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Exclusivo do(a) Docente

TEACHER’S
BOOK
BRIDGES
Inglês 11º Ano
Celeste Simões / Helena Oliveira

INCLUI:

% Planificações anual, trimestral, modular e da


leitura extensiva

% Testes escritos, de produção oral e de audição


(com soluções)

% Matrizes de avaliação de todos os testes

% Grelhas de avaliação da componente oral e escrita

% Sugestões metodológicas

% Cenários de resposta extensa

% Informações complementares

% Audio scripts
ÍNDICE

Apresentação do projeto .......................................................................... 2

Planificações
Planificação anual .......................................................................................... 6
Planificação trimestral .................................................................................. 9
Planificação modular .................................................................................. 12
Planificação da Leitura Extensiva ............................................................. 16

Tests
Placement test ............................................................................................ 18
Written tests ............................................................................................... 22
Global test ................................................................................................... 47
Speaking tests .............................................................................................. 50
Listening tests .............................................................................................. 60

Extra Teacher's Notes ............................................................................... 70

Audio scripts ................................................................................................. 74

Answer Key .................................................................................................... 93


O projetto BRIDG
GES
O nosso projjeto evoluiu, mantendo-se, no entantto, fiel à sua filosofia inovvadora de in nclusão de pú
úblicos e
ttemáticas e promoção
p de
e uma cidadaania ativa e participada
p Continuamos a insistir
doos/as nossos//as jovens. C
em questões que consideramos chave para o desen nvolvimento pleno do/a aaluno/a enquanto indivíduuo, como
sejam a empaatia, a solidarriedade e o emmpenhamentto social.
Por esse mo otivo, vão encontrar pon ntes entre ambos
a os prrojetos, querr nas temáticas abordad das, que
privilegiam a responsabilização do/a aluno/a pelaa sua aprenddizagem e o//a ajudam a olhar criticam mente o
mundo, querr na própria estrutura, quer ainda naa obra seleciionada para a leitura exttensiva, que se pode
considerar o símbolo desssa continuid dade: recuperra temas do 10.º ano, faaz referência direta a pesssoas ou
assuntos debbatidos no ano o anterior e também em todos os mód ulos do novoo manual.

O projeto Bridges foi dese


envolvido com
m base em trê
ês princípios eessenciais:

1. Pensamen
nto Crítico

O Bridges apresenta temaas próximos dos/as


d alunoss/as, que os/aas ajudam a d
desenvolver u
uma reflexão
o cuidada
e criteriosa que lhe permitirá uma análise profundaa da realidadee e dos mecannismos de maanipulação do
o mundo
atual e uma tomada de decisões
d ormada. Só coom base nessta metodologgia de trabalho os/as
conssciente e info
conseguimoss conduzir à ação nas suas comunidade e na socieda de em geral.

2. Envolvime
ento e Capacittação

a. O Bridgges é um projjeto que proccura envolverr o/a aluno/aa na sua próp pria aprendizzagem, fomen
ntando a
sua autoonomia através de:
– rubriccas no manuaal como Indeppendent Learrning, com exxercícios extraa manual parra praticar co
onteúdos
lecionnados na aulaa, ou Learnin
ng Tips, com remissões paara páginas d de revisão de matéria esseencial às
novass estruturas apresentadas;
a ;
– Practicce Book com soluções inte
egradas;
– Secções de Writing g e Speakingg com languaage banks e eestruturas gramaticais que ajudam a cconstruir
textoss escritos e orais autono omamente e,e no caso p articular da escrita, com m modelos de textos
semelhantes aos que
q são pedid dos ao/à aluno
o/a, facilitanddo este proceesso.
b. As boass práticas poortuguesas nãão são esque ecidas, com ccasos reais d de envolvimeento na resollução de
problemmas atuais e próximos
p do/aa aluno/a.
c. O projetto Bridges pro
ocura envolveer a escola e a comunidadee como um to odo através:
– da rubrica Time forfo Action, paara desenvolvver trabalhoss de projeto com real im mpacto na so
ociedade;
– da pro
omoção da intterdisciplinarridade, com fiichas CLIL parra 12 disciplin
nas diferentess.

3. Inclusão

O Bridges é um
u projeto incclusivo, o quee se pode verificar atravéss:
– das própriaas temáticas, já que se esstabelecem pontes
p com vvárias culturas, outras áreeas do saber e outras
realidades.. O Inglês é abordado co omo meio e veículo paraa o entendim mento entre pessoas e po ovos e a
linguagem não verbal co omo fonte de e expressão e ponte para o diálogo;
– da utilizaçãão do Sistema ColorADD®, um código de cores parra pessoas co om daltonism mo, criado por Miguel
Neiva, da Universidade e do Minho. A aprendizzagem e utillização destee sistema (d descrito no vverso da
contracapaa do manual) irá permitir aos/às
a alunoss/as daltónicoos/as a identiificação das ccores dos módulos do
Manual e do d Practice Book
B (atravéss dos símbolo os presentes em todas as páginas) e aaos/às alunoss/as com
visão regular o contactoo essa realidades e a aquisição de conheecimentos e ccompetências transversaiss;
unos/as com necessidades educativas especiais e, de igual
– da criação de fichas incclusivas, a uttilizar por alu
forma, por alunos/as qu ue não as tenham, não fun ncionando, poor isso, como elemento differenciador.

11.o Ano BRIDGES 2


COMPONEENTES do projeto
p
O projeto Bridges é constituído por:

Aluno/a: Docente:
ƒ Manual ƒ Manual, eedição do/a d
docente com soluções
ƒ Making a Difference
D – Extensive
E Rea
ading ƒ Making a Difference – Extensive Re
eading
(oferta) integgrada no manual (oferta inte grada no manuaal)
ƒ Practice Bo
ook ƒ Practice B
Book
ƒ (offline e online)
o ƒ Teacher’ss Book
ƒ Site de apo
oio: www.brid dges11.seben
nta.pt ƒ Bridging…… 110 Worksh
heets
ƒ CD Áudio
ƒ (offline e online)

Manual
9 O Bridges está dividido
o em quatro módulos
m e incclui também,, no início, um
m teste diagn
nóstico. A abeertura de
cada módulo inclui umma imagem e uma citação alusivas à tem mática, destinadas a análiise em sala de aula, e
os principais conteúdos a trabalhar para uma meelhor orientaçção de docen ntes e alunos//as.
9 Cada unid
dade inicia-se pela rubrica JOIN
J IN! com
m uma abordaagem introduttória da temáática.
9 As compe o identificadaas – Reading Time, Writinng Time, Speaking Time o
etências estão ou Listening TTime, tal
como as atividades
a de
e vocabulárioo e de uso do o dicionário – Vocabularyy Time. Os coonteúdos graamaticais
surgem em
m páginas graaficamente diistintas, indicados pela rubbrica Let’s Foccus On...
9 Ao longo do manual encontram-se
e e pequenos Thinking Tim
me, que apelaam ao pensamento crítico
o dos/as
alunos/as.
9 Os módulos incluem propostas
p de análise de filmes
f e músiicas de acord do com a tem mática em qu ue estão
inseridas, incluídas em rubricas próprias – Going
g to the Moviies e All in a SSong – e projeeto a desenvolver, na
rubrica Tim
me For Actionn.
9 Ao longo do manual surgem pro opostas de Independent
I Learning, direcionando o/a aluno/aa para a
plataform
ma multimédiaa, onde encon os para traba lhar de formaa autónoma.
ntrará recurso
9 Existem re
emissões (Tip
ps) para conte
eúdos anterio
ores, essenciais para a reso
olução de novvos exercícioss.
9 No final de cada módulo surge a seccção Time forr Review, com
m exercícios d e revisão.
9 A Extensive Reading e a respetivaa análise esttão integradaas no final d
do manual, d
de modo a q
que esta
componen nte essencial esteja semprre presente na aula.
A edição do//a Docente co ontempla aind
da bandas latterais com suugestões meto
odológicas e propostas dee solução
de todos os exercícios
e e attividades.

Practice Book
O Practice Boook segue a estrutura
e mod nual. Os conteeúdos gramatticais e lexicaais são aqui alargados
dular do man
e, no final de cada mó ódulo, surge um teste formativo quue o/a aluno o/a poderá rrealizar com vista à
monitorização das suas aprendizagenss. Incluem-se as soluções no final do llivro, já que se pretende também
uma utilizaçãão autónoma por parte doo/a aluno/a. A segunda pparte deste livro é dedicada à competência da
escrita.

3 BRIDGES 11.o Ano


TTeacher’s Book
Inclui:
9 Planificaçõ
ões – anual, trimestral,
t mo
odular e da Exxtensive Readding.
9 Testes de writing, spea
aking e listening, com matrrizes e respettivas soluçõess.
9 Grelhas de
e avaliação da oralidade.
9 Sugestõess metodológiccas compleme
entares e respostas mais eextensas a qu
uestões do maanual.
9 Audio scriipts.

Bridging… 110 Workksheets


Publicação para o/a doce ente com recursos suplemmentares a uttilizar em sala de aula ou u como trabalho para
casa. As 110 fichas estão divididas em m três blocos:: CLIL, para trrabalho em lííngua inglesaa sobre conteeúdos de
outras áreas disciplinaress; Literature, Music, Cinemma & Speakiing Activitiess, para trabalho sobre cu ultura de
língua inglesaa; Inclusion, com estratégias de aprendizagem, destiinadas a todoos os tipos de alunos/as.

CD-Áudio
Este recurso inclui documentos áudio de
d diversos tipos, autênticcos ou gravad dos por falantes nativos da língua,
das atividade g do Manual e do Practicee Book e dos listening testts que enconttra aqui, no TTeacher’s
es de listening
Book, e na plataforma multimédia.

20 Aula Diigital Aluno


Esta compon nente para o/a
o aluno/a conjuga
c o livvro escolar eem formato digital com um banco d
de testes
interativos qu
ue abrangem os vários con
nteúdos do Manual.
M

Esta plataform
ma multiméd
dia é disponib
bilizada ao/à docente
d adot ante.
TTodos os reccursos impresssos do proje
eto estão aí presentes,
p m formato editável, para que o/a
muuitos deles em
docente os possa adaptar à realidade da
d sua escola e das suas tuurmas.
Integram ainda esta plataaforma uma grande
g varieddade de contteúdos multimédia articulados com o Manual,
que tornam possível ao/àà docente tiraar mais partiddo do seu proojeto escolarr e adaptar ass suas aulas ààs atuais
competências a nível tecnnológico e dee multimédia dos/das alunnos/as. Adicio onalmente, oo/a docente eencontra
materiais e fu
uncionalidade
es que lhe sim
mplificam o trrabalho quoti diano:
• Manual em m formato digital com ferrramentas de edição e adapptado a quad dro interativo
• Atividadess interativas do
d Manual, co om validaçãoo imediata, e ttestes interattivos
• Vídeos e links de internnet e apresen
ntações em Po owerPoint
• Animaçõe es – textos narrados para treino da leituura em voz altta e da pronú úncia
• Conteúdo integral do CD-áudio
C
• Planificaçõ
ões, testes, matrizes
m e grelhas em formmato editável
• Módulo para gestão do o trabalho diáário com plan
nificações, fichhas de registo
o de alunos, d
de criação dee turmas,
relatórios de avaliação, entre outros recursos
• Módulo de e comunicaçãão com os/as alunos/as – para
p envio de mensagens e testes ou comunicação em m tempo
real

11.o Ano BRIDGES 4


PLLANIFICA
AÇÕ
ÕES
• Pla
anificação
o Anual
• Pla
anificação
o Trimesttral
• Pla
anificação
o Modulaar
• Pla
anificação
o da Leitu
ura Exten
nsiva

BRIDGES 11.o Ano


PLANIFICAÇÃO ANUAL

Estratégias de Produção e Interpretação


Competências de Uso de Língua Áreas Temáticas Língua Inglesa Recursos Avaliação
de Texto
Interpretação e Produção Cultural Quiz Estratégias de interpretação: Ouvir • Manual • Pontualidade
de Texto Language Quiz • Mobilizar competências prévias • Practice Book • Atenção
De Interpretação: Volunteering • Formular expetativas em relação ao texto • Leitor de CDs • Tolerância/
– integra a sua experiência e mobiliza The value of reading • Confirmar e/ou reformular expetativas • CD áudio Empatia
conhecimentos adquiridos noutras Travelling • Identificar e descodificar palavras-chave • Filmes/vídeos • Interesse
disciplinas em diferentes situações de • Identificar ideias presentes no texto • Computador • Motivação
aprendizagem. • Internet • Envolvimento
• Reconhecer elementos de coesão e
• Ouvir: Module 1 Dictionary use • Responsabilidade
sequência no texto • Projetor
– compreende discurso fluido e é capaz Reading the World Phrasal verbs with
• Interpretar informação explícita e multimédia • Colaboração a
de seguir linhas de argumentação “back”
1.1 Cultural Diversity implícita em diversos tipos de texto • Quadro pares ou em
dentro dos tópicos abordados na Prepositions of place: at,
1.2 Search for My Tongue • Imagens/ grupo
dimensão sociocultural; on, in • Relacionar o que ouve / lê com o seu
1.3 Respecting Each Other Conversational conhecimento / e com a sua vivência Postais/ • Autonomia
– compreende noticiários e programas Fotografias/... • Respeito
1.4 Overcoming Biases language, foreign pessoal
de atualidade, em formato áudio e
language, metaphorical • Utilizar informação paratextual, • Fichas de • Solidariedade
vídeo, sobre assuntos relacionados
language contextual e intertextual na construção trabalho
com os tópicos abordados na
The present tenses de sentido • Dicionário • Avaliação
dimensão sociocultural.
The past tenses • Gramática formativa
• Ler: • Selecionar informação do texto
Idioms
– compreende diversos tipos de texto, • Reconhecer a dimensão sociolinguística / • Revistas • Avaliação
Conditional sentences
dentro dos tópicos abordados na cultural do texto e as suas marcas • Textos sumativa
dimensão sociocultural, recorrendo à • Identificar marcas do texto oral que selecionados • Auto e
Module 2
informação visual disponível; introduzem mudança de estratégia • Anúncios heteroavaliação
Building up Your Future Prefixation
– compreende texto extenso, literário e discursiva, de assunto, de argumentação • Jornais • Observação
2.1 The Working Jungle Future tenses
não literário. • Reconhecer diferentes padrões de • Material escolar direta
2.2 Does School Prepare us Modal verbs
De Produção: entoação, pronúncia, acentuação • Testes
for the Real World? Connectors
– integra a sua experiência e mobiliza • Trabalhos de
2.3 An Experience of a Relative clauses: Estratégias de interpretação: Ler casa
conhecimentos adquiridos noutras
disciplinas em diferentes situações de Lifetime! defining and non-
• Mobilizar competências prévias • Fichas de
aprendizagem. 2.4 Work at Your Feet defining; contact clauses trabalho
• Formular expetativas em relação ao texto
• Confirmar e/ou reformular expetativas • Participação oral
• Identificar o tipo e o contexto do • Participação
enunciado escrita
• Empenho nas
tarefas
Estratégias de Produção e Interpretação
Competências de Uso de Língua Áreas Temáticas Língua Inglesa Recursos Avaliação
de Texto
• Falar: Module 3 Dictionary use • Identificar e descodificar palavras-chave
– interage com eficácia em língua Critical Consumerism Idioms
• Identificar ideias presentes no texto
inglesa, participando em discussões Passive voice
3.1 Teen Consumer Habits • Antecipar sequencialidade no texto
dentro dos tópicos abordados na Passive voice with two
3.2 “Fast food” Consumption objects • Reconhecer elementos de coesão e
dimensão sociocultural, defendendo
3.3 Advertising & Impersonal passive sequência no texto
pontos de vista e opiniões;
Stereotyping constructions • Interpretar atitude, emoções, ponto de
– demonstra capacidade de
3.4 Educated Consumers Noun formation vista e intenções do/a autor/a
relacionação de informação,
Direct speech • Interpretar informação explícita e
sintetizando-a de modo lógico e
Reported speech: implícita em diversos tipos de texto
coerente.
reported statements,
• Escrever: • Relacionar o que lê com o seu
reported commands,
– elabora textos claros e variados, de conhecimento / e com a sua vivência
reported questions
modo estruturado, atendendo à sua pessoal
Prepositional verbs
função e destinatário, dentro dos Verb collocations • Utilizar informação paratextual,
tópicos abordados na dimensão contextual e intertextual na construção
sociocultural; de sentido
– demonstra capacidade de • Selecionar informação do texto
relacionação de informação, • Reconhecer a dimensão sociolinguística /
sintetizando-a de modo lógico e Dictionary use
cultural do texto e as suas marcas
coerente. Module 4 Used to, be able to,
• Identificar marcas do texto escrito que
Stand up for the World! have (got) to introduzem mudança de estratégia
Competências Sociocultural e de 4.1 The World We Want Gerund or infinitive discursiva, de assunto, de argumentação
Aprendizagem 4.2 An Endangered Planet Rephrasing Estratégias de produção: Falar
– demonstra abertura perante novas 4.3 How Far Should We Go? Double comparative
experiências e ideias e face a outras • Mobilizar competências prévias
4.4 Taking Action in Your Intensifiers • Adaptar o registo ao contexto de
sociedades e culturas;
Hands! enunciação
• Usar elementos convencionados do
discurso em sociedade (formas fixas)
• Interagir, pedindo clarificação,
reformulação e/ou repetição
Língua Inglesa Estratégias de Produção e Interpretação de
Competências de Uso de Língua Áreas Temáticas Recursos Avaliação
Texto
demonstra capacidades de • Usar formas alternativas de expressão e
autorregulação do seu processo de compensação, recorrendo à reformulação e
aprendizagem; ajuste do enunciado de maneira a torná-lo
– revela capacidade para mobilizar mais compreensível
conhecimentos adquiridos e integrar • Usar elementos de coesão nos textos
conhecimentos novos; produzidos
– demonstra abertura e independência • Verbalizar perceções, experiências, opiniões
na busca, compreensão e partilha de • Apresentar informação de uma forma clara e
nova informação, utilizando fontes e sequenciada
suportes variados;
Estratégias de produção: Escrever
– revela uma atitude crítica perante a
• Mobilizar competências prévias
informação, demonstrando
capacidade de a selecionar e avaliar. • Localizar e selecionar informação de fontes
diversas de acordo com o assunto proposto
• Organizar informação de acordo com o tipo
de texto e registo pretendido
• Planificar a atividade de escrita de acordo
com o tipo e função do texto e o seu
destinatário
• Usar elementos de coesão nos textos
produzidos
• Construir textos adequados às tarefas
propostas utilizando uma linguagem e um
registo apropriados
• Reformular o trabalho escrito no sentido de o
adequar à tarefa proposta

Manual adotado: Bridges - Celeste Simões e Helena Oliveira, Sebenta Editora

A programação do ano letivo segue o programa definido para a disciplina e a estruturação do manual, no entanto, não se limita, de modo algum, ao material do manual e
respetivos conteúdos. Haverá sempre a preocupação de procurar materiais alternativos e atuais, e de acordo com as necessidades dos/as alunos/as e o Projeto
Curricular da Turma. Por esse motivo, poderá surgir a necessidade, ao longo do ano letivo, de reestruturar unidades, conteúdos temáticos e/ou de língua, sendo sempre
a principal preocupação do/a docente a real aquisição de competências por parte dos/as alunos/as e não o cumprimento estrito de uma planificação feita no início do ano.
PLANIFICAÇÃO TRIMESTRAL

Estratégias de Produção e Interpretação


Competências de Uso de Língua Áreas Temáticas Língua Inglesa Recursos Avaliação
de Texto
Interpretação e Produção Estratégias de interpretação: Ouvir • Manual • Pontualidade
1º PERÍODO
de Texto • Mobilizar competências prévias • Practice Book • Atenção
De Interpretação: • Formular expetativas em relação ao texto • Leitor de CDs • Tolerância/
Cultural Quiz • CD áudio Empatia
– integra a sua experiência e mobiliza • Confirmar e/ou reformular expetativas
conhecimentos adquiridos noutras Language Quiz • Filmes/vídeos • Interesse
• Identificar e descodificar palavras-chave
disciplinas em diferentes situações de Volunteering • Identificar ideias presentes no texto • Computador • Motivação
aprendizagem. The value of reading • Internet • Envolvimento
• Reconhecer elementos de coesão e
• Ouvir: Travelling • Projetor • Responsabilidade
sequência no texto
– compreende discurso fluido e é capaz Dictionary use
• Interpretar informação explícita e multimédia • Colaboração a
de seguir linhas de argumentação Phrasal verbs with
implícita em diversos tipos de texto • Quadro pares ou em
dentro dos tópicos abordados na “back”
Module 1 • Imagens/ grupo
dimensão sociocultural; Prepositions of place: at, • Relacionar o que ouve / lê com o seu
Reading the World on, in conhecimento / e com a sua vivência Postais/ • Autonomia
– compreende noticiários e programas 1.1 Cultural Diversity Fotografias/... • Respeito
Conversational pessoal
de atualidade, em formato áudio e
1.2 Search for My Tongue language, foreign • Utilizar informação paratextual, • Fichas de • Solidariedade
vídeo, sobre assuntos relacionados
1.3 Respecting Each Other language, metaphorical contextual e intertextual na construção trabalho
com os tópicos abordados na
1.4 Overcoming Biases language de sentido • Dicionário • Avaliação
dimensão sociocultural.
The present tenses • Gramática formativa
• Ler: • Selecionar informação do texto
The past tenses
– compreende diversos tipos de texto, • Reconhecer a dimensão sociolinguística / • Revistas • Avaliação
Idioms
dentro dos tópicos abordados na cultural do texto e as suas marcas • Textos sumativa
Conditional sentences
dimensão sociocultural, recorrendo à • Identificar marcas do texto oral que selecionados • Auto e
informação visual disponível; introduzem mudança de estratégia • Anúncios heteroavaliação
– compreende texto extenso, literário e Module 2 discursiva, de assunto, de argumentação • Jornais • Observação
não literário. • Reconhecer diferentes padrões de • Material escolar direta
Building up Your Future Prefixation
De Produção: entoação, pronúncia, acentuação • Testes
2.1 The Working Jungle Future tenses
– integra a sua experiência e mobiliza • Trabalhos de
2.2 Does School Prepare us Modal verbs
conhecimentos adquiridos noutras Estratégias de interpretação: Ler casa
for the Real World?
disciplinas em diferentes situações de • Mobilizar competências prévias • Fichas de
aprendizagem. • Formular expetativas em relação ao texto trabalho
• Confirmar e/ou reformular expetativas • Participação oral
• Identificar o tipo e o contexto do • Participação
enunciado escrita
• Empenho nas
tarefas
PLANIFICAÇÃO TRIMESTRAL

Estratégias de Produção e Interpretação


Competências de Uso de Língua Áreas Temáticas Língua Inglesa Recursos Avaliação
de Texto
• Identificar e descodificar palavras-chave
• Falar: 2º PERÍODO • Identificar ideias presentes no texto
– interage com eficácia em língua • Antecipar sequencialidade no texto
inglesa, participando em discussões Connectors • Reconhecer elementos de coesão e
2.3 An Experience of a
dentro dos tópicos abordados na Relative clauses: sequência no texto
Lifetime
dimensão sociocultural, defendendo defining and non- • Interpretar atitude, emoções, ponto de
2.4 Work at Your Feet
pontos de vista e opiniões; defining; contact clauses vista e intenções do/a autor/a
– demonstra capacidade de • Interpretar informação explícita e
relacionação de informação, implícita em diversos tipos de texto
sintetizando-a de modo lógico e • Relacionar o que lê com o seu
coerente. conhecimento / e com a sua vivência
• Escrever: pessoal
– elabora textos claros e variados, de Dictionary use • Utilizar informação paratextual,
modo estruturado, atendendo à sua Idioms contextual e intertextual na construção
função e destinatário, dentro dos de sentido
Module 3 Passive voice
tópicos abordados na dimensão • Selecionar informação do texto
Critical consumerism Passive voice with two Reconhecer a dimensão sociolinguística /
sociocultural; •
– demonstra capacidade de 3.1 Teen Consumer Habits objects cultural do texto e as suas marcas
relacionação de informação, 3.2 “Fast Food” Impersonal passive • Identificar marcas do texto escrito que
sintetizando-a de modo lógico e Consumption constructions introduzem mudança de estratégia
coerente. 3.3 Advertising & Noun formation discursiva de assunto, de argumentação
Competências Sociocultural e de Stereotyping Direct speech Estratégias de produção: Falar
Aprendizagem 3.4 Educated Consumers Reported speech: • Mobilizar competências prévias
– demonstra abertura perante novas reported statements, • Adaptar o registo ao contexto de
experiências e ideias e face a outras reported commands, enunciação
sociedades e culturas; reported questions • Usar elementos convencionados do
– relaciona apropriadamente a sua discurso em sociedade (formas fixas)
Prepositional verbs
cultura de origem com as culturas • Interagir, pedindo clarificação,
com que contacta; Verb collocations
reformulação e/ou repetição
– demonstra uma atitude proativa Module 4 • Usar formas alternativas de expressão e
perante o processo de aprendizagem Stand up for The World! compensação, recorrendo à reformulação
da língua inglesa; 4.1 The World We Want Used to e ajuste do enunciado de maneira a
– demonstra capacidades de Be able to torná-lo mais compreensível
autorregulação do seu processo de Have (got) to • Usar elementos de coesão nos textos
aprendizagem; produzidos
• Verbalizar perceções, experiências,
opiniões
PLANIFICAÇÃO TRIMESTRAL

Estratégias de Produção e Interpretação


Competências de Uso de Língua Áreas Temáticas Língua Inglesa Recursos Avaliação
de Texto
– revela capacidade para mobilizar • Apresentar informação de uma forma
conhecimentos adquiridos e integrar 3º PERÍODO clara e sequenciada
conhecimentos novos;
– revela capacidade para mobilizar 4.2 An Endangered Planet Gerund or infinitive Estratégias de produção: Escrever
conhecimentos adquiridos e integrar Rephrasing • Mobilizar competências prévias
4.3 How Far Should We Go?
conhecimentos novos; Double comparative • Localizar e selecionar informação de
demonstra abertura e independência na 4.4 Taking Action in Your fontes diversas de acordo com o assunto
Hands! Intensifiers
busca, compreensão e partilha de proposto
nova informação, utilizando fontes e • Organizar informação de acordo com o
suportes variados; tipo de texto e registo pretendido
– revela uma atitude crítica perante a • Planificar a atividade de escrita de acordo
informação, demonstrando com o tipo e função do texto e o seu
capacidade de a selecionar e avaliar. destinatário
• Usar elementos de coesão nos textos
produzidos
• Construir textos adequados às tarefas
propostas utilizando uma linguagem e um
registo apropriados
Reformular o trabalho escrito no sentido
de o adequar à tarefa proposta

Manual adotado: Bridges - Celeste Simões e Helena Oliveira, Sebenta Editora

A programação do ano letivo segue o programa definido para a disciplina e a estruturação do manual, no entanto, não se limita, de modo algum, ao material do manual e
respetivos conteúdos. Haverá sempre a preocupação de procurar materiais alternativos e atuais, e de acordo com as necessidades dos/as alunos/as e o Projeto
Curricular da Turma. Por esse motivo, poderá surgir a necessidade, ao longo do ano letivo, de reestruturar unidades, conteúdos temáticos e/ou de língua, sendo sempre
a principal preocupação do/a docente a real aquisição de competências por parte dos/as alunos/as e não o cumprimento estrito de uma planificação feita no início do ano.
PLANIFICAÇÃO MODULAR

Domínio de Referência: Module 1 – Reading the World


Interpretação e Produção Textual Tipologia Textual Língua Inglesa Domínios de Referência

1. Listening • Citação Identificar / reconhecer e Realizar exercícios de interpretação textual:


• Identificar o contexto do enunciado • Canção utilizar: • Sinónimos / antónimos
• Identificar e descodificar palavras-chave • Fotografia • Dictionary use • Pergunta / resposta
• Distinguir as ideias principais de um texto • Artigo de opinião • Collocations • Verdadeiro / falso
• Curtas-metragens • -ed / -ing adjectives • Procurar evidência
• Imagens • Compound adjectives • Preenchimento espaços / tabelas
2. Reading
• Dicionário • Compound nouns
• Reconhecer diferentes tipologias textuais
• Texto informativo • Idioms
• Mobilizar competências prévias Elaborar enunciados escritos:
• Pesquisa • Varieties of English
• Identificar as ideias presentes no texto • Respostas a perguntas de interpretação
• Time for Action
• Selecionar informação do texto • Artigo de opinião
• Interpretar informação explícita e implícita em diversos • Entrevista
tipos de texto
• Reconhecer a dimensão sociolinguística/ cultural do
Discutir assuntos / temas da atualidade:
texto
• O papel da língua inglesa no mundo
• A linguagem dos jovens
3. Speaking • A linguagem dos graffitis
• Apresentar informação de uma forma clara e • Linguagem corporal
sequenciada •
• Adaptar o registo ao contexto de enunciação Exprimir de forma crítica ideias e opiniões
• Verbalizar experiências e opiniões
• Interagir em língua inglesa em discussões dentro dos
tópicos abordados Descrever imagens relativas aos temas abordados

4. Writing Realizar exercícios gramaticais diversificados:


• Organizar a informação de acordo com o tipo de texto • Escolha múltipla
pretendido • Preenchimento de espaços
• Construir enunciados sobre um tema proposto • Completamento de frases
• Reescrita de frases
PLANIFICAÇÃO MODULAR

Domínio de Referência: Module 2 – Building up Your Future


Interpretação e Produção Textual Tipologia Textual Língua Inglesa Domínios de Referência

1. Listening • Fotografia Identificar / reconhecer e Realizar exercícios de interpretação textual:


• Identificar o contexto do enunciado • Citação utilizar: • Sinónimos / antónimos
• Identificar e descodificar palavras-chave • Artigo de opinião • Pergunta / resposta
• Prefixation
• Distinguir as ideias principais de um texto • Imagens • Verdadeiro / falso
• Future tenses
• Cartoon • Procurar evidência
• Modal verbs
• Anúncios • Preenchimento espaços / tabelas
2. Reading • Connectors
• Canção
• Reconhecer diferentes tipologias textuais • Relative clauses:
• Relato
• Mobilizar competências prévias defining and non- Elaborar enunciados escritos:
• Crónica defining; contact clause
• Identificar as ideias presentes no texto • Curtas-metragens • Respostas a perguntas de interpretação
• Selecionar informação do texto • Dicionário • Curriculum Vitae
• Interpretar informação explícita e implícita em • Texto informativo • Carta de apresentação
diversos tipos de texto • Pesquisa • Entrevista de trabalho
• Reconhecer a dimensão sociolinguística/ cultural do • Time for Action • Sumário
texto • Post num blog

3. Speaking Discutir assuntos / temas da atualidade:


• Apresentar informação de uma forma clara e • A selva profissional
sequenciada • A escola como ponte para o mundo do trabalho
• Adaptar o registo ao contexto de enunciação • Gap Year: a experiência de uma vida
• Verbalizar experiências e opiniões • O mundo do trabalho aos nossos pés
• Interagir em língua inglesa em discussões dentro dos
tópicos abordados Exprimir de forma crítica ideias e opiniões

4. Writing Descrever imagens relativas aos temas abordados


• Organizar a informação de acordo com o tipo de texto
pretendido
• Construir enunciados sobre um tema proposto Realizar exercícios gramaticais diversificados:
• Escolha múltipla
• Preenchimento de espaços
• Completamento de frases
• Reescrita de frases
PLANIFICAÇÃO MODULAR

Domínio de Referência: Module 3 – Critical Consumerism


Interpretação e Produção Textual Tipologia Textual Língua Inglesa Domínios de Referência

1. Listening • Citação Identificar / reconhecer e Realizar exercícios de interpretação textual:


• Identificar o contexto do enunciado • Gráfico utilizar: • Sinónimos / antónimos
• Identificar e descodificar palavras-chave • Artigo • Pergunta / resposta
• Dictionary use
• Distinguir as ideias principais de um texto • Imagens • Verdadeiro / falso
• Idioms
• Testemunho • Procurar evidência
• Passive Voice
• Canção • Preenchimento espaços / tabelas
2. Reading • Passive Voice with two
• Poema
• Reconhecer diferentes tipologias textuais objects
• Fotografia
• Mobilizar competências prévias • Impersonal passive Elaborar enunciados escritos:
• Relato constructions
• Identificar as ideias presentes no texto • Crónica • Respostas a perguntas de interpretação
• Selecionar informação do texto • Noun formation • Artigo
• Curtas-metragens • Direct speech
• Interpretar informação explícita e implícita em diversos • Dicionário • Carta de reclamação
tipos de texto • Reported Speech:
• Texto informativo reported statements,
• Reconhecer a dimensão sociolinguística/ cultural do • Quiz reported commands, Discutir assuntos / temas da atualidade:
texto
• Poema reported questions • Os hábitos de consumo dos jovens
• Pesquisa • Prepositional verbs • Consumo excessivo
3. Speaking • Time for Action • Verb collocations • A publicidade & os estereótipos
• Apresentar informação de uma forma clara e • Consumidores informados
sequenciada
• Adaptar o registo ao contexto de enunciação Exprimir de forma crítica ideias e opiniões
• Verbalizar experiências e opiniões
• Interagir em língua inglesa em discussões dentro dos
tópicos abordados Descrever imagens relativas aos temas abordados

4. Writing Realizar exercícios gramaticais diversificados:


• Organizar a informação de acordo com o tipo de texto • Escolha múltipla
pretendido • Preenchimento de espaços
• Construir enunciados sobre um tema proposto • Completamento de frases
• Reescrita de frases
PLANIFICAÇÃO MODULAR

Domínio de Referência: Module 4 – Stand up for the World


Interpretação e Produção Textual Tipologia Textual Língua Inglesa Domínios de Referência

1. Listening • Citação Identificar / reconhecer e Realizar exercícios de interpretação textual:


• Identificar o contexto do enunciado • Ficção científica utilizar: • Sinónimos / antónimos
• Identificar e descodificar palavras-chave • Imagens • Pergunta / resposta
• Dictionary use
• Distinguir as ideias principais de um texto • Cartoon • Verdadeiro / falso
• Used to, be able to, have
• Fotografia • Procurar evidência
(got) to
• Artigo • Preenchimento espaços / tabelas
2. Reading • Gerund or infinitive
• Curtas-metragens
• Reconhecer diferentes tipologias textuais • Rephrasing
• Poema
• Mobilizar competências prévias • Double comparative Elaborar enunciados escritos:
• Dicionário
• Identificar as ideias presentes no texto • Intensifiers • Respostas a perguntas de interpretação
• Romance (Novel)
• Selecionar informação do texto • Pesquisa • Cartoon com legendagem
• Interpretar informação explícita e implícita em diversos • Canção • Relatório
tipos de texto • Declaração pessoal • Texto argumentativo
• Reconhecer a dimensão sociolinguística/ cultural do • Time for Action • Roteiro / guião
texto
Discutir assuntos / temas da atualidade:
3. Speaking • O mundo que queremos
• Apresentar informação de uma forma clara e • Um planeta em risco
sequenciada • Bioética
• Adaptar o registo ao contexto de enunciação • Proteção do meio ambiente e do mundo ao nosso
• Verbalizar experiências e opiniões redor
• Interagir em língua inglesa em discussões dentro dos
tópicos abordados Exprimir de forma crítica ideias e opiniões

4. Writing Descrever imagens relativas aos temas abordados


• Organizar a informação de acordo com o tipo de texto
pretendido
• Construir enunciados sobre um tema proposto Realizar exercícios gramaticais diversificados:
• Escolha múltipla
• Preenchimento de espaços
• Completamento de frases
• Reescrita de frases
PLANIFICAÇÃO DA LEITURA EXTENSIVA

N.o de semanas: 3 semanas


Competências do Uso da Língua Tipologia Textual Estratégias/Atividades

Interpretação e Produção de Texto • Entrevista • Audição de uma biografia


De interpretação: • Imagens pela autora
• integra a sua experiência e mobiliza conhecimentos adquiridos noutras disciplinas em diferentes situações de • Diagrama • Redação de uma carta
aprendizagem. • Conto informal
Ouvir: • Diário • Preenchimento de tabela /
• compreende discurso fluido e é capaz de seguir linhas de argumentação dentro dos tópicos abordados na • Pesquisa espaços
dimensão sociocultural; • Completamento de frases
• compreende noticiários e programas de atualidade, em formato áudio e vídeo, sobre assuntos relacionados com com informação em falta
os tópicos abordados na dimensão sociocultural. • Registo de notas
• Análise do título do conto
Ler: • Análise de imagens
• compreende diversos tipos de texto, dentro dos tópicos abordados na dimensão sociocultural, recorrendo à • Exercícios de
informação visual disponível; correspondência
• compreende texto extenso, literário e não literário. • Resposta a questões sobre
De produção: o conto
• integra a sua experiência e mobiliza conhecimentos adquiridos noutras disciplinas em diferentes situações de • Descrição das personagens
aprendizagem. • Verdadeiro / Falso
Falar: • Comentário a citações do
• interage com eficácia em língua inglesa, participando em discussões dentro dos tópicos abordados na dimensão conto
sociocultural, defendendo pontos de vista e opiniões; • Reescrita de situações em
forma de diálogo
• demonstra capacidade de relacionação de informação, sintetizando-a de modo lógico e coerente.
• Sinónimos
Escrever: • Procura de evidência
• elabora textos claros e variados, de modo estruturado, atendendo à sua função e destinatário, dentro dos tópicos • Escolha múltipla
abordados na dimensão sociocultural; • Ordenação de frases
• – demonstra capacidade de relacionação de informação, sintetizando-a de modo lógico e coerente. • Discussão na sala de aula
Competências Sociocultural e de Aprendizagem • Exercícios de escrita
• demonstra abertura perante novas experiências e ideias e face a outras sociedades e culturas; • Pesquisa
• relaciona apropriadamente a sua cultura de origem com as culturas com que contacta;
• demonstra uma atitude proativa perante o processo de aprendizagem da língua inglesa;
• demonstra capacidades de autorregulação do seu processo de aprendizagem;
• revela capacidade para mobilizar conhecimentos adquiridos e integrar conhecimentos novos;
• demonstra abertura e independência na busca, compreensão e partilha de nova informação, utilizando fontes e
suportes variados;
• revela uma atitude crítica perante a informação, demonstrando capacidade de a selecionar e avaliar.
TESSTS
•W
Written ttests
•S
Speaking tests
Listening tests
•L

BRIDGES 11.o Ano


O [Inglês VII – 11.o Ano]
MATRIZ DO TESTE DE DIAGNÓSTICO
D

ESTRUTU
URA
Conte
eúdo Cotações
Ativ.
A Competências Tipologiaa de itens Número

Compe
etência Linguísstica
- com
mpetência lexiccal
- com
mpetência gram
matical
- com
mpetência semâântica Ittens de seleção
o
A 30 120 pontos
- com
mpetência ortoggráfica - escolha múltiipla
Compe
etência pragmática
- com
mpetência funccional
Conteúdos grramaticais Compe
etência sociolinguística
lecionados atté ao nível Compe
etência Linguísstica
B1 - com
mpetência lexiccal
- com
mpetência gram
matical
- com
mpetência semântica
Ittens de constru
ução
B - com
mpetência orto
ográfica 1 80 pontos
- Resposta exteensa
Compe
etência pragmática
- com
mpetência discu
ursiva
- com
mpetência funccional
Compe
etência sociolinguística

200 pontos

1 1 . o A n o B R I D G E S 18
P
PLACEMEENT TESTT

Name ________
________________
_______________
________________
________________________________
____________ Claass ________________________

TTeacher _____
________________
_______________
________________
_______ Date _______/ _____ / __
_________ Gradee ___________________________

I
1. Read the se
entences belo
ow and choose
e the correct option from aa, b, c or d.

1.1 He ____
_______________
_______ a lot off films with To
om Cruise receently.
a. saw
w b. has seen
s c. sees d
d. was seen

1.2 Ask him


m how old ___
______________________.
a. he has
h b. is he c. he is d
d. has he

1.3 Could I get _________


_______________
_ tea, please?
a. little b. few c. a few d
d. a little

1.4 Father made me ___


_______________
_______ to slee
ep early.
a. go b. goingg c. to go d
d. gone

1.5 I wish you


y __________
______________
_ me then.
a. help
ped b. had helped
h c. have helped d
d. did help

1.6 I prefer walking ____


_______________
______ runningg.
a. than b. from
m c. to d
d. for

est novel _____


1.7 His late _______________
______ two wee
eks ago.͒
a. has published b. was published c. publisheed d
d. has been pu
ublished

1.8 I love Greek


G food. __
_______________
_________.
a. So I love. b. So I do.
d c. So do I. d
d. So love I.

1.9 Would you mind ___


_____________________ the win
ndow?
a. closse b. to clo
ose c. closing d
d. closed

1.10 Let’s find her, _____


_______________
______?
a. will you b. can we
w c. do we d
d. shall we

1.11 I’d ratther we ______


___________________ at home tonight.
a. staayed b. stay c. to stay d
d. have stayed
d

119 B R I D G E S 1 1 . o A n o
P
PLACEMEENT TESTT

1.12 Could
d you _________
_______________
__ me some money, Jack?

a. len
nt b. to bo
orrow c. lend d
d. borrow

1.13 I havee worked here


e _____________
___________ ten
n years.
a. forr b. since
e c. from d
d. by

1.14 Are you used ______


_______________
_____ on your own?
o
a. to work b. with working c. to working d
d. at work

1.15 Jane should


s _______
______________
____ swimmingg.
a. takke in b. take up c. take on d
d. take after

1.16 Maryy was extremely ____________


____________ to
o sunlight.
a. sensible b. sensitive c. sensual d
d. sensuous

_______________
1.17 A lot of people are suffering ____ _______ malnuttrition.
a. witth b. for c. from d
d. of

1.18 Whatt _____________


___________ yessterday at four?
a. had you done b. have
e you done c. were youu doing d
d. have you beeen doing

1.19 I insisst ____________


____________ evveryone a drin
nk.
a. to buy b. in bu
uying c. buying d
d. on buying

1.20 I needd to __________


_______________ my shoes me
ended.
a. do
o b. get c. take d
d. make

1.21 If you
u _____________
___________ waarmer clothes yesterday, yoou wouldn’t bee ill now.
a. pu
ut on b. had put
p on c. have putt on d
d. did put on

1.22 There
e are a lot of clouds
c ________
______________
___ the sky.
a. on
n b. at c. in d
d. by

1.23 Look at his face! He


e _____________
____________.
a. will faint b. is going to faint c. is faintinng d
d. can faint

1.24 I wennt to work ____


_______________
______ feeling bad.
b
a. altthough b. in spite c. nevertheeless d
d. despite

1 1 . o A n o B R I D G E S 20
P
PLACEMEENT TESTT
1.25 You _______________
_ _________ better leave now!
a. wo
ould b. shou
uld c. had d
d. have

1.26 ______
______________
_____ had she felt
f so sad in her
h life!
a. Sometimes b. Neve
er c. Not onlyy d
d. However

_______________
1.27 Very rarely ________ ___ does it rain
n here in Auguust.
a. it rains
r b. doess it rain c. is it raining d
d. it is raining

1.28 It’s __
_______________
________ likely that this film will win the O
Oscars.
a. tottally b. deepply c. strongly d
d. highly

1.29 My brother
b invessted a lot of time ________
_________________ researchin
ng the most aappropriate u
university
course.
a. to b. for c. with d
d. in

1.30 Our students take their


t responsibilities very __
_______________________.
a. considerably oughly
b. thoro c. seriouslyy d
d. strongly
http://leader.ciiv.pl/leader/uploaad/testy/fce_cae_pplacement_test.pd
df, accessed in Feb
bruary 2014

II

1. Continue writing
w the sto
ory below.
Write betw
ween 150 and 180 words.

As I walked
d home from school
s the other day I heard
d footsteps behhind me…

221 B R I D G E S 1 1 . o A n o
ATRIZ DO 1.o MOMENTO
MA M DE AVALIAÇÃO EESCRITA [Inglêss VII – 11.o Ano
o]

ESTRUTU
URA
Conte
eúdo Cotações
Ativ.
A Competências Tipologia de itens Número

Compe
etência Linguísstica
- com
mpetência lexiccal
- com
mpetência gram
matical
Ittens de seleção
o
- com
mpetência semântica
A - escolha múlttipla 10 40 pontos
- com
mpetência ortográfica
Compe
etência pragmática
- com
mpetência funccional
Compe
etência sociolinguística

Compe
etência Linguísstica 2 10 pontos
- com
mpetência lexiccal
- com
mpetência gram
matical 2 40 pontos
Ittens de constru
ução
- com
mpetência semântica
Module 1 - Resposta currta
B - com
mpetência ortográfica 2 10 pontos
Reading the World
W - Resposta resstrita
Compe
etência pragmática
- com
mpetência disccursiva 2 10 pontos
- com
mpetência funccional
Compe
etência sociolinguística 10 10 pontos

Compe
etência Linguísstica
- com
mpetência lexiccal
- com
mpetência gram
matical
- com
mpetência semântica
Ittens de constru
ução
C - com
mpetência ortográfica 1 80 pontos
- Resposta exttensa
Compe
etência pragmática
- com
mpetência discu
ursiva
- com
mpetência funccional
Compe
etência sociolinguística

200 pontos

1 1 . o A n o B R I D G E S 22
WR
RITTEN TTEST 1 MOD. 1

Name _________
________________
_______________
________________
________________________________
___________ Classs ________________________

Teeacher _______
________________
_______________
________________
______ Date _______ / ______/____
_______ Grade __________________________

ACTIVITY A

1.. Read the following summ


mary from the novel Blue Ja
asmine. Choosse the right op
ption to best ccomplete the gaps.

When twelve-year-old Seema Trivedi a. a __________ ____ that she aand her familly must move b. _____________ their
small Indian
n town to Iow wa City, she realizes she c. ______________ have too say goodbyye to d. _____________
purple-jewelled mango trees
t and sw
weet-smelling jasmine, to the monsooon rains andd the bustling market.
e. _____________ importaant, she must leave behind her beloved ffamily of aunnts, uncles, graandparents annd her best
friend and cousin,
c Raju. Everything iss f. ________ _____ in Am merica, where Seema feels like an outsiider to the
language andd traditions. She g. _____________ how to o behave in heer new classrooom, let alonee handle a bullly who has
it h. ______
_______ for her.h But when n Seema's graandmother beecomes ill, baack in India, all of i. _____________
suddenly seeems less impo ortant. During
g a return visiit Seema is g iven a precious gift that hhelps her undeerstand the
meaning of 'home' and 'family'. As she begins to o plant rootss in the foreign soil, Seeema is able tto build a
j. _____________ between two homes.
http://kashmirashe
h eth.com/books/yo
ounger_eaders/bluue_jasmin.php (addapted and abridgged), accessed in FFebruary 2014

a. learns is learn
ning learnt

b. to from for

c. can must will

d. a an the

e. More Much Many

f. similar differe
ent distinctive

g. doesn’t know
w didn’t know hadn’t known
n

h. on in out

i. these them that

j. tower bridge link

23 B R I D G E S 1 1 . o A n o
WRITTEN
N TEST 1 MOD. 1
ACTIVITY B

1.. Read the folllowing extractt from the novvel Blue Jasmiine.

Bluee Jasmin
ne
That night I wondered why they hadn’t told all of us at the sam me time.
When I wen nt to bed, I woondered how I could leave the t rest of thee family
and go to America.
A We all lived in the same hou use, ate in thhe same
kitchen. Raju u and I went to school tog gether and were in the sam me class.
5 Raju was my m cousin, but he was as much m my broth her as he was Uma’s
brother. He was
w my best friend.
fr
I missed mom m that night. Dad
D was so haappy about go oing to Americca that I
didn’t want to talk to him m about my feaars, but I wan nted mom to hhold me
tight and telll me that withoout the rest off the family wee would be finne. That
10 we would go o to the new country and make m new frieends. Dad hadd called
mom and tolld her about going
g to Amerrica, and I wo ondered if she herself
was as scared about the move as I was.
For the next few days Raju u hardly spoke to me. In claass I saw him writing
furiously. Hee covered his writing with his right arm while he wroote with
15 his left hand d. I knew it was
w about ourr going to Am merica, but hee never
mentioned itt at school or at home. Theen slowly, he began talkingg to me
again, but hee still wouldn’t discuss our leaving for America.
A For tthe next
few days I thought
t he waas fine, until today
t when I was standingg by the
acacia tree, and
a he burst liike an overfilleed water bottlee and ran awaay.
20 Why is Raju u running away y from me? I thought
t as I reeached home. T The iron gate was wide opeen.
“Why do yo ou have to go to America? Why can’t yo ou stay here aand we can keeep on going tto school togeether?” Raju
pleaded.
“Pappa and Monny
M and Mela
M are going,, so I have to go,” g I said.
“You don’t have
h to! We’ree all here and you can stay hereh and go too school with m me.”
25 I didn’t know w what to say.. Raju was rig ght. I could staay in Vishanaggar, our town iin Gujarat, annd go to schooll. There was
a girl named d Sarla in my class whose parents
p had gone to Canadda, but she hadd stayed behinnd with her grrandparents.
One part of mem wanted to stay. Home was w like the sm mell of ripe keesar mangoes tthat made me happy even bbefore I took
a bite. If I went to America, everything would be unfaamiliar.
Kashmira Shheth, Blue Jasminee (2004) (adapted and abridged)

2.. Complete the following se


entences with information from
f the first paragraph off the text.
nds it hard___
a. Seema fin ____________
____________
______________________________________________
b. Raju was like________
____________
____________
______________________________________________

3.. Answer the following


f que
estions.
3.1 What fears might Seema be facing now
n that she iss moving to a new country??
3.2 How did
d Raju react to
o Seema movin merica? Find eevidence in the text.
ng away to Am

1 1 . o A n o B R I D G E S 24
WRITTEN
N TEST 1 MOD. 1

4.. Who or wha


at do the following words re
efer to?
a. it (l. 15) _______________
_ ______________
___ b. here (l. 21) ____________________
_____________

5.. Read the third paragraph and find the words that mean
m the samee as:
a. angrily __
_______________
______________
__ b. departure _____________________
____________

6.. Fill in the gaps with the ap


ppropriate prepositions of place.

a. Do you live _____ Maanchester? f. She ussually sits ______ the floor w
while she prayss.
b. Are the books _____ the shelf? m. Where is it?
g. My paassport isn’t ______ my room
c. He was _____
_ the buss stop for half an hour. h. Is Seeema going to b
be happy ______ her new
schoool?
d. Look at the example _____
_ the boaard.
i. On theeir first day ______ America, they had
e. Seema’ss mother is no
ot here – she’ss _____ work
breakffast _____ thee garden.
at the moment.
m

ACTIVITY C
ou have received an email from your English-speaki
Yo E ng friend, Peeter, who has lived in many countries aand is now
co
onsidering op
pening a resta
aurant. Read his
h email and
d answer his q questions. Theen write an eemail to Peterr, using all
yo
our notes.

Email
From: Peteer Watkins
Sent: 15th October
O 2014
Subject: Reestaurant openin
ng

You rememmber how Marry and I havee always wanteed to open a rrestaurant, esspecially becaause we’ve traavelled to
much arouund the world and now know w so much abo out world cuisiine – well, wee’re going to ddo it!
We want to
t serve food from
f the diffeerent countriess we have livved in, and wee’re planning to travel for six more
months to collect some more
m ideas. We
W would like to visit your coountry. When iis the best timme to come?
o find out wha
We want to at people reallyly cook at hom
me every day. WWhat’s the besst way for us tto do that?
We’d also like to go to some
s local resstaurants whicch serve tradiitional food. P
Portugal is knoown to have wwonderful
gastronom
my, isn’t it so? Can you recommend some placesp for us tto visit?
When we open
o the restauurant in Auguust, we’d like you
y to come. W Will you be freee?

n,
Reply soon

Peter

W
Write your email. You must use grammattically correct sentences wiith accurate sspelling.

25 B R I D G E S 1 1 . o A n o
TRIZ DO 2.o MO
MAT OMENTO DE AVALIAÇÃO
A VII – 11.o Ano]
ESCCRITA [Inglês V

ESTRUTURA
A
Conteúd
do Cotações
Attiv. Competênciass Tipologia dee itens Número

Competê
ência Linguístiica
- competência lexical Item
m de seleção
- competência gramatical - ccompletamentto 10 2
20 pontos
- competência semân
ntica
A
- competência ortogrráfica
Item
m de construçãão
Competê
ência pragmáttica 1 2
20 pontos
- competência funcional - rresposta restritta

Competê
ência sociolingguística

Competê
ência Linguístiica
- competência lexical Itenns de construçãão 5 25 pontos
- competência gramatical - R
Resposta curtaa

- competência semân
ntica - R
Resposta restriita 2 30 pontos
M
Module 1
B - competência ortogrráfica
R
Reading the World
W
Competê
ência pragmáttica 2 10 pontos
- competência discurrsiva Iten s de seleção

- competência funcional - ccompletamentto 15 15 pontos


Competê
ência sociolingguística

Competê
ência Linguístiica
- competência lexical
- competência gramatical
- competência semân
ntica
Itenns de construçãão
C - competência ortogrráfica 1 8
80 pontos
- R
Resposta exten
nsa
Competê
ência pragmáttica
- competência discurssiva
- competência funcional
Competê
ência sociolingguística

20
00 pontos

1 1 . o A n o B R I D G E S 26
WR
RITTEN TTEST 2 MOD. 1

Name _________
________________
_______________
________________
________________________________
___________ Classs ________________________

Teeacher _______
________________
_______________
________________
______ Date _______ / ______/____
_______ Grade __________________________

ACTIVITY A

1.. Fitting in in a new school isn’t always easy.


e Read Jesssica’s accoun
nt and fill in th
he gaps with aan appropriate word.

In middle school,
s everytthing began a. a _________ ____ change. By then I w was speaking English fluenntly, so it
b. ________ _____ easier tot communicaate. I told mysself: I’m not going to be laughed c. _____________ aanymore. I
started makiing friends. I met
m a girl nam med Nora, and d I liked her d d. _____________ she kept everything too herself. I
could trust her.
h And I met Walter, who is one of thosee homeboys w who gives youu advice. I finaally felt like I ffit in - like
I was a real American.
A They are still e. ____________
_ _ best friends today.
Most importtantly, middle school is f. __ ___________ my mom andd I gained legaal status. We ddidn’t throw a party, but
we were ex xcited. We kept
k saying “congrats” to o each otherr. It was a relief, becausse my mom got paid
g. ________ _____, and wee moved into a one-bedroom m apartment thhat we didn’t h. _____________ to share. That was
also when mym mom gave birthb to my baaby sister, Miaa.
I feel lucky y that I’m Mexican
M and American. MostM of my rrelatives are still in Moreelia. I’m finaally going
i. _________ ____ - it’ll be my first trip there
t since I emigrated.
e I’m
m excited to seee my grandm mother and the rest of my
family. It’s hard
h to be so far
f j. _______ ______ from them.
t Since thhey haven’t seeen me since I was little, I’mm nervous,
but mostly I can’t wait to give
g them hug gs.

Jessica Hern
nandez, “Jessica Iss An Immigrant”, www.huffingtonppost.com (adapted and abridged)
accessed in F
February 2014

2.. Look at the two


t photos an
nd comment on
o them. Don
n’t forget to:

• mention the reasons why people


immigrate
e;
• mention the
t problems they usually
face.

27 B R I D G E S 1 1 . o A n o
WRITTEN
N TEST 2 MOD. 1

ACTIVITY B
1. Read Jessica’s story.

This is me, JJessica!


Nearly 400 million peop
ple in America were born in
i another coountry and weent to the US for a better llife.
Jessica is one of them. This is her sttory.

I’ll never forget being g the new kid d in my second


grade classs in Silver Spring,
S Marylaand, and askiing
the teacheer for a “shoee.” Everyone laughed at me, m
because I had meant to say “tisssue.” I was so
5 embarrassed that I turneed bright red. My mom and dI .
had moved d to the U.S. that
t year from m Morelia, a city
in Mexico o, in the mid ddle of the country.
c So mym
English wasn’t great at first.
I don’t remmember Mexiico well becau use I left when nI
10 was young g. My mom says s that we left
l because it’si
hard to finnd work theree. She broughtt me to the U.S.
so I could d go to a greaat school and get an excelleent
job somed day.
But not being able to speak English well in Durring elementarry school, myy family’s imm
migration
15 elementary y school made it hard to makem friends and
a 30 statu
us was illegall, so things weeren’t easy. It was hard
understand d my teacherss. Besides, I have dark sk kin, for m
my mom to fiind a job. She eventually fouund work
dark hair, and dark eyess, but in Amerrica, there are so as a hotel maid, bbut she wasn’tt getting paid w
well. She
many white people with w different-colored eyes.. I couuldn’t speak up about it, beecause she diddn’t want
didn’t jusst sound diffeerent – I look ked different. I to ccause a stir aand risk gettiing fired or ddeported.
220 cried everry day. I felt like such a lon ner, like I didn n’t 35 Sincce we didn’t hhave a lot of m
money, my m mom and I
belong or deserve anytthing. Nobody y would talk to hadd to live in a small apartmment that we ssplit with
me, and evene though I’m an outgoing person by anotther family thhat we didn’t kknow. It was crowded,
nature, I kept
k everythin
ng bottled up inside
i becausee I andd I hated havinng to share a kitchen and bbathroom
didn’t kno ow how to say y what I wanteed to say. It was
w withh strangers. T
The other people were nicee, but we
225 so frustratting. It was diffficult getting used to the litttle 40 didnn’t know if wwe could trust them. At thatt point, if
things too o. I rememberr seeing a slo oppy joe1 in thet anyyone told thee police abouut us, we m might get
cafeteria for
f the first time
t and thinnking: “What is dep orted. So mosst nights, my mmom and I hooled up in
that? It loo
oks nasty!” our room and wattched TV.

Jessica Hernaandez, “Jessica Is A


An Immigrant”, w
www.huffingtonposst.com (adapted annd abridged)
accessed in Febbruary 2014

1
sloppy joe minced beef, oniions, tomato saucee or ketchup and otther seasonings, seerved on a hamburrger bun.

1 1 . o A n o B R I D G E S 28
WRITTEN
N TEST 2 MOD. 1

2. Comple ete the senten


nces below acccording to th
he informatio
on in the storyy. You can on
nly write betw
ween two
to five words.
w

a. Peop
ple immigrate in__________
____________
______________________________________life.

b. When Jessica pron


nounced a worrd wrongly in class, ___________________________________.

c. Not being
b able to speak
s English fluently_____
f _______________________ tto integrate at first.

d. As sh
he looked diffe
erent from eve
eryone else, she felt __________________
________anyw
where.

d. Due to
t the fear of deportation, Jessica
J and he
er mom______________________________room in the eevenings.

3. Answerr the followingg questions.

3.1 What were the re


easons that fo
orced Jessica and her mom tto leave Mexicco?

3.2 Whyy is being an illegal immigraant problemattic in a countryy such as the USA?

4. Who orr what do the following words refer to?

a. there
e (l. 11) ______
_______________
__________ b. it (ll. 33) ________
_________________________

5. Fill in th
he gaps with the
t verbs in brackets in the
e appropriate present or paast form.

After hiigh school, I want


w to go to college
c and ge
et a good job.. I want to maake my mom p obably try
proud. I’ll pro
to get into Harvard. I a. _______ ______ (get) straight A’s nnow, and my teachers keeep telling me that I b.
_____________ (be) a leader. They say that wh hen I do my w work, it c. _____________ (make) the other kids
around me want to do d their work too.t
I want to be a psych hologist. You see me, and you don’t th ink I’ve been through thin ngs, because my smile
d. _____________ (hide) a thousaand feelings. Being an imm migrant e. _____________ ((make) me sttronger –
it f. __
___________ (teach) me how to be determined, work hard, and overcom me obstacles. At first,
g. _____________ (be e) in a shell. I h. ________
_____ (not waant) to talk to o anyone – peeople i. _____________
(make) fun of me. But once I j. __________ ___ (learn) Ennglish and k. _____________ (feel) com mfortable,
n’t stop. I l. __
I couldn ___________ (spread) my wings, and noow I feel like I can fly. If I mm. _____________ (be)
playing soccer in the park today and n. _______ ______ (see) those kids wh ho laughed at me in second d grade, I
would say,
s “Hi, remember me? Loo ok at me now!”o. _____________ (it / nott sound) greatt?

ACTIV
VITY C
You have seen details ofo a story-writting competition in your scchool magazinne and have decided to entter. It is
under the
e title “Just sayy no to prejud
dice!” Write your
y story in aabout 180 worrds.

229 B R I D G E S 1 1 . o A n o
ATRIZ DO 3.o MOMENTO
MA M DE AVALIAÇÃO EESCRITA [Inglêss VII – 11.o Ano
o]

ESTRUTU
URA
Conte
eúdo Cotações
Ativ.
A Competências Tipologia de itens Número

Compe
etência Linguísstica
- com
mpetência lexiccal
- com
mpetência gram
matical
- com
mpetência semântica It ens de seleção
o
A 5 40 pontos
- com
mpetência ortográfica - associação
Compe
etência pragmática
- com
mpetência funccional
Compe
etência sociolinguística

Compe
etência Linguísstica
- com
mpetência lexiccal 3 30 pontos
- com
mpetência gram
matical
It ens de constru
ução
- com
mpetência semântica 1 10 pontos
Module 2 - Resposta currta
B - com
mpetência ortográfica
Building up Your
Y Future - Resposta restrita
Compe
etência pragmática 2 20 pontos
- com
mpetência discu
ursiva
- com
mpetência funccional 10 10 pontos
Compe
etência sociolinguística

Compe
etência Linguísstica
- com
mpetência lexiccal
- com
mpetência gram
matical
- com
mpetência semântica
It ens de constru
ução
C - com
mpetência ortográfica 1 80 pontos
- Resposta exttensa
Compe
etência pragmática
- com
mpetência discu
ursiva
- com
mpetência funccional
Compe
etência sociolinguística

200 pontos

1 1 . o A n o B R I D G E S 30
WR
RITTEN TTEST 3 MOD. 2

Name ________
________________
_______________
________________
________________________________
____________ Claass ________________________

TTeacher _____
________________
_______________
________________
_______ Date _______/ _____ / __
_________ Gradee ___________________________

ACTIVITY
YA
1. Read an exxcerpt from th
he article you’’re going to re
ead next. Fivee sentences h
have been rem
moved from itt. Choose
from the se
entences a. to
o e. the one which
w fits each
h gap.

Wheere are the


t skillled oness?
Economistss are now emp phasising a thirrd problem: th
he mismatch bbetween the skkills that youngg people offerr and the
mployees neeed. (1) _______
ones that em _ — but comp plain that theyy cannot find candidates wwith the right aabilities.
McKinsey, a consultancy y, reports that only 43% of the
t employerss in the nine countries that iit has studied in depth
(America, Brazil,
B Britain
n, Germany, In ndia, Mexico, Morocco, Saaudi Arabia annd Turkey) thiink that they ccan find
el workers. (2) _______
5 enough skillled entry-leve _
The most obvious
o reasoon for the miismatch is po oor basic eduucation. In moost advanced economies ((whether
growing or shrinking) thhe jobless rate for people wiith less than a secondary-scchool educatioon is twice ass high as
for those with university degrees. But two
t more subttle reasons desserve attentionn, too.
(3)
________. Germany has a long trad h-quality vocaational educattion and apprenticeships, w
dition of high which in
(4)
10 recent years have helped
d it reduce you
uth unemploym
ment despite only modest ggrowth. ________. In Fraance few
high-schooll leavers havee any real ex xperience of work.
w In Norrth Africa uniiversities focuus on preparing their
students to ven as compaanies complaiin about the shortage of technical skills. The
o fill civil-serrvice jobs ev
unemploym ment rate in Morocco
M is fiive times as high
h for gradduates as it iss for people with only a primary
education. The
T legacy off apartheid meaans that young g black South Africans ofteen live and go to school manny miles
15 from wheree there are jobss.
(5)
________; today they do
d so less. Peteer Capelli, of Wharton businness school, aargues that com
mpanies regarrd filling
a job merely
y like buying a spare part: you
y expect it to fit.

“Generation jobbless”, www.econoomist.com (abridgged), accessed in Jaanuary 2014

a. Countrie
es with the low
west youth jobless rates have a close relaationship betw
ween educatio
on and work

b. Middle--sized firms (between 50 an


nd 500 workerrs) have an aveerage of 13 en
ntry-level jobss empty

c. Compan
nies used to try to bridge that gap themse
elves by investting in training

d. Employe
ers are awash with applicattions

e. Countrie
es with high youth unemplo
oyment are sh
hort of such linnks

331 B R I D G E S 1 1 . o A n o
WRITTEN
N TEST 3 MOD. 2

ACTIVITY
YB
1. Read the arrticle.
Genera
ation Job
bless
Helder Pereeira is a youngg man with no o work and feew
prospects: a 21-year-old who failed to o graduate from
high schooll and lost his job on a building site a feew
months ago. With his sav vings about to run out, he haas
5 come to hiis local emplloyment centrre in the Parris
suburb of Sevran
S to sign
n on for beneefits and to getg
help finding something to do. He’lll get the cash.
Work is an nother matterr. Youth uneemployment in
Sevran is ovver 40%.
10 A continentt away in Atthlone, a grittty Cape Tow wn
suburb, Nok khona, a youn ng South Afrrican mother of o
two, lacks a “matric” or high-school
h quualification, an
nd
has been ou ut of work sinnce October 2010,
2 when her econnomies are similarly “inacctive”. The E Economist
contract as a cleaner in a coffee sho op expired. Sh he calcuulates that, aall told, almoost 290m aree neither
15 hopes for a job as a maid, and has so ought help from workking nor studyying: almost a quarter of thee planet’s
DreamWork ker, a charityy that tries to place youn ng youthh. If the figurres did not incclude young wwomen in
jobseekers in work. A counsellor helps h Nokhon na 35 counntries where thhey are rarely part of the wworkforce,
brush up herh interview skills. But th he jobless raate the rrate would be lower; South Asian womenn account
among you ung black South African ns is probably for oover a quarter of the woorld’s inactivve youth,
20 around 55% %. thouggh in much oof the rich woorld young woomen are
Official figu
ures assembled d by the Intern
national Labou ur doingg better in thee labour force tthan men.
Organisation n say that 75m young g people are 40 On tthe other han nd, many of thhe “employedd” young
unemployed d, or 6% of alla 15- to 24-year-olds. Bu ut havee only inform mal and interrmittent jobs.. In rich
going by youth
y inactivitty, which inccludes all thosse counntries more tthan a third, on average,, are on
25 who are neeither in work k nor educatio on, things loo ok tempporary contraccts which makke it hard to gaain skills.
even worse. The OECD, an intergoverrnmental think k- In pooorer ones, acccording to thhe World Bannk, a fifth
tank, countss 26m young people in thee rich world as a 45 are uunpaid familyy labourers orr work in the informal
“NEETS”: not n in employm ment, educatioon or training.. econnomy. All in aall, nearly halff of the worldd’s young
A World Bank
B databasee compiled fro om household ds peopple are eitherr outside thee formal econnomy or
30 shows moree than 260m young peoplee in developin ng contrributing less pproductively thhan they couldd.

“Generation jobleess”, www.econom


mist.com (abridgedd), accessed in Januuary 2014

2. Complete the following sentences


s acco
ording to the information in
n the article. YYou can only u
use two to six words.
a. Not only did Helder fail __________
____________
____ his job onn a building siite a few months ago.
b. Although
h Nokhona is getting
g help with
w the job intterviews, she _________________________ a job.

c. A quarter of the planett’s youth____


____________
_________________________________________

e title of the article.


3. Explain the

1 1 . o A n o B R I D G E S 32
WRITTEN
N TEST 3 MOD. 2

4
4. Answer the
e following qu
uestions.

4.1 Explain the importan


nce of getting an education when the tim e comes to fin
nd a job.

4.2 Why are half of the world’s


w young people contriibuting less prroductively than they could
d?

5. Fill in the gaps


g with the appropriate
a future form off the verb in b
brackets.

a. Tomorro
ow after schoo
ol, I ________
________ (go) to a job intervview.

b. When yo
ou _________
_______ (get off)
o the plane,, I ________________ (wait)) for you.

c. Don’t forget that we ____________


_ ____ (have) ou
ur weekly stafff meeting at 3 pm.

d. I ______
__________ (ffinish) this wo
ork before tom
morrow morninng – even if it takes me all n
night!

e. _______
_________ (yo
ou / stay) with
h friends when
n you’re in Neew York next m
month?

f. Next wee
ek at this time
e I __________
______ (trave
el) to Greece.

g. Where ____________
_ ____ (we / me
eet) our colleaagues this weeekend?

h. Look at the
t thermome
eter! It ______
__________ (be) so hot lat er today!

i. I think we
e __________
______ (arrive
e) late at the meeting!
m

ACTIVITY
YC
Y
You have seen the followin
ng job advertiisement on th d of your locaal language school:
he noticeboard

LUB ORGANIS
CL SER NEEDED!
(M
Monday and Wed
dnesday evenings only)

Ou
ur language sch
hool is looking
g for a personn to help organnise a Film
Clu
ub for studentss of English. Ou
ur Film Club w
will meet twicee a week to
waatch a film in English
E followeed by a discussiion of the film
m.

ƒ Do you have
h some kno
owledge of Engglish?
ƒ w groups of ppeople?
Do you like working with
ƒ u interested in films?
Are you f

If you
y think you would
w be a suiitable person too organise our Film Club
om you. Pleasee send your leetter to the
theen we would like to hear fro
sch
hool director saaying why you
u are suitable foor the job.

W
Write your lettter of applica
ation to the scchool owner (around
( 180 w
words).

333 B R I D G E S 1 1 . o A n o
ATRIZ DO 4.o MOMENTO
MA M DE AVALIAÇÃO EESCRITA [Inglêss VII – 11.o Ano
o]

ESTRUTU
URA
Conte
eúdo Cotações
Ativ.
A Competências Tipologia de itens Número

Compe
etência Linguísstica
- com
mpetência lexiccal
Iteens de seleção
o
- com
mpetência gram
matical
- escolha múlttipla 10 30 pontos
- com
mpetência semântica
A
- com
mpetência ortográfica
Ittens de constru
ução 1 10 pontos
Compe
etência pragmática
- Resposta resstrita
- com
mpetência funccional
Compe
etência sociolinguística

Compe
etência Linguísstica
- com
mpetência lexiccal
- com
mpetência gram
matical 2 20 pontos
Ittens de constru
ução
- com
mpetência semântica
Module 2 - Resposta currta
B - com
mpetência ortográfica 2 40 pontos
Building up Your
Y Future - Resposta resstrita
Compe
etência pragmática
- com
mpetência discu
ursiva 4 20 pontos
- com
mpetência funccional
Compe
etência sociolinguística

Compe
etência Linguísstica
- com
mpetência lexiccal
- com
mpetência gram
matical
- com
mpetência semântica
Ittens de constru
ução
C - com
mpetência ortográfica 1 80 pontos
- Resposta exttensa
Compe
etência pragmática
- com
mpetência discu
ursiva
- com
mpetência funccional
Compe
etência sociolinguística

200 pontos

1 1 . o A n o B R I D G E S 34
WR
RITTEN TTEST 4 MOD. 2

Name ________
________________
_______________
________________
________________________________
____________ Claass ________________________

TTeacher _____
________________
_______________
________________
_______ Date _______/ _____ / __
_________ Gradee ___________________________

ACTIVITY
YA

1. Read aboutt Nigel’s gap year


y experience. Choose fro
om the given options to beest complete tthe gaps.

For Nigel Portman,


P a lo
ove of travelling began with h what’s
called a “g
gap year”. In common witth many otherr British
teenagers, he chose to take a year out before
a. _______ ______ to sttudy for his degree. Afteer doing
5 various job bs to b. ______ _______ somee money, he leeft home
to gain som
me experience of life in diffferent cultures, visiting
America annd Asia. The more
m adventurrous the young g person,
the c. ___ __________ the challengee they are likely l to
d. _______ ______ them mselves for th he gap year, and for
100 some, like Nigel, it can n e. _______ ______ in a thirst
t for
adventure. Now that hiss university co ourse has com me to an
end, Nigel is just about to leave on a th
hree-year trip that will
take him f. ___________ __ around the world. What’s more, he plaans to make thhe whole journney using onlyy means of
transport which
w are g. ____________
_ _ by natural energy. In otther words, hhe’ll be h. ___ ___________ mostly on
155 bicycles an
nd his own leegs; and when n there’s an ocean
o to crosss, he won’t bbe taking a i.. _____________ cut by
climbing aboard
a a planee, he’ll be joining the creww of a sailingg ship insteadd. As well ass doing some mountain
climbing annd other outdo oor pursuits along the way,, Nigel hopes to j. _____________ on to tthe people he meets the
environmen ntal message that
t lies behind d the whole iddea.
www.eng
glishforums.com/E
English/ALoveTravvellingMultipleChhoiceTest/gnbcb/post.htm (adapted aand abridged),
accessed in F
February 2014

a. settling down getting up


u taking over holdding back

b. ach
hieve raise advance win

c. stro
onger wider greater deep
per

d. putt set aim placee

e. result lead cause create

f. justt complete whole rightt

g. pulled charged forced pow


wered

h. relyying using attempting tryin


ng

i. quick short brief swiftt

j. leavve keep pass give

2.. Name two advantages an


nd two disadvaantages relate
ed with takingg a gap year.

335 B R I D G E S 1 1 . o A n o
WRITTEN
N TEST 4 MOD. 2

ACTIVITY B

1.. Read all about Laurence’s gap year expe


erience in Mad
dagascar.

Bluee venturre in Maadagascaar


I decided to t take a gaap year becaause after
spending 14 4 years educatting myself I felt that I
deserved som me time off! I spent some tiime in my
final year of school deciding what I wanted w to
5 do. It wasn'tt easy, so I en nded up writin ng down a
few criteria:: it has to bee remote; it has h to be
worthwhile; and it has to o include scub ba diving.
Bearing thiss in mind, I sttarted trawling through
the myriad companies that offer Gap G Year
10 experiences. I didn't fullly appreciate just how
diverse a cho oice there wass and what a wide
w range
of activities were open to Gap Year stud dents.
I found the Blue Venturres website and a began
reading a description
d off their expedditions. It
15 appealed to me instantly because of th he number
of different activities thaat are covered d in each exp pedition. Scuuba diving, teeaching English, Baobab eexcursions,
science trainning, pirogue sailing
s (local canoes),
c furtheer scuba divinng training andd a whole hostt more – all inn the exotic
location of Madagascar. Before I con ntinue – Bluee Ventures is a not-for-proofit, English-bbased charityy that runs
expeditions to Madagascaar. The main aim of these expeditions iss to train the vvolunteers in simple scientiific survey
20 methods, equ uip them to reecognise the sub-aqua
s floraa and fauna annd then accurrately record tthe data. But there is so
much more to t it than that.
Madagascar is a wonderfu ul country and I was impresssed by the sceenery and the vvibrancy of thhe capital almoost as soon
as I left the airport. The actual locatio on of the cam mp itself is onn the southweest coast, just next to a sm mall fishing
village nameed Andavadoaaka. There iss a great deal of interactionn between thee volunteers aand the localss, who are
25 incredibly frriendly and lo ove having thheir pictures taken and beaating the voluunteers' footbaall team! Oncce we had
gotten settled in and accu ustomed to ourr authentic Maalagasy huts, the scuba divving started alm most immediaately. One
of the joys of
o diving theree is the remoteeness. There is i no pollutantt source, no toourist diving, no commerciaal trawling
vessels and the majority of o fishermen fish
f traditionaally – this meaans fantastic ddiving! I havve dived in maany places
around the world,
w but the coral
c formatioons I saw out there
t were far better than anny I have seenn elsewhere. Itt is also an
30 exceptionally y diverse areaa in terms of fish
f species; th here are few pplaces in the wworld where yyou can see suuch a wide
variety of fissh - in all shap
pes and sizes – in one dive.
I had a fantaastic time out ini Madagascaar, I made som me important frfriends, improvved my divingg technique annd I have a
whole wealth h of excellentt memories. YouY are looked d after very w
well and all thee staff out theere are very friendly and
approachablee. Make sure you travel abrroad and go so omewhere unuusual and diffeerent!

www.yearroutgroup.org/storiies/region/africa/bblue-ventures-madaagascar (adapted aand abridged),


accessed in F
February 2014

1 1 . o A n o B R I D G E S 36
WRITTEN
N TEST 4 MOD. 2

2. For question
ns 2.1 and 2.2 choose the an
nswer which best
b completess the sentencee.
2.1 Laurence
e decided it was
w time to takke a gap year because:
b
a. he wasn’t
w sure aboout what to doo.
b. he fe
elt he needed it.
c. he wanted
w t a remote place.
travel to
d. he wanted
w to go sccuba diving.

2.2 In line 29, “any” referrs to:

a. fish species.
s
b. Fisheermen.
c. placees around the world.
d. corall formations.

3. Answer the following que


estions.

3.1 Why wass Laurence impressed with Madagascar?

3.2 How doe


es he feel about this whole experience?

4. Rewrite the following sen


ntences as sugggested.

e now lives in South


a. Laurence S Africa. His
H gap year experience
e chaanged his life.

Laurence ………………
……….…………
…………………
…………………
…………………
…………………
………__________……

b. Madagasscar is a wonderful country. Laurence wisshes to visit aggain some dayy.

Madagascar ………………….………
………………………………… ……………… …………………
…________…
…………

c. Although Laurence worked a lot as a volunteer, he


e feels it was eextremely rew
warding.

…….……………………………………………
Despite ………………… …………………
………………___…………__________

d. Laurence
e has kept in to
ouch with the
e people he me
et. He doesn’tt want to forget his memories.

Laurence ………………
……….…………
…………………
…………………
…………………
…………………
……………__________

ACTIVITY C

Y
You have seen an advertisem ment on yourr school noticeeboard for a p
pen friend in tthe United Kin
ngdom. Theree would
be the opportu
unity to stay in England forr a week in the
e summer, annd in return yoour friend would also visit yyou.
W
Write a letter to
t introduce yourself
y for th
he first time.
B
Begin your lettter
D
Dear Pen Frien
nd...

337 B R I D G E S 1 1 . o A n o
ATRIZ DO 5.o MOMENTO
MA M DE AVALIAÇÃO EESCRITA [Inglêss VII – 11.o Ano
o]

ESTRUTU
URA
Conte
eúdo Cotações
Ativ.
A Competências Tipologia de itens Número

Compe
etência Linguísstica
- com
mpetência lexiccal
- com
mpetência gram
matical
- com
mpetência semântica Ittens de seleção
o
A 10 40 pontos
- com
mpetência ortográfica - completamento
Compe
etência pragmática
- com
mpetência funccional
Compe
etência sociolinguística

Compe
etência Linguísstica
- com
mpetência lexiccal 2 10 pontos
- com
mpetência gram
matical
Ittens de constru
ução
- com
mpetência semântica 1 10 pontos
Module 3 - Resposta currta
B - com
mpetência ortográfica
Critical Consu
umerism - Resposta resstrita
Compe
etência pragmática 2 10 pontos
- com
mpetência discu
ursiva
- com
mpetência funccional 5 50 pontos
Compe
etência sociolinguística

Compe
etência Linguísstica
- com
mpetência lexiccal
- com
mpetência gram
matical
- com
mpetência semântica
Ittens de constru
ução
C - com
mpetência ortográfica 1 80 pontos
- Resposta exttensa
Compe
etência pragmática
- com
mpetência discu
ursiva
- com
mpetência funccional
Compe
etência sociolinguística

200 pontos

1 1 . o A n o B R I D G E S 38
WR
RITTEN TTEST 5 MOD. 3

Name ________
________________
_______________
________________
________________________________
____________ Claass ________________________

TTeacher _____
________________
_______________
________________
_______ Date _______/ _____ / __
_________ Gradee ___________________________

ACTIVITY
YA

1. Read the fo
ollowing text about advertiising and com
mplete the gap
ps with the miissing words.

Beauty and thee Beast oof Adverrtising


Advertisingg is an over 100
1 billion do ollar a year
industry annd affects all of
o us a. _____ ______ our
lives. We are each expo osed to over 2000 ads a
day, consttituting perhaaps the most powerful
5 educationall force in society. Th he average FF_TB_05
American b.b __________ _ spend one and
a one-half
years of hish or her life l watching
g television
commerciaals. The ads sell a great deal more
c. _______ ______ produ ucts. They sell
s values,
100 images, and d concepts off success and worth, love
and sexualiity, popularity
y and normalcy y. They tell
us who we are and who we w should be. Sometimes
ddictions.
they sell ad

Advertisingg is the foundaation and econ


nomic lifebloood of the d. ___________ m
media. The primmary purpose of the mass
155 media is to
o deliver an audience to advertisers,
a ju
ust as the primmary purpose
e of television
n programs iss to deliver
e. ___________ audience for commerciials.

Adolescentts are particulaarly vulnerablle because they are new andd inexperienceed consumers and are the prrime targets
of f. ___________ adverttisements. Th hey are in the process of leearning their vvalues and rooles and developing their
self-concep
pts. Most teenaagers are sensitive to peer pressure
p and fiind it difficult to resist or evven question thhe dominant
200 cultural me
essages perpettuated and reiinforced g. __ _________ thee media. Masss communicaation has madee possible a
kind of national peer preessure that erodes private an
nd individual vvalues and staandards. But h h. ___________ do people,
especially teenagers, leaarn from the advertising
a messages?
m On the most obvvious level thhey learn the stereotypes.
Advertisingg creates a mythical,
m mosttly white worrld in i. ___________ peopple are rarely ugly, overweight, poor,
struggling or y (unless you ccount the houusewives who talk to little m
o disabled, eiither physicallly or mentally men in toilet
bowls). In j.
j __________ _ world, peoplle only talk ab
bout products.

Jeaan Kilbourne, “Beeauty and the Beast of Advertising”, www.medialit.orgg (adapted and abrridged), accessed iin January 2014

39 B R I D G E S 1 1 . o A n o
WRITTEN
N TEST 5 MOD. 3

ACTIVITY
YB

1. Read the arrticle.

Happin
ness com
mes from
m the m
market
Most peoplle feel that ad dvertising is no ot something to be taken seeriously. Otheer
aspects of the
t media aree serious – thee violent filmss, the trashy ttalk shows, thhe
bowdlerizaation of the new ws. But not ad dvertising! Altthough much more attentionn
has been paid
p to the cuultural impact of advertising in recent yyears than eveer
5 before, jusst about every yone still feels personally exempt from m its influencee.
What I heaar more than anything else is: ‘I don’t pay p attention tto ads… I jusst
tune them out… they have h no effect on me.’ I hear h this mosst from peoplle
wearing clo othes emblazo oned with logo os.
In truth, we
w are all in nfluenced. Th here is no wayw to tune oout this muchh
100 information n, especially when
w it is designed to break through thhe ‘tuning outt’
process. AsA advertising critic Sut Jh hally put it: ‘To not be influenced byy
advertisingg would be to live
l outside off culture. No human h being llives outside oof
culture.’ Much
M of adverrtising’s poweer comes from m this belief thhat it does noot
affect us. As
A Joseph Goeebbels said: ‘T This is the secrret of propagannda: those whoo
155 are to be persuaded
p by it should be completely
c im
mmersed in thhe ideas of thhe
propagandaa, without eveer noticing thaat they are bein ng immersed in it.’ Becausse
we think ad dvertising is trrivial, we are less on guard,, less critical, than we mighht
otherwise be.
b While we’’re laughing, sometimes
s sneeering, the com mmercial doees
its work.
200 Taken indiv vidually, ads are
a silly, someetimes funny, certainly nothhing to worryy about. But cuumulatively thhey create a
climate of cynicism thaat is poisonou us to relationsships. Ad afteer ad portrayss our real livves as dull annd ordinary,
commitmen nt to human beings as someething to be av voided. Becauuse of the pervvasiveness off this kind of m message, we
learn from childhood thaat it is far saferr to make a co ommitment to a product thann to a person, far easier to bbe loyal to a
brand.
255 Advertising g creates a worldview that is based upo on cynicism, ddissatisfactionn and cravingg. Advertisers aren’t evil.
They are just
j doing theeir job, which h is to sell a product; buut the consequuences, usually unintendedd, are often
destructive. In the historry of the world there has neever been a p ropaganda efffort to match that of adverttising in the
past 50 yeaars. More thou ught, more effo ort, more mon ney goes into aadvertising thaan has gone innto any other ccampaign to
change social consciousn ness. The story y that advertissing tells is thaat the way to bbe happy, to ffind satisfactioon – and the
300 path to political freedomm, as well – is through the consumption
c oof material obbjects. And thhe major motivvating force
for social change through hout the world d today is this belief that happpiness comess from the marrket.

Jean Kilbo
ourne, www.bodyeenlightenment.me (adapted and abriddged), accessed inn February 2014

1 1 . o A n o B R I D G E S 40
WRITTEN
N TEST 5 MOD. 3

2. Complete the following sentences


s acco
ording to the article. Use beetween two to
o five words.

a. Althouggh the cultural impact of advvertising ____


___________________________, people beelieve they aree exempt
from its influence.

nships ______
b. Relation ____________
____________
____________________ by the effect adveertising on theeir lives.

3. Comment on o the last senntence of the article:


“(...) the major motivatin ocial change throughout th e world todayy is this belief that happiness comes
ng force for so
from the market.”
m (ll. 30-31)

4 hat do the following words refer to?


4. Who or wh

a. it (l. 10) _____________


_______________
_______________
_____

b. this (l. 22)


2 __________
_______________
_______________
_____

5. Rewrite the
e following se
entences as su
uggested.

a. The govvernment had to create new


w legislation re
egarding adveertising.

New leg
gislation…………
………….………………………………
………………………
………………………
…………_________________________

b. The journalist asked Jean


J a lot of questions abou
ut her personaal life.

……………….………………………………………………
Jean …… ………………………
………___________________________________………

c. Someon
ne much teach
h these studen
nts about med
dia literacy.

These sttudents…………
………………………
………………………
……………__…________________________________________………

d. “I can’t wait here anyymore. I’ve been here for ovver an hour! I’’ll come back ttomorrow.”

Jean saiid …………………


…….…………………
………………………
…………………… ……………_………
…___________________________……

e. “Are you
u free tomorrow? I’d like to
o know if we could
c meet aftter lunch.”

The jourrnalist wonderred…….…………


………………………
………………………
………………………
…_……_______________________……

ACTIVITY
YC

W
Write an articcle for a teen magazine, givving your opin
nion on the fo
ollowing statement:
nt that young people should learn to earrn money early on in life raather than beiing given pockket
“It’s importan
money. They need to start valuing other things life haas to offer.”
Write about 180 words.

441 B R I D G E S 1 1 . o A n o
ATRIZ DO 6.o MOMENTO
MA M DE AVALIAÇÃO EESCRITA [Inglêss VII – 11.o Ano
o]

ESTRUTU
URA
Conte
eúdo Cotações
Ativ.
A Competências Tipologia de itens Número

Compe
etência Linguísstica
- com
mpetência lexiccal
- com
mpetência gram
matical
- com
mpetência semântica Ittens de seleção
o
A 10 40 pontos
- com
mpetência ortográfica - escolha múlttipla
Compe
etência pragmática
- com
mpetência funccional
Compe
etência sociolinguística

Compe
etência Linguísstica
- com
mpetência lexiccal
- com
mpetência gram
matical 2 10 pontos
Ittens de constru
ução
- com
mpetência semântica
- Resposta currta
Module 4 B - com
mpetência ortográfica 2 40 pontos
- Resposta resstrita
Stand up for the World Compe
etência pragmática
- com
mpetência disccursiva 6 30 pontos
- com
mpetência funccional
Compe
etência sociolinguística

Compe
etência Linguísstica
- com
mpetência lexiccal
- com
mpetência gram
matical
- com
mpetência semântica
Ittens de constru
ução
C - com
mpetência ortográfica 1 80 pontos
- Resposta exttensa
Compe
etência pragmática
- com
mpetência discu
ursiva
- com
mpetência funccional
Compe
etência sociolinguística

200 pontos

1 1 . o A n o B R I D G E S 42
W
WRITTEN
N TEST MOD. 4

Name ________
________________
_______________
________________
________________________________
____________ Claass ________________________

TTeacher _____
________________
_______________
________________
_______ Date _______/ _____ / __
_________ Gradee ___________________________

ACTIVITY
YA

1. Read the te
ext below and
d decide whicch answer, besst fits each sp
pace.

Habitat
H t Destruction
All over thhe world, peo ople are chang ging the face of the Earth. Wild
areas are clleared for farm
ming and to bu uild roads andd expand citiess. Our
factories, cars and pow wer stations poison the environment with
polluting gases
g and chem mical a. __________. As well as transforrming
the environnment, we are destroying haabitats, the ho omes of both pplants
and animalls. Living thin ngs have evolved b. ____ ______ millioons of
years. Maany animals and plants can only survive s in certain
environmen nts. When c. c _________ areas are destroyed,
d wiildlife
cannot alwways d. ______ ____ to the new
n conditionss and some sppecies
may e. ___ _______ out. Thousands of o species of plants
p and annimals
face extincction because of human acctivities. Peop ple can also ssuffer
from habitaat destruction.. When forestss are f. _____ _____ down, eearth is washeed away, and tthis causes croop failure
and starvattion. There is the
t future to consider, too; plants
p providee essential foodd and can alsoo be used in m medicines.
If species become extin nct, their poteential value will
w never be known. Thee scale of desstruction is ennormous.
Swamps, forests,
f grasslaands and jung gles are being
g cleared at aan increasing g. __________. Half of thee world's
tropical rainforests have h. _________ _ been destroyyed. Coral reeffs, called the rrainforests of tthe ocean becaause they
are so rich in life, are threatened arouund the world. We must lim mit the i. __________ to habiitats now j. __________
they remain n a valuable reesource for thee future.

Matt Richtel
R “A Silicon Valley School Thaat Doesn’t Compuute”, www.nytimess.com (adapted and abridged),
accessed in Febbruary 2014

a. rub
bbish non
nsense rem
mains wasste

b. ove
er in witth sincce

c. so thiss succh that

d. adapt use
e sta nd beaar

e. fad
de die
e givee run
n

f. cutt pullled putt stru


uck

g. degree rate ext ent index

h. stilll eve
en alreeady yet

i. injjury hurrt dam


mage pain

j. so that in order
o to in ccase as a result

443 B R I D G E S 1 1 . o A n o
WRITTEN
N TEST 6 MOD. 4
ACTIVITY
YB

1. Read the article.


a

World
W En
nvironm
ment Da
ay and th
he Rightts Conn
nection

For Abigaail Chombo o in Zimb babwe, World


Environmen nt Day will pass
p like any other – a daay
with no saffe water to drink,
d a day where
w the bussh
substitutes for
f a toilet. Itt's as unlikely y that Su Xia, a
5 father of twwo in China, will notice that it's World
Environmen nt Day. He'ss too busy caring for his h
children who
w have leaad poisoning, sickened by b
industrial poollution that plagues
p the co
ountry. Childreen
working in artisanal gold mines aro ound the world
10 won't celebrate either, ass they burn an nd inhale tox
xic
mercury wh hile processingg gold.
The United d Nations En nvironment Program,
P whicch 35 rightts under the K
Kenyan constittution and inteernational
sponsors World Environm ment Day, calls on all citizen ns humaan rights law go unrealizedd and unproteccted. And
of the worldd to promote po ositive environ nmental changge. Phyl lis is not allone. Many environmentaal human
15 While this message off optimism and action is rightts defenders haave been killeed to this day.
important, itt misses a critiical factor. Around the worlld, Hum man Rights Waatch research on industrial pollution
real impact on environm mental degradaation cannot be b 40 in Chhina found a close intersecction of enviroonmental
achieved wiithout protectiing human rig ghts. The issuees issuees and the vioolation of hum man rights. W We found
are inseparaable. that ppeople were rregularly deniied critical infformation
20 No one is more
m aware off this connectiion than Phylllis abouut health riskss from polluttion, that peoople were
Omido, a single mother in n Mombasa, Kenya.
K For fou
ur arressted and ddetained wheen protestingg about
years, Phylllis has been fighting
f to prootect the healtth 45 danggerous factoriees or raising awareness about toxic
and rights of a slum community
c frrom the illeggal polluution, and thatt medical proffessionals liedd to them
actions of a nearby lead d smelter. Th he smelter waas and prevented theem from seekking medical care for
25 built illegallly, without a proper
p environ nmental impaact theirr children, alll in violation of their righhts under
assessment, and in viollation of heaalth and safety Chinnese and interrnational law w. When basic human
regulations. It spews toxic pollution intto the air, water 50 rightts, like the righhts to life, heaalth, food, infoormation,
and soil, anda has caussed lead poiisoning amon ng justicce, participatiion and assem mbly are not respected,
children in the communiity. Yet when n Phyllis spokke the gglobal environnmental movvement loses a critical
30 out about th he impact thiss smelter wass having on her ally – citizens aaround the w world for whhom the
community,, she was rep peatedly threattened, harasseed proteection of rightts and the envvironment aree one and
and beaten by thugs alleegedly linked to the smelteer. 55 the ssame. In violatting their righhts, the marginnalization
Phyllis has not obtained d any legal reedress and sh he of mmany of these people limitss their ability to affect
lives in feaar of retaliatioon for her acctions. Phylliss's posittive environm mental change.

Jane Cohen, “World Envirronment Day and the


t Rights Connecction” www.huffinngtonpost.com (addapted and abridged), accessed in Febbruary 2014

1 1 . o A n o B R I D G E S 44
WRITTEN
N TEST 6 MOD. 4

2. Complete the following sentences


s acco
ording to the article. Use beetween two to
o five words.

a. For man
ny, ________
____________
____________
_____________________________ becausse these people have
other pre
eoccupations..

b. Human rights
r are close
ely _________
____________
__________________________________ cchange.

3. Answer the
e following qu
uestions.

3.1 Is World
d Environmen
nt Day a good initiative to atttract people’ss attention an
nd raise their aawareness?
Why/W
Why not?

3.2 Do you think there is a connection between protecting the ennvironment an


nd human righ
hts? Why/Whyy not?

4
4. Rewrite the
e following se
entences as su
uggested.

a. Farmers treated their land with harm


mful pesticide
es. They pollutted both the ssoil and waterr.

____________
If _______ ____________
____________
____________
___________________________________________

b. Did anyo
one encourage
e these people
e to promote World
W Environnment Day?

Were ____
____________
____________
____________
____________
___________________________________________

c. Some consumers have


e started to bu
uy organic pro
oducts. They w
wish to protectt the environm
ment.

Consumerss ___________
____________
____________
____________
___________________________________________

d. “I’ve bee
en fighting for my communiity for many years. Don’t ig nore us anymore!”

d the journalistt ___________


Phyllis told ____________
____________
___________________________________________

e. People know
k little of what
w is going on
o in the worlld around the m.

Little ____
____________
____________
____________
____________
___________________________________________

f. Despite the
t government’s good inte
entions, the prroject was nevver concluded
d.

Although ____________
_ ____________
____________
____________
___________________________________________

ACTIVITY
YB
In about 180--220 words, write
w an argumentative esssay where yo
ou discuss thee significancee of initiativess such as
W
World Environment Day.

445 B R I D G E S 1 1 . o A n o
MATR
RIZ DA PROVA GLOBAL DE AV VII – 11.o Ano]
VALIAÇÃO ESCCRITA [Inglês V

ESTRUTURA
A
Conteúdo Cotações
Ativv. Competências
C Tipologia dee itens Número

Competência Linguísticca 1 5 pontos


- compe
etência lexical
- compe
etência gramattical Item de construção
o
- compe
etência semânttica - reesposta curta
- compe
etência ortográáfica - reesposta restritaa
A
10 20
0 pontos
Competência pragmáticca Itens de seleção
- compe
etência funcion
nal
- esscolha múltiplaa
Competência sociolingu
uística 3 15
5 pontos

Competência Linguísticca 3 15
5 pontos
- compe
etência lexical
- compe
etência gramattical
- compe
etência semânttica Itenss de construção
3 15
5 pontos
- compe
etência ortográáfica
Global Te
est B - Reesposta curta
- Reesposta restritta
Competência pragmáticca
- compe
etência discurssiva 1 30
0 pontos
- compe
etência funcion
nal

Competência sociolingu
uística 4 20
0 pontos

Competência Linguísticca
- compe
etência lexical
- compe
etência gramattical
- compe
etência semânttica
- compe
etência ortográáfica Itenss de construção
C 1 80
0 pontos
- Reesposta extenssa
Competência pragmáticca
- compe
etência discursiva
- compe
etência funcion
nal

Competência sociolingu
uística

2000 pontos

1 1 . o A n o B R I D G E S 46
GLOBAL TESST
Name ________
________________
_______________
________________
________________________________
____________ Claass ________________________

TTeacher _____
________________
_______________
________________
_______ Date _______/ _____ / __
_________ Gradee ___________________________

TThe final task you are expected to compllete is to write n on the beneffits of education in the
e a text givingg your opinion
ffuture workingg lives of todayy’s youth. Activvities A and B will
w provide youu with input foor Activity C.

A
ACTIVITY A
1. Write a suitable caption for this picture using the exact
e words ggiven.

yo
outh

emplo
oyment

2. Complete th
he following te
ext with the words
w below.

investments reducing climate staability grow


wth work i nequality ustainable
su rreading health

Education is more thaan (a)_______ _________ writing,


w and arithmetic. Itt is one of the most im mportant
(b)________________ a country can make in its people p and itss future and is critical to reducing povverty and
(c)________________. Ed ducation givess people criticcal skills and t ools to help tthem better pprovide for theemselves
and otherss. It helps peo
ople (d)________________ better and caan create opp portunities forr (e)________________
and viablee economic (f)__________
( ______ now w and into tthe future. IIt encouragess transparenccy, good
governance e, and (g)____
____________ _ and helps figght against coorruption. Thee impact of invvestment in eeducation
is profoundd: education results in raissing income, improving (h h)________________, promo oting gender equality,
mitigating (i)__________
( ______ change, and (j)____ _____________ poverty.

3. Rewrite the
e sentences below
b using th
he word(s) in brackets
b and without chan
nging their meeaning. Do nott use the
same word/expression more
m than oncce.

n’t got any research to do, I read a book or


a. If I haven o listen to muusic. (Unless)

_______
____________
____________
____________
____________
___________________________________________

b. Although
h Amy worked
d a lot on her last project, sh
he didn’t get tthe best mark in her class. ((Despite)
______
____________
____________
____________
____________
___________________________________________

c. Universitty students oftten use the Internet to lookk for the inform
mation they n
need. (So that)
t)

_______
____________
____________
____________
____________
___________________________________________

447 B R I D G E S 1 1 . o A n o
GLOBAL TESST
ACTIVIT
TY B
Read the following
f text.

Greatt expectaations: the


t hopees, fearss and
challeenges of today's young people
p
A lifetime in debt after university, job bs hard to fin
nd,
mortgages out of reach h and rents tooo high: youn ng
people seeem to be facin ng a tough timme. But on th he
surface at least, many seem
s as hopefful and positiv ve
5 as young people
p should be.
Amy Baxeendale, 20, fro om Wigan, is currently
c in her
o a degree in photography at Falmouth. "I
third year of
enjoy my freedom to co ome and go asa I please, an nd Commmunicating via sites ssuch as Twiitter and
having thee means to exp periment in my
m line of stud dy Faccebook is an integral part of the lives oof young
10 before I goo out into th he big wide world!
w I enjooy peoople – many oof whom simpply cannot rem member a
being arouund likeminded d people who are here for th he 30 timee without it. ""Social netwoorking is impoortant for
same reasoon." knoowing what's ggoing on," sayys Jacob Macm millan. "It
Nevertheleess, there is evidence
e from
m many quarteers makkes communnication a loot easier." A And for
that young people in th he UK todaay really don n't Baxxendale: "I usee it to keep inn touch with m
my family
15 have it easy. andd friends back home, to Skyype with my bboyfriend
Oliver Meeredith, 17, from
f Swindon n, has just leeft 35 andd my mum, tto organise unniversity grouup work,
college andd is looking foor work. "I waant to get a job, andd to get inspiraation."
move into a place with some friendss and hopefully Desspite the curreent doom andd gloom, manny of the
go into actting. Moving into a flat is likely.
l Acting is fearrs of young ppeople seem remarkably ssimilar to
20 not likely but
b I'm still hoopeful about itt." thosse of an oldder generationn: they are aafraid of
In practicce many young y peoplee have goo od 40 growwing up, takinng on responsibilities, not reaching
relationships with th heir family and friend ds. theiir goals, doingg badly in theiir exams. "Rigght now,"
According to Baxendaale, "being away a from mym say s Meredith, "my only challenge is gettinng a job.
family andd my boyfrien nd for so much h of the year is Thiis is of parammount importannce in my liffe. I’ll do
25 really diffi
ficult. I've alw
ways been a family
f girl, an
nd my very best to be successfuul and accomp mplish my
my friendss are such an immportant part of my life." 45 dreaams.”

Rizwan Sy
yed, “Great expecttations: the hopes, fears and challengges of today's younng people”
(adappted and abridged)), accessed in Febrruary 2014

1. Explain the t following expressions in the text.


e meaning of the
a. lifetime
e in debt (l. 1)
b. currentt doom and gloom (l. 37)
c. paramo
ount importan
nce (l. 43)

2. Say who orr what do the following wo


ords refer to.
a. many (l. 4)________
____________
__________
b. who (l. 11)________
____________
___________
1)___________
c. It (l. 31 ____________
_________

1 1 . o A n o B R I D G E S 48
GLOBAL TESST

1.. Why do you think it is so difficult for to


oday’s youth to
t decide on a line of workk?

2.. Reread the following


f senttences from the text. Matcch the verb fo
orms in bold w
with their usess in context. O
One of the
uses does no
ot apply.

a. I enjoy my
m freedom (ll.. 7-8)
… 1. Past action w
with consequeences for the p present
b. Oliver Me
eredith (...) ha
as just left college (ll. 16-17) 2. Action comp pleted at a speecific time in tthe past
…
c. is lookingg for work (l. 14)
1 3. Fact
… 4. Making a proomise
d. I’ll do myy very best (ll. 43-44)
… 5. Event in progress at the m
moment of speaaking

A
ACTIVITY C
W
Write a text fo or the Europe
ean Commission giving you
ur opinion on
n the benefitss of education
n in the futurre working
livves of today’ss youth.

W
Write between
n 150 and 220
0 words.

Yo
ou may use th
he input provided by activities A and B.

49 B R I D G E S 1 1 . o A n o
MATRIZ
M DA AVA
ALIAÇÃO DA PRODUÇÃO
P RAL [Inglês VII – 11.o Ano]
OR

ESTRUTURA
A
Conteú
údo
Attiv. Competênciass TTipologia de exxercícios

Compettência Linguística
- comp
petência lexical
- comp
petência gramaatical
Coomentar imaagens, relaccionando-as com as
C
Conteúdos lecionados - comp
petência semân
ntica
ST1
S teemáticas trabalhadas em aula, e expressan
ndo a sua
aaté ao nível B1
1/B2 - comp
petência ortográfica
oppinião sobre ass mesmas.
Compettência pragmáttica
- comp
petência funcio
onal
Compettência sociolingguística

MATRIZ
M DA AVA
ALIAÇÃO DA IN RAL [Inglês VII – 11.o Ano]
NTERAÇÃO OR

ESTRUTURA
A
Conteú
údo
Attiv. Competênciass TTipologia de exxercícios

Compettência Linguística Diiscutir algumass das áreas tem


máticas trabalh
hadas ao
- comp
petência lexical loongo do ano.
- comp
petência gramaatical
ST2
S
C
Conteúdos lecionados - comp
petência semân
ntica
ouu
aaté ao nível B1
1/B2 - comp
petência ortográfica
ST3
S
Compettência pragmáttica
- comp
petência funcio
onal coomentar imageens, expressando a sua opiniãão sobre

Compettência sociolingguística ass áreas temáticcas em que se inserem.

1 1 . o A n o B R I D G E S 50
A
ASSESSING ORAL PREESENTATIO
ONS IN CLA
ASS (Studentt assessement: Page 63 in Bridges)

U
Use the table below
b to givee feedback on
n this oral presentation. Puut a tick in thee box that best describes w
what you
th
hought aboutt each aspect of the presenntation, according to the ccriteria and prompt questions in the first
co
olumn. Thesee marks will give the presenter an indicaation of theirr strengths an nd areas for im
mprovement..
However, even n more valuable are the coomments that you are ablee to give, whiich justify thee mark you haave
allocated, and identify for the
t presenterr what you co onsidered to bbe particular sstrengths or ssuggestions ffor
im
mprovement.

unacceptable
t bl

acceptable

impressive
very good
good
Critteria and prom
mpt questions
dentdCommentss

Audibility
Can you hear him/her clearly?
Pace
Is the pace of the speech, orr flow of ideas too fast
or too slow?
Fluency
Is the speech pattern fluent,, indicating fammiliarity
with the conte ent and rehearrsal of deliveryy?
Tone and energy
Is there sufficiient variation in tone? Does the
t
presenter seem enthusiasticc?
Eye contact
Is the presenter making eye contact acrosss the
audience and avoiding becoming note-bou und?
Body language e and gesturess
Is the presenter’s posture up pright and confident?
Does his/her movement
m andd gesture enhaance, not
distract from, what s/he are e saying?
Appropriatene ess to the audiience
Is the contentt and approach h relevant, inte
eresting
and engaging??
Structure and cohesion
Was the structure clearly ou utlined? Is the order
o
logical and easy to follow? Iss the balance of
o various
elements effective? Is timingg accurate?
Use of visual aids
a
Is there a suitaable amount? Are they easy to read?
Do they effecttively support thet spoken delivery?
Does the presenter use them m competentlyy?

This resource was


w created by Kate
K Ippolito fromm the LearnHighher CETL at Brunel University and is licensed
under a Creeative Commonss Attribution
http:///creativecommons.org/licensess/by-nc-sa/2.0/u uk (adapted)

51 B R I D G E S 1 1 . o A n o
Image Bank
B SPEAK
KING TESST 1
T
TEACHER
R'S NOTE
ES

Each studentt will comment on one of the


e following im
mages.

• The studen
nts must be givven some prom
mpts, as for exaample:
– Describe
e what you see in the photo/p
picture.
– Explain the message yo
ou think it convveys.
– Express your
y feelings about the photo
o/picture.

• If appropriate, and in adv


vance, the teaccher may inform the student they can use tthe language b
bank in their Prractice
Book or

1 1 . o A n o B R I D G E S 52
Collabora
C ative Tassk SPEAKIING TEST
T 2
T
TEACHER
R'S NOTE
ES

The following tasks are exaamples of whaat the teacher can do in classs. All of them ccan be previou
usly assigned b
by the
teacher givinng the students time to preppare the topics. The pairs can
n also be choseen in advance if the teacher thinks
this will be th
he best option
n for his/her sttudents.

• The teache
er must give the students a time limit, for example
e two orr three minutees.

• The studen
nts must be givven some instru
uctions, such as:
a
Speak clearly and loud.
Avoid hesittation and repeetitions.
Listen to eaach other and comment on each
e other’s oppinions:
– agreeing with them, extending them and justifying them,
t or
– disagreeiing, presentingg your own opinion and justiffying it.

• If appropriate, and in adv


vance, the teaccher may inform the student they can use tthe language b
bank in their Prractice
Book or

T
TASK 1
In
n pairs, choose e one of the to
opics below annd have a con
nversation aboout it. Give you
ur own opinio
on on the chossen topic,
reelating it to wh
hat has been discussed
d in class.

Multiculturalism Grow
wing up in diffferent countrries A dream job

Taking a gap
g year The imp
portance of ed
ducation The pow
wer of adverttising

Protectingg the environm


ment How far shou
uld we go? - eethics

T
TASK 2
In
n pairs, choose ussed in class. Discuss it with
e a topic discu h your partneer.

Cultu
ure Divversity Imm
migration Third Culture Kid
ds

Human Rights Prejjudice Flexib


bility at work Thee modern worrld

Taking a gap year Recyycling Endanggered species

T
TASK 3

Y
Your school has
h just receivved a five thou
usand Euro prrize.
SStudent A is planning
p to bu
uy books for th
he school libraary.
SStudent B wants to invest in a volunteering organisatio
on and help ppeople in need
d.
SStudent C wants to save the money so it can be spent when it is reaally needed.

Have a discussion (3 minute


es), trying to convince your colleague thaat s/he should
d do the samee as you.

53 B R I D G E S 1 1 . o A n o
Collaborrative Taask SPEAK
KING TESST 3

Paart 1 Intervview (3 minuttes)

1.. Where do yo
ou live? 4. Hoow do you speend your free ttime?
2.. How long have you been studying
s Englissh? 5. Whhat do you lik e/don’t like about your cityy?
3.. What are your plans for th
he future? 6. Doo you live in a house or in a flat?

Part 2 Long Turn (1 minute per studen


nt)

N
Now I’d like each of you to talk on your ow
wn for about a minute.

I’m going to givve each of you


u two different photographss and I’d like yyou to talk abo
out them.

Sttudent A: Herre are your tw


wo photograph
hs. They show two differentt places to livee. I’d like you tto compare and
co
ontrast these pictures and say
s where youu would like to
t be and whyy.

SStudent B: Is there
t a lot of air pollution in the area wh
here you live?

SStudent B: Heere are your tw


wo photograpphs. They each
h show boats in the sea. I’d like you to compare and co
ontrast
at these picturres make you feel.
tthese picturess and say wha

SStudent A: Do nding time near the sea?


o you like spen

1 1 . o A n o B R I D G E S 54
C
Collaboraative Tassk SPEAKIING TESTT 3

Part 3 Collaborative Tassk (3 minutes))

Now, I’d like you


y to talk abo
out somethingg together forr about three minutes. I’m just going to llisten.

Imagine you are


a doing a sch
hool project on
o how to savve our planet.

Here are some ideas about things we can


n do to save our
o planet.

ether about ho
First talk toge ow useful thesse actions cou
uld be. Then d
decide which ttwo pictures w
would be the best to
use in your scchool project.

Part 4 Disccussion (4 min


nutes)

ollowing questions.
Discuss the fo
1
1. What is the
e most important threat forr our planet?
2
2. Are you interested in envvironmental isssues? Why?
3
3. Would you become or arre you alreadyy a member off Greenpeace or any other o
organisation?
4
4. Are there things we can do
d at home to
o help save en
nergy? Give a ffew examples.
5
5. What is the
e most important environmental problem
m in your counntry?
6
6. The climate
e is changing. What problem nk people are going to havee in the future because of th
ms do you thin his?
7
7. What thinggs can we do save our waterr supplies?

555 B R I D G E S 1 1 . o A n o
Avaliação da Oralidade
CATEGORIAS E DESCRITORES PARA A AVALIAÇÃO DA INTERAÇÃO ORAL
Desenvolvimento Temático e
Nível Âmbito - 25% Correção - 15% Fluência - 10% Interação - 25%
Coerência - 25%
N5 • Para se exprimir com • Usa com correção • Produz discursos: • Desenvolve um tema com • Inicia, mantém e conclui um
clareza sobre a maioria dos geralmente elevada: - longos em velocidade consistência, apresentando discurso eficazmente, mas
assuntos, usa: - um vocabulário adequado; regular; informações, argumentos e ainda com algum esforço.
- um leque alargado de - estruturas gramaticais - com poucas pausas exemplos relevantes. • Usa expressões feitas para
recursos linguísticos; variadas. evidentes; • Utiliza eficazmente ganhar tempo e manter a vez.
- expressões complexas/ • Pronúncia e entoação - com ritmo adequado. mecanismos de coesão. • Faz observações e dá
variadas; geralmente claras e • Hesitações ocasionais. seguimento a declarações
- circunlocuções ocasionais. naturais. de outros.
• Erros ocasionais não • Verifica se compreendeu e
perturbam a comunicação. esclarece aspetos
ambíguos.
N4
N3 • Para se exprimir sobre • Usa com correção: • Produz um discurso: • Transmite informação • Inicia, mantém e conclui
assuntos correntes e - vocabulário elementar; - com relativo à-vontade; simples e direta, exprimindo conversas simples,
previsíveis, usa: - estruturas gramaticais - com pausas para planear e o essencial. utilizando as expressões
- meios linguísticos simples. remediar. • Liga frases simples com mais comuns num registo
suficientes; • Pronúncia claramente conectores elementares e neutro.
- circunlocuções. inteligível. mais frequentes. • Exprime-se e reage com
• Eventuais correção a um leque de
hesitações/repetições/ funções linguísticas.
dificuldades de formulação. • Pede esclarecimentos ou
reformulação.
N2

N1 • Usa um repertório básico de • Usa, com um controlo • Produz enunciados: • Fornece informações • Estabelece contactos sociais
palavras e expressões muito limitado: - muito curtos/isolados/ básicas. básicos, utilizando as
simples relacionadas com - algumas estruturas estereotipados; • Liga palavras ou grupos de fórmulas de delicadeza do
situações e necessidades gramaticais simples; - com muitas pausas. palavras com conectores quotidiano mais simples.
concretas. - um repertório muito simples. • Reage a um leque muito
memorizado. limitado de funções
• Pronúncia entendida com linguísticas elementares.
algum esforço.

Fonte: GAVE (adaptado)


Avaliação da Oralidade

CATEGORIAS PARA A AVALIAÇÃO DA INTERAÇÃO ORAL: CLASSIFICAÇÃO INDIVIDUAL DO EXAMINADOR

… Assinale, para cada categoria, o nível que corresponde ao desempenho observado.


… Um desempenho inferior ao nível mais baixo descrito numa dada categoria é classificado com zero pontos, devendo ser assinalado na coluna
correspondente ao zero.

Desenvolvimento
Âmbito Correção Fluência Interação Total
Categorias Temático e Nota
25% 15% 10% 25% 100%
Coerência 25%

Atividade
Pontos 50 40 30 20 10 0 30 24 18 12 6 0 20 16 12 8 4 0 50 40 30 20 10 0 50 40 30 20 10 0 200 Nível

colaborativa
Aluno/a

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

Fonte: GAVE (adaptado)


Avaliação da Oralidade
CATEGORIAS E DESCRITORES PARA A AVALIAÇÃO DA PRODUÇÃO ORAL

Desenvolvimento Temático e
Nível Âmbito - 25% Correção - 25% Fluência - 25%
Coerência - 25%

N5 • Para se exprimir com clareza sobre • Usa com correção geralmente • Produz discursos: • Desenvolve um tema com
a maioria dos assuntos, usa: elevada: - longos em velocidade regular; consistência, apresentando
- um leque alargado de recursos - um vocabulário adequado; - com poucas pausas evidentes; informações, argumentos e
linguísticos; - estruturas gramaticais variadas. - com ritmo adequado. exemplos relevantes.
- expressões complexas/ variadas; • Pronúncia e entoação geralmente • Hesitações ocasionais. • Utiliza eficazmente mecanismos de
- circunlocuções ocasionais. claras e naturais. coesão.
• Erros ocasionais não perturbam a
comunicação.

N4
N3 • Para se exprimir sobre assuntos • Usa com correção: • Produz um discurso: • Transmite informação simples e
correntes e previsíveis, usa: - vocabulário elementar; - com relativo à-vontade; direta, exprimindo o essencial.
- meios linguísticos suficientes; - estruturas gramaticais simples. - com pausas para planear e • Liga frases simples com conectores
- circunlocuções. • Pronúncia claramente inteligível. remediar. elementares e mais frequentes.
• Eventuais hesitações/repetições/
dificuldades de formulação.

N2
N1 • Usa um repertório básico de • Usa, com um controlo muito • Produz enunciados: • Fornece informações básicas.
palavras e expressões simples limitado: - muito curtos/isolados/ • Liga palavras ou grupos de palavras
relacionadas com situações e - algumas estruturas gramaticais estereotipados; com conectores muito simples.
necessidades concretas. simples; - com muitas pausas.
- um repertório memorizado.
• Pronúncia entendida com algum
esforço.

Fonte: GAVE (adaptado)


Avaliação da Oralidade

CATEGORIAS PARA A AVALIAÇÃO DA PRODUÇÃO ORAL: CLASSIFICAÇÃO INDIVIDUAL DO EXAMINADOR

… Assinale, para cada categoria, o nível que corresponde ao desempenho observado.


… Um desempenho inferior ao nível mais baixo descrito numa dada categoria é classificado com zero pontos, devendo ser assinalado na coluna
correspondente ao zero.

Desenvolvimento
Âmbito Correção Fluência Total
Categorias Temático e Coerência Nota
25% 25% 25% 100%
25%

Atividade
Pontos 50 40 30 20 10 0 50 40 30 20 10 0 50 40 30 20 10 0 50 40 30 20 10 0 200 Nível

colaborativa
Aluno/a

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1 N5 N4 N3 N2 N1

Fonte: GAVE (adaptado)


MATRIIZ DO 1.o MOM
MENTO DE AVA AUDIÇÃO [Inglêês VII – 11.o An
ALIAÇÃO DE A no]

ESTRUTUR
RA
Conteú
údo Cotações
Attiv. Competênciass Tipologia d
de itens Número
Compettência Linguística
- comp
petência lexical
- comp
petência gramaatical
- comp
petência semân ntica Iteens de seleção
o 100
A 5
- comp
petência ortográfica - eescolha múltip
pla pontos
Compettência pragmáttica
Área temática
a: - comp
petência funcio onal
Compettência sociolingguística
Compettência Linguística
Reading the World
W
- comp
petência lexical
- comp
petência gramaatical
- comp
petência semân ntica Iteens de seleção
o 100
B - comp
petência ortográfica 10
- rresposta curta pontos
Compettência pragmáttica
- comp
petência discursiva
- comp
petência funcio onal
Compettência sociolingguística
200 pontos

MATRIZ DO 2º MOM
MENTO DE AVA UDIÇÃO [Inglêês VII – 11.o Ano]
ALIAÇÃO DE AU

ESTRUTUR
RA
Conteú
údo Cotações
Attiv. Competênciass Tipologia d
de itens Número
Compettência Linguística
- comp
petência lexical
- comp
petência gramaatical
- comp
petência semân ntica Iteens de seleção
o 100
A 5
- comp
petência ortográfica - eescolha múltip
pla pontos
Compettência pragmáttica
Área temática
a: - comp
petência funcio onal
Compettência sociolingguística
Building up Yo
our Compettência Linguística
Future - comp
petência lexical
- comp
petência gramaatical
- comp
petência semân ntica Itens de construção 100
B - comp
petência ortográfica 5
- resposta curtta pontos
Compettência pragmáttica
- comp
petência discursiva
- comp
petência funcio onal
Compettência sociolingguística
200 pontos

1 1 . o A n o B R I D G E S 60
MATRIZ DO 3.o MOM
MENTO DE AVA AUDIÇÃO [Inglêês VII – 11.o Ano]
ALIAÇÃO DE A

ESTRUTUR
RA
Conteú
údo Cotações
Attiv. Competênciass Tipologia d
de itens Número
Compettência Linguística
- comp
petência lexical
- comp
petência gramaatical
- comp
petência semân ntica Iteens de seleção
o 100
A 5
- comp
petência ortográfica - eescolha múltip
pla pontos
Compettência pragmáttica
Área temática
a: - comp
petência funcio onal
Compettência sociolingguística
Compettência Linguística
Critical Consumerism
- comp
petência lexical
- comp
petência gramaatical
- comp
petência semân ntica Iteens de seleção
o 100
B - comp
petência ortográfica 10
- rresposta curta pontos
Compettência pragmáttica
- comp
petência discursiva
- comp
petência funcio onal
Compettência sociolingguística
200 pontos

MATRIZ DO 4.o MOM


MENTO DE AVA AUDIÇÃO [Inglêês VII – 11.o Ano]
ALIAÇÃO DE A

ESTRUTUR
RA
Conteú
údo Cotações
Attiv. Competênciass Tipologia d
de itens Número
Compettência Linguística
- comp
petência lexical
- comp
petência gramaatical
- comp
petência semân ntica Iteens de seleção
o 100
A 5
- comp
petência ortográfica - eescolha múltip
pla pontos
Compettência pragmáttica
Área temática
a: - comp
petência funcio onal
Compettência sociolingguística
Compettência Linguística
Stand Up for the
t World
- comp
petência lexical
- comp
petência gramaatical
- comp
petência semân ntica Itens de seleçãão 100
B - comp
petência ortográfica 5
- escolha múlttipla pontos
Compettência pragmáttica
- comp
petência discursiva
- comp
petência funcio onal
Compettência sociolingguística
200 pontos

61 1 1 . o A n o B R I D G E S
LISTEN
NING TESST 1

Name _________
________________
_______________
________________
________________________________
___________ Classs ________________________

Teeacher _______
________________
_______________
________________
______ Date _______ / ______/____
_______ Grade __________________________

1.. You will heaar Alden Horrtopo, the Chimes campuss news co-ediitor and also a TCK. He iss a junior from Jakarta,
Indonesia, studying International Relations and Eco
onomics. For q
questions 1.1 to 1.5, choosse the best an
nswer (A, B
or C).

1.1 When assked how he spoke


s English so well, he
A. laughed at the question.
B. felt offfended.
C. failed to reply to the question.

1.2 The fact that he speakks English so fluently,


f show
ws that
A. he has always been
n an excellent student.
B. he gre
ew up in the US.
U
C. he has a natural talent for languaages.

1.3 If you ask a missionaryy kid where s//he is from,


A. they immediately mention
m their birthplace.
B. they say
s they are ciitizens of the world.
w
C. they are
a unable to answer
a the qu
uestion.

1.4 The mom


ment Alden re
eturned to Ind
donesia,
A. he waas welcomed by
b all his familly and friends.
B. he waas labelled a fo
oreigner.
C. he felt the need to move away aggain.

eels he remains an outside


1.5 He still fe er to any Amerrican becausee
A. he did
dn’t grow up in the US all off his life.
B. he hasn’t adopted all
a of their culture and traditions.
C. he stilll sees himselff as an Indone
esian.

1 1 . o A n o B R I D G E S 62
LISTEENING TEST 1

II
1 ew with Paula Yoo, a noveliist and childreen’s book author, talking about one of h
1. You will hear an intervie her latest
books, Goood Enough. For questions a--j, complete the sentences .

a. Good Enough
E is to a great extent based
b on ____
_________________.

b. At her last Thanksgivving reunion, she met some o


e of the real-liife people who
inspired many of herr ___________ _________.

c. The mo ost difficult thing for her waas to write the


e ____________________ off the
story.

d. It was challenging
c to
o make Stephaanie and Eric in
nto
three- ____________
_ ________ chaaracters.

e. The reaason why Paula has so many favourite wrriters is becauuse she majoreed in
__________________ ___.

f. One of her favourite writers at the


e moment in Tom
T Perrotta, as she would
d also
love to master the balance betwee en ____________________.

g. Wheneever she doesn


n’t feel like cre
eative writing,, she turns to other forms o
of writing, such as
______
____________ ___, revising / editing or reaading novels oor re-reading cclassics.

h. Sometimes she also plays _____________________, plays somee videogamess or watches a lot of “guilty
pleasurre” TV, especially Food TV.

i. The mo
oment she reaad Charlotte’s Web, she deccided she wan ted to be _____________________.

j. She feels very honoured for havin


ng __________
__________, aand doesn’t taake it for gran
nted.

663 B R I D G E S 1 1 . o A n o
LISTEN
NING TESST 2
Name ________
________________
_______________
________________
________________________________
____________ Claass ________________________

TTeacher _____
________________
_______________
________________
_______ Date _______/ _____ / __
_________ Gradee ___________________________

1
1. You will he
ear five caree
er advisers taalking to youn
ng people wh ho are prepaaring for their first job intterview.
Choose from
m the list (A-F) which piece of advice each speaker ((1-5) gives. Th
here is one exxtra letter wh
hich you
do not need
d to use.
A. Analyse
e all job propo
osals carefullyy even if they don’t
d sound teempting.
B. Avoid concentrating
c on your free-time interestss.
C. Prioritising is vital wh
hen searchingg for a job.
D. Attend informationaal interviews so
o you become
e more at easee.
E. Spend your
y time disccovering your true interestss.
F. Use soccial media app
ps to widen yo
our prospects..

Speaker 1_____
1 Speakker 2______ Speaker 3 ______ SSpeaker 4_______ Speaker 5
5______

II

1. You will hea


ar people talkking in five diffferent situatio
ons. For questiions 1.1-1.5, cchoose the besst answer (A, B or C).

1.1 You hea


ar a young wo
oman talking to
t her friend. Why does sh
he want to go back to schoo
ol?
A. She wants
w to find a better job.
B. She wants
w to move
e to another country.
c
C. She needs
n to acquire new skills.

1.2 You hea


ar a young wo
oman talking on
o the radio. What is her jo
ob?
A. An in
nventor. B. An in
nterior designe
er. CC. A lawyer.

1.3 You hea


ar a journalistt talking abou
ut an artist. What
W kind of w
work does he d
do?
A. He trransforms the
e materials he is working on.
B. He re
einvents whatt someone else
e has done.
C. He works
w solely on
n designing ne
ew building faccades.

1.4 You hear a young ma out his work. What is he figghting for?
an talking abo
er working conditions.
A. Bette B. A better job. C. A better world.

1.5 You hear an actor be


eing interview
wed on the rad
dio. Why did h
he decide to b
become an acctor?
ollow a family tradition.
A. To fo B. To
o pursue his ppassion. C. To devellop a natural ttalent.

1 1 . o A n o B R I D G E S 64
LISTEN
NING TESST 3
Name _________
________________
_______________
________________
________________________________
___________ Classs ________________________

Teeacher _______
________________
_______________
________________
______ Date _______ / ______/____
_______ Grade __________________________

1.. You will hearr Carolina talkiing about shop


pping in the UK
K. For question
ns 1-5, choosee the best answ
wer (A, B or C).

1.1 One of the most popu


ular markets in the UK is related with
on.
A. fashio
B. musicc.
C. cinem
ma.

1.2 The weather and the seasons


s
A. influence your moo
od.
nce what yourr friends choo
B. influen ose to wear.
C. influen
nce what you wear.

1.3 When th
he weather alllows,
A. you caan read in the park.
B. you caan go for a walk in the park..
C. you caan go to the co
oast.

1.4 For thosse who come from abroad and want to save
s some mo
oney,
A. make
e a list of whatt you need and want to buyy.
B. only buy
b products which
w are in the sales.
C. look in other shopss before buyin
ng a product.

1.5 The UK is the best pla


ace to buy
A. crispss of all differen
nt flavours.
B. choco
olate, all flavours, shapes an
nd sizes.
C. different types of sweets.

65 B R I D G E S 1 1 . o A n o
LISTTENING TESTT 3

II
1. You will hear
h Mark intterviewing Ru
uth Rothelson
n, an expert oon ethical sho opping from the Ethical Consumer
Research Association,
A and
a two teenaagers, Lauren and Bella. Forr questions a--j, complete the sentences..

a. On the high street we’re


w all lookin
ng for a ______
____________
_______________.

b. The Ethical Consum


mer Research Association exists
e to provvide _________________________________, letting
them know
k what the
e companies are
a doing behind the brandss that they seee on the shelvves.

c. An ethical shopper is someone who


w is concern
ned about ____________________________ behind thee product
they arre buying.

d. When products
p are cheap,
c it is even more likelyy someone __________________________________ befo
ore it got
to us.

e. A product from a facctory where the workers have been paidd _________________________ will cost yyou more
to buy.

f. Being an
a ethical shop
pper also meaans buying ___
______________________.

g. On the high street yo


ou can also fin
nd lots of ____
______________________.

h. When Bella
B is out shopping for clo
othes, she doe
esn’t want to tthink they havve been made ___________________.

i. Lauren prefers buyin


ng __________
_________ clo
othes which a re obviously ssecond-hand.

j. Mark now
n feels he will
w be a more ___________
_____________________ in tthe future.

1 1 . o A n o B R I D G E S 66
LISTEN
NING TESST 4

Name _________
________________
_______________
________________
________________________________
___________ Classs ________________________

Teeacher _______
________________
_______________
________________
______ Date _______ / ______/____
_______ Grade __________________________

II
1. You will hear Emma, a high school sttudent, talkin
ng about the i mportance off recycling. Fo
or questions 1
1.1 to 1.5
choose thee right answe
er (A, B or C).

1.1 We are often advissed on the ne


ews that we ought
A. to be active citizzens.
B. to reuse products.
C. to save water.

1.2 Whatt are the essential keys nee


eded to power the protectiion of the envvironment?
A. An
n informed pub
blic, teaching about recyclin
ng, and a greaater demand ffor recycled m
materials.
B. An
n informed pub
blic, the devellopment of im
mproved technnology, and invvestment from
m local govern
nments.
C. A more
m informed public, the development
d of improved ttechnology, an
nd a greater demand for reccycled
maaterials.

1.3 Who should teach the public ab


bout how to use reusable m
materials?
A. loccal governmen
nts.
B. sch
hools and their teachers.
C. a special committtee.

1.4 In so
ome cases, re
ecycling could
d be hazardou
us for the en
nvironment iff special preccautions aren’t taken,
becau
use
A. ab
bandoned dum
mps can severe
ely harm it.
B. chemical waste is sometimes produced as a result.
C. a great
g deal of energy
e is expended to create new produccts.

1.5 The demand for recyclable materials


m in the manufactturing of new
w products iss sometimes sluggish
because
me governments are unwilling to support expensive reecycling methods.
A. som
B. bussinesses do no
ot invest enou
ugh money in research.
C. the
ere is a lack off advanced tecchnology to prrocess the maaterials.

67 B R I D G E S 1 1 . o A n o
LISTEENING TEST 4

II
1. You will heear an intervieew with Sylviaa Earle, a welll-known mari ne scientist and a Nationall Geographic
Explorer-in
n-Residence. For
F questions 1.1-1.5, choo ose the best answer (A, B o or C).

1.1 When
n did she first encounter a wave?
w
A. At the age of thrree.
B. At the
t age of fou
ur.
C. At the
t age of five
e.

1.2 Whatt characteristics do the bestt scientists an


nd explorers h
have?
A. They have a vivid imagination
n and enjoy exxploring.
B. They question everything and
d they are curious.
C. They like travelliing and explorring.

1.3 Why are oceans so


o important?
A. They allow us to
o explore anotther world.
B. They are beautifful.
C. They are the fou
undation of life
e.

1.4 How does she define the ocean nowadays?


ulnerable.
A. Vu
B. Saffe.
C. Myysterious.

1.5 When
n was the lastt monk seal se
een in the Gullf of Mexico?
A. 19
942
B. 1952
C. 1962

1 1 . o A n o B R I D G E S 68
EXTTRA TEAC
CHER’S N
NOTTES
A
AUDIO SCCRIP
PTS
ANSWEER KKEY

11.o Ano BRIDGES


EXTRA TEA
ACHER’S NOTES
N Exercisse 3.5
Americca is still the la nd of unfinisheed dreams and there is a
lot of work to be ddone. It has all it takes to b be a great
(Sugestões mettodológicas e respostas comp
plementares daa
countrry, but it still haasn’t happened d. So, both the song and
banda do/a do
ocente do Manu ual)
the viddeo advocate ffor all the expectations peoplee have for
the futture.
Module 1
Page 225 - Exercise 5
Page 23 – Exerccise 3.4
a. It m
means two thinggs, not being aable to speak and having
Model answer:: lostt their languagee.
AAmerica has evverything to be a great countryy. Maybe that is i b. Thee poet uses thee image of two o tongues in a mouth to
wwhy all the univversity studentss in the audiencce were amazed d reppresent being abble to speak tw wo languages.
at the questtion asked byy one of their colleaguess. c. Thiss metaphor is uused to describ be the mother tongue as
Nevertheless they
t were eve en more surp prised with the bei ng a growing pplant. The repettition of “growss” and the
answers that foollowed. It has often
o been said
d that America is
i worrd “strong” maake the motheer tongue soun nd healthy
tthe land of oppportunity and freedom, but grreat ideas fail to o andd robust.
gget off the grou
und, and are no ot implemented d. There is hope d. Thee poet shows heer mother tonggue as if it weree a part of
ffor the future; however, the numbers tell a different storyy, natture itself, witth a life and strength of its own. It
and hope seem ms to be a thing of the past. sepparates itself fro om the other laanguage, which is not her
• They are seeventh in literaccy; moother tongue. Her mother tonggue is as strongg as blood
• They are twwenty-seventh in math; tiess; it’s a part of hher identity.
• They are twwenty-second in n science;
Page 333 - Exercise 2
• They are foorty-ninth in life
e expectancy;
• They are a hundred and seventy-eighth in infan nt a. Art icle 2: Don’t Disscriminate
mortality; “Evveryone is entittled to all the rights and freeedoms set
• They are a third
t in median household inco ome; fortth in this Declaaration, without distinction off any kind,
• They are nu umber four in labor force and number four in succh as race, colo our, sex, languaage, religion, p political or
exports; othher opinion, nattional or social origin, property, birth or
• They lead the world in only three catego ories: number of
o othher status.
incarcerated citizens per capita, number of adults who o rthermore, no ddistinction shall be made on th
Furt he basis of
believe anggels are real, and a defense sp pending, where the political, jurisddictional or intternational stattus of the
they spend d more than the t next twenty-six countrie es couuntry or territorry to which a peerson belongs, w whether it
combined, twenty-five
t of whom
w are alliess; be independent, trust, non-self--governing or u under any
• They stood up for what waas right; other limitation of ssovereignty.”
• They foughtt for moral reassons; b. Art icle 4: No Slaveery
• They passe ed laws and strucks down lawsl for moraal “Noo one shall be hheld in slavery or servitude; slavery and
reasons; thee slave trade shaall be prohibiteed in all their forms.”
• They started wars on pove erty, not poor people; c. Articcle 7: We’re All Equal Before the Law
• They sacrificed, they cared d about their ne eighbors; “Alll are equal beffore the law aand are entitled d without
• They weren n’t arrogant or brash;
b anyy discriminationn to equal proteection of the laaw. All are
• They built great
g big thingss, made ungodly technologicaal enttitled to equal pprotection against any discrim mination in
advances, explored the universe, cure ed disease, and viollation of this DDeclaration and d against any in ncitement
they cultivvated the world's greatest artists a and the to ssuch discriminaation.”
world's greaatest economy;; d. Art icle 18: Freedom of Thought
• They reache ed for the starss, acted like men n; “Evveryone has tthe right to freedom of thought,
• They aspireed to intelligencce, they didn't criticize
c it; connscience and reeligion; this rigght includes freeedom to
• They didn't identify themsselves by who they voted for in chaange his religio n or belief, and freedom, eitther alone
the last elecction, and they didn't scare so easy; or iin community w with others and d in public or p private, to
• They were able to be all these things and a do all these ma nifest his reli gion or belieff in teaching, practice,
things becaause they were informed. By great g men, men worrship and obserrvance.”
who were revered.
r

1 1 . o A n o B R I D G E S 70
ee. Article 19: Freedom of Exprression Exercisse 5.6
“Everyone has the right to freedom of o opinion and d
They s hould grant theem permanent rresidence – theiir green
udes freedom to hold opinions
expression; this right inclu
cards – a minimum waage, and schoolling for their chiildren.
without interference and to seek, rece eive and imparrt
information and ideas thro ough any mediaa and regardlesss Exercisse 5.7
of frontiers.”
ff. Article 23: Worker’s
W Rights She meentions Thanksggiving because iit is understood
d as a
“(1) Everyone has the rigght to work, to o free choice of
o sharingg celebration.
employmen nt, to just and favourable con nditions of work
and to proteection against unemployment
u . Page 336 - Exercise 2
(2) Everyone, without any discrimination, has the right too Modell answers:
equal pay foor equal work. a. He aalways asked diifficult question
ns.
(3) Everyon ne who workss has the righ ht to just and b. Theey listened to him, thoughtt for a while and then
favourable remuneration ensuring for himself
h and hiis answ wered him.
family an existence worrthy of human dignity, and d c. He wwas reading abbout illegal immmigration when his father
supplementted, if necessaary, by other means
m of sociaal calleed him to watcch a documentaary about immigrants on
protection. TV.
(4) Everyonne has the righ ht to form and to join trade d. He was reading abbout illegal imm migration when his father
unions for the protection of
o his interests.”” calleed him to watchh a documentaryy about immigraants on TV.

Page 35 - Exerccise 4 Page 445 – Exercise 4.5


SSugestão meto
odológica Modell answer: Perhaaps this happen ns when peoplee admire
Model answerss: otherss who are negattively seen by society in general or by
Esta atividade pode
p ser realizaada individualm mente, em paress their ggroup of friendss. And they donn’t want to admit before
oou grupo e o/a docente pode solicitar aos/àss alunos/as que them tthey don’t havee the same opin nion, because th hey
apresentem as suas pesquisass à turma, incluiindo imagens would n’t’ be part of tthe group and eexclusion is
exemplificativas de cada uma das referênciass culturais. marginnalization. The person who has the courage to have a
aa. It is an Amerrican reality-singging competitio on program. differeent opinion fromm the rest of th
he crowd is usuaally
b. It is the name given to an ID D card attestingg to the sociallyy excluded andd relegated to thhe fringe of socciety and
permanent resident
r status of an immigran nt in the United they d on’t want to feeel they don’t belong.
States. It is called
c green beccause that was the color of the e
card betwee en 1946 and 196 64. It has revertted to that Page 448 – Exercise 6
colour since May 2010. Sugesttão metodológica:
cc. The indigeno ous peoples of the United State es. O/a ddocente pode entregar aos//às alunos/as o poema
dd. It is a narrow
w sea passage between
b the eassternmost point compleeto e pedir quue leiam em vvoz alta, em paares, para
of the Asian continent and the westernmo ost point of the treinarr a pronúncia mmas também o som e o ritmo,, dadas as
North Ameriican continent. potenccialidades fon ológicas do p poema. Poderrá, ainda,
ee. It is a nationaal holiday celeb brated primarilyy in the US (on solicitaar que os/as aluunos encontrem
m uma música adequada
the fourth Th hursday of Novvember) and Canada (second ao pooema e até taalvez criar um m rap e apressentá-lo à
Monday of October).
O It is a way to give thaanks for the comunnidade escolar.. Esta atividadee será excelente para a
blessing of th he harvest. In the US it dates backb to coloniall práticaa da oralidade.
times, when the Plymouth colonists
c and Wampanoag
W
Indians share ed an autumn harvest
h feast in 1621.
Modu
ule 2
Exercise 5.5 Page 662 - Exercise 1
AAmericans must be grateful forr the work immigrants (and Job Vaacancy A
migrants) do, beecause althoughh sometimes it is invisible workk
– they cultivate the fresh produuce Americans eat,
e they clean Circa ££16,000 pa
sshops and restaaurants – they are there to do itt. But doon’t forget thaat you will havve deductions from this
amounnt, including taxx and national insurance.

771 B R I D G E S 1 1 . o A n o
JJob Vacancy B Page 882 – Exercise 1.1

Part time (20 hrs/week)


h – A full
f time job wo ould normally be Modell answers:
around 35 hou urs per week, but
b this does depend
d on whaat a. Creeators: journaalists, chef, photographer, graphic
ttype of job it is. Part time jobs can be good d for extra cash dessigner
wwhen you are studying at sch hool or college, or if you have b. Do ers: plumber,, armed forcces, firefighterr, fitness
oother responsibbilities. insttructor
c. He lpers: police offficer, teacher, ssocial worker, n
nurse
Part of a team – If you’ve bee
en part of a spo
orts team, bandd
d. Orgganisers: evennt organiser, accountant, personal
oor a school prroject then make sure you taalk about these
asssistant (PA), civiil servant
tthings on your CV and coveriing letter – as they all help to
o
e. Perrsuaders: advvertising execu utive, public relations
develop teamwwork skills.
offficer, sales manager, hotel man nager
Page 63 – Exerccise 1 f. Thiinkers: scientistt, web designerr, solicitor, engineer

Q
Questions abouut you Page 888 – Research TTime
How will your greatest
g strengtth help you perform?
RAF sttands for the Ro oyal Air Force aand people were against
• How would youy describe yo ourself? war att that time. Thhey didn’t wan nt to join the aarmy in a
• Describe a tyypical working week.
w cause tthey didn’t beliieve in.
• Describe youur work style.
Part off the lyrics (larggely the line 'I w
won't open lettter bombs
• Do you workk well with otheer people?
for yoou') could haave been insspired by Micck Jones'
• Do you take work home witth you?
experi ences in a parrt-time job he held a few yeaars before
• How many hours
h do you no
ormally work?
forminng The Clash, w where he workeed as a clerical assistant
• How would youy describe th he pace at which you work?
at a DH HSS Benefit Offfice. At the tim me, governmentt buildings
• How do you handle stress and
a pressure?
were on a high teerrorist alert, with the IRA A terrorist
• What motivaates you?
organi zation using lettter bombs as w weapons. So wiith no one
• What are yoour salary expecctations? wantinng to open the mail at the ben nefit office, his senior co-
• What are yoou passionate ab bout? worke rs made Jones, as the most ju unior staff mem mber, open
• What do peo ople most oftenn criticize aboutt you? and chheck all the mail. He mentioneed in a 1977 intterview to
• Do you prefeer to work independently or on a team? Tony PParsons about his experiencees, saying "Mo ost of the
• What type of
o work environment do you prrefer? letterss the social seccurity get are ffrom people saaying their
• How do you evaluate succe ess? neighbbors don't needd the money. Th he whole thingg works on
spite."" (www.songfactts.com)
Questions abou
Q ut the new job and the compaany

• Why are youu the best perso on for the job? Modu
ule 3
• What do you u know about th his company?
• What challenges are you lo ooking for in a position?
p Page 995 – Exercise 1
• What can yoou contribute to o this company?? Charlootte
• What do you u see yourself doing
d within the
e first 30 days Q1 - A bout $20
on the job? Q2 - Frrom babysittingg jobs, I make about $10 an ho
our.
• Are you williing to travel? Q3 – SSlurpees (Frozenn flavoured drin
nk)
Q4 – CCash
W out your resume
Work history – Questions abo
Katie
• What were your
y responsibilities?
Q1 - $110
• What majorr challenges and
d problems did you face? How
Q2 - Poocket money annd babysitting jjobs
did you han
ndle them?
Q3 - Cllothes, jewellerry and food
• What have you
y learnt from m your mistakes?
Q4 – CCash
• What did yo
ou like or dislike
e about your pre
evious job?
• Which was most
m / least rew warding? Troy
Q1 - I llive with my girrlfriend and we spend about $3300 a
week including $$150 rent.
w

1 1 . o A n o B R I D G E S 72
Q2 – Part-time job w
www.macmillandiictionary.com/dicctionary/british/aadvertising,
Q3 – Shoes accessed in January 2014
Q4– Cash
Page 1111 – Writing TTime

Oliver In his poem, writer LLeroi Jones, for many years no ow known
Q1 – $10 as Am miri Baraka, fooregrounds thee necessity of students
Q2 – $Pocket money.
m I get $6 a week and if I do extra jobs I develooping their heaarts as well as their minds. Foor Baraka,
get extra spending mone ey authenntic feeling inclludes feeling fo
or the world an
nd people
Q3 – Sportsweaar aroundd us.
Q4 – Cash www.uuic.edu/classes/aad/ad382/sites/Prrojects/P008/P0088_first.html

Matilda Biograaphy:
Q1 – Roughly $100
$ Amiri Baraka (formeerly LeRoi Jones) was born in n Newark,
Q2 – I work parrt-time at Grill'd
d, about 10-15 hours a week, New J ersey, on Octo ober 7, 1934. A After three yeaars in the
plus I get $50
$ a week poccket money. U.S. A Air Force, Jonnes joined th he Beat moveement in
Q3 – Clothes Greenw wich Village. Affter the assassiination of Malccolm X, he
Q4 – Cash or saavings account ono my debit carrd took tthe name Amirri Baraka and became involvved in the
Black Nationalist po oetry and literrature scenes. He later
SSavannah identiffied himself as a Marxist.
Q1 – $100
Q2 – I work 6 hours a week at Boost Juice and
d Barakaa is known fo r his aggressivve, incendiary style. His
mum gives me $60-70 a week
w writingg is controversiial and has ofteen polarized readers. His
Q3 – Shoes andd taxi fares poem "Somebody B Blew up America," a responsse to the
Q4 – Cash or deebit card attackss against the UUnited States o on September 11, 2001,
was crriticized for beeing anti-Semittic. His positionn as New
Page 102 – Exe
ercise 1.2 Jersey 's poet laureatte was strippeed as a result of public
outcryy against the po
oem.
Model answer::
AAd (informal) an advertisement: Try placin ng an ad in the A prol ific writer, Barraka has penneed more than 50 books,
local paper. includiing fiction, m music criticism, essays, shorrt stories,
CCommercial – an advertiseme ent on the tele
evision or radio
o. poetryy and plays. In 1984, he published The Autob biography
Billboard – a laarge outdoor siggn used for advvertising, usually of LeR Roi Jones/Amiiri Baraka. Hee has taught at many
placed in a busyy area. univerrsities, includingg the New Schhool for Social Research,
Poster a large piece of paperr, usually with a picture on itt, San Frrancisco State University and d Yale Universitty. Before
used for ad dvertising: Caampaign postters appeared d retirem
ment, he serveed as professo or emeritus off Africana
everywhere in thet weeks befo ore the election. Studie s at the State University of NNew York at Stoony Brook
Flyer – a piece e of paper advvertising a prod duct, service, or
o for 20 years. Baraka lives in Newark, New Jerseyy, with his
event, that is given
g to people e on the street or delivered too wife AAmina.
ttheir homes. ww
ww.biography.com
m/people/amiri-baraka-9198235 (abridged),
SSlogan – a sh hort clever sen ntence or sayiing used in an accessed in January 2014
advertisement for a particularr product.
Page 1115 – Listening Time
CCampaign – a planned
p series of
o posters, adveertisements, and
events used fo or advertising something:
s a big, governmentt- Exercisse 1
ssponsored cam mpaign to pro omote tourism in the region a. thinggs… objects.; b.. self-esteem; c.. violence
TThe classified ads
a – small advvertisements in a newspaper or o d. dismmembered... foccused; e. physicaal… disorders;
magazine, often placed by private individualss rather than by f. anorrexia; g. Kate Winslet; h. awaree… pay attention
n;
ccompanies. i. tyra nny… health
TThe small adss (British) – a more informal word for 'the
cclassified ads'. Page 1155 – Research Time
TThe personal ads a – a section n in a newspap per or magazine At preesent, the USA A may be a bigger threat (ethically
wwhere people advertise when n they want to meet someone speaki ng). The USA hhas been centraal in the develo opment of
tto have a relationship with. designner babies, withhout any ethicaal restrictions. There are

773 B R I D G E S 1 1 . o A n o
hardly any reggulations on this topic in the USA. Generally Our eaarths really bad, Its just so sad
sspeaking, desiggner babies are e disallowed in
n Europe exceppt I just ddon’t understannd
ffor clinical reaasons. It’s a ho
ot topic, but only
o in America Under stand u-undersstand yeaha
wwhere you can n chose ‘the fatther’ from a catalogue, among Look aat our earth whaat do you see
oother things. In most Europ pean countries there are very Why nno ones helping It beats me
sstrict regulation
ns. Come on everybody w we gotta make it right
Listen to what I’m sayying, this is all o
of our fight, so…

Page 166 – Suggestão metodollógica
Live ass if our future m
matters,
Live as if Our Fu
uture Matters don’t lleave us an eartth that is torn aand battered,
Don’t leave us a World that is Torn and Batte
ered the rulling generation needs to wakee up now
TThe Ruling Generation Needs to Wake Up No ow and ouur generation going to show th hem how
AAnd our Generaation is going to
o show them hoow
yeah yyeah! Live as if o
our future mattters,
WWhy are you sle eeping why aree you so blind don’t lleave us an eartth that is torn aand battered,
WWhen I look aro ound I think you
u lost your mind the rulling generation needs to wakee up now
How can you dis the Earth thiss Way and ouur generation going to show th hem how…!!!!!!
ur life each and every Day
It gives you you
www.reverbnattion.com/artist/ssong_show_lyricss/12461647
But You spit uppon her … you ask for more (adapted d), accessed in January 2014
Not thinking wh hat future geneeration will endure
WWhat will be left by the time your
y done Page 1167 – Speaking Time
YYour children will
w suffer from your dis functio on
Para m
melhor preparaar o debate o/aa docente devee começar
Live as if our Fu
uture Matters por juntar aos/aas alunos/ass por áreaas: o/as
Don’t leave us a World that is Torn and Batte
ered moderradores/as, os/as cientistas, oss/as médicos/as…
TThe Ruling Generation Need to o Wake up Now w
AAnd our Generaation is going to
o show them hoow Desta forma, os/as allunos/as poderrão preparar as respostas
às queestões que lhes serão colocadaas na perspetivaa do setor
TThe air is so polluted its gettin
n hard to breath
h
que reepresentam. Oss/as moderadorres poderão, igualmente,
Our forests are disappearing that means no morem trees
TThe water is rissing in the seas preparrar-se para os temas e, even
ntualmente, accrescentar
YYou unleashed a storm becausse of your diseaase novas perguntas a co
olocar aos/às p
participantes. N
Nesta aula
WWarning bells are
a ringing, you better take heed de preeparação, os/ass alunos/as pod
derão pesquisarr os vários
ggonna destroy the Earth with youry greed tópico s na internet o
ou noutros recu
ursos que tragaam para a
TThe storm is cooming ya better beware aula ouu existam na biiblioteca da esccola.
WWhat ya leavingg us children just ain’t fair

Live as if our Fu
uture Matters
AUD
DIO SCRIPTTS
Don’t leave us a world that is Torn
T and Battered
TThe Ruling Generation Needs to Wake up No ow
AAnd our Generaation is going too show them hoow
STUD
DENT’S BOOK

YYouth are uniting all over the planet Page 110 – Listening TTime
WWere not taking our awesome e Earth for Grannit Exercisse 2
WWe’re standingg together and changing
c the gaame
Georgiie is using her travel experien
nces in Kenya tto change
Our movementt will go down in History with famef
the w orld! She was sponsored byy the Blackberrry Build a
AAnd the peoplee who’ve been fighting
f for so lo
ong
Villagee awards progrram, traveled w
with Me to We to Kenya
AAre the Hero’s that have made e our revolutionn strong
wheree she got to exxperience rich ttraditions as w
well as the
United togetheer our message will be heard
daily sstruggles of thhe people in th
he Maasai Mara Region
AAnd we will cre
eate the world we
w deserve
firsthaand. However, she didn’t leeave those exxperiences
Live as if our Fu
uture Matters behindd when she retuurned home to Canada.
Don’t leave us a world that is Torn
T and Battered
TThe Ruling Generation Needs to Wake up No ow
AAnd our Generaation is going too show them hoow

1 1 . o A n o B R I D G E S 74
Page 10 – Liste
ening Time My plaan turned into action almost a year later, on n May 11,
Exercise 3 2013, the day beforre Mother’s D Day. About 15 teams of
WWhen I lande ed at the Naairobi airport I immediately studennts from the Kitchener-Watterloo Region collected
experienced cuulture shock – everything waas different: the pledgees and compleeted a two-kilometre waterr walk at
ffood, the weaather, the people, the langguage and the Waterrloo Park. For juust a moment, I was taken baack to that
drivers! Watching The Lion Kin ng over and ovver again when I day in Kenya when thhe mothers invvited me to join n them on
wwas a kid definnitely hadn’t prrepared me forr this. Howeverr, their w
walk. Somehow w, I felt as thouggh we had buillt a bridge
oonce I arrived at
a our campsite e I instantly feltt at home – the that coonnected us to the people of Eor Ewuaso, an nd that we
incredible stafff and facilitato
ors became my family, along were ttruly walking inn their footstep
ps. This walk reeally made
wwith the 24 othher high schooll students I wass traveling withh. studennts understand how precious water is, and aat the end
TTogether we dove into new experiences
e and
d learned abou ut of the walk they eacch made a pled dge to take actiion. Some
tthe hardships facing the peo ople of Eor Ewuaso, and theiir pledgees were as sim mple as turnin ng off the waater when
hopes and dreaams for the futu ure. brushi ng their teeth, and taking shorter showers.

t was being able to go on a


One of the highlights of my trip Planni ng this water walk has rem minded me off the life-
wwater walk with two of the mothers
m from Eoor Ewuaso. They changiing lessons I le arned in Kenyaa, and it has also helped
cconsidered the emselves lucky as they only had
h to walk two o me sh are my experieence with others. I discovered d so many
kilometres to the nearest watter source – I couldn’t
c imagine things during those three weeks in Kenya, and I want to
my friends at home
h walking that distance for
f a drink! The incorp orate those thiings into my life in Canada. I learned to
mothers were also grateful that
t their wateer source was a live wiith less – less w
water, less electtricity, less apatthy. While
fflowing streamm, because it minimized
m the risk
r of ingesting I learnned to live with less, I also learned to live witth more –
diseases like malaria. more llove, more passsion and more eempathy. On m my last day
in Kennya, I did not ssay goodbye, I said tuananekkesho, see
AAs we walked,, the children of the commu unity ran out ofo you toomorrow; for yo ou can never fo orget something that has
ttheir huts and joined
j us on ouur journey, grab
bbing our hand ds changeed your life.
and leading us to the stream. Once we got there,
t they took
Discoveer how you can go on a Me to W
We adventure to Kenya:
tthe jerry cans and began filling them. Once full, the jerry
www.m metowe.com/kenya
ccans became re eally heavy, andd the children showed
s me howw
tto tie scarves to
t them to make them easierr to carry. I was Modu
ule 1
astonished thatt these childrenn, sometimes ass young as six or
o
sseven years old were so com mfortable carryiing these heavy Page 220 – Listening TTime
jjerry cans! It was
w a sad realization, as I knew that these Exercisse 1
cchildren had to
o complete the water walk witth their motherrs
Americca is truly a “melting pot.” Living in Miami, I
every day, just to stay alive an
nd healthy.
experi ence this blending of culturees everyday. And having
attendded a nearly all white schoo ol in Illinois wh
hen I was
Page 10 – Liste
ening Time
youngeer, I vastly pprefer high scchool in Miam mi, where
Exercise 4
studennts come from all background ds. Some Americans may
During the lastt few days of my
m trip in Kenyaa, I began to re
e-
not bee aware of it, buut the integratio
on of cultures in America
evaluate my liffe. How could I have so much, when these
has chhanged popularr culture, musiic, and daily liffe for the
people had so little? It’s hard
d to summarize e my experience
better . Each culture adds differentt values and a different
hat it changed my
but I can say th m life. When I left Kenya afte
er
perspeective to form tthe entirety thaat is American life.
tthose three am mazing weeks, I left part of my
m heart in Eo or
Ewuaso. Returning home wass almost as mu uch of a culture On thhe weekends, my neighborss sometimes d decide to
sshock as traveling to Kenyaa. My family was amazingly serenaade the entire block by turn ning up their ttraditional
ssupportive as I hid from socciety and listen ned to The Lion n Spanissh music. I don’’t mind, howevver. Even though I do not
KKing soundtracck on repeat in n an attempt to o relive my trip undersstand most of tthe words, the message that the music
memories. I missed
m everything about Ken nya – from the deliverrs is universal. TThe soulful blen
nd of vocals and acoustic
donkey that woke me up eve ery morning to the deadly bu ut guitar speaks of heaartache, while the fiery trum mpets and
beautiful plantts that we werre all warned not to touch. I tromb ones speak off passion. No other music delivers so
knew that I haad to turn my experience intto an action fo or direct and powerful a message ab bout love thann Hispanic
cchange, so slowwly I turned my longing for Ken
nya into a plan – music,, a music whichh has influenced d modern hip-h hop. Every
tthe 2013 Mama a’s Water Walkk. afternooon, I hear on the streets the lively, hip-ho op beat of

775 B R I D G E S 1 1 . o A n o
“Reggaeton,” a music that blends Jamaiccan and Latino
o That oone of every new w that came
influences. Takes away ones dailyy wage
I despeerately want to o scream
ening Time
Page 20 – Liste
“Your maths is stuck in primary”
Exercise 2
Cos soome who come here also spend d
But the influence of different cultures is hard
dly restricted to
o And soome who come here also lend
music. Not only have conttemporary mo ovies begun to o And soome who come here also tend
incorporate eleements from diverse
d culturees, foreign film
ms To set up work whichh employs them m
have also beco ome more pop pular in America. These film ms And al l your balance ssheets and tren
nds
broaden our unnderstanding off the struggles and
a triumphs of o They w work with numbbers not with m men
ccultures around the world, connecting
c every individual too And al l this goddamn heated talk
tthe global community. Ignorees the trade thee Polish broughtt
Ignorees the men theyy gave work to
oreign films fro
In particular, fo om China have been importan nt Not pluumbing jobs buut further too
tto me; they offfer me the opp portunity to disscover my rootts Ignorees the guys theyy buy stock from
m
as well as to seee the strugglees that my culture experience es Accounntants, builderss, on and on
ttoday. The filmm Raise the Red d Lantern gave mem a glimpse of
o And I kknow it’s nice to o have someon
ne
oold Chinese society and the struggles
s wome en experienced
d, To blam me our lack of jjobs upon
wwhile Hero showed me th he aesthetic aspects
a of my But immmigrations nott that plain
homeland and of Chinese e martial arrts. But more Despitte the sums insiide your brain
importantly, th hese films offe er the same in nsight to every As onee for one, as him m for you
individual that views them. As if hee goes, they’ll eemploy you
Not only in film
f has the merging
m of diffferent culturaal Cos soometimes one that comes makkes two
influences ben nefited Americcans. In Miam mi, the culinary And soometimes one ccan add three m more
heritages of thee world converrge. As a lover of
o unique foodss, And soometimes two ttimes two is mu uch much moree
I am grateful fo
or this diversity.. Than ffour
And m most times immiigrants bring more
Last summer, I experienced mym first taste of authentic Greek
Than m minuses.
ccooking at the e Daily Bread and I enjoyed d it very muchh.
AAlthough the in ngredients werre not unusual to me (chickenn, Page 448 – Listening TTime
oolives, lettuce, tomatoes, lem
mon juice, bread), the way the Exercisse 3
ingredients we ere prepared too make the Grreek dishes waas 1st exccerpt of Facelesss by Benjamin Zephaniah
unique.

Underneath evvery culture, the people rem main the same e; You haave to look beyo ond the face
tthey experien nce the same e tragedies, sufferings,
s and
d To seee the person truue,
ttriumphs that every other person does. But each culture Deep ddown within myy inner space
ooffers a new perspective, a new lifestyyle, that when I am thhe same as you;
experienced can c expand our own knowledge and d I've coounted since thaat fire burnt
ffamiliarities; in the process wee become moree empathic, and
d The m any lessons I haave learnt.
wwe mature as citizens
c of a glob
bal community. You haave to talk to m
me and not
Page 40 – Liste
ening Time The skkin that holds m
me in,
Exercise 3 I took tthe wisdom thaat I got
2nd excerpt of Mathematics
M by Hollie McNish
h To ma ke sure that I w
win;
I'm couunting weaker ffolk than me
Man Who loook but truly caannot see

I’m sick of crappy mathematiccs Page 448 – Listening TTime


Cos I love a bit of sums Exercisse 4
I spent three yeears into economics 2nd exccerpt of Facelesss by Benjamin
n Zephaniah
A
And I geek out over calculus I've se en compassionn from the blind
d
A
And when I meet these paper claims Who t hink with open eyes,

1 1 . o A n o B R I D G E S 76
It's those that judge me quick you'll find Page 770 – Listening TTime
AAre those that are unwise; Exercisse 5
WWhy judge the face that I havee on
Readinng has helped m me, I mean, sch hools taught me reading,
JJust value my opinion.
o
which is, I love. Reaading, writing aand arithmetic,, that’s it.
me and friends will go
Friends will com Like fooreign languagees, I think they’re important, b but I don’t
Now I need frieends that feel. think they should be required. Because…actu ually they
(…) shouldd be teaching you English. And d then teachingg you how
to un derstand dou ble-talk, politicians’ double--talk. Not
Page 48 – Liste
ening Time teachinng you how to o understand FFrench, and Spanish and
Exercise 5 Germaan. When am I going to Germ many?! I can’t afford to
3rd excerpt of Faceless
F by Ben
njamin Zephaniah pay m y rent in Amerrica! How am I going to Germ many? You
My friends have changed so much
m and so know, this is what I m meant by the b basics are not tthe basics
I make sure the ey are real; for mee.
I took the ride and
a paid the prrice, And I tthink that it sho
ould be like college you can go o and take
I can't afford to
o do that twice. the claasses that you want. I think that Elementaary school
shouldd be that way. Where they ggive you the classes you
I came to here from ignorance e take, ffor the basics. And then Junio or High School and High
I cannot call it bliss,
b Schooll should be thhe classes thatt you need, in order to
AAnd now I know w the importance choosee your path.
Of loving me likke this; It’s jusst a place you go during thee day to keep you busy
TTo leave behind d that backward d state while tthey’re at worrk, that’s exactlly what it is… W We’re not
Of judging lookks is very great. being taught to deal with the world d as is it is. Wee’re being
I'm beautiful, I'm beautiful taughtt to deal with thhis fairy land wh
hich one I don’tt even live
TThis minor fact I know, in anyymore. And it’ss sad. Becausee I’m telling yo ou. And it
I tell you it's inccredible shouldd not be me tellling you.
Near death hass made me grow w; (adapteed)
LLook at me, smile, you are now w seeing
Page 778 – Listening TTime
A great thing ca alled a human being.
b
Exercisse 3

I took a gap year mysself before com ming to university and I’d
Module 2 recom mend the expeerience to anyb body, whether you know
Page 70 – Liste
ening Time what yyou want to do o after universsity or not. I did
dn’t know
Exercise 4 what I wanted to takke at universityy or what I wan nted to do
wards and I tookk a gap year go
afterw oing to Kenya, w
working as
TThere should be a class on dru ugs. There shou uld be a class on
a volu nteer in a luxuury tented cam mp teaching waater skiing
ssex education, a real sex edu ucation class. Not
N just picture es
for sixx months, whicch was quite a unique experience. It’s
and diaphragm ms and un-logiccal terms and things
t like thatt.
helpedd obviously im mprove my C CV. I had an amazing
TThere should be a drug class, there
t should be e sex education n,
experi ence while I wwas out there and I think it reeally aided
tthere should be e a class on scaams, there shou uld be a class on
me booth getting innto university in the first p place and
religious cults, there should be a class on police brutalityy,
applyinng for graduate jobs afterwards. My gap yeear taught
tthere should be e a class on apaartheid, there should be a classs
me lotts of skills thaat I was able tto use at univeersity and
oon racism in Ammerica, there sh hould be a classs on why people
hopefuully in life afteerwards. Mainlyy I guess indeependence
are hungry, but there not, there’s class on gym, g you know w,
and seelf-reliance and also the degree of responsibility you’re
physical education, let’s learn volleyball. Be ecause one day
given and you take on a voluntarry placement aand while
wwe’re gonna need…you
n knoww…there’s classses like algebra
you’ree transporting yyourself around the world is hiigher than
wwhere I’ve yet to go to a storre and say can I have xy+2 and d
you’vee ever experienced before. IIn terms of traansferring
ggive me my y change
c back thaank you. I thinkk you can let me
those skills to univerrsity, my gap yyear’s given mee loads of
oout, I’ve lived alone by myself. And the things that helped d
confid ence. You can ttell in the first w
week of university who’s
me were the things
t I learned from my mo other, from the
taken a gap year andd who hasn’t. Itt tends to be tthose who
sstreets.
come forward and arre more socially active that have had a
(adapted)

777 B R I D G E S 1 1 . o A n o
bit more life exxperience and also those who o are a bit more Personn E: No. It’s nott really that imp
portant and I do
on’t have
o
outspoken on their
t course and
d the lecturers love that. the mooney for it so...
www.birminggham.ac.uk/accessibility/transcrip
pts/gap-year.aspxx, waste of money.. They break in less than
Personn F: It’s just a w
accessed in December 2013
a weekk. I spend my m money on sometthing else.

Page 79 – Liste
ening Time Personn G: No, I dare tto be unique. So I do everythin
ng the
Exercise 5 opposiite.

Professor Marccus: Personn H: No, I believve in just being me and if you d


don’t like
Generally speaking I think if yo
ou talk to most academics they it thenn... that’s fine.
tthink that gap years
y used wise ely – and the keey is used wisely
Personn I: I just do what I like, I dresss how I like. It’s what
– are a very good thing. Abo out 12% of ourr current intake
makess me happy andd what I enjoy.
ttake gap years. Now there may be a few ad dmissions tutorrs
tthat you talk to
o who are a littlle bit more skep
ptical about gap Interviiewer: When a new product o or gadget comess up on
yyears; they te end to be in the sciences or perhaps in the maarket like the iPPhone or a new video game system are
engineering orr mathematics and they’re worried
w perhapps you th e first one in linne to buy it?
tthat if you spend a year out of the habit of learning that it i Personn A: I won’t take the first ‘causse I like it to be pretty
may be more difficult
d to pick up of course on nce you join the cheap.. The price goess down, I get it,, yeah...
University.
Personn J: I don’t likee to see really splurge or speending too
Professor Julia: much money on thinngs. I’m more p patient. I wait fo
or it to go
I’m a big fan off gap years. I to ook one myself so I’m probably down price. I really buy things that I really need.
biased. I think that if you’ve got g something you want to do o
in the year beffore you come to university, that t you shouldd Personn K: Not the fiirst in line, butt pretty close to it. Just
do it – and a lot
l of students who want to study a biology “gotta have” kind of ttype thing.
degree actuallyy want to go offf and travel and perhaps work Personn C: Yeah.
oon a conservation project and d of course thatt’s all very good
d,
it will contributte towards your degree and your preparation Interviiewer: Tell me, what kind of ittem?
ffor that and thhen when you come c to us youu’ll be ready foor Personn C: I just got.. . I have a divin
ng board the daay it came
yyour studies. So if there’s som mething you reeally want to do o out.
tthen my advice e is to go for it.
Personn L: I didn’t havve an iPod till likke... this year.
hwww.birmin
ngham.ac.uk/acce
essibility/transcripts/gap-year.asp
px
accessed in December 2013 Personn M: No, I don’tt pay attention to things like th
hat.

Personn N: I’m not greedy or spoiled d or anything. I’m happy


Module 3 with wwhat I have. I d on’t need anything like new oor like just
came out to make m me happy. I havve my friends aand family
Page 94 – Join In
for thaat. There’s no need for anythin
ng.
Exercise 2
JJoin In Personn H: I have fourr... three brothers and a little sister. So,
if you want it, you buuy it, and I don’’t see the need
d to buy it.
Interviewer: Arre you the kind of person you gets caught in If you have a phone,, or if you have a phone period and it
tthe latest “gottta have it craze””? works,, why get a neww one?
Person A: Yeah
h yeah yeah yeaah yeah yeah ye
eah I am. Personn O: I don’t tthink it’s wortth it to have all these
Person B: I gue
ess you could saay that. gadgetts.

Person C: Yeah... I’m guilty but, you know, I try


t not to... Page 994 – Join In
w
when I think ab
bout it. Exercisse 3
Person D: I don n’t feel as a neeed for me to havve it. I gotta Matt: What is it a bout some off these latest fads and
have it, I gotta have it, but I do
o like, I do like nice
n things, youu produccts which makee them so hard to resist?
know?
Bill: W
Well, I think when they’re advertised...hum... the
compaanies, they use these big flashyy things, pictures, names

1 1 . o A n o B R I D G E S 78
and action sce
enes from movies or somethiing to advertise object s. Now of couurse this affectss female self eesteem. It
tthem, to make them seem like
e “oh it’s really cool!” also ddoes somethingg even more insidious – it creates a
climatee in which thhere is widesspread violence against
CCletchy: And also, I think they use celebrities and good songgs
wome n. I’m not at all saying that an ad like this directly
and they show me the good stuff.
s They don’t show the bad
causess violence, it’s not that simple but turning a human
sstuff.
being into a thing iss almost alwayys the first stepp towards
VVince: And advertising comp panies have, yo
ou know, spen
nt justifyiing violence a gainst that peerson. We see this with
ttime and money for years trrying to undersstand what it is
i racismm, we see it with homoph hobia, we seee it with
tthat appeals to
o the youth of America.
A terroriism. It’s alwayys the same process. The person is
Keira: Also like
e when you see e your friends have
h somethingg, dehum manised and viiolence then b becomes inevitable. And
tthat’s kind of like “Oh man, th
hey have it, now
w I gotta get it.” that sttep is already annd constantly taken with wom
men.
Like, so even not like the marrketers themselves, just people Womeen’s bodies aree dismembered d in ads, hackeed apart –
tthat you see in your every dayy life. just onne part of the bbody is focused upon, which off course is
CChris: The commmercials and the advertisinggs, they alwayys the mmost dehumanissing thing you could do to someone.
use that catchyy jingle or som
mebody having fun doing thatt, Everywwhere we look, women’s bodiees turned into tthings and
tthe thing that you
y want. often jjust parts of thhings. And girls are getting thee message
these days so younng, that they need to be impossibly
Kim: The ads definitely try to make you feel like you have too beauti ful. Hot, sexy, extremely thin n, and they alsso get the
have it, and if you don’t havee it, you’re gon
nna feel left ou
ut messa ge that they’ree going to fail,, that there’s n no way to
because everyo one else is gonnna have it. So they make you really achieve it. Girrls tend to feel fine about th hemselves
w
want to buy theeir product. when tthey’re 8, 9, 100 years old but tthey hit adolesccence and
JJess: And they’re like, with thhe athletes now wadays, they’re they hhit the wall annd certainly a part of this w wall is this
paid to wear likke certain namees. Like Tiger Woods,
W he is paid
d terriblee emphasis on physical perfeection. So no w wonder we
tto wear Nike. SoS like golfers will
w be like, “Oh h Tiger Woods is i have aan epidemic off eating disord ders in our cou untry and
a great golfer.”” You know whaat I mean? “If I get Nike, I’ll be increassingly througho out the world.
as good as Tige
er Woods. I’ll bee great!” I’ve beeen talking aboout this for a veery long time aand I keep
e when they say
Keira: Even, evven in like Projeect Runway, like thinkinng that the mo odels can’t get aany thinner but they do.
“the blueflydottcom” wall, they say it fifteen thousand time es They get thinner a nd thinner an nd thinner. Th his is Ana
sso you’re like “blueflydotccom”. I actuaally looked up Carolinna Reston who o died a year ago of anorexia weighing
BlueFly.com ‘caause I’d had nevver heard of it before.
b Even like 88 pouunds and at thhe time she waas still modellin ng. So the
oon the clock thhat they show, it’s like Timex. Like everythingg, model s literally cannnot get any thinner so Pho otoshop is
every little way they can get th
hemselves in theere. broughht to the rescuee. There are exceptions howevver – Kate
Winsleet has been o outspoken about her refusal to allow
Page 79 – Goin
ng to the Movie
es Hollywwood to dictate her weight. When British GQ magazine
Exercise 2 this phhotograph of W Winslet which w was digitally enhanced to
make her look dramaatically thinner, she issued a sstatement
YYou are an individual, but youu are also a memmber of a globaal
that thhe alterations w
were made with hout her consen nt and she
ccommunity. Mo ost important of
o all, you are a consumer. As a
said, ““I don’t look li ke that and m more importanttly I don’t
member of this community, it is your dutty to consume e.
desire to look like thhat. I can tell you that they’vee reduced
WWhy? Because e the system would collapsse if you stop
the sizze of my legs byy about a third.”” Bless her hearrt.
sspending, and the consequences would be awful. The
ssystem that ruuns you countryy relies on you u, being a goodd So, whhat can we do aabout all of thiss? Well the firstt step is to
cconsumer. Thiss film will show you how. becom me aware, to paay attention, an nd to recognisee that this
affectss all of us. The se are public h
health problems that I’m
Page 115 – Listtening Time talkingg about. The obbsession with thhinness is a pub blic health
Exercise 1 probleem, the tyrannyy of the ideal immage of beautyy, violence
WWe all grow up in a culture in which women’s bodies are againsst women. The se are all publlic health prob blems that
cconstantly turn
ned into thingss and into obje ects. Here she’’s affect us all and pubblic health prob blems can only be solved
become the bo ottle of Michelo
ob. In this ad sh
he becomes parrt by chaanging the envirronment.
oof a video gamme. And this is everywhere, in all kinds of o www
w.definatalie.com
m/killing-us-softlyy-4/ (adapted andd abridged),
advertising. Women’s bodiess turned into things
t and intoo accessed in January 2014

779 B R I D G E S 1 1 . o A n o
Page 120 – Going to the Moviies crumpple it up and thhrow it away because no-onee wants to
know oour opinion sweeetheart.
SSo, uh, you know on my show w what I like to
t do is I like to o
promote kindn ness and equal rights, and I don't
d like labels Girl: W
Wow! What elsee can I do with a Bic for Her peen?
and I don't seee colour, I'm like
e a cocker span niel in that wayy.
Ellen: Well, you can use it to writee down a groceery list, or
AAnd I don't likke pointing outt differences between people e,
even rrecipes for wheen you need to feed your man n. And, it's
especially men n and women. And I thoughtt that women...
indest ructible so it'll sstand up to all yyour wild mood
d swings.
wwe've made a lot of progresss towards equaality. And we're
allowed to votte, and I think since 1982 no ow, and we can Girl: It 's so pretty!
wwear pants and drive at night, n all thosse things have Ellen: IIt's the only penn for ladies you
u'll ever need.
happened. And d then I saw so omething that makes
m me think
wwe still have a little bit, uh, a little ways too go. It's a new w Girl: I ccan use it whenn I become pressident.
product from Bic,
B the pen co ompany. And th hey have a new w Ellen: O
Oh, right! Hahaaha. We should get back now.
line of pens called Bic for Her. And this is totaally real, they're
pens just for laadies. And I kn now what you're thinking "it''s Annouuncer: Bic for Her pens! Forr best results use while
about damn time! Where haave our pens been?" b Can you barefooot and pregnannt.
believe this? We've
W been usiing man pens all these yearss. Ellen: Good jogging.. I need to burn off some of those
Blech! And they come in both h lady colours: pink
p and purple e. caloriees. Keep fit!
AAnd they're jusst like regular pe
ens except theyy're pink so they (back tto studio)
ccost twice as much. That is absolutely tru ue as well. The
Ellen: W
Wow, I wish m
my mom would have talked to me about
wworst part is, they don't come e with any instrructions, so likee,
lady peens.
how do they exxpect us to learrn how to write with them, you
know? I was re eading the backk of the pack- well
w I had a man http:///feministing.com /2012/10/15/elleen-degeneres-enndorses-bic-
for-her-pens// (adapted)
read the back ofo the package to me, and it saaid it's designed d
"to fit a woman's hand". This is all true, I'm not making any
oof this up. Designed to fit a woman's
w hand, what does thaat Modu
ule 4
mean? Like, so o when we're taaking down dicctation from ou ur
bosses, we'll feel comfortable, and we'll fo orget we're no ot Page 1137 – Listening Time
ggetting paid as much? I don't know. I mean,, just think ove er Exercisse 1
tthe last 20 yeaars, companies have spent miillions of dollarrs In 19331, when Bravee New World w was being writtten, I was
making pills thaat grow men's hair
h and fix men's sex lives and d convinnced that there was still plentyy of time. The completely
now ladies havve a pen. Wow w! We have, we w have come a organi zed society, thhe scientific casste system, thee abolition
long way baby. It's so ridiculo ous. And they called
c to ask me of freee will by methoodical conditionning, the servituude made
tto be their spo okesperson and d I was outragged! I said I will accepttable by reggular doses o of chemically induced
never do a co ommercial for you,
y and then they said how w happinness, the ortho odoxies drummed in by nightly courses
much they'd pay me; I was like okay. So here's the of sleeep-teaching -- tthese things weere coming all right, but
ccommercial we e shot. not in my time, not eeven in the tim me of my grandchildren. I
Ellen: Oh, whatt's wrong sweettie? forget the exact datee of the eventss recorded in B Brave New
World;; but it was sommewhere in the sixth or seventth century
Girl: I don't kno
ow... Sometimes I just feel... diifferent. A.F. (AAfter Ford). Wee who were livin ng in the seconnd quarter
Ellen: That's be
ecause you're growing
g up. I th
hink it's time we of thee twentieth ccentury A.D. were the inhabitants,
had that talk – the pen talk. admitttedly, of a gruesome kind of universe; but the
nightmmare of those ddepression yearrs was radicallyy different
Girl: But I can't handle those man-pens!
m from tthe nightmare of the future, described in B Brave New
Ellen: That's wh
hy you need the
e new Bic for He
er pen. World.. Ours was a nnightmare of to oo little order; theirs, in
the seeventh centuryy A.F., of too m much. In the p process of
Girl: There's a pen
p for women?
passin g from one exxtreme to the o other, there would be a
Ellen: There is now! They're built
b strong eno
ough for a man
n, long iinterval, so I imagined, du uring which tthe more
but simple enoough that even a woman can understand
u how
w fortun ate third of the human race would make th he best of
tto use them. Here's how itt works: When n you have an both w worlds -- the ddisorderly worlld of liberalismm and the
oopinion, you write
w it down on
o a piece of paper
p and then much ttoo orderly Braave New World where perfect efficiency
left noo room for freeddom or personaal initiative.

1 1 . o A n o B R I D G E S 80
TTwenty-seven years later, in this third quarter of the diagnoosis, is a technique some peo ople think could lead to
ttwentieth century A.D., and lo ong before the end of the firsst designner babies. Usinng PGD scientiists can screen
n embryos
ccentury A.F., I feel a good deald less optimmistic than I didd outsid e the womb, llong before th hey develop intto babies.
wwhen I was wriiting Brave New w World. The prophecies made Then tthey can selectt just those em
mbryos that carrry healthy
in 1931 are co oming true mucch sooner than n I thought they genes,, to ensure the baby is free from m genetic
wwould. The blessed interval be etween too littlle order and the abnorm malities.
nightmare of to oo much has no ot begun and shows no sign of o
beginning. In thhe West, it is true, individual men
m and women Page 1153 – Listening Time
sstill enjoy a large measure of o freedom. Butt even in those Exercisse 3
ccountries that have a traditio on of democrattic governmentt, Dr Leee Silver: I have no doubt that in the future p people are
tthis freedom and even the de esire for this freedom seem to o going tto want to use this technologyy for uses that ggo beyond
be on the waane. In the resst of the world freedom fo or mediciine, for uses tthat are cosmeetic, for thingss like eye
individuals has already gone, or is manifesttly about to go o. colourr and height andd other things tthat are on the border of
TThe nightmare of total organiization, which I had situated in mediciine like longeviity. I have no q question in my mind this
tthe seventh century After Forrd, has emerged d from the safe
e, technoology is going to o be used to prrovide people wwith these
remote future and is now awaiting us, just around a the nexxt kinds oof, of genetic chhoices in their cchildren.
ccorner.
www.huxley.n
net/bnw-revisited
d/
Narrattor: As the usse of PGD exp pands some peeople are
worrieed about just w
what genetic cho oices we will mmake. That
we miight select for genes that affeect looks or peersonality.
Page 153 – Listtening Time
They tthink we've alrready started o on a slippery sslope to a
Exercise 1
world where only gennetically perfecct humans are aallowed to
Narrator (Dilly Barlow): Imaggine a world wh here every child
d be borrn. And that thee possibility of abusing PGD to o create a
wwas perfect. Th
hey need neverr get ill. Always be happy. They maste r race draws closer as we disscover more ab bout what
ccould be bred to be geniuse es, brilliant at music or sportt. our geenes do. And baarely a week go oes by without scientists
SSome say this is no dream. Thhat soon we'll be
b able to selecct claiminng to have disccovered how yyet another gene affects
tthe genes of ou
ur children and have 'designer babies'. us. So me of these geenes are clearlly linked to dissease. But
For others the idea of design ner babies fills them
t with fearr. otherss seem to have the power to influence our b behaviour.
TThey say it's plaaying God, thatt the weak or unusual won't be Dean H Hamer was onee of the first sccientists to linkk genes to
allowed to exist. That we will breed a master race. Or it i mood.. He discovereed a gene w which he thinkks affects
ccould be even worse. We migght create a bre eed of mutantss. happinness.
No subject attrracts more conttroversy than manipulating
m the
Page 1153 – Listening Time
ggenes of our offspring. So, wh hat is a designeer baby and can
Exercisse 4
wwe really create e one today?
Narrattor: PGD is un likely to be ussed to select a designer
Page 153 – Listtening Time baby. TTo create a true designer baby, we couldn't rely on an
Exercise 2 embryyo with just thee right genes occcurring by chance. We'd
Narrator: Some e say one of the
ese children shoould never have need tto be able to innsert any genes we wanted. A And some
been allowed to
t be born, thaat their existencce is a threat to
o say a way to do thiis may alreadyy have been diiscovered.
humanity. Theyy say the technology that cre eated their tiny Frenchh Anderson haas been acknowledged as on ne of the
bodies threatenns to bring back one of the nigghtmares of ouur most rremarkable scieentists of our time. He pioneeered what
history, the dream of creating a perfectlyy bred race of o claimeed to be the biggest revolutio on in modern medicine,
humans. The Nazis
N wanted to o improve the German
G race by treatinng genetic diseease by insertting healthy genes into
ccontrolling tho
ose who had ch hildren and extterminating the patien ts. It's called geene therapy. In
n 1990 Anderso on treated
imperfect. Andd some say we w could use today's genetic his firsst patient, four year old Ashi D
De Silva. She haad a faulty
ttechnology to do the same thing, even if i it was neve er gene t hat meant her immune system m didn't work pproperly.
intended to bee used in that way.
w We could create a world d Professsor Steve Jonees: The phrase 'designer babyy' just fills
devoid of individuality where only perfecct children are me wwith despair, b ecause it's on ne of those thhings that
allowed to be born.
b promisses so much annd delivers almo
ost nothing. Wh
hat do you
Professor Stevve Jones: PGD, or pre-implantation genetic mean by designer baaby? You desiggn your baby w when you,
when yyou choose to go to bed with somebody, okay? That's

881 B R I D G E S 1 1 . o A n o
wwhere the designer baby startts, and that's no doubt crafted
d can’t bbe if our entire economy is bassed on selling fo
ossil fuels.
by evolution. You
Y design your baby when you y send him or o It’s tim
me we draw a linne in the sand.
her to Eton,, or to the local comprrehensive. The
This iss why I’ve spennt my high sch hool career nott partying
environment designs
d your baby, that's happened
h since
and haanging out witth friends, but advocating fo or political
humans evolve ed. And the notion
n that wee can somehow w
changee because I kno ow, even if wee don’t stop this project,
radically change the process by
b technology ju
ust seems to me
some dday when I havve kids and theyy look me in thee eyes and
ffundamentally foolish. We can't do it. We W can't do it i
ask, “WWhat the hell were you thinking, why didn n’t you do
ttechnically; if we could do it technicallyy, we probably
anythi ng about this?”” I know I’ll be aable to look theem back in
wwouldn't wantt to do it beccause it would d be much lesss
the ey es with absolutte confidence aand say, “I’m sorry. I tried
efficient than doing
d it environmentally.
my verry hardest.”

Page 163 – Listtening Time Will yoou? Please don’’t let this pipelin
ne go through.
Exercise 1
Thank you very muchh to each of you
u.
Frankly, now much
m of the scie
ence is pointingg to the fact thaat
w
we can’t stop these things. TheT Arctic will melt; the world d
EXTE NSIVE READ
DING
w
will experiencee the next mass extinction. Myy generation will
have to deal wiith the consequ uences. Surely, your
y generation Page 1179 – Exercise 3
o
owes it to us to
o not make it wo orse.
I was bborn on Septemmber 24, 1984 in Bangkok, Thaailand. My
TThe Internation nal Energy Agency says we haave five years to o father was a diplom mat, so diplomacy and beingg globally-
ccurb global gre eenhouse gas emissions. It may m just be my minde d was instilledd in me from an early age. Being a
yyouthful naive eté, but if thaat’s the case, expanding ou ur diplommat's daughter definitely hass its perks. Through my
network to exttract, sell and burn fossil fue els seems highly father,, I visited various countries in Asia and d Europe,
impractical, wh hich brings us to
o another pointt. experi encing the diffferent culturess and lifestyles.. Of all of
People say, “W Well, if we don’tt sell it, someone else will. We my trravel experiennces, I loved d the uniquee natural
sshould sell it while
w we can and we’ll build d the Canadian enviroonment that eeach country boasts. Norwaay is my
economy.” Fran nkly, that may be true. Maybe e if we don’t sell favoritte country so faar, with its glacciers, fjords, and
d majestic
it, someone else will, but th hat certainly doesn’t
d make iti mounttains. Sri Lanka was an experiience of a lifetiime, I saw
ookay. I assure you, no paren nt ever has saaid to their kid d, what poverty looked like. I also saw how resilient and
“Don’t worry, it’s
i okay to beccome a drug de ealer because if passio nate children ccan be even w when they havee nothing.
yyou sell - if you
u don’t sell druggs - drug addictts will give theiir Traveliing is a passio
on of mine, bu ut I'm currentlyy taking a
money to some eone else. You should
s profit while you can.” break from that. Sooner or later, I have to find d my own
careerr path and take root somewhere, right?
TThat’s just wrong.

Furthermore, they say it will grow


g the economy. Well, I have Page 1179 – Exercise 4
a message for you on behalf of youth all aro ound the worldd.
Seeingg my dad in thee political arenaa made me reaalize that I
TThat is not the economy we want
w for our futture. We simply
am noot cut out to be a diplomatt or do anything in the
ccannot keep investing in fo ossil fuel infraastructure. The
politicaal field. It's onne aspect of so
ociety that I trry to stay
Enbridge pipeliine would expo ort the equivalent of 82 mega
away ffrom. I believee that real chan nge can be don ne on the
ttones of CO2 per
p year. That’’s more than B.C. B emits as an
groundd, on the local level. Yes, poliicies are important, laws
entire province
e.
and goovernance are important, bu ut they take fo orever for
WWe have quite some progresssive policies in place p in the B.C
C. real chhange to happeen. So, I'm an advocate of vo oluntarism
ggovernment, and allowing th his project to go g through ou ur and faace-to-face inteeractions. Hencce, all my volunteer and
province will beb going in the exact wrongg direction. We non-prrofit work. Currrently, I'm a Research Assistaant at the
need to drasttically reduce emissions, an nd becoming a Pinchoot Institute forr Conservation,, assisting on a climate
ccarbon superhiighway to the Pacific is not th he way to do itt. adaptaation plan for the Upper Delaware Region in the US
Regardless of where
w the oil iss burned, it willl have the same (the reegion consists o of seven countties in three staates: New
effect on all 7 billion
b of us. York, New Jersey, and Pennsylvania). This is my first
experi ence on tacklinng a global issu ue (climate chaange) on a
Canadians are supposed to beb the nicest people on earth h.
local leevel. The clima te adaptation pplan is in its fin
nal editing
TThat’s one of th
he stereotypes I actually like about
a us, but we
stages and I hope to ssee it published d by the end of the year.

1 1 . o A n o B R I D G E S 82
Page 179 – Exe
ercise 5 for mee because for tthe most part I work with peeople who
are moore in tune wiith the strugglee, like Canibus and Jean
Places that I've
e called home: Bangkok, Thailand and in the
Grae. CComing from thhat struggle, I jjust get along w
with those
US: New York City
C and Philade elphia. Now, I'm
m in the Pocono os
peoplee better, becauuse of how I greew up. I feel likke a Third
region of Pennssylvania (I decid
ded to give a rural life a try).
Culturee Kid automattically has resspect from people, you
Places that I'vee visited: Sri Lanka, the Mald dives, Malaysiaa, don’t eeven have to trry.
SSingapore, Norway, Sweden, Denmark, En ngland, Francee,
Italy, Poland, Czech Republic, Hungary, Russia, Turkey ... andd Page 5 – Listening Tim
me
I got plenty moore on my "want to visit" list. Exercisse 4

Other interests: I love to hike, eat food from various cuisine es As an artist, what do o you feel is th
he most importtant thing
(a dangerous paastime if I'm noot careful), cookk, volunteer, and listeneers should takee away from your political and
d personal
read. My favorite genres: science fiction and fantasy. My views of the world an nd life?
ffavorite TV serie
es: Dr. Who (I'm
m a big David Tennant fan).
The coommentary I’m m making is now w less about po olitics and
more about life. I’ve done th he anger tow wards the
PRACTICE BOOK governnment stuff, buut for the most part I want to ttalk about
how w we get like that.. I want to makke sure my impaact on the
Module 1 world is in the most positive manneer I can. I’m more about
philosoophy and happpiness than sadness, and music is a way
Page 4 – Exerciise 2
for mee to release tthe sadness an nd try help peeople feel
JJason Trefts is an American-bo orn TCK who ha as lived in Saud
di better as well as mysself. I feel betteer after I write ssomething
AArabia, China and
a the United States. He stud died Sociology inn in a soong rather than talking about m myself.
the University of Washington n and now livess in Cambridgee,
How ddoes being a TC
CK benefit your career?
MMassachussets, where he was born.b He is a weell-known hip-hopp
ssongwriter and d producer. He has worked with w the likes of
o Conneections for one. I did a European tour and thee majority
Canibus, Kool Keith
K and Murs.. During the day he works as a of the time I was sleeeping at my frieend’s places or friends of
ssocial worker, but
b he cut his firrst album in 200 02, when he waas friendss’ houses. Likee when I was in Paris I stayeed with a
19, about a year after he mo oved to the U.SS. from China. ItI friend of a friend w ho I met at on ne night in NYYC. Having
wwas, by every measure, a solo project. He e arranged and accesss to connectionns, as well as p
people having cconnected
recorded every song by himself in his bedroom m, and mastered crews.. People are all over the placee and they’ll come out to
and distributed the finished prroduct on his ow wn. In 2008, the supporrt you whereveer you are.
BBoston Globe feeatured him as “Five Locals On The Verge” with h Is therre anything about being a TC
CK that held yo
ou back in
the release of his first album, “The Glass Shoulld Be Full.” your c areer?

ning Time
Page 5 – Listen There’’s a negativity tthat people feeel threatened by because
Exercise 3 you’vee experienced so much mo ore culture. Th hat’s why
peoplee hang out witth people theyy grow up with h; it takes
When did you first realize th
W ed to become a
hat you wante
peoplee longer to m make friends. A As a TCK, I w went from
hip-hop artist?
knowinng everybody to not knowing anybody.
WWhen I was in 4th grade, I wen nt to the states for the summe er
Page 5 – Listening Tim
me
and this kid I kn
new had a Naugghty By Nature album
a with OPPP.
Exercisse 5
TThat first album
m shaped me. An nd when Public Enemy dropped
AApocalypse 91, that album changed everyything. Chuck D What advice would yyou give to TCK
Ks who want to
o pursue a
always sounded d like he was conveying
c someething importan nt life in music?
tto me. I just staarted emulatingg his stuff. I just feel like in the Don’t forget about the people you knew before yyou made
early 90s if you were a kid at th
he age, everyone just wanted to o yourseelf [into an artiist]. TCKs don’tt have a city or place to
rap. They migh ht not say it, buut everyone waanted to. I have claim, we have experiences. It’s like aall TCKs are from
m one city.
ggood rhythm, verbally I feel likee I could just do
o it.
ww
ww.denizenmag.ccom/2011/05/im-a-tck-and-a-hip--hop-artist/
et to where you
How did you ge u are now? (abridged
d), accessed in January 2014

o three things:: I’m talented, I’m easy to talk


It’s a mixture of
tto and I’m frien
ndly. Being a Third Culture Kidd is a huge help

883 B R I D G E S 1 1 . o A n o
Module 2 and dissplayed as beinng isolated and cold-hearted like Cruella
de Vil ffrom “101 Dalmmatians.”
Page 37 – Liste
ening Time Althouugh women haave made greaat progress fro om being
Exercise 4 lawfullly excommunicated from th he workforce to voting
equallyy alongside m en as equals, but even with h political
Media, as we know
k it today, plays an imporrtant role in ou ur
equalitty they mightt never gain social equalityy. This is
lives, whether we are conscio ous of it or not. It is all around d
becausse our mediaa controls praactically everyy kind of
us, newspaperrs, commercials, posters, maagazines, flyerss,
inform
mation obta inable. According to “Moral
reality shows, and
a cartoons on nly to name a fewf examples of o
Responnsibilities and the Power of P Pictures” by Paaul Martin
oour everyday in nteraction with h the media. Ho owever, with so o
Lester,, children waatch at least twenty five hours of
much involvem ment in our everyday
e lives,, is the media
televission a week, adults spend one--half of their leisure time
ccausing some major problem ms in our socie ety? One of the
engageed in it, sixty mmillion of 1,5000 daily newspaapers and
main issues with the media is it only appeals to culturaal
7,600 weekly newsppapers are sold d each day an nd 60,000
biases, what thhe public want to hear and what w it supportss.
differeent periodicals and 40,000 boo oks are sold each year in
SSexism can be e found in multiple sources anywhere from m
the USS.
magazine advertisements to movies,
m all of which
w support or
o
http://scholarclaaudia.hubpages.ccom/hub/How-W Women-are-
portray women in a submisssive or inferio or position and d
Portraayed-in-the-Mediia, accessed in January 2014
attack women who w do not folllow this example.
AAdvertisementss are the mosst obvious form ms of usage of o
ssexism in the media. In an ad selling cleaaning productss, Modu
ule 4
wwomen are porrtrayed as the ones o enjoying the
t product as if
men are not affected by it at all.
a Society still expects women Page 552 – Listening TTime
tto be physically, mentally and d morally inferrior to men and d Exercisse 2
tthe media is only driving this force. Brrenna Coleman
Speakeer A - Martha
explains in he er article, “Po ortrayal of Women:
W Female
SStereotypes in the Media” thaat ads display and highlight the Teens Turning Green is an organizattion led by stud dents with
ffemale body paarts (thigh, buttt, chest) to sell a product which a focuus on environm mental educattion and advoccacy. This
oobjectifies a women
w in the eyes
e of a man. In the article e, organi zation aims tto expose and d eliminate to oxics that
“Our Barbies, Ourselves”
O Emilly Prager descriibes how Barbie directl y affect healthh and quality of life. TTG evven made
wwas a woman bornb of a man’ss image. The physical attribute es their oown brand andd line of safe, eenvironmentallly friendly
oof Barbie canno ot be replicated d by any living women but still body ccare products. The organizattion currently has three
many women try t today with plastic surgeryy and extremely prograams - TTG: Lifestyles, TTG G: Schools, aand TTG:
deadly diets until they are as a plastic and lifeless as theiir Comm munity. In addittion, they hold yearly campaiigns. They
Barbie beauty idol. With Barrbie, Bratz and d Polly at every are alsso affiliated wiith green sites that discuss h how teens
tturn, little girlls are brain washed
w to beliieve they musst can maake a differencee in various asp
pects of their livves.
ssubject themsselves to being pretty and perfect to be
Speakeer B - Samuel
accepted in socciety and the media plays a bigg part in it.
Projec t Green Dorm m focuses on a more daily aspect of
Page 37 – Liste
ening Time univerrsity teenagers’’ lives: living in a dormitory. It offers
Exercise 5 teens green alternattives from choosing laundry detergent
Movies are jusst as guilty of this.
t Women caan be shown in alternaatives to linenn to school ssupplies. Conssider eco-
ttwo ways in films;
f one, pre etty, innocent, obedient, and d friendlly brands whenn buying bed sh heets, pillows, and bags.
dependent or two, strong, independent, and a sassy but a Choosee recycled products when n shopping fo or school
half-clothed sexual object. “Toomb Raider” is a good example suppliees. And recruitt roommates to join in the ffun of the
o he main characcter, Lara Croft,, is independen
of the latter, th nt green lifestyle.
and strong butt half-clothed anda always sight appealing to o
Speakeer C - Kimberlyy
tthe audience. The
T problem iss it has the sam me effect as the
advertisementss, it objectifies women. Disneyy movies do thiis EarthFForce focuses on making youth hs active citizen
ns who are
also; they portrray women as slender,
s fragile,, vulnerable and
d not onnly aware of eenvironmental problems, butt who are
dependent on men for survvival such as in i “Aladdin” oro able too critically asssess them. Thro
ough proper training of
“Cinderella” (PPrager). Workin ng women are even attacked d educattors, EarthFo orce aims to improve youths’

1 1 . o A n o B R I D G E S 84
understanding of civic systemms and the proocess of prope er class, tthe teacher can award a stam mp to the stud dent. It's a
implementation of solution ns and policy changes thaat way too get studentss motivated to do these typees of very
address enviroonmental issuess. The organizaation has a sixx- small tthings and also inspire their families to get on
n board.
sstep model that is designed to
o engage youngg people in using
ttheir creativityy and ideas for environmental decision n- Sindy: Why focus on this young agee group?
making. Caitlinn: I thought for the youngest students, they'd d probably
be thee most importtant group to get on board d because
SSpeaker D - Anna
they'ree the ones who o, in a couple of years, will bbe leading
Project Lunch is spearheadedd by Teens Turning Green, the the sc hool and also tthe ones who aare going to bee the next
oorganization which
w speaks out
o on school food program ms generaation. So if theyy develop the h habits now, in tthe future
issues. The pro
oject focuses on
o Marin Coun nty schools and
d it will bbe so much eassier to do this naturally.
aims to improvve school foodd programs through education
and involveme ent. The organnization aims for a Platinumm Sindy: What are ssome ways that teens can act in
SStandard for all
a the schools involved, from m elementary too enviroonmentally resp
ponsible ways??
high school an
nd universities.. A Platinum Standard
S meanns Caitlin: There are lotts of importantt actions like w walking to
tthat the foodd program offers local, orgaanic, and non n- school , carpooling, buussing, packing lunches that d don't have
processed foood products prepared
p by respected and d extra wrappers so uusing containerrs instead, reccycling, all
environmentallly aware chefs. these ddifferent small things. But theen there's also tthe aspect
of susstainability thaat has to do with relationsships and
SSpeaker E - Johhn
interacction with the community, tto get studentts to look
TTeens for Planeet Earth is a one
e of a kind gree
en site for teenss.
aroundd them and see that perhaps going for a walk or helping
It is a social network for teenagers
t sharring a common
with a project or plaanting a flowerr has two beneefits - the
interest in en nvironment issues and proje ects. Teens fo or
enviro nmental side annd also the sociaal responsibilityy side.
Planet Earth not
n only conne ects teenagerss to other like e-
minded peers, but also bringss them togethe er in projects fo
or Sindy: Where does yyour passion forr the environm
ment come
tthe environment. Many of the ese are citizen science
s projectts from?
designed to involve young people and stud dents. T4PE haas
sseveral award winning
w green projects that unnited thousand ds Caitlinn: As a child, I ussed to travel a lot with my mo
om, play in
oof teenagers foor a green cause. T4PE also he elps teens to geet the ga rden, be at thee farm - my grandparents used d to live in
involved with volunteer
v and fund raising proojects, as well as Albertaa and they haad a farm - plaant flowers, hiike in the
wworkshops and d seminars to further equip p them in theiir forest.. And so all theese little thingss taught me a lot about
efforts for environment conse ervation. seeingg the world a round me and d seeing how my own
actionss had an impaact, even the smallest things. And that
ww
ww.theenvironmentalblog.org/20
012/01/teenagerss-
has staayed with me until now and d is the main inspiration
enviro ed in January 2014
onment/, accesse
behindd everything.
Page 53 – Liste
ening Time
Sindy: Do you have any advice forr kids who wan
nt to start
Exercise 4
similarr projects in theeir communitiees?
SSindy: Tell us a little about the project yo
ou created, the
Caitlinn: Always keepp in mind whatt the real purp pose of a
PPassport to Susstainability.
projec t is. It's so ea sy to get boggged down by p prices and
CCaitlin: It was a program startted to inspire yoounger studentts decisioons and even po olitics within an
n institution. Ju
ust keep in
tto make small changes to their t lives and develop more mind tthat the purposse of a project is to, say build d a school
ssustainable habits. For kinde ergarten to grade six girls, we or insppire younger sttudents. With that in mind, yo ou can get
developed a prrogram that wo ould enable the em every day to o it donee and inspire eeveryone else aaround you - w whoever is
keep track of their
t sustainabble actions. So it is basically a helpingg, adults, teaachers - to haave similar en nthusiasm
passport that every
e girl received at the begin
nning of the yeaar towardds the commonn goal because it's very easy tto get lost
and it's divided
d into about 20 pages with boxxes and areas to o in the details.
gget stamps. So o each teacher in the classroo om has a stamp
wwith a paw print, which is our school's logo. l For every Sindy: Any last wordds you'd like tto say to get kkids more
ssustainable acttion, say packing a litter-less lu
unch, walking too involveed and more aw
ware of pressingg environmentall issues?
sschool, carpoo oling, recycling, doing sometthing helpful in Caitlin: I think awarenness is the key word in the m
media now.

885 B R I D G E S 1 1 . o A n o
TThere is growin ng awareness. I'm not always thrilled with the was not the firstt time I have been asked this question.
This w
wway things like e sustainability and global warrming are being Countlless times I geet the bewildeered expression n when a
presented, butt I think it's great
g that sud
ddenly this is a newly introduced straanger remarks how fluent myy English is
household word d and people, even young chiildren, recognize and I i n turn explain o once more the story behind thhe accent.
tthat it is. So fo
or younger people to keep bu uilding their own In fact , I was recentlyy introduced to a fellow Indoneesian who
oopinions regard ding things like global warmingg because there asked me if I spent aany time in Indonesia at all. In n contrast
are so many diffferent sources and
a opinions being presented by b to thee majority off international students, m my fluent
environmental interest groups, political groups, even Americcan accent thro ows off any hin
nt of the possib
bility that I
environment clu ubs at school, bu
ut if each one caan feel confiden
nt am noot from this lannd. When it com mes down to itt I am just
tthat their own opinion
o regardin
ng the matter iss the right one, I anotheer third culture kid, born in Inddonesia to an In
ndonesian
tthink is the mo ost important be ecause then thaat way, you fee el family who grew up in Philadelphiaa for a significant part of
personally conn nected with what you're doing and what you can my chiildhood, returnned to my homee country and aam now in
do to change orr help what's hap ppening around you. Grand Rapids for my third year of co ollege.

Page 53 – Liste
ening Time For thhose of you whho may not kn now what this means, a
Exercise 5 third cculture kid is a term coined by sociologist Ruth Hill
Useem m which referss to an indiviidual who hass spent a
SSindy: What dod you do in your day-to-day life to help
p
significcant number o of years outside their parentss’ culture.
protect the envvironment?
Unlike many TCKs I aam not a missio onary kid, a military brat
Caitlin Ohama-Darcus: Deffinitely reduccing as much or from m a business ffamily; rather I was in Philadelphia for
cconsumption as possible. A lo ot of it has to do
d with attitude e, the buulk of my time as my dad com mpleted his maasters and
respect and enthusiasm
e towards the subject, not jusst doctorrate studies.
sstanding back and thinking, "Okay, what I'm m doing today is i
When you ask manyy missionary kid ds where they are from,
not going to have any impacct, so I can do just whatever I
you m ight find that thhat student is u
unable to namee a specific
wwant" but thinkking about it. And
A even if I don n't go the whole
nationn as a result of living in multip
ple places. Fortunately in
wway by not eve er driving in a car
c or somethin ng like that, the
my caase, I simply hhave the optio on of two hometowns:
ffact that I ackn
nowledge that iti is having an impact
i and thaat
Philadeelphia and Jakkarta. Though I would ultim mately call
tthere are certaain things that can be done to t change it, to o
Indoneesia home due to my passport, I have at times replied
make up for wh hatever's happeening. I recycle, I try to walk to
o
Philadeelphia for the ffun of it becausse it was that cconvincing
sschool every daay, I do not wasste water at all, among dozen ns
to passs as a citizen fro
om either counntry.
oof other thingss. It can be do one, and ackno owledging whaat
role you play is most importan nt. A co mmon difficuulty that TCK Ks experiencee is the
www.kidzworld
d.com/article/821
18-caitlin-ohama--darcus-interview
w, identiffication of a seense of belongging. Since English is my
ed in January 2014
accesse first llanguage, wheen I returned d to Indonesia I was
confroonted with thhe challenge o of being labeeled as a
foreignner in my ow wn motherland.. My inability to speak
A
AUDIO SCRIPTS
fluent Indonesian h ad alienated myself from m my fellow
countrrymen.
TTeacher’s Bo
ook
When I started fresh in college I was able tto quickly
Listening Test 1 transittion from beinng labeled as aan internationaal student
becausse of my fluenncy in English. If you never asked, you
PART I may haave never realized that I was international. A question
Not too long ago — at a dinn ner with friendss — I was asked on a reecent survey I ddistributed to cco-workers regaarding my
w
where I was from. I calmlyy responded that I am from m originss revealed that my American colleagues w who were
Indonesia. Aftter some sho ort conversation my friend d unawaare of my citizzenship chose Asian-Americaan as my
proceeded to ask,
a “I hope you u won’t find this offensive, buut ethnic group rather than solely Asiian. Many of m my friends
how do you speak
s English so well?” Upo on hearing thaat have t old me that if tthey never knew w where I was from they
question I laughed and replied d that I grew up in the U.S. fo
or would have assumedd that I was A Asian-American from the
nearly eight yeears before spe ending the nexxt decade in an way I sspeak and behaave.
international scchool in Jakartaa.

1 1 . o A n o B R I D G E S 86
Nevertheless, I remain an outsider to any Am merican because The o riginal ending had Patti join ning the trackk team to
I didn’t entirelyy grow up in th
his land. Althouugh my lifestylee, impresss Ben – it was a funny endingg but it lacked depth… it
cculture and acccent allowed me m to fit in, I wasn’t familiaar felt likke a very supperficial “sitco
om” ending. M My editor
wwith many of thet terms, bran nds and sayingss. I grew up in a suggessted that insteaad of making Been the main focus of the
different worldd than them yett I was still able
e to cling on and
d story, I concentrate on Patti’s relaationship to heer parents
ffit in. Likewise, I was a foreiggner in Indone esia, growing up and leearning to stannd up for herself. That led to o a much
wwith a western n background anda education and carrying an more poignant and ““deeper” endin ng. I would alsso say the
accent in the language. So where do I re eally belong? In scene where Patti witnesses her faather being thee victim of
nfusion is the essence
reality this con e of beinng a TCK — the prejuddice especially difficult to wrrite because off my own
lack of a sense of belonging. The
T thought of a future here or o family’’s personal experiences.
tthere has rem mained a pressiing issue that I have not ye et
decided on. Affter being here e for nearly thhree years, thiis Interviiewer: Besides Patti, who wass your favorite character
place has steaddily become mo ore and more a home. to writte? Who was thhe most difficu
ult?
www.calvin.edu/chimes/2013/111/08/the-life-and
d-times-of-a-third
d- I had a crush on Been Wheeler! I also loved how w Samuel
d in February 2014
culture-kid/, accessed Kwon, the most uptigght of Patti’s frriends, learned to loosen
up thee most in the eend. The most difficult characcters were
PART II Stephaanie and Eric – I didn’t wan nt them to com me off as
cardbooard stereotypes, which is w why their charaacter arcs
TToday, we are e lucky enough
h to have Pau ula here for an ended the way theyy did (Stephanie trying to apo ologize to
interview, and she has some awesome things to say abou ut Patti and Eric beinng suspended from the ggraduation
tthe book, herr non-writing-aand-music-relatted dream job
b, cerem ony)… I tried tto show that d despite their flaws, they
wwriter’s block, and
a more. were hhuman beings who simply m made mistakes based on
their eenvironment aand family influences. It wass difficult,
Interviewer: How much of Good Enough is i howevver, to keep them from beccoming stereottyped Evil
aautobiographiccal? What do yo
ou and Patti havve in common? Villainss, so I would say it was mo ost challengingg to make
Paula: Wait a minute, you mean m Good Eno ough is fiction??! them aas three-dimensional as possib ble.
WWhat? OMG! Oh O no! :) Haha! JustJ kidding. Yess, I admit quite a
writing influences?
Interviiewer: Who aree your biggest w
bit of my first novel
n is based on
o my own life. Like Patti, I play
tthe violin and I was Concertmaster of my All--State Orchestra That iss a tough quesstion! How mucch room do yo ou have in
and I did perform the Mendellssohn Violin Co oncerto with my your bblog? haha. Seeriously, I havee many favorite writers,
yyouth orchestraa. I even had a bad perm that burned my earr! becausse I was an EEnglish major in college. I loved the
But Patti’s wayy is more sarcastic than me. She’s S also much Americcan “realism” m movement, and d I’m a huge fann of poets
ssmarter than me m (I was horrib ble at maths, so
o I made Patti a like W
Wallace Stevens.. I had a thing ffor Japanese au
uthors like
sstraight-A AP Calculus student!) and she playss the violin WAY Shusakko Endo (looo oved his noveel “The Samu urai”) and
better than me e! Although a lo ot of the book was inspired by Junich iro Tanizaki (lo ooved his noveel “The Makiokaa Sisters”)
my life, it IS ficttional because I took what happpened in my life Currenntly, I love the author Tom Perrotta – he m masterfully
and wondered, “What if…?” and that’s wh here the fiction balancces humor and poignancy, wh hich is somethinng I strive
kicked in. It waas interesting, however, when n I attended my to do i n my writing ass well.
20th high school reunion this past Thanksgiving and met some
oof the real-life people who inspired many off the characterss, Interviiewer: What do
o you do to beaat writer’s blocck?
including the re eal-life version of “Ben Wheeleer.” Fortunatelyy, I no longer believe in writer’s block. I think there is ““left brain”
tthey all liked the book… phew! writingg and “right braain” writing. Forr example, theree are days
when yyou can’t stop m me from writing. I’ll write 10,000 words in
Interviewer: What
W was your favorite scene
e in the book to
o
one daay if I’m that insspired! On the days when I’m not in the
w
write? Which one
o was most difficult?
d
“moodd” to write, I usuually use those days to do otheer forms of
I’d say my favorite scenes werew with Patti’s youth group p, writingg – research, revvising/editing wh
hat I’ve written, or reading
especially when she snuck out o of church to t go to a rock new nnovels or re-reaading the classsics. I strongly believe in
cconcert with Ben.
B I grew quite fond of Pattti and her little readingg as much as po ossible because rreading helps yo ou become
ccircle of uptigh ht square frien
nds, and I loveed how they all a betteer writer. Somettimes I’ll play myy violin or play some video
lived vicariously through her rebellion! Ass for the mosst games or watch a lot of guilty pleasure TV, especiallyy Food TV,
ng was very, verry hard to write
difficult, I would say the endin e. and leet my brain waander. I also beelieve in takingg breaks –

887 B R I D G E S 1 1 . o A n o
ssometimes you ur subconscious has to solve e some writing head of leadership development for a financiaal services
problem, so it’ss best to do anyything NOT relaated to writing…
…. compaany. A Wall Streeet firm was absolutely the laast place I
tthen the next daay, bam! Writingg problem solve ed. On some dayys ever thhought I wanteed to work. It tu urned out to bee the best
wwhen I’m not ready
r to write, I will brainstorrm new ideas or
o job I eever had at a teerrific company.. If I hadn’t beeen open to
wwork on outline
es for other ideass I’ve been deveeloping. consid ering this option, I would h have missed o out on an
incrediible three-year career experiennce.
Interviewer: Ho
ow long have you
y wanted to be
b a writer?
Speakeer 4: The joob search is all about techn nique and
I’ve wanted to beb writer from Day D One. When I read Charlotte’’s
finessee, especially w
when you need to do so u urgently. I
WWeb in the firrst grade, I kne ew instantly thhat I wanted to
recom mend doing innformational interviews as a q quick way
become a write er. I began wriiting short stories as soon as I
to netwwork, meet new people and uncover job hin nts. Doing
ffinished readingg Charlotte’s Web. I wrote my first “novel” – a
inform
mational intervieews gets you o out and about in front of
50-page hand-w written manusccript – in the 2nd grade and
peoplee who may be in a position to o hire in the neear future
actually submittted it to Harpe er & Row Bookks because the ey
and caan help you quuickly discover a “hidden” job market.
published “Little e House on the Prairie,” which was my favorite
This keeeps you aheadd of the compettition for jobs tthat aren’t
book series at the time. I have never not wante ed to be a writeer
open oor posted yet, bbut will be soon
n.
– I have never wanted
w to be anyything else but a writer since the
ffirst grade. I fee
el very lucky and d honored to have achieved thaat Speakeer 5: Taking addvantage of social media can h help reach
dream, and I do on’t take it for granted! a wideer variety of prrospects and caan keep your job search
energi zed. Create a YouTube ressume or an Instagram
Interviewer: Thhank you so much for the kin
nd words, Paulaa,
accounnt where you hhighlight aspectts of your careeer that will
and for doing this interview!
stand out to hiring mmanagers. Postt a link to those creative
http://teenb
bookreview.word
dpress.com/2008//03/17/interview w-
accounnts on your resuume to get them noticed.
d in February 2014
paulla-yoo/, accessed
http://careeer-advice.monstter.com/job-searcch/Getting-
Started/things-tto-do-to-get-job--now/article.aspxx (adapted),
Listening Test 2
accessed in Feb
bruary 2014
Part I
Part II
SSpeaker 1: You u must set a go oal. Make a fre
esh start in youur
jjob search with a renewed purpose byy turning you ur One
resolution into a clear-cut, co
oncise goal. Thiss can be finding You heear a young w woman talking tto her friend. W
Why does
a job in a certain field, or sim
mply finding a job in a certain she waant to go back tto school?
location. I’d also recommend d throwing outt old goals thaat
ssimply aren’t realistic for you. Spend time uncovering
u whaat A Shee wants to find a better job.
ttruly matters to
o you. What do o you feel you are at your best? B Shee wants to movve to another co
ountry.
WWhen do people ask you for help?
h
C Shee needs to acquuire new skills.
SSpeaker 2: Se earch like it’ss your job. Whether
W you’re
Well, SSarah, I’d alwayss wanted to go b back to school. B
But it’s not
ccontinuing an on-going job search
s or starting a new one e,
easy wwhen you are w working full timee and you havee so many
ur search is keyy. If you’re not working, you
prioritizing you ur
things to do as I do ... my only free tim
me is in the even
nings, and I
jjob search is yo
our job. Approaach it as a job or
o a project. Se
et
also neeed to rest ... Thhen the firm gavve me a promottion, and it
ttargets and deaadlines. Set quaantifiable goals. Doing so help
ps
involvees leading a team of people, which I have no eexperience
yyou dedicate thhe time and efffort your job search requires too
of. Thaat’s why I’ve decided to go bacck to school and d finish my
be a success.
studiess. I do need to uupgrade my skillls and develop new ones,
SSpeaker 3: Foccus, but don’t limit yourself. Itt’s important to o so as too be able to movve further in thee firm.
aim for what yo
ou want, but alsso to keep an op pen mind in case
Two
ssomething unexxpected comes up. Don’t settle for something
tthat’s one of your deal-b breakers, but don’t dismisss You heear a young wom
man talking on th
he radio. What is her job?
unexpected opportunities outt of hand simply because they A an inventor
don’t match up with what you’rey hoping for.
f Target youur B an interior designner
ssearch, but don
n’t limit it. Yearss ago I got a job
b offer to be the
C a laawyer

1 1 . o A n o B R I D G E S 88
I wanted to follow my passioon – I knew I haad to do it, so I analyz ing data in an office huncheed over a comp puter and
made it happe en. I didn’t fe
eel completely fulfilled in my also b eing paid to t ravel to check out mountain n streams,
ccareer choice; even
e though I loved the law, I didn’t love it all emergging deserts, rre-purposed raainforests and restored
tthe time and I yearned for a job where I wanted
w to go too farmlaand and get in some great loccal fishing. I geet to solve
wwork when I goot up every morning. I do now w – well, 99% of o the prroblems of wo orld poverty caused by unsu ustainable
tthe time. The great thing about
a studyingg with younge er livelihoood and envvironmental ch hanges by wo orking to
people is that they give a fre
esh perspectivee on design and d supporrt sustainable farming, fishinng and other liivelihoods
definitely keep you on your toes – they chaallenge you with that wwill feed peoplee and help them
m stop going to o bed and
oout-of-the-box ideas and pu ush you out of your comforrt wakingg up hungry eveeryday.
zzone. I keep ini touch with Weltec and haave done some
Colour Theory teaching for them. I also do some
s examining Five
and external critique workk at Massey in the Textile
You heear an actor beeing intervieweed on the radio
o. Why did
Department. Itt’s important to
o give back to the
t industry and d
he deccide to become an actor?
ssupport the up and coming talent.

TThree A to follow a familyy tradition

YYou hear a jou


urnalist talking about an artist. What kind of
o B to pursue his passsion
wwork does he do?
d C to develop a natuural talent

A He transforrms the materiaals he is workingg on. I’ve beeen acting in scchool plays, student films, show ws friends
ne else has done.
B He reinventts what someon asked me to be in since I was in seco ond grade but o only during
collegee did I decide I wwanted to do th his professionallly. When I
olely on designiing new building facades.
C He works so
first weent away to college I wanted tto be an engineeer. So for
three yyears I studied eelectrical engineeering at the Unniversity of
AAlexandre Farto o, aka Vhils, is a young Portugguese artist whoo
California at Santa Barbara. In my th hird year I realizzed I really
has become fam mous for his stu unning murals that
t are created
hated what I was doinng. The prospecct of living in a ccubicle for
tthrough scratch hing away whaat’s already the ere, rather than
the neext several decaades sounded p pretty unappealing, and I
adding addition nal material. Ale
exandre createss the majority of
o
had sttopped enjoyingg even learningg about engineeering. The
his work by pee eling away the top layer of wh hatever materiaal
only thhing I enjoyed w was acting. I haad gotten involvved in the
he’s working on, until it forms into somethin ng beautiful. He
school’’s drama departtment as well as with some ind dependent
became well kn nown somewhaat recently, whe en his work waas
producctions on camppus. Some dayys I’d have sixx hours of
linked with Banksy. His naturral talent and unique medium m
rehearrsal but I never o once complaineed. It was then I decided I
sskyrocketed him m to great ren nown, and thiss young artist isi
wantedd to do this proffessionally and tto stop being an n engineer,
already workingg on large commissions and being featured in
and lucckily I had all myy parents’ suppo
ort. I love my job
b!
ggalleries. His work is made thrrough a combin nation of carefu
ul
paint applicatioon and from peeling
p off the outer layers of
o www.aamericanbar.org//publications/gp__solo/2012/marcch_april/wh
wwalls, and he seems to favor old o buildings. Alexandre’s
A worrk y__im_glad_i_becaame_lawyer.htmll, accessed in Feb
bruary 2014
always seems to t feature faces, old and youn ng, with intense
weeburbanist.com/22011/01/27/vhils-murals-scratch-m more-than-
and wonderfullyy rendered exprressions. jjust-the-surface//, accessed in Feb
bruary 2014

Four www.mmanifestyourpot ential.com/workk/take_up_life_work/5_drea


m_joob/task3_what_i s_my_dream_job b.htm, accessed iin February
YYou hear a youung man talkin
ng about his wo
ork. What is he 2014
ffighting for?
http:///www.artofmanli ness.com/2009/008/19/so-you-waant-my-job-
A better workking conditions actor//, accessed in Feb
bruary 2014
B a better job
b Listen ing Test 3
C a better wo
orld
The U..K. market can offer you a grreat variety wh hen you’re
I get to fulfill my
m life calling of
o helping to save the world''s
shoppiing; there are always many options to cho oose from
ooceans, forestss and farmland d by helping pe
eople learn how
w
when you are shoppping whicheverr your shopping list is! I
tto create sustainable livelihooods from the landscape and itts
guess one of the mosst popular and attractive markkets in the
resources, thus becoming its protecto ors instead ofo
U.K. iss fashion. To staart with, every season is diffeerent from
destroying it. I am able to o work in the places I love e,

889 B R I D G E S 1 1 . o A n o
tthe previous, and
a I mean it! For example, “what was on” just neeed to shop aaround! Each ccity usually haas a main
and was very fashionable
f du
uring the summ mer tends to be shoppiing road, inn Newcastle, for example, it is
quite different from the autum
mn... if green was
w “the” colou ur Northuumberland Streeet; in London n you can go tto Oxford
tto wear during the summer evveryone will be e wearing it, and
d Street or Piccadilly CCircus, and so on. This is quuite handy
wwhen the autumn comes, eve eryone will be wearing
w “what’’s becausse you can findd everything in n one area, noo need for
oon” at that momment. transpportation while you are shopp ping! However, once you
know the city a bit better you will find a lot of very nice
I think it great, you get to see so
s much varietyy and it can even shops that are not nnecessarily in tthe high streetts but still
be interesting (let’s
( be a bit saarcastic and calll it that way) to
o offer ggood quality andd wide variety o
of products.
wwatch some pe eople’s taste. Anyway,
A my maain point here is i
tthat the High Streets
S are alw
ways up to date e! Additionally, I By thee way, if you likke crisps (yes, I mean the potaato snack)
tthink that due to t the weather and the season ns, it is more fun the UKK is “the” best place to buy crisps!! I know yyou might
tto dress up beccause you have e more accesso ories like a scarff, be lauughing but ho onestly they h have so many flavours.
ggloves, boots, hats...!!
h Don’t givve me that face e, I know that we Obviouusly they have the classic ones like salty an nd cheese
have to wear th hose things beccause it can get cold sometime es and onnion but they aalso have flavours like salt and vinegar,
up here, but lett’s look at the po
ositive side of it! prawn cocktail, beeef, chicken, W Worcester saucee, pickled
onion, bacon, barbeecue, Thai sweeet chilli, Mexican chilli,
In addition to this, the UK is also great forr other types of
o Ham aand mustard, O Oriental ribs, etcc.,....! You see, there is a
sshopping. If you are interested
d in decorating your house, fo
or huge liist to choose fr om!
example, therre are great stores that sell s from little
http:///esol.britishcounncil.org/communiity/carolinas-blogg-shopping-
decorative acccessories to essential
e pieces of furnituree. ukk, accessed in Feb
bruary 2014
WWhatever you need (or want) you can find it in almost every
ssize, shape and colour becau use there are different storees
PART III
tthat you can goo to.
Hello aand welcome tto Trend UK, yyour shortcut to popular
If you are interested in books,, I think the UK is also good fo
or
culturee from the Briitish Council. In
n the next few w minutes
tthat. People he ere tend to read everywhere e and wheneve er
we’re going to be aasking whetherr you’re after value for
tthey have the chance
c to do soo. You will find people reading
moneyy when you’re shopping for fashion, or fash hion that’s
books, magazin nes or just newsspapers in the underground,
u in
made with values. W We’re all afterr a bargain on the high
tthe bus stop, waiting
w in a qu
ueue, in the traain, in the park
street.. But how ofteen do you stop p to consider h how some
(when it is sunnny!), in the cooffee shops... Soo there is a faiir
stores seem to stoc k low-cost/high fashion item ms quicker
demand for go ood reading ressources. For this reason, there
and mmore cheaply thhan others? Fulfilling our need ds for fast
are good booksstores with a hu uge variety for all
a tastes.
fashionn means increeased productiion and comp petition in
If you are into sports, then there
t is good news
n for you as clothinng made in couuntries with loww-wage economies. Our
wwell, especiallyy if it’s about football, golf, rugby, crickett, reportter Mark has beeen to the high street to find o
out more.
ssquash and bad dminton. Don’tt worry if you like other sportts
Here iin a typical Brritish high streeet there are plenty of
apart from thoose; I was menttioning the most popular one es
bargai ns to be had. Handbags at ££3.99, T-shirts ffor a fiver
here. There aree some sports shops
s that are like 3 floors tall
and shhoes for under a tenner - all roughly equivaleent to the
sso you’re bound to find what you
y are lookingg for!
price oof an everydayy meal. But ho ow many of th he people
e also probably wondering abo
I know you are out the prices so
o shoppiing in this hig h street have stopped to think about
now I am going to talk a little bit aboutt it. The British how itt’s possible to sell clothes soo cheaply? Is itt because
economy is quite strong, so th
he British Pound
d Sterling can be some ccompanies are turning a blind d eye to the exxploitation
expensive whenn you come fro om abroad. How wever, there are in thee countries w where these ittems are made? Ruth
ssome good new ws and general tips I am goingg to give you soo Rothellson is an expeert on ethical sh
hopping from the Ethical
yyou can make the most out of o your money (but remembe er Consu mer Research A Association, whho amongst oth her things
tthere might be many other ways of saving mo oney too). producced the magazine ‘Ethical Consumer’.

TThe first one is that there are many shops that sell the same Ruth, just tell us w
what the Ethiccal Consumer Research
products, so itt is a good ideea to look arou und in differen
nt Associiation is.
places instead of buying everything in the first shop you go o OK, weell the Ethical C
Consumer Reseaarch Association exists to
tto. There are shops
s out there
e for all kind of
o budgets - you

1 1 . o A n o B R I D G E S 90
provide inform
mation for shoppers, letting th
hem know whaat Thank s Ruth. Now among the sshoppers heree I’ve got
tthe companies are doing behind the brands that
t they see on Laurenn and Bella. SStarting with you Bella, w
would you
tthe shelves. considder shopping etthically?

SSo what makess an ethical sho


opper? Bella: Definitely for food. And clothing, well, wh
hen I buy
clothe s I wouldn’t w
want to think of them being mmade in a
VVery broadly speaking,
s peop ple who are co oncerned abou ut sweatsshop.
ethical issues want
w to know th hat the productt they’re buying
hasn’t been made
m at the expense of the peoplep who are Laurenn, you do shop ethically. Bu ut you’ve got a slightly
producing it, whether
w it’s in this country or o abroad. They differeent take on it, h
haven’t you?
might also be concerned
c with other kinds of issues: whethe er
Yeah, I suppose I sho p ethically but my original thinng for that
tthe company iss involved in arrmaments, or whether
w they’re
was thhat I like to w wear clothes tthat are differrent from
donating mone ey to certain political
p parties. And that as a
everyoone else. So I w
would start shop pping for vintagge clothes.
sshopper, you might
m not want to give your money to thaat
So ethhically, obviouslly they’re secon
nd-hand so… allso I buy a
party so therefore you migh ht not want to buy a producct
lot of clothes from market stalls, from fashion students,
ffrom a compan ny who is suppo orting a politicaal party that you
maybee. So they’re all made here, so they would be made
don’t agree witth.
ethicallly as well.
A
And is there an
ny kind of rule of thumb? Is soomething that’’s
Thank s Lauren, thaanks Bella. W Well it’s an in
nteresting
more expensivve, for example,, likely to be more ethical?
debatee, and I’ll certtainly be doinng my clothes shopping
Unfortunately it isn’t alwayys the case that t the more with a little bit more care in future..
expensive something is, the more
m ethical it is. We can buy
http://esol.britisshcouncil.org/po
odcasts-uk/ethical-shopping,
vvery cheap prooducts and it’s very
v likely that when productts accessed in Feb
bruary 2014
are cheap, sommeone has suffeered from explo oitation in ordeer
tto get it to uss. Whether it’s the person making
m it or the Listen ing Test 4
animals or thee environment.. Quality, howe ever, is often a
ggood indicator whether some ething, especially with clothess, PART I
has been mad de well. And unfortunately
u a lot of ethicaal
We hhear it a lot in the newss these days: "Recycle
products will co
ost more becauuse they reflectt the real cost of
o
newsppapers and savee a tree. Collect bottles and cans so they
bringing that thing
t into the shops. So something that has
can bee reused in the manufacturing of new products."
been made in a factory where e the workers have been paid a
proper wage will
w cost you mo ore to buy, simply because the Proteccting our delicaate environmeent seems to b be on the
people making it are getting paid
p enough to live l on. agendaa of politicianss, government leaders, and ccitizens in
many parts of the world to sho ow support fo or Mother
Do you have to
o be well off the
en to be an eth
hical shopper?
Naturee. The conceppt of green co onsumerism haas gained
It really dependds. You don’t have
h to be rich to be an ethicaal momeentum more annd more over tthe last decadee, and the
sshopper. One way of thinking about ethical shopping is i public feels moved to pitch in and help. Howevver, three
tthinking about buying less. So ometimes we buyb an awful lo ot essenttial keys needeed to power th his movement include a
more than we need.
n We buy more
m items of clothing
c than we more informed pubblic, the deveelopment of improved
need. So beingg an ethical sho opper really means
m thinking a technoology, and a greeater demand ffor recycled materials.
bit before you gog and spend your
y money in the
t shops. Some
tthings may cosst a little bit more
m in the sh
hort-run, but be Let's uuse paper as aan example. The first step iss to raise
wworth it in th he long-run. Iff you are paying for qualityy, public awareness abo out the recyclin
ng process, to explain the
ssomething will last you longe er and then saave you moneyy. kinds oof materials thaat can be recyclled, and provide ways on
AAnd sometimess you can buy things
t second-hhand. There are how too properly dispose of them. Lo ocal governmen nts should
a lot of charity shops on the high
h street to bu uy good clothess. educatte the public on how to properly sort reusable
SSometimes you u can look a lo
ot better than someone who’’s materiials from thosse, like waxed d paper, carbo on paper,
jjust bought off the high streett because you can
c have quite a plasticc laminated maaterial such as ffast food wrap ppers, that
unique look, an nd the quality that you find in most second d- can't bbe recycled very easily. Then n, a system of collecting
hand shops is really very go ood these dayss. So it’s abou ut these sorted materiaals needs to bee established. TThe Public
tthinking before e you shop. interesst might be theere, but soon mmay wane if theere isn't a
systemm where they can take these m materials to bee recycled.

991 B R I D G E S 1 1 . o A n o
SSometimes, we w become complacent whe en it comes to o was m
more exhilarating. And since th hen life in the o
ocean has
recycling, but when
w you speaak in terms of actual
a facts andd capturred my imaginattion and held it ever since.
ffigures that eve
eryone can undderstand, people become more
ccognizant of the problem. I remember readin ng one time thaat How ddid you get to b be a scientist orr explorer?
tthe energy savved from one recycled can provides enough Earle: It was easy. I sstarted out as a kid and neverr did grow
power to operate a televisio on for three hours.
h Give the up. Thhe best scientistts and explorers have the atttributes of
public informaation they can n grasp, and then you will kids! TThey ask question and have a sense of won nder. They
increase your chances
c of gainiing followers. have ccuriosity. Who,, what, where, why, when, and how!
They nnever stop askking questions and I never sttop asking
SSecond, techno ological progre
ess has been made
m on many questioons just like a ffive year old.
ffronts, but govvernmental agencies need to o step up theiir
ssupport for commpanies involveed in recycling by providing tax Why iss the ocean so important to life on Earth?
incentives, loww-cost loans, or even gran nts to upgrade Earle: The ocean is the cornersto one of our lifee support
equipment an nd to encourrage further research. One system m and the corrnerstone of the ocean’s lifee support
breakthrough has been th he developme ent of a new w system m is life in the ocean. The ocean is alive. Oxygen is
manufacturing process that uses
u enzymes tot help remove generaated by living ccreatures. Theyy are part of th
he system
ink from paperp in mo ore energy efficient and d and foood chains in t he sea drive thhose systems. Every fish
environmentallly safe method ds. Recycling paper
p materialls fertiliz es the water in a way that generates the plankton
ccan be expensive in both monetary
m and environmentaal that uultimately leads back into th he food chain, but also
tterms. The diffficulty in remmoving print frrom paper, the yields oxygen, grabs carbon—it’s a part of what m makes the
amount of energy expended during
d the proccess, and caustic ocean function and w what makes the planet functionn.
wwaste that is so
ometimes produced are costs that companie es Take aaway the oceaan and we do on’t have a planet that
incur that are then passed on to the consume er. works.. Take away liffe in the ocean and we don n’t have a
planett that works.
TThe final key iss to increase de
emand for the growing surplu us
oof resources waiting to be reccycled. This proocess (or ratherr,
What ccan kids do to h help the oceann?
problem) has appeared in various
v regionss of the world d
Earle: The ocean is vulnerable. Whaat we do or don’t do will
wwhere the tech hnology to proccess the used materials
m lags faar
make a difference.. As individuaals, kids can make a
behind the amo ount being collected for recyccling. There may
differeence. The only difference thatt has been mad de ever in
be a great outtpouring of sup pport; yet the great
g stumbling
the woorld, for good or for not so ggood, always starts with
block to implementing the se econd stage of this plan could d
somebbody, an individdual. It might ass well be a kid!
be impeded by b the corporate sector's in nability to find d
We neeed to convey a sense of urgency because th he world is
ccommercial en nterprises interested in using recycled good ds
changiing. The next ten years is likely to be the most
especially when n the cost excee
eds those of virrgin materials.
importtant time in thhe next 10,000 years. We havve options
Recycling is a crucial key to protect our plaanet. The three that wwe are going to o lose within teen years unless we take
keys mentioned d are importantt ways to achievve this end. action now. Every day options closee. When I was a child the
last m
monk seal in thhe Gulf of Mexxico Caribbean n Sea was
www.esl-lab.com/world/worldsc1.htm, acce
essed in Februarry seen. None has beenn seen there since 1952. I nevver got to
2014 see onne. What else arre we losing every day that ch hildren will
never get to see thatt we can see now? Once I un nderstood
PART II the reaal cost of oceann wildlife, I lostt my appetite fo
or it and it
appalss me that we are so indiffeerent to the destructive
W
What were you
u like as a kid and where did you
y grow up? activitiies that bring sseafood to our plate. In the process we
are noot just losing thhe wildlife in thhe sea, we are losing the
Earle: Growing up is a long pro
ocess and I am not working too
integriity of the life suupport system— —their future annd ours.
hard at achievving it. My perrsonal beginning was in south
(New) Jersey on
o a little farm. My parents moved
m to Florida http:///kids.nationalgeo graphic.com/kidss/stories/peoplepplaces/sylvi
wwhen I was 12 and
a my backyarrd was the Gulf of o Mexico. a-earle/ (adapteed and abridged)), accessed in Feb
bruary 2014
My first encounter with the ocean
o was on the
t Jersey Shore
wwhen I was threee years old and
d I got knocked over by a wave e.
TThe ocean certaainly got my atttention! It wasn
n’t frightening, it
i

1 1 . o A n o B R I D G E S 92
b.
b … a brother to t her. f. when
AN
NSWER KEY TEESTS
3.
3 Model answ wers: g. more
PLLACEMENT TESST 3.1
3 She is moving to a place w where she h. have
doesn’t
d know anyone
a and shee is used to i. back
1.
having
h all of he
er family next tto her. j. away
1.11b
She
S is also startting at a new sschool and 2. Model answer: In both p photos we
1.22c
making
m new friends isn’t easyy. Traditions are shown im mages of peoplee who have
1.33d
and
a lifestyle are probably also qquite immigrated (o often illegally) to the USA.
1.44a
different
d from what
w she’s used to. They are in seearch of a better life, and
1.55b
3.2
3 Raju didn’t react
r positively . He believe they h have the right to succeed.
1.66c
wanted
w Seema not to leave Guujarat and People migrate for many different
1.77b
to continue livin ng with them – “You don’t reasons. Thesse reasons can be classified
1.88c
have
h to! We’re all here and you can stay as economic ((moving to find d work or
1.99c
here
h and go to school s with mee.” During follow a particular career paath), social
1.110 d
the first few dayys he hardly spooke to her – (moving someewhere for a b better quality
1.111 a
“For
“ the next fe ew days Raju haardly spoke of life or to bee closer to fam
mily or
1.112 c
to me”; but whe en they startedd speaking friends), polittical (moving too escape
1.113 a
again
a he didn’t mention her leaaving the political perseecution or warr) or
1.114 c
country
c – “he sttill wouldn’t disscuss our environmentaal (causes of m migration
1.115 b
le
eaving for Ame erica.” Then sudddenly, one include naturral disasters such as
1.116 b
day
d he burst intto tears as he finnally caved flooding). Desspite all the deesires for a
1.117 c
in
n into the sadness inside him – “today better life, these people oftten go
1.118 c
when
w I was stannding by the acaacia tree, through hardships: the pulling up of
1.119 d
and
a he burst like e an overfilled w water centuries old family roots; tthe breaking
1.220 b
bottle
b and ran away.”
a of deep, meaningful ties; th he leaving of
1.221 b
4.
4 the familiar and comfortablle for the
1.222 c
a.
a his writing unknown; thee disorientation that
1.223 b
b.
b in Gujarat follows; the sstrangeness of the new
1.224 d
5.
5 environment;; and the lack o of familiarity
1.225 c
a.
a furiously with the locall resources.
1.226 b
b.
b leaving
1.227 b
6.
6 Activity B
1.228 d
a.
a in
1.229 d 2. Model answers:
b.
b on
1.330 c a. ... search o of a better...
c.
c at
b. ... she wass laughed at.
d.
d on
c. ... made itt difficult for heer...
Teest 1 e.
e at
d. ... like shee didn’t belong...
f.
f on
e. ... hardly eever left their...
Acctivity A g.
g in
3. Model answers:
h.
h in
1. 3.1 The reaso ons that forced d them to
i. at / in
a. learns leave Mexico come down to o one, the
b. from desire to searrch for a better life. It was
Activity
A C
c. will very difficult ffor Jessica’s mother to find
d. the Open
O answer. work in Mexicco, and she alsso wanted
e. More Jessica to atteend a better scchool so she
f. ddifferent could find a b better job in the future.
Test
T 2
g. doesn’t know 3.2 It is problematic becausse it is
h. in hem to find pro
difficult for th oper jobs or
Activity
A A
i. tthat follow up with their studiess, in the case
j. bbridge 1.
1 of immigrant children. It’s d difficult for
a.
a to them to havee a sense of bellonging in a
Acctivity B b.
b was country wherre people do no ot know
c.
c at they exist.
2. Model answers:
d.
d because 4.
a. ... to understand why they hadn’t
h all
e.
e my a. Mexico
beeen told the tru
uth at the samee time.

93 B R I D G E S 1 1 . o A n o
b. not getting paaid well joob, or the jobss they find are only everyone to ttravel abroad aand go
5. temporary. The ey spend most of their somewhere d different and exotic.
a. get am gettingg time unemployyed or looking ffor a job 4.
b. am rather
r actually working or stuudying. a. Laurence, wwhose gap yeaar experience
c. makes 5.
5 changed his liife, now lives in South
d. hides a.
a am going Africa.
e. has made b.
b get off / will be waiting b. Madagascaar is a wonderfful country
f. ttaught c.
c have / are haaving that Laurencee wishes to visiit again
g. was d.
d am going to finish some day.
h. didn’t want e.
e Are you stayin ng OR Will you be staying c. Despite havving worked a lot as a
i. mmade f.
f will be travelling volunteer, Laurence feels it was
j. llearnt OR learn
ned g.
g are we meetting OR shall w we meet OR extremely rew warding.
k. felt will
w we meet d. Laurence hhas kept in toucch with the
l. sspread h.
h is going to be e people he meet because he d doesn’t want
m.. was OR were i.. will arrive OR ‘ll arrive OR ‘ll be arriving to forget his m
memories.
n. saw
o. Doesn’t it sound Activity
A C Activity C
Open
O answer. Open answerr.
Acctivity C
Op
pen answer. Test
T 4 Test 5

Teest 3 Activity
A A Activity A
1.
1 1.
Acctivity A
a.
a settling down a. throughoutt
1. b.
b raise b. will
1. d c.
c greater c. than
2. b d.
d set d. mass
3. a e.
e result e. an / the
4. e f.
f right f. many
5. c g.
g powered g. by / in
h.
h relying h. what
Acctivity B i. short i. which
j. pass j. this / our
2. Model answers:
a. ... to graduate e, but he also lo
ost...
Activity
A B Activity B
b. ... will find it hard
h to get...
c. ... isn’t working or studying. 2.
2 2. Model answers:
3. Model answe er: The title “G
Generation 2.1
2 b n looked at beffore ...
a. ... has been
Jobless” means that t this generration has 2.2
2 d b. ... are/can be damaged ....
beeen finding it diifficult to find a job. They 3.
3 Model answ wers: 3. Model answer: It means that people
haave become an unemployed ge eneration. 3.1
3 He was imp pressed with M Madagascar once believed d that happiness came
4. because
b he was stunned by t he scenery from some otther place rath her than a
4.11 Education is important when it and
a the livelineess of its capitaal. There world of commercial goods. They
co
omes to findingg a job becausse it gives was
w also a won nderful atmospphere
the knowledge, competences and skills believed happ piness came from within,
between
b him and the people he
ou lack as a young person
yo n. It also their friends, their job, from
m reaching
communicated
c with on a dailly basis.
teaaches you abo out existing options
o so their goals. However, nowadays,
Everyone
E was really
r friendly aand loving,
that you know which w one is too best for happiness is ffound in the shhopping
and
a so he felt at
a home.
ou. Teens are often unaware
yo e of what centre or throough the consu umption of
paath to follow and a by taking different 3.2
3 It was a wo onderful experiience and
he
h spent a won nderful time in material good ds. The more yyou buy, the
subjects at scho ool they find out more
eaasily about wh hat moves the em, what Madagascar.
M He learnt a lot oof new happier you b become.
intterests them. things, met neww people, imprroved his 4.
4.22 They are con ntributing less diving
d ues and took home with
techniqu a. information
productively beccause they can’t find a him
h a lot of goo od memories. He advises

1 1 . o A n o B R I D G E S 94
b. our real lives as
a dull and orddinary, 4.
4 Activity B
co
ommitment to human beings as a.
a If farmers haadn’t treated thheir land
1. Model answer:
something to be avoided with
w harmful pesticides, theyy wouldn’t
a. It means thaat they spend m many years, if
5. have
h polluted the
t soil and waater.
not a lifetime, paying for theiir education.
a. New legislatioon regarding addvertising b.
b Were these people encourraged to
b. It means th hat the situatioon is difficult
haad to be createed by the goverrnment. promote
p World d Environmentt Day (by
and not likelyy to improve.
b. Jean was aske ed a lot of quesstions anyone)?
a
c. It means thaat it is extremelly important.
ab
bout her person nal life. c.
c Consumers whow wish to pr otect the
2.
c. These studentts must be taugght about environment
e have started to buy
a. young peop ple
meedia literacy. organic
o produccts.
b. likeminded d people
d. Jean said she couldn’t wait there
t d Phyllis told the journalist s he had
d.
c. social netwworking
nymore as she had been there for over
an been
b fighting fo
or her communnity for
3.
an
n hour. She add ded she would come many
m years andd asked him noot to ignore
a. Model answer: It is difficcult because
baack the next daay. them anymore.
school doesn’’t give them en nough
e. The journalist wondered if I//he/she/ e.
e Little do peoople know of wwhat is
experience in n the different areas they
they was/were free the next day going
g on in the world aroundd them.
can tackle and d so they end up not
beecause he/she would like to meet
m me/ f.
f Although the e government hhad good
knowing in what they are go ood at or
him
m/her/them affter lunch. intentions, the project was neever
what they acttually enjoy do oing. Besides
concluded.
c
this, they livee life as it happens, and so
Acctivity C
they often do on’t think too mmuch about
Activity
A C
Op
pen answer. their future and what they w will be
Open
O answer. doing.
Teest 6 4.
a. 3
GLOBAL
G TEST
Acctivity A b. 1
Activity
A A c. 5
1.
d. 4
a. waste 1.
1 Model answ wer: Choosing a job when
b. over you’re
y young / I’m young – wwhich job
c. such should
s I go for?? / Young peopple have to Y LISTENING
ANSWER KEY
d. adapt think about a jo ob.
LISTENING TEEST 1
e. die 2.
2
f. cut down a.
a reading Part I
g. rate b.
b investments 1.
h. already c.
c inequality 1.1 A
i. d
damage d.
d work 1.2 B
j. sso that e.
e sustainable 1.3 C
f.
f growth 1.4 B
Acctivity B g.
g stability 1.5 A
h.
h health
2. Model answers:
i. climate Part II
a. ... World Envirronmental Dayy goes
j. reducing 1.
unnnoticed...
3.
3 a. her own liffe / her life
b. ... related with
h / to environm
mental...
a.
a Unless I havve got researchh to do, I b. characters
3.
read
r a book or listen to musicc. c. ending
3.11 Personal answer.
b.
b Despite having worked a loot on her d.-dimensional
3.22 Model answer: There is a close
c
laast project, Am
my didn’t get thhe best e. in English (at college)
coonnection betw ween them, as people’s
mark
m in her class. f. humour and d poignancy
rigghts are often overlooked
o wh
hen
c.
c University students often uuse the g. research
dissasters happen n, although in some
s
Internet so that they can lookk for the h. (the) violin
cases they are taaken into consiideration.
information the ey need. i. a writer
It oonly depends on
o the people in charge
j. achieved heer dream
of these environmental operattions. The
ennvironment nee eds to be proteected but
so do people.

95 B R I D G E S 1 1 . o A n o
LISSTENING TEST 2
Paart I
Sp
peaker 1: E
Sp
peaker 2: C
Sp
peaker 3: A
Sp
peaker 4: D
Sp
peaker 5: F

Paart II

1
1.1 C
1.2
2 B
1.3
3 A
1.4
4 C
1.5
5 B

LISSTENING TEST 3
Paart I
1.
1.11A
1.22C
1.33B
1.44C
1.55A

Paart II
1.
a. bargain
b. information fo or shoppers
c. ethical issues
d. suffered from exploitation
e. a proper wage e
f. lless
g. charity shops
h. in sweatshopss
i. vvintage
j. eethical shoppe
er / ethical conssumer

LISSTENING TEST 4
Paart I
1.
1.11B
1.22C
1.33A
1.44B
1.55C

Paart II
1.
1.11A
1.22B
1.33C
1.44A
1.55B

1 1 . o A n o B R I D G E S 96