Língua Estrangeira Moderna: 6º Ano Teacher 'S GUIDE - 2020

LÍNGUA ESTRANGEIRA MODERNA
6º ano
TEACHER’S GUIDE – 2020
This volume has activities to be developed during the fourth bimester of the school year. Besides
the Student’s Learning Guide with directions in each activity (remember you can add or adjust the
activities according to the needs of the group), you will find in the box below explanations about
the approach / methodology as well as the skills/abilities needed to be developed by students
aligned to Currículo Paulista and Base Nacional Comum Curricular, and a Weekly Learning Exit
Ticket template that help students monitor their learning progress. You will also find Adaptação
Curricular para o estudante Surdo which brings important suggestions that will help you while
preparing/adapting your lessons.
By the end of the lesson(s), you will be better able to:
Culture/Content/Cognition (Learning Outcomes)

• Use the simple present tense to show parts of the body related to the five senses;
• Identify verbs that have relationship with the five senses;
• Use the imperative to give orders, warnings and advice;
• Recognize the difficulties people with disabilities face.
Communication
Language of Learning: Language for Learning: Language through Learning
(Key Vocabulary) (Functions & Structures) (Incidental & Revisited or Recycled
Language During the Lesson)
• Chocolate cake;
• strawberry;
• Senses; • I use my eyes to see. • purple;
• hand, mouth, tongue, ears, eyes, • I like to watch TV • cartoon;
nose, organs, skin; shows.
• HQ;
• hear, smell, see, touch, vision, sight, • What do you see in this
taste, ability; image? • soap opera;
• music, book, smell, texture, • Where are they? • square;
temperature, shape; • What color are they? • triangle;
• movie, comic book, the news, meme; • I can see many fishes. • flat;
• color, yellow, blue, green, orange, • They are in a lake. • warm.
black;
• It is about
• sweet, bitter, salty, sour, umami;
• It is the
• cake, egg, cup of tea, flour, spoon,
• Apples taste sweet.
mixer;
• Give me a hand.
• instruction, advice, warning, order;
• I was able to hear a car.
• window, door, car horn, airplane,
firework, hammer drill; • I consider pop music
pleasant.
• respiration, neuron, olfactory, speech;
• round, hot, cold, soft, rough, hard.
Instruments for Assessment

(how you will measure if outcomes met)
If you successfully write sentences about the five senses;

If you successfully distinguish actions and relate them to the appropriate sense;
If you successfully use frames to present your ideas and researches;
If you successfully do the experiment in Activity 7.
Adapted from a Lesson Plan Template from Arizona State University (2019)
The template above contains some concepts taken from Content and Language Integrated Learning
– CLIL. It is an approach or method, which integrates the teaching of content from the curriculum with
the teaching of a non-native language. CLIL sometimes is referred to ‘4 Cs’ as components:
Culture - The role of culture, understanding ourselves and other cultures is an important part of CLIL
approach. We want to develop learners who have positive attitudes and who become aware of the
responsibilities of global as well as local citizenship.
Content - CLIL develops cross-curricular links among different subjects. Teachers need to analyze
content for its language demands and to present content in an understandable way.
Cognition - CLIL promotes cognitive or thinking skills, which challenge learners. These skills include
reasoning, creative thinking and evaluating. Teachers need to analyze thinking processes for their
language demands and to teach learners the language they need to express their thoughts and ideas.
Communication - Learners must produce subject language in both oral and written forms. Students
need to be encouraged to participate in meaningful interaction in the classroom.
There are three parts on Student’s Learning Guide:

1. “Culture/Content/Cognition (Learning Outcomes)” indicates teaching aims that will be developed by
students. In the cognitive process students will develop aims to integrate culture, content and communication.1
2. “Communication” follows the idea from Michael Halliday (1976) that identifies three major simultaneous
relationships between language and learning.
- Language OF learning uses language coming from the content areas such as science or social studies. It
involves the type of discourse used by experts such as mathematicians, historians, and scientists. This can
be modeled, collaboratively constructed, and finally used independently through a gradual release of
responsibility sequence (Fisher and Frey, 2013; Gibbons, 2009). This includes vocabulary.
- Language FOR learning identifies the purpose for using the language. These are language functions such
as speech acts used in comparing, summarizing, describing concepts and processes. They can be
introduced in the form of sentence frames (i.e., It is …. in…. / If ..., then....) (Kinsella, 2013; Shafer Willner,
2013).
- Language THROUGH learning is developed on demand, within the learning task. This type of language is
supported within dialogic, academic conversations because it is recycled, practiced, and becomes more
precise the more it is used (Zwiers, 2014).
3. “Instruments for Assessment” suggests a different focus of assessment on areas of subject content
and on communication skills, cognitive skills and practical skills. Teachers need to put learners at the center
of the process and to find out what standards are achievable when they study subject content in non-native
language2. It is important to make sure your objectives, learning activities, and assessment indicators are
aligned. You assess the learning objectives, not the activities.
1
The text was adapted from BENTLEY, K. The TKT Course CLIL Module. Cambridge University Press, 2010.
2
The explanation is part of the “Theoretical Framework - English for STEAM, initially prepared by Barbara Noel, EL Specialist for the
Curricular Action ‘A Interface entre a Língua Inglesa e outras Áreas do Conhecimento para o empoderamento do Jovem Cientista’.
Base Nacional Comum Curricular - Currículo Paulista - Língua Inglesa
Habilidades
(EF06LI08) Identificar o assunto de um texto, reconhecendo sua organização textual e palavras cognatas.
(EF06LI10) Conhecer a organização de um dicionário bilíngue (impresso e/ou on-line) para construir repertório lexical.
(EF06LI12) Interessar-se pelo texto lido, compartilhando suas ideias sobre o que o texto informa/comunica.
(EF06LI21) Reconhecer o uso do imperativo em enunciados de atividades, comandos e instruções.
(EF06LI24) Investigar o alcance da língua inglesa no mundo: como língua materna e/ou oficial (primeira ou segunda língua).
(EF06LI26) Avaliar, problematizando elementos/produtos culturais de países de língua inglesa absorvidos pela sociedade
brasileira/comunidade.
Base Nacional Comum Curricular – Ciências – Currículo Paulista

Habilidades
(EF01CI04) Comparar as características físicas entre os colegas, reconhecendo a diversidade e a importância da
valorização, do acolhimento e do respeito às diferenças.
Base Nacional Comum Curricular – Educação Física – Currículo Paulista

Habilidades
(EF01EF14) experimentar diferentes brincadeiras e jogos, e práticas lúdicas esportivas que possibilitem o conhecimento
do próprio corpo e das sensações corporais que ocorrem.
Base Nacional Comum Curricular – Língua Portuguesa – Currículo Paulista

Habilidades
(EF01LP20) Identificar e manter a estrutura composicional específica de gêneros como listas, avisos, convites, receitas,
instruções de montagem, legendas para álbuns, fotos ou ilustrações (digitais ou impressos), entre outros textos do campo
da vida cotidiana.
(EF01LP17) Produzir, em colaboração com os colegas e com a ajuda do professor, listas, avisos, convites, receitas,
instruções de montagem, legendas para álbuns, fotos ou ilustrações (digitais ou impressos), entre outros textos do campo
da vida cotidiana, considerando a situação comunicativa, o tema/ assunto, a estrutura composicional e o estilo do gênero.
(EF15LP09) Expressar-se em situações de intercâmbio oral, com clareza, preocupando-se em ser compreendido pelo
interlocutor e usando a palavra com tom de voz audível, boa articulação e ritmo adequado.
(EF03LP16A) Identificar a situação comunicativa, o tema/assunto, a estrutura composicional e o estilo (predomínio de
verbos no imperativo, por exemplo) de receitas, instruções de montagens, entre outros textos do campo da vida cotidiana.
(EF35LP03) Identificar a ideia central de textos de diferentes gêneros (assunto/tema), demonstrando compreensão global.
EF35LP05) Inferir o sentido de palavras ou expressões desconhecidas, na leitura de textos de diferentes gêneros.
(EF35LP20) Expor trabalhos ou pesquisas escolares, em sala de aula, com apoio de recursos multissemióticos (imagens,
diagrama, tabelas etc.), orientando-se por roteiro escrito, planejando o tempo de fala e adequando a linguagem à situação
comunicativa.
Adaptação Curricular para o estudante Surdo
Olá, professor (a)! Este material traz sugestões de adaptações curriculares para o desenvolvimento das atividades para
os alunos Surdos.
As adaptações estão identificadas em caixas de texto com títulos azuis e um ícone criado para este material que
representa as identidades surdas, pois neste universo temos estudantes que são seres individuais e compartilham da
Língua de Sinais para se comunicarem e também adquirir uma segunda língua, neste caso, a Língua Inglesa.
Quando pensamos em adaptação curricular é necessário ter em mente que são ajustes realizados no plano de aula
quanto ao objetivo, à metodologia e à avaliação. Ao preparar a aula, precisa-se de uma intencionalidade do(a)
professor(a) para a turma e outra para o estudante com deficiência.
Diante disso, vamos refletir sobre um possível caminho a percorrer quando nos referimos ao ensino de língua estrangeira
para estudantes Surdos:
○ Peça ao estudante que providencie um caderno para ser utilizado como banco de palavras.
○ Converse com o interlocutor sobre a função desse caderno. Durante as aulas, o interlocutor, orientado pelo(a)
professor(a), auxiliará o estudante na construção do conceito (significado e significante) de cada vocábulo em língua
estrangeira, sendo registrado no banco de palavras, que ao longo do ano será utilizado como fonte de consulta para a
realização de atividades.
○ Defina qual será o vocabulário enfatizado durante a aula. Separe o vocabulário por classe gramatical, a princípio inicie
com substantivos e verbos e com o passar do tempo inclua as demais de acordo com a sua intencionalidade: pronomes,
adjetivos, advérbios e numerais; Cabe pontuar que em Libras usa-se poucas conjunções, preposições e artigos, pois
estão incorporados às palavras que se referem.
○ Ao longo da aula, defina com o estudante e o interlocutor uma cor para a classe gramatical que estará em estudo, pois
será utilizada no decorrer das aulas subsequentes.
○ O estudante deverá pintar a palavra, o interlocutor fará a construção em libras do significado do vocábulo e só então a
palavra nova irá para o banco de palavras do estudante.
○ O segredo não é pintar muitas palavras ou todas de determinada classe gramatical em um único dia, mas a qualidade
da discussão e a construção do significado. Para isso, utilize recursos visuais, vídeos, imagens e ou simulações de cenas
teatrais com a participação dos estudantes ouvintes promovendo o engajamento do estudante surdo. Estimamos que se o
estudante se apropriar de cinco (5) palavras em uma aula, ao longo de um bimestre, dezesseis (16) aulas, serão oitenta
palavras (80), que ao longo do ano se tornarão duzentas e quarenta (240). Depois que ele se apropriar deste movimento,
o céu será o limite. Esta estratégia pode ser utilizada com a turma toda!
○ Quando a palavra já estudada aparecer em aulas posteriores, não deverá ser pintada, mas consultada no banco de
palavras e neste momento é hora de verificar se houve a apropriação do vocabulário.
○ Por fim, COMEMORE com seu estudante cada conquista! Eleve a autoestima dele construindo laços de afetividade.
Desta forma, o aprender será prazeroso e permanente, pois o que toca a emoção, negativamente ou positivamente é
perpetuado. Acesse o link abaixo para entender um pouco mais:
- Rosane Libras Psicopedagoga. Adaptação Curricular – Libras. 2020. Disponível em: https://youtu.be/-zsQgpZS-Oc.
Acesso em: 10 jun. 2020.
- Rosane Libras Psicopedagoga. Inglês para Surdos Adaptação curricular LIBRAS. 2020. Disponível em:
https://youtu.be/ZXFJ-QarZPo. Acesso em: 10 jun. 2020.
WEEKLY LEARNING TICKET
NAME:
GRADE:
DATE:
I CAN present the sounds I heard from my classroom.

I CAN explain the Imperative.
I CAN identify a cognate .
This week I learned that...

______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
I tried my best this week:
Images: Pixabay
Weekly ticket adapted from Esther Park
ACTIVITY 1
• KWL Chart is a useful tool to be used in the beginning, during, and after a lesson or unit. As a brainstorming ask
students what they know about Five Senses of Human Body;
• Elicit student’s background knowledge – ask them what they can see in the picture. Motivate them to fill out the first
and the second column;
• By the end of the activities, ask students to come back to this KWL chart and fill the third column with what they have
learned about the topic. The information provided by students is very important and can be part of a recovery plan,
according to their needs.
Curricular Adaptation
• Ask the interpreter to signal what the deaf students know about the five senses of the human body;
• Ask the interpreter to signal the teacher and classmates’ voices all the time to guarantee the inclusion of deaf students;
• Ask the interpreter to signal what the deaf students want to know. At this moment, the interlocutor can use only
Brazilian Sign Language;
• Select the keywords with the interpreter;
• The keywords are the ones that students will be able to learn and that will contribute to their learning process.
Images: Pixabay.
a) What do you know about the five senses of the human body? Fill out the first and the
second columns of the KWL chart. Leave the third column in blank.
KWL Chart – The five senses of the human body
What I know What I want to know What I have learned

ACTIVITY 2
• Before starting the activity, make a survey of the students' previous knowledge about the topic to be studied. Then,
students will read the text carefully and use the dictionary to help them with words they don't know yet;
• Ask students to underline cognate words for a better understanding of the text;
• Ask students to fill in the blanks with the name of each part of the body responsible for the human being's perception
capacity;
• Ask students to complete the mind map according to the drawings that correspond to the five senses;
• Ask students to identify the five senses according to their functionality in the human body.
Ask students to read the text and ask in Brazilian Sign Language what they have understood about it;
At this moment, students will read the text and find the name of each part related to the five senses of the human body;
Tell interlocutor that he/she can explain the meaning of each word in Brazilian Sign Language;
It is important to use images or videos so deaf student can see more examples. It will help them learn the new vocabulary;
After that, the students take notes of new words in the word bank notebook (see the explanation in the introduction of this
guide);
Show the picture below and explain in Brazilian Sign Language the meaning of the five senses of the human body;
Ask students to make, as homework in the word bank notebook, a drawing like the model below;
Ask students to use the image below to complete the sentences with the name of each part of the human body;
Ask the interpreter to use the grammar wheel that was constructed on the third bimester with the deaf students. It must be
used in every single class.
a) Do you know what the five senses are? Read the text below and circle the words you
don’t know.
MY FIVE SENSES
We have five senses: sight, smell, taste, hearing and touch. The five human senses play a unique role
by receiving signal information from the environment through the sense organs and sending it to the
human brain for interpretation. When the brain receives and interprets the information, it tells the
body how to respond. The sense organs in our body include the eyes, ears, skin, nose, and tongue.
Source: Text produced specially for this material.
b) Using a dictionary, look up the meaning of the words you circled in the text.
c) Complete the sentences with the name of each part of the human body responsible for
the following abilities.
1. I use my ears to hear.
2. I use my nose to smell.
3. I use my eyes to see.
4. I use my mouth to taste.
5. I use my whole body to touch.
d) Complete the mind map with the five senses of the human body.
Source: Image produced specially for this material.

e) Identify the senses being described.
TASTE – TOUCH – SMELL – HEARING - VISION
1. Recognizes colors (blue, yellow, red, green), light and dark (light and shadow). VISION
2. Recognizes different types of sound (rain, animals, noise, speech, music). HEARING
3. Recognizes different fragrances, pleasant and unpleasant smells. SMELL
4. Feels different textures with your feet or hands and the wind on your skin. TOUCH
5. Recognizes, through experimentation, the flavors (bitter, sweet, salty, sour, umami)
and the textures of food (crunchy, soft, hard, dry, wet). TASTE
ACTIVITY 3
• Ask students to enumerate phrases according to the purpose of using the verb in the imperative.
• Ask students to read the dialogue in pairs: Student A will be the character Nancy and student B will
be the character Robert. Then students must change roles. Explain to students the use of the
imperative verb through the verbs that are in bold and underlined in the text.
• Ask students to list the figures according to the order or advice that is represented by the image.
• Ask students to use the word bank notebook to remember the keywords to complete the senteces;
• Ask the interpreter to signal the sentences and construct the meaning of new keywords with the
students and ask students about what they understood about the sentences.
a) Complete the sentences below with the words from the box.
EARS – TONGUE – NOSE – EYES - HANDS
1. Flowers are colorful, they come in many types and shapes, and we can smell their
perfume through our NOSE .
2. Bird songs are very beautiful and have several purposes, such as attracting the females.
We can enjoy their singing thanks to our EARS .
3. The sun is a star of our solar system. We can see it with our EYES .
4. The TONGUE allows us to recognize flavors and feel the texture of the food we eat.
5. We use our HANDS to grab things, feel the texture of

objects and many other things.
b) Now, search for words from the previous sentences in the word search below.
G T U I O R F S A E S Y U P L
F D F E R T E S A N U T Y F D
W L C V R H A M D F N O P E R
P E A R F S M E T S E N S T F
S T A V G T E R E S N U N B O
C M B X O A D F X F W V B U O
J O R T U R M N T C C T Y D D
B B L M N G S T U Z P U I F G
R N N O C G T E R S M N C R S
A E T B R M N P E R F U M E S
W R R A S F S L A E C V P L T
N S O N G S U E S S A J E V R
T E T M E S V L A A G V A P A
ACTIVITY 4
• Ask student to mark with an “X” the images related to the sense of sight;
• Motivate students to unscramble the words and form sentences in the correct order;
• Ask students to search the internet for things or activities that we use in the sense of vision and fill in the graph
according to each description “I see, I watch, I read, and I observe”. Tell them to make sentences using the words
they found to express what they like to do. Answers are personal;
• Divide students in pairs and, following the frames, tell them to make a conversation according to the image.
• Ask students to use the word bank notebook to remember the vocabulary about electricity;
• The structure of phrases in sign language does not always follow the structure of oral languages. Give one example
to them: I like to watch movies;
• Ask the interpreter to help students unscramble the other sentences thinking the structure of phrases in English;
• Ask students to use the word bank notebook and the example frame to make sentences in the present tense talking
about the things that they like to do;
• Ask students to use the grammar wheel to read the questions about the fishes image and the word bank notebook to
complete the sentences.
a) From the activities below, mark with an “X” those you can relate to the sense of
sight.
Images: Pixabay.
b) Unscramble the words in order to write sentences. Follow the example:
watch to movies. I like

1. I like to watch movies.
likes comic Ana to read books.

2. Ana likes to read comic books.
father birds. My to observe likes

3. My father likes to observe birds.
the want lions. We to see

4. We want to see the lions.
news. watch the They always

5. They always watch the news.
on the reads internet. memes Rodrigo

6. Rodrigo reads memes on the internet.
c) As you could see in the previous activities, the sense of sight has a direct relationship with
actions like see, watch, read, and observe. Do a search on the internet and complete the
chart below with things you can do with the sense of sight. Follow the example:
I SEE… I WATCH… I READ… I OBSERVE…
animals TV shows magazines the environment
birds films books the nature
friends soup opera newspapers the ocean
trees a play an article the landscape
kids TV series a text a performance
d) Now, use the information from the chart in the last activity to make sentences in the
present tense talking about the things you like to do. Follow the example:
I like to see animals in their habitat.

I like to watch TV shows.
I like to read magazines.
I like to observe the environment.
1. I like to see friends.
I like to watch soup opera.
I like to read books.
I like to observe the ocean.
I like to watch films._____________________________________________________

e) In pairs, look at the image below and talk about the things you can see. Use the frames
to guide your conversation.
Image: Pixabay.
STUDENT A STUDENT B
What do you see in the image? I can see many fishes .
Where are they? They are in an aquarium .
What color are they? I can see yellow (blue, green, white, orange,
black)
I can see an orange fish with black dots .
ACTIVITY 5
• Ask students to read the text, underline the unknown words and look up their meaning in a dictionary or on the
internet, taking notes in the notebook;
• Have students discuss the taste of the food to fill the table with different types of food and their tastes. If necessary,
let them search on the internet and make sentences with the words, following the example;
• Divide students into groups and ask them to fill in the blanks in the instructional text, according to the verbs in
parentheses;
• Encourage students to prepare a chocolate cake following the instructional text at home. If possible, make an
appointment with them to prepare at school;
• Explain to students the imperative mood, that is used to give commands, orders, suggestions, make a request or give
instructions;
• Ask students to match the commands and actions;
• Read the dialogue as a model and divide the students in small groups to perform the dialogue and answer the
questions.
• Ask the interpreter to signal the text;

• Ask students to circle the words that they know;
• Ask the interpreter to explore the images to explain the meaning of new words in sign language;
• Ask students to use the word bank notebook to write sentences;
• Ask students to read the word bank notebook and remember the WH questions;
• Introduce the word organizer to improve student’s skills of writing, as the model below;
• Ask students to start using the organizer with the word CAKE;
• Use the organizer model in other situation to construct the meaning of the words or expressions.
a) Do you like cakes? Read the text below and answer the questions. Don’t forget to circle
the words you don’t know and look up their meaning in a dictionary.
WHO INVENTED THE CAKE?
The history of the cake suggests it was created in An-

cient Egypt. It was made from bread sweetened with fruits,
syrups, and raisins. Afterwards, the Romans improved the
recipe using fermentation techniques and named it “cake”,
because of its round shape (coming from the ball). This
served as the basis for the many recipes we know and love
nowadays.
Source: Text produced specially for this material. Image: Pixabay.
1. What is the text about? The text is about the story of the cake.
2. Where was the cake invented? It was invented in Ancient Egypt.
3. How Romans improved the cake recipe? They improved using fermentation techniques.
4. What is your favorite cake flavor? My favorite cake flavor is chocolate.
5. Which sense is responsible for recognizing flavors? The sense responsible for recognizing
flavors is the taste.
b) The human tongue can recognize five basic tastes: sweet, sour, salty, bitter and umami.
Do a search and complete the chart with examples of foods for each basic taste. Follow
the example:
TASTE FOOD
SWEET Apple, cookie, sugar, candy.
BITTER Broccoli, ginger, artichoke, chicory.
SALTY Olive, salt.
SOUR Lemon, vinegar, limes.
UMAMI Fish, mushrooms, meat.
c) Use the information you gathered in the last activity to write sentences about the taste
of foods. Follow the example:
Apples taste sweet.

Lemons taste sour.
1. Mushrooms taste umami.

2. Candies taste sweet.
3. Ginger tastes bitter.
4. Salt tastes salty.
5. Vinegar tastes sour.
6. Meat tastes umami.
7. Artichoke tastes bitter.
d) In pairs, fill the blanks of the instructional text (preparation) with the verbs from the box.
You can use a dictionary to help you in this activity.
ADD – BEAT – TAKE – TURN OFF – MIX – DECREASE
CHOCOLATE CAKE
INGREDIENTS
6 eggs
2 cups of sugar
1 tablespoon of oil
3 cups of wheat flour
4 tablespoons of powdered chocolate
1 tablespoon of cornstarch
1 cup of hot water
2 spoons (dessert) of baking powder
1 tablespoon of salt
HOW TO PREPARE
Beat the whole eggs with the sugar for 10 minutes. Decrease the
speed of the mixer and add the water mixed with the oil.
Turn off and mix gently sifted flour together with
powdered chocolate, corn starch, salt, and baking powder. Put the dough on a greased baking
pan sprinkled with wheat flour. Take to a medium oven (180ºC),
preheated, to bake.
e) The imperative is used to give commands, orders, suggestions, make a request or
give instructions. Match the sentences below according to their uses:
a. To give an order. (d ) Take a piece of cake.
b. To give instructions. (b ) Turn off the mixer.
c. To give advice or warnings. (a ) Keep quiet.
d. To make an offer or invitation. (c ) Don’t go out in the rain.
f) The bold and underlined verbs in the text represent the use of the imperative. In pairs
read the dialogue below. Each one of you will be a character.
MARTA: Robert!
ROBERT: Yes, mom!
MARTA: Give me a hand in the kitchen, please.
ROBERT: Sure. What do you want me to do?
MARTA: Take that round baking pan for me.
ROBERT: This one?
MARTA: Yes.
ROBERT: Ok!
Mom, can I taste the cake dough?
MARTA: Sure, but don’t take too much.
How does it taste?
ROBERT: Sweet and delicious!
Image: Pixabay.
g) Now, still in pairs, answer the questions below according to the dialogue in the last
activity.
1. What are Marta and Robert doing? They are preparing a cake.
2. According to Robert, how does the dough taste? It tastes sweet and delicious.
ACTIVITY 6
• Ask students to pay attention to different sounds, the sounds of silence. Although it is difficult to be silent in schools,
tell them to be quiet for 30 seconds, trying to identify what they hear and choose the options in the chart. Answers
are personal they will depend on students’ perceptions;
• Motivate students to compare their answers, following the frame to make a conversation;
• Explain to students the difference between pleasant and unpleasant. Tell them to choose the image options they
consider pleasant by marking with a blue pen and unpleasant with a red pen;
• Ask students to compare notes taken and discuss the musical styles they know to fill out the organizer. In pairs,
students should compare their responses and present the impressions of the pairs to the class, following the model;
• Read the text with the students, call their attention to cognate words, and tell them to circulate the words they think
are fundamental for understanding, to look them up in the dictionary and answer the questions.
Curricular adaptation
• Ask students what kind of sounds they can hear (some students can hear strong sounds);
• Ask the interpreter to provide the interaction with the classmates;
• Ask students to look at the pictures and say which one they like best in terms of shape and colors (some of them
look unpleasant, others are pleasant);
• Ask students to complete the chart below by painting with a blue pen the squares representing the visual that they
consider pleasant and with a red pen those they consider unpleasant.
a) For this activity, first close your eyes for 30 seconds and focus only on the things you
hear. Try to identify as many sounds as you can, then mark on the chart those you were
able to recognize.
Image: Pixabay.
I WAS ABLE TO HEAR: ( ) People talking;

( ) My friends’/ my own breathing;
( ) My teacher walking;
( ) A desk/chair being dragged;
( ) The fan spinning;
( ) A window or door being closed/opened;
( ) Cars passing by the street;
( ) A car horn;
( ) An airplane passing by;
( ) Birds singing;
Others:
b) Compare your chart with a friend and then share it with the class. You can use the frame
below as a model:
During these 30 seconds, I was able to hear a car horn, people talking in the other classrooms and
people dragging a chair or a desk.
c) Thanks to the ears and the hearing sense, people can recognize sounds. Some of them
are unpleasant, like scratches on a board or too loud noises, others are pleasant, like
birds singing and music. Complete the chart below by marking with a blue pen the
squares representing the sounds you consider pleasant and with a red pen those you
consider unpleasant.
Answers are personal.
Images: Pixabay.
d) Compare your chart with a friend’s one. Did you both fill out the chart in the same way?
People have different likes, and this is applied to sounds too. That’s why it is not
everybody who likes pop music, or rock, samba, etc. Complete the visual organizer with
the names of the music styles you know.
e) In pairs, compare the information from your visual organizers to write sentences about
the music styles you consider pleasant or unpleasant. Follow the example:
My friend and I consider pop music pleasant.
I think rock music is unpleasant, but my friend considers it pleasant.
1. My friend and I consider rock music pleasant.
2. I think samba music unpleasant, but Bob considers it pleasant.
3. Kate and I consider pop music pleasant.
4. I think hip hop music unpleasant, but Mark considers it pleasant.
5. Jen and I consider blues music pleasant.

f) Read the text in order to answer the questions. Don’t forget to circle the words you don’t
know and search for their meaning using a dictionary.
DID YOU KNOW ANIMALS CAN

SEE THROUGH THE SOUND?
Some animals, like bats and

dolphins, need to move and hunt in
very dark environments. That’s why
they are equipped with a system
called “echolocation”. These ani-
mals emit sounds at an extremely
high frequency. These sounds hit
objects and other animals. That’s
how they can see without using
their eyes!
Source: Text produced specially for this material. Image: Pixabay.
1. Which animals can use echolocation?

Some animals like bats, dolphins, whales and nocturnal birds.
2. How does echolocation work?

Animals make sounds at an extremely high frequency. These sounds hit objects and other animals
and return through the echo.
ACTIVITY 7
• Tell students that this activity is about the sense of smell, elicit them to talk about the theme, read the text, circle the
words they don’t know and look up their meaning in a dictionary;
• Ask students to fill out the organizer with words from the text related to “nose”, than read definitions and connect
them to the bold words from the text;
• Motivate students to compile a picture dictionary, following the model. They have to find images of things they
appreciate the smell, its definition and elaborate a sentence. Decide with the group if it will be a personal “Pictionary”
or for the whole class;
• Discuss with the class what they know about animals and their olfactory system. Read the text and help students
research for animals with the strongest sense of smell and, following the frames, present their findings to the class.
Tell the interpreter to provide the interaction betweenthe deaf students and the class;
Tell the interpreter to explain the meaning of each word in Brazilian Sign Language;
After that, the students write down the new words in the word bank notebook. See the explanation in the introduction of this guide;
Ask the interpreter to review the words from the word bank notebook. Ask students to read the words every single class as a strategy to
memorize the vocabulary.
a) Read the text below. Don’t forget to circle the words you don’t know and look up their
meaning using a dictionary.
HOW DO WE SENSE SMELL?
Our nose has three very important functions: respiration, speech, and the sense of smell. Inside our
olfactory system, there are cells called olfactory receptor neurons. Humans have between 10 and
20 million cells like these and it is thanks to them that we can detect at least 1 trillion smells.
Source: Text created especially for this material. Image: Pixabay
b) Complete the visual organizer with words from the text you can relate to nose.
c) Read the following definitions according to The Cambridge Dictionary and relate them
to the bold words from the text:
RESPIRATION – NEURON – OLFACTORY – SPEECH - SMELL
1. “The process of breathing.” RESPIRATION
2. “A nerve cell that carries information between the brain and other parts of the body.”
NEURON
3. “Connected with the ability to smell.” OLFACTORY
4. “The ability to talk, the activity of talking or a piece of spoken language.” SPEECH
5. “The characteristic of something that can be recognized or noticed using the nose.”
SMELL
Source: Cambridge Dictionary. Available at: https://dictionary.cambridge.org/. Accessed on: June,17, 2020.
d) Think about something whose smell you like. After that, write the name of it in a card
(like the example below), look up its definition in a dictionary, and write its definition and
a sentence. Draw a picture of it. Choose at least 10 words. After you finish, share your
Pictionary with your friends.
NAME: Bread
DEFINITION:
“A food made from flour, water, and usually yeast, mixed
together and baked”.
Source: Cambridge Dictionary. Available at: https://dictionary.
cambridge.org/. Accessed on June 17, 2020.
SENTENCE:
Image: Pixabay. “I love the smell of hot bread”.
e) Do you think you have a good sense of smell? Read the text below:
DID YOU KNOW THERE ARE ANIMALS THAT CAN DETECT SMELLS FROM MILES AWAY?
In order to hunt, or run away from predators, some animals developed a heightened sense of smell
through evolution. Depending on the breed, a dog, possesses around 200 million olfactory receptor
neurons. That’s a lot more than what we humans possess. And dogs aren’t the animals that have the
best sense of smell on the planet.
f) Do a research and find the animals that have the strongest sense of smell on the
planet. Choose one of these animals and then complete the chart below with the
information about them:
SPECIES: There are 8 species – Polar Bear, North American Black Bear, Brown Bear, Asiatic
Black Bear, Andean Bear, Panda Bear, Sloth Bear And Sun Bear.
g) Present your research using the text below as a model. You can also bring a picture of
the animal you chose to show to your friends.
The animal I chose is the Silk Moth.

It can be found in China, India, Japan, and
other Asian countries.
It is an insect.
A male moth can sense the scent of the
female’s hormones from at least one mile
away.
An interesting fact about this animal is that
moths don’t have a nose. They sense smell
with their antennae, which are covered in
scent receptors.
Image: Pixabay
ACTIVITY 8
• Use your creativity to bring different objects to this class, ask students to select objects and expose them on the
table. Blindfold a student and give him/her an object to be touched and to guess what it is. This activity can be
a group competition;
• Ask students to read the text and answer the questions;
• Elicit students to discuss the images and relate them to the words, complete the sentences on activity 8d, and
use the words from the bubbles to elaborate sentences.
• Tell the interpreter to provide the interaction of the deaf students with their classmates;
• Tell the interpreter to explain the meaning of each word in Brazilian Sign Language;
• After that, the students write down the new words in the word bank notebook. See the explanation in the
introduction of this guide;
• Ask the interpreter to review the words from the word bank notebook. Ask students to read the words every
single class as a strategy to memorize the vocabulary.
Image: Pixabay.
In groups, gather on the table as many different objects as you have (keys, pens, erasers, pencil
cases, books and others). After that, blindfold a classmate and give one of the objects to
him/her. He/she must guess what the object is only by touching it. Make it a competition to see
who can guess the greatest number of objects.
a) In the previous activity, you were able to identify the objects thanks to the sense of
touch. Read the text below to learn more about it and then answer the questions.
THE SENSE OF TOUCH

The human body has a very large organ called skin. The skin covers the whole human body and is
responsible for the sense of touch.
Under our superficial layer of skin, we have receptor cells that receive external stimuli and send the
necessary information to our brain for us to respond to the stimuli. They allow us to detect textures,
temperatures, contours, shapes, vibrations, pressure, weight, tension, and pain.
1. Which organ is responsible for the sense of touch? The skin.
2. What can we detect with the sense of touch? We can detect textures, temperatures,
contours, shapes, vibrations, pressure, weight, tension and pain.
b) Name each one of the pictures below according to the textures, temperatures and
shapes from the box.
Images: Pixabay.
c) Complete the sentences with the bold words from the text in Activity 6b.
BRAIN – TEMPERATURES – SHAPES – VIBRATIONS – WEIGHT – PAIN
1. Squares, triangles and rectangles are examples of shape .
2. I like hot temperatures .
3. When we hurt ourselves, we feel pain .
4. Thanks to our brain , we can imagine and create many things.
5. The weight of my sister is 45 kilograms.
6. When we listen to very loud music, we can feel the sound vibrations .
d) Use the words from the bubbles to write sentences about the sense of touch. Follow
the example:
I LIKE
BIRDS
COLORFUL LIKES
MY
FATHER
THEY
TO
THEY?
WATCH
1. Give me a hand.
2. I like to watch TV.
3. What color are they?
4. My father like birds.

5. I was able to hear a car.
6. They are in a lake.
7. Flowers are colorful.
ACTIVITY 9
• Discuss with students the difficulties faced by people with disabilities, provide materials to make a hands-on
activity and tell students to take notes about their impressions during the development of the experience;
• Explain to the class the activity and decide who will be the character with the disability. After the experiment tell
students to use the framing to present their impressions and answer the questions;
• Ask students to go back to the KWL Chart to fill out the third column.
• Now it is time to deaf students to be the protagonists;

• Ask students to teach some signs in sign language for your group to show them to their classmates;
• Ask students to try use a wheelchair or blindfolds as well;
• Ask students to express in sign language their impressions;
• Ask the interpreter to make a video of the student explaining their impressions.
Image: Pixabay.
a) Now, for this final activity, you will experience the difficulties faced by people with
disabilities. This activity aims to provide the experience of difficulties faced by people
with disabilities in their daily actions, in order to understand their needs and help to create
a better space at school for everyone. First, form groups and gather all the material you
are going to need for this experiment:
• Wheelchair or crutches;
• Blindfolds;
• Cardboard boxes;
• Newspaper;
• Rope;
• Tape.
b) Follow the instructions to develop the experiments. In your notebooks, take notes of every
impression and feeling you have during the experiment (facilities, difficulties and how to
overcome them).
or legs with cardboard or newspaper.
Ask an adult to guide you and avoid accidents.
stablish the theme to be used in mime.
c) After every group has done the experiment, share notes and your experience with your
friends. Also list the senses of the human body you used the most and how you used
each experiment. You can use the frame below during your presentation:
During the visual impairment experiment, the sense I used the most was touch.
The most difficult thing was to walk without bumping against the furniture. What helped me overcome
this difficulty was having my mom guiding me and using a stick.
d) Now, after everyone has shared their impressions about the experiment, analyze your
school, and answer the questions:
The answers will depend on the particularities of each school.
1. Is your school accessible?
2. What about the spaces?
3. Which conditions provide secure access for people with disabilities?
e) Go back to the KWL Chart in Activity 1a and fill out the third column with what you have
learned about the five senses of the human body.
7º ano
TEACHER’S GUIDE
This Volume has activities to be developed during the fourth bimester of the school year. Besides
the Student’s Learning Guide, with directions in each activity (remember you can add or adjust the
activities according to the needs of the group), you will find in the box below explanations about the
approach/methodology as well as the skills/abilities needed to be developed by students aligned to
Currículo Paulista and Base Nacional Comum Curricular, and a Weekly Learning Ticket template
that help students monitor their learning progress. You will also find Adaptação Curricular para o
estudante Surdo which brings important suggestions that will help you while preparing/adapting your
lessons.

• Apply learned vocabulary (colors, numbers, pets) to solve problems;
• Understand the relationship between the subject and object pronoun using a Venn Diagram;
• Understand the difference between a cardinal number and an ordinal number and use it to solve
puzzles;
• Compare and contrast people´s profiles for a school selection.
Communication
Language of Language for Learning: Language through
Learning: (Functions & Structures) Learning:
(Key Vocabulary) • The orange fish is between the blue fish and the (Incidental & Revisited
• Logic; red fish. (Recycled) Language During
• eagle; • The fish is next to the green fish. the Lesson)
• kiwi; • The red fish is not in Tank 1. • Colors;
• ostrich; • The angelfish is in a corner tank, to the left of the • numbers;
• owl; clownfish. • pronouns.
• seagull; • The mollies are between the lionfish and the
• toucan; butterflyfish, in the same row.
• peacock; • The catfishes are below the butterflyfish, but they
• catfish; are not in the bottom row.
• Neither the guppies nor the clownfish are in the
• rainbowfish;
top row.
• lionfish;
• The lionfish is in the same column as the
• mollies;
angelfish and the guppies.
• guppies; • The catfish, the clownfish, and the lionfish are not
• clownfish; in the same row or in the same column.
• angelfish. • The guppies are in the tank above the angelfish.
• I would like to see George Boole displayed on the
school walls.
• He is the founder of Algebra.
• You have a point there. But, look at Einstein. He
developed the theory of relativity.
• Both of them were important.
• Yes, I agree. On the other hand, Boole is the
founder of logic.
• It is not an easy decision. But my vote goes to Boole.
• If you successfully fill out the Venn Diagram on Subject and Object pronoun;
• If you successfully solve the Bird Logic puzzle;
• If you successfully solve the Fish Tank puzzle;
• If you successfully play the Domino Game;
• If you successfully participate in the Pyramid discussion on people´s profiles.
The template above contains some concepts taken from Content and Language Integrated
Learning – CLIL. It is an approach or method, which integrates the teaching of content from the
curriculum with the teaching of a non-native language. CLIL sometimes is referred to ‘4 Cs’ as components:
Culture - The role of culture, understanding ourselves and other cultures, is an important part of
CLIL approach. We want to develop learners who have positive attitudes and who become aware
of the responsibilities of global as well as local citizenship.
Content - CLIL develops cross-curricular links among different subjects. Teachers need to
analyze content for its language demands and to present content in an understandable way.
Cognition - CLIL promotes cognitive or thinking skills, which challenge learners. These skills
include reasoning, creative thinking and evaluating. Teachers need to analyze thinking processes
for their language demands and to teach learners the language they need to express their
thoughts and ideas.
Communication - Learners must produce subject language in both oral and written forms.
Students need to be encouraged to participate in meaningful interaction in the classroom.
There are three parts on the Student’s Learning Guide:

1. “Culture/Content/Cognition (Learning Outcomes)” indicates teaching aims that will be developed
by students. In the cognitive process students will develop aims to integrate culture, content and
communication.3
2. “Communication” follows the idea from Michael Halliday (1976) that identifies three major
simultaneous relationships between language and learning.
- Language OF learning uses language coming from the content areas such as science or social
studies. It involves the type of discourse used by experts such as mathematicians, historians, and
scientists. This can be modeled, collaboratively constructed, and finally used independently through a
gradual release of responsibility sequence (Fisher and Frey, 2013; Gibbons, 2009). This includes
vocabulary.
- Language FOR learning identifies the purpose for using the language. These are language functions
such as speech acts used in comparing, summarizing, describing concepts and processes. They can
be introduced in the form of sentence frames (i.e., It is …. in…. / If ..., then....) (Kinsella, 2013; Shafer
Willner, 2013).
- Language THROUGH learning is developed on demand, within the learning task. This type of
language is supported within dialogic, academic conversations because it is recycled, practiced, and
3
becomes more precise the more it is used (Zwiers, 2014).
3. “Instruments for Assessment” suggests a different focus of assessment on areas of subject

content and on communication skills, cognitive skills and practical skills. Teachers need to put learners
at the center of the process and to find out what standards are achievable when they study subject
content in non-native language4. It is important to make sure your objectives, learning activities, and
assessment indicators are aligned. You assess the learning objectives, not the activities.
A INTERFACE ENTRE A LÍNGUA INGLESA E OUTRAS ÁREAS DO CONHECIMENTO
Habilidades
(EF07LI01) Interagir em situações de intercâmbio oral para realizar as atividades em sala de aula, de
forma respeitosa e colaborativa, trocando ideias e engajando-se em brincadeiras e jogos.
(EF07LI03) Mobilizar conhecimentos prévios para compreender texto oral.
(EF07LI10) Escolher, em ambientes virtuais, textos em língua inglesa, de fontes confiáveis, para
estudos/pesquisas escolares.
(EF07LI11) Participar de troca de opiniões e informações sobre textos, lidos na sala de aula ou em outros
ambientes.
(EF07LI12) Planejar a escrita de textos em função do contexto (público, finalidade, layout e suporte).
(EF07LI14) Produzir textos diversos sobre fatos, acontecimentos e personalidades do passado (linha do
tempo/timelines, biografias, verbetes de enciclopédias, blogues, entre outros).
(EF07LI19) Discriminar sujeito de objeto utilizando pronomes a eles relacionados.
(EF07LI22) Explorar modos de falar em língua inglesa, refutando preconceitos e reconhecendo a variação
linguística como fenômeno natural das línguas.
Base Nacional Comum Curricular – Currículo Paulista – Matemática

Habilidades
(EF03MA26) Resolver situações-problema cujos dados estão apresentados em tabelas de dupla entrada,
gráficos de barras ou de colunas.
(EF04MA27) Ler, interpretar e analisar dados apresentados em tabelas simples ou de dupla entrada e em
gráficos de colunas ou pictóricos, com base em informações das diferentes áreas do conhecimento, e
produzir texto com a síntese de sua análise.
(EF07MA06) Reconhecer que as resoluções de um grupo de problemas que têm a mesma estrutura
podem ser obtidas utilizando os mesmos procedimentos.
4
The explanation is part of the “Theoretical Framework - English for STEAM, initially prepared by Barbara Noel, EL
Specialist for the Curricular Action ‘A Interface entre a Língua Inglesa e outras Áreas do Conhecimento para o
empoderamento do Jovem Cientista’.
Olá, professor (a)! Este material traz sugestões de adaptações curriculares para o
desenvolvimento das atividades para os alunos Surdos.
As adaptações estão identificadas em caixas de texto com títulos azuis e um ícone criado
para este material que representa as identidades surdas, pois neste universo temos estudantes que
são seres individuais e compartilham da Língua de Sinais para se comunicarem e também adquirir
uma segunda língua, neste caso, a Língua Inglesa.
Quando pensamos em adaptação curricular é necessário ter em mente que são ajustes
realizados no plano de aula quanto ao objetivo, à metodologia e à avaliação. Ao preparar a aula,
precisa-se de uma intencionalidade do(a) professor(a) para a turma e outra para o estudante com
deficiência.
Diante disso, vamos refletir sobre um possível caminho a percorrer quando nos referimos
ao ensino de língua estrangeira para estudantes Surdos:
○ Peça ao estudante que providencie um caderno para ser utilizado como banco de
palavras.
○ Converse com o interlocutor sobre a função desse caderno. Durante as aulas, o
interlocutor, orientado pelo(a) professor(a), auxiliará o estudante na construção do conceito
(significado e significante) de cada vocábulo em língua estrangeira, sendo registrado no banco de
palavras, que ao longo do ano será utilizado como fonte de consulta para a realização de atividades.
○ Defina qual será o vocabulário enfatizado durante a aula. Separe o vocabulário por classe
gramatical, a princípio inicie com substantivos e verbos e com o passar do tempo inclua as demais
de acordo com a sua intencionalidade, pronomes, adjetivos, advérbios e numerais. Cabe pontuar
que em Libras usam-se poucas conjunções, preposições e artigos, pois estão incorporados às
palavras que se referem.
○ Ao longo da aula, defina com o estudante e o interlocutor uma cor para a classe gramatical
que estará em estudo, pois será utilizada no decorrer das aulas subsequentes.
○ O estudante deverá pintar a palavra, o interlocutor fará a construção em libras do
significado do vocábulo e só então a palavra nova irá para o banco de palavras do estudante.
○ O segredo não é pintar muitas palavras ou todas de determinada classe gramatical em
um único dia, mas a qualidade da discussão e a construção do significado. Para isso, utilize
recursos visuais, vídeos, imagens e ou simulações de cenas teatrais com a participação dos
estudantes ouvintes promovendo o engajamento do estudante surdo. Estimamos que se o
estudante se apropriar de cinco (5) palavras em uma aula, ao longo de um bimestre, dezesseis (16)
aulas, serão oitenta palavras (80), que ao longo do ano se tornarão duzentas e quarenta (240).
Depois que ele se apropriar deste movimento, o céu será o limite. Esta estratégia pode ser utilizada
com a turma toda!
○ Quando a palavra já estudada aparecer em aulas posteriores, não deverá ser pintada,
mas consultada no banco de palavras e neste momento é hora de verificar se houve a apropriação
do vocabulário.
○ Por fim, COMEMORE com seu estudante cada conquista! Eleve a autoestima dele
construindo laços de afetividade. Desta forma, o aprender será prazeroso e permanente, pois o que
toca a emoção, negativamente ou positivamente é perpetuado. Acesse o link abaixo para entender
um pouco mais:
- Roseane Libras Psicopedagoga. Adaptação Curricular – Libras. 2020. Disponível em:

https://youtu.be/-zsQgpZS-Oc. Acesso em: 10 jun. 2020.
-Roseane Libras Psicopedagoga. Inglês para Surdos Adaptação curricular LIBRAS. 2020. Disponível
em: https://youtu.be/ZXFJ-QarZPo. Acesso em 10 jun. 2020
NAME:
GRADE:
DATE:
I CAN explain the difference between the object and subject pronoun.
I CAN solve problems using learned vocabulary (numbers, animals, etc).
I CAN apply writing procedures to write text about the past.

______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Images:Pixabay
ACTIVITY 1
KWL is a useful tool in the beginning, during and after a lesson or unit. Write one on the board just like the
example on the student’s guide.
• Elicit from students what they know about logic;
• With the students’ answers, fill the first and the second column on the board;
• Explain to the students that in this unit they will learn about logic;
• By the end of the activities, ask students to come back to this KWL chart and fill out the third column with
what they have learned about the topic. The information students will give to you is very important and can
be part of a recovery plan, according to their needs.
• Ask the interpreter to signal what the deaf students know about logic;
• Ask the interpreter to signal the teacher and classmates’ voices all the time to guarantee
the inclusion of deaf students;
• Ask the interpreter to signal what the deaf student wants to know. At this moment, the interlocutor
can use only Brazilian Sign Language;
• The keywords are the ones that students will be able to learn and that will contribute to their
learning process.
a) What do you know about logic? Fill out the first and the second columns of
the KWL chart. Leave the third column in blank.
KWL Chart – Math: Thinking Logically

ACTIVITY 2
• Students should open this booklet and pay attention to the table below;
• Have the expressions: a doctor, a good cook and a good singer on the board, as well as the subject
pronouns I, He and She;
• Elicit from students the relationship among the pronouns and the phrases;
• Using new examples on the board, guide students to identify the difference between noun and noun phrases;
• Ask students to look at the Venn Diagram. Emphasize the parts that should be filled in. The middle one
should describe the function of the pronouns or, as it is written in the exercise, “What do they have in
common?”;
• Explain how the table was built. In the first column there are persons; on the second and third actions.
Students must identify who performed the action to answer the questions from part “c”. Here is a clue: the
drawings will lead them to the right answers;
• Show the students the examples of the language described in the first column. Analyzing them, they must
fill the second and third columns in, with subject and object pronouns. Use the first sentence as an example
on the board.
• Explain to students the subjects pronouns and object pronouns;

• Ask the interpreter to show in sign language the meaning of these pronouns;
• Ask students what they understood;
• Ask students to fill out the blanks with a drawing to represent each pronouns;
• Ask the interpreter to provide the interaction in sign language of the discuss.
a) Look at the table below. Pay attention to the highlighted words. Is there a relationship
between them? Answer this question on the Venn diagram below.
A doctor A good cook A good singer

Guilherme
He
Rose
She
Me
Images: Pixabay
He is a good singer Adam
She is a good cook. Andrea
I am a doctor. Me
b) Did you know that:
The subject/ object pronoun is a word that can replace a noun or noun phrase?
• Subject pronouns: I, you, he, she, it, we, they.
• Object pronouns: me, you, her, him, it, us, them.
a) The diagram below is called Venn Diagram. Make a list of the subject pronoun and a list
of the object pronouns. What do they have in common? Write your answer in the middle
of the diagram.
VENN DIAGRAM
I, you, he, me, you,

she, it, we, her, him,
they it, us,
them
a word that can replace a noun or noun phrase

Source: Diagram produced specially for this material.
b) Look at the table below and read the sentences carefully to notice the relationship
between the first, the second, and the third column.
First column Second column Third Column

Cooking a meal for Writing an email to
Rose’s parents. Rose’s grandfather.
Guilherme
Rose
Me X X
Images: Pixabay.
c) Look at the table above and answer the following questions:
1. Who is writing an email? Rose is writing an e-mail.
2. Who is cooking a meal? Guilherme is cooking a meal.
d) Look at the sentences below. Place the pronoun in the right column. The first one is
done for you.
Examples Of Language Language Forms

Subject pronoun Object pronoun
We are cooking a meal. We -
She’s cooking a meal for his parents. She His
He’s cooking a meal for her parents. He Her
We’re cooking a meal for them. We Them
I’m writing to his grandfather. I his
She’s writing to her grandfather. She Her
She’s writing to them. She Them
I’m cooking a meal. I -

ACTIVITY 3
• Motivate the students to read the text, using strategies they have already known. The point is clarifying the
difference between cardinal and ordinal numbers;
• On the board, give examples of the use of cardinal and ordinal numbers, using the teacher’s list. The cardinal and
ordinal numbers table may help you. Focus the students’ attention on the explanation from the table: “how many”
and “position”. After that, guide the students to fill the blanks in, according to the questions;
• Ask students about their previous knowledge about “logic”: what it means, when the word is used, for what logic
is used, etc. Encourage the group to read the text, pointing the keywords highlighted;
• Ask the students to pay attention to the mind map. They have to complete it using the information from the
previous text.
• Use the images to construct the meaning of the concept of ordinal numbers and cardinal
numbers;
• Ask students to signal what they understood;
• Ask students to add new words in the word bank notebook;
• Ask the interpreter to provide the interaction in sign language.
Images: Pixabay
a) Read the text:
ENGLISH… NUMBERS… LOGIC.

A Cardinal Number is a number that says how many of something there are, such as one, two, three,
four, five, six, seven, eight, nine, ten.
An Ordinal Number is a number that tells the position of something in a list, such as 1st, 2nd, 3rd, 4th,
5th, etc.
Most ordinal numbers end in “th”, except for:
I. one ⇒ first (1st)

II. two ⇒ second (2nd)
III. three ⇒ third (3rd)
b) Think of the first letter of your name. Are you the eleventh on your teacher´s list? Who
comes first? Who is next? How many students are there in your classroom?
My first name starts with .
There are in my classroom.
comes first.
is the next.
How Many The Position
Cardinal numbers Ordinal numbers
1 One 1st First
2 Two 2nd Second
3 Three 3rd Third
4 Four 4th Fourth
5 Five 5th Fifth
6 Six 6th Sixth
7 Seven 7th Seventh
8 Eight 8th Eighth
9 Nine 9th Ninth
10 Ten 10th Tenth
11 Eleven 11th Eleventh
12 Twelve 12th Twelfth
13 Thirteen 13th Thirteenth
14 Fourteen 14th Fourteenth
15 Fifteen 15th Fifteenth
16 Sixteen 16th Sixteenth
17 Seventeen 17th Seventeenth
18 Eighteen 18th Eighteenth
19 Nineteen 19th Nineteenth
20 Twenty 20th Twentieth
21 Twenty-one 21st Twenty-first
22 Twenty-two 22nd Twenty-second
23 Twenty-three 23rd Twenty-third
… …
30 Thirty 30th Thirtieth
40 Forty 40th Fortieth
50 Fifty 50th Fiftieth
60 Sixty 60th Sixtieth
70 Seventy 70th Seventieth
80 Eighty 80th Eightieth
90 Ninety 90th Ninetieth
100 One hundred 100th Hundredth
… …
1000 One thousand 1000th Thousandth
c) Read the information below very carefully. There are highlighted words to help you
understand what logic is.
The word logic refers to a systematic, reasoned way of thinking, usually used to solve a problem or to
understand a situation. Logic grid puzzles include a graphic organizer (in this case, a grid) that helps
students keep track of information in the puzzle’s clues, use the process of elimination, and make
inferences that will lead them to the puzzle’s solution.

d) Use the mind map below to answer this question: what do you have to do to solve a
puzzle?
inferences
keep track
of the
TO SOLVE information
A PUZZLE
ACTIVITY 4
• Tell the group they will face a logic challenge. Guide them throughout the bird’s pictures and names from the chart.
After that, read the command and explain it;
• Motivate the students to explore the birds’ facts. As they analyze and compare these facts, they will be able to guess,
refuse and confirm the bird that corresponds to each number. They should write their answers in the last column.
• Explore the new vocabulary with the images;

• Agree with the interpreter what keywords of the chart BIRD FACTS the students need to solve the puzzle;
• Ask students to add new keywords in the word bank notebook.
Images: Pixabay
a) In the next chart are the names and pictures of ten birds around the world. We have
assigned each of these birds a secret number. We can only tell you that the peacock is
number 7. Your job is to figure out the rest of the secret numbers.
KIWI OWL
PENGUIN TOUCAN
Images: Pixabay.
Source: Adapted from English teaching Forum, number 1, 2014.
b) The bird facts below give information about these birds by their secret numbers, not by
their names. Compare the bird facts to determine which number goes with which bird.
Then write the name of the bird next to its number.
Bird Facts Name of Bird

• Birds 1, 3, and 8 can’t fly. Kiwi
1
• The names of birds 1, 4, and 9 have fewer than six
Parrot
letters. 2
• The names of birds 4 and 8 begin with the same letter.
Penguin
3
• Birds 3, 5, and 9 eat fish.
Owl
• The names of birds 2, 3, and 7 begin with “p.” 4
• The names of birds 2 and 10 have the same number of
Seagull
letters. 5
• Birds 2, 7, and 10 are colorful.
Chicken
6
• The names of birds 3, 6, and 10 end with “n.”
• The names of birds 3, 5, and 9 contain a “g”. 7 Peacock
• Birds 1 and 4 are mostly nocturnal.
Ostrich
8
• The first letter in the name of bird 10 is the same as the
last letter in the name of bird 2. 9 Eagle
• The name of bird 9 begins and ends with the same
Toucan
letter. 10
ACTIVITY 5
• Tell the students people, animals, plants, objects, buildings, and other stuff usually share the same space. A
good example to be given is the classroom. Explore the positions of some things in the classroom: the board
is in front of/before the students; the windows are on the right side of the classroom, etc. After that, direct
the students to investigate the chart, aiming to discover and understand the function and the meaning of the
place prepositions and expressions;
• Challenge the students to use their creativity to produce their dream city, dream house or dream bedroom.
They can draw, develop a map / plan, or even describe it with words. Encourage them to use the words and
expressions from the previous activity to make their job accurately.
• Use the images below to construct the meaning of words to talking about positions;
• Ask students to add new keywords in the word bank notebook;
• Ask the interpreter to provide the discuss the position of the dog, places, and objects in sign language;
• Ask students to draw your dream city, your dream house or your dream bedroom;
• Ask students to use the word bank notebook to write a subtitle.
Images: Pixabay
a) Talking about positions of things, people and pets.
White dog. The yellow dog is between the White dog.

two white dogs.
There are three dogs on the
top row.
Gym The supermarket is next to
Hospital
the bank.
The Hospital is in a corner.
The gym is neither close to
the supermarket nor to the
hospital.
Theater The theater is across the bank.
Bank
Supermarket
Above The green arrow is above the

Below red arrow.
The red arrow is below the
green arrow.
The same column. The yellow dog and the map are
Bottom row. in the same column.
There is a cute dog in the
bottom row.
Images: Pixabay
b) Use your imagination and draw your dream city, your dream house or your dream bed-
room. Use the words from the previous activity to talk about the position of things and
look for more expressions.
MY DREAM CITY…HOUSE…BEDROOM
ACTIVITY 6
• Divide students into groups of three or four and ask them to draw the domino. As it is a review activity, you can
select more topics to review;
• The examples below are just a few ideas of what you can do;
• Give students more topics (from 6th grade, for example, you can review the apostrophe);
• After they have finished creating the domino, ask them to get together in small groups;
• One student starts reading the definition on the first domino, the colleagues look for the word it defines, and the
person who has the domino with the word that matches the definition must call it out.
• Ask the interpreter to provide the interaction in sign language with the classmates;
• Ask students to use the word bank to consult the vocabulary;
• Ask students to read in sign language to construct your mental storyboard with the help of the
interpreter;
a) In pairs or groups of three, you can start reading the definition on the first domino, and
your colleagues look for the word it defines. The person who has the domino with the
word that matches the definition must call it out.
Start
Subject pronoun Cardinal number
It is a word that can It is a number that It is a word that can

It is a number that
replace a noun or tells the position of replace a noun or
says how many of
noun phrase (me, you, noun phrase (I, you
something there are. something in a list.
her, him, it, us, them). he she, it, we, they).
ACTIVITY 7
• Tell students they are going to work together to solve puzzles;

• PUZZLE 1: before starting this item, make the students aware they will face three different puzzles that involve
logic and place prepositions and expressions. Then, explain they must place the colored fish into the numbered
tanks, according to the clues. The movement is the same from the exercise with the birds: read the clues, predict,
refuse, and, in the end, confirm the right tank for each fish;
• PUZZLE 2: it is recommended to correct the previous item, before starting this one. Knowing the strategies used
by the students to solve item “a”, you will be able to offer more strict directions for the new ones;
• Make the students look at the fish from item “b”, commenting on the names and characteristics of the fish. Then,
show them the three rows (across) and the three columns (up and down) formed by the tanks, highlighting the
terms “top”, “middle” and “bottom” to refer to each row. Read the command and, after explaining it, take the
students to the investigation of the clues;
• Encourage students to interact in English, using the speech balloons as a model. They should be persistent in
reading the clues, predicting, refusing and, after all, confirming the allocation for each fish;
• PUZZLE 3: tell students they are going to work together to solve puzzles, demonstrate the process. You and the
class will work together to complete a puzzle about people’s food orders in an American restaurant;
• Present or review any target vocabulary items you have identified. Use descriptions, text, drawing, miming,
elicitation, or other preferred techniques;
• Explain to students that they will use these vocabulary items and a graphic organizer called “logic grid” to figure out
which person ordered each meal. Model how to complete a logic grid by using the provided clues about breakfast
orders. Draw the following grid on the board. Write the list of clues below the grid.
Scrambled eggs Omelet with Yogurt with

and sausage cheese and toast fruit and honey
Beto
Eduardo
Maria
Beto does not like to eat sweet food for breakfast.

Maria does not like eggs.
Eduardo always eats eggs and meat for breakfast.
• Tell students, “Three people, named Beto, Eduardo, and Maria, have ordered breakfast. One person ordered
scrambled eggs and sausage; another ordered an omelet with cheese and toast; and the other ordered yogurt with
fruit and honey. Which person ordered each breakfast?”
• Explain that the breakfast orders are listed across the top of the grid, and the people’s names are listed in the left-
hand column. Tell the students they must use the clues to identify each person’s breakfast order. Explain that each
person ordered a different meal.
• Work through the clues with the class and show them how to mark a logic grid to keep track of the information. Ask
a volunteer to read the first clue aloud. Ask the class to tell you which item Beto did not order since he doesn’t like
sweet food for breakfast (the answer is “yogurt with fruit and honey”). Put an X in the box that aligns with “Beto” and
“yogurt with fruit and honey,” and tell students that an X represents an incorrect combination of person and meal
choice. Depending on your students’ level, you can explain that this logic technique of removing incorrect
information from a problem is called “the process of elimination.”
• Repeat the process with the next clue. Since Maria doesn’t like eggs, you can place an X in each of the first two
columns in Maria’s row:

Beto X
Eduardo
Maria X X
• Ask the students if they know what Maria ordered, since two choices have been eliminated. When they reply, “Yes,
yogurt with fruit and honey,” place an O in the box that aligns with “Maria” and “yogurt with fruit and honey.”
Explain that an O represents a correct match. Also, put an X in the middle square in the last column to show that
only Maria ordered yogurt with fruit and honey (and that therefore, Eduardo didn’t).

Beto X
Eduardo
Maria X X O
Have a volunteer read the last clue aloud. Ask students if they know which item Eduardo ordered (scrambled eggs and
sausage). Place an O in the box that aligns with “Eduardo” and “scrambled eggs and sausage.” Then demonstrate that since you
know which item Eduardo ordered, you can put an X in the remaining empty box in his row. Marking that information solves
the rest of the puzzle through the process of elimination: you know that only one person, Eduardo, ordered scrambled eggs
and sausage, so you can put an X in the box that aligns with “Beto” and “scrambled eggs and sausage.” After that information is
marked, the only possible combination that remains is that Beto ordered the omelet with cheese and toast:

Beto X O X
Eduardo O X X
Maria X X O
1. Conclude your demonstration by writing on the board each person’s name and the breakfast he or she ordered:
Beto – omelet with cheese and toast
Eduardo – scrambled eggs and sausage
Maria – yogurt with fruit and honey
• Use the instructions in the introduction of this guide to work with the new vocabulary;
• Ask students to use the word bank to consult the vocabulary to understand the phrases;
• Ask students to read in sign language to construct your mental storyboard with the help of the interpreter;
• Ask interpreter to provide the interaction in sign language with the classmates.
a) PUZZLE 1. Read the information below very carefully and pay close attention. You are
going to place the fish—orange, blue, red, and green—in the tanks according to the
clues.
orange fish blue fish red fish green fish
Tank 1: green fish Tank 2: blue fish Tank 3: orange fish Tank 4: red fish
Tank 1 Tank 2 Tank 3 Tank 4
Images: Fish and tanks created especially for this material.

CLUES
1. The orange fish is between the blue fish and the red fish.
2. The blue fish is next to the green fish.
3. The red fish is not in Tank 1.
b) PUZZLE 2. Each tank below holds a different kind of fish. There are three rows (across) and
three columns (up and down). In pairs, read the clues and figure out which tank holds each
kind of fish. The goldfish is in the middle tank; here are the fish in the other tanks:
Images: Pixabay.
Source: Adapted from English teaching Forum, number 4, 2014.
Source: Image produced specially for this material.

CLUES
1. The angelfish is in a corner tank, to the left of the clownfish.

2. The mollies are between the lionfish and the butterflyfish, in the same row.
3. The catfish is below the butterflyfish, but it is not in the bottom row.
4. Neither the guppies nor the clownfish are in the top row.
5. The lionfish is in the same column as the angelfish and the guppies.
6. The rainbowfish is in the bottom row, but the mollies are not.
7. The guppies and the catfish are in the same row.
8. The catfish, the clownfish, and the lionfish are not in the same row or in the same column.
9. The guppies are in the tank above the angelfish.
c) Use the speech balloons below to talk with a friend about the Puzzle 2.
d) PUZZLE 3 – Organize with your classmates in pairs (or small groups). Nobody in the pair
or team has all the information needed to solve the puzzle. You can share your clues
orally, but you can’t show each other the written information. Therefore, you must listen
carefully to identify important details.
Image: Pixabay.
Scrambled eggs and Omelet with cheese and Yogurt with fruit and
sausage toast honey
X O X
Beto
O X X
Eduardo
X X O
Maria
Source: Adapted from American English English Teaching Forum. Available at: americanenglish.state.gov/en-
glish-teaching-forum. Accessed on: June, 17th 2020.
You: Ok, let´s start! CLUES

Friend: Let´s read the clues first! Beto does not like to eat sweet food for breakfast.
You: Great! Do you have any doubts? Maria does not like eggs.
Friend: Yes, I do! What does breakfast mean? Eduardo always eats eggs and meat for breakfast.
You: Sorry, I don´t remember! I have a An O represents a correct match.
dictionary here!
An X represents an incorrect match.
Friend: Great!
ACTIVITY 8
• Students should work in pairs or small groups. Guide them throughout the chart: point the names and the different
dishes. Read and explain the command. Then, explore the speech balloons, encouraging the groups to speak in
English. When you present the clues (divided in SET 1 and SET 2), explain to the students they are only allowed to
read and talk about the set of clues they are responsible for, and they cannot let the other colleague(s) of the same
group read them. Sharing the clues contained in the chart – by reading or talking – the pairs / groups have to indicate
in the first chart who eats what;
• This item is based on the same strategy of the previous one: the same pair / group of students sharing information
from different sets of clues. Guide them throughout the chart: point the animals and the different colors. Read and
explain the command. Then, explore the speech balloons, encouraging the groups to talk in English. Walk around the
groups, checking if they are not cheating by letting the colleague(s) read the clues instead of talking by them.
• Follow the same procedure and do motivate your students to solve this item: put students into pairs or groups. Tell
the students they will now work with their partner (or partner team) to solve a more complicated logic grid about food
orders;
• Tell the class that each partner (or partner team) will have a different set of clues. Students must not show their clues to
their partners. Partners must solve the puzzle by taking turns talking about the clues, listening carefully for details,
agreeing on the clues’ meaning, and then using a logic grid to mark their progress. The two partners (or partner teams)
will share the same logic grid;
• Pass out the clues and the logic grids and tell students they may want to use a pencil to complete the grid in case they
need to make changes. Remind students not to show each other their clues. Based on your students’ English proficiency
level, decide on the amount of time they will have to solve the puzzles; share that information with the class. Tell the
partners (or partner teams) to begin solving the puzzle. When they are finished, the students should write a list showing
each person’s food order;
• Monitor the students’ progress and answer any questions that arise. When students think they have the solution, they
should check their answers with you, or compare answers with another pair or group. Partners that finish first can begin
another puzzle, make their own logic grid puzzle, or complete another activity, such as silent reading.
• When time is up, briefly review the solution with the whole class. If some partners (or partner teams) are still working,
encourage students who have finished sharing their logic strategies with the group.
• Use the instructions in the introduction of this guide to work with the new vocabularuy;
• Ask students to use the word bank to consult the vocabulary to understand the exercises;
• Ask students to read in sign language to construct their mental storyboard with the help of the interpreter;
• Ask the interpreter to provide the interaction in sign language with the classmates.
• Use some images to support the learning of students like a model:
a) What’s for lunch? Match each person to his or her lunch order. Everyone has ordered
something different. Use the clues and the speech balloons below to help you through
this activity.
Salad (lettuce Chicken

Cheeseburger Baked fish with
and tomatoes) Steak and Cheese sandwich with
and French rice and spicy
and vegetable French fries pizza cheese and
fries vegetables
soup potato chips
Antonio O
Katia O
Raul O
Michelle O
Sheila O
Pedro O
Source: Adapted from American English Teaching Forum. Available at: americanenglish.state.gov/english-tea-
ching-forum. Accessed on: June 17th, 2020.
Sorry, can
you I didn’t get it.
repeat?
Why?
Great! Do you
have doubts?
Let’s read the
clues first!
Yes, I do! What does

“always” mean?
Ok, we have
different clues!
Can you say

How do you that again?
spell chart? Sorry, I don’t
know!
CLUES
SET 1 SET 2
You can read and talk about the clues, but don´t You can read and talk about the clues, but don´t
show them to the person or people you are show them to the person or people you are
working with! working with!
• Raul is allergic to dairy products (foods
• Michelle and Pedro don’t need a spoon or a made from milk). He can’t eat them.
fork to eat lunch. • Katia is a vegetarian. She doesn’t eat meat
• Antonio did not order French fries. (beef, chicken, pork, or lamb) or fish.
• Sheila eats healthy vegetables at every meal. • Pedro always orders French fries, but Sheila
• Antonio thinks cheesy foods have too many never eats fried or spicy foods.
calories, so he doesn’t order them. • Antonio thinks salads are boring. He
likes spicy foods.
ching-forum Accessed on:June 17th, 2020.
b) Pets – A family has four pets: a dog, a cat, a bird, and a fish. The colors of the pets are
brown, white, black, and gray. Which color is each pet? Read the clues and use the
speech balloons to guide you through this activity.
Brown White Black Gray
Dog X
Cat X
Bird X
Fish X
Sorry, can
repeat?
Why?
Parrots? What are
their names?
Do you have pets?
Jo and Cris. And

you? Do you have
pets?
Yes, I do. I have

two parrots.
SET 1 SET 2
• The white pet has four legs. • The black pet cannot fly.
• The gray pet does not have feathers. • The gray pet does not bark.
• The dog is not black. • The brown pet and the gray pet do not live in
water.
c) Four sisters – Martha, Angela, Juanita, and Olivia – were born in different months:
March, April, July, and October. Which sister was born in which month?
Image: Pixabay.
March April July October

Marta X
Angela X
Juanita X
Olivia X
Sorry, can
repeat?
Why?
I have no
special reason.
I don’t like to talk
about birthdays!
I love it.
It is a special day!
Why?
Can you say

that again?
Can you speak
slowly, please!
SET 1 SET 2
• Juanita´s birthday comes before Olivia´s. • Marta does not have the first birthday of the
• Olivia was born in a month that has 31 days. year.
• Marta´s and Angela´s birthday are exactly six • Angela´s birthday is not the last birthday of
months apart. the year.
• Juanita´s and Angela´s birthdays are one • There is an “r” in the name of Marta´s month.
month apart. • Only one sister was born in a month that starts
with the same letter that her name starts with.
ACTIVITY 8
• Considering the schedule, the research suggested in this item may be asked previously, as homework or done
at school, during the classes. Count on the students’ mobiles or take the group to the computer lab;
• Tell the students the final product of this activity (in addition to Activity 9) is to create profiles / short
biographies of important personalities as activists, athletes, writers, scientists, inventors, etc. This job will
be presented at school. Read the command. Then, encourage the students to read George Boole’s biography
(section “Do You Know This Person?”), applying the strategies they have already known. After that, set the
pairs up and. Before the work is started, explain that: they may use the chart “People’s Profile” to register
the results of the research (even if it was done previously or during the classes);
• Read the command and explain it to the students. The “Lateral Key”, by summing up the data about the
personalities, should help the students to choose the ones they would like to work with for the school
presentation. Detail how the Lateral Key must have to be filled in, using the examples of George Boole and
Albert Einstein. In the end, each pair should decide the two personalities they are going to choose for the
final product: profiles / short biographies;
• Encourage them to take this decision talking in English, by having support from the speech balloons.
a) Go to the internet and find out as much as you can about:
• Maria Firmina dos Reis;

• Martin Luther King;
• Maria Esther Andion Bueno;
• Ayrton Senna;
• Daniel Munduruku;
• Someone from your city;
• Other.
Your school is going to hang copies of your findings on the corridors. Pair up with a friend
and choose two you would like your school to display.
There is an example for you:
Do You Know This Person?

Photo
His name is George Boole. You do not know him, but there is something he helped
create that you probably use every day on the electronic devices you have. Yes,
indirectly, he has helped us with many school work. He was born in 1815, in Lincoln,
England. His father was a shoemaker. He did not have many resources. He ended up
learning a lot at home, alone. He always loved Math. At the age of 14, he already spoke
Greek fluently. He liked to study and, by the age of 19, he started his school, which was
his family’s main source of income. At 25, he had his own boarding school. He never
stopped learning Math, even though he was unable to go to university. It was during
these studies that he realized the logic behind the numbers. This theory helped to give rise, after
many years, to what today we call in Portuguese “dar um google”.
Source: Text created especially for this material.

People´s Profile
Name: George Boole Photo Name: Maria Firmina dos Reis

Born: Lincoln Born:
Country: England Country:
Lived/Lives: England Lived/Lives:
Profession: Teacher Profession:
Accomplishments: He is a Accomplishments
mathematician, British philosopher,
and logician. He is the inventor of
Boolean logic/algebra, which was
fundamental for digital revolution.
Name: Martin Luther King Name: Ayrton Senna

Born: Born:
Country: Country:
Lived/Lives: Lived/Lives:
Profession: Profession:
Accomplishments: Accomplishments
Name: Daniel Munduruku Name:

Born: Born:
Country: Country:
Accomplishments: Accomplishments
Name: Maria Esther Andion Bueno Name:

Born: Born:
Country: Country:
Accomplishments: Accomplishments:
Photo
b) Use the Lateral Key to identify, categorize, and compare them. There is one done for you.
After reading your text to your colleagues, you two must decide on the ones you would
like to see on your school’s walls and why.
LATERAL KEY (COMPARING)
Profession Accomplishments Occupation Awards
Mathematician Founder of logic/

George Boole Teacher
Philosopher algebra
Mathematician Developed the Nobel Prize for
Albert Einstein Physicist
Physicist theory of relativity Physics
Sorry, can Both of them

you were
repeat? important!
Why?
Yes, I agree. On the
other hand, Boole is
I would like to see George the founder of logic.
Boole displayed on the
school walls. He is the
founder of Algebra.
It is not an easy
decision, but my vote
I see... But, look at goes to Boole.
Einstein. He
developed the theory
of relativity.
Can you say
that again?
Can you speak
slowly, please!
ACTIVITY 9
• Motivate an election among the students to define which personalities will be part of the display. The next
step consists in discover their previous knowledge about Brazilian Cordel. If the group’s ideas are not strong
about the main characteristics of this textual type/genre, suggest quick research;
• The pairs will work on the final version of their profiles/short biographies, considering the Cordel
characteristics. Besides that, the group should prepare the school halls/aisles/corridors fixing
threads/hopes/wires as clotheslines to hang the profiles / short biographies using clothespins;
• Before asking students to fill out the KWL Chart from Activity 1 – specifically the column “What I have
learned” – remember them the learning path you have been through: the learning outcomes, the contents,
the aspects of the languages and the activities.
ACTIVITY 9
a) Finally, it is time to decide with your class: who are the ones you want your school
to display and why? Have you ever heard of Cordel? Do a search and find out
what this nice Brazilian piece represents. After that, help your school organize
the presentation.
Go back to the KWL Chart in Activity 1a and fill out the third colum
8º ano
TEACHER´S GUIDE
This volume has activities to be developed during the fourth bimester of the school year. Besides the
Student’s Learning Guide with directions in each activity (remember you can add or adjust the activities
according to the needs of the group), you will find in the box below explanations about the approach /
methodology as well as the skills/abilities needed to be developed by students aligned to Currículo
Paulista and Base Nacional Comum Curricular, and a Weekly Learning Exit Ticket template that help
students monitor their learning progress. You will also find Adaptação Curricular para o estudante Surdo
which brings important suggestions that will help you while preparing/adapting your lessons.

• Recognize the parts of a food pyramid;
• Classify food into the food pyramid;
• Differentiate junk food from healthy food;
• Relate actions to ways of staying healthy;
• Compare eating habits in different cultures and countries.
Communication
Language of learning: Language for Learning: Language through
(Key Vocabulary) (Functions & structures) Learning
• Food pyramid; • I chose because it is . [incidental & revisited or
• People use the word for . recycled Language during the
• meat: fish, beef, pork, chicken, fried
Lesson]
chicken, beef steak, Ribs, sausage; • I want some coffee.
• Ice cream;
• daily portions, daily calories, car- • Oranges are rich in Vitamins.
bohydrates, proteins, minerals; • cream cheese;
• How much juice did you buy? • vegetarian;
• fruits: banana, apple, orange, tangerine,
• How many fruits did you buy? • vegan.
pineapple, pear, mango, avocado, melon,
watermelon, guava, starfruit; • Many people have bacon for
breakfast.
• vegetables: potatoes, lettuce, cu-
cumber, carrot, tomato, onion, turnip,
beet, cauliflower;
• cereals: rice, beans, chicken peas, peas,
corn;
• dairy products: cheese, butter, yogurt,
baked milk;
• sweets/ sugars/ oils and fats, junk food,
healthy food;
• breakfast, lunch, dinner;
• physical health, physical activity, sports,
diseases.
• If you successfully show which are the parts of a pyramid food;
• If you successfully classify food considering the pyramid food;
• If you successfully make the research about the benefits of having regular physical activities;
• If you successfully indicate natural food, processed food and ultra-processed food;
• If you successfully make the meal plan in Activity 9.
Adapted from a Lesson Plan Template from Arizona State University (2019).
Culture - The role of culture, understanding ourselves and other cultures, is an important part of
thoughts and ideas.

communication.5
vocabulary.
Willner, 2013).
5


Habilidades
(EF08LI02) Explorar o uso de recursos linguísticos (frases incompletas, hesitações, entre outros) e
paralinguísticos (gestos, expressões faciais, entre outros) em situações de interação oral.
(EF08LI03) Construir o sentido global de textos orais, relacionando suas partes, o assunto principal e
informações relevantes.
(EF08LI05) Inferir informações e relações que não aparecem de modo explícito no texto para
construção de sentidos.
(EF08LI07) Explorar ambientes virtuais e/ou aplicativos para acessar e usufruir do patrimônio artístico
literário em língua inglesa.
(EF08LI10) Reconstruir o texto, com cortes, acréscimos, reformulações e correções, para
aprimoramento, edição e publicação final.
(EF08LI16) Utilizar, de modo inteligível, corretamente, some, any, many, much.
(EF08LI18) Construir repertório cultural por meio do contato com manifestações
artístico-culturais vinculadas à língua inglesa (artes plásticas e visuais, literatura, música, cinema,
dança, festividades, entre outros), valorizando a diversidade entre culturas.
Base Nacional Comum Curricular – Currículo Paulista – Ciências

Habilidades
(EF05CI08) Organizar um cardápio equilibrado com base as características dos grupos alimentares
(nutrientes e calorias) e nas necessidades individuais (atividades realizadas, a idade, sexo, etc.) para a
manutenção da saúde.
(EF05CI15*) Reconhecer as diferentes ofertas de alimentação de acordo com a região onde se vive,
discutindo criticamente os aspectos sociais envolvidos na escassez de alimento provocada pelas
condições ambientais ou pela ação humana.
(EF05CI16*) Adaptar e propor um cardápio equilibrado utilizando os alimentos regionais pela sua
sazonalidade e associar à alimentação como promotora de saúde.
Base Nacional Comum Curricular – Currículo Paulista – Educação Física

Habilidades
(EF07EF25*) Relacionar e associar a prática de exercícios físicos à promoção da saúde, reconhecendo a
importância da adoção de um estilo de vida saudável.
6
The explanation is part of the “Theoretical Framework - English for STEAM, initially prepared by Barbara Noel, EL
Specialist for the Curricular Action ‘A Interface entre a Língua Inglesa e outras Áreas do Conhecimento para o
empoderamento do Jovem Cientista’.
Olá, professor (a)! Este material traz sugestões de adaptações curriculares para o
desenvolvimento das atividades para os alunos Surdos.
As adaptações estão identificadas em caixas de texto com títulos azuis e um ícone criado
para este material que representa as identidades surdas, pois neste universo temos estudantes
que são seres individuais e compartilham da Língua de Sinais para se comunicarem e também
adquirir uma segunda língua, neste caso, a Língua Inglesa.
Quando pensamos em adaptação curricular é necessário ter em mente que são ajustes
realizados no plano de aula quanto ao objetivo, metodologia e avaliação. Ao preparar a aula,
precisa-se de uma intencionalidade do(a) professor(a) para a turma e outra para o estudante com
deficiência.
Diante disso, vamos refletir sobre um possível caminho a percorrer quando nos referimos
ao ensino de língua estrangeira para estudantes Surdos:
○ Peça ao estudante que providencie um caderno para ser utilizado como banco de
palavras.
○ Converse com o interlocutor sobre a função deste caderno. Durante as aulas, o
interlocutor, orientado pelo(a) professor(a), auxiliará o estudante na construção do conceito
(significado e significante) de cada vocábulo em língua estrangeira, sendo registrado no banco de
palavras, que ao longo do ano será utilizado como fonte de consulta para a realização de
atividades.
○ Defina qual será o vocabulário enfatizado durante a aula. Separe o vocabulário por classe
gramatical, a princípio inicie com substantivos e verbos e com o passar do tempo inclua as demais
de acordo com a sua intencionalidade, pronomes, adjetivos, advérbios e numerais; (Cabe pontuar
que em Libras usa-se poucas conjunções, preposições e artigos, pois estão incorporados às
palavras que se referem).
○ Ao longo da aula, defina com o estudante e o interlocutor uma cor para a classe gramatical
que estará em estudo, pois será utilizada no decorrer das aulas subsequentes.
○ O estudante deverá pintar a palavra, o interlocutor fará a construção em libras do
significado do vocábulo e só então a palavra nova irá para o banco de palavras do estudante.
○ O segredo não é pintar muitas palavras ou todas de determinada classe gramatical em
um único dia, mas a qualidade da discussão e construção do significado, para isso, utilize recursos
visuais, vídeos, imagens e ou simulações de cenas teatrais com a participação dos estudantes
ouvintes promovendo o engajamento do estudante surdo. Estimamos que se o estudante se
apropriar de cinco (5) palavras em uma aula, ao longo de um bimestre, dezesseis (16) aulas, serão
oitenta palavras (80), que ao longo do ano se tornarão duzentas e quarenta (240). Depois que ele
se apropriar deste movimento, o céu será o limite. Esta estratégia pode ser utilizada com a turma
toda!
○ Quando a palavra já estudada aparecer em aulas posteriores, não deverá ser pintada,
mas consultada no banco de palavras e neste momento é hora de verificar se houve a apropriação
do vocabulário.
○ Por fim, COMEMORE com seu estudante cada conquista! Eleve a autoestima dele
construindo laços de afetividade. Desta forma, o aprender será prazeroso e permanente, pois o
que toca a emoção, negativamente ou positivamente é perpetuado. Acesse o link abaixo para
entender um pouco mais:
- Roseane Libras Psicopedagoga. Adaptação Curricular – Libras. 2020. Disponível em: <https://youtu.be/-
zsQgpZS-Oc>. Acesso em: 10/06/2020.
-Roseane Libras Psicopedagoga. Inglês para Surdos Adaptação curricular LIBRAS. 2020. Disponível em:
<https://youtu.be/ZXFJ-QarZPo>. Acesso em: 10/06/2020
NAME:
GRADE:
DATE:
I CAN compare eating habits in different cultures and countries.

I CAN make the meal plan.
I CAN classify food considering the pyramid food.

______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Images: Pixabay
ACTIVITY 1
students what they know about healthy life;
• Elicit student’s background knowledge – ask them what they can see in the picture. Motivate them to fill out the
first and the second column of the KWL Chart;
• By the end of the activities, ask students to come back to this KWL chart and fill the third column with what they
have learned about the topic. The information provided by students is very important and can be part of a recovery
plan, according to their needs.
• Ask interpreter to signal what the deaf students knows about healthy life;
• Ask interpreter to signal the teacher and classmates’ voices all the time to guarantee the inclusion of deaf
students;
• Ask interpreter to signal what the deaf student wants to know. At this moment the interlocutor can use only Brazilian
Sign Language;
• The keywords are the ones that students will be able to learn and they will contribute to their learning process.
Images: Pixabay.
a) What do you know about a healthy life? Fill out the first and the second columns of
the KWL Chart. Leave the third column in blank.
KWL Chart – Healthy life

ACTIVITY 2
• Ask students to pretend they are in a restaurant and want to order a meal. For that tell them to write in the
plate the names of the food they want to eat, they can choose from the chart or they can write names of
dishes they already know;
• On activity 2b tell them to complete the sentences with name of food and the reason they have chosen it;
• Ask students to read to a colleague their sentences;
• Read with students the text and tell students to circle the words they don’t know the meaning and give
them time to look up in a dictionary;
• Ask them to answer the question “what’s the text about?” and complete the image of the food pyramid
following the instructions.
• Use the images below to construct the meaning of words;
Images: Pixabay
a) Pretend you are having lunch, or dinner, in a restaurant. Write on the plate below the
foods you would choose from the ones shown in the menu. You can also write the name
of other foods you usually eat.
MENU
MEAT VEGETABLES CEREAL FAST FOOD FRUIT
Fish Potato or Rice Lasagna Banana
Beef Potatoes Beans Pasta Apple
Pork Lettuce Chickpeas Dumpling Orange
Chicken Cucumber Peas Kibbe Tangerine
Fried chicken Carrot Corn Pasty Pineapple
Beef steak Tomato Fries Pear
Ribs Onion Onion rings Mango
Sausage Chicken Nuggets Avocado
Hamburger Melon
Watermelon
Image: Pixabay.
b) Complete the sentences with the food you chose in the last activity and explain why you
chose each item. You can use the words from the box to help you in this activity. Follow
the example:
TASTY – NUTRITIOUS – DELICIOUS – HEALTHY
1. I chose carrots because it is nutritious.

2. I chose French fries because it is delicious .
3. I chose fish because it is healthy .
4. I chose chickpeas because it is tasty .
5. I chose lettuce because it is healthy .
6. I chose tomato because it is nutritious .
c) Use the sentences you wrote to share your answers with the class about your plate from
activity 2a.
d) Do you consider your diet healthy? Read the text below and circle the words you
don’t know.
FOOD PYRAMID
The food pyramid is a guide that demonstrates how we should eat to have a healthy life.
Each part of the pyramid represents a group of food. At the base of the pyramid, the larger part, we find
the food that should be consumed in greater quantities and at the top those that should be less
consumed. The daily portions to be eaten, of each food group, may vary depending on the gender,
weight, age, height and individual needs.
At the base of the pyramid, we find rich food in carbohydrates such as pasta, bread, cereals and rice.
Next, we find the group of fruits and vegetables that provide vitamins, minerals and fiber to our body.
At the third level of the pyramid, there are sources of protein and minerals such as meat, milk and dairy
products. At the top of the pyramid are the foods that should be consumed in moderation, because in
addition to calories, they can lead to obesity, cardiovascular diseases, diabetes and other diseases. In
this group we find sweets, sugars, oils and fats.
Source: Text produced by the authors.
e) Using a dictionary, look up the words you circled and write their meaning on the lines
below.
f) What is the text about? It is about the food pyramid.
g) Considering the information found in the text, complete the food pyramid using the
words from the following box.
FRUITS – MEAT- VEGETABLES – MILK – SWEETS – PASTA – OILS – BREAD –

CEREALS – FATS – DAIRY PRODUCTS
Source: Image produced by the authors.

ACTIVITY 3
• Tell students the importance of consuming carbohydrates and identify the name of each image;
• Ask students to read the text and circle the unknown words to look up their meaning in a dictionary to
answer the questions;
• Read the text with the students, give them time to talk in pairs and answer the questions;
• Encourage students to search the internet for different names for the same food in English-speaking
countries like Jamaica, South Africa, Australia, Canada, Ireland and others, then tell them to present to the
class, using the frame;
• Explain the use of "some" to express quantity and give them time to make sentences.
• Ask to interpreter to provide the interaction with the classmates;
• Explore the images to present the new vocabulary.
a) As you saw in Activity 2d, carbohydrates compose the basis of the food pyramid. Name
each one of the items below that are the rich carbohydrates.
PASTA
CAKE
WHEAT
WHEAT CEREAL CAKE
Images: Pixabay.
b) Read the text and answer the questions. Don’t forget to circle the words you don’t know
and look up their meaning using a dictionary.
Carbohydrates are very important in every diet because one of the main functions of these molecules is
to provide energy.
A molecule of carbohydrates is formed by carbon, hydrogen and oxygen. During the digestion process,
our body breaks carbohydrates into glucose, which is responsible for giving energy to our cells.
A diet with no carbohydrates may cause many problems to our body functionality.
1. What are carbohydrates?

Carbohydrates are very important in every diet because one of the main functions of these
molecules is to provide energy.
2. What is the function of carbohydrates in our body?

During the digestion process, our body breaks carbohydrates into glucose, which is
responsible for giving energy to our cells
3. Which food rich in carbohydrates do you eat every day?
c) Listen to your teacher’s reading of the following conversation and fill in the gaps with the
correct words from the box.
KITCHEN – USA – BREADS – MILK – COOKIES
OLIVIA: Good morning, William!

WILLIAM: Oh, good morning!
OLIVIA: How was your first night here in the USA? Did you sleep well?
WILLIAM: It was great, even though I was so tired from the flight from London.
OLIVIA: I am so glad to hear that. Please, have a seat.
What do you want for breakfast?
WILLIAM: I usually drink some MILK and eat some biscuits.
OLIVIA: Biscuits? You mean like those little BREADS we eat at restaurants?
WILLIAM: No, biscuits like French macaroons.
OLIVIA: Oh! You mean COOKIES!
WILLIAM: Is that how you say biscuits in the
USA?!
OLIVIA: Yes! I have some in the KITCHEN cabinet. Wait a minute.
WILLIAM: Thank you, Olivia!
d) Now answer the questions about the text:
1. Where is William from? He is from London.

2. What did he want to eat for breakfast? He wants to eat cookies.
3. Why did Olivia have trouble to understand what William wanted to eat? Because
although the language is the same, each country has its own particularities.
4. Which other food did Olivia use to compare to biscuit? She used to compare to
bread.
e) Do a search and find words that have different meanings in English speaking countries
(Jamaica, South Africa, Australia, Canada, Ireland and so on).
f) What have you found? Share with your friends. Use the frame below as a model:
In the USA, people use the word ________________ for _______________ _.

But in England they use the word _______________ _.
g) In the dialogue found in Activity 3c, Olivia and William used the word “some” to talk
about a not exact quantity. Use the words given and the word “some” to write sentences
like the example:
I want some coffee.

I eat some cookies for breakfast.
1. Eat/ cake Mary eats some cake.

2. Drink/ juice He drinks some juice.
3. Want/ pasta Hector wants some pasta for lunch.
4. Want/ soda Dan wants some cold soda.
5. Eat/ wheat Lia eats some wheat with yogurt for breakfast.
6. Eat/ bread I eat some bread.
ACTIVITY 4
• Talk to students about the second layer of the pyramid, vegetables and fruits are very important to be
consumed, tell them to tick the images that belong to this group of food;
• Read the text with students, ask them to circle the unknown words, give them time to look up in a dictionary
and to complete the visual organizer with words related to “fruit” and “vegetables”;
• Ask students to search the internet for the vitamins present in each food on the list to complete the sentences,
the activity can be done in pairs;
• Motivate students to form sentences with the words in the bubbles, and then read the sentences with them;
• To practice speaking, read the text to students, then in pairs tell students to read the dialogue, student a is
Renata and student b is Carlos, after reading tell them to invert the position to train again;
• Explain the use of "how much" and "how many" and tell them to ask questions for the answers.
• Ask students to use the word bank notebook to consult the words;
• Ask interpreter to help students every single class reviewing the words of the word bank;
• Ask students to do a visual organize as a model in their notebook to understand when they will use HOW
MANY or HOW MUCH.
a) Consider what you have learned about the food pyramid. Tick on the chart below to the
food that can be found on the second layer of the pyramid:
Beef Starfruit Kiwi Beet
Cauliflower Turnip Cupcake Egg
Images: Pixabay.
b) Read the text below. Don’t forget to circle the words you don’t know and look up their
Fruit and vegetables are indispensable in any healthy diets, because they contain many vitamins, fibers
and minerals.
Vitamins help our body to keep a good metabolism, immunologic system, hair growth and many other
things.
Fibers are a type of carbohydrate that are not broken into sugar. They are very important to body’s
digestion, blood sugar management and cholesterol maintenance.
Minerals include iron, potassium and calcium. They are inorganic substances needed to keep our bones
and teeth strong.
c) Complete the visual organizer with words you can relate to fruits and vegetables.
d) Complete the sentences with the vitamin or mineral found in each one of the following
fruits and vegetables. Search out the ones you do not know. Follow the example:
1. Oranges are rich in Vitamin C.

2. Starfruits are rich in minerals like zinc, phosphorus, magnesium, sodium, iron and
potassium.
3. Cauliflowers are rich in fiber to enhance weight loss and digestion, choline that is
essential for learning and memory.
4. Guavas are rich in vitamin C, lycopene and antioxidants.
5. Beets are rich in fiber, manganese and potassium.
6. Turnips are rich in vitamins K, A, C, E, B and minerals.
7. Apples are rich in fiber, vitamin C, polyphenols as antioxidants.
8. Mangos are rich in vitamin C, fiber and pectin.
9. Carrots are rich in biotin, potassium, and vitamins A (from beta carotene), K1
(phylloquinone), and B6.
10. Onions are rich in vitamin C, folate, vitamin B6, and potassium.
e) Use the words from the bubbles to write sentences. Follow the example:
I love I was vegetables

good
for I like
love
many
to eat are
for a
so glad eat
I am for
in
Vitamin C did you
are to hear
Banana
that In the
1. I like to eat fruit.

2. Oranges are rich in vitamin C.
3. I love vegetables.
4. I eat some cookies for breakfast.
5. How many fruits did you buy?
6. Many people have bacon for breakfast.
7. I was in the mood for a banana smoothie.
8. How may apples did you buy?
9. Physical activities are good.
10.I am so glad to hear that.

f) In pairs, read the dialogue, each one representing a character:
RENATA: Hi Carlos, did you watch the series yesterday?

CARLOS: No, I had no time. When I got home from school, I went to the supermarket with my mom.
RENATA: Really, what did you buy?
CARLOS: We bought some fruits. I was in the mood for a banana smoothie.
RENATA: Nice! How many bananas and papayas did you buy?
CARLOS: Not much. We bought a dozen bananas, two papayas, six oranges and an apple.
Oh, I also bought some lemons.
RENATA: How much milk did you buy?
CARLOS: 3 liters.
g) Read the explanation below and then make questions for the answers using “how much”
or “how many”.
“HOW MUCH” is used to ask for non-countable nouns that require a unit of measure (kilograms, liters,
meters, pounds, etc). These nouns only allow the singular form.
“HOW MANY” is used in the case of countable nouns and does not require any unit of measurement.
These nouns allow for the singular and plural form.
1. I bought 1 liter of orange juice. How much juice did you buy?
2. He bought eight starfruits. How many starfruits did you buy?
3. She bought four papayas. How many papayas did you buy?
4. They bought three bottles of milk. How much milk did you buy?
5. I bought two pounds of meat. How much meat did you buy?
ACTIVITY 5
• Talk to students about the importance of the third layer of the food pyramid, tell them to connect the images
to their food category and complete the sentences;
• Ask students to complete the text with information of the third layer of the food pyramid and unscramble
the words to form sentences;
• Divide students into pairs or groups, motivate them to discuss their eating habits using the balloon phrase
templates.
• Ask interpreter to explore the images to construct the meaning of the words in sign language;
• Show a model structure of an English sentence following the combination of the colors of the grammatical
classes that is suggested in the introduction to this guide;
• Ask students to paint the words following the combination of the colors of the grammatical classes that is
suggested in the introduction to this guide;
is dairy product. a Butter
1. Butter is a dairy product.
• Ask students to use the sentence structure of the model to organize the others;
• Ask students to use the model of dialog to write some sentences with the vocabulary from word bank
notebook about their eating habits;
a) Relate the food from the chart connecting its picture to the correct classification. Follow
the example:
Condensed milk
MEAT
Chicken
Yogurt
Images: Pixabay.
b) Use the words from the chart to complete the sentences:
1. My sister doesn’t eat meat because she is vegetarian.
2. We need to buy sausage to make hot dogs.
3. I love to eat yogurt and fruit.
4. I don’t like red meat. I only eat fish and chicken.
5. I like butter and cheese in my sandwich.

c) In pairs, complete the text about the third layer of the food pyramid.
On the third layer of the food pyramid, we find sources of protein and minerals such as meat,
milk and dairy products.
Meat is very import to human body because it is mainly composed by water, fat and specially
protein. This last substance is responsible for many functions, like muscular contractions, oxygen
transportation, the production of antibodies and others. Meat is our main source of protein, but it can
also be found in dairy products.
Milk is a white, nutrient-rich liquid food . From it, we make dairy products like yogurt, cheese,
butter, etc.. Both milk and dairy products are sources of protein and calcium and form part of
a healthy diet.
d) Unscramble the words to write the sentences. Follow the example:
is dairy product. a Butter
1. Butter is a dairy product.
some We yogurt. to buy need
2. We need to buy some yogurt.
chicken. eat I only
3. I only eat chicken.
pork are and Chicken meat.
4. Chicken and pork are meat.
aren’t dairy a Sausages product.
5. Sausages aren´t a dairy product.
some milk. I Boiled want
6. I want some boiled milk.

e) In pairs, ask your friend about his/her eating habits. Ask each other the questions in the
speech balloons below.
Image: Pixabay.
ACTIVITY 6
• Read the text with students, tell them to circle the unknown words and answer the questions;
• Considering the information studied ask students to classify the food list according to their characteristics;
• Ask students to research about junk food, its nutrition facts, what they are derived from to fill out the chart
with the information found;
• Tell students to present their chart to the class using the model and write sentences with the words given;
• Ask students to fill out the chart comparing the junk food they have chosen with the nutritional fact of the
natural food from which it is derived to analyze which is more caloric.

• Use the instructions in the introduction of this guide to work with the new vocabulary.
a) Read the text below and answer the questions. Don’t forget to circle the words you
don’t know and look up their meaning using a dictionary.
Images: Pixabay.
NATURAL FOOD is obtained directly from plants or animals and do not go through any change.
PROCESSED FOOD are products made essentially with the addition of salt or sugar (or other substances
such as oil or vinegar). This kind of food in general is easily recognized as modified versions of the
original food.
ULTRA-PROCESSED FOOD are industrial formulations made entirely, or mostly, from substances
extracted from food (oils, fats, sugar, starch, proteins). […]
Source: Guia Alimentar para a População Brasileira. Brasília: Ministério da Saúde, 2014. Available at:
<https://bvsms.saude.gov.br/bvs/publicacoes/guia_alimentar_populacao_brasileira_2ed.pdf>.
Accessed in: April 15, 2020.
1. What is the text about? It is about Natural Food.

2. Give three examples of natural food. Lettuce, carrots and fish.
3. What is processed food? Processed food are products made essentially with the addition
of salt or sugar (or other substances such as oil or vinegar). This kind of food in general
is easily recognized as modified versions of the original food.
4. Give three examples of ultra-processed food. Snacks, sausage and candy.

5. Which processed food do you eat the most? Answers are personal.
6. Which ultra-processed food do you eat the most? Answers are personal.
b) Considering the information found in the text in Activity 6a. Write the food from the box
in the shopping carts according to their classification.
YOGURT – WHEAT FLOUR – SODA – SAUSAGE – RICE – POTATO – PEANUTS –

PEACH – ORANGE – LETTUCE – ICE CREAM – FLAN – FISH – COOKIES – CHESTNUTS –
CHEESE – CANNED SARDINES – CAKE MIX – BEANS
Potato, peanuts, peach, Yogurt, wheat flour, ice Sausage, canned

Orange, lettuce, fish, cream, flan, cookies, sardines
chestnuts, rice, beans cake mix.
NATURAL FOOD PROCESSED ULTRA-PROCESSED

FOOD FOOD
Source: Image produced by the authors.
c) The last layer of the food pyramid is composed by food people should eat less, like most
processed and ultra-processed food, or junk food. Make a list of the top 5 most
consumed junk foods in your country.
d) Now, complete the chart below with the nutrition facts of the junk food you selected.
DERIVED
FOOD CALORIES FATS VITAMINS
FROM…
Hot dog Pork 290 Kcal 23g Sodium nitrate,
ascorbic acid.
Pizza Wheat dough 285 Kcal 10g Vitamin A, C,

and topping vary calcium, iron.
Chips Potato 160 Kcal in about 15 10g Sodium, carbs,

chips protein.
Snickers Chocolate 280 Kcal 14g Protein.
Soda Carbonated water 140 kcal 0,04g Protein.

e) Present your chart to your friends. You can use the text below as a model.
Potato chips are derived from potatoes. They have around 536 calories and 35
grams of total fats. Some of them may contain vitamin C.
f) Write sentences using the words given. Follow the example:
1. Natural food/ be/ directly.

Natural food is obtained directly from nature.
2. Sausage/ be/ processed food.
Sausage is a processed food.
3. Peanuts/ be/ natural food.
Peanuts are a delicious natural food.
4. Lettuce/ eat/ healthy.
If you want to eat healthy, include lettuce in your meal!
5. Eat/ Junk food/ less.
Try eating less Junk food!
g) Compare the nutrition facts of the junk food you chose to the nutrition fact of the natural
food it is derived from.
JUNK FOOD CALORIES NATURAL FOOD CALORIES

Hot dog 290 Kcal Pork 100g = 143
Kcal
Pizza 285 Kcal Wheat dough and topping 130 Kcal

vary
Chips 160 Kcal in Potato 100g = 77 Kcal

about 15
chips
Snickers 280 Kcal Chocolate 100g = 228

Kcal
Soda 140 kcal Carbonated water 0 Kcal
h) Which one has more calories?
Hot dog has more calories.

ACTIVITY 7
• Ask students to look to the images and discuss about physical health, considering the images tell them to
complete the sentence of physical health and answer the questions about their habits and compare with
colleagues;
• Tell them to read the text, circle the unknown words to look up their meaning in a dictionary and answer
the questions;
• Motivate students to research the benefits of regular physical activity to complete the board, tell them to fill
in the text with the information found and present it to their colleagues.
• Ask students to use the word bank notebook to construct the sentences;
• Use the images below to construct the meaning with the students;
• Ask interpreter to provide the interaction with the classmates.
Images: Pixabay
a) Look at the image:
Images: Pixabay.
b) Considering the information from the infographic, write a short text about physical health.
c) Now, in pairs, interview your partner about his/ her regular activities.
Answers are personal and may vary.
1. Do you play sports? If yes, choose from the list below.
( ) Soccer ( ) Volleyball ( ) Tennis ( ) Hockey
( ) Football ( ) Basketball ( ) Table tennis ( ) None
Others:
2. How often do you play sports or any other physical activity?
( ) Every day ( ) Twice a week ( ) Four times a week ( ) Six times a week
( ) Once a week ( ) Three times a week ( ) Five times a week ( ) Never
3. How often do you eat vegetables?
4 How often do you eat junk food?
5. How many hours of sleep do you usually have at night?
d) Compare your answers. Considering what you have studied so far, who has better
physical health between you and your friend?
e) Read the text below. Don’t forget to circle the words you don’t know and look up their
BENEFITS OF REGULAR PHYSICAL ACTIVITY

If you are regularly physically active, you may:
• Reduce your risk of a heart attack;

• Manage your weight better;
• Have a lower blood cholesterol level;
• Lower the risk of type 2 diabetes and some types of cancer;
• Have lower blood pressure;
• Have stronger bones, muscles and joints and lower risk of developing osteoporosis;
• Lower your risk of falls;
• Recover better from periods of hospitalization or bed rest;
• Feel better – with more energy, a better mood, feel more relaxed and sleep better.
Source: Better Health Channel. Physical Activity – it’s important. Available at: <https://www.betterhealth.vic.
gov.au/health/healthyliving/physical-activity-its-important>. Accessed on: April 16th, 2020.
f) Considering the information from the text, answer the questions:
1. Which diseases can be prevented by doing physical activity regularly?

Type 2 diabetes and some types of cancer.
2. How will a person feel after doing physical activities?
Feel better – with more energy, a better mood, feel more relaxed and sleep better.
g) Do a search about the benefits of having regular physical activities and complete the chart:
Play, games, sports, transportation,

What types of physical activities are chores, recreation, physical education, or
recommended for young people? planned exercise.
Brisk walking or jogging, dancing,
What types of physical activities are swimming, and biking.
recommended for older people?
At least 2 hours and 30 minutes
How much time do specialists recommend each week.
for doing physical activities?
Healthy eating, take the stairs instead of
How can we increase physical activities? the elevator, stand instead of sitting, take
a walk on your lunch break.
At least 7 hours.
How many hours of sleep are
recommended to maintain good health?
h) Use the information above to write a text about physical activities. You can use the frame
below to help you:
Some physical activities recommended for young people include recreation. For older people, it is
recommended to brisk walking . That should be done at least 2 hours and 30 minutes a
week. Another way of increasing physical activities include healthy eating, walk, stand. Also, to
maintain good health, it is recommended to have at least 7 hours of sleep.
i) Read your text to your friends.

ACTIVITY 8
• Ask students to research the main dietary habits in different countries on the internet to fill in the box and
use the information found to make sentences.
• Ask students to use the word bank to consult the vocabulary to understand the phases;
• Ask interpreter to provide the interaction in sign language with the classmates.
a) People have different eating habits around the world. Do a search and find out the food
that makes up the main meals of people in different countries. Use the chart below to
guide you:
COUNTRY BREAKFAST LUNCH DINNER
Eggs, bacon, beans, Sandwich, fruits and Rice, pasta, steak,

United cereals, yogurt, coffee. juice. salad.
States
Cornmeal porridge, Yoghurt, mini Chakalaka (spicy
South Africa corn bread, coffee cucumber slices, sweet vegetables), meat.
potato and cheese
muffin.
Steamed rice, miso Noodles, vegetables Sushi rice, noodles,
Japan soup, a protein, and and rice. fish and miso soup.
various side dishes.
Bread, butter, milk Rice, beans, salad Rice, beans,
Brazil and coffee. and meat. vegetables and meat.
b) Use the information from the chart to write sentences about the eating habits in
different countries. Follow the model:
In the United States, many people have bacon for breakfast.

In Japan, many people have fish for dinner.
1. In South Africa, many people have corn bread for breakfast.
2. In the USA, in South Africa and in Brazil, many people have coffee for breakfast.
3. In Japan, many people have rice for breakfast, lunch and dinner.
4. In Brazil, many people have rice and beans for lunch.
5. In South Africa, many people have meat for dinner.

ACTIVITY 9
• Tell students to pretend they are nutritionist and they need to present a complete meal plan for the school,
home or a person from their family. The meal plan must follow the instructions.
• As soon as they are ready, prepare a presentation and a place to display the meal plans;
• Ask students to go back to activity 1 and fill out the third column of the KWL chart.
• Ask students to use the word bank to consult the vocabulary to understand the phases;
• Ask interpreter to provide the interaction in sign language with the classmates;
• Help students to organize their work with a table:
Meal plan
The nutrition
Purpose of
A list of food facts of the Total calories
meal plan
food
a) Read the text:
Nutritionists are the specialists in the field of nutrition and food. They help people by making
healthy meal plans according to people’s needs and goals. Nutritionists work in many places, such
as restaurants, factories, schools, nursing homes, hospitals and many other places.
For this final activity, pretend you are a nutritionist, and make a complete meal plan for your school,
home or a person from your family. Your meal plan must have:
• A list of food to be consumed every single day of the week;
• The nutrition facts of the food you chose;
• The total calories of your meal plan;
• The purpose of your meal plan (mass gain, weight loss, diseases prevention, etc.).
b) Present your meal plan to your friends. You can use the text below to help you:
I made this meal plan to a person who has diabetes.
On Monday, for breakfast she/he can have . For lunch, he/she can have
and for dinner .
c) Display your meal plan at a place in your classroom where everyone can see it.
d) Go back to the KWL Chart in Activity 1a and fill out the third column with what you have
learned about a healthy life.
ACTIVITY - CMSP
The following activities are not part of the Student’s Learning Guide but are part of the online classes produced
specially for the Centro de Mídias da Educação de São Paulo.
• Ask students to speak and write sentences about what they see in the images;
• Tell students to complete the sentences with words from the word cloud;
• Read the definition of still-life. Ask students to look around for objects that can be used as a image model and
write their names next to the bubbles;
• Tell students that it is easy to find still life elements in the kitchen and the image can be composed. Ask them
to look at the picture and write their names on the boxes. Answers are personal and may vary;
• Read the text with students, tell them to access the internet to research about painters, their works of art, the
genres to fill out the chart and share their findings;
• Discuss with students your preferences about the work of art, tell them to compose an image using photography
or painting, prepare a legend with data to share with the colleagues.
a) What do you see in these images?
Image 1 Image 2
Image 3 Image 4
Images 1 and 2: created specially for this material.
Image 3: https://pixabay.com/pt/photos/ab%C3%B3bora-produtos-hort%C3%ADcolas-outono-1768857/ Accessed in Aug 3rd, 2020.
Image 4: https://pixabay.com/pt/photos/still-life-a-vida-continua-comida-3761694/ Accessed in Aug 3rd, 2020.
I can see fruits, eggs, rice and garlic.

There is a recipe for tomato soup written on the bowl.
I see some vegetables and a big pumpkin.
There is a towel hanging on the wall.
b) Complete the following sentences with the words from the cloud.
1. Nature was represented in different ways by images.

2. There is a pumpkin in the basket. They are usually decorated in the USA at Halloween time.
3. There are eggs, rice and garlic on the table. It is a beautiful work of art.
4. We can find tomatoes and cherries on the crockery drawings.
c) Read the definition below, look around for objects that can be used in a still-life drawing and write
their names near the bubbles.
Still-life: a type of painting or drawing of an arrangement of objects that do not move, such as flowers,
fruit, bowls, etc.
https://dictionary.cambridge.org/dictionary/english/still-life
c) It is very common for some kitchen objects, such as crockery, towels, among other items, to
be decorated with still-life photos or paintings. Do you have elements like these in your
home?
Write their names in the spaces provided below:
Source: https://pixabay.com/pt/photos/cozinha-home-cozinha-de-luxo-1336160/ Accessed in Aug 3rd, 2020.

d) Read the text, access the internet to research about painters, their works of art and share your findings with the class:
Many works of art have been created throughout the history of art in the world. There are many well-known painters
from different genres and by visiting the New York Museum of Art (MET) you can see a lot of works of art. You can
see here an example of the work of art by the American Martin Johnson Heade (11 August 1819 - 4 September 1904).
Among them is the painting he made inspired by images he saw on a visit to Brazil: Hummingbirds and Passionflowers.
Text produced specially for this material.
Source: https://pixabay.com/pt/photos/espa%C3%A7o-vazio-tijolo-branco-3197606/ Accessed in Aug 3rd, 2020.

Source: https://www.metmuseum.org/art/collection/search/11052. Accessed in Aug 3rd, 2020.
Object details Work of art image:

Title: ________________________________________
Artist: _______________________________________
Date: ________________________________________
Culture: ______________________________________
Medium: _____________________________________
Dimensions: __________________________________
Classification: _________________________________
Accession number: _____________________________
e) Now it's your turn to make art! Choose a genre of work of art, take pictures or paint it. Prepare a technical sheet with the data
of your work: name, date, author, culture, dimensions, classification and share with your colleagues. Follow the model.
Image produced by the authors.

9º ano
TEACHER’S GUIDE – 2020
This volume has activities to be developed during the fourth bimester of the school year. Besides the
Student’s Learning Guide with directions in each activity (remember you can add or adjust the activities
according to the needs of the group), you will find in the box below explanations about the approach /
methodology as well as the skills/abilities needed to be developed by students aligned to Currículo
Paulista and Base Nacional Comum Curricular, and a Weekly Learning Exit Ticket template that help
students monitor their learning progress. You will also find Adaptação Curricular para o estudante Surdo
which brings important suggestions that will help you while preparing/adapting your lessons.

• Recognize the importance of science as a language to solve life problems;
• Analyze the importance of the English language for the development of science;
• Evaluate the importance of an experiment in science;
• Use the verbs must, have to, may, might in the sentences to talk about possibility/ probability (your
project);
• Use the conditional sentences of types 1 and 2 (If-clauses) to explain your experiment.
Communication
Language of Learning: Language for Learning: Language through Learning
(Key Vocabulary) (Functions & structures)
• Science; • If we study together, we (incidental & revisited (recycled)
• Science Fair; will Language during the Lesson)
• accomplish; learn more. (study/learn)
• achieve; • If I clear
• scientist; goals I my life project.
• team; (have/accomplish)
• plate; • If I ,I
• sprinkle; my life
• a little bit; project. (not give
• touch; up/achieve)
• scientist. • If we a dream,
we to
make it come true. (have/
fight)

• If you successfully recognize the importance of science as a language to solve life problems.
• If you successfully analyze the importance of English as a language for the development of Science.
• If you successfully evaluate the importance of an experiment in science.
• If you successfully use the verbs must, have to, may, might in sentences to talk about possibility/probability.
• If you successfully use the conditional sentences of types 1 and 2 (If-clauses) to explain your experiment.
Culture - The role of culture, understanding ourselves and other cultures is an important part of
thoughts and ideas.

communication.7
vocabulary.
Willner, 2013).

7
8
The explanation is part of the “Theoretical Framework - English for STEAM, initially prepared by Barbara Noel, EL Specialist for the
Curricular Action ‘A Interface entre a Língua Inglesa e outras Áreas do Conhecimento para o empoderamento do Jovem Cientista’.

Habilidades
(EF09LI01) Fazer uso da língua inglesa para expor pontos de vista, argumentos e contra-argumentos,
considerando o contexto e os recursos linguísticos voltados para a eficácia da comunicação.
(EF09LI10) Propor potenciais argumentos para expor e defender ponto de vista em texto escrito, refletindo
sobre o tema proposto e pesquisando dados, evidências e exemplos para sustentar os argumentos,
organizando-os em sequência lógica.
(EF09LI12) Produzir textos (infográficos, fóruns de discussão on-line, fotorreportagens, campanhas
publicitárias, memes, entre outros) sobre temas de interesse coletivo local ou global, que revelem
posicionamento crítico.
(EF09LI13) Reconhecer, nos novos gêneros digitais (blogues, mensagens instantâneas, tweets, entre
outros), novas formas de escrita (abreviação de palavras, palavras com combinação de letras e números,
pictogramas, símbolos gráficos, entre outros) na constituição das mensagens.
(EF09LI15) Empregar, de modo inteligível, as formas verbais em orações condicionais dos tipos 1 e 2 (If-
clauses).
(EF09LI16) Empregar, de modo inteligível, os verbos should, must, have to, may e might para indicar
recomendação, necessidade ou obrigação e probabilidade.
(EF09LI18) Analisar a importância da língua inglesa para o desenvolvimento das ciências (produção,
divulgação e discussão de novos conhecimentos), da economia e da política no cenário mundial.
Base Nacional Comum Curricular – Currículo Paulista – Educação Física

Habilidades
(EF05EF01) Experimentar e fruir brincadeiras e jogos do mundo, valorizando a importância desse
patrimônio histórico cultural.
(EF05EF04) Experimentar e recriar individual e coletivamente, na escola e fora dela, brincadeiras e jogos
do mundo.
(EF05EF16*) explorar e aplicar diferentes estratégias na prática de jogos de tabuleiro.
(EF04EF17*) experimentar jogos de tabuleiro, e reconhecer a importância das regras para planejar e
utilizar diferentes estratégias.
(EF07EF22*) Praticar um ou mais jogos de tabuleiro, utilizando diversas habilidades técnico-táticas.
Base Nacional Comum Curricular – Currículo Paulista – Matemática

Habilidades
(EF09MA20) Reconhecer, em experimentos aleatórios, eventos independentes e dependentes e calcular
a probabilidade de sua ocorrência, nos dois casos.
(EF08MA27) Planejar e executar pesquisa amostral, selecionando uma técnica de amostragem adequada,
e escrever relatório que contenha os gráficos apropriados para representar os conjuntos de dados,
destacando aspectos como as medidas de tendência central, a amplitude e as conclusões.
Base Nacional Comum Curricular – Currículo Paulista – Ciências da Natureza

Habilidades
(EF09CI13) Propor iniciativas individuais e coletivas para a solução de problemas ambientais da
comunidade e/ou da cidade, com base na análise de ações de consumo consciente e de sustentabilidade
bem-sucedidas.
NAME:
GRADE:
DATE:
I CAN talk about science as a language to solve life problems.

I CAN use the conditional sentences of types 1 and 2 (If-clauses) to explain your experiment.
I CAN use the verbs must, have to, may, might in sentences to talk about possibility/probability.

______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Images: Pixabay
Olá, professor (a)! Este material traz sugestões de adaptações curriculares para o desenvolvimento das
atividades para os alunos Surdos.
As adaptações estão identificadas em caixas de texto com títulos azuis e um ícone criado para este
material que representa as identidades surdas, pois neste universo temos estudantes que são seres
individuais e compartilham da Língua de Sinais para se comunicarem e também adquirir uma segunda
língua, neste caso, a Língua Inglesa.
Quando pensamos em adaptação curricular é necessário ter em mente que são ajustes realizados no
plano de aula quanto ao objetivo, à metodologia e à avaliação. Ao preparar a aula, precisa-se de uma
intencionalidade do(a) professor(a) para a turma e outra para o estudante com deficiência.
Diante disso, vamos refletir sobre um possível caminho a percorrer quando nos referimos ao ensino de
língua estrangeira para estudantes Surdos:
○ Peça ao estudante que providencie um caderno para ser utilizado como banco de palavras.
○ Converse com o interlocutor sobre a função desse caderno. Durante as aulas, o interlocutor, orientado
pelo(a) professor(a), auxiliará o estudante na construção do conceito (significado e significante) de cada
vocábulo em língua estrangeira, sendo registrado no banco de palavras, que ao longo do ano será
utilizado como fonte de consulta para a realização de atividades.
○ Defina qual será o vocabulário enfatizado durante a aula. Separe o vocabulário por classe gramatical,
a princípio inicie com substantivos e verbos e com o passar do tempo inclua as demais de acordo com
a sua intencionalidade: pronomes, adjetivos, advérbios e numerais; Cabe pontuar que em Libras usa-
se poucas conjunções, preposições e artigos, pois estão incorporados às palavras que se referem.
○ Ao longo da aula, defina com o estudante e o interlocutor uma cor para a classe gramatical que estará
em estudo, pois será utilizada no decorrer das aulas subsequentes.
○ O estudante deverá pintar a palavra, o interlocutor fará a construção em libras do significado do
vocábulo e só então a palavra nova irá para o banco de palavras do estudante.
○ O segredo não é pintar muitas palavras ou todas de determinada classe gramatical em um único dia,
mas a qualidade da discussão e a construção do significado. Para isso, utilize recursos visuais, vídeos,
imagens e ou simulações de cenas teatrais com a participação dos estudantes ouvintes promovendo o
engajamento do estudante surdo. Estimamos que se o estudante se apropriar de cinco (5) palavras em
uma aula, ao longo de um bimestre, dezesseis (16) aulas, serão oitenta palavras (80), que ao longo do
ano se tornarão duzentas e quarenta (240). Depois que ele se apropriar deste movimento, o céu será
o limite. Esta estratégia pode ser utilizada com a turma toda!
○ Quando a palavra já estudada aparecer em aulas posteriores, não deverá ser pintada, mas consultada
no banco de palavras e neste momento é hora de verificar se houve a apropriação do vocabulário.
○ Por fim, COMEMORE com seu estudante cada conquista! Eleve a autoestima dele construindo laços
de afetividade. Desta forma, o aprender será prazeroso e permanente, pois o que toca a emoção,
negativamente ou positivamente é perpetuado. Acesse o link abaixo para entender um pouco mais:
- Rosane Libras Psicopedagoga. Adaptação Curricular – Libras. 2020. Disponível em: https://youtu.be/-zsQgpZS-
Oc. Acesso em: 10 jun. 2020.
- Rosane Libras Psicopedagoga. Inglês para Surdos Adaptação curricular LIBRAS. 2020. Disponível em:
https://youtu.be/ZXFJ-QarZPo. Acesso em: 10 jun. 2020.
ACTIVITY 1
students what they know about “Feira de Ciências das Escolas Estaduais de São Paulo – FeCESP”;
• Elicit student’s background knowledge – ask them what they can see in the picture. Motivate them to fill out the
first and the second column;
• By the end of the activities, ask students to come back to this KWL chart and fill the third column with what
they have learned about the topic. The information provided by students is particularly important and can be
part of a recovery plan, according to their needs.
• Ask the interpreter to signal what the deaf students knows about Feira de Ciências das Escolas Estaduais de São
Paulo - FeCEESP;
• Ask the interpreter to signal the teacher and classmates’ voices all the time to guarantee the inclusion of deaf
students;
• Ask the interpreter to signal what the deaf students want to know. At this moment the interlocutor can use only
Brazilian Sign Language;
• The keywords are the ones that students will be able to learn and that will contribute to their learning process.
Images: Pixabay
a) What do you know about Feira de Ciências das Escolas Estaduais de São Paulo
- FeCEESP? Fill out the first and the second columns of the KWL Chart. Leave
the third column in blank.
KWL Chart – Science: Theory and Practice

ACTIVITY 2
• Ask students to research on the internet or in books how mathematics contributes to the sciences, where they converge
to the growth of knowledge, and take notes to build a mind map to share with colleagues;
• Encourage students to discuss their ideas and display their mind maps in school hallways.
• Ask the interpreter to provide the interaction in sign language with the classmates;
• Ask students to use the word bank to consult the vocabulary;
a) In groups, research about how math contributes to science, take notes in your
notebook, and make a mind map to show the main ideas.
Math
contributions
to science
b) Let’s think about science and math. In your opinion, what is the importance of
science in the world?
c) Share the main ideas with your friends. After that, display your group’s mind
map on the school walls, so other students can read your ideas. Go for it!
ACTIVITY 3
• Ask students to read the definitions and the text to answer the questions;
• On activity 3b, give them time to discuss the picture, comparing it to topics they have studied during the school year,
to take notes, and share their impressions.
• Ask students to use the word bank notebook to anwer the questions;
a) Science involves “results of studies” from different areas of knowledge. Read
the definitions of the words below and answer the questions in Portuguese.
Science is “knowledge from the careful study of the structure and behavior of
the physical world, especially by watching, measuring, and doing experiments,
and the development of theories to describe the results” of studies.
Math is “the study of numbers, shapes, and space using reason and usually a
special system of symbols and rules for organizing them.”
Language is “a system of communication consisting of sounds, words, and
grammar, or the system of communication used by people in a particular country
or type of work.”
Source:
https://dictionary.cambridge.org/pt/dicionario/ingles/science
https://dictionary.cambridge.org/pt/dicionario/ingles/math
https://dictionary.cambridge.org/pt/dicionario/ingles/language
If language is “a system of communication”, it will be found in scientific
publications. In the past, most scientific publications were made in Latin, but
nowadays English has replaced Latin, and it is the global language of
communication, mainly in scientific publications.
Text produced specially for this material.
1. What is the language we use in the scientific field?

In the past it was Latin, nowadays it is English.
2. Why is it considered the language of science?
Because it is used in scientific publications.
3. Why do you need to speak this language to present projects in International

Fairs?
Because it is the global language of communication.
4. What is your opinion about this statement?

“This language is important only in science”.
( ) I agree. This language moves the world.

(X) I disagree. It’s the global language of communication.
( ) I need more information about it.
b) Look at the image below and write your impressions in Portuguese. Compare
the image and make relationships with the topics you have studied up to now.
Image: Pixabay.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
______________________________
ACTIVITY 4
• Encourage students to talk about what they know about the day dedicated to mathematics, to read the text and to
answer the questions;
• In pairs students will ask students of different classes “do you like math?” in order to collect data to complete the
chart;
• Ask students to make a graph with the collected data to present to colleagues using the framing;
• Motivate students to write messages encouraging friends to change their minds about mathematics and graphs to
display in different places of the school creating a mathematizing environment;
• There is a “learn more” box with abbreviations for some subjects.
• Ask the interpreter to use the grammar wheel that was constructed on the third bimester with the deaf students. It
must be used in every single class;

a) Did you know that there is a day dedicated to math?
Images: Pixabay.
In many countries, 14 March (3/14) is already celebrated as Pi Day because π , is one of the world’s most
widely-known mathematical constants that can be rounded to 3.14.
Audrey Azoulay, Director General of Unesco, said: “Some countries have recently declared mathematics
to be “in crisis”, being rejected by students who consider the subject to be boring.”
Source:
https://en.unesco.org/commemorations/mathematics
b) What is your opinion about the statement above?

( ) I agree but I think in Brazil, mainly in São Paulo math is not a

problem.
( ) I do not agree because math is an easy subject.

( ) I agree, math is boring, and I do not understand it.
( ) I do not agree because I like math, even though most of my friends think it
is boring.
c) In pairs, interview schoolmates. Your teacher will select the grades for you.
Follow the example:
Do you like Math?
Yes, I like it. No, I don’t like it.
6th 47 52
7th 54 43
8th 52 41
9th 45 32
1st grade High School There is no HS in my -

school
2nd grade High - -

School
3rd grade High School - -
Let’s learn more!

English - ENGL; Mathematics - MATH; Science - SCIE; Art - ART;
Geography - GEOG; History – HIST; Physical Education – PE;
Portuguese – PORT.
6
t
h
After the research your group will
d. Develop a graph to show the answers. Look at the example.
d) Present your graph to the class.
I interviewed 8th grade A.

Fifty three percent of students like math, but forty one percent don’t like math.
Comparing graphs A and B, we can notice that there are more students who like math in
7th grade, and students who don’t like math in 9th grade .
e) Write a message to encourage your friends to change their minds about

mathematics. Examples:
Math is everywhere!
Do your lessons!
Ask questions!
Don´t keep your doubts to yourself!
Let’s organize a study group!
f) Make a graphic presentation (a poster) to show the results to the whole school.
A classroom group will make a poster with the collected data from the pairs to
present to the whole school.
ACTIVITY 5
• Playing is a type of activity that students get easily involved. Decide the day when they will bring the materials to
prepare the game. It is possible to hold a competition, involving other disciplines and several classrooms;
• Explain each stage of the game, its history and rules on how to play;
• Ask students to read the text and look up for more information about Mancala. It is a good opportunity to make
them share their knowledge.

• Explain the game and ask deaf students to show you what they understood about the game in sign language;
a) Let’s play a game!
MANCALA
Imagem: https://novaescola.org.br/conteudo/9104/um-jogo-para-semear-colher-e-contar
THE GAME
“Mancala” is a group of similar games from Africa, according to some anthropologists. It

is currently played on all continents and disseminated through its fans and educators, in
schools and universities. In some countries, Mancala is known by other names. Mancala
is a strategy game related to sowing. It comes from the Arabic word which means “to
move”. There is a very important and unusual rule: the player cannot leave the opponent
seedless in his field.
THE OBJECTIVE
The objective of the game is to get more stones in your Mancala then your opponent gets
in theirs.
THE MATERIALS
• Special board (12 small cups, six on each side, and it has a larger empty cut on
each of the ends which is called Mancala).
• It’s possible to use an empty egg carton and a small bowl on each side for the
points.
• Small rocks (pebbles or beans or buttons) something to use for the playing pieces
inside.
YOU CAN BUILD ONE!
Image: Pixabay.
PLAY THE GAME
• Put four stones in each of the small cups (your side) and nothing in the outside ones.
• Take out the stones from one of your cups and go counterclockwise and drop
stones in each of the bowls, including yours.
• Player one selects one of the cups to play from. The stones from the cup are picked
up and one stone is placed in each cup moving right. If the last stone played ends
in your Mancala, you move again.
• Player two goes next and moves the five stones in his fifth cup. The last stone
ends in his Mancala and he makes another move.
• If a player’s last stone ends in an empty cup on his own side the stones from the
opposite side are captured.
• When player one moves the five stones from his sixth cup the last stone ends in
an empty cup on his own side. The capturing stone, and the stones on the opposite
side, all go to player 1’s Mancala.
• Players continue to take turns moving their stones. Skipping ahead, when a player
has removed all the stones from his side, the game is over.
• Any stones that are in cups on the other side are moved to that player’s Mancala.
• Player 2 removes the stones from his side to finish the game.
• Player 1 moves the remaining stones on his side to his Mancala. The stones in
each Mancala are counted.
THE WINNER
The player with more stones wins the game. Player 1 wins the game with 27 stones,
compared to player 2’s 21stones.
LET’S PLAY.
You and your friends can develop a “Board Games Championship”.

ACTIVITY 6
• Ask students to discuss the opportunities for participation in FeCEESP, access the website, read the text
and, if necessary, use a dictionary to answer the questions.

• Ask students to construct their storyboard, write their subtitles to each chart after reading the text and
consult the link https://www.educacao.sp.gov.br/noticia/pais-e-alunos/feceesp-divulga-lista-dos-30-
finalistas-para-a-5a-edicao-da-feira/. Accessed in Aug 28, 2020.
STORYBOARD
a) Science works with the intention of improving people’s living conditions, whether
individual or collective. Did you know that we have a science fair in the school
system of São Paulo state? Read about some of our scientists below. Visit the
site and learn more:
https://www.educacao.sp.gov.br/noticia/pais-e-alunos/feceesp-divulga- lista-dos-30-finalistas-para-
a-5a-edicao-da-feira/
Thinking about sustainable and low-cost alternatives, high school students

from E. E. Prof. Gabriel Pozzi, in Limeira, developed a prototype using
organic material. The innovative project was so well-received that the
students gained the chance to visit Exporecerca Jove, in Barcelona. In the
region known for the orange juice industry, Larissa Souza Galvão and
Mariana Oliveira Silva chose the fruit bagasse as a raw material. With the
support of USP São Carlos, they developed a low-cost method to reuse the
material. In addition to reducing environmental impacts, the objective on the
adolescents is to use the material in homes of low-income families, both in
making tiles, as well as partitions and doors.
Adapted from: https://www.educacao.sp.gov.br/noticia/pais-e-alunos/feceesp-divulga-lista-dos-30-
finalistas-para-a-5a-edicao-da-feira/
b) After reading the text above, go to

https://www.educacao.sp.gov.br/noticia/pais-e- alunos/feceesp-divulga-
lista-dos-30-finalistas-para-a-5a-edicao-da-feira/ to answer the questions
below:
1. What problem was there? Sustainable and low-cost alternatives to use materials
in homes of low-income families, both for making tiles, as well as partitions and
doors.
2. How did the students solve this problem? They developed a prototype using
organic material from the orange pomace.
3. Who did they help with this project? USP São Carlos.
4. Write a title to the text. Go Green Tiles.
5. Did you see math in this project? If yes, where is it? Yes, I did. Preparing the
correct mixture and percentage to calculate the components.
ACTIVITY 7
• Ask students to read the five steps of the scientific method and write about each of them according to the
website information;
• Tell them to compare the steps of a scientific method with the school project so they can see what they have
in common.
• Ask the interpreter to provide the interaction in sign language;

• Ask students to read the five basic steps of the scientific method and ask them to show you what they
understood from it in sign language;
a) Read the five basic steps of the scientific method and find them in the project
from E. E. Prof. Gabriel Pozzi, in Limeira. If necessary, access the link to know
more about this project:
https://www.educacao.sp.gov.br/noticia/pais-e-alunos/feceesp-
divulga-lista-dos-30-finalistas-para-a-5a-edicao-da-feira/
Adapetd from https://www.khanacademy.org/science/high-school-biology/hs-biology-

foundations/ hs-biology-and-thescientific-method/a/the-science-of-
biology
1. Observation: is something that catches the attention.
2. Question: why, how, what, etc.
3. Hypothesis:_A hypothesis is a potential answer to the question, one that can

somehow be tested.
4. Prediction(s) based on the hypothesis: A prediction is an outcome we'd expect

to see if the hypothesis is correct.
5. Test the prediction: To test the hypothesis, we need to make an observation or

perform an experiment associated with the prediction.
6. Results: The results of a test may either support or contradict – oppose - a

hypothesis.
ACTIVITY 8
• Prepare a black box, tell students that they must pretend to be scientists and there is a problem to be solved: what's
inside?
• After the discussions, encourage students to prepare an exhibition to expose a black box at the entrance of the school,
causing curiosity in the students. Tell them to make a poster that calls attention to the mystery of the black box,
motivating students to take a risk and write their opinions on pieces of paper;
• Ask students to read the answers and make a graph with the data collected, then show the possible answers at the
entrance of the school and make an appointment to open the black box. Thus, everyone will have the opportunity to
see who was right;
• Tell students to register the steps they observed during this activity as scientists do observations, questions,
hypotheses, test the predictions and the results.
• Use the images below to construct the meaning of new words.
Images: Pixabay
a) Do the experiment:
BEFORE START WORKING:

• write about objects that may or may not be inside the black box, from the point of
view of the scientists;
• write down the names that come up.
TESTING AS HYPOTHESES:
After brainstorming some hypotheses about what could or could not be inside the
box, the next step is testing. For performing the test, you need to ask questions:
What do you want to find out? Or what’s inside the box?
IN CONCLUSION:
What’s inside the box?
After all the students have examined the box, each group presents their hypothesis
of the object and their reasoning as to how they came to that conclusion.
You may that each group has different suggestions and
reasoning. Write down each group’s suggestions.
Adapted from: Caderno do Aluno São Paulo Faz Escola - Ciências –7ºano –
Volume 1
LET´S RAISE CURIOSITY!

Prepare a black box to display in the entrance of the school with a poster with the
following question “What is inside the Black Box?” Students should write in a piece
of paper their investigation and put it in another box.
After one week, pick up the boxes and, in a special moment, open the Black Box to
all students to see if their investigation was successful and collect the given answers
to create database.
Prepare one graphic with the collected data to display it in the same place the Black
Box was. The graph must have the answer to these questions:
Is it heavy?
Does it smell?
I think it is a notebook. Feel the weight of the box.
Kinds of answer - Examples:
• Pencil – 10
• Notebook – 9
• T-shirt – 02
• Deodorant – 05
• Soap – 03
• Candies – 20
• Chocolate – 12
Imagem: Gráfico elaborado especialmente para este material

Complete the spaces of each step of your investigation:
Observation:_______________________________________________________
Question:__________________________________________________________
Hypothesis: ________________________________________________________
Prediction based on the hypothesis:_____________________________________
Test the prediction:__________________________________________________
Results:___________________________________________________________
ACTIVITY 9
• Read the text with students and help them with unfamiliar words. Tell them to circle the words and look up their
meaning in the dictionary;
• Ask students to bring the materials needed for the experiment;
• Decide with students where the pluviometer will be located. Tell students to take notes of the numbers as the
rainwater is being collected so they can write a text, presenting the collected data;
• Tell students to answer the question and fill out true or false activity.

• Ask students to use the word bank notebook as support to read;
• Ask students to add new words in the word bank notebook.
a) Do you know what a pluviometer is?
A pluviometer is an instrument used to measure the intensity of rainfall. By the observation of the
pluviometer, it is possible to predict if a place may be affected by a flood. The same instrument can be
used to prevent landslides.
How can this device help your community?
b) You can build a pluviometer at home using a simple soda plastic bottle. Here is
what you will need to make a pluviometer:
1 plastic bottle; scissors; 1 ruler; plastic tape.
INSTRUCTIONS:
• Using the scissors, cut off the top of the plastic bottle and save it;
• Glue the ruler inside the plastic bottle using the plastic tape. The side with
the numbers of the ruler must be seen from the outside;
• Put the top side of the bottle you saved upside down in the bottle. You will
now have a funnel. Tape it with the plastic tape.
• That’s it! Your homemade pluviometer is done!
Image: Pixabay.
c) Now, it is time to put your pluviometer to work.
• At home, place the pluviometer in an open space, like a garden or backyard,

for example.
• Wait for a rainy day and then let the pluviometer collect the rainwater for an
hour.
• After that time, use the pluviometer to record the date and how many
millimeters of water it has collected in an hour in order to determine the
intensity of the rainfall.
The intensity of the rainfall can be classified as:
Weak (2.5 millimeters per hour);
Moderate (2.5 to 10 millimeters per hour);
Strong (10 to 50 millimeters per hour);
Violent (more than 50 millimeters per hour).
d) Use the information you collected to write a text like the one below.
On November 5th, it rained in my city.

On that day, my pluviometer collected 7.2 millimeters of rainfall.
That is considered moderate rain.
It sounds good, because floods might happen from this point on.
e) Did you see math in this experiment? If yes, where is it? Copy from the text on
the lines below.
Yes, I did. It is in the classification of the intensity of the rain, the millimeters per hour.
f) Why is math important in an experiment? Write True or False:
Math helps measure the intensity of rainfall. (V)
We cannot observe the rain without math. (F)
Mathematics helps to collect the amount of rain in hours. (V)
I use math to take notes on the rain levels. (V)
The intensity of rainfall can be classified without math. (F)

ACTIVITY 10
• It is time to raise students' awareness and, through a discussion, provoke reflections on existing problems in the
school, such as trash in the yard, waste of water and food, high electricity bill;
• Ask students to develop a project in groups to be presented to the class.
Ask the interpreter to provide the interaction in sign language;

Use the instructions in the introduction of this guide to work with the new vocabulary;
Ask students to use the word bank notebook as support to read;
Ask students to add new words in the word bank notebook.
a) Think about your school:

What kind of problem is there in your school?
( ) trash in the yard.
( ) high electricity bill.
( ) waste of water.
( ) food waste.
What kind of experiment do you think can help your school community? In
groups, search for some projects that can help your school.
Name of the project:

_______________________________________
What was the problem?
What’s the intention of the project?

_______________________________________
What’s the result of the project?

_______________________________________
ACTIVITY 11
• Discuss with students what is the biggest problem in the community and what can be done to solve it;
• Help students organize the steps of the project, the observation, question, hypothesis, prediction, tests, and results.
It is important to be clear about why the project is relevant to be developed;
• Prepare a “Science Fair” to present students' ideas to the community, try to involve as many students as you can;
• Answers to questions depend on the community and may vary.

• Ask students to use the word bank notebook as support to read;
• Ask students to express their ideas in sign language;
• Ask the interpreter to make a video of students to add to their portfolios and use it as an assessment.
Image: Pixabay.
a) Let’s make a science project. After reading the text about FeCEESP, (Feira de
Ciências das Escolas Estaduais de São Paulo), think about your community.
• Is there anything to be done in order to improve it for the better?

• What kind of project can you do for your community?
Follow the steps:

1. Join with 3 friends to create a team;
2. Give a name to your team (be creative);
3. Look at your context and find a current problem regarding energy
consumption, the environment and imagine that your team can help and find
solutions to solve the problem;
4. Write your project (energy saving, sustainability);
5. Remember it’s necessary to do experiments. Do not worry about mistakes.
They are part of a successful process. Remember the previous experiments,
(3rd bimester);
6. Present your project to the school or class on the day of the “Science Fair”.
Help your teacher organize it. Give ideas and suggestions to make it relevant
to the school community;
7. Write down the information, statistical data and project results. You will use
them in the last activity of this bimester;
8. Be prepared to publish your Science Fair on social media.
Write the steps of your project.
1. Observation:
2. Question:
3. Hypothesis:
4. Prediction(s) based on the hypothesis:
5. Test the prediction:
6. Results:
ACTIVITY 12
• For this class you will need to provide some objects to do the experiment, such as dishes, water, detergent, and oregano.
You can divide the students into groups, and each group will be responsible to bring the materials;
• Before starting the activity, dialogue with the students, making a hypothesis survey, checking their previous knowledge
and possible results;
• Ask students to take notes on the possibilities;
• Give students a few minutes to prepare their presentation, advise them to take notes during the experiment, and tell
them to fill out the blanks with words (there are two words left). It is possible to let students present different types of
experiments. It is important to give them time to present to the class following the language framing and do the activity
using “if- clauses”.

a) Look at the objects below. Have you ever seen them before? Do you have any
idea what this experiment is about?
b) Make an appointment with your teacher and put your hands on! Previously
bring all these materials, follow the steps and see the result. Take notes of
every step.
Plate Water Oregano Detergent/ soap

Images: Pixabay.
• First, take two plates and put them on the table;

• Second, put water on the plate (on the right);
• Third, sprinkle some oregano into the water;
• Fourth, put detergent in the plate on the left;
• Fifth, touch your finger on the left plate;
• Sixth, touch your finger in the middle of the plate on the right.
In groups, make a presentation using the language frames below. The group can
present another experiment that has the same goal.
SPRINKLED - OREGANO - PLATES - WATER - WET - RIGHT - TOUCHED - DETERGENT
On the table we put two plates .

There is water on the plate on the right, and the plate on the left has detergent .
My friend sprinkled some oregano on the right plate.
My friend touched his index finger on the left plate with detergent, then touched the plate
on the right .
c) Let’s talk more about the experiment. Complete the sentences using if-clause
type 1 (simple present /simple future).
1. If I put my finger washed with detergent on the plate with oregano, it will move away.
(put/move away)
2. 2. If I _drip_ detergent on the plate with oregano, it _will spread_. (drip/spread)
3. 3. If I _don’t wash_ my finger, the oregano _will stay_ in the same place. (not wash/stay)
ACTIVITY 13
• Ask students to talk about their life project;
• Tell them to interview three colleagues using the questions to guide the conversation and choose answers of one
interviewed student to fill out the framing to present it to the group and complete the sentences using “if clauses”;
• Motivate students to write a paragraph about a friend life goal.

• Ask students to consult the word bank notebook to answer the questions.
a) In pairs, talk about your Life Project. Look at the example:
WHAT ARE YOUR LIFE PROJECT GOALS?

My life goal is to be a dentist. For that I must be organized.
The subject that is fundamental to my goal is science.
If I want to be an excellent dentist, I will need to be dedicated and punctual. If I could do an experiment
to present my life goal, it would be on oral care.
WHAT ARE YOUR LIFE GOALS?
My life goal is to be a/an doctor . For that I have to be dedicated .

The subject that is fundamental to accomplish my goal is biology. If I want to be an excellent doctor , I will need
to study and work hard . If I could do an experiment to present my life goal, it would be health care .
b) Now interview 3 students and find out about their Life Project. Use the following
questions:
1. What´s your life goal? My life goal is to be a journalist.
2. What’s the fundamental subject to your life goal? I think it is Portuguese.
3. Do you like this subject? Yes, I do.
4. What do you think that you have to do? I need to write a lot and watch TV news.
c) With the information from your interview, choose one friend to write about his or her
life project.
Marcel’s life project is to be a journalist.

He/She wants to be a/an TV presenter.
The subject that is fundamental to his/her goal is Portuguese.
If he/she wants to be an excellent journalist, he/she will need to be outgoing.
d) Choose one friend to talk about your Life Project, use the language frame below. You
can write more sentences.
If I study more, I will get better grades.

If we study together, we will learn more. (to study/to learn) If I have
clear goals, I will accomplish my life project. (to have/to
accomplish) If I don’t give up ,I will achieve my life project. (not give up/to
achieve)
If we have a dream, we will fight to make it come true. (to have/to fight)
e) Now write a paragraph about your friend. Look at Activity C.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
ACTIVITY 14
• As a scientist starts a study making hypothesis, tell students to use the sentences in activity 14a to talk and write
hypotheses about their future life. Answers are personal and may vary;
• Ask students to write a paragraph about their own life goals and help them to read aloud.

a) Scientist works with hypotheses. Let’s create some of them, about your life, dreams and
the world. In pairs, read the sentences and write two hypotheses about you. Don´t forget
to change the verb.
1. If I were you, I would study more. (to be/to study)
If I were you, I would study more Portuguese.
If I were you, I would read more books.
2. If I spoke English very well, I would present my project in Canada. (to speak/ to
present)
If I spoke French, I would be a TV presenter in France.
If I studied in Germany, I would be able to speak German.
3. If I were a scientist, I would help people. (to be/to help)
If I were a doctor, I would join the World Health Organization.
If I were a biologist, I would develop an environmental study.
4. If I knew the cure for cancer, I would not see so much suffering. (to know/not see)
If I knew to take good pictures, I would be a photographer.
If I knew Math, I would not have bad grades.
5. If I were a scientist, I would search for a cure for cancer. (to be/to search)
If I played the guitar, I would be a player in a band.
If I had a beautiful voice, I would be a singer.
b) Write a paragraph about you, your dreams and your life project. You can use the
sentences above and make the necessary changes.
ACTIVITY 15
• There are examples of sentences that use modal verbs to express advice, deduction, obligation or probability. Students
must read and decide the intention of the sentence;
• Ask students to think about a friend’s goal and write sentences using modal verbs on the activity 15b. Answers are
personal and may vary.

a) Read the sentences below and decide if the sentences are used for: advice,
deduction, obligation or probability. The first one is done for you:
I must read more to improve my vocabulary.

Obligation.
Scientists may find a cure for this disease soon. Deduction.
We have to present our project in English. Obligation.
You should study for the test in the library. Probability.
Scientists must have been recognized by this article. Deduction.

The students must be prepared for the presentation.
Advice.
It should not be hard to become a scientist.
Probability.
b) Now, think about your classmates’ life goal. Give them some advice; make a deduction;
write an obligation and a probability:
Advice:
Deduction:
Obligation:
Probability:
ACTIVITY 16
• Let’s prepare an infographic in groups. Students must decide the theme of the infographic according to their life project;
• Ask students to post their infographic on social media, in school hallways, to publicize their wishes as much as they
can;
• Give a general overview of the content of the last two months and tell students to go back to activity 1 and complete
the third column of the KWL Chart.

a) In the previous bimester you have seen some infographics. Now in groups create one.
For example: you must put the main ideas of the collected data about yours and your
friend´s life project in the infographic. First, decide the theme of your infographic.
Examples: The theme of my experiment is personal hygiene.
Some ideas for the infographic:
• Science Project
• English: the language of science
• Personal hygiene
• Morning hygiene
• Healthy eating
• Energy saving
• Others
b) Share it on a website, Facebook, Instagram or other social media. Hands on. Do your
best.
Go back to the KWL chat in Activity 1 and fill out the third column.

Língua Estrangeira Moderna: 6º Ano Teacher 'S GUIDE - 2020

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Língua Estrangeira Moderna: 6º Ano Teacher 'S GUIDE - 2020

Uploaded by

Copyright:

Available Formats

LÍNGUA ESTRANGEIRA MODERNA

Culture/Content/Cognition (Learning Outcomes)

Instruments for Assessment

If you successfully write sentences about the five senses;

There are three parts on Student’s Learning Guide:

Base Nacional Comum Curricular – Ciências – Currículo Paulista

Base Nacional Comum Curricular – Educação Física – Currículo Paulista

Base Nacional Comum Curricular – Língua Portuguesa – Currículo Paulista

I CAN present the sounds I heard from my classroom.

This week I learned that...

I tried my best this week:

KWL Chart – The five senses of the human body

What I know What I want to know What I have learned

Source: Text produced specially for this material.

1. I use my ears to hear.

2. I use my nose to smell.

3. I use my eyes to see.

4. I use my mouth to taste.

5. I use my whole body to touch.

Source: Image produced specially for this material.

TASTE – TOUCH – SMELL – HEARING - VISION

3. Recognizes different fragrances, pleasant and unpleasant smells. SMELL

EARS – TONGUE – NOSE – EYES - HANDS

5. We use our HANDS to grab things, feel the texture of

b) Unscramble the words in order to write sentences. Follow the example:

watch to movies. I like

likes comic Ana to read books.

father birds. My to observe likes

the want lions. We to see

news. watch the They always

on the reads internet. memes Rodrigo

I SEE… I WATCH… I READ… I OBSERVE…

animals TV shows magazines the environment

birds films books the nature

friends soup opera newspapers the ocean

trees a play an article the landscape

kids TV series a text a performance

I like to see animals in their habitat.

1. I like to see friends.

I like to watch soup opera.

I like to read books.

I like to observe the ocean.

I like to watch films._____________________________________________________

What do you see in the image? I can see many fishes .

Where are they? They are in an aquarium .

• Ask the interpreter to signal the text;

WHO INVENTED THE CAKE?

The history of the cake suggests it was created in An-

Source: Text produced specially for this material. Image: Pixabay.

2. Where was the cake invented? It was invented in Ancient Egypt.

4. What is your favorite cake flavor? My favorite cake flavor is chocolate.

BITTER Broccoli, ginger, artichoke, chicory.

SALTY Olive, salt.

SOUR Lemon, vinegar, limes.

UMAMI Fish, mushrooms, meat.

Apples taste sweet.

1. Mushrooms taste umami.

ADD – BEAT – TAKE – TURN OFF – MIX – DECREASE

a. To give an order. (d ) Take a piece of cake.

b. To give instructions. (b ) Turn off the mixer.

c. To give advice or warnings. (a ) Keep quiet.

d. To make an offer or invitation. (c ) Don’t go out in the rain.

I WAS ABLE TO HEAR: ( ) People talking;