites).• Think of the dialogues you will write, considering the impact you want to cause on people. Detail the setting and the scenery in which the story happens.EM13LGG103EM13LGG204EM13LGG201 EM13LGG301EM13LGG402EM13LGG603EM13LGG604The screenplay describes in words what is going on during a scene. There are screenplays for movies, videoclips, games, etc.57VU_INGLES_Julia_g21At_046a061_U03_LA.indd 57VU_INGLES_Julia_g21At_046a061_U03_LA.indd 57 9/27/20 5:49 PM9/27/20 5:49 PMWriting the first draft• Think about the format you will use for writing. Do not forget to write as close as possible to what you want people to say and describe how they should sound.• Remember: you need a beginning, middle and ending.• Write the fi rst draft of your screenplay on a piece of paper. Spell-check it and edit it if necessary.Post-writing 4 What is the importance of scripting a fi ctional story like a TV show or a movie? Justify your answer. 5 Do you think you wrote a positive message about respecting differences? Can it touch its audience? Why (not)? 6 Can fi ction help us understand and change reality? Justify your answer.Personal answer.Personal answers.Personal answer.Peer-editing• Ask your classmates and the teacher to read it and check if all the story makes sense. Is the screenplay structure and content adequate for the audience?• Make the necessary corrections and prepare the fi nal version.gerasimov_foto_174/ShutterstockRehearsing• Rehearse your screenplay reading. Do not forget you will read and act your screenplay out!• Spend some time with your group reading your screenplay as many times as necessary. Follow the actions described in the scene.VGAJIC/E+/Getty Images58VU_INGLES_Julia_g21At_046a061_U03_LA.indd 58VU_INGLES_Julia_g21At_046a061_U03_LA.indd 58 9/27/20 5:49 PM9/27/20 5:49 PMSPEAK YOUR MINDPre-speaking 1 Look at the pictures below and answer: What are these people doing? 2 Read the following items. In your notebook, choose the options that characterize a dramatic reading.A LethargyB Good intonation XC Body gestures XD EmotionlessnessE Dramatization XF ShynessLightField Studios /ShutterstockBetsie Van der Meer/Getty Imagesadamkaz/E+/Getty ImagesEM13LGG103EM13LGG204EM13LGG301EM13LGG602 EM13LGG603Possible answers: They are staging a dramatic reading./They are reading lines from a play.59VU_INGLES_Julia_g21At_046a061_U03_LA.indd 59VU_INGLES_Julia_g21At_046a061_U03_LA.indd 59 9/27/20 5:49 PM9/27/20 5:49 PMSpeaking 3 Now, you and your group will perform a dramatic reading of the screenplay created in Write it out. Follow the steps below.Planning• Read and analyze the story you have created before. If necessary, make some adjustments to optimize it to the dramatic reading format.• Practice reading aloud. Training different intonations for each part of the text is important to convey the proper emotion. Perform body expressions and gestures too.• Rehearse. Practice your reading and gestures until they become spontaneous.Performing the dramatic reading• Greet your colleagues and teacher.Hello!/Good morning!/afternoon!/evening!• Say the theme of your scene in the screenplay.Our scene is named...• Explain why you selected this situation for the screenplay.We selected this situation for our screenplay because...• Read your screenplay out loud. Try to convey the emotions and instructions written in the screenplay. Post-speaking 4 How do you evaluate your participation in the dramatic reading? 5 Which of the screenplays presented did you like best? Why?Personal answer.Personal answers.maljuk/Shutterstock60VU_INGLES_Julia_g21At_046a061_U03_LA.indd 60VU_INGLES_Julia_g21At_046a061_U03_LA.indd 60 9/27/20 5:49 PM9/27/20 5:49 PMSELF–ASSESSMENTNesta Unidade, conversamos sobre temas relacionados a diferenças entre as pessoas e formas de respeitá-las. Chegou o momento derefl etir sobre seu aprendizado ao longo da Unidade. Vamos começar? 1 Como você avalia a sua aprendizagem com relação aos tópicos a seguir? Enumere os itens de 1 a 3 de acordo com a legenda. Use o caderno.1 Ainda sinto difi culdade com este assunto e não consegui realizar a maioria das atividades propostas.2 Aprendi o assunto, mas em algumas ocasiões senti difi culdade em realizar as atividades propostas.3 Aprendi o assunto e realizei a maioria das atividades propostas com facilidade.( ) Ler roteiros em inglês e reconhecer suas características.( ) Investigar e discutir temas referentes ao respeito às diferenças.( ) Identifi car e empregar o verbo modal can.( ) Produzir um roteiro com base nos temas discutidos e encená-lo.Respostas pessoais. 2 O que você mais gostou de aprender nesta Unidade? O que menos gostou? 3 O que não aprendeu muito bem e precisa de estudo extra?You can learn more by doing things. Practice things over and over again.How can I become a lifelong learner?Os links a seguir podem ajudá-lo(a) em seus estudos:• BRITISH Council. Can for possibilities. Learn English.Disponível em: https://learnenglish.britishcouncil.org/english-grammar-reference/can-and-could.• Larissa. Tips to improve your intonation skills. Elemental English. Disponível em: https://youtu.be/tzh3Owutf5Y. • TRANSPARENT Language. Be able to for possibilities. English Language Blog. Disponível em: https://blogs.transparent.com/english/cancould-vs-to-be-able-to/.Acesso em: 17 ago. 2020.61VU_INGLES_Julia_g21At_046a061_U03_LA.indd 61VU_INGLES_Julia_g21At_046a061_U03_LA.indd 61 9/27/20 5:49 PM9/27/20 5:49 PM4Sustainable FashionLEARNING PATHNesta Unidade, você vai:• ler postagens e campanhas de conscientização em relação a consumo sustentável veiculadas em redes sociais e reconhecer suas características;• investigar e discutir temas referentes ao consumo sustentável;• identifi car e empregar o tempo verbal imperativo;• expressar opinião sobre determinado assunto oferecendo argumentos que a sustente;• produzir um post de conscientização sobre moda sustentável com base nos temas discutidos. A BNCC NESTA UNIDADECompetências gerais: 4, 5 e 7Competências específi cas de Linguagens e suas Tecnologias para o Ensino Médio: 1, 2, 3, 4 e 7Temas contemporâneos: Educação ambiental e Educação para o consumoAs habilidades estão listadas no início de cada seção.Veja encaminhamentos para o trabalho com esta Unidade no Manual do Professor. 62VU_INGLES_Julia_g21At_062a077_U04_LA.indd 62VU_INGLES_Julia_g21At_062a077_U04_LA.indd 62 9/27/20 11:00 AM9/27/20 11:00 AMPuput/ShutterstockEM13LGG102 EM13LGG103Work in pairs. Observe the picture and read the following questions. Then discuss with a classmate.a) What do you see in the picture?b) What do you think it represents?c) Do you know what sustainable fashion is? Explain it in your own words.d) In your opinion, is the picture related to sustainable fashion? Why (not)?Lead-in Leia orientações e respostas para estas atividades no Manual do Professor.63VU_INGLES_Julia_g21At_062a077_U04_LA.indd 63VU_INGLES_Julia_g21At_062a077_U04_LA.indd 63 9/27/20 11:00 AM9/27/20 11:00 AMREAD ON Pre-reading1 Observe the following texts and answer in your notebook:A What genres are they? I They are digital posters.II They are social media posts. XB How did you reach this conclusion? C What do you think the texts are about?2 Do you have any social media accounts? What do you usually do on social media? Tell your teacher and your classmates.Reading3 Read the texts and answer: Was your hypothesis in activity 1C correct? Text 1Possible answers.: They all have comments, icons, emojis and usernames; one of them has hashtags.Possible answer: The texts are about sustainable fashion/conscious consumption.Personal answers.Personal answer. EM13LGG101EM13LGG102EM13LGG202EM13LGG30364https://www.instagram.com/p/ByqDDneCRIh/Banco de imagens/Arquivo da editoraTHE USELESS Project. Available at: https://www.instagram.com/p/ByqDDneCRIh/. Accessed on: July 15, 2020.Reprodução:/https://www.instagram.com/p/ByqDDneCRIh/sustainablefashiondublintheuselessproject • Follow • • •theuselessproject Never underestimate your individual ability to make a change66wurbansewingstl Stop buying new! I did!66w 1 like ReplyLiked by swap_shop_sundaysand 2,275 others JUNE 13, 2019Add a comment... PostFOS_ICON/ShutterstockVU_INGLES_Julia_g21At_062a077_U04_LA.indd 64VU_INGLES_Julia_g21At_062a077_U04_LA.indd 64 9/27/20 11:00 AM9/27/20 11:00 AM https://www.facebook.com/DRESSRESPONSIBLYEVENTS/photos/a.1005093143008864/1080727725445405/?type=3https://br.pinterest.com/pin/487796203392446259/?nic_v1=1auMF1iCrZfoLF5dqRUk0xsYGNadd%2Fdlv3hX0o3cnReprodução/FacebookHome Today Following SearchGALERIE .LA (@galeriela) • photos and videosPhotos CommentsTried this Pin?Add a photo to show how it went Add photoGALERIE.LA saved to Shop Your Values - Ethical and Sustainable FashionGALERIE .LA (@galeriela) • photos and videosSearchE THIC AL FASHIONWrite a comment…Reminder• Avoid making impulse oremotional purchases.• Don’t buy stuff you don’t needjust because it’s cheap.• Only buy things you’ll wear 30times or more.• Take better care of your clothes.• See number 1.Okay• • •65Banco de imagens/Arquivo da editoraCarboxylase/ShutterstockBanco de imagens/Arquivo da editoraText 2Text 3DRESS Responsibly Events. Available at: https://www.facebook.com/DRESSRESPONSIBLYEVENTS/photos/a.1005093143008864/1080727725445405/?type=3. Accessed on: July 16, 2020.GALERIE.LA. Available at: https://br.pinterest.com/pin/487796203392446259/?nic_v1=1auMF1iCrZfoLF5dqRUk0xsYGNadd%2Fdlv3hX0o3cnM05V4CrqT4rjIQQ%2BbNhmDvGQ0. Accessed on: July 16, 2020.Reprodução/PinterestDRESS Responsibly Events • • •February 25, 2019 • PublicFashion Dictionary Today´s word: ETHICAL FASHION. With all these NEW innovative eco fashion terms, Bringing awareness to a lifestyle change often requires a de� nition. Every week we’ll randomly select a word and share it with our followers. The more we know, the greater the impact. #sustainablefashion #ethicalfashion #fashion #handmade #slowfashion #sustainable #ecofriendly #ecofashion #sustainableliving #style #recycle #sustainability #eco #vintage #design #nature #organi... See More1Like Comment Share@STYLEDSUSTAINABLEfashionVU_INGLES_Julia_g21At_062a077_U04_LA.indd 65VU_INGLES_Julia_g21At_062a077_U04_LA.indd 65 9/27/20 11:00 AM9/27/20 11:00 AM664 Which text are these sentences about? Text 1, 2 or 3? Write the answers in your notebook. Follow the example.It has tips on how to consume clothes consciously. Text 3.A It puts clothes consumption in a global scale. B It considers the effects of fashion on nature and society. C It is structured as a list.D It offers an explanation of what sustainable fashion is.5 Read Text 1 again and, based on it, write T (true) or F(false). Use your notebook.A One person’s decision does not make a difference. FB Buying or not buying new clothes can make a difference. C If many people decide to buy clothes there will be a big impact on the planet. TD Buying clothes has no impact on the planet. FText 1.Text 2.Text 3.Text 2.T6 Look at the pictures below and match them to the related expression from Text 2 in the box.sustainable production working conditionsanimal welfare7 Read Text 3 again and answer in your notebook.A Look for two cognates in the text.Write them and their respective translation into Portuguese in your notebook.B Read the following situations. Which of them relate to each of the words in item a?I Wow! I’m so happy! I have to buy something. II I’ll buy all fi ve t-shirts. I love the color options! III I’m so sad I failed the test. I need shopping to feel happy.IV I don’t need any clothes, but these jeans are so beautiful! I’ll take them. Impulse, emotional; impulso e emocional, respectivamente.Emotional.Impulse.Emotional.Impulse.seyephoto /ShutterstockShutterstock / Miriam Doerr Martin Frommherz /ShutterstocKAndrey_Popov/Shutterstock A B Csustainable production animal welfare working conditionsVU_INGLES_Julia_g21At_062a077_U04_LA.indd 66VU_INGLES_Julia_g21At_062a077_U04_LA.indd 66 9/27/20 11:00 AM9/27/20 11:00 AM67 8 Read the following statements. Which text is the best option to recommend to each person? Answer in your notebook.Post-reading 9 How do the texts relate to your idea of sustainable fashion? Do they give you different ideas about what sustainable fashion is? 10 Do you do any of the things mentioned in the Text 3? What? 11 After reading the texts, would you change your attitudes toward clothes? Why (not)?Personal answers. 1Personal answers. 1Personal answers.I worry about sustainability, but I don’t know what I can do to be sustainable.Text 3.I don’t understand what sustainable fashion is. I would like to learn more about it.Text 2.I don’t need it, but it’s only one skirt. It can’t harm the environment!Text 1.A Logan: B Ruth: C Kevin:Vocabulary 1 Go back to the texts from Read on to write the meaning of the words in Portuguese, according to the context. Use your notebook.A underestimate (Text 1)B range (Text 2)C purchase (Text 3)D stuff (Text 3) 2 Match the expressions to their defi nitions in your notebook.Minimizar, duvidar.Variedade, gama.O ato de comprar algo.Grupo de coisas.A Fast fashionB Slow fashionC Second-hand clothesD Ethical fashionI It means “morally right”. It can include the fair treatment of animals and vegan fashion. II Clothes that belonged to other people before. CIII It refers to clothes that are produced quickly. They are usually cheap and copy fashion trends. AIV It involves wearing better-quality clothes which have a longer durability. BDEM13LGG104VU_INGLES_Julia_g21At_062a077_U04_LA.indd 67VU_INGLES_Julia_g21At_062a077_U04_LA.indd 67 9/27/20 11:00 AM9/27/20 11:00 AMFOOD FOR THOUGHT681 Do you know what minimalism is? If not, look for its meaning in a dictionary.2 Which picture is related to the concept of minimalism? Write the answer in your notebook.Personal answer.A3 Based on activities 1 and 2, what do you think a minimalist lifestyle is? Talk to your classmates and teacher about it.4 Work in groups. You are going to do some research on minimalist lifestyle. Follow these steps.• Search for a blog, a site, a movie, a documentary or a TV series that you associate with the idea of a minimalist lifestyle. • Choose one of them to analyze and answer: A What is the meaning of minimalist lifestyle according to your source?B Is a minimalist lifestyle more or less sustainable than a consumerist lifestyle? Why?C What impacts can it have on the environment? Are they positive or negative?D Is a minimalist lifestyle related to sustainable fashion? How?• Take notes to answer the questions and share your fi ndings with your classmates.Personal answer.A BEM13LGG403 EM13LGG704ImageFlow /ShutterstockAlex Tihonovs /ShutterstockMINIMALISM: a documentary about the important things. Direção: Matt D’Avella. Estados Unidos: Catalyst, 2015. O documentário apresenta o minimalismo na vida de cientistas, famílias, empresários e arquitetos e mostra que é possível ter uma vida significativa com simplicidade.Reprodução/Net� ixVU_INGLES_Julia_g21At_062a077_U04_LA.indd 68VU_INGLES_Julia_g21At_062a077_U04_LA.indd 68 9/27/20 11:00 AM9/27/20 11:00 AMEM13LGG203EM13LGG303https://www.youtube.com/watch?v=VYziZLlAMSI69Social media in� uencer Sadia Badiei.1 You are going to listen to the Canadian social media infl uencer Sadia Badiei talking about some benefi ts of adopting a minimalist lifestyle. Write in your notebook the benefi ts you think Sadia is going to mention.LISTEN UP!Pre-listeningListening2 Now listen to Sadia and check if your guesses for activity 1 were correct. 3 Observe the pictures and answer in your notebook: Which one corresponds to the main idea of Sadia’s speech?No. 7Personal answer.CA BC DAfrica Studio /ShutterstockAndres Garcia Martin /Shutterstockatiger /ShutterstockShannon Fagan/The Image Bank/Getty ImagesEM13LGG403Banco de imagens/Arquivo da editoraReprodução/https://www.youtube.com/watch?v=VYziZLlAMSIPersonal answer.VU_INGLES_Julia_g21At_062a077_U04_LA.indd 69VU_INGLES_Julia_g21At_062a077_U04_LA.indd 69 9/27/20 11:00 AM9/27/20 11:00 AMPRONUNCIATION BOXExistem sons na língua inglesa que não temos em língua portuguesa. Isso pode torná-los difíceis de pronunciar, porque falantes nativos de português não estão acostumados a produzi-los. Um desses sons é o das letras th, como em thirsty. Leia a seguinte frase de Sadia e responda: Quais das palavras destacadas a seguir têm o som de th, como em thirsty?I think one of the main things that draws people into this lifestyle is this idea or notion that happiness is increased or the quality of life is improved.Da mesma maneira, há sons da língua portuguesa que não existem em língua inglesa. Por exemplo, o som de ão, como em feijão.Think e things704 Which benefi ts below does Sadia mention? Listen again and write them in your notebook. No. 7Minimalism increases happiness, helps save money and helps produce less waste.gives freedomhelps produce less wastehelps save moneyhelps save timeincreases happinessmultiplies productivityrelieves your mind5 According to Sadia, why do people get interested in having a minimalist lifestyle? Write the correct answer in your notebook.A They think happiness is increased and quality of life is improved because of it. xB They want to live a more sustainable life.C They believe it’s important to buy just the things they need.D They think having a minimalist lifestyle can help them save money.Post-listening 6 Did the audio mention anything different from the discussion you had about minimalism in Food for thought? What?7 Do you agree with Sadia about the benefi ts of minimalism? Why (not)?8 Do you have a minimalist lifestyle? If so, share your experience. If not, would you adopt it? Why (not)?Personal answers.Personal answers.Personal answers.VU_INGLES_Julia_g21At_062a077_U04_LA.indd 70VU_INGLES_Julia_g21At_062a077_U04_LA.indd 70 9/27/20 11:00 AM9/27/20 11:00 AMEM13LGG30471https://www.instagram.com/thesustainablefashionforum/1 Read the following post and talk to a classmate: How is it related to sustainable fashion and minimalism?LANGUAGE ANALYSISPossible answer: It is related to the concepts of sustainable fashion because it motivates conscious consumption.2 Choose the best answers to the following questions. Use your notebook and explain your answers.A What is the objective of the sentence “Think before you buy”?I To give advice. X II To give an order.B What can you say about this sentence?I It is simple and direct. X II It is complex and metaphorical.3 The sentences below are from Text 3 in Readon. Read them again and pay attention to their structure. Answer the following questions in your notebook.Avoid making impulse or emotional purchases.Take better care of your clothes.EM13LGG403Reprodução/https://www.instagram.com/p/B8oslM5HE55Banco de imagens/Arquivo da editoraCarboxylase/ShutterstockTHE SUSTAINABLE Fashion Forum. Available at: https://www.instagram.com/p/B8oslM5HE55/. Accessed on: April 2, 2020.Yes, it is. These sentences begin with verbs, don’t have subject pronouns before the � rst verb and are used to give advice.A Are there subject pronouns in these sentences?B Are there verbs in these sentences? If so, where are they?C Is the sentence “Think before you buy” similar to them? If so, how?No, there aren’t. Yes, there are. Avoid and Take. They are in the beginning of the sentences.Searchthesustainablefashionforum • Follow • • •thesustainablefashionforum Do I really need this?Will I wear this 30x or more? Will this last?Do I already have something like this?Will this go with what´s already in my closet?Do I actually like this or am I buying it for the trend?: @project_stopshop30wLiked by sevillasmith and 5,058 othersFEBRUARY 16Add a comment... Post•2VU_INGLES_Julia_g21At_062a077_U04_LA.indd 71VU_INGLES_Julia_g21At_062a077_U04_LA.indd 71 9/27/20 11:00 AM9/27/20 11:00 AMTHE IMPERATIVEThe imperative form is used to tell someone to do something. The main verb of the sentence appears in its base form, usually without subject pronouns.Example:Take better care of your clothes.The negative form of the imperative is made with do + not or don’t.Example: .Adverbs like always, only and never can also be used with imperatives. They come before the main verb.Example: .USES OF THE IMPERATIVE• to give instructions;• to make an offer or an invitation;• to give orders;• to give advice or suggestions;• to make requests.Don’t buy stuff you don’t need just because it’s cheap.5 Read the information from the box below and complete the gaps with the sentences from activity 4. Write them in your notebook.Only buy things you’ll wear 30 times or more.724 Compare these two other sentences from Text 3 in Read onand answer: Which one is in the negative form? Justify your answer.6 Which of the following sentences are in the imperative form? Write them in your notebook.A Less consumption means less waste.B Donate the clothes you no longer need. XC It’s only 1 new t-shirt, said 3 billion people.D Always keep in mind the importance of sustainability. XE Don’t forget to recycle instead of throwing things away. X7 Are your family and friends committed to sustainable fashion? In your notebook, write some advice you would give them to become conscious consumers. Use the imperative form.The � rst sentence is in the negative form. Because it has don’t.Don’t buy stuff you don’t need just because it’s cheap.Only buy things you’ll wear 30 times or more.LANGUAGE PLUSAo fazer um pedido utilizando o modo imperativo, procure usar expressões como please (por favor) ou if you wouldnÕt mind (se você não se importar) antes ou depois do período no imperativo.Possible answers: Don’t buy clothes if you don’t need them. / Recycle. / Reuse old clothes. / Produce less waste.VU_INGLES_Julia_g21At_062a077_U04_LA.indd 72VU_INGLES_Julia_g21At_062a077_U04_LA.indd 72 9/27/20 11:00 AM9/27/20 11:00 AM73Pre-speaking1 How do you usually express your opinion? Read the sentences below and write the ones that are true to you. Use your notebook.A I express my opinions online all the time.B I give my opinion only in person, talking to my closest friends.C I express myself about every topic, even when I don’t know much about the subject.D I express my opinion in a respectful way and I listen to what other people say.Personal answers.SPEAK YOUR MINDSpeaking2 Look at the picture and answer: What do you see in it?Possible answer: People giving clothes to others.3 Work in pairs. You are going to express your opinion about the picture in activity 2. Follow these steps.• Plan what you are going to say individually. Read the following questions and think of how to answer them. Use what you learned in this Unit to justify your opinions and take notes in your notebook.Pamela Albin Moore/fstop123/E+/Getty ImagesEM13LGG402EM13LGG304EM13LGG204EM13LGG201EM13LGG403EM13LGG301EM13LGG303VU_INGLES_Julia_g21At_062a077_U04_LA.indd 73VU_INGLES_Julia_g21At_062a077_U04_LA.indd 73 9/27/20 11:00 AM9/27/20 11:00 AM74A Is this people attitude ethical? Why (not)?B Is this attitude related to any aspects of sustainable fashion (environmental, social and ethical)? If so, to which ones? How?C Do you think it is important to donate things? Why (not)?• Share your opinions and arguments with your partner and listen to what he/she has to say. Follow the examples:• Analyze your partner’s point of view and arguments. Do you agree with him/her? Tell your partner and don’t forget to justify your opinion. The following expressions can help:Post-speaking 4 Could you express yourself using arguments to justify your opinions? 5 After listening to your classmates’ presentations, did you change your opinions?6 Did you learn anything new about the topic from your classmates’ presentations? What?Personal answer.Personal answer.Personal answers.I agree with you, because…I disagree with you, because…I think (that) this people attitude is ethical, because...I believe that...In my point of view, this people attitude isn’t wrong...From mypoint of view...• After talking to your partner, prepare yourself to present your opinions to the other classmates and teacher. Adjust your arguments, if necessary. • Present your opinions to the rest of the class and listen carefully to the others’ points of view.Monkey Business Images /ShutterstockVU_INGLES_Julia_g21At_062a077_U04_LA.indd 74VU_INGLES_Julia_g21At_062a077_U04_LA.indd 74 9/27/20 11:00 AM9/27/20 11:00 AM75WRITE IT OUTPre-writingGo back to social media posts you read in Read on and Language analysis and answer the questions in your notebook. 1 What are their objective?A To educate people about a cause or issue. XB To raise money for a cause, charity or non-profi t organization.C To promote a specifi c product or service from a company. 2 Who is the target audience of those posts? Justify your answer. 3 Do you usually see texts like those on social media? How do you feel about them?Possible answer: People who have access to social media and who are interested in sustainable fashion.Personal answers.4 Now think about their structures and write T (true) or F (false) for the statements below.A There usually are captions in this kind of social media posts. TB There are pictures which are not related to the theme. FC The message is clear and impactful. TD There are hashtags related to the theme. TE There aren’t connections between the picture and the hashtags. FHashtags (#) são usadas em redes sociais para conectar conteúdo relacionado a tópicos específi cos, o que ajuda a contextualizar um post, relacionando-o a esse contexto mais geral. Para usar uma hashtag, comece com o símbolo #; depois, escreva a identifi cação sem espaços entre as palavras, por exemplo, #studyenglish.EM13LGG305EM13LGG702EM13LGG304EM13LGG701EM13LGG105EM13LGG103EM13LGG402EM13LGG204Banco de imagens/Arquivo da editoraVU_INGLES_Julia_g21At_062a077_U04_LA.indd 75VU_INGLES_Julia_g21At_062a077_U04_LA.indd 75 9/27/20 11:00 AM9/27/20 11:00 AM76Writing5 Let’s write a message about sustainable fashionto post on a social media. Work in groups and follow the steps below.Planning• Decide who will be the target audience.• Think of the objective of your post and choose one topic about sustainable fashion you would like to focus on.• Think of the message of your post considering its target audience. What would you like to tell people?• You can do some research on the topic to fi nd useful information. Look for reliable sources only (books, articles, magazines and reputable internet sites).• Think of the pictures or drawings you will use and the caption that you will write.• Create the hashtags you will use. Choose something simple and memorable.Writing the first draft• Think about the tone you will use for writing, considering your target audience. Will it be formal or informal?• Remember to use the appropriate language for giving advice to write impactful sentences.• Write the fi rst draft of your social media post on a piece of paper. Consider the picture or drawing you will use, the caption and the hashtags. Spell-check it and edit it if necessary.Peer-editing• Ask one of your classmates and the teacher to read your text and check it: Is the message clear? Is the caption correct and appropriate for the target audience?• Make the necessary corrections and prepare the fi nal version.Publishing• Create a hashtag with your classmates so you can fi nd the posts on social media.• Post your message on a social media.Post-writing 6 What was the impact of your post on social media? Talk to your classmates about it.A Did people like the post? Did they repost it?B Did they write comments on it? Were they positive or negative?Personal answers.VU_INGLES_Julia_g21At_062a077_U04_LA.indd 76VU_INGLES_Julia_g21At_062a077_U04_LA.indd 76 9/27/20 11:00 AM9/27/20 11:00 AMSELF–ASSESSMENT77Nesta Unidade, conversamos sobre temas relacionados à moda sustentável. Chegou o momento de refl etir sobre seu aprendizado ao longo da Unidade. Vamos começar?1 Como você avalia sua aprendizagem com relação aos tópicos a seguir? Enumere os itens de 1 a 3 de acordo com a legenda. Use o caderno.1 Ainda sinto difi culdade com esse assunto e não consegui realizar a maioria das atividades propostas.2 Aprendi o assunto, mas em algumas ocasiões senti difi culdade em realizar as atividades propostas.3 Aprendi o assunto e realizei a maioria das atividades propostas com facilidade.( ) Ler postagens e campanhas de conscientização em relação a consumo sustentável feitas em redes sociais e reconhecer suas características.( ) Investigar e discutir temas referentes ao consumo sustentável.( ) Identifi car e empregar o tempo verbal imperativo.( ) Expressar opinião sobre determinado assunto oferecendo argumentos que a sustente.( ) Produzir um post de conscientização sobre moda sustentável com base nos temas discutidos. Respostas pessoais.2 O que você mais gostou de aprender nesta Unidade? O que menos gostou?3 O que não aprendeu muito bem e precisa de estudo extra?Be curious. Ask questions and devote time to learning English.How can I become a lifelong learner?Para auxiliá-lo(a) em seus estudos, consulte:• BRITISH Council. Five tips to improve your reading skills. Premier Skills English. Disponível em: https://premierskillsenglish.britishcouncil.org/skills/listen/podcasts/fi ve-tips-improve-your-reading-skills.• COLLINS. The imperative. Easy Learning Grammar. Disponível em: https://grammar.collinsdictionary.com/easy-learning/the-imperative. • ESSBERGER, J. Giving opinions. English Club. Disponível em: https://www.englishclub.com/vocabulary/fl -giving-opinions.htm.Acesso em: 12 jun. 2020.VU_INGLES_Julia_g21At_062a077_U04_LA.indd 77VU_INGLES_Julia_g21At_062a077_U04_LA.indd 77 9/27/20 11:00 AM9/27/20 11:00 AMQvasimodo art/Shutterstock5A Language with no BordersLEARNING PATHNesta Unidade, você vai:• reconhecer características de um blog post e de quadrinhos;• investigar e discutir temas referentes à difusão da língua inglesa;• utilizar as formas do tempo presente em inglês (Simple Present Tense);• escrever uma blog bio;• fazer uma apresentação oral de resultados de pesquisa.A BNCC NESTA UNIDADECompetências gerais: 2, 6 e 9Competências específicas de Linguagens e suas Tecnologias para o Ensino Médio: 1, 2, 3, 4 e 7 Tema contemporâneo transversal: Diversidade culturalAs habilidades estão listadas no início de cada seção.78Veja encaminhamentos para o trabalho com esta Unidade no Manual do Professor.VU_INGLES_Julia_g21At_078a093_U05_LA.indd 78VU_INGLES_Julia_g21At_078a093_U05_LA.indd 78 9/27/20 11:05 AM9/27/20 11:05 AMEM13LGG101 EM13LGG102Work in pairs. Observe the picture and read the following questions. Then share your ideas with a classmate. a) What do you see in the picture?b) There are different colors and formats of speech bubbles in the picture. Why? Share your opinion. c) Do you know what borders are? Can you imagine a language with no borders?Lead-in respostas para estas atividades no Leia orientações e Manual do Professor.79VU_INGLES_Julia_g21At_078a093_U05_LA.indd 79VU_INGLES_Julia_g21At_078a093_U05_LA.indd 79 9/27/20 11:05 AM9/27/20 11:05 AMREAD ON Pre-reading1 In which situations do you use English? Choose the options that apply to you and write them in your notebook. You can write other options in your notebook too.• When I read blogs or websites I like.• When I follow posts from an artist I admire.• When I read video games instructions.• When I listen to songs I appreciate.• When I write comments on social media.• When I watch subtitled TV series.2 You will read part of a blog post written by Odette Spiteri, an English student in Malta. Read the title of the text. What situations from activity 1 do you think she mentions in her post? ReadingPersonal answer.Personal answer.EM13LGG102EM13LGG202EM13LGG302EM13LGG403Netfalls Remy Musser/Shutterstockhttps://www.universitylanguageschool.com/student-blog-why-is-it-important-to-speak-english/Banco de imagens/Arquivo da editoraWhy English is important to me? / What learning means to me?Learning, for me, is an opportunity to use what I’ve learned, and, to broaden my horizons and to improve the best version of myself. Learning, helps me discover my hidden talents, and helps me to overcome the fear and obstacles. I feel that the more I know, the more I am capable of accomplishing what I want, without fear of others’ judgment. Learning is life, and life is learning.[...]Apart from my self-esteem, learning English will open more opportunities. However, the English Language plays an important role in our life. It is understood by many people around the world, since it is the most spoken language. It is essential in our education. Big companies hireprofessional staff, soon after making sure that the people they are employing are good in English.The English Language helps us to communicate with nearly all the people around the world, even through the internet. After all, no man, or woman is an island.SPITERI, Odette. Why English is important to me? / What learning means to me? Malta University Language School. Available at: https://www.universitylanguageschool.com/student-blog-why-is-it-important-to-speak-english/. Accessed on: May 26, 2020. 3 Read the blog post. Which are Odette’s reasons for learning English? In your notebook, copy the correct options.80VU_INGLES_Julia_g21At_078a093_U05_LA.indd 80VU_INGLES_Julia_g21At_078a093_U05_LA.indd 80 9/27/20 11:05 AM9/27/20 11:05 AMSelf-esteem: belief and confi dence in yourselfStaff: the group of people who work for a companyImprove: to make something betterHidden: that cannot be seen or that is not easy to fi ndBroaden: to increase A Make more friends.xB Have a good job opportunity. xC Write a blog.D Read books in English.E Discover her talents. xF Travel. G Be more confi dent. xH Use the internet.4 In your notebook, write T (true) or F (false). Correct the false one.A Odette considers learning a good opportunity for being another person. FB She has talents she did not know before learning English. TC Learning English is good for her self-esteem. TD She is not afraid of people’s judgement. T5 In your notebook, match the verbs to their corresponding meaning in Portuguese. Use the context of Odette’s blog post to do the activity and go back to the text as many times as you need. Try not to use the dictionary.I To improve dII To overcome cIII To accomplish eIV To feel aV To make sure bA Experimentar algo físico ou emocional.B Averiguar para ter certeza.C Superar uma difi culdade.D Começar a se sair melhor ao realizar uma tarefa.E Terminar algo com sucesso, alcançando os objetivos propostos.She considers learning a good way to be a better person.A República de Malta é um dos menores países da Europa. Sua língua nacional é o maltês, porém a língua inglesa também é considerada ofi cial no país. Pessoas de todo o mundovisitam Malta por turismo e/ou para estudar inglês. krivinis/ShutterstocKHire: to give someone a job and to pay for this person’s work81VU_INGLES_Julia_g21At_078a093_U05_LA.indd 81VU_INGLES_Julia_g21At_078a093_U05_LA.indd 81 9/27/20 11:05 AM9/27/20 11:05 AMPost-reading 6 Odette mentioned why learning English is important for her. Read some of her reasons below. In your notebook, write the ones that are important to you, too.A Discover hidden talents.B Overcome fears and obstacles.C Have more opportunities.D Be better qualifi ed in job interviews.E Communicate with people around the world. Personal answer.VocabularyRead the following idioms and expressions from Odette’s blog post. Then, in your notebook, match them to their translation. 7 Read the following sentence from Odette Spiteri’s post again: “Learning is life, and life is learning.” Do you agree with her? Why (not)? 8 How do you feel about learning English? 7Personal answers.Personal answer.IDIOMSIdioms ou expressões idiomáticassão expressões em que as palavras usadas só fazem sentido em conjunto, ou seja, não se pode traduzir literalmente palavra por palavra. Um exemplo de expressão idiomática em língua portuguesa é “fi car em cima do muro”, usada para indicar que alguém está indeciso ou que não se posicionou a respeito de um assunto. Que outras expressões idiomáticas você conhece? Para conhecer mais expressões em língua inglesa, você pode acessar: https://www.thoughtco.com/common-english-idioms-3211646 (acesso em: 8 ago. 2020). Lembre-se de que o inglês é falado em muitos países no mundo, então essa lista é apenas um exemplo de algumas expressões. Cada grupo de falantes da língua inglesa tem suas expressões, assim como cada grupo de falantes da língua portuguesa tem as suas!EM13LGG104I To play an important role aII To be the best version of yourself dIII To broaden somebody’s horizons bIV To fear other’s judgement cA Ter um papel importante específi co em determinada situação.B Aumentar as habilidades de alguém; ter novas experiências.C Ter medo do julgamento das outras pessoas.D Tornar-se a melhor versão de si mesmo.82VU_INGLES_Julia_g21At_078a093_U05_LA.indd 82VU_INGLES_Julia_g21At_078a093_U05_LA.indd 82 9/27/20 11:05 AM9/27/20 11:05 AMBanco de imagens/Arquivo da editorahttp://www.itchyfeetcomic.com/2012/09/default-language.html#.Xs_9lC-gSRtGOING FURTHERPre-reading1 Do you read comics? What kind of comics do you like reading?2 Observe the web comic below. What is it about? Share your ideas with a classmate.Reading3 Read the web comic and answer the questions in your notebook. Personal answers.Possible answers: It is about two people having trouble to understand each other. / It is about two people that manage to communicate in English, but not in German.RE MPEN, Malachi Ray. Default language. Itchy Feet. Available at: http://www.itchyfeetcomic.com/2012/09/default-language.html#.Xs_9lC-gSRt. Accessed on: May 25, 2020. EM13LGG101EM13LGG102EM13LGG103EM13LGG202Default LanguageSunday, September 23, 2012AboutITCHY FEET is the weekly web comic about travel, life in foreign countries, and learning new languages. Readers can expect an astonishing array of exaggerated facial expressions, humorous situations involving foreigners and foreign lands, and ordinary silliness.Every Sunday! By Malachi Ray Rempenand Keen Bean Studio.Reprodução/www.itchyfeetcomic.comReprodução/www.itchyfeetcomic.comA Who is the author of the web comic?B Where and when was this web comic published?Malachi Ray RempenIt was published on the Itchy Feet Comic Website, on September 23, 2012.Reprodução/www.itchyfeetcomic.com83VU_INGLES_Julia_g21At_078a093_U05_LA.indd 83VU_INGLES_Julia_g21At_078a093_U05_LA.indd 83 9/27/20 11:05 AM9/27/20 11:05 AM4 Identify the characters and where they are. Justify your answer with elements from the web comic.5 Read the fi rst and the second panel of the web comic. Choose the correct answer for the following questions and write them in your notebook.A What language do the characters use?• They talk in English, because they do not speak German.• They talk in German. The colors in the speech bubbles represent the German fl ag. XB Is their communication successful?• No, it isn’t. The waiter does not understand what the customer is trying to say. X• Yes, it is. The waiter asks other questions and the customer answers them in German. 6 Now read the third and the fourth panels. Then read the sentences below and, in your notebook, write T (true) or F (false).A In the third panel, they are silent and they look comfortable. FB The language they speak in the fourth panel is not the same language they speak in the beginning of the web comic. TC The waiter and the customer look uncomfortable in the third panel. TD The waiter and the customer have a common language that they both understand. T7 What language do the characters use in the last panel? Is communication successful in the end? Write and justify your answer in Portuguese in your notebook.The characters are a waiter and a customer. They are in Germany. Possible elements: the table, the clothes of the waiter, the notepad, the candle, the menu and the title “Itchy Feet in Germany”.They talk in English and the communication is successful. It is possible to see the United Kingdom � ag in both speech bubbles, which means they can understand each other.Post-reading 8 Which of the following sentences from Odette Spiteri’s blog post relate to the web comic?A “Learning helps me discover my hidden talents.”B “Big companies hire professional staff, soon after making sure that the people they are employing are good in English.”C “The English language helps us to communicate with nearly all the people around the world.” XD “After all, no man, or woman is an island.” 9 What do you usually do when people don’t understand what you are trying to say? Personal answer.84VU_INGLES_Julia_g21At_078a093_U05_LA.indd 84VU_INGLES_Julia_g21At_078a093_U05_LA.indd 84 9/27/20 11:05 AM9/27/20 11:05 AMhttps://www.youtube.com/watch?v=PykQfsFfQM8LISTEN UP! Pre-listening1 How comfortable do you feel about using English? In your notebook, mark the color that represents your feeling for each language skill.I feel very comfortableI feel alrightI do not feel very comfortableI do not feel comfortable at allA Reading texts in English B Listening to music/podcasts in EnglishC Writingposts/comments on social media in EnglishD Watching series/videos in EnglishE Speaking in English2 You are going to listen to Wendy Vaz, a Malaysian youtuber. The following words are mentioned in the audio. Based on them, what do you think she will talk about? Use a dictionary, if necessary.Personal answers.Personal answer.accent – channel – confident – first language – perfectspeaking English – valuable contentListening 3 Listen to Wendy Vaz and check your answer to activity 2. Was your guess correct? Discuss with your classmates and write the correct answer in your notebook.3. Personal answer. The video is about whether people should use English to communicate in videos on the internet or not.No. 8EM13LGG203 EM13LGG403Banco de imagens/Arquivo da editoraReprodução/https://www.youtube.com/watch?v=PykQfsFfQM885VU_INGLES_Julia_g21At_078a093_U05_LA.indd 85VU_INGLES_Julia_g21At_078a093_U05_LA.indd 85 9/27/20 11:05 AM9/27/20 11:05 AM4 Listen to the audio again and write T (true) or F (false) for the statements below in your notebook. Correct the false ones.A People probably look for the video because English is their fi rst language. F B Wendy speaks in English in her video. TC People usually use English in their videos because they want to communicate exclusively with North American and British people. FD Being confi dent and comfortable on screen is more important than the language people choose. TNo. 8PRONUNCIATION BOXA criadora de conteúdo Wendy Vaz é natural da Malásia, onde o malaio é o idioma ofi cial, mas a língua inglesa é falada por boa parte da população. Se quiser conhecer o inglês falado tipicamente no país, você pode acessar o vídeo de Wendy a partir de 3’18’’ até 4’19’’, intervalo em que ela demonstra essa variante do idioma. Disponível em: https://www.youtube.com/watch?v=PykQfsFfQM8. Acesso em: 20 jun. 2020.5 In Wendy’s opinion, it makes sense that people want to speak in English in their videos. Write in your notebook the sentence from the audio that justifi es her opinion.A “English is not your fi rst language.”B “I’ve been practicing, and practicing, and practicing.”C “We want to reach out to a wider range of people.” XD “Don’t worry about it.”Post-listening 6 Do you create content and post it online? If so, what is it about? Is it in English or in Portuguese? 7 Based on the texts and activities in this Unit and on Wendy’s audio, is it more important to use English to communicate with other people or to speak English like a native speaker? Write the answer in your notebook.8 How can you practice your English language skills? Write some ideas in your notebook and discuss them with a classmate.Personal answers.It is more important to communicate with other people.Personal answer.c. People want to use English in their videos because they want to reach out to a wider range of people.a. People probably look for the video because English is not their � rst language.https://www.youtube.com/watch?v=PykQfsFfQM8Banco de imagens/Arquivo da editoraReprodução/https://www.youtube.com/watch?v=PykQfsFfQM8&ab_channel=WendyVaz86VU_INGLES_Julia_g21At_078a093_U05_LA.indd 86VU_INGLES_Julia_g21At_078a093_U05_LA.indd 86 9/27/20 11:05 AM9/27/20 11:05 AMLANGUAGE ANALYSIS1 Read these sentences from Odette Spiteri’s blog post in Read on. Then identify the correct affi rmative about them and write it in your notebook.I Learning helps me discover my hidden talents.II The English Language plays an important role in our life.III The English Language helps us to communicate with nearly all the people around the world.A The sentences are about future situations related to Odette.B In these sentences, Odette presents facts about her and about the English language. XC These sentences bring information about the history of languages.D The sentences are about past events.2 Read the excerpts from activity 1 again. Then check the correct alternatives.A Helps, in sentences I and III, and plays, in sentence II, refer to the... • past.• present. X• future.B These verbs are in...• affi rmative sentences. X• negative sentences.• interrogative sentences.C Both verbs get an -s at the end because they refer to the third person • singular. X• plural.3 Read the information from the box below and, in your notebook, write one sentence to complete each example. Use sentences from Read on and Listen up! when possible. EM13LGG403THE SIMPLE PRESENTWe use the Simple Present when we want to talk about things that are true in general, or that happens regularly, like routines, facts, hobbies, and actions that repeat themselves. Example:Possible answers: Most people understand English better. / I feel that the more I know, the more I am capable of accomplishing what I want. / Most content creators use English on their channels.87VU_INGLES_Julia_g21At_078a093_U05_LA.indd 87VU_INGLES_Julia_g21At_078a093_U05_LA.indd 87 9/27/20 11:05 AM9/27/20 11:05 AM4 In your notebook, make the following sentences true according to the texts you read and heard so far. A English language doesn’t play an important role in our life. B Big companies usually hire professional staff that are not good in English. C The English language doesn’t help us connect to different people around the world.D Wendy Vaz doesn’t understand why people struggle to decide between English and their mother tongue.English language plays an important role in our life.The English language helps us connect to different people around the world. Wendy Vaz understands why people struggle to decide between English and their mother language.The negative form of the Simple Present is made with: S ubject (I, you, we, you, they) + do + not + verb + complement orSubject (he, she, it) + does + not + verb + complementExample:The interrogative form of the Simple Present is made with: Do + subject (I, you, we, you, they) + verb + complement orDoes + subject (he, she, it) + verb + complementExample:Some verbs need to add or remove some letters besides the -s for the third person singular.Add -es when verb ends in: -ss / -sh / -ch / -x / -o / -zRemove -y and add -ies when verb ends in: consonant + yExample:Possible answers: Do I/you/we/they … ? / Does he/she/it … ?You don’t need to worry about it. / He doesn’t understand my videos.Possible answers: videos on the internet. / She tries to speak English on her channel.5 Choose verbs from the box below to write three questions about language learning. In pairs, ask and answer the questions. Follow the example. Use your notebook.like – speak – study – practice – use• Do you like to study languages? Personal answers.4b. Big companies usually hire professional staff that are good in English. / Big companies usually don’t hire professional staff that are not good in English.Possible answers: She goes to a language school. / He watches many Klaus Vedfelt/Getty Images88VU_INGLES_Julia_g21At_078a093_U05_LA.indd 88VU_INGLES_Julia_g21At_078a093_U05_LA.indd 88 9/27/20 11:05 AM9/27/20 11:05 AMFOOD FOR THOUGHT 1 Read the following text. Then work in groups. ANAND, A. Sophia. Londres: Bloomsbury Publishing PLC, 2015. Sophia Duleep Singh nasceu em uma família da realeza indiana, em 1876, quando a Índia era colônia britânica. Ela foi criada no Reino Unido e se tornou uma das vozes mais importantes na luta pelos direitos das mulheres e uma das defensoras da independência da Índia. O livro é uma boa fonte para saber mais sobre as políticasda colonização britânica e as lutas por igualdade de gênero naquela época.CORRADI, Anna. The Linguistic Colonialism of English. Brown Political Review. Available at: http://brownpoliticalreview.org/2017/04/linguistic-colonialism-english/. Accessed on: April 25, 2020.EM13LGG401 EM13LGG704EM13LGG202[…] The British, until the beginning of the 20th century, and more recentlythe Americans, have emerged as the major sources of foreign infl uence throughout the globe. As a result of this, contemporary English is detached from any specifi c cultural identity; it is a tool which links different societies in an increasingly smaller world.[…]http://brownpoliticalreview.org/2017/04/linguistic-colonialism-english/Banco de imagens/Arquivo da editora• The excerpt presents some information about the historical context of the spread of English and its consequences. The group is going to do some research on these topics. Follow these steps:A Answer the questions: What countries were British colonies? Do all of them speak English to this day?B Select one of these countries that were colonized by the British and fi nd out the following information. Write it in your notebook.Rawpixel.com/ShutterstockReprodução/Bloomsbury Publishing PLC• Location• Capital• Population• Curiosities• Offi cial language(s)• If English is an offi cial language there, how and when it became one 2 Write your fi ndings in your notebook and prepare for a group presentation in Speak your mind section. 89VU_INGLES_Julia_g21At_078a093_U05_LA.indd 89VU_INGLES_Julia_g21At_078a093_U05_LA.indd 89 9/27/20 11:05 AM9/27/20 11:05 AMSPEAK YOUR MINDPre-speaking 1 You are going to make a short presentation about your fi ndings in Food for thought. Before you prepare your presentation, discuss these questions with your classmates. A What is important to remember when giving a presentation?B In your opinion, what are some characteristics of a good presentation? 2 Order the steps for preparing and giving a presentation.Personal answers.A resposta abaixo é uma sugestão. Outras sequências são possíveis.WelcomeHello! Good morning/afternoon/evening, everyone.Introducing the topicI want to make a short presentation about…During the presentationThe country we selected is...Its capital is...People in this country speak...Ending the presentationWell, that’s it. Thank you very much.Thank you all for listening.Speaking 3 Now it is time to prepare your presentation. Follow the steps. • Plan what you and your group are going to present. Keep it simple and under fi ve minutes. • Use every resource you can to help you: videos, songs, pictures from the country, gestures, facial expressions, etc.• Divide and organize what each person of the group is going to say.• Write your lines in a piece of paper to take with you during your presentation. It can help you remember what you have to say. • Read the notes out loud to yourself. Stand in front of the mirror to practice and time yourself. • Use the clues from the box on the right if necessary.Post-speaking 4 How did you feel during the presentation? In your opinion, what were the best and the worst parts of it?EM13LGG204EM13LGG301EM13LGG402EM13LGG403( ) Practice your speaking skills. 8( ) Show your sentences/lines to your teacher.( ) Decide who is going to speak each part. 7( ) Make the adjustments pointed out by the teacher. 6( ) Think about the level of formality you are going to use. 15( ) Organize the information of each country in short sentences/lines. 4( ) Think about the presentation’s duration. 2( ) Give the presentation. 9( ) Organize the introduction (your names, the countries you selected). 3Personal answers.90VU_INGLES_Julia_g21At_078a093_U05_LA.indd 90VU_INGLES_Julia_g21At_078a093_U05_LA.indd 90 9/27/20 11:05 AM9/27/20 11:05 AMWRITE IT OUTPre-writing 1 Look at the following texts and pay attention to their structures. What kind of texts are they? Write the answer in your notebook.A They are social media feeds.B They are bios. XC They are digital posters.D They are blog posts. 2 Read the texts and answer the following questions in your notebook.A Where do you usually fi nd this kind of text?B What is their purpose?In pro� les on social networks and blogs.Their purpose is to present the author or the content of a pro� le to visitors. Veja orientações sobre como trabalhar as atividades desta seção no Manual do Professor.1 ABOUT Josie. Let’s Be Real. Available at: https://greyskiesandbluewaters.com/about/. Accessed on: June 3, 2020.2 EM13LGG101EM13LGG103EM13LGG403EM13LGG701EM13LGG401EM13LGG402EM13LGG703DESCRIPTION. Wendy Vaz. Available at: https://www.youtube.com/channel/UCOwv1ApJjivl1j1F-kKX94A/about. Accessed on: June 3, 2020.About JosieI’m a 20 year old who graduated college last year (2016) I’m currently getting ready for my masters and found a liking for blogging. I’ve got a big family, 3 sisters and 4 brothers.I’m African and I live in west africa in a small nice country called Benin. I’m the type of girl who would pick sweat pants over dresses lol. I speak both English and French and i’m trying to learn spanish too which hasn’t been very easy but i’m positive i’ll get there okay this is basically it, if there’s anything else you want to know about me just ask! https://www.youtube.com/channel/UCOwv1ApJjivl1j1F-kKX94A/abouthttps://greyskiesandbluewaters.com/about/Banco de imagens/Arquivo da editoraBanco de imagens/Arquivo da editoraReprodução/https://www.youtube.com/channel/UCOwv1ApJjivl1j1F-kKX94AReprodução/https://greyskiesandbluewaters.com/about/Wendy Vaz1,62 mil inscritos HOME VIDEOS PLAYLISTS COMMUNITY CHANNELSDescriptionI create female empowerment and entrepreneurship videos that inspire millennial women to be the boss of their own lives.91VU_INGLES_Julia_g21At_078a093_U05_LA.indd 91VU_INGLES_Julia_g21At_078a093_U05_LA.indd 91 9/27/20 11:05 AM9/27/20 11:05 AM 3 Read the sentences below and write Text 1 or Text 2according to their characteristics.A There are emojis. Text 2B The text is short and direct. Text 1C There is a photo of the author. Text 1D There is a description about the author. Text 2E There is information about the author’s interests. Text 2F There is a description about the content the author creates. Text 1Writing 4 You are going to create your own bio in English to be posted on the class’ blog. Follow the steps below.Planning• Use the internet to research different blog bios and pay attention to their characteristics.• Think about the objective of your bio and take notes on what you would like to tell people about yourself. You can write what your interests are and why English is important for you, for example.• Think about the layout of your bio. Are you going to add emojis and/or links? Get inspired by the examples from Pre-writing and the bios you researched.Writing the first draft• Think about the language you will use to briefl y describe yourself and your interests. • Write the fi rst draft of your bio on a piece of paper, considering the bio’s objective, the information you would like to share and the layout.• Spell-check the bio and edit it if necessary.Peer-editing• Ask one of your classmates and the teacher to read it and to correct it. Is the language clear and objective? Is the message appropriate for a bio?• If necessary, adjust your text. Then prepare the fi nal version.Publishing• Share your bio on the class’ blog. Post it together with your classmates’ bios so people can meetthe authors of the blog.Post-writing 5 Was it easy writing about yourself? Why do you think so? 6 With your classmates and teacher, read the bios created by other students and answer:A What do you know about your classmates now that you didn’t know before?B Do you have any interests in common? If so, what?Personal answers.Personal answers.92VU_INGLES_Julia_g21At_078a093_U05_LA.indd 92VU_INGLES_Julia_g21At_078a093_U05_LA.indd 92 9/27/20 11:05 AM9/27/20 11:05 AMSELF–ASSESSMENTNesta unidade, conversamos sobre o inglês como língua franca, como se deu o processo de expansão do idioma e a troca de experiências para otimizar seu aprendizado. Chegou o momento de refl etir sobre seu aprendizado ao longo da unidade. Vamos começar? 2 O que você mais gostou de aprender nesta unidade? O que menos gostou? 3 O que não aprendeu muito bem e precisa de estudo extra?Os links a seguir podem ajudá-lo(a) em seus estudos:• BRITISH Council. Five tips to improve your reading skills. Premier Skills English. Disponível em: https://premierskillsenglish.britishcouncil.org/skills/listen/podcasts/fi ve-tips-improve-your-reading-skills.• THOUGHTCo. More information about English speaking countries. Disponível em: https://www.thoughtco.com/english-speaking-countries-1435414.• PORTO, M. Isabel Otero. Simple Present Tense. Agenda Web. Disponível em: https://agendaweb.org/verbs/present_simple-exercises.html.Acesso em: 12 jun. 2020.Keep a “to-learn” list and set goals for your learning.How can I become a lifelong learner? 1 Como você avalia sua aprendizagem com relação aos tópicos a seguir? Enumere os itens de 1 a 3 de acordo com a legenda.1 Ainda sinto difi culdade com esse assunto e não consegui realizar a maioria das atividades propostas.2 Aprendi o assunto, mas em algumas ocasiões senti difi culdade em realizar as atividades propostas.3 Aprendi o assunto e realizei a maioria das atividades propostas com facilidade.( ) Reconhecer características de um blog post e de quadrinhos.( ) Investigar e discutir temas referentes à difusão da língua inglesa.( ) Utilizar as formas do tempo presente em inglês (Simple Present Tense).( ) Escrever uma blog bio. ( ) Fazer uma apresentação oral de resultados de pesquisa.93VU_INGLES_Julia_g21At_078a093_U05_LA.indd 93VU_INGLES_Julia_g21At_078a093_U05_LA.indd 93 9/27/20 11:05 AM9/27/20 11:05 AMSocial Activity 1CULTURAL FAIRTalking about Cultural Fairs 1 What is a cultural fair? Discuss with a classmate and, in your notebook, write fi ve items you think are indispensable for a cultural fair. Share your list with the whole group. 2 Read the headlines and answer the following questions.I Sugerimos que, antes de iniciar a atividade, seja feita a leitura do tópico Atividades Sociais (AS), no Manual do Professor – parte geral. Veja orientações sobre a realização das atividades desta Atividade Social 1 no Manual do Professor.ANDRADE, Isabella de. Diferenças culturais do país são celebradas em feira no Parque da Cidade. Correio Braziliense. Available at: https://www.correiobraziliense.com.br/app/noticia/cidades/2017/12/02/interna_cidadesdf,645029/diferencas-culturais-do-pais-sao-tema-de-feira-no-parque-da-cidade.shtml. Accessed on: Aug. 26, 2020.II III Feira Cultural Paraguai-Brasil atrai 5 mil pessoas e inclui ensino de português na programação. Rede Brasil Cultural. Available at: http://redebrasilcultural.itamaraty.gov.br/publicacoes/343-5-mil-pessoas-sao-atraidas-para-terceira-feira-cultural-paraguai-brasil. Accessed on: Aug. 26, 2020.EM13LGG301 EM13LGG602EM13LGG402 EM13LGG603EM13LGG403Reprodução/Correio Braziliense/D.A.PressReprodução/Correio Braziliense/D.A.PressDiferenças culturais do país são celebradas em feira no Parque da CidadeBrasilienses aproveitaram o sábado para visitar a Feira Brasil Diversidades, que reúne produtos, música e culinária de diferentes cantos do país, expondo a nossa riqueza cultural. Evento segue até 10 de dezembro.Reprodução/http://redebrasilcultural.itamaraty.gov.bReprodução/http://redebrasilcultural.itamaraty.gov.bIII Feira Cultural Paraguai – Brasil atrai 5 mil pessoas e inclui ensino de português na programaçãoA III Feira Cultural Paraguai-Brasil, realizada em Assunção, atraiu público estimado em mais de 5 mil pessoas ao longo de todo o dia. O evento ofereceu ampla mostra de arte, artesanato, gastronomia e música brasileira.94VU_INGLES_Julia_g21At_094a097_SOCIAL1_LA.indd 94VU_INGLES_Julia_g21At_094a097_SOCIAL1_LA.indd 94 9/28/20 9:42 AM9/28/20 9:42 AMIII BRASIL tem diferentes tipos de feiras culturais e de negócios. G1. Available at: https://g1.globo.com/turismo-e-viagem/descubra-o-brasil/noticia/brasil-tem-diferentes-tipos-de-feiras-culturais-e-de-negocios.ghtml. Accessed on: Aug. 26, 2020.A Where do fairs I and II happen? B What can you fi nd at these cultural fairs?C Which headline mentions economic aspects of a cultural fair?D Have you ever been to a cultural fair? Did you like it? Where was it? 3 Based on activities 1 and 2, answer: What is the purpose of a cultural fair?Fair I happens in Brasília (Brazil) and fair II happens in Assunção (Paraguay).Fair I: products, music and cuisine.Fair II: art, handicrafts, cuisine and music.Fair III: handicraft, antiques, cuisine and innovative ideas.Fair III.Personal answers.Claudine, Congolese stylist, participates in Rio Refugia, cultural fair that celebrated refugees’ cultures, knowledge and diversity in Rio de Janeiro, 2017.Personal answer.Espera-se que os estudantes concluam que o objetivo de uma feira cultural é celebrar e divulgar aspectos culturais como música, gastronomia e arte de uma ou de diversas populações.ACNUR/Luciola Villela/ONU BrasilReprodução/G1Reprodução/G1Brasil tem diferentes tipos de feiras culturais e de neg—ciosEventos tambŽm ajudam a movimentar a economia das cidades.O Brasil tem diferentes tipos de feiras, que re� etem a cultura de cada cidade com produtos artesanais, antiguidades, culinária e ideias inovadoras. Além disso, as feiras ajudam a movimentar a economia dos estados.95VU_INGLES_Julia_g21At_094a097_SOCIAL1_LA.indd 95VU_INGLES_Julia_g21At_094a097_SOCIAL1_LA.indd 95 9/27/20 11:08 AM9/27/20 11:08 AMPlanning a Cultural FairYou studied English as a language with no borders. Now it is time to organize a cultural fair to celebrate and recognize the diversity of cultures and peoples that speak English. 1 Discuss the following topics with a group of classmates. Then share your ideas with the whole group and define the settings for your cultural fair.A What is the goal of your cultural fair?B Who is the audience of your cultural fair? C What is the theme of your cultural fair? What countries and cultural aspects are you going to present to the audience?D What are you going to do at the cultural fair? What materials are necessary and where can you find them? Personal answer.Parents, students from other classrooms, teachers, invited people.Personal answers.Personal answers. 2 Based on your answers in activity 1, discuss the steps you need to follow in order to organize the fair. Write the ones you find necessary in your notebook and discuss your answers with your classmates.• Select the country you are going to talk about.• Select the cultural aspects to present.• Make sure your teacher reads your work before the presentation.• Think about the cultural aspects of this country (arts, cuisine, customs, language curiosities).• Plan and write what everyone in the group is going to say. You can prepare it in Portuguese and in English.• Edit and double-check your work if necessary.• Study your topic.• Choose your group (4 to 5 people).• Practice your presentation before the cultural fair.• Think about the language you are going to use to present the topic you chose.• Decide the division of activities for each person in the group.• Check if it is necessary to talk to other teachers.• Research about the topics and take notes of important information.Kyle M Price/ShutterstockPeople at a school fair in Guazacapan (Guatemala), 2019.Kyle M Price/Shutterstock96VU_INGLES_Julia_g21At_094a097_SOCIAL1_LA.indd 96VU_INGLES_Julia_g21At_094a097_SOCIAL1_LA.indd 96 9/27/20 11:08 AM9/27/20 11:08 AM• Think about the websites/sources of information you are going to use to research (are these sources reliable?). Set a date and time for the cultural fair.• Make pieces of advertisement so your community knows about the event.• Decide what places you are going to occupy in the school and ask permission to do so.• Decide how you are going to decorate your school for the cultural fair. 3 It is important to have a set of rules for the event, so everybody can participate and interact accordingly. Discuss with your teacher and classmates what the rules of your cultural fair should be. Write them down in your notebook. Follow the examples on the right. After the Cultural FairNow that you have finished your presentation, discuss with your teacher and classmates. 1 Como você avalia sua participação na feira cultural? 2 O que foi planejado foi realmente executado? Se não, por quê? 3 Como você lidou com os imprevistos que surgiram? 4 O que a Atividade Social significou para você? 5 Como você acredita que esta Atividade Social ajudou você em seu processo de aprendizagem de língua inglesa?Respostas pessoais.REGRAS PARA OS PARTICIPANTES• Apresente dados reais sobre os países.• Respeite o tempo permitido para a apresentação.Fernando Favoretto/Criar ImagenStudents in a group discussion activity in São Paulo, 2012.97VU_INGLES_Julia_g21At_094a097_SOCIAL1_LA.indd 97VU_INGLES_Julia_g21At_094a097_SOCIAL1_LA.indd 97 9/27/20 11:08 AM9/27/20 11:08 AMWomen VoicesLEARNING PATHNesta Unidade, você vai:• ler um poema sobre as vozes das mulheres negras no Brasil do passado e do presente;• ler book reviews;• reconhecer e utilizar vocabulário relacionado ao tema da unidade;• ouvir sobre a influência africana em vários aspectos no Brasil e a luta dos povos quilombolas;• fazer uma pesquisa sobre quilombos e quilombolas na atualidade;• conhecer e utilizar as formas do Simple Past;• escrever uma book review e compartilhar seu gosto literário.A BNCC NESTA UNIDADECompetências gerais: 1, 3, 4, 5 e 9Competências específicas de Linguagens e suas Tecnologias para o Ensino Médio: 1, 2, 3, 4, 6 e 7Temas contemporâneos transversais: Diversidade cultural, Educação para valorização do multiculturalismo nas matrizes históricas e culturais brasileirasAs habilidades estão listadas no início de cada seção.Veja encaminhamentos para o trabalho com esta Unidade no Manual do Professor. FatCamera/Getty Images6Julian Leshay /Shutterstock98VU_INGLES_Julia_g21At_098a115_U06_LA.indd 98VU_INGLES_Julia_g21At_098a115_U06_LA.indd 98 9/27/20 5:50 PM9/27/20 5:50 PMEM13LGG104 EM13LGG303Work in pairs. Observe the pictures and read the following questions. Then share your ideas with your classmates.a) What do you see in the pictures?b) What are they fi ghting for?c) What do their voices have to say?Lead-in Black Women/Womxn March Protest. New York City (USA), 2020.Two black women wear face masks with messages of protest on them during the COVID-19 global pandemic. Canada, 2020.respostas para estas atividades no Leia orientações e Manual do Professor.99VU_INGLES_Julia_g21At_098a115_U06_LA.indd 99VU_INGLES_Julia_g21At_098a115_U06_LA.indd 99 9/27/20 5:50 PM9/27/20 5:50 PMREAD ONPre-reading 1 Look at the following text. What genre is it?A InterviewB BiographyC Poem XD Fairy tale 2 Who wrote it? What do you know about the author? 3 Look at the title. What is the text about?Conceição Evaristo. Personal answer.Personal answer. Possible answers: The voices of women; women protests for equality; black women history through time, etc.Reading 4 Read Conceição Evaristo’s poem and check your answer to the previous activity. Personal answer.Women VoicesBy Conceição EvaristoThe voice of my great-grandmotherechoed as a childinside the ship’s bowels.Echoing moansof a lost childhood.The voice of my grandmotherechoed obedienceto the white-owners of everything.The voice of my motherwhispered echoes of revoltin the very end of the other’s kitchensunder the trussesof whites’ dirty linenalong the dusty roadtowards the slum.FerroRubini /ShutterstockEM13LGG104EM13LGG102EM13LGG203 EM13LGG604EM13LGG202EM13LGG103EM13LGG601EM13LGG401100VU_INGLES_Julia_g21At_098a115_U06_LA.indd 100VU_INGLES_Julia_g21At_098a115_U06_LA.indd 100 9/27/20 5:50 PM9/27/20 5:50 PMMy voice stillechoes perplexing versesin rhymes of blood and hunger.The voice of my daughteruniting all our voicesgathers within itselfthe dumb silenced voiceschoking in our throats.The voice of my daughtergathers within itselfspeech and action.Yesterday – today – now.In my daughter’s voicethe resonance will be heardthe echo of freedom-life.EVARISTO, Conceição. Women Voices. Translation by Maria Aparecida Salgueiro de Andrade and Antonio T. Tillis. Available at: https://muse.jhu.edu/article/631821. Accessed on: Aug. 14, 2020. Bowel: treliçaTruss: trouxaHunger: fomeMoan: lamentoSlum: comunidadeThroat: gargantaFerroRubini /ShutterstockFerroRubini /Shutterstock 5 Read the poem one more time and, in your notebook, write the words related to family relationships. Great-grandmother, grandmother, mother, daughter.101VU_INGLES_Julia_g21At_098a115_U06_LA.indd 101VU_INGLES_Julia_g21At_098a115_U06_LA.indd 101 9/27/20 5:50 PM9/27/20 5:50 PM 6 There are fi ve generations of very strong women described in the poem. How do they evolve in time? Answer in your notebook.A Read the main idea of the stanzas and match them to the voices they represent.I Sua voz é obediente para seus senhores brancos.II Sua voz reúne as vozes silenciadas na garganta de suas antepassadas.III Sua voz ecoava como a de uma criança gemendo.IV Sua voz mostra revolta pela estrada rumo à comunidade.V Sua voz ainda tem rimas de sofrimento e fome.( ) great-grandmother III( ) greatmother I( ) mother IV( ) poetic persona V( ) daughter IIB Compare your answers with a classmate. 7 Is the poetic persona of “Women Voices” optimistic about the progress of those women’s roles in society? Why (not)? Explain your answer in Portuguese, in your notebook.7. Yes, it is. Possible answer: Porque o eu lírico mostra, a cada estrofe, como cada mulher da família vivia; com o passar das gerações, evidencia-se a diferença na vida dessas pessoas, desde o momento de escravização representado na 1a estrofe até a última, em que a � lha tem uma vida de liberdade. O verso “Yesterday – today – now.” destaca essa passagem do tempo.Post-reading 8 Are you also optimistic about the progress of black women’s roles in society? Why (not)? 9 What are your feelings about the poem? Discuss it in small groups.10 Do you know any other literary texts about the same subject you read in”Women Voices”? Make a list in your notebook. Show it to a classmate. Did you get a match?Personal answer.Personal answers.Personal answers.Maria da Conceição Evaristo de Brito nasceu em Belo Horizonte, Minas Gerais,em 1946. Ela foi a segunda fi lha de nove irmãos e a primeira a receber um diploma.Mudou-se para o Rio de Janeiro na década de 1970. Conceição é escritora, poetisa, professora e ativista. Ela possui doutorado em Literatura.Leia mais sobre a autora:• EVARISTO, C. Conceição Evaristo: Não leiam só minha biografi a. Leiam meus textos. Brasil de Fato. Disponível em: https://www.brasildefato.com.br/2018/11/20/conceicao-evaristo-nao-leiam-so-minha-biografi a-leiam-meus-textos.• EVARISTO, C. Poema Vozes-Mulheres. Poemas de recordação e outros movimentos. Rio de Janeiro: Editora Malê, 2017. Disponível em: http://www.letras.ufmg.br/literafro/autoras/24-textos-das-autoras/923-conceicao-evaristo-vozes-mulheres.• UFMG. Conceição Evaristo. Literafro. Disponível em: http://www.letras.ufmg.br/literafro/autoras/188-conceicao-evaristo. Acesso em: 15 ago. 2020.Bruno Fernandes/Fotoarena/Folhapress102VU_INGLES_Julia_g21At_098a115_U06_LA.indd 102VU_INGLES_Julia_g21At_098a115_U06_LA.indd 102 9/27/20 5:50 PM9/27/20 5:50 PMGOING FURTHERPre-reading 1 Do you know what a graphic novel is? Write your ideas in your notebook. Then, in pairs, compare your notes. 2 Observe the book’s title below. What is it about? In pairs or small groups, exchange your ideas. 3 Look at the information given at the book review. How many pages are there in Angola Janga? Who’s the graphic novel’s author?Personal answer.Personal answer.426 pages. Marcelo D’Salete.Reading4 Read the text and check if your answer to activity 2 was correct.4. O livro é um romance grá� co que conta histórias de fugas de pessoas escravizadas.EM13LGG104 EM13LGG302EM13LGG103 EM13LGG203EM13LGG401https://www.npr.org/2019/06/16/732461804/angola-janga-tells-the-story-of-brazils-runaway-slave-communitiesBanco de imagens/Arquivo da editora‘Angola Janga’ Tells The Story Of Brazil’sRunaway Slave CommunitiesJune 16, 2019 – 7:00 AM – ETETELKA LEHOCZKYSometimes the greatest stories are forever out of reach. Such is the case with innumerable tales of the mocambos, communities of runaway slaves that took root in the jungles of Brazil in the 1600s. And such is the case with the stories that make up Marcelo D’Salete’sAngola Janga. In this massive graphic novel, D’Salete relates the history of the villages that provided havens for freedom-seeking runaways – and presented a perennial threat to the whole institution of slavery in Brazil. Working in black and white, mixing nonfi ction and fi ction, D’Salete aims to capture the lives and confl icts of the vast spectrum of individuals the mocambos touched: slaves, runaways, slave hunters, free-born village dwellers and confl icted leaders defying astonishing odds to keep their people free.D’Salete focuses on Palmares, a collection of more than a dozen settlements that “at its peak ... comprised more than 20,000 people.” (“Angola Janga,” or “Little Angola,” was the inhabitants’ name for it.) D’Salete gets the 20,000 number, along with the rest of his information about the settlements, from a huge collection of sources he lists at the end of the book and references throughout. These, along with existing fi ctional treatments he mentions in the afterword (including three other graphic novels), attest to centuries of fascination with the mocambos. […]NPR. Available at: https://www.npr.org/2019/06/16/732461804/angola-janga-tells-the-story-of-brazils-runaway-slave-communities. Accessed on: Aug. 14, 2020. Reprodução/Editora Fantagraphics BooksAngola JangaKingdom of Runaway Slavesby Marcelo D’saleteHardcover, 426 pagesBOOK REVIEWSREVIEWS103VU_INGLES_Julia_g21At_098a115_U06_LA.indd 103VU_INGLES_Julia_g21At_098a115_U06_LA.indd 103 9/27/20 5:50 PM9/27/20 5:50 PM 5 The text is part of Etelka Lehoczky’s review for Angola Janga. Choose what appears in the fragment you read. Use your notebook.A A summary of the story. XB Lehoczky’s grade about the book. C Information like author, title, number of pages. XPost-reading 9 Do you agree with the book review that villages like Palmares presented a threat to slavery in Brazil? Why (not)? Talk to your classmates about it. 10 Go back to Read on and answer orally: Whose voice from the poem does Angola Janga represent?9. Personal answers. Possible answer: Yes, I do, because slaver owners were worried about losing their slave labor. Acate respostas em portu-guês para esta atividade, con-forme a turma. 10. Great-grandmother’s and grandmother’s voices. 10Marcelo D’Salete é autor de histórias em quadrinhos, ilustrador e professor. Para conhecer mais sobre ele e suas obras, acesse:• D’SALETE, M. Cumbe, Marcelo D’Salete, quadrinhos. Disponível em: https://www.youtube.com/watch?v=QZRkxjP7lP8&feature=emb_title.• D’SALETE, M. Lançamento de Angola Janga – vídeos. Disponível em: https://www.dsalete.art.br/videos.html.• D’SALETE, M. Marcelo D’Salete. Disponível em: https://www.dsalete.art.br/bio.html.Acesso em: 16 ago. 2020.Tale: fábula, história inventada ou difícil de acreditarMake up: inventorDweller: habitanteDefy: desafi ar Astonishing odds: difi culdades surpreendentesSettlement: assentamentoRafael Arbex/Estadão ConteúdoD Characteristics of the cover and the colors used in the story. XE The author’s feelings about the story. 6 Read the text again and write if the following sentences are T (true) or F (false). Use your notebook.A D’Salete’s book is about a sanctuary for fugitive slaves looking for freedom. TB Palmares is the main mocambo described in the book. TC According to D’Salete, “Angola Janga” means the “Big Angola”, with 20,000 inhabitants. FD “Angola Janga” is a nonfi ction graphic novel. FE The author used a big selection of sources for his writing. TF D’Salete’s graphic novel is colorful. F7 Answer the following questions in your notebook according to the book review. A Who were the people joined by the mocambos?B Is Angola Janga D’Salete’s only novel? 8 Search the book review for the words the author used for the vocabulary below. Use a dictionary if necessary. Copy them in your notebook.A Fugitive runaway B Sanctuary haven C Captive slave D Servitude slavery7a. Slaves, runaways, slave hunters, free-born village dwellers and con� icted leaders.b. No, it isn’t. He has wrote three other graphic novels according to the review.104VU_INGLES_Julia_g21At_098a115_U06_LA.indd 104VU_INGLES_Julia_g21At_098a115_U06_LA.indd 104 9/27/20 5:50 PM9/27/20 5:50 PMVocabulary 1 Look at the dictionary entries below. Find the correct meaning to each of the words in the box. Write them in your notebook. Check your answers with a classmate.biography – fiction – nonfiction – novel – poemA “Writing that is about real events and facts […]” Non�ctionB “The life story of a person written by someone else.” BiographyC “The type of book or story that is written about imaginary characters and events.” D “A long printed story about imaginary characters and events.” NovelE “A piece of writing in which the words are arranged in separate lines, often ending in rhyme, and are chosen for their sound and for the images and ideas they suggest.” PoemCAMBRIDGE Dictionary. Available at: https://dictionary.cambridge.org/dictionary/english/. Accessed on: Aug. 18, 2020. 2 Read the following reviews and classify these books according to the given genres in activity 1.Fiction 3 Can you name other literary genres? Work with a classmate and search on the internet. Make a list in your notebook. Personal answers. EM13LGG103 EM13LGG104https://www.goodreads.com/book/show/45998211-somebody-give-this-heart-a-penBanco de imagens/Arquivo da editoraSomebody Give This Heart a Penby Sophia ThakurNon�ction; poem.3.89Rating details 252 ratings 93 reviewsA compelling collection of poems that explores the emotions and experiences of growing up as a mixed-race woman. From acclaimed performance poet Sophia Thakur comes a powerful new collection of poems exploring issues of identity, difference, perseverance, relationships, fear, loss and joy. The collection is arranged as life is: from youth to school, to home life, falling in...moreGOODREADS. Available at: https://www.goodreads.com/book/show/45998211-somebody-give-this-heart-a-pen. Accessed on: Aug. 22, 2020.Reprodução/Editora Walker Books https://www.amazon.com/Hunger-Memoir-My-Body/product-reviews/B01DMXFK6A/ref=cm_cr_getr_d_paging_btm_next_3?pageNumber=3Banco de imagens/Arquivo da editoraAMAZON. Available at: https://www.amazon.com/Hunger-Memoir-My-Body/product-reviews/B01DMXFK6A/ ref=cm_cr_getr_d_paging_btm_next_3?pageNumber=3. Accessed on: Aug. 22, 2020.Hunger: A Memoir of (My) BodyBy Roxane GayJ McL.Honest and Well WrittenReviewed in the United States on September 23, 2017This is a good book, and it’s also not. Gay uses this kind of contradictory statement often to illustrate the conflicting feelings she has about her obesity. She’s been through some really dire trials in her life but has also succeeded in her career as an academic and a writer. I appreciated her honest writing. I finished the book feeling a bit sad and listless.3 people found this helpfulNon�ction; biography.Reprodução/Editora HarperPossible answers: Fiction: action; adventure; comic book;graphic novel; science �ction, etc. Non�ction: autobiography, cookbook; memoir; travel, etc. Organize os estudantes em duplas e reserve um tempo para que eles discutam as questões. Em seguida, peça a eles que pesquisem na internet o tema. Selecione alguns estudantes para compartilharem suas respostas com a turma. 105VU_INGLES_Julia_g21At_098a115_U06_LA.indd 105VU_INGLES_Julia_g21At_098a115_U06_LA.indd 105 9/27/20 5:50 PM9/27/20 5:50 PMLISTEN UP!Pre-listening 1 According to what you have studied in this unit, what can you say about quilombos? Take notes in your notebook and compare your answers with a classmate. 2 The image below was extracted from a video. You are going to listen to an audio from this video and answer the following questions.A What do you expect to hear in the audio? Tell a classmate.B Who produced this video?Personal answer.Personal answer.The United Nations.Listening3 Listen to the audio and check your answers to activity 2a. Did you guess it correctly? Discuss with your classmates and write the correct answer in your notebook.4 Listen again and write the correct affi rmatives in your notebook. A The victims of slavery and their descendants helped to design what Brazil is today. XB The Afro-Brazilians have contributed to our sports and culture. XC Brazil was the fi rst country to abolish slavery in America.D Fortunately, for the Afro-Brazilians, their battle is fi nally over.E Quilombo of Dandá was a sanctuary to many runaways in the past. XF Sandra’s family is new in this quilombo. G The United Nations have devoted a decade in recognition of the African descendants. XNo. 9No. 93. Personal answer.The audio is about infl uences the victims of slavery had in Brazilian’s economy, politics, spirituality, art, culture, and sports, and their fi ght for land that still lasts until today. Acate respostas em português, conforme a turma.EM13LGG203 EM13LGG303https://www.youtube.com/watch?v=vRlqFB7BOhEBanco de imagens/Arquivo da editoraReprodução/https://www.youtube.com/watch?v=vRlqFB7BOhE106VU_INGLES_Julia_g21At_098a115_U06_LA.indd 106VU_INGLES_Julia_g21At_098a115_U06_LA.indd 106 9/27/20 5:50 PM9/27/20 5:50 PM5 Listen to the audio once more. In your notebook, explain: When did people from the quilombos start calling themselves quilombolas? Compare your answers with a classmate. 6 Listen to the second part of the audio. Use the given words in the box to complete the text in your notebook. decade – descent – history – justice – rightsTo acknowledge their contribution to human (a) , and to promote and protect their human (b) , the United Nations has set aside an international decade for people of African (c) which began in January 2015. The (d) bears the theme of recognition, (e) , and development. BRAZIL: Quilombolas Fight for Land. Available at: https://www.youtube.com/watch?v=vRlqFB7BOhE. Accessed on: Aug. 22, 2020.7 Listen to the excerpts. In your notebook, write the statements you can infer. A Professor Helio Santos is not involved in racial debates and studies.B Professor Helio Santos is involved in racial debates and studies. XC There is still a long road ahead for the Afro-Brazilians. XD The fi ght and struggle for the Afro-Brazilians is almost over.E The United Nations created the international decade for people of African descent because they feel that the world is in debt to this population. XF The United Nations created the international decade for people of African descent because they were forced to.Post-listening 8 Get together in small groups and discuss the following questions. A Do you know anything about the Quilombo of Dandá or any other quilombo? If yes, tell your group about it. B Did you know about the international decade for people of African descent or any special events related to it? C What other types of land confl icts do we have in Brazil? Brainstorm and make a list.No. 9Once their ancestors got to the quilombos and were free.No. 10a. history; b. rights; c. descent; d. decade; e. justiceNo. 10Personal answers.8b. Para mais informações sobre a Década Internacional de Afrodescendentes, acesse: https://decada-afro-onu.org/. Acesso em: 22 ago. 2020.c. Para mais informações sobre con� itos de terra no Brasil, acesse: https://agenciabrasil.ebc.com.br/direitos-humanos/noticia/2020-04/pais-registrou-1833-con� itos-no-campo-em-2019-mostra-relatorio. Acesso em: 22 ago. 2020.SDI Productions/Getty Images107VU_INGLES_Julia_g21At_098a115_U06_LA.indd 107VU_INGLES_Julia_g21At_098a115_U06_LA.indd 107 9/27/20 5:50 PM9/27/20 5:50 PMLANGUAGE ANALYSIS 1 The sentences below are from the texts in Read on, Going further, and Vocabulary. Read them and choose the correct answers in your notebook. I “The voice of my grandmother echoed obedience to the white-owners of everything.”II “The voice of my mother whispered echoes of revolt in the very end of the other’s kitchens […].”III “[…] communities of runaway slaves that took root in the jungles of Brazil in the 1600s.”IV “[…] the history of the villages that provided havens for freedom-seeking runaways […].”V “[…] I appreciated her honest writing. I finished the book feeling a bit sad.”VI “3 people found this helpful.” 2 Study the rules for the Simple Past Tense and write in your notebook one sentence for each example. Use sentences from Read on, Going further, and Listen up!, when possible.EM13LGG403A The words in bold refer to… I present facts. II repeated actions in the present. III completed actions in the past. XIV events that may happen in the future.B The verbs in bold in sentences I, II, IV, and V are…I regular verbs. XII irregular verbs. C What do the verbs in sentences I, II, IV, and V have in common?D All verbs are in…I affi rmative sentences. XII interrogative sentences.III negative sentences. E What are the base forms of the verbs in bold? Use a dictionary, if necessary. They all end in -ed.echo, whisper, take, provide, appreciate, � nish, � ndMartial Red/Shutterstock108VU_INGLES_Julia_g21At_098a115_U06_LA.indd108VU_INGLES_Julia_g21At_098a115_U06_LA.indd 108 9/27/20 5:50 PM9/27/20 5:50 PMTHE SIMPLE PAST TENSEFor regular verbs:The affirmative form of Simple Past is formed with:Subject + the main verb -ed + complement.OrSubject + the main verb (ends in an e) -d + complement.Example: • The voice of my great-grandmother echoed as a child.For irregular verbs: Look up the list of irregular verbs.Examples:• They read their favorite book for the report.• The negative form of Simple Past is formed with:Subject + did not + the main verb + complement. Examples:• They did not/didn’t work yesterday.• The interrogative form of Simple Past is formed with:Did + subject + the main verb + complement? Examples:• Did slaves go to mocambos? • USEIn English, we use Simple Past to talk about something that happened. It is used for actions that started and fi nished in the past.SHORT ANSWERSTo answer questions in the Simple Past, we can use short answers.Examples:• Did slaves run away from their owners? Yes, they did./No, they didn’t.• Possible answer: She did not/didn’t call me.Possible answer: Did you study about slavery in Brazil?Possible answers: Did you like the poem? Yes, I did./No, I didn’t. 3 Complete the following statements using the verbs in parentheses to form a Simple Past sentence (affi rmative, negative, or interrogative). Use your notebook.A Her voice sweet words into my ears. (whisper) B they the mocambos? (leave) Did/leaveC Readers them review helpful. (not/fi nd) didn’t/� ndD The slaves away when they the hunters. (run/see) 4 Write a sentence about black women’s reality in Brazil nowadays. Use your notebook. You may use a dictionary if necessary.whisperedran/sawPersonal answer.Possible answer: She heard about a new law introduced by the government.Atlas Agency/Shutterstock109VU_INGLES_Julia_g21At_098a115_U06_LA.indd 109VU_INGLES_Julia_g21At_098a115_U06_LA.indd 109 9/27/20 5:50 PM9/27/20 5:50 PMFOOD FOR THOUGHT 1 Read some information about quilombolas from Portal Ypadê. Choose the best alternative to complete the sentences that follow. Write them in your notebook. A There are quilombosI in rural and urban areas. XII only in rural areas.B Quilombolas areI people from the past. There are no quilombolas nowadays.II people with a specifi c history and way of life. XC In quilombos, people inheritedI many European traditions.II many African traditions. XD Living and working as a group instead of separate individuals isI not part of quilombolas way of life.II part of quilombolas way of life. X 2 Do you know any quilombos? Have you ever been to a quilombo? If so, tell your classmates and teacher about it. Personal answers.EM13LGG302EM13LGG102EM13LGG704EM13LGG401QuilombolasCaracter’sticasOs quilombos em sua maior parte se formaram em áreas rurais, mas não foi apenas nessas áreas que se consolidaram. Há a presença de quilombos em áreas urbanas, principalmente nas antigas capitais do Brasil e também nas cidades de São Paulo e Porto Alegre, haja vista o grande número de negros escravizados que esses locais exploraram. [...]Quanto às especi� cidades geográ� cas, os quilombos se caracterizam por estarem presentes em locais de topogra� a acidentada – serras e chapadas, via de regra em locais altos para facilitar o controle da região. Quanto à forma de organização espacial, a distribuição das construções se deu de forma esparsa e em uma extensa área geográ� ca.Outro ponto importante é que os povos dos quilombos herdaram das populações africanas tradições milenares no que se refere à agricultura, mineração, formas de utilização da terra, técnicas de construção e arquitetura, artesanato, medicina e religião.Os quilombolas atuais se pautam ainda na manutenção e reforço da identidade étnica e familiar como forma de manter as comunidades unidas, em uma rede de apoio mútuo. Formas coletivizadas de gestão ainda se fazem presentes nas comunidades, e consequentemente se re� etem no âmbito dos movimentos sociais que são criados para defender os direitos dos povos quilombolas. Re� etem-se também na forma de produção predominantemente coletiva, com a solidariedade como eixo das relações produtivas.[...]http://portalypade.mma.gov.br/quilombolas-caracteristicasBanco de imagens/Arquivo da editoraPORTAL Ypadê. Available at: http://portalypade.mma.gov.br/quilombolas-caracteristicas. Accessed on: Aug. 24, 2020.110VU_INGLES_Julia_g21At_098a115_U06_LA.indd 110VU_INGLES_Julia_g21At_098a115_U06_LA.indd 110 9/27/20 5:50 PM9/27/20 5:50 PM 3 How often do you hear about quilombos and quilombolas in Brazilian media? What do you usually hear about them? Discuss if with your classmates and teacher. Personal answers. 4 In Listen up!, you heard a United Nations special report on quilombos. You are going to do some research on how foreign media talks about Brazilian quilombos. Follow the steps.A The class is going to be divided into two groups. Group A will do some research on the internet for news websites in English from different continents. Try to fi nd at least two websites from each continent. Group B will do some research on local news websites.B On the news website, look for the search fi eld. Search for quilombo or quilombola and check the results. Choose at least one article from each website, and read it carefully.C Answer the following questions about the article:I What is its main subject?II When was it written?III Who is the author of the article?IV In which section of the website is the news available?V Is it good or bad news for quilombolas?VI Does it present a positive or negative image of quilombos? Justify with excerpts from the news article. 5 Take your research results to class and compare them with your classmates. Do quilomboshave more visibility in Brazilian media or in foreign media? What are the differences and similarities in media coverage for quilombos in local and foreign websites? Personal answers.Cesar Diniz/Pulsar Imagens Ricardo Azoury/Pulsar ImagensInternal view of a quilombola in a ranch made with straw in the Mutuca community in quilomboMata Cavalo. Nossa Senhora do Livramento (MT), 2020. Residents from the quilombola community Canelatiua peel manioc for � our production. Alcântara (MA), 2019. 111VU_INGLES_Julia_g21At_098a115_U06_LA.indd 111VU_INGLES_Julia_g21At_098a115_U06_LA.indd 111 9/27/20 5:50 PM9/27/20 5:50 PMWRITE IT OUTPre-writing 1 Are you a bookworm? Do you like sharing your thoughts on the things you read? Do you know someone who fi ts this profi le? Discuss with a classmate. 2 Think about the last book you read and answer the following questions in your notebook.A What genre is the book? B Is it fi ction or nonfi ction?C What is the title? When was it published?D Who is the author? E Is this book part of a series? Is it essential to have read other books before this one?F What is the main idea of the book?G Did the book suit its intended readers?H How do you feel about the book?Personal answers. 3 What are the main characteristics of your book’s genre? Write them in your notebook. Compare the answers with a classmate. Some possible characteristics are:• Mystery• Fantasy• Love story• Realistic• OtherAfrica Studio /ShutterstockEM13LGG401EM13LGG703EM13LGG301EM13LGG602EM13LGG402EM13LGG704Foto de RF._.studio no Pexels112VU_INGLES_Julia_g21At_098a115_U06_LA.indd 112VU_INGLES_Julia_g21At_098a115_U06_LA.indd 112 9/27/20 5:50 PM9/27/20 5:50 PMWriting 4 Write a book review on your latest reading. Follow the steps below. Planning• Read your answers to activity 2.• Use the internet to researchany important information missing on your notes.• You can use a dictionary and/or ask your teacher for some help. • Check if you have all information you need.Writing the first draft• Start with a catching line to capture your audience’s attention.• Write the basic book information, like author, title, year of publishing, etc.• Write a small plot summary of the book but don’t give away any spoilers.• Explore your feelings about the book and tell your readers if you recommend it or not.• Write a fi rst draft.• Spell-check it and edit it if necessary.Post-writing 5 How diffi cult was it to write the book review? Did you use any special technique to help you overcome your diffi culties? Share ideas with a classmate. 6 Do you think you will read more if you have access to other book reviews? Will it help in your choice of books? Why (not)?Personal answers.Personal answers.Peer-editing• Before you fi nish, ask one of your classmates to read your text and correct it. Is your message clear to the reader? • Make any necessary adjustments and write the fi nal version. Publishing• Share your book review on the school’s blog, or on a site for book recommendations.• Another alternative is to print all book reviews and display them as a Book Recommendation Board. Use your classroom walls or the school’s communication board.Africa Studio /Shutterstock113VU_INGLES_Julia_g21At_098a115_U06_LA.indd 113VU_INGLES_Julia_g21At_098a115_U06_LA.indd 113 9/27/20 5:50 PM9/27/20 5:50 PMhttps://www.bbc.co.uk/bitesize/articles/z7y3hbkSPEAK YOUR MINDPre-speaking 1 Look at the picture below. What is it? What does it represent? Can you identify yourself in the picture? 2 Read the text below. Do you have the same problems when identifying yourself? Write the answer in your notebook. Discuss it with a classmate.Personal answers.Personal answer.Speaking 3 You are going to present a short report about yourself. Tell your classmates who you are. Use the questions below to help you prepare what you are going to say. Take some notes in your notebook.• Who inspires you the most to be who you are?• Who was your fi rst role model during your childhood?• Who/What was always part of your life?• Who always stood by you?Reprodução/https://www.bbc.co.uk/bitesize/articles/z7y3hbkEM13LGG402EM13LGG204Banco de imagens/Arquivo da editoraBBC. Available at: https://www.bbc.co.uk/bitesize/articles/z7y3hbk. Accessed on: Aug. 19, 2020. Who am I? Celebrating my identityHave you ever tried to explain to someone who you really are? At a party, on the top of your CV or your dating pro� le? It’s really hard!We can break it down into parts: what are my beliefs, personality traits and hobbies? What do I look like? What’s my social and cultural background? But explaining what our identity is, what makes us who we are, can be more challenging. Is it the sum total of these parts, or something different altogether? […]• Which world events touched you deeply?• What social/cultural facts inspire you most?• Are you a fi ghter or a people-pleaser?• Who are you?Post-speaking 4 Discuss the following questions with your teacher and classmates: A Did you learn anything new about your classmates? Did anything special call your attention?B Did you learn anything new about yourself? What was it?Personal answers.114VU_INGLES_Julia_g21At_098a115_U06_LA.indd 114VU_INGLES_Julia_g21At_098a115_U06_LA.indd 114 9/27/20 5:50 PM9/27/20 5:50 PMSELF–ASSESSMENTNesta Unidad e, conversamos sobre temas relacionados à voz da mulher negra na sociedade brasileira, aos quilombos e à diversidade cultural intrínseca em nosso povo. Chegou o momento de refl etir sobre seu aprendizado ao longo da Unidade. Você terá esse momento que é só seu. Vamos começar? 1 Como você avalia a sua aprendizagem com relação aos tópicos a seguir? Enumere os itens de 1 a 3 de acordo com a legenda. Use o seu caderno.1 Ainda sinto difi culdade com este assunto e não consegui realizar a maioria das atividades propostas.2 Aprendi o assunto, mas em algumas ocasiões senti difi culdade em realizar as atividades propostas.3 Aprendi o assunto e realizei a maioria das atividades propostas com facilidade.( ) Ler um poema sobre as vozes das mulheres negras no Brasil do passado e do presente.( ) Ler book reviews.( ) Reconhecer e utilizar vocabulário relacionado ao tema da Unidade.( ) Ouvir sobre a infl uência africana em vários aspectos no Brasil e a luta dos povos quilombolas.( ) Fazer uma pesquisa sobre quilombos e quilombolas na atualidade. ( ) Conhecer e utilizar as formas do Simple Past.( ) Escrever uma book review e compartilhar meu gosto literário.Respostas pessoais. 2 O que você mais gostou de aprender nesta Unidade? O que menos gostou? 3 O que não aprendeu muito bem e precisa de estudo extra?Watch films, cartoons, and television shows are an entertaining way to improve your English skills.How can I become a lifelong learner?Para auxiliá-lo(a) nos estudos, acesse:• SOUZA, M. Angola Janga. Disponível em: http://prezi.com/rjejt4g9f4gs/?utm_campaign=share&utm_medium=copy. Nesse site, você pode ler um capítulo do livro.• UNITED Nations. Brazil: Quilombolas Fight For Land. Disponível em: https://www.youtube.com/watch?v=vRlqFB7BOhE.Acesso em: 18 ago. 2020.115VU_INGLES_Julia_g21At_098a115_U06_LA.indd 115VU_INGLES_Julia_g21At_098a115_U06_LA.indd 115 9/27/20 5:50 PM9/27/20 5:50 PM7An Accessible SocietyLEARNING PATHNesta Unidade, você vai: • ler uma entrevista sobre questões relacionadas ao autismo e reconhecer as características desse gênero;• reconhecer e utilizar vocabulário relacionado ao tema da unidade;• identificar e empregar Wh- questions no Simple Past e revisar os usos de Simple Present e Simple Past;• pesquisar e discutir temas referentes à acessibilidade e à inclusão, além de apresentar propostas que possibilitem tornar a escola mais inclusiva;• escrever uma entrevista em língua inglesa;• gravar a introdução de um podcast sobre educação inclusiva.A BNCC NESTA UNIDADECompetências gerais: 1, 4, 9 e 10Competências específicas de Linguagens e suas Tecnologias para o Ensino Médio: 1, 2, 3, 4 e 7Tema contemporâneo transversal: Educação em Direitos HumanosAs habilidades estão indicadas no início de cada seção.Veja encaminhamentos para o trabalho com esta Unidade no Manual do Professor. Huntstock/DisabilityImages /Getty Images116VU_INGLES_Julia_g21At_116a131_U07_LA .indd 116VU_INGLES_Julia_g21At_116a131_U07_LA .indd 116 9/27/20 5:51 PM9/27/20 5:51 PMEM13LGG104 EM13LGG303Work in pairs. Observe the picture and read the following questions. Then share your ideas with a classmate.a) What do you see in the picture? b) Do you think the word accessible is related to the picture? Why (not)? c) In your opinion, what is an accessible society?Lead-in respostas para estas atividades Leia orientações e no Manual do Professor.117VU_INGLES_Julia_g21At_116a131_U07_LA .indd 117VU_INGLES_Julia_g21At_116a131_U07_LA .indd 117 9/27/20 5:51 PM9/27/20 5:51 PMShutterstock / Duda VasiliiREAD ON Pre-reading 1 Observe the pictures on the right and discuss the questions with a classmate.A Do you know these symbols? If so, what do they mean? B Do you think that all these groups have their rights guaranteed at school and in society? Justify your answer.Personal answer. 2 Skim the questions of the interview below and answer in your notebook: What is the purpose of this interview?A To help a man with autism launch his new book.B To know more about the interviewee and his experience as a person on the spectrum. XC To guide teachers to apply a newstudy method for people with autism.D To guide parents to write books about children with autism.Reading 3 Scan the picture below and read the interview. Then write the requested information in your notebook.Shutterstock / MSSAEM13LGG101EM13LGG302 EM13LGG3031a. They are the universal symbols of accessibility and the universal symbol of autism awareness. https://www.autism.org.uk/get-involved/membership/magazine/current-issue/chris-bonnello.aspxBanco de imagens/Arquivo da editoraChris Bonnello interviewRead more fromYour Autism magazine’s interview with Chris Bonnello about his school days and his advice to parents.Tell us a bit about yourself and your job.I am a special needs tutor (formerly a primary school teacher), and an author and speaker on autism issues. I also run the website Autistic Not Weird, where I write about autism from both a personal and a professional perspective. […]When were you diagnosed with Asperger syndrome?I was 25. Before then, I was just known as the weird kid – in fact, when I was 10 [...] an educational psychologist literally wrote “slightly odd personality” in her report about me!Reprodução/https://www.autism.org.uk118VU_INGLES_Julia_g21At_116a131_U07_LA .indd 118VU_INGLES_Julia_g21At_116a131_U07_LA .indd 118 9/27/20 5:51 PM9/27/20 5:51 PMA Name of the prize. Autism Professionals AwardsB Name of the person in the picture. Chris BonnelloC Occupation of the winner. Tutor, author, speaker, he runs a website.D Topics discussed on the website Autistic Not Weird. Personal and professional perspective of autism.Deem: considerarStruggle: lutar/esforçar-se diante de difi culdadesRaw: cru; que ainda não se desenvolveu 4 Read the sentences below and check if they are T (true) or F (false). Then choose an excerpt from the text to justify the false ones. Use your notebook.A When Chris Bonnello was a child, some people thought he was a strange boy. TB In primary school, Chris had learning diffi culties, but no social struggles. F. C As a teenager, Chris realized that it was also necessary to learn how people work. TD After learning about tutoring he launched a website to help people with autism. T 5 In the interview, Chris Bonnello gives some pieces of advice. Read the following pairs of sentences. Write the correct piece of advice based on the interview in your notebook.A I Parents need to focus on things children can do. XII Parents need to focus on things children can’t do.B I As the world needs different perspectives, people can think in the same direction.II As the world needs different perspectives, people can think in distinct directions. XC I The strengths of children with autism should be highlighted at school. XII The defi ciencies of children with autism should be highlighted at school. 6 Based on the interview, is the role of family members and teachers for the inclusion of people with autism important? Why (not)?B. “I may have had social struggles, but I was deemed to have been ok because I was so intelligent.What were your school days like?Thankfully I didn’t struggle at primary school. I may have had social struggles, but I was deemedto have been ok because I was so intelligent. [...] My teenage years in secondary school were harder, as I was young adulthood as I came to realise that raw intelligence alone wasn’t enough to make a person succeed – you had to learn how people worked too.What motivated you to set up Autistic Not Weird?I left primary school teaching in December 2014, with no intention of going back into education. (Not long later, I would be introduced to the world of special needs tutoring and love every moment of it!) [...] So I decided to launch a website that might help other autistic people, and four years on with 102,000 Facebook followers... [...]What advice would you give to anyone who is struggling with ‘feeling different’?[...] The world needs different brains, different perspectives, and people who can think in different directions. [...]What’s your top piece of advice for parents of autistic children?De� ne your children by their strengths rather than their de� ciencies. [...] I’m very grateful to have had parents who saw me for who I was rather than who I wasn’t, and teachers who saw what I could do rather than just what I couldn’t. [...]CHRIS Bonnello Interview. National Autistic Society. Available at: https://www.autism.org.uk/get-involved/membership/magazine/current-issue/chris-bonnello.aspx. Accessed on: July 15, 2020.Possible answer: The acceptance of family members and teachers is very important for the inclusion of people with autism. They can emphasize what children with autism are and what they can do instead of what they are not and what they can’t do.119VU_INGLES_Julia_g21At_116a131_U07_LA .indd 119VU_INGLES_Julia_g21At_116a131_U07_LA .indd 119 9/27/20 5:51 PM9/27/20 5:51 PMPost-reading 7 Inclusion involves creating accessibility in the environment. Based on Chris Bonnello’s interview, think about how an “autistic friendly environment” could be provided at school. Write the answers in your notebook.A Check autistic students’ needs. XB Emphasize what the autistic student can do and encourage him/her. XC Give students with autism easier tasks, so they can accomplish them.D Give students with autism tasks adapted to their needs, so they can accomplish them. X 8 Read the following questions and share your ideas with the teacher and your classmates.A Is it important to worry about accessibility and inclusion for everyone in society? Why (not)?B In Brazil, some laws guarantee accessibility. Do you know these laws? Do you think they are effective? Why (not)? 9 Are there any actions to promote accessibility and inclusion in your school and in your community? Which ones?É importante assinalar para a turma que atividades e tarefas adap-tadas não são propriamente mais fáceis, e sim adequadas para a realidade de determinado estudante.Personal answers.Personal answers.Personal answers.A IMPORTÂNCIA DE SE USAREM AS PALAVRAS CERTASVocê já pensou na importância de incluir as pessoas por meio da linguagem?Palavras são poderosas. As pessoas se sentem valorizadas e respeitadas se usarmos as palavras certas quando falamos com elas. A linguagem não inclusiva pode ser extremamente prejudicial e contribuir para uma cultura de exclusão. As pessoas podem se sentir ofendidas por linguagem discriminatória. Linguagem inclusiva é um atributo essencial da sociedade moderna e diversifi cada.Visite este site para aprender mais sobre a linguagem inclusiva: https://www.gov.uk/government/publications/inclusive-communication/inclusive-language-words-to-use-and-avoid-when-writing-about-disability. Acesso em: 15 jul. 2020.Vocabulary• Read the following expressions and match them with their defi nitions. Use your notebook.(1) Disability (2) Blind people(3) Wheelchair user(4) Assistive technology(5) Accessibility(6) Deaf people(7) Speech impaired(8) Segregated learning(9) Autism Spectrum DisorderI Physical or mental condition that limits a person’s movements, senses, or activities. (1)II Someone who cannot walk because of injury or illness. (3)III Assistive, adaptive, and rehabilitative devices for people with disabilities. (4)IV Developmental disorder that affects communication and behavior. V How easy is something to enter, use or access for people withdisabilities. (5)VI Those who cannot see. (2)VII Those who cannot hear. (6)VIII Those who can’t speak. (7)IX Related to exclusion. (8)(9)EM13LGG104120VU_INGLES_Julia_g21At_116a131_U07_LA .indd 120VU_INGLES_Julia_g21At_116a131_U07_LA .indd 120 9/27/20 5:51 PM9/27/20 5:51 PMLANGUAGE ANALYSIS 1 Read the sentences below about Chris Bonnello and analyze them. Then writethe answers in your notebook.1 “[…] I write about autism […]”2 “I didn’t struggle at primary school.”SIMPLE PRESENT FORMFor affi rmative sentences you use:• the subject + the base form of the verb. For negative sentences you use:• the subject + + the base form of the verb.For yes/no questions you use:• + + the base form of the verb. • Can you give an example for each one of the rules above? Use your notebook.(don’t/doesn’t)(do/does, the subject)Personal answer. 3 Revise the rules of the Simple Present tense in the box below. In your notebook, complete the sentences to make them true.3 “I left primary school teaching in December 2014 […]”4 “[…] I decided to launch a website […]”A Sentence 1 expresses something that is...I a plan Chris has for the future.II a present fact about Chris. XIII a completed action Chris did in the past.B Look at sentence 2. Is the main verb in its base form or in its past form? Justify your answer. C In sentence 3 the main verb is...I regular. II irregular. X III in the base form.D Look at sentences 2, 3, and 4. They describe…I timeless events.II repeated actions in the present. III actions that happened in the past. X 2 Read the following excerpts from Chris Bonnello’s interview again and identify the sentence related to present facts and the one related to past facts or events. Then answer the following questions in your notebook.1 “When were you diagnosed with Asperger syndrome?” past2 “What’s your top piece of advice for parents of autistic children?” presentA Are the sentences above Yes/No questions? Justify your answer. B We use wh- words at the beginning of a sentence to ask for specifi c information. Identify the wh- words in the sentences above.C What are other wh- words you know? Write them in your notebook. Then, in pairs, compare your lists. Where, who, why, how, how many, how old, etc.The main verb is in its base form because the auxiliary verb (do) is already in the past form.No, they are not. They need a more complex answer.When and what.EM13LGG403121VU_INGLES_Julia_g21At_116a131_U07_LA .indd 121VU_INGLES_Julia_g21At_116a131_U07_LA .indd 121 9/27/20 5:51 PM9/27/20 5:51 PM 4 Now revise the rules of the Simple Past tense. In your notebook, complete the sentences to make them true.• Now it’s your turn. Write wh- questions for the sentences below. Then compare your answers with a classmate.A The United Nations adopted the Convention on the Rights of Persons with Disabilities in 2006. B Chris didn’t struggle at primary school because he was very intelligent.C Chris was happy for having good parents. SIMPLE PAST FORMThe verbs in the Simple Past are divided into two main categories: and . (regular; irregular)For affi rmative sentences you use:• the subject + base form of the verb + if the verb is regular. (-ed)If the verb is irregular there is no general rule for the formation of its past tense.For negative sentences you use:• the subject + + the base form of the verb. (didn’t)For yes/no questions you use:• + the subject + the base form of the verb. (did)• Can you give an example for each one of the rules above? Write them in your notebook.WH- QUESTIONSIn English we use wh- words to ask for specifi c information. There are wh- questions with and without an auxiliary verb.Wh- questions with an auxiliary verb:• wh- + an auxiliary verb (be, do or have) + subject + main verb• wh- + a modal verb + subject + main verbExamples: What were your school days like?What can you do in this case?Wh- questions without an auxiliary verb:• wh- word (subject) + verb Example: Who works here? 5 Observe the rules for the wh- questions in the Simple Past tense and pay attention to their structure. 6 Look at the given examples and do the following activities in your notebook. Wh- questions Simple Past Who wrote Underdogs? (no auxiliary verb)Chris Bonnello wrote Underdogs.What did Chris Bonnello write? (with auxiliary verb)Possible answer: When did the United Nations adopt the Convention on the Rights of Persons with Disabilities?Possible answer: Why didn’t Chris struggle at primary school?Possible answer: Who was happy for having good parents?Kraphix/ShutterstockPersonal answer.122VU_INGLES_Julia_g21At_116a131_U07_LA .indd 122VU_INGLES_Julia_g21At_116a131_U07_LA .indd 122 9/27/20 5:51 PM9/27/20 5:51 PMLI STEN UP!Pre-listening 1 Observe the image below. Are you familiar with any of the words presented in it? In small groups, discuss the following questions. Personal answers.A What is the difference between the concepts represented in the image?B Think about these ideas applied at school. What happens to students with disabilities in each situation?C What comes to your mind when you think about the expression “inclusive education”? 2 You are going to listen to Think Inclusive podcast. Write in your notebook which of the concepts you think is directly related to the title.A Exclusion.B Integration.C Inclusion. XD Segregation. Listening 3 Listen to the podcast and check if your answer in activity 2 is correct. 4 What is the purpose of the podcast you listened to? Write the answer in your notebook.A To exemplify how school administrators and teachers can create an adapted space only for children with disabilities at school.B To emphasize the need of an appropriate inclusion method for children with disabilities at school. XPersonal answer.No. 111a. Possible answer: Exclusion: there are people out of the group. Segregation: there are two separate groups. Integration: there are two different groups, but one is inside the other. Inclusion: everyone is part of the same group. b. Possible answer: Exclusion: students with disabilities do not have access to school. Segregation: students with disabilities have access to separate schools. Integration: students Reprodução/University of Groningen/ Groningen Institute of Archaeology & Barkhuis/Groningen, Países BaixosEM13LGG302EM13LGG203EM13LGG102with disabilities go to the same school as students without disabilities, but they can’t participate in all the same activities. Inclusion: students with disabilities and students without disabilities have the same opportunities at school.ACBEXCLUSIONINTEGRATIONSEGREGATIOND INCLUSION123VU_INGLES_Julia_g21At_116a131_U07_LA .indd 123VU_INGLES_Julia_g21At_116a131_U07_LA .indd 123 9/27/20 5:51 PM9/27/20 5:51 PM 5 Listen to the podcast again and write T (true) or F (false) for the statements below in your notebook.A Many children with disabilities continue to be discriminated at school. TB Inclusive education is not good for everyone. FC Inclusive education is a privilege. FD Inclusive education is still diffi cult for students and their families. TE Many people want to have a more inclusive world. T6 Listen to the podcast one more time and read the following statements. In your notebook, do the matching.A Inclusive education produces better outcomes for people with and without disabilities.B It’s a big problem if a child with an intellectual disability only experiences things with other children with disabilities.C It is the teachers’ job to teach children with disabilities.I Editors cII Tim Villegas aIII School administrator b 7 Write the answer in your notebook according to the podcast.A Inclusion is a (right / privilege) not a (right / privilege). B The promise of inclusion (continues / does not continue) to be a struggle for students and their families. continuesC A child with an intellectual disability in California will spend (80% / 18%) of their K through 12 only with other people with disabilities. 80%No. 11No. 11right / privilegePost-listening8 Discuss the following questions in small groups.A What do you understand from this excerpt from the podcast? […] inclusion as a right, not a privilege for a select few, the promise of inclusion continues to be a struggle for students and their families.[…]Transcripted from: www.thinkinclusive.us/podcasts.Accessed on: July 15, 2020.B In your opinion, what concept from the Pre-listening activities best represents the school system in your community? Segregation, integration, inclusion, or exclusion? Explain.C What can you, as a student, do to help the inclusion of a student with disability?Personal answer.Personal answers.Personal answer.124VU_INGLES_Julia_g21At_116a131_U07_LA .indd 124VU_INGLES_Julia_g21At_116a131_U07_LA .indd 124 9/27/20 5:51 PM9/27/20 5:51 PMFOOD FOR THOUGHTFOOD FOR THOUGHT 1 According to the podcast from Listen up!, nowadays there are still obstacles that limit students with disabilities. List some of these diffi culties in your notebook. 2 What must your school have to be inclusive and to provide accessibility to its students? Discuss with your classmates.Possible answer: Braille material or screen readers for blind or low vision students; sign language interpreters for deaf students; accessible walking spaces for wheelchairs; adapted activities according to the students’ needs, etc.Bibliographic research• Read what offi cial documents say about the right to education for people with disabilities:• Lei Brasileira de Inclusão da Pessoa com Defi ciência (Estatuto da Pessoa com Defi ciência). Available at: http://www.planalto.gov.br/ccivil_03/_ato2015-2018/2015/lei/l13146.htm. Accessed on: July 17, 2020.• Convenção Internacional sobre os Direitos das Pessoas com Defi ciência, United Nations (UN). Available at: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/convention-on-the-rights-of-persons-with-disabilities-2.html (English version) or https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html (Portuguese version). Accessed on: July 17, 2020.• Think about what a school needs to be an inclusive school, according to the documents. Take notes in your notebook.Research 3 Work in groups. You are going to do some research on what students with disabilities need to have access to school and adequate conditions to study. Follow the steps.• Choose one type of disability and think about the diffi culties people with this condition have in your school. Arthimedes/ShutterstockShutterstock/MacrovectorVeja respostas possíveis para esta atividade 3 no Manual do Professor.EM13LGG703EM13LGG301EM13LGG704EM13LGG304EM13LGG305EM13LGG701Possible answers: stairs, problems to get in a bus to go school, to enter is small doors, to go to the bathroom, to understand what people say, to do class or homework without help, to read, to communicate with teacher and classmates, lack of information in accessible formats such as Braille and sign language, and community services provided in a form in which persons with disabilities cannot understand, etc. 125VU_INGLES_Julia_g21At_116a131_U07_LA .indd 125VU_INGLES_Julia_g21At_116a131_U07_LA .indd 125 9/27/20 5:51 PM9/27/20 5:51 PMData analysis• Share with your group members all data collected in the previous step. • Analyze it and answer: Does the structure of the school allow for inclusion, integration, segregation or exclusion?Improvement proposal• Think of possible solutions for the problems you identified by answering: • How can your school be more inclusive of people with this type of disability? • How can it reduce inequalities in the school system? • Write a brief report using the collected data. You may use pictures, charts and infographics to write it. Write it on paper or on the computer, if it is available.Sharing proposals• Compare your findings to your classmates’ and discuss the following questions with them. A List three facts you learned from the group presentations.B Which type of disability needs more attention in your school, according to the group reports? C What does your school need to do to improve the access and conditions for disabled people? D Which suggestions of the various solutions presented do you think are possible to be implemented in your school? Personal answers.Personal answers.Ao solicitar os relatórios, mencione que eles podem ser escritos em língua portuguesa.THOUSAND, J.; VILLA, R. Creating an Inclusive School. Alexandria (Estados Unidos): ASDC, 1995. O livro apresenta sugestões e estratégias que visam proporcionar melhores oportunidades de educação para todos os estudantes, valorizando a inclusão escolar.Reprodução/Editora ASCDOrganizing data collection• Observe your school. Is it prepared to receive students with the disability you did your research about?• Go around the school and make a list of accessibility items your school offers. If possible, take pictures of them.• Make a list of what your school still needs in terms of accessibility according to the documents. • Interview your school principal to find out what services the school offers for students with disabilities. For example: • Does the school have professionals such as sign language interpreters? • Do school teachers offer adapted tests and evaluations for these students? • What are the biggest challenges to include these students in everyday school activities? Personal answers.Personal answer.126VU_INGLES_Julia_g21At_116a131_U07_LA .indd 126VU_INGLES_Julia_g21At_116a131_U07_LA .indd 126 9/27/20 5:51 PM9/27/20 5:51 PMmagic pictures/ShutterstockWRITE IT OUTPre-writing 1 Read the following sentences and write the best options to complete them in your notebook. A Interviews always / usually use informal language. But in job interviews, formal language is appropriate. usually B The structure of an interview is presented in the form of questions and answers / dialogue and conclusions. C You fi nd interviews in posters and newspapers / magazines and websites. D The interviewee / interviewer is the person who asks questions and the interviewee / interviewer is the person who answers questions in an interview. E Usually, there is / isnÕt a clear objective in an interview: you know what you’re going to ask and why you’re doing it. is 2 Write in your notebook. In relation to the interviewer, it is correct to say that: A It’s important to prepare the questions in advance. XB Familiarize yourself with the institution or person you are interviewing. XC Ask questions that are relevant. XD Only ask open-ended questions.E Always have the purpose of the interview in mind. Xquestions and answersmagazines and websitesinterviewer; intervieweeWriting 3 Let’s write an interview e-mail to a foreign institution with questions about the inclusion of people with disabilities. Work in groups and follow the steps. Planning• Visit some foreign institutions websites related to inclusion of people with disabilities. You may choose from the list suggested by your teacher. • Decide what institution you will interview. • Get familiar with the institution and its objectives.• Think about what you want to know about the institution and set this as your interview objective.• Brainstorm the questions you will ask the institution.EM13LGG703EM13LGG305EM13LGG704EM13LGG701EM13LGG402127VU_INGLES_Julia_g21At_116a131_U07_LA .indd 127VU_INGLES_Julia_g21At_116a131_U07_LA .indd 127 9/27/20 5:51 PM9/27/20 5:51 PMWriting the first draft• Write a brief text introducing yourself and the objective of your interview. (You may personalize the text your teacher offers you.)• Write your interview questions. Remember to use the appropriate and inclusivelanguage and an informal tone. Group-editing• Before you send your interview questions to the institution, exchange it with another group and the teacher. Ask them to read it and check it: • Does the interview have a clear objective? • Are the questions relevant and well organized? • Is the language appropriate and inclusive?• Are the interrogative pronouns adequate? • Are the verbs, spelling, and punctuation correct?• Make the necessary corrections and prepare the fi nal version.Publishing 4 Send the e-mail to the institution with the questions. Post-writing 5 In groups, discuss the following questions:A What did you take into consideration when writing the interview questions? B Were your questions similar to the ones asked by the other groups? Give some examples.C What are your expectations about the answers of the interview? 6 After receiving the answers from the institutions, compare the e-mails received and talk to the teacher and the classmates:A Which institution gave more detailed answers to the questions asked? B Were you surprised by any of the answers received? Why (not)?C Are there differences in the accessibility services offered by the foreign institutions interviewed and the Brazilian norms you studied in offi cial documents? Give some examples.Personal answers.Personal answers.Fernando Favoretto/Criar ImagemTeenage student interviews a lady in São Caetano do Sul (SP), 2013.128VU_INGLES_Julia_g21At_116a131_U07_LA .indd 128VU_INGLES_Julia_g21At_116a131_U07_LA .indd 128 9/27/20 5:51 PM9/27/20 5:51 PMSPEAK YOUR MINDPre-speaking 1 Do you listen to podcasts regularly? Which ones? 2 What are the characteristics of a podcast? Read the sentences below and copy into your notebook the alternative that is NOT related to podcasts.A Podcasts are oral.B Podcasts have a script.C Podcasts are usually informal.D Podcasts have hosts who presents the topic and talk to guests.E Podcasts have many episodes.F Podcasts can be used to interview people, to tell stories, to make solo commentaries or to discuss a topic with a guest or a group of people.G Podcasts are published as a written media. XPersonal answers. 3 Match the common types of podcast formats to its defi nition. Use your notebook.A SoloB Co-hostedC InterviewD RoundtableE DocumentaryF Docu-Dramac. I; d. II; a. III; f. IV; e. V; b. VI.engagestock/ShutterstockEM13LGG305 EM13LGG702EM13LGG204EM13LGG402EM13LGG703EM13LGG704EM13LGG701I Use the expertise of others. II One host and some guests discussing one specifi c topic. III Also known as a monologue. IV A mix of drama and documentary. Offering learning and info but in an entertaining way. V A narrator leading a series of interviews and conversations to give an idea through facts. VI Presenting in company with someone else. 129VU_INGLES_Julia_g21At_116a131_U07_LA .indd 129VU_INGLES_Julia_g21At_116a131_U07_LA .indd 129 9/27/20 5:51 PM9/27/20 5:51 PMSpeaking 4 Work in groups. You are going to create the introduction of a podcast about inclusive education. Follow the steps.• Think about a specifi c topic related to inclusive education you would like to discuss in your podcast. The group can choose to talk about: • general aspects of accessibility in school; • respectful disability language; • diffi culties in feeling included.• Take notes on important information you want to include. Remember: you are introducing your podcast, so you have to tell people what it is about and what listeners may fi nd there.• Choose a type of podcast show format you want to produce. If you want to make interviews, prepare at least one example with the topic and the answer, as you listened to in Listen up!.• Plan your script of the podcast introduction. If you are going to interview guests, think of questions you are going to ask them.• Choose an attractive title for your podcast.• Make sure your intonation is adequate and your pronunciation is clear. You may want to practice before recording.• Record your podcast introduction. You can use smartphones or school computers (or your personal computer) to do so. If it is not possible, you can do it in person for the class in an established date. • Publish the podcast at your class blog, school website, or social network and share its link or QR code so that people can access it.A proposta é que seja um podcast sobre acessibilidade curto e simples, dentro do que o estudante conseguirá produzir neste momento do livro.Post-speaking 5 Play your podcast’s introduction to your classmates and teacher. 6 After listening to your classmates’ podcasts, share your opinion with the class: Which one presented more interesting topics related to inclusive education? 7 Think about the production of your podcast. A What did you like the most when making your podcast?B Did you have any diffi culties in producing the podcast? Which ones?Personal answer.Personal answer.Para gerar seu QR Code acesse um website que gera códigos QR gratuitos de sua preferência. Veja algumas opções: • QR Code Generator. Disponível em: https://www.qr-code-generator.com/v2/?t=v2&ut_source=google_c&ut_medium=cpc&ut_campaign=g_en_dsa&ut_content=home&ut_term=_b&gclid=EAIaIQobChMIjv7u-9-56gIVhYORCh2JCwJUEAAYASAAEgJOivD_BwE&utm_expid=.0m_gkGU9RzGxpoZ0qAQ7TA.2&utm_referrer=. • QR.net. Disponível em: https://qr.net/?gclid=EAIaIQobChMIjv7u-9-56gIVhYORCh2JCwJUEAAYAiAAEgJRlPD_BwE. Acesso em: 10 jul. 2020.Shutterstock / Misha Mishchenko130VU_INGLES_Julia_g21At_116a131_U07_LA .indd 130VU_INGLES_Julia_g21At_116a131_U07_LA .indd 130 9/27/20 5:51 PM9/27/20 5:51 PMSELF–ASSESSMENTNes ta Unidade, conversamos sobre temas relacionados a uma sociedade inclusiva. Chegou o momento de refl etir sobre seu aprendizado ao longo da Unidade. Vamos começar? 1 Como você avalia sua aprendizagem com relação aos tópicos a seguir? Enumere os itens de 1 a 3 de acordo com a legenda. Use o caderno.1 Ainda sinto difi culdade com esse assunto e não consegui realizar a maioria das atividades propostas.2 Aprendi o assunto, mas em algumas ocasiões senti difi culdade em realizar as atividades propostas.3 Aprendi o assunto e realizei a maioria das atividades propostas com facilidade.( ) Ler uma entrevista sobre questões relacionadas ao autismo e reconhecer as características desse gênero.( ) Reconhecer e utilizar vocabulário relacionado ao tema da Unidade.( ) Identifi car e empregar Wh- questions no Simple Past e revisar os usos de Simple Presente Simple Past.( ) Pesquisar e discutir temas referentes à acessibilidade e à inclusão, além de apresentar propostas que possibilitem tornar a escola mais inclusiva.( ) Escrever uma entrevista em língua inglesa.( ) Gravar a introdução de um podcast sobre educação inclusiva.Respostas pessoais.Practice the language in and outside the classroom.How can I become a lifelong learner? 2 O que você mais gostou de aprender nesta Unidade? O que menos gostou? 3 O que não aprendeu muito bem e precisa de estudo extra?• BONNELLO, C. Autistic Not Weird. Disponível em: www.autisticnotweird.com. Acesso em: 28 jul. 2020. O site contém informações e outros conteúdos interessantes sobre autismo.• BONNELLO, C. Underdogs. Londres: Unbound Digital, 2019. O livro conta a história de adolescentes com neurodiversidade que escapam de um ataque em sua escola de educação especial e são a única esperança para salvar o restante da sociedade. Também está disponível em formato de audiolivro.Reprodução/Editora Unbound Digital131VU_INGLES_Julia_g21At_116a131_U07_LA .indd 131VU_INGLES_Julia_g21At_116a131_U07_LA .indd 131 9/27/20 5:51 PM9/27/20 5:51 PMHolli/Shutterstock8An Integrated WorldLEARNING PATHA BNCC NESTA UNIDADENesta Unidade, você vai:• ler textos que tratam de cidadania e problemas globais;• reconhecer e utilizar vocabulário relacionado ao tema da Unidade;• pesquisar o ciclo de vida de um produto do seu cotidiano;• ouvir sobre um movimento ambientalista; • usar as formas do tempo futuro (Simple Future) para fazer previsões;• produzir um cartum.Competências gerais: 9 e 10Competência específica de Linguagens e suas Tecnologias para o Ensino Médio: 1, 2, 3, 4 e 7 Temas contemporâneos transversais: Educação em Direitos Humanos e Educação ambientalAs habilidades estão listadas no início de cada seção.Veja encaminhamentos para o trabalho com esta Unidade no Manual do Professor. 132VU_INGLES_Julia_g21At_132a149_U08_LA.indd 132VU_INGLES_Julia_g21At_132a149_U08_LA.indd 132 9/27/20 11:13 AM9/27/20 11:13 AMEM13LGG104Work in pairs. Observe the picture and read the following questions. Then share your ideas with a classmate.a) What are these people doing? How did you reach that conclusion?b) Is the image related to the title of this Unit? If so, how?c) Expressing yourself is a right related to the concept of citizenship. Do you know what that means? If not, search its meaning in a dictionary. d) Considering the definition of citizenship, answer this question: Are people in the image performing their citizenship? e) How do you perform your citizenship?Lead-in e respostas para estas atividades no Manual do Professor.Leia orienta•›es 133VU_INGLES_Julia_g21At_132a149_U08_LA.indd 133VU_INGLES_Julia_g21At_132a149_U08_LA.indd 133 9/27/20 11:13 AM9/27/20 11:13 AMREAD ON Pre-reading 1 Observe the text below, including its source. In your notebook, write the correct option. A It’s a cartoon published on a blog. X B It’s a comic strip published in a newspaper. 2 What do you think it is about? Write your answer in your notebook and justify it. Reading 3 Read the text and check your answer to activity 2.Personal answer.Personal answer.LOCHER, Dick. Congratulations!... Londonbridgeten. Available at: https://londonbridgeten.wordpress.com/2012/06/11/� nal-blog-post-what-does-global-citienship-mean-to-you/. Accessed on: June 24, 2020. 4 Read the extract from the cartoon. Then, in your notebook, choose the option that replaces the words in bold. It’s your 6 billionth! What do you think he’ll be when he grows up?A 600000000th / goes to school B 6000000000th / becomes an adult X 5 Choose the sentence that best describes the scene in the cartoon. Write it in your notebook.A The nurse is happy for the baby, but mother Earth is preoccupied with the baby’s future. B Mother Earth is preoccupied with the baby’s profession in the future. Post-reading 6 In the text, mother Earth says that the baby will be hungry, crowded and poor. What are the possible causes and consequences of this situation? Talk to a classmate about it.XOrganize os estudantes em duplas e, após um tempo de discussão (que pode ser conduzida em português, conforme a turma), peça a voluntários que compartilhem com a turma as conclusões a que eles e seus colegas chegaram. Personal answer.Reprodução/Dick Locher EM13LGG102EM13LGG103EM13LGG101EM13LGG302EM13LGG202Hungry: com fomeCrowded: lotado, cheio de gente134VU_INGLES_Julia_g21At_132a149_U08_LA.indd 134VU_INGLES_Julia_g21At_132a149_U08_LA.indd 134 9/27/20 11:13 AM9/27/20 11:13 AMForewordBy Mahe r NasserVol. LIV No. 4 2017 | January 2018The notion of global citizenship has been discussed as offering a possible path to a place where people are concerned not only with problems and challenges in their immediate surroundings, but also with those that transcend geography and political borders. A glob al citizen accepts the notion that global solutions are good solutions for all nations, and accepts the rights and responsibilities derived from being a global citizen. [...]https://www.un.org/en/un-chronicle/foreword-7Banco de imagens/Arquivo da editoraGOING FURTHER Pre-reading 1 The following paragraph is part of the foreword to an issue of UN Chronicle. Observe its structure and, in your notebook, check the best defi nition of foreword. A It’s the introduction of a magazine or a book. XB It’s the text we fi nd on the cover of magazines. 2 Skim the text and answer the questions below in your notebook.A Who is the author of the text?B When was the text published?Reading 3 Read the text and identify the transparent words between English and Portuguese. Write them in your notebook. Maher Nasser.January 2018.3. Notion, global, discussed, possible, problems, immediate, transcend, geography, political, solutions, responsibilities, derived.• UN: abreviação de United Nations (Organização das Nações Unidas); • UN Chronicle: nome da revista da ONU em língua inglesa.Transparent words (palavras transparentes) ou cognate words (palavras cognatas) são aquelas que têm mesma etimologia, por isso são semelhantes na grafia e no significado.Path: direção, caminhoConcerned:preocupado(a)Surroundings: entornoRumsey Play� eld /© UN Photo/CIA PAKEM13LGG103 EM13LGG104NASSER, Maher. Foreword. UN Chronicle, Jan. 2018. Available at: https://www.un.org/en/un-chronicle/foreword-7. Accessed on: July 6, 2020.Reprodução/unchronicle.un.org135VU_INGLES_Julia_g21At_132a149_U08_LA.indd 135VU_INGLES_Julia_g21At_132a149_U08_LA.indd 135 9/27/20 11:13 AM9/27/20 11:13 AM 4 In general, titles summarize the most important part of a text. Which title would be the best for the previous text? Write it down in your notebook. A Global problems are a danger to geography and political borders. B Global citizenship is the main topic of this issue of the UN Chronicle. X 5 In your notebook, choose the option that best completes the sentence below, according to the text. The concept of global citizenship is based on the idea that .A some problems are not restricted to a single country XB each country has its own problems and should solve them 6 Write T (true) or F (false) according to the text. Use your notebook.A Global citizens don’t worry about rights and responsibilities. FB In the world nowadays, a good solution for one country is a good solution for all countries. TC For specialists, global citizenship is a challenge and a concern. F 7 Considering the information from the text, check the adjectives that can describe global citizens. Use your notebook and, if necessary, a dictionary.A Selfi shB Empathetic XC IrresponsibleD Open-minded X• Now it’s your turn! Think about an adjective that can describe global citizens and write it down in your notebook. Post-reading 8 Discuss the following questions with your teacher and classmates.A Do you see differences between the concepts of citizenship and global citizenship? Justify your answer.B Are you a global citizen? Why (not)? Personal answer.Personal answers.136VU_INGLES_Julia_g21At_132a149_U08_LA.indd 136VU_INGLES_Julia_g21At_132a149_U08_LA.indd 136 9/27/20 11:13 AM9/27/20 11:13 AM 2 In pairs, discuss the following questions. Then share your ideas with the teacher and classmates.A Go back to Read on. Which of these problems were mentioned in the cartoon? B Considering the news and your own perception, which of these problems affect your community the most?C In your opinion, are there other global problems that affect your community and were not mentioned in activity 1? If so, which one(s)? Hunger and overpopulation.Personal answer.Personal answers.Vocabulary 1 The following pictures show some global problems. In your notebook, match them with the correct words in the box. climate change – deforestation – hunger – infectious diseases – overpopulation– pollutionACEBDFclimate changeoverpopulationdeforestationhungerpollutioninfectious diseasesKt Miller/AFPMorakod1977/ShutterstockPola Damonte/Getty ImagesRich Carey /Shutterstockluoman/E+/Getty ImagesAnusak Laowilas/NurPhoto/ Getty ImagesEM13LGG104137VU_INGLES_Julia_g21At_132a149_U08_LA.indd 137VU_INGLES_Julia_g21At_132a149_U08_LA.indd 137 9/27/20 11:13 AM9/27/20 11:13 AMFOOD FOR THOUGHT 1 Observe the pictures below and put them in order. Then write a paragraph with your teacher and classmates.Boyloso /ShutterstockBim/E+/Getty ImagesRobert Hoetink /ShutterstockTony Thiethoaly /Shutterstockapomares/E+/Getty ImagesGroup4 Studio/Getty ImagesEM13LGG105EM13LGG301EM13LGG304EM13LGG7045/64 1325/6Possible answer: First, platforms extract petroleum from the ground. Then industries make products from petroleum, such as plastic, that is used for water packaging. Next, consumers buy water bottles and throw the plastic material in bins and/or dump in nature.138VU_INGLES_Julia_g21At_132a149_U08_LA.indd 138VU_INGLES_Julia_g21At_132a149_U08_LA.indd 138 9/27/20 11:13 AM9/27/20 11:13 AM 2 Based on the paragraph you, your teacher and classmates wrote in activity 1, answer the following questions in your notebook.A Does plastic production impact the environment? Why (not)?B Can you identify a global problem related to plastic production? If so, which one?C Look around you. Which products are made of plastic?Possible answer: Pollution.Personal answer.Research 3 All products have a story. In groups, follow the steps below and learn about one of these stories. A Choose a product that you use or consume every day. B Search the following information on reliable sources:I What is this product’s raw material?II Where is this raw material found? How is it extracted?III How is this raw material transformed into a manufactured product?IV How is this product packaged for consuming? V Where can we dump this product?VI What happens with it after you dispose of it?C Based on the information you have, search for pictures that summarize the story of your product. Use them to tell this story to your classmates. Personal answers. 4 After the presentation, discuss the following questions with your teacher and classmates.A In terms of environmental impact, which story called your attention the most? Why?B Can you relate one or more of the stories to global problems? Justify your answer. C In your opinion, can you change these problems into global solutions? How?Personal answers.elenabsl/ShutterstocPossible answer: Yes, oil extraction impacts the environment as well as its transformation into plastic and the plastic disposal.139VU_INGLES_Julia_g21At_132a149_U08_LA.indd 139VU_INGLES_Julia_g21At_132a149_U08_LA.indd 139 9/27/20 11:13 AM9/27/20 11:13 AMLISTEN UP!Pre-listening 1 What does activism mean? Write the correct option in your notebook.A Workingtoachievearesult, usually apoliticalorsocialone. XB Not acting to infl uence or change a situation. 2 You are going to listen to an audio about activism. Considering its meaning, what words do you expect to hear? Write them in your notebook and add one more prediction. A Change X B Continuity C Nostalgy D Future XListening3 Listen to the audio and check if your predictions in activity 2 were right.4 Listen to the audio. Which picture best represents the activism the teenagers are talking about? Write it in your notebook.Personal answer.No. 12Personal answer.No. 12animal activism (Barcelona, Spain, 2018.)peace activism (California, USA, 2020.)environmental activism (California, USA, 2019.) Xpolitical activism (London, England, 2019.)ACBDMr.Music /ShutterstockMario Tama/Getty ImagesSundry Photography /ShutterstockPeter Summers/Getty ImagesEM13LGG203 EM13LGG403140VU_INGLES_Julia_g21At_132a149_U08_LA.indd 140VU_INGLES_Julia_g21At_132a149_U08_LA.indd 140 9/27/20 11:13 AM9/27/20 11:13 AM5 The audio has information about Greta Thunberg. Listen to it again and write the correct answers in your notebook.A How old is Greta?I 16 years old. XII 19 years old.B Where is she from?I Sweden. XII Switzerland.C She created a movement. What’s its name?I Friday’s for Fun.II Friday’s for Future. XNo. 12 7 Listen to the audio and, in your notebook, choose the correct options that complete the statement below.We are kids who don’t have time to study / grow up and be scientists and then communicate / create our message because our future is at stake.Transcripted from: https://www.youtube.com/watch?v=scJTCK5ZADY. Accessed on: July 6, 2020. 8 Read the statement in activity 7 again. Based on the context, write in your notebook the alternative that can replace the highlighted part. A Our future is at risk. XB Our future will be a good one. Post-listening 9 Are you an activist? If so, share your experience. If not, do you want to be? Why (not)? 10 Go back to activity 7 and read the statement again. Do you agree with it? Why (not)? 11 Are teenagers like Greta listened to and respected as much as adults? Why (not)? Personal answers. 1Personal answers. 1Personal answers.Climate activist Greta Thunberg participating in the Global Climate Strike. New York, 2019.Roland Marconi /ShutterstockNo. 13grow up, communicate6 According to Greta, what do young people need to do? Listen to the audio one more time and write her pieces of advice in your notebook. A Take action. XB Get informed.C Stand together. XD Support each other. X No. 12141VU_INGLES_Julia_g21At_132a149_U08_LA.indd 141VU_INGLES_Julia_g21At_132a149_U08_LA.indd 141 9/27/20 11:13 AM9/27/20 11:13 AMLANGUAGE ANALYSIS 1 Read the quotes and write T (true) or F (false) for each statement on the following page. Use your notebook.Leonardo DiCaprio, movie star and environmental activist at United Nations High-Level Event. New York, EUA, 2016.Indigenous girl Beka, an activist from Munduruku tribe. Mato Grosso, Brazil, 2020.[…] We all know that reversing the course of climate change will not be easy, but the tools are in our hands […].We are a very strong people and will be able to stop this and continue � ghting for our land and the protection of the forest […].Vanessa Nakate, a climate activist from Uganda, Africa, at COP25 press conference. Madrid, Spain, 2019.Sadly European leaders are ignoring the climate crisis. […] It is worrying because I feel like they will not listen.Jewel Samad/AFPRicardo Moraes /Reuters/FotoarenaHans Lucas via AFPEM13LGG302 EM13LGG403Available at: http://www.mediterraneanmosaics.org/leonardo-dicaprios-moving-speech-on-climate-change/. Accessed on: Aug. 2, 2020.Available at: https://www.reuters.com/article/us-brazil-indigenous-activist/brazils-answer-to-greta-thunberg-wants-help-protecting-amazon-rainforest-and-its-tribes-idUSKBN1ZG2HH. Accessed on: Aug. 2, 2020.Available at: https://twitter.com/vanessa_vash/status/1288177330586816513. Accessed on: Aug. 2, 2020.142VU_INGLES_Julia_g21At_132a149_U08_LA.indd 142VU_INGLES_Julia_g21At_132a149_U08_LA.indd 142 9/27/20 11:13 AM9/27/20 11:13 AMNorth-American activist Leila Salazar-Lópezis the Executive Director of the non-profi tAmazon Watchsince 2015. Climate One event, in California, USA, 2015.A DiCaprio thinks it will be diffi cult to stop climate change. TB Beka believes Munduruku people will destroy the forest. FC Vanessa says leaders will not understand there is a climate crisis. TD Leila says taking care of Indigenous Peoples will result in the protection of the Amazon. T 2 Read the following sentences from activity 1 and the cartoon in Read on. Write the correct options in your notebook.I “[…] reversing the course of climate change will not be easy […]”II “We are a very strong people and will be able to stop this […]” III “[…] I feel like they will not listen.”IV “So will you stand with me?”V “What do you think he’ll be when he grows up?”A The sentences are about the .• past • future X • presentB What does sentence I express? • An offer. • An invitation. • A prediction about the future. XC Which sentence(s) is (are) in the negative form?• Sentence I X• Sentence II • Sentence III X• Sentence IV• Sentence VD Which sentence(s) is (are) in the interrogative form?• Sentence I • Sentence II • Sentence III • Sentence IV X• Sentence V XE The form ’ll, used in sentence V, is the short form of .• will X • would • could Uma vez que os estudantes encontrem a frase na nega-tiva, comente que ela também pode aparecer na forma contraída (won’t = will not).[...] the best way we can protect the Amazon is by standing with Indigenous Peoples. [...] So will you stand with me?Reprodução/https://www.climateone.orgAvailable at: https://bioneers.org/3-activists-share-indigenous-wisdom-zmaz1911/. Accessed on: Aug. 2, 2020.143VU_INGLES_Julia_g21At_132a149_U08_LA.indd 143VU_INGLES_Julia_g21At_132a149_U08_LA.indd 143 9/27/20 11:13 AM9/27/20 11:13 AM 3 Read the box and write examples based on the given structures. Use your notebook.THE SIMPLE FUTURE – WILLThe affi rmative form of the Simple Future is made with:Subject + will / ’ll + verb in the base form + complement Example:The negative form of the Simple Future is made with:Subject + will not / won’t + verb in the base form + complement Example: The interrogative form of the Simple Future is made with:Will + subject + verb in the base form + complement + ? Example:We often use will with adverbs of certainty: perhaps, certainly and probably.We often use will with: tomorrow, soon, next month, in a few weeks, next year, etc.USES In English we use the Simple Future in the following situations:• to talk about future predictions: Future generations will probably face climate problems.• to make promises, requests, offers, refusals: Community leaders will plant trees in a few weeks. • to express an immediate decision: We will take action to help our forests. Personal answer.Personal answer.Personal answer. 4 Look at the following statements and, in your notebook, write FP (future prediction), P (promise) or ID (immediate decision).A The mayor of New York City says he will reduce criminality in the city by investing in education. PB By 2050, we will have a world population of more than 9 billion people. FPC You have a fever! Go rest, I’ll make you some tea. IDD Politicians say they will continue the fi ght against terrorism. PE I won’t read this book right now because I have to study for the test. ID 5 Now, in your notebook, write three sentences about yourself using the Simple Future. You may use a dictionary if necessary. Future prediction: Promise: Immediate decision: Personal answers.144VU_INGLES_Julia_g21At_132a149_U08_LA.indd 144VU_INGLES_Julia_g21At_132a149_U08_LA.indd 144 9/27/20 11:13 AM9/27/20 11:13 AMSPEAK Y OUR MINDPre-speaking 1 Let’s think of a whole new world for the future! Look at the pictures below and imagine a world without the global problems seen in Vocabulary. Describe it in your notebook.Personal answers. Possible answers: Climate will not change. / People will not be hungry. / Streets will have few people. / Oceans will be clean. / Forests will be preserved. / People will be healthy.Certi� que-se de que os estudantes compreendam que não há uma resposta certa ou errada. Gustavo Frazao /ShutterstockFoxys Forest Manufacture /ShutterstockWerner Lerooy/ShutterstockTyler Olson/ShutterstockVlad61/Shutterstock Wolfgang Kaehler/LightRocket/Getty ImagesEM13LGG204 EM13LGG403EM13LGG103 EM13LGG402145VU_INGLES_Julia_g21At_132a149_U08_LA.indd 145VU_INGLES_Julia_g21At_132a149_U08_LA.indd 145 9/27/20 11:13 AM9/27/20 11:13 AM• Share your questions with your group and listen to what your partners have to say. As a group, choose the fi ve best questions for the interview. • Exchange these questions with another group.• Now it is time to answer the questions. Follow some examples from the box. But do not forget, your group is in the role of the very optimist futurologists: • Return the questions with the answers to the original group.• Decide in your group who will be the talk show host and the two guests (the futurologists). The rest of your group will be the audience. Choose a name for the talk show and a song to present it.• The host introduces the show and greets the audience, as in the following example:• In your groups, rehearse the talks. You can add some extra questions for the audience to ask if there is time.• Ready? Your teacher can raffl e the order of the presentations. Break a leg!Explique aos estudantes que a expressão break a leg é muito usada no teatro e signi� ca boa sorte antes de uma apresentação.Do you think we will reduce the use of plastic in the future?Do you believe that science will find a solution to infectious diseases? When will oceans be clean?How will air pollution end? Do you believe deforestation will end? Will climate stop changing?I think (that)... will be more…I predict that… will…All the rivers and lakes will...There won’t be any…Ladies and gentlemen, my name is [name of the host]. Welcome to the [name of the show]. Today we will talk about the future with two futurologists. They are [name of futurologists]. Post-speaking 3 How do you evaluate your participation in the activity? 4 Which prediction called your attention the most? Why? 5 In your opinion, which prediction(s) can become reality? Why?Personal answers.Speaking 2 Work in small groups. You are going to prepare for a TV talk show called All About the Future. The host of this talk show is interviewing two very optimistic futurologists, who know everything that will happen in the future based on their studies. Follow these steps for preparation:• Individually, plan what you are going to ask the futurologists. Use the Simple Future tense to write your questions. Follow the examples from the box:146VU_INGLES_Julia_g21At_132a149_U08_LA.indd 146VU_INGLES_Julia_g21At_132a149_U08_LA.indd 146 9/27/20 11:13 AM9/27/20 11:13 AMWRITE IT OUTPre-writing 1 Where can we fi nd cartoons? Choose all the correct options and write them down in your notebook.A Magazines X B Newspapers XC Books XD Sites X E Blogs XF Menus 2 Go back to the cartoon in Read on and answer the following questions in your notebook.A Where is the cartoon extracted from? B How did you reach this conclusion?C Who is its audience? 3 Now read the cartoon in Read on again and answer: What’s the purpose of the text? Write the answer in your notebook.A blog.Based on the source of the cartoon, more speci� cally on the word wordpress.The readers of the blog.A To make young people refl ect on their future profession. B To make people refl ect on the importance of taking care of the planet. X 4 Cartoons have some characteristicsthat help them achieve their purpose. Based on the cartoon in Read on, check these characteristics. Use your notebook. A They have long texts. B They always have images. XC They usually use irony and humor. XD They are usually written in a formal language. E They make social criticism to help people refl ect on a situation. XEM13LGG202EM13LGG403EM13LGG301EM13LGG103EM13LGG201Kakigori Studio/ShutterstockVirina� ora/Shutterstock147VU_INGLES_Julia_g21At_132a149_U08_LA.indd 147VU_INGLES_Julia_g21At_132a149_U08_LA.indd 147 9/27/20 11:13 AM9/27/20 11:13 AMlemono/ShutterstockWriting 5 Let’s create a carto on about a global problem you studied in this Unit. Work in groups and follow the steps.Planning• Think about the audience of your text: Who will read your cartoon? • Think about the problem in a critical way.• Think about a situation to illustrate it and make people refl ect on it.• Think about the drawing you will make. Are you going to use colors?• Plan the text, considering its message and the use of irony and humor. Writing the first draft• Create your cartoon using appropriate language and informal tone. • Spell-check it. Use a dictionary, if necessary.• Ask the teacher to read it: Is the message clear?• Make adjustments, if necessary.Group-editing• Exchange your cartoon with another group.• Pay attention to these points in their cartoon:• Is the message clear? • Does it make people refl ect on the problem? • Was it written in an informal style? • Is the spelling correct? Publishing• Publish your cartoon in the school’s journal (if there is one) or in the class blog.Post-writing 6 Discuss the following questions in small groups. A Did you learn anything new from the cartoons? Justify your answer.B Did the cartoons make you refl ect on global problems? Why (not)?C Do you see any problem from a different perspective now?Personal answers.148VU_INGLES_Julia_g21At_132a149_U08_LA.indd 148VU_INGLES_Julia_g21At_132a149_U08_LA.indd 148 9/27/20 11:13 AM9/27/20 11:13 AMSELF–ASSESSMENTNesta Unidade, conversamos sobre temas relacionados à cidadania de modo geral. Chegou o momento de refl etir sobre seu aprendizado ao longo da Unidade. Vamos começar? 1 Como você avalia sua aprendi zagem com relação aos tópicos a seguir? Enumere os itens de 1 a 3 de acordo com a legenda. Use o caderno.1 Ainda sinto difi culdade com esse assunto e não consegui realizar a maioria das atividades propostas.2 Aprendi o assunto, mas em algumas ocasiões senti difi culdade em realizar as atividades propostas.3 Aprendi o assunto e realizei a maioria das atividades propostas com facilidade.( ) Ler textos que tratam de cidadania e problemas globais.( ) Reconhecer e utilizar vocabulário relacionado ao tema da Unidade.( ) Pesquisar o ciclo de vida de um produto do seu cotidiano.( ) Ouvir sobre um movimento ambientalista. ( ) Usar as formas do tempo futuro (Simple Future) para fazer previsões.( ) Produzir um cartum.Respostas pessoais. 2 O que você mais gostou de aprender nesta Unidade? O que menos gostou? 3 O que não aprendeu muito bem e precisa de estudo extra?Read often.How can I become a lifelong learner?• FUTURE with Will. All Things Grammar. Disponível em: https://www.allthingsgrammar.com/future-will.html. Acesso em: 3 ago. 2020. A página contém atividades para expandir a prática do Simple Future.• OCEANOS de Plástico. Direção: Craig Leeson e Jo Ruxton. Produção: Plastic Oceans LTD. Reino Unido: Netfl ix, 2016.O documentário aborda as consequências do problema global de descarte de plástico, principalmente nos oceanos.Reprodução/Net� ix149VU_INGLES_Julia_g21At_132a149_U08_LA.indd 149VU_INGLES_Julia_g21At_132a149_U08_LA.indd 149 9/27/20 11:13 AM9/27/20 11:13 AM9A BNCC NESTA UNIDADELEARNING PATHNesta Unidade, você vai:• ler uma resenha sobre um coletivo de cinema;• reconhecer e utilizar vocabulário relacionado ao cinema;• ouvir sobre a ação de jovens em grupos de base na luta pela preservação ambiental;• conhecer e utilizar o futuro com going to;• organizar uma ação de base visando à resolução de um problema identificado pela própria comunidade; • criar uma entrada de dicionário;• organizar e participar de uma mesa- -redonda.Competências gerais: 1, 2, 3, 6 e 7Competência específica de Linguagens e suas Tecnologias para o Ensino Médio: 1, 2, 3, 4 e 6Temas contemporâneos transversais: Educação ambiental, Educação em direitos humanos, Vida familiar e social, Diversidade culturalAs habilidades estão listadas no início de cada seção.RootsVeja encaminhamentos para o trabalho com esta Unidade no Manual do Professor. 150Reprodução/https://ittakesroots.orgVU_INGLES_Julia_g21At_150a165_U09_LA.indd 150VU_INGLES_Julia_g21At_150a165_U09_LA.indd 150 9/27/20 5:51 PM9/27/20 5:51 PMEM13LGG104 EM13LGG401Work in pairs. Look at the picture and read the following questions. Then share your ideas with a classmate.a) How many people are there in this drawing? Describe them.b) Read the sentence at the top of the logo. What does roots mean? Are there other interpretations for the use of this word in the sentence?c) What kind of resistance do you think these people want to grow?Lead-in orientações e respostas para estas atividades no Manual do Professor.Leia 151VU_INGLES_Julia_g21At_150a165_U09_LA.indd 151VU_INGLES_Julia_g21At_150a165_U09_LA.indd 151 9/27/20 5:51 PM9/27/20 5:51 PMREAD ONPre-reading 1 Look at the following text, including its title and source. Then write the correct answers in your notebook for each statement.A This text is about an Australian film collective / environmentalist group. Film collectiveB The text was published in an American / Australian website. AmericanC The name of the author is Karrabing / Matariki Williams. MatarikiD The name of the fi lm collective is Karrabing / Day in the Life. Karrabing 2 Now observe the picture in the text on the next page and its subtitle. Discuss the following questions with a classmate and write the answers in your notebook.A What is the name of the fi lm this picture was taken from?B When was this fi lm produced?C Where in the world do you think this person is?Reading 3 Read the text and choose the alternative that best describes its genre. Write the answer in your notebook.A InterviewB NovelC NewsD Review XIt is Day in the Life.It was produced in 2020.Possible answer: This person is in Australia.EM13LGG103 EM13LGG401EM13LGG203 EM13LGG604EM13LGG102 EM13LGG302EM13LGG202 EM13LGG601https://www.artnews.com/art-in-america/features/karrabing-� lm-collective-day-in-the-life-1202686183/Karrabing Film Collective Tackles the Cultural and Environmental Devastation of Settler ColonialismBy Matariki WilliamsThe word “karrabing,” from which theKarrabing Film Collectivetakes its name, means “tide out” in the Emmiyengal language, invoking the northwest coastline of Australia that connects the members of the collective, an intergenerational group of around thirty artists and � lmmakers, most of whom are indigenous to the Northern Territory of Australia. [...]Karrabing’s � lms are varied in style, but the group members have adopted an approach that they refer to as “improvisational realism.” Shooting with [phones] or handheld cameras, they typically begin with a loose idea rooted in their everyday experiences rather than a � xedBanco de imagens/Arquivo da editora152VU_INGLES_Julia_g21At_150a165_U09_LA.indd 152VU_INGLES_Julia_g21At_150a165_U09_LA.indd 152 9/27/20 5:51 PM9/27/20 5:51 PMWILLIAMS, Matariki. Karrabing Film Collective Tackles the Cultural and Environmental Devastation of Settler Colonialism. Art in America.Available at: https://www.artnews.com/art-in-america/features/karrabing-�lm-collective-day-in-the-life-1202686183/. Accessed on: Aug. 27, 2020.One Scene in Day in the Life follows a young man who wakes to �nd he is unable to cook breakfast and have a shower, as the utilities in his house have been cut off. As he walks from house to house along seemingly deserted streets, it becomes evident that other households are in the same impoverished predicament: pipes are blocked and the residents are waiting for assistance, or the electricity has gone out. A refrain from the accompanying rap soundtrack lodged itself squarely in my brain: “Forward to the bush, but where’s he going to go?” There is a popular belief, even among Indigenous people, that we know best how to live harmoniously, symbiotically, with the environment. Frankly, it’s a romanticized view. The reality is that as Indigenous individuals, we don’t inherently hold that knowledge. Because of colonization, which systematically removed Indigenous people from their lands and subsequently stripped them of their languages and cultures, we don’t all know how to survive on our own land. […] So, forward to the bush, but what’s he going to eat, and wear, and where’s he going to live?script, developing the plot and dialogue as they go, incorporating input from each participant. While their immediate community and environment are the foundation of Karrabing’s �lms, often positioning viewers as �y-on-the-wall observers, these are not straightforward documentaries: realism is interwoven with alternative histories, speculative futures, and dreaming narratives.[…]Karrabing’s most recent �lm, Day in the Life (2020), charts a day, presumably like many others, in which the authoritative hand of the government is a constant, shadowy presence over the community. The �lm comprises �ve satirically titled vignettes–”Breakfast,” “Play Break,” “Lunch Run,” “Cocktail Hour,” “Takeout Dinner”–illustrating the ways in which the community’s everyday lives are shaped by external in�uences and constraints, in the form of state agents policing their behavior or private mining companies stealing resources and polluting their lands. In the work, the perspectives of the Karrabing cast are always central, creating an empathetic viewing experience that �ips mainstream assumptions about Aboriginal communities on their head.[…]Still from the Karrabing Film Collective’s Day in the Life, 2020, video, 32 minutes, 37 seconds.Interwoven: entrelaçadoShadowy: sombrioVignettes: vinhetasImpoverished: empobrecidoPredicament: situação desagradável, dilemaPipe: canoBush: arbusto153Reprodução/https://www.artnews.comVU_INGLES_Julia_g21At_150a165_U09_LA.indd 153VU_INGLES_Julia_g21At_150a165_U09_LA.indd 153 9/27/20 5:51 PM9/27/20 5:51 PM 4 Scan the fi rst and second paragraphs and fi nd information to complete the items. Write the answers in your notebook.A Number of people that are part of the fi lm collective.B Nationality of the fi lm collective.C Style of Karrabing’s movies.D Equipment used to make the movies.E Subject of the fi rst ideas for the movies. 5 Write T (true) or F (false), according to the third paragraph. Use your notebook.A According to Karrabing Film Collective, authoritative hand of the government is an exception in their community. FB There are external infl uences in the community’s everyday lives. TC The perspectives of the Karrabing cast are important for the narratives. TD Karrabing perpetuates stereotypes about Aboriginal communities in their movies. FAbout thirty people.Australian.Improvisational realism.Phones and handheld cameras.Everyday experiences. 6 Based on the fourth paragraph, match the halves in your notebook.A Water and electricity…B There is a rap… C A popular belief about Indigenous people is…D Indigenous people losing land, language and culture…E Expecting indigenous people to inherently know how to survive… I that they live harmoniously with the environment.II are called utilities in the text.III of their own land can be a romanticized point of view.IV soundtrack in the scene.V is a consequence of colonization. a. II; b. IV; c. I; d. V; e. IIIAssim como em português, dependendo da região ou do país em que o idioma é falado, palavras diferentes são usadas para referir-se às mesmas coisas em inglês. Uma das comparações mais frequentes ocorre entre o inglês estadunidense e o inglês britânico. Embora os Estados Unidos também tenham sido uma colônia britânica, sua infl uência política, econômica e cultural garantiu-lhes statuspara sua variante linguística. O texto lido foi escrito por um jornalista neozelandês, país ainda sob o regimento do Reino Unido. Então, o inglês falado lá tem mais infl uência dos britânicos do que dos estadunidenses, o que explica o uso da palavra fi lms em vez de movies para referir-se a fi lmes. 7 Read the text again and choose the alternative that best summarizes the text. Write it in your notebook.A Karrabing Film Collective is made by Aboriginals in Australia. They make movies about everyday life as indigenous people. The review presents their latest fi lm and explains how external intervention interfered and continue to interfere in their lives. XB Karrabing Film Collective makes movies to celebrate indigenous identity in Australia, but a great criticism is that the group doesn’t listen to Aboriginals during the production of the movie.Karrabing Film Collective members in Melbourne, 2015. 154Reprodução/https://fourthree� lm.comVU_INGLES_Julia_g21At_150a165_U09_LA.indd 154VU_INGLES_Julia_g21At_150a165_U09_LA.indd 154 9/27/20 5:51 PM9/27/20 5:51 PMPost-reading 8 Get together in small groups and discuss the following questions.A Did you know about Australian Aboriginal people? What did you learn about them by reading this text?B What kind of impact is there when people tell their own stories? Are stereotypes broken or reinforced by Karrabing’s movies?C Do you consider Karrabing Film Collective a demonstration of resistance? Why (not)? 9 If you were going to make a movie about your community and your everyday life, what would be the most important topics you would like to talk about?According to the text, they � ip mainstream assumptions about Aboriginal communities on their head.Personal answers.Personal answers.Personal answers.Vocabulary1 Match the words below to their correct defi nitions.A ImprovisationB CameraC ScriptD PlotE DocumentaryF FilmG MainstreamH SountrackI A piece of equipment used to take photographs or to record fi lms.II The things that happen in a story.III A performance that an actor has not practiced or planned.IV A fi lm or television program that gives facts about a real situation.V The music used in a fi lm.VI A story that is shown in moving pictures on a screen, usually at a fi lm theater or on television.VII Considered normal, using ideas that are accepted by most people.VIII The words of a fi lm, play, or speech.2 According to the text in Reading, write in your notebook the sentences that better describe the “improvisational realism” kind of fi lms.A In these kinds of fi lms the actors have to memorize the script and rehearse many times to avoid mistakes while fi lming.B In these kinds of fi lms, actors can use their creativity to record the scenes and creating their lines. They don’t have to rehearse very much. XC These kinds of fi lms are based on fairy tales or imaginary stories. D These kinds of fi lms are based on real events. XE The actors can shoot the videos anywhere, even in the middle of the streets. XF The actors always use a studio to shoot the videos.3 Do you have (a) favorite type (types) of movies – drama, action, horror, romantic comedies, home-madeimprovised ones, etc.? Why do you like it/them? Compare your answers with some of your classmates. Do you have the same taste for movies?a. III; b. I; c. VIII; d. II; e. IV; f. VI; g. VII; h. VPersonal answer.EM13LGG104155VU_INGLES_Julia_g21At_150a165_U09_LA.indd 155VU_INGLES_Julia_g21At_150a165_U09_LA.indd 155 9/27/20 5:51 PM9/27/20 5:51 PMLISTEN UP!Pre-listening 1 Do you know any social movements led by young people? List some of them in your notebook. What are they fi ghting for? Personal answers. 2 Why do you think young people get involved in social movements? Discuss it with a classmate. 3 Look at the words below. They are going to be in the audio track for the following activities. Find their meanings and copy them in your notebook. Use a dictionary if necessary. Check your answers with a classmate. culprit – forefront – front line – usherA (n.) an area of potential or actual confl ict or struggle. B (n.) the most important or leading position.C (v.) to show someone where to go […] D (n.) someone who has done something wrong. Personal answer.front lineforefrontusher3a. https://www.merriam-webster.com/dictionary/frontline 4 Look at the words from activity 3. Use them in the sentences below. Check your answers with a classmate. Then write the sentences in your notebook.A I hope to fi nd and catch the just in time.B They were in the of that revolution. C Michael the group of students down the hall to their classroom. D These youngsters are on the of defense against climate change.culpritforefrontusheredfront lineFridays for Future is a global strike movement started by Swedish teenager Greta Thunberg in 2018.Massimiliano Ferraro/NurPhoto/Getty ImagesEM13LGG403EM13LGG303EM13LGG203EM13LGG102culpritb. https://dictionary.cambridge.org/dictionary/english/forefrontc. https://dictionary.cambridge.org/dictionary/english/usher?q=Usheringd. https://dictionary.cambridge.org/dictionary/english/culprit?q=culpritsTodas as referências foram acessadas em 26 ago. 2020 nos respectivos di-cionários on-line.156VU_INGLES_Julia_g21At_150a165_U09_LA.indd 156VU_INGLES_Julia_g21At_150a165_U09_LA.indd 156 9/27/20 5:51 PM9/27/20 5:51 PMListening5 Listen to some extracts from the video “Frontline Youth: Fighting for Climate Justice”, by Climate Justice Alliance. In your notebook, answer the following questions according to what you hear. Then check your answers with a classmate.A Who has been on the front lines of battle and social change through the years?B What are we facing now? C What are some of the climate change emergencies the world is confronting lately? 6 Listen again and put the items in order. Write the answers in your notebook.A “Once again, the youth are at the forefront of the climate justice movement.”B “I feel empowered.”C “Young people of color have historically been on the front lines of struggle and social change.”D “All over the world, communities are devasted by the rising tides, storms, fi res, horrors and miseries provoked by climate change.” 7 In the end of the video, Selene Garcia, the narrator, talks about how she feels being part of such a movement. Choose the alternative that best describes her feelings and write it in your notebook.A Selene sente que é maior do que as outras pessoas porque faz parte desse movimento. Ela acredita que é uma pessoa destinada a conquistar coisas grandes e ter seu nome escrito nas páginas da história.B Selene sente que é maior do que realmente é por fazer parte de um movimento que envolve tantas pessoas. Ela acredita que o movimento vai fazer história e se sente empoderada por fazer parte de algo assim. XNo. 14Possible answer: Young people of color.A climate emergency.Possible answer: Rising tides, storms, � res, horrors, and miseries.No. 14c – d – a – bPost-listening 8 Do you agree with the narrator when she says that “Now, we are facing a climate emergency” all over the world? Why (not)? Discuss with your teacher and classmates and present data to support your opinion. Personal answers.Young activist Selene Garcia, member of the Climate Justice Alliance in Texas (USA), 2020.https://www.youtube.com/watch?v=NmRgQcMPlQoBanco de imagens/Arquivo da editoraReprodução/https://www.youtube.com/watch?v=NmRgQcMPlQo157VU_INGLES_Julia_g21At_150a165_U09_LA.indd 157VU_INGLES_Julia_g21At_150a165_U09_LA.indd 157 9/27/20 5:51 PM9/27/20 5:51 PMLANGUAGE ANALYSISRead the passage below, from Read on, to answer questions 1 to 3.Because of colonization, which systematically removed Indigenous people from their lands and subsequently stripped them of their languages and cultures, we don’t all know how to survive on our own land. […] So, forward to the bush, but what’s he going to eat, and wear, and where’s he going to live? 1 The sentence in bold is:A affi rmative. B negative. C interrogative. X 2 The sentence in bold is a question about the:A present. B future. X C past. 3 Based on the circumstances, is the author sure about the future of the character of the movie? Why (not)?Read the sentence below, from Listen up!, to answer questions 4 to 6.I feel like I’m bigger than I actually am. I feel like I’m part of something that’s going to be great, part of something that’s going to make history.Transcripted from: https://www.youtube.com/watch?v=NmRgQcMPlQo. Accessed on: Aug. 27, 2020. 4 The parts in bold are:A affi rmative. X B negative. C interrogative. 5 The parts in bold are about the:A present. B future. X C past. 6 Does the narrator feel confi dent or uncertain about the future impact of her involvement in this movement? Explain.Possible anwer: No, he is making questions about the future and the possibilities for this character away from his home and into the land.Possible answer: She feels con� dent, because she says: “I feel like...”. She sounds sure and con� dent by the way she expresses herself.Scene from the Karrabing Film Collective’s Day in the Life, 2020.Reprodução/https://www.artnews.comEM13LGG403158VU_INGLES_Julia_g21At_150a165_U09_LA.indd 158VU_INGLES_Julia_g21At_150a165_U09_LA.indd 158 9/27/20 5:51 PM9/27/20 5:51 PM 7 In both fragments, there is a common structure used to talk about the future. Pay attention to the parts in bold and identify it. Write the answer in your notebook. 8 Read the box about the Simple Future with going to and write examples in your notebook.The structure is (to be) going to. 9 Read the sentences below and write the answers in your notebook.A — There is an online meeting about our next actions in the grassroots movement. Do you want to participate?— Sure, I will join you!The sentence in bold represents:I a prediction based on an opinion. II a rapid decision. XB He is going to participate in the Fridays for Future global strike, I just saw him with some posters about it.The sentence represents:I a prediction based on a fact we can see. X II something you are not completely sure of.THE SIMPLE FUTURE – (TO BE) GOING TOThe affi rmative form of the Simple Future with going to is made with:Subject + verb to be + going to + verb in the base form + complement. Example:The negative form of the Simple Future with going to is made with:Subject + verb to be + not + going to + verb in the base form + complement.Example:The interrogative form of the Simple Future with going to is made with:Verb to be + subject + going to + verb in the base form + complement? Example: USESIn English we use the Simple Future with (to be) going to in the following situations:• to express a prediction based on something we can see (or hear) now andwe are sure about it: It’s going to rain, the sky is getting darker, and darker. It’s going tomake history.• to express a decision made before the moment of speaking: I’m going to buy a gift for her this afternoon right after my class.• when something is about to happen: What is he going to eat?Note: When we use (to be) going to + verb to go, we can remove the verb to go, as we can see in the examples below (both forms are correct):• I’m going to the cinema tonight.• I’m going to go to the cinema tonight.Personal answer.Personal answer.Personal answer.159VU_INGLES_Julia_g21At_150a165_U09_LA.indd 159VU_INGLES_Julia_g21At_150a165_U09_LA.indd 159 9/27/20 5:51 PM9/27/20 5:51 PM 10 Read and complete the table below in your notebook.WHAT’S THE DIFFERENCE? WILL OR (TO BE) GOING TO.Look at the table below to see when we use will or going to when talking about future events.Use will for Use (to be) going to forThings you are not sure of Things you are completely sure of.A prediction based on opinion.Promises, requests, refusals, threats, and offers. When something is about to happen.A decision made before the moment of speaking.Rapid decisions made at the moment of speaking. 11 Look at the following pictures and make predictions. Use will or going to according to the status of your prediction and write two sentences about each picture. Follow the examples and use your notebook. Personal answers.ABHe is going to load the pineapples into the back of the truck. Vietnam, [n.d.].They will walk showing their posters. Abuja (Nigeria), 2019.A prediction based on a fact we can see or hear.asharkyu/ShutterstockOladosu Adenike/@the_ecofeminist160VU_INGLES_Julia_g21At_150a165_U09_LA.indd 160VU_INGLES_Julia_g21At_150a165_U09_LA.indd 160 9/27/20 5:52 PM9/27/20 5:52 PMFOOD FOR THOUGHT 1 Climate Justice Alliance and the Karrabing Film Collective can be considered grassroots movements. Do you know what grassroots means? Read the defi nition and write T (true) or F (false).Reprodução/https://dictionary.cambridge.orgEM13LGG403EM13LGG305EM13LGG301EM13LGG304CAMBRIDGE English Dictionary. Avalilable at: https://dictionary.cambridge.org/. Accessed on: Aug. 29, 2020.A Grassroots is a term exclusively related to agriculture. FB Spontaneous actions organized by people in a neighborhood to collect food for people in need can be considered grassroots. TC There is no age restriction to join grassroots movements. T 2 You are going to organize an action to tackle a problem in your community. Follow the steps.• Organize a poll that people at school and around the community can answer. You can propose a question such as: What bothers you the most in our community? You can provide a box and slips of paper so people can answer, and you can collect the results later.• Gather in small groups. Each group is going to receive slips of paper with answers to the poll. Analyze the results: you can create categories, count how many of them are repeated, elect the most important in your opinion, etc.• Based on your analysis, choose one of the problems and understand it. Why does this problem exist? What is the cause of this problem? How many other problems are related to this one? What actions can be done to end it or, at least, soften its impacts?• Defi ne the problem you are going to try to solve based on your understanding of it. You can give it a name or name a movement dedicated to solve it.• Think of solutions and create mock versions to test them, so you can present the best ones to the public. Depending on the problem, your project might be a description of what you think of doing or an actual physical model for a device, building, etc.• If possible, implement your solution and analyze the results. Was it possible to solve or to mitigate the problem? Are there adjustments you need to make to your solution?• Did any other group or person try to solve the same problem you did? If so, compare solutions. What can you learn from their proposal and vice-versa?• Create an archive with problems and solutions, even if they didn’t work out as you planned. It is important to have a record so people can improve, if the problems persist. 3 Can you consider your actions a grassroots movement or initiative? Why (not)? 4 How did you feel trying to solve a real problem in your community? Personal answers.Personal answer.161VU_INGLES_Julia_g21At_150a165_U09_LA.indd 161VU_INGLES_Julia_g21At_150a165_U09_LA.indd 161 9/27/20 5:52 PM9/27/20 5:52 PMWRITE IT OUTPre-writing 1 Read the dictionary entry for grassroots again. Use the words and expressions from the box to identify parts of a dictionary entry. Write the answers in your notebook.A-entry; B-part of speech; C-pronunciation; D-de� nition; E-translation; F-examples. 2 When do you usually use a dictionary? What kind of dictionary do you prefer or have access to: online or printed editions? Discuss with your classmates 3 Do you know when to use a dictionary and when to use a translator? Discuss with a classmate and write the answer in your notebook.Personal answers.3. A dictionary is usually used to � nd the meaning or possible meanings of one word, while a translator can be used to look for that word in context or to � nd the translation of expressions.Students using dictionaries during class. San Juan Capistrano (USA), n.d.Alamy/Fotoarenadefinition entryexamples part of speech pronunciation translationEM13LGG403EM13LGG301EM13LGG101EM13LGG103CAMBRIDGE English Dictionary. Available at: https://dictionary.cambridge.org/us/dictionary/english-portuguese/grassroots. Accessed on: Aug. 29, 2020.Reprodução/https://dictionary.cambridge.orgABECFD162VU_INGLES_Julia_g21At_150a165_U09_LA.indd 162VU_INGLES_Julia_g21At_150a165_U09_LA.indd 162 9/27/20 5:52 PM9/27/20 5:52 PMWriting 4 You are going to create your own dictionary entry. Go back to activity 1 as many times as needed.Planning• Read the dictionary entry in activity 1 again.• Check if you have any doubts. Talk to your classmates and teacher if you need any help.• Read the texts in this Unit again and choose one word that you do not know the meaning or a word of preference.• Observe the word in its context in the text and try to fi gure out its meaning. Talk to your teacher and classmates, too. Explain what you understand of that word and ask if people can understand it and if they agree with your defi nition.Writing the first draft• On a separate piece of paper, write the entry you are going to defi ne. Think of its function to defi ne the part of speech. As it is an offl ine dictionary, don’t worry about pronunciation.• Write the defi nition in English, a translation and examples. Write the sentence from the text where you found the word as an example. Then write a new sentence as well.Peer-editing• Before you fi nish, ask one of your classmates to read your entry and check if everything is correct: Is the defi nition clear? Is the translation adequate to the context? Are there examples?• Make adjustments, if necessary, and create the fi nal version. Post-writing 5 Think about the process of writing a dictionary entry and discuss with your classmates.A Did this exercise help you better understand the word?B Can writing your own defi nitions and translation of words help you learn English?Personal answer.Possible answer: Yes, it can. Studying words and writing a personal glossary can help memorize and incorporate vocabulary.Africa Studio /Shutterstock163VU_INGLES_Julia_g21At_150a165_U09_LA.indd 163VU_INGLES_Julia_g21At_150a165_U09_LA.indd 163 9/27/20 5:52 PM9/27/20 5:52 PMSPEAK YOUR MINDPost-speaking 4 Discuss the followingquestions with your teacher and classmates: A How do you evaluate your participation in the activity?B What is your conclusion about being part of a community?Personal answers. A It is a round table discussion. XB It is a monologue. 2 Choose the items that match the picture and your answer in activity 1.A People sit in a circle, so everyone can see each other. XB There is only one person speaking all the time.C There is a clear hierarchy in the organization.D There is no hierarchy in the organization, which means everyone has equal rights to participate in the conversation. XSpeaking 3 You are going to have a round table discussion about the following topic: What does it mean to be part of a community? Follow these steps.• Think about the topic and take notes to organize what you intend to say.• Decide whether other people (different class groups, teachers or members of the community) are going to participate in the discussion or not. If so, schedule the discussion and invite them to join.• Organize your seats in a circle. Make sure everyone can see each other.• Have your round table discussion. Remember to be respectful to one another and pay attention to people around you. Give everyone a chance to speak.Matej Kastelic /ShutterstockEM13LGG402EM13LGG204Pre-speaking 1 What are people doing in the picture? Write the correct answer in your notebook.164VU_INGLES_Julia_g21At_150a165_U09_LA.indd 164VU_INGLES_Julia_g21At_150a165_U09_LA.indd 164 9/27/20 5:52 PM9/27/20 5:52 PMSELF–ASSESSMENTNesta Unidade, conversamos sobre organizações de base e seus impactos na sociedade. Chegou o momento de refl etir sobre seu aprendizado ao longo da Unidade. Vamos começar? 1 Como você avalia a sua aprendizagem com relação aos tópicos a seguir? Enumere os itens de 1 a 3 de acordo com a legenda. Use o caderno.1 Ainda sinto difi culdade com este assunto e não consegui realizar a maioria das atividades propostas.2 Aprendi o assunto, mas em algumas ocasiões senti difi culdade em realizar as atividades propostas.3 Aprendi o assunto e realizei a maioria das atividades propostas com facilidade.( ) Ler uma resenha sobre um coletivo de cinema.( ) Reconhecer e utilizar vocabulário relacionado ao cinema.( ) Ouvir sobre a ação de jovens em grupos de base na luta pela preservação ambiental.( ) Conhecer e utilizar o futuro com going to.( ) Organizar uma ação de base visando à resolução de um problema identifi cado pela própria comunidade. ( ) Criar uma entrada de dicionário.( ) Organizar e participar de uma mesa-redonda.Respostas pessoais. 2 O que você mais gostou de aprender nesta Unidade? O que menos gostou? 3 O que não aprendeu muito bem e precisa de estudo extra?Write your own glossary or dictionary to help you memorize and introduce new vocabulary to improve your language skills.How can I become a lifelong learner?Os links a seguir podem ajudá-lo(a) em seus estudos:• CLIMATE Justice Alliance. CJA. Disponível em: https://climatejusticealliance.org/. Página ofi cial da organização Climate Justice Alliance, que trabalha a favor da preservação ambiental.• FUTURE: Be Going To. Cambridge Dictionary. Disponível em: https://dictionary.cambridge.org/us/grammar/british-grammar/future-be-going-to-i-am-going-to-work. A página contém explicações sobre Simple Future (be going to) e exemplos de seu uso. • IT Takes Roots. Disponível em: https://ittakesroots.org/. Página ofi cial da organização It Takes Roots, que trabalha, principalmente, a favor dos direitos de mulheres e de povos indígenas.Acesso em: 29 ago. 2020.165VU_INGLES_Julia_g21At_150a165_U09_LA.indd 165VU_INGLES_Julia_g21At_150a165_U09_LA.indd 165 9/27/20 5:52 PM9/27/20 5:52 PMMaarten Zeehandelaar /Shutterstock10No Poverty!LEARNING PATHNesta Unidade, você vai: • ler um cartaz com as metas de desenvolvimento sustentável da ONU;• reconhecer e utilizar adjetivos;• ler uma listicle sobre formas de acabar com a extrema pobreza;• ouvir informações sobre um sistema de crédito voltado para o combate à pobreza;• desenvolver um dispositivo capaz de combater a pobreza; • conhecer e utilizar as formas comparativa e superlativa dos adjetivos;• entrevistar um idoso para entender se a sociedade era mais rica ou pobre no passado;• escrever uma entrada em uma listicle sobre formas de acabar com a pobreza.A BNCC NESTA UNIDADECompetências gerais: 1, 2, 9 e 10 Competências específicas de Linguagens e suas Tecnologias para o Ensino Médio: 1, 2, 3 e 4Temas contemporâneos transversais: Educação em direitos humanos; Processo de envelhecimento, respeito e valorização do idosoAs habilidades estão listadas no início de cada seção.Veja encaminhamentos para o trabalho com esta Unidade no Manual do Professor. 166VU_INGLES_Julia_g21At_166a183_U10_LA.indd 166VU_INGLES_Julia_g21At_166a183_U10_LA.indd 166 9/27/20 5:52 PM9/27/20 5:52 PMEM13LGG104Work in pairs. Observe the picture and read the following questions. Then share your ideas with a classmate.a) What do you see in this image?b) Why is it important to have an education?c) How does this picture relate to the title of the Unit?Lead-in Leia orientações e respostas para estas atividades no Manual do Professor.167VU_INGLES_Julia_g21At_166a183_U10_LA.indd 167VU_INGLES_Julia_g21At_166a183_U10_LA.indd 167 9/27/20 5:52 PM9/27/20 5:52 PMREAD ONPre-reading 1 Look at the text below, including its source. What is it? Write the correct answer in your notebook.A It’s a poster about transformation created by an internet user.B It’s a poster related to sustainable development created by the UN. X 2 Considering the title and subtitle of the text, what is its objective? Talk to your teacher and your classmates about it. Reading 3 Read the poster, identify the transparent words and write them in your notebook. To present goals that have the potential to change the world.A United Nations (em português, Organização das Nações Unidas) é uma organização internacional criada em 1945 por 51 países para trabalhar pela paz e pelo desenvolvimento mundiais. Atualmente, 193 países fazem parte da ONU.SUSTAINABLE development goals (SDGs) and disability. United Nations. Available at: https://www.un.org/development/desa/disabilities/about-us/sustainable-development-goals-sdgs-and-disability.html. Accessed on: Aug. 9, 2020.EM13LGG303EM13LGG101Reprodução/ONUPossible answers: Zero, quality, education, energy, decent, economic, industry, infrastructure, responsible, consumption, production, institutions.168VU_INGLES_Julia_g21At_166a183_U10_LA.indd 168VU_INGLES_Julia_g21At_166a183_U10_LA.indd 168 9/27/20 5:52 PM9/27/20 5:52 PM 4 Observe the meanings of the word goal extracted from a dictionary. Which one applies to the poster? Write it down in your notebook.AECBFD3. Good health and well-being14. Life below water15. Life on land5. Gender equality12. Responsible consumption and production6. Clean water and sanitationTim Platt/Digital Vision/Getty ImagesAbel Mitja Varela/Getty ImagesReprodução/https://dictionary.cambridge.orgugurhan/E+/Getty ImagesVardhan/E+/Getty ImagesJohn_Walker /ShutterstockCompassionate Eye Foundation/Natasha Alipour Faridani /Getty ImagesA “Apointscoredwhen aplayersendsaballinto aparticularareaofplay.” B “Theareainto which aplayersendsaballinordertoscoreapoint.”C “A purpose or something that you want to achieve; an aim.” X 5 Identify the word in Portuguese that has the same meaning as goal in the text and write it in your notebook.A Gol B Meta X 6 In your notebook, match the pictures with the Sustainable Development Goals (SDGs) from the poster. Adapted from: https://dictionary.cambridge.org/pt/dicionario/ingles/goal. Accessed on: Aug. 9, 2020. goalnoun [ C ]UK / g l/ US / go l/169VU_INGLES_Julia_g21At_166a183_U10_LA.indd 169VU_INGLES_Julia_g21At_166a183_U10_LA.indd 169 9/27/20 5:52 PM9/27/20 5:52 PM 7 What is the relation between the icons below and the SDGs they represent? Write the correct options in your notebook.The Earth as a pupil means that .• our planet is watching us• we are looking after our planet XThe graph as an industrial facade indicates that the goal involves .• formal and productive jobs X• only the manufacturing sector 8 Read the actions below. Which SDGs do they help us achieve? Write your answers in your notebook. A A government is cleaning an urban river. 6, 9, 14, 15B A city is installing solar panels on public buildings. C An organization is offering extra classes for young mothers. 4, 5, 8, 10D A country and private companies are working together to build hospitals. 3, 9, 17 7, 9, 11, 12, 13ABPost-reading 9 Get together in small groups and discuss the following questions.A Go back to Lead In and observe the picture again. What SDGs is that picture related to? Why?B Do you know of actions in your community that can help us achieve one or more SDGs? If so, which one(s)? Possible answer: 1, 4, 5, 10.Personal answers.Reprodução/ONUReprodução/ONU170VU_INGLES_Julia_g21At_166a183_U10_LA.indd 170VU_INGLES_Julia_g21At_166a183_U10_LA.indd 170 9/27/20 5:52 PM9/27/20 5:52 PM2 What option best describes the words you used to replace the parts in bold in activity 1? Write it in your notebook.A They replace a noun, so they are pronouns.B They describe a noun, so they are adjectives. X3 Look at the sentences you rewrote in activity 1. What other words in them have the same function you chose in activity 2?4 Create sentences using the words from activity 1 in your notebook. Then share them with a classmate.Tiny, electric, beautiful, great, old.Personal answer.Vocabulary1 Look at the pictures and their captions. Then, in your notebook, rewrite the captions replacing the parts in bold with the words from the box.affordable – clean – decent – good – sustainable – ecologicalThis tiny house is not expensive at all. affordable Eletric cars are durable and eco-friendly. sustainableIn this beautiful river, the water is not dirty at all. This great attitude is socially acceptable. decentThese old books are still satisfactory. good Solar panels are green technology. ecologicalNancy Honey/Getty Imagesswissmediavision/E+/Getty ImagesTerry Vine/Getty ImagesJill Ferry Photography/Getty ImagesShutterstock / Kartinkin77Tony Anderson/Getty ImagesEM13LGG104A BC DE Fclean171VU_INGLES_Julia_g21At_166a183_U10_LA.indd 171VU_INGLES_Julia_g21At_166a183_U10_LA.indd 171 9/27/20 5:52 PM9/27/20 5:52 PMGOING FURTHER 3 What can be done to fi ght poverty? Think about an action and share it with a classmate.Reading 4 Read the text below and answer: Does it mention the action you thought about in activity 3?Personal answer.Personal answer. EM13LGG302EM13LGG103EM13LGG102https://www.globalcitizen.org/en/content/10-things-to-do-to-end-extreme-poverty-by-2030/10 things to do to end extreme poverty by 2030We know there are1.2 billion people living in extreme poverty. As global citizens, we want to make poverty history by 2030, and here are 10 things the world needs to do to make this happen:1.Offi cial development assistance (ODA) remains the largest resource � owfor most of the countries with the lowest domestic resources, particularly in sub-Saharan Africa. [...]2.Ending poverty is not just about people’s income but also their access to things like water, health, education, housing and security. Bringing everyone above the extreme poverty line of $1.25 a day is only the fi rst step.Banco de imagens/Arquivo da editoraFeed My Starving Children (FMSC)/FlickrPre-reading 1 Go back to Read on and fi nd the SDG related to the icon on the right. Tell your teacher and classmates. 2 Discuss the questions below with your teacher and classmates.A Do you think the SDG from activity 1 is an important one? Why (not)?B In your point of view, what causes poverty?C How does poverty affect people’s lives?1. No poverty Personal answers.Reprodu•‹o/ONU172VU_INGLES_Julia_g21At_166a183_U10_LA.indd 172VU_INGLES_Julia_g21At_166a183_U10_LA.indd 172 9/27/20 5:52 PM9/27/20 5:52 PM10 THINGS to do to end extreme poverty by 2030. Global Citizen, mar. 2014. Available at: https://www.globalcitizen.org/en/content/10-things-to-do-to-end-extreme-poverty-by-2030/. Accessed on: Aug. 10, 2020. 5 What is the aim of the text? Write the correct answer in your notebook.A To present some predictions about extreme poverty in 2030.B To list some actions we can do to end extreme poverty by 2030. X 6 In your notebook, match the subtitles below with the actions described by each paragraph of the text.A “End all forms of poverty.” 2B “Demand action as global citizens.” 10C “Commit governments to ending poverty.” 3D “Continue to support the poorest people.” 1 7 In your notebook, write T (true) or F (false) according to the text.A There are less than 1 billion people living in extreme poverty. FB ODA aids only countries in sub-Saharan Africa. FC Poverty isn’t exclusively related to people’s money. TD Governments should support people living in poverty. T 8 What defi nes people in extreme poverty. Read the text again, choose the correct option and write it in your notebook. A They live with less than $1.25 dollar a day. XB They are from countries where there is no government.Post-reading 9 Get together in small groups and answer the following questions.A Which information from the text called your attention the most? Why?B According to the text, “everyone can play a role in ending poverty”. Do you agree with this? Why (not)? Personal answers.[...]3.Governments of developing countries should commit to lifting their citizens above the line of $1.25 per day. This needs to be underpinned by national mechanisms that target and support people living in poverty. […]10.Everyone can play a role in ending poverty. […]Flow: fl uxoIncome: rendaUnderpinned:sustentado173VU_INGLES_Julia_g21At_166a183_U10_LA.indd 173VU_INGLES_Julia_g21At_166a183_U10_LA.indd 173 9/27/20 5:52 PM9/27/20 5:52 PMLISTEN UP!Pre-listening 1 Read the following text and, in your notebook, write the correct options.MUHAMMAD Yunus: bio. Nelson Mandela Foundation. Available at: https://www.nelsonmandela.org/content/page/muhammad-yunus-bio. Accessed on: Aug. 12, 2020. A What is the text? • It’s a news article about Grammen Bank.• It’s Muhammad Yunus’s biography.B According to text, what does Grameen Bank do?• It offers loans for income-generating activities.• It helps small business owners expand their activities.C Who are the main clients of Grameen Bank?• Entrepreneurs, especially men.• Poor people, especially women.D Why did Muhammad Yunus and Grameen Bank win the Nobel Peace Prize?• Because of their efforts to fi ght poverty. • Because they help small business around the world. 2 You are going to listen to part of an interview with Muhammad Yunus in a Brazilian TV show. Considering the text in activity 1, what do you expect to hear? Tell a classmate.Listening3 Listen to the audio and checkyour predictions in activity 2. Were they correct? 4 What does Muhammad Yunus talk about in the audio? Listen to it again and write the correct option in your notebook.A The positive effects of the microcredit from Grameen Bank. XB The negative consequences of offering loans to poor people.XXXX Personal answer.No. 15Personal answer.No. 15EM13LGG302EM13LGG102Professor Muhammad Yunus was born on June 28, 1940. He is the founder and managing director of Grameen Bank, which pioneered microcredit. This is a method of banking where small loans are given to the poor, mostly to women, without collateral, for income-generating activities, to help them get out of poverty. The third of nine children, Prof. Yunus was born in the village of Bathua, Chittagong. […] In October 2006, Muhammad Yunus was awarded the Nobel Peace Prize, along with Grameen Bank, for their efforts to create economic and social development.https://www.nelsonmandela.org/content/page/muhammad-yunus-bioBanco de imagens/Arquivo da editoraBen Hider/Freelancer/Getty Images Muhammad Yunus receives the Concordia Leadership Award, New York, USA, 2016.174VU_INGLES_Julia_g21At_166a183_U10_LA.indd 174VU_INGLES_Julia_g21At_166a183_U10_LA.indd 174 9/27/20 5:52 PM9/27/20 5:52 PM5 Listen to the audio again. Then, in your notebook, choose the areas positively affected by microcredit according to Muhammad Yunus.A Security B Housing XC TravelD Education XNo. 15 6 Which graph best represents the Grameen members in terms of income? Listen to the audio and write the correct option in your notebook.No. 157 Now listen to the audio again and, in your notebook, choose the graph that best represents the Grameen members in terms of proverty.No. 15B CC 8 In the audio, Muhammad Yunus talks about the positive link between different aspects of society. Considering that, go back to Read on and choose the SDGs that initiatives such as the Grameen Bank can help us achieve. Use your notebook. Possible answers: 1-6, 8, 10.Post-listening 9 Get together in small groups and discuss the following questions.A What do you think about the microcredit from Grameen Bank? Use at least two adjectives to describe it.B Do you know of any business model like the one Grameen Bank employs? If so, which one? C Most of Grammen Bank clients are women, and their empowerment is considered very important by Muhammad Yunus. In your opinion, why does this happen? Personal answers.AAXincometimeincometimeincometimeIlustrações: Banco de imagens/Arquivo da editoraIlustrações: Banco de imagens/Arquivo da editoraX175Members that crossed out of poverty.BMembers that are still poor.VU_INGLES_Julia_g21At_166a183_U10_LA.indd 175VU_INGLES_Julia_g21At_166a183_U10_LA.indd 175 9/27/20 5:52 PM9/27/20 5:52 PMFOOD FOR THOUGHT 1 Look at the text below, including its source and picture. What is it about? Write in your notebook.It’s a release of the book The boy who harnessed the wind, by William Kamkwamba and Bryan Mealer. 2 Read the text from activity 1 and write the correct options in your notebook.A William Kamkwamba is from a poor / rich family. poorB He started to study in college / by himself and created a windmill. by himselfC His windmill was made of very cheap / expensive materials. cheapD The windmill saved his family from poverty / deportation. poverty 3 Work in groups. You are going to create a device based on this question: how can I fi ght poverty in a specifi c area? Follow these steps:• Do some research about poverty in your community, city or state, and choose an area that you would like to help.• Understand this area, that is, learn about its history, read articles about its current situation, talk to people who live there or go there if possible.• Compile all the information you have and identify the points where you could act. For example, let’s suppose a lot of people from that area work with recycling. That can be a clue.• Based on the analysis in the previous step, think about some devices that could help the chosen area. For example, a cheap metal identifi er could help people who work with recycling.• Study the devices you listed, asking: “Is it possible to build it?”, “What do I need?”, “How long do I need to build it?”. Choose the most viable device. • Gather all material you need to create a prototype of your device. Get to work and ask your teacher to help you when necessary. You are going to test your prototype in class. • You don’t need to create a perfect machine, but you must use your creativity to solve the problem. 4 After the tests, discuss the questions below with your teacher and classmates.A How can you fi ght poverty in the area you chose with your device?B How was the process of creating the device? Was it diffi cult, easy, challenging? C In which situation could you apply the same approach to solve a problem? Think about your personal life and your community. Personal answers.EM13LGG304EM13LGG305EM13LGG301When a terrible drought struck William Kamkwamba’s tiny village in Malawi, his family lost all of the season’s crops, leaving them with nothing to eat and nothing to sell. William began to explore science books in his village library, looking for a solution. There, he came up with the idea that would change his family’s life forever: he could build a windmill. Made out of scrap metal and old bicycle parts, William’s windmill brought electricity to his home and helped his family pump the water they needed to farm the land. [...]https://www.amazon.com/-/pt/Boy-Harnessed-Wind-Young-Readers/dp/0147510422/Banco de imagens/Arquivo da editoraTHE BOY Who Harnessed the Wind, Young Reader’s Edition / By William Kamkwamba and Bryan Mealer. Amazon. Available at: https://www.amazon.com/-/pt/Boy-Harnessed-Wind-Young-Readers/dp/0147510422/. Accessed on: Aug. 15, 2020.Reprodução/Young Readers Edition176VU_INGLES_Julia_g21At_166a183_U10_LA.indd 176VU_INGLES_Julia_g21At_166a183_U10_LA.indd 176 9/27/20 5:52 PM9/27/20 5:52 PMLANGUAGE ANALYSIS 1 Read the excerpts below from Listen up!. Then, in your notebook, choose the correct options to complete the statements about comparative adjectives.I “The housing condition of Grameens is much better than non-Grameen members.”II “Literacy rate among children of Grameen families is way higher than non-Grameen families.”A The sentences I and II are comparing two / three elements. twoB The words in bold indicate equality / superiority.C The adjectives / adverbs “better” and “higher” are followed by the word “than”. adjectives D The base form of the word “higher” is high / higher, while the base form of the word “better” is “good”. high 2 Read the box and, in your notebook, write examples based on the given structures and clues.superiorityCOMPARATIVE ADJECTIVESUSEIn English, we use comparative adjectives to compare two elements. Based on this comparison, we can say which element has more (superiority) or less (inferiority) of a particular quality. STRUCTUREComparative adjectives are used in sentences that follow this pattern: noun (subject) + verb + comparative adjective + than + noun (object).Examples:• This neighborhood is calmer than downtown. → superiority• • Roger is more empathetic than his friends. → superiority• • As a tourist destination, Berlin is less popular than Paris. → inferiority SPELLINGWhen the adjective is short (one or two syllables), we follow these rules:1. For most cases, we add-erto the base form of adjective. Example:• 2. When the verb ends in-e, we add -r.Example:• nice – nicer3. When the adjective ends in a vowel followed by a single consonant, we double the consonant.Example:• big – bigger4. When the adjective ends in-y, we take off the -yand add -ier.Example:• happy – happierWhen the adjective is long (three or more syllables), we put the word more before it.Personal answers.EM13LGG403177VU_INGLES_Julia_g21At_166a183_U10_LA.indd 177VU_INGLES_Julia_g21At_166a183_U10_LA.indd 177 9/27/20 5:52 PM9/27/20 5:52 PMExample:• important – more importantSome adjectives are irregular and don’t follow the previous rules.Examples:• bad – worse• 3 Read the quotes below from Muhammad Yunus. Which of them is comparing two elements? Write it down in your notebook.A “Access to quality education has enabled me to reach far beyond the Bangladeshi village I grew up in.” XB “Human beings are much bigger than just making money.”YUNUS, Muhammad. Quotes. BrainQuote. Available at: https://www.brainyquote.com/search_results?q=muhammad+yunus. Accessed on: Aug. 13, 2020. 4 Now, read the excerpt below from Going further. Then, in your notebook, check the correct options about superlative adjectives. Of� cial development assistance (ODA) remains the largest resource � ow for most of the countries […] A The adjective in bold is .• comparing two different elements (ODA and resource)• describing an element that stands out in a group (ODA) XB The base form of the adjective in bold is .• large X • largest 5 Read the box below and, in your notebook, choose the correct words in orange to complete the examples.SUPERLATIVE ADJECTIVESUSEIn English, we use superlative adjectives to describe an element that stands out in a group. STRUCTURESuperlative adjectives are used in sentences that follow this pattern: noun (subject) + verb + the + superlative adjective + complement (optional).Examples:• This neighborhood is the calmest in the city. → It stands out among the neighborhoods. • Roger is the most empathetic guy in the school. → He stands out among the guys in the school.SPELLINGWhen the adjective is short (one or two syllables), we follow these rules:1 For most cases, we add-est / -er to the base form of adjective.Example:• high – highest-est178VU_INGLES_Julia_g21At_166a183_U10_LA.indd 178VU_INGLES_Julia_g21At_166a183_U10_LA.indd 178 9/27/20 5:52 PM9/27/20 5:52 PM2 When the verb ends in-e, we add -st.Example:• nice – nicest / niceest nicest3 When the adjective ends in a vowel followed by a single consonant, we double the consonant.Example:• big – bigger / biggest biggest4 When the adjective ends in-y, we take off the -yand add -iest.Example:• happy – happyest / happiest happiestWhen the adjective is long (three or more syllables), we put the word most / more before it.Example:important – most importantSome adjectives are irregular and don’t follow the rules above.Examples:• bad – worst • good – best / better bestmost 6 Look at the graph and, in your notebook, write fi ve statements about it using comparative and superlative adjectives. Follow the examples. East Asia is more developed than South Asia.Sub-Saharan Africa is the poorest region in the world.Personal answers.Reprodução/https://ourworldindata.org/extreme-povertyThe number of people in extreme poverty – including projections to 2030Extreme poverty is defined by the 'international poverty line' as living on less than $1.90/day. This is measured by adjusting for price changes over time and for price differences between countries (PPP adjustment). From 2015 to 2030 the World Bank's projections are shown.1.9 billion people lived in extreme poverty in 1990 (36% of the world population)1990 1995 2000 2005 2010 2015 2020 2025 2030Data source: World Bank data from 1990 to 2015. The projections from 2015 to 2030 are published in the World Bank report: Poverty and Shared Prosperity 2018. This is a visualization from OurWorldinData.org, where you � nd data and research on how the world is changing.Projection by the World BankLicensed under CC-BY by the author Max Roser.730 million in 2015 (9.9% of the world population) 650 million in 20181.9 Billion1.5 Billion1 Billion500 Million479 Million in 2030Middle East and North Africa Latin America and the CaribbeanOther high IncomeEurope and Central AsiaGLOBAL Extreme Poverty. Our World in Data. Available at: https://ourworldindata.org/extreme-poverty. Accessed on: Sep. 16, 2020.South AsiaEast Asia and Paci� cSub-Saharan Africa179VU_INGLES_Julia_g21At_166a183_U10_LA.indd 179VU_INGLES_Julia_g21At_166a183_U10_LA.indd 179 9/27/20 5:52 PM9/27/20 5:52 PMSPEAK YOUR MINDPre-speaking 1 What was your country like 40 years ago? Were people richer or poorer? Write your impressions in your notebook. 2 You are going to interview a person who is 60 years old or older. Follow these steps:• Your main question is: were people richer or poorer in Brazil 40 years ago? You start open the interview with it.• Think about what else you would like to know about the past from an older person’s point of view (education, health, entertainment). • Write three to fi ve questions about those aspects. Try to write questions that will offer you a bigger picture of the past.• Before starting the interview, ask the person for some personal information, such as occupation and where he/she lives. It can help you contextualize the answers. • Register your conversation. You will need to remember it for your presentation in class.Speaking 3 It’s time to share your fi ndings with your classmates in a presentation. Follow these steps:• Organize the information that you have into four parts:• personal information about the interviewee;• answer to the main question of the interview;• information about other aspects of the past;• your conclusions comparing the past and present time. • Write your presentation based on the four parts above. Remember to use comparative and superlative adjectives to make comparisons. You don’t have to write all the words you are going to say. Write the most important information on each topic, so you can remember what to say.• Ask a classmate to read and check if everything is correct.• Make necessary adjustments and create the fi nal version.• Present your fi ndings to your teacher and classmates.Post-speaking 4 Discuss the following questions with your teacher and classmates.A How do you evaluate your participation in the activity? Did you enjoy interviewing an older person? Describe the experience.B Based on your fi ndings and your classmates’ presentations, do you think your country is richer or poorer nowadays? Why? C What about the future? What do you expect from your country and the world in terms of poverty?Personal answers. Personal answers. AnnaStills /ShutterstockEM13LGG402EM13LGG204180VU_INGLES_Julia_g21At_166a183_U10_LA.indd 180VU_INGLES_Julia_g21At_166a183_U10_LA.indd 180 9/27/20 5:52 PM9/27/20 5:52 PMWRITE IT OUTPre-writing 1 Read the following text. Then, in your notebook, check the option that represents a listicle. 2 In your notebook, write T (true) or F (false), according to the text.A It’s a commented list. TB It has different formats. TC It always has fi ve topics. FD It has a title and subtitles. TE It can have pictures. TF It can be used with any topic. T 3 Go back to the listicle on Going further. Then choose the correct options about the text in your notebook.EM13LGG403EM13LGG204EM13LGG301EM13LGG103What are ÒlisticlesÓ?A “listicle” is an article made of a list, usually with some kind of extra detail to each item.The format, however, is fl exible. You could write a listicle which is nothing more than a title, fi ve sub-headings for each list item, and a picture or gif below each.On the other hand, listicles can be used as a framework to make a complicated topic easier to understand.The subject you write about can be literally anything. […]https://www.process.st/listicle/Banco de imagens/Arquivo da editoraIlustrações: Banco de imagens/Arquivo da editoraMULHOLLAND, Ben. Writing a listicle: the 11-step guide and why they’re awesome. Available at: https://www.process.st/listicle/. Accessed on: Aug. 15, 2020. 181XA B CVU_INGLES_Julia_g21At_166a183_U10_LA.indd 181VU_INGLES_Julia_g21At_166a183_U10_LA.indd 181 9/27/20 5:52 PM9/27/20 5:52 PMA The title presents the number of entries, and these entries are / aren’t numbered in the text. areB It was published on a website / magazine whose target is probably people engaged in changes. websiteC The language used is formal / informal, the sentences are short / long and the ideas are conveyed in a complex/ an objective way. informal, short, an objective 4 Based on your study in this Unit, what would be a good entry for the text on Going further? Write your idea in your notebook. Personal answer.Writing 5 In groups, you are going to write an entry for the listicle on Going further. Follow these steps:Planning• Present your answer in activity 4 to the group and vote for the best idea as theme of the entry. • List all information you need to write a consistent entry, considering the publication and its target.• Do some research to complete the information and check the data that you already have. Post-writing 6 Discuss the following questions with your teacher and classmates.A What idea did you like the most? Why?B In your opinion, which idea can become reality? Why?Personal answers.Writing the first draft• After writing the text, spell-check it and edit it if necessary.Peer-editing• Before you fi nish it, ask another group to read your text and check if everything is correct. • Make adjustments, if necessary, and create the fi nal version. Posting• Post the entry in the class blog. You can also post it in your personal social networks and get feedback from your followers. Klaus Vedfelt/Getty Images182VU_INGLES_Julia_g21At_166a183_U10_LA.indd 182VU_INGLES_Julia_g21At_166a183_U10_LA.indd 182 9/27/20 5:52 PM9/27/20 5:52 PMSELF–ASSESSMENTN esta Unidade, conversamos sobre formas de combater a pobreza. Agora, chegou o momento de refl etir sobre seu aprendizado ao longo da Unidade. Vamos começar? 1 Como você avalia a sua aprendizagem com relação aos tópicos a seguir? Enumere os itens de 1 a 3 de acordo com a legenda. Use o caderno.1 Ainda sinto difi culdade com este assunto e não consegui realizar a maioria das atividades propostas.2 Aprendi o assunto, mas em algumas ocasiões senti difi culdade em realizar as atividades propostas.3 Aprendi o assunto e realizei a maioria das atividades propostas com facilidade.( ) ler um cartaz com as metas de desenvolvimento sustentável da ONU;( ) reconhecer e utilizar adjetivos;( ) ler uma listicle sobre formas de acabar com a extrema pobreza;( ) ouvir informações sobre um sistema de crédito voltado para o combate à pobreza;( ) desenvolver um dispositivo capaz de combater a pobreza; ( ) conhecer e utilizar as formas comparativa e superlativa dos adjetivos;( ) entrevistar um idoso para entender se a sociedade era mais rica ou pobre no passado;( ) escrever uma entrada em uma listicle sobre formas de acabar com a pobreza.Respostas pessoais. 2 O que você mais gostou de aprender nesta Unidade? O que menos gostou? 3 O que não aprendeu muito bem e precisa de estudo extra?Improve concentration: set goals, listen attentively and deal with distractions effectively.How can I become a lifelong learner?Os links a seguir podem ajudá-lo(a) em seus estudos:• CAINE’S arcade. Nirvan Mullick. Disponível em: https://www.youtube.com/watch?v=faIFNkdq96U&t=2s. O vídeo mostra como Caine, aos 9 anos, construiu um salão de jogos de papelão.• ENGLISH Grammar Exceptions: Superlative & Comparative. JamesESL English Lessons. Disponível em: https://www.youtube.com/watch?v=skt3id-vET8. O vídeo aborda exceções a algumas regras gramaticais da língua inglesa.Acesso em: 13 ago. 2020.183VU_INGLES_Julia_g21At_166a183_U10_LA.indd 183VU_INGLES_Julia_g21At_166a183_U10_LA.indd 183 9/27/20 5:52 PM9/27/20 5:52 PMSocial Activity 2ORGANIZING A CAMPAIGNTalking about Campaigns 1 Do you know what a campaign is? Give an example and discuss with your classmates and teacher. 2 Read the defi nition of campaign from the Cambridge Online Dictionary. Then write T (true) or F (false) about the following sentences.Personal answer.Sugerimos que, antes de iniciar a atividade, seja feita a leitura do tópico Atividades Sociais (AS), no Manual do Professor – parte geral e especí� ca.A A campaign is the same as one spontaneous action. FB A campaign has an established goal. TC A campaign is made of more than one activity. TD The actions in a campaign don’t contribute to a common objective. F 3 Read the following guidelines for an effective campaign strategy and answer the questions that follow.CAMPAIGN. Cambridge Online Dictionary. Available at: https://dictionary.cambridge.org/us/dictionary/english/campaign. Accessed on: Sept. 5, 2020.EM13LGG301EM13LGG304EM13LGG101 EM13LGG305EM13LGG402EM13LGG704Key elements of an effective campaign strategy• What needs to change? To answer that question, it takes:• apurposethat drives the campaign strategy.• ananalysis of the situationand the speci� cproblemthe campaign will address (identi� ed in the campaign planning stage).• avisionfor the future the campaign is intended to contribute to.• How will the campaign contribute to change? The strategy needs:• atheory of changethat explains how the campaign will contribute to the desired change. (See Theories of Change in Campaigning).• the solutions or pathways of change promoted by the campaign, i.e. the changes in policy, institutional practice or people’s behaviour that the campaign will aim to achieve (goals, speci� c outcomes).• theapproachortypes of actionsto be carried out, by whom, how and when.https://www.endvawnow.org/en/articles/1197-key-elements-of-an-effective-campaign-strategy.htmlBanco de imagens/Arquivo da editoraReprodução/https://dictionary.cambridge.orgcampaignnoun [ C ]US / kæm'pe n /a plan consisting of a number of activities directed toward the achievement of an aim:184VU_INGLES_Julia_g21At_184a187_SOCIAL2_LA.indd 184VU_INGLES_Julia_g21At_184a187_SOCIAL2_LA.indd 184 9/27/20 6:05 PM9/27/20 6:05 PMA Can you have a campaign without a problem you want to change?B Is it important to think about the future you want in order to organize a campaign?C Based on the text, stakeholders are:I people the campaign wants to reach out to and people who might be allies to the campaign.II people who want to join the campaign and people who are enthusiastic about the campaign.D Are communication features such as posters with campaign slogan, hashtags or other advertisement necessary? Why (not)? 4 Look at the following campaign posters and answer the questions about them.I No, you can’t.Yes, it is.XYes, they are. Because this is how the campaign will reach its target audience.Reprodução/www.behance.netReprodução/stompoutbullying.orgKEY Elements of an Effective Campaign Strategy. UN Women. Available at: https://www.endvawnow.org/en/articles/1197-key-elements-of-an-effective-campaign-strategy.html. Accessed on: Sept. 5, 2020.• Who are the stakeholders?The strategy must defi ne:• Thetarget audiences, i.e. the persons or institutions the campaign needs to influence to attain its goal, and how these audiences will be reached. (See also Stakeholder Analysis).• Prospectivealliesand participating groups likely to join the campaign, and their potential roles in the campaign.• What strategic elements of the campaign are needed to reach its goal?An effective campaign strategy requires sub-strategies for specifi c aspects of campaign implementation:• Thecommunicationsstrategy, which outlines key messages, and the channels and tools by which the campaign will communicate with the target audiences.• Theresource mobilization strategy, which maps available and required resources (fi nancial, institutional, networks etc.), and outlines the campaign fundraising plan. (See Resource Mapping and Financing and Fundraising Strategies).• A scaling-upstrategy, if it is intended to bring the campaign to a larger scale.• Anexit strategy, which determines when and how the campaign will be ended.In longer-term campaigns, it may be useful to include differentscenariosfor the future.1 out of every 4 students will be bullied this year,Bullying situations will stop when a peer intervenes.Stand up for those who can’t.Reprodução/185VU_INGLES_Julia_g21At_184a187_SOCIAL2_LA.indd 185VU_INGLES_Julia_g21At_184a187_SOCIAL2_LA.indd 185 9/27/20 6:05 PM9/27/20 6:05 PMA Which poster presents information about the consequences of bullying? Mention two of them.B Which poster presents a call to action and what is it?C Do the posters identify the campaign they are part of? What are the names of the campaigns?D Which poster do you prefer? Why? 5 Is bullying a problem in your school? How can you tell?Planning the CampaignYou learned the importance of language in society and the impact it can have on people. So, this year we are going to organize a campaign at school. Let’s plan it together! 1 Get together in groups and discuss the following questions. Then share your thoughts with the whole group so you can choose the best subject for a campaign together.A What problem do you want to address with your campaign and why is it relevant in your school?B What do you want to see different? How do you imagine the future after the campaign?C Who is the target audience of the campaign? Who are potential allies for your campaign?D What actions will you plan for the campaign? How will these actions solve the problem?E What resources do you need to make your campaign happen? Where can you fi nd them?F What is your communication strategy? Will you promote your campaign with posters, fl yers, hashtags, social media, instant messages?G When will your campaign end?Poster I. “Stand up for those who can’t.”Yes, they do. Stomp Out Bullying and Bullies Out.Personal answers.Personal answers.Personal answers.Poster II. Possible answer: Lack of con� dence, low self-esteem, depression, stress, self-harm, truancy, II academic issues, social problems, loneliness, mood swings.© 2020 BulliesOut/https://bulliesout.comLack of ConfidenceLow Self-EsteemDepressionStressTruancySelf-HarmAcademic IssuesSocial ProblemsLonelinessMood Swings186VU_INGLES_Julia_g21At_184a187_SOCIAL2_LA.indd 186VU_INGLES_Julia_g21At_184a187_SOCIAL2_LA.indd 186 9/27/20 6:05 PM9/27/20 6:05 PM 2 Now, follow the steps below to put your campaign into action!• form groups;• think about possible solutions to tackle the problem you identified;• set up goals;• plan the actions of the campaign according to the goals;• establish deadlines for the campaign;• decide the division of activities for each person in the group;• decide the rules of the campaign (For example: All the students must read the texts suggested by the teachers);• research about the topics and take notes of important information;• think about the websites/sources of information you are going to use to research (are these sources reliable?);• create an identity for the campaign and think about communication (posters, hashtags, slogans, etc.);• conduct the actions you planned and take notes, pictures or make videos during the process;• promote the campaign online as it happens, if possible.Analyzing the CampaignNow that you have finished, discuss with your teacher and classmates. 1 Quais foram os impactos da campanha na sua comunidade escolar? 2 O que foi planejado nessa campanha foi realmente executado? Se não, por quê? 3 Como você lidou com os imprevistos que surgiram? 4 O que a Atividade Social significou para você? 5 Como você acredita que esta Atividade Social ajudou você em seu processo de aprendizagem de língua inglesa? 6 Após essa campanha de conscientização, como você reagiria ao problema caso testemunhasse algum ou fosse vítima de bullying?Respostas pessoais.Fernando Favoretto/Criar ImagemFernando Favoretto/Criar ImagemStudents in a group activity.187VU_INGLES_Julia_g21At_184a187_SOCIAL2_LA.indd 187VU_INGLES_Julia_g21At_184a187_SOCIAL2_LA.indd 187 9/27/20 6:05 PM9/27/20 6:05 PMPamela Albin Moore/fstop123 /Getty Images11A BNCC NESTA UNIDADELEARNING PATHNesta Unidade, você vai:• ler textos que tratam da linguagem e seus efeitos para a sociedade;• reconhecer e utilizar vocabulário relacionado a linguagem e respeito;• pesquisar peculiaridades da comunidade anglófona;• ouvir sobre o uso dos pronomes e como isso impacta a vida das pessoas;• identificar e empregar should/shouldn’t e must/mustn’t;• produzir um cartaz motivacional.Competências gerais: 8, 9 e 10Competências específicas de Linguagens e suas Tecnologias para o Ensino Médio: 1, 2, 3, 4 e 7Temas contemporâneos transversais: Diversidade cultural, Educação em direitos humanosAs habilidades estão listadas no início de cada seção.Language and RespectVeja encaminhamentos para o trabalho com esta Unidade no Manual do Professor. 188VU_INGLES_Julia_g21At_188a205_U11_LA.indd 188VU_INGLES_Julia_g21At_188a205_U11_LA.indd 188 9/27/20 12:15 PM9/27/20 12:15 PMEM13LGG104 EM13LGG303Work in pairs. Observe the image and read the following questions. Then share your ideas with a classmate.a) What are the people in the picture doing? How did you reach this conclusion?b) What is essential when interacting with others?c) What are the signs of respect during a conversation?Lead-in orientações e respostas para estas atividades no Manual do Professor.Leia 189VU_INGLES_Julia_g21At_188a205_U11_LA.indd 189VU_INGLES_Julia_g21At_188a205_U11_LA.indd 189 9/27/20 12:15 PM9/27/20 12:15 PMSome well-meaning statements can spread stereotypes, new Stanford study saysNew Stanford research shows that sentences that frame one gender as the standard for the other can unintentionally perpetuate biases.July 10, 2018By Alex ShashkevichBanco de imagens/Arquivo da editorahttps://news.stanford.edu/2018/07/10/well-meaning-statements-can-spread-stereotypes-unintentionally/READ ONPre-reading 1 When you communicate with people, do you think that the language you use in your conversation is respectful? Discuss it with your teacher and your classmates. 2 Read the title, the source and look at the picture in the text below, and answer in your notebook: What is it about? Personal answer. 2. Possible answer: The text is about a study that explains why some well-meaning statements may perpetuate gender stereotypes.Reading 3 Read the text. Were your predictions in activity 2 correct?A Stanford study shows that comparisons of boys and girls in math ability can imply subtle biases.Rido/iStockphoto /Getty ImagesEM13LGG102EM13LGG101EM13LGG302Personal answer.190VU_INGLES_Julia_g21At_188a205_U11_LA.indd 190VU_INGLES_Julia_g21At_188a205_U11_LA.indd190 9/27/20 12:15 PM9/27/20 12:15 PMWhile saying “girls are as good as boys at math” is meant as encouragement, it can unfortunately back�re.Although well-meaning, the statement commonly expressed by parents and teachers can subtly perpetuate the stereotypes they are trying to debunk, said Stanford scholars Eleanor Chestnut and Ellen Markman in a new paper published in Cognitive Science.[…]“Considering that several �elds with large gender gaps like computer science and physics value raw talent, statements that imply that boys are naturally more talented could be contributing to women’s underrepresentation,” said Chestnut, the lead author on the paper that formed part of her Stanford doctoral dissertation work.“Adults, especially parents and teachers, should thus try to avoid consistently framing one gender as the standard for the other,” she said.[...]The difference between “girls are as good as boys at math” and “girls and boys are equally good at math” may not be obvious, but each carries a slightly different meaning.The �rst statement contains a so-called subject-complement structure, which compares girls to boys. “Boys” is the complement or a standard against which “girls,” the subject, is examined. In other contexts, English speakers use this structure to compare one object to another that’s considered more typical or common. That’s why it sounds better to say “tents are like houses” instead of “houses are like tents,” or “zebras are like horses,” not “horses are like zebras.”The second sentence has a subject-subject structure and puts both girls and boys in the same position in the sentence, without comparing the two.[...]“Language can play a huge role in how we perceive the world,” said Chestnut, who is now a postdoctoral scholar at New York University. “It’s important to identify parts of language that taken all together can in�uence us in one way or another, unknowingly.”[...]Bias: concepção tendenciosaEncouragement: encorajamento, estímuloSubtly: sutilmenteSlightly: levementeRole: função, papelUnknowingly: sem saber, sem intençãoWell-meaning: de boas intenções, bem-intencionadoBanco de imagens/Arquivo da editoraSHASHKEVICH, Alex. Some Well-Meaning Statements Can Spread Stereotypes, New Stanford Study Says. Stanford News. Available at: https://news.stanford.edu/2018/07/10/well-meaning-statements-can-spread-stereotypes-unintentionally/. Accessed on: Aug. 24, 2020.191VU_INGLES_Julia_g21At_188a205_U11_LA.indd 191VU_INGLES_Julia_g21At_188a205_U11_LA.indd 191 9/27/20 12:15 PM9/27/20 12:15 PM 4 According to the text, which sentence does not draw a parallel between girls and boys? Write the correct answer in your notebook.A “girls and boys are equally good at math.“ XB “girls are as good as boys at math.“ 5 In your notebook, write T (true) or F (false) according to the text.A A new study suggests that statements comparing girls to boys are perpetuating stereotypes. TB Language does not affect the way someone comprehends the reality. FC According to the authors of the study, boys are better than girls at computer science and math. FD Understanding how language works can help us to identify some manifestations of stereotypes and discrimination. T 6 According to the text, transcribe the correct option to complete the sentences. Write in your notebook.A The study was published• at the New York University.• in the Cognitive Science journal. XB Some well-meaning statements can• have an opposite effect. X• help deconstruct stereotypes and prejudice. 7 According to the researcher, some statements can perpetuate the “women’s underrepresentation”. What does the word in bold mean? Use a dictionary if necessary and write the answer in your notebook. Possible answer: It is the process of giving inadequate representation to someone/a group/an organization.Post-reading 8 Work in pairs. Do you agree with the fi ndings of the study that suggests language can perpetuate some prejudices? Why (not)? Justify your answers. 9 In your opinion, how can stereotypes impact opinions about gender equality? Justify your answer. 10 Do you know other words or statements that perpetuate prejudice, discrimination, and stereotypes in society? What can we do about them? Personal answers.Personal answer.1Sergio Pedreira/Pulsar ImagensPersonal answer.192VU_INGLES_Julia_g21At_188a205_U11_LA.indd 192VU_INGLES_Julia_g21At_188a205_U11_LA.indd 192 9/27/20 12:15 PM9/27/20 12:15 PMGOING FURTHERReadingPre-reading 1 Look at the text in Reading and answer: What is it about? 2 Observe the image on the right carefully and answer: Is it related to the text Are You a Victim of Language Discrimination? Justify your answer.Personal answer.It is about language discrimination.http://www.cgpgrey.com/Creative Commons 2.0Are you a victim of language discrimination?Delf’n Carbonell, Contributor[…]Historically, languages have been used as excuses to discriminate, and many tongues have been looked down upon, abused, proscribed and even banned. To this day we all know that there are prestige languages and others that are not, whose speakers become the target of discrimination. Those in command, not necessarily the majority, call the shots, if you allow the expression.[…]Our attitude towards people changes as soon as we hear them speak. If we detect some sort of an accent, be it French, Southern, Spanish, Bostonian, British, Arabic, Italian... we immediately form an opinion of the speaker even if he has only uttered a few sounds. We will be inclined to like them or dislike them, even though we know little about their personalities. This I call language discrimination: to judge others and often condemn them because of the way they handle the language. This is evident even on the phone.Language discrimination is always active in society and appears in the labor market especially. We are judged by our grammar, our vocabulary, idiomatic expressions, slang and accent.[…] People are people, regardless (or is it irregardless?) of the way they speak the language. The economic and cultural elite are the ones who make language rules and dictate what is right and what is wrong, and we must accept this fact... ¿no?https://m.huffpost.com/us/entry/9491452/ampBanco de imagens/Arquivo da editoraProscribed: proibidoUtter: balbuciarHandle: lidar comEM13LGG302EM13LGG102EM13LGG303CARBONELL, Delfín. Are You a Victim of Language Discrimination? Huffpost. Available at: https://m.huffpost.com/us/entry/9491452/amp. Accessed on: Aug. 24, 2020.Loic Bernard/E+/Getty Images193VU_INGLES_Julia_g21At_188a205_U11_LA.indd 193VU_INGLES_Julia_g21At_188a205_U11_LA.indd 193 9/27/20 12:15 PM9/27/20 12:15 PM 3 In your notebook, write the option that summarizes the message of the text.A Language discrimination only takes place in the workplace context.B Generally people do not discriminate against speakers with foreign accents.C The concept of language discrimination means judging someone by the way he/she speaks. X 4 Read the following sentence that was taken from the text. In your notebook, transcribe the synonym that can replace the phrasal verb in bold.We will be inclined to like them or dislike them, even though we know little about their personalities.A get around toB keep toC point toD predisposed to X 5 According to the author of the text, the opinion about someone may change as that person speaks. Choose the right sentence extracted from the text that illustrates the author’s point of view. Use your notebook to register your answer.A “Those in command, not necessarily the majority, call the shots[…]”B “The economic and cultural elite are the ones who make language rules and dictate what is right and what is wrong […]”C “Historically, languages have been used as excuses to discriminate […]”D “Our attitude towards people changes as soon as we hear them speak.” X 6 The following terms were taken from the text and they are related to Linguistics. In your notebook, match them with their respective meanings.I grammarII vocabularyIII idiomatic expressionsIV slangV accentA uma expressão ou palavra usada por um grupo específi co em contexto informal. IVB modo característico de pronunciar as palavras: indica a que região, país ou classe social o falante pertence. VC expressões com signifi cado diferente do signifi cado das palavras que as compõem separadamente. IIID conjunto de regras que padronizam o uso de um idioma. IE o conjunto de palavras que existem em um idioma. II194VU_INGLES_Julia_g21At_188a205_U11_LA.indd 194VU_INGLES_Julia_g21At_188a205_U11_LA.indd 194 9/27/20 12:15 PM9/27/20 12:15 PM 7 In the sentence “To this day we all know that there are prestige languages and others that are not, whose speakers become the target of discrimination”, what is the meaning of prestige languages? Write the correct option in your notebook.A It means the high level of respect and authority given to a language or dialect. XB It means how language can affect the way someone thinks.Post-reading 8 Do you think that language discrimination is a real issue in the community you live in? Why (not)? Justify your answers. 9 Have you experienced a situation of language discrimination? If so, share your experience. If not, how do you think it can occur? 10 What is your solution to end language discrimination? Justify your answer.Personal answers.Personal answers.1 Personal answer.2 What do these words have in common? In your notebook, write the right option that describes them.A They are polite terms expressing courtesy.B They are empowering words that can inspire someone’s life. X3 Now, in your notebook, complete the sentences below with the words from activity 1. Some sentences can have more than one correct answer.A The word means determined or persistent. purposeful; persistenceB The word means cheerful or excited. exuberantC The word means strong or potent. powerfulD The word means originality or imagination. creative, visionaryE The word means audacious or fearless. brave; courageous4 In your notebook, write two inspirational sentences using the terms from the activity 1.Vocabulary1 Language can also have a positive impact on the world we live in. Read the following words. Do you know what their translations are? Write them in your notebook.PERSISTENCEPowerfulBRAVE CourageousVISIONARYPassionateEXUBERANT CreativityPurposefulBRILLIANCEEM13LGG104persistência, poderoso, valente, corajoso, visionário, exuberante, criatividade, cheio de propósito, brilho, apaixonado. As traduções são: 195VU_INGLES_Julia_g21At_188a205_U11_LA.indd 195VU_INGLES_Julia_g21At_188a205_U11_LA.indd 195 9/27/20 12:15 PM9/27/20 12:15 PMLISTEN UP!Pre-listening 1 Do you think that it is important to call people according to what they want to be called? Justify your answer. 2 You are going to listen to an informational video talking about pronouns. What do you expect to hear? Write your prediction in your notebook.A It talks about how people use pronouns and the impact of using the correct pronoun to refer to a person. XB It is about the history of pronouns, including how they came to be and why we use them.Listening 3 Listen to the audio from the Australian foundation Minus 18 and check if your prediction from activity 2 was right.Personal answer.No. 16Personal answer. 4 Listen to the audio again. Which sentence can describe misgendering? Write the correct answer in your notebook.A Misgendering is calling a person with honorifi cs (Mr., Mrs., Miss, Ms.) to show respect.B It is a voluntary/involuntary action of calling someone by the wrong pronoun. XNo. 16EM13LGG103EM13LGG203 EM13LGG401EM13LGG302Jena Ardell/Getty ImagesReprodução/https://www.minus18.org.auReprodução/https://www.minus18.org.auMinus 18 is an Australian foundation that advocates for an Australia where all LGBTQIA+ young people are safe, empowered, and surrounded by people that support them.Frame from the video “What Are Pronouns?”, by Minus 18.196VU_INGLES_Julia_g21At_188a205_U11_LA.indd 196VU_INGLES_Julia_g21At_188a205_U11_LA.indd 196 9/27/20 12:15 PM9/27/20 12:15 PM 5 What is the advice at the end of the audio to help correct the mistake of misgendering someone? Write the answer in your notebook.A Stop caring about people’s feelings and make an effort to be more spontaneous and natural.B Try to respect people’s pronouns and understand that addressing someone correctly has several positive impacts on their life. X 6 Listen to the audio again and, in your notebook, write the correct options that complete the statements below.Speaker 3: When people get my pronouns right it makes me feel / be like I’m, you know, like being myself and people are responding to that and just like respecting me as a person.Speaker 1: When people choose / get my pronouns right, I feel respected by them and I end up / start feeling a lot more comfortable around them.Speaker 4: Sometimes if you identify someone with a different pronoun that they don’t identify as, you can potentially actually upset / hurt them. [É]Transcripted from: https://www.minus18.org.au/articles/what-are-pronouns-and-why-are-they-important. Accessed on: Aug. 24, 2020.No. 17 feel; get; end up; upset 7 According to the audio transcript from activity 6, what adjectives can describe how Speaker 1 feels when someone gets their pronoun right? Write the answers in your notebook.A UpsetB Respected XC SadD AngryE More comfortable XF RegretfulPost-listening 8 Why is respecting someone’s identity crucial to building a fair and equal society? Justify your answer.9 What advice would you give to a person who accidentally or intentionally misgendered someone? Write it in your notebook.Personal answer.Personal answer.Adnan_31/Shutterstock197VU_INGLES_Julia_g21At_188a205_U11_LA.indd 197VU_INGLES_Julia_g21At_188a205_U11_LA.indd 197 9/27/20 12:15 PM9/27/20 12:15 PMLANGUAGE ANALYSIS 1 Considering the context, observe these sentences taken from Read on and Listen up!. Then write the correct options in your notebook.The economic and cultural elite are the ones who make language rules and dictate what is right and what is wrong, and we must accept this fact... ¿no?A The fi rst sentence expresses• a suggestion. X • a command.B The second sentence expresses• an order. • something which is the ideal or best thing to do in a situation. X 2 Now, observe the following sentence from Going further and answer in your notebook. • The sentence indicatesA an obligation. X B a probability.SHOULD/SHOULDN’TShould is a modal verb. It is used in the following situations:• when you talk about what you believe is the best thing to do in situation;• when you want to ask for and give suggestions or advice.Forms: Affi rmative: I/you/he/she/it/we/they + + main verbNegative: I/you/he/she/it/we/they + shouldn’t + Contraction: Shouldn’t = should notQuestions: Should + I/you/he/she/it/we/they + main verbMUSTMust is a modal verb and it is used in the following situations:• when you express conclusions or deductions about facts;• when you express strong necessity and obligation;• when you express encouragement or polite invitations.shouldmain verbEM13LGG403 3 Read the box and choose the best options to complete the sentences.Write the answers in your notebook.Adults, especially parents and teachers, should thus try to avoid consistently framing one gender as the standard for the other.I don’t think you should be upsetting someone in this process, and that’s why I think it’s very important to know what someone identi� es themselves as and respect it.198VU_INGLES_Julia_g21At_188a205_U11_LA.indd 198VU_INGLES_Julia_g21At_188a205_U11_LA.indd 198 9/27/20 12:15 PM9/27/20 12:15 PMLANGUAGE PLUSVale lembrar que o uso do verbo modal must em frases interrogativas pode servir para fazer críticas ou ressaltar algum dever/obrigação que a pessoa precisa cumprir. 4 Look at the following images. Then, in your notebook, write sentences using the modal verbs should and must.A BC DE FPossible answers: You should go to the cinema when it reopens. / You must see the new Brazilian documentary at the cinemas.Possible answers: Everybody should drink water after walking. / I must go outside to enjoy nature.Possible answers: You should wear sunscreen. / You must protect yourself from the sun. Possible answers: We should use a bicycle for everyday transportation. / People must wear a bike helmet to reduce the risk of injuries.Possible answers: I should visit a public library more than once a month. / We must start studying now if we want to pass the exam tomorrow.Possible answers: People should pay attention to cross the street. / People must wait for the green light to cross the street.David Zaitz /Getty ImagesAleksandarNakic/E+ /Getty ImagesTerry Vine/Getty ImagesKoko Productions & Photography CC/Getty ImagesPeopleImages/Getty ImagesLUNYANSKI PIT /ShutterstockForms:Affi rmative: I/you/he/she/it/we/they + must + main verbNegative: I/you/he/she/it/we/they + shouldn’t + main verbContraction: = must not Mustn’tQuestions: + I/you/he/she/it/we/they + main verb Must199VU_INGLES_Julia_g21At_188a205_U11_LA.indd 199VU_INGLES_Julia_g21At_188a205_U11_LA.indd 199 9/27/20 12:15 PM9/27/20 12:15 PMFOOD FOR THOUGHTpetch one/Shutterstock 1 English is one of the most spoken languages in the world. It is the lingua franca for business, technology, science, and culture. Also, it is the contact language for millions of people from non-native English-speaking countries to communicate with each other. In your opinion, does speaking English make any difference in your life? Justify your answer and give examples. 2 Can you identify which countries the national fl ags below represent? In your notebook, match the country with the correct fl ag.I BelizeII IrelandIII GuyanaIV Trinidad and TobagoV JamaicaVI New ZealandPeça aos estudantes que busquem identi� car primeiro a(s) bandeira(s) que conhecem para que depois pesquisem aquelas que desconhecem.a. III; b. V; c. IV; d. VI; e. II; f. I 3 What do these countries have in common? Write the answer in your notebook.ACEBDFaarrows/ShutterstockSo� on Sawan/ShutterstockASUWAN MASAE/ShutterstockOpenClipart-Vectors/PixabayGil C/ShutterstockEM13LGG102EM13LGG301 EM13LGG704EM13LGG403Personal answer.They are English speaking countries.200VU_INGLES_Julia_g21At_188a205_U11_LA.indd 200VU_INGLES_Julia_g21At_188a205_U11_LA.indd 200 9/27/20 12:15 PM9/27/20 12:15 PMBanco de imagens/Arquivo da editoraResearch 4 There are several differences in the English language around the world. In groups, follow the steps below and fi nd out some varieties of English.A Choose a country where English is the offi cial language (avoid choosing countries from the United Kingdom).B Search the following information from reliable sources.I Expressions for greeting someone.II Famous idioms.III Popular slang words.IV Basic phrases for daily life.V Words that designate food, objects, places, etc.C Write the expressions/words you found and their meanings in your notebook. 5 Compare your fi ndings with your classmates. What different information did they find? What did you fi nd in common? Did any new information surprise you? Personal answers.Klaus Vedfelt/Getty ImagesArctic CircleAntarctic CircleTropic of CancerTropic of CapricornEquatorGreenwich Meridian0º0ºPACIFICOCEANATLANTICOCEANINDIANOCEANARCTIC OCEANANTARCTIC OCEANPACIFICOCEAN0 2470kmUse English as Of�cial Language.Do not use English as Of�cial Language.COUNTRIES Where English Is an Of� cial Language. ChartsBin. Adapted from: http://chartsbin.com/view/k9n.Accessed on: Sept. 24, 2020.201VU_INGLES_Julia_g21At_188a205_U11_LA.indd 201VU_INGLES_Julia_g21At_188a205_U11_LA.indd 201 9/27/20 12:15 PM9/27/20 12:15 PMSPEAK YOUR MINDPre-speaking 1 How do you generally feel speaking a foreign language? Read the adjectives below, choose the ones that describe you, then tell a classmate about them.CONFIDENT shyassertiveDISTRACTEDFEARLESS bashfulnatural UNCOMFORTABLEEXTROVERTED introverted 2 What does loose conversation mean? Write the correct option in your notebook.A a disinterested. X B a highly specialized conversation.Speaking 3 Work in pairs. You are going to have a loose conversation about a topic of your choice. Follow these steps.• Make some suggestions of possible subjects to talk about with your classmates. The teacher is going to write the suggestions on the blackboard and you can choose one of them for your conversation.• Focus on the message you want to communicate, then try to use short and clear sentences to do that. Don’t worry if you cannot say a specifi c word or express the idea as you wanted to. Use your imagination to improve your speech: make gestures, use your facial and body expressions, use different sounds and visual aids you have available. And talk slowly!• Be a good listener and give a chance to your classmate to talk as well. Pay attention to what he/she is saying. If you do not understand something, you can ask the person to repeat what he/she said, using one of the expressions from the box on the right:• Remember to pay attention to the other person. To maintain your focus on what he/she is saying, you should avoid any kind of distractions as you listen.I’m sorry, I don’t understand. Could you say it again?I’m sorry, could you tell me again?I didn’t understand. Could you repeat it, please?Please, could you tell me again?Post-speaking 4 Could you express yourself? What is your opinion about this experience? 5 Was it easy to understand your classmate? Why (not)? 6 How do you evaluate your participation in the activity?Personal answers.Personal answers.Personal answer.EM13LGG204 EM13LGG402Personal answers.202VU_INGLES_Julia_g21At_188a205_U11_LA.indd 202VU_INGLES_Julia_g21At_188a205_U11_LA.indd 202 9/27/20 12:15 PM9/27/20 12:15 PMWRITE IT OUTPre-writing 1 Observe the following image and choose the right option. Write the answer in your notebook. 2 Look at the poster above again. What are its main features? Write the correct options in your notebook.A long sentencesB inspirational message XC monochromatic designD discouraging discourseE short text XF colorful design XA It is an informative infographic.B It is an advertisement poster.C It is a motivational poster. XD It is a movie poster.Ice� elds/Dreamstime.com/Glow Images 3 With a partner, answer the following questions in your notebook.A How can this kind of text impact someone’s life? Justify your answer.B Do you think the message in the text can encourage someone