Coleção Bernoulli Bilíngue | EF Anos Finais by Bernoulli Sistema de Ensino

ENSINO FUNDAMENTAL 2

Learning English

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Born to Be Wild

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කඍ඘ක඗ඌඝජඑඌඉ ඗ඝ ගකඉඖඛඕඑගඑඌඉ ඘඗ක ඖඍඖඐඝඕඉ ඎ඗කඕඉ ඍ ඖඍඖඐඝඕ ඕඍඑ඗ ඛඍඒඉ ඕඍඋඬඖඑඋ඗ ඍඔඍගක඼ඖඑඋ඗ ඗ඝ ඙ඝඉඔ඙ඝඍක ඗ඝගක඗ ඛඍඕ ඘ක඲ඞඑඉ ඉඝග඗කඑජඉධත඗ ඘඗ක ඍඛඋකඑග඗ ඘ඍඔ඗ ඊඍකඖ඗ඝඔඔඑ ඛඑඛගඍඕඉ ඌඍ ඍඖඛඑඖ඗

CHAPTER 4

඘ක඗එඊඑඌඉ ඉ එඕ඘කඍඛඛත඗ ඝඛ඗ ඍචඋඔඝඛඑඞ඗ ඌ඗ ඏකඝ඘඗ ඊඍකඖ඗ඝඔඔඑ. ඖඍඖඐඝඕඉ ඘ඉකගඍ ඌඍඛගඉ ඘ඝඊඔඑඋඉධත඗ ඘඗ඌඍ ඛඍක

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It’s time to get to know the wild side of our planet! In this chapter, we will learn about different ecosystems and their fauna. That is, the habitats and characteristics of some wild animals, their appearances and personalities. In addition, we will discuss environmental issues and, more importantly, think about what we can do to protect and preserve nature and our planet.

petesphotography / Getty Images

Can you cite wild animals that live in your region / state? Choose one to complete your fact file sheet – that you can find in the Appendix.

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CHECK IN

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7GSR

In pairs or small groups, discuss: •

How do we – humans, animals and other organisms interact with our environment?

•

What are the impacts of these interactions to the planet?

•

What are ecosystems? Can you list 3 examples?

Watch the video and complete: What I saw...

I didn’t know that...

ANIMALS AND ECOSYSTEMS

“Ec osy ste m” is a con cep t of Eco log y, scie nce tha t inv est iga tes the inte rac tio ns bet wee n ind ivid ual org ani sms and whe re the y live . 84

LANGUAGE IN CONTEXT

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Paul Souders / Getty Images

skif / Getty Images

Match the names of the ecosystems to their corresponding pictures.

04 Complete the ecosystem maps.

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C. Mountain

PICTURE VEGETATION

CORAL REEF

THREE ANIMALS CLIMATE

Bernoulli Sistema de Ensino

B. Ocean

A. Savanna

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Alastair Pollock Photography / Getty Images

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D. Mangrove

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THREE ANIMALS

CLIMATE hot temperatures in the daytime and freezing ones at night

1. 2. 3.

PICTURE

VEGETATION

RAINFOREST THREE ANIMALS 1.

VEGETATION

FernandoQuevedo / Getty Images

PICTURE

2. 3.

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ADJECTIVES

LANGUAGE IN CONTEXT

Read the following mind map about the savanna ecosystem and use the words from the box to fill in the blanks. rainy / strong / dry / South / open

about 20% of the Earth’s land area

guenterguni / Getty Images

widely spaced trees = canopy

SAVANNAS

Africa seasons

America Australia India

: keeps it from becoming a desert

: hot

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winds

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As you can see, the words “dry” and “rainy” are describing the type of season. The word “strong”, together with “hot”, is describing the winds. Take a look at the following illustrations.

HOT WIND

DRY SEASON

STRONG WIND

RAINY SEASON

These words are adjectives and they are used to characterize nouns. They help describe people, places, animals, and objects by providing information about appearance, personality and other characteristics. In a sentence, adjectives are usually placed before a noun. However, when they are used with the verb “to be”, they are usually placed after the noun they describe. Examples:

Read the mind map again without the words from the box. Does it still make sense? What is the function of those words in the sentences? Discuss it with your classmates and teacher.

• Tropical rainforests are warm and wet. • Deserts are very dry, and their temperature is extremely hot. 88

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Animal

Personality

Zebras are very intelli gent and social animal s, but they can also be aggres sive. They are strong and have a very power ful kick.

by Roberto Peradotto / Getty Images

Scan this QR Code and search animals you are curious about. Choose two animals and complete the chart using keywords to describe their appearance and personality. Share your findings with your classmates. Animal

Characteristics

Do you think animals can present human-like characteristics related to personality? Give two examples of animals and their personalities.

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The Chronicles of Narnia is a very famous series of fantasy books by English author C. S. Lewis. Read the following excerpt. Aslan is from Narnia. He’s wild, but also kind. Despite being large and terrifying, he is a beautiful creature with very sweet eyes. Aslan is dangerous, but that’s only because he is powerful. He is the true king of Narnia and he teaches everyone important lessons. Aslan’s signature is his golden mane. As an omnipresent being, he keeps everything under his sight.

Adject ives are widely used in literat ure to make descri ptions visible , helpin g to create an immer sive experi ence for reader s.

A. How is Aslan described in the text?

B. What kind of creature do you think he is?

Picture by Tambako the Jaguar / Getty Images

Complete the glossary using the words from the text.

Catherine Falls Commercial / Getty Images

David Wall / Getty Images

Peter Finch / Getty Images

Mane

XXXX

WRITING

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Using your imagination and the description in exercise 01, draw Aslan.

Write a short description of your favorite animal character. Make it challenging: do not write the character’s name or what kind of animal they are.

Read your text for your classmates to guess which creature you are talking about.

ON THE MEDIA

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A cc es s th is a rt ic le o n A sl a n to g et in sp ired !

Were you already familiar with the universe of The Chronicles of Narnia? The original series consists of seven books, and three movies have already been made about it! Now, more series and film adaptations are being developed to tell more of the original stories. Access the QR code to watch the trailer of the first movie!

Divulgação

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RT A ST TAKE A CARD

TAKE A CARD

CHALLENGE GO FOWARD 2 SPACES

TAKE A CARD

GO BACK CES A P S 3

TAKE A CARD CHALLENGE

CARD A E K TA

Let’s play a board game about wildlife! Scan the QR Code to roll the dice and answer true or false to keep moving forward.

SPEAKING

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TAKE A CARD

GO BACK 2 SP ACES

GO FOWARD 2 SPACES

TAKE A CARD TAKE A CARD

CHALLENGE

TAKE A CARD

CHALLENGE

GO BACK 2 SPACES

TAKE A CARD

FINI

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Scan the Q R C o d e to ro ll t h e d ic e!

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Can you define “environment”? A quick search online shows different answers that revolve around the idea of interaction, or inter-relationships, between living and non-living. It can also be categorized as natural, artificial, social or psychological environment.

Complete the word puzzle with elements that are part of the environment. A. An essential resource for life on Earth.

B. The fauna of an ecosystem.

C. Surface in which plants grow.

D. The mix of gases that we breathe.

E. A living thing that can only be seen through a microscope.

N F.

E G.

F. The species that has the greatest mental development. G. The portion of the Earth’s surface that is not submerged in water. H. The flora of an ecosystem.

Match the words with the definitions provided. A. Wetland B. Biodiversity C. Cattle D. Evergreen E. Wildlife Branches that spread out at the top of the trees forming a kind of cover. Ecosystem flooded by water. Remaining fresh and vital. For trees, this means being green.

PRE-READING

Large domesticated herbivores. The variety of organisms found within a specified geographic region. All undomesticated living things 94

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Amazonian Rainforest, Cerrado, Caatinga, Pampa, Atlantic Rainforest and Pantanal.

Brazil has one of the riches t natura l enviro nment s in the world .

Brazilian biomes

covers the central high plains of Brazil – from southern Minas Gerais and Mato Grosso up to Maranhão.

is a vast swampy wetland in the center of South America. It’s the largest inland wetland on Earth.

The planet’s most biologically diverse ecosystem. It used to occupy around 40% of Brazil. Constant deforestation lowers this number every year.

A great portion of the tree species – brazilwood, ironwood, Bahian jacaranda, cedar – make this coastal ecosystem very distinctive.

Consisting of semiarid land and hardy vegetation, covers most of the interior of the Northeast region where rain showers are sparse and the heat is extreme.

Look at the map and complete the sentences with the names of the 6 Brazilian biomes.

The smallest of the Brazilian biomes. Its vegetation is called grasslands and, as the name indicates, consists mostly of grassy plain fields and few trees, like araucária.

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READING

Number each section according to the right heading. 1. Rainforests, explained 2. Rainforest protection 3. Rainforest loss 4. Why “rain” forests? 5. Rainforest benefits drmakkoy / Getty Images

Rainforests play an invaluable role in sustaining life, but every year, large portions of them are cut down for logging, mining, and cattle ranches. Rainforests are ecosystems filled with mostly evergreen trees that typically receive high amounts of rainfall. Tropical rainforests are found near the equator, with high average temperatures and humidity, while temperate rainforests lie mostly in coastal, mountainous areas within the mid-latitudes. Plants release water into the atmosphere through a process called transpiration. The moisture helps create the thick cloud cover that hangs over most rainforests. Even when it’s not raining, these clouds keep the rainforest humid and warm. Deforestation is endangering rainforests worldwide, driven by logging, mining, agriculture, and ranching. About 17 percent of the Amazonian rainforest has been destroyed over the past 50 years, and losses recently have been on the rise. […] […] Tropical rainforests are centers of biodiversity, holding an estimated half of the world’s plants and animals […]. Rainforests produce, store, and filter water, protecting against soil erosion, floods, and drought. Many of the plants found in rainforests are being used to make medicine. Rainforests are also home to endangered or protected animals such as the Sumatran rhino, orangutans, and jaguars. Forest trees also absorb carbon, an important function needed as human-caused greenhouse gas emissions stoke climate change. […] [...] Groups are working to monitor forests and create economies that thrive by protecting these ecosystems rather than destroying them […]. You can help too. Support conservation efforts, consider ecotourism vacations, and look for sustainable products and meats where possible, using certifications and ratings from nonprofit groups such as the Forest Stewardship Council, the Rainforest Alliance, and the World Wildlife Fund.

The Amazon Rainforest

NUNEZ, Christina. National Geographic, May 15, 2019. Available at: nationalgeographic.com/environment/article/rain-forests. Accessed on: Aug. 9, 2021. [Excerpt]

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A. Tropical rainforests are I. very hot and dry. II. humid, with mild weather.

AUGMENTED REALITY Scan these QR codes using your phone’s camera. Click on “View in 3D”. You can also see the animals in your space! Enjoy this adventure.

III. rainy and cold.

I. 17%. II. 50%. III. 83%. C. Rainforests protect the environment against

Racoon

philippe giraud / Getty Images

B. The percentage of the rainforest destroyed in the last half century is

I. soil erosion.

III. wildfires.

Highlight in the text arguments that support the following ideas. •

Rainforest loss.

•

Rainforest benefits.

Hippopotamus

Does the text encourage readers to engage in actions to protect the rainforest? Which ones? List them.

Octopus

Wild Horizon / Getty Images

Wolfgang Kaehler / Getty Images

II. water pollution.

Dragonfly

Arterra / Getty Images

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Answer according to the text:

AFTER READING

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Considering Brazil’s wildlife, one of the most important animals is the jaguar. What do you know about it? Read the text and answer the questions. Jaguars: Brazil’s national animal Jaguars are wild and dangerous animals from the cat family. They live in the Amazon rainforest, Pantanal, and other locations in the Americas, but they also live in deserts. This animal is a carnivore, so it eats other animals, such as capybaras and alligators. The jaguars’ fur has an orange tone with black spots. It helps them to hide from predators and preys. They hunt in an agile and fast way, killing their prey with one bite. This characteristic is related to its name, which comes from the word yaguar, from the Tupi Guarani language.

Jami Tarris / Getty Images

Jaguars are excellent swimmers and enjoy bathing. If you want to have a better view of this animal, the Pantanal is the best place. It is an open landscape that presents the perfect spot for getting a closer look to this magnificent animal.

Look at the verbs highlighted in the text. Discuss: A. What do they have in common? B. What is the verb tense? Present or past? C. What do they say about jaguars? Give one example.

We use the Simple Presen t to expres s routin es or repeat ed action s, facts or genera lizatio ns and descri ptions .

SIMPLE PRESENT TENSE: AFFIRMATIVE SENTENCES

LANGUAGE IN CONTEXT II

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Subject pronoun

Affirmative sentence

I live in the area of a tropical rainforest.

YOU (singular)

You want to see jaguars in Pantanal.

HE / SHE / IT

It eats other animals.

We need to research animals in mountain areas.

YOU (plural)

You like to study ecosystems.

THEY

They hunt in an agile and fast way.

Complete the sentences with the correct form of the verbs in the box. have – hunt – eat – live – fly A. Lions, leopards, and ostriches _______ in Savannas. B. Jaguars ______ capybaras, alligators, and other animals. C. A polar bear ______ black skin and white fur. D. Herbivores, such as zebras, ______ plants. E. An eagle _____ high to detect their preys from the sky.

When the subject is “he, she, it”, we need to add “s”, “es”, or “ies” to the verb. Complete the table with other examples. Verbs ending in:

Third person singular (she / he / it)

s, z, sh, ch, x, o

Add “es”

Consonant + y

Take off “y” and add “ies”.

Others

Add “s”.

Example

The lion approaches its prey slowly. A macaw flies as far as 24 kilometers each day to feed. A killer whale always travels with its family.

Circle the highlighted verbs that end in “s”. Why do these verbs have an “s” attached? As you could see in the previous exercise, some verbs end in “s” when they are used in the Simple Present. Check the following table.

Go back to your fact file sheet and write interesting facts about the animal you listed. Describe it in at least three sentences. Use the Simple Present tense. Bernoulli Sistema de Ensino

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CRITICAL THINKING BIODIVERSITY MATTERS Brazil is considered the most biodiverse country in the planet. But what does this mean? And why does it matter? Most of us do not realize the impact of nature on our daily lives, nor how humanity has changed vast parts of the environment and its inhabitants.

After watching the video, discuss the following questions with a partner. A. How much of our planet’s species live in the Amazon rainforest? B. What animal is considered the icon of the Amazon? C. Which animal is mentioned as the “swimming cats”? D. Are any of the mentioned species endangered? If, yes, which ones? E. Why are so many species becoming endangered?

ekolara / Getty Images

F. Why does biodiversity matter?

Divulgação

Do you like quizzes? And what about animal quizzes? Scan this QR Code and test your knowledge about animals.

GAME ON

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Habit loss: Commercial logging, plantations and extractive industries Poaching for ivory

Forest

Ecosystem

Human impacts on the species

Dense tropical forest

Habitat Critically endangered

African forest elephant Biology

Status

Height: 8-10 feet Weight: 2-5 tons Life span: 60 to 70 years in the wild Ban the hunting of African forest elephants.

Action plan

Ban international trade of African elephants and their body parts.

Create a protection program for their habitat.

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Read the following mind map about African forest elephants.

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Choose one animal from the video and design your own mind map about it.

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Do you know any interesting facts about capybaras? Talk about it with your classmates.

Read the following description of capybaras and circle the adjectives. Capybaras are the world’s largest rodent. They don’t look like the typical pests living in alleyways, though. Capybaras don’t have a tail. They don’t have the typical wedge-shaped face of most rodents, either. These rodents look much more like larger versions of their close relatives, guinea pigs.

Lucas Ninno / Getty Images

BRADFORD, Alina. Facts about capybaras. In: Live Science, June 29, 2016. Available at: https:// www.livescience.com/55223-capybara-facts. html. Accessed on: Feb. 9, 2022. [Excerpt]

Take a look at the underlined structure in the previous text. They are examples of the negative form of the Simple Present Tense. Check the following table.

Personal pronouns

Auxiliary verbs

I, you, we, you (plural), they

• •

DO (interrogative) DON’T / DO not (negative)

he, she, it

• •

DOES (interrogative) DOESN’T / DOES not (negative)

SIMPLE PRESENT TENSE: INTERROGATIVE AND NEGATIVE SENTENCES

Examples

• •

What do capybaras look like? They don’t look like most rodents.

•

How much does a capybara eat? It doesn’t eat more than 4 kilograms a day.

•

LANGUAGE IN CONTEXT III

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Scan the QR Code to learn more about capybaras and DISCUSS the following questions with a partner.

B. Do capybaras need water in their habitats? Why (not)? C. What do capybaras eat?

Erich Kuchling / Getty Images

Look at the pictures and complete the interrogative sentences. Answer your own questions.

Jami Tarris / Getty Images

A. What does a caiman

B. Where do herons

Answer:

Analyze the pictures and rewrite the sentence so that they become true for the animals depicted.

Picture by Tambako the Jaguar / Getty Images

A. Jaguars don’t swim very well, so they don’t usually hunt preys close to rivers and lakes.

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A. How much do capybaras weigh?

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C. Piranas are herbivore, and they don’t attack other fish.

Chris Brunskill Ltd / Getty Images

D. Caimans are strong reptiles. They don’t have natural predators in the wild.

Staffan Widstrand / Getty Images

E. The hyacinth macaw is the largest parrot in the world, so they don’t fly.

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Robert Goodell / 500px / Getty Images

B. The harpy eagles prey only on sloths and monkeys.

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MaKe YoUr oWn terrariUm Terraria are enclosed glass containers with a beautiful display of slow-growing plants. [...] These mini glasshouses are easy to maintain, and every creation is unique.

Where to begin? You probably have a few glass containers around your house – [...]. Pick any container that gives you enough room to get to a plant once it’s in there.

You’ll also need: • Small stones or pebbles: Grab some gravel from your front yard for the base layer to help drainage along. • Soil: Potting soil is vital. Most soils will work fine for this, and you only need about a handful. • Activated charcoal: This will keep your terrarium water fresh and avoids bacteria growing. • A selection of small tools: Pencils / chopsticks, little trowels and long spoons will do. • Decoration: Anything you fancy to make it truly unique. Moss makes a colourful base, or little objects can bring it to life. • Plants, of course. Choose a slow-growing and small plant for your terrarium. Consider a range of leafy plants, succulents and cacti, picking the right one for your open (dry) or closed (humid) ecosystem.

DO IT YOURSELF

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Setting up your terrarium

This can get messy, so protect your work surface if you’re building this in your living room. 1

In your clean and dry container, layer up your pebbles to about 2-3 cm.

Next add the charcoal. You only need to scatter it across. [...]

Layer on the potting soil. Ensure there is enough, so the plant roots sit comfortably deep inside it.

Your biggest plant goes in first. Make sure your plant has enough room to grow a little; don’t cramp them against the glass.

Place in other stones, or maybe some moss or sand to cover up the soil if you want to.

Put in any finishing touches.

Close the lid – or don’t!

ToP tiP: Want some moss? Using a spring tine rake or a soil rake, rake over your garden. In the shady bits, some moss might grow and you can put that in your creation.

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Imagens: Getty Images

WESTAKE, Meryl. In: Kew – Royal Botanic Garden, Mar. 30, 2020. Available at: https://www.kew. org/read-and-watch/how-to-make-terrarium. Accessed on: August 31, 2021. [Excerpt]

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Javan rhinoceros Once the most widespread of Asian rhinos, Javan rhinos are now listed as critically endangered. With only one known population in the wild, it is one of the world’s rarest large mammals. There are between 58 and 68 in the wild, with none living in captivity. The rhinos are often poached for their horns, although loss of habitat, especially resulting from the Vietnam War, has also contributed to their decline. The only population of Javan rhinos can be found in Ujung Kulon National Park on the southwestern tip of Java, Indonesia. The only other population, in Vietnam, was wiped out in 2010. TEAM WANDERLUST. 10 of the world’s most endangered animals. Wanderlust, Mar. 9, 2020. Available at: https:// www.wanderlust.co.uk/content/10-of-the-worlds-most-endangered-animals/. Accessed on: Aug. 9, 2021. [Excerpt]

It can be inferred from the passage that Javan rhinos A. are frequently caught and killed illegally for their horns. B. were killed during the Vietnam War. C. are not considered large mammals. D. could be seen in a National Park in Vietnam.

The main purpose of the passage is to A. provide information about the Vietnam War. B. discuss the importance of preserving parks. C. state the number of living Javan rhinos accurately. D. explain why Javan rhinos are considered endangered species.

The word or expression that presents the same meaning of “habitat” underlined in the passage is A. “actions”.

C. “prairies and food”.

B. “natural environment”.

D. “members”.

Instruction: Choose the correct alternative to complete the sentences.

Endangered species

One of the main reasons for animal extinctions be cause by human activity.

A. be

A. are 108

the ones at risk of becoming extinct. B. are

B. is

C. is

D. being

Read the text. Choose the option that correctly answers the questions.

EXAM PREP

their loss of habitat, which can C. be

D. can

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It is your turn to evaluate what you have learned and what you must improve. Circle the best options to illustrate your performance throughout this chapter.

Category

My performance is great.

My performance is good, but I have to improve.

My performance is not so good, I have a lot to improve.

I do my part of the job in our teamwork and collaborate with my classmates.

I participate in classes and I do all the activities.

I can name wildlife animals and ecosystems.

Imagens: CSA Images / Getty Images

I can use the Simple Present tense to write simple descriptions.

I can elaborate a paragraph about wildlife, animals and their habitats.

My favorite activity

My least favorite activity

Something I have to study more

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SELF-CHECK

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Audio Script

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Born to Be Wild

Its severe conditions only support the existence of a little number of plants and animals that are specially prepared to live with little water – these animals include scorpions, rattlesnakes, owls, coyotes and spiders. Rainforest

CHAPTER 4

Rainforests are forests that generally have tall trees with large leaves, and can be found in humid, rainy and tropical areas near the Equator. Rainforests concentrate a high biodiversity, with very rich fauna and flora, with animals such as an insects like beetles and butterflies, birds like toucans and macaws, monkeys like gorillas and chimps, reptiles like alligators and turtles, and felines like jaguars and other smaller species of wild cats. An ecosystem consists of all the living organisms and the physical environment with which they interact. In the world, there are many types of ecosystems. They can be terrestrial or aquatic, and are defined by characteristics such as vegetation, temperature, soil, height and depth.

TerrestriaL eCosYstems Savanna Savannas are a type of ecosystem mainly covered by grassy vegetation and widely spaced trees. This vegetation grows under hot, seasonally dry climatic conditions. This ecosystem occurs in tropical regions like South America, Africa, South Asia, and Australia, and it is home to animals such as lions, giraffes, hyenas, antelopes, ostriches and armadillos. Mountain A mountain is a piece of land that rises higher than its surroundings, formed by natural phenomena such as tectonic forces, erosions and volcanism. The oxygen levels and temperature of a mountain gets lower at higher heights. Foxes, snow leopards, brown bears, mountain goats, condors and eagles are examples of animals that inhabit mountains. Desert Deserts are very dry areas, where the temperature is extremely hot during the day and extremely cold during the night.

AQUatiC ECosYstems Ocean

The ocean is the body of salt water that covers the majority of Earth’s surface. Some parts of the ocean are deeper than 10 kilometers. Sunlight can only penetrate the ocean’s surface by a few meters. The living beings in the ocean live isolated and very far from each other, so the ocean is considered an aquatic and salty desert. Oceans are home to animals such as sharks, whales, dolphins, turtles, squids and lobsters. Coral Reef

Coral reefs are underwater ecosystems formed of colonies of coral polyps held together by calcium carbonate. Contrary to the ocean, they are often considered the “rainforests of the sea” because of their big variety of vegetation, and animals like fish, crabs, sea snakes, squids, turtles and seahorses. Mangrove

Mangroves are coastal habitats where shrubs and salt-tolerant trees are adapted to grow in saline conditions because of their resistance to low-oxygen, and also because of their elevated roots which let them survive high water levels. Mangroves are home to both land and water animals, such as fish, crabs, shellfish, alligators, snakes, and bird species like herons and pelicans. Bernoulli Sistema de Ensino

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BERNOULLI.COM.BR/SISTEMA

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BORN TO BE WILD – 04

NEARLY 3% OF THE ICE IN ANTARCTIC GLACIERS IS PENGUIN URINE.

TRUE

A RHINOCEROS’ HORN IS MADE OF THE SAME PROTEIN THAT MAKES HAIR.

ALL CLOWNFISH ARE BORN MALE, SOME TURN FEMALE TO ENABLE MATING.

A TIGER’S ROAR CAN BE HEARD AS FAR AS TWO MILES AWAY.

TRUE



Imagens Getty Images

THE BALD EAGLE HAS A WINGSPAN OF 8 FEET.

WOLVES CAN GO FOR MORE THAN A WEEK WITHOUT EATING.

Speaking

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BORN TO BE WILD – 04

FALSE

CHEETAHS ROAR MORE THAN LIONS. FALSE

TRUE

They have black skin under their fur.

Cheetahs are the only big cats that can’t roar.

A FOX CAN USE ITS SNOUT TO COMMUNICATE WITH OTHER FOXES.

THE HEART OF A SHRIMP IS LOCATED IN ITS TAIL.

A SNAIL CAN SLEEP FOR THREE DAYS.

FALSE

FALSE The heart of a shrimp is located in its head.

FALSE A snail can sleep for three years.



A fox can use its tail to communicate with other foxes.

Imagens Getty Images

UNDER THEIR WHITE FUR, POLAR BEARS HAVE WHITE SKIN.

FLAMINGOS ARE NATURALLY WHITE, IT IS THEIR DIET OF BRINE SHRIMP AND ALGAE THAT TURNS THEM PINK.

Speaking

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BORN TO BE WILD – 04

CHALLENGE

SAVANNAS’ VEGETATION GROWS UNDER COLD AND DRY CLIMATIC CONDITIONS.

SUNLIGHT CANNOT PENETRATE THE OCEAN’S SURFACE. FALSE Answer: Sunlight can only penetrate the ocean’s surface by a few meters.

CHALLENGE

THE OXYGEN LEVELS AND TEMPERATURE OF A MOUNTAIN GETS LOWER AT HIGHER HEIGHTS.

MANGROVES ARE HABITATS WHERE SHRUBS AND TREES ARE ADAPTED TO GROW IN SALINE CONDITIONS.

TRUE



Answer: Savannas’ vegetation grows under hot and dry climatic conditions.

Imagens Getty Images

FALSE

CHALLENGE

Speaking

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TEACHER’S GUIDE

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Understanding the role and richness of ecosystems and their fauna and flora is the key to developing a preservation-driven mentality. Many ecosystems in the world have been destroyed as a result of extreme exploitation even before their function in the environment was clearly known. The damage in the interdependence of the affected living beings may be beyond any repair, since some species of animals and plants have probably been lost forever. Based on this critical scenario regarding the ecosystems in the world, this chapter is intended to promote discoveries and reflections about ecology so that students can get involved in the preservation of biomes and their components. The principles that support the approach and objectives of this chapter noticeably focus on students’ development and ecological awareness. Students are expected to have better mindsets and attitudes toward nature when they know the vital importance of keeping forests standing unspoiled, animals alive, rivers running, air unpolluted and watesr clean. Teachers will play a critical role in helping students develop sensibility and new perspectives while they collaborate in tasks and activities and find out, together, how to preserve our surroundings.

CONTENTS •

Animals and ecosystems

•

Animal personalities and characteristics

•

Brazilian ecosystems

•

The Amazon Rainforest

•

Adjectives

•

Simple Present Tense – Aﬃrmative Sentences

•

Simple Present Tense – Interrogative and Negative Sentences

•

Terrarium (Maker Project)

MAIN ABILITIES FROM THE NATIONAL COMMON CURRICULAR BASIS • • • • • • • • • • •

Conhecer a organização de um dicionário bilíngue (impresso e / ou online) para construir repertório lexical. (BNCC–EF06LI10) Construir repertório lexical relativo a temas familiares (escola, família, rotina diária, atividades de lazer, esportes, entre outros). (BNCC–EF06LI17) Explorar ambientes virtuais e / ou aplicativos para construir repertório lexical na Língua Inglesa. (BNCC– EF06LI11) Identificar o assunto de um texto, reconhecendo sua organização textual e palavras cognatas. (BNCC– EF06LI08) Interagir em situações de intercâmbio oral, demonstrando iniciativa para utilizar a Língua Inglesa. (BNCC–EF06LI01) Interessar-se pelo texto lido, compartilhando suas ideias sobre o que o texto informa / comunica. (BNCC–EF06LI12) Localizar informações específicas em texto. (BNCC–EF06LI09) Reconhecer, com o apoio de palavras cognatas e pistas do contexto discursivo, o assunto e as informações principais em textos orais sobre temas familiares. (BNCC–EF06LI04) Reconhecer o uso do imperativo em enunciados de atividades, comandos e instruções. (BNCC–EF06LI21) Utilizar o presente do indicativo para identificar pessoas (verbo to be) e descrever rotinas diárias. (EF06LI19) Reconhecer semelhanças e diferenças na pronúncia de palavras da Língua Inglesa e da língua materna e / ou outras línguas conhecidas. (BNCC–EF06LI18)

OVERVIEW

CHAPTER 4: BORN TO BE WILD

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CHECK IN

Vocabulary help

Explore the opening image with students by talking about the animal presented. You may ask questions such as: •

What’s it called?

•

Where does it live?

•

What are some of its most striking features?

•

Do you know any facts about this animal?

Common Brazilian animals: jaguar, capybara, harpy eagle, anaconda, hyacinth macaw, scarlet macaw, maned wolf, South American tapir, recluse spider, boa.

LISTENING

Inquire students about what wildlife means to them. You can ask them:

Animals and ecosystems

•

What do you think about when you hear the word “wild”?

Question 01

•

What other wild animals do you know?

•

What type of environment do you relate to the wildlife?

After exploring the image, move on to the introductory paragraph. At first, ask students to read through it silently. Once they are done, ask them if they can imagine what this chapter will be about. Then, read it out loud yourself, slowly, letting the words sink in. Give students some time to ask questions if they want to. Ask students to think of wild animals to answer the question posed. Optionally, have them say which animals they thought of and make a list on the board. If someone mentions an animal in Portuguese, say its name in English and add it to the list on the board. If students say animal types that are not very specific, you may also ask if anyone can think of specific species (example: if a student says “bird”, someone may mention species such as “Maritaca” or “Bem-te-vi”. In this example, could write “Pionus” or “Great Kiskadee” on the board). If you don’t know the name of a particular species, browse it online or, if you don’ have access to the Internet, have a student browse it on their phone, or do it yourself at home and bring it back on a later class. Once students have mentioned enough animals, read the rest of the question about the fact file sheet and have them look at it in the Appendix. Initially, have students fill the sheet only with their names, the common name of the animal they have chosen and any additional information they know at the moment (example: if a student chooses to write about the Anacondas, they might know physical characteristics such as their large size and spotted scaly skin). Help them with new vocabulary as necessary, and recommend that they write in pencil for now – they might have information to correct after researching about the animal. Read through the rest of the sheet to make sure they understand what type of information they need to gather.

This question serves as a warm-up to the listening exercises, to introduce students to the topic and activate any background knowledge they have on the subject. Read the questions with the class to ensure their understanding, then ask if they have any questions. Have them make pairs or groups to discuss. Monitor the discussions and help the students with any questions that come up. Do not correct errors unless they hinder comprehension. You may also add something to any discussions you see fit. Answer: Personal answers. Optional extension Assign a group to answer each question. Once each group is done talking, be sure to check if the rest of the class has anything to add or any questions, but make sure not to spend too much time on it.

Question 02

Read the question to the class and have them look at the boxes under it. Read the post-it note or ask for a volunteer to read it. You may also comment that the note is related to the answer to the last question in the previous exercise. Then, make sure students understand what they are supposed to do and play the video. Play the audio again, pausing after each ecosystem to check if anyone has questions. Ask students to share their answers – you may either pick students to answer or ask for volunteers. Answer: •

Answers will vary.

Question 03 Read the question and each of its items to the class. Make sure students understand what they are supposed to do.

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Students will write their fact file sheets at home and glue them to their notebooks. The fact sheet will be used again later in the chapter.

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skif / Getty Images

Alastair Pollock Photography / Getty Images

PICTURE

VEGETATION Sparse, plants that survive with little water.

DESERT THREE ANIMALS CURIOSITIES 1. scorpions 2. owls 3. coyotes

PICTURE

Optional extension Emphasize the pronunciation of each ecosystem to the class, and ask them to repeat after you if you see fit. You may call their attention to the way the letter C is pronounced in “Ocean” and that the same occurs with words such as precious, ferocious, special and crustacean. There is not a strict rule that determines this, but it happens often in words that end in “-cial” and “-cious”.

VEGETATION

Personal answers.

Tall, broad-leaved trees.

RAINFOREST THREE ANIMALS CURIOSITIES 1. jaguar

Displays great biodiversity of fauna and flora.

2. macaw 3. alligator

Question 04

Hot temperatures in the daytime and freezing ones at night.

Read the question instructions to the class. Make sure they see that every ecosystem has some pieces of information (picture, composition, three animals that

has the name of the ecosystem, then ask for volunteers

An ecosystem consists of all the living organisms and the physical environment with which they interact. In the world, there are many types of ecosystems. They can be terrestrial or aquatic, and are defined by characteristics such as vegetation, temperature, soil, height and depth.

to describe the vegetation. Finally, make it clear that

Terrestrial ecosystems

inhabit them, curiosities, and image) - read through A for students to see how the picture, name and one animal are listed and B to show how the climate is described. Draw their attention to the fact that C only

they must use their creativity and memory to think of a fifth information about rainforests (you may not want to ask for a volunteer to give examples, as this might lead the whole class to fill it the same way).

vlad61 / Getty Images

PICTURE

COMPOSITION Coral polyps held together by calcium carbonate.

CORAL REEF THREE ANIMALS CURIOSITIES 1. turtles 2. ﬁsh 3. squids

Audio Script

Often called the “rainforests of the sea”.

Savanna Savannas are a type of ecosystem mainly covered by grassy vegetation and widely spaced trees. This vegetation grows under hot, seasonally dry climatic conditions. This ecosystem occurs in tropical regions like South America, Africa, South Asia, and Australia, and it is home to animals such as lions, giraffes, hyenas, antelopes, ostriches and armadillos. Mountain A mountain is a piece of land that rises higher than its surroundings, formed by natural phenomena such as tectonic forces, erosions and volcanism. The oxygen levels and temperature of a mountain gets lower at higher heights. Foxes, snow leopards, brown bears, mountain goats, condors and eagles are examples of animals that inhabit mountains.

borchee / Getty Images

Paul Souders / Getty Images

Answers:

FernandoQuevedo / Getty Images

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Coral Reef

Deserts are very dry areas, where the temperature is extremely hot during the day and extremely cold during the night. Its severe conditions only support the existence of a little number of plants and animals that are specially prepared to live with little water – these animals include scorpions, rattlesnakes, owls, coyotes and spiders.

Rainforest Rainforests are forests that generally have tall trees with large leaves, and can be found in humid, rainy and tropical areas near the Equator. Rainforests concentrate a high biodiversity, with very rich fauna and flora, with animals such as an insects like beetles and butterflies, birds like toucans and macaws, monkeys like gorillas and chimps, reptiles like alligators and turtles, and felines like jaguars and other smaller species of wild cats. Aquatic Ecosystems Ocean The ocean is the body of salt water that covers the majority of Earth’s surface. Some parts of the ocean are deeper than 10 kilometers. Sunlight can only penetrate the ocean’s surface by a few meters. The living beings in the ocean live isolated and very far from each other, so the ocean is considered an aquatic and salty desert. Oceans are home to animals such as sharks, whales, dolphins, turtles, squids and lobsters. Rainforest Rainforests are forests that generally have tall trees with large leaves, and can be found in humid, rainy and tropical areas near the Equator. Rainforests concentrate a high biodiversity, with very rich fauna and flora, with animals such as an insects like beetles and butterflies, birds like toucans and macaws, monkeys like gorillas and chimps, reptiles like alligators and turtles, and felines like jaguars and other smaller species of wild cats.

Mangrove Mangroves are coastal habitats where shrubs and salt-tolerant trees are adapted to grow in saline conditions because of their resistance to lowoxygen, and also because of their elevated roots which let them survive high water levels. Mangroves are home to both land and water animals, such as fish, crabs, shellfish, alligators, snakes, and bird species like herons and pelicans.

LANGUAGE IN CONTEXT I Adjectives

In this section, the goal is to raise students’ awareness to the use of adjectives. They might already be familiar with some common adjectives used on a daily basis. So, here, they will focus on characteristics of habitats and animals.

Question 01

Ask students to read the information about savannas. Help them with any vocabulary doubts or any other questions they may have. Students may work in pairs, helping each other. Answers:

widely spaced trees

about 20% of the Earth’s land area

= open canopy

SAVANNAS

Aquatic Ecosystems Ocean The ocean is the body of salt water that covers the majority of Earth’s surface. Some parts of the ocean are deeper than 10 kilometers. Sunlight can only penetrate the ocean’s surface by a few meters. The living beings in the ocean live isolated and very far from each other, so the ocean is considered an aquatic and salty desert. Oceans are home to animals such as sharks, whales, dolphins, turtles, squids and lobsters.

Desert

Africa South America Australia

seasons

India

rainy: keeps it from becoming a desert

windy: hot strong winds

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importance of adjectives. It is possible for sentences to make sense without adjectives, but they can give more information, specify some characteristics, describe features and qualities of people, animals, places and things. To put it another way, this word class is able to modify the meaning of what is being said. Make sure students know what adjectives are and what their function is. Show students the connection between adjectives

WRITING Question 01 Write “The Chronicles of Narnia” on the board and ask students if any of them has heard of Chronicles of Narnia, or if they have watched or read it. If any of them has, ask them to give their opinion about it in one word. If someone uses an adjective to do so, write it on the board. You may want to avoid asking them to describe the movie or is characters, as they would probably spoil the next exercise by saying that there is a lion.

characterize nouns. Ask students to read the examples,

After reading the instructions, give students a moment to read the text silently and try to answer questions A and B.

then explain that adjectives come before the noun they

Answers:

qualify, except when the verb “to be” is being used.

the use of this structure – they should be guided to reflect about how language works, but without getting overwhelmed by grammar rules. In the examples in the student’s book, the adjectives “dry” and “wet” come with the noun “rainforests” because they are used after the verb “to be”. The adjectives “cold” and “dry” have to be used before the noun “climate” because they are not used with the verb “to be”.

Question 03 Tell students that there are studies that associate humans and animals in terms of personality. For example, dogs are perceptive, loyal, and supportive; foxes are clever, curious, and quick. Instruct students to think about animals they are familiar with and try to describe their qualities and features using personality-related adjectives.

Possible answers: kind, large, terrifying, beautiful and with sweet eyes, dangerous, powerful, omnipresent. Aslan is a lion. Once the exercise is corrected, ask students to have a look at the highlighted words and ask them what type of word they are (if you have written any adjectives mentioned by students earlier, you may also use these). If nobody knows the answer, explain that this type of word is known as adjective. After that (or if anyone guesses the answer), read the post-it note out loud or have a volunteer do so.

Question 02 Read the instructions for the exercise and call students’ attention to the picture at the top-right and explain that it is an example, then ask them to complete the rest with the highlighted words from the text. Answers:

Here are some websites you can visit if you want to know more about this topic:

Question 04

Picture by Tambako the Jaguar / Getty Images

The idea is simply to raise students’ awareness to

Catherine Falls Commercial / Getty Images

and nouns, so that they understand that adjectives

Mane

Kind

The aim of this activity is to encourage students to research information on animals they are curious describe these animals. After completing the chart, ask some students to share their findings with the class. You may write on the board the characteristics of the animals that were chosen by most students. Answers will vary.

Sight

David Wall / Getty Images

Peter Finch / Getty Images

about so that they can practice the use of adjectives to

It is essential for students to understand the

Question 02

Terrifying

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Answers: Personal answers.

Question 04 Ask students to go back to the text in exercise 01 and remember how it described Aslan without saying what type of animal he is. Then, after reading the instructions for the exercise, give them some time to think of a fictional animal character from any cartoons, movies or books they like and create their descriptions. Make sure they understand they should not tell what type of animal the character is. Answers: Personal answers.

Question 05

LOADING Pre-reading

Write the word “Environment” on the board and ask students what comes to their mind when they see that word. Continue reading the paragraph out lout. Elicit examples of living and non-living things to check understanding and then ask whether they see any inter-relationship between them.

Question 01

To check students understanding, guide them to completing the puzzle. They’ve probably mentioned some of these elements during the “brainstorming” right before. Read all the questions to check student’s understanding and, once they’ve finished, ask for suggestions of elements to complete the other letters of the word: V, N, E. Answers:

Have students take turns sharing their descriptions and give the class a few seconds to try to guess. If the first guess is wrong, give the class half the time for a second guess and, if nobody guesses correctly, the student must reveal the correct answer.

B. A N

E. M

R O O R G A

S M S

N G S

C. S O

D. A

F. H U M A E G. L L

A N D N

SPEAKING In pairs encourage students to play the board game. Dynamics: TAKE A CARD: The player who stops on this space must be challenged by another player, who will take the cards containing the curiosities of the animals and will ask the first player if the information is true or false. If the player misses the answer, they must return to the last space containing a number. CHALLENGE: The player who stops on this space must be challenged by another player, who will take a “CHALLENGE CARD” and ask questions related to an ecosystem. If the first player misses the question, they must go back two spaces.

H. P

Materials: dice and pieces.

M A

Optional extension You may also add some competition to the exercise by giving recording students’ scores! For instance, a student gets one point for each correct guess and two points if someone guesses their character correctly. If there are too many students in the class, get a list with their names to make it easier to keep track of scores.

A. W A

Question 02

Start exploring the vocabulary on the left column. Check whether there are unknown words. If a student knows one or more of these words, ask them to define it (describe, use it in a context, find a synonym, etc.). Answers: A.

Wetland

(A) Ecosystem ﬂooded by water.

Biodiversity

(D) Remaining fresh and vital. For trees, this means being green throughout the year.

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For this exercise, students may form pairs in order to lend and borrow drawing materials (color pencils, crayons, etc.). Students may draw in writing pencils or pens if they want or if they don’t have color pencils available. Make sure students are aware they can use the article on the QR code if they need inspiration.

After the game, ask volunteers to tell the class the curiosity they found more interesting.

Question 03

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Cattle

Rainforest loss

Rainforest beneﬁts

Evergreen

(B) The variety of organisms found within a specified geographic region.

Rainforest protection

Wildlife

(E) All undomesticated living things.

Question 03 Write the names of the ecosystems found in Brazil on the board and ask students if they are familiar with them. Ask for volunteers to say a few characteristics of each ecosystem and write their contributions on the board. Then, read the items with students and clarify any possible doubts. Answers:

After reading Question 01 Give students some time to answer the questions, then tell them to check their answers with a colleague before correcting the exercise. Answers: A.

Question 02

•

Cerrado

•

Pantanal

•

Amazon rainforest

Make sure students understand the instructions, and suggest that they may highlight the arguments for each idea in different ways (color, shape, etc.)

•

Atlantic rainforest

•

Caatinga

Possible answers:

•

Pampa

Rainforest loss: •

Reading Ask students to individually read the headings in the box. Then, ask volunteers to explain what they are related to. After that, encourage students to read each part of the text and find the most adequate heading for each section. This part can be done individually, in pairs, or groups in a jigsaw reading, in which each student reads a section and explains it to the rest of the group, so they can decide together the best heading for that section. Use ESP (English for Specific Purposes) strategies in order to guide students during this activity. Show students that, using these strategies, they do not need to know all the words to read a text. So, remind them they should look for keywords and cognates. Ask them to discuss, in pairs, the meaning of some keywords from the text. Allow them to use a dictionary if necessary. Finally, you can ask students to read the text aloud taking turns, so the whole class will read.

Question 01 Answers:

Rainforests, explained

Why “rain” forests?

Deforestation is endangering rainforests worldwide, driven by logging, mining, agriculture and ranching.

Rainforest beneﬁts: •

Tropical rainforests are centers of biodiversity, holding an estimated half of the world’s plants and animals;

•

Rainforests produce, store, and ﬁlter water, protecting against soil erosion, ﬂoods, and drought;

•

Many of the plants found in rainforests are being used to make medicine;

•

Forest trees also absorb carbon.

Question 03 Answers: Support conservation efforts, consider ecotourism vacations, and look for sustainable products and meats where possible, using certifications and ratings from nonprofit groups such as the Forest Stewardship Council, the Rainforest Alliance, and the World Wildlife Fund.

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AUGMENTED REALITY Ask students to access the QR Codes related to each image in this section using their cell phones cameras. Before explaining how the activity will work, make sure that all students can scan the images.

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live

eat

hunt

ﬂies

has

Question 05

Simple Present Tense:

Read the table with students and ask them to provide examples. Tell them that they do not need to worry about spelling rules. The table is there as a reference whenever they have questions about this topic. As they use this structure, they get more familiarized with these spelling rules.

affirmative sentences

Answers:

LANGUAGE IN CONTEXT II

•

Question 01 Before explaining the rules of the Simple Present, ask students to close their books, then ask them if they know anything about jaguars. If they say general information such as “they are felines”, you may ask more speciﬁc questions, such as physical characteristics and which type of ecosystem them live in. Then, tell them to open their books again and look at the picture in the text to see what a jaguar is, and then give them a few minutes to read the text in silence to learn more about jaguars. Once students are done reading, read the post it note with them.

Question 02 Tell students to discuss the questions in pairs, and then assign pairs to answer each question.

Personal anwers.

Question 06

Remind students of the fact file sheet they saw in the beginning of the chapter, and ask them if they remember which animal they chose – they may check it if they don’t. Ask them to write three sentences using the simple past to describe the animal, then tell them to compare their answers in trios. Monitor their discussion and observe any relevant errors or mistakes to explain them to the whole class after finishing the discussions. Tell students that they may use the sentences in their fact files. Answers: •

Answers will vary.

Question 07

Answers:

Optional extension

Possible answers: they are in the Simple Present / in the present; they describe facts.

Present

Answers will vary. Students may mention almost any part of the text.

Pantanal is a very important and biodiverse ecosystem located in the heart of South America. It is not only one of the largest wetlands in the planet but also the most preserved biome in the world. In the documentary recommended, Lawrence Wahba and Haroldo Palo Jr., two Brazilian cinematographers, explore the rich diversity of this environment and the challenges faced by its wildlife.

Question 03 Make this question for the whole class and give them a few seconds to try to answer. If nobody guesses correctly, give them the answer. Then, read the explanation after the exercise. You may assign students to read each example sentence. Answers: The verbs end in “s” because they are in the third person singular and in the present tense.

Question 04 Ask students to analyze the box with the verb forms. Then, ask them to complete the sentences.

GAME ON

This moment is all about the personality quizzes. They are quite popular on the Internet and among people of different ages. Scan the QR Code to find fun quizzes about animals and personality. Try to give students some time to play the quiz during the class. They will sure have fun! After students play one of the quizzes, ask them: which animal are you? Do you agree? Why?

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This activity can be done individually, in pairs or groups. Feel free to adapt this activity to suit students’ needs.

Answer:

After that, explain to students that they will be directed to the Google platform, where they are going to experience the augmented reality space and will be able to interact with some animals. They will see the animals in 3D in their own space.

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Question 01 After watching the video, and checking students comprehension, guide the discussions of the questions. Answers: A.

About 10%.

The macaw.

The jaguar.

The macaws, some hummingbirds, some alligators, and others. (The IUCN red list can be checked)

Habitat destruction, deforestation, pollution, wildﬁres, etc.

Biodiversity is important because it helps ecosystems function in a balanced way.

Question 02 Lead students to do the research. Explore the mind map with them and clarify any doubts. Students are supposed to choose an animal and research information about it to build their own mind maps later. The purpose of this exercise is to encourage students to think about which causes a species to become endangered and what actions can be taken to prevent its extinction. Give them a few minutes to go online and look for articles and / or videos about one endangered species.

Question 03 There’s an appropriate space in the book for the activity, but you can also have digital mind maps. When the mind maps are ready, ask students to share their mind maps with the class. Their presentation should be short and concise and it can include a slide or digital poster if appropriate. The objective is not for them to memorize the information, but to be able to talk about it and present to the group. Depending on the animal chosen, students can form larger groups by world region, animal or flora category, etc. In this way, each pair is responsible for a species, but contributes to constructing the big picture. Optional extension The following video shows the five ugliest endangered animals according to the Ugly Animal Preservation Society. Show the video to students and talk to them about these animals. Encourage them to research about them and share their findings with the class. To know more about the Ugly Animal Preservation Society, scan the following QR Code.

LANGUAGE IN CONTEXT III Simple Present Tense – interrogative and negative sentences

Caring for the environment is becoming more urgent as the days go by. The video presents biodiversity in the Amazon rainforest. Many animals are presented: toucans, hummingbirds, jaguars, macaws, capybaras, etc. The importance of preserving the forest is mentioned in the second part of the video, through the question: why does biodiversity matter? It is said that living things are connected and losing one part of the biological chain impacts all others involved.

CRITICAL THINKING

This section focuses on the structure of negative and interrogative sentences in the Simple Present.

Question 01 Ask students if they know the animal in the image. Ask what they know about it. Have they ever seen this animal in person? Tell them to talk about it with a partner.

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Question 05

Ask students to read the text and to circle the adjectives.

don’t look like the typical pests living in alleyways,

In this activity, students are required to rewrite the sentences in order to make them true. The pictures will help them to reach to the answers, but they still might need to research the information required. So give students a short while to think about their answers.

though. Capybaras. They don’t have the typical

Answers:

wedge-shaped face of most rodents, either. These

Jaguars swim very well, so they usually hunt preys close to rivers and lakes.

The harpy eagles do not prey only on sloths and monkeys, they can also prey on ground dwellings species such as coatis, large rodents, deer or wild pigs.

Answers: Capybaras are the world’s largest rodent. They

rodents look much more like larger versions of their close relatives, guinea pigs. BRADFORD, Alina. Facts about capybaras. In: Live Science, June 29, 2016. Available at: https:// www.livescience.com/55223-capybara-facts.html. Accessed on: Feb. 9, 2022. [Excerpt]

Ask students to discuss, in pairs, the meaning of some of the adjectives from the text. Allow them to use a dictionary if necessary. Next, read the table with students and explain the use of the auxiliary verbs and the structure of sentences in negative and interrogative sentences.

Question 03 In order to practice the use of the Simple Present, ask students to visit the website and find information to answer the questions. Answers: A.

Capybaras tend to weigh between 60 to 174 lbs. (27 to 79 kilograms), depending on gender.

Yes, they do. Because they need water to keep their dry skin moist.

Capybaras are herbivores and only eat vegetation. They eat mostly water plants and grasses, though grain, melons and squash can also be on the menu.Water can also work as a way to escape out from predators.

Question 04 In this activity students have to write the question and answer it based on the pictures provided. Give students a short while to think about their answers to the questions. Allow them to use a dictionary if necessary. Ask volunteers to share their answers with the class. Answers may slightly vary. Possible answers: A.

What does a caiman eat? It eats ﬁsh. / Caimans eat ﬁsh.

Where do herons build their nests? They build their nests at the top of the trees. / They build their nests on canopies.

Question 02

Piranhas are carnivores and they attack other ﬁsh.

Caimans are strong reptiles, but they have natural predators in the wild, such as jaguars and anacondas

The hyacinth macaw is the largest ﬂying parrot in the world and they can ﬂy perfectly. Optional extension Ask students to write sentences about themselves using the Simple Present Tense and adjectives. Then, ask them to exchange sentences with a partner and try to guess if sentences are true or false. Encourage students to talk about the sentences.

DO IT YOURSELF

Making a terrarium is a typical DIY project and, because of the materials it requires, it may be best done at home. Go through the instructions with students to check their understanding. Encourage them to make their terrarium at home and register the construction process through photos. If you decide to do so, you may set a date for them to share their photos with the class or create an online space to post them. They can also post photos over the year in order to show how their plants are developing in the terrarium. However, if your school have the means, you can divide students in groups to make collective terrariums, or, depending on the size of your class, only one for the whole group. If you decide to carry out this as a group project, encourage students to organize themselves to gather the required materials and choose the plant(s) they will cultivate. Tell students they will need to take care of it during the year. To make sure they do, every week (or every other week), you may want to assign one or two students to check for the plants, water them, clean the terrarium, etc.

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Answers: 01. A 02. D 03. B 04. B 05. B

SELF-CHECK Encourage students to think of their own performances during classes and other activities. It is very important to make this activity in a calm moment, when they are going to be able to reflect about their own abilities and doubts related to the subject they have learned. Explain to students they are going to do this self-check individually, just like they did for the first three chapters. Again, because they are beginners and might not have vocabulary / grammar enough to understand the categories by themselves, you should read one by one, explain, and wait for them to choose the best option regarding their learning process. Also, give some examples of what is being asked, especially in questions about the use of grammar. It is important to encourage them to be honest, so they are going to be able to see what they should improve and study more. After evaluating their performances in all categories, they should answer the three last questions, writing what is being asked. These questions are related to their likes and dislikes during the chapter. They have already done a similar exercise in the two previous chapters. The aim here is to raise their awareness regarding their own learning processes, so they are going to be able to notice the areas they like or not by classifying the activities. At the end of each semester, it would be great going back to all the Self-Check sections throughout the book, so they can realize their evolution as well as their learning processes. It is significant to highlight that you should help students with the Self-Check section throughout the whole semester, until they get used to it. From the second semester on, they will probably be able to become more autonomous.

SUGGESTIONS FOR THE TEACHER

•

10 TIPS for a safe ans respectful classroom. In: Reach Out. Available at: https://schools.au.reachout.com/ articles/10-tips-for-a-safe-and-respectful-classroom. Accessed on: Feb. 10, 2022.

•

5 HUMAN impacts on the environment: crash course ecology #10. Posted by CrashCourse. Available at: https://youtu.be/5eTCZ9L834s. Accessed on: Feb 10, 2022.

In this section, students will have the chance to access questions similar to the ones in international exams. It is important to limit students’ time to perform these tasks.

EXAM PREP

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Scope and sequence – Overview

Dive.b – Ensino Fundamental Anos Finais

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Topic

Content • Early Civilization • History of Art • Architecture and monuments around the world • Self-knowledge

Arts and History

Arts and culture

Geography

Different spaces, different lives

Geography and Science

A lively and rich planet

Science and Geography

Born to be wild

Science

Rethinking our world

Science and Technology

Connections

• Influence of technology on nature and human life • Women and technology • Types of technology • Possibility, probability, and percentage • Problem and solution charts • Classification of events based on evidence

Math

Chances are...

Science

The senses

Languages and Arts

Music to my ears

Arts and History

Tradition and cultural expressions

Science and Math

Properties and changes

Languages

Break the news

• Different places in the city • Urban environment • Wonders around the world • Types of renewable energy • Natural resources • Actions to protect the environment • Ecosystems • 6 Brazilian biomes and their main characteristics • Biodiversity matters • Environmental issues • 6 R’s of sustainability • Recycling and reducing waste

• Body talks • The five senses and the correspondent body parts • Braille system • Text forms and genres • Strategies and cues to construct and confirm meaning • Creative uses of language in music • Cultural identity • Cultures, traditions, and contemporary realities • Means of expression • Volume, mass, time, and temperature • Graphs • Comparing substances substances • Information and Communication Technology • Media texts • News • Facts x opinions • Media and COVID

Chapter

Volume

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Topic

Content

Geography

Where we live

• Biodiversity loss • The role of individuals in protecting biodiversity • Recycling and reusing

Languages

Online, offline

• Virtual learning • Digital literacy: security, social, and ethical issues

Science

We are what we eat

• Nutrients, carbohydrates, proteins • Brazilian Dietary Guidelines • Healthy eating and smart choices

Science

Protecting the animals

• Animals around the cities • Brazilian endangered species and fauna

Languages

(Auto)biographies

Math and Geography

Being a conscious consumer

History

The rest is history...

Geography

Traveling around Brazil

Languages and History

Social media and real life

Science and Geography

Public health issues

• Biographies and autobiographies; • Brazilians that make / made positive impact

• Financial literacy • Conscious consumerism

• What's History after all? • The beginning of History • Historical sources and accounts • Brazil: regions, characteristics and climate • Overview of the Brazilian economy • Social issues and challenges • Social media timeline • Social media language: emojis, stickers, and gifs • The impacts of social media • Digital footprint and identity • • • •

Healthcare Public health system Common diseases in Brazil Health indicators

Science

Clean water and sanitation

• Water in our lives • Saving water and protecting the soils • Basic human rights: clean water and sanitation

History and Arts

Renaissance

• Renaissance in History • Expressions of the Renaissance • Motivation and impacts of this period

Chapter

Volume

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Topic

Content

History

Industrial Revolution

• Social changes • Development: inventions and materials • Future changes and innovations

Languages and History

Girls in power

• Women and their contributions • Women's rights • Gender equality

Science

Power-up

Languages

Ads

History and Geography

A world of people

Math

Statistics and probability

Languages

That's another story

• Different forms of energy • Uses of energy in our daily lives • The influence of Ads in our daily decisions

Geography

Globalization and its faces

Science

Plants in our lives

Science

What planet are you on?

Physical Education

Sports

Languages and Literature

Motion picture

• Analyzing advertisements • Use of language and image • World population • Migration • The Universal Declaration of Human Rights (UDHR) • What does the future hold? • Interpreting data by applying statistical thinking • Data collection and display • Statistics in our lives • Texts and their main features • Different contemporary genres • Connections across genres • Globalization • Economic growth and downturns on a national and a global scale • Economic development and inequality • Plants and their importance: nutrition, health, and industries • Plant-based diets • Biodiversity • The Moon and its influence on Earth • The cycles: seasons and weather • Human impacts on the climate • • • •

Sports skills and games Health-enhancing behaviors Sports and their impact on society Olympics and Paralympics

• The origin of the cinema • Historical references • Movies that come from books

Chapter

Volume

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Integration

Science

History

Science

Topic

To the moon and back

20th-century wars

Origins of life

Content • • • •

Observing the sky Life on other planets Stars and constellations Satellites (GPS and other satellitebased technologies)

• • • • •

World War I (The Great War) World War II Cold War UN Migration

• Genetics • Biotechnology and its application • Hypotheses that can be investigated scientifically • Ethical issues

Literature

Great names in Literature

• Classic literature • Contemporary literature • Universal themes: common concepts explored through time

Geography

Civilization

• Social and cultural movements • Infrastructure and well-being • Agenda 2030: SDGs

Languages

News and the press

Science

Rocket science

• Science, technology, and innovation • Medicine: X-ray, lasers, Radiology • Artificial intelligence, virtual reality, augmented reality

Languages and Literature

Comics and politics

• Comics and politics throughout time • Different characters, their influences and connections

• Information literacy • Facts and opinions • Fake news

Math and Geography

Fair and square

• Geometry: concepts and applications • Geometric shapes • Math and its connection to Arts and Architecture

Science

Self-care

• Taking care of ourselves: personal health and fitness • Diseases, disorders and preventions

Geography

Global connections

• The Fourth Industrial Revolution • Geopolitics • Industrial development centers: past and today

Literature

Capturing the imagination

• What makes a poem... a poem? • Elements: rhythm, repetition • Instapoetry

Chapter

Volume

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