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Atividade para os Alunos Componente curricular: Língua Inglesa Ano/Série: 6º ano EF Objetivos

 Relacionar imagem / texto  Demonstrar compreensão geral do gênero textual história em quadrinhos, utilizando estratégias que
contribuam para a sua compreensão Conteúdos Oralidade

 Cumprimentos e despedidas
Leitura

 Reconhecimento de palavras estrangeiras em situações do cotidiano
Produção de Textos

 Diálogo
Conhecimentos Linguísticos

 Demonstrative Pronouns
Gabarito
a. i. [F] Monica introduces the gang to a man, Anthony. ii. [F] Monica says that Jimmy Five ties knots in her bunny’s ears. iii. [T] iv. [F] Blu is not hapy. He is angry at the man. v. [T] vi. [F] Smudge is afraid of water. He doesn’t like to take a bath.

b.
CHARACTER / DESCRIPTION 1. Jimmy Five: The one who has a problem with his pronunciation. 2. Smudge: The one who doesn’t like water. 3. Maggie: The one who loves to eat. 4. Blu: The one who is cute. 5. Angel: The one who is a good friend 6. Monica: The one who is Maggie’s best friend.

2. HI; NICE TO MEET YOU; MY NAME IS MONICA; THAT’S JIMMY FIVE; 3. Anthony caiu em um bueiro e encontrou toda a turma que também havia caído lá. 4. Respostas pessoais.

ATIVIDADE DE LÍNGUA INGLESA 1) Read the comic below:

Disponível em:<http://www.monica.com.br/cookpage/cookpage.cgi?!pag=ingles/comics/tabloide/tab304> Acesso em: 26/05/2011

GLOSSARY Besides – in addition, also Knot – to fasten together two ends of a piece of string or other long thin material Twue = True – not false Pup – a young dog

a. Write T for true or F for false sentences. Correct the sentences that are false. i. Monica introduces the gang to a woman. [ ] ii. Monica says that Smudge ties knots in her bunny’s ears. [ ] iii. Maggie wants a sandwich. [ ] iv. Blu is very happy. [ ] v. Angel is the gang’s best friend. [ ] vi. Smudge loves to take a bath. [ ]

b. Match the descriptions to the characters, according to the information in the comic. CHARACTER 1. Jimmy Five 2. Smudge 3. Maggie 4. Blu 5. Angel 6. Monica DESCRIPTION a. The one who is a good friend. b. The one who is Maggie’s best friend. c. The one who has a problem with his pronunciation. d. The one who loves to eat. e. The one who doesn’t like water. f. The one who is cute.

2. Circule no texto as palavras ou frases que Monica usou para apresentar seus amigos a Anthony. 3. Por que Anthony está sendo apresentado para toda a turma? O que aconteceu com eles?

. Use as palavras do quadro para criar um diálogo. Observe se o aluno consegue localizar as informações no texto e é capaz de julgar se são verdadeiras ou falsas... Você deve apresentar seu amigo e depois apresentar-se para a turma toda.... My name is. He/She likes. objeto)... His / Her name is.... Observe a capacidade do aluno em localizar informações no texto e fazer adequações de 1ª para 3ª pessoa do singular no Simple Present e variantes (pronomes pessoais. I am from.. Avalie a capacidade do aluno em interpretar textos nesta questão e também a mudança na conjugação de 1ª para 3ª pessoa do singular no Simple Present e variantes (pronomes pessoais. considere o item como correto apenas se o aluno apresentar uma justificativa com elementos do texto. How are you? He / She is.4.. He/She is from.. . QUESTÕES PARA AVALIAÇÃO ROUTINE AT WORK Componente curricular: Língua Inglesa Ano/Série: 6º ano EF Conteúdos Leitura   Localização de informações Interpretação de textos Produção de textos  Descrição – rotinas Conhecimentos Linguísticos  Simple Present Critérios de Avaliação 1. objeto). Quando a informação for falsa.. Seja criativo! Hi.. Nice to meet you I like . 3. Imagine que você e um amigo encontraram a turma da Monica nesta mesma situação.. 2.. This is my friend. I am .

3. f. b. c. TRUE d. FALSE. Lupita lives in Monterey. d. Mexico. After dinner. FALSE. Her name is Lupita Gonzalez. She has lunch from 1:00 to 2:00.30. She speaks Spanish and English. FALSE. a. c. a. e. She leaves her work at 5. Mr. (Answers may vary. . He is an engineer. Lupita is a secretary. She works in a large company. Lupita usually watches television for a while.) She answers the phone and writes messages. 2. b. She goes home and helps her mother. Lupita works in a large company. Torres is Lupita’s supervisor. She usually drives to work.Gabarito 1.

We make bottles and cans for soft drinks.………………………………………. LUPITA'S DAY Hello. Many of our clients are from the United States. d. Where does Lupita work? ……………………………………………………………. Mexico.………………………………………. f. d.……………………………………….………………………. My name is Lupita Gonzalez.) ………………………………………………………….ma/mhassim/ReadCompTests.………………………. Lupita doesn’t watch television.pdf Acesso em 12/05/2011 1. My first language is Spanish but sometimes I speak English. a. What does Mr.……………… 2. c.)…………………………………………………………. What time does she leave her office? ……………………………………………………………. a. e.menara. After dinner I usually watch television for a while.………………………………………. (……….) …………………………………………………………. (………. I go home and help my mother prepare dinner. Lupita works in a small company. I have lunch from 1:00 to 2:00. Adaptado de http://perso. We have dinner at 9:00.………………………………………. I am a secretary.Read the text below and give complete answers.)…………………………………………………………. I work in a large company in Monterrey. c. I also use a fax machine and a computer. I usually drive to work. Where does Lupita live? ……………………………………………………………. Torres is Lupita’s supervisor. I usually go to bed at 11:00.………… b. Mr.………………………. (………. b. I finish work at 5:30. My supervisor is Mr. Answer the questions about Lupita’s everyday life. He is an engineer.……………. What languages does she speak? ……………………………………………………………. Torres. Are the following statements TRUE or FALSE? Correct the sentences that are FALSE. I answer the telephone and take messages. Lupita is an engineer. What time does Lupita have lunch? …………………………………………………………….……………………….………………………. I start work at 8:00. Torres do? .………………………. (……….

……………………………………………………………. Poor things – they never win because Carlton is just too competitive! After a very big dinner.………………………………………. Mexico. he goes back to the gym to do karate for an hour. ……………………….……………………………………….………………………. Ex. toast. 3. Don’t forget to put the verbs in the 3rd person singular. Then he goes home pool and after that he lifts Groot.………………………. Questões para Avaliação Componente curricular: Língua Inglesa Ano/Série: 6º ano EF Conteúdos Produção de textos  Descrição de rotinas Conhecimentos Linguísticos  Personal Pronouns  Subject Pronouns Carlton De Groot is crazy about sports and games.………………………………………. Imagine that you have to tell your friend about Lupita’s routine. even if it’s just playing cards with his grandmother! Every morning he gets up at six thirty and goes swimming at the local Leia o texto sobre a rotina de Carlton De weights in the gym next door. fruit juice and bacon and eggs. As you can imagine he’s quite tired by now.………………………………………. What a busy day! .…………………………………………………………….………………………………………. Choose 4 sentences from the text. so to relax a little he plays Monopoly with his sister’s children. ……………………………………………………………. ………………………. After lunch he plays tennis with one of his brothers and then goes cycling until about four o’clock.………………………. He loves karate and has lots of trophies and medals for all the competitions he wins. …………………………………………………………. usually roast meat and vegetables. At ten thirty he does an hour of yoga and then before lunch he goes running for half an hour. Finally he goes to the sports center to meet his friends and play soccer for an hour.………………………………………. ……………………………………………………………. ……………………………………………………………. He is very competitive Questões and loves winning. She works in a large company in Monterey.………………………. and has a big breakfast of cereal.

Then he goes home and has a big breakfast of cereal. Critérios de correção 1. At ten thirty he does an hour of yoga and then before lunch he goes running for half an hour. O aluno reconhece o vocabulário referente às partes do dia. Every morning he gets up at six thirty and goes swimming at the local pool and after that he lifts weights in the gym next door.esl-lounge.com/premium/samples/1v4-sport-and-free-time-sample. Faça as alterações necessárias. . Identifique na rotina de Carlton 2 atividades que ele realiza pela manhã e 2 atividades que ele realiza ao final do dia. Reescreva-o utilizando o pronome “I”.pdf > 1. fruit juice and bacon and eggs.Adaptado de <http://www. Morning routine: Evening Routine: 2. O aluno compreende os elementos relacionados a rotina. toast. After lunch he plays tennis with one of his brothers and then goes cycling until about four o’clock. Observe o parágrafo retirado da rotina de Carlton.

. O aluno associa a ideia de coesão à elaboração de textos com respeito às regras morfossintáticas.2. O aluno faz uso correto das estruturas e flexões do verbo de 3ª pessoa do singular e 1ª pessoa do singular.

(ask) a question. 3. 11. 2. The boy is playing soccer.Atividade para os Alunos Homework Componente curricular: Língua Inglesa Ano/Série: 6º ano EF Objetivos  Conhecer e utilizar. The girls are watching movies. The man is scuba diving b. 10. He is reading a book. He is building a sand castle. 5. 2)Jane 4) Mary and Ann 6)My father is talking are drawing (draw) a (do) my homework. d. a. c. are reading (read) a book. He is eating ice-cream She is painting eggs. 9. 4. 7. 2. de forma criativa e espontânea. The man is fishing. f. She is singing. 5) She is asking 3. He is studying. is washing (wash) his car. The boy is reading books. as estruturas da língua (presente contínuo) Conteúdos Leitura  Interpretação de textos Produção de Textos  Descrição (objetos) Conhecimentos Linguísticos  Present Continuous Gabarito 1. 1) The students (talk) to Ann. John is drawing. He is skating. 8. She is listening to music. 6. He is riding a bike. . 3) I am doing house. h. e. Mary is brushing her teeth. I am hanging out with friends. I am playing video games. The girl is dancing. 12. The boys are fighting. g. 1.

a. The students (read) a book. d. Who is playing with your brother? b.hu> Acesso em 20 Jul. video games e.4.sxc. Who is talking to your girlfriend? WE’RE HAVING LOTS OF FUN! 1. to music. with friends. What are they doing? Match the words from the box with the correct picture and write sentences using the Present Coninuous. 2011 c. Is she walking Mrs. d. . 1. Fill in the blanks with the correct form of the present continuous. using the verbs in brackets. Parson’s dog? c. Is Mark’s sister coming with you? e. scuba h. b. watch play read fish hang out listen ride dive a. Imagens disponíveis em: <www. a bike g. They are waiting for the 4 o’clock bus. books f. movies 2.

1. d. He is eating ice-cream build paint drink study eat play fight brush skate draw sing read 4. 10. (ask) a question. 5. 3. 8. Is / dog / she / walking / Mrs. 7. (draw) a house. your / is / playing / ? / Who / brother / with b. Mary and Ann 5. 6. 9. Parson / ´s c. Use the verbs in the box. 3. 4 o´clock / the / are / waiting / They / for / bus.2. 4. Mark / ´s / sister / you / coming / Is / with/ ? . 11. 12. 2. Look at the pictures and write sentences. (wash) his car. Ann. My father (do) my homework. I 4. Build correct sentences: a. She 6. Jane (talk) to 3.

WE’RE HAVING LOTS OF FUN! Componente curricular: Língua Inglesa Ano/Série: 6º ano EF Tempo estimado: 2 aulas Material necessário: projetor e computador. de forma criativa e espontânea. cópias das atividades para os alunos. flashcards coloridos e laminados Objetivos  Conhecer e utilizar.e.22. talking / girlfriend / your / ? / Who / to / is Adapted from: < http://busyteacher.html > Access: Jul.org/6264-what-are-they-doing-present-continuous. as estruturas da língua (presente contínuo)  Reconhecer e praticar as funções lingüísticas a que será exposto (descrever ações e conversa telefônica) Gêneros Contemplados  Conversas ao telefone  História em quadrinhos Conteúdos Oralidade  Participação em situações de comunicação oral Leitura  Interpretação de textos  Localização de Informações Produção de textos  Diálogo Conhecimentos Linguísticos  Present Continuous Desenvolvimento Aula 1 Atividade 1 .2011.

vá até o quadro e escreva uma frase / palavra em inglês e pergunte-lhes novamente: What am I doing?  Caso os alunos não respondam utilizando os verbos adequados (read / write) escreva-os no quadro e descreva as ações que você acabou de realizar: I am reading a book. abra-o e finja que está lendo.  Diga aos alunos que utilizamos os verbos na forma do Present Continuous para descrever ações que acontecem at the moment of speaking.  Escreva uma frase na lousa (I am walking.  Diga aos alunos que as duas ações (I am reading a book / I am writing) estão em progresso / acontecendo no exato momento em que você as descreveu.) e faça alterações de acordo com as pessoas que estão realizando a ação. / I am writing. I am not reading a newspaper.  Apresente as formas negativas com outros exemplos ou alternando entre frases afirmativas e negativas.  Exemplo: I am He is She is It is We are You are They are walking.  Comece a caminhar pela sala e diga: I am walking. Pergunte-lhes: What am I doing?  Em seguida. . playing tennis. She is not looking at João. Volte-se para os outros alunos e diga: He / She is walking. para temporary situations e também para making plans e talking about the future. writing a letter. Para iniciar a aula. Coloque uma cadeira próxima aos alunos.  Mantenha um registro no quadro com os exemplos utilizados com a sua turma. Convide um aluno para te acompanhar e proponha que ele repita a mesma ação que você estiver fazendo. pegue um livro. She is looking at me. reading a book. Convide um aluno e uma aluna para demonstrarem algumas ações até que os alunos tenham compreendido as mudanças entre pronomes e o verbo to be.  Exemplo: I am reading a book.  Aproveite para revisar as estruturas do verbo to be. peça para aos alunos prestarem atenção nas ações que você vai realizar.

etc. I am not Teacher: Is João reading a book? Students: Yes. / No. Teacher: Ask João! Student: What are you doing? Student: I am …  Explore outras perguntas com os alunos. Exemplo: Teacher: Are you reading a newspaper? Students: Yes. Para apresentar as formas interrogativas. continue realizando a ação até que a figura correta seja encontrada. Se os alunos tiverem dúvidas ao fazer a pergunta. he is not Atividade 2 Teacher: Are you dancing? Students: Yes. I am not Teacher: Is João writing? Students: Yes. Caso o aluno mostre uma figura incompatível com o verbo descrito. Distribua os flashcards com as imagens entre os alunos.  Em seguida. / No. divida os alunos em dois grupos (Team A / Team B) e distribua alguns flashcards que contenham imagens e verbos misturados para cada grupo. primeiro modele Yes / No Questions e depois apresente perguntas com Question Words (what. he is not  Use o arquivo do Anexo 1. he is. / No. I am not listening to you! Teacher: What are you doing? Student: I am looking at you. . modele primeiro e depois peça para que repitam. Escolha alguns flashcards com palavras e represente a ação. / No.  Exemplo: TEAM A: What is he doing? TEAM B: She is drinking. he is. Encoraje-os a fazer outras perguntas usando pronomes/pessoas no singular e plural.  Apresente outros verbos e explore Yes / No Questions para os alunos trabalharem com short answers. Eles devem se revezar fazendo perguntas ou mímicas referentes aos verbos dos flashcards. I am. I am. Os alunos devem encontrar a imagem correspondente e entregá-la ao professor.)  Exemplo: Teacher: Are you listening to me? Students: Yes! Teacher: Ask me! Students: Are you listening to me? Teacher: No. which. where.

He is catching the ball. He is taking a break. WALK  Estabeleça um limite de tempo para as mímicas e para a resposta do grupo. caminhando pela sala) TEAM A: He is walking.TEAM B: (representa a ação do flashcard. He is leaving the baseball field. He is resting.  Apresente um quadro com os verbos correspondentes às ações realizadas por Snoopy fora de ordem. He is rounding the base. . He is going to the baseball field. Atividade 3  Para finalizar esta aula. He is going home. He is going to the base. O grupo que organizar as frases utilizando os verbos no Present Continuous corretamente marca pontos. projete a história em quadrinhos do Snoopy (Anexo 2). He is sleeping. He is swinging the bat. He is hitting the ball. He is stretching himself.

stretch himself – round the base – catch the ball – hit the ball– rest – swing the bat – go home – sleep – go to baseball field – go to the base – leave the baseball field – take a break  Solicite a ajuda dos alunos para que eles relacionem os verbos com as imagens nos quadrinhos. they are. Atividade 1  Apresente o video do canal The Daily English Show no site Youtube: http://www. Homework:  Indique os exercícios do Anexo 3 para os alunos realizarem como tarefa. peça para os alunos acompanharem o vídeo com a atividade impressa (Anexo 4) conferindo e corrigindo a sequência de ações. O vídeo traz uma sequência de imagens e descrições de ações no Present Continuous. com áudio. T: Are they riding a bike? S: Yes. Proponha que eles produzam frases descrevendo as ações que Snoopy está realizando usando o Present Continuous. T: Is he sleeping? S: No.  Organize os alunos em trios.youtube. Na segunda vez. He is crying.  Dê exemplos usando mímicas para auxiliar os alunos nos verbos que eles desconheçam. Atividade 2 .com/watch? v=JGdHKLiCnRM.  Circule entre os alunos auxiliando e esclarecendo dúvidas em relação à construção das sentenças. he is not. Primeiro mostre o vídeo sem o áudio e peça para os alunos observarem as imagens.  Corrija os exercícios realizados como tarefa. Escolha alguns flashcards e mostre-os aos alunos perguntando-lhes: What is he/she doing?  Estimule os alunos a responderem perguntas usando short answers. Aula 2  Inicie a aula retomando a estrutura do Present Continuous.

.... Agora.. escolha um aluno para ajudá-lo.trimmmm” o Teacher: “Hello” o Student: “Hi! Teacher……?” o Teacher: “Yes.... What are you doing?” o Teacher: “I’m reading a book /studying / cooking / surfing the net ..... Se desejar.... você precisa explorar outros usos deste verbo: making plans and talking about the future  Explore o Present Continuous with a Future Meaning representando uma conversa telefônica. See you tomorrow.. Escolha dois alunos para um roleplay do diálogo acima ou peça para outro aluno participar com você. Bye.. ………………. 1..  Para checar se os alunos compreenderam este uso do Present Coninuous. desenhe uma linha do tempo no quadro e indicando o “doing” now (present) e o “doing” later (at seven o’clock tonight) tonight at 7 o’clock “doing” later Past “doing” Present now Future  Proponha que os alunos leiam o diálogo sobre uma conversa ao telefone entre dois amigos (Anexo 5) e respondam os exercícios. Read the conversation and then answer the questions. And you?” o Student: “I don’t know. Mike: Hello! Anna: Hi! Mike? .” o Teacher: “Hi. How are you? o Student: “I’m fine. o Student: “See you. thanks.. Maybe I am going out / going shopping / eating dinner with my family. A girl is talking to a boy on the telephone..” o Teacher: “Ok.”  Escreva as palavras abaixo no quadro: * Tonight * Next week * On Wednesday * In a couple of weeks * Tomorrow  Explore as expressões do quadro...” o Student: “What are you doing tonight at seven o’clock?” o Teacher: “I am working tonight. Bye. o Student: “Trimmm..Professor: Os alunos já compreendem que para falar sobre algo que está acontecendo no momento da fala usa-se o Present Continuous.. Who is it?” o Student: “It’s ..

a. Mike: At my place or yours? Anna: My place. c. Mike: Yes! What time? Anna: Is 7 o’clock ok? Mike: That’s perfect! See you later. organize os alunos em duplas e proponha que eles criem um diálogo com base na conversa entre Mike e Anna. What are they talking about? They are talking about the activities Mike is doing. Anna: Which one? Mike: Harry Potter. 2. thanks. I’m really enjoying it. d. Your conversation needs to mention: A. But. Write a telephone conversation.  Selecione algumas duplas que desejarem representar os diálogos para todos os alunos. He is going to watch a movie. Bye. I’m…  Circule entre os alunos orientando-os e esclarecendo as dúvidas. Ask: "What are you doing after this lesson / after school / tonight / tomorrow / Wednesday night / Saturday night / for your summer holidays?" B. b. Who is it? Anna: It’s Anna. What are you doing? Mike: I’m reading a book. What is Mike doing? He is reading a book. Call your friend an invite him/her to do something with you today. Say what you are doing and invite your friend: "I'm having some friends round for a party / listening to some music / going shopping for ___/ going to the video rental shop / playing tennis /…would you like to come?" B. / Why not? / Yes. Anna. Avaliação Indicações .Mike: Yes. Anna: Bye. / Ok. I'd love to. he is really enjoying it. Accept or decline invitation: Yeah sure. Answer: "I don't know. / Sorry. why are you asking what I’m doing? Anna: Let’s watch a movie and eat popcorn today. Work with a partner. I was thinking about going swimming / having a bath / doing the shopping / going to the cinema / playing pachinko / writing to my friend in England / eating out at my favourite restaurant A. How are you? Anna: I’m fine. Is he enjoying the book? Yes. Mike: Hi. What is he going to do at Anna’s house?  Em seguida.

A girl is talking to a boy on the telephone. Bye. Mike: At my place or yours? Anna: My place. Who is it? Anna: It’s Anna.   Anexos Inserir anexos.com/verbpage/presentcontinuous. Acesse o site http://www. why are you asking what I’m doing? Anna: Let’s watch a movie and eat popcorn today. But.englishpage. I’m really enjoying it. thanks. Anna: Bye. What are you doing? Mike: I’m reading a book. How are you? Anna: I’m fine. TALKING ON THE PHONE 1. Anna: Which one? Mike: Harry Potter. . Read the conversation and then answer the questions. Mike: Hello! Anna: Hi! Mike? Mike: Yes. Anna. Mike: Hi. Mike: Yes! What time? Anna: Is 7 o’clock ok? Mike: That’s perfect! See you later. caso seja necessário.html para referência e exercícios.

Is he enjoying the book? d. Say what you are doing and invite your friend: "I'm having some friends round for a party / listening to some music / going shopping for ___/ going to the video rental shop / playing tennis /…would you like to come?" B. Work with a partner. Ask: "What are you doing after this lesson / after school / tonight / tomorrow / Wednesday night / Saturday night / for your summer holidays?" B. / Sorry. Write a telephone conversation. I’m… Calling a friend .a. Accept or decline invitation: Yeah sure. I was thinking about going swimming / having a bath / doing the shopping / going to the cinema / playing pachinko / writing to my friend in England / eating out at my favourite restaurant A. What are they talking about? b. What is he going to do at Anna’s house? 2. Your conversation needs to mention: A. / Ok. Call your friend an invite him/her to do something with you today. What is Mike doing? c. / Why not? / Yes. Answer: "I don't know. I'd love to.

Atividade para os Alunos Componente curricular: Língua Inglesa Ano/Série: 6º ano EF Objetivos  Conhecer e utilizar. de forma criativa e espontânea. as estruturas da língua (presente contínuo) Conteúdos Leitura  Interpretação de textos Produção de Textos  Descrição (objetos) Conhecimentos Linguísticos  Present Continuous Gabarito 1. .

? – He is reading Romeo and Juliet. 1.[T] d. 6. [T] 3. We are traveling together. Mary is talking to him. You are studying very hard. 4. a. She is living with her new friend. . b. 6. 5. What are you eating for? – I’m waiting for my brother. I’m looking for my girlfriend. 4. The kids are studying for a test. 2. ? – I’m staying at Central Hotel. II. b. e. The kids aren’t doing their homework. 8. [T] f. I. Respostas pessoais. [F] Diana is helping Stephanie a lot. [F] Stephanie is living with her new roommate. III. with? – She is dancing with John. Mary isn’t leaving him. Where are you staying 5.2. I´m not looking for my sister. ? – We’re buying a new car. Who are you dancing 3. They are eating apples. What are you buying 4. c. 3. [F] She is looking for a new apartment. You aren’t working very hard. We aren’t having a good time together. Which book are you reading 5. She isn’t selling her boat. Diana. ? – They are eating fish. d. She is looking for a new apartment. Who are you waiting 2. 7. She is selling her motorcycle. They aren’t drinking apple juice.

Underline the Present Continuous verbs that describe something happening at the moment. Read the letter below. . Circle the Present Continuous verbs that describe things that are happening around the time of speaking.Atividade de Língua Inglesa 1.

25.com/tutorial/23279-Present-continuous-Practice > Access: Jul. Correct the sentences that are false. Read the letter again and answer the questions. [ ] d. . Stephanie is writing a letter to Andrea. Stephanie is working very hard these days. b. II. Stephanie lives in her own place.Adapted from: <http://www. [ ] 3. c. b. We are having a good time together. I. [ ] e. What is Stephanie looking for? a.2011 2. She is looking for a night school. She is looking for a new house.wiziq. She is living alone. She is helping her new friend. 2. Write T fro true and F for false. c. Use the Present Continuous: 1. Where is Stephanie living? a. He is learning how to write. a. Write the negative form of the verbs and then write an affirmative sentence showing what is the person doing. She is living with her parents. d. He isn’t learning how to write. She is looking for a friend. He is learning how to sing. She is living with her friend Andrea. She is looking for a new apartment. III. [ ] f. She is looking for a letter. Her friend is studying for a test right now. [ ] c. [ ] b. She is living with her new friend. d.

Who for? – I’m waiting for my brother. 6. Ask questions according to the answers: 1.html > Access: Jul. I´m looking for my sister. Where ? – I’m staying at Central Hotel.html > Access: Jul. Find at least five pictures in magazines (newspapers. 6. Adapted from: < http://busyteacher. pictures in the internet) that would match the actions.org/6264-what-are-they-doing-present-continuous. 5.3. Adapted from: < http://busyteacher. You are working very hard. Who with? – She is dancing with John. Look at the list in the table below. 4.22.22. What ? – They are eating fish. The kids are doing their homework. reading a book playing soccer talking smiling walking a dog playing a musical instrument driving a car riding a bike eating crying drinking working sleeping fighting cooking Then write sentences in the Present Continuous describing the actions in the pictures. 5. 4. .2011.2011. Which book ? – He is reading Romeo and Juliet. 5. 7. What ? – We’re buying a new car. She is selling her boat. 2. 8.org/6264-what-are-they-doing-present-continuous. 3. They are drinking apple juice. Mary is leaving him. 4. photos.

Sally is crying. Lucy is painting a picture. 2. Snoopy is eating the food. b. g. h. a. Lucy is reading the paper. Snoopy is writing a letter. Linus is skiing. e. . Charlie Brown is taking a bath. d. i. Schroeder is singing. j. Charlie Brown is running.Questões para Avaliação Componente curricular: Língua Inglsa Ano/Série: 6º ano EF Conteúdos Leitura  Interpretação de textos Conhecimentos Linguísticos  Present Continuous Gabarito 1. Snoopy is playing ice-hockey. f. c.

The man is reading a book. he is. 3. The girl isn’t jumping. A man and a woman are running in the park. [] 6. 4. I’m not. The boys are rollerskating. [] A dog is chasing a cat. . they aren’t. 5. Is your friend talking on the phone? No he isn’t. The mother is observing her daughter. The woman is reading a book. Is the teacher explaining the activity? Yes. Are you sleeping? No. Are the girls talking a lot? No. 4. A boy is flying a kite. 3. Are you doing a test? Yes. [] 9. A cat is chasing a dog. [] 11. The ducks are swimming. A girl isn’t talking to a boy by the lake. 8. [] 10. [] The girl is jumping. I am. 1. [] 7. [] 3. 6. [] 5. The squirrel is looking at the cat and the dog. 2. The ducks aren’t swimming. [] 2.1. [] A girl is talking to a boy by the lake. Is a boy reading? Yes. The boy is eating ice cream. she is. The boy is eating a sandwich.

g. Look at the pictures.sing . . i. Images available at: < http://www.Questões 1. h. f. f. g. h. c.peanuts. What are they doing? Use the verbs in the box in the Present Continuous and describe the actions.paint a picture .read the paper .play ice-hockey ski (skiing) .25.eat the food a. b. j. write a letter .run . c.cry . e.take a bath .com > Access: Jul. e. b. 2011 a. d. d.

2011 1. 2.  if the sentence is correct or a  if the sentence is wrong. [ ] 8. [ ] 2.com/materials/FWG_TOC. The boy is eating ice cream. [ ] 3. Rewrite the sentences that Picture available at: < http://www. A boy is flying a kite. Put a are wrong.25. Look at the picture below. The ducks aren’t swimming. [ ] 5. The girl isn’t jumping. The man is reading a book. j.html > Access: Jul. The mother is observing her daughter. A cat is chasing a dog. The boys are rollerskating. [ ] . [ ] 4. [ ] 6.azargrammar. [ ] 7.i. Read and check if the sentences are correct according to what is happening in the picture.

A man and a woman are running in the park. [ ] 11. [ ] 3. The teacher is explaining the activity. Critérios de correção 1. The sentences below are in the Present Continuous. You are doing a test.9. 5. . A boy is reading. Change them into questions. Não é necessário que os alunos saibam os nomes dos personagens do quadrinho. considere o sujeito e a flexão verbal adequada. 4. [ ] 10. Give short answers according to what you are doing at this moment. The girls are talking a lot. 3. You are sleeping. 2. A girl isn’t talking to a boy by the lake. 1. 6. Your friend is talking on the phone. Verifique se o aluno é capaz de relacionar as ações com as imagens e utiliza corretamente as formas do Presente Contínuo. The squirrel is looking at the cat and the dog.

3.  Desenvolver autonomia para continuar a aprender a ler sozinho. Conteúdos Oralidade  Identificação de dados Leitura  Relação entre espaços comerciais e ações que neles ocorrem  Localização de informações Produção de textos  Perguntas e respostas Conhecimentos linguísticos  There to be  Simple present . PLEASE? GIVING DIRECTIONS Componente curricular: Língua Inglesa Ano/série: 7º ano EF Tempo estimado: 2 aulas Material necessário: reprodução dos worksheets A e B para os alunos. Objetivos  Interagir oralmente e por meio de textos escritos em situações básicas em inglês. 7º an0 CAN YOU TELL ME WHERE THE… IS. O aluno deve justificar as sentenças incorretas. projetor ou data show para apresentação das preposições de lugar (PPT – 01). É esperado que o aluno seja capaz de relacionar as sentenças no Presente Contínuo com a imagem julgando se as informações estão corretas ou incorretas.  Demonstrar conhecimento sistêmico necessário para o nível de compreensão estabelecido para o texto. reprodução do worksheet 01 para os alunos.2.

? Buy stamps Get some aspirin Pick up some milk Go jogging See a movie Order some sushi/hamburger Find a music CD Pay the cell phone bill Purchase some software Go for a cup of coffee Go bowling Eat Chinese food  Apresente as “key questions” para questionar sobre “directions”. Excuse me. Bank Coffe Shop Cinema/Movie Theather Shoe Store Police Station Bus/Subway/Train Station Sports Shop Library Butchery Hospital Art Gallery Computer Shop Pizza Place Pharmacy/Drugstore Bookstore Hospital School Supermarket Ice Cream Shop Internet Café Restaurant Aquarium Park Grocery Gym Post Office Pet Shop Stadium Department Store Mall Park Bakery Museum Law Courts Fast Food Restaurant City Hall  Peça aos alunos que associarem o nome do estabelecimento ao seu nome em inglês.. Where can I .. Can you tell me where the [coffee shop] is? Is there a [coffee shop] in [Paulista Avenue]? It’s across from [the bus station] It’s next to [the bank] Go straight Turn left Go along Turn right Do you know where is the [coffee shop]? Do you know where can I find a [coffee shop]? Are there any [bus stops] in this street? It’s in front of [the park] It’s opposite [the library] On the corner Walk [one. blocks three] . Faça as adequações necessárias de acordo com a sua região. Utilize o quadro para fazer o registro das palavras em inglês. two. Modals (can/can’t) Desenvolvimento Aula 1  Inicie a aula fazendo uma breve revisão sobre possíveis estabelecimentos comerciais que podemos encontrar em uma cidade. Exemplo: Bradesco Bank / Cinemark Movie Theater / C&A Department Store / Villa Lobos Mall / Ibirapuera Park  Apresente a lista de ações a seguir e peça aos alunos que respondam em que local é possível realizálas.

. Escolha um aluno para reproduzir o diálogo com você e. is there a bank near the school? Yes. please?  Para o exercício seguinte. eles também adicionarão o nome da rua e de outro estabelecimento para serem mais precisos na localização. Distribua os worksheets A e B (arquivos em . .  Agrupe os alunos em duplas e peça-lhes que utilizem as informações do quadro e reproduzam o diálogo.com.  Distribua cópias do Worksheet 2 aos alunos.Guys.  Encoraje os alunos a utilizar sempre o inglês ao fazer as perguntas. de acordo com o que foi proposto no primeiro exercício. I don’t understand. depois. fazendo perguntas ao colega. . there is a bank next to the bus station. Aula 2  Retome a atividade da aula anterior. oriente-os a pedir ao colega que a repitam. nesta atividade. It’s on the corner. dizendo: I’m sorry.Do you know where can I find a coffee shop? Go straight one block and turn left.pdf) aos alunos e orienteos a completá-los com as informações que faltam em suas folhas.google. Caso não compreendam a explicação do colega.br) para visualizar os estabelecimentos próximos à escola. Indicações  Localize a região de sua escola utilizando o Google Maps (maps. peça-lhes que continuem a produção em duplas.  Inicie a atividade explorando os estabelecimentos e complete as informações da tabela juntamente com os alunos. peça aos alunos que escolham cinco estabelecimentos e deem a sua localização. casa dos alunos etc. Can you explain again.Can you tell me where the bank is? It’s in Autonomistas Street. Exemplo: . pedindo aos alunos que informem a localização de alguns estabelecimentos de sua cidade. Explique-lhes que.

. Utilize os vídeos para ilustrar/finalizar a aula sobre Giving Directions Learn English 04 – Directions: http://www. Óleo para fritura com alta estabilidade e alternativas à manteiga sem sódio.com/watch?v=l5nvXYWcGls&feature=related Fonte Adaptado de http://bogglesworldesl. uncountable nouns: oil. Melissa McCullough. b. etc. R&D Soluções para o Consumidor. Adam Moore. butter.htm Atividade para os Alunos Componente curricular: Língua Inglesa Ano/Série: 7º ano EF Objetivos  Interagir por meio de um texto escrito em situações básicas em Inglês  Reconhecimento de palavras cognatas que contribuem para a compreensão geral  Reconhecer a organização do gênero textual folhetos publicitários Conteúdos  Localização de informações específicas  Interpretação de textos  Countable and uncountable nouns Gabarito 1. folder. O conhecimento dos profissionais sobre óleo para fritura. Resposta Pessoal: (sugestões) Revista. solutions. experience c. a. g.com/watch?v=esmQ9nysj6g Sesame Street: Which way to the zoo? http://www. e. countable nouns: products. h. Texto publicitário b. jornal. 2.com/directionsESL. d. years.youtube. f.youtube. Para entrar em contato com um “Oil Expert” ligue para 800-828-0800. chef coorporativo e Carrie Abrassart. palavras cognatas que auxiliam na compreensão do texto: experts / sodium / products / innovative / menu / items / solutions / experience / ingredients / etc. items. O conhecimento do time de Melissa garante que a estação de fritura do seu restaurante funcione de forma eficiente e econômica. folheto informativo. a. c. diretora de vendas. Por meio de soluções sustentáveis e produtos inovadores desenvolvidos por ela.

Atividade de Língua Inglesa 1. Leia o texto e responda às questões a seguir. produto Insights – previsão Fry station – estação de fritura On-trend – na moda. tendência Profitable – lucrativo Sustainable – sustentável Trust – confiar Manufacturer – fabricante Disponível em: < http://www.foodservicemarketing.com > Acesso em 20 Jun.2011 . Glossary Commodity – mercadoria.

Quais são os dois produtos desta empresa que o Chef Adam Moore usa para criar novas tendências em seus cardápios? g.a. countable nouns: b. Qual produto está sendo comercializado? d. uncountable nouns: . Que tipo de texto é este? b. Como o trabalho dela ajuda as pessoas estarem sempre à frente às mudanças na legislação de rótulos de alimentos? h. Onde você encontraria um texto como este? c. Encontre no texto: a. De que maneira Melissa e a equipe de vendas da Bunge podem contribuir para o bom funcionamento de um restaurante? f. Carrie Abrassart é responsável pelo Departamento de R&D Customer Solutions da empresa. Quem são os “Oil Experts” desta empresa? e. O que é necessário fazer se uma pessoa quiser entrar em contato com os “Oil Experts”? 2.

2011 Glossário Snack : lanche Stirring: mexendo Cup: xícara Batter: massa Oatmeal: aveia Greased: untado Butter: manteiga Chewier: duro de mastigar Tblsp – table spoon: colher de sopaDrier: mais seco Disponível em: <http://www.2011 .c.org/wiki/Scooby_Snacks> Acesso em 15 Jun. palavras cognatas que auxiliam na compreensão do texto: Questões para Avaliação Componente curricular: Língua Inglesa Ano/Série: 7º ano EF Conteúdos  Localização e identificação de informações específicas  Interpretação de textos  Imperativo  Adverbs: first.com/Recipe. finally Questões Leia o texto a seguir. Disponível em: <http://en.aspx> Acesso em 15 Jun. then.wikipedia.scoobyaddicts.

c. 7. e. Quando damos instruções a alguém utilizamos os verbos no modo imperativo e estruturas de texto simples para indicar como algo deve ser feito. De acordo com o texto. c. 3. . Nas receitas. FIRST SECOND THIRD AFTER THAT NEXT THEN FINALLY 1. b.1. Adicione uma pequena quantidade de leite. d. Bata a massa com mais açúcar. Adicione mais um pouco de aveia. 4. Imagine que você irá ensinar a receita acima a um colega. Não se esqueça de usar os sequence markers do quadro para organizar os steps. 5. Taste batter before cooking. ao indicarmos o ‘modo de fazer’. Bake for 8 to 12 minutes. o que é necessário fazer caso não haja líquidos suficientes para misturar todos os ingredientes? a. b. 2. também precisamos utilizar uma estrutura simples para que essas instruções sejam facilmente compreendidas. Organize-a em steps (passo a passo) para tornar mais fácil a compreensão. 6. a. Place on a lightly greased cookie sheet. Add a tiny amount of milk. Adicione o restante dos ingredientes. Nas alternativas a seguir assinale a instrução que sugere o que se deve fazer para os cookies ficarem adequados ao seu paladar. 3. Misture por mais cinco minutos. 2. Combine all ingredients. e. d.

negativas e interrogativas no Simple Past antes de iniciar as atividades. Como referência.com/verbpage/simplepast.englishgrammarsecrets. O aluno utiliza os sequence markers de forma correta. O aluno utiliza a habilidade de síntese. consulte o site <http://www. estabelecendo uma comparação entre os dois tempos verbais. O aluno é capaz de relacionar as ações no modo imperativo em uma sequência lógica.com/pastsimple/exercise1.Critérios de correção 1. . negativas e interrogativas (tempo presente e passado). dê uma breve explicação sobre usos e estruturas de frases afirmativas. O aluno é capaz de interpretar e identificar informações específicas no texto. Aproveite para revisar essas estruturas no tempo presente e no passado.html>.html>. 2. Também a Activity 1 poderá ser realizada no site: <http://www. Alternativa b 3. O aluno é capaz de interpretar e identificar informações específicas no texto.englishpage. Conteúdos Leitura  Interpretação de textos Conhecimentos linguísticos  Simple Past: irregular/regular verbs Professor. Alternativa e ATIVIDADE PARA OS ALUNOS 8º ano TALKING ABOUT THE PAST Componente curricular: Língua Inglesa Ano/série: 8º ano EF Objetivo  Reconhecer e rever a estrutura de frases afirmativas.

para que elas ficassem mais fortes. 3. T B) 1. Muitos dos clientes de Levi Strauss eram mineiros e precisavam de roupas fortes e duráveis. T 5. 5. 4. Levi Strauss nasceu na Alemanha e emigrou para os EUA quando jovem. F 8. Ele viveu grande parte de sua vida em São Francisco. o jeans da Levi’s é mais popular do que nunca e o nome Levi’s continua vivo. 2. sugeriu a Levi Strauss que pagasse a patente e eles se tornariam sócios da Levi Strauss and Company. D) INFINITIVE FORM to emigrate to live to learn to need to name to decide to love to realize to want to agree REGULAR emigrated lived learned needed named decided loved realized didn’t want did agree SIMPLE PAST INFINITIVE FORM to be to take to come to become to be to find to buy to tell to have to go to say IRREGULAR was took came became were found bought told didn’t have went said . Califórnia. Como ele era um alfaiate pobre e não tinha dinheiro para pagar a patente. Ele colocou tachinhas nos bolsos das calças. T 6. F 7. T 3. F 4. Hoje. Jacob Davis era um alfaiate que comprou grandes quantidades do tecido importado por Levi Strauss e confeccionou calças para os trabalhadores. Jacob Davis queria patentear a ideia de colocar tachinhas nos bolsos das calças feitas com o tecido de Levi Strauss.Gabarito A) 1. F 2.

How far was it from London? 8. We spent most days 6. [8] along the beach in the moonlight. we walked 9. It didn’t 5. Last week we went 2. [10] home! [7] were excellent.Activity 2 A) 1. [2] a lovely hotel by the sea. [1] on holiday. Where did you buy it? 4. Where did he study archeology? / What did he study in the university? . 2. We didn’t want to come B) 1. In the evening. How long did it take to do the activity? 6. What time did they arrive? [6] in the hotel restaurant. How much did it cost? 3. We flew back on 10. [5] sitting on the beach. We stayed in 3. The weather was 4. The food and the service 8. Who told you that Mary is sick? 7. [3] very good all week. [4] rain at all. we had dinner 7. Why did he do that? 5. [9] Saturday. After dinner.

he didn't have . So Jacob Davis decided to put rivets on certain parts of the pants to make them stronger. He lived in New York City and learned the dry-goods business for several years. One of his customers was continually tearing the pockets off his pants. and soon Jacob Davis was busy making lots of pants with rivets.co. Jacob Davis soon realized that using rivets was a great business idea.. BUT DO YOU KNOW HOW THEY GOT STARTED? READ ON TO FIND OUT. (You can see the metal on Levi's jeans) Patent (n) (v) an inventor's right to be the only one making Disponível em: <http://image.jpg>. and he didn't want anybody to steal that idea. 2011. USA. decide DO YOU ENJOY WEARING LEVI'S BLUE JEANS? BLUE JEANS HAVE BECOME POPULAR ALL OVER THE WORLD. Think it over (v) think about it.. The customer loved the new pants so much that he told all his friends. But being a poor tailor. In 1853 he took his knowledge and his dreams to San Francisco (California. Tailor (n) a person who sews clothing Rivet (n) (v) a metal piece that holds two things together. Many of Levi Strauss' customers were cowboys and miners.. It was called "serge de Nimes. Durable (adj) last a long time Fabric (n) material for clothing. Levi Strauss was born in Germany in the mid 1800's and emigrated to the United States as a young man. diamonds etc. He decided that he would need to get a patent. Another man named Jacob Davis bought large amounts of the denim fabric from Levi Strauss. curtains etc. Strauss found a special fabric from France that was comfortable and lasted a long time." which was later shortened to the word denim.) His dream to succeed came true over the next 20 years as he became a very successful businessman. Acesso em: 5 mai. and other items to sell Miner (n) a person who searches for gold. He was a tailor who made pants for hard-working men.ATIVIDADE DE LÍNGUA INGLESA Reading Activity 1 LEVI'S BLUE JEANS Vocabulary Emigrate (v) to move permanently from one's country to another Dry goods (n) clothing. They needed clothing that was strong and durable. fabric.jp/atist/cabinet/levis/levis505n00 or selling a product 1.rakuten.

and Levi's name continues to live on. 2011. "If you agree to pay for the patent." Levi Strauss did agree.enough money to pay for the patent. and the new riveted pant business was called Levi Strauss and Company. After thinking it over.com/sep17. He said.html> Acesso em: 5 mai. . we will share the profits from the riveted pants. Adaptado de: <http://www. he went to the businessman Levi Strauss and told him his idea.5minuteenglish. Today Levi's jeans are more popular than ever.

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o que acontece com a empresa? ___________ C) Read the text again and underline the verbs in the Simple Past. Atualmente. [ 8. [ 7. Levi Strauss sewed pants in his business. Qual foi a grande ideia de Jacob Davis? ___________ 5. Que tipo de clientes Levi Strauss tinha naquela época e qual o tipo de roupas de que eles precisavam? ___________ 3. Levi Strauss wanted to become a great businessman. [ 4. Levi Strauss was born in 1853. Jacob Davis put rivets in pants because they looked good. . Levi Strauss and Jacob Davis became business partners. 1. [ 6. Onde nasceu Levi Strauss? Onde ele viveu a maior parte de sua vida? _________________ 2. 1. [ 5. Levi Strauss didn't want to pay for Jacob Davis' patent. [ B) Responda em português às seguintes questões sobre o texto. O que fez Jacob Davis? ___________ 4. [ 3. D) Use the table below to classify the verbs in the Simple Past into regular and irregular verbs. [ ] ] ] ] ] ] ] ] 2.CHECK YOUR UNDERSTANDING A) Write TRUE or FALSE. Jacob David used denim to make pants. Jacob Davis sewed pants in his business.

7. We stayed in 3. It costs about $100. we walked 9.INFINITIVE FORM to emigrate to live SIMPLE PAST REGULAR INFINITIVE FORM emigrated to be lived to take IRREGULAR was took Activity 2 A) Put the sentences together. Adaptado de: <http://www. In the evening. Acesso em: 5 mai. I don’t know why he did that. ? ? ? ? ? ? [ [ [ [ [ [ [ [ [ [ ] in the hotel restaurant. 2. It didn’t 5.englishgrammarsecrets. ] sitting on the beach. 5. 8. 1. Last week we went 2. ] Saturday. They arrived at 10 o’clock. ? ? . It took me two hours to do the activity. 4. 6. 2011. Peter told me that Mary is sick. ] on holiday. ] rain at all.com/pastsimple/exercise1. After dinner. We flew back on 10. we had dinner 7. We spent most days 6. 1. The weather was 4. ] very good all week. 3. ] along the beach in the moonlight. The food and the service 8. It was 50 miles from London. ] a lovely hotel by the sea. I bought it in New York. We didn’t want to come B) Make questions to the following answers.html>. ] home! ] were excellent.

2011. Questões para Avaliação Componente curricular: Língua Inglesa Ano/Série: 8º ano EF Conteúdos  Localização de informações  Comparative of Adjectives Questões Leia o fragmento da canção e responda: Closer So leave your taxi waiting And turn and close my door And sit back down where you were sitting A little closer than before When you look that serious It just makes me want you more And I've been needing to tell you The closer you get.englishgrammarsecrets. Na opinião do autor. the more I see Why everyone says that I look happier When you're around The closer you get. why everyone says that I look happier? Justifique sua resposta com trechos da música. Adaptado de: <http://www. the better I feel And yes I know you're nervous Never seen you so unsure You haven't touched your food tonight And you're drinking more and more And there's no need to hurry Taking time I'll still be here And I've been needing to tell you 1. the better I feel The closer you are.html>.He studied archeology in the university. . Acesso em: 5 mai.com/pastsimple/exercise5.

The closer you are. The closer you get.O autor consegue entender a razão por estar mais feliz. 1) She lives closer to the school than me. Critérios de correção 1. 2) She is happier than anybody else in her family. pois a pessoa amada está mais próxima a ele. the more I see. A canção traz exemplos de adjetivos no modo comparativo. 2. the better I feel / I look happier when you are around 2. Why everyone says that I look happier. O aluno é capaz de reconhecer as formas dos adjetivos no comparativo e emprega-as em outro contexto. O aluno é capaz de interpretar e identificar informações específicas no texto. Retire dois exemplos da canção e depois utilize estes adjetivos para criar novas frases. Questões para Avaliação Componente curricular: Língua Inglesa Ano/Série: 8º ano EF Conteúdos  Localização de informações  Superlative of Adjectives  Comparative of Adjectives .

You see everything. a. you see every part You see all my light and you love my dark You dig everything of which I'm ashamed There's not anything to which you can’t relate And you’re still here I blame everyone else. Na canção o autor descreve-se usando características positivas. Words in Context to dig – trazer à tona ashamed – vergonha to blame – culpar partaking – participação passive-aggressiveness – agressividade passiva terrified – aterrorizado mistrusting – desconfiado closed down – fechado Fonte: <http://www. I am the kindest soul with whom you've connected. not my own partaking My passive-aggressiveness can be devastating I'm terrified and mistrusting And you’ve never met anyone as. Identifique no trecho acima os adjetivos no superlativo usados para descrever estas características.wordreference. As closed down as I am sometimes.com> 1. . I have the bravest heart that you've ever seen And you've never met anyone Who's as positive as I am sometimes.Questões Leia o fragmento da canção e responda: EVERYTHING (…) I am the wisest woman you've ever met.

Justifique sua resposta com uma frase da canção. O aluno é capaz de interpretar e identificar informações específicas no texto. A pessoa amada nunca conheceu alguém melhor que o autor. O autor se considera o tempo todo como uma pessoa fechada. d. 3. 3. e. O aluno é capaz de reconhecer as formas dos adjetivos no superlativo e emprega-as em outro contexto. b. 2. . A pessoa amada culpa o autor por sua agressividade passiva. Critérios de correção 1. Retire dois exemplos de adjetivos no superlativo deste trecho da canção e utilize-os criando novas frases em um contexto diferente. O autor diz que a pessoa amada está desconfiada. Este trecho da canção também traz exemplos do modo comparativo.b. é possível afirmar que: a. O autor não se considera bom o suficiente para a pessoa amada. O aluno reconhece estruturas comparativas no texto. De acordo com as informações dos trechos da canção acima. 2. c.

    8.com/yearbyyear. ACTIVITIES ERPERSONAL RELATIONSHIPS 6. What are your family roots? 1. 7. . What were the major historical events that happened since you 9º ano were born? List up to 10 events. When were you born? I was born on January 13th 1997 2. What was the name of your first school? Did you go to any other schools in your lifetime? The name of my first school was Escola Pequeno Príncipe. Do you have pets? Which one/ones? Yes. Check the website: http://www. 5. He likes Legião Urbana and he hates Justin Bieber. You are going to interview your classmate in order to write about his/her biography. BIRTH We are Italian and Spanish descendants. Present your classmates’ biography to the group. Mingau. I studied at Fundação Bradesco all my lifetime.html WRITING YOUR CLASSMATE’S BIOGRAPHY  2. 1. He is 14 years old too and he likes to play the guitar. What places have you visited? What was your best vacation? I have visited Campinas and Santos. Complete the biography with photocopied pictures from your classmate. 4. Who is your best friend? My best friend is João Paulo. Then develop your notes into prose to create your classmates’ biography. EDUCATION 3. Brazil. I play soccer with my friend on the weekend. Do you have any hobbies? What things are you interested in doing? I like to listen to music and talk to my friends on MSN. What kind of object / place / person reminds you of your childhood? Visiting my grandparents is one of my best childhood memories. Where were you born? I was born in São Paulo. I have one dog. I do. Use the questions from the box. Take notes in order to use direct quotations. Rufus and one cat.  9. Birth Date/place of birth Family history or roots Fond childhood memories/anecdotes 10.infoplease. My best vacation was at the beach. (Ask him / her to bring some pictures to the class).QUESTIONS FOR THE INTERVIEW 1. 3.

com/ Acesso em 06/05/2011 BIOGRAPHY: EXPERIENCE IT! Componente curricular: Língua Inglesa Ano/série: 9º ano EF Tempo estimado: 3 aulas Material/recurso necessário Cópia das atividades para todos os alunos Projetor ou data show Objetivos  Desenvolver um conhecimento linguístico mais amplo.  Demonstrar criticidade em relação aos textos lidos. Activities Hobbies/special interests Vacations/travels 4.kathleenkrull.Major historical events during your lifetime 2. Career goal Adaptado de: http://www. Interpersonal relationships Friends Pets 5.  Observar o tempo passado. presente e futuro no gênero trabalhado. apresentando opinião e julgamento sobre o foi lido. Conteúdos . Education Preschool/kindergarten Elementary school 3.

Escolha entre apresentar os slides sobre a atriz em data show ou imprimir uma cópia do texto para cada aluno.Leitura  Identificação de biografias de pessoas marcantes/celebridades Produção de textos  Organização cronológica de acontecimentos  Produção de biografia Desenvolvimento Aula 1  Inicie a aula perguntando aos alunos sobre pessoas famosas e celebridades que eles admiram.  Apresente o arquivo sobre a biografia da atriz americana Angelina Jolie (anexo 1). As questões serão respondidas pelos alunos de outro grupo. Exemplos de questões: . levante o vocabulário já conhecido e peça aos alunos que destaquem os verbos encontrados no Simple Past/Simple Present e outros tempos verbais.? • • Que importância tem essa pessoa para a sociedade? Você conhece algum fato importante realizado por ela?  Ative o conhecimento prévio dos alunos. Sugestão de perguntas: • Quem é a celebridade/o famoso? • Por que você admira Madonna/Lady Gaga/Justin Bieber/etc. Promova um breve debate sobre os motivos pelos quais consideram importante determinada pessoa.  Explore a estrutura texto. Pergunte sobre: • • Nacionalidade Idade • • • • Profissão Filmes que já estrelou Família Etc. questionando-os sobre o que sabem sobre Angelina Jolie.  Divida a turma em grupos de até 5 alunos e solicite-lhes que preparem questões em inglês para compreensão do texto lido.

Observe o modelo seguinte: 1º ano MAKING PREDICTIONS Componente curricular: Língua Inglesa Ano/Série: 1ª série em Tempo estimado: 2 aulas Material necessário: cópia da atividade para os alunos.• • • • • • • • • • • • • • What is her full name? Where is she from? When is Angelina’s birthday? What does she do at the United Nations High Commissioner for Refugees (UNHCR)? What is her occupation? Does she have children? What was her first leading role in a film? When did she achieve fame? What kind of awards she has received? How many movies has she starred until now? Is she married? Who is her husband? Does she have any children? What are their names? Are they biological or adopted? Why has she received media attention? When did her acting career started?  Caminhe entre os grupos.  Faça a troca das questões entre os grupos e solicite aos alunos que respondam a elas. Utilize as questões preparadas pelos alunos para fazer essa revisão.  Solicite-lhes que organizem as informações do texto sobre a atriz americana em uma linha do tempo (timeline). imagens do arquivo (LING_INGLESA_SD_ANEXOS_PREDICTIONS_IMAGENS_1ªEM) em tamanho A4 para visualização ou projeção do arquivo em . . Aula 2  Inicie a aula retomando algumas informações sobre o texto lido anteriormente.ppt com datashow. orientando e corrigindo eventuais erros.

Future Desenvolvimento Aula 1  Inicie a aula mostrando as imagens do arquivo (LING_INGLESA_SD_ANEXOS_PREDICTIONS_IMAGENS_1ªEM) ou projetando o arquivo . 2 e 3) Como podemos prever o futuro? (Mostre as imagens 1.ppt no datashow. Utilize estas imagens para iniciar uma breve discussão com os alunos. • • • • • Fortune teller Horoscope Nostradamus Weather forecast Clairvoyant . Sugestão de perguntas: • • • • • • É possível prever o que vai acontecer? O que vai acontecer depois em cada imagem? (Mostre as imagens 1.Objetivos  Aproximar-se do sentido geral do texto  Localizar informações específicas no texto Conteúdos Leitura  Localização de informações  Reconhecimento de estrutura geral de um texto Produção de Textos  Relação imagem/texto Conhecimentos Linguísticos  Will . 2 e 3) É fácil prever o futuro? O que leva as pessoas a quererem saber sobre o futuro? Você tem o costume de ler a seção de horóscopo em revistas e jornais?  Encoraje os alunos a debaterem sobre os mecanismos que as pessoas utilizam para saber o que acontecerá no futuro.

recomenda-se observar apenas o desempenho dos alunos durante realização dos exercícios e sua participação ao longo dos debates em sala de aula. GABARITO . Peça para os alunos atentarem para a estrutura do texto e o tipo de linguagem que o autor utiliza para convencer o leitor sobre o que vai acontecer ao longo do ano.  Os alunos podem usar o texto como guia ou então criar previsões engraçadas. estabeleça um diálogo com os alunos estimulando-os a apresentarem diferentes sugestões de resposta de acordo com cada contexto. Indicações  Visite o site http://www. Dica: O professor pode ainda pedir aos alunos para escreverem provisões sobre o que pode acontecer com eles referente à carreira. amor e saúde para a seção de horóscopo em uma revista.  Para realizar o exercício 4. Aula 2  Utilize os primeiros momentos da aula para retomar a ideia principal do texto lido na aula anterior. Distribua cópias do texto para todos os alunos e solicitem que os alunos façam a primeira leitura de forma superficial (skimming) atentando-se às palavras que já conheçam e às palavras cognatas.englisch-hilfen.  O site http://www.  Leia o texto junto com os alunos de forma mais detalhada (scanning).de/en/exercises/tenses/will_future_statements. entretanto.htm contém exercícios extra que podem ser indicados para os alunos como lição de casa ou para aprofundamento.  Peça para os alunos sublinharem as previsões sobre a carreira. vida profissional. nem todas elas podem ser usadas para atribuição de notas.englishpage.html para ilustrar os usos do Will-future. família.  Oriente os alunos para trabalharem em duplas no exercício 3. vida amorosa e saúde  Divida os alunos em duplas e a partir das questões do exercício 1 solicite que os alunos deem um panorama geral do que acontecerá com os Taurinos durante o ano apresentando 2 exemplos em cada categoria do exercício 2.  Divida os alunos em pequenos grupos e peça para que eles respondam as questões do exercício 1. Neste sentido. saúde e vida amorosa nos próximos anos. Avaliação Todas as atividades podem ser utilizadas para avaliação da aprendizagem dos alunos. Eles devem escolher um dos 12 signos e escrever previsões sobre a carreira.com/verbpage/simplefuture.

Taureans will have promotions and elevations and their hard work will be much appreciated by their superiors. FAMILY: The Saturn’s transit will increase your tensions / There may be misunderstanding with your spouse 3. Jenny’s sunflowers will wither when she returns home. 2) 1. 2. The relation with the spouse will become very hard after June. 3. ZODIAC: TAURUS This year will provide mixed results in general for those who are born under this sign. You will have promotions and elevations by the beginning Disponível em: www. CAREER: Taureans will have promotions and elevations.com . Daniel’s parents will be mad at him. Career.1) 1. HEALTH: It will be good and well in control for you throughout this year They may face some sudden health issues regarding your breathing system their co 3) Students’ creativity 4) Students’ creativity 1. SOCIAL LIFE: All personal relations may go through a stiff situation / You may tend to be harsh and roughly speaking in this year 5. 4.gettyimages. 3. They will face some sudden health issues regarding their breathing system or pains in joints. John will ask his friends for some money. They are not supposed to get in to any partnership business. You may need to put much effort to have the keep going in family and personal life. 4. Incomes and Gains The major planets Jupiter and Saturn are going to provide you mixed results in both career and financial front. The professional life will excel in this year though go through a couple of ups and downs. 5. EDUCATION: They will have a good time only till May 2011 / They will have many obstacles coming up in your educational life 4. Jupiter’s transit through the sign Pisces is extremely good and then after when Jupiter moves to Aries you will start having many issues at the professional front. Beth will be scared by a mouse. 2. Till May 2011 your career life will be excelling. The health of their children will be a source of worry. 2. / They will get respect of workers. The financial front will need much care though situations will never go out of control this year.

You are not supposed to get in to any partnership business this year. The health of your child may become a source of your worry in the first half the year. You will gain the respect of your co workers. There will be losses occurring by the back sting done by partners or employees if you are in to business. The transit of Rahu-Ketu through the 8th house will be causing issues for your health in the first half of the month. From the second half of 2011 onwards you will have many obstacles coming up in your educational life.com/horoscope/yearlyhoroscopes/taurus. 2011. Saturn transiting through the 5th house is not good and may cause severe adverse situations regarding your family and relations. Once after Jupiter moves in to Aries in May 2011 you will face many unexpected issues at your work. By the months of July-August you may face some sudden health issues regarding your breathing system or pains in joints but it will be well under control and could be longing for a short time only. Your children’s health may suffer especially in the months of May-June 2011. Family and Social Life This year will start with a happy note in your family and social life. Adapted from: http://kamalkapoor. After that you may have a tough time in your education since the movement of Jupiter away from the 11th house. Health The health front will be good and well in control for you throughout this year. There may be misunderstanding with your spouse and all personal relations may go through a stiff situation between June and Oct of 2011. You may tend to be harsh and roughly speaking in this year which may cause pain to others and will cause creation of new enemies. Your hard work will be much appreciated by your superiors and there will be good recognition too. The personal relations especially your relation with the spouse will become very hard after June of . There will be misunderstanding and lack communication between you and those who are around you. Education and Traveling Students of this sign will have a good time only till May 2011. There may be issues coming up with your co workers and superiors at work place.of the year.asp Love. The Saturn’s transit will increase your tensions and may put you in a pensive mood all the now and then and your mind will wander behind many unwanted issues. You can expect reward for your excellence in work by FebMar of 2011.

SOCIAL LIFE 5. What will happen to Taureans’ career by the beginning of the year? 2. unkind.firm or hard Harsh – ADJECTIVE (UNKIND) . What will be the major health problems for Taureans this year? 2) Give examples of predictions according to the Taureans’ horoscope for 2011. HEALTH .dɚ/ . What will happen to Taureans that have children in the first half of the year? 4.thinking in a quiet way.to walk around slowly in a relaxed way or without any clear purpose Stiff – ADJECTIVE (FIRM) ./ˈɪn. EDUCATION 4.kʌm/ .sɪv / . What will happen to Taureans concerning personal relations? 5. cruel or unnecessarily severe Onwards – ADVERB (TIME) ./hɑːrʃ/ ./stɪf/ ./ ˈpent .unpleasant. 1./ˈwɑːn. FAMILY 3.Glossary Income – NOUN . often with a serious expression on your face Wander – VERB or direction (WALK) .beginning at a particular time and continuing after it 1) Read the horoscope again and answer the questions.wɚdz/ .money that is earned from doing work or received from investments Pensive – ADJECTIVE . What are Taureans not supposed to do this year? 3. 1. CAREER 2./ˈɑːn.

love and health. 1. John wants to buy some candy at a store. What will happen next? 2. What will happen next? 3. Beth is alone in the basement and it is dark.3) Imagine that you work for a magazine and you have to write in the Zodiac session. Jenny has beautiful sunflowers that she keeps in her garden.com Career: Love: Health: 4) What will happen next? Read the situations and make a prediction on what you think will happen next. but she is on vacation at the beach.gettyimages. ARIES TAURUS GEMINI CANCER LEO VIRGO LIBRA SCORPIO SAGITTARIU S CAPRICORN AQUARIUS PISCES Crédito das imagens: www. Then she heard a scratching sound. but he forgot his wallet at home. What will happen next? . Choose one of the Zodiac Star Signs and write predictions for their career.

is the is the is the 1. (interesting) city in (big) city in Brazil. He realizes he lost his keys at the party. The . The . The . I found the . The . I have eaten the . (young) person in my family is (good) restaurant in town is (delicious) chocolate cake at (old) person in my family is (cheap) cell phone at (funny) person in my family is (boring) person in my family is (intelligent) person in my family is (rich) person in my family is (poor) person in my family is (beautiful) person in my family is (tall) person in my family is is the (hot) city in Brazil. Brazil. Daniel arrives home late and his parents are already sleeping. The . The . The . (cold) city in Brazil. Talk to your classmate and decide which words best complete the sentences below. What will happen next? The . The .4. Remember:  One syllable adjectives: the ADJ + -est  One or two syllable adjectives. Use the superlative form of the adjectives in brackets. ending -Y: the ADJ ( – Y) + -iest  Two or more syllable adjectives: the MOST + ADJ . The .

U. June 4. and is noted for her work with refugees as a Goodwill Ambassador for the United Nations High Commissioner for Refugees (UNHCR). titles for which she has received substantial media attention. Although she made her screen debut as a child with her father Jon Voight in the 1982 film Lookin' to Get Out.net/angelinajolie-face-louis-vuitton-2011. humanitarian Years Active 1982. and won an Academy Award for Best Supporting Actress for her performance in the drama Girl. director.ohstyle. 1993–present Spouse Jonny Lee Miller (1996–1999) Billy Bob Thornton (2000– 2003) Partner Brad Pitt (2005–present. humanitarian Occupation Actress.html > Acesso em Angelina Jolie (pronounced /dʒoʊˈliː/ joh-LEE. She starred in the critically acclaimed biographical television films George Wallace (1997) and Gia (1998). . and three Golden Globe Awards. born Angelina Jolie Voight. director. She has been cited as one of the world's most attractive people.S. Jolie promotes humanitarian causes. 1975 (age 35) Los Angeles. California. She has received an Academy Award. Her first leading role in a major film was in the cyberthriller Hackers (1995). 6 children) Parents Jon Voight Marcheline Bertrand (deceased) Relatives James Haven (brother) Chip Taylor (uncle) Disponível no site: < http://www. Jolie's acting career began in earnest a decade later with the lowbudget production Cyborg 2 (1993).ANGELINA JOLIE PROFILE Born Angelina Jolie Voight June 4. two Screen Actors Guild Awards. Interrupted (1999). Occupation Actress. 1975) is an American actress. as well as the world's "sexiest" and "most beautiful" woman.

Smith (2005) and the animated film Kung Fu Panda (2008). religious or economic reasons or because of a war leading role .Jolie achieved wider fame after her portrayal of video game heroine Lara Croft in Lara Croft: Tomb Raider (2001). http://en.a person who has escaped from their own country for political. Jolie and Pitt have three adopted children. Shiloh. book or other artistic work acclaim . and since then has established herself as one of the best-known and highest-paid actresses in Hollywood. Knox. & Mrs. Jolie currently lives with actor Brad Pitt. movie or theatrical production portrayal . in a relationship that has attracted worldwide media attention. Divorced from actors Jonny Lee Miller and Billy Bob Thornton.org . She received further critical acclaim for her performances in the dramas A Mighty Heart (2007) and Changeling (2008). and Vivienne. and three biological children. which earned her a nomination for an Academy Award for Best Actress. Maddox. Jolie has had her biggest commercial successes with the action-comedy Mr. and reinforced her reputation as a leading action star with the comic book adaptation Wanted (2008) and the action-thriller Salt (2010).representation or description of someone or something in a painting.public approval and praise http://dictionary.org/wiki/Angelina_Jolie GLOSSARY: refugees .very important or most important role in a play.cambridge. and Zahara. film. Pax.wikipedia.

a. Do you like to stay in a big resort or a small hotel? What about camping? . Think about the questions below and tell him/her what kind of holiday you like.Reading Activity 1 What kind of things do you imagine people do when they go on these holidays? Adventure holidays Cultural holidays Relaxing holidays 2 Which places / cities could you go to have these types of holidays? Adventure holidays Cultural holidays Relaxing holidays 3 Talk to your partner. Do you like being with lots of other people or with just a few friends or family members? b.

and the hotels are very expensive. But perhaps this is progress? Not only are the roads better but there is also a new medical clinic. So. Paradise is no longer here. The sea is full of speedboats. There are still coconut palms. It’s no longer a small. and the sea is warm. No need to book. Not anymore! The beach is never empty – it’s packed all day! There is music blaring from the cafés. just turn up and you have the place to yourself – very basic. So. the beach is page of people.com > are more and more buildings. coconut palms. Hotels. children are shouting and screaming. quiet road but a large and very busy one. wooden bungalows on the beach. I’m lucky to have a small room at the back of one hotel. Imagem disponível em < There are fewer palm trees because there www. I made a mistake there. Do you go on holiday clear blue sea. Most of the hotels are full of holidaymakers who booked their trip months ago. mister. very cheap. The local kids now speak English ‘Mister. you want tGlossary shirt?’ and there are many new businesses opening all the time. The developers are certainly happy. what happened? 4 ReadWell. Her photo album is full of wonderful pictures of empty beaches. why am I unhappy? Well. The children no longer ride TOURISM: COCONUT ISLAND . c. swimming pools… you name it. but the Paradise Hotel is.bəʊt/ . restaurants.Coconut Island is a beautiful. Perhaps I’m the only one who has a problem with this? The tourists seem happy: the weather is wonderful. very quiet and very peaceful. there is building work everywhere. the food is tasty and cheap. of course. and it’s still expensive. I’m all’ or to have lots of fun? golden beaches and to ‘get away from it sorry. Also she has pictures of small. The local people seem happy: there are many people selling things on the beach. golden beaches and clear blue sea but not like before. Then I see a old woman trying to Sunbeds – /sʌnbɛd/ -anlounge used for sunbathing Speedboats – /ˈspiːd. She looks nervous and waits for someone to walk with her. Coconut Island has it. tropical island with. there are lots more jobs and better roads. guest houses.a small boat which has a powerful engine and which travels very fast cross the road from her house to the shops. exercises that follows it. noisy jets skis and surfers.dreamlife. the text on the next full and do the sunbeds and umbrellas. I have a friend who was here five years ago. she said. Coconut Island was a beautiful island. Acesso em 01/06/2011 holiday resorts.

completely full Lock – /lɒk/ .əʊ/ . 01.org> Access: Jun.2011) Packed – /pækt/ .gəl.a house that has only Is this progress? one storey (= level) Bungalow (Available at:< http://www. Now the hotel room says Tasty –goodɪ.describes food which has a it’s a /ˈte idea to put things in the safe strong and very pleasant flavour box.sti/ .motorbikes.a device which prevents something such as a door being opened and which you can only open with a key Safe box – /seɪf bɑːks/ . Bungalows – /ˈbʌŋ. It’s not so safe either – my friend stayed in a bungalow on the beach that had no lock.a strong box in a bank where you can keep money or valuable things .msd281.

CHANGES COCONUT ISLAND 5 YEARS AGO Accomodation Scenery Employment Transport Noise Security Cheap bungalows Expensive hotels and resorts COCONUT ISLAND NOW 6 Now. Just make notes. not full sentences. Example: There were cheaper bungalows. Now there are more expensive hotels and resorts.5 Compare Coconut Island now with the island five years ago. • I think things are better because there is/are more . Scenery Employment Transport Noise Security 7 Write complements to the sentences below. make sentences comparing the changes. Write full sentences.

esteja atento para não simplificar demais os usos.com/skills/reading/pdf-content/reading-lessons-tourismelementary-reading-text/154735. Objetivos  Estabelecer relações entre a língua materna e a estrangeira no nível de estruturação textual e linguística. I am taller than my brother and my sister. Assim. Por Conhecimentos Linguísticos exemplo. Conteúdos Oralidade  Apresentação de pontos de vista Leitura Comparative Form experiência pessoal Relação do tema com Produção de textos Ao trabalhar com o grau comparativo e superlativo dos adjetivos é muito tentador focar somente na forma. there are more but there are fewer / less Atividades adaptadas de <http://www.  Compreender a função das formas de comparativo e superlativo dos adjetivos. Comparatives and superlatives I am taller than my brother. Talvez seja interessante chamar a atenção dos alunos para os usos do comparativo quando .article> Acesso em 30/05/2011 COMPARING AND CONTRASTING Componente curricular: Língua Inglesa Ano/Série: 1ª série EM Tempo estimado: 2 aulas Material necessário:  Cópias da atividade para os alunos  Computador e data show para projetar as imagens e textos. I feel better. as regras de formação do comparativo e superlativo não Relação Imagem / texto são tão difíceis de explicar. (than I did before). Desenvolvimento Mas também podemos usar o comparativo para comparar mais de dois objetos.• I think things are worse because there is/are more • I’m not sure.onestopenglish. Nós também podemos utilizar o comparativo sem mencionar o segundo objeto caso ele esteja subentendido. frequentemente nós assumimos que o comparativo é usado apenas para comparar dois objetos. Além do mais.

livros.com/grammar/grammar-reference/adjectives/comparative-and-superlativeadjectives-article/144846. sites. museus etc.onestopenglish. Acrescente um ou mais adjetivos para descrever suas características físicas e de caráter.article > Aula 1  Atividade 1: Inicie a aula mostrando aos alunos a imagem abaixo. caso haja necessidade. Para referência sobre o uso e forma dos adjetivos no modo comparativo e superlativo acesse o site: <http://www.. caso seja necessário. Maybe it is best to tell your parents about the car. Chame a atenção dos alunos para o fato de que os nomes dos irmãos já destacam características de quem eles são: Example: Fantastic Frank is really fantastic! He is strong.  Superlative Form Lembre-se que mesmo dizendo os alunos para utilizar o artigo ‘the’ antes do adjetivo no superlativo há ocasiões em que o artigo ‘the’ não é utilizado. (Utilize a imagem em tamanho maior do arquivo Anexo 1)  Explique o significado do nome de cada um dos irmãos.Avaliação/Recuperação Contínua Inserir proposta de instrumentos de avaliação e/ou de recuperação contínua. intelligent… Horrible Henry is really horrible! He is nasty. stupid … . periódicos. Indicações Inserir referências de filmes.

short.. thin. escreva no quadro: “Henry is than Frank”  Observe se os alunos encontram um adjetivo adequado para completar a frase. cruel. Frank is more intelligent than Andy. handsome.  O mesmo procedimento pode ser repetido com o superlativo.  Em seguida.. Caso eles não cheguem ao uso correto do modo comparativo dos adjetivos.... Professor: Se desejar utilize a apresentação sobre Comparative and Superlative Adjectives disponibilizada no Anexo 2. • Frank: tall.  Verifique o spelling. • Andy: boring. sugira um adjetivo possível com alternativas corretas e incorretas e permita que os alunos discutam e entendam o conceito do modo comparativo dos adjetivos. more handsome). com palavras terminadas em y. stupid. • • • live close to the school has a big family young gets up early • . adicionamos more ao invés da partícula –er ao final do adjetivo (more intelligent. smart. organized.. ugly. etc. mean. Henry is uglier than Frank. strong. reasonable. selfish.  Escreva as características no quadro sob o nome de cada irmão. generous. intelligent. rich.)  Dê alguns minutos para os alunos produzirem outras possibilidades com os outros irmãos. Explique que com adjetivos longos. tidy – tidier) e também dê destaque aos exemplos nos quais repetimos a última consoante (fat – fatter. tidy. smelly. adiciona-se –ier (ugly – uglier. Nome arquivo: Ling Ing_SD_Comparing and Contrasting_1 serie_EM_2011_Anexo 2  Atividade 2: Distribua os alunos em grupos (4 alunos) e solicite que eles construam frases verdadeiras comparando-se uns com os outros segundo os quesitos abaixo. more reasonable. strong. greedy. Faça um brainstorming com os alunos com adjetivos para descrever as características de cada irmão.  Sugestões: • Henry: nasty. Andy is shorter than Henry. thin – thinner. untidy..

Cultural holidays: museum. Atividade 3: City life x life in another part of the country (beach / countryside / town / village / etc. Relaxing holidays: spa. Dica: Professor: Apresente outros exemplos de atividades para cada tipo de férias. sunbathing. beaches. etc. região. parks. Distribua uma cópia do worksheet para cada aluno (arquivo do Anexo 3). churches. Em seguida peça para algumas duplas apresentarem suas produções. etc. Adventure holidays: mountain climbing. skiing. cidade pequena. praia. campo. etc. Circule pelos grupos e tire eventuais dúvidas. trekking.  Finalize a aula selecionando os argumentos mais convincentes e escreva alguns exemplos no quadro.) City life Student A Countryside / Beach / Town / Village Student B  Dê um tempo para os alunos prepararem algumas razões. hang gliding. Aula 2:  Inicie a aula pedindo aos alunos para pensarem sobre atividades que geralmente as pessoas realizam nas férias. Adventure holidays Cultural holidays Relaxing holidays . Peça a eles para observarem os tipos de viagens e em seguida façam um brainstorming das possíveis atividades realizadas em cada viagem e cidades ou lugares que proporcionam estes tipos de atividades. vilarejo.)  Organize os alunos em duplas. etc. Um dos alunos de cada dupla deve preparar frases que descrevam pontos positivos e negativos para a vida na cidade (City life) e o outro componente da dupla também prepara frases de acordo com a parte do país escolhida (outro estado. interior do estado.•  escreveram. goes to bed late Limite o tempo para esta atividade e então peça aos alunos para que leiam algumas das frases que • Example: Martha lives closer to the school than Juan and Pablo.

So. Coconut Island has it. The local kids now speak English ‘Mister. Paradise is A Acesso em 01/06/2011 no longer here. restaurants. a. and clear blue stay in a big I made a beaches Do you like tosea. Also she has pictures of small. I’m sorry. there is building work everywhere. holiday resorts. There are still coconut palms. children are shouting and screaming. why am I unhappy? Well. destacando as palavras sunbeds and umbrellas. Mantenha um registro do brainstorming no quadro para servir de referência para os alunos na próxima tarefa. golden beaches and clear blue sea but not like before. and the sea is warm. Os alunos deverão refletir sobre qual tipo de férias eles mais apreciam. 3 Talk to your partner. resort or a small hotel? What about camping? mistake Do you go on holidaywas‘get away from it all’ or to have lots of fun? c. But perhaps this is progress? Not only are the roads better but there is also a new medical clinic. Coconut Island to a beautiful island. mister. and it’s still expensive. you want t-shirt?’ and there are TOURISM: COCONUT ISLAND . the food is tasty and cheap. The developers are certainly happy. coconut palms. Perhaps I’m the only one who has a problem with this? The tourists seem happy: the weather is wonderful. Explique o significado da expressão “to get away from it all” que significa sair de um trabalho puxado ou de uma cidade movimentada para relaxar. there are lots more jobs and better roads. The local people seem happy: there are many people selling things on the beach. the beach is full of people. Most of the hotels are full of holidaymakers who booked their trip months ago. Not anymore! The beach is never empty – it’s packed all day! There is music blaring from the cafés. are fewer palm trees because there are more and more buildings. but the Paradise Hotel is. The sea is full of speedboats. very quiet and very peaceful. I’m lucky to have a small room at the back of one hotel. there. No need to book. guest houses. she said. very cheap. So. tropical members? island with. Do you like being with lots of other people or with just a few friends or family Coconut Island is a beautiful. Hotels. There conhecidas e faça perguntas para verificar a compreensão geral do texto. I have a friend who was here five years ago. wooden bungalows on the beach. just turn up and you have the place to yourself – very basic. golden b. what happened? Well. Her photo album is full of wonderful pictures of empty beaches. noisy jets skis and surfers. and the hotels are very expensive.com > you name it.dreamlife.  Agrupe os alunos em duplas para realizar o exercício 3. of course. swimming pools… Imagem disponível em <www.  Peça aos alunos para fazerem uma leitura superficial do texto (skimming). Think about the questions below and tell him/her what kind of holiday you like.

It’s not so safe either – my friend stayed in a bungalow on the beach that had no lock.  Em seguida oriente os alunos a utilizarem as informações preenchidas no quadro para compararem como era Coconut Island há cinco anos e como está agora no exercício 6. Peça para que eles especifiquem as mudanças que ocorreram na Coconut Island. quiet road but a large and very busy one. It’s no longer a small. The children no longer ride bicycles but race around the island on motorbikes. 6 Now. Eles não devem escrever apenas fewer hotels / more hotels ou less noise / more noise. Now there are more expensive hotels and resorts.  Explore o exemplo do quadro no exercício 5. Just make notes. Is this progress?  Sugestões de perguntas: • • • • • • Qual é o assunto do texto? O que é Coconut Island? Cite alguma das mudanças que ocorreram em Coconut Island nos últimos anos. She looks nervous and waits for someone to walk with her. make sentences comparing the changes. Write full sentences. Por que o autor não está contente com estas mudanças? O que continham as fotos da amiga do autor do texto há cinco anos? E agora? O que está acontecendo com as praias em Coconut Island?  Peça aos alunos para lerem o texto novamente de forma mais detalhada para completar o quadro do exercício 5. Example: There were cheaper bungalows. Os alunos precisam usar diferentes palavras em cada coluna. not full sentences. Now the hotel room says it’s a good idea to put things in the safe box. 5 Compare Coconut Island now with the island five years ago. Scenery .Then I see an old woman trying to cross the road from her house to the shops. CHANGES Accomodation Scenery Employment Transport Noise Security COCONUT ISLAND 5 YEARS AGO Cheap bungalows COCONUT ISLAND NOW Expensive hotels and resorts  Faça a correção com os alunos e mantenha um registro das respostas no quadro.

CHANGES Accomodation Scenery Employment Transport Noise Security COCONUT ISLAND 5 YEARS AGO Cheap bungalows empty beaches.com/skills/reading/pdf-content/reading-lessons-tourismelementary-reading-text/154735. no need for lock COCONUT ISLAND NOW Expensive hotels and resorts Crowded beaches . Peça para que cada aluno complete-as usando adjetivos no superlativo. lots of palm trees fewer jobs small roads. jet skis need to use safe box . there are more but there are fewer / less  Para finalizar a aula organize os alunos em duplas e distribua cópias do arquivo Anexo 4. Respostas pessoais 3.article> Acesso em 30/05/2011 Gabarito 1. 7 Write complements to the sentences below.Employment Transport Noise Security  Pergunte sobre a opinião dos alunos sobre como o progresso pode afetar o turismo em Coconut Island. Respostas pessoais 2.onestopenglish. hotels and restaurants big roads. many buildings people sell things on the beach. bicycles quiet and peaceful safe. Respostas pessoais 5. motorbikes Very noisy – music.  Registre os pontos de vista dos alunos no quadro e peça para que completem as orações do exercício 7. • I think things are better because there is/are more • I think things are worse because there is/are more • I’m not sure. new businesses inc. Atividade Adaptada de <http://www.

• I think things are worse because there are • I’m not sure. there are more more expensive hotels. • • Responder perguntas. participar das discussões sobre o assunto trabalhado. • I think things are better because there are more beaches. The beaches were quieter and more peaceful. Indicações  Comparatives and superlatives http://www. Sugestões de resposta.  Ao avaliar a produção do aluno verifique os seguintes pontos: • Adequação na produção no que diz respeito aos conhecimentos lingüísticos. Now it is more dangerous to leave your things at the 7.com/watch?v=KLE5yPZa_Ow: este vídeo traz apresentadores entrevistando pessoas em vários países falantes de Língua Inglesa utilizando exemplos práticos do uso dos adjetivos no modo comparativo e superlativo. • Envolvimento do aluno na construção do quadro comparativo sobre as mudanças que ocorreram ao longo do tempo na Coconut Island. Sugestões de resposta. Now there are bigger roads. nem todas podem ser usadas para atribuição de notas. entretanto. Neste sentido. Now there are more crowded There were fewer jobs in Coconut Island.6. . recomenda-se observar apenas o desempenho dos alunos durante realização dos exercícios e sua participação ao longo das atividades em sala de aula. Scenery Employment Transport Noise Security bungalow. Now they are noisier. cheap bungalows. Localizar e levantar informações sobre o texto lido. There were smaller roads. There were emptier beaches. Now there are newer business.youtube. nicer hotels now but there are fewer entertainment options and nicer people at the Avaliação Todas as atividades podem ser utilizadas para avaliação da aprendizagem dos alunos. Coconut Island was safer.

c. b. a ilha tem as melhores paisagens naturais. Os recém-casados tem escolhido Anguilla como destino para lua de mel. . mar azul. Os casais intrépidos podem desfrutar de uma série de atividades aquáticos como natação. pois as diárias do hotéis e resorts são incrivelmente acessíveis e possuem uma grande variedade de culinárias em muitos restaurantes e hotéis luxuosos.Verifique a estrutura geral do texto do gênero cartão postal.  Compreender a função das formas de comparativo e superlativo Conteúdos Leitura  Reconhecimento da estrutura geral de um texto Produção de Textos  Relação tema/texto com experiências pessoais Conhecimentos linguísticos  Comparatives and superlatives Gabarito 1. .Atividade para os Alunos Componente curricular: Língua Inglesa Ano/Série: 1ª série EM Objetivos  Compreender e empregar vocabulário específico para o gênero cartão postal. Resposta Pessoal. é um lugar silencioso e com estilo. navegar e windsurfing. Praias brancas intocáveis. a. 2. mergulho com snorkel.

It is also quiet. 2011 Caribbean holidays in Anguilla provide a place for exclusive and complete respite from work and especially a haven for newlyweds. offering the best natural landscapes overlooking the sea and pearly ATIVIDADE DE LÍNGUA INGLESA Available at: white beach sand. Travel and Leisure » Destination Tips Caribbean Holidays in Anguilla By Daryl Serrano Anguilla. and is now rapidly <http://www. Tourists will thoroughly enjoy the delightful feast of the senses offered in this scenic holiday destination. This one of a kind island lies in the British territory Leeward Islands. The author gives tips about a holiday in Anguilla. . snorkeling. the blue seas. Anguilla is a tiny but a magical island. The Caribbean island of Anguilla has more than thirty of the most beautiful beaches that offer nothing but the best scenery in all directions.. If you explore island and discover its culture after a fun day. Available at: <http://caribbeanholidaysguide. Carnival 2011 Have you ever dreamed of Caribbean holidays in Anguilla? Anguilla is a perfect getaway because it is one of the most beautiful islands in the world and the Caribbean conjures secluded unspoiled white beaches. Access: Jul. anguilla/photos/photoview/14737> Caribbean island.com/travelguide/ 1.com/> Access: Jul.concierge. Read the text and then answer the questions in Portuguese. Anguilla also has so much water sport activities the intrepid couples can indulge in like swimming. stylish. You will fall in love all over again in its romantic and breathtaking ambiance. witness some of the best sunsets in the world and at night. The text above was taken from a travel blog.blogspot. enjoy the most romantic dinners on a balcony overlooking the Caribbean Sea and dance to the lovely tune of the Caribbean music. a becoming a wedding and honeymoon destinations. Anguilla is a home of hotels and resorts that are incredibly affordable and complete with a wide array of cuisines in many restaurants and luxurious hotels.Verifique se o aluno compreendeu e utilizou os adjetivos no modo comparativo e superlativo corretamente. sailing and windsurfing in the crystal clear waters. 2011 . and the wide array of luxurious hotels. 08. Anguilla is also home to affordable lodgings found all over the island.Cheque a capacidade do aluno em comparar os dois destinos e posicionar-se em relação à escolha de seu destino de viagem. 11. There are so many things to do in such a small island as it promises both calm and romantic settings for a romantic surprise.

or as if by magic secluded – silent and quiet array – a large group of things or people lodgings – a temporary place to stay (meals and a room to sleep in) one of a kind – to be very unusual and special respite – a pause or rest from something difficult or unpleasant newlyweds – someone who has recently got married affordable – not expensive thoroughly – completely.Glossary getaway – a escape. a place suitable for a vacation conjures – to make something appear by magic. especially more than is good for you . very much intrepid – extreme brave and showing no fear for dangerous situations indulge – to allow yourself or another person to have something enjoyable.

boyfriend). Retire do texto 3 exemplos de adjetivos usados no modo superlativo. boyfriend) that your vacation is better than his/her. You bought some postcards there and wrote one to your (best friend. mother. Por que a ilha tem sido escolhida como destino dos recém-casados? d. Don’t forget to use adjectives in the comparative and superlative forms. father. boyfriend) had chosen to go on vacation to Rio de Janeiro.hu/browse. girlfriend.phtml?f=download&id=1210412> Access: Jul. Que tipo de atividades de lazer são oferecidas na ilha? c. the Caribbean island on vacation. mother. Imagine that you are in Anguilla.sxc. girlfriend. mother. 12. You need to convince your (best friend. 2. Brazil. O autor usa a expressão “one of a kind” para dizer que a ilha caribenha Anguilla é um lugar muito especial. Your (best friend. 2011 . father. You can use the ideas from the text to write your postcard. Cite pelo menos 3 características que confirmem a explicação do autor. father.a. Available at: <http://www. b. girlfriend.

The population growth brings the problem of consumption. .2011 Disponível em: < http://www. leading to poverty.2011 High Technology Wireless technology will be everywhere. Here are some of them: Disponível em: < http://www.  Relação do tema com experiência pessoal  Reconhecimento de formas verbais no futuro (Will) Questões Leia o texto a seguir. Here are some more predictions about the future: .2011 Disponível em: < http://www. If we cannot feed 6 billion people today. We’ll be able to control people around us with a tiny microchip and through the access to the Internet. Nowadays scientists are studying the changes which are likely to take place in 50 years’ time.sxc. FUTURE OF OUR PLANET Changes on Earth Since life first appeared on the Earth four billion years ago.2011 The Effects of Overpopulation A rapidly increasing population is one of the causes of social and environmental problems. .sxc.Electric currents applied to the soil will make valuable plants grow larger and faster. Ice ages have come and gone and volcanoes have erupted. They are also less expensive compared to other sources of energy.hu/photo/1253865> Acesso em 16 Jun. We will find new energy sources like wind and solar power that won’t pollute and will never run out. All traffic will be below or high above the ground.hu/photo/518919> Acesso em 16 Jun. how will we satisfy the needs of 8 billion people or more by 2030? Global food shortages will become much more serious than today.hu/photo/1051409 > Acesso em 16 Jun. Earthquakes have shattered ancient mountains and changed the course of rivers.sxc. Some species have been displaced by others which are more favored by new environments.There will be no street cars in our large cities.sxc.People will be able to see the bus coming closer to their stop by means of a web-site. there have been tremendous changes. . Disponível em: < http://www.hu/photo/536672 > Acesso em 16 Jun. There will be no wires on and behind your desk.Questões para Avaliação Componente curricular: Língua Inglesa Ano/Série: 1ª série EM Conteúdos. Energy Revolution Renewable energy technologies are now ready to be used and will meet the world’s energy demand by 2030.

[ ] f. os cientistas estão estudando as mudanças que acontecerão em nosso planeta nos próximos 50 anos. Não se esqueça de utilizar o futuro com Will e linguagem formal ao iniciar e terminar o seu e-mail.tr/aok/aok_kitaplar/AolKitaplar/ingilizce_7_w/7. Are the sentences below correct? Put T for true and F for false. Scientists will find new energy sources like wind and solar power that won’t pollute. [ ] e. [ ] d. There will be more and more cars on the streets. Plants will grow slower because of electric currents applied to the soil.2011 1.gov. Wireless technology will be everywhere. 2. By the year 2030 the global population will be 6 billion people. One of the causes of social and environmental problems is the rapidly increasing population.pdf > Acesso em 16 Jun.meb. [ ] g.Adaptado de: < http://egitek. Que tipo de mudanças eles estão prevendo? Cite pelo menos quatro exemplos. Imagine que você é um cientista muito famoso e recebeu informações importantes sobre o futuro do planeta. [ ] h. [ ] 3. [ ] c. Você precisa escrever um e-mail para o Presidente de seu país contando-lhe sobre as mudanças que irão acontecer. De acordo com as informações do texto. [ ] b. Wind and solar power are more expensive than other sources of energy. a. Correct all the sentences which are false. . There haven’t been a lot of changes on the Earth since life first appeared.

etc. novas fontes de energia renováveis como energia solar e eólica serão descobertas.2011 Critérios de correção 1.Imagem disponível em: <http://good-e-reviews. [F] By the year 2030 the global population will be 8 billion people . falta de comida.com/wwwyahoomailcom-improvements> Acesso em 15 Jun. o tráfego de carros será subterrâneo ou acima no nível da rua. aumento da pobreza. [T] b. Espera-se que o aluno identifique pelo menos quatro mudanças significativas como: aumento da população. É esperado que o aluno seja capaz de interpretar e identificar no texto informações sobre as mudanças que ocorrerão em nosso planeta nos próximos 50 anos. 2. a. correntes elétricas ajudarão a melhorar o crescimento das plantas.

[F] Wind and solar power are less expensive according to other sources of energy. . mas com informações sobre as mudanças que ocorrerão em nosso planeta. [F] There will be no street cars in our large cities. 2º ano Atividade para os Alunos Componente curricular: Língua Inglesa Ano/Série: 2ª série EM Objetivos  Fazer previsões e supor acontecimentos por meio de concessões  Distinguir as formas verbais utilizadas no gênero canção Conteúdos Oralidade  Pontos de vista Leitura  Reconhecimento de estereótipos sociais e preconceitos Conhecimentos Linguísticos  Second conditional: if or when Gabarito 1. [T] g. 3. O aluno poderá utilizar exemplos do texto lido anteriormente.c. [F] There have been tremendous changes on the Earth since life first appeared d. f. h. É esperado que o aluno seja capaz de construir um texto simples. Espera-se também que o aluno tenha domínio das características do gênero textual e-mail e que utilize linguagem formal em seu e-mail. [F] Electric currents applied to the soil will make valuable plants grow larger and faster. [T] e.

I would still have her by my side. If you could visit any country in the world. He'd be really upset if he knew about the theft. If I were taller. Espera-se que o aluno apresente sua opinião podendo referir-se aos versos abaixo. 3. If you thought I would wait for you. Resposta pessoal. Sugestão de resposta. ela desligaria seu telefone. 1. Resposta pessoal. If I were a boy. A cantora se sente desiludida com o comportamento apresentado por seu companheiro e faz suposições sobre como ela se comportaria se fosse um garoto. Instrua os alunos a apresentarem suposições sobre a temática da música. Espera-se que o aluno seja capaz de refletir sobre os diferentes papéis que homens e mulheres exercem atualmente relacionando mudança de paradigmas relacionados ao trabalho e às relações familiares. I wouldn’t make so many mistakes. How would you feel if you lost your job? 4. ela ouviria mais sua garota. 6. where would you go? 5. / Se ela fosse um garoto. b. Se ela fosse um garoto. If I hadn’t destroyed everything. I would forgive you if you still loved me. d. Ela quer dizer que como seu companheiro / namorado é apenas um garoto. You don't listen to her You don't care how it hurts Until you lose the one you wanted Cause you're taking her for granted And everything you had got destroyed 4. I'd buy a new computer if I had enough money. If I listened to her. I would turn off mu phone. b. e. c. 2. I'd marry him tomorrow if I thought he really loved me. 6. you thought wrong. c. I wouldn't have to wear high heeled shoes. a. 2. a. Para ela os garotos não compreendem como é amar uma garota. . Resposta pessoal.a. 3. A cantora provavelmente se refere ao seu companheiro / namorado. d. b. 5. I would turn off my phone if I didn’t want to talk to him. ele não compreende seus sentimentos.

7. I'd forgive you if you apologized. 8. If I didn't feel so ill, I'd come to the party with you. 7. 1. 3. If he asked you to marry him, would you say yes? if we didn’t have computers he wouldn’t be , going out with her. be fewer wars. ? if the pay was lower than it is? there would 2. How would we keep in touch Would you leave your job wasn’t beautiful, were more tolerant 4. If she 5. If people 8. a. b. c. d. If I had enough money, I would travel to Japan. We would go to the beach if the weather was good, If I had worked hard, I would get good results in my exams. If she was tall, she wouldn’t have to wear high heels. Atividade de Língua Inglesa 1. Leia o trecho a seguir. O que é ser homem nos dias de hoje? Há muito tempo, a mulher deixou de se dedicar exclusivamente aos afazeres domésticos
O papel da mulher na sociedade para disputar com oahomem um lugar na vidade uma grandemudança do papel feminino, Muito recentemente, propaganda de televisão pública. Essa marca mundial de automóveis tentava vender seu produto ilustrando a mudança do papel social da mulher. Uma jovem com trajes inegavelmente, teve repercussão no papel masculino. A partir daí, nas últimas décadas, os de executiva chegava em casa após um dia de trabalho e cumprimentava seu marido, o qual estava estereótipos da masculinidade família. Para surpresa desse homem, que “comandava” a como o e ocupado preparando a refeição da sofreram vários questionamentos - e alguns deles, cozinha cuidava de suas veementemente o presentearia entanto, será novo. pode mesmo cena, machismo, foramfilhas, sua esposa condenados. Nocom um carro que seA partir dessa falar rapidamente aqui descrita, pode surgir a seguinte pergunta: esse comercial faria sentido décadas em "crepúsculo do macho"? Pelo menos em termos majoritários, por exemplo, o homem atrás? Certamente que não. Contudo, essa resposta carece de uma explicação menos simplista, e abriu mão maior compreensão docomportamento questões de gênero e papéisde todo cidadão requer uma da violência e do que se chama de agressivo? Ou por trás sociais. As diferenças sexuais sempre foram valorizadas ao longo dos séculos pelos mais diferentes povos em em dia? Afinal, o que é ser homem no século 21?associaram a figura feminina ao pecado e à todo o mundo. Algumas culturas – como a ocidental – Adaptado de: < http://educacao.uol.com.br/bancoderedacoes/proposta201006.jhtm > Acesso em 20 Jun. corrupção do homem, como pode ser visto na tradição judaico-cristã. Da mesma forma, a figura feminina foi também associada à ideia de uma fragilidade maior que a colocasse em uma situação2011. de total dependência da figura masculina, seja do pai, do irmão, ou do marido, dando origem aos moldes de uma cultura patriarcalista e machista. Assim, esse modelo sugeria a tutela constante das mulheres ao longo de suas vidas pelos homens, antes e depois do matrimônio. [...] Mas a pergunta principal vem à tona: qual o papel da mulher na sociedade atual? Pode-se afirmar que a mulher de hoje tem uma maior autonomia, liberdade de expressão, bem como emancipou seu corpo, suas ideias e posicionamentos outrora sufocados. Em outras palavras, a mulher do século XXI deixou de ser coadjuvante para assumir um lugar diferente na sociedade, com novas liberdades, possibilidades e responsabilidades, dando voz ativa a seu senso crítico. Deixou-se de acreditar numa inferioridade natural da mulher diante da figura masculina nos mais diferentes âmbitos da vida social, inferioridade esta aceita e assumida muitas vezes mesmo por algumas mulheres. Hoje as mulheres não ficam apenas restritas ao lar (como donas de casa), mas comandam escolas, universidades, empresas, cidades e, até mesmo, países, a exemplo da presidenta Dilma Roussef, primeira mulher a assumir o cargo mais importante da República. Dessa forma, se por um lado a inversão dos papéis sociais ilustrada pela campanha publicitária (citada no início do texto) de um automóvel está em dissonância com um passado não tão distante, por outro lado mostra os sinais de

[...] civilizado se esconde uma fera? Quais são os padrões do comportamento masculino hoje

Disponível em: <http://www.brasilescola.com/sociologia/o-papel-mulher-na-sociedade.htm> Acesso em 24 Jun.2011

a. Com base nos textos acima, como você caracteriza o papel do homem e da mulher na sociedade nos dias de hoje?

b. Observe o título da canção If I were a boy. Do que você acha que esta canção vai retratar?

2. Leia a letra da canção abaixo e responda às questões. Se desejar, em seguida, assista ao vídeo no Youtube (link: <http://www.youtube.com/watch?v=AWpsOqh8q0M&feature >) If I were a boy I think I could understand How it feels to love a girl I swear I'd be a better man I'd listen to her Cause I know how it hurts When you lose the one you wanted Cause he's taking you for granted And everything you had got destroyed If I were a boy I would turn off my phone Tell everyone it's broken

If I Were A Boy (Beyoncé) If I were a boy even just for a day I'd roll out of bed in the morning and throw on what I wanted and go Drink beer with the guys and chase after girls I'd kick it with who I wanted and I'd never get confronted for it cause they stick up for me

so they'd think that I was sleeping alone I’d put myself first and make the rules as I go Cause I know that she’ll be faithful, waiting for me to come home, to come home. If I were a boy I think I could understand How it feels to love a girl I swear I'd be a better man I'd listen to her Cause I know how it hurts When you lose the one you wanted Cause he's taking you for granted And everything you had got destroyed It's a little too late for you to come back Say it's just a mistake, think I’d forgive you like that If you thought I would wait for you you thought wrong But you're just a boy You don't understand and you don't understand, ohhhh How it feels to love a girl Someday you wish you were a better man You don't listen to her You don't care how it hurts Until you lose the one you wanted Cause you're taking her for granted And everything you had got destroyed But you're just a boy

Glossary throw on – If you throw on your clothes, you put them on quickly and carelessly chase – (FOLLOW) to hurry after someone or something in order to catch them stick up for sth / sb – to support or defend someone or something, especially when they are being
criticized

swear – (USE RUDE WORDS) To use words that are rude or offensive as a way of emphasizing what you
mean or as a way of insulting someone or something take (sth / sb) for granted - If you take situations or people for granted, you do not realize or show that you are grateful for how much you get from them

turn off – to stop the flow of or shut off by or as if by turning a control <turn the water off> faithful – loyal
Fonte: www. http://dictionary.cambridge.org

a. A quem a cantora está se refere na canção?

b. Como ela se sente? Por quê?

c. O que ela mudaria em sua vida se fosse um garoto? Apresente pelo menos dois exemplos.

d. Qual é a imagem que ela tem dos garotos?

e. O que a cantora quer dizer com a frase “But you’re just a boy”?

3. A canção descreve comportamentos que a cantora gostaria que seu companheiro tivesse diante do relacionamento deles. Imagine-se no lugar do companheiro ou da mulher. Como você responderia a estas críticas de comportamento?

…if I thought he really loved me. f. he marry him. d. If I were taller. If I didn't feel so ill. …you lost your job? c. a. If people more would didn’t if the pay was lower than it is? you . would you say yes? to if would ? we have if computers did asked asks you 2. b. If I hadn’t destroyed everything.com > Acesso em 20 Jun. If you could visit any country in the world. I would forgive you if 6. isn't be fewer wars. 5. h. …if you apologized. I would turn off my phone if b. leave 4. I'd marry him tomorrow… 7.com > Acesso em 20 Jun.4. If she he 5. bbclearningenglish. How would you feel if… 4. …if I had enough money. He'd be really upset… 6. I'd forgive you… 8. Choose the 5 words which complete each sentence: 1. 1. … I'd come to the party with you. I'd buy a new computer… 3. e. Match the beginnings of the sentences to the correct endings. … where would you go? Adaptado de: <http://www. … I wouldn't have to wear high heeled shoes. beautiful . 2011 7. Encontre dois exemplos de orações condicionais (Second Conditional) no texto da canção: 5. 2011 . bbclearningenglish. …if he knew about the theft. g. a. If I listened to her. Complete as frases a seguir usando as formas verbais adequadas (Second Conditional). there wouldn't left job your if would going out with her. c. How would we keep in touch to 3. tolerant wouldn't were are wasn't being be Adaptado de: <http://www. 2. d. to make logical conditional sentences.

The weather was not good. Leia as situações a seguir.8. She is not tall. I didn’t get good results in my exams. Construa orações condicionais de acordo com cada situação. b. I didn’t work hard. You want to travel to Japan. d. a. c. . She has to wear high heels. You don’t have enough money. We didn’t go to the beach.

anxious scene wears a goatee and a panicked look that together suggests a junior Paul Giamatti. Fans of the books know how it turns out.” the grave. It’s taken two of them to translate J. and moviegoers can guess. “Part 1” was memorable for the death of the house elf Dobby and less so for the draggy scenes of Harry. then an orphan of 11. Just as startling is the transformation of Mr. in one early. exhausting tome.MOVIE REVIEWS Harry Potter and the Deadly Hallows – Part II Reviewed by Manohla Dargis Directed by: David Yates Rating: PG-13 (Violence/Scary Moments) Average Reader Rating 4. Meanwhile. Radcliffe’s pale chin. how the children have grown — and the movies too. Look closely and you can see the beard inching along Harry’s or rather Mr. smoldering in bruising dark lipstick on the cover of the July Vogue. deeply satisfying final movie in the series. — Manohla Dargis . My. A decade later. Rowling’s last. at least offscreen — the first opened in November of that year — but Chris Columbus’s touch was insistently light as Harry was initiated into a world alive with odd doings. has her own hair and makeup artist now and the director. when a student (he who shall not be named so as not to ruin the fun) declares his affection for another — the air electric with fire. may give you pause and also make you cry. swirls of smoke. home alone with his grotesquely unloving relatives. Grint who. David Yates. the Potter movies took uncertain flight in 2001 with Harry. 187 votes Childhood ends with tears and howls. Harry (Daniel Radcliffe) and his friends. frenzy and young love (if never lust) — it’s because both may soon be dead. strange creatures and the evil that would almost consume it. the shock of mortality and bittersweet smiles in “Harry Potter and the Deathly Hallows: Part 2. A long windup to the new one’s big-bang finale. this sweet sentiment. A pop cultural happening extraordinaire. even trains the camera on her generous peek-a-boo cleavage. Hermione (Emma Watson) and Ron (Rupert Grint). Hermione and Ron hiding and quarreling in the wild. Watson. K. Times were grim. especially given the casualties to come.5 rating. There’s no time for adolescent angst in war. have become powerful adult wizards while the actors are now stars. Now. Ms. Meanwhile.

There’s a rude bit involving a portable toilet.The Smurfs Reviewed by Neil Genzlinger • • Directed by: Raja Gosnell Rating: PG (Mild Violence/Adult Humor) Average Reader Rating 5 rating. are either raunchy or scandalous. Those grown-up winks. who knows with kids? But at least the writers have cleverly built in enough Smurfology that today’s youngsters will be able to get the basics of the blue universe. but who knew that they actually work blue? The funniest moments in “The Smurfs.” a new 3-D movie featuring the old gang familiar from the 1980s television series. There’s a scene in which a Scottish Smurf in a kilt recreates the Marilyn Monroe subway grate display. As for their children. — Neil Genzlinger . Smurfs are blue. well. make “The Smurfs” a surprisingly tolerable film for adults. as much as that is possible in a half-animated film with a PG rating. 1 votes Sure. along with an array of New York locations.

Not only is most of the content there. David Slade sacrificed too much of the charm of Edward in favor of the pot shot lines of Jacob. 20109:53 am Rating: 31. The whole thing is a pure waste of time and of absolute tediousness. Can't say the same for Taylor Lautner. The theater was probably 2/3rds Team Edward and 1/3 Team Jacob judging from the screams before the film began when audiences were asked this question. The entire franchise seems to be pandering to Taylor Lautner's career as a shirtless action hero. Maybe it takes a female director to get it. CA July 2nd. IL . Catherine Hardwicke got that. it is still a joke.totally tedious Totally enjoy Mr. When you read the books you never ever get the feeling that Jacob has a chance. thoughts of the characters etc. 2010 8:27 pm Rating: 50. Chris Weitz is a bit more than this director. Chicago. but also the emotional aspect of the story is once again the focus. Michigan eye candy: someone or something that is attractive but not very interesting or useful June 30th. I don't think Rob has anything to worry about in terms of his future projects. history. Scott's review particularly the Garbo reference. I think the movies do a good job in portraying the book. He is little brother. but LOVED THE MOVIE! Great entertainment and eye candy! — DD. "Breaking dawn" will be very enjoyable as well. 2010 8:47 pm Rating: 15. It can only be during this time and age a silly thing like Twilight series can make it as super hits.July 22nd. but at least I think it is a very good interpretation of the book. Edward is the love of her life. Of course the book can give you more information. romance and good looking men! I'm an Edward fan myself . I guess that is what makes a great critic great. background. I laughed out loud. Scott can sit through this movie without cynicism. He is still gorgeous and he still can act. The success of this movie series and the books is a reflection of what a truly boring age we are now in the entire cultural history of humans after all. HK July 5th. A step in the right direction This movie was enjoyable for the same reasons that Catherine Hardwicke's "Twilight" was: the focus is once again the romantic aspect of the story. who is more repressed than ever. He is friend. 2010 11:33 pm Rating: 67. As an adult fan of the books and films I felt that many of my favorite Edward/Bella scenes from the book were omitted or cut in favor of the Jacob scenes. Rob Pattinson must have fought hard to keep even a bit of the original character's suave confidence in his portrayal of Edward in Eclipse. it is fast paced. Eclipse Great movie! As one reader said don't over think it! It's a movie meant to entertain and it certainly does! Action. and can seem choppy at times. – pepita fernandez. just a joke being appreciated by very "interesting" taste audience. that was his special effects wolf. If he does. Well. Although he never saw much action. While it has some action. The passion that has been so evident between Edward and Bella that was the actual turn on to the original Twilight film seems to have been downplayed in favor of this supposed choice between Edward and Jacob that Bella must make. — Calli. it would be considered as a really bad joke. Did you notice it was the 14 year olds screaming for Jacob and the 20-50 year old fans swooning over Edward. It makes me wonder how can a person like Mr. this movie does not delude itself into thinking it is an action movie (like "New Moon" did). – Coralia. Recommend I went to a midnight showing last night. seriously silly stuff . Yes. Imagine if it were shown in the 70s among all the great movies made at the time. I hope the next director keeps it on the same vein.Go Robert! My daughter agrees with me! Excellent movie! Can't wait for the Breaking Dawn.

high-voltage kick that its occult stuff supplies. is what its principal audience comes for: a chance to wallow in the midst of a choice selection of sensitive hunks and sassy gal-pals. Friday 2 July 2010 The Twilight films may be as ruthlessly exploitative a franchise as Harry Potter. These two deadly enemies are. But in a universe where almost all CGI-laden. But that would be to detract from the operatic. 2011. in which human Bella is fought over by vampire Edward and werewolf Jake Black (Taylor Lautner). no one involved in the story has any trouble understanding or believing it.co. created and harnessed by maverick vamp Victoria (Bryce Dallas Howard) to kill off Bella in a convoluted revenge plot against Edward.) It is the clear-eyed seriousness of its principal actors that gives Twilight its strength: they communicate the urgency and pain of the raw teen emotions unlocked by these supernatural shenanigans. and has decided to simply focus on the yearning. […] This convoluted preparation for carnal union is arguably the high point of this third Twilight movie. And just when it looks like things are getting a a tad overwrought. there's something to be said for a series of films aimed squarely – and successfully – at teenage girls. forced to join together to battle yet another lethal foe – an army of 'newborn' vampires. So neither should you. lip-biting way. but Eclipse. without all the vampire superstructure.Rampaging hormones and overwrought teen yearning … but the third Twilight movie is a wellconstructed revenge plot thriller Andrew Pulver The Guardian. It has been pointed out in the past that.co.uk/culture/2010/jul/02/twilight-saga-eclipse-film-review/print > Access: Jul. This third installment. appears to avoid the impulse to do too much explaining and exposition.uk © Guardian News and Media Limited 2011 The convoluted preparation for carnal union … Kristen Stewart and Robert Pattinson in The Twilight Saga: Eclipse Available at: < http://www. guardian. and they may be simply retreading much of the high-school vampire shtick that made Buffy a TV hit more than a decade ago. with a new MOVIE REVIEWS First night The Twilight Saga: Eclipse director in the chair. . some actual laughs are to be had: Edward and Jacob get catty in their squabble over the girl they both love. Twilight would be just a thin-blooded teen romance about kids too scared to do anything really dangerous. surely.27. blood-spilling tent pole movies are aimed at ensnaring the teenage male. they may be devoted to a creepy ideological agenda to promote pre-marital chastity. This. all emoting like mad.guardian. (Confused? One thing about the modern vampire film is that however elaborate the mythology it invents. manages it. It's not often you find yourself commending a contemporary teenoriented franchise for sticking to the old values of character and narrative. however. in its sulky. and each with a nicely melodramatic back story. which premiered in London last night: it's triggered by the rampaging hormones of a crossspecies love triangle.

GLOSSARY .

cópia das atividades para os alunos.something.a little. especially a blockbuster movie which compensates for a studio’s flops.  Reconhecer o vocabulário específico para o gênero trabalhado  Compreender o uso dos modais expressando conselhos e sugestões  Analisar a finalidade do gênero resenha e identificar os elementos de sua estrutura. when someone refuses to smile or be pleasant because they are angry about something MOVIE REVIEWS Componente curricular: Língua Inglesa Ano/Série: 2ª série EM Tempo estimado: 2 aulas (preparação e produção das resenhas). Objetivos  Distinguir dentro do gênero resenha crítica de filmes as formas verbais utilizadas e o tempo em que as ações ocorrem.a large thick piece. resenhas de filmes em inglês. Ensnaring – to catch control of something or someone Foe – an enemy Shenanigans . or a fictional character. projetor. Conteúdos Oralidade  Pontos de vista Leitura  Interpretação de textos Produção de textos  Relação tema com experiências pessoais Conhecimentos Linguísticos . 1 aula (reescrita e apresentação) Material necessário: computador. especially of food Sassy .rude and showing no respect gal-pals – Gals= girls Pals= friends squabble . slightly Overwrought – in a state of being upset.secret or dishonest activities. television program. such as a commercial undertaking. etc. that serves as primary support (for a company.).  Comentar de modo crítico o tema abordado.argument To detract from sth – to make something seem less valuable or less deserving of admiration than it really is or was thought to be Sulky – Disapproving. usually of a complicated and humorous or interesting type Tad .Shtick – a particular behaviour CGI-laden – ABBREVIATION FOR computer-generated imagery Tent pole . apresentando suporte para argumentos e vocabulário referente a sentimentos e adjetivos. a story franchise. nervous and worried Hunks .

could. musicais? Em quais meios de comunicação as resenhas são publicadas?  Apresente alguns exemplos de resenhas de filmes (se desejar. CDs. USA Today) para garantir a veracidade das informações. have to. DVD. Modals (can. sites e que a função delas é nos ajudar a escolher que obras valem a pena ser consumidas. proponha um breve debate sobre as resenhas. etc. livros. must) Desenvolvimento Aula 1  Inicie a aula levantando com os alunos hipóteses sobre como eles selecionam os filmes que assistem no cinema.  Organize os alunos em grupos de cinco alunos e entregue-lhes a resenha e os comentários sobre o filme Twilight: Eclipse (Anexo 2)  Peça para os alunos lerem os textos e discutirem sobre as informações do filme primeiro no grupo e em seguida. should.  Oriente a busca no site oficial do filme. em sites de revistas (TIME Magazine) ou de jornais (The Guardian.  Para a aula seguinte. New York Times. (em inglês) sobre ele. utilize os exemplos do Anexo 1) e explique que elas geralmente são encontradas na seção de cultura de jornais. ou TV. imagens. Faça um brainstorming e mantenha um registro das anotações no quadro. • Quando você quer assistir a um filme na TV. peças de teatro. quais são os critérios que você leva em consideração:  A indicação de algum amigo?  O trailer?  A crítica? • • Você já leu uma resenha de filmes. DVD ou mesmo ir ao cinema.  Proponha algumas questões para os alunos discutirem nos grupos: • • • • • Qual é o assunto dos textos? Por que eles se relacionam? Os textos descrevem uma situação? Qual? Que tipo de opinião eles fornecem? Elas são positivas ou negativas? Quais são as expressões que indicam o que os autores desses textos querem dizer?  Peça para os alunos destacarem no texto: • • os adjetivos usados para descrever as opiniões dos autores as sentenças que utilizam os modal verbs e explicar por qual motivo eles estão sendo utilizados. . revistas. solicite que cada grupo de alunos selecione um filme (de preferência que todos já tenham assistido) e traga informações.

exponha as resenhas no mural da classe.guardian. Indicações  http://www.uk/film : site inglês com informações sobre artistas. novidades sobre filmes.html : resenhas.  Com as resenhas prontas. etc. traillers.  Circule entre os grupos orientando-os na produção e esclarecendo eventuais dúvidas. filmes. Observe se as expressões utilizadas estão coerentes com o gênero resenha e se o vocabulário empregado é adequado.  http://movies.  Para produzir as resenhas. Aula 3  Trabalhe a reescrita e adequação das resenhas na primeira parte da aula.  Lembre-os de que é importante que o texto seja breve e que o uso de adjetivos e dos modal verbs sejam considerados.  Para finalizar a atividade. Informe aos alunos que o material será utilizado como fonte de consulta na aula seguinte para a produção de uma resenha coletiva em inglês. proponha que cada grupo procure convencer os outros grupos a assistirem ou não o filme escolhido. solicite que os grupos apresentem suas resenhas. Avaliação É importante verificar se as resenhas sobre os filmes contêm também informações sobre a obra e não somente opiniões.  Na sequência.nytimes.  http://www. Aula 2  Organize os alunos nos grupos e peça para que cada um deles apresente brevemente o filme com o qual irá trabalhar. Liste todos os títulos de filmes (em inglês) e mantenha o registro no quadro para que os outros grupos saibam com quais filmes os colegas estão trabalhando.rottentomatoes. Atividade para os Alunos WHAT SHOULD I DO? Componente curricular: Língua Inglesa .com/: este site traz informações sobre filmes que estão em cartaz nos cinemas americanos e também DVDs.com/pages/movies/index.  Indique as resenhas trabalhadas na aula anterior como guia para a produção das resenhas.co. corrija-as e dê sugestões aos grupos para a reescrita a fim de melhorar a produção antes da apresentação final das resenhas.

org. repugnant and repulsive (1st paragraph) . procedures (5th paragraph) . compulsive use (5th paragraph) . should. dangerous (2nd paragraph) .al-anonuk.politely e. must) Gabarito 1. . She could go to Al-Anon or visit their website (www. Advice 2. c. She tried dropping hints and also being direct. a. courteously (4th paragraph) .reluctant d. could. b. 4. apresentando suporte para argumentos e vocabulário referente a sentimentos e adjetivos. aversion (3rd paragraph) . a.uk).trick 3.hints h. act of deceiving (3rd paragraph) . he spends 4 hours at the pub while she’s at work.addiction g.abhorrent b. After trying all the tactics that Anne has proposed. d.hazard c. have to. indirect statements (1st paragraph) . Conteúdos Leitura  Interpretação de textos  Localização de informações Produção de textos  Relação do tema/texto com experiências pessoais Conhecimentos Linguísticos  Modals (can. he can’t respect her. Her partner smells.Ano/Série: 2ª série EM Objetivos  Compreender o uso dos modais expressando conselhos e sugestões  Comentar de modo crítico o tema abordado.tactics f.

He must stop drinking or he’ll develop a liver disease. a remote possibility: “you might ask him what the problem is” d. advice ability request . f. Can I give you some hints? h.” b. I can’t cope with that behavior. I forgot to bring a towel to the bathroom. Can you get me one. f. e. advice e.a. I think she should go to the doctor. a possibility: “Equally. an ability: “it can certainly spell death to intimacy” 6. ( ) Problems the partner has with the woman. a. She may be facing some intimacy problems with her husband. g. 5. an advice: “you should go to Al-Anon” c. He should help her by paying the rent. c. c. ( ) The partner has drinking problems. it may not. ( x ) Tactics to help the woman to talk about her partner’s problem. ( x ) Solutions to the smelly partner. a. You mustn’t keep disrespecting me! prohibition possibility obligation request b. ( x ) The name of an organization where PM can find help. ( ) The date when PM left her partner. please? d. d. b.

.

Will you sleep in the spare room/on the sofa tonight you won't have a good wash?" And stick to your guns. ititcan be a health hazard and ititcan certainly spell only offensive to the nose. Please will you have a good wash close to you because you smell unpleasant. > Access: Jul.2011 Inglesa – WHAT SHOULD I DO? He doesn't wash! -. You might try assertiveness once more: "I love you but right now IIdon't want to be might try assertiveness once more: "I love you but right now don't want to be close to you because you smell unpleasant. The idea of sex with him is abhorrent for the same reason. He wasn't like this when first knew him.Dear Anne. The idea of sex with him is abhorrent for the same reason. This problem-solving between the two of you. 2011.27. "I'd love to sleep with you on another occasion but right now IIdon't want to night. he smells. You could tell him on any given night. it may not. politely but firmly. it may not. He has enough time to spend 4 hours a day in the pub when day in the shower. and put some clean clothes on?" may do the trick.Agony Aunt He doesn't wash! Agony Aunt Available at: < http://www. Perhaps between the two of you. It's hard living with anyone whose personal hygiene isn't good enough. It's not only offensive to the nose. you won't have a good wash?" And stick to your guns. politely but firmly. I've tried smells. . don't want to ask him to leave but IIwill have to if he can't respect me enough to spend 5 minutes a him to leave but will have to if he can't respect me enough to spend 5 minutes a day in the shower. You could tell him on any given You could suggest having a shower together. Dear PM. He lives in my house and helps with the bills but IIhate him being in my bed because quite frankly. death to intimacy. It's not It's hard living with anyone whose personal hygiene isn't good enough. IIlove my partner dearly but IIcan't cope with his aversion to soap and water and love my partner dearly but can't cope with his aversion to soap and water and clean clothing. Perhaps noticing he's been reluctant to have a shower and wear clean clothes. you can come up with a solution. "I'd love to sleep with you on another occasion but right now don't want to because you smell dirty.co. He has enough time to spend 4 hours a day in the pub when I'm at work. you can come up with a solution. I've tried dropping hints and also just being direct but nothing works. You You've tried to tackle this without a positive response from your partner. 28.talktalk. IIdon't want to ask dropping hints and also just being direct but nothing works. Alternatively you might ask him what the problem is because you can't help Alternatively you might ask him what the problem is because you can't help noticing he's been reluctant to have a shower and wear clean clothes. PM PM Dear PM. You could suggest having a shower together. I'm at work. This problem-solving approach could be viewed as supportive. Dear Anne. He lives in my house clean clothing. approach could be viewed as supportive. he and helps with the bills but hate him being in my bed because quite frankly. Equally. Any suggestions? Many thanks. He wasn't like this when IIfirst knew him. Equally. Any suggestions? Many thanks.uk/lifestyle/agonyaunt/ask-anne/he-doesnt-wash/1903 > Access: Jul. Anne – Agony Aunt You've tried to tackle this without a positive response from your partner. Please will you have a good wash and put some clean clothes on?" may do the trick. can be a health hazard and can certainly spell death to intimacy. Will you sleep in the spare room/on the sofa tonight ifif because you smell dirty.

org. No one can fix anyone else's drinking problems so either you should go to Al-Anon (www. you might give him an ultimatum.al-anonuk. in which case ififhe's unwilling to sort it out. recognize that that's not about you in which case he's unwilling to sort it out. you might give him an ultimatum.org.If at the end of a week of these tactics he still hasn't addressed the issue If at the end of a week of these tactics he still hasn't addressed the issue constructively. a. time to spend hours in the pub could indicate someone with an alcohol problem. b. What’s it about? ( ) Bad eating habits ( ) Advice ( ) Living with husbands ( ) Intimacy problems 2. act of deceiving (3rd paragraph) 3. Good luck. answer the following questions. repugnant and repulsive (1st paragraph) b. recognize that that's not about you but his addiction. indirect statements (1st paragraph) h. The fact that he regularly has constructively. The fact that he regularly has time to spend hours in the pub could indicate someone with an alcohol problem. Find in the text synonyms for the following words. Find in the text evidence of problems in PM’s relationship. courteously (4th paragraph) e. aversion (3rd paragraph) d. Anne Anne 1.uk) for support in a relationship with someone who has a drink problem.al-anonuk. Good luck. What kind of things has PM tried to do in order to help her partner? c. dangerous (2nd paragraph) c. someone who has a drink problem.uk) for support in a relationship with should go to Al-Anon (www. compulsive use (5th paragraph) g. or you could kick him into touch. Take a quick look at the text. a. Based on the text. or you could kick him into touch. procedures (5th paragraph) f. No one can fix anyone else's drinking problems so either you but his addiction. In what situation should PM give her partner an ultimatum? .

d. Where would PM find help for her partner drinking problems?

4. Mark an “X” on the information that can be found in the text. a. ( ) Tactics to help the woman to talk about her partner’s problem. b. ( ) Problems the partner has with the woman. c. ( ) Solutions to the smelly partner. d. ( ) The partner has drinking problems. e. ( ) The name of an organization where PM can find help. f. ( ) The date when PM left her partner. 5. Identify in the text sentences using Modal Verbs that expresses: a. a possibility

b. an advice

c. a remote possibility

d. an ability

6. Identify the functions expressed in the sentences below. You can use the functions more than once. ability advice possibility obligation prohibition request permission

a. He must stop drinking or he’ll develop a liver disease. b. I forgot to bring a towel to the bathroom. Can you get me one, please? c. You must not keep disrespecting me! d. He could help her by paying the rent. e. She may be facing some intimacy problems with her husband. f. I think she should go to the doctor.

g. May I give you some hints? h. I can’t cope with that behavior. 7. You read the reply answer that Anne, Agony Aunt wrote to PM. Now it’s your turn. Leave a comment in the box
Born Mark Elliot Zuckerberg May 14, 1984 (age 27) White Plains, New York, U.S. Residence Palo Alto, California Known for Co-founding Facebook in 2004; becoming world's youngest billionaire as of 2008 Ethnicity Jewish Net worth $13.5 billion (2011) according to Forbes Magazine Alma mater Harvard College (dropped out in 2004) Awards Time Person of the Year 2010 Relatives Edward (father), Karen (mother), Randi, Donna and Arielle (sisters) Website Facebook.com/MarkZuckerberg Occupation CEO/President of Facebook (24% shareholder in 2010)

below,

expressing

your

opinion about PM’s problem and the advice given by Anne.

LOOKING AT

Mark Elliot Zuckerberg was born on May the 14th, 1984. He is the creator / created of the social media site Facebook. He was a great / star student at school, winning prizes in Astronomy, Maths and Physics. He also excelled / excellent in Classical Studies. He studied Psychology and Computer Science at Harvard University, which is where he created Facebook. His invention led to he / his becoming Time Magazine’s Person of the Year for 2010.

LIFESTORIES: BIOGRAPHY MARK ZUCKERBERG

1. Read the information about Mark Zuckerberg.

Zuckerberg excelled in everything he did in his young / youth. He was captain / player of the school fencing team, spoke many languages and was a highly / height skilled computer programmer. While other kids played video games/computer games, he designed them. He created his first network while in high school to / by connect all of the computers in his father’s dental surgery. He also built a media player which attracted the interested / interest of Microsoft and AOL. Zuckerberg started at Harvard in September 2002. In his first year, he created Facemash, a Facebook Adapted from: http://www.famouspeoplelessons.com/m/mark_zuckerberg.html processor / predecessor, that let students see / select the college’s best looking people from a http://en.wikipedia.org/wiki/Mark_Zuckerberg selection of photos. He launched / lunched Facebook from his Harvard room in February 2004. It
Zuckerberg at South by Southwest in 2008.

2. Now listen to Mark Zuckerberg’s that would join circle the correct billion / thousand people was the start of a rollercoaster ride biography and / connect half a word.
worldwide and make him the world’s youngest billionaire. Mark Zuckerberg is now one of the most influence / influential people on the planet. He has dined

Glossary
TO EXCEL -/ɪkˈsel/ to be extremely good at something PRIZE – /praɪz/ Something valuable, such as an amount of Money that is given to someone who succeeds in a competition or game or that is given to someone as a reward for doing very good work Fencing – Imagem Disponível em: FENCING – /ˈfent .sɪŋ/ http://en.wikipedia.org/wiki/File:Fencing_(P The sport of fighting with long thin swords SKILLED –/skɪld/ Having the abilities needed to do an activity or job well ROLLERCOASTER – A situation which changes from one extreme to another, or in which a person's feelings change from one extreme to another WORLDWIDE – /ˈwɜːldˌwaɪd/ Existing or happening in all parts of the world TO DINE – /daɪn/ to eat the main meal of the day, usually in the evening SUMMITS – (MEETING) /ˈsʌm.ɪt/ An important formal meeting between leaders of governments from two or more countries PLEDGE – /pledʒ/ A serious or formal promise, especially one to give money or to be a friend, or something that you give as a sign that you will keep a promise WEALTH – (MONEY) /welθ/ A large amount of money or valuable possessions that someone has CHARITY - (GIVING) /ˈtʃær.ɪ.ti/ A system of giving money, food or help free to those who are in need because they are ill, poor or have no home, or any organization which has the purpose of providing money or helping in this way
Fonte: <http://dictionary.cambridge.org>

3. WHAT HAPPENED FIRST? - Put the events in order according to the text. [1] Mark Zuckerberg was born in 1984, in White Plains, USA. [ ] He attends global economic summits and technology forums. [ ] He became the world’s youngest billionaire. [ ] Students could select the photos of school’s best looking people using Facemash, the Facebook predecessor. [ ] He became Time Magazine’s Person of the year.

[ ] He was the captain of the school fencing team. [ ] He designed computer games. [ ] He launched Facebook from his Harvard room. Maths and Physics at school. [ ] He won prizes in Astronomy. [ ] He dined with the President of the United States of America. [ ] He promised to donate at least half of his life wealth to charity. . [ ] He started studying at Harvard.

. present and future. RELATIVE CLAUSES – Combine the sentences below by using suitable relative pronouns. RELATIVE CLAUSES – Underline the sentences that use relative pronouns in the text.. excelled 5. select 8. launched 9. skilled 6. ……………………………………………………………………………………………………………………………… ………………………………. donate [ ] talented [ ] top [ ] maker [ ] creation [ ] shone [ ] link [ ] frequently [ ] choose [ ] give [ ] started [ ] important [ ] attention 6. choose one example and turn it into two sentences (without relative pronouns). ……………………………………………………………………………………………………………………………… ………………………………. Then. invention 4.Match the words from the article on the left with their synonyms on the right. SYNONYM MATCH .4. Think about Mark Zuckerberg’s biography and write sentences according to the facts related to his past. creator 2. influential 11. star 3. interest 7.……………………… 7. connect 10. Past Present Future 5. regularly 12. ……………………………………………………………………………………………………………………………… ………………………………. 1.. .

There’s nothing _____________________________________ 3. The media player attracted interest of Microsoft and AOL. Zuckerberg created Facebook in 2004. 3. 5. He promised to donate at least half of his lifetime wealth. RELATIVE CLAUSES – Finish the sentences using relative clauses. Facemash was the predecessor of Facebook. I listen to everything _______________________________________________ 4. I don’t trust people ___________________________________________________ 5. Maths and Physics at school. I’ll never forget the food ________________________________________________ 6. 7. He didn’t want to tell me the reason ________________________________________ 11. Jack is the only person _____________________________________________ 2. He told me about a fantastic hotel _______________________________________ 8. I didn’t like the book ______________________________________________________________ 9. The police are still trying to identify the body _________________________________________ 12.1. Zuckerberg became the world’s youngest billionaire. Zuckerberg signed a promise called “Giving Pledge”. 1. I’m powerless to help her. I really like people ___________________________________________________________ . 4. He created Facemash. I’ll always remember the day ____________________________________________________ 10. Mark Zuckerberg was a star student. Zuckerberg created a media player. 2. Everything __________________________________________________ is true. Mark Zuckerberg won prizes in Astronomy. 8.

Mike recommended a restaurant ________________________________________________ 15. My brother works for a company _______________________________________________ 14.13. Objetivos. which. passado e futuro)  Compreender o uso dos relativos referindo-se a termos previamente citados Conteúdos Leitura  Interpretação de textos  Localização de Informações Conhecimentos Linguísticos  Relative clauses: Who. that. ocorreram ou ocorrerão (presente. o tempo em que as ações ocorrem. mostre aos alunos sua foto ampliada. aparelho de som e CD com o áudio do texto. Que tipo de informações encontramos em uma biografia? Vocês já ouviram falar em Mark Zuckerberg? Conhecem ou fazem parte de alguma rede social?  Ao questionar sobre Mark Zuckerberg. (Disponível nos Anexos).  Distinguir as formas verbais utilizadas. She asked him about the money _____________________________________________________ LOOKING AT LIFESTORIES: BIOGRAPHY MARK ZUCKERBERG Componente curricular: Língua Inglesa Ano/Série: 2ª série EM Tempo estimado: 2 aulas Material necessário: cópias da atividade para os alunos. whose Desenvolvimento Aula 1  Inicie a aula ativando o conhecimento prévio dos alunos sobre o assunto do texto. Sugestões de perguntas: Where were he born? .  Distribua cópias do worksheet para os alunos e explore as informações da tabela.

Baseando-se nos fatos mostrados no texto.  Confira as respostas dos alunos e peça para eles criarem uma linha do tempo representando os fatos mais importantes na vida de Zuckerberg. Randi.  Trabalhe com as palavras-chave em cada parágrafo.com/MarkZuckerberg Who is his family? What is his occupation? What is he known for? What kind of prizes has he won recently? How much does his business worth?  Peça para os alunos fazerem uma breve leitura do texto (skimming) sobre Mark Zuckerberg e circularem as palavras que eles julgam ser mais importantes em cada parágrafo. reproduza o áudio uma terceira vez para checar as respostas.  Discuta com os alunos quais informações o texto traz sobre o passado de Zuckerberg.5 billion (2011) according to Forbes Magazine Relatives Edward (father).  Reproduza o áudio novamente pedindo para os alunos circularem a resposta de acordo com o que ouvirem. Donna and Arielle (sisters) Website Facebook.  Reproduza o áudio do texto e peça aos alunos acompanharem a leitura. becoming world's youngest billionaire as of 2008 Net worth $13. Solicite que os alunos grifem com uma caneta colorida as frases que caracterizam fatos que já ocorreram na vida de Zuckerberg. informações da internet ou de conhecimento . U. New York. 1984 (age 27) White Plains. California Ethnicity Jewish Alma mater Harvard College (dropped out in 2004) Awards Time Person of the Year 2010 Occupation CEO/President of Facebook (24% shareholder in 2010) Known for Co-founding Facebook in 2004. Os alunos deverão colocar as informações em ordem de acordo com o que leram no texto sobre Mark Zuckerberg.  Agrupe os alunos em duplas e peça que realizem o exercício 03.  Se for necessário.Where does he live? Born Mark Elliot Zuckerberg May 14. Residence Palo Alto. Karen (mother).S.  Explore o vocabulário do glossário e acrescente outras palavras se achar necessário. Faça o mesmo com fatos que representam o presente pedindo aos alunos que utilizem uma cor diferente.

Homework  Indique o exercício 08 como lição de casa. http://tecnologia.  Se desejar. (Exercício 05). discuta sobre fatos que poderão acontecer na vida de Zuckerberg. peça que os alunos localizem e grifem no texto exemplos de frases que utilizam relative pronouns.html http://www.  Para realizar o exercício seguinte.  Retome os exercícios do worksheet e trabalhe com os sinônimos. Aproveite o exercício ao final da explicação para reforçar o uso dos pronomes relativos em relative clauses.com/reporting/2010/09/20/100920fa_fact_vargas http://today.. Os alunos deverão completar as frases usando relative pronouns.  Para realizar o exercício 04.com/id/40665998/ns/today-today_celebrates_2010/t/mark-zuckerberg-times-person-year/ Aula 2  Inicie a aula apresentando as frases retiradas do texto da aula anterior.00-Mark+Zuckerberg+compra+imovel+de+m+na+California.msn. . Ele pode referir-se ao sujeito ou ao objeto da oração.PPT para ilustrar a explicação. Mark Zuckerberg was the creator of the social media site Facebook. Em seguida os alunos deverão escolher um exemplo e reescrevê-lo transformando-o em duas frases (sem a utilização do relative pronoun).dos alunos.br/noticias/0. The media player attracted the interest of Microsoft and AOL.terra.  Organize os alunos em duplas e solicite que eles agrupem as frases do exercício 07 usando o relative pronoun adequado. 1984. utilize a apresentação em .com. agrupe os alunos em quartetos e eles deverão completar a tabela com eventos sobre a vida de Mark Zuckerberg de acordo com as discussões levantadas previamente.msnbc.  Explique aos alunos que quando usamos relative clauses temos informação extra sobre um substantivo.newyorker.OI5113913-EI12884. He built a media player. Mark Zuckerberg was born on May the 14th.  Dica: Visite os sites abaixo para outras informações sobre Mark Zuckerberg. Aproveite para fazer referência às palavras-chave que os alunos circularam no texto na aula anterior.

org/wiki/Mark_Zuckerberg > Acesso em 16/05/2011 .biography.  Consulte o site http://www. nem todas elas podem ser usadas para atribuição de notas. recomenda-se observar apenas o desempenho dos alunos durante realização dos exercícios e sua participação ao longo dos debates em sala de aula.ego4u.com/grammar/ Anexos Mark Zuckerberg Imagem disponível no site < http://en.englishpage. 2010) retrata a história dos criadores do site de relacionamento Facebook.  Para outros exercícios sobre Relative Clauses acesse os sites:  http://www. Neste sentido. entretanto.com/articles/Mark-Zuckerberg-507402 para mais curiosidades sobre a vida de Mark Zuckerberg.Avaliação Todas as atividades podem ser utilizadas para avaliação da aprendizagem dos alunos.com/  http://www.wikipedia. Indicações  O filme A Rede Social (The Social Network.

spoke many languages and was a highly skilled computer programmer. He was a star student at school. Zuckerberg started at Harvard in September 2002. He also excelled in Classical Studies. Maths and Physics.Mark Elliot Zuckerberg was born on May the 14th. a Facebook predecessor. Mark Zuckerberg is now one of the most influential people on the planet. In his first year. he created Facemash. GABARITO: While other kids played computer games. He is the creator of the social media site Facebook. He created his first network while in high school to connect all of the computers in his father’s dental surgery. He launched Facebook from his Harvard room in February 2004. Zuckerberg excelled in everything he did in his youth. He studied Psychology and Computer Science at Harvard University. It was the start of a rollercoaster ride that would connect half a billion people worldwide and make him the world’s youngest billionaire. 1984. that let students select the college’s best looking people from a selection of photos. He also 2. He has dined .built a media player which attracted the interest of Microsoft and AOL. He was captain of the school fencing team. he designed them. winning prizes in Astronomy. His invention led to his becoming Time Magazine’s Person of the Year for 2010. which is where he created Facebook.

the Facebook predecessor. [ 4 ] He designed computer games.3. 4. 5. USA. creator star invention excelled skilled interest select [ 5 ] talented [ 2 ] top [ 1 ] maker [3 ] creation [4 ] shone [ 9 ] link [ 11 ] frequently . 1. 5. [ 8 ] He became the world’s youngest billionaire. [ 12 ] He promised to donate at least half of his life wealth to charity. 6. [ 11 ] He became Time Magazine’s Person of the year. [ 9 ] He dined with the President of the United States of America. [ 5 ] He started studying at Harvard. 7. [ 6 ] Students could select the photos of school’s best looking people using Facemash. Maths and Physics at school. in White Plains. [10 ] He attends global economic summits and technology forums. [1] Mark Zuckerberg was born in 1984. 2. [ 2 ] He won prizes in Astronomy. [ 3 ] He was the captain of the school fencing team. [ 7 ] He launched Facebook from his Harvard room. 3.

7. I’ll never forget the food that my grandmother cooked. 10. Questões para Avaliação RELATIVE CLAUSES Componente curricular: Língua Inglesa Ano/Série: 2ª série Em . Zuckerberg created a media player which attracted interest of Microsoft and AOL. influential 11. Everything which they said is true. [ [ [ [ [ 7 ] choose 12] give 8 ] started 10 ] important ] attention He also built a media player which attracted the interest of Microsoft and AOL. . My brother works for a company which sells computer devices.8. donate 6. 4.The media player attracted the interest of Microsoft and AOL. I listen to everything which was important. Jack is the only person who could help her. 5. . 8. in which he promised to donate at least half of his lifetime wealth. Zuckerberg signed a promise called “Giving Pledge”.It was the start of a rollercoaster ride . 2. became the world’s youngest billionaire.He also built a media player. I really like people who care about being green. It was the start of a rollercoaster ride that would connect half a billion people worldwide. 14. 6. 15. Maths and Physics at school. There’s nothing that I can do. 11. 8.The rollercoaster ride would connect half a billion people worldwide. 4. 13. 3. connect 10. who created Facebook in 2004. I’m powerless to help her. She asked him about the money which she lent me yesterday. Mike recommended a restaurant which he had been in Tahiti. 5. He didn’t want to tell me the reason why they broke up. 2. Mark Zuckerberg was a star student who won prizes in Astronomy. I didn’t like the book which I got for birthday 9. 12. (Sugestões de resposta) 1. regularly 12. 7. Zuckerberg . I don’t trust people who mistreat animals. launched 9. 1. He told me about a fantastic hotel which they have stayed in Paris. I’ll always remember the day in which he asked me out. The police are still trying to identify the body which was found in the lake. . 3. He created Facemash which was the predecessor of Facebook.

which. j) We didn't enjoy the play that/who/whose we went to see. a) My friend Jack. e) This is the gun with that/whom/which the murder was committed. that. 2. b) Here's the computer program that/whom/whose I told you about. that/who/which is near Oxford.Conteúdos  Relative Clauses: who. Select the most suitable word in each sentence. Finish the sentences with relative clauses. i) The meal. Then justify your answer by underlining the main idea of the sentence. a) Jack is the only person b) I’m powerless to help her. d) Peter comes from Whitney. f) Have you received the parcel whom/whose/which we sent you? g) Is this the person who/which/whose you asked me about? h) That's the girl that/who/whose brother sits next to me at school. c) I don't believe the story that/who/whom she told us. that/who/whose parents live in Glasgow. invited me to spend Christmas in Scotland. was quite expensive. There’s nothing c) I listen to everything d) I don’t trust people . whose Questões 1. that/which/whose wasn't very tasty.

Critérios de correção 1. 3º ano . Verifique se o aluno é capaz de relacionar o pronome relativo adequado com a ideia principal de cada oração.e) I’ll never forget the food f) Everything is true. Atribua uma pontuação para cada item e incentive os alunos a justificarem as respostas. 2. Considere o uso correto dos pronomes relativos e os conhecimentos linguísticos utilizados ao completar as frases.

future advances will only make the task easier. By implementing new technologies. TheNation.” By Sen. severe weather disturbances.com. Posted November 29. Daily front-page headlines of environmental disasters give an inkling of what we can expect in the future. 2007 on AlterNet. Scientists now tell us that the crisis of global warming is even worse than their earlier projections.Questões para Avaliação Componente curricular: Língua Inglesa Ano/Série: 3ª série EM Conteúdos  Interpretação de textos  Localização de informações  Modal Verbs Questões Leia o texto a seguir. […] Disponível em: <http://www. the truth is rarely uttered in Washington that with strong governmental leadership the crisis of global warming is not only solvable. In fact.sustainabilitank.info/2007/11/we-canstop-global-warming-by-implementing-new-technologies-to-avert-apotentially-disastrous-future-says-independent-us-senator-berniesanders/ > Acesso em 16 Jun. Yet the situation is by no means hopeless. loss of drinking water and farmland and conflicts over declining natural resources. it can be done while improving the standard of living of the people of this country and others around the world.2011 Words in Context avert – to prevent something bad from happening. And it can be done with the knowledge and technology that we have today. although you are not certain droughts – a long period when there is little or no rain . Bernie Sanders. we can avert a potentially disastrous future. break our dependency on fossil fuels and move to energy efficiency and sustainable energy. multiplied many times over: droughts. avoid inkling – when you think that something is true or likely to happen. “We Can Stop Global Warming. Major advances and technological breakthroughs are being made in the United States and throughout the world that are giving us the tools to cut carbon emissions dramatically. floods.

except: a. Quais evidências justificam a preocupação com o aquecimento global? b.hopeless – without hope breakthroughs . Exploration of natural resources. Environmental disasters are not expected in the near future. Break dependency on fossil fuels. we can avert a potentially disastrous future. Based on what you have read in the article. e. b. ability III) These are all actions to reduce global warming. Segundo as informações do texto. a. c. Use sources of sustainable energy. I) It is correct to say that: a. Cut carbon emissions drastically. II) In the sentence “By implementing new technologies.to (cause something to) get better 1.an important discovery or event that helps to improve a situation or provide an answer to a problem improving . d. d. Scientists say that the environmental issues are worse than they thought. Com quais ações as pessoas podem contribuir para a combater o aquecimento global? .” the function expressed in bold means. permission d. request c. obligation e. 2. c. a. e. o aquecimento global é um fato muito pior do que as primeiras projeções previram. We are not able to avoid global warming anymore. The situation is under control. advice b. Walk instead of driving. b. select the best option. We should use more fossil fuels instead of sustainable energy.

I) d II) e III) c 2. mudanças climáticas severas. e. Secas. conflitos decorrentes da diminuição dos recursos naturais. etc. Can you start reusing plastic shopping bags? b. f. b. Our planet may face the greatest environmental. we can avoid disastrous future. .3. 3. O aluno é capaz de interpretar e identificar informações específicas no texto. c. If we really take actions. jornais e revistas. g. d. É esperado que o aluno mencione ações como: plantar mais árvores. a. social and economic threats. Resposta pessoal. Can I reuse these plastic bottles? Critérios de correção 1. ABILITY ADVICE POSSIBILITY OBLIGATION PROHIBITION PERMISSION REQUEST a. We should use more sustainable energy instead of fossil fuels. Observe as frases a seguir e indique a que função as palavras em bold correspondem. separar o lixo reciclável do lixo orgânico. usar transporte coletivo. reciclar garrafas de vidro. ir ao trabalho/escola de bicicleta. Os Modal Verbs expressam funções diferentes. escassez de água potável e terras produtíveis. O aluno é capaz de compreender as ideias gerais e identificar informações específicas no texto. Power plants must use more renewable sources of energy. O aluno é capaz de identificar a função dos modal verbs. Authorities mustn’t allow overfishing. enchentes.

.  Articular as diferenças e semelhanças entre a língua oral e escrita. a. empregando os tempos verbais adequadamente Conteúdos Leitura  Reconhecimento da ideia geral de um texto  Localização de informações Conhecimentos Linguísticos  Reported Speech: say or tell Gabarito 1. Possibility f.a. Prohibition g. Permission Atividade para os Alunos Componente curricular: Língua Inglesa Ano/Série: 3ª série EM Objetivos  Identificar elementos da estrutura composicional do gênero entrevista. c 2. Request b. Obligation e. Advice d.  Reconhecer o tempo e o espaço em que ocorrem as ações. He said Catherine had been fantastic. Ability c. d II. I. b III.

finding love – and plenty of laughs – along the way. He said he was in a play in New York called Lend Me a Tenor. Justin Bartha Interview By Eleanor Young on Friday 23 July 2010 Justin Bartha is fast becoming the hottest new thing in Hollywood. c. He said that he didn’t like going out and getting drunk. With a role in The Hangover under his belt. who accidentally lands a role as nanny to a gorgeous older woman’s kids. The film charts the journey of 24-year-old Aram.b. d. . e. He told that she was so much funnier that he had realized. The Rebound. He told that they were going to be making another film soon. 3. Respostas Pessoais Verificar o uso adequado dos tempos verbais ao usar o Reported Speech. he’s now set to capture the nation’s hearts in romantic comedy.

Sandy’s great. Read the But yeah.. She’s such a brilliant actress . For Sandy and Aram it’s about love and emotion. This is anthink having a male nanny could be Justin Bartha to the magazine Marie Claire. She Available at: <www. interview and then answer the questions. Marie Claire: Your character Aram accidentally ends up as a male nanny (or manny!) in the film. their state of mind. or having meaningless friendships He doesn’t do a lot of the things other 24-year-olds do. Marie Claire: And in the film your character gets to date her. Marie Claire: Do you think he relates to the kids so well because he’s only young? Justin: Yeah . for a chat about working with gorgeous Catherine-Zeta Jones. But he’s also very responsible and very ready for the experience. […] Marie Claire: You got to work with gorgeous Catherine Zeta-Jones. Well. Why does he like being a nanny so much? Justin: He’s quite an old 24. But I wouldn’t necessarily rule it out . 1.beautiful and smart.just look at Catherine. 2011 . She’s also very down to earth and professional. as she knows her own mind. not in a serious way. Marie Claire: Aram’s only 24. and just connecting with someone. and she isn’t afraid to start over. Marie Claire: Catherine’s character Sandy is very strong and independent. He’s not the same as other guys his age – he doesn’t like going out and getting drunk. definitely. I think! I don’t have any of my own though.co. It’s about how they feel. Are you happy for women to wear the trousers in a relationship? Justin: Yes. We had such a great time working together. I interview with the Hollywood actor a great thing.. 12. she’s gorgeous! In the film. And so much funnier than I’d realized. What was she like? Justin: Catherine was just fantastic. He’s just a bit lost. I think it just depends what’s best for the kids. Would you ever date an older woman? Justin: I haven’t done so far. marieclaire. Would you ever use male childcare? Justin: Aren’t mannys becoming quite cool? Really. and ATIVIDADE DE INGLÊS whether they’re in a safe and happy environment. Marie Claire: Are you good with kids? Justin: I’m ok with them. Really.he’s more on their level.himself. playing a ‘manny’. really funny.uk > Access: Jul. age is just a number.

It’s going to be good. is the woman who wears the trousers in the relationship. I keep in touch with all the guys though. a. Hangover. d. . He believes that his I’m off thefilm thewas a problem to build up the character. c. a. His character is an old 24-year-olds that enjoys going out. professional and funny d. Marie Claire: And what are you up to at the I. Catherine was just fantastic. it is possible to say that: According Justin: doesn’t think that his character Lend Me nanny could be a good thing in real life. After this movie he will back to the theater in a play called Hangover. gorgeous and smart e. […] Marie Claire: Last year you starred in (hit US comedy) The Hangover. It was far more complicated to shoot than you would think. Sandy.. It’s exhausting work. e. She thinks she is in control but it’s the man who controls her. What did he say? Use the Reported Speech to rewrite the sentences. strong and independent c. we’re going to be making another film soon. 2011.html friendships. And she is so much funnier than I’d realized.moment? to the interview. too.marieclaire. fantastic and brilliant b. Really fun. His character in the movie doesn’t have most of the characteristics for an ordinary 24-year-old man. Available at < II. It means that: a. But a lot of hard work went into it. She is not afraid of doing anything or going anywhere alone. getting drunk or having meaningless http://www. but so refreshing to go b. down to earth and professional III. we will. a. She is a sexy woman who likes to wear pants. The sentences below were taken from the interview with Justin Bartha. She is a very independent woman who controls the relationship. back to theatre. Catherine’s character in the movie. 12.co. and after that who knows! d.uk/celebrity/interviews/492748/justin-bartha-interview. > Access: Jul. Justin Bartha talks about how it was to work with the actress Catherine Zeta-Jones. e. b. This one’s going to be even bigger and even crazier than the first. Marie Claire: I can’t think how you’re going to top the first one. Was it fun to make? Justin: Oh it was amazing. Choose the alternative that does not apply to Catherine’s qualities. 2.There’s nothing sexier than a woman in control. Justin: Oh trust me. b. Then age in to movie second c.. She is gets a new job and a new house because she is in love. He doesn’t like going out and getting drunk. Justin I’m in a play in New York calledas a male a Tenor. c.

. After you have finished the questions. report what you have learnt about your partner using Reported Speech. e. Ask you partner the following questions take notes. 3. We’re going to be making another film soon. • • • • • • • • • • • What is your favorite sport? How long have you been playing/doing it? What are your plans for your next vacation? How long have you known your best friend? Can you describe him/her? What kind of music do you like? Have you always listened to that kind of music? What did you use to do when you were younger that you don't do anymore? Do you have any predictions about the future? Can you tell me what you do on a typical Saturday afternoon? What were you doing yesterday at this time? Adapted from < http://esl.com/od/grammarchants/a/l_repspeech.d. 2011.about.htm > Access: Jul. 12. I’m in a play in New York called Lend Me a Tenor.