151 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 151 Let's discuss Respostas pessoais. 14. Na sua opinião, sermos atentos com o que lemos nos torna imunes às notícias falsas ou sempre há o risco de acreditar em algo que não é verdadeiro? Justifique suas respostas. 15. Você acha que a responsabilidade de se evitar a propagação de informações falsas é apenas das empresas provedoras de conteúdo na internet ou nós também precisamos checar tudo aquilo que lemos? Justifique sua resposta. Text 2 Pre-Reading 1. Can you cite an example of a situation in which one person did something wrong using someone else’s identity? Personal answers. 2. Identity theft happens when someone has access to your personal information and commits crimes or creates debts in your name. It is quite common on the internet. Can you give examples of personal information that you should protect? 3. Take a look at the infographic on the next page and answer in your notebook. a) What is it about? I. Listing possible cyber-crimes. II. Protecting your identity online. b) Where was it published? I. On an official news site. II. On a personal blog. c) In what country was it published? I. In the US. II. In the UK. 4. Considering the information obtained from the questions above, choose the sentences that make sense. a) The need to protect online identities is a global issue. b) Protecting our identities online is necessary mainly in developing countries. c) Official news sites believe it’s important to inform their readers on how to protect their identity online. d) Only some experts are aware of the importance of protecting identities online. 5. What do you do to protect your online identity and your passwords? Talk to a classmate about whether and find out if you have different strategies. Um infográfico (infographic) é um gênero textual que busca expor informações por meio de linguagem verbal e não verbal. Mais sofisticado do que um gráfico comum, o infográfico pode conter diversos recursos, como ilustrações, formas geométricas, cores ou gráficos simples – como o gráfico de linhas que você verá na última parte do infográfico a seguir. Em geral, há um título e uma introdução que explicam os objetivos do trabalho. O infográfico pode circular de forma autônoma ou estar inserido em uma reportagem, um verbete enciclopédico, um texto didático etc. Text genre Personal answer. X X X X X Personal answers. Tip Além das pistas fornecidas pelos recursos visuais em um infográfico, você também deve levar em conta os títulos e subtítulos. No infográfico da próxima página, os subtítulos começam com verbos no Imperativo (Imperative): Create, Protect, Know. Reflita sobre essa pista e busque prever quais são os objetivos do texto. one hundred and fifty-one Orientações O segundo texto de leitura desta unidade é um infográfico que lida com outra questão extremamente importante no que diz respeito à segurança na internet: o roubo de identidade, que consiste em realizar crimes em nome de outras pessoas, muito frequentemente com dados colhidos na internet. Nas atividades de pré-leitura, os estudantes devem compreender o perigo do roubo de identidade e levantar exemplos que conheçam sobre esse tema. Devem desenvolver também a habilidade EF07LI06. Farão isso observando o infográfico e identificando, pelas informações em destaque, seu tema e sua origem. Na atividade 4, os estudantes fazem inferências sobre a relevância e abrangência desse tema e, por fim, na atividade 5, devem discutir com um colega se já pensaram nesse assunto e se praticam alguma estratégia para proteger sua identidade digital. Sobre a atividade 1. Personal answers. Students can mention teenagers who use false identities to go to the movies or to go to parties while they are still underage, people who visit a doctor using someone else’s documents, people who make purchases using someone else’s credit card, people who say someone else was driving when they are fined etc.
152 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 152 Reading 6. Read the infographic below and answer the questions in your notebook. 7. According to the infographic’s introduction, why is it important to protect your identity online? Cite two causes. 8. Do the authors of the infographic believe a person can do anything to protect their identity online? In your notebook, copy the sentence which presents the authors’ opinion on this matter. It is the consumer’s job to stay aware and take preventive action. Available at: <https://www.dailymail.co.uk/sciencetech/ article-2300976/The-handy-tips-protect-identity-theft-onlineusing-password-password-start.html>. Accessed on: Jan. 10, 2018. NEXT ADVISOR 7. Identity theft is on the rise. The rise in personal technology and social media leads to increased vulnerability in user’s personal information. one hundred and fifty-two Orientações Oriente os estudantes a observar, na ilustração, que o infográfico que estão lendo faz parte de um conteúdo maior publicado na web. Se quiserem ver o conteúdo todo e outros relacionados a ele, deverão acessar o link indicado nesta página. Orientações Ao abordar o infográfico com os estudantes, explorem um pouco sua estrutura: como esse infográfico distribui as informações? Ele contém uma introdução em que se ressalta a importância de proteger a identidade digital; três recomendações, apresentadas em círculos; e, abaixo desses círculos, dados estatísticos de usuários. Entender a estrutura deste infográfico ajudará os estudantes a realizar as atividades de desenvolvimento da habilidade EF07LI09. As atividades 7 e 8 dizem respeito à informação que se pode encontrar na introdução ao infográfico. O infográfico se justifica, portanto, porque o roubo de identidade é um crime que vem aumentando, e os usuários podem e devem se proteger.
153 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 153 9. Look at the first tip: “Create strong passwords.” In your notebook, decide whether it’s T (True) or F (False) how the authors of the infographic believe you can have stronger passwords. a) They should be short. b) They should include special characters like %, $ or &. c) They should be changed often. 10. Now look at the most popular passwords of 2011. Are they strong? Justify your answer. 11. On the part of the infographic about how to protect your smartphone, the author emphasizes the importance of having a password lock. How many people do not do this, according to the graph? a) 7% b) 32% c) 62% 12. What are the other risky behaviors the author mentions? a) Save login info on a phone. b) Not to update the operating system (OS). c) Not to register the phone on a GPS tracker system. Tip A mesma intenção comunicativa pode ser concretizada de diferentes maneiras. No início desta seção, você leu um artigo que dava dicas para detectar notícias falsas. O infográfico que você está examinando agora também tem o objetivo de oferecer dicas ou orientações; porém, em vez de estar organizado em parágrafos com subtítulos, está dividido em introdução + três partes, com extenso uso da linguagem não verbal. A escolha do gênero textual e da abordagem depende do público-alvo, do veículo em que o texto será publicado, enfim, de cada contexto específico. 13. How much bigger is the rate of fraud victims among phone users when compared to the general public? a) 7% b) 1/3 higher 14. On the part “Know what info you share,” do the authors say clearly what information should be shared and which shouldn’t? a) Yes. b) No. 15. Take a look at the type of information people share online. birthday pet’s name high school name phone number Do you believe that sharing this kind of information can be risky? Why or why not? Let's discuss Respostas pessoais. 16. Você acredita que seu comportamento on-line tende a ser mais precavido ou arriscado? Por quê? 17.Quais medidas é possível tomar imediatamente para proteger sua própria identidade on-line? F T T 10. Possible answer: They are not strong: they are easy to remember, short, and have no special characters. X X X X X Possible answer: all private information may be misused. Idealizado pelo Comitê Gestor da Internet no Brasil (CGI. br), o portal Internet Segura disponibiliza diversos materiais sobre segurança na internet. Vale a pena conferir as dicas produzidas especialmente para os adolescentes brasileiros: <https:// internetsegura.br/pdf/encarte_adolescente. pdf>. Acesso em: 1º jul. 2018 one hundred and fifty-three Orientações As atividades de leitura 9 a 15 dizem respeito às dicas e às estatísticas que revelam os comportamentos das pessoas. As atividades 9, 12 e 14 referem-se às recomendações do infográfico. As atividades 11 e 13 exploram números estatísticos que podem ser encontrados no infográfico. As atividades 10 e 15 envolvem interpretação. Na atividade 10, os estudantes devem observar as senhas mais frequentes na internet e reconhecer, como possível resposta, que “They are not strong: they are easy to remember, short, and have no special characters”. Já na atividade 15, devem perceber que informações pessoais como aniversário, nome do animal de estimação, nome da escola e número de telefone são informações demasiadamente pessoais e concluir, possivelmente, que “all private information may be misused.” Na discussão proposta após a leitura de ambos os textos, os estudantes são questionados a respeito da segurança de seu próprio comportamento on-line e de quais medidas podem tomar imediatamente para se precaver. Atividade complementar Vale a pena sugerir à turma que acesse o “Portal da Internet Segura”, do Comitê Gestor da Internet, conforme sugerido nesta página. Apesar de ser um site em português, os temas abordados ali são essenciais para qualquer internauta utilizar a internet de forma mais segura e consciente, e nunca é demais orientar os estudantes quanto a esse tema. Como, provavelmente, a maior parte do material em inglês que acessarão nessa fase de suas vidas é on-line, é importante que saibam fazê-lo de forma segura.
154 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 154 Language in context Linking words 1. Read some sentences from Texts 1 and 2 again. Then match the highlighted words to the type of relationship they express between ideas. Write the answers in your notebook. a) “Fake news is the news right now. […] So a lot of people are concerned about fake news and how to keep misinformation from spreading online. […]” b) “While old news may well be accurate and not actually fake, resharing it often takes it out of context, which can turn it into accidental misinformation.” c) “You should also (I) pay attention to the domain name — sometimes it will look like a legitimate domain, but (II) with just a few letters changed.” d) “If the New York Times, the Washington Post, USA TODAY, CNN or other reputable sources haven’t picked it up, chances are good it’s not valid.” e) “Since the rise in personal technology and social media leads to increased vulnerability in users’ personal information, it is the consumer’s job to stay aware and take preventative action.” I. Addition. II. Contrast. III. Condition. IV. Cause. V. Consequence. 2. Choose three of the highlighted words in the sentences above to fill the gaps in this piece of news. But / Also / so Do tweens and teens believe “fake news?” Let’s be clear: “Fake news” has always existed. […] Most kids can tell the difference between the shocking stories they see in the checkout line and the more evenhanded reporting they see on the local TV news. today’s fake online news sources so closely mimic real news that it’s challenging even for adults to discern what’s real and what’s fake. , kids have less experience in and context for evaluating news sources, certain words or images that might immediately tell an adult that something is fake or biased might not have the same effect on kids. […] c) I. b), c) II. d) e) a) biased: tendencioso(a) checkout line: fila do caixa evenhanded: imparcial tweens: pré-adolescentes Glossary Available at: <https://www.commonsensemedia.org/news-and-media-literacy/do-tweens-and-teens-believe-fake-news>. Accessed on: Jan. 10, 2018. VICENTE MENDONÇA one hundred and fifty-four Objetos de conhecimento Construção de repertório lexical; Polissemia. Habilidades em foco (EF07LI15) Construir repertório lexical relativo a [...] conectores (and, but, because, then, so, before, after, entre outros). (EF07LI17) Explorar o caráter polissêmico de palavras de acordo com o contexto de uso. Aproveitamos a presença, nesta unidade, de gêneros expositivos que fazem largo uso de conectores para abordar esses recursos linguísticos tão necessários à articulação das ideias na língua inglesa. Para ativar os conhecimentos prévios dos estudantes, sugerimos que, antes da realização da atividade 1, você lhes peça que voltem aos textos da seção Reading e localizem conectores, isto é, palavras que relacionam as ideias. Nesse primeiro momento, não se preocupe com a identificação da relação estabelecida (contraste, adição etc.), mas apenas com a localização dos conectores. Os estudantes os indicam e você os anota no quadro. Em seguida, peça que realizem a atividade 1 individualmente e, por fim, faça a conferência das respostas com a turma toda. Orientações Antes da realização da atividade 2, leia com a turma o título da notícia e pergunte como responderiam a esta questão: “Os pré-adolescentes e adolescentes acreditam em fake news?” Recupere o que foi discutido durante a leitura do texto 1, na seção Reading, e pergunte aos estudantes se acham que a geração deles está mais ou menos preparada que os adultos para lidar com as fake news. Explique, então, que para a realização dessa atividade eles terão de identificar a relação de sentido entre as ideias e escolher, entre os conectores destacados na atividade anterior, qual melhor completaria cada lacuna.
155 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 155 3. Read the explanation about linking words. Then copy the sentences in your notebook, choosing the best options to complete them. Linking words and phrases are used to connect ideas in a text. They can express many types of relationships, like: • Addition: and, also, besides, not only… but also, furthermore, moreover, in addition • Contrast: but, while, however, despite (this), in spite of (this), although, though, even though • Condition: if, only if, as/so long as, in case, provided that, given that • Cause: since, as, because, due to • Consequence: so, therefore, thus, hence, consequently, as a result a) In spite of / Due to several promises, the Tietê River remains polluted. b) A big part of the Netherlands is under sea level and even though / therefore is vulnerable to flooding. c) My New Year’s resolution is to get better grades, despite / besides being more organized. d) You are welcome to use your cell phone in the reading room, as long as / even if you do not disturb other students. e) As / However my grandparents are farmers, I know a lot about handling and feeding animals. f) Using toothpicks to clean your teeth could harm your gums. Thus / Moreover, it is considered a rude habit. 4. Some linking words are polysemous; that is to say, they have more than one meaning. Match each meaning of while and as to the sentence that exemplifies it. while I. during the time that II. in spite of the fact that a) His new movie is full of fun, while being a bit predictable. b) A burglar broke into a home while residents slept. as I. because II. while, when III. in the same way a) As cities grow, green areas tend to shrink. b) As is often the case in summer, kids spent all day outside. c) As you are leaving last, please lock the door. II I II III I one hundred and fifty-five Orientações O objetivo das atividades e do texto didático desta página é ajudar os estudantes a ir além dos conectores mais básicos (and, also, so) e passar a incorporar, em seu vocabulário ativo e passivo, uma gama mais ampla de linking words (therefore, besides, as long as etc.). A atividade 4, especificamente, busca demonstrar que alguns conectores são polissêmicos (habilidade EF07LI17) e que é necessário analisar o contexto para compreendê-los e usá-los adequadamente. Atividade complementar Como atividade complementar, você pode propor aos estudantes que se reúnam em grupos e preparem quizzes digitais para desafiar uns aos outros. Primeiro, cada grupo deve pesquisar um tópico de seu interesse em enciclopédias para crianças e adolescentes. Por exemplo: • <https://kids.britannica. com/> • <https://kids.kiddle.co/> • <http://encyclopedia.kids. net.au/> (Acessos em: 17 set. 2018.) Em seguida, o grupo deve extrair do verbete um parágrafo ou pequeno trecho em que apareçam linking words. A tarefa deles será transformar esse trecho em um quiz para os colegas, que terão de escolher, entre duas ou três opções, a linking word adequada. Vários sites oferecem a criação gratuita de quizzes. Exemplos: • <https://www.survio.com/ br/> • <http://www.quizbox.com/ builder/> • <http://myquizcreator.com/> (Alguns exigem a criação de uma conta de usuário.) (Acessos em: 17 set. 2018.) Oriente os grupos a visitar um desses sites e criar seu quiz on-line. Os quizzes podem ser respondidos pelos outros grupos ou individualmente. A turma também pode usá-los para desafiar amigos e familiares.
156 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 156 Words in context Expanding vocabulary 1. Read the excerpts below, extracted from Text 1, on page 149. Pay attention to the words in bold and answer the questions about them in your notebook. […] While old news may well be accurate and not actually fake, resharing it often takes it out of context, which can turn it into accidental misinformation. […] Also, speaking of images, this should probably go without saying, but memes are not a reliable news source. […] a) Which word class do they belong to? Both words are adjectives. b) Which words or expressions do they refer to? c) Do the words present a positive or a negative meaning when out of context? What about in the context? 2. Now match the words to their corresponding meaning. There is one extra meaning. Write the answers in your notebook. a) Accurate. b) Reliable. I. Consistently good in quality or performance; able to be trusted. II. In a way that is appropriate to the particular circumstances. III. Correct in all details; exact (especially of information, measurements, or predictions). 3. Read the headlines and identify the one in which the word fake doesn’t have the same word class as in: “So a lot of people are concerned about fake news and how to keep misinformation from spreading online” (extracted from Text 1). Alternative b. Accurate refers to old news and reliable refer to news source. Out of the context, the words present positive meaning. In the context, they present negative meaning. b a Available at: <https://particle.scitech.org.au/tech/new-technology-will-fight-infectious-diseases-by-outingfake-diagnostic-tests/>. Accessed on: Jul. 30, 2018. NEW TECHNOLOGY WILL FIGHT INFECTIOUS DISEASES BY OUTING FAKE DIAGNOSTIC TESTS Available at: <https://www.huffingtonpost.com/lexi-herrick/11-things-we-fake-in-our-social-medialives_b_7693182.html>. Accessed on: Dec. 29, 2017. 11 Things We Fake in Our Social Media Lives a b VICENTE MENDONÇA VICENTE MENDONÇA one hundred and fifty-six Orientações Sugestão: peça aos estudantes que façam as atividades 1 a 3 e, em seguida, troquem seu caderno com o colega ao lado para comparar as respostas. Oriente-os a discutir as respostas diferentes. É importante que os próprios estudantes desenvolvam a capacidade de detectar equívocos e corrigi-los. Objetos de conhecimento Construção de repertório lexical; Polissemia. Habilidades em foco (EF06LI16) Construir repertório relativo às expressões usadas para o convívio social e o uso da língua inglesa em sala de aula. (EF07LI17) Explorar o caráter polissêmico de palavras de acordo com o contexto de uso. No início da seção propõe-se aos estudantes que analisem as palavras accurate e reliable partindo do contexto em que estão inseridas no texto 1. Eles poderão analisar as duas palavras e os sentidos, negativo e positivo, que elas podem adquirir considerando-as dentro e fora do texto. Dessa forma, além da ampliação de repertório lexical, poderão desenvolver um pouco mais a habilidade de identificar o caráter polissêmico das palavras e inferir seus significados. Na seção também serão mais uma vez exploradas as classes gramaticais das palavras e o que isso pode implicar no significado delas.
157 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 157 4. Now choose the meaning that corresponds to the word fake in the excerpt from Text 1. a) verb to make an object look real or valuable in order to deceive people. b) adj not real, but made to look or seem real. PROCTER, Paul (ed.). Cambridge International Dictionary of English. 4 ed. Cambridge, UK: Cambridge University Press, 1995. 5. The word source is repeated several times in the Text 1. Read the excerpt below and rewrite in your notebook the sentence which conveys the same meaning. Check out the source’s site before you blindly repost. Does it look like it was designed by a kindergartner […] with a basic knowledge of HTML? Steer clear. a) The article quoted three secret sources within the government. b) Where did you source these pencils? 6. The words source and fake are repeated several times in Text 1, on page 149. In your opinion, why did the author do that? 7. Read Text 2 again, on page 152, and pay attention to the word theft. Which picture best represents it? X X Available at: <http://theconversation.com/why-do-we-fall-for-fake-news-69829>. Accessed on: Dec. 29, 2017. Why do we fall for fake news? c X a b ILUSTRAÇÕES: VICENTE MENDONÇA VICENTE MENDONÇA one hundred and fifty-seven Orientações Leia em voz alta o enunciado da atividade 6 e discuta com os estudantes suas respostas. É importante observarem que o texto tem como tema central fazer com que as pessoas identifiquem notícias falsas. Assim, as duas palavras, fake e source, naturalmente se articulam para que o texto tenha sentido e coerência. Diga a eles que as escolhas lexicais que fazemos ao elaborar um texto, oral ou verbal, são muito importantes, pois constroem o sentido da mensagem que queremos transmitir. Atividade complementar Peça aos estudantes que, em duplas, observem as ilustrações desta página e elaborem frases que confiram a elas o caráter de charge, ou seja, uma composição que contenha humor ou ironia e ao mesmo tempo uma crítica. Ao final, peça que leiam suas criações em voz alta para toda a turma.
158 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 158 Listening Pre-Listening 1. Read the explanation about the word troll. Then, in pairs, reflect on the questions that follow. In Scandinavian mythology, trolls are creatures who look like ugly people. They live in caves or on mountains and steal children. Available at: <https://www.collinsdictionary.com/dictionary/english>. Accessed on: Dec. 28, 2017. a) In internet slang, a troll is someone who deliberately attacks and offends other users or causes chaos. Explain the metaphor made to name this kind of person. b) You are about to listen to an audio extracted from a video called 5 Tips for Dealing with Haters and Trolls. The video was published by Common Sense, a NGO whose main goal is to help kids succeed in a world of media and technology. Which tips do you think you are going to listen to? Listening 2. Listen to the audio and check your answer to the question 1b. Was your prediction correct? Personal answer. 3. Look at the picture below, extracted from the video, and answer the question. Personal answer. Personal answer. 29 You can see two different emojis to represent haters and trolls. According to what you heard, are these two kinds of people basically the same or different? Justify your answer. They are basically the same. Tip Uma metáfora ocorre quando utilizamos uma palavra com sentido diferente daquele que lhe é comum. Esse novo sentido surge a partir da comparação implícita ou relação de semelhança. A metáfora é utilizada para dar mais expressividade ao que falamos ou escrevemos. Que tal dar alguns exemplos de metáforas? REPRODUÇÃO/COMMON SENSE one hundred and fifty-eight Orientações Leia o boxe Tip sobre metáforas em voz alta e motive os estudantes a levantar possibilidades de exemplos que os cercam no cotidiano, como as metáforas presentes em músicas, propagandas, poesias, tirinhas, cartuns, conversas informais etc. Ressalte a importância de identificarmos as metáforas para compreendermos melhor os textos orais e escritos. Nos links a seguir você encontra mais informações sobre metáfora e outras figuras de linguagem: <https://portugues.uol.com.br/gramatica/ metafora.html> e <https://www.figuradelinguagem.com/metafora/>. (Acessos em: 17 set. 2018.) Objetos de conhecimento Estratégias de compreensão de textos orais: conhecimentos prévios; Compreensão de textos orais de cunho descritivo ou narrativo. Habilidades em foco (EF07LI03) Mobilizar conhecimentos prévios para compreender texto oral. (EF07LI04) Identificar o contexto, a finalidade, o assunto e os interlocutores em textos orais presentes no cinema, na internet, na televisão, entre outros. O mundo virtual e das redes de relacionamento social está cada vez mais presente na vida das pessoas, muitas vezes até de forma exagerada. Por isso, a seção tem início com a reflexão sobre a palavra troll, tão utilizada no ambiente virtual. Essa palavra e tantas outras já devem ter sido ouvidas em algum momento pelos estudantes; explore o tema e converse com eles sobre o que sabem de trolls e haters. Sobre a atividade 1. No item a da atividade, espera-se que os estudantes digam que, assim como a figura folclórica escandinava, os trolls virtuais têm hábitos fora dos padrões; suas atitudes são feias e, assim como os seres mitológicos que se escondem em cavernas, eles se escondem na “escuridão” do anonimato que o ambiente virtual propicia. Aceite variações de respostas desde que coerentes.
159 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 159 4. Listen to the audio again and complete the sentences. Write the answers in your notebook. a) About tip number 1: When you respond to a mean comment, things get . b) About tip number 2: The best thing to do when you receive mean comments is to ignore them and focus on comments. 5. Do you agree with the statements in activity 4? Justify your point of view. 6. According to tips 3 and 4, what should a person do to get rid of trolls and haters? Do you think it is the right thing to do? Why? 7. In your notebook, write T (True), F (False) or NM (Not Mentioned) according to what you hear. a) Screenshots cannot be used as evidence in case things escalate. b) Change your user name and password to get rid of trolls. c) For more tips or advice you can visit <https://www.commonsense.org/>. Pronunciation M and n Listen to the excerpts below (track 30) and pay attention to the pronunciation of n in mean and m in them. Then listen again and repeat. […] Haters and trolls are people who go online often anonymously and write mean comments […] […] second, ignore them In which sound do you have to press your lips together? a) The [m] sound. b) The [n] sound. Which sounds are nasal? a) The [n] sound. b) Both sounds. X X Let's discuss Respostas pessoais. 8. Caso algum amigo seu passe pela situação de ser vítima de trolls e haters, o que você diria a ele? 9. Você acrescentaria mais alguma dica ou algum conselho, além daqueles que você ouviu? Por quê? 10. Depois de ler os textos e ouvir o áudio desta unidade, como você analisa seu comportamento on-line? 29 worse positive Personal answer. 29 F NM T one hundred and fifty-nine Orientações Ao realizar a correção da atividade 5, solicite aos estudantes que fundamentem suas respostas e ouça-os com bastante atenção. Espera-se que concordem com o que é dito, pois responder aos comentários alimenta os haters e trolls, uma vez que o objetivo deles é provocar e ofender. Assim, ignorar os comentários é a melhor solução. Se julgar adequado, permita que respondam em português. Aceite variações de respostas desde que coerentes. O objetivo maior das propostas desta seção é fortalecer os estudantes ao lidar com essas situações e orientá-los a buscar caminhos corretos para solucioná-las. Sobre a atividade 6. Expected answer: Delete, block or unfollow and report it to the site. Para as perguntas subsequentes, espera-se que os estudantes respondam sim, pois desconectar-se de trolls e haters é essencial para manter-se afastado deles e reportar o ocorrido permite que o site tome providências cabíveis.
160 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 160 Speaking Pre-Speaking Personal answers. 1. In your notebook, write down some words related to citizenship. Then, compare your words with your colleagues’ and justify your choices. 2. In Text 1, you learned how to identify fake news. In Text 2, you learned some tips to protect your identity online. You also heard about how to deal with trolls and haters. How are all those issues related to digital citizenship? Preparing 3. You and your classmates are going to participate in a game called Digital dos and Digital don’ts. Are you prepared? Follow the steps below. Form groups of five or six students. Once the groups are formed, choose names that represent each one of them. Then, discuss the dos and don’ts of a good digital citizen. Consider the topics: online posts and comments; plagiarism; digital etiquette; personal information; fake news and consequences; downloading music; online anonymity; etc. If necessary, do some research. Now, follow your teacher’s instructions to play the game. Speaking 4. Decide who is going to be the first one to participate and order all the other members of the group from the second to the last one. 5. If you don’t know what to say, you miss your turn. 6. If you say a correct statement about the DOs or DON’Ts, your group scores. 7. Don’t forget to give a short explanation of your statement, for example: “Don’t believe everything you read online.” Explanation: Not everything is true. It’s important to do some research before posting. 8. Don’t forget to respect the time limit. Good luck! Let's discuss 9. Como foi aprender cidadania digital por meio de um jogo? 10. O que você aprendeu de mais importante nessa dinâmica? 11. Você considera que, daqui para frente, será um cidadão digital melhor? Por quê? 12. Com quem você gostaria de compartilhar os conhecimentos que adquiriu sobre cidadania digital? Por quê? Respostas pessoais. one hundred and sixty Sobre a atividade 2. Como resposta a essa atividade, espera-se que os estudantes observem que toda e qualquer atitude correta e cuidadosa em relação a si e aos outros em ambientes virtuais está intimamente ligada à cidadania digital, ou seja, aos direitos e deveres que todos devemos ter e preservar. Aceite variações de respostas, desde que coerentes. Objeto de conhecimento Funções e usos da língua inglesa: convivência e colaboração em sala de aula. Habilidade em foco (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. Para a realização da atividade, escreva os nomes dos grupos no quadro. Escolha um deles para começar o jogo. Na primeira rodada, todos os grupos deverão falar sobre os DOs e, na segunda, sobre os DON’Ts. Um estudante do grupo deve dizer sua frase e a pequena explicação. Repita as rodadas ao menos duas vezes. Caso acerte, o grupo ganha um ponto, e o jogo segue até que todos os grupos tenham participado. Na segunda rodada, sobre os DON’Ts, será a vez do segundo estudante de cada grupo, e assim por diante. A cada acerto, um ponto deverá ser marcado no quadro ao lado do nome dos grupos. Caso o grupo erre ou não saiba, perde a vez. Estabeleça 30 segundos para cada estudante. Considere certas as frases coerentes com a proposta do jogo. Evite interromper os estudantes com correções de pronúncia e gramaticais; o mais importante é que participem da dinâmica com confiança. Se necessário, faça anotações para se certificar de que eles não repitam as mesmas frases. Ao final, divulgue o grupo vencedor. Os seguintes links podem ajudá-lo a orientar os estudantes na realização desta atividade: • <https://tech.co/dosdonts-good-digitalcitizen-2016-04> • <http://www.bbc.co.uk/ webwise/guides/aboutnetiquette>. (Acessos em: 17 set. 2018.)
161 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 161 Writing Pre-Writing 1. In this Unit, you have learned how to identify fake news and to defend yourself from trolls and haters. Let’s write a five-tip article on ways to avoid risks on the web. Preparing In a group of four, take a look at some tip-articles you have had access to in this book, on the web or on any newspaper or magazine. Observe that they usually have an introduction, and the tips are listed with some subheadings. The tips are justified with explanations or examples. In your notebook, take notes about the five tips you want to give. Then, take notes of how you want to justify your tips. Finally, draft an introduction and a headline for your article. Writing Writing On a computer, with your group, write your five-tip article on how to avoid risks on the web. Revising and rewriting Check the form of your text: does it have a headline? An introduction? Do the tips have subheadings? Did you justify each tip? Check your language: make all the necessary corrections. Let's share and discuss 2. Publique seu artigo com as cinco dicas no site da sua escola ou imprima os textos para os outros colegas lerem. 3. Leiam os materiais uns dos outros e anote alguns hábitos novos que vocês desejam adquirir para utilizar a internet com mais segurança. VICENTE MENDONÇA one hundred and sixty-one Objetos de conhecimento Pré-escrita: planejamento de produção escrita, com mediação do professor; Escrita: organização em parágrafos ou tópicos, com mediação do professor; Produção de textos escritos, em formatos diversos, com mediação do professor. Habilidades em foco (EF07LI12) Planejar a escrita de textos em função do contexto (público, finalidade, layout e suporte). (EF07LI13) Organizar texto em unidades de sentido, dividindo-o em parágrafos ou tópicos e subtópicos, explorando as possibilidades de organização gráfica, de suporte e de formato do texto. (EF07LI14) Produzir textos diversos sobre fatos, acontecimentos e personalidades do passado (linha do tempo/ timelines, biografias, verbetes de enciclopédias, blogues, entre outros). A atividade de escrita aqui proposta relaciona-se com todos os tópicos discutidos na unidade a respeito de segurança na internet. Agora é o momento de os estudantes produzirem dicas sobre segurança na internet e nas redes sociais, em um tipo de texto com o qual já tiveram contato em diferentes unidades deste material didático. Os estudantes devem trabalhar em grupos, planejar seu texto, checar se contém todos os elementos de um “five tip article” e editá-lo até ficarem satisfeitos com o resultado. Ao final, devem compartilhar o material produzido, de preferência no site ou no blogue da escola. Orientações Sugira aos estudantes que revejam o primeiro texto desta unidade para se inspirarem quanto ao formato do texto e seus elementos obrigatórios. Devem entender que estão produzindo textos de gêneros que circulam normalmente na sociedade, com função social específica – no caso, dar dicas para usar a internet com segurança.
162 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 162 And more! What do algorithms “believe” that you want? Discuss the following questions with your classmates. 1. When you access social media, what do you like to see? 2. When you do research on a web search engine, do you click on the first items you see? Or do you prefer to look further for what you want? 3. Do you distinguish between paid advertisement and other information on the web? Let's do some research 4. Do you know that the information you see in your web searches or in your social media are presented to you by algorithms? Algorithm is a process for doing calculations, especially by a computer. They identify what kind of information you prefer, and send you more and more of that specific information. 5. In groups, decide on any topic of your interest. Individually, make a simple search on any web search engine about this topic. Check the information you get on these sites: what products are being advertised for you? Then, go back to your group and discuss: Are the results and the advertisements that you received the same for all of you or are they different? Let's make it! 6. Still in your group, draw a chart like the following in your notebook and fill it in. Your names What results did you get on your web search? What advertisements did you get on your web search? Let's share and discuss 7. Look at your chart, and observe: are your interests similar, or different? Did anyone receive information that seems totally disconnected from you? Are the results or the advertisements related to recent searches? 8. Now, talk to your whole group: how powerful do you believe these algorithms are? 9. Do they bring new information for you or do they just reinforce your own preferences and values? 10. If you really want to have access to new information and new points of view, is the web enough? Why? MODELO M OLE DO one hundred and sixty-two Orientações O objetivo desta atividade de And more! é ajudar os estudantes a identificar de forma mais crítica as informações que recebem dos mecanismos de busca da internet – ou mesmo nos feeds das redes sociais. O fato é que a quantidade de informações que circulam na internet é tão excessiva que, para ser viável acessá-las, os buscadores e os feeds de redes sociais contam com algoritmos que definem o que o usuário pode estar querendo ver. A consequência disso é que é muito difícil encontrar informações novas e diferentes daquelas a que estamos acostumados. Os algoritmos tendem a identificar quais são as preferências dos internautas e de seus amigos e vão enviando informações que “acreditam” que vão ser adequadas. Nesta proposta, os estudantes devem investigar essa questão ativamente. Iniciam avaliando seu próprio comportamento ao fazer uma busca. Em seguida, fazem buscas sobre diferentes temas com seus colegas, e identificam se os materiais patrocinados e não patrocinados são semelhantes ou diferentes, dependendo de quem acessa. Os estudantes devem então produzir uma tabela com os resultados de busca e refletir sobre suas observações. Por fim, são convidados a refletir sobre o poder dos algoritmos para influenciar suas pesquisas. Esta atividade pode ficar ainda mais interessante se os estudantes pedirem a pessoas de idades diferentes que repitam as pesquisas, para analisar os resultados. Nesse caso, ficará mais claro como os links patrocinados e as prioridades de pesquisa variam conforme o usuário.
163 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 163 Self-assessment Now you know... Use a legenda ao lado e avalie, no caderno, como foi o seu processo de aprendizagem na Unit 8. 1 Li e analisei dicas para reconhecer notícias falsas e para proteger minha identidade digital. 2 Reconheci e utilizei as linking words de modo contextualizado. 3 Ampliei o meu vocabulário sobre identidade virtual. 4 Ouvi conselhos sobre como lidar com pessoas mal-intencionadas na internet. 5 Participei oralmente de um jogo. 6 Escrevi um artigo com cinco dicas para evitar riscos na internet. 7 Fiz uma pesquisa sobre algoritmos e refleti sobre o uso das redes sociais, seus benefícios e malefícios. SIM (S) NÃO (N) PRECISO REVISAR (PR) Before we move on... O que você mais gostou de aprender nesta unidade? Como você acha que pode resolver os temas em que ainda tem dúvida? Escreva um plano de ação no caderno para melhorar seu desempenho, com base nas suas respostas à seção anterior. Let's think! Continue utilizando a legenda para indicar o que você conquistou nesta unidade. 1 Participar oralmente de troca de opiniões e informações com os colegas e o professor sobre o tema trabalhado ao longo da unidade. 2 Compreender narrativas orais em diversos formatos e contextos e manifestar sua opinião sobre elas. 3 Compreender e produzir textos escritos em língua inglesa de acordo com seu formato, público, finalidade e contexto. 4 Adquirir vocabulário de acordo com tema e textos apresentados na unidade. 5 Identificar a aplicação dos conteúdos gramaticais para a fluidez da comunicação tanto escrita quanto oral. one hundred and sixty-three Orientações Nesta seção, salienta-se a importância de o professor ter a possibilidade de contar com outros instrumentos de avaliação além daqueles tradicionais e formalmente conhecidos, que têm como princípio apenas checar a aquisição do conhecimento objetivamente. Um desses instrumentos é a autoavaliação, a qual tem como pilar o reconhecimento e a legitimação da reflexão dos estudantes quanto ao seu processo de aprendizagem. Quando o estudante começa a fazer parte desse processo, a avaliação torna-se algo menos excludente e punitivo e mais inclusivo e justo, uma vez que desloca o estudante de uma posição periférica de receptor (aquele que recebe uma nota com base no que o professor estabeleceu como parâmetro para avaliá-lo) para o de agente (aquele que também será responsável por sua participação e colaboração em toda a engrenagem que representa a construção do conhecimento). Na interpretação dos dados observados na autoavaliação, o professor poderá ver o estudante como sujeito que tem dificuldades, objetivos de aprendizagem e letramentos diferentes de outros estudantes, investigando o que foi significativo para ele em cada etapa da aprendizagem. Ao olhar para a autoavaliação não como um questionário pré- -formulado para ser aplicado, mas como um instrumento que será elaborado a partir das condições e características de cada evento educacional, é possível pensar e planejar possíveis práticas que colaborem para um ensino mais crítico e colaborativo. No Manual do Professor – Digital você encontrará Propostas de Acompanhamento da Aprendizagem dos estudantes com fichas para registro do desempenho deles neste bimestre.
164 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 164 FURTHER PRACTICE UNITS 1 & 2 1. How good is your memory? Look at the picture and name the body parts. Try not to look for the words in the dictionary and do it quickly. Are you the fastest in your class? 1 head 2 hand 3 eye 4 nose 5 mouth 6 arm 7 leg 8 foot 7 5 6 8 2 1 3 4 2. In your notebook, complete the sentences below using some words related to human body. a) Your are used to carry out most of the everyday chores, so take care of them! b) Be sure that your sunglasses really block UVA and UVB rays so that they can protect your . c) The kid got a lump on his after bumping on the wall. hands eyes head OLIVIER RENCK/GETTY IMAGES one hundred and sixty-four Orientações Esta seção tem como objetivo a expansão dos conteúdos trabalhados ao longo das unidades. As atividades aqui propostas, por meio de outros textos orais e escritos, permitem continuar o desenvolvimento de algumas das competências e habilidades mobilizadas nas unidades em questão. Atividade complementar Peça aos estudantes que, em duplas, criem frases que contextualizem o vocabulário relativo às demais partes do corpo humano apontadas nessa atividade. Eles devem escrevê-las em seus cadernos e compartilhá-las com os demais colegas.
165 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 165 FURTHER PRACTICE UNITS 1 & 2 3. Look at the cartoons attentively and choose the appropriate text to each one. Write down the answers in your notebook. a) “I'm on a diet. I figure if I start now, I can lose ten pounds in time for my 25th high school reunion!” b) “I can see my zit on Google Earth!” 4. Read the cartoons again and identify the statements you can infer about them. Write down the answers in your notebook. a) Both cartoons criticize the huge importance of physical appearance to teens. b) The girl in cartoon #2 thinks that it is really hard to lose weight. c) Both characters love who they are despite their imperfections. d) Girl's mother in cartoon #2 supports her daughter's decision. e) We can notice that only cartoon #1 is based on exaggeration. X X RANDY GLASBERGEN © GLASBERGEN CARTOON SERVICE RANDY GLASBERGEN © GLASBERGEN CARTOON SERVICE I II II I one hundred and sixty-five Orientações Retome com os estudantes algumas das características do gênero cartum: • linguagem mista (verbal e não verbal); • geralmente apresenta humor ou ironia; • abordam situações relacionadas ao comportamento humano; • as situações apresentadas são atemporais. Na atividade 4, peça aos estudantes que apresentem os motivos pelos quais não assinalaram algumas alternativas.
166 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 166 FURTHER PRACTICE UNITS 1 & 2 Available at: <https://kidshealth.org/en/teens/bad-mood.html?WT.ac=ctg#catemotions>. Accessed on: Jan. 20, 2018. 6. Read the first paragraph of the text again and, in pairs, discuss the questions below. a) What do you do when you feel irritable for almost no reason or in a bad mood? b) How do you react when a friend of yours feels that way? Personal answers. 5. Complete the text using the words in the box. begins can(2×) Do feel(2×) ‘re losing starts you ever find yourself getting irritable for almost no reason? Or suddenly feeling down without knowing why? Going from sadness to anger to joy in a matter of minutes make many teens as though they their grip. But why is the feeling of being on an emotional roller coaster so common among teens? […] Being a teen means struggling with identity and self-image. Being accepted by friends feels extremely important. Teens also may notice, for the first time, a sense of distance from parents and family. You may feel you want to be on your own and make your own decisions, but it also seem overwhelming and even a bit lonely at times. […] Another important cause for mood swings is biology. When puberty , the body producing sex hormones. These hormones — estrogen and progesterone in girls and testosterone in guys — cause physical changes in the body. But in some people, they also seem to cause emotional changes — the ups and downs that sometimes out of control. […] Do can feel 're losing can begins starts feel WHY AM I IN SUCH A BAD MOOD? B7/SHUTTERSTOCK one hundred and sixty-six Atividade complementar Sugestão: Após a correção, convide alguns estudantes para que façam a leitura do texto em voz alta. Não os interrompa para correções e ajude-os apenas se for solicitado. Ao final da leitura, corrija o que for necessário de forma geral, para toda a classe.
167 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 167 FURTHER PRACTICE UNITS 1 & 2 So, I guess we are who we are for a lot of reasons. And maybe we'll never know most of them. But even if we don't have the power to choose where we come from, we can still choose where we go from there. We can still do things. And we can try to feel okay about them. Stephen Chbosky (1970-) American novelist, screenwriter, and film director Dreams do come true, if only we wish hard enough. You can have anything in life if you will sacrifice everything else for it. J. M. Barrie (1860-1937) Scottish novelist and author of Peter Pan Never forget what you are, for surely the world will not. Make it your strength. Then it can never be your weakness. Armour yourself in it, and it will never be used to hurt you. George R.R. Martin (1948-) American novelist, short-story writer, and television producer Available at: <https://www.theguardian.com/childrens-books-site/2014/aug/26/top-10-quotes-on-identity-forteenagers-george-r-r-martin>. Accessed on: Jun. 24, 2018. 7. Listen to an audio about a character named Henry. As a result of some physical changes that Henry has been through, he changed some of his habits and behaviors. Do the activities that follow in your notebook. a) Mention some habits that he changed. b) According to what you heard, are these changes common? Yes, they are. c) Did you change your habits like Henry did? Why? Personal answer. 8. The quotes below were extracted from the article Top 10 best identity quotes for teenagers. Read them and tell your classmates which one is the most significant to you and why. Do many classmates have the same opinion as you? Personal answer. 31 a) He locks the door every time he enters the bathroom; he always takes his phone calls in his room with his door closed and spends more time with his friends. a c b 9. In Units 1 and 2, you've learned many things about puberty and issues related to this phase. Do you think that going through puberty without big issues is something you can do? Justify your answer. Personal answer. BARRY KING/GETTY IMAGES IGOR RUSSAK/NURPHOTO/GETTY IMAGES PHOTO 12/COLABORADOR/GETTY IMAGES one hundred and sixty-seven Atividade complementar Com relação à atividade 8, separe os estudantes em duplas e peça que criem suas próprias “quotes” sobre o mesmo tema. Peça que compartilhem suas criações com os demais colegas.
168 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 168 FURTHER PRACTICE UNITS 3 & 4 1. Read the text and complete the gaps using the Simple Past of the verbs in the box. be(6×) learn live look survey How Well Do You Know Your Grandparents' Story? Posted by Ancestry Team on September 9, 2016 in Holidays, Website It's often difficult for us to imagine our grandparents' lives before we, or even our parents, were born. What they like as kids? What did they like studying in school? When did they first fall in love? How did they spend their free time? 68% of the people we recently admitted they don't know how their grandparents met, and over a third (36%) don't know what their grandparents' occupations . were From the survey we also : learned • 56% don't know the name of any great-grandparents • 42% don't know what their grandparents like when they younger • 38% can't name the city any grandparent born • 35% can't recall their grandmothers' maiden names […] Spend some time with your grandparents and ask them about their life. Where they born. Where they . What schools they went to. What their favorite class was in school. What their first job . Get them to share the details of their wedding day. And more. Visit our interview tips with a handy list of questions and interview prompts to get them talking about their early days. […] were surveyed looked were was were was Adapted from: <https://blogs.ancestry.com/ancestry/2016/09/09/how-well-do-you-know-your-grandparents-story/>. Accessed on: Dec. 19, 2017. lived NEJRON PHOTO/SHUTTERSTOCK one hundred and sixty-eight Orientações Para a correção, pode-se pedir que alguns estudantes leiam o texto integralmente em voz alta.
169 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 169 FURTHER PRACTICE UNITS 3 & 4 2. Check the only statement that is NOT true according to the text. a) Most people do not know about their family members' past. b) Most people only know the names of their grandparents and nothing else. c) There are many things we can ask our grandparents about their lives. 3. Answer the questions that follow. Then share your answers with your classmates. a) In your opinion, why is it important to know about grandparents and greatgrandparents? Personal answer. b) What do you know about your family members' past? Personal answer. 4. If you click on the hyperlink list of questions you will find many questions to be used as prompts for an interview with family members. What do you think the questions are about? Give some examples. Personal answer. 5. The excerpt below was taken from an article on 10 Things Children Can Learn From Their Grandparents. The topics are Wisdom, Humor and History. Match them to their corresponding texts. X Available at: <https://www.care.com/c/stories/5762/ things-grandchildren-learn-from-grandparents/>. Accessed on: Dec. 19, 2017. 10 Things Children Can Learn From Their Grandparents Kids may hate having to learn about history in schoolbooks, but they may find it more interesting to learn from someone who actually lived it. Children can find out what it was like to grow up during the Great Depression or World War II from grandparents who experienced life during that time. […] Turn to grandparents for life lessons and other advice because they've often lived through the same or similar experience – possibly more than once. […] Teasing is a part of growing up, but when it comes from someone who loves you unconditionally, it's way more enjoyable. Learning jokes and pranks from your grandparents is a great way to bond with them and understand how to react if you are teased by your won peer group. […] HISTORY WISDOM HUMOR JOHNNY GREIG/GETTY IMAGES Great Depression: Grande Depressão, período em que a economia estadunidense entrou em colapso, como consequência da quebra da Bolsa de Valores em 1929 teasing: fazer brincadeiras, pregar peças Glossary one hundred and sixty-nine Orientações Na atividade 2, pode-se solicitar aos estudantes que apontem as partes do texto que fundamentam a veracidade das afirmações. Sobre a atividade 4. A lista apresenta dezenas de perguntas, portanto, se possível, acesse-a com os estudantes para que leiam algumas delas e procurem estabelecer relações com as sugestões que deram.
170 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 170 FURTHER PRACTICE UNITS 3 & 4 6. In your opinion, what is the most important thing a grandparent can teach to a grandkid? Personal answer. 7. Listen to a 6-year-old boy and a 64-year-old man talking. Then check the best options. a) What are the man and the boy talking about? I. Aging-associated diseases. II. The worst and the best of being old and young. b) What was the boy's answer to the first question? I. It was related to school chores. II. It was related to the good things of school. 8. Listen to the audio again and answer the questions. a) What would you answer to the man's questions? Personal answer. b) Are your answers similar to the boy's? Personal answer. c) What is your opinion about the two phases of life? Personal answer. 9. Read the text below and discuss with a classmate about the benefits of following the four-step guide to being green. Consider the aspects: health, planet Earth, money, and society. 32 X X 32 What does it mean to be green? “Green” is more than just a color. It also means taking special steps to protect the environment — the water, the land, and the air we breathe. Why green? Plants are green, and without them the Earth wouldn't be such a lovely home for us human beings. Every day, people make choices that affect the amount of trash and pollution that gets produced in our world. What can you do? A whole lot, actually. Here's a four-step guide to being green: 1. Reduce the amount of stuff you use and throw away. 2. Reuse stuff when you can. 3. Recycle cans, bottles, paper, books, and even toys. 4. Enjoy the Earth — walk in the woods, plant a tree, and eat some of the delicious food it produces. […] Available at: <https://kidshealth.org/en/kids/go-green.html>. Accessed on: Dec. 19, 2017. 10. Do some research on recycling ideas. Write and share them with the class. 11. Read the title of an article below and, in pairs, discuss the reasons why activists want to shrink the use of straws. Straw Wars: The Fight to Rid the Oceans of Discarded Plastic Americans use 500 million straws daily. Citizen activists want to shrink that number. Possible answers: They are non-recyclable; they pollute oceans and harm marine life, etc. Available at: <https://www.nationalgeographic.com.au/nature/straw-wars-the-fight-to-rid-the-oceans-of-discardedplastic.aspx>. Accessed on: Jul. 24, 2018. REPRODUÇÃO/KIDS HEALTH one hundred and seventy Orientações Na atividade 6, você pode pedir aos estudantes que formem um círculo e compartilhem suas respostas. Peça que as fundamentem e troquem ideias com os demais colegas. Sobre a atividade 10. Informe aos estudantes que nos links abaixo eles poderão encontrar várias ideias para realizar a atividade. Se possível, realize algumas delas com os estudantes e coloque-as à mostra para os demais alunos da escola. • <https://www. boredpanda.com/plasticbottle-recycling-ideas/>; • <http:// beautyharmonylife. com/25-diy-ideas-torecycle-your-potentialgarbage/>; • <https://www. weareteachers.com/21- ideas-big-and-small-tobring-recycling-intothe-classroom/>. (Acessos em: 28 jan. 2018.)
171 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 171 FURTHER PRACTICE UNITS 3 & 4 12.Now read an excerpt from the article and answer the questions that follow. [...] Of the eight million tonnes of plastic trash that flow every year into the world's oceans, the plastic drinking straw is surely not a top contributor to all that tonnage. Yet this small, slender tube, utterly unnecessary for most beverage consumption, is at the center of a growing environmental campaign aimed at convincing people to stop using straws to help save the oceans. [...] Available at: <https://www.nationalgeographic.com.au/nature/straw-wars-the-fight-to-rid-the-oceans-of-discardedplastic.aspx>. Accessed on: Jul. 25, 2018. a) What are some eco-friendly alternatives to plastic straws? b) Have you ever thought about how harmful straws can be? What are you going to do from now on? Personal answer. 13. Read the poster below and answer the questions. Available at: <https://www.cafepress.com/+go-green+posters>. Accessed on: Jan. 28, 2018. a) What do you understand for “There is no planet B?” b) If you could create another slogan to complement the poster, what would it be? Personal answer. The Earth is the planet we live; there is no other planet that we can live in. So, we have to preserve and protect it. Possible answers: bamboo straws, paper straws, and no straw at all. TATIANA DYUVBANOVA/SHUTTERSTOCK THE NATURE GENERATION Polluted beach in Vietnam, Asia. one hundred and seventy-one Atividade complementar Para complementar a atividade 12, peça aos estudantes que elaborem cartazes, em inglês e em português, alertando os colegas da escola para os estragos que os canudos podem trazer para o meio ambiente.
172 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 172 FURTHER PRACTICE UNITS 5 & 6 1. Read the text and, in your notebook, answer the questions. 9 Ways to Help Teens Take Local Action on Global Environmental Issues Small actions can have a big impact. While tackling large environmental issues such as climate change can seem like an insurmountable task, starting small – starting local – can make a difference. […] 1. Eat local. Buying locally grown food helps reduce the environmental costs of transporting food. Point teens to simplesteps.org/eat-local to find out about farmers' markets in your area where they can learn which foods are in season locally at different times of the year. 2. Be an animal advocate. Endangered animals aren't the only ones that need help. Many cats, dogs, and other animals are abused or abandoned. Teens can volunteer at a local animal shelter or fund-raiser for an animal-related cause. The American Society for the Prevention of Cruelty to Animals website can provide more ideas. 3. Make music. Make a musical statement on behalf of the environment. Have your students write and record a song to use in a public service announcement informing others about threats to our planet. Or, organize a Battle of the Bands contest to raise funds for an environmental cause. 4. Spread the word about green housing. A greenhouse isn't the same as a green house. Green homes use recycled materials and are energy efficient. Encourage students to learn more about earth-friendly buildings and cities […] Turn it into a service project by having teens attend local committee meetings and present a case for community investment in green buildings. […] VICENTE MENDONÇA Available at: <https://freespiritpublishingblog.com/2017/03/02/9-waysto-help-teens-take-local-action-on-global-environmental-issues/>. Accessed on: Jul. 2, 2018. 1. b) “Encourage students to learn more about earth-friendly buildings and cities […]”/ “Have your students write and […]/ “Encourage students to learn more […]”. a) Whom is the text written to? It's written to teachers. b) Which part of the text proves your answer to the previous question? c) Read the item 1 of the text again. In your opinion, what are the costs of transporting food that the article refers to? d) Which ideas do you think you can find in The American Society for the Prevention of Cruelty to Animals website? Personal answer. Traffic congestion, high taxes on the products, and pollution are some examples of the costs of transporting food. attend: frequentar insurmountable task: tarefa insuperável on behalf of: em nome de shelter: abrigo Glossary one hundred and seventy-two
173 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 173 FURTHER PRACTICE UNITS 5 & 6 2. In activity 1, you read about 4 ways to help teens take local action on global environmental issues. Now read the 5 other ways. In small groups, discuss why they are important. Then share your views with the whole class orally. Personal answer. 5. Track the health of a local body of water. 6. Teach others how to go green. 7. Adopt a local park. 8. Help make homes more energy efficient. 9. Clean up indoor air. 3. Read and look at the cartoon attentively. Then check the sentences you can infer. a) The tone of the cartoon is predominantly humorous. b) The little girl has a questioning and critical point of view. c) The little girl's father doesn't know how to handle difficult situations such as the one we can see in the cartoon. 4. The cartoon presents an allusion, a reference to something. Can you spot it? a) “But weren't they concerned about the environment?!!” b) “…and they lived happily ever after.” c) The little girl's room. 5. Justify your answer to the previous activity and explain why the little girl seems so suprised and outraged. 6. Read the poster on the right and, in your notebook, answer the questions that follow. a) Can you give some examples of needs of the present that can put at risk future generations? b) If you were a very powerful person, what would you do to avoid this? Personal answer. X X X Personal answers. ADAM@HOME, BRIAN BASSET © 2004 BRIAN BASSET/DIST. BY ANDREWS MCMEEL SYNDICATION OUR COMMON FUTURE/ONU This definition of sustainable development comes from Gro Harlem Brundtland, Prime Minister of Norway and author of Our Common Future (1987). 5. The father makes an allusion to the fairy tales when he mentions the traditional ending: “…and they lived happily ever after.” The girl is so surprised and outraged because, in her opinion, it is impossible to live happily ever after without being concerned and conscious about environmental problems. one hundred and seventy-three Atividades complementares Como complemento à atividade 2, se possível, acesse o site de onde o texto foi extraído e peça aos estudantes que leiam os textos que acompanham os itens listados na atividade. Na atividade 3, peça aos estudantes que apresentem os motivos pelos quais assinalaram as alternativas.
174 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 174 FURTHER PRACTICE UNITS 5 & 6 7. Read the text below and do the activities. Available at: <https://www.globalfundforwomen.org/womens-human-rights/#.Wy0QK6dKjIU>. Accessed on: Jul. 22, 2018. a) What do you understand for “women's rights are human rights?” Do you agree with it? b) What can countries and communities do to help women's rights work? Write down in your notebook. Change laws and policies. Invest in women's organizations and movements. Educate next generations to avoid sexism. Help women from all over the world know their rights. Others: Women's Human Rights What are women's human rights? Women's rights are the fundamental human rights that were enshrined by the United Nations for every human being on the planet nearly 70 years ago. These rights include the right to live free from violence, slavery, and discrimination; to be educated; to own property; to vote; and to earn a fair and equal wage. As the now-famous saying goes, “women's rights are human rights.” That is to say, women are entitled to all of these rights. Yet almost everywhere around the world, women and girls are still denied them, often simply because of their gender. Winning rights for women is about more than giving opportunities to any individual woman or girl; it is also about changing how countries and communities work. It involves changing laws and policies, winning hearts and minds, and investing in strong women's organizations and movements. […] were enshrined: foram consagrados Glossary VICENTE MENDONÇA Personal answers. MR DOOMITS/SHUTTERSTOCK Detail of placard at The Women's March, Washington D. C., USA, 2017. one hundred and seventy-four
175 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 175 FURTHER PRACTICE UNITS 5 & 6 8. Listen to the activist Malala Yousafzai, the youngest person to have won the Nobel Peace Prize. Then choose the proper words to complete the sentences. a) According to what we listen to, we can infer that ambition is something . positive I. negative II. positive b) In her region, Swat, girls were deprived of . education I. education II. freedom c) According to her, terrorists were afraid of the . I. power of religion II. power of women 9. Listen to the audio again and answer. a) What is Malala's dream? A world where every child can go to school and gets education. b) How can you relate education for citizenship and human rights? Personal answer. 10. Read the article and, in your notebook, answer the questions. 33 33 […] Overview of the right to education worldwide Most affected regions. As a result of poverty and marginalization, more than 72 million children around the world remain unschooled. Sub-Saharan Africa is the most affected area with over 32 million children of primary school age remaining uneducated. Central and Eastern Asia, as well as the Pacific, are also severely affected by this problem with more than 27 million uneducated children. Additionally, these regions must also solve continuing problems of educational poverty (a child in education for less than 4 years) and extreme educational poverty (a child in education for less than 2 years). […] VICENTE MENDONÇA Available at: <https://www.humanium.org/en/right-to-education/>. Accessed on: Jun. 22, 2018. a) As you can see, millions of children are unschooled in the world due to poverty and marginalization. The lack of schooling and poor education have negative effects. Reflect on this and list some of them. Compare your list to your classmates'. b) Do you think that rich countries should help poor nations to help solve this problem? Why? Personal answer. Personal answer. power of women RICHARD STONEHOUSE/GETTY IMAGES Malala Yousafzai gives a speech in Birmingham, UK, 2015. one hundred and seventy-five Orientações Como as questões propostas na atividade 10 são complexas, é possível propor aos estudantes que formem um círculo e façam um debate partindo das respostas dadas.
176 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 176 FURTHER PRACTICE UNITS 7 & 8 1. Do you think technology is good or bad for communication? Read the con and pro opinions in this online debate and decide, in pairs, which one you agree with. Justify your answers. Available at: <https://www.debate.org/debates/technology-helps-people-to-communicate/1/>. Accessed on: Jan. 31, 2018. (Adapted) 2. Look at the cartoon below and answer the questions. a) Do you think that the boy is aware of the importance of his school paper? Why? b) Does the boy use technology properly as a learning tool? Personal answer. technology helps people to communicate I don't think the technology helps people to communicate, but make it even worse. Almost everyone has their own phone now. When people get together all they do is play with their phone, checking Facebook. People do not talk to each other anymore. Although technology does help the science and make it more convenient for people in some ways. But it also make the distance between people further than before. People playing with their phone all the time, even in school, in class while the teacher is talking, it will have bad influence in their grade and also lower the efficiency of studying. So I think the technology does not help the communication between people. Communication is a core element to society's foundation. Communication is used in families, amongst friends, in schools, and in government. The advancement of technology has helped to advance the ways in which we communicate with each other. One way technology has advanced communication is through the birth of electronic communication devices. Cell phones, social networking websites, email, and faxes are a few examples of electronic communication devices. These devices have helped to make communication more accessible and convenient. Con Pro VICENTE MENDONÇA RANDY GLASBERGEN © GLASBERGEN CARTOON SERVICE No, because he's only concerned with technological issues. Personal answer. one hundred and seventy-six Orientações Se julgar adequado, amplie o debate para que seja discutido com todos os estudantes da turma. Informe aos estudantes que os debates on-line geralmente abordam temas polêmicos sobre os quais as pessoas postam suas opiniões favoráveis ou contrárias. Geralmente, há moderadores para que as discussões não se tornem ofensivas ou desrespeitosas. As discussões duram por um determinado tempo e, depois, são desativadas apontando o número de prós e contras obtidos de acordo com as postagens.
177 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 177 FURTHER PRACTICE UNITS 7 & 8 3. Match the questions to the answers in your notebook. a) Which verb tense is mostly used in the cartoon? b) What was the boy doing before starting to write his term paper? c) What verb tense do you have to use to answer the last question? 1. He was preparing his computer. 2. Past Continuous. 3. Simple Past. 4. Complete the questions with the correct preposition (in, on, at) according to the chart: ON IN AT A STREET A STORE HOME A BIKE AN ELEVATOR WORK Is it okay to use your cell phone… a) school? at b) a train? on c) a library? in d) a plane? on e) a bus? on 5. Now, with your classmate, discuss and answer the questions. Justify your answers. Then, share your views with the whole class. Personal answer. 6. Read the paragraph below. Identify the verbs in the Simple Past and the ones in the Past Continuous. Copy them in your notebook. One day I was looking at social media on my cell phone when I saw a picture of a friend on the beach. She was wearing a bikini and she looked very happy, but when I read the comments, I was surprised. People were saying really cruel things about her body. I called my friend because I was worried. When she picked the phone, she was crying. She said she just posted a picture of a happy moment and didn't expect those comments. 7. Nowadays, there are many cases of cyberbullying. Have you ever heard a story like this before? Personal answer. 8. How can we help the victims of cyberbullying? In groups, organize a list of ideas in your notebook. 3 1 2 6. Simple Past: saw, looked, read, was, called, was, picked, said, posted, didn't expect. Past Continuous: was looking, was wearing, were saying, was crying. Personal answer. one hundred and seventy-seven Sobre a atividade 5. Reitere com os estudantes que existem preceitos básicos para o uso adequado de telefones celulares, como não navegar pela telinha enquanto janta com os amigos e familiares, não trocar mensagens de texto enquanto conversa com alguém, moderar o tom de voz ao falar ao telefone, colocar no modo silencioso em zonas universais de silêncio (hospitais, teatros, cinemas, igrejas etc.). Aproveite a oportunidade e peça que ofereçam outras observações sobre o uso correto dos telefones celulares.
178 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 178 FURTHER PRACTICE UNITS 7 & 8 9. Read the text below. In groups, decide if the author's ideas are good or bad? Are they similar to your group's ideas? Personal answer. Cyberbullying What Is Cyberbullying? Cyberbullying is when someone uses technology to send mean, threatening, or embarrassing messages to or about another person. It might be in a text, e-mail, message, or in a post online. […] What can you do about it? Prevent It Here are some tips to protect yourself from cyberbullying, and to prevent yourself from bullying others: • Never share your passwords, private photos, or personal data (such as address or phone number) online, not even with friends. • Think before you post. If you're upset, sad, or angry, wait to post or respond. […] • When you make comments about someone else, imagine how you would feel if someone said that about you. If It Happens To You If you're being cyberbullied, here's what you can do: • Tell your parents or another trusted adult. Believe it or not, they can help you. You don't have to do this alone! • Save everything – emails, messages, posts, screenshots. Don't delete until you have a copy. Print them out or save them on our computer or phone. • Talk to someone at your school – a teacher, counselor, coach, or principal. […] If You See It Happen If you see someone being bullied online, here's what you can do: Don't participate. Don't “like” or share posts that are bullying someone. Although you may feel pressure to join in if a lot of other people are, you can make your own choice not to contribute to the situation. • Report it. Even if content isn't targeting you, you can still report it to the site, or any adult that you trust. […] • Reach out to the person being bullied. Send them a private message letting them know that you don't agree with what's happening, that they don't deserve to be treated like that, and that they're not alone. Available at: <https://www.pacerteensagainstbullying.org/experiencing-bullying/cyber-bullying/>. Accessed on: Jan. 31, 2018. 10. The words in purple in the text are linking words. They help us to connect ideas. Each linking word has a different meaning: addition, contrast, condition, cause, or consequence. Which are the meanings of and, if and although? 11. In small groups, make a pamphlet named “What can we do about cyberbullying?”. You can include ideas from the text, but use your own words. You must include in your pamphlet at least three linking words. And – addition If – condition Although – contrast VICENTE MENDONÇA one hundred and seventy-eight Atividade complementar Após a realização da atividade 11, se possível, tire cópias dos folhetos e peça aos estudantes que distribuam entre os colegas das demais turmas em um trabalho de conscientização contra o cyberbullying.
179 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 179 FURTHER PRACTICE UNITS 7 & 8 12. Listen to an audio about “Protecting Reputations Online.” a) What is the difference between doing something embarrassing in the past and doing it now? b) Why is it hard to tell if a funny thing can be harming in the future? 13. Read the infographic below. Choose one of the types of cyberbullying and tell your classmates what piece of advice you would give to the victim of that specific type of aggression. 34 In the past people did embarrassing things and everybody moved on, but now the embarrassing things can be shared on the web immediately and impact on your reputation. Personal answer. Personal answer. NOBULLYING one hundred and seventy-nine
180 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 180 AUDIO SCRIPTS Unit 1 Growing up Track 2 Here are five ways to promote a healthy body image for girls. Number 1: Talk about health. Discuss eating right and staying physically active rather than focusing on weight. Remind kids that there is no one right body type or shape. Extracted from: <https://www.youtube.com/watch?v=HFBZ9c9pnbw>. Accessed on: Jul. 16, 2018. Track 3 Number 2: Do a reality check. Whether it's a magazine cover or a friend's social media post, ask how much styling or photoshop is involved. Number 3: Question the bottom line. Most of the flawless images seen on TV and music videos or on billboards are created by advertisers, who want to sell a product. Number 4: Celebrate the wins. Praise her efforts, skills, and accomplishments and share stories of women who are famous for their achievements, not their bodies. Number 5: Set an example. Ban fat talk in your home and model healthy habits and behavior. Extracted from: <https://www.youtube.com/watch?v=HFBZ9c9pnbw>. Accessed on: Jul. 16, 2018. Track 4 Here are five ways to promote a healthy body image for girls. Number 1: Talk about health. Discuss eating right and staying physically active rather than focusing on weight. Remind kids that there is no one right body type or shape. Number 2: Do a reality check. Whether it's a magazine cover or a friend's social media post, ask how much styling or photoshop is involved. Number 3: Question the bottom line. Most of the flawless images seen on TV and music videos or on billboards are created by advertisers, who want to sell a product. Number 4: Celebrate the wins. Praise her efforts, skills, and accomplishments and share stories of women who are famous for their achievements, not their bodies. Number 5: Set an example. Ban fat talk in your home and model healthy habits and behavior. Extracted from: <https://www.youtube.com/watch?v=HFBZ9c9pnbw>. Accessed on: Jul. 16, 2018. Track 5 Here are five ways to promote a healthy body image for boys. Number 1: Talk about health. Focus on eating right and staying physically active rather than on muscular physiques. Remind kids that there is no one right body type. Number 2: Do a reality check. Whether it's a music video, a magazine cover or a friend's social media post, ask how much styling or photoshop is involved. Number 3: Question the bottom line. Most of the buff images seen on TV and video games or on billboards are created by advertisers, who want to sell a product. Number 4: Celebrate wins. Praise his efforts, skills, and accomplishments and share stories of men who are famous for their achievements, not their muscles. Number 5: Set an example. Ban fat talk in your home and model healthy habits and behavior. Extracted from: <https://www.youtube.com/watch?v=qI-aFIy96YM>. Accessed on: Jul. 16, 2018. Track 6 “…focus on eating right…” “…tal k about health…” “…rather than on muscular physiques…” Unit 2 You, me, us… Track 7 Speaker 1: I really don't know what love is, but it's like a connection between two people… Speaker 2: What I'm looking for in a relationship is someone I can talk to… Speaker 3: Love is where you can find someone that you really like and really enjoy being around and they have some amazing qualities that you really look for in a person… Speaker 1: … Like, they never get tired of seeing each other, never get tired of thinking about each other… Speaker 3: Someone who sees your flaws and is willing to work around them and someone where you can see their flaws and be willing to work around them as well. This information was provided by KidsHealth®, one of the largest resources online for medically reviewed health information written for parents, kids, and teens. For more articles like this, visit KidsHealth.org or TeensHealth.org. © 1995-2018. The Nemours Foundation/KidsHealth®. All rights reserved. Extracted from: <https://kidshealth.org/en/teens/teens-talk-love-vd. html?WT.ac=ctg#catrelationships>. Accessed on: Jul. 16, 2018. Track 8 What makes a good marriage is like when, I mean, obviously you can argue every once in a while, I mean, you're not gonna agree on every little thing. My parents are divorced, and I think they got divorced because…I don't know… it just wasn't working out I guess, and they were arguing all the time. […] My parents have a good marriage because they never keep anything away of each other and they are always together. Extracted from: <https://kidshealth.org/en/teens/teens-talk-love-vd. html?WT.ac=ctg#catrelationships>. Accessed on: Jul. 16, 2018. Track 9 […] I mean, you're not gonna agree on every little thing. […] Extracted from: <https://kidshealth.org/en/teens/teens-talk-love-vd. html?WT.ac=ctg#catrelationships>. Accessed on: Jul. 16, 2018. Unit 3 Our oldies Track 10 Hi, I'm Riyadh. Have you ever walked past an elderly person on the street and wondered what is their story, what hardships have they survived, what dreams have they chased and what life have they lived? I asked some of these people to share one golden piece of life advice with me, as if they were speaking directly to their 16-year-old self. What they have to say will make you think and will definitely make you smile. Extracted from: <https://www.youtube.com/watch?v=Qo0Q975u_WQ>. Accessed on: Jul. 16, 2018. Track 11 Elderly 1: Whatever you do in life, no matter what you're doing, would you do it if your mama was watching? Elderly 2: Live for today. Try put off worrying about things that happened yesterday, stop worrying about things that might happen tomorrow and just live for today. one hundred and eighty
181 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 181 AUDIO SCRIPTS Elderly 3: The more education you get or have the freer you are. Education, I think, it frees a person. Extracted from: <https://www.youtube.com/watch?v=Qo0Q975u_WQ>. Accessed on: Jul. 16, 2018. Track 12 […] something appears in your life and you see life in a whole different dimension […] The more education you get or have, the freer you are. […] Extracted from: <https://www.youtube.com/watch?v=Qo0Q975u_WQ>. Accessed on: Jul. 16, 2018. Track 13 fusion information nutrition obsession population tension Unit 4 Earth: we only have one Track 14 a) The Amazon experienced severe droughts. b) Rivers dried up. c) Millions of acres burned. d) The smoke caused widespread health problems. e) The smoke blocked the formation of rain clouds. f) The burning contributed huge amounts of carbon dioxide to the atmosphere. Track 15 Marine biologist, environmentalist and writer Rachel Carson was born on May 27, 1907, in Springdale, Pennsylvania. […] She graduated from the Pennsylvania College for Women (now Chatham College) in 1929, and went on to further studies at Johns Hopkins University. […] Rachel Carson taught at the University of Maryland for five years before joining the U.S. Fish and Wildlife Service in 1936. Her first book, Under the Sea-Wind (1941), described marine life in clear, elegant and non-technical prose. […] During the 1950s Rachel Carson conducted research into the effects of pesticides on the food chain, published in her most influential work, Silent Spring (1962), which condemned the indiscriminate use of pesticides, especially DDT (later banned). The book led to a presidential commission that largely endorsed her findings, and helped shape a growing environmental consciousness. Rachel Carson died of cancer on April 14, 1964. She is remembered as an early environmental activist who worked to preserve the world for future generations. Extracted from: <https://www.biography.com/people/rachelcarson-9239741>. Accessed on: Dec. 19, 2017. Track 16 We live in a wonderful world. Full of life. Full of color. Full of beauty. But, in recent years, our world has been devastated by hurricanes, earthquakes, floods, and droughts. What does the future hold for planet Earth, the place we all call home? Climate change could destroy the world that we live in. Scientists predict that within 50 years many parts of our world could be under 20 centimeters of water. We can prevent this if we all work together. There is still time for us to save our world: solar panels, wind farms, and underwater turbines are being used to produce renewable energy. These are sources that can be used again and again, although there are still many more things that we can be doing. Things that you and your family can do together. You can reduce the amount of waste you produce. This can be done by being more resourceful with the things that you use and buy. You and your family can recycle many items in your home. Just look at what you can reuse: jars, bottles, bags. Did you know that a hundred thousand tons of carrier bags are being thrown away every single year? This is the same weight as 70 thousand cars! You and your family could put a stop to this by simply reusing your bags rather than just throwing them away. Many items that you use can be recycled. Cans, bottles, paper, even electrical goods and food can be recycled. It is important we don't just throw these items away. Your used can could easily become part of a new car and your used glass bottle could be made into new windows for your home. So, make sure you use a recycle bin every time. There are many simple things that you and your family can do around your home. Plant a tree in your garden and watch it grow! Make compost with your leftover food and grow new food. When the weather is nice, hang your clothes out to dry. All these things could not only save the environment. They can also save your family money. What we have right now is a chance to preserve our future! Tell your parents, grandparents, and your friends to do the small things that count. We must take it step by step to make sure that you have a future to grow up in. Person by person, family by family, community by community, together we can make a difference. Extracted from: <https://www.youtube.com/watch?v=bn8R_XqjjI0>. Accessed on: Jul. 16, 2018. Track 17 We live in a wonderful world. Full of life. Full of color. Full of beauty. But, in recent years, our world has been devastated by hurricanes, earthquakes, floods, and droughts. What does the future hold for planet Earth, the place we all call home? Climate change could destroy the world that we live in. Scientists predict that within 50 years many parts of our world could be under 20 centimeters of water. We can prevent this if we all work together. There is still time for us to save our world: solar panels, wind farms, and underwater turbines are being used to produce renewable energy. These are sources that can be used again and again, although there are still many more things that we can be doing. Things that you and your family can do together. You can reduce the amount of waste you produce. This can be done by being more resourceful with the things that you use and buy. You and your family can recycle many items in your home. Just look at what you can reuse: jars, bottles, bags. Did you know that a hundred thousand tons of carrier bags are being thrown away every single year? This is the same weight as 70 thousand cars! You and your family could put a stop to this by simply reusing your bags rather than just throwing them away. Extracted from: <https://www.youtube.com/watch?v=bn8R_XqjjI0>. Accessed on: Jul. 16, 2018. Track 18 Many items that you use can be recycled. Cans, bottles, paper, even electrical goods and food can be recycled. It is important we don't just throw these items away. Your used can could easily become part of a new car and your used glass bottle could be made into new windows for your home. So, make sure you use a recycle bin every time. There are many simple things that you and your family can do around your home. Plant a tree in your garden and watch it grow! Make compost with your leftover food and grow new food. When the weather is nice, hang your clothes out to dry. All these things could not only save the environment. They can also save your family money. What we have right now is a chance to preserve our future! Tell your parents, grandparents, and your friends to do the small things that count. We must take it step by step to make sure that you have a future to grow up in. Person by person, family by family, community by community, together we can make a difference. Extracted from: <https://www.youtube.com/watch?v=bn8R_XqjjI0>. Accessed on: Jul. 16, 2018 Track 19 […] You and your family could put a stop to this by simply reusing your bags rather than just throwing them away. Extracted from: <https://www.youtube.com/watch?v=bn8R_XqjjI0>. Accessed on: Jul. 16, 2018. one hundred and eighty-one
182 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 182 AUDIO SCRIPTS Track 20 cry try why Track 21 happy young baby Unit 5 Doing my part Track 22 Children can make a world of difference Hello! I am the Earth! Yup! The very planet you live on! There are three words which start with the letter R which I love! They are: reduce, reuse and recycle. Do you know why I love them so much? Because they are almost magical words! They can make all living things as well as myself be happier! I said that they are “almost” magical because without your help it won't work. They need all of you children in order to do the trick. Each and every one of you are the real 3Rs magicians. Those three words which can change the world. Do you want to know how? Yes? Well, let's find out! The first R is for Reduce. If you think about it, there are many things you don't need. When you go to the supermarket, I'm sure you can take your own canvas bags instead of using disposable ones given to you. Like that, you will be reducing the amount of plastic which is very contaminating. And I am sure that you don't need to print out so many documents or photos, nor leave lights, television, or computers on when you're not using them. If you remember this, you'll be reducing the amount of paper being used, as well as energy and in turn will be helping to reduce the contamination. And these are just a few examples. I'm sure you can think of many more different ways to reduce what you are using or creating unnecessary waste. The following question will help you with this task: “Do I really need this? Or is this just a whim?”. The second R is for recycling. Now it is easier than ever to recycle things we don't need any more so that they can be reused. Near your home you can find places, like the recycling station and containers for cans, plastic, paper or organic waste. They each have specific colors to make it easier to identify. By using them, you will avoid contaminating nature, the rivers and seas as well as the atmosphere, which is the air we breathe. And finally we have the third R, which refers to reuse. How many things do you think we can reuse again and again instead of throwing them away? Let's see…a piece of paper that has only one side printed on, a carton box, a plastic bottle…you think now. With just a bit of imagination, I am sure you can come up with many more exciting and fun new uses for them. And remember: if you apply the 3Rs rule, you will make me a much cleaner planet, with less contamination and where we can all enjoy a better life. Because as you know… children can make a world of difference. Extracted from: <https://www.youtube.com/watch?v=OasbYWF4_S8>. Accessed on: Jul. 16, 2018. Track 23 Because as you know… children can make a world of difference. Extracted from: <https://www.youtube.com/watch?v=OasbYWF4_S8>. Accessed on: Jul. 16, 2018. Track 24 knee knife knight Unit 6 Every person has the right to… Track 25 What is human right? From the start of our lives, because we are human beings, there are certain things our governments must do to help us reach our potential. These expectations and claims we have of our governments are called human rights. Every single man, woman, and child has them. Rights call on governments to: Respect - avoid putting limits on some things that a person can do. Protect - safeguard a person from abuse. Fulfil - to provide basic conditions to enable a person to achieve their potential. The most basic minimum human rights standards have been discussed and written down by countries. Countries have agreed to follow them. These have become international law. An example where human rights can be found at home is in the constitution. Promoting respect for basic rights is one of the main purposes of the United Nations. This is achieved through activities of United Nations organizations around the world. The Office of the United Nations High Commissioner for Human Rights is responsible for leading the UN's human rights programme. There are also committees of experts that monitor how well countries put their human rights promises into practice, and there is an assembly of countries called the Human Rights Council, which discusses different human rights topics and situations from around the world. Find out what your rights are. Learn more about the UN human rights programme. And spread the word. Extracted from: <https://www.youtube.com/watch?v=JpY9s1Agbsw>. Accessed on: Jul. 16, 2018. Track 26 The most basic minimum human rights standards have been discussed and written down by countries. Extracted from: <https://www.youtube.com/watch?v=JpY9s1Agbsw>. Accessed on: Jul. 16, 2018. Unit 7 A techie world Track 27 The problem we're facing today is that people are growing older and in Singapore we have lots of older people living independently. For some of them they may be getting lost in the city they've been forgetful or they may come in to an extent like for when they're walking. And this is a time we like to be able to provide assistance to them. What we have invented is the mobile phone app called SilverSense. What we have done is tapping into the sensor in the mobile phone so we know the light, audio conditions, and motion as well. So if you're carrying around your pocket or even on the table we can detect the different behavior in motion. So when the situation happens we'll be able to come to the rescue by sending a message or calling the family or caregiver. So we're very excited about this. We're working with the ATF aging console with the People's Association. So we are recruiting a volunteer to use a mobile phone we collect the data to understand how they work we also are going to use that to improve our software and eventually this will be just a phone in the background. Everybody can use but we also like to invent and modify that into maybe like wearable bracelets or jewelry or something like that so anybody can carry it in anytime so that will help people understanding their behavior and we can have a safe society, happy for everybody. This video is produced by the National University of Singapore Development Office, reporting part of the research outcome from the Keio-NUS CUTE Center, supported by the National Research Foundation, Prime Minister's Office, Singapore under its International Research Centres in Singapore Funding Initiative. The speaker is Co-Director of Keio-NUS CUTE Center, Professor Ellen Yi-Luen Do. Extracted from: <https://www. youtube.com/watch?v=VSeeKheLu_U>. Accessed on: Jul. 16, 2018. Track 28 […] they may be getting lost in the city, they've been forgetful […] […] if you're carrying it around your pocket or even on the table […] […] when the situation happens, we'll be able to come to the rescue […]. Extracted from: <https://www.youtube.com/watch?v=JpY9s1Agbsw>. Accessed on: Jul. 16, 2018. one hundred and eighty-two
183 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 183 AUDIO SCRIPTS Unit 8 Let's make media more social! Track 29 Haters and trolls are people who go online often anonymously and write mean comments sometimes with the goals of getting a response. Here are five tips for dealing with haters and trolls. First: Don't respond. Responding will likely make things worse. Second: Ignore them. Focus on positive comments and move on. Third: Delete, block or unfollow. Use the site privacy settings to disconnect from the person. Fourth: Report it. Use the community reporting tools to let the site know that someone is being abusive their guidelines. And fifth: Take screenshots. If the comments are really bad, save the evidence in case things escalate. Extracted from: <https://www.commonsensemedia.org/videos/5-tipsfor-dealing-with-haters-and-trolls>. Accessed on: Jul. 16, 2018. Track 30 Haters and trolls are people who go online often anonymously and write mean comments. Second: Ignore them. Extracted from: <https://www.commonsensemedia.org/videos/5-tipsfor-dealing-with-haters-and-trolls>. Accessed on: Jul. 16, 2018. Further Practice Units 1 and 2. Track 31 Henry is a 12-year-old who has just entered junior high school. Henry has noticed that his body is going through some physical changes. As a result, he has become self-conscious about his physical appearance. He has also begun taking measures to insure more privacy at his home. For example, he locks the door every time he enters the bathroom, and he always takes his phone calls in his room with his door closed. Henry also values his relationships with his friends and has begun spending more time with them. Henry's behaviors and physical changes are common during adolescence. Adolescence refers to the period of human growth that occurs between childhood and adulthood. Extracted from: <https://study.com/academy/lesson/what-is-adolescencedefinition-stages-characteristics.html>. Accessed on: Jul. 16, 2018. Units 3 and 4. Track 32 Man: Okay, may I ask you a question, the first one? Right. What is the worst thing about being young? Boy: Well, you get lots of homework. It's also pretty it's like in the middle, like, it's all like in the middle of bad and good. Man: Oh! Boy: What is the worst thing about being old? Man: Not being able to do things, that you could do when you were young. Boy: Um… Like, uh, you can't bend down and get stuff on the floor? Man: Well, I can still do that. But, the problem is, you're body gets a bit stiff. Boy: Oh, I know, it hurts a lot when you try to bend down -yeah. Man: That's right, yes. You might get sick, more often. Hopefully I don't. But that's the problem. Boy: That's pretty bad. Man: It is pretty bad. Boy: The only time I went to the hospital was my mom, like, to get me born. Man: Ah, yeah. Do you wish you were older? Boy: Maybe… Like, so if i were old, so I can buy stuff, I could buy stuff for my own, and be married, but- That would be ew. Do you wish you were young? Why? Man: Well, uh, the problem about, uh the great thing about being young is you have more time. You have more time to do things. I could play games- Which I did, I used to play Cowboys and Indians. Boy: Yeah, that's what I play! Man: Do you? Boy: Yeah! Man: That's what I like about being young. I could use my imagination more. Extracted from: <https://www.youtube.com/watch?v=BqSxjmvXzzY>. Accessed on: Jul. 16, 2018. Units 5 and 6. Track 33 In my opinion ambition is what's in your heart, and my ambition is to work for education; is to see every child going to school, getting an education, and that's my ambition. That's what my heart tells me. When I was in Swat I had faced a time when girls were deprived of education. At that time I realized that there are some people, terrorists, that are afraid of the power of women and that's why they are not letting girls to get an education and I think education is necessary for the empowerment of women and for the empowerment of girls in their future. I want to see a world where every child goes to school and every child gets education. This is my dream and this is what I want to see in my future. But for that purpose, to achieve this goal I think we have to work hard. Extracted from: <https://www.youtube.com/watch?v=hsuvgcYOzrg>. Accessed on: Jul. 16, 2018. Units 7 and 8. Track 34 In the past, doing something embarrassing wasn't a big deal. It happened, and then people moved on. But now that things can be shared on the Web immediately, those embarrassing moments can last forever and impact your reputation and those of your friends. Let's talk about what happens on the Web. Search engines are constantly scanning it. Their goal is to take a snapshot of every word, picture and video on the web and save it for search results. This means that once a page has been scanned, it may be there forever. Even if the image is deleted from a site, it may still be found in the future which is when problems can occur. Think about it this way. If you share videos of yourself or others doing illegal things, or photos that make people look bad, it could seriously harm their reputations. And sometimes it's hard to tell. What seems like a funny photo today, Yaaay! may look very different to someone who finds it the future - Boooo! By understanding a few things now, you can help avoid problems later. It starts with what you choose to put on websites. Sharing on the Web can be fun and productive. But it could also cause problems. So, it's up to you to think about the people in the photo or story, including yourself, before you share it. Would you want your grandfather to see this photo? Or a future boss? Once you click, you lose control of who can see the photo on the Web, and no one wants to lose control. This means your friends have to depend on you to take responsibility for the images, stories, and videos you share on the Web. Extracted from: <https://www.getcybersafe.gc.ca/cnt/rsrcs/vds/rpttnsen.aspx>. Accessed on: Jul. 16, 2018. one hundred and eighty-three
184 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998. 184 BIBLIOGRAPHY ABREU-TARDELLI, L. S.; CRISTOVÃO, V. L. L. (Org.). Linguagem e educação: o ensino e aprendizagem de gêneros textuais. Campinas: Mercado de Letras, 2009. BRASIL. Ensino Fundamental de nove anos: Orientações gerais. Brasília: Ministério da Educação, Secretaria de Educação Básica, Departamento de Políticas de Educação Infantil e Ensino Fundamental, Coordenação Geral do Ensino Fundamental, 2004. Disponível em: <http://portal.mec.gov.br./seb/ arquivos/pdf/Ensfund/noveanorienger.pdf>. Acesso em: jan. 2018. . Ministério da Educação. Lei de Diretrizes e Bases da Educação Nacional. Brasília: Ministério da Educação, 1996. . Ministério da Educação/Conselho Nacional de Educação. Base Nacional Comum Curricular (BNCC). Brasília: MEC/CNE, 2017. Disponível em: <http://basenacionalcomum.mec.gov.br/wp-content/ uploads/2018/06/BNCC_EI_EF_110518_versaofinal_site.pdf>. Acesso em: 21 jun. 2018. . Parâmetros Curriculares Nacionais: Língua estrangeira. Brasília: Ministério da Educação, 1998. COPE, B.; KALANTZIS, M. Multiliteracies: The Beginning of an Idea. In: (Ed.). Multiliteracies: Literacy Learning and The Design of Social Futures. London: Routledge, 2000. p. 3-8. CROSS, D. Large Classes in Action. Hertfordshire: Prentice Hall International, 1995. DIONÍSIO, A. P.; MACHADO, A. R.; BEZERRA, M. A. (Org.). Gêneros textuais & ensino. São Paulo: Parábola Editorial, 2010. DOLZ, J.; SCHNEUWLY, B. et al. Gêneros orais e escritos na escola. Campinas, SP: Mercado de Letras, 2004. 278 p. FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 1996. GRELLET, F. Developing Reading Skills. Cambridge: Cambridge University Press, 1981. HEIDE, A.; STILBORNE, L. Guia do professor para a internet: completo e fácil. Trad. Edson Furmankiewz. 2. ed. Porto Alegre: Artmed, 2000. HOFFMANN, J. Avaliar para promover: as setas do caminho. Porto Alegre: Mediação, 2001. LAPKOSKI, G. A. O. Do texto ao sentido: teoria e prática de leitura em língua inglesa. Curitiba: Ibpex, 2011. MARCUSCHI, L. A. Gêneros textuais: definição e funcionalidade. In: MARTINEZ, P. Didática de línguas estrangeiras. São Paulo: Parábola Editorial, 2009. MOITA-LOPES, L. P. Ensino de inglês como espaço de embates culturais e de políticas da diferença. In: GIMENEZ, T. et al. (Org.). Perspectivas educacionais e o ensino de inglês na escola pública. Pelotas: Educat, 2005. . Oficina de linguística aplicada. Campinas: Mercado de Letras, 2000. RAIMES, A. Techniques in Teaching Writing. New York, Oxford: Oxford University Press, 1983. RICHARDS, J. C.; RENANDYA, W. A. (Ed.). Methodology in Language Teaching: an Anthology of Current Practice. New York: Cambridge University Press, 2002. RODRIGUES, D. (Org.). Inclusão e educação: doze olhares sobre a educação inclusiva. São Paulo: Summus, 2006. SOUZA, A. G. F. et al. Leitura em língua inglesa: uma abordagem instrumental. São Paulo: Disal, 2005. TOMLINSON, B. Developing Materials for Language Teaching. Londres: Continuum, 2003. TRAVAGLIA, Luiz Carlos. Tipos, gêneros e subtipos textuais e o ensino de língua materna. In: BASTOS, Neusa B. (Org.). Língua portuguesa: uma visão em mosaico. São Paulo: Educ, 2002. VYGOTSKY, L. S. Pensamento e linguagem. São Paulo: Martins Fontes, 1993. WALESKO, A. M. H. Compreensão oral em língua inglesa. Curitiba: Ibpex, 2010. one hundred and eighty-four
ISBN 978-85-9460-037-0 9 7 8 8 5 9 4 6 0 0 3 7 0