Reinildes Dias Elaine Hodgson Denise Santos
9
Cristina Mott-Fernandez
TEAM UP Língua Estrangeira Moderna
inglês Anos Finais do Ensino Fundamental
9o Ano
Reinildes Dias
Doutora em Tecnologia Educacional pela Concordia University (Canadá) e Mestre em Letras – Inglês pela Universidade Federal de Minas Gerais (UFMG). É professora adjunta da Faculdade de Letras da UFMG e atuou, por vários anos, como consultora da Secretaria da Educação (MG) e da Rede Municipal de Educação de Belo Horizonte (RME-BH). É autora da Proposta Curricular de Língua Estrangeira do Estado de Minas Gerais e coautora das Proposições Curriculares de Inglês da RME-BH. Elaine Hodgson
Doutora em Linguística pela Universidade Federal do Ceará (UFC) e Mestre em Linguística Aplicada pela Universidade Estadual do Ceará (UECE). É professora de inglês dos Ensinos Fundamental e Médio do Colégio Militar de Brasília e orientadora do Mestrado em TEFL ( Teaching English as a Foreign Language ) da University of Birmingham (Reino Unido). Denise Santos
Doutora em Linguística Aplicada pela University of Reading (Reino Unido) e Mestre em Educação em Língua Inglesa pela University of Oklahoma (Estados Unidos). É pesquisadora do Institute of Education da University of Reading, na área de ensino de compreensão oral em língua estrangeira. Possui mais de 30 anos de experiência no ensino de inglês e tem publicações pedagógicas e acadêmicas publicadas no Brasil e no exterior. Cristina Mott-Fernand Mott-Fernandez ez
Doutora e Mestre em Estudos da Linguagem pela Universidade Estadual de Londrina (UEL). É professora de língua inglesa no Instituto de Línguas da UEL desde 1988. Já atuou como professora no Ensino Fundamental em escolas da rede privada e atualmente desenvolve pesquisas sobre coleções didáticas de língua inglesa.
1ª edição Cotia, SP – 2015
Manual do Professor
TEAM UP Língua Estrangeira Moderna
inglês Anos Finais do Ensino Fundamental
9o An Ano o
9
2015 20 15 © Macmillan Education do Brasil Kelly ly Tavares Tavares Gerente editorial: Kel
Gerente de criação de conteúdo: Ana Paula Landi Editora de arte: Simone Oliveira Vieira Editoras de conteúdo: Viviane Kirmeliene, Silene Cardoso, Ana Beatriz Moreira, Daniela Gonçala da Costa, Gabriela Farcetta, Cristina Cesar
Coordenadora de produto: Carla Rodrigues Riquena Coordenador de produção gráfica: Marcio Borges Designer: Ivan Toledo Prado Assistente de arte: Gabriela Rodrigues Assistentes editoriais: Isabela Carvalho, Carol Nyerges Consultoria acadêmica: Tony Berber Sardinha, Ronaldo Lima Júnior, Paulo Rogério Rodrigues, Maria Luciana Gomes, Rodrigo Camargo Aragão Thelma elma C. Guimarães, Antonio Preparadores Preparador es e revisores técnicos: Th Mello, Rejane Aguiar, Amanda Lassak, Olivia Yumi Duarte
Projeto gráfico: Tangente Design Arte e diagramação: Tangente Design e Figurattiva Capa: Fábio Kato Pesquisadoras iconográficas: Marcia Sato, O dete Pereira Tratamento de imagens: Paulo César Salgado 3 07, Diego Munhoz Munho z Ilustrações: Estúdio LAB 307 Reprodução proibida. Art. 184 do Código Penal e Lei 9.610 de 19 de fevereiro de 1998.
Dados Internacionais de Catalogação na Publicação (CIP) (Câmara Brasileira do Livro, SP, Brasil) Team up : anos finais : ensino fundamental / Reinildes Dias...[et al.]. -- 1. ed. -- Cotia, SP : Macmillan, 2015. Outros autores: Elaine Hodgson, Denise Santos, Cristina Mott-Fernandez "Componente curricular: língua estrangeira moderna Inglês". Obra em 8 v. ISBN 978-85-7418-955-0 (vol. 1, student's book) ISBN 978-85-7418-972-7 (vol. 1, teacher's book ) ISBN 978-85-7418-956-7 (vol. 2, student's book) ISBN 978-85-7418-974-1 (vol. 2, teacher's book) ISBN 978-85-7418-957-4 (vol. 3, student's book) ISBN 978-85-7418-973-4 (vol. 3, teacher's book) ISBN 978-85-7418-970-3 (vol. 4, student's book) ISBN 978-85-7418-971-0 (vol. 4, teacher's book) 1. Inglês (Ensino fundamental) I. Dias, Reinildes. II. Hodgson, Elaine. III. Santos, Denise. IV. Mott-Fernandez, Cristina. 15-04445 CDD-372.652
Índices para catálogo sistemático: 1. Inglês : Ensino fundamental
372.652
Todos os direitos reservados.
Todos os esforços foram feitos no sentido de encont rar os detentores dos direitos das obras protegidas por copyright . Caso tenha havido alguma omissão involuntária, a editora terá o maior prazer em corrigi-la na primeira oportunidade.
MACMILLAN EDUCATION DO BRASIL Rua José Félix de Oliveira, 383 – Granja Viana Cotia – SP – 06708-645 www.macmillan.com.br Atendimento ao professor: (11) 4613-2278 0800 16 88 77 (Outras regiões) Fax: (11) 4612-6098 Impresso no Brasil
Apresentação Prezado/a aluno/a, Este material pretende acompanhar você na sua aprendizagem da língua inglesa, uma língua estrangeira que provavelmente já faz parte da sua vida de alguma forma: em palavras que você usa (como show e e-mail ); em filmes e seriados de TV falados em inglês a que você já tenha assistido; em sites que você visita na Internet e que usam esse idioma como meio de comunicação; em músicas que você ouve e canta, entre outros. Os assuntos focados neste livro, bem como as atividades aqui propostas, partem da premissa de que você traz muitos saberes e experiências para a sala de aula. Pretende-se, pois, partir do que você já sabe e de seus interesses para criar oportunidades de desenvolver seus conhecimentos sobre a língua inglesa ao mesmo tempo em que lê, ouve, escreve e fala em inglês. Em outras palavras, concebemos este livro como um elemento colaborador da sua aprendizagem, a ser explorado por você em sala de aula em interação com seus colegas e professores. Em um processo de construção compartilhada de conhecimento, você vai aprender inglês ao mesmo tempo em que transita por outras áreas do conhecimento, vai trocar ideias e experiências com outras pessoas e vai ser estimulado a posicionar-se criticamente diante de questões importantes para a sua cidade, país e mundo. Em casa, você pode explorar ainda mais este material (não apenas o livro em si, mas também o CD que o acompanha) de várias maneiras, por exemplo: refazendo atividades que lhe agradaram ou estimularam sua curiosidade, visitando sites sugeridos, consultando o livro como material de referência para pesquisas escolares ou mesmo atividades no seu meio social, tais como participação na Internet ou conversas com familiares e amigos sobre os assuntos aqui tratados. Esperamos que você interaja com este material com o mesmo entusiasmo com que ele foi concebido. E que aprenda com prazer ou, como se diz em inglês, happy learning !
As autoras
Conheça seu livro As unidades do livro são organizadas em seções e complementadas por boxes. Conheça os objetivos e características de cada seção e boxe a seguir.
º
º
Unit Aims
Apresenta os objetivos linguísticos, atitudinais e de habilidades que você vai trabalhar durante a unidade. Eles são retomados na autoavaliação na seção Reflect on Your Learning .
º
Starting Out
Propõe perguntas, acompanhadas de imagens, que têm como objetivo estabelecer uma conversa entre você e seus colegas sobre o tema da unidade, levantando o que você já sabe sobre o assunto.
º
Boxe Stay Tuned
Apresenta informações adicionais relacionadas ao tema da unidade, com o objetivo de ampliar seus conhecimentos.
Reading
Desenvolve habilidades de leitura e interpretação de textos escritos dos mais diversos gêneros, como o artigo de jornal, o cartum, o poema, o anúncio publicitário, o infográfico, entre outros. Ao final da seção, perguntas estimulam seu posicionamento crítico em relação aos assuntos discutidos.
º
º
Reading
Discute as estratégias e dicas usadas na leitura e compreensão dos textos que você leu na seção Reading .
Boxe Looking at the Text
Apresenta as características do gênero textual do primeiro texto da seção Reading .
º
º
Language at Work
Por meio da observação de textos autênticos, estimula você a deduzir regras e contextos de uso de estruturas gramaticais, e trabalha essas estruturas em situações de comunicação oral e escrita.
º
º
four
Boxe Going Digital
Apresenta sugestões de atividades, ou variações de atividades do livro, que podem ser desenvolvidas com o uso da tecnologia digital.
of Language
4
Vocabulary in Context
Apresenta e trabalha palavras e expressões relacionadas ao tema da unidade, de forma contextualizada.
Boxe Making Sense
Desafia você a “descobrir” a aplicação das regras gramaticais, com referência à página da seção Language Reference em que você encontra a sistematização dos conteúdos.
Boxe Boost your
º
Boxe Pronunciation Corner
Apresenta aspectos da pronúncia da língua inglesa relevantes para situações de comunicação.
º
Além das unidades, seu livro apresenta outros conteúdos importantes para o aprendizado:
Listening
Desenvolve habilidades de compreensão e interpretação de textos orais dos mais diversos gêneros relacionados ao tema da unidade, como a letra de música, a entrevista, a apresentação, a conversa informal, entre outros. Ao final da seção, perguntas estimulam seu posicionamento crítico em relação aos assuntos discutidos.
º
English & Arts
Propõe atividades que têm como objetivo sensibilizar você para diversas formas de arte, por meio da língua inglesa. º
Language Reference
Para cada unidade, apresenta a sistematização, por meio de quadros e exemplos, dos conteúdos gramaticais, uma expansão dos conteúdos do boxe The World of English e um glossário, com a tradução das palavras mais importantes (de acordo com o contexto em que apareceram nas unidades). Essa seção é um material de referência fundamental para seus estudos. º
Self-Study
Tem como objetivo incentivá-lo a estudar sozinho, a fim de consolidar a aprendizagem do que você estudou ao longo das unidades. º
º
Boxe Challenge!
Propõe atividades desafiadoras que incentivam você a ir além dos objetivos da seção.
º
Writing
º
Boxe The World of English
Audio Scripts
Apresenta a transcrição dos textos orais trabalhados nas unidades, para sua referência. º
Recommended Books and Sites
Oferece sugestões de livros, filmes e sites relacionados aos temas das unidades, com o objetivo de ajudar você a aprimorar seus conhecimentos e estudos.
º
Integrate Your Learning
Propõe atividades que relacionam o inglês a outras disciplinas do Ensino Fundamental, ampliando suas possibilidades de uso da língua.
Speaking
º
Boxe Language Corner
Fornece informações adicionais sobre questões relacionadas a vocabulário e gramática, ampliando seus conhecimentos.
Apresenta dados de frequência de uso de palavras e expressões relacionadas ao tema da unidade, em textos orais e escritos, com base na linguística de corpus .
º
º
Desenvolve habilidades de comunicação oral em contextos de interação com os colegas de sala, relacionados ao tema da unidade. Ao final da seção, perguntas estimulam seu posicionamento crítico em relação aos assuntos discutidos.
Desenvolve habilidades de comunicação escrita, em diversos gêneros, como a ficha biográfica, o panfleto, a resenha, entre outros. Na produção dos textos, você trabalha em diversas etapas – planejamento, escrita, avaliação e reescrita – e considera o contexto da produção do seu texto, seus objetivos, sua disseminação, quem vai lê-lo, entre outros.
Reflect on Your Learning
Retoma os objetivos discutidos no início da unidade, em um momento de autoavaliação e reflexão sobre o que e como você aprendeu, buscando desenvolver a sua independência como aprendiz.
º
Having Fun!
Propõe atividades lúdicas – cruzadinhas, caça-palavras, quizzes , entre outras – por meio das quais você pode aprimorar o uso da língua inglesa. five
5
Contents Unit
Welcome Unit Lifelong Learning
Reading º
Vocabulary in Context
A set of learning tips.
º
(p. 11)
Language at Work
Social affective strategies. (p. 10)
(p. 8) (p. 18)
Teenage life: activities, dates, and romance.
º
A song. (p. 20)
(p. 22)
º
A news article.
1
º
Romance
A personal narrative.
º
º
since, for, already, yet, ever . (p. 25)
(p. 16)
2
Human Rights (p. 32)
3 Jobs and Careers
º
º
4
(p. 36)
(p. 41)
A research report.
º
Jobs and careers.
º
(p. 54)
A résumé.
º
º
An online news article. (p. 67)
Adjectives and nouns to describe feelings.
A map.
(p. 69)
º
º
Choices
º
(p. 80)
An exhibition guide.
º
(p. 84) º
º
A review about an art exhibition. (p. 86)
Describing, evaluating, and doing art.
º
Voices from Africa
º
The Next Steps (p. 130)
Decisions and values.
º
(p. 103)
Reflexive pronouns. (p. 106)
A fable.
º
º
A literary text. (p. 116)
English words with African origin.
A poem.
(p. 124)
º
º
Phrasal verbs. (p. 122)
(p. 119) º
º
Compositions. (p. 132)
Words related to goal setting.
An action plan.
(p. 136)
º
º
Review of verb tenses. (p. 138)
(p. 134)
English & Arts Units 5-8 – Art on the street.
6
º
(p. 101)
(p. 114)
8
A letter asking for advice.
Countable and uncountable nouns: many, a lot of, much, a few, a little . (p. 91)
(p. 87)
(p. 100).
(p. 98)
7
Passive voice. (p. 72)
(p. 82)
6
Modal verbs – advice, possibility, permission, and obligation. (p. 57)
(p. 68)
English & Arts Units 1-4 – Land art.
Visual Arts In Brazil and Beyond
º
(p. 52)
(p. 64)
5
Extreme situations. (p. 37)
(p. 50)
(p. 48)
Women in Charge
A diary.
Present perfect, simple present and simple past.
º
(p. 34) º
Present perfect:
(p. 146)
Language Reference – Units 1-8
(p. 148)
Self-Study – Units 1-8
(p. 164)
Audio Scripts
(p. 172)
six
Listening º
Testimonials about learning experiences.
Speaking º
(p. 12) º
A screenplay.
Discussing feelings towards language learning and learning strategies.
º
(p. 24)
Talking about personal narratives.
º
(p. 29)
º
A news report.
º
(p. 40)
Interviewing someone.
A list of new school year’s resolutions.
Reflect on Your Learning
Self-assessment chart. º Digital learning tools. º
(p. 15)
(p. 14)
(p. 13) º
Integrate Your Learning
Writing
A personal narrative.
º
(p. 28)
º
A news article.
Portuguese: Love is in the air. (p. 30)
º
(p. 45)
(p. 44)
History: Rights for humans. (p. 46)
Self-assessment chart. º Having Fun: Riddles. º
(p. 31)
Self-assessment chart. º Having Fun: Crossword puzzle. º
(p. 47) º
A talk about discrimination at work.
º
Carrying out an informal discussion.
º
A résumé.
º
(p. 60)
Math: Graphs. (p. 62)
(p. 62)
Self-assessment chart. º Having Fun: Word search. º
(p. 59) º
A speech.
(p. 63) º
(p. 75)
Debating women’s rights.
º
An e-mail.
º
(p. 77)
(p. 76)
Geography: Women at work. (p. 78)
Self-assessment chart. º Having Fun: Unscramble the words. º
(p. 79)
º
An audio guide .
º
(p. 90)
Talking about an artwork.
º
(p. 94)
A description of an artwork.
º
(p. 93)
Art: Art now and then. (p. 96)
Self-assessment chart. º Having Fun: Spot the differences. º
(p. 97) º
A movie scene.
º
(p. 105)
Discussing the next steps in a game book.
º
(p. 108) º
An interview.
º
(p. 120)
Talking about African proverbs.
A letter in response to a moral dilemma.
º
Portuguese: A fable. (p. 112)
Self-assessment chart. º Having Fun: Choose your way. º
(p. 110) º
A poem.
(p. 113) º
(p. 127)
Art: Art expression. (p. 128)
(p. 125)
Self-assessment chart. º Having Fun: Cryptogram. º
(p. 129) º
A song. (p. 141)
º
Presenting an action plan. (p. 143)
º
An action plan. (p. 142)
º
Portuguese: We need a change. (p. 144)
Self-assessment chart. º Having Fun: Word search. º
(p. 145)
Self-Study Answer Key
(p. 174)
Recommended Books and Sites
(p. 175)
Bibliography
(p. 176)
seven
7
Welcome UNIT
Lifelong Learning K C O T S K N I H T / N O K A R D O I
Unit Aims Nesta unidade, você vai:
refletir sobre a importância das estratégias sociais e afetivas na aprendizagem; ler e discutir orientações sobre como se tornar um eterno aprendiz;
ouvir e compreender depoimentos de jovens brasileiros que participaram do programa Jovens Embaixadores;
conversar sobre o processo de aprender inglês e de usar estratégias sociais e afetivas para melhorar o aprendizado desse idioma;
escrever resoluções para o novo ano escolar que se inicia.
Y M A L A / D T L A I D E M K A E R B E V A W
Young man doing a research with a book and notebook.
Little girl playing with educational toy.
S E G A M I Y T T E G / + E / L L I G N A E J
Middle-aged man using a tablet.
K C O T S K N I H T / / E S U F
Teenager reading a book in the librar y.
8
eight
Starting Out Discuss the questions below with your teacher and classmates. a Based on the photos on the left, explain what “lifelong learner” means to a person. b What do the students in the photos below have in common? Would you like to have the
same opportunities they had? Why? c Do you think that being proficient in English is important to apply for one the
opportunities below? Why?
Students taking part in the International Mathematical Olympiad in Amsterdam, 2011. P F A / P N A / S R E P Y U K E I R E L A V
Débora Queiroz Sena was part of the Youth Ambassadors program in 2014.
Stay Tuned A aprendizagem acontece ao nosso redor e, para aproveitá-la, é importante usar nossos talentos e nossas emoções. Além disso, é importante entender e refletir sobre L A O S S E P O V I U Q R A
as formas de aprendizagem que são mais eficazes para nós e em que aspectos podemos melhorar. nine
9
Vocabulary in Context Social affective strategies 1 What would you do in the situations below? Discuss your ideas with your teacher and classmates. a You are about to start a difficult test in your English class. You are very nervous about it. b You are doing your homework, but you don’t know how to do some activities. c You need to give an oral presentation in your English class, but you are not very confident
about it. d A student from an English-speaking country is visiting your school. You would like to ask
him / her a question, but you are not sure about the words you should use.
2 Use the words in the box to complete the photo captions.
breathe encourage help risks
K C O T S K N I H T / E V I T A E R C R E E P
K C O T S K N I H T / E I R R E F S E M A J
K C O T S K N I H T / N A E S 4 4 3 4 7 7 4
K C O T S K N I H T / Z A I D _ O I N O T N A
Take
Ask for .
deeply for two minutes.
.
yourself.
3 Work with a partner. Discuss how the actions in Activity 2 are related to the situations discussed in Activity 1. Then share your ideas with the class. 4 Read the statements about positive attitudes related to English learning. Underline the ones that are true to you. Then discuss your choices with your teacher and classmates.
Stay Tuned As emoções desempenham papel funda-
a If I feel nervous before a test, I take a deep breath
and try to relax. b I’m willing to take risks during classes and in oral
mental na aprendizagem, por isso é importante ter atitudes positivas. Além disso, interagir com os colegas e participar da aula
contribuem para um aprendizado positivo.
presentations for my peers. c I encourage myself when I feel that the assignment
is too hard. d I like to work in groups with my classmates.
5 Check (✓) YES or NO to answer the questions below. Then write in your notebook one reason for each “Yes.” Discuss with your teacher and classmates. a Do you like to be praised by your teacher?
YES
NO
b Do you show empathy toward your classmates and others?
YES
NO
c Are you willing to collaborate in workgroup meetings?
YES
NO
d Do you try to support or help your classmate when he or
YES
NO
she makes a mistake? 10
ten
WELCOME UNIT
Reading 1 Work with a partner. Do you think it is important to keep learning throughout your life? Why? 2 Read the following tips about lifelong learning. Under line the ones you agree most with.
www.wikihow.com/Become-a-Lifelong-Learner
How to Become a Lifelong Learner
Learn how you learn. Determine your own preferred learning style or styles. Note what learning techniques are most efficient for you and use them as much as is practical, such as viewing online tutorials on websites like YouTube if you’re more of a visual learner. […]
Read, read, read. […] Reading is a portal into other worlds and into the minds of your fellow human beings. Through reading you will never stop learning and being amazed by the incredible creativity, intelligence and yes, even banality, of the human species.
Create. Not all learning comes from outside you. In fact, some of the most powerful learning happens when you are creating or formulating something for yourself. Creation, like intelligence, can be artistic or scientific; physical or intellectual; social or solitary. […]
Evaluate and reflect on what you learn. Does it make sense? Is it true? Who said so? How was it determined? Can it be verified? […] N G I S E D E T N E G N A T
Teach others. Teaching is a wonderful way to learn a subject better and improve your own understanding of it. WIKIHOW. How to become a lifelong learner. Disponível em: . (Fragmento.) Acesso em: 2 maio. 2015.
3 Discuss with your teacher and classmates the tip(s) you chose in Activity 2. 4 Write T (true) or F (false) for the statements below according to the tips you read in Activity 2. a It is important to understand how you like to learn. b Reading offers limited learning opportunities. c It is not possible to learn from creating new things. d Teaching improves understanding of the content that is being taught.
5 Read this extract and discuss the questions in small groups. Then share your ideas with the class. Lifelong learning may be broadly defined as learning that is pursued throughout life: learning that is flexible, diverse, and available at different times and in different places. LIFELONG learning council Qu eensland INC. Disponível em: . (Fragmento.) Acesso em: 2 maio. 2015.
a Do you agree with the statement? Why (not)? b Can we learn in different places? Explain. eleven
11
Listening 1 What do you know about educational programs such as the International Mathematical Olympiad and Youth Ambassadors. Discuss with your classmates and teacher. 2 The photos below are related to the audio you are going to listen. Based on them, check (✓) the content you expect to hear in it. a
a short talk about successful learning by a young American student in Brazil.
b
short reviews about learning experiences in the United States.
c
✓
short testimonials about learning experiences in the United States.
Disponível em: . Acesso em: 19 jun. 2015. 1
3 Now listen to the audio and check your predictions in Activity 1.
1
4 Listen to the audio again. Then underline the correct option to complete the statements. a Camila went first to Seattle, then to Brazil / Seattle, then to Washington D.C. b Gabriel believes that one of the objectives of the program is to break / show stereotypes. c Camila was surprised because she had the idea that Americans were very cold people / very receptive people. d Camila’s host family welcomed her resentfully / respectfully and warmly . e Camila had a stereotypical / non-stereotypical view of Americans. f
Based on her own experience, Camila thinks that she improved herself because she learned to believe in her potential as a person / helped others to believe in their potential as lifelong learners.
Stay Tuned Criado em 2002, o programa Jovens Embaixadores é dirigido a estudantes brasileiros de escolas públicas que são exemplos em suas comunidades – em termos de liderança comprovada, atitude positiva, consciência social, excelência acadêmica e habilidade na língua inglesa. O principal objetivo do programa é valorizar e promover o fortalecimento da educação pública por meio desses estudantes, transformando-os em modelos para seus colegas e comunidades. UNITED States Diplomatic Mission to Brazil: Youth Ambassadors Program. Disponível: . (Adaptado.) Acesso em: 2 maio. 2015.
5 How important are educational programs like Youth Ambassadors for young people? Discuss with your teacher and classmates. 12
twelve
WELCOME UNIT
Speaking 1 Complete the quotes below with the words from the box. Do you agree with them? Discuss with your teacher and classmates.
grateful
language
learn
people
a
b
N G I S E D E T N E G N A T
2 How do you feel about learning English? Circle your opinions in the word cloud on the right. 3 In groups, you are going to discuss how you feel about learning English and about some strategies. Follow the steps below.
y p p a confident h dinterested n e u frustrated s
shy
s discouraged a r r self-assured a bcomfortable m efortunate
d e t i c x e
y p p a d d h e e x l l l i a r e h r t
Step 1: In your group, check the most circled words in Activity 2. How do you and your classmates feel about learning English? Step 2: Think of other emotions and attitudes toward learning English. The following questions may help you to come up with some ideas. 1 Do you like working with other
learners or do you prefer to work alone? 2 During an English class, are you
usually relaxed or anxious? 3 While speaking English, are you
confident and relaxed or inhibited and shy?
4 Do you worry about making mistakes? 5 Is English an opportunity to learn
more about the world or just a subject you have to study at school? 6 Are you prepared to take risks when
learning English? 7 Do you look for opportunities to use
English in and out of class?
TEFL Matters. Disponível em: . (Adaptado.) Acesso em: 14 fev. 2015.
Step 3: Discuss ways to deal with your negative emotions and attitudes and to improve the positive ones. Which strategies would be useful? Take some notes. Step 4: Change groups and share the ideas discussed in your group.
4 Do you and your classmates feel the same about learning English? Share your ideas with the class. thirteen
13
What:
a list of resolutions.
Goal: to
Writing
follow your resolutions to improve your learning.
Audience: you. Where: in your notebook or on the wall of your study room
at home.
1 Read the cartoon on the right. Then discuss these questions with a classmate. a Do you think the cartoon is funny? Explain. K C I L C U L A S R E V I N U Y B . T S I D / N O S R E T T A W 9 8 9 1
b Do you agree with Calvin? Why or why not?
Calvin & Hobbes, by Bill Watterson.
2 Take a look at these New Year's resolutions for teens. Circle the ones that are true for you. Then compare yours with your classmates'.
Eat more fruits and veggies. ❖ Exercise more. ❖ Learn to play an instrument. ❖ Get organized. ❖ Challenge yourself. ❖ Find happiness in little things. ❖ Make yourself smile every day. ❖ Give up a bad habit. ❖
N G I S E D E T N E G N A T
Don’t procrastinate. ❖ Be more open. ❖ Be an inspiration to others. ❖ Make new friends. ❖
SWEETYHIGH. Disponível em: . (Fragmento). Acesso em: 4 maio. 2015.
3 Now write some resolutions for this new school year. List aspects you want to change or improve in your school life. Follow the guidelines below.
Writing Guidelines 1. Think about some aspects related to your school life and learning that you want to change. 2. List some decisions you have to make and actions you have to take in order to change
or improve what you want. 3. Write a draft of 5 or 6 resolutions for your school year. Exchange them with a classmate
and give him / her feedback on his / her work. 4. Write a final version of your resolutions. You can illustrate your work if you want. 5. Keep your resolutions in a place where you can easily see them. Always check if you
are following them.
4 Did you like to write your new school year’s resolutions? Do you think they will be helpful? Share your ideas with your classmates. 14
fourteen
WELCOME UNIT
Reflect on Your Learning 1 Reflita sobre seu aprendizado nesta unidade. Assinale (✓) o represente sua resposta.
emoticon que
melhor
Refletir sobra a importância das estratégias sociais e afetivas na aprendizagem. Ler e discutir orientações sobre como me tornar um eterno aprendiz. Ouvir e compreender depoimentos de jovens brasileiros que participaram do programa Jovens Embaixadores. Conversar sobre o processo de aprender inglês e de usar estratégias sociais e afetivas para melhorar o aprendizado desse idioma. Escrever resoluções para o novo ano escolar que se inicia.
2 Quais das ferramentas digitais ou outros suportes listados abaixo você já usa na busca por conhecimento e aprendizagem? Quais das opções você ainda não usa mas gostaria de usar? N G I S E D E T N E G N A T
escuta avatares pronúncia
Ferramentas de web para criação
pôsteres tirinhas cômicas
Sites para
aperfeiçoamento
leitura fala
vídeos clipes escrita
Com que frequência você ...
sempre
algumas vezes
nunca
... utiliza dicionários online? ... utiliza mecanismos de buscas? ... confere letras de músicas? ... assiste a vídeos online?
fifteen
15
UNIT
Romance
Unit Aims Nesta unidade, você vai:
ler e interpretar relatos pessoais e uma letra de música;
reconhecer e usar vocabulário relativo a relacionamentos;
identificar as acepções de uma palavra em um dicionário, de acordo com o contexto de uso;
reconhecer e usar o present perfect e as palavras since, for , already, yet e ever em situações contextualizadas;
produzir uma narrativa pessoal escrita;
conversar sobre narrativas pessoais, criando envolvimento interacional;
refletir sobre relacionamentos. S E G A M I Y T T E G / E G A M I E R I W / D N O M A I D K C I R
16
sixteen
E M I T S M A E R D / L I O N U R B
Starting Out Discuss these questions with your classmates and teachers. a In what ways are the relationships in the images similar? In what ways are they different? b In your opinion, what are the characteristics of a positive romantic relationship? c What are the characteristics of a negative romantic relationship?
K C O T S I / E T I H W J E
Stay Tuned
K C I L C U L A S R E V I N U Y B . T S I D / N O S R E T T A W 9 8 9 1 © N O S R E T T A W L L I B , S E B B O H & N I V L A C
A Internet oferece inúmeras informações sobre relacionamentos, mas é importante relembrar que nem todas as informações online são confiáveis e corretas. Dê preferência a sites de instituições governamentais (com o domínio .gov ) e acadêmicas (terminados em .edu ou .ac ). Sites que contêm .org normalmente remetem a organizações sem fins lucrativos e costumam ser confiáveis. Sites com os domínios .com ou .net podem ser comprados por qualquer pessoa e suas informações devem ser usadas com cautela.
seventeen
17
Reading Pre-Reading 1
Discuss the questions below in pairs or in small groups. a Is it always easy to explain in words what we feel about another person? Give examples
from your own experience, or from an event you have observed or read about. b In what ways can we express the feelings listed in the box using body language, without
saying anything?
anger 2
disappointment
embarrassment
love
Quickly read the personal narrative below. Then check (✓) its main objective. a
To describe intense emotions experienced by the writer.
b
To describe the opinion of the writer about a girl he loves.
c
To inform the reader about how to say goodbye.
www.teenink.com/nonfiction/personal_experience/article/153387/High-School-A-Love-Story/
[…] It is the summer before my freshman year of college and Cait and I have been going out for two weeks. I’m driving her home after a day of fun. Using her cute voice, typically reserved for “Good night” or “I miss you,” Cait says, “Mike, I thought you were going to try to be less shy today.” “What more could I have done?” I ask. “Well …” she says, her cheeks slowly turning red, “you could have kissed me.” We pull into the driveway and I walk her to the porch, my breath slow but silent. I try to hide my pounding heart and nervous sweating. Cait is still blushing, afraid she ruined the moment by speaking too soon. I fold my arms around her in a goodbye hug that seems endless. “Cait.” N G I S E D E T N E G N A T
She locks eyes with me and smiles. Her lids slowly fall like a curtain after the final encore. My pulse quickens as I tilt m y head to the side. There, under the pale yellow lamplight, our lips touch and I experience my first kiss. MIKE, D. High school: a love story. Teen Ink. Disponível em : . (Fragmento.) Acesso em: 20 fev. 2015.
Looking at the Text A personal narrative is a true story about something that happened to the writer and it is written in the first person (using the pronoun I). It usually presents the events in chronological order and uses time expressions (first , next , then, after that ) to help readers follow the story. A good personal narrative does not simply tell a story: it shows the narrative by using dialogue and vocabulary that help the reader activate his / her senses (sight, hearing, taste, smell, touch ) while reading it. 18
eighteen
UNIT 1
While Reading 3
Number the photos according to the order the events and feelings depicted in them appear in the personal narrative on page 18. Then underline the parts of the text that justify your answers.
K C O T S N I T A L / Y M A L A / . C N I S E G A M I A N A M A
4
E M I T S M A E R D / C N I , S P I L C T E K C O R
K C O T S K C N I H T / Н И Г Ы Р Я Й Е Р Д Н А
Read the personal narrative again. While reading , imagine you are at the scene, observing it. Then discuss the questions below with your teacher and classmates. a Were you able to “visualize” the events and feelings in the narrative? b Did it help your understanding? Why (not)?
Boost Your Reading Visualizing what you read
Making a mental image of what you read may help you understand some texts better. Visualizations can take the form of a static photo (e.g., when you read the description of a place) or the form of a film (e.g., when you read personal narratives). Elements that help readers visualize are action verbs (e.g., drive , kiss ), dialogues, descriptions of feelings, verbs that indicate how something was said (e.g., shouted, whispered , hesitated , laughed ), and descriptions of physical appearance, clothes, etc.
5
Match these excerpts from the personal narrative to the emoticons that illustrate them. One emoticon will be used twice. a “Mike, I thought you were going to try to be less shy today.” b “... her cheeks slowly turning red ...” c “I try to hide my pounding heart ...” d “Cait is still blushing ...” M O C . E M I T S M A E R D | 5 8 N A T A N O J
M O C . E M I T S M A E R D | S S I E W L E A Y
M O C . E M I T S M A E R D | S S I E W L E A Y
nineteen
19
Read another excerpt from the personal narrative. Discuss the questions in pairs.
6
“ […] Using her cute voice, typically reserved for ‘Good night’ or ‘I miss you,’ Cait says, ‘Mike, I thought you were going to try to be less shy today’. ” a What does the author mean by cute voice? How do you know? b How would you reproduce the way Cait said the final sentence? 7
Check (✓) the illustration and corresponding feeling which best depict how Mike felt at the end of the personal narrative. You can write and draw another answer, if you want.
angry
surprised
sleepy
worried
in love
7 0 3 B A L O I D Ú T S E
8
Read an extract of the lyrics of Love Story , by Taylor Swift. Do you think the lyrics present a personal narrative? Explain your answer.
Love Story
Taylor Swift
We were boh young when I firs saw you. I close my eyes and he flashback sars: I’m sanding here on a balcony in summer air.
N G I S E D E T N E G N A T
Tha you were Romeo, you were hrowing pebbles, And my daddy said, “Say away from Julie” And I was crying on he saircase See he lighs, see he pary, he ball gowns. Begging you, “Please don’ go” And I said... See you make your way hrough he crowd Romeo, ake me somewhere we can be alone. And say, “Hello,” I’ll be waiing; all ha’s lef o do is run. Litle did I know... You’ll be he prince and I’ll be he princess, I’s a love sory, baby, jus say, “Yes”.
So I sneak ou o he garden o see you. We keep quie ’cause we’re dead if hey knew So close your eyes... escape his own for a litle while. Oh, oh. […]
SWIFT, Taylor. Love story. Fearless . Nashville (TN): Big Machine Records, 2008. Disponível em: . (Fragmento.) Acesso em: 23 abr. 2015.
20
twenty
UNIT
9
1
Check (✓) the option that is true about the relationships described in Love Story , on page 20. a
Juliet loves Romeo, but Romeo doesn’t love Juliet.
b
Juliet’s father wants Romeo to be Juliet’s boyfriend.
c
Juliet loves Romeo and vice-versa but Juliet’s father does not approve of their relationship.
Stay Tuned Romeo and Juliet é uma famosa peça de
teatro escrita pelo dramaturgo inglês William Shakespeare (1564-1616). A tragédia se passa em Verona, na Itália, e retrata o amor proibido entre dois jovens oriundos de famílias inimigas.
10
Read the lyrics again and circle the parts that help you visualize the events in them. Compare your answers with a classmate’s.
11
Discuss the questions below in small groups. Explain your answers. a Has your visualization helped you see the setting, the actions, and the characters? b Has it helped you imagine how the characters (the boy, the girl, and her father) feel?
Post-Reading 12
Use the notes below to write down an important issue you have learned, or a thought you have had, during your work in the Reading section. N G I S E D E T N E G N A T
13 Check (✓)
the options that describe the topics of your notes. Compare your answers with your classmates’.
14
a
Relationships.
c
Visualizations.
b
Personal narratives.
d
Other. Please specify:
Discuss the questions below with your teacher and classmates. a When a group of people read the same text, does everybody learn the same things from
it? Does everybody think about the same things while reading? Give examples. b Is it important to listen to and respect other people’s thoughts about a text? Why (not)? twenty-one
21
Vocabulary in Context Teenage life: activities, dates, and romance 1
Read the personal narrative below. Number the images according to the underlined part they correspond to.
N G I S E D E T N E G N A T
1
“I went bowling with this guy I really like from school. While we were waiting for our lane, he told me to Google his favorite bowling movie, The Big Lebowski . Totally not 2
thinking, I held my phone out for both of use to see while I typed into the search bar. When I hit a few letters, my recent searches popped up, and the last one was, ‘Is bowling a 3
good first date?’ Cringe. My crush laughed and said, ‘Um, 4
yup, it is!’ He was nice about it, but I felt like such a loser.” Seventeen, September 2013, p. 165.
K C O T S K N I H T / D O R P D L
E M I T S M A E R D / S U I D O P
2
K C O T S K N I H T / K C O T S M O C
K C O T S K N I H T / L E D N A T H S _ L
Read the extracts of two dictionary entries below. In each entry, underline the definition that corresponds to the meanings of crush and date in the personal narrative in Activity 1.
date noun 1 a : the time at which an event occurs b : a statement of the time of execution or making 2 : DURATION 3 : the period of time to which something belongs 4 a : an appointment to meet at a specified time: especially a social engagement between two persons that often has a romantic character 2
3
date verb : to do an activity with someone you might have a romantic relationship with : to write the date on (something) DATE. Merriam-Webster . Disponível em: . (Fragmento.) Acesso em: 25 abr. 2015.
1
crush verb : to press or squeeze (something) so hard that it breaks or loses its shape : to break (something) into powder or very small pieces by pressing, pounding, or grinding it : to defeat (a person or groups that opposes you) by using a lot of force
2
crush noun : a strong feeling of romantic love for someone that is usually not expressed and does not last a long time : the person on whom you have a crush : a crowd of people who are pressed close together
CRUSH. Merriam-Webster . Disponível em : . (Fragmento.) Acesso em: 25 abr. 2015.
The World of English Estas são algumas maneiras de expressar sentimentos na língua inglesa: I really like him / her. I care for him / her. Menos intenso I like him / her . Mais intenso
I love him / her.
I’m in love with him / her.
Fonte de pesquisa: GOOGLE N-Gram Viewer. Disponível em: . Acesso em: 7 maio 2015.
22
twenty-two
UNIT
3
4
5
1
Answer the questions below. a Do you have a crush on someone?
yes
no
not sure
b In your opinion, is bowling a good first date?
yes
no
not sure
Check (✓) the activities that would be appropriate for a first date. a
Going for a walk.
d
Doing a sports activity.
b
Playing video games.
e
Going to the movies.
c
Going to the mall.
f
Other : K C O T S N O O T R A C / A L L E C U B Y T R A M
Circle the best option to complete the cartoon below. Use the information in Language Corner . a breaking up
b falling for
c getting back with
Language Corner To break up with someone – to end a romantic relationship
with someone. To get back together – to start a relationship again. To fall for someone – to fall in love with someone.
Stay Tuned A adolescência é um período da vida marcado por mudanças físicas e socioafetivas. O despertar do interesse sexual está associado à descoberta de quem somos, de que adulto estamos nos tornando, do perfil da pessoa por quem nos sentimos atraídos. A orientação sexual diz respeito à atração romântica e/ou sexual que sentimos por outras pessoas. Ela pode ser heterossexual (quando envolve atração por pessoa de sexo diferente), homossexual (na atração por pessoas do mesmo sexo) ou bissexual (atração por pessoas de ambos os sexos). Questionamentos sobre interesse e saúde sexuais são comuns na adolescência, independentemente da orientação sexual. É sempre uma boa ideia conversarmos com pessoas em quem confiamos para lidar com tais questionamentos. O Programa Brasil Sem Homofobia, lançado em 2004, tem como objetivos o fortalecimento da cidadania no Brasil por meio do combate à violência contra GLTB (Gays, Lésbicas, Transgêneros e Bissexuais) e a promoção da cidadania de homossexuais. Mais sobre o programa em . Acesso em: 25 maio 2015. Fonte de pesquisa: NEMOURS. Sexual attraction and orientation. TeensHealth. Disponível em: . Acesso em: 2 mar. 2015.
6
Check (✓) the column that best describes your opinion about each statement. Then discuss your answers with your classmates and teacher, justifying your point of view.
I agree.
I disagree. I’m not sure.
a It is a good idea to go to the mall on a first date. b It is easy to break up with someone. c We always fall for people who are just like us. twenty-three
23
Listening A screenplay 1
Quickly read the extract of the screenplay. Then answer the questions in small groups. a What parts do you think are to be spoken by the actors?
b What parts are not to be acted out? What is their function?
INT. SAM’S BEDROOM - NIGHT
CHARLIE
The pictures are down. The dressers empty. The suitcase is open on the bed. Charlie watches Sam fold clothes and put them in her suitcase. He has promised himself he will not cry. SAM
We accept the love we think we deserve. He says it sober. Without judgement. Sam lets it sink in. Charlie walks over to the bed to do more packing. Then, she turns to him. SAM
(CONT’D) Then, why
I had lunch with Craig today.
Charlie didn’t expect that. He is silent. Heart pounding.
CHARLIE
Yeah?
CHARLIE
SAM
I, uh, I just didn’t think that you wanted that.
He said he was sorry, and that I was right . Driving away, I was feeling… so small. Just asking myself why do I and everyone I love pick people who treat us like
?
?
SAM
Well, what
? CHARLIE
I just want you to be happy.
CHBOSKY, Stephen. The Perks of Being a Wallflower: Based on His Novel. Rascunho final. Disponível em: . (Adaptado.) Acesso em: 2 mar. 2015.
2
2
Complete the gaps in the screenplay. Then listen and check your predictions.
Stay Tuned The Perks of Being a Wallflower (no Brasil, As vantagens de ser invisível ) é um filme de 2012, baseado no
romance de mesmo título. Trata dos desafios encontrados por um adolescente tímido (Charlie, interpretado por Logan Lerman) ao tentar construir amizades, superar experiências traumáticas e desenvolver relações amorosas, especialmente com Sam (Emma Watson).
3
24
Do you think making predictions can help you when you listen in English? Why (not)? Discuss with your classmates and teacher.
twenty-four
UNIT 1
Language at Work Present perfect: since, for, already, yet, ever 1
Read the cartoon and check (✓) the ideas that can be inferred from it. Underline the parts of the text that helped you reach your conclusions. a
Kenny is the speaker’s son. N E G R E B S A L G Y D N
b
Kenny is the speaker’s boyfriend.
c
Kenny hasn’t called the speaker recently.
d
Kenny made a phone call to the speaker last week.
A R
Making Sense of Language Check (✓) the options that complete these statements about the underlined phrase in “Kenny hasn’t spoken to me in six months”.
a It refers to the
past.
present.
b It is in the
affirmative form.
present and the past at the same time. negative form.
interrogative form.
c The verb phrase is formed by:
an auxiliary verb (has) + base form of speak.
an auxiliary verb (has) + past form of speak.
an auxiliary verb (has) + past participle form of speak. Check Language Reference, p. 148 2
Read the following extracts and underline the uses of the present perfect in them. Then complete the statements with 1 or 2 , according to the extract they refer to. EXTRACT 1
[…] When Troy and I broke up, we vowed to remain friends, but I’ve only had one conversation with him since we broke up and it was through text. LOWE, Brooklyn. 17 dating blogger: moving on post-breakup. Seventeen. Disponível em: . (Fragmento.) Acesso em: 25 abr. 2015.
EXTRACT 2
I love someone I haven’t seen for years […] Is it possible? […] EXPERIENCE Project. Disponível em: . (Fragmento.) Acesso em: 25 abr. 2015..
a In Extract
, the writer introduces a problem about his / her romantic life.
b In Extract
, the writer suggests that it is hard to move from dating to friendship. twenty-five
25
Making Sense of Language 1 In Extract 1, since introduces:
a point in the past.
2 In Extract 2, for introduces:
a point in time.
a point in the future.
a point in the present.
a duration of time.
3 The present perfect is used in the extracts to describe events (having a conversation / seeing
someone) from a point in the past up to the present. 4 The past participle form of have is
from now to the future.
that happened in the past.
; the past participle form of see is
.
Check Language Reference, p. 148 3
Write about what you have and haven’t done recently, using the past participle form of the verbs in the box. The list of irregular verbs on page 149 can help you. be
have
know
see
send
speak
a I haven’t
since last year.
b I have 4
for about a month.
Read extracts from two websites which offer advice to teenagers. Then circle the answers for the questions below. While reading, underline the uses of the present perfect. Which text… a describes the feelings of a person?
Extract 1
Extract 2
b describes the feelings of a group of people?
Extract 1
Extract 2
http://teenshealth.org/teen/your_mind/relationships/love_thoughts.html
EXTRACT 1 [...] More than 5,700 of you took our survey on falling in love. Lots of you know what it feels like to be in love: 46% of our survey takers said they’re in love now or have been in the past. But an almost equal number (43%) said that, although they like someone, they’re just not sure it’s really love. And 11% said they’d never been in love (mostly because they haven’t met the right person yet). […] NEMOURS. Your thoughts on falling in love. TeensHealth. Disponível em: . (Fragmento.) Acesso em: 4 mar. 2015.
www.girlslife.com/post/2010/06/03/parents-wont-let-me-date.aspx
EXTRACT 2 My parents won’t let me date! I’m 14 and ALL my friends have BFs except me. I really like this guy, and he likes me back. My parents know him and think he’s nice but still say I am too young to date. I have already tried a secret relationship behind my parents’ back and it didn’t work out, so I don’t want to do that again. Help! ANONYMOUS. Girl talk family. GL. Disponível em: . (Fragmento.) Acesso em: 4 mar. 2015.
26
twenty-six
N G I S E D E T N E G N A T
UNIT 1
Making Sense of Language 1 In affirmative sentences, we use
to say that something happened (although
we don’t know exactly when). 2 In negative sentences, we use
to say that something has not happened up to
the present, but we expect it to happen. Check Language Reference, p. 149 5
Read sentences a–f. Write T for the sentences that are true for you, and F for the ones that are false. In your notebook, write other sentences about yourself using already or yet. a
I have already had a crush on someone.
d
I haven’t gone on a date yet.
b
I have already watched The Perks of Being a Wallflower
e
I haven’t fallen in love yet.
f
I haven’t turned 15 yet.
.
c 6
I have already broken up with someone.
Work in small groups. Read the car toon and discuss why it is funny.
. P U O R E G H T T , S E I N N O A O R T C R N A C A I R E B H T F D O N N A O P I S U S O I R M G R S E P R E E T H I T R D E H W V T T R I S E O S W D P E E N R S O S U T T H S G E N I G I L H R K S L C A L I P W A
Making Sense of Language
7
Have I ever told you illustrates the use
Discuss the questions below with your teacher and classmates. a Is it important to express our affection
of the simple past.
present perfect.
The question in the first scene refers to an action (tell ) in
to the people we love? b How can we express our affection to
another person with words? How can we express it without words?
a specific time in the past. an indefinite, non-specific time in the past. In the context of the cartoon, ever means: at any point until now.
last week.
To form questions in the present perfect we use: subject + auxiliary + past participle. auxiliary + subject + past participle.
Going Digital Conduct an online survey: ask questions about love and romance starting with "Have you ever...?" (for example, Have you ever fallen in love?; Have you ever told someone that you love him / her? etc.). You can find free online platforms and software to design your survey on the Internet – just search for “free online surveys” and follow the steps listed.
Check Language Reference, p. 149 twenty-seven
27
What: a personal narrative. Goals: tell the story of something that happened to you.
Writing
Audience: classmates, the teacher (optional: family members). Where: classroom walls (optional: booklet compilation to be
circulated around the students’ home). 1
2
In this section you will write a personal narrative about an event involving a relationship with another person. Think of an interesting event and complete the chart below with some information about it. The chart will help you organize your text.
WHERE?
WHO?
WHEN?
WHY?
At school
My friend and I
Last weekend
Funny
Write your personal narrative.
Writing Guidelines 1 In your notebook, make a plan for your
personal narrative using an organizer like the one on the right. Use the personal narratives on pages 18 and 22 for reference and inspiration.
What happened
Setting:
1.
Who, Where, When
2.
In the end...
3.
2 Write a draft of your personal narrative. 3 Revise your text, using the checklist below: Does the text...
have a title?
contain descriptions of feelings?
present the setting, characters, and time in the first paragraph?
allow readers to use their senses (see, hear , smell, etc.)?
include “time” words like first , then, etc.?
conclude by saying what you have learned from the experience, or felt about it?
contain action verbs? contain dialogues?
4 Ask a classmate to read the latest version of your draft and to comment on it. 5 Make final revisions based on the feedback received. 6 Share your personal narrative with other people.
3
After reading some or all of the personal narratives written by your classmates, have a group or whole-class discussion about the questions below. a What similarities have you found between your personal narrative and other people’s
narratives? Give details. b What differences have you found? Give details. c What lessons about yourself as a writer have you learned from writing and reading
personal narratives? 28
twenty-eight
UNIT 1
Speaking 1
Think of an interesting conversation you have had recently. Discuss it with a classmate. Use the questions below to guide your discussion. a Who did you talk with? b What did you talk about? c Why was it interesting?
2
Based on your discussion in Activity 1, check (✓) the characteristics that make a conversation interesting. a
Repetition of the same question.
b
Use of different types of questions.
c
No follow-up to answers.
d
Short answers showing lack of interest.
e
Comments showing interest.
f
Questions asking for details.
g
Unpleasant comments.
h
Specific reference to the text written by a student.
Stay Tuned “Envolvimento interacional” (interactional involvement , em inglês) refere-se ao esforço colaborativo dos participantes de uma interação para que ela seja bem-sucedida. Os seguintes elementos contribuem para a criação de envolvimento interacional: uso de perguntas variadas (cujas respostas são ouvidas e comentadas), pedidos de detalhes, comentários positivos, uso de tom de voz mostrando interesse, contato visual entre os participantes, entre outros.
3
Talk in small groups about the personal narratives you have written. Step 1: Work in groups of four students. Spend some time “refreshing your memory” about the personal narratives written by your classmates. Step 2: In your notebook, make a list of questions you could ask during the conversation. Step 3: List three good ideas to keep in mind while talking about your personal narratives. Compare your ideas with your friends’. a
b
c
Step 4: Talk to your friends about your personal narratives. Try to use your and your friends’ “good ideas.”
Remember: You are responsible for making your conversation interesting! twenty-nine
29
Integrate Portuguese
Your Learning Love is in the air Look at the text below. What’s the main theme in it?
1
Internet
love
the eyes
Read the text and match the sentences.
2 N G I S E D E T N E G N A T
O AMOR, quando se revela, Não se sabe revelar. Sabe bem olhar p’ra ela, Mas não lhe sabe falar. Quem quer dizer o que sente Não sabe o que há de dizer. Fala: parece que mente... Cala: parece esquecer... Ah, mas se ela adivinhasse, Se pudesse ouvir o olhar,
E se um olhar lhe bastasse P’ra saber que a estão a amar! Mas quem sente muito, cala; Quem quer dizer quanto sente Fica sem alma nem fala, Fica só, inteiramente! Mas se isto puder contar-lhe O que não lhe ouso contar, Já não terei que falar-lhe Porque lhe estou a falar... PESSOA, F. Poesias inéditas (1919-1930). Lisboa: Ática, 1956. (imp. 1990). p. 92.
Disponível em: . Acesso em: 14 abr. 2015.
a When love appears
in the way one looks.
b Love can be seen
it is hard to confess.
c The more one loves
the less he / she can talk about it.
Is it really hard to say you are in love to the person you are interested in, as stated in the poem? Discuss with your teacher and classmates.
3
Your Turn A poem
Escreva um poema sobre relacionamentos, com base nas informações trocadas nesta unidade. O tema pode ser o primeiro beijo, um sentimento por outra pessoa ou qualquer outro que foi apresentado. Quando possível, use rimas com o vocabulário que já possui. Use o dicionário, se necessário, e o poema desta página como modelo. 30
thirty
