Bridging… 100 worksheets.pdf

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Bridging…

110 WORKSHEETS BRIDGES Inglês 11º Ano Celeste Simões / Helena Oliveira

INCLUI 110 fichas fotocopiáveis para utilizar em sala de aula, divididas em três grandes blocos: • CLIL, temas e conteúdos que fazem a ponte com outras áreas curriculares • Literature, Music, Cinema & Speaking Activities para aprofundamento da cultura de língua inglesa • Inclusion, estratégias de aprendizagem, destinadas a todos os tipos de alunos/as

Índice CLIL – CONTENT AND LANGUAGE INTEGRATED LEARNING Geology ..........................................................................................................................................

5

Biology ............................................................................................................................................

9

Geography ....................................................................................................................................

13

Physics...........................................................................................................................................

17

Chemistry .....................................................................................................................................

21

Mathematics .............................................................................................................................. 25 Arts .................................................................................................................................................... 29 Economics ................................................................................................................................... 33 Philosophy ................................................................................................................................... 37 History.............................................................................................................................................

41

Portuguese Literature .......................................................................................................... 46 Physical Education ................................................................................................................

51

LITERATURE, MUSIC, CINEMA, SPEAKING ACTIVITIES Literature....................................................................................................................................... 57 Music ............................................................................................................................................... 72 Cinema ............................................................................................................................................ 87 Speaking Activities ................................................................................................................ 102 INCLUSION Inclusion ....................................................................................................................................... 109 ANSWER KEY ......................................................................................................................................... 119

CONTENT AND LANGUAGE INTEGRATED LEARNING Geology Biology Geography Physics Chemistry Mathematics Arts Economics Philosophy History Portuguese Literature Physical Education

pp. 05-08 pp. 09-12 pp. 13-16 pp. 17-20 pp. 21-24 pp. 25-28 pp. 29-32 pp. 33-36 pp. 37-40 pp. 41-45 pp. 46-50 pp. 51-54

GEOLOGY NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

1

FAULTS 1.

A fault is a fracture along which the blocks of crust on either side have moved relative to one another parallel to the fracture. 1.1 Write the words given in the correct place. Thrust faults

Normal faults

Strike-slip faults

a. _______________________________________ are vertical (or nearly vertical) fractures where the blocks have mostly moved horizontally. b. _______________________________________ drop rock on one side of the fault down relative to the other side. c. _______________________________________ are faults in which the rocks on the upper side of an inclined fault plane have been displaced upwards, usually by compression; a reverse fault in which the fault plane is inclined at an angle equal to or less than 45°.

1.2 Label the following faults accordingly.

a. _____________________________________

b. _____________________________________

c. _____________________________________ 5 11.o Ano BRIDGES

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GEOLOGY 2

NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

PALEOENVIRONMENTS 1.

Complete the text below with the words given.

microfossils

melting

pollutant

paleoenvironmental

paleontology

predictive

One of the basic tenets of

(a)

future

environmental

organisms

past

geology

fossilized

humans

______________________ in the present is the key to the

In the present context this simply means that if we document the distribution of today, and have some degree of understanding of what combination of

changes

(d)

(b)

(c)

coastal

______________________.

______________________

______________________variables

controls those distributions, then we can use this information to reconstruct past environments by using 5

the (e) __________________________ representatives of the modern organisms as (f) __________________________ indicators. This classic use of

(g)

______________________, along with biostratigraphy, is of great signicance in

the search for oil and gas. In recent years, however, with an increased awareness of how (h) ______________________ are aÞecting the natural world, in many cases for the worst, micropaleontologists are increasingly turning that basic tenet 10

around to the past, which is now believed to be the key to the (i) ______________________. In other words, if we can understand how organisms in the past responded to environmental (j) ______________________ then we can use that information to predict how future natural or anthropogenic environmental change might aÞect the Earth’s biota. Interpreting paleoenvironments with microfossils is, therefore, a topic that demonstrates the

15

relevance of these aspects of

(k)

______________________. It shows how knowledge obtained via

study of modern organisms can be used to infer environmental conditions in the past. It also demonstrates the (l) ______________________ side of science; for example, what might happen if a particular (m) (n) 20

______________________ is introduced to an estuary, or, on a much larger scale, what might happen to

______________________ ecosystems if sea-level rose as a result of anthropogenic global warming and

subsequent collapse and (o) ______________________ of polar ice sheets. www.ucmp.berkeley.edu/fosrec/Culver.html (adapted and abridged), accessed in January 2014

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GEOLOGY NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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GEOLOGIC TIME SCALE Write the following words in the correct place. Paleozoic

Cenozoic

Cambrian

Jurassic

Oligocene

Holocene

Permian

Devonian

Pliocene

Archean

c.

d.

b.

e.

f.

g.

h.

a.

1.

i.

j.

http://greenforecast.com/what-is-the-geologic-time-scale/ (adapted), accessed in January 2014

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GEOLOGY 4


ENERGY QUIZ 1. Choose the correct option. 1.1 Energy resources that, once used, can replenish themselves and can be used again and again are called:

r a. Non-renewable r b. Renewable r c. Finite 1.2 Energy resources that, once used, cannot be replaced are called:

r a. Non-renewable r b. Renewable r c. Infinite 1.3 What are some renewable energy sources?

r a. Sun, wind, water, and biomass r b. Sun, coal, and wind r c. Wind, water, and oil 1.4 Which of the energy sources listed is NOT a renewable source of energy?

r a. Sun r b. Wind r c. Oil 1.5 What type of energy source is formed from fossilised plants and is found sandwiched between other types of rock in the Earth?

r a. Oil r b. Coal r c. Nuclear 1.6 What happens to the atmosphere when fossil fuels are used?

r a. The fossil fuels go into the earth and cause earthquakes. r b. The fossil fuels go into our water supply which poisons us. r c. The Co released rises into the atmosphere, trapping solar rays. 2

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BIOLOGY NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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DNA & RNA 1.

2.

Label the following images using these expressions. Structure of RNA (hairpin loop from pre-mRNA)

DNA helix structure

a. _____________________________________

b. _____________________________________

Complete the following text about the difference between DNA and RNA using the words given. deoxyribose sugar

pentose

ribose prime

methyl molecule

thymine uracil

helix

antiparallel

The main diÞerence between DNA and RNA is the (a) ______________________ present in the molecules. While the sugar present in an RNA molecule is (b) ______________________ , the sugar present in a molecule of DNA is (c) _____________________ . Deoxyribose is the same as ribose, except that the former has one more OH. DNA does not usually exist as a single (d) _____________________ , but instead as a tightly-associated pair 5

of molecules. These two long strands entwine like vines, in the shape of a double (e) ___________________ . This arrangement of DNA strands is called (f) _______________________ . The asymmetric ends of DNA strands are referred to as the 5’ (ve (g) _____________________ ) and 3’ (three prime) ends. One of the major diÞerences between DNA and RNA is the sugar, with 2-deoxyribose being replaced by the alternative (h)

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_____________________ sugar ribose in RNA. The four bases found in DNA are adenine (abbreviated A),

cytosine (C), guanine (G) and (i) _____________________ (T). A fth pyramidine base, called (j)

_____________________ (U), usually takes the place of thymine in RNA and diÞers from thymine by

lacking a (k) _____________________ group on its ring. www.diÞen.com/diÞerence/DNA_vs_RNA (adapted), accessed in January 2014

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BIOLOGY 6


LIFE CYCLES 1.

Write the following words in the correct place to complete the angiosperm life cycle diagram.

Egg

Meiosis

Sperm

Tube nucleus

Pollen tube

Endosperm

Mitosis

Filament

a. Stigma Style

Microsporangium Anther

b. Ovary

Perianth Petal: Corolla Sepal: Calyx

c.Filament Floral axis Nectary Macrospore Ovule

Articulation Pedicel

d.

MEIOSIS

e. MITOSIS Antipodal

Polar nuclei

f.

Germinating seed

Seed coat

Egg

MEIOSIS

e.

MITOSIS

Microgametophyte (pollen)

Embryo

h.

i.

d.

Generative Cell Tube Cell

g.Endosperm

Synergid Megametophyte (Embryo sac)

Microspore “mother cell”

Pollen tube

Sperm

Sperm

Pollen grain Pollen tube Tube nucleus

j.

Pollination and Fertilization

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Stigma

Ovary

BIOLOGY NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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KINGDOMS OF LIVING THINGS 1.

Match the kingdoms on the left with their structural organisation on the right. Kingdoms a. Monera b. Protista c. Fungi d. Plantae e. Animalia

Structural organisation

r r r r r

1. Multicellular filamentous form with specialised eukaryotic cells 2. Multicellular form with specialised eukaryotic cells; do not have their own means of locomotion

3. Small, simple single prokaryotic cell (nucleus is not enclosed by a membrane); some form chains or mats

4. Multicellular form with specialized eukaryotic cells; have their own means of locomotion

5. Large, single eukaryotic cell (nucleus is enclosed by a membrane); some form chains or colonies

2. In what kingdoms are these types of organisms included? a. Mosses, ferns, woody and non-woody flowering plants ______________________________________________________ b. Sponges, worms, insects, fish, amphibians, reptiles, birds, and mammals _________________________________ c. Bacteria, blue-green algae, and spirochetes ___________________________________________________________________ d. Funguses, molds, mushrooms, yeasts, mildews, and smuts _________________________________________________ e. Protozoans and algae of various types _________________________________________________________________________

3. What is the method of nutrition in each kingdom? Write the name of the above kingdoms in the correct places. a. Absorb food _________________________________________________________________________________________________________ b. Photosynthesise food _____________________________________________________________________________________________ c. Absorb, ingest, and/or photosynthesise food __________________________________________________________________ d. Ingest food __________________________________________________________________________________________________________

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BIOLOGY 8


GLOSSARY OF TERMS 1. Unscramble the words to find the correct terms for these definitions. a. The class of vertebrates that includes frogs, toads, and salamanders. AAMIHPIB ____________________________________________________ b. Without oxygen. CARNIOAEB __________________________________________________ c. The class of vertebrates that includes the fish that have skeletons consisting of cartilage rather than bone. These are the sharks and rays. CDONRSIHCHHYET ___________________________________________ d. Thread-like, gene-carrying bodies in the cell nucleus. HCOROSMOESM _____________________________________________ e. The development of a similar anatomical feature in distinct species lines after divergence from a common ancestor that did not have the initial trait that led to it. The common ancestor is usually more distant in time than is the case with parallelism. CNGNVEOREEC _______________________________________________ f.

The twisted ladder shape that is characteristic of DNA molecules. UDBOEL EXHLI ________________________________________________

g. Proteins that cause or regulate specific chemical reactions within cells. SEZNEMY _____________________________________________________ h. Referring to the classification system in use by the biological sciences today to classify all living things. It was invented by Carolus Linnaeus in the 18th century. NLEINANA ____________________________________________________ i.

The animal phylum consisting of creatures that have soft unsegmented bodies that are usually, but not always, enclosed in a hard shell. They also usually have at least one strong foot that helps them move. LMLACUSO ___________________________________________________

j.

The form and structure of an organism. YOMGOPORLH ________________________________________________

k. Naming, describing, and classifying organisms into different categories on the basis of their appearance and other diagnostic characteristics as well as their evolutionary relationships. The biological sciences primarily use the Linnaean classification system for this purpose. NTOXOYMA ___________________________________________________ PHOTOCOPIABLE

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GEOGRAPHY NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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ABBREVIATIONS 1. What do the following abbreviations related to 2. Match them with their Portuguese agriculture and trade institutions stand for?

equivalents.

a. ERDF ________________________________________

1. FEAGA

b. EAFRD ______________________________________

2. FSE

c. CAP _________________________________________

3. LEADER

d. EAGF ________________________________________

4. PAC

e. EAGGF ______________________________________

5. FEADER

f. ESF __________________________________________

6. OMC

g. LEADER _____________________________________

7. FEOGA

h. WTO _________________________________________

8. FEDER

r r r r r r r r

3. What are their aims? Write the abbreviations in 1. in the correct place. a. It is the agricultural policy of the European Union. It implements a system of agricultural subsidies and other programmes. ___________________ b. It was a fund within the overall European Union budget for the financing of the Common Agricultural Policy. ___________________ c. Its aim is to increase the capacity of local rural community and business networks to build knowledge and skills, and encourage innovation and co-operation in order to tackle local development objectives. ___________________ d. It aims at strengthening the European Union rural development policy and simplifying its implementation. ___________________ e. It deals with the global rules of trade between nations. Its main function is to ensure that trade flows as smoothly, predictably and freely as possible. ___________________ f. It finances direct payments to farmers under the Common Agricultural Policy and measures to regulate agricultural markets such as intervention and export refunds. ___________________ g. It is the European Union’s main financial instrument for supporting employment in the member states of the European Union as well as promoting economic and social cohesion. ___________________ h. It aims to promote economic and social cohesion by correcting the main regional imbalances and participating in the development and conversion of regions, while ensuring synergy with assistance from the other Structural Funds. ___________________ 13 11.o Ano BRIDGES

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GEOGRAPHY 10


URBAN SPACES QUIZ 1. Choose the correct option. 1.1 Urbanisation increases in direct proportion with:

r a. industrialisation r b. crude birth rate r c. zero population growth 1.2 Which is not an example of an urban function?

r a. Entertainment r b. Administration r c. River crossing 1.3 What is the meaning of the expression “Urban Land use”?

r a. How land is utilised within a city r b. Open space where people can relax within cities r c. Defensible situation 1.4 What is “Urban Function”?

r a. Open space where people can relax within cities r b. Services that are provided in a certain urban area r c. The most accessible sites in the city 1.5 What are recreational areas in a city?

r a. A part of the city where there are high levels of heavy or light industry r b. Open space areas where people can relax within cities r c. Residential areas 1.6 The most important factor for the development of cities was:

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GEOGRAPHY NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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THE LISBON METROPOLITAN AREA 1. Circle the correct option.

The Lisbon Metropolitan Area

5

10

15

In the 1980s, the eÞective (a) grow / growth of the Portuguese population was much (b) reduce / reduced. However, a megalopolitan region (c) is / are emerging along the coast, caused by the demographic evolution of multiple urban settlements. The percentage of population living in large conurbations (> 50,000 inhabitants), has increased in Continental Portugal due to the growing population concentrations in Porto, Braga, Coimbra and Lisbon. In the same period, there has also (d) been / be a growth of population in (e) many / much urban centers with more (f) than / then 10,000 inhabitants. Beyond the direct peripheries of the Lisbon Metropolitan Area (AML) and the Metropolitan Area of Porto (AMP), these centres are primarily located along the coast: Fafe, Guimarães, Santo Tirso, São João da Madeira, Aveiro, Ílhavo, Ovar, Figueira da Foz, Leiria, Marinha Grande, Caldas da Rainha, Torres Vedras, Entroncamento, Tomar, Torres Novas, Santarém. (g) Despite / though the overall population growth of the Metropolitan Area of Lisbon has, on the whole, stabilised in the last decade, the towns in its immediate interior have seen the (h) quicker / quickest and most marked growth of all Continental Portugal. Between 1981 and 1991, the AML grew in importance compared with the total population: in a country with about 10 million inhabitants, about 2.5 million are concentrated in (i) this / these area. Apart from manufacturing, service activities (j) also are / are also concentrated here: commerce, banks, insurance, social and personal services. The AML presently supports more than 60% of all the employment in Continental Portugal in these sectors. The City-Region of Lisbon or AML is a recent (k) phenomenon / phenomena. With a total area of 3,122 km2 it currently (l) includes / include 18 Municipalities, the majority of (m) which / who still had, a few years (n) last / ago, a predominantly rural character. But from the (o) sixteen / sixties onwards, there has been an enormous urban spread. www.igeo.pt/servicos/DPCA/biblioteca/pdf/AMB_27_32.pdf (adapted and abridged), accessed in January 2014

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GEOGRAPHY 12


ICT AND THE DEVELOPMENT OF CITIES 1. Read the following text.

The ICT behind cities of the future Smart Cities are an innovative concept that can improve people’s lives, while also helping the planet. The communications industry has the experience and capabilities to make city living more e§cient. 5

10

15

Cities are growing like never before. Already, 50 percent of the world’s people live in cities. Asia is home to half of this population, and by 2025, more than 1.3 billion people will be added to urban areas, with nearly 400 million in India and China alone. Smart Cities will help make this growth sustainable. The concept uses information and communications technology (ICT) to improve the services that support urban dwelling – security, healthcare, and transport for citizens; improved and more cost eÞective power supply for industries; remote working and e-commerce for businesses; and entertainment and communications for individuals. Smart City technology can also help to reduce the environmental impact of urbanization. ICT can be used to monitor energy consumption and emissions across sectors, to improve accountability in the use of energy and carbon. It can oÞer new ways of operating, learning, living, working and travelling, and help apply smart and integrated approaches to the energy management of systems and processes. With these tools, the ICT sector could reduce its own CO2 emissions signicantly as well as gain nancial benets in the form of new business. ICT can create huge savings of approximately €600 billion through improved energy eßciency across all sectors. The concept is already being put into action in several emerging markets, notably in China, India and the Middle East. http://ec.europa.eu/digital-agenda, accessed in January 2014

2. In groups, create your own Smart City. Think about the planning and management (public safety, smarter buildings and urban planning), infrastructure (energy and water, environmental solutions and transportation) and human services (social programs, healthcare and education). Present your project to the school community.

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PHYSICS NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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FAMOUS PHYSICISTS 1. Choose the correct option to answer these questions. 1.1 Who is the person in the picture?

r a. Descartes r b. Einstein r c. Isaac Newton

1.2 What nationality was he?

r a. American r b. Australian r c. English

1.3 What were his major interests?

r a. Physics and biology r b. Calculus and physics r c. Maths and art

1.4 What is he famous for?

r a. He is considered the archetype of the Renaissance Man r b. He is a key figure in the scientific revolution r c. He is considered The Father of Modern Philosophy

1.5 What did he invent?

r a. The radio r b. The telephone r c. A reflecting telescope

1.6 What important laws did he put forth?

r a. The Laws of Motion r b. The Laws of Thermodynamics r c. The Theory of Relativity

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PHYSICS 14


LAWS OF MOTION 1. Identify the following laws of motion. Use the words given. 1st Law of Motion

2nd Law of Motion

3rd Law of Motion

a. The relationship between an object’s mass m, its acceleration a, and the applied force F is F = ma. Acceleration and force are vectors (as indicated by their symbols being displayed with an arrow); in this law the direction of the force vector is the same as the direction of the acceleration vector. ______________________________________

b. For every action there is an equal and opposite reaction. ______________________________________ c. Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it. ______________________________________

2. What other name does the 1st Law of Motion have? 3. Label these three images according to the laws they represent.

a. _____________________________________

b. _____________________________________ PHOTOCOPIABLE

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c. _____________________________________

PHYSICS NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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TYPES OF WAVES 1. Complete the following text using the words given.

particles

medium

disturbances

types

energy

propagation

characteristics

original

wave

travel

interactions

At the simplest level, waves are (a) _____________ that propagate energy through a (b) ______________ . Propagation of the energy depends on (c) ___________________________ between the particles that make up the medium. (d) _____________________________ move as the waves pass through but there is no net motion of particles. This means that once a (e) ______________________________ has passed the particles return to their 5

(f)

(g) _____________________ position. As a result, _____________________ , not matter, is propagated by waves.

DiÞerent types of waves exhibit specic (h) _______________________ . These characteristics are used to distinguish between wave (i) __________________________ . Orientation of particle motion relative to the direction of energy (j) _______________________ is one way waves are characterised. A second way that waves are characterised is by the types of matter they are able to (k) _______________________ through. http://scienceprimer.com/(adapted and abridged), accessed in January 2014

2. Match the types of waves on the left with their definitions on the right. Types of Waves a. Electromagnetic wave b. Mechanical wave

r r

Denitions 1. A wave that is not capable of transmitting its energy through a vacuum. Example: sound. 2. A wave that is capable of transmitting its energy through a vacuum (i.e., empty space). Example: light.

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PHYSICS 16


BIG BANG THEORY 1. Choose the correct option to complete the following text.

The Big Bang

5

10

The night sky presents the viewer with a picture of a calm and unchanging Universe. So the (a) (b) __________________ discovery by __________________ that the Universe is in fact expanding at enormous speed was revolutionary. Hubble noted that galaxies outside our own (c) __________________ were all moving away from us, each at a speed proportional to its distance from us. He quickly realized what this meant: that there must have been an instant in time (now known to be about (d) __________________ billion years ago) when the entire Universe was contained in a single point in space. The Universe must have been born in this single violent event which came to be known as the “ (e) __________________ .” Astronomers combine mathematical models with observations to develop workable theories of how the Universe came to be. The mathematical underpinnings of the Big Bang theory include (f) _________________’s general theory of relativity along with standard theories of fundamental particles. Today NASA spacecraft such as the Hubble Space (g) __________________ and the Spitzer Space Telescope continue Edwin Hubble’s work of measuring the expansion of the (h) __________________ . One of the goals has long been to decide whether the Universe will expand forever, or whether it will someday stop, turn around, and collapse in a “Big Crunch” http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/ (adapted and abridged), accessed in January 2014

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a.

1929

1930

1939

b.

Edward Hubble

Edwin Hubble

Edwin Gobble

c.

Moon

Earth

Milky Way

d.

10

14

8

e.

Big Bang

Big Ben

Bang Ben

f.

Albert Einstein

Isaac Newton

Villebrord Snell

g.

Microphone

Telephone

Telescope

h.

Milky Way

Universe

Sun

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CHEMISTRY NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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ACIDS 1. Write the formulas of the following acids in the correct place. HI

HNO3

H2S

HF

H2SO4

H3PO3

HCIO

H2C2O4

HCIO4

HNO2

H2SO3

HCIO3

H3BO3

HC2H3O2

H2CO3

H2SiO3

H3PO4

HCIO2

HBr

HCI

a. Hydrofluoric acid ____________________ b. Hydrochloric acid ___________________ c. Hydrobromic acid ___________________ d. Hydroiodic acid _____________________ e. Hydrosulfuric acid __________________ f. Nitric acid ____________________________ g. Nitrous acid _________________________ h. Hypochlorous acid _________________ i. Chlorous acid ________________________ j. Chloric acid ___________________________ k. Perchloric acid ______________________ l. Sulfuric acid __________________________ m. Sulfurous acid ______________________ n. Phosphoric acid ____________________ o. Phosphorous acid __________________ p. Carbonic acid _______________________ q. Acetic acid __________________________ r. Oxalic acid ____________________________ s. Boric acid ____________________________ t. Silicic acid ___________________________

2. Identify the weak acids in the above list. 21 11.o Ano BRIDGES

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CHEMISTRY 18


BASES 1. Write these expressions in the correct place. Strong bases

Weak bases

a. _____________________ dissociate 100% into the cation and OH- (hydroxide ion). The hydroxides of the Group I and Group II metals are usually considered to be such bases. b. Examples of _____________________ include ammonia, NH3 and diethylamine, (CH3CH2)2NH. They do not furnish OH- ions by dissociation. Instead, they react with water to generate OH- ions.

2. Identify the strong and weak bases. Tick (㾎) the right column. Strong bases a. ammonia b. ammonium hydroxide c. barium hydroxide d. sodium hydroxide e. methylamine f. potassium hydroxide g. pyridine

3. Match the formulas on the left with the bases on the right. Formulas a. NaOH b. KOH c. Ba(OH)2 d. NH3 e. CH3NH2 f. C5H5N g. NH4OH

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Bases 1. potassium hydroxide 2. ammonium hydroxide 3. barium hydroxide 4. methylamine 5. pyridine 6. sodium hydroxide 7. ammonia

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Weak bases

CHEMISTRY NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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ACID RAIN 1. Write the following expressions in the correct place. Atmosphere

Water table

Fossil fuel

Nitric acid emission

Lake acidification

Cloudwater

Wind

Water course

Sulfuric acid emission

Acid snow

Leaching

Acid rain

Soil

Sulfur dioxide emission

Nitrogen oxide emission

a. b.

c. d.

e.

f.

g. h. i.

j.

k.

l. m. n.

o.

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CHEMISTRY 20


OXIDATION-REDUCTION QUIZ 1. Choose the correct answer to these questions. 1.1 Of the following, which would most likely be an oxidising agent?

r a. K r b. Ag r c. C12

+

1.2 Of the following, which would most likely be a reducing agent?

r a. K r b. Ag r c. C12

+

1.3 What do you call the substance that gains electrons?

r a. Oxidising agent r b. Reducing agent r c. Redox agent

1.4 What is another name for “oxidation-reduction” reaction?

r a. Chemical reaction r b. Neutralisation reaction r c. Redox reaction

1.5 What are the oxidation numbers of the atoms in HNO3?

r a. H: +1, N: +5, O: -2 r b. H: 1, N: 5, O: 2 r c. H: +1, N: -5, O: +2

1.6 For the following example, identify the oxidising agent: Na^+1 + Cl^-1 --> NaCl

r a. Na^+1 r b. Cl^-1 r c. both

1.7 In which substance does phosphorus have a +3 oxidation state?

r a. P4O10 r b. KH2PO3 r c. Ca3(PO4)2

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MATHEMATICS NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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TRIGONOMETRY TIPS 1. Read the following tips that will help you better understand trigonometry.

a. You don’t have to calculate both tangent and cotangent. You can calculate the tangent and then copy the column from the bottom up. 1 b. Do not leave irrational numbers in the denominator. For example, tan30° = . Don’t leave it that 3 V√ V√3 . way. Instead, write it like 3 c. The formulae (formula) for finding angle and sides of triangle can be easily remembered using the sentence - Old Harry And His Old Aunt. Sin (V) = Old/Harry = Opposite/Hypotenuse Cos (V) = And/His = Adjacent/Hypotenuse Tan (V) = Old/Aunt = Opposite/Adjacent d. If measure of an angle is given in degree, then to convert into radians, multiply the measure of an U and, if the measure of an angle is given in radians, then to convert it into degree, write angle by 180° 180° at the place of U. e. Trigonometric ratios of any angle are always constant. f. Sin 15° =

V√3 – 1 2V√2 25 11.o Ano BRIDGES

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MATHEMATICS 22


APPLICATIONS OF TRIGONOMETRY IN REAL LIFE 1. Look at the following images illustrating the applications of trigonometry in real life and write the following subtitles in the correct place. • It is commonly used in finding the height of towers and mountains. • It is used in navigation to find the distance of the shore from a point in the sea. • It is used in finding the distance between celestial bodies. • The sine and cosine functions are fundamental to the theory of periodic functions such as those that describe sound and light waves.

Quieter

Louder Saturn

C a

b

Deeper pitch Higher pitch

Earth

a.

b. C

ht Sig f eo Lin

A

Angle of Elevation

B D

E

c. PHOTOCOPIABLE

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26

A c

B

Sun

MATHEMATICS NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

23

GEOMETRY GLOSSARY Match the following symbols with their meanings. Symbols a. * b. m*ABC c. ç d.

∟

1.

e. Ç f. ± g. § h. ‡ ‡ i. † † j. Y k. ] l. ~ m. { } n. π o. Ø p. a E b

Meanings

r r r r r r r r r r r r r r r r

1.

perpendicular

2. pi 3. a circle 4. parallel 5. a 90 degree angle; a right angle 6. implies 7.

the symbol for degrees

8. congruent 9. if and only if 10. parallel lines 11. not 12. an angle 13. a is an element in b 14. set markers 15. a null set 16. the measure of angle ABC

27 11.o Ano BRIDGES

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MATHEMATICS 24


CALCULUS GLOSSARY 1. Complete the crossword puzzle below. 12 1

2

7 11

3

4

10 8

9

5

6

Across 1. A limit; its extent only goes so far, and then it

Down 7. The highest point on a graph, especially over a

stops or ends.

2. It employs derivatives and algebra to solve for variables that represent functions.

3. Often represented with an arrow, it is a quantity with both magnitude (size) and direction.

4 A vector in physics, it has both magnitude

11. When its sum approaches a limit. 12. An integral with no limits of integration; it can

5. Approaching zero in size. 6. A line (or curve) that a function approaches

be thought of as an antiderivative.

without actually reaching the line as the domain either grows unbounded or approaches a limit.

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8. Having no bounds or boundary. 9. To approach a limit. 10. A bound beyond which functions may not realize.

(speed) and direction.

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specified domain. It is the greatest value of f(x) over a defined interval of x, provided y = f(x).

28

ARTS NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

25

MATERIAL PROPERTIES QUIZ 1. Choose the correct answer to these questions. 1.1 Why couldn’t you use a plastic towel?

r a. It would be too bendy. r b. It wouldn’t be absorbent. r c. It wouldn’t conduct heat. 1.2 Why wouldn’t you sit on a glass chair?

r a. It might shatter. r b. It wouldn’t be absorbent. r c. It would be transparent. 1.3 Where do metals come from?

r a. From trees. r b. From fibres woven together. r c. From rocks called ores. 1.4 How is glass made?

r a. By heating sand. r b. By mashing up wood from trees. r c. By weaving fibres together. 1.5 Which spoon is it safer to stir very hot soup with?

r a. A metal spoon. r b. A wooden spoon. r c. A paper spoon. 1.6 Material A is stretchy but not absorbent. Material B is very absorbent but does not stretch. Which makes the best swimwear?

r a. Both Material A and Material B make good swimwear. r b. Material B. r c. Material A. www.bbc.co.uk/bitesize/ks2/science/materials/material_properties/quiz/q19446681/ (adapted and abridged), accessed in January 2014

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ARTS 26


TYPES OF PAPERS 1.

Circle the correct options from the words in bold in the following text.

Tips on choosing papers Paper is made from (a) pressed into sheets. The (b) expensive paper will be 100% rag bers, cotton or linen; (c) expensive are only part rag, and part chemically treated wood pulp. There are (d) common types of pressed paper: hot-press, cold-press and rough. The rst one, (e) , has a smoother nish and comes in various 5

(f)

. Smooth paper will allow ne detail work as well as (g) blending, but

doesn’t have enough grain or ‘tooth’ to hold pastels, colored chalks or charcoal. Cold-press rough paper has a coarser nish (as implied by the name). Papers with (h) grain, or “tooth” will give you (i) values because they will hold more graphite, and are ideal for pastel and charcoal drawings. 10

The paper’s (j) will generally determine its thickness and density. Using a heavier 90lb weight or more will usually allow (k) tolerance for repeated erasing and will accept some wash work without buckling the paper, depending on the weight. Using an acid-free archival paper will ensure your drawings (l) withstand the test of time. Do not use your (m) paper for sketching out your ideas. Use newsprint or lesser grade drawing

15

pads for this. Reserve your good paper for your (n) drawings. www.wetcanvas.com/Articles2/3698/520/ (adapted and abridged), accessed in January 2014

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ARTS NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

27

COLOURS 1.

Write these colours under the right columns. Cadmium red Terre verte

Lead-tin yellow Burnt sienna

Titanium white Vandyke brown Ivory black

Cobalt violet

Dragons blood

Manganese violet Lead white

Sap green

Lampblack

Indigo

Bone brown

Vermilion

French ultramarine

Barium yellow

Zinc white

Lapis lazuli

Verdigris

Cadmium yellow

Yellow ocher

Bone black

Emerald green

Cremnitz white

Tyrian purple

Caput mortuum

Azurite

Bistre

Carmine

REDS

YELLOWS

GREENS

BLUES

PURPLES

BROWNS

BLACKS

WHITES

Sinopsia

Gold

Chrysocolla

Smalt

Tyrian purple

Bistre

Vine black

Permalba

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ARTS 28


CD BOOKLET 1. Create a CD booklet for your favourite band/singer or a CD of songs you have collected.

Important Tips: • CD booklets often include a. The booklet cover, with the name of the band, artist or artists and the title of the CD; b. The booklet contents, including – lyrics, with the name of the person who wrote it; – photos of the artist or band; – names of all the people who worked on the CD; – names of the people the artist wishes to thank. Don’t forget: • Pick a photograph or drawing for your cover. Use a picture of the performer or band, or pick an image that gives a feeling for the music. Covers give you a clear representation of what the content will be and sell you on the content by looking great itself; • Add the title of your CD. You can choose the name of one of the songs on the CD or come up with a new name that fits the music; • Add text and graphics to the inside of your booklet, just as you did for the cover.

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ECONOMICS NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

29

ECONOMIC TERMS GLOSSARY 1.

Find these words in the word search puzzle. Benefit

Capital

Entrepreneur

Consumers

Deflation

Goods

Households

Demand

Market

Economic System

Resources

Services

S

S

E

T

H

M

C

J

V

V

M

W

N

B

X

S

V

D

W

E

A

Q

E

Q

C

I

O

M

E

B

I

E

F

L

P

K

Q

G

Y

Q

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C

C

N

X

A

R

R

I

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E

R

F

R

T

B

O

S

E

I

B

O

T

V

L

H

D

A

A

Z

N

Y

R

F

A

R

A

C

P

I

D

E

L

M

O

F

X

E

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G

L

O

G

H

B

C

F

S

M

N

N

D

M

T

N

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C

E

E

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U

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D

P

B

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D

K

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L

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G

J

H

M

D

Z

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Q

F

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B

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X

N

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W

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C

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D

N

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D

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R

S

I

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P

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N

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U

D

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K

E

D

P

R

W

Z

M

G

1.1 What is the meaning of the above words? Look it up in your English dictionary.

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ECONOMICS 30


CIRCULAR FLOW OF ECONOMIC ACTIVITY 1.

What is the circular flow of economic activity? 1.1 What other name is it known by?

2.

Complete the following diagram with the words below. Households

Wages

Capital

Income

a.

Revenue

Firms

Revenue

Spending

Goods Market

Goods and Services

Goods and Services

b. Firms

Households c.

d. Land, Labor, Capital

Factors

Factors Market e. Wages and Rent

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34

f. Income

ECONOMICS NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

31

GOVERNMENT BUDGET 1.

Underline the correct words to complete the following text.

What is a Budget? Meaning and Concept A government (a) has/is having several policies to implement in the overall task of performing (b) its/it’s functions to (c) met/meet the objectives of social & economic (d) grow/growth. In implementing (e) these/ this policies, it has to spend a huge amount of funds on defence, administration, development, welfare projects & various other operations. It is therefore necessary to nd out (f) all/whole possible sources of (g) get/getting funds (h) so that/so as to sußcient revenue can be generated to meet the mounting expenditure. The planning process of assessing revenue & expenditure is (i) term/termed Budget. The term is derived from the French word “Budgette” (j) whose/which means a leather bag or a wallet. It is a statement of the nancial plan of the government. It (k) shows/show the income & expenditure of the government during a nancial year, which (l) runs/rans generally from 1stApril to 31st March. The budget is the (m) more/most important information document of the government.

2.

Complete the following graph of the main components or parts of a government budget. Use the words given. Tax

Revenue

Capital

Receipts

Budget

Government a.

c.

b. Budget

Revenue Receipts

e.

Direct Tax

Revenue

Budget

Revenue Expenditure

Capital d.

Capital Expenditure

Non-Tax Revenue

Indirect Tax

35 11.o Ano BRIDGES

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ECONOMICS 32


THE PORTUGUESE GOVERNMENT BUDGET 1.

Look at the following table of the Portuguese Government Budget. 1.1 Join in groups and analyse it. These words may help you: • deficit; • GDP (Gross Domestic Product); • highest; • lowest.

1.2 Share your analysis with the rest of your classmates.

PORT TUGAL GOVERNMENT GOV VERNMEN V NT T BUDGET T PORTUGAL Percentaaage of the GD DP D Percentage GDP -2

-4

-2 -3.1

-3.4

-4

-3.6

-4.1

-4.3

6 -6

-6 -6.1

-6.4

-8

-8

-10 -10.2 -12 2004

-10

-9.8

-12 2006

2008

2010

2012

www.tradingeconomics.com/portugal/government-budget, accessed in January 2014

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PHILOSOPHY NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

33

ARGUMENTATION 1.

Write the words Proposition, Validity, Truth, Premise and Argument in the correct place. a. ____________________________________ is the quality of scholarship being used to support the arguments being made. b. The goal of an ____________________________________ is to offer good reasons in support of your conclusion, reasons that all parties to your dispute can accept. c. In an argument or debate, a ____________________________________ is a statement that affirms or denies something. d. A ____________________________________ is a proposition upon which an argument is based or from which a conclusion is drawn. e. ____________________________________ is the complete accuracy of propositions, statements, sentences, assertions, and beliefs.

2.

To test the validity of an argument, we use a three-step process. Write the steps in the correct order. a. If the truth table has a row where the conclusion column is FALSE while every premise column is TRUE, then the argument is INVALID. Otherwise, the argument is VALID.

r r r

b. Make a truth table that has a column for each premise and a column for the conclusion. c. Symbolise each premise and the conclusion.

3.

Complete the following statements with the words given. valid

invalid

premises

false

true

proof

logically

a. An argument is _________________________________ if and only if the ______________________________ provide conclusive __________________________________ for its conclusion. b. An argument is ____________________________________ if and only if it is ________________________________ possible for the conclusion to be ____________________________________ even though every premise is assumed to be ____________________________________ .

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PHILOSOPHY 34


VALIDITY OF ARGUMENTS 1.

Write these titles in the correct place in the table. False Premises, True Conclusion

True Premises, False Conclusion

False Premises, False Conclusion

True Premises, True Conclusion

a. 0.

Valid

1.

Invalid

Impossible: no valid argument can have true premises and a false conclusion. Cats are mammals. Dogs are mammals. Therefore, dogs are cats.

b. Cats are mammals. 2.

Valid

Tigers are cats. Therefore, tigers are mammals. Cats are mammals.

3.

Invalid

Tigers are mammals. Therefore, tigers are cats.

c. Dogs are cats. 4.

Valid

Cats are birds. Therefore, dogs are birds. Cats are birds.

5.

Invalid

Dogs are birds. Therefore, dogs are cats.

d. Cats are birds. 6.

Valid

Birds are mammals. Therefore, cats are mammals. Cats are birds.

7.

Invalid

Tigers are birds. Therefore, tigers are cats.

http://legacy.earlham.edu/~peters/courses/log/tru-val.htm (adapted and abridged), accessed in January 2014

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PHILOSOPHY NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

35

SCIENCE & PHILOSOPHY In groups, read the following cartoons and discuss the nature of science and philosophy.

© Rationally speaking cartoon

1.

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PHILOSOPHY 36


PHILOSOPHY & POLITICS 1.

Join in groups. 1.1 Your group has broken away from one of the major political parties in your country because of a single issue. 1.2 Choose the issue: • the role of the armed forces; • taxes; • trade; • jobs; • the environment; • business regulation; • education; • health care; • technology; • transportation; • …

1.3 Create a philosophy statement, and then list five to six goals your party will have. 1.4 Create a political poster for your party.

2.

Present your party to the other groups.

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HISTORY NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

37

SCIENTIFIC REVOLUTION QUIZ 1.

How much do you know about the Scientific Revolution? Choose the correct answer to the following questions. 1.1 Who wrote De revolutionibus orbium coelestium?

r a. Nicolaus Copernicus r b. Francis Bacon r c. Andreas Vesalius

1.2 Who is considered one of the fathers of surgery?

r a. Lavoisier r b. Kepler r c. Ambroise Paré

1.3 When did Kepler live?

r a. 1510–1590 r b. 1571–1630 r c. 1578–1657

1.4 Who was the first person to use a microscope to view bacteria?

r a. Matteo Realdo Colombo r b. Antoine van Leeuwenhoek r c. William Harvey

1.5 Who created the three laws of motion?

r a. Blaise Pascal r b. Einstein r c. Isaac Newton

1.6 Who was Pierre Fauchard?

r a. A 17 century physician r b. A 17 century astronomer r c. An 18 century physician th th

th

1.7 Who is the sentence “I think, therefore I am” attributed to?

r a. Aristotle r b. Plato r c. Descartes

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HISTORY 38


THE ATLANTIC SLAVE TRADE 1.

Complete the text with words below. Caribbean

Atlantic Ocean

near-monopoly

union

First

Spanish

Portuguese British

European

ethnic

captives Second

New world

The Atlantic slave trade took place across the (a) __________________ , predominantly from the 16th to the 19th centuries. The vast majority of slaves transported to the (b) __________________ were Africans from the central and western parts of the continent, sold by native African tribes to (c) __________________ slave traders who then transported them to the colonies in North and South America. Various African tribes played a fundamental role in the slave trade by selling their (d) __________________ or prisoners of war to European buyers, which was a common practice on the continent. The prisoners and captives who were sold to the Europeans were usually from neighbouring or enemy (e) __________________ groups, and therefore not considered part of the African group dealing with the European slavers. The (f) __________________ Atlantic system is a term used to characterise the (g) __________________ and Spanish African slave trade to the South American colonies in the 16th century, which lasted until 1580, when Portugal was temporarily united with Spain. While the Portuguese traded enslaved people themselves, the (h) __________________ empire relied on the asiento system, awarding merchants (mostly from other countries) the license to trade enslaved people to their colonies. During the First Atlantic system, most of these traders were Portuguese, giving them a (i) __________________ during the era, although some Dutch, English, and French traders also participated in the slave trade. After the (j) __________________ with Spain, Portugal was prohibited from directly engaging in the slave trade as a carrier, and so ceded control over the trade to the Dutch, British and French. The (k) __________________ Atlantic system, from the 17th through early 19th centuries, was the trade of enslaved Africans that was dominated by (l) __________________ , French, and Dutch merchants. Most Africans sold into slavery during the Second Atlantic system were sent to the (m) __________________ sugar islands, as European nations developed economically slave-dependent colonies through sugar cultivation. It is estimated that more than half of the slave trade took place during the 18th century, with the British as the biggest transporters of slaves across the Atlantic. www.boundless.com/u-s-history/slavery-freedom-and-the-struggle-for-empire-1750-1763/slavery-in-the-colonies/the-triangular-trade/ (adapted and abridged), accessed in January 2014

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39

THE AMERICAN REVOLUTION 1.

Find the dates for some of the most important events of the American Revolution. Events a. Signing of the Treaty of Paris b. Sugar Act c. Adoption of the American Constitution d. Boston Massacre e. British troops arrive in Boston in response to political unrest

f. British Government authorises peace negotiations g. Stamp Act h. France recognises US Independence i. Ratification of the Articles of Confederation j. Continental Congress appoints George Washington commander-in-chief of Continental Army

3.

r r r r r

1.

1764

2. 1782 3. 1787 4. 1781 5.

1773

6. 1763

r r r r r

7.

1768

8. 1775 9. 1765 10. 1770 11. 1778

r

k. Boston Tea Party

2. Write the events in 1.

Dates

the correct chronological order.

Match these events to their description. Events a. Stamp Act b. Tea Act c. Boston Tea Party d. Battle of Bunker Hill

r r r r

Description 1. Parliament exempted the East India Company’s tea from import duties and allowed the Company to sell its tea directly to the colonies.

2. American patriots disguised as Mohawk Indians dumped £9,000 of East India Company tea into Boston harbour.

3. The first major battle of the War of Independence. 4. Parliament required all legal documents, newspapers and pamphlets to use watermarked, or “stamped” paper on which a levy was placed.

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HISTORY 40


HUMAN RIGHTS 1.

Read the following lyrics of a song by Blood on the Dance Floor and discuss the issues it deals with, particularly human rights, the right to love, citizenship, among others.

The Right to Love

5

Every man, woman and child seeks equal

Open your mind to something big,

justice, equal opportunities, equal dignity.

step out of the world in which you live,

Without discrimination, regardless of race, sex,

realize we all have the right to love,

religion, sexual preference or social status.

FIGHT! FOR! LOVE!

When you were born, you were born with the same human rights as everyone else.

10

30

You have the right to live, you were born free

put division to an end,

and equal to have freedom and choice of your

break free for the faith you believe in,

religion and the freedom of expression.

(…) Liberty and justice for all,

All men and women are created equal... 35

United as one,

Hate is all alone, it makes you very small,

United as one!

We are one, and one for everyone So take my hand, and open your heart to love.

(…) 40

superheroes. They’re people, kids, mothers, fathers,

a close mind will only make you weak.

teachers. 45

Free thinking individuals who refused to

(…)

be silent, who realize human rights are not

The only person you need to

history lessons, they’re not words on a page,

prove your love to

they’re not speeches or commercials or PR

is the person who feels the same about you.

campaigns.

Don’t you think love is worth fighting for?

25

Those who fight today against torture, poverty and discrimination, are not giants or

Love is kind, so put aside your hate, Love is meek...

20

United as one we stand tall. Liberty and justice for all,

Love is love, it lives through it all,

15

Stop the war,

50

They are choices we make every single day as

Don’t you wanna live for something more?

human beings, they’re our responsibilities we

We all deserve the right to love,

all share, to respect each other, to help each

FIGHT! FOR! LOVE!

other, to protect those in need, UNITY.

www.azlyrics.com (adapted and abridged), accessed in January 2014

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41

MUSIC 1.

Who are these famous musicians? Write their names under the correct picture. Zeca Afonso Viana da Mota

Bach Verdi

Schubert

Mozart

Domingos Bontempo

Beethoven Wagner

a. __________________________

b. __________________________

c. __________________________

d. __________________________

e. __________________________

f. __________________________

g. __________________________

h. __________________________

i. __________________________ 45 11.o Ano BRIDGES

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PORTUGUESE LITERATURE 42


LITERARY TERMS & DEVICES 1.

Match each literary term/device to its correct definition.

Literary terms & Devices a. Allegory b. Alliteration

r r

c. Asyndeton

r

d. Cacophony

r

e. Understatement

r

f. Hyperbole

r

g. Inversion

r

h. Litote i. Metaphor j. Personification k. Pun l. Chiasmus

r r r r r

Denitions 1. When a word is used in a manner to suggest two or more possible meanings.

2. Practice in literature whereby the author purposely leaves out conjunctions in the sentence, while maintaining the grammatical accuracy of the phrase.

3. A figure of speech containing two phrases that are parallel but inverted to each other.

4. A symbolism device where the meaning of a greater, often abstract, concept is conveyed with the aid of a more corporeal object or idea being used as an example.

5. Literary device wherein the author uses specific words and phrases that exaggerate and overemphasise the basic crux of the statement in order to produce a grander, more noticeable effect.

6. The use of words and phrases that imply strong, harsh sounds within the phrase.

7. Literary device where words are used in quick succession and begin with letters belonging to the same sound group.

8. Figures of rhetoric speech that use an understated statement of an affirmative by using a negative description.

9. The practice of changing the conventional placement of words.

10. The practice of attaching human traits and characteristics with inanimate objects, phenomena and animals.

11. The presentation of something as being smaller or less good or important than it really is.

12. A meaning or identity ascribed to one subject by way of another.

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PORTUGUESE PORTUGUESE LITERATURE LITERA NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

43

PORTUGUESE WRITERS 1.

Identify these Portuguese writers.

a. ______________________

e. ______________________

2.

b. ______________________

c. ______________________

f. ______________________

d. ______________________

g. ______________________

Who wrote what? PORTUGUESE WRITER

a. Amor de Perdição b. Lendas e Narrativas c. Sonetos Completos d. “Sermão de Santo António. Pregado na cidade de S. Luís do Maranhão, ano de 1654” e. Cânticos do Realismo f. Os Maias g. Frei Luís de Sousa

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EÇA DE QUEIRÓS AND ENGLAND 1.

5

10

15

20

25

30

Underline the correct options from the words in bold.

Eça de Queirós (a) arrived/had arrived in Newcastle-on-Tyne, (b) where/whereas he was to take up the post of Portuguese Consul, on the 30th of December 1874. It (c) was/is his rst trip to England and his initial impression of the country was not a favourable one. We must (d) primary/primarily look to Cartas de Inglaterra (Letters from England), Crónicas de Londres (Chronicles of London), Notas Contemporâneas (Contemporary Notes), Correspondência (Correspondence) and other non-ctional prose for rst-hand information about Eça’s opinions of England and the English. Of all his ctional works, it is Os Maias (The Maias) that oÞers us the (e) broadest/broader vision of his more profound views of the country. (f) Although/However the novel idealises England as a model civilisation and it oÞers an aspect of Eça’s vision of his temporary home (g) which/who, ltered by his creativity and deepened by the (h) novel’s/novels moralising and didactic objectives, does not coincide with the opinions he expresses in the texts he wrote in his own name. In the (i) latter/letter the English are described as being good tradesmen, meticulous and demanding intellectuals, xenophobic tourists, ignorant of foreign languages and disdainful of everything that is not British. Politically he (j) saw/sawed England as an imperialist country with eets that dominated the seas, colonies on all ve continents, administrators everywhere and missionaries present in every kind of tribe. To the Eça of this (k) journalist/journalistic or epistol prose, the English aristocracy was the (l) prouder/proudest and (m) most/more conceited in the world, while the middle classes were the most practical and utilitarian that had ever (n) conducted/conduct the destiny of a nation. As far as religion was concerned, the English were essentially Protestants who were incapable of even (o) imagine/imagining an order that did not conform to their strict morality, while English homes were the (p) refuge/refugee of families that supposed themselves to be the most Christian on the face of the planet. Having said that, we do encounter a more balanced attitude in his more mature and thoughtful ction. His feelings towards England were in fact ambivalent: he praised (q) it’s/its virtues as a powerful nation with a strong character, but he wrote hard and bitter words about its perdies – above all in the eld of foreign policy – and the defects and the ridiculous behaviour he saw in its people. In truth, his attitude towards his own country, Portugal, was not (r) much/many diÞerent – a conictual relationship of the kind we have with someone we love but, cannot fail to observe with a just and critical eye. www.instituto-camoes.pt/revista/revista9in.htm (adapted and abridged), accessed in January 2014

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PORTUGUESE PORTUGUESE LITERATURE LITERA NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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CESÁRIO VERDE 1.

Read the following English translation of part of a poem by Cesário Verde. 1.1 Translate the English version into Portuguese. 1.2 Compare your translation with the original poem by Cesário Verde. What differences did you find?

The Feeling of a Westerner I Vespers

When evening falls across our streets And sullen melancholy fills the air, The Tagus, the tang, the shadows and bustle Bring me an absurd desire to suffer. 5

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The sky hangs low and seems all hazy; The gas from the streetlamps makes me queasy; The tumult of buildings, chimneys and people Is cloaked in a dullish, Londinish hue. Oh lucky travelers in hired coaches Now hieing to the railway station! Countries And exhibitions file past me: Madrid, Paris, Berlin, St. Petersburg, the world! The timber frames of future buildings Resemble cages for keeping animals; Like swooping bats the carpenters leap From beam to beam at the sound of the bell.

http://www.umassd.edu/media/umassdartmouth/portgrad/CesarioVerde.TheFeeling..pdf (adapted and abridged) , accessed in January 2014

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FILM REVIEW 1.

Choose a film adaptation of a Portuguese book and write a review of the film.

Thesse gguidelinne ess may help yyou: • Paraggrapph 1: Include th e name of the film, the pro minent stars of the film, ba setting ((time and place), an sic d type of film (comedy, ad vventure, drama, horror, etc.). • Paragraph 2: Write a plo p t sum s mm ma arryy for th t e mo vie. Do not reveal th e ending Discuss att lea east 5 events and be sure to c co ve r th e en tir e sc op e of the mo vvie, except the veryy ennd. • Paraggraph p 3 & 4: Discuss two dif ifffer erent aspects of filmmakin g (one in each para ggraph p ): acting, direction, editi ng, costume design, set de sign, photography, background music, or anyth ing else you may think of. Be sure that you are specifi annd cite examples from th c e mo vie. • Paraggrapph 5: Give your overall reaction to the film as well as your opinion on qualityy of the film. Also inc q the lude your recommendation s for potential viewers. http://www.apsu.edu/sites/a

psu.edu/files/academic-s upport-

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center/Mo vie_Review.pdf (ad

apted and abridged)

PHYSICAL EDUCATION NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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RUNNING 1.

Identify these types of races. Use the words below. Sprint

Long distance

Middle distance

Ultramarathon

2.

Hurdles

Marathon

a. ________________________________ b. ________________________________

c. ________________________________

d. ________________________________ e. ________________________________

f. ________________________________

Match the type of race with its description. Type of race a. Sprint b. Ultramarathon c. Hurdles d. Marathon e. Middle distance f. Long distance

r r r r r r

Description 1. It is the shortest race: 60 m, 100 m, 200 m, 400 m. 2. It is a running event of just over 42 km. 3. A race in which a series of barriers must be jumped without the competitors’ breaking their stride.

4. The race is usually 5,000-10,000 m. 5. A race typically longer than a traditional marathon (over 42 km). 6. The most common are 800m, 1,500 m, 3,000 m. 51 11.o Ano BRIDGES

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PHYSICAL EDUCATION 48


BASKETBALL 1.

The basketball court is divided into the following specific areas. Find their descriptions below. Basketball court area

r r r r r r r r r r

a. Sideline b. Backcourt (Endline) c. Frontcourt d. Backcourt e. Midcourt (Halfcourt) line f. Jump circles g. Free throw line h. Lane lines i. Block and Hash marks j. Three-Point line

Description 1. There are 3 circles on the court: a center circle at midcourt and a free throw circle around the free throw line at each end.

2. The markings on each side of the key used for lining players up for free throws.

3. The half of the court containing the basket at which the team is shooting. 4. The line 15 feet from the basket that cuts the free throw circle in half. 5. The line that runs from sideline to sideline down the center of the court. 6. A basket made by a player beyond this line is worth 3 points instead of 2. 7. The half of the court containing the opponent’s basket. 8. The two lines that extend from the ends of the free throw line to the baseline forming a rectangular area called the free throw lane or the key.

9. The boundary lines at each end of the court. 10. The boundary lines at each side of the court.

2.

Complete the illustration below with vocabulary from exercise 1. b.

c. Center Circle

a.

Basket (Hoop) Backboard

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Free Throw Lane (In red a.k.a. “the paint”)

d.

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Base Line

PHYSICAL EDUCATION NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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FOOTBALL TERMS 1.

Unscramble each of the clue words and then copy the letters in the numbered cells to other cells with the same number to find the mystery word.

a. SSITAS 3 b. TEATAKRC 6 c. KABC 11 d. RELCA 7 e. RTTEOCUATACNK 15

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f. REFREEE

g. TANLYPE 2

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1.

Read the following article by Simon Mundie, a BBC sports reporter.

Doping and corruption to top 2014 sports news agenda Sporting highlights in 2014 include the Brazil World Cup, Glasgow hosting the Commonwealth Games and the Winter Olympics.

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However, as well as all the action on the pitch, there are several issues that look certain to dominate the sports news agenda. Doping, corruption and women in sport are all likely to be in the headlines. From Ben Johnson in the 1988 Olympic Games to Lance Armstrong’s seven Tour De France wins, doping in sport has long been something the authorities have tried to tackle. In 2013, the spectre of drugs in sport came to the fore, with several of Jamaica’s track and eld athletes testing positive for a banned substance, as well as two of sprinting’s biggest names: Tyson Gay and Asafa Powell. The World Anti-Doping Agency has been criticised for not enforcing rigorous testing regimes in certain countries around the world. The pressure on specic sports to take the threat of doping more seriously is set to rise too. Lance Armstrong said he used performance-enhancing drugs during his Tour de France wins. Corruption in sport is another issue that may dominate in 2014. Recently there were claims football matches in Britain were being targeted by overseas betting syndicates. Cricket is another sport to have been implicated in recent years. Several sports will see 2014 as a time to raise their prole, even during a World Cup year.

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Women’s sport in particular will want to keep pushing to gain recognition. At the end of 2013 a government committee was set up to look at why more women didn’t take up sport after London 2012, and it found that 60% of people want to see more coverage of women’s sports. Part of the focus for equality is directed towards governing bodies, where female representation is often underwhelming. The ght for recognition will certainly continue, but women’s sport does appear to have the wind in its sails as a new year looms. Simon Mundie, “Doping and corruption to top 2014 sports news agenda”, www.bbc.co.uk (adapted and abridged), accessed in January 2014

2.

Join in groups and discuss the problems dealt with in the text: • doping; • corruption; • women participation in sport events.

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LITERATURE, MUSIC CINEMA & SPEAKING ACTIVITIES Literature Music Cinema Speaking Activities

pp. 57-71 pp. 72-86 pp. 87-101 pp. 102-106

LITERATURE NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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AS BYATT 1.

Read the following excerpt of a short story by AS Byatt.

Sea Story

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He was born beside the sea – almost literally, for his mother’s birth pangs began when she was walking along the shoreline under a pale sun gathering buttery shells. He was born in Filey, on the east Yorkshire coast, a shing town with a perfect sweep of pale golden beach, crumbling grassy cliÞs, and the unique Filey Brigg, a mixture of many rocks, beginning at Carr Naze, and stretching out in a long peninsula into the North Sea, full of rock pools and rivulets, harsh and tempting at once. His father was an oceanographer, the son of an oceanographer who studied the deep currents of the North Sea. His mother taught English at a high school and wrote erce little poems about waves and weather. They took him walking along the beach, and scrambling on the Brigg and shing from rocks and with lines over the side of rowing boats. The family had almost a collection of bottles picked up by sailing vessels and along coastlines. Several of these were numbered bottles, sealed and weighted to bob along the seabed, designed by the Marine Science project to map the movement of currents around the coast. One – a rather sinister-looking early 20th-century medicine bottle – contained a lined sheet of paper. This read “Dear Mary” and was followed by the phrase “I love you, I love you, I love you…” repeated until it lled both sides. It was meticulously signed Robert Fisher, with an address in Hull; the house turned out to have been demolished by bombs in 1944. www.theguardian.com/books/2013/mar/15/as-byatt-short-story-sea (abridged), accessed in January 2014

2.

Where was the main character of the story born?

3.

Draw the village and the landscape according to the description in the text. 3.1 Find the location in a map and try to discover some images of the location and then compare your drawing with the real images. What differences and similarities can you find?

4.

Have you ever sent a message in a bottle? Share your experience in class.

5.

Write a love letter, starting it like Robert Fisher’s: Dear..., I love you, I love you, I love you 57 11.o Ano BRIDGES

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LITERATURE 52


SAVANNAH BROWN 1. 2.

Do some research to find out the definition of “Slam Poetry”.

Read the following slam poem Savannah Brown, a 17-year-old girl, wrote in response to another poem which depicted girls in a very negative way.

A Slam Poem When I rst learned that no one could ever love me more than me, a world of happiness previously unseen was discovered because somewhere along the line of aging and scrutiny and time, I was taught to despise myself. (…) 5

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I was 13 the rst time I was embarrassed about my body, of course it might not be the last, and I remember stußng my bra in the morning, tears stinging my eyes, hoping, praying to something that I could look beautiful enough today, braces and all, for the ruthless boys who mercilessly told me I was worthless because my boobs weren’t big enough. And I would go home and put on a sweatshirt with my eyes closed, deny myself the right to be shown myself because I didn’t dare want to insinuate beauty in regards to something so insulting as my body. (…) You can’t surrender to them. (…) And you don’t need any miracle cream to keep your passions smooth, hair free, or diet pills to slim your kindness down. And when you start to drown in these petty expectations, you’ve gotta re-examine the miracle of your existence because you are worth so much more than your waistline. (…) But sometimes we forget that because we live in a world where the media pulls us from the womb, nurses us, and teaches us our rst words: skinny, pretty, skinny, pretty, girls, soft, quiet, pretty, boys, manly, muscles, pretty. But I don’t care whether it’s your gender, your looks, your weight, your skin, or where your love lies. None of that matters because standards don’t dene you. You don’t live to meet the credentials established by a madman. You’re a goddamned treasure whether you want to believe it or not. And maybe that’s what everyone should start looking for. http://alexandraculshaw.wordpress.com/2014/01/03/what-guys-look-for-in-girls-a-slam-poem/ (abridged), accessed in January 2014

3.

What are the major issues Savannah focuses on in her text?

4.

Choose one of those issues and prepare a presentation about it to show in class.

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SLAM POETRY COMPETITION A slam poem is a poetry competition in which poets perform original work alone or in teams before an audience, which serves as judge. The work is judged as much on the manner and enthusiasm of its performance as its content or style, and many slam poems are not intended to be read silently from the page. Why not have a Slam Poetry Competition in your class or school?

1.

The main elements of slam poetry are: a. Rhythm – although it is written in free verse it has a definite driving rhythm which keeps the poem moving from one line to the next; b. Repetition – slam poems use repetition a lot: the same word, phrase or expression is repeated throughout the poem; c. Rhyme – slam poems do not have a specific rhyme scheme but the audience’s ear must easily catch the main idea or theme.

2.

How to write a slam poem: a. Select a topic to write your poem about. Then begin writing your poem. Usually spoken word poetry is often highly politicised, drawing upon racial, economic, and gender injustices as well as current events for subject manner. b. Research new slang words or relevant modern contextual references and use them for more impact. Do not be too formal in your presentation since formality is the antithesis to slam poetry. c. Read your poem out loud to a friend who will give you honest feedback.

3.

Tips: a. Write about something you are passionate about; b. Be as authentic as possible; c. Practise as many times as possible; d. Do not over-use (try to avoid it!) offensive or sexual imagery; e. Do not over-rehearse your poetry; you should always feel it from the inside.

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LITERATURE 54


BIOPOEM

1.

Choose a book you read recently, or one you particularly like.

2. Choose a character you like. 3.

Complete the following biopoem layout: Line 1. First name of the character _______________________________ Line 2. Four traits that describe character _______________________________ Line 3. Relative (brother, sister, daughter, etc.) of _______________________________ Line 4. Lover of _______________________________ (list three things or people) Line 5. Who feels _______________________________ (three items) Line 6. Who needs _______________________________ (three items) Line 7. Who fears _______________________________ (three items) Line 8. Who gives _______________________________ (three items) Line 9. Who would like to see _______________________________ (three items) Line 10. Resident of _______________________________ Line 11. Last Name _______________________________ (Steps 1-11: Grierson, BYU, 2007)

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BENJAMIN ZEPHANIAH 1.

Read the following poem by Benjamin Zephaniah. The Tourists are coming Tell them to be careful If they’re not give them an earful The tourists are coming The tourists are coming. 5

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They may want to party nightly But tell them they must be tidy The tourists are coming The tourists are coming. They must respect what we’ve planted They should not take us for granted The tourists are coming The tourists are coming. They should practise what they preach When they’re lying on the beach The tourists are coming to play.

If by chance you see some Try to make them welcome The tourists are coming The tourists are coming. 35

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Because our land is sunny They come here with their money The tourists are coming The tourists are coming. 20

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We will not rant and rave If they will behave The tourists are coming The tourists are coming. We will not be bitter If they don’t drop their litter The tourists are coming The tourists are coming. If they don’t mess about We will not kick them out The tourists are coming to stay.

If they treat us good They’re welcome in the neighbourhood The tourists are coming The tourists are coming. But if they’re out of order Show them to the border The tourists are coming The tourists are coming. And if it does start raining Tell them off if they’re complaining The tourists are coming I say. Tell them that we love living And money can’t buy everything The tourists are coming The tourists are coming.

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Call them names like fools and criminals If they don’t like animals The tourists are coming The tourists are coming. Tell them if they can’t keep the peace That tourism must cease The tourists are coming The tourists are coming. Tell them not to be greedy And be careful where they wee wee The tourists are coming this way. Benjamin Zephaniah. Wicked World. 2000

2.

What is this poem about?

3.

Do you have the same problems with tourists in your region? Describe them.

4.

Write a poem about the positive aspects of tourism. 61 11.o Ano BRIDGES

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LITERATURE 56


MONICA ALI 1.

Read the following excerpt from the book Brick Lane, by Monica Alili an epic saga about a Bangladeshi family living in the UK.

See those kids down there?” Karim stood at the window but Nazneen would not go and stand with him. “Those kids, they’re all users.” She did not understand. “They’re users, addicts.” 5

“What is it? Users?” “They’re all on heroin. All of that lot.” “Drugs.”

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“This estate is full of it. You have got no idea.” He came away from the window. “Some of them are, right, twelve years old. Know how it got this way? Ten years ago, this place was clean, yeah? There was just Tippex, or gas. A bit of weed. Ganja. But then, what happened, this area started going up. And the City started coming out towards Brick Lane. You got grant money coming in, regeneration money. Property prices going up, new people moving in, businesses and that. And we started to do well, man.” He sat down at her sewing machine. “That’s the problem. That is the start of it. No coincidence. It’s like what happened in America when the blacks got organised. You’ve got to keep them down, keep them quiet. The FBI – the government – they got together with the Maa, and ooded the blacks with drugs, set them up with all the guns and stuÞ, so they can just get high and shoot each other. As long as it stays in the ghettoes, man, they’re not bothered.” Nazneen wondered if her English had failed her, misled her. She said, “The government gave the drugs?” “Know what I’m saying?” said Karim. “You have to ask the questions.” For a while he looked inside his magazine. He rubbed his beard, cupped his chin in his hand, and tested the bristles.

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“Not like they couldn’t stop it, if they wanted to. Everyone knows the dealers.” He gave a short, bitter laugh. “It’s not hard. The dealers are the ones the kids look up to. With the ash cars and all the gold. But, know what I’m thinking? I’m thinking – “He shook his head as if it could not be true. “I’m thinking as long as they’re drug addicts, they stay away from religion. And the government – it’s more scared of Islam than heroin.” Monica Ali. Brick Lane. Scribner: 2003. (adapted and abridged)

2.

Answer the following questions about the text. 2.1 Where is Karim and what is he doing? 2.2 What is he talking about? 2.3 In Karim’s opinion, what happened in America when black people united? 2.4 According to Karim, is the government interested in solving the problem with drugs in the Brick Lane neighbourhood? Why/Why not?

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WRITING A BLURB 1.

Use your English dictionary to find the meaning of “blurb”.

2.

Read the following book blurbs.

3.

Choose a book to your liking and write a short blurb. These tips may help you: a. Make it short! Write only a few lines or paragraphs. It should arouse curiosity and promise a “good read”. b. Make it punchy! Book blurbs tend to use emotive words. Find out what your reader wants, and write a blurb that shows how you’ll deliver. c. End with a reason for the reader to buy/read the book. This can be in the form of a statement or a provocative question. d. Don’t confuse a short book blurb with a short synopsis! A synopsis is a summary of the whole story - beginning, middle and end. A back cover blurb does NOT give the game away! It stimulates interest and curiosity and therefore entices the reader to buy the book.

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LITERATURE 58


JD SALINGER 1.

All these excerpts belong to stories by J. D. Salinger. Do some research to match them with their corresponding story.

1

3

2

a. “If you really want to hear about it, the first thing you’ll probably want to know is where I was born, and what my lousy childhood was like, and how my parents were occupied and all before they had me, and all that David Copperfield kind of crap, but I don’t feel like going into it, if you want to know the truth.”

ing an. Everyth e m I , y d o ryb n’t know b. “It’s eve is so – I do s e o d y d ven everybo mean, or e n e v e r o , g and – not wron st so tiny ju t u B . ly essari And stupid nec d-making. a s – d n a or ss bohemian meaningle o g u o y if ing part is, ’re conform u o y the worst t, a th crazy like way.” something a different in ly n o h c just as mu

c. “I don’t really deeply feel th at anyone needs an airti ght reason for quoting from the works of w riters he loves, but it’s always nice, I’l l grant you, if he has one.”

seem able to love us d. “I mean they don’t le They don’t seem ab just the way we are. g ey can keep changin to love us unless th e their reasons for us a little bit. They lov , much as they love us loving us almost as e more.” and most of the tim

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ATHENA N. EDMONDS 1.

Read the following poem by Athena N. Edmonds.

2. Samantha Phippen Morgan, dressed in cargo pants, hiking boots, and a camo shirt. Serviceman in the elevator, What a cute boy, he says. Saleslady at CVS, With those eyes you’ll break

Choose the correct option. 2.1 Which of these titles do you think best fits in the poem?

r a. “Gender’s Waiting Room” r b. “Saving our Planet” r c. “A Good Day”

ladies’ hearts, she says. Drycleaner behind the counter, Boy or girl, she asks; beautiful eyelashes but boy pants confuse her. Boy or girl, I ask. But you refuse to answer. Instead, you bang and bang your head against the counter. Late at night you sit on my lap.

The Massachusetts Review, 2010

You ask me, Are my eyes beautiful? They are, they are, I say.

And you ask me, Are my eyelashes beautiful? They are, they are, I say.

2.2 What is the main topic of the poem?

r a. Work r b. Misadaptation r c. Travelling

2.3 What seems to be the problem with Samantha?

r a. She doesn’t like people to think she is a boy. r b. She doesn’t like girls’ clothes. r c. She is a transgender.

Then I’m going to need to cut them off, you say. The Massachusetts Review, 2010

2.4 Why do you think she wants to cut her eyelashes?

r a. She doesn’t like them. r b. It is a way to choose her own gender – she chooses to be a boy.

r c. It is a way to show other people they are right.

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LITERATURE 60


BARBARA K. BASSETT 1.

Read the following poem and together with your partner discuss the message the author is trying to convey. Angela’s word 45

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When Angela was very young, Age two or three or so, Her mother and her father Taught her never to say NO. They taught her that she must agree With everything they said, And if she didn’t, she was spanked And sent upstairs to bed. So Angela grew up to be A most agreeable child; She was never angry And she was never wild; She always shared, she always cared, She never picked a fight, And no matter what her parents said, She thought that they were right. Angela the Angel did very well in school And, as you might imagine, she followed every rule; Her teachers said she was so well-bred, So quiet and so good, But how Angela felt inside They never understood. Angela had lots of friends Who liked her for her smile; They knew she was the kind of gal Who’d go the extra mile; And even when she had a cold And really needed rest, When someone asked her if she’d help She always answered Yes When Angela was thirty-three, she was a lawyer’s wife. She had a home and family, and a nice suburban life. She had a little girl of four And a little boy of nine, And if someone asked her how she felt She always answered, “Fine.” But one cold night near Christmas time When her family was in bed, She lay awake as awful thoughts went spinning through her head;

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She didn’t know why, and she didn’t know how, But she wanted her life to end; So she begged Whoever put her here To take her back again. And then she heard, from deep inside, A voice that was soft and low; It only said a single word And the word it said was... NO. From that moment on, Angela knew Exactly what she had to do. Her life depended on that word, So this is what her loved ones heard: NO, I just don’t want to; NO, I don’t agree; NO, that’s yours to handle; NO, that’s wrong for me; NO, I wanted something else; NO, that hurt a lot! NO, I’m tired, and NO, I’m busy, And NO, I’d rather not! Well, her family found it shocking, Her friends reacted with surprise; But Angela was different, you could see it in her eyes; For they’ve held no meek submission Since that night three years ago When Angela the Angel Got permission to say NO. Today Angela’s a person first, then a mother and a wife. She knows where she begins and ends, She has a separate life. She has talents and ambitions, She has feelings, needs and goals. She has money in the bank and An opinion at the polls. And to her boy and girl she says, “It’s nice when we agree; But if you can’t say NO, you’ll never grow To be all you’re meant to be. Because I know I’m sometimes wrong And because I love you so, You’ll always be my angels Even when you tell me NO.” http://www.caringonline.com/feelings/poetry/collection/angela.htm

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WRITING A BOOK REPORT 1.

Choose a book you have read recently and write a book report on it. The following tips may help you. a. Get the basic information from the book: • Author; • Title; • Publisher location, name of publisher, year published; • Number of pages. b. Identify the book genre: fiction, non-fiction, biography, drama, action…

c. For fiction: • Identify the main characters and describe what happens to them; • Describe the setting, the point of view (who tells the story), the mood and tone; • Give a concise plot summary. d. For non-fiction: • Give a general overview of the author’s topic, main points, and argument.

e. Give your personal opinion and evaluation on the book: • Don’t forget to explain and support your opinion with examples; • Present the elements you liked and didn’t like; • State if you think the writing is effective, powerful, difficult, beautiful...; • Refer to what you think are the strengths and weaknesses of the book; • For non-fiction comment on the author’s arguments and conclusions and give your opinion on them; • Give your overall response to the book: did you find it interesting, dull, exciting...?; • Say if you would recommend this book to other people and why. 67 11.o Ano BRIDGES

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LITERATURE 62


FERNANDO PESSOA 1.

How much do you know about Elizabethan language, which you can find in Shakespeare’s works? Match the words on the left with contemporary English on the right. Elizabethan English a. Thee/Thou b. Yes c. Hadst d. No e. Sans f. Wert g. Liv’dst h. Thy i. Fare thee well

2.

r r r r r r r r r

Contemporary English 1. Goodbye 2. You 3. Were 4. Had 5. Aye 6. Without 7. Nay 8. Your 9. Lived

Identify Elizabethan terms in the following sonnet by Fernando Pessoa.

IV - I could not think of thee as piecèd rot

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10

I could not think of thee as piecèd rot, Yet such thou wert, for thou hadst been long dead; Yet thou liv’dst entire in my seeing thought And what thou wert in me had never fled. Nay, I had fixed the moments of thy beauty — Thy ebbing smile, thy kiss’s readiness, And memory had taught my heart the duty To know thee ever at that deathlessness. But when I came where thou wert laid, and saw The natural flowers ignoring thee sans blame, And the encroaching grass, with casual flaw, Framing the stone to age where was thy name, I knew not how to feel, nor what to be Towards thy fate’s material secrecy. http://arquivopessoa.net/textos/4208, accessed in January 2014

3.

Write your own poem using some of the Elizabethan terms above or others you may find.

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63

FIGURES OF SPEECH QUIZ 1.

Choose the correct options. 1.1 What is a figure of speech?

r a. What the author literally means. r b. A nonliteral way of saying something. r c. A familiar expression or saying.

1.2 An implied comparison between two unlike things that actually have something important in common is a:

r a. simile. r b. comparison. r c. metaphor.

1.3 What figure of speech is present in these expressions: CD-ROM disk, PIN number, ATM machine?

r a. Oxymoron. r b. Tautology. r c. Euphemism.

1.4 When a closely related term or symbol is substituted for what it represents, or some concrete term is used for a more abstract idea, the figure of speech is referred to as a:

r a. metonymy. r b. hyperbole. r c. assonance.

1.5 “As easy as pie”, “at the eleventh hour”, “pull someone’s leg” are examples of…

r a. idioms. r b. allusion. r c. funny metaphors.

1.6 What do you call a figure of speech in which incongruous or contradictory terms appear side by side?

r a. Synecdoche. r b. Chiasmus. r c. Oxymoron.

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LITERATURE 64


GRAPHIC NOVELS ADAPTATIONS OF CLASSIC LITERATURE Try to find out what classic novel this graphic novel is an adaptation of.

© Tony Millionaire and Kevin Huizenga

1.

2.

Choose an excerpt from a classic novel/traditional short story you know and make it into a comic strip.

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65

WOMEN CELEBRATING WOMEN 1.

Read the following excerpt from Orchids to You Dear, a short story by Fiona Cooper. She dreamed of oating up the aisle in frothy white, to stand beside a dark-suited gure. He slipped a golden band onto her nger, but when she turned to look at him, his face was never clear. It was her favourite dream, but she knew enough to keep it to herself.

5

“We all have our gifts, and yours is The Brain, Hilary,” her mother had told her rmly, guiding her away from dates and dances and the like. Home and school had worn her success like a prize rosette, and she trotted oÞ to university with a stack of leather-bound prizes and dire warnings about hard work, early nights and regular meals. She saw him at the rst lecture, and thrilled at his cultured voice. Black-jacketed on the podium, he was on a diÞerent plane from the student body, silent and scribbling at his feet. Everybody liked Professor Harrison.

10

“Call me Mark,” he urged her in his tutorials. She had been rapt at his every phrase, pen ready to score out any word or even a comma in her essays to please him. A matter of months later, he chose her to be his wife. He told her she was beautiful. Her mother sniÞed throughout the service. Her eyes said mutton that wants to be taken for lamb and my poor impressionable baby. She took the rst train home. Hilary put it all behind her. For she loved his dapper brilliance – my husband the professor. And now her heart anticipated his every wish, eager to change the slightest gesture, for how could he be wrong?

Sue Thomas, (ed.). Wild women. Contemporary Short Stories by Women Celebrating Women

2.

Answer the following questions on the text. 2.1 What is the name of the main character? 2.2 What is her deepest dream? Justify your answer quoting from the text. 2.3 What is her greatest asset, according to her mother? 2.4 What happens when she goes to university? 2.5 What was her mother’s reaction? 2.6 What is the meaning of the expression “mutton that wants to be taken for lamb” (l. 12)? 2.7 What is Hillary’s attitude toward her husband?

3.

What do you think is going to happen next? Write an ending to the story.

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MUSIC 66


BANDS AND SINGERS 1. Look at the following photos of famous singers and bands. Label them correctly. Use the names in the boxes.

Christina Aguilera

Boyce Avenue a. ___________________________________

d. ___________________________________

Anastacia

Michael Bublé b. ___________________________________

e. ___________________________________

Miley Cyrus

John Legend

c. ___________________________________

2. Who is/are your favourite singer(s)/band(s)? Why? PHOTOCOPIABLE

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f. ___________________________________

MUSIC NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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WHAT IS MUSIC? What is music? It’s what comes out of the speakers when we play a CD on our stereo. It’s what we hear on the radio. Music is singers singing and musicians playing. Music is a sound that we enjoy hearing. Is this a proper answer to the question “What is music?” If I asked “What is a car?,” you could answer by pointing at a large object moving up the street and saying “It’s one of those.” But this may not be a satisfactory answer. A full explanation of what a car is would mention petrol, internal combustion engines, brakes, suspension, transmissions and other mechanical things that make a car go. And we don’t just want to know what a car is; we also want to know what a car is for. An explanation of what a car is for would include the facts that there are people and other things (like shopping) inside cars and that the purpose of cars is to move people and things from one place to another. By analogy, a good answer to the question “What is music?” will say something about the detailed mechanics of music: instruments, notes, scales, rhythm, tempo, chords, harmony, bass and melody. This matches up with the mechanical portion of the car explanation. It’s harder to answer the “What is it for?” part of the question. A simple answer is that music is enjoyable – it makes us “feel good”. It creates emotions, or interacts with the emotions we already feel, and sometimes, it makes us want to dance. Philip Dorrell, What is Music? Solving a Scientic Mystery, (2005)

The best-known types of music in Western cultures are: • Blues

• Pop

• Classical

• Punk

• Country

• Rap

• Electronic

• Reggae

• Jazz

• R&B

• Latin

• Rock

• Metal

• Folk

1. In groups, choose one type and do some research on it (characteristics, any famous singers bands, ...). Present your findings in class. 73 11.o Ano BRIDGES

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MUSIC 68


MY SONGS 1. Choose a song which is related with the topic you are discussing in class. Fill in the table with information about the song and bring it to class. Title:

Singer:

Release Date:

LYRICS

Reasons of my choice

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Duration:

Genre:


69

ROYALS 1. Listen to the song by Lorde. Fill in the gaps with the missing words. I’ve never seen a diamond in the flesh

And we’ll never be royals

I cut my teeth on wedding rings in the

It don’t run in our blood

(a)

that kind of lux just ain’t for us

______________________

And I’m not proud of my address,

We crave a different kind of

in the torn up town

(d)

No postcode envy

Let me be your ruler, you can call me queen bee

______________________

And baby I’ll rule I’ll rule I’ll rule I’ll rule But every song’s like gold teeth,

Let me live that fantasy

grey goose, trippin’ in the bathroom Blood stains, ball gowns,

My friends and I we’ve cracked the code

trashin’ the hotel room

We count our dollars

We don’t care,

on the train to the

we’re driving Cadillacs in our

(e)

(b)

And everyone who knows us knows

______________________

______________________

But everybody’s like Cristal, Maybach, diamonds

that we’re fine with this

on your timepiece

we didn’t come from money

Jet planes, islands, tigers on a gold leash We don’t care, we aren’t caught up in your love (c)

______________________

1.1 Listen again and check your answers.

www.azlyrics.com, accessed in January 2014

2. Answer the following questions. 2.1 Where do you think Lorde (Ella Yelich-O’Connor) comes from? 2.2 How does she define songs nowadays? 2.3 Are there two conflicting sentiments in the song? Give evidence. 2.4 Explain the sentence “we didn’t come from money”. 2.5 Explain the title of the song, and relate it with the message she is trying to convey throughout the song. 75 11.o Ano BRIDGES

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MUSIC 70


COUNTING STARS 1. Listen to the song by OneRepublic. Fill in the gaps with the missing words. Lately I’ve been, I’ve been losing (a) ______________________

I feel something so right

Dreaming about the things that we could be

By doing the wrong (g) ______________________

But baby, I’ve been, I’ve been praying hard

And I feel something so wrong

Said no more counting (b) ______________________

By doing the right thing

We’ll be counting stars

I could lie, could lie, could lie

Yeah, we’ll be counting stars

Everything that kills me makes me feel

I see this life like a swinging vine

(h)

______________________

Swing my heart across the (c) ______________________ In my face is flashing signs Seek it out and you shall (d) ______________________

Old, but I’m not that old Young, but I’m not that (e) ______________________ And I don’t think the world is sold I’m just doing what we’re (f) ______________________ www.onerepublic.com, (abridged), accessed in January 2014

1.1 Listen to the song again and check your answers.

2. Who do you think the “we” in the song refers to? 3. Why do you think they’ve been “counting dollars”? 4. What might happen in the future so they’ll be “counting stars”? 5. Explain the meaning of the third verse. 6. Relate

this statement with the song – “Dreaming big dreams and working towards them passionately and prayerfully is more important than monetary success.”

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71

FIFTEEN 1. The title of the song you’re going to listen to is “Fifteen”. What do you think it will be about? 2. Listen to the song by Taylor Swift. Check if your predictions were right.

5

10

15

20

You take a deep breath and you walk through the doors It’s the morning of your very first day You say “Hi” to your friends you ain’t seen in a while Try and stay out of everybody’s way It’s your freshman year and you’re gonna be here For the next four years in this town Hoping one of those senior boys will wink at you and say “You know, I haven’t seen you around before.” Cause when you’re fifteen and somebody tells you they love you You’re gonna believe them And when you’re fifteen Feeling like there’s nothing to figure out Well is count to ten, take it in This is life before you know who you’re gonna be Fifteen You sit in class next to red-headed Abigail And soon enough you’re best friends Laughing at the other girls who think they’re so cool “We’ll be out of here as soon as we can” And then you’re on your very first date and he’s got a car And you’re feeling like flying And your mamma’s waiting up And you’re thinking he’s the one And you’re dancing ‘round the room when the night ends, when the night ends

25

Cause when you’re fifteen and somebody tells you they love you You’re gonna believe them And when you’re fifteen and your first kiss makes your head spin around But in your life you’ll do things greater than dating the boy on the football team But I didn’t know it at fifteen

30

When all you wanted was to be wanted Wish you could go back and tell yourself what you know now www.azlyrics.com, accessed in January 2014

3. How did you feel on your first day of school (primary and/or secondary)? 77 11.o Ano BRIDGES

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MUSIC 72


FIVE O’CLOCK WORLD 1. Listen to the song by The Vogues. Which one do you hear? Underline the correct one in each pair. Up every morning just to keep a (a) job / place I gotta fight my way through the hustling mob Sounds of the city (b) sounding / pounding in my brain While another day goes down the drain But it’s a five o’clock world when the whistle (c) shows / blows No one owns a piece of my time And there’s a five o’clock me inside my clothes (d)

Believing / Thinking that the world looks fine

Trading my time for the pay I get Living on money that I ain’t (e) gained / made yet I’ve been going trying to make my way While I live for the

(f)

beginning / end of the day

Cuz it’s a five o’clock world when the whistle blows No one owns a piece of my (g) time / life, and There’s a longhaired girl who waits, I know

Curiosity “Five O’Clock World” was used in the soundtrack to the 1987 movie Good Morning Vietnam, also in the soundtrack to the 2003 movie Big Fish, and was heavily featured on The Drew Carey Show as its opening theme song during the second season. Various other covers of the song – including the Bowling for Soup - recorded version – were used as the show’s theme from 2002 to 2004.

To ease my troubled mind www.songlyrics.com, (abridged) accessed in January 2014

2. Explain the title of the song. 3. How does he feel after five o’clock? Explain. 4. How does he feel in the morning after he wakes up? 5. Does he seem to enjoy his working life? Why/Why not? 6. Why is he eager to leave work at the end of the day?

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73

WIND OF CHANGE 1. Listen to the song by the Scorpions. Fill in gaps with the missing words. I follow the Moskva

Take me to the magic of the moment

Down to Gorky Park

On a glory night

Listening to the wind of change

Where the children of tomorrow

An August summer (a) ______________________

share their (e) ______________________

Soldiers passing by

With you and me

Listening to the wind of change

Take me to the magic of the moment On a glory night

The world is closing in

Where the children of tomorrow dream away

Did you ever think

in the wind of change

That we could be so close, like brothers The future is in the (b) ______________________

The wind of change

I can feel it everywhere

Blows straight into the face of

Blowing with the wind of change

(f)

______________________

Like a storm wind that will ring the freedom bell Take me to the magic of the

(c)

______________________

For peace of mind

On a glory night

Let your balalaika sing

Where the children of tomorrow dream away

What my guitar wants to say

In the wind of change Walking down the (d) ______________________ Distant memories Are buried in the past forever I follow the Moskva Down to Gorky Park Listening to the wind of change www.the-scorpions.com/english/discography/records/crazy_world.asp#WIND_OF_CHANGE, accessed in January 2014

2.

Find out what Moskva is, and which city has a Gorky Park.

3.

Choose the right option: This song is about…

r a. the end of the Cold War.

r b. the American Civil War.

r c. the end of World War II.

4. Explain the meaning of the second verse. 79 11.o Ano BRIDGES

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MUSIC 74


21ST CENTURY LIFE 1. Listen to the song by Sam Sparro. Fill in the gaps as you listen to the song. When I was a little boy

Well now I turned on the (d) ______________

Living in the last (a) ______________

Just in time enough to hear

I thought about living in the future

what the Pope said, (Pope said)

Then it occurred to me

And just a few tiny words later

I turned around,

Somebody wants the man dead, oh

the (b) ______________

Well what about famine and (e) ______________

was now

Well they said it’s too bad

The future was all around me

Because I’m never alone

Nothing like I had imagined

It’s not just a phone

It was totally confounding

It’s a stereo (chorus)

(chorus) 21st century life I got swept away I got (c) ______________things that I got to do today

21st century life Well what can I say? The new world’s got me feeling so dirty Think I need to get down and play www.azlyrics.com, accessed in January 2014


2. Answer the following questions. 2.1 What did he think about when he was a boy? 2.2 Explain the meaning of the line, “The future was all around me”. 2.3 Why do you think he was swept away by 21st century life?

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75

LIFETIME 1. Listen to the song by Emeli Sandé. Look at the sentences in the box and put the missing lines in the correct place. Dreaming only lasts until you wake up

We stay in touch till we forget

(a)

And beauty fades the kiss will end

_______________________________

Silence only sticks around till someone

(e)

in the room decides to speak

You’ll have it all until it’s gone

(b)

The books get burnt and statues fall

_______________________________

_______________________________

We’re only young until we’re old

Sometimes feels like nothing will ever last

And summer leaves us wondering where it went

(chorus)

The friends you have can disappear (c)

_______________________________

And money only lasts until it’s spent

(chorus) But you, you You last a lifetime You last a lifetime (d)

_______________________________

The party lasts until the wine is gone This time next week the radio will change its mind And play a different song

1.

The whole world can change within a year

2.

And fame will love and leave you just as fast

3.

And luck runs out and hearts go cold

4.

Truth will change and time will fly

5.

And you find you’re not asleep

www.us.emelisande.com/lyrics (abridged), accessed in January 2014


2. What do you think this song is about? 3. In your opinion, what are the keywords in this song?

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MUSIC 76


ON TOP OF THE WORLD 1. Listen to the song by Imagine Dragons. If you love somebody

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20

I’ve tried to cut these corners

Better tell them while they’re here ’cause

Try to take the easy way out

They just may run away from you

I kept on falling short of something

You’ll never know quite when, well

I could’ve gave up then but

Then again it just depends on

Then again I couldn’t have ’cause

How long of time is left for you

25

I’ve traveled all this way for something I take in but don’t look down

I’ve had the highest mountains

(chorus)

I’ve had the deepest rivers You can have it all but life keeps moving 10

I take it in but don’t look down

’Cause I’m on top of the world, I’m on top of the world, Waiting on this for a while now Paying my dues to the dirt 15

I’ve been waiting to smile, Been holding it in for a while, Take you with me if I can Been dreaming of this since a child http://www.songlyrics.com, accessed in January 2014

I’m on top of the world

2. Explain the title of the song. 3. Why should we never leave things for the next day? 4. He says it was impossible for him to give up his dreams. Who or what things give us strength when we need it?

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77

BROKEN ENGLISH 1. Listen to the song by Adam Lambert. Fill in the gaps with the missing words. The first letter is already there. Tower of Babel has fallen down again Information disarray I don’t know who I should believe in Everybody’s an (a) a ______________________ Fragments don’t count They always end up falling through the cracks Don’t think out loud ’Cause once it’s out your (b) m ______________________, Can’t take it back (chorus) Can’t say all the little things That I wanna tell you right now I know you won’t (c) u ______________________ But I gotta tell you somehow And on and on and on I go Connect the neck to what’s below I know Now your body (d) l______________________is broken, broken English My (e) w ______________________get lost Lost inside communication breakdown Better just read my lips Come in clear when we get down Iceberg, just the tip

Can you read the look that’s on my face? Wires get crossed In communion with the human race (chorus)



2. Answer the following questions. 2.1 What is this “Tower of Babel” which has fallen down again? 2.2 Why do you think there is an “information disarray”? 2.3 What sorts of things do you say that you can’t take back? Why? 2.4 Explain the two lines: “Wires get crossed / In communion with the human race”. 83 11.o Ano BRIDGES

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MUSIC 78


IMPOSSIBLE 1. Listen to the song by James Arthur. Spot the ten mistakes in the verbs and try to correct them. Falling out of love is hard

I remember years ago Someone told me I should took

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25

Falling for betrayal is worse

Caution when it comes to love

Broken trust and broken hearts

I did

I know, I know...

And you are strong and I was not

And thinking all you need is there

My illusion, my mistake

Building faith on love and words

I was careless, I forget

30

Empty promises will wore

I did I know, I know...

10

And now when all is done

And now when all is done

There was nothing to say

There is nothing to say

You have gone and so effortlessly

And if you’re done with embarrassing me

You have win

35

You can go ahead tell them

On your own You can went ahead tell them (chorus)

Tell them all I knew now 15

Shout it from the rooftops Write it on the skyline All we had went now Tell them I was happy And my heart is broken

20

All my scars are open Tell them what I hope would be Impossible, impossible Impossible, impossible


2. Discuss the importance of relationships in our lives. PHOTOCOPIABLE

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IMAGINE 1. Think about the way you would like our world to be and write your own version of “Imagine” by John Lennon. Don’t make your lines too long, and try to make them rhythmical. Some of the original lines have been left to help you. Imagine __________________________________ It’s easy if you try No __________________________________ Above us only sky Imagine __________________________________ Imagine __________________________________ It isn’t hard to do Nothing __________________________________ And __________________________________ Imagine __________________________________

You, you may say I’m a dreamer, but I’m not the only one I hope some day you’ll join us And the world will be as one

Imagine __________________________________ I wonder if you can No need for __________________________________ __________________________________

Imagine __________________________________

You, you may say I’m a dreamer, but I’m not the only one I hope some day you’ll join us And the world will live as one

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MUSIC 80


BECAUSE WE CAN 1. Listen to the song by Bon Jovi and put the jumbled verses in order. a.

b.

c.

d.

PHOTOCOPIABLE

Lately he’s feeling like a broken promise In the mirror staring down his doubt There’s only one thing in this world that he knows He said forever and he’ll never let her down

I don’t wanna be another wave in the ocean I am a rock not just another grain of sand I wanna be the one you run to when you need a shoulder I ain’t a soldier but I’m here to take a stand

TV and takeout on the coffee table Paper dishes, pour a glass of wine Turn down the sound and move a little closer And for the moment everything is alright

e.

f.

I don’t wanna be another wave in the ocean I am a rock not just another grain of sand I wanna be the one you run to when you need a shoulder I ain’t a soldier but I’m here to take a stand Because we can Because we can, our love can move a mountain We can, if you believe in we We can, just wrap your arms around me We can, we can

g. She’s in the kitchen staring out the window So tired of living life in black and white Right now she’s missing those technicolor kisses When he turns down the lights www.azlyrics.com/lyrics/bonjovi/becausewecan.html, accessed in january 2014

I don’t wanna be another wave in the ocean I am a rock not just another grain of sand I wanna be the one you run to when you need a shoulder I ain’t a soldier but I’m here to take a stand

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CINEMA NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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FILM FILE 1.

Choose a film which is related with the topic you are discussing. Fill in the table with information about the film and bring it to class. Title:

Year:

Rating:

Director:

Stars:

PLOT

Reasons for my choice

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CINEMA 82


UNDOCUMENTED AMERICANS (2013) 1.

Before watching the film, read the information below. Complete the gaps with the words given.

parents

families

young people

status

citizen

There are one million (a) ______________________ under 18 and 4.4 million under 30 living in America out of the estimated total of 11.1 million undocumented immigrants living in here. These young people are not the only ones aÞected by undocumented (b) ______________________. Nearly half of undocumented adults are (c) 5

______________________ of minors, many of whom are citizens. There are an estimated 5.5 million

children with at least one undocumented parent, 4.5 million of whom were born here, making them U.S. (d)

______________________ . These kinds of “mixed-status” family situations are very common, with an

estimated nine million people living in (e) ______________________ that contain at least one undocumented adult and one citizen child. www.apa./topics/immigration/undocumented-video.aspx

2. Watch the film. Look at the questions below and answer them in note form as you watch the film. 2.1 What obstacles do undocumented individuals face? 2.2 How do 17-year-olds feel when their friends are doing everything a 17-year-old can do, and they can’t? 2.3 What’s it like to be undocumented, according to Jong-Min? 2.4 How did Pedro feel when he was told he was undocumented? 2.5 What are the greatest fears they face each day? 2.6 What happened to Pedro in January 2008? 2.7 What was Silvia’s dream? 2.8 What happened when she graduated? 2.9 How did she manage to pay for her education at Harvard?

3. What does this video tell us about what it means to be an American?

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ANITA & ME (2002) 1.

Read the film synopsis of Anita & Me. Choose from the options below to best complete each gap.

Meena is twelve years old and lives in the village of Tollington. The year is 1972. She is the daughter of

5

(a)

______________________ parents who have come to England to give her a better life. Her idyllic

(b)

______________________ , surrounded by eccentric relatives and friends, is disrupted by the arrival in

Tollington of Anita Rutter and her (c) ______________________ family. At fourteen - blonde, aloof, beautiful, outrageous and sassy - Anita is everything Meena thinks she wants to be. Meena wheedles her way into Anita’s life, but the arrival of a baby (d) ______________________ , teenage hormones, impending entrance exams for the posh grammar school and a motor cycling rebel without a future, threaten to turn her salad days sour.

a.

Indian

American

Pakistani

b.

teenage

adolescence

home

c.

functional

balanced

dysfunctional

d.

brother

sister

cousin

FOLLOW-UP Activities 1.

2.

In groups of 2 or 3 do some research into life in 1970s Britain. In particular, focus on town life, attitudes to racism, entertainment, typical jobs, shops and school life. Present your findings to the class in the form of a PowerPoint presentation.

Meena and Anita go their separate ways. Meena has the possibility of becoming someone like Meera Syal. What do you think happens to Anita? Describe the sort of person you think she will become. For example, where will she live? What kind of job will she find herself doing?

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CINEMA 84


THE HELP (2011) The Help takes place in Jackson, Mississippi, during the 1960s. This time of great turmoil and change is important to the history of the United States. One of the real life events rooted in The Help is the death of Medgar Evers. Evers was a prominent gure in the Civil Rights Movement in Jackson, Mississippi. His death is the impetus in the lm for Aibileen and Minny to help Skeeter collect the stories of all the women who contributed to the book, The Help.

RESEARCH Time 1.

Select two of the topics below to research and then report on each, relating each to the climate you witnessed in The Help. Be certain to explore where the event took place, who it involved and how it impacted not only on the city in which it took place, but the entire Civil Rights Movement in the United States. Brown vs. Board of Education The Murder of Emmet Till Rosa Parks and the Montgomery Bus Boycott Freedom Riders Project C Loving vs. Virginia The Assassination of Medgar Evers The March on Washington The Assassination of Martin Luther King, Jr The Birmingham Church Bombing

2.

After you’ve researched the events you selected, share your information with others in your group or class to learn more about the history of the time.

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85

THE BUTLER (2012) Lee Daniels The Butler is inspired by the life of Cecil Gaines. He was a butler at the White House from 1957 to 1986. It depicts the eÞects of injustice, ignorance, hatred and fear that Cecil and other African-Americans faced during his lifetime. The eye-opening images remind us of a horrible time of American history and challenge everyone to address the remnants of racism today.

1. Watch the trailer from the film The Butler and choose the right option. 1.1 At the White House, there is no tolerance for:

r a. politics. r b. failure. r c. laziness.

1.2 Cecil Gaines didn’t have the opportunity to:

r a. finish his studies. r b. go to school. r c. work while he was young.

1.3 He grew up:

r a. in a prison. r b. on the streets. r c. on a cotton plantation.

1.4 After he robbed a house, :

r a. he asked for a job. r b. he went back to the plantation. r c. he was arrested.

1.5 In 1961, in Alabama, the Ku Klux Klan attacked:

r a. a house. r b. a bus. r c. a plane.

1.6 After this, the time came for:

r a. the Black Power movement. r b. peace. r c. white to revolt. 91 11.o Ano BRIDGES

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CINEMA 86


TWELVE YEARS A SLAVE (2013) 1.

Watch the film Twelve Years a Slave.

2. Discuss the following questions in class. 2.1 Solomon Northup is a free black man living in the North. The film shows Northup as a caring husband and father. It is rare to witness Hollywood films portray the image of a black man as compassionate, sensitive and strong. How does the director show Solomon as a multi-dimensional man who is loving, caring, and committed?

2.2 Part of the enslavement process was to break the will of the African, remove his/her name and force the person to live under the construct of another person’s name and definition. What do you think kept Solomon from falling into despair while living in this horrific situation?

2.3 The film shows great brutality and beauty. What, in the film, showed you the power and genius of black people?

2.4 Why did the filmmaker take time to show the natural beauty of the south?

2.5 What surprised you most about the film?

2.6 What do you think Solomon was thinking when he decided to sing “Roll Jordan Roll”?

2.7 Solomon is lynched and allowed to hang for hours standing on his tip-toes because he is educated and smart, and dares challenge his “master”. Are black men today treated in this same manner?

2.8 Why was the scene with the Indians important to the story?

2.9 Women have a prominent place in the story, yet women are marginalised. How are the women in the film (black and white) victims of the system of oppression? www.hußngtonpost.com (abridged), accessed in January 2014

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87

UP IN THE AIR (2009) 1.

Watch the trailer from the film Up in the Air and choose the correct answer for each of these. 1.1 What is Ryan Bingham (George Clooney) doing?

r a. Sleeping r b. Giving a motivational speech r c. Travelling on a plane

1.2 What is he later doing in his hotel room?

r a. Packing his backpack r b. Making phone calls r c. Having dinner

1.3 What things should we include in our backpack?

r a. Knick-knacks, photos, gadgets, homes, and relationships r b. Knick-knacks, photos, furniture, work, and relationships r c. Knick-knacks, photos, furniture, homes, and relationships

1.4 What is the heaviest component in our lives?

r a. Relationships r b. Knick-knacks r c. Work

1.5 According to Ryan, “The slower we move,…

r a. the slower we die.” r b. the lazier we become.” r c. the faster we die.”

1.6 What does he compare himself and others to?

r a. Swans r b. Sharks r c. Turtles

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CINEMA 88


INSIDE JOB (2011) 1.

Before watching the documentary, in groups find out more about the economic jargon below. a. Asset Backed Security (ABS)

n. Hedging

b. Bank Holding Company

o. Investment Bank

c. Capital Structure

p. Investment Grade Ratings

d. Collateralized Debt Obligation (CDO)

q. Leverage

e. Commercial Mortgage-Backed Security (CMBS)

r. Mortgage Backed Securities (MBS)

f. Credit Default Swap (CDS)

s. Residential Mortgage-Backed Securities (RMBS)

g. Credit Rating Agency (CRA)

t. Security

h. Deposit Taking Institution

u. Securitization

i. Deregulation

v. Short Selling

j. Derivatives

w. Subprime

k. Fixed Income

x. Synthetic CDO

l. Gramm-Leach-Bliley Act (GLBA)

y. Tranche

m. Hedge Fund

2. Watch the documentary and note down any relevant ideas in your notebook.

3. Imagine you could pass a measure in Parliament that would help your country emerge from this crisis. Write your measure on a piece of paper and hand it in to the teacher. 3.1 Discuss your measure in class.

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IN AMERICA (2002) 1. 2.

Watch the film In America. Read the film review below from The New York Times, and complete the gaps with the missing words.

Charming Illegal Aliens Facing Family Upheaval At the start of In America, Sarah (a) _____________ Johnny Sullivan arrive at the United States-Canadian border in a swaybacked station wagon with their two daughters in the back seat. They are (b) _____________ Ireland, and they are coming 5

to the United States illegally so Johnny can nd work as an actor and they can start over after (c) _____________ death of their young son, Frankie. With the help of their surviving children, the cheerful Ariel and the watchful, reserved Christy, they manage (d)

10

_____________ charm their way past a suspicious immigration

agent, (e) _____________ decides to believe that they are carefree vacationers rather than desperate migrants. This modest, touching lm accomplishes a similar sleight of hand. The family drives wide-eyed (f) _____________ Times Square and alights in a cavernous, battered walkup apartment that is quickly spruced (g) _____________ with

15

colorful paint and scavenged furniture. The neighbors are a mostly harmless collection of addicts, hustlers and ordinary poor folk, as (h) _____________ as a reclusive painter named Mateo (Djimon Hounsou), who seems to be dying of AIDS and whom the girls befriend one Halloween. The family survives through an unspoken pact of mutual protection (i) _____________ becomes plain to us only as it starts to unravel. The girls, played (j) _____________ real-life sisters, Emma and Sarah Bolger, agree (k) _____________ to notice how

20

much their parents (l) _____________ suÞering and to distract them from (m) _____________ as best they can. In America is Mr. Sheridan’s most personal movie (n) _____________ far. The title of the movie sounds a little grandiose, (o) _____________ it is meant to evoke a postcard, or a child’s diary: not “this is what it means to be in America’’ but” this is what we saw when we were there.’’ (p) _____________ movie, from moment to moment, feels small, almost anecdotal. It is only afterward that, (q) _____________ Mr. Sheridan’s other lms,

25

it starts to grow (r) _____________ something at once unassuming and in its own way grand. www.nytimes.com (adapted and abridged), accessed in January 2014

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CINEMA 90


DO THE MATH (2013) 1. 2.

Watch Do the Match, a documentary about the climate crisis. Read an excerpt of its summary below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line.

Like most people, Bill is not an activist by nature. There’s really not that many people whose (a) _____________ desire it to go out and ght the system. His theory of change was that he’ll write his book, people will read it and they’ll

GREAT

change. But that’s not how change happens. What is required is to make a little 5

noise, and push other people to be a little (b) _____________ . The moment has come where we have to take a real stance, because we’re reaching limits. The biggest limit

COMFORTABLE

that we’re running into may be that we’re running out of atmosphere into which to put the waste products of our society, (c) _____________ the carbon dioxide that is the ubiquitous byproduct of burning fossil fuels. We burn coal, or oil, or gas, we get 10

PARTICULAR

CO2 and the atmosphere is now lling up with it. One of the things that (d) _____________ is facing is the need to dramatically reduce

HUMAN

its carbon footprint over the next 40 years. We’re no longer at the point of trying to stop global warming. It’s too late for that. We’re at the point of trying to keep it from becoming a complete and utter calamity. The most important 15

(e)

_____________ , Jim Hansen, had his team at NASA do a study to gure out how

CLIMATE

much carbon in the atmosphere was too much. The paper they published, which may be the most important (f) _____________ paper of the millennium to date, said

SCIENCE

we now know enough to know how much is too much. Any value for carbon in the atmosphere greater than 350 parts per million is not compatible with the planet on 20

which civilization developed and to which life on earth is adapted. http://topdocumentarylms.com/do-the-math/, accessed in January 2014

3. In groups, prepare a poster about the Climate Changes that have been occuring, and think about possible solutions. Display your work in class. Suggestions: • Global Warming PHOTOCOPIABLE

• Acid Rain

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• Greenhouse Effect

• Ozone Depletion

• ...


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BEASTS OF THE SOUTHERN WILD (2012) Beasts of the Southern Wild whisks you to a surreal realm, where little girls and mythical animals coexist in a bayou called The Bathtub, all intertwined in the cosmic mesh of the universe. Hushpuppy a ve-year-old girl, relentlessly explores her world for answers to satisfy her curiosity and to make her budding mark on a world she’s only beginning to comprehend.

1.

Watch the film trailer and choose from a, b or c the best answer to the questions. 1.1 Where is Hushpuppy?

r a. On a floating object

1.2 Who is with her?

r a. Her brother

1.3 What happened to her world?

r a. A drought

1.4 What does she see around her?

r a. Destruction

r b. On an island

r c. At home

r b. Her father

r c. Her mother

r b. An earthquake

r c. A storm

r b. People

r c. Water

1.5 What do people do after what happened?

r a. Move away

r b. Help each other

r c. Fight against each other

SPEAKING Time Throughout the lm, Hushpuppy has this remarkable sense of our place in the universe and how everyone and every thing plays his or her part. Her conviction is pretty clear: The entire universe has been orchestrated with intention and purpose when she says’ “The whole universe depends on everything tting together just right.”

1.

Discuss this statement in class.

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CINEMA 92


MY SISTER’S KEEPER (2009) 1.

Write five things you would like to achieve in your life. 1.1 Share with your partner the five things you have chosen, and explain why they are important to you. 1.2 Together with your partner, choose the two things that matter the most.

2.

Watch the first excerpt from the film (6’ 30’’ - 8’ 10’’) and choose the correct answer. 2.1 Who is Campbell?

2.3 What does Kate need from Anna?

2.2 Why did Anna go to his office?

2.4 What does Anna call herself?

r a. A doctor r b. An attorney r c. A private investigator r a. To sue her parents r b. To help her parents r c. To sue her sister

3.

r a. The liver r b. A kidney r c. A blood transfusion r a. An InVitro baby r b. A cloned baby r c. A designer baby

Watch the second excerpt (01’ 10’ 35’’ - 01’ 11’ 10’’) and answer the questions. 3.1 What did the doctors talk about during the hearing? Mention at least two things. 3.2 What was the greatest thing that Anna had done, according to Kate’s doctor?

4.

Watch the third and last excerpt (01’ 12’ 22’’ - 01’ 11’ 49’’) and complete the sentences. a. Anna started donating to her sister when she was still a ___________________________________________. b. At the age of five, Anna started donating ___________________________________________________________. c. After the bone borrow aspiration, Anna had to be ___________________________________________________.

THINKING Time Discuss these questions relating to the film.

1. 2.

Is Anna doing what is right when asking for medical emancipation? Is Sara and Brian’s choice - to conceive Anna as a genetic match for Kate - morally justified? Why/Why not?

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AFRICA UNITED (2010) 1.

Watch the trailer from the film and answer the questions that follow. 1.1 Who are the main characters? 1.2 Where do they want to go? 1.3 What type of film do you expect Africa United to be? Why? Think particularly about the images, music and dialogue included. 1.4 Would you like to see this film? Give reasons for your answer.

2.

Watch an excerpt from the film. Choose from a, b or c to best complete the sentences. 2.1 Fabrice broke…

r a. a leg. r b. a record. r c. a chair.

2.2 Jean Baptiste…

r a. works with the national football team. r b. is an unemployed football player. r c. works with FIFA.

2.3 He asks the boys if…

r a. they know about the trial at the stadium. r b. they know Cristiano Ronaldo. r c. they want to be football players.

2.4 They are given the opportunity to…

r a. be junior football players. r b. attend the opening ceremony of the World Cup. r c. travel to the US to improve their football skills.

3.

www.lmeducation.org/africaunited/trailer_and_clip.html, accessed in January 2014

A quest or a journey provides a useful structure to tell a story. Can you think of any other films you may have seen in which characters go on a long journey? Do they learn about themselves along the way? What do you expect the characters in Africa United might learn on their journey? Are there any clues in the film’s title? 99 11.o Ano BRIDGES

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CINEMA 94


SKET (2011) - (1)

1.

Look closely at this poster image for the film and work through these tasks with a partner or in a group. 1.1 Describe what you see in the image, as though you are telling someone how it looks over the phone, going into as much detail as you can.

1.2 What does this image suggest about the film, in terms of the: a. characters – their identity as individuals and as a group b. setting c. story

1.3 How does this poster image fit with the ways girls tend to be shown in film posters, or on magazines, or on TV? Explain your answer, using examples where you can.

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SKET (2011) - (2) SPEAKING Time Different people might have different views on what gangs are and what they do. For example, a police officer or a youth worker who comes into contact with young people and with gangs will have different perspectives on them; also, their opinions might be different from those of a person who has never come into contact with a real gang, but who has seen news items on gangs, or seen them portrayed in films or on TV.

1.

With a partner or in a group, discuss the following: 1.1 What do you think a gang is? What do you base this on?

1.2 How is a gang different from other kinds of group, for example, a friendship group, followers of a football team, etc.? Think about how individuals within those different groups work together, and what they have to do to be part of that group.

1.3 Can you give some examples of fictional (i.e. not real) gangs you have seen on TV or on films – how are they shown and what do they do?

2.

Comment on the statement below by Jennifer Blake, a former gang member who now runs a project in south London called Safe ‘N Sound, which offers a safe and supporting environment for young people looking to get away from gang life.

“Your actions are a choice that you choose. Your destiny is your choice. A life on the street has a destiny: prison, mental health and death you choose. It is important that when a young person is excited out of youth violence that they are channelled into something where they can still feel in control and feel part of a family.” www.lmeducation.org/ (adapted and abridged), accessed in January 2014

3.

Watch the trailer from the film and see if your predictions and expectations are confirmed.

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SPEAKING ACTIVITIES 96


ONE-MINUTE TALKS 1.

Put these cards face down.

2.

Take turns choosing a card.

3.

You must speak about the topic for a minute without stopping. Gun Control

Stem Cell Research

• The debate over gun control centers around whether citizens should be able to own and carry guns. An argument should consider the risks that come with owning a gun and the possibility of guns falling into the wrong hands or being used to harm someone in cases other than self-defense.

• Stem cell research can be used to help discover cures for different illnesses and cancers and may also be used to replace cells in cases of brain and spinal cord injuries. While stem cells can come from adult cells and cord cells, embryonic cells are at the centre of controversy. Extracting cells from an embryo kills that embryo. The questions that must be answered when talking about this topic are: Is an embryo a future human life? If so, does the greater good outweigh the taking of a future life?

Legalization of Gay Marriage

Climate Change

• Previously known as global warming, proponents of the climate change debate argue that humans have a major impact on the environment and climate. Those who speak against climate change argue that the impact of humans is negligible and climate changes are part of a natural geological cycle.

Illegal Immigration

• At the center of the issue are what is the true definition of marriage and whether gay couples should be given the same rights and benefits as married heterosexual couples.

Mobile Phone Use in School

• The debate about illegal immigration focuses on what measures a country should take to prevent illegal immigrants from entering the country and what should happen to them if they are found. Should the government implement more policies to prevent and punish illegal immigrants or should the immigration policies be more lenient?

• Schools often ban mobile phones to keep students focused in class. Should mobile phones be banned in schools? The debate focuses on whether students should be allowed to have mobile phones for cases of an emergency or if allowing mobile phones can lead to cases of cheating, harassment and general disruptions.

http://teens.lovetoknow.com/High_School_Debate_Topics (adapted and abridged), accessed in January 2014 PHOTOCOPIABLE

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SPEAKING ACTIVITIES NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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FIND YOUR SEAT

Work in pairs. One of you will be Student A and the other Student B. Student A SEAT

NAME

COUNTRY

COMPANY

JOB

1

2

Hans Schmidt

Germany

Filmmeisterei CommercialProductions

Peter Brooks

England

Cambridge University

Professor

Masahide Hamamoto

Japan

Honda

Sales Manager

Producer

3 4 5 6

5

Giovanna De Palma

Benetton

Italy

Vitelcom

Spain

AGYP

Portugal

Public Relations Manager

4 3

Adela Alvarez

Senior Engineer

2 1

Gonçalo Silva

SEAT

NAME

Student B

COUNTRY

COMPANY

President JOB

2.

You are taking part in a very important international meeting “Business in the 21st Century”. You must find who the other participants are and ask them the missing information to complete your table.

6

1.


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JOB FAIR 1.

Get in two major groups – Employers and Employees.

2.

Some of you will be candidates looking for a job (applicants/employees) while others will be employers looking for the right candidate for the job you are offering.

3.

Fill in the first column on your sheet with your personal information – applicant / employee – or the information about the job position – employer.

4.

Talk to as many employers/applicants as you can, so you can find the right person for the job/ the best company.

5.

The sheets can have as many columns as you wish.

6.

The questions at the end will help you in the conversation. Applicant / Employee Sheet: JOB TYPES

Name of Company Job Salary Location Benefits / Incentives Promotions / Raises APPLICANTS INFORMATION

Name of company Experience Major Skills Good Points Bad Points Questions to ask applicants / employees:

Questions to ask employers:

Could you spell your name, please? What kind of experience do you have? What did you study in university? Do you have any special skills? What are your good points and bad points?

What company do you represent? What kind of job do you offer? How much does the job pay? Where is it located? Do you offer any benefits? Are there any opportunities for promotion in the company?

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SPEAKING ACTIVITIES NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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CREATING A STORY 1. Choose one of the following pictures and imagine what is behind what you see. a. Who is/are the person/people in the picture? b. What happened to this/these person/people? What is/are he/she/they doing? c. Where? d. When? e. How? f. Why? g. What will happen next? h. ...

1

2

3

4


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PERSUASIVE SPEECH 1.

You are going to try and persuade your partner to accept your opinion on a given topic. The problem is s/he has a different opinion on the same subject. You both have to justify your opinions while at the same time trying to counter your partner’s arguments by others in favour of y your p preferences. Take turns to speak. p STUDENT A

2.

STUDENT B

• Horror films

• Romantic films

• Football

• Ballet

• Reading books

• Listening to music

• Going to the cinema

• Watching films on TV

• For human cloning

• Against human cloning

• Against the legalisation of drugs

• For the legalisation of drugs

•…

•…

In order to help you, organise your speech by following these tips. a. Opening statement _____________________________________________________________________________________________________ _____________________________________________________________________________________________________

b. First reason _____________________________________________________________________________________________________ _____________________________________________________________________________________________________

c. Second reason _____________________________________________________________________________________________________ _____________________________________________________________________________________________________

d. Third reason (add as many reasons as you wish) _____________________________________________________________________________________________________ _____________________________________________________________________________________________________

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INCLUSION Inclusion

pp. 109-118

INCLUSION NAME: _______________________________________________________________________________________________________ CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________

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MNEMONICS – LETTER STRATEGY 1.

To help you remember the organisation of living things (biological classification) memorise the following sentence:

KIDS

PLAYING

CROQUET

ON

FREEWAYS

GET

SMASHED

Check how it works:

Kingdom

Phylum

Class

Order

Family

Genus

Species

2.

Create your own letter strategy for some subject/topic you find hard to memorise.


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INCLUSION 102


MNEMONICS – WRITING STRATEGIES 1 1.

Take note of the following mnemonics that will help you in your writing activities. Use the acronym PENS to help you remember the steps in writing a sentence.

P = Pick a sentence type and formula

E = Explore words to fit the formula

N = Note the words

S = Search for verbs and subjects and check

E.g. P = The formula for a simple sentence is Subject + Verb

S

V

E = What words can you pick for S? Person, Place, Thing, Ideas What kinds of words can you pick for V? – Action words, for example

N = Write the words you have chosen • Remember you need: – a capital letter at the beginning; – punctuation at the end. E.g. She studied.

S = Ask yourself: Does my sentence meet these requirements?

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To help you write paragraphs, use the Acronym PLEASE. P = Pick • Pick a topic; • Pick your audience; • Pick the appropriate textual format given the topic, purpose and audience.

L = List • List information/ideas about the topic. (This is to be used for sentence generation)

E = Evaluate • Evaluate your list of ideas; • Evaluate if it is complete; • Evaluate/Plan the best way of organising or sequencing the ideas that will be used to generate supporting sentences.

A = Activate • Activate the paragraph with a short and simple topic sentence.

S = Supply • Supply supporting sentences based on items from the list and gradually enhance the idea by generating clarifying or “expansion” sentences.

E = End • End with a concluding sentence to summarise the paragraph, and hold the ideas together.


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MNEMONICS – WRITING STRATEGIES 3 1. When looking for errors, editing and revising keep the acronym COPS in mind. This acronym is quite useful when you • proofread your own writing after completion of a rough draft; • check your work or a colleague’s before handing in an assignment; • check a group work after each draft; • proofread essay exam questions. See how it works: C = Capitalise • Have you capitalised - the first word?

Don’t forget that the names of languages and nationalities are always capitalised in English.

- proper nouns? - titles? O = Overall • How is the overall appearance? - spaces between words and double spaces between lines; - neat printing/writing/typing; - paragraphs are indented; - paragraphs follow the model; - complete sentences used. P = Punctuation • Is the punctuation correct? - proper end marks; - comas; - semi-colons, colons, quotation marks, and hyphens as required. S = Spelling • Have you spelled all the words correctly? - use tools such as lists, word walls, dictionaries, word study notebooks, and spell check technology.

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When producing a written assignment you should organise and construct sentences and paragraphs in a clear and logical sequence. Parts of a theme: Title – catchy titles should name the subject of the theme and grab the reader’s attention; Introduction/Introductory Paragraph – tells the main idea or topic of the theme, includes the thesis statement; a sentence or two contains the focus of your essay and tells your reader what the essay is going to be about; Body/Detail Paragraphs – form the body of the theme. Each paragraph covers a group of details related to each other. Each contains a topic / transition sentence that tells what the paragraph is about (topic sentence). Conclusion/Concluding Paragraph – reminds the reader what the theme covered was and makes the reader think more of the topic.

2.

Now check the TOWER strategy. PROCESS

Think

ACTIVITY

Think about the topic and what you can say about it – discuss brainstorming, etc. Ask yourself who, what, where, when, why, which and how questions on the chosen topic.

Organise

Organise the ideas using a graphic organiser of your choice: diagram, mind map, flow chart...

Write

Write the first draft.

Evaluate/Edit

Evaluate/Edit your draft: self-edit or peer-edit using a different colour to make corrections.

Refine/Rewrite

Refine/Rewrite the final draft and submit it.


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INCLUSION 106


PALS – PEER-ASSISTED LEARNING STRATEGY 1. You are going to experiment the Peer-Assisted Learning Strategy (PALS), a peer tutoring program. 2. This will be a reading activity and it will last for about 25 to 35 minutes. 3. You will work in pairs chosen by your teacher. 4. There will be a READER and a COACH, and you will change roles every 5 minutes. • READER: You should read quickly, carefully and with expression; • COACH: Read along silently and help the reader with hard words and mistakes.

5. You must follow these rules: • Talk only to your partner and only about the PALS activity; • Keep your voice low; • Cooperate with your partner; • Try your best.

6. Your teacher will circulate around the classroom and observe you, providing feedback and remedial lessons where necessary.

Note: You can try the PALS strategy with other activities, for example to help promote reading fluency and comprehension: • You must follow these steps. 1. Reading with a partner; 2. Paragraph “shrinking” (stopping at the end of each paragraph to identify the main idea); 3. Prediction relay (requires you to formulate and confirm or disconfirm hypotheses).

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GRAPHIC ORGANISERS 1 1. Graphic

organisers help you to visually display, interpret, and understand complex topics. You also use them when you’re reading to help you find the main ideas, facts, plot, setting, and characters in a story or just the main ideas in a text.

2. Look at the following example.

Human conversion of forest land into non-forest land X

Is a type or part… – OR – Is a member of this group…

TOPIC Deforestation

Key ey things to remember about this topic

It’s important because…

There are many negative consequences of deforestation including disrupting the carbon and water cycles, soil erosion, and extinction of certain types of plant species that depend on the trees in the forest.

Trees are beeing cut down to provide land for crops to feed the growing population.

Logging is another practice that has a big impact on deforestation and destroys trees.

Draw a picture about the topic

Sometimes our actions are harmful to plant life even though they are good for us.

The carbon cycle is affected by an increase of carbon in the air that would be eliminated by trees.

Is like…

– tearing apart your favourite toy to get a battery out of it. You are destroying something that is very important to you to get something that is also useful out of it. It is a hard decision to make, but we must weigh all the cost and decide what is best for everything involved.

http://www.graphicorganizers.com/smart-visuals-tm---science-samples.html, accessed in January 2014

3. Create

your own graph – concept map, KWL (What I Know, What I Want to Know, What I Have Learned) chart, checklist, story maps… – on a text/story you are working on. 115 11.o Ano BRIDGES

PHOTOCOPIABLE

INCLUSION 108


GRAPHIC ORGANISERS 2 Visual organisers are extremely valuable techniques, and there are many different types. It is useful to select a format that matches the type of information you are reading. Three of many ways that organisers may be used are: • Before reading – before beginning, create an organiser of the primary sections. Then during the reading, add additional details. • While reading – create an organiser using information as it appears. • After reading – create an organiser to summarise the information.

Check some examples of common types of visual organisers: Person, Place, Thing

Attribute

Descriptor

Effect

Attribute

Descriptor

Descriptor

Cause

Attribute

Descriptor

Descriptor

Effect

Descriptor

Effect

A descriptive organiser focusing on attributes of a person, place, or thing.

One cause leads to many effects.

Cause and Effect Organizer

Intro

Beginning Cause

Cause

Cause Advantages Problems

Middle

Event

Solutions

Cause

Cause

Cause

End Conclusion

Many causes lead to an event.

An event can be organised beginning with what happened first.

Progression from an introduction to a conclusion.

http://www.ldonline.org/article/5598/ (adapted and abridged), accessed in January 2014 PHOTOCOPIABLE

BRIDGES 11.o Ano

116


109

K-W-L STRATEGY 1.

The K-W-L Strategy helps you become a good reader. It helps you learn to activate your background knowledge and to set purposes for reading.

2.

KWL stands for What I Know, What I Want to Learn, and reviewing What I Have Learned – Know-Want-Learned.

3.

The following chart shows you the steps in each part of the procedure: What I Know

Students discuss what they already know about a topic in the text they will be reading. The teacher has students list ideas and concepts related to the topic, then has them organise their ideas into broad categories.

4.

What I Want To Learn

What I Learned

Students discuss what they want to learn from reading the text and write down specific questions that they think may be answered in the text.

After reading the text, students discuss what they learned from it. They then write what they learned and answer student - generated questions about topics that were addressed in the text.

Choose a topic you are studying and create your own KLW chart: What I Know

What I Want To Learn

What I Learned

http://www.readingrockets.org/article/29202 (adapted and abridged)


PHOTOCOPIABLE

INCLUSION 110


THE FIVE FINGER RETELL STRATEGY • The Five Finger Retell Strategy helps you understand the components of a retell and the main idea or heart of the text. • It is called Five Finger Retell because you can use your fingers to help you memorise the retelling components. • Each finger represents one of the following questions: 1. Characters: Who is the story mostly about? 2. Setting: Where and when does the story take place? 3. Sequence of events: 2 or more things that happened. 4. Problem: What was the problem? 5. Solution: How was the problem solved?

Middle of the hand: The heart of the text (What is the big idea or lesson the author wants you to figure out?)

Who is in the story?

s ter rac

a

Ch

Theme or Main Idea The HEART of the Author’s Message

Setting

Where and when does the Story take place?

Sequence of Events

Problem Solu

tion

What events happened in the beginning? Middle? End?

What was the problem in the story? How is the problem solved?

http://heritage.shs.k12.ny.us/HH_Teacher_Pages/chasem/022097D2-00758307.3/comprehension_Five_Finger_Retell.pdf, accessed in January 2014

1.

Use the Five Finger Retell Strategy to tell the class about a text you’ve just read.

PHOTOCOPIABLE

BRIDGES 11.o Ano

118

ANSWER ANSWER KEY KEY GEOLOGY

2.

j. Morphology

FAULTS

a. sugar

k. Taxonomy

1.

b. ribose

1.1

c. deoxyribose

a. Strike-slip faults

d. molecule

GEOGRAPHY

b. Normal faults

e. helix

ABBREVIATIONS

c. Thrust faults

f. antiparallel

1.

g. prime

a. European Regional Development Fund

1.2

h. pentose

b. European Agricultural Fund for Rural

a. Normal fault

i. thymine

Development

b. Thrust fault

j. uracil

c. Common Agricultural Policy

c. Strike-slip fault

k. methyl

PALEOENVIRONMENTS 1. a. geology b. past c. organisms d. environmental e. fossilized f. paleoenvironmental g. microfossils h. humans i. future j. changes k. paleontology

d. European Agricultural Guarantee Fund e. European Agricultural Guidance and

LIFE CYCLES

Guarantee Fund

1.

f. European Social Fund

a. Stigma

g. Liaisons entre actions de developpement

b. Ovary

de l’économie rurale (links between actions

c. Filament

for the development of the rural economy

d. Meiosis

or Rural Development Programme)

e. Mitosis

h. World Trade Organisation

f. Egg g. Endosperm

2.

h. Sperm

1. d

i. Pollen tube

2. f

j. Tube nucleus

3. g 4. c

l. predictive m. pollutant

KINGDOMS OF LIVING THINGS

5. b

n. coastal

1.

6. h

o. melting

a. 3

7. e

b. 5

8. a

GEOLOGIC TIME SCALE 1.

c. 1 d. 2

3.

a. Paleozoic

e. 4

a. CAP b. EAGGF

b. Cenozoic c. Holocene

2.

c. LEADER

d. Pliocene

a. Plantae

d. EAFRD

e. Oligocene

b. Animalia

e. WTO

f. Jurassic

c. Monera

f. EAGF

g. Permian

d. Fungi

g. ESF

h. Devonian

e. Protista

h. ERDF

3.

URBAN SPACES QUIZ

a. Monera and Fungi

1.1 a

ENERGY QUIZ

b. Plantae

1.2 c

1.

c. Protista

1.3 a

1.1 b

d. Animalia

1.4 b

1.3 a

GLOSSARY OF TERMS

1.6 c

1.4 c

1.

1.5 b

a. Amphibia

THE LISBON METROPOLITAN AREA

1.6 c

b. Anaerobic

1.

c. Chondrichthyes

a. growth

BIOLOGY

d. Chromosomes

b. reduced

DNA & RNA

e. Convergence

c. is

1.

f. Double Helix

d. been

a. DNA helix structure

g. Enzymes

e. many

b. Structure of RNA (hairpin loop from

h. Linnaean

f. than

pre-mRNA)

i. Mollusca

g. though

i. Cambrian j. Archean

1.5 b

1.2 a

119 11911.11.o oAno Ano BRIDGES BRIDGES

PHOTOCOPIABLE PHOTOCOPIABLE

ANSWER KEY h. quickest

g. Telescope

c. nitric acid emission

i. this

h. Universe.

d. wind

j. are also

e. sulfuric acid emission

k. phenomenon

f. acid snow

l. includes

CHEMISTRY

g. acid rain

m. which

ACIDS

h. nitrogen oxide emission

n. ago

1.

i. sulfur dioxide emission

o. sixties

a. HF

j. fossil fuel

b. HCl

k. lake acidification

c. HBr

l. water course

PHYSICS

d. HI

m. water table

FAMOUS PHYSICISTS

e. H2S

n. leaching

1.

f. HNO3

o. soil

1.1 c

g. HNO2

1.2 c

h. HClO

OXIDATION-REDUCTION QUIZ

1.3 b

i. HClO2

1.

1.4 b

j. HClO3

1.1 c

1.5 c

k. HClO4

1.2 a

1.6 a

l. H2SO4

1.3 a

m. H2SO3

1.4 c

LAWS OF MOTION

n. H3PO4

1.5 a

1.

o. H3PO3

1.6 b

p. H2CO3

1.7 b

a. 2nd Law of Motion b. 3rd Law of Motion

q. HC2H3O2

c. 1st Law of Motion

r. H2C2O4

2. Law of inertia.

s. H3BO3

MATHEMATICS

t. H2SiO3

APPLICATIONS OF TRIGONOMETRY IN REAL LIFE

3.

2.

1.

a. Second Law of Motion

Hydrochloric acid

a. The sine and cosine functions are funda-

Hydrobromic acid

mental to the theory of periodic functions

Hydroiodic acid

such as those that describe sound and light

Nitric acid

waves.

b. Third Law of Motion c. First Law of Motion TYPES OF WAVES 1. a. disturbances

Perchloric acid

b. It is used in finding the distance between

Sulfuric acid

celestial bodies. c. It is commonly used in finding the height

b. medium

BASES

c. interactions d. Particles e. wave

of towers and mountains.

1.

d. It is used in navigation to find the distance

a. Strong bases

of the shore from a point in the sea.

b. Weak bases

f. original

GEOMETRY GLOSSARY

g. energy h. characteristics i. types j. propagation

2.

1.

Strong bases: d.; f.; c.

a. 12

Weak bases: a.; b.; e.; g.

b. 16 c. 7

k. travel

3.

d. 5

a. 6

e. 3

2.

b. 1

f. 6

a. 1

c. 3

g. 9

b. 2

d. 7

h. 4

e. 4

i. 10

BIG BANG THEORY

f. 5

j. 1

a. 1929

g. 2

k. 8. l. 11

b. Edwin Hubble c. Milky Way

ACID RAIN

m. 14

d. 14

1.

n. 2

e. Big Bang

a. atmosphere

o. 15

f. Albert Einstein

b. cloudwater

p. 13

PHOTOCOPIABLE

BRIDGES 11.o Ano

120

ANSWER KEY CALCULUS GLOSSARY

French ultramarine

institutions,

1. Boundary

Indigo

values,

2. Differential equation

Lapis lazuli

collectively

3. Vector

Purples:

economic decision making.

4. Velocity

Caput mortuum

Entrepreneur

5. Infinitesimal

Cobalt violet

manages, and assumes the risks of a

6. Asymptote

Manganese violet

business or enterprise.

7. Absolute maximum

Tyrian purple

Goods – Objects that can satisfy people’s

8. Infinite

Browns:

wants.

9. Convergence

Bistre

Households

10. Limit

Bone brown

units which, as consumers, buy goods

11. Convergent series

Burnt sienna

and services from firms and, as resource

12 Indefinite Integral

Vandyke brown

owners, sell or rent productive resources to

Blacks:

business firms.

Bone black

Market – A setting where buyers and sellers

ARTS

Ivory black

establish prices for identical or very similar

MATERIALS PROPERTIES QUIZ

Lampblack

products, and exchange goods and/or

1.1 b

and

Whites:

1.3 c

Lead white

1.4 a

Titanium white

1.5 b

Zinc white

1.6 c

Cremnitz white

human provide

who

Individuals

for

organizes,

and

family

Services – Activities that can satisfy people’s wants. CIRCULAR FLOW OF ECONOMIC ACTIVITY

b. more

ECONOMIC TERMS GLOSSARY

1. The circular flow of economic activity is a model of an economy showing the

c. less

interactions between households and

1.

business firms as they exchange goods

e. hot-press paper

S

S

E

T

H

M

C

J

V

V

M

W

N

B

X

f. weights

S

V

D

W

E

A

Q

E

Q

C

I

O

M

E

B X

and services and resources in markets.

g. softer

I

E

F

L

P

K

Q

G

Y

Q

I

C

C

N

h. more

A

R

R

I

O

E

R

F

R

T

B

O

S

E

I

i. darker

B

O

T

V

L

H

D

A

A

Z

N

Y

R

F

A

R

A

C

P

I

D

E

L

M

O

F

X

E

I

G

L

O

G

H

B

C

F

S

M

N

N

D

M

T

N

I

T

V

O

C

E

E

I

U

C

F

T

U

V

D

l. will

P

B

O

G

D

K

C

S

L

O

B

W

S

O

G

m. good

J

H

M

D

Z

S

Q

F

C

B

H

X

N

V

W

b. Firms

n. final

Z

S

C

I

Y

D

N

A

M

E

D

A

O

R

S

c. Households

I

Q

K

S

P

L

X

S

N

P

B

C

C

H

D

d. capital

M

R

T

R

E

S

O

U

R

C

E

S

J

H

O

e. Wages

P

E

R

U

E

N

E

R

P

E

R

T

N

E

O

M

R

U

D

A

P

K

E

D

P

R

W

Z

M

G

f. Income

Reds:

that

framework

services (also called productive resources).

ECONOMICS

COLOURS

–

One

motivations a

made aids to production of goods and

a. fibers

k. more

–

controlling

Resources – All natural, human, and human-

TYPES OF PAPERS

j. weight

activities,

services.

1.2 a

d. three

laws,

1.1 It is also known as circular flow of goods and services. 2. a. Revenue

Cadmium red Carmine

1.1

GOVERNMENT BUDGET

Dragons blood

Benefit – The gain received from voluntary

1.

Vermilion

exchange.

a. has

Yellows:

Capital – All buildings, equipment and

b. Its

Barium yellow

human skills used to produce goods and

c. meet

Cadmium yellow

services.

d. growth

Lead-tin yellow

Consumers – People whose wants are

e. these

Yellow ocher

satisfied by consuming particular goods

f. all

Greens:

and services.

g. getting

Emerald green

Deflation – A sustained and continuous

h. so that

Sap green

decrease in the general price level.

i. termed

Terre verte

Demand – A schedule of how much

j. which

Verdigris

consumers are willing and able to buy at all

k. shows

Blues:

possible prices during some time period.

l. runs

Azurite

Economic system – The collection of

m. most


PHOTOCOPIABLE

ANSWER KEY 2.

j. union

PORTUGUESE LITERATURE

a. Budget

k. Second

LITERARY TERMS & DEVICES

b. Revenue

l. British

1.

c. capital

m. Caribbean

a. 4

d. Receipts

b. 7

e. Tax

c. 2

PHILOSOPHY ARGUMENTATION

THE AMERICAN REVOLUTION

d. 6

1.

e. 11

a. 6

f. 5 g. 9

b. 1

1.

h. 8

c. 3

a. Validity

i. 12

d. 10

b. argument

j. 10

e. 7

c. proposition d. premise

f. 2

e. Truth

g. 9

k. 1 l. 3

h. 11 2.

i. 4

a. 3

j. 8

b. 2

k. 5

PORTUGUESE WRITERS 1. a. Padre António Vieira

c. 1

b. Almeida Garrett 2.

3.

c. Antero de Quental

Signing of the Treaty of Paris

a. valid … premises … proof

d. Alexandre Herculano

Sugar Act

b. invalid … logically … false …true

e. Camilo Castelo Branco

Stamp Act

f. Cesário Verde

British troops arrive in Boston in response to

g. Eça de Queirós

political unrest

VALIDITY OF ARGUMENTS

Boston Massacre

1.

2.

Boston Tea Party

a. True Premises, False Conclusion

Continental

b. True Premises, True Conclusion

Congress

Washington

c. False Premises, False Conclusion

a. Camilo Castelo Branco appoints

George

commander-in-chief

of

b. Alexandre Herculano c. Antero de Quental

Continental Army

d. Padre António Vieira

France recognises US Independence

e. Cesário Verde

Ratification of the Articles of Confederation

f. Eça de Queirós

HISTORY

British

g. Almeida Garrett

SCIENTIFIC REVOLUTION QUIZ

negotiations

1.

Adoption of the American Constitution

d. False Premises, True Conclusion

Government

authorises

peace

EÇA DE QUEIRÓS AND ENGLAND

1.1 a 1.2 c

3.

1.3 b

a. 4

1.4 b

b. 1

1.5 c

c. 2

1.6 a

d. 3

1.7 c

1. a. arrived b. where c. was d. primarily e. broadest f. However

MUSIC

THE ATLANTIC SLAVE TRADE

1.

1.

g. which h. novel’s i. latter

a. Bach

j. saw

b. Mozart

k. journalistic

c. Beethoven

l. proudest

d. captives

d. Schubert

m. most

e. ethnic

e. Domingos Bontempo

n. conducted

f. First

f. Verdi

o. imagining

g. Portuguese

g. Wagner

p. refuge

h. Spanish

h. Viana da Mota

q. its

i. near-monopoly

i. Zeca Afonso

r. much

a. Atlantic Ocean b. New World c. European

PHOTOCOPIABLE

BRIDGES 11.o Ano

122

ANSWER KEY CESÁRIO VERDE

h. 8

states that more important than the money

1.

i. 2

tourists may bring, and that will help

(Poema Original)

j. 6

develop the local economy, is a peaceful

Sentimento dum Ocidental

2.

3. Personal answer.

I

a. Three-point line

4. Personal answer.

AVE-MARIAS

b. Free Throw line

Nas nossas ruas, ao anoitecer,

c. Midcourt line

MONICA ALI

Há tal soturnidade, há tal melancolia,

d. Sideline

2.

FOOTBALL TERMS

Lane neighbourhood), looking down from a

1.

window at children playing.

and dignified life.

Que as sombras, o bulício, o Tejo, a maresia Despertam-me um desejo absurdo de sofrer.

2.1 He’s in a room in an “estate” (The Brick

O céu parece baixo e de neblina,

a. assist

2.2 He is talking about some kids he sees

O gás extravasado enjoa-me, perturba;

b. attacker

on the street, some of them twelve years

E os edifícios, com as chaminés, e a turba

c. back

old, who he says are drug addicts. He tells

Toldam-se duma cor monótona e londrina.

d. clear

Nazneen about how drugs have invaded the

e. counterattack

neighbourhood.

Batem os carros de aluguer, ao fundo,

f. referee

2.3 In Karim’s opinion, when black people

Levando à via-férrea os que se vão. Felizes!

g. penalty

got organized, the government, and the FBI,

Ocorrem-me em revista, exposições,

h. midfielder

tried to beat them and keep them quiet by

países: Madrid, Paris, Berlim,

i. forward

flooding them with drugs.

Sampetersburgo, o mundo!

j. striker

2.4 No, it isn’t, because this way they will

k. wing

not be able to react, as they will be under the effect of drugs. According to Karim, the

Semelham-se a gaiolas, com viveiros,

Mystery word: Physical Education

government is afraid of Muslims, and this will

As edificações somente emadeiradas:

keep them away from the political scene.

Como morcegos, ao cair das badaladas, Saltam de viga em viga, os mestres

LITERATURE

WRITING A BLURB

carpinteiros.

AS BYATT

1. A blurb is a short description of a book,

2. The main character was born in Filey, on

film, or other product written for promotional

the east Yorkshire coast.

purposes.

PHYSICAL EDUCATION

3. Personal answer.

RUNNING

3.1 Personal answer.

JD SALINGER

1.

4. Personal answer.

1.

a. Marathon

5. Personal answer.

a. Catcher in the Rye

b. Sprint

b. Franny and Zooey

c. Long distance

SAVANNAH BROWN

d. Middle distance

1. Slam Poetry is poetry competition in

Seymour, an Introduction

e. Hurdles

which poets perform original work alone or

d. Nine Stories

f. Ultramarathon

in teams before an audience, which serves

c. Raise High the Roof Beam, Carpenters, and

ATHENA N. EDMONDS

as judge. 2.

2.

a. 1

2.

b. 5

esteem, the concept of beauty, society’s

2.2 b

c. 3

expectations towards girls (but also boys),

2.3 c

d. 2

the power of the media in manipulating

2.4 b

e. 6

opinions, perpetuating and spreading the

f. 4

predominant ideology, and the importance

FERNANDO PESSOA

of fighting against prejudice and learning to

1.

value oneself for who we really are.

a. 2

BASKETBALL

She

focuses

on

self

image,

self

1.

2.1 a

b. 5

a. 10

BENJAMIN ZEPHANIAH

c. 4

b. 9

2. The poem is about tourists’ behaviour

d. 7

c. 3

when they go on holidays to a different

e. 6

d. 7

country. The narrator is complaining about

f. 3

e. 5

their behaviour and attitude towards locals

g. 9

f. 1

while at the same time showing admiration

h. 8

g. 4

for those who respect locals. S/he also

i. 1


PHOTOCOPIABLE

ANSWER KEY 2. thee – thee – thou wert – thou hadst –

ROYALS

makes it sound like Lorde realizes that as

thou liv’dst – thou wert – Nay – thy – Thy

1.

wonderful a world as that would be for her,

– thy – thee – thou wert – thee – sans – thy

a. movies

where she gets to be a pop star while being

– thy

b. dreams

herself and still speaking for her small-town

c. affair

friends, the whole thing is pretty farfetched

d. buzz

and will probably never happen.

e. party

http://popdust.com/2013/09/12/lyrics-analysis-will-

3. Personal answer. FIGURES OF SPEECH QUIZ

becoming-a-royal-herself-come-back-to-haunt-lorde/

1.

2.1 She lived in a small-town, and grew up in

1.1 b

the suburbs of Auckland, New Zealand.

COUNTING STARS

1.2 c

2.2 She thinks songs are too shallow, and

1.

1.3 b

they all “sell” the same – sex, drugs, crime.

a. sleep

1.4 a

She dislikes this pop culture she’s exposed

b. dollars

1.5 a

to. She doesn’t enjoy this ostentation and

c. line

1.6 c

she can’t relate to it.

d. find

2.3 There are different (and arguably

e. bold

GRAPHIC NOVELS ADAPTATIONS OF CLASSIC

conflicting) sentiments expressed in the

f. told

LITERATURE

song. The “Cadillacs in our dreams” line

g. thing

1. Moby Dick, by Herman Melville.

makes it sound like Lorde and her implied

h. alive

friends don’t live the pop lifestyle because WOMEN CELEBRATING WOMEN

they don’t have the means, but are OK with

2. Perhaps the lead singer and his wife or

2.

it because they can fantasise about it with

girlfriend.

2.1 The name of the main character is Hillary.

one another and that’s almost as good.

3. They are trying to make a living and so

2.2 Her deepest dream is to get married:

But the “love affair” line makes it sound

they need to pay their bills, like everyone

“She dreamed of floating up the aisle in

like they’re simply not buying what the pop

does.

frothy white, to stand beside a dark-suited

world is selling, that they don’t want the

figure. He slipped a golden band onto her

Cadillac’s at all, that they aren’t tempted

4. Maybe something good happens or

finger (...)”

but such showiness. The conflict of this

luck strikes. If so, they will be finding their

2.3 Her greatest asset, according to her

message is echoed in the sentiments of the

way through hard times and stop counting

mother, is her brain, her intelligence.

chorus: “And we’ll never be royals (royals).

dollars. They will be enjoying life, and

2.4 She falls in love with her professor and

It don’t run in our blood, That kind of lux

counting stars.

she marries him.

just ain’t for us. We crave a different kind

2.5 Her mother didn’t like it and she cried

of buzz.”

5. Maybe this means that he is still quite

during the wedding. She left immediately

2.4 This refers to her roots once again. She

young, but he doesn’t feel brave, and still

after the wedding.

came from a humble background.

needs some encouragement. The world

2.6 Both mutton and lamb are the meat of

2.5 The “Royals” of the title makes its

hasn’t been sold: it’s only that he and other

the sheep, but while the latter is a young

appearance as an obvious stand-in noun

people are good at following orders.

sheep, the former is an older one. So the

for standard pop stardom, a status which

mother is referring to the difference of ages

Lorde declares herself not only to not be a

6. This statement means that money is

between the Professor and her daughter.

part of – by her DNA, even – but which she

important but higher values mean more.

She is criticizing him for wanting to feel

seems to hold no aspiration towards, saying

Fighting for your dreams and having that

younger by marrying a younger girl.

that she wants something else out of her

wonderful sense of accomplishment is

2.7 She reveres him; she wants to please

life and her music. However, the second part

incomparable, especially when you feel

him because she thinks he can never be

of the chorus offers a somewhat different

passionate and dedicate yourself 100% to

wrong. She adopts a submissive attitude

perspective: “Let me be your ruler (ruler), You

make it happen.

and changes her personality for him.

can call me queen Bee And baby I’ll rule, I’ll rule, I’ll rule, I’ll rule. Let me live that fantasy.”

FIFTEEN

MUSIC

Here, Lorde does seem to be shooting

1. Model answer: It will be about a

BANDS AND SINGERS

for some sort of pop stardom, though the

fifteen-year-old girl and her life.

1.

changing of “we” to “me” and “you” makes it

a. Christina Aguilera

sound like now she’s addressing her friends

b. Michael Bublé

as their representative to the outside world.

c. Boyce Avenue

In other words, it seems like Lorde does

FIVE O’CLOCK WORLD

d. Anastacia

want a seat at the mainstream pop table,

1.

e. Miley Cyrus

but perhaps only on her own terms, and only

a. job

f. John Legend

as long as she continues to express the

b. pounding

views of her own people.

c. blows

The final line, “Let me live that fantasy,”

d. Thinking

2. Personal answer. PHOTOCOPIABLE

BRIDGES 11.o Ano

124

3. Personal answer.

ANSWER KEY e. made

whole world on one boat. It was like a vision;

Wall came down, it signalled the beginning

f. end

everyone was talking the same language. It

of the total collapse of the Iron Curtain in

g. time

was a very positive vibe. That night was the

Europe, which would reach all the way up

basic inspiration for Wind Of Change.”

to the very hub of communism: Russia. The

2. This song is related with the working

It was the same year this song was written

Cold War, which had gripped the world and

world. Usually workers finish their work at

that the world changed forever. Modern

glued us to the edge of our seats for five

five o’clock, and there is also that expression

history will record that in late summer of

decades, was finally over.

– working from nine to five.

1989, Communist Europe ceased to be.

In 2005, viewers of the German television

“Wind of Change” rose to be the unofficial

network ZDF chose “Wind of Change” as

3. He feels free as no one owns his free

theme song of the dismantling of the Berlin

the song of the century. It is the highest-

time. He can do whatever he pleases and

Wall, late in the summer of 1989.

ever selling song in Germany, and is

meet whoever he wishes. The world looks

The Berlin Wall was erected in 1961 and

frequently played with footage of the Wall

much better after five o’clock.

separated two German states for 28 years.

coming down. This song is also widely

West Berlin was part of west Germany, a

known in Germany as the song of German

4. He feels stressed out. It seems as though

capitalist democracy, while East Berlin was

reunification (and the fall of communism

he needs to wake up only because he

the capital of East Germany, a communist

in Eastern Europe, generally), even though

needs to get to work, and then he has to

state largely controlled from Moscow.

it only rose to popularity two years after.

go through all these people, these crowded

The Wall was over 96 miles long and was

(www.rockremembers.com/2008/09/wind-

places, and he feels anxious and irritated

actually two walls back to back. In 1975,

of-change-scorpions-1989-rock.html)

at the same time. The morning noise drives

the final modifications to The Wall were

him crazy.

added, constructed from 45,000 sections

4. Model answer: This means that people

of reinforced concrete each 12 feet high

who used to be on different sides are now

5. No, he doesn’t. He works because he has

and 4 feet thick. It had 116 watchtowers,

“breathing the same air” and sharing the

to, to carn his pay, not because he loves it.

20 bunkers, barbed wire, canine patrols,

same beliefs, as brothers. The future is

fakir beds (beds of nails under balconies)

close, things are about to change for the

6. He is eager to leave work because he

and anti-vehicle trenches that guarded

better.

can do whatever he wants, and there is “a

a “no man’s land”...the death strip area in

longhaired girl” waiting for him.

between the two walls. It was paved with

21ST CENTURY LIFE

raked gravel, which made it easy to spot

1.

WIND OF CHANGE

footprints.

a. century

1.

When the border between East and West

b. future

a. night

Berlin was officially closed on August 13th

c. 21,000

b. air

1961, families were abruptly separated.

d. TV

c. moment

People who commuted to work from East

e. disease

d. street

to West were instantly either homeless or

e. dreams

without employment. At least 136 people

f. time

are confirmed killed trying to escape from

2.1 He thought about how life would be in

East to West Berlin (but there were probably

the future.

2.

2. The Moskva is the name of a river that

many, many more “unconfirmed”), and

2.2 It means that the present and future are

runs through Moscow and Gorky Park is an

countless documented and undocumented

combined, as everything changes quickly

amusement park in Moscow.

desperate successful and failed escape

and around him all the time.

attempts.

2.3 Maybe because too much has changed

Ironically, the collectiveness The Scorpions

and he didn’t have the time or energy to

(and everyone else) experienced at the

cope with it all.

3. a Background information

Moscow Music Peace Festival would not

The Meine brothers (aka The Scorpions)

end when the Music Peace Festival ended.

LIFETIME

began writing this song in 1989 after a

“Wind of Change” celebrated the political

1.

visit to Moscow. They were actually the

shift in Eastern Europe. Although “Winds of

a. 5

first hard rock band ever to play in Russia.

Change” wasn’t written specifically about

b. 3

They returned the following year to play the

the Berlin Wall, the feelings of the world and

c. 1

Moscow Music Peace Festival. It was then

the lyrics of the Meines became linked with

d. 4

that the words to this song were written.

it. The Berlin Wall was an icon of the rule of

e. 2

They were inspired by the sight of thousands

tyranny and poverty behind the Iron Curtain,

of Russians cheering them on, even though

and it was one of the largest, most real,

2. Model answer: This song is about how

they were German. Lead singer Klaus Meine

tangible, material objects that smacked

nothing really lasts forever, but in her life

is quoted as saying, “Everyone was there:

the face of humanity and said that the

music and the ideas she has will last.

the Red Army, journalists, musicians from

Cold War was real... and it was so much

Germany, from America, from Russia – the

more than simple politics. When the Berlin

3. Personal answer.


PHOTOCOPIABLE

ANSWER KEY ON TOP OF THE WORLD 2. Model answer: I think it’s about being happy

and

feeling

great,

and

BECAUSE WE CAN

consequences (e.g., depression, anxiety

1. e-g-a-e-c-d-f-d-d-f

and social isolation).

finally

www.apa.org/topics/immigration/undocumented-video.

appreciating your life after feeling down for

aspx

a while. It’s like you don’t know what you

CINEMA

have until you’ve lost it, so you might as

UNDOCUMENTED AMERICANS

well appreciate everything you have, and

1.

ANITA & ME

also that it sometimes can be hard to feel

a. young people

1.

happy and appreciate life, but you have to

b. status

a. Indian

work for it and it will eventually be worth

c. parents

b. adolescence

it, when you finally get that feeling of

d. citizens

c. dysfunctional

being on top of the world. The song itself

e. families

d. brother

band after striving for years to become

2.

THE BUTLER

successful.

2.1 Can’t drive, can’t vote, can’t get a job.

1.

is a celebration of accomplishment for the

2.2 They feel isolated, by themselves.

1.1 a

3. Because everything changes suddenly.

2.3 Living in an “invisible prison”, trapped

1.2 b

Not everything in life is under our control,

behind invisible bars and one is stuck there

1.3 c

with one’s family.

1.4 a

2.4 Heartbroken and confused.

1.5 b

2.5 Detention and deportation.

1.6. a

and so we should do whatever we have to do right away. 4. Personal answer.

2.6 He was detained for 24 hours for being

BROKEN ENGLISH 1. a. (a)uthority

UP IN THE AIR

to college.

1.

2.7 Going to college.

1.1 b

2.8 She couldn’t do anything because she

b. (m)outh

didn’t have any documents.

c. (u)nderstand e. (w)ords

our history, generations of immigrants

2.1 Model answer: It might be representing his own world. 2.2 Because there is a language barrier prevents

communication

from

effectively taking place, which is both confusing and challenging.

seeking a better life for themselves and their families have come to this country and made it what it is today. Pedro, JongMin and Silvia demonstrate traits we highly value in American society; they are all ambitious and motivated, intelligent and conscientious young people. They want

2.3 Personal answer. 2.4 It means that messages get mixed up

1.3 c 1.5 c

3. America is a nation of immigrants. Over

2.

1.2 a 1.4 a

2.9 She started a fundraising campaign.

d. (l)anguage

which

found on a Greyhound bus on his way back

to do great things and are committed to

because the means to communicate are

serving their communities. Jong-Min wants

different. Languages can be as messed up

to become a Supreme Court justice, Pedro

as we humans can be.

is a teacher and Silvia does volunteer community artwork with children separated

1.6 b IN AMERICA 1. a. and b. from c. the d. to e. who f. through g. up h. well i. that / which j. by k. not

JAMES ARTHUR

from their undocumented parents. This level

l. are

1.

of engagement and activism represents

m. it

l.2 took Æ take

the American experience that most of

n. so

l.5 are Æ were

us imagine. Having immigrated to the

o. but

l.7 forget Æ forgot

U.S. at such young ages, like so many

p. This

l.10 was Æ is

undocumented youth, they acculturated

q. like

l.12 win Æ won

to the same American language, culture

r. into

l.14 knew Æ know

and values that their U.S.-born peers did.

l.17 went Æ is gone

However, undocumented youth in America

DO THE MATH

l.14 hope Æ hoped

experience a different reality — a different

1.

l.30 wore Æ wear

America. Research shows that continued

a. greatest

l.37 went Æ go

discrimination

b. uncomfortable

2. Personal answer. PHOTOCOPIABLE

BRIDGES 11.o Ano

126

toward

immigrants

by

greater society can make acculturation

c. particularly

difficult and has negative mental health

d. humanity

ANSWER KEY e. climatologist

AFRICA UNITED

f. scientific

1. 1.1 Three boys and a girl.

BEASTS OF THE SOUTHERN WILD

1.2 They want to go to the Football World

1.

Cup 2010 in South Africa.

1.1 a


1.2 b


1.3 c 1.4 a

2.

1.5 b

2.1 b 2.2 c

MY SISTER’S KEEPER 1. Personal answer. 2. 2.1 b 2.2 a 2.3 b 2.4 c 3. 3.1 They said Kate was a miracle. She shouldn’t have lived past five years old. They

2.3 a 2.4 b SKET 1. 1.1 I can see several girls. They look extremely aggressive, and one of them is using a bat. Another seems to be kicking something or someone, and another one seems to be hitting something or someone. The words written on the poster are also very strong, such as “raw”, “gritty”, “gripping”, “hard hitting”. The whole message seems to be

also talked about Anna’s decision, and how

extremely powerful.

it would affect her future life. Still, most of

1.2 The girls seem to be together, as in a

them were for the kidney donation, and not

group. The setting might be the streets and

against it.

as for the story they might be fighting for

3.2 She got to save her sister’s life.

.

their survival on the streets. 1.3 This poster’s image doesn’t fit with the

4.

image of girls we are usually shown. Girls are

a. (...) newborn (baby).

usually shown in a much more romantic or

b. (...) lymphocytes (her blood).

sexier way, and not as aggressive as on the

c. (...) hospitalised for six days.

poster.


PHOTOCOPIABLE

Bridging… 100 worksheets.pdf

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