Dear Abby

Pregnant Teen Needs Support and Guidance, Not Rejection

by Abigail Van Buren

DEAR ABBY | FEBRUARY 28TH, 2015

DEAR ABBY: My best friend from school is pregnant. (...). I am the only one so far who knows about her pregnancy. She hasn’t told her dad and her grandparents because she’s scared they’ll kick her out. She has nowhere to go. My parents have told me to cut her off. What I do? –

Unsure In Texas

DEAR UNSURE: Because your friend is afraid to tell her family, she talk to a counselor at school. The family will have to know soon because her pregnancy will become obvious (...). I don’t agree with your parents that you “cut her off.” She needs friends right now (...). Your state department of social services also be contacted for guidance. should; should; should https://eu.buckscountycouriertimes.com/story/lifestyle/2015/02/25/use-

BUREN, Abigail van. Pregnant teen needs support and guidance, not rejection. UExpress. 28 fev. 2015. Disponível em: www.uexpress.com/life/dearabby/2015/02/28. Acesso em: 21 jun. 2022.

Lifestyle

Use Consequences and Privileges to Discipline Older Kids

DEAR DR. K: I have two children in elementary school. When they were younger, I disciplined them with timeouts. How discipline change as they get older?

DEAR READER: Discipline is important for children of all ages. In answering questions about kids, I rely a lot on the advice of pediatrician colleagues here at Harvard Medical School. They describe a variety of ways to discipline a school-aged child:

– Discuss, don’t demand. As your children get older, give them a chance to help find solutions to problems.

– Express your disapproval. Look your child straight in the eyes and say, “No” or “Stop.” Tell him what he do and why he do it.

– Give timeouts. It can give your children more focused time to think about their actions. When setting limits, it’s important always to be consistent. Rules must stay the same from one day to the next. should; shouldn't; shouldn't

Adaptado de: STAFF WRITER. Use consequences and privileges to discipline older kids (copy). Courier Times, 24 fev. 2015. Disponível em: https:// eu.buckscountycouriertimes.com/story/lifestyle/2015/02/25/use-consequences-privileges-to-discipline/18098950007/. Acesso em: 21 jun. 2022.

Adaptação de texto (Exercício 4)

Não há nenhum trecho reescrito no segundo texto apresentado. Por se tratar de um texto extenso, optou-se por selecionar alguns trechos para compor um texto menor.

Exercício 5 a. Both problem letters and letters of advice start with “Dear“. b. The real names of the readers are not provided in the letters. c. Both letters of advice are written by the same columnist. d. Both problem letters are written by teenagers.

Ao corrigir este exercício, peça aos/às estudantes que justifiquem por que os itens c e d não estão de acordo com as informações apresentadas nos textos. Os/as estudantes devem indicar que o item c não está correto porque cada carta de aconselhamento é escrita por um colunista: a primeira carta é escrita por Abigail Van Buren, e a segunda, por Anthony Komaroff. Já o item d não está correto porque apenas a primeira carta-problema é escrita por um(a) adolescente. A segunda é escrita por uma pessoa que tem dois filhos cursando o Ensino Fundamental. Para aprofundar o exercício 5 , peça aos/ às estudantes que identifiquem, em cada caso, o problema e a solução sugerida. Pergunte também se eles/as concordam com os conselhos dados e por quê.

5 What do the texts on the previous page have in common? Choose the correct statements.

X X

6 Read again the following fragments from the letters of advice. Then, choose the correct item that completes each sentence.

I. “The family will have to know soon because her pregnancy will become obvious”. (first letter of advice)

II. “When setting limits, it’s important always to be consistent. Rules must stay the same from one day to the next”. (second letter of advice) a. The modal verbs must and have to express b. We use must and have to c. In order to express an obligation/necessity in the past or future, we use the modal verb

I. necessity, obligation.

I. before the main verb in the infinitive (without to).

II. after the main verb in the infinitive (without to).

II. advice, recommendation.

I. must.

II. have to.

X

Language Note

We use must not (= mustn’t) to express a prohibition.

E.g.: You mustn’t come. (You are not allowed to come). We use not have to to express lack of necessity or obligation.

E.g.: You don’t have to come. (You don’t need to come).

7 Replace each icon with the correct modal verb in parentheses to complete the sentences.

a. Teens (should/don't have to) avoid excessive use of headphones.

b. Drivers (have to/mustn't) text and drive.

should mustn’t must

D3-ING-F2-4114-V9-U05-090a103-LA-G24.indd do not have to reveal • must address • should I address • should not do www.uexpress.com/life/sense-and-sensitivity/2013/10/10

8 Replace each icon with an expression in the box to complete the following problem letter and letter of advice.

Sense & Sensitivity

Sense

& SENSITIVITY

Daughter Entering Puberty Needs Support

DEAR HARRIETTE: While I was cleaning up my 14-year-old son’s room, I came across his journal, and I learned that he has started smoking cigarettes. Reading another person’s journal is something one . However, my son lives in my house, and I have the right to know what is going on in his life. How my son’s newfound habit? – Distressed Mom, New York City

DEAR DISTRESSED MOM: You absolutely the smoking, but you that you read it in his journal. If your son is smoking cigarettes, it is likely that his clothing will sometimes smell of it. (...). Remind him of the harmful effects of cigarettes on his health. (...). So, your job is to talk straight with him and let him know that you love him too much to allow him to make a choice that will shorten his life. (...). should not do; should I address; must address; do not have to reveal

MYCHALWATTS/GETTY IMAGES

Objetivos Da Se O

Esta seção objetiva o desenvolvimento das habilidades de compreensão e produção de textos orais ( listening e speaking , respectivamente) em diversos contextos discursivos por meio de diferentes práticas de interação social.

Na parte de compreensão oral desta seção, busca-se levar os/as estudantes a reconhecerem, com apoio de palavras cognatas e pistas do contexto discursivo, o assunto e as informações principais em textos orais.

Habilidades da BNCC

O exercício 1 retoma a seguinte habilidade da BNCC:

• EF07LI03: Mobilizar conhecimentos prévios para compreender texto oral.

O exercício 2 contempla a seguinte habilidade da BNCC:

ESCREVA AS RESPOSTAS DOS EXERCÍCIOS EM SEU CADERNO.

1 In your opinion, can electronic devices have a negative influence on our health? In small groups, try to think of examples to support your answer.

• EF09LI02: Compilar as ideias-chave de textos por meio de tomada de notas.

Personal answers.

2 Listen to the beginning of a radio program in which the host introduces the topic of the program. What is it? In your notebook, take notes of key words/expressions and choose a or b a. Electronic devices and people’s sleep.

X