CELS - Curso de Extensão em Línguas Estrangeiras LINC - Línguas no Campus
Nathalia R. CATTO Daiane A. KUMMER Laura BAGNARA Dion A. NUNES Franciano CAMELO Graciela R. HENDGES
LABORATÓRIO
FOUR SKILLS LEITURA E REDAÇÃO
Laboratório de Pesquisa e Ensino de Leitura e Redação Departamento de Letras Estrangeiras Modernas Universidade Federal de Santa Maria
3
UNIVERSIDADE FEDERAL DE SANTA MARIA DEPARTAMENTO DE LETRAS ESTRANGEIRAS MODERNAS CURSO DE EXTENSÃO EM LÍNGUAS ESTRANGEIRAS - CELS LÍNGUAS NO CAMPUS - LINC
FOUR SKILLS 3 AUTORES Profª Nathalia Rodrigues CATTO Profª Daiane Aline KUMMER Acad. Laura BAGNARA Acad. Franciano CAMELO Profª Drª Graciela Rabuske HENDGES
COLABORADORES
Acad. Victor MILANI Acad. Dion Alvira NUNES Acad. Anelise da SILVA Profª Drª Désirée MOTTA-ROTH Profª Ms. Flávia Medianeira de OLIVEIRA Profª Ms. Francieli Socoloski RODRIGUES Profª Janete Teresinha ARNT Profº Leandro Marcos LASSEN
Profª Drª Luciane TICKS Profª Ms. Patrícia MARCUZZO Profª Ms. Roséli Gonçalves do NASCIMENTO Profª Thaiane da Silva SOCOLOSKI Acad. Anelise Scotti SCHERER Prof° Fábio Santiago NASCIMENTO Acad. Fábio Squarcieri ANTUNES
ORIENTAÇÃO PEDAGÓGICA Profª Drª Graciela Rabuske HENDGES Profª Drª Luciane TICKS
EDIÇÃO VISUAL
Profª Nathalia Rodrigues CATTO
CAPA Profª Nathalia Rodrigues CATTO Profª Drª Graciela Rabuske HENDGES Profª Ms. Vanessa Ribas FIALHO
1ª Edição Santa Maria, RS 2010
UNIVERSIDADE FEDERAL DE SANTA MARIA Felipe Martins Müller
Reitor
Hélio Leães Hey
Pró‐Reitor de Pós‐Graduação e Pesquisa Pedro Brum Santos
Diretor do Centro de Artes e Letras M€rcia Cristina Corr•a
Coordenadora do Programa de Pós‐Graduação em Letras Eliana Rosa Sturza
Chefe do Departamento de Letras Estrangeiras Modernas Désirée Motta-Roth
Coordernadora do Laboratório de Ensino e Pesquisa de Leitura e Redação Graciela Rabuske Hendges Luciane Ticks
Coordenadoras do Curso de Extensão em Línguas Estrangeiras e do Projeto Línguas no Campus
APRESENTAÇÃO Os projetos de extensão Curso de Extensão em Línguas Estrangeiras (CELS) e Línguas no Campus (LINC) vêm oferecendo cursos de línguas estrangeiras e de língua materna (redação acadêmica) para a comunidade universitária há mais de 10 anos. Ao longo desses anos, as abordagens teórico-pedagógicas implementadas nos projetos têm acompanhado o debate científico das pesquisas em Lingüística Aplicada, contribuindo para a formação profissional dos alunos das Licenciaturas em Letras, por um lado, e para a formação lingüística de centenas de alunos dos diversos cursos de graduação e de pósgraduação da Universidade Federal de Santa Maria. Os livros didáticos usados nos cursos são elaborados pelos integrantes dos projetos e são atualizados semestralmente. São o resultado de um processo cíclico de pesquisa, discussão teórica, elaboração, aplicação, reflexão crítica e aperfeiçoamento. Os conteúdos apresentados nesses livros são selecionados considerando interesses e necessidades do nosso público-alvo principal – alunos universitários, pois são propostos por eles em levantamentos periódicos. Os livros didáticos da coleção Four Skills compreendem tópicos e exercícios direcionados ao desenvolvimento de quatro habilidades de comunicação: produção oral, produção escrita, compreensão oral e compreensão escrita. Os livros da coleção Leitura em Inglês enfatizam a habilidade da leitura estratégica em língua estrangeira, com foco em dois fins específicos: leitura de gêneros midiáticos e leitura de gêneros acadêmicos. A abordagem pedagógica adotada nos projetos e materiais busca refletir uma concepção de linguagem como sendo funcional e indissociável do seu contexto. Dentro dessa perspectiva, a forma da linguagem é vista como determinada pela função, seguindo padrões de organização de acordo com cada uma das infinitas funções que a linguagem pode desempenhar. Por fim, considera-se que através da linguagem é possível perceber visões de mundo, identidades e representações sociais e culturais, bem como intervir no mundo, ocasionando mudanças sociais.
TABLE OF CONTENTS UNIT
1
2
3
4
SPEECH ACTS
PAGES
- Complaining - Talking about problems - Expressing feelings and reactions
5-19
tight corner
- Talking about problems and their solution -Asking and giving advice -Having small talks
20-36
Travel and leisure
-Expressing preference -Making invitations - Accepting and declining an invitation -Making travel plans -Describing a trip
37-53
CINEMA
-Expressing preferences -Praising and criticizing -Summarizing -Reviewing -Talking about movies
54-74
PROBLEMS & ISSUES
Being in a
Unit
Topic
Speech acts
Grammar & vocabulary
Genres Reading
Writing
Listening
Speaking
PROBLEMS - complaining & ISSUES
1
- talking about problems - expressing feelings and reactions
Pop science news Health tips
Personal recount / narrative
TV series Video clip
Feelings and reactions
Comic strip
Idioms – Problematic situations
Personal opinion
Hedging – modals adverbs Textual organization patterns
CELS / LINC – Four Skills 3
Unit 1 – Problems & Issues
SPEAKING 1. How often do you… a. miss the bus? b. arrive late for class? c. lose something important? d. leave your RU card behind? e. complain when things go wrong?
f. burn the food? g. forget your umbrella? h. argue with someone? i. lose your patience? j. get stressed?
ALWAYS USUALLY OFTEN HARDLY EVER NEVER
2. What do you do when you are late for class? And the bus breaks down? 3. Do your professors usually complain when you arrive late? 4. How would you react if you had a very low grade? 5. How would you react in the situations in Activity 1? Discuss with a classmate what you would do. On page 3, you will find idiomatic expressions and some vocabulary related to feelings and reactions. You may as well refer to the example below.
A: If I got a very low grade, I would be extremely upset. or When I get a very low grade, I get extremely upset. B: Really? I would take a back seat and wait for the next evaluation. or I usually take a back seat and wait for the next evaluation.
NOTES
6
NOTES
VOCABULARY FEELINGS AND REACTIONS Unpleasant feelings
YOU FEEL… Discontented when your life is not giving you satisfaction Miserable when everything seems wrong in your life Fed-up with/ sick and tired of when you have had enough of something disagreeable Depressed when you are miserable over a long period of time Frustrated when you are unable to do sth that you want to do Confused / mixed up when you cannot make sense of different conflicting feelings or ideas Cross when you are angry or bad-tempered Furious / livid / seething or In a rage / fury when you are extremely angry Anxious when you are afraid and uncertain about the future Nervous when you are afraid or anxious about something that may happen Apprehensive when you are slightly nervous Worried when anxious thoughts are constantly going through your head Upset when something unpleasant has happened to disturb you. English Vocabulary in use, p. 136.
IDIOMS NEGATIVE FEELINGS, MOODS AND STATES to have a face as long as a fiddle (look very depressed/sad) to look down in the dumps (look depressed/sad) to be in a black mood (a bad mood/temper) to be like a bear with a sore head (extremely irritable) PHYSICAL FEELINGS AND STATES feeling all in (exhausted) looking a bit under the weather (not very well/ill) Problematic situations To be in a fix
Be in difficulty
To be in a tight corner
Be in a situation that is hard to get out of
To be in a muddle
To be confused/mixed up
Reacting in situations To take a back seat To stir things up To keep one‘s cards close to one‘s chest
To take the bull by the horns To pour oil on troubled waters To lay one‘s cards on the table English Vocabulary in use, p. 160.
READING 6.
Discuss with a classmate the questions below. a. Do you get stressed very often? What stresses you the most? b. In relation to university, what do you usually do to avoid stress?
7.
Observe the title, section, source and layout of the text below and indicate what the main topic of this text is. ________________________________________________________________________________________ 8. To whom is this text being addressed? ________________________________________________________________________________________ ________________________________________________________________________________________ 9.
Select three tips from the text and paraphrase them.
I. ______________________________________________________________________________________ II.______________________________________________________________________________________ III. _____________________________________________________________________________________ 10. Indicate whether the sentences below are adequate (A) or inadequate (I) according to the text. If a sentence is inadequate, justify your answer with the adequate form in the text. ( ) Having friends and family around can be stressful. ________________________________________________________________________________________ ( ) Alcohol, smoking and caffeine should be consumed moderately. ________________________________________________________________________________________ ( ) It is possible to control stressful situations. ________________________________________________________________________________________ (
) If you don‘t do more than you can, you won‘t feel overwhelmed.
________________________________________________________________________________________ 11. In the text it was possible to notice some speech acts which were mostly used. Identify the function expressed in the extracts below. A. giving a suggestion B. defining a term C. indicating a consequence a. ( ) ―Stress is an outcome of our intellectual and emotional response to any given situation‖ b. ( ) ―Learn to prioritize‖ c. ( ) ―There is little benefit, but lots of stress‖ d. ( ) ―Build a network of support‖ e. ( ) ―our relationships with others can become part of the problem‖ f. ( ) ―Take care of your relationships‖ 12. Which function predominated in the previous exercise? How can it be related to the genre of the text – health tips? ________________________________________________________________________________________ ________________________________________________________________________________________
NOTES
NOTES
Learn to Manage Stress Effectively Stress is an outcome of our intellectual and emotional response to any given situation. Stress is also, for most people, a normal part of everyday life. It’s how we respond to stress that determines whether it is negative or positive. The goal, therefore, is not to eliminate stress, but to understand healthy and effective ways of coping with the situations that cause us to experience stress.
Common ways to deal with stress: Focus on things you are able to change: There is little benefit, but lots of stress, when worrying about situations/circumstances that are beyond your control. Focus on the positives/challenge negative thinking: Dwelling on the negative can zap what precious energy we have to deal with stress. Build a network of support: Social support - trusted friends, family, community resources - provide us with important benefits, both physical and mental. Self-care: Coping with multiple daily challenges is far more difficult when we are not feeling physically or emotionally well. Remember to be good to yourself. Take care of your relationships: Those who are closest to us can be affected by our stress, then our relationships with others can become part of the problem, rather than part of the solution. It’s okay to say ‘No’: Learn to delegate, or accept help and avoid being overwhelmed by taking on more than you can manage. Learn to prioritize: Again, avoid getting overwhelmed by prioritizing demands and taking on one task at a time. Look after your health: Enjoy nutritious foods, get regular moderate exercise and sufficient sleep, cut down on caffeine, alcohol, and energy drinks, and if you smoke…try to quit. Acknowledge your successes along the way: Remember to reward yourself. Take time to relax and have fun, be with friends, and enjoy. SOURCE: http://www.caps.utoronto.ca/Promoting-Mental-Health/Learn-to-manage-stress.htm
SPEAKING a. b. c. d. e. f. g.
Which of these tips do you usually try to carry out? Do you agree with the suggestions proposed by the text? What do you think is the best way to deal with stress? Despite university problems, what else stresses you? Does living with other people stress you? When / How? If you could choose, would you live alone or with more people? Why? Think of the disadvantages of having roommates/living alone. List 5 and discuss with a classmate.
NOTES
LISTENING 13. First, watch one scene from an episode of the TV series ―The Big Bang Theory‖ and four scenes from an episode of the TV series ―House M.D.‖ without audio and complete the table below. VIDEO 1 – The Big Bang Theory
VIDEO 2 – House M.D.
Where the participants are Their relationship The main topic
VIDEO 1 – The Big Bang Theory 14. In relation to the scene from ―The Big Bang Theory‖, what is the main issue discussed by Leonard and Sheldon? _______________________________________________________________________________________ _______________________________________________________________________________________ 15. Below, on the left column, you will find some extracts from the scene. First, listen and write (L) for the sentences Leonard said and (S) for the ones Sheldon said. Then, match the sentences to its correspondent function on the right column. a. b. c. d. e.
( ( ( ( (
) Good night. ) Another thing. ) Thank you. ) That‘s absurd. ) I beg to disagree.
(
) Polite expressions.
(
) Adding information.
(
) Expressing disagreement.
16. Watch the video again and summarize the three provisions in the Roommate Agreement mentioned by Sheldon. st 1 ____________________________________________________________________________________ _______________________________________________________________________________________ 2nd ____________________________________________________________________________________ ________________________________________________________________________________________ 3rd ____________________________________________________________________________________ ________________________________________________________________________________________ 17. Now, complete the sentences below with the missing words. Now, to review, the following ___________________ are hereby activated: in the ________________________, as opposed to us having two ____________________ shelves and one communal shelf, the three of us now get ____________________ shelves and the door becomes __________________________. Next, ______________________ vacuuming shall be increased from two to ____________________________ to accommodate the increased accumulation of dead skin cells. Third, the _________________________ schedule. Now, I‘m given to understand women have different ___________________, so, we‘ll have to discuss that.
NOTES NOTES
VIDEO 2 – House M.D. 18. You are going to watch four scenes from an episode of the TV series ―House M.D.‖. Why are there so many arguments between House and Wilson? _______________________________________________________________________________________ _______________________________________________________________________________________ Scene 1 – House M.D. 19. Watch the first scene and answer the questions below. a. What expression did House use to show his dissatisfaction with the situation? _______________________________________________________________________________________ b. What time was it when House got up? _______________________________________________________________________________________ c. For how long has Wilson been in House‘s house? _______________________________________________________________________________________ 20. Based on the first scene, offer a definition for the expression Wilson used: “I’ll be out of your hair tomorrow”. _______________________________________________________________________________________ _______________________________________________________________________________________ Scene 2 – House M.D. 21. Now, watch the second scene and answer the questions below. a. What are the three things House and Wilson argue about? 1______________________________________________________________________________________ 2______________________________________________________________________________________ 3______________________________________________________________________________________ 22. Watch the second scene one more time and complete the excerpt below with the words you hear. H: Thought you _________________________ to a hotel. W: I found an ______________________. I can __________________________ on Monday. Is that fast enough for you? H: What‘s today? … Where‘d you get all that stuff? W: Well, not ____________________________________. Don‘t you _____________________ anything besides canned soup and peanut butter? H: Don‘t you eat ____________________ that doesn‘t look like it‘s been rolled onto your plate by a dung beetle? Scene 3 – House M.D. 23. We are going to watch the third scene from the ―House‖ episode. Answer the following questions based on this scene. a. In this scene, what do they argue about? _______________________________________________________________________________________ _______________________________________________________________________________________ b. What does Wilson mean when he says ―this might tip you off‖? _______________________________________________________________________________________ _______________________________________________________________________________________
ďƒ˜ Scene 4 – House M.D. 24. In the last scene, House does something that is not advised to do when you live with another person. What is it? _______________________________________________________________________________________ _______________________________________________________________________________________
SPEAKING 25. Based on both videos, discuss with a classmate the following questions: a. When you live with other people, do you think it is important to establish certain rules and limits beforehand? b. What would you do if the person you live with ate all your food? c. Does your roommate usually disturb you in any way? How?
READING
26. Below you can find the upper part of the text we are about to read1. Read the section where it was taken from and the title of the text. What do you expect to find in the text? ________________________________________________________________________________________ ________________________________________________________________________________________
27. Now, consider the whole text below and locate in the text: a) 3 factors that contribute to lower stress:___________________________________________ ________________________________________________________________________________________ b) definition for CDC: _________________________________________________________________ c) year in which CDC developed its study:____________________________________________ d) name of institutions responsible for the study: ____________________________________ ________________________________________________________________________________________
1
Source: http://edition.cnn.com/HEALTH/library/MH/00108.html
NOTES
NOTES NOTES
Healthy marriage: Why love is good for you From MayoClinic.com Special to CNN.com The benefits of a healthy marriage have been carefully studied for decades. Statistically, people who are happily married live longer than do their single counterparts. They have lower rates of heart failure, cancer and 5 other diseases and develop tighter networks of emotional support. According to one Harvard University study, married women are 20 percent less likely than are single women to die of a variety of causes, including heart disease, suicide and cirrhosis of the liver. Married men enjoy an even greater benefit — they're two to three times less likely to die of such causes than are single men. Statistics have also shown married people are less likely to be victims of domestic violence, sexual assault and other 10 violent crimes. The upsides of healthy marriages — those which enjoy strong commitment and open lines of communications — span both mental and emotional well-being. One study states definitively that the happiness of married people is significantly greater than that of the unmarried and remains true throughout the entire life cycle. While the benefits are clear, the reason married couples live healthier lives is more elusive. Many experts 15 postulate that the benefits of a healthy marriage have to do with cohabitation, financial stability and networks of social support. But the prevailing explanation has to do with stress management.
Hallmarks of a healthy marriage: All roads lead to stress reduction The detrimental effect of stress on an individual's health is well known. Cardiovascular, hormonal and immune pathways are important to a person's well-being, and stress can negatively affect these systems. 20 Experts reason that married couples enjoy better health partly because they're better equipped as a team to handle and defray stress than are their single counterparts. For example, in a healthy marriage, two people share the task of mowing the lawn, bringing in income or rearing children. With two people, you have twice as many resources to address daily demands. Conversely, a single head of household is more likely to face too many demands with not enough resources — the very 25 definition of stress.
Marriage-related stress reducers: Basic themes Many aspects of a healthy marriage contribute to stress reduction, such as:
30
More money. By pooling their incomes, married couples amass greater wealth over a lifetime than do single people. In addition, husbands and wives may have individual areas of expertise that can save them money running the household. For example, a spouse handy about the home might save the family money on home repairs, while another who's good at managing finances may preclude hiring an accountant. Further, there are economies of scale in cohabitation. A married couple can live more cheaply than can a single person by sharing housing costs, utilities, groceries and health insurance.
35
In these ways, marriage may improve health by improving financial stability. Expanded support network. A healthy marriage brings together two teams of friends and family, thereby multiplying the support network upon which a couple can rely to tackle life's ups and downs. This can translate into not only physical but also mental health benefits, such as a lower probability of depression.
40
Improved behaviors. People make different choices and adopt different behaviors once they're married. Healthy activities generally increase, and risky behaviors typically decrease, partly due to a sense of responsibility to a spouse. The results of these changes have a positive impact on your health. For example, a Centers for Disease Control and Prevention (CDC) study found in 2004 that married adults are about half as likely to be smokers as are single, divorced or separated adults. They're also less likely to be heavy drinkers or engage in behavior that leads to sexually transmitted diseases.
45 The lone exception: Weight control The one negative health indicator for married versus single people comes in the area of weight. Studies show that married adults, particularly men, weigh more and have higher rates of obesity than do single adults. People who have never been married are the least likely to be obese.
Committed but unmarried couples don't show the same benefit
50 Of course, unmarried couples in a loving relationship may enjoy similar health gains. However, the CDC study indicates the relationship to health is in fact very different, in that unmarried couples don't reap as high a level of benefit as do those in a healthy marriage. Because marriage entails a legal vow to stay together for life — often in front of family, friends and communities — the married couple and those who surround them are more likely to recognize and support 55 that bond. Conversely, an unmarried couple doesn't receive the same social sanction and may develop a weaker network of support.
What about an unhealthy marriage? Just as healthy marriages provide a host of benefits, unhealthy ones can have negative health consequences — such as a higher degree of depressive symptoms — as they can be an enormous source of stress. 60 A study of newlywed couples conducted at Ohio State University found that hostile and negative behavior was associated with a decline in immune system response. This can spur a number of health consequences, such as slower wound healing and greater susceptibility to infectious diseases. February 06, 2006
28. Relate each word to its definition according to the text: a. wealth (n) ( ) to diminish or lessen in extent, strength… b. cheaply (adv) ( ) clearly or fully known c. susceptibility (n) ( ) tendency to be affected by something d. well-known (adj) ( ) to make greater, as in number, size, etc. e. decrease (v) ( ) store of money, valuable possessions f. increase (v) ( ) costing very little 29. The sentences below were retrieved from the text. Indicate the level of certainty / degree of confidence indicated by the linguistic elements in bold. (1) (2) (3) (4)
Absolute degree of certainty High degree of certainty Moderate degree of certainty Low level of certainty
You may refer to Page 88 for further explanation on hedging.
a. ( ) One study states definitively that the happiness of married people is significantly greater than that of the unmarried and remains true throughout the entire life cycle. (l. 12-13) b. ( ) Unmarried couples in a loving relationship may enjoy similar health gains. (l. 50) c. ( ) People who have never been married are the least likely to be obese. (l. 48) d. ( ) Just as healthy marriages provide a host of benefits, unhealthy ones can have negative health consequences… (l. 58) e. ( ) Healthy activities generally increase, and risky behaviors typically decrease, partly due to a sense of responsibility to a spouse. (l. 42-43)
NOTES
30. Indicate whether the following statements agree (A) or disagree (D) with the text. After that, indicate whether YOU agree or disagree with these statements and discuss your answers with a classmate. STATEMENTS
ME
TEXT
The risk for married people to develop heart diseases, cancer and emotional issues is lower if compared to single people. The lack of financial stability and stress control may lower the benefits of marriages. In opposite of its benefits, the research also indicates that marriage stimulates smoking. Legalized marriages are more benefic than non-official ones. Complicated marriages can make the relationship more interesting and protect the couple against infectious diseases.
31. Is there any reference to people who developed this research? Why do you think researchers‘ names were not mentioned? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
LISTENING
NOTES
32. You are going to watch a video clip of the song ―Bad Day‖, by Daniel Powter. Considering the title of the song, how would describe a bad day? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ 33. Number the sentences below according to the order you hear them. ( ) you‘re faking a smile with the coffee to go (
) where is the moment we needed the most
(
) the point is they laugh at what you say
(
) and the whole thing turns out wrong
(
) they tell me your passion is gone away
34. Match the beginning of the sentence on the left to the end of the sentence on the right according to the video. There are spare options on the right column. a. You kick up the leaves b. You‘re falling c. You sing a sad song d. You‘re coming back down
( ( ( ( ( ( (
) to pieces every time ) you don‘t know ) and the magic is lost ) and you really don‘t mind ) just to turn it around ) blue sky holiday ) one down
35. Now, identify the text structure used in this video considering the functions realized by each portion of the text. ( ) general-specific (
) situation-problem-solution
(
) claim-counterclaim
You may refer to Page 89 for further explanation on textual organization pattern.
NOTES
CELS / LINC – basic English III
36. Based on your answer to the previous question, identify what function is being realized by each frame from the video. 1
2
3
4
5
6
7
8
9
10
11
12
17
37. Now, write sentences relating the images in the previous exercise including the problem and the respective solution in each sentence. Choose 3 images and signal the problem-solution relation using connectors from the box. BECAUSE
SO
CONSEQUENTLY
IN ORDER TO
SO AS TO
1. _____________________________________________________________________________________ ________________________________________________________________________________________ 2. _____________________________________________________________________________________ ________________________________________________________________________________________ 3. _____________________________________________________________________________________ ________________________________________________________________________________________
WRITING 38. Narrate and describe the worst or a really bad day in which almost everything went wrong. ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
NOTES
Unit
Topic
Being in a tight 2
corner
Speech acts -Talking about
Grammar &
Genres Reading
Writing
Listening
vocabulary Speaking
problems and their solution
-Advice
-Asking and
column
giving advice
- Horoscope
-Having small
-Small talk tips
talks
-Asking and giving advice
- Giving advice -Movie scene (small talk)
- Giving advice -Small talk
-Polite and offensive Advice -Conversation starters