Agrupamento de Escolas de Avanca – Prof. Dr. Egas Moniz Ano lectivo 2010/2011
Inglês – Curso EFA NS
Name: __________________________________________
Date: ___/ ___/___
Animals Vocabulary
1. Pay attention to the powerpoint presentations about animals. 2. Name five different animals. ______________________________________________________________ 3. Try to guess: - What is the largest land animal now living? ___________________________________________________ - What animal is big and white? _____________________________________________________________ - What animal likes to bury bones? ___________________________________________________________ - What animal has got tall legs? _____________________________________________________________ - What animal has got big ears ? _____________________________________________________________ - What animal is a large sea fish with sharp teeth? _______________________________________________ 4. Name your favourite animals. _____________________________________________________________ _______________________________________________________________________________________ 5. Match the following pictures with the right word.
Formadora Sofia Martinho
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.
HORSE EAGLE SNAIL TIGER ZEBRA OWL LADYBUG SKUNK RHINO DOG BIRD SEAHORSE PANDA BEAR GIRAFFE CRAB STARFISH PENGUIN CAT MONKEY DUCK MOUSE CROCODILE ELEFANT SNAKE LION
26. SPIDER 27. BUTTERFLY 28. PARROT 29. GOAT 30. FOX 31. FROG 32. DONKEY 33. OSTRICH 34. GORILLA 35. TURTLE 36. BEE 37. SEAL 38. DEER 39. RABBIT 40. KANGAROO 41. DOLPHIN 42. PEACOCK 43. WALRUS 44. CAMEL 45. BEAVER 46. ANT 47. FLAMINGO 48. SQUIRREL 49. FISH 50. BLUE WHALE
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Specific determiners are used when we know exactly which thing(s) or person(s) we are talking about. Here are specific determiners: The definite article: the Demonstratives: this, that, these, those Possessives: my, your, his, her, its, our, their General determiners are used when we talk about thing(s) or person(s) without saying exactly who or what they are. Examples are: The indefinite articles: a, an Others such as: a few, a little, all, another, any, both, each, either, enough, every, few, fewer, little, less, many, more, most, much, neither, no, other, several, some, etc.
The definite and indefinite articles (the, a, an) are all determiners. Now, complete the below sentences with THE, A, AN, or Ø.
1. Bye, see you again. I am in _______ hurry now. 2. ______ Smiths often go to _______ cinema together. 3. She is _______ most intelligent girl in our class. 4. She usually goes to ______ school by ______ bus. 5. I am reading _______ book at present. 6. Some people go to ______ church on _______ Sundays. 7. What do you often do in _______ morning? 8. ________ sun is shining! 9. _______ train to ______ Beijing leaves at 8 o’clock. 10. We have ______ English 4 times ______ week. 11. Let’s go for ______ walk, Daddy. It’s boring here! 12. They used to live in _______ Philippines. 13. Can you play _______ guitar, Aunt Jane? 14. He has worked as _______ pilot for seven years. 3
Agrupamento de Escolas de Avanca – Prof. Dr. Egas Moniz Ano lectivo 2010/2011
Inglês – Curso EFA NS
Name: __________________________________________
Date: ___/ ___/___
Are you a true friend of the Earth? Do this quiz to find out.
Formadora Sofia Martinho
Agrupamento de Escolas de Avanca – Prof. Dr. Egas Moniz Ano lectivo 2010/2011
Inglês – Curso EFA NS
Name: __________________________________________
Date: ___/ ___/___
Our Environment
Formadora Sofia Martinho
Do you know‌
HOW LONG DOES LITTER LAST? While out enjoying our public lands, parks, and recreation areas, have you ever come across some litter and wondered how long it will be there if no one picks it up? Litter and dumping on public lands are a serious concern that can be avoided if everyone learns about the problem and what can be done to eliminate it.
Cigarette butt: 1-5 years Not only do cigarette butts last a long time, they are often thrown from a vehicle which means the cigarette butts end up in the street. These butts will eventually end up in the storm drains that lead to lakes or seas.
Leftovers: 2 years Throwing banana peels, apple cores, cigars, or your sandwich from the car is littering. Don't let anyone tell you that if it's biodegradable it's not litter.
Plastic shopping bag: 10-20 years Bring reusable bags with you to the store. Kids are starting to think plastic bags grow on bushes or trees!
Leather: 50 years A leather jacket will last for a very long time. Besides some animals are becoming extinct. Think about that before buying a leather jacket!
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Aluminum can: 500 years An aluminum can carelessly littered today could be found in the same spot by our great-great-great-greatgreat-great-great-great-great-great-great-great-greatgreat-great-grandchildren.
Disposable diaper: 500 years Can’t we avoid that kind of pollution? Think a lot about the environment where your baby will live before throwing diapers away.
Plastic bottle: May be around forever In a recent study of litter clean-ups, plastics accounted for 30% of the litter volume. Take it with you and recycle.
Glass bottle: May be around forever A minute on the lips, 1,000,000 lifetimes on the side of the trail.
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Agrupamento de Escolas de Avanca – Prof. Dr. Egas Moniz Ano lectivo 2010/2011
Inglês – Curso EFA NS
Name: __________________________________________
Date: ___/ ___/___
The Simpsons Movie Fill in the blanks after watching the movie.
In Springfield, ____________ convinces the locals to clean up the polluted ____________ Springfield after the sinking of the stage of the _______ _______ in a concert of rock and roll.
Meanwhile, ____________ saves a ____________ from being killed in Krusty Burger and adopts it, calling the animal ____________. After two days, Spider Pig fills up a silo with its excrement and Homer dumps the silo in the ____________, polluting it.
The angry ____________ forces the Simpsons to move to ____________. Meanwhile the president Arnold Schwarzenegger is induced by his advisor from EPA to put a ________ over Springfield to hold the population and ____________ the city.
When ____________ sees the news in the television, she tells Homer that they must return to Springfield to save their ____________ and friends. It's up to Homer to save ____________!
__________ __________ SON __________ Formadora Sofia Martinho
I. Match the terms. ___ mother
a. avó
___ father
b. tia
___ son
c. filha
___ daughter
d. tio
___ sister
e. irmã
___ brother
f. sobrinho
___ grandmother
g. filho
___ grandfather
h. avô
___ aunt
i. mãe
___ uncle
j. irmão
___ niece
k. pai
___ nephew
l. primo/prima
___ cousin
II. Write in the correct words from the word bank.
m. sobrinha
Word Bank III. Fill in the correct words from the word bank. A. The two girls are ______________________. B. The two boys are ______________________. C. The woman is the ____________________ of the children. D. The man is the ____________________ of the children.
sisters
brothers
mother
father
daughters
sons
IV. More matching ___ family
a. filhos
___ married
b. esposo
___ parents
c. casado
___ husband
d. família
___ wife
e. netos
___ children
f. pais
___ grandchildren
g. esposa
V. Mark each sentence with T for true or F for false. If the sentence is false, change it to make it true. _F_ A. Jorge is Antonio’s mother. father ___ B. Leticia is Jorge’s daughter. ___ C. Isabel is Jorge’s husband. ___ D. Antonio is Isabel’s son. ___ E. Leticia is Antonio’s brother. ___ F. Isabel and Jorge are the parents. ___ G. Isabel is Jorge’s wife.
VI. Fill in the blanks. 1. My father’s father is my ___________________________. 2. My mother’s sister is my ___________________________. 3. My brother’s son is my ____________________________. 4. My aunt’s son is my _______________________________. 5. My son’s daughter is my ___________________________.
II. Write in the correct words from the word bank.
I. Match the terms. ___ sister-in-law
a. tia avó
___ siblings
b. cunhado
___ son-in-law
c. bisavô
___ great-grandfather
d. bisneto
___ spouse
e. meio-irmão
___ brother-in-law
f. enteada
___ grandchildren
g. padrastro
___ daughter-in-law
h. esposa
___ great-aunt
i. genro
___ great-grandson
j. netos
___ stepdaughter
k. irmãos
___ half brother
l. cunhada
___ stepfather
m. nora
separado
__________________
viúvo
__________________
divorciado
__________________
adoptado
__________________
parentes
__________________
casado
__________________
relacionado
__________________
solteiro
__________________
pais
__________________
viúva
__________________
Word Bank adopted
divorced
widower
separated
related
relatives
parents
single
widow
married
III. Write in the correct terms. (Some terms may be repeated.) mother’s brother __uncle_________________
sister’s daughter _______________________
brother’s wife __________________________
father’s grandmother ___________________
grandfather’s brother ____________________
aunt’s son
husband’s sister _______________________
dad’s 2nd wife __________________________
daughter’s husband ____________________
son’s son’s son ________________________
stepmother’s son _______________________
husband’s mother ______________________
___________________________
Escola EB 2, 3 Professor Dr. Egas Moniz Curso de Educação e Formação de Adultos – Nível Secundário Ano lectivo 2010/2011
ÁREA DE COMPETÊNCIA-CHAVE: Cultura, Língua e Comunicação – Língua Estrangeira Iniciação e Continuação – Inglês PLANIFICAÇÃO DO NÚCLEO GERADOR 2: Ambiente e Sustentabilidade
Formadora Sofia Martinho Competências Específicas/ Domínios de Referência DR1 – Contexto Privado Regular consumos energéticos aplicando conhecimentos técnicos e competências interpretativas.
DR2 – Contexto Profissional Agir de acordo com a percepção das implicações de processos de
Critérios de Evidência
Temas / Situações de Comunicação
- Nature and Animals.
relacionados com o consumo e eficiência energética.
- Determiners (specific and general).
• Actuar em situações de comunicação interpessoal, produzindo e transmitindo informação clara sobre
- “Pieces of Home Machines” (art made from recycled materials).
consumos energéticos eficientes no
- “Are You a True Friend of the
contexto privado.
Earth?”
• Actuar reconhecendo o crescente
- “Our Environment” (pictures
recurso a processos de reciclagem de
about environmental problems;
materiais usados no trabalho artístico
vocabulary related to natural
e cultural.
disasters, pollution and effects).
reciclagem em contexto profissional, reconhecendo a mais-valia da sua utilização, recorrendo à comunicação de mensagens eficazes.
Tempo
- Visualização e exploração de apresentações powerpoint.
• Actuar em contextos privados, através da interpretação de símbolos
Actividades
- Preenchimento e/ou realização de Guiões Formativos. - Exercícios de aperfeiçoamento da escrita e da leitura em Língua Inglesa de diferentes tipos (ex.: text reading and writing, question answering, definition reading, matching, filling, multiple choice, sentence completion, true or false, information reading, etc.).
16 Horas
De 04/01 a 08/02/2011
- Exercícios de aperfeiçoamento da oralidade em Língua Inglesa de diferentes tipos (ex.: listenning, pronunciation, dialogue reading e role-play, etc.). - Visionamento de filmes.
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DR3 – Contexto Institucional • Actuar individual ou colectivamente
- “How long does litter last?”
Agir perante os recursos naturais
através da expressão oral de ideias
reconhecendo a importância da
fundamentadas de apoio ou oposição
sua salvaguarda e participando
em relação à defesa dos recursos
- Family (vocabulary and word
em actividades visando a sua
naturais.
bank).
- Aquisição de informação sobre British and American festivities/traditions sempre que for oportuno.
- Film “The Simpsons”.
protecção. • Actuar percepcionando a importância DR4 – Contexto Macro-
e o impacto das alterações climáticas
-estrutural
nos estilos de vida e no aproveitamento dos tempos de lazer.
Agir de acordo com a compreensão dos diversos
• Actuar emitindo opiniões orais e/ou
impactos das alterações
por escrito sobre a importância das
climáticas nas actividades
alterações climáticas para a vida
humanas.
humana.
Competências-Chave em Língua Estrangeira - Compreender textos em língua estrangeira, reconhecendo os seus significados implícitos, as suas tipologias e respectiva funcionalidade. - Compreender as ideias principais de textos em língua estrangeira e expressar-se oralmente e por escrito com à-vontade sobre diferentes temáticas. - Evidenciar conhecimento sobre várias linguagens, em diferentes suportes, que lhe permitam perceber as diferenças socioculturais, sociolinguísticas e técnicocientíficas, visando uma tomada de consciência da sua própria identidade e da do outro. - Evidenciar competências interculturais que lhe proporcionem uma maior abertura e aceitação de novas experiências linguísticas e culturais. - Perspectivar a dimensão da Cultura enquanto sector articulável com outras esferas de intervenção.
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