Analuiza Rocha Zuleica Ferrari
2n
itio d e d
n
3
Student’s Book & Workbook
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Countries & Cultures
Warm-up — Chame a atenção dos alunos para os ícones que aparecem ao lado do nome de cada país mencionado no livro. Explique-lhes que esses ícones representam aspectos culturais e/ou curiosidades desses países e peça que digam algo que sabem sobre eles. Depois, trabalhe com os alunos as atividades do Manual do Professor.
FRANCE The Eiffel Tower is the icon of France around the world. This 300-meter iron structure was inaugurated in 1889 beside the River Seine, in Paris. The names of 72 scientists and engineers are engraved on the tower to honor the people who helped build it. 2
CHILE The Atacama Desert, in Chile, is the driest place on Earth. No rain fell here during the 400-year period from 1571 to 1971. 3
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NORWAY SCOTLAND ENGLAND
NORTHERN IRELAND
Swords were symbols of power and wealth in Norway. Only Viking leaders and kings owned swords. People believed swords had magical powers. When a Viking leader or king died, his sword was passed down to a son.
4
DENMARK People in Denmark like to eat fish and potatoes on New Year’s Eve. Before midnight, family members climb onto chairs. When the clock strikes twelve, they jump down and toast the New Year with champagne. 5
IRELAND
GREECE
WALES
In 776 B.C., ancient Greece held the first Olympic Games in the village of Olympia. Many people think an Olympiad is the celebration of the Olympic Games. In fact, this word refers to the four-year period between Olympic Games. 6
SPAIN Flamenco is a 15th-century musical style. At first, people only sang Flamenco, but later they started playing guitars and castanets, clapping their hands, stomping their feet, and dancing to the songs. Gypsies practiced Flamenco secretly in their camps. In the early 19th century, this musical style became popular across Spain. 7
In these countries, English is spoken as an official language.
INDONESIA Indonesia is the world’s largest archipelago and fourth most populated country. It comprises 18,108 islands. The people of Indonesia speak 25 languages and 250 dialects. 8
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Welcome Unit
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Welcome to the HIGHLIGHTS team! 1
Read the text about Fred’s routine and answer the questions. Give short answers. Fred is a doctor. He gets up at 5:30 a.m. every day. First, he takes a shower. Then, he has white coffee, bread and butter for breakfast. Next, he drives to work. He works in a hospital from 8 a.m. to 7:30 p.m. After work, he sometimes goes swimming. Then, he goes home, has dinner and reads the news on the net. He rarely watches TV in the evening. He usually goes to bed at 11:30 p.m.
a
Does Fred get up early?
Yes, he does.
b
Does he have orange juice for breakfast?
No, he doesn’t.
c
Does he walk to work?
No, he doesn’t.
d
Does he work all day long?
Yes, he does.
e
Does he sometimes go swimming?
Yes, he does.
f
Does he always watch TV in the evening?
No, he doesn’t.
2 Answer the questions based on the text in exercise 1.
a
What does Fred have for breakfast? He has white coffee, bread and butter.
b
How does he go to work? He goes to work by car.
c
Where does he work? He works in a hospital.
d
When does he go swimming? He sometimes goes swimming in the evening, after work.
e
How often does he watch TV? He rarely watches TV.
f
What time does he usually go to bed? He usually goes to bed at 11:30 p.m. 7
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3 Use the cues to make questions and answers. The first one is done for you.
a
you / English / Mondays A
b
f
Do Ava and Mia have Math on Tuesdays?
B
Do you and your classmates have classes on Saturdays?
B
No, we don’t.
✗
Does Mr. Morrow have Italian classes twice a week?
B
Do you and your brother have Portuguese classes every day?
No, he doesn’t.
✓ B
Sheila / French classes / Friday evenings A
Yes, they do.
✗
you and your brother / Portuguese classes / every day A
Yes, I do.
✓
Mr. Morrow / Italian classes / twice a week A
e
B
you and your classmates / classes / Saturdays A
d
Do you have English on Mondays?
Ava and Mia / Math / Tuesdays A
c
✓
Yes, we do.
✓
Does Sheila have French classes on Friday evenings?
B
Yes, she does.
4 Read the postcard from Jane to Tina. Then answer the questions.
Hi, Tina! Guess what! My family and I are at Bombinhas Beach, in Santa Catarina. It's fantastic! There are a lot of tourists here. The sun is shining and we are having a wonderful time. Now I’m drinking an iced tea and eating a sandwich. My brother Pete is swimming and my parents are sunbathing. Love, Jane
Tina Lopez 1520 South Central Avenue Tampa, FL 43068 United States
a
Is the sun shining?
Yes, it is.
b
Are Jane and her family having a good time?
Yes, they are.
c
Is Jane’s brother drinking iced tea?
No, he isn’t. He’s swimming.
d
Is Jane eating a sandwich?
Yes, she is.
e
Is Pete swimming?
Yes, he is.
f
Are Jane’s parents swimming?
No, they aren’t. They’re sunbathing.
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5 Fill in the blanks with the prepositions at, by, from, in, to, and until. Lillian is a disc jockey on the radio. She always goes to work by bus. She works at night, from midnight to 7 a.m. Then, she goes back home. She usually arrives home at 7:45 a.m. Then, she takes a shower, has breakfast and goes to bed. She usually gets at 3 p.m. and has lunch. After that, she sometimes watches TV until 4 p.m. and up does the housework. Twice a week she has French classes in the evening. She goes out with her friends once a week. On Sundays she has a day off, so she goes to the movies or to a park with her friends. Sometimes she goes to her grandparents’ house too. This is Lillian’s routine. A bit unusual, isn’t it?
a
Is there a bank beside the supermarket?
B No, there isn’t.
Is there an internet café near the church?
B Yes, there is.
disco / opposite / bank A
e
B Yes, there is.
internet café / near / church A
d
Is there a post office between the pizza place and the movie theater?
bank / beside / supermarket A
c
Parker Street
post office / between / pizza place / movie theater A
b
Milton Road
St. Martin Street
High Street
St. Patrick Street
6 Look at the map. Then read the cues and make dialogues. The first one is done for you.
Is there a disco opposite the bank?
B No, there isn’t.
drugstore / between / supermarket / museum A
Is there a drugstore between the supermarket and the museum?
B Yes, there is.
7 Look at the map in exercise 6 again. Then complete the sentences with the following
prepositions: beside, between, far from, and near. a
There is a church
b
There is a newsstand
c
There is a bank
d
There is a shopping mall
the bookstore.
beside
the hospital.
near between
the fast-food restaurant and the bookstore. far from
the museum. 9
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7
Once Upon a Time...
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Warm-up — Peça aos alunos que leiam o título do texto e digam qual é o seu significado. Pergunte-lhes: Vocês conhecem esta fábula? Que outras vocês conhecem? Como vocês definiriam uma fábula? Vocês acham importante conhecer e ler fábulas? Por quê? Contexto — Martha é uma adolescente que gosta muito de ler. Entre suas leituras preferidas estão as fábulas. Uma tarde, ela convidou algumas crianças para ouvi-la contar a fábula “O leão e o ratinho”. Para o prosseguimento da atividade, consulte o Manual do Professor. 35
1
Read the fable and the statements below. Then write T (true) or F (false).
The Lion and the Mouse
One morning, a mouse was in the forest. A lion almost stepped on him. The mouse said: “Please don’t eat me, Mr. Lion. I’m so small.” “OK, you’re right,” answered the lion. And he didn’t eat the mouse. Later that same day, the lion fell into a trap. The trap was a net. Suddenly, the mouse appeared. When he saw the lion, he said: “Don’t worry! I’m here to help you.” And he gnawed the threads of the net. The lion was free and said to the mouse: “Thanks a lot, my friend. How can I repay you?” “Never mind,” answered the mouse. “You let me go free this morning. One good turn deserves another.” Little kindnesses often have big results. Based on <www.aesopfables.com>. Accessed on April 19, 2014.
2
a
T
One morning, a lion was in the forest.
b
F
The mouse almost stepped on a lion.
c
F
The lion ate the mouse.
d
F
The mouse fell into a trap.
e
T
The mouse gnawed the threads of the net.
f
T
After that, the lion was free.
Scan this QR code to watch a video about the genre fable.
www.richmond.com.br/fabulas_leg
Para a extensão do trabalho com gêneros textuais, peça aos alunos que escaneiem o QR code e assistam ao vídeo sobre o gênero fable. Em seguida, eles devem acessar o Portal Educacional
Rewrite the statements. Substitute the words in bold for their Richmond para fazer as respectivas synonyms used in the fable. atividades. O vídeo também está disponível a
“OK, you’re correct.”
no Portal Educacional Richmond por meio do link que aparece abaixo do QR code e no Multi-ROM da coleção.
“OK, you’re right.”
b
The ambush was a net. The trap was a net.
c
Suddenly, the mouse showed up. Suddenly, the mouse appeared.
d
The mouse bit the threads of the net. The mouse gnawed the threads of the net.
e
“How can I reward you?” “How can I repay you?”
f
“You allowed me to go free this morning.” “You let me go free this morning.” 77
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Word Bank 36
1
Past Actions – Here is a summary of the fable “The Lion and the Mouse”. Listen and repeat.
In the forest, a lion almost stepped on a mouse.
The mouse said to the lion: “Please don’t eat me, Mr. Lion. I’m so small.”
The lion fell into a trap.
The mouse saw the lion and helped him.
The mouse gnawed the threads of the net.
The lion said to the mouse: “Thanks a lot, my friend.”
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Language in Use 1
Talk to a classmate. In pairs, retell the fable. Use the pictures on page 78 and the cues below. Resposta pessoal. one morning → mouse → forest → lion → step on → mouse → say → eat → small → OK → right → later → fall into a trap → net → suddenly → mouse → appear → when → see → lion → worry → help → gnaw → threads → lion → free → thanks → friend → how → repay → never mind → let go → free → morning → one good turn → deserve
GRAMMAR IN FOCUS
Simple past – Part IV – Interrogative and short answers
O simple past é usado para ações que aconteceram em um tempo definido no passado. Expressões de tempo como yesterday, last night e two months ago, entre outras, são usadas com o simple past. Ex.:
Ethan and Wendy went to the club last weekend.
Na forma interrogativa, usa-se o auxiliar did e, na forma negativa, usa-se did not (didn’t) com todas as pessoas (I, you, he, she, it, we, you e they). As respostas curtas têm did na afirmativa e didn’t na negativa. O auxiliar did é usado tanto com verbos regulares quanto irregulares. Ex.: A A
2
Did Violet play volleyball with her friends last weekend?
B
Yes, she did. No, she didn’t.
Did Ethan and Wendy go to the club yesterday?
B
Yes, they did. No, they didn’t.
Answer these questions. Give short answers. a
Did you eat rice and beans last Friday?
Yes, I did. / No, I didn’t.
b
Did your mother make a cake two days ago?
Yes, she did. / No, she didn’t.
c
Did your father write a postcard last week?
Yes, he did. / No, he didn’t.
d
Did you have a headache yesterday?
Yes, I did. / No, I didn’t.
e
Did you read a book last month?
Yes, I did. / No, I didn’t.
f
Did your parents go to the club last Saturday?
Yes, they did. / No, they didn’t.
3 Write affirmative or negative sentences according to your answers in exercise 2. There is
an example for you.
Respostas possíveis.
a
I ate rice and beans last Friday. / I didn’t eat rice and beans last Friday.
b
My mother made a cake two days ago. / My mother didn’t make a cake two days ago.
c
My father wrote a postcard last week. / My father didn’t write a postcard last week.
d
I had a headache yesterday. / I didn’t have a headache yesterday.
e
I read a book last month. / I didn’t read a book last month.
f
My parents went to the club last Saturday. / My parents didn’t go to the club last Saturday. 79
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37
Transcrição do exercício 4: Sue: What did you do last night, Dan? Dan: I saw a movie on TV.
4 Listen to Sue and Dan’s conversation on the phone. Then complete the statements.
Sue: Really? What kind of movie did you see? Dan: I saw a horror movie. But I fell asleep while I was watching it. Sue: Really? Dan: Yeah, and I had a dream too. Sue: What was the dream about? Dan: I dreamed that I was in one of the scenes. I was trapped between two monsters. Sue: Wow! What were they like? Dan: One of the monsters was green and had an enormous tongue. Gosh! What about the other one? last a movie on TV night. Sue: Dan: The other one was blue and had enormous ears. Sue: Oh my! What happened then? a dream. Dan: I fought the monsters. Sue: Did you kill them? between trapped two monsters. Dan: I don’t know. Sue: Why not? Because I woke up! and had an enormous tongue. Dan: Sue: Oh, Dan! You’re terrific.
a
Dan
b
He
c
He dreamed that he was
d
One was
e
The other one
f
Dan doesn’t know if he killed the
saw had
green
was
blue and had enormous monsters
.
ears
because he
woke up
.
5 Answer the questions. Use the cues in parentheses. The first one is done for you.
a
Did Carla do the dishes or the laundry yesterday? (dishes) She did the dishes yesterday.
b
Did Anne fly to New York or to London last month? (New York) She flew to New York last month.
c
Did Harry wear a cap or sunglasses yesterday morning? (cap) He wore a cap yesterday morning.
d
Did Mr. and Mrs. Lee wake up early or late last Monday? (early) They woke up early last Monday.
e
Did Mr. Thompson sleep on an armchair or on a sofa last night? (sofa) He slept on a sofa last night.
f
Did Alice and David get up at 7 or at 8 o’clock yesterday? (8 o’clock) They got up at 8 o’clock yesterday.
6 Match the questions to the answers.
a
Who had a cold last month?
e
About 30.
b
When did Dennis read a horror story?
c
At 8 o’clock.
c
What time did Pat wake up last Sunday?
a
Carol did.
d
How did Sam go to school last Friday?
f
In a restaurant.
e
How many pictures did Pat take last night?
b
Last month.
f
Where did Mr. and Mrs. Ford have dinner yesterday?
d
By bus.
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7
Complete the dialogues. Use how long, how many, how much, how often, what, what time, when, where, which, and who. A
a
How much
b
Which
c
B
did Jack pay for his sneakers last month?
About $100.
shirt did Bob buy yesterday: the green or the blue one?
The blue one.
How many
cookies did you have for breakfast this morning?
Four.
d
How often
did Miss Bronson fly to Mexico last year?
Once a month.
e
Who
studied English last week?
Peter did.
f
How long
did Tom’s parents stay on their farm last month?
Ten days.
g
What
did you do last night?
I read a fable.
h
When
did you arrive from Arraial d’Ajuda?
Yesterday.
i
What time
did your sister wake up last Sunday?
At 9 o’clock.
j
Where
did Meg meet Andrew three days ago?
In a restaurant.
8 Read the cues. Make questions and answer them. The first one is done for you.
a b c d e f g h i
Where / James / meet / Anne / three years ago
at the mall
Where did James meet Anne three years ago?
He met her at the mall.
How many / cups of tea / Lea / drink / yesterday
two
How many cups of tea did Lea drink yesterday?
She drank two.
Who / buy / Mr. Shaw’s house / last year
Mr. Noble
Who bought Mr. Shaw’s house last year?
Mr. Noble did.
When / Kate / see / her friend Lucy
last week
When did Kate see her friend Lucy?
She saw her friend Lucy last week.
What / Mike / say to / his girlfriend / last night
“I love you.”
What did Mike say to his girlfriend last night?
He said, “I love you.”
Which / arm / Alice / break / last Tuesday
right
Which arm did Alice break last Tuesday?
She broke her right arm.
Who / fly / to Cuiabá / yesterday
Nina
Who flew to Cuiabá yesterday?
Nina did.
What / happen to / George / last night
an earache
What happened to George last night?
He had an earache.
Where / Karen and Wayne / get married
in the countryside
Where did Karen and Wayne get married?
They got married in the countryside. 81
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Cultural Links 38
Warm-up — Peça aos alunos que observem as imagens e pergunte-lhes: Vocês conhecem alguma dessas imagens? As imagens ajudaram vocês a descobrir qual é o assunto do texto? Quanto ao título, vocês sabem o que significa a palavra cartoon? (No caso do texto, desenho animado.) O que vocês sabem sobre Walt Disney? (Walt Disney foi um empreendedor norte-americano considerado o maior criador de desenhos animados da história do cinema.) Para o prosseguimento da atividade, consulte o Manual do Professor.
Read the text. Then circle ten words that are similar to Portuguese.
1
http://hl.biography.com
The Greatest Cartoon Animator Walt Disney was the greatest cartoon
animator in cinematic history. His real name was Walter Elias Disney. He was born on December 5, 1901, in Chicago, Illinois (U.S.). He began drawing as a child and later worked as an advertising cartoonist. In 1928, Ub Iwerks created the character Mickey Mouse and Walt Disney produced his first Mickey Mouse animated cartoon, Steamboat Willie. He even played the voice of Mickey Mouse. It was a black-and-white cartoon and children and adults loved it. In 1936, Disney created Donald Duck, his second cartoon superstar. In 1937, Disney and his large team of cartoonists and animators produced their first full-length feature film, Snow White and the Seven Dwarfs. It was a mixture of fantasy, music, and color – and it became a huge hit! Disney is called a “modern-day Aesop”. His famous cartoons include Pinocchio, Fantasia, Dumbo, Bambi, Cinderella, Peter Pan, The Lady and the Tramp, Sleeping Beauty, 101 Dalmatians, and The Jungle Book. Walt Disney died on December 15, 1966, just before The Jungle Book was released. In recent years, the Walt Disney Company has produced more famous cartoons, including Frozen, Brave, Up, and Wall-E. Based on <www.justdisney.com>. Accessed on April 18, 2014.
cartoon desenho animado cartoon animator produtor de desenhos animados
cartoonist
cartunista
drawing desenhar full-length feature film released lançado superstar estrela
filme de longa-metragem
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2
Read Disney’s biography again. Then complete the chart. Name
Walter Elias Disney
Date of birth
December 5, 1901
Place of birth
Chicago, Illinois (U.S.)
Occupation Date of death
Advertising cartoonist and cartoon animator December 15, 1966
3 Organize the timeline. Use the pieces of information from the box.
created Donald Duck died produced Snow White and the Seven Dwarfs produced his first Mickey Mouse animated cartoon, Steamboat Willie was born
The most important events in Disney’s life
1901
was born
produced his first Mickey Mouse animated cartoon, Steamboat Willie
1928
1936
1937
produced Snow White and the Seven Dwarfs
created Donald Duck
1966
died
SHARE IDEAS WITH A CLASSMATE 1 Qual é sua opinião sobre o efeito dos desenhos animados nas crianças e nos adolescentes? 2 Quais são seus desenhos favoritos? Por quê? 3 Você consegue associar algum desenho animado a uma fábula? 83
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Written Activity 1
This is La Fontaine’s biography. The paragraphs are out of order. Rearrange and number them accordingly.
Jean de La Fontaine 6
La Fontaine died on April 13, 1695, in Paris.
2
From 1645 to 1647, La Fontaine studied Law. In 1647, he married Marie Héricart. They had a son. Their marriage was unhappy and La Fontaine and Marie separated in 1658. Then, he moved to Paris and got in contact with important writers.
4
In his Fables, La Fontaine used animals to criticize society. They talked and represented social types, vices, and virtues. This book was very important and was published over the last 25 years of his life.
1
A great poet and one of the most famous French fabulists, Jean de La Fontaine (or simply La Fontaine) was born on July 8, 1621, in Château-Thierry, France.
3
In 1668, La Fontaine wrote Fables, his main work. The first volume included some poems and stories of common people, heroes from Greek mythology, and animals from Aesop’s fables. Each tale had a moral.
5
These are some of La Fontaine’s fables: “The ant and the grasshopper”, “The raven and the fox”, “The two mules”, “The dog and the wolf”. Based on <www.jean-delafontaine.com>. Accessed on March 19, 2014.
2
Based on exercise 1, write a biography about a famous person you admire. The biography on page 82 can help you too. Resposta pessoal.
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Project Work A Fable through a Comic Strip In groups of four students, choose a fable that you all like. At home, cut out or draw pictures related to this fable. Bring the pictures or drawings to class and work together. Paste the pictures or drawings on a piece of thick paper to recreate the story in the form of a comic strip. Write the text in frames and use speech bubbles when necessary. Discuss the moral of the story with the members of your group. Discuss with your classmates the process (work done during the project) and the product (the final result) of the project.
Break Time What’s the Proverb?
Os alunos deverão preencher os cartões em branco com dois provérbios de sua preferência. Após completar a atividade, cada aluno escolhe um dos provérbios para apresentar para a classe. Para o prosseguimento da atividade, consulte o Manual do Professor. (Tradução dos provérbios: “Depois da tempestade vem a bonança.”; “Nem tudo que reluz é ouro.”; “Em boca fechada não entra mosca.”; “Antes só do que mal acompanhado.”; “Roupa suja se lava em casa.”; “O amor é cego.”; “Duas cabeças pensam melhor que uma.”; “Quando os gatos saem, os ratos fazem a festa.”)
Follow your teacher’s instructions.
After a storm comes a calm.
All that glitters is not gold.
Don’t wash your dirty laundry in public.
A closed mouth catches no flies.
Love is blind.
It’s better to be alone than in bad company.
Two heads are better than one.
When the cat’s away, the mice will play.
Now You Know Perguntar e informar sobre acontecimentos que ocorreram no passado. Ouvir um diálogo e identificar acontecimentos no passado. Escrever, de forma guiada, uma biografia. 85
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Check Your Progress 4
Units 7 & 8 1
Read the conversation between Martha and Julia. Then answer the questions.
Martha
Hi, Julia. How was your weekend?
Julia
Hello, Martha. It was quite fun. I went to my grandparents’ house in New York because my uncle was getting married.
2
Martha
When did he get married?
Julia
On Saturday evening. It was a beautiful ceremony.
Martha
When did you arrive in New York?
Julia
I arrived there on Saturday morning and I returned on Sunday evening.
Martha
Did you fly to New York?
Julia
Yes, I did. I took a plane at 5 a.m.
Martha
What time did you get home on Sunday?
Julia
I got home at 9 p.m.
a
Where did Julia go last weekend?
She went to her grandparents’ house in New York.
b
Who got married?
Julia’s uncle did.
c
When did Julia’s uncle get married?
He got married on Saturday evening.
d
What was the ceremony like?
It was beautiful.
e
When did Julia return home?
She returned home on Sunday evening.
f
How did Julia go to New York?
She went to New York by plane. / She flew to New York.
Rewrite the sentences. Correct them based on the text in exercise 1. a
Julia went to her parents’ house.
Julia went to her grandparents’ house.
b
Julia’s uncle got married on Saturday afternoon.
Julia’s uncle got married on Saturday evening.
c
Julia arrived in New York on Saturday afternoon.
Julia arrived in New York on Saturday morning.
d
Julia returned home on Monday evening.
Julia returned home on Sunday evening.
e
Julia took a plane at 6 a.m.
Julia took a plane at 5 a.m.
f
Julia got home at 8 p.m. on Sunday.
Julia got home at 9 p.m. on Sunday.
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3 Answer the questions using the cues in parentheses. The first one is done for you.
a
Will Clint go to Tokyo by train next week? (plane) No, he won’t. He’ll go to Tokyo by plane next week.
b
Will Clara prepare an apple pie for Thanksgiving? (pecan pie) No, she won’t. She’ll prepare a pecan pie for Thanksgiving.
c
Will Shirley and Janet meet their sisters tomorrow morning? (aunt) No, they won’t. They’ll meet their aunt tomorrow morning.
d
Will Gary attend a Chinese course next month? (Japanese) No, he won’t. He’ll attend a Japanese course next month.
e
Will Mr. and Mrs. Clark spend three days on a farm next week? (at the beach) No, they won’t. They’ll spend three days at the beach next week.
4 Complete the sentences using may or may not.
a
“Take an umbrella. It
b
Daniel
c
Joe asked, “
d
Sheila
e
The teacher said, “You
rain,” Peter said.
may
play soccer today. He isn’t feeling well.
may not
I watch TV now, Mom?”
May may not
buy the green skirt. She doesn’t like the color. may/may not
use the calculator during the exam.”
5 Find ten traditional Thanksgiving foods/drinks in the wordsearch below. The Word Bank
on page 88 will help you. M Z U R O A S A A S G C E F S X Z J Y S W H C R A N B E E F M E S N P D F I P W W U P M K E R K M O T P A T J P T W L S X U K A E T A J Q I T R X B U F N O T U H I O P E A E Y C W I S W R M E X E A T O A E A G
T J F R F K J F D A C B B K I
T U R K B L B C X Y S D R Y S A A S K L C A R R W H W R D G O I G R C T H T O X L U R M Z P N L T M K W P G W I W E X L
E X K U P O G G T N J E R N B
Y W H T M T C E D F T W K M N J I L W K Q S L D T E E Y R U
S A P P L E P I E Y T G H L N 97
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Have Fun
1
2
Read the comic strip about Helga and Hagar. Then write T (true) or F (false).
a
F
Helga seems unhappy.
b
T
Hagar got everything he wanted for Christmas.
c
T
Hagar got something he didn’t want for Christmas.
Read the strip about Frank and Ernest and answer the questions.
a
What is Frank (the man on the left) doing?
He’s coming out of the cinema. / He’s talking to his friend.
b
Why is he late?
Because he watched the movie twice.
c
Why did he do it?
Because the movie was terrible and he wanted to get his money’s worth. / Because the movie was terrible and he didn’t want to waste his money.
d
What is Ernest’s reaction?
He’s surprised.
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Workbook Name:
Class:
Date:
Unit 7 1
Rewrite the statements using the expressions in parentheses. Make all the necessary changes. a
Rosemary talks to her friend every night.
(yesterday evening)
Rosemary talked to her friend yesterday evening.
b
Mrs. Dawson wears beautiful dresses every day.
(last month)
Mrs. Dawson wore beautiful dresses last month.
c
Nathan stays home every afternoon.
(two days ago)
Nathan stayed home two days ago.
d
Victoria goes to the supermarket every Tuesday.
(last Tuesday)
Victoria went to the supermarket last Tuesday.
e
Richard chats online every morning.
(yesterday morning)
Richard chatted online yesterday morning.
f
Mr. Shaw leaves home at 5:30 a.m. every Thursday.
(last Thursday)
Mr. Shaw left home at 5:30 a.m. last Thursday.
2
Read the cues and make questions. Then answer them using the words in parentheses. a
Candice / read / a magazine / last Monday
(book)
A Did Candice read a magazine last Monday? B
b
No, she didn’t. She read a book.
Ralph / write / letter / to his mother / last Tuesday
(his friend)
A Did Ralph write a letter to his mother last Tuesday? B
c
No, he didn’t. He wrote a letter to his friend.
Heloise and Jackie / see / two cats / on the street / last Friday
(three)
A Did Heloise and Jackie see two cats on the street last Friday? B
d
No, they didn’t. They saw three cats.
Denise / get up / at 6:30 a.m. / last Wednesday
(7 a.m.)
A Did Denise get up at 6:30 a.m. last Wednesday? B
e
No, she didn’t. She got up at 7 a.m.
Mr. and Mrs. Fields / run / a kilometer / last weekend
(two kilometers)
A Did Mr. and Mrs. Fields run a kilometer last weekend? B No, they didn’t. They ran two kilometers. 113
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3 Complete the statements. Use the verbs in parentheses in the correct tense.
a
Mr. Grimes
b
Agata
c
Paul
d
Scott
e
Helene’s classes
f
Geoffrey
to London last year.
traveled
a lot yesterday.
ate
(eat)
home late last Friday.
arrived
Raul last night.
met
(travel)
(arrive)
(meet)
at 7:15 a.m. last Thursday.
started
a week in São Paulo last month.
spent
(start) (spend)
4 Complete the text about what Helene did last Saturday using the verbs from the box.
arrive
drink
drive
eat
enjoy
Last Saturday Helene She
met
go
went
make
talk
her friend Nadine there. Then, Helene
talked
arrived
for some time. Then, Helene
drank
a comedy on TV. They
made ate
the juice. After that, they enjoyed
drove
at Helene’s house,
some sandwiches and some fruit juice. They sandwiches and
watch
to the supermarket.
Nadine to her house. After they they
meet
the watched
it a lot.
5 Answer the questions according to the text in exercise 4.
a
Where did Helene go last Saturday? She went to the supermarket.
b
Who did Helene meet at the supermarket? She met her friend Nadine.
c
Where did Helene drive Nadine? She drove Nadine to her house.
d
What did they do after they arrived at Helene’s house? They talked for some time.
e
What did they eat and drink? They ate sandwiches and drank fruit juice.
f
What kind of movie did they watch on TV? They watched a comedy.
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Grammar Reference ADJECTIVES Order of Adjectives Opinion
Size
Kind/Shape
Color
Noun
beautiful
short
wavy
brown
hair
long
curly
black
hair
medium-length
straight
red
hair
blue
eyes
expressive
big
Ex.: Tess has beautiful short wavy brown hair and blue eyes. Pete has expressive big green eyes. Degrees in Adjectives Comparative
• comparação entre dois elementos • igualdade, superioridade e inferioridade
Superlative
• comparação entre três ou mais elementos • superioridade e inferioridade Comparative of Equality
Affirmative sentences
as... as
Julie is as tall as Elaine. Lions are as dangerous as tigers.
Negative sentences
not as... as
Julie is not as pretty as Elaine. A cat is not as dangerous as a lion.
Em adjetivos...
Comparativo de superioridade
Superlativo de superioridade
de uma sílaba (e em alguns de duas sílabas) old quiet young de uma sílaba, terminados em consoante + vogal + consoante hot big de uma ou duas sílabas terminados em y precedido de consoante noisy heavy friendly de uma ou duas sílabas terminados em e large gentle de duas sílabas (alguns casos) e todos os de três ou mais sílabas comfortable beautiful irregulares good bad
acrescenta-se -er than
acrescenta-se the... -est
older than quieter than younger than dobra-se a consoante final e acrescenta-se -er than hotter than bigger than substitui-se o y por i e acrescenta-se -er than noisier than heavier than friendlier than acrescenta-se -r than
the oldest the quietest the youngest dobra-se a consoante final e acrescenta-se the… -est the hottest the biggest substitui-se o y por i e acrescenta-se the... -est the noisiest the heaviest the friendliest acrescenta-se the... -st
larger than gentler than usa-se more... than
the largest the gentlest usa-se the most
more comfortable than more beautiful than
the most comfortable the most beautiful
better than worse than
the best the worst 117
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Glossary English • Portuguese
A a year ago um ano atrás about sobre, em torno de, a respeito de above acima abroad ao exterior absent ausente A.D. (Anno Domini) d.C. (depois de Cristo) add acrescentar advice (pl. pieces of advice) conselho(s) after that depois disso agree with concordar com ailment doença all todo(a); todos(as) almost quase also também always sempre amazing fantástico, incrível amusement park parque de diversões angry bravo(a) another um(a) outro(a) anything else algo mais appear aparecer appointment hora marcada; consulta arm braço armpits axilas artwork obra de arte as… as tão… quanto as for quanto a at least pelo menos average médio(a), mediano(a) awesome maravilhoso(a), muito bom/boa
B back costas; de volta bad mau, má, ruim band banda bangs franja barbecue churrasco be born nascer be in love with estar apaixonado por beard barba beat to death espancar até a morte beautiful lindo(a) beauty mark pinta (normalmente acima dos lábios) because porque before antes believe acreditar belong pertencer big grande blind cego(a) blond loiro(a) body corpo boring desinteressante both… and tanto… como breast seio
bridge ponte bring trazer brown castanho, marrom burrow toca but mas by de (meio de transporte)
C cake bolo call chamar(-se); ligar card cartão careful cuidadoso(a) carrot cenoura cartoon história em quadrinhos; desenho animado cartoon animator produtor de desenho animado cartoonist cartunista; desenhista de história em quadrinhos cause causa change mudança cheap barato(a) cheetah guepardo child (pl. children) criança(s); filho(s) Christian cristão(ã) clap bater palmas clean limpo(a) climate clima cloud nuvem cloudy nublado(a) coast costa cob espiga coconut tree coqueiro cold frio(a); resfriado come vir Come on! Vamos! comfortable confortável common comum compare comparar comprise abranger, incluir consist consistir contain conter conversation conversa cook cozinheiro(a); cozinhar corn milho correct certo(a); corrigir couple casal course curso crab caranguejo craft artesanato cranberry sauce molho de oxicoco create criar crop plantação cruelly cruelmente cup xícara curly encaracolado, crespo
D dad pai dangerous perigoso(a) dark escuro(a)
date data densely densamente dessert sobremesa detailed detalhado(a) diary diário dirty sujo(a) disagree with discordar de discover descobrir dish prato do the dishes lavar a louça do the gardening cuidar do jardim Don’t panic! Não entre em pânico! Don’t worry! Não se preocupe! down para baixo downtown centro da cidade dream sonhar; sonho dry seco(a) during durante
E ear orelha earache dor de ouvido early cedo Earth Terra Eastern Africa África Oriental easy fácil eat comer economical econômico(a) either... or ou... ou endangered em perigo de extinção enjoy gostar enormous enorme entertain entreter erase apagar even até everyday life vida cotidiana exactly exatamente except for exceto exciting emocionante, empolgante exhibition exposição expensive caro(a) eye olho
F fable fábula face rosto fall into cair em familiar conhecido(a) famous famoso(a) farm fazenda fat gordo(a) father pai feature característica feed alimentar feel sentir fever febre fewer menos find encontrar finger dedo da mão flat plano(a) fly voar
foggy com neblina follow seguir following seguinte foot (pl. feet) pé(s) for para for a while por um tempo forest floresta forget esquecer freckle sarda fruit fruta full inteiro(a), completo(a), cheio(a) fun divertimento funny engraçado(a)
G genre gênero get together reunir-se get up levantar-se gift presente give dar gnaw roer go ahead continuar, ir em frente go back voltar go camping ir acampar go on a diet fazer regime go on a trip fazer uma viagem go out sair go swimming ir nadar good idea boa ideia gorgeous deslumbrante Gosh! Nossa! granite granito grass grama gravy molho de carne gray cinza, grisalho(a) great ótimo(a), maravilhoso(a), grande Guess what! Adivinhe! guy cara (gíria)
H hair cabelo hairstyle estilo de cabelo ham presunto hand mão handsome bonito hang out with passar tempo com happen acontecer harbor porto hard muito hat chapéu have fun divertir-se head cabeça headache dor de cabeça health saúde hear ouvir heavy pesado(a); forte height altura here aqui hers dela(s) high alto(a) highlight realçar hill colina
122
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take a vacation tirar férias talk to falar com tall alto(a) teach lecionar, ensinar teen, teenager adolescente tell dizer, contar tennis tênis terrible terrível terrific maravilhoso(a) Thanksgiving Dia de Ação de Graças that esse(a), isso, aquele(a), aquilo That’s it! É isso aí! the best o(a) melhor the least o(a) menos the most o(a) mais the worst o(a) pior theirs deles(as) thick grosso(a) thin magro(a), fino(a) thing coisa think pensar thirsty com sede thousands of milhares de thread fio throat garganta tired cansado(a) to para, em direção a today hoje toe dedo do pé
together juntos tomato tomate tomorrow amanhã ton tonelada tongue língua tonight hoje à noite too também tooth (pl. teeth) dente(s) toothache dor de dente top topo tour viagem, excursão tour guide guia turístico towards em direção a transcript transcrição trap armadilha travel viajar trick truque, brincadeira trip viagem T-shirt camiseta turkey peru twin gêmeo(a) twist retorcer typewriter máquina de escrever
U uncomfortable desconfortável unforgettable inesquecível unfriendly antipático(a) up para cima us nós; nos
V valentine cartão de Dia dos Namorados Valentine’s Day Dia dos Namorados vest colete visit visitar
W wait esperar walk caminhar wallet carteira (de dinheiro) war guerra water água way caminho wear vestir weather tempo (clima) weigh pesar weight peso well bem well-known bem conhecido(a) wet úmido(a) What a view! Que vista! What about...? Que tal...? What does he look like? Como ele é? (aparência) What’s the matter? Qual é o problema? wheel roda
when quando where onde, aonde which qual why por que wildlife vida selvagem window janela wine vinho wish desejar with com wooden de madeira work trabalhar; trabalho world mundo worth valor Would you like...? Você gostaria de…? wrong errado(a)
Y yeah sim (informal) yesterday ontem You let me go free. Você me libertou. You’re kidding! Você está brincando! You’re right. Você está certo., Você tem razão. young jovem yours teu(s), tua(s), seu(s), sua(s), de vocês yours sincerely atenciosamente
Portuguese • English
A a maioria de most of à noite in the evening a respeito de about à tarde in the afternoon abranger comprise abrir open acima above acontecer happen acreditar believe acrescentar add Adivinhe! Guess what! adolescente teen, teenager África Oriental Eastern Africa agradável lovely água water Ai! Ouch! ainda still ainda não not yet algo mais anything else alguém somebody algum(ns), alguma(s) some alguma coisa something alimentar feed alto(a) high; tall altura height amanhã tomorrow anterior previous antes before antipático(a) unfriendly ao exterior abroad aonde where
apagar erase aparecer appear aparência look aprender learn apresentação show apresentador (de TV) host aquele(a) that aqui here aquilo that armadilha trap artesanato craft assar roast até even atenciosamente yours sincerely atrasado(a) late ausente absent avestruz ostrich avião plane axilas armpits
B baixo(a) low; short banda band barato(a) cheap barba beard barulhento(a) noisy batata-doce sweet potato bater palmas clap beija-flor hummingbird bem well bem conhecido(a) well-known bigode mustache
bilhete escrito pelos pais justificando a ausência do(a) filho(a) na escola por motivo de doença sick note boa ideia good idea bobo(a) silly boca mouth bolo cake bolsa purse bonito handsome braço arm bravo(a) angry brilhar shine brincadeira joke, trick
C cabeça head cabelo hair cair em fall into caminhar walk caminho way camiseta T-shirt cansado(a) tired cantar sing cara guy (gíria) característica feature caranguejo crab caro(a) expensive cartão card cartão de Dia dos Namorados valentine’s card carteira (de dinheiro) wallet cartunista cartoonist
casa house, home, place casal couple casar marry castanho brown cauda tail causa cause cedo early cego(a) blind cenário setting cenoura carrot centro da cidade downtown certo sure certo(a) correct, right céu sky chá gelado iced tea chamar(-se) call chapéu hat cheio(a) full chover rain churrasco barbecue chutar kick chuva rain chuvoso(a) rainy cinza gray claro of course claro(a) light clima climate cobra snake coisa thing colete vest colina hill com with com excesso de peso overweight
124
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Track List Track 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42
Page 4 4 5 5 5 5 5 11 12 14 16 21 22 25 26 33 34 36 38 43 44 44 47 48 55 56 59 60 65 66 66 68 70 77 78 80 82 87 88 90 92
Content Introduction Countries & Cultures - France Countries & Cultures - Chile Countries & Cultures - Norway Countries & Cultures - Denmark Countries & Cultures - Greece Countries & Cultures - Spain Countries & Cultures - Indonesia Unit 1 - Ex. 1 Unit 1 - Ex. 1 Unit 1 - Ex. 3 Unit 1 - Ex. 1 Unit 2 - Ex. 1 Unit 2 - Ex. 1 Unit 2 - Ex. 7 Unit 2 - Ex. 1 Unit 3 - Ex. 1 Unit 3 - Ex. 1 Unit 3 - Ex. 4 Unit 3 - Ex. 1 Unit 4 - Ex. 1 Unit 4 - Ex. 1 Unit 4 - Ex. 2 Unit 4 - Ex. 9 Unit 4 - Ex. 1 Unit 5 - Ex. 1 Unit 5 - Ex. 1 Unit 5 - Ex. 6 Unit 5 - Ex. 1 Unit 6 - Ex. 1 Unit 6 - Ex. 1 Unit 6 - Ex. 2 Unit 6 - Ex. 6 Unit 6 - Ex. 1 Unit 7 - Ex. 1 Unit 7 - Ex. 1 Unit 7 - Ex. 4 Unit 7 - Ex. 1 Unit 8 - Ex. 1 Unit 8 - Ex. 1 Unit 8 - Ex. 5 Unit 8 - Ex. 1
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HIGHLIGHTS
8 ano o _
Manual do Professor Introdução
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Princípios básicos que norteiam a coleção Concepção de ensino e aprendizagem Concepção de linguagem Objetivos gerais do ensino de língua estrangeira no Ensino Fundamental
4
Papel do professor Letramento crítico como prática educacional
5 5
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Características gerais da coleção Estrutura da coleção Sugestões didáticas gerais Avaliação Referências bibliográficas Sugestões de sites para consulta do professor
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Conteúdo deste volume Notas para o uso de “Countries & Cultures” Notas por unidade Welcome Unit Unit 1 – Describing People Unit 2 – Comparing and Contrasting Unit 3 – Good! Better! The Best! Unit 4 – I Had a Fever Yesterday Unit 5 – Traveling Abroad Unit 6 – Great Vacations Unit 7 – Once Upon a Time… Unit 8 – Planning Events Have Fun Workbook
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6 7 12 15 17 19 20 22 24 24 26 29 33 36 39 42 46 49 53 53
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Conteúdo deste volume UNIDADES
1o BIMESTRE
Welcome Unit
Unit 1 Describing People
Unit 2 Comparing and Contrasting
OBJETIVOS
ITENS LEXICAIS
ITENS GRAMATICAIS
TEXTOS CULTURAIS
• Rotina diária • Revisar atividades de rotina. • Perguntar e informar o que as pessoas estão • Disciplinas escolares fazendo no momento da fala. • Lugares e • Perguntar e informar se há serviços em serviços determinados lugares. • Informar a localização de determinados serviços. • Ler um texto e extrair informações pontuais.
• Simple present : Yes-No questions and Wh-questions • Present continuous (afirmativa/ negativa/ interrogativa) • There to be (afirmativa/ negativa/ interrogativa) • Prepositions
Jane’s postcard
• Perguntar sobre aparência física e fazer descrições. • Ouvir um texto e identificar as pessoas que estão sendo descritas. • Ler um texto e identificar informações pontuais. • Escrever perguntas sobre um(a) cantor(a) para um jogo de adivinhação.
• Order of adjectives • Should
Valentine’s Day around the world
• Descrição física
6
Tema transversal: Pluralidade Cultural
• Descrição • Comparar pessoas, animais, objetos e • Degrees in de pessoas, lugares. adjectives – animais, objetos Comparative • Concordar ou discordar de alguém. e lugares • Which • Ler um texto e extrair informações detalhadas dele. • Simple past – Part I – Verb to • Ouvir um texto sobre cidades e identificar as be (afirmativa/ diferenças entre elas. negativa/ • Completar um parágrafo de um artigo. interrogativa)
2o BIMESTRE
Unit 3 Good! Better! The Best!
OBJETIVOS
ITENS LEXICAIS
Temas transversais: Ética e Meio Ambiente
• Partes do corpo • Problemas de saúde
Check Your Progress 2 (Units 3 & 4)
20
30 ITENS GRAMATICAIS
• Expressar opinião pessoal, comparando • Descrição de • Degrees in diversos itens. adjectives – pessoas Superlative • Ouvir parte de um quiz e identificar • Expressões para informações específicas. dar opinião • Ler um texto e extrair informações pontuais. • Escrever um post em um blog e comentá-lo.
• Perguntar e informar sobre problemas de saúde. • Ouvir minidiálogos e identificar problemas de Unit 4 saúde. I Had a Fever • Ler uma entrevista e extrair informações Yesterday pontuais dela. • Escrever um bilhete justificando a ausência de um aluno na escola por motivos de doença.
10
Animal facts
Check Your Progress 1 (Units 1 & 2)
UNIDADES
Pág.
• Simple past – Yes-No questions • Personal pronouns
TEXTOS CULTURAIS
Pág.
Australia: the oldest continent Temas transversais: Ética e Cidadania
32
An interview about puberty Tema transversal: Orientação Sexual
42
52
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UNIDADES
3o BIMESTRE
Unit 5 Traveling Abroad
Unit 6 Great Vacations
OBJETIVOS
ITENS LEXICAIS
• Descrição de • Perguntar e informar sobre acontecimentos viagem passados. • Fazer um pedido ou um convite a alguém. • Oferecer algo a alguém. • Aceitar ou recusar um convite ou oferta. • Ouvir um texto e identificar informações sobre uma viagem. • Escrever uma entrevista. • Descrever acontecimentos no passado. • Informar sobre condições meteorológicas. • Informar a quem pertence um determinado objeto. • Ouvir um texto e identificar acontecimentos no passado. • Ler entradas de um diário e extrair as informações principais. • Escrever, de forma guiada, uma entrada de um diário de viagem.
• Condições meteorológicas
ITENS GRAMATICAIS • Simple Past – Part II – Regular verbs • Wh-questions • Would
• Simple past – Part III – Irregular verbs • Possessive pronouns
TEXTOS CULTURAIS Vigeland Sculpture Park Temas transversais: Ética e Meio Ambiente
4o BIMESTRE
Unit 7 Once Upon a Time...
Unit 8 Planning Events
OBJETIVOS
ITENS LEXICAIS
Tema transversal: Pluralidade Cultural
64
74 ITENS GRAMATICAIS
• Perguntar e informar sobre acontecimentos que ocorreram no passado. • Ouvir um texto e identificar acontecimentos ocorridos no passado. • Identificar características de uma biografia. • Escrever, de forma guiada, uma biografia.
• Acontecimentos • Simple past – no passado Part IV – Interrogative and short answers
• Perguntar e informar sobre acontecimentos que poderão ocorrer no futuro. • Pedir ou dar permissão a alguém. • Ouvir um texto e identificar acontecimentos que talvez ocorram no futuro. • Extrair as principais informações de uma reportagem. • Escrever uma receita culinária.
• Comidas e bebidas típicas do Dia de Ação de Graças
Check Your Progress 4 (Units 7 & 8)
54
The African people in Brazil
Check Your Progress 3 (Units 5 & 6)
UNIDADES
Pág.
• Will – May
TEXTOS CULTURAIS The greatest cartoon animator Tema transversal: Pluralidade Cultural
Pág.
76
Thanksgiving in the United States Tema transversal: Pluralidade Cultural
86
96
Have Fun
98
Workbook
99
Grammar Reference
117
Glossary
122
List of Irregular Verbs
127
Track List
128
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Unit
7
Once Upon a Time... OBJETIVOS DA UNIDADE Perguntar e informar sobre acontecimentos que ocorreram no passado. Ouvir um texto e identificar acontecimentos ocorridos no passado. Escrever, de forma guiada, uma biografia.
Oriente os alunos a observar com atenção a imagem de abertura e o título da unidade e a falar sobre a relação entre eles. Peça-lhes que descrevam os elementos que compõem a imagem – an old pocket watch that is partly covered by a lot of gravel (cascalho) – e auxilie-os com o vocabulário. Então, pergunte se conseguem prever o tema que será abordado nesta unidade.
Na sequência, oriente-os a reler a fábula com o auxílio do glossário (página 122) e substituir as palavras em negrito por sinônimos utilizados no texto. Corrija oralmente.
Página 78
Word Bank
Página 77
Exercício 1 Feito o warm-up, apresente o contexto aos alunos. Pergunte a eles o que é uma fábula e, se necessário, explique que se trata de um gênero literário de narrativa curta, em prosa ou verso, cujos personagens são animais que agem como seres humanos e que ilustram uma lição de moral. Esopo (620-560 a.C.), considerado o pai do gênero, era um escravo grego e um habilidoso contador de histórias. Apesar de algumas de suas narrativas serem provenientes da Índia e de outras serem provenientes de contos folclóricos gregos, Esopo teve o mérito de tê-las popularizado. Explique que as características de uma fábula são: a sequência cronológica dos acontecimentos e a estrutura retórica, que é organizada em situação-problema, clímax e desfecho. Pergunte a eles se conhecem a fábula “O leão e o rato”. Leia o texto ou toque a faixa do CD. Reconstrua a história com a ajuda dos alunos. Após a leitura, pergunte a eles qual é a moral da história. Eles devem dar sugestões, por exemplo, “ajudar alguém sem olhar a quem” e “uma mão lava a outra”. Na sequência, peça que leiam o enunciado do exercício e as frases e decidam se são verdadeiras ou falsas de acordo com o texto. Oriente-os a comparar suas respostas com as de um colega. Então, solicite voluntários para conferência.
Exercício 2 Antes de os alunos realizarem o exercício, pergunte-lhes qual é o conceito de “sinônimo”. Em seguida, peça que apresentem um sinônimo da palavra “correto” (certo, exato).
Exercício 1 Apresente as imagens que contam a fábula “O leão e o rato” e peça aos alunos que identifiquem as ações de cada cena. Toque a faixa do CD e oriente-os a acompanhar a leitura. Em seguida, aponte para os verbos no simple past e incentive-os a identificar sua base form, lembrando-os dos verbos regulares e irregulares. Pergunte a eles o motivo de os verbos estarem nesse tempo verbal (uma história está sendo contada). Toque a faixa novamente e incentive-os a repetir as frases.
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Language in Use Exercício 1 Peça aos alunos que recriem a fábula “O leão e o rato” utilizando as palavras do boxe e as ilustrações da página 78. Incentive-os a usar a criatividade. Ao final, solicite voluntários para contar suas fábulas.
Grammar in Focus – Simple past – Part IV – Interrogative and short answers Elabore perguntas sobre a fábula, cujas respostas possam ser afirmativas ou negativas (Did the lion eat the mouse? Did the lion fall into the trap? etc.), e incentive os alunos a respondê-las. Apresente a estrutura de pergunta e resposta no simple past por meio desses exemplos. Em seguida, leia o boxe de gramática com a turma e verifique se há alguma dúvida.
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Exercício 5 Explique aos alunos que eles deverão responder às perguntas utilizando a palavra ou expressão indicada entre parênteses. Ao final da atividade, peça a eles que comparem suas respostas em duplas e corrija oralmente.
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Exercício 7 Relembre as Wh-words por meio de exemplos significativos. Escreva-as no quadro e oriente os alunos a observar as respostas para escolher a opção correta para completar as frases. Solicite voluntários para ler suas respostas.
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Cultural Links Exercício 1 Após o warm-up, pergunte aos alunos como geralmente se começa uma biografia. Deixe-os observar o texto para responder à pergunta. Informe-os de que, normalmente, uma biografia se inicia com o nome da pessoa, ou sua profissão, e a data e o local de seu nascimento e/ou morte. Então, peça que façam uma leitura do tipo scanning para localizar rapidamente no texto as seguintes informações: data de nascimento e morte de Walt Disney e o ano em que ele produziu o primeiro desenho animado do personagem Mickey Mouse. Depois, leia o texto em voz alta ou toque a faixa do CD e peça aos alunos que acompanhem a leitura. Em seguida, oriente-os a circular as palavras semelhantes ao português e confira as respostas oralmente. Se desejar, converse um pouco sobre o funcionamento de um desenho animado no passado. As gravuras eram desenhadas em folhas de filme transparente e então fotografadas. Cada gravura era um pouco diferente da anterior e essas pequenas diferenças faziam o personagem se mover quando o filme era projetado na velocidade de 24 gravuras por segundo. Atualmente, a produção de desenhos animados é feita por animação computadorizada e programas 3D.
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Exercício 2 Antes da realização do exercício, peça aos alunos que leiam a biografia do exercício 1 novamente, com o auxílio do glossário apresentado na página 82, e que façam a atividade. Solicite alguns voluntários para conferência.
Exercício 3 Ressalte aos alunos que em uma biografia são apresentados os fatos relevantes da vida da pessoa em ordem cronológica, usando verbos no simple past na 3a pessoa do singular. Os connectors que fazem a ligação entre as frases são importantes, pois determinam a ordem dos acontecimentos. Peça aos alunos que circulem no texto as expressões de tempo: on December 5, 1901; in 1928; in 1936; in 1937; on December 15, 1966. Depois, explique-lhes que timeline (linha do tempo) é um recurso gráfico usado para localizar acontecimentos que ocorrem ao longo do tempo. Em seguida, corrija oralmente e oriente-os a encontrar os fatos que ocorreram nessas datas e completar o exercício. Solicite voluntários para conferência.
SHARE IDEAS WITH A CLASSMATE Temas Transversais: Pluralidade Cultural Leia as questões e promova uma discussão em grupo. Peça exemplos de desenhos animados (atuais e antigos, estrangeiros e nacionais) e escreva-os no quadro. Pergunte aos alunos quais são os temas abordados nesses desenhos. Incentive-os a comparar os desenhos atuais aos antigos e os estrangeiros aos nacionais. Discuta também a importância de haver desenhos brasileiros, que representem nossa cultura e nossos costumes. Página 84
Written Activity Exercício 1 Pergunte aos alunos se eles já ouviram falar das fábulas de La Fontaine e se já leram alguma delas. Mencione alguns títulos (“A lebre e a tartaruga”, “O homem, o menino e a mula”, “A cigarra e a formiga”, “O corvo e a raposa”, “O lobo e o cachorro”). Se for possível, leve para a sala de aula alguns livros, contendo fábulas para que eles se familiarizem com esse gênero textual. Apresente o vocabulário, se necessário: each – cada Law – Direito main work – principal obra simply – simplesmente, apenas tale – conto unhappy – infeliz was born – nasceu writers – escritores 47
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Oriente-os a ler os parágrafos da biografia do autor e a reorganizá-los, prestando atenção à ordem cronológica dos acontecimentos. Circule pela sala auxiliando quem apresentar dúvidas. Corrija oralmente.
Exercício 2 Na aula anterior, peça aos alunos que pesquisem informações sobre a vida de alguém que admiram. Explique que eles deverão seguir os modelos apresentados nesta unidade (no exercício 1 da página 84 e no exercício 1 da página 82) e escrever uma biografia, usando as informações coletadas. Escreva no quadro tópicos que podem ajudá-los na organização de seus textos:
discutir a história. Peça que, em casa, recortem ou desenhem imagens relacionadas à fábula escolhida e tragam para a sala, na aula seguinte. Em sala, peça a eles que elaborem a tirinha utilizando as imagens escolhidas. Ao final da atividade, discuta, com os alunos, a moral das fábulas utilizadas.
Break Time What’s the Proverb? Esta é uma variação da atividade apresentada no livro do aluno. Prepare com antecedência tiras de papel e escreva um dos provérbios abaixo em cada uma:
1 occupation, date and place of birth;
Don’t count your chickens before they are hatched.
2 place where he/she started school;
After a storm comes a calm.
3 courses he/she took;
All that glitters is not gold.
4 date he/she finished the course;
An apple a day keeps the doctor away.
5 marital status;
Better to be alone than in bad company.
6 number of children;
Don’t go near the water until you learn how to swim.
7 date of works/hits/inventions;
Don’t air your dirty laundry in public.
8 results of his/her work;
It is no use crying over spilled milk.
9 date of death.
Lightning never strikes twice in the same place.
Oriente os alunos a trabalhar individualmente e circule pela sala, auxiliando-os quando for necessário. Quando finalizarem, solicite voluntários para ler suas biografias. Se desejar, peça a eles que escrevam a biografia em uma folha de papel e corrija-a em casa. Devolva os textos a eles e peça-lhes que os reescrevam de acordo com as anotações feitas por você. Exponha versões finais dos textos na sala de aula ou no mural da escola.
Love is blind.
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Project Work A Fable through a Comic Strip Apresente uma tirinha aos alunos e auxilie-os a identificar suas características. Organize-os em grupos de quatro integrantes e oriente-os a escolher uma fábula e
Two heads are better than one. When the cat’s away, the mice will play. Coloque as tiras de papel dentro de um saco plástico. Escreva no quadro os doze provérbios e oriente os alunos quanto ao significado deles. Leia os provérbios e peça a eles que os repitam. Divida a turma em dois grupos (A e B) e chame à frente da sala um representante de cada um. O aluno do grupo A sorteia uma das tiras de papel e faz a mímica referente ao provérbio para o grupo B, que terá duas chances de adivinhar a qual provérbio a mímica se refere, dizendo-o em voz alta. Se acertar, ganhará um ponto. Em seguida, é a vez de o representante do grupo B fazer a mímica. Repita o procedimento quantas vezes julgar conveniente. O grupo que obtiver mais pontos vencerá o jogo.
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2nd edition
3
highlight /ˈhɑɪˌlɑɪt/ s. ponto alto, melhor momento, auge; principal. s. pl. highlights melhores momentos. HIGHLIGHTS é uma coleção dinâmica e inovadora dirigida ao estudante brasileiro do Ensino Fundamental (6o ao 9o ano). Apresenta tópicos contemporâneos ligados ao dia a dia dos alunos, desenvolve a capacidade crítica e reflexiva com base nas propostas dos PCN e trabalha as quatro habilidades da língua, dando maior ênfase à leitura e à escrita. Novidades da obra: Welcome unit.
New
Review games (volumes 1 e 2) revisam o conteúdo trabalhado por meio de jogos. New QR code – dois gêneros textuais por volume.
New
Multi-ROM com atividades, jogos, vídeos e áudios do livro.
New
Have Fun – atividades lúdicas em todos os volumes. Portal Educacional da obra com atividades interativas, jogos e vídeos, entre outros. New Livro Digital Interativo (iOS/Android/Mac/Windows).
New
Para o aluno
Livro do aluno com caderno de exercícios integrado. Multi-ROM. Portal Educacional da obra com atividades interativas, jogos e vídeos, entre outros. Livro Digital Interativo (iOS/Android/Mac/Windows).
Para o professor
Componentes:
Livro do aluno com respostas, instruções detalhadas para o desenvolvimento das atividades, ampliações didáticas (atividades extras e de extensão), planejamento anual e orientações pedagógicas para trabalhar com os mapas-múndi. Multi-ROM. Portal Educacional da obra com recursos extras exclusivos para o professor. Material para uso em lousa interativa ou projetor. Livro Digital Interativo (iOS/Android/Mac/Windows).
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