Exclusivo do(a) Docente
TEACHER’S BOOK BRIDGES Inglês 11º Ano
Celeste Simões / Helena Oliveira
INCLUI: Planificações anual, trimestral, modular e da leitura extensiva
Testes escritos, de produção oral e de audição (com soluções)
Matrizes de avaliação de todos os testes
Grelhas de avaliação da componente oral e escrita
Sugestões metodológicas
Cenários de resposta extensa
Informações complementares
Audio scripts
ÍNDICE Apresentação do projeto
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Planificações ....................................... ......................... ......................... .......................... .......................... ............. 6 Planificação anual .......................... ..................................... .......................... ......................... ......................... .................... ....... 9 Planificação trimestral ........................ ..................................... .......................... .......................... ......................... ................... ....... 12 Planificação modular ........................ ...................................... ......................... ....................... .......... 16 Planificação da Leitura Extensiva ..........................
Tests ...................................... .......................... .......................... ......................... ......................... ................ ... 18 Placement test ......................... ...................................... ......................... .......................... .......................... ......................... .................. ...... 22 Written tests .......................... ..................................... .......................... .......................... ......................... ......................... ........................ ........... 47 Global test ........................ ..................................... .......................... ......................... ......................... .......................... ................... ...... 50 Speaking tests ........................ ..................................... .......................... ......................... ......................... .......................... ................... ...... 60 Listening tests ........................
Extra Teacher's Notes Audio scripts Answer Key
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O proje o BRID ES O nosso pro eto evoluiu, mantendo-se, no entanto, fiel à sua filosofia ino vadora de inclusão de p blicos e temáticas e romoção d uma cidadania ativa e participada d s/as nossos as jovens. Continuamos a insistir em questões que consideramos chave para o desenvolvimento pleno do/a a luno/a enquanto indivíduo, como sejam a emp tia, a solida iedade e o e penhamen o social. Por esse m tivo, vão encontrar po tes entre mbos os p ojetos, que nas temáticas aborda as, que privilegiam a responsabilização do/a aluno/a pel sua aprend izagem e o/a ajudam a olhar criticamente o mundo, que na própria estrutura, quer ainda n obra seleci onada para a leitura ex ensiva, que se pode considerar o símbolo de sa continuidade: recupera temas do 10.º ano, f z referência direta a pe soas ou assuntos debatidos no an anterior e também em todos os mód ulos do novo manual. O projeto Bri dges foi desenvolvido co base em tr s princípios ssenciais: 1. Pensamento Crítico O Bridges ap resenta tem s próximos dos/as aluno /as, que os/ s ajudam a esenvolver ma reflexão cuidada e criteriosa que lhe permitirá uma análise profund lise profund da realidad e dos meca ismos de m nipulação d mundo atual e uma tomada de ecisões con ciente e inf rmada. Só com base nes ta metodologia de trabalho os/as conseguimos conduzir à ação ção nas nas suas comunidade e na socieda de em geral. 2. Envolvimento e Capacitação a. O Bridges é um projeto que pro ura envolver o/a aluno/ na sua pró ria aprendizagem, fome tando a sua aut nomia através de: – rubricas no manu l como Inde endent Lear ning, com e ercícios extra manual pa a praticar c nteúdos lecio ados na aul , ou Learning Tips, com remissões p ra páginas de revisão de matéria essencial às nova estruturas apresentadas; – Practi ce Book com com soluções int gradas; – Secções de Writing e Speaking com langu ge banks e struturas gramaticais que ajudam a onstruir textos escritos e orais auton mamente e, no caso p articular da escrita, co modelos de textos semelhantes aos que são pedidos ao/à aluno/a, facilitan o este proc sso. b. b. As boas práticas p rtuguesas n o são esqu cidas, com casos reais e envolvim nto na resolução de proble as atuais e próximos do/ aluno/a. c. O c. O projeto Bridges pr cura envolv r a escola e comunidad e como um t do através: – da rubrica Time f or Action, p ra desenvol er trabalho de projeto com real i pacto na sociedade; – da pr moção da interdisciplinaridade, com f ichas CLIL pa a 12 discipli as diferentes. 3. Inclusão O Bridges é um projeto inclusivo, o qu se pode verificar através : das própri s temáticas, já que se e tabelecem pontes com v árias culturas, outras áreas do saber e outras realidades. O Inglês é abordado c mo meio e veículo para o entendim ento entre pessoas e p vos e a linguagem não verbal c mo fonte de expressão e ponte para diálogo; da utilizaç o do Sistema ColorADD®, um código de cores par a pessoas c m daltonis o, criado por Miguel Neiva, da Universidade do Minho. A aprendi agem e utillização dest sistema (descrito no erso da contracap do manual) irá permitir os/às aluno /as daltónic s/as a identificação das ores dos módulos do Manual e o Practice ook (através (através dos símbol s presentes em todas as páginas) e os/às aluno /as com visão regular o contact essa realidades e a aquisição de conh ecimentos e competências transversais; da criação de fichas in lusivas, a utilizar por al nos/as com necessidades educativas especiais e, de igual forma, por alunos/as q e não as tenham, não funcionando, p r isso, como elemento di erenciador. 1 1. o An o BR ID G E S 2
COMPON NTES do rojeto O projeto Bri dges é constituído por: Aluno/a: Manual
Making a ifference – xtensive Reading
Docente: Manual, dição do/a ocente com soluções Making a Difference – Extensive Re ading
(oferta) inte rada no manual
Practice B ok
(offline e online) Site de ap io: www.bri ges11.sebe ta.pt
(oferta integrada no manu l)
Practice ook Teacher’ Book Bridging 110 Works eets CD Áudio
(offline online)
Manual
O Bridges está dividid em quatro ódulos e inclui também, no início, u teste diagnóstico. A ab rtura de cada módulo inclui uma imagem e uma citação alusivas à te mática, destinadas a análise em sala de aula, e os principais conteúdos a trabalhar para uma m lhor orienta ção de docentes e alunos as.
Cada unidade inicia-se pela rubrica OIN IN! com uma aborda gem introdu ória da tem tica.
As competências estã identificad s – Reading Time, Writi g Time, Speaking Time u Listening ime, tal como as tividades d vocabulário e de uso d dicionário – Vocabular Time. Os c nteúdos gr maticais surgem e páginas gr ficamente distintas, indicados pela ru rica Let’s Focus On...
Ao longo do manual ncontram-s pequenos Thinking Tim e, que apel m ao pensamento crític dos/as alunos/as.
Os módulos incluem ropostas de análise de f ilmes e músiicas de acor o com a te ática em q e estão inseridas, incluídas em rubricas próprias – Goin to the Movi es e All in a ong – e projeto a desenvolver, na rubrica Ti e For Actio .
Ao longo do manual surgem pr postas de ndependent Learning, direcionando o/a aluno/a para a plataforma multimédi , onde enco trará recurs s para trabalhar de form autónoma.
Existem r missões (Tips) para conteúdos anteriores, essencia is para a res lução de no os exercício .
No final de cada módulo surge a se ção Time fo Review , co exercícios d e revisão.
A Extensi ve Reading a respetiv análise es ão integrad s no final compone te essencial esteja semp e presente na aula.
o manual, e modo a ue esta
edição do/a Docente c ntempla ainda bandas la erais com su gestões metodológicas e propostas d solução de todos os xercícios e atividades.
Practice Book O Practice B ok segue a strutura mo ular do manual. Os cont údos gramaticais e lexic is são aqui alargados e, no final de cada módulo, surge um teste f ormativo qu e o/a aluno/a poderá realizar com vista à monitorização das suas aprendizagen . Incluem-se as soluções no final do livro, já que se pretende também uma utilizaç o autónoma por parte do/a aluno/a. A segunda p arte deste livro é dedicada à competência da escrita. 3 BRIDGES 1.o Ano
eacher’s Book Inclui:
Planificaç es – anual, rimestral, m dular e da E tensive Rea ing.
Testes de writing , spe king e listeni ng, com mat izes e respet ivas soluçõe .
Grelhas d avaliação da oralidade.
Sugestõe metodológi as complementares e respostas mais xtensas a questões do manual.
Audio scri pts.
Bridging… 110 Wor sheets Publicação para o/a docente com recursos suple entares a u ilizar em sal a de aula ou como trabalho para casa. As 110 fichas estão divididas em três blocos: CLIL, para trabalho em l íngua ingles sobre cont údos de outras áreas disciplinare ; Literature, Music, Cinema & Speak ing Activities , para trabalho sobre cultura de língua ingles ; Inclusion, com estratégias de aprendizagem, destiinadas a todos os tipos de alunos/as.
CD-Áudio Este recurso inclui documentos áudio de diversos tipos, autênti cos ou grava os por falantes nativos da língua, das atividades de listenin do Manual e do Practic Book e dos listening test s que encon ra aqui, no eacher’s Book , e na plataforma multimédia.
20 Aula Digital Aluno Esta compo ente para o/a aluno/a onjuga o li ro escolar m formato digital com um banco de testes interativos q e abrangem os vários co teúdos do anual.
Esta platafor a multimédia é disponibilizada ao/à ocente adot ante. odos os recursos impre sos do projeto estão aí presentes, m itos deles e m formato editável, para que o/a docente os possa adaptar à realidade a sua escola e das suas tu rmas. Integram ainda esta plat que tornam ossível ao/ competências a nível tec materiais e f ncionalidad • • • • • • •
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forma uma docente tir ológico e d s que lhe si
rande variedade de con eúdos multi média articulados com o Manual, r mais parti o do seu pr ojeto escolar e adaptar as suas aulas às atuais multimédia dos/das alu os/as. Adicionalmente, /a docente ncontra plificam o trabalho quoti diano:
Manual e formato digital com fer amentas de edição e ada ptado a quad ro interativo Atividade interativas o Manual, c m validação imediata, e testes interativos Vídeos e l inks de inter et e apresentações em P werPoint Animações – textos narrados para treino da leit ra em voz al ta e da pronúncia Conteúdo integral do D-áudio Planificaç es, testes, atrizes e grelhas em formato editável Módulo para gestão d trabalho di rio com pla ificações, fic has de regist o de alunos, de criação de turmas, relatórios de avaliação, entre outros recursos Módulo d comunicaç o com os/as alunos/as – para envio de mensagens e testes ou comunicação e tempo real 1 1. o An o BR ID G E S 4
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o , , s w s s t t e d s b n v h : n e i s r t s n h n a i o n e i c s m t v w m o e e a s i i e s l o t t h s t e e e e p m a n a a c u c a c p l u o i i t n e c o s a i s c q y o o m e o o r v v n t i l r d l c p d d d t a o i o s e e e e s u e e f t s s n s t t t r t c t r r r r o o v i v c r t o i n c i e o m s s s b o o o p e t e u p r s s j o a b n o r c p e i i d i p e p p r e m o D I a P P o I c N D R e r e r e r P V n o i s t i t s r b p e a m u H m m s s r n u i s r e o n e m C & g n i o ” m u g s d n p C u y s n o i t d e i n o o s t t f C o r o 3 C a e t r e c n s e l v e l a e a d t u d u c e F T “ A S E d i i o t 4 r 1 . 2 . 3 . . M C 3 3 3 3
e , e v o i v t t i t a i e r l n i a b e f s a o n g p u e t i s ) r r y n m o t r b e o i , c i o s a f o g d i a e n t ( l s r n o b i n h d e u t u r e v p c t i s a e e o e n D U h G R D I ? t o ! t e G r u d n n l a e o r a l Y W o W P d i l n W e d n r u e W e o e i h h o t g t d S n r c r l r a A o o a d F g ! s 4 f n p W E n d i e w u e l k n u d h n o a a T A H T H d n o a . 2 . 3 . 4 . t 1 M S 4 4 4 4
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o s e e e s o o e a t d o r e p o l õ o i t s i l a m t ã o d n o n e ç á u i c r d p o o i a n p o l o e f s t r o s s ã o a a u o n u m c e r o o f s a m , t p m e t t e o s m d e s r s e x s x e c r a r e o o a g o e e i r o a f t a d o r o t t o t a c ã s f p n r a e a ç n a d i s s u n x e e s u t i v r i o o ê o e r e à g m e v a s o i r o o t s n n n n i r u r t c s l é m i c d e à a i a r c r r s x e o a d o o o e c d s e e p o p a o t d s a ã d f t s d m ã n E e x s s s a e s e a n e n m d e : m e o o i o e a e u t d v i e o u o , d i p d o o o o e q c r s ã t r ã h ç e r r c c l c a ã e o l o ç n n a o d e e a o s a o r ç p d d d ê e e o u ã n õ o v d a o a ç t o a n d b p r c a m í ç d d d i i e d r e s t a a e e n s a c r m c n s s o f r t r s i o z a i r i v c o l r p l , e u o i t n f i o o e r l r f c e t o g t a o u e t t m e a f e a e e n x i o r t p i a p a n n s ã s n o r n o e o r p e t u r r ç i i e s e s d a a e p e a o r t s r a à d c r e a a e o r o d l p r r r i t m á m s p m a s o r i a a m d i d a r u c a a a r n d o l s z z i t e i t t i n z a t c a l i o z l a z u s o m a n i o e e c e i e z r i l f e x e i s g f o n t n s a e t u u s o s r u i l r a e i i r d r p t s r d e b u é b a o q s i t n m t e t r r n p i a a a f s g e m c q o o v r e l a o e s o s o u e d i r o o r g j a s r e p e a o e r U c a m U p V A s t M L d O d P c d U p C p r R a s • • E • • • • • • • • •
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o m o o d u d t i n o r o s e t s u c a n u m e s o f a m e t e o d s e s e s x a e c r o g e a d o r s o d o o t o t a ã i n a e a a ç d d t e s s u t v i r a m i g o o s à n v r e o o t o n n e i o r t c s m é c i c t r l c r r s x p a e e e o o c s p f o o o a d s r ã E s d e p e t r s a e : a n d d o e u m p i r o i u o o o d o r o a q c t c ã h f e c a ã e o s l e s d o ç n n a ç i a d d e ã u ê a ç d a n o b r e a g o d d t e d a a d e i r n s s a c m a o r t z i r e i v r p l e s u o i i o r t à l f a t o t t i p m e s f p t o o r o a e o n x n e o s r t e u r r a i i e s e a t x d c o r a u e v r o q p l r e r p r s i o a t á m s a r d i a i d a u e t a t i t e t a z z a u l c a i d i s z s e i i z s o n f o m a g l n e u r t t i l d i i o i e s r r d s o é t p i a t p a o o n t b o n a f s g c m o o n o a o e s o a e e r r p r o o r g l e i o r t s M L f p O t P c d U p C p r R d E • • • • • •
e e v i v t i t a i r n i a f n i g p m s r n r o e o i c f i s d a e l i s r n b n h u u r p t e e o e G R D n I
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? t o e G r n e u a o l P W Y d i d l n e n r u o e h o g S i t n r c a a A d F g n n i ! E w k n o a s A H T d n 2 . 3 . 4 . a 4 4 4 H
a r r . n e a a a r r r s a a i i g g c e e l e r e r e a t n d t t t ê n v a a n a n n z z a o a i i i i f l h r i e l i e d l n i e o e o b s b s t e p d r o o o o p r a a d n a n e m m d d a c n i i a i o d p ; ; z i r r r t a a i e s r i s n í l t c r i i i r s u u o o e a q v a q v e o t c l n p d o p d o ã u ; e o e s , s e a n e a n a n o o d m s d s s d s s r e ã d u e a a o o a o o u t e i e a t r ç d i t d t t d t t r a i i e r , d c n n c n n b p m a a o e a e e a e e a m r v a ã d p m m p m m a o o s m ç a f a a i i i i c n e u a d c c c c c c r , i t i e e l e e t r a m s a a h a h l r c a o l h h c e n n e n n n e v o a p v o o v o o o s v f u o p u n a e e e m c c c c b n s i c r r r e – – d –
a r o t i d E a t n e b e S , a r i e v i l O a n e l e H e s e õ m i S e t s e l e C s e g d i r B
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. e o e r o l t e p n a j u o m a n r e o P a s d m o o i o c o e d í n d n i l s e a / a s i , r s a o e o u n t a a n g t n i u í e m l f l o a e o a s d ã , / a ç a m s u o i c u o / f i g d e l a s s n a l o e o c d i d t p o a á a d m m i s m e u e s t e d e , c s d o e a o t t i n d i ú t r m i s t e l a n s e e s m o o c t o o n , ã c s e n o e m d i , o d r a r t p d i m n o a c t a n u u c n e e r o a d r o u o n e t ã , , u l r n a i s t e u a s s n u e e a a t r / a m e s o o e d n d s , l o u o o i v a v t ã i s ç t l a e a a r n o / u r n s o t e u t l a d r t a o t e s s d r e i a a o p a i g r r e e n o o p a t l n a i l m o s a p r a i i , c c a e n s r d ê i d u c a t e a o i p r d s p a s m r o a e e c p d c e e o o n d d i ã a o n ç r ã i f a i ç e p g i s d u r i u a c o s u q m e r á r a a r p e l g a d a o o e r r p p e r , a o p o t v e e m i t n u e o e g s m c o e s á e d r s o e s / a v i e o t v a e H r d l o o o . P ã n s . ç a o a a o d m p u d ú e r u c o t o n T ã o e ç c a r p a d l r a m s o a p a v l i r i g t u c c e i n o i r p r r p s r p u e A r C a
a i c n ê r e f e R e d s o i n í m o D
d l r o W e h t a s e g l n g i I d n a e a u R g n
: l a u t x e t o s ã a l ç a e t b e a r t p / r s e s t o o n ç i a m a e i t a p s d n s o i e s c s ó l t o n p o a ê o n s f i t c a e / d í i n r / c v e r s / o e m e o a r i i x t e r h a e m d n r i r n u a u c n a g d e ó r z r c i o n l i e e r e a S P V P r P e R • • • • •
e r e c e h n o c e r / r a c í i : r L f i t a z i n l e i t d I u
R A L U – D 1 O e M l u O d à o Ç M A : C a l I i F c a I t n u N ê x r e A L f e T P e a i R g o e l d o p i o i T n í m o D
o ã ç a t e r p r e t : s n i o e t i d r c s s a e t s n o u o d g r ã a e i i n c p i n a p u s o a n a e t e t d s i r s o o v a e g p r s i r t o e t r b R A n E a l E • • •
s e : õ e i d n i a o p d d i o n l a u e u s t m a a o i a n e d a d s i i s s s t a i e n f a l c f i e a l m g t v í n r e a i r o t a j g r c o / u s s p a s g o o r d m d o o n r t í o n l m m c f a u e e m d s e g g s l a a e d a e u u g r a i p g g u r i t a n n g m i i i p l l n u r i c p O A A L s i x D • • • • • E
s o d a d r o b a s a m e t s o a s a v i t a l e r s n e g a m i r e v e r c s e D
: s o d a c i f i s r e v i d s i s a s c o i ç e t a s a a r s f m p e a e s r e d g d e s s l a o t a o o r i p t n f i c t n e e í l c e r ú m d e m m i a t a x h i e t e a c l h n p r r l c a e m s o z c e i l s r o e a E P C e R e R • • • •
s e s v h i e s t s v i i c l n t e g c j u e e o n j d s E a n s d u n a d d f y o n n o r i g s t a u u e n i i a n o o s c o o / p p m t e i i t l r m m o c i i l a o d o o e d D C - C C I V • • • • • • •
o o s v i ã n e i t n g n a a o i i t p r m t c r o e a A o o i i f e f d m s r n a r s á o n i o o a i r o s e n ã u f g g a o ç ã ç g e o t t q a r a i x s m n o t i t i e e i r u m c i a o t C C F A C I D T P T • • • • • • • • • •
l a u t o x e t e v x T a e t h o o c ã d s m ç u a i u r e c a d v d n o a s u l r n a i P e p a p i e o r c a d o c n i i ã f o i r t ç p d x a s e o t t c a i e s n e r e d o p c d i r e o e s t r a r n g r a a i I c c i f i u n f i g i i n t t n e n n i t t s e e i s i L d I d I D . 1 •
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s o s r o e d v l i d a r u m t e l u a c t s i i c / a í a l u o p c i t t t x x s m í e i e t t u e g s o a a n n i s i o t l i t g a i s x c o í o v e i l l e t p c o é r t n o x p p o e s i t s e s d o a e s i ã r o o ã e s ã p t c ç n n s ç a n ê e a a e t i r e e m m m r i e r f o d i p d o i f o d m s f n t a n r o r i i r x c a e e r e r c r a a a t c t e a c e n g e e i o r d h z f i n h l i i i n p i t c s n d o o b n e r e a o o c t l o e t e c e d e n p e x i e R . R M I S I t R t 2 • • • • • •
s o d o r t n e o e ã a d ç r s a a i l e c c õ n s a u s m n u r e s c s o i f e e d õ a d i n m m o i u t x p e o a e e s d t n e e s l o o g a c ã i n ç i o c a n a s a ê m i o o r r u g d t o s n a i e f í p l n x d i a g r r e m o r d e r a e b a o t i g r a c r a z n n i i i n a g s l e t k s e p a a r o c a e u b i r q a r e e p p e d e t p ó n S . A s A V I t 3 • • • •
o t x e t e d o o t s p o i t p o o r m p a o c m o e t d r o m c u a e e r d b o o s ã s ç o a d m a i r o c f n n u i a o n e r d r i i a d z g i n u r n t i t n a e t s i n r g r e r o W O p C . 4 • •
a i c n ê r e f e R e d s o i n í m o D
e r u t u F r u o Y p u g n i d l i u B
a s e l g n I a u g n í L
R A L U D O – M 2 e O l u à d Ç o A C l I M a F I : u a i N c t x A n e L ê P r T a e i f g e l o R o e p d i T o i n í m o D
: l a u t x e t o s ã a l ç a e t b e a r t p / r s e t s o n ç i o a m e i a p a s d n t i s o e c s o s ó l t n o n p a ê o i s f t c a e / d í i n r c v r / o / r e e m e s i r i x o a e a h e i m t d n r r n u a u c n a d c e g z ó r r i o l n e e r e r a i S P V P P e R • • • • •
o ã ç a t e r p r e t : n s i o e t d i r c o o s s a ã h e t ç l n a a s u t o g e n b d r a e a a t e t s r i g e e l c p i o n a V r d b p u s m a a n a u e t l s i o m e t d i u r u r s v á n o c a i a e r r p t r r r t m t o s u a n u s o b e R C C E S P a l E • • • • • •
o h l a b a r t : o e d s d a é a o d i d d v p i s l n a u a o s u m t m s u a o e o n a d a r d s o a a s a p i a c o e n m h t l ê e i l t a n a o r e b / n p o a p s i x r s t o s o e t f i o n o m a d o u : o r c r s s p l a d a a a e v o Y n r c l i t e s p u s e a m u c s i A A G O D • • • •
s e õ i n i p o e s a i e d i a c i t í r c a m r o f e d r i m i r p x E
s o d a d r o b a s a m e t s o a s a v i t a l e r s n e g a m i r e v e r c s e D
: s o d a c i f i s r e v i d s i s a s c o i ç e t a s a a r s f m p e a e s r e d g d e s s l o a t o o a r i p t n f i c t n e í l e e c r ú m d m a a e m i x h t t e i e a c l r r h l n p c a e o z c e m s e i l r o e a s E P C R e R • • • •
e e s r u e a c l e c h : n t c s n o e o n a t s s c n s s u e e d r s o b a n n l r r n / c a c o e o ; e i t r t l v c e g g t a v a n n e a e i c i i x i : t i r r f n n n f d u i f i a f i n l t t a e o z e r o e e u i n l e i t P F M C R d d d I u • • • • •
s o o n v i ã e i t n g n a o i i a t r p m t c r o e a A o o i i s f e f a s r r m o n n d s a i a á o n o c o o c s i i f r o e n o ã u i g ã o t a o n ç g ç e o g q o i a t a n t ú n l r i t s t a i x r m r i t a n a e ó r u c e e m i o t F C A I C A C R C C D T P T • • • • • • • • • • • • • •
l a u t o x e t x e v T a e t h o o c ã d s m u ç a i u r e c a d d n v a s o u l r n a i P e p a p i e o r c a d c n i o i o f ã i r t p ç d x s a e o t t c a i e s n e r e d o i p c d r o e s e t r r a r a a i n I g c c i f i u n f i g i i n t t n e n n i t t s e e i s i d d L I I D . 1 •
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o d l a r m u t e l u a c t s i i / c a í a l u o p c i t t t x x s m í e i e t t u e g s o a a n n i s i o t l i t g a i s x c o í o v e i l l e t p c o é r t n o x p p o e s i s d t s e o a e s i ã o r o o ã t s e ã p t c ç x n s ç a e n n ê e a t e a m r t m e i r e m i e e r f o d d i p d f o f s d m i n s n o a r o i i p r r i c a e r r t e c r a a a c t e a c s e n g e i z h h r o i f n n l o p s n i i i t i c r r o o d o n e e a c b c t l e e v e e o d i e x e t n R R M I S I d R e t . 2 • • • • • •
s o d o r t n e o e ã a d ç r s a a i l e c c õ n s a u s m n u r e s c s o i f e e d õ a d i n m m o i u t x p e o a e e s d t n e l s e o o a c ã i g n ç i o c a n a s a ê m i o o r r u g d t o s n a i e f í p n x l d i a g r r e m o r d e r e a b a o i g t r a c r a z n n i i i n a g s l e t k s e p a a r o c a e u b e i a r e r p p q d e t p e ó n S . A s A V I t 3 • • • •
o t x e t e d o o t s p o i t p o o r m p a o c m o e t d r m o c u a e e r d b o o s ã s ç o a d m a i r o c f n n u i a o n e r d r i i a d z u g i r n n t i s t n a e t i n r g r e r o W O p C . 4 • •
a i c n ê r e f e R e d s o i n í m o D
m s i r e m u s a n s o e C l g l n I a c a i t i g r u n C í L
R A L U D – O 3 M l e O u à d Ç o A M C l I : a F a i u I c N n t x e A L ê r T e a P f i e g o R l e o i d p T o i n í m o D
: l a u t x e t o s ã a l ç a e t b e a r t p / r s e s t o o n ç i a m a e i t a p s d n s o i e s c s ó l t o n p o a ê o n s f i t c a e / d í i n r / c v e r s / o e m e o a r i i x t e r h a e m d n r i r n u a u c n a g d e ó r z r c i o n l i e e r e a S P V P r P e R • • • • •
o ã ç a t e r p r e t : s n i o e t i d r c s s a o e t ã s n ç o u a d g r m a e i a c p l c n a e u s r n a e t e s d r o o a a g r p t i r t o s r e b R A a C a l E • • •
e r e c e h n o c e r / r a c i : r f i t a z i n l e i t d I u
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: e d a s d i n l s a e v o u t o p j i a s t a o ó s d d e o d s o r e a t a s m m m e u o s r e o t s v o f n / o i s n i & s c s s e o e e c t d x d e n s e a r o u d s o d i i t s o c i m l i m a b r á u b u i u s t h s n u s n o p o c O C A C s i D • • • •
s e õ i n i p o e s a i e d i a c i t í r c a m r o f e d r i m i r p x E
s o d a d r o b a s a m e t s o a s a v i t a l e r s n e g a m i r e v e r c s e D
: s o d a c i f i s r e v i d s i s a s c o i ç e t a s a a r s f m p e a e s r e d g d e s s l a o t a o o r i p t n f i c t n e e í l c e r ú m d e m m i a t a x h i e t e a c l h n p r r l c a e m s o z c e i l s r o e a E P C e R e R • • • •
o , , w s s s t e t d s b n h v : n e n t i s i h a o r s n e i n c s m t w v o m o e e i e a s i l s t t h e e e s t p e m a n c c c a a u i i l o a e p u o t n c S a i o o s c q y m e o o t r i l d V V n l c r p d d d t a o i e o s o e e e s u e e f t s s n s t t t r t c r v r r r r o o m v t i i c n t c i e o s s s b o o o p e t e u p r s s j p o n e c r p p i a a m o o i e p i d r e D I P P b o I c N D R e r e r e r P V • • • •
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s o n v i e t n g a o i a t o r m t c r h e a A o o n i i f f a s u r r m n s a á o n m o a a i o o i a u f r o c s n e ã c o ã i g i o t a e ç m o ç f g m g e o z n t t q t i a s n e t l a a r i x i s t r t i e u e r m e a o o e ó i á r u c o e m i C G A I T C P F R C C D T Q P P T • • • • • • • • • • • • • • • • •
l a u t o x e t e v x T a e t h o o c ã d s m ç u a i u r e c a d v d n o a s u l r n a i P e p a p i e o r c a d o c n i i ã f o i r t ç p d x a s e o t t c a i e s n e r e d o p c d i r e o e s t r a r n g r a a i I c c i f i u n f i g i i n t t n e n n i t t s e e i s i L d I d I D . 1 •
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s o s r o e d v l i d a r u m t e l u a c t s i i c / a í a l u o p c i t t t x x s m í e i e t t u e g s o a a n n i s i o t l i t g a i s x c o í o v e i l l e t p c o é r t n o x p p o e s i t s e s d o a e s i ã r o o ã e s ã p t c ç n n s ç a n ê e a a e t i r e e m m m r i e r f o d i p d o i f o d m s f n t a n r o r i i r x c a e e r e r c r a a a t c t e a c e n g e e i o r d h z f i n h l i i i n p i t c s n d o o b n e r e a o o c t l o e t e c e d e n p e x i e R . R M I S I t R t 2 • • • • • •
s o d o r t n e o e ã a d ç r s a a i l e c c õ n s a u s m n u r e s c s o i f e e d õ a d i n m m o i u t x p e o a e e s d t n e e s l o o g a c ã i n ç i o c a n a s a ê m i o o r r u g d t o s n a i e f í p l n x d i a g r r e m o r d e r a e b a o t i g r a c r a z n n i i i n a g s l e t k s e p a a r o c a e u b i r q a r e e p p e d e t p ó n S . A s A V I t 3 • • • •
o t x e t e d o o t s p o i t p o o r m p a o c m o e t d r o m c u a e e r d b o o s ã s ç o a d m a i r o c f n n u i a o n e r d r i i a d z g i n u r n t i t n a e t s i n r g r e r o W O p C . 4 • •
a i c n ê r e f e R e d s o i n í m o D
d l r o W e h t r a s o l e f p g u n I d a u n g a n t S í L
R A L U D O – M 4 e O l u à d Ç o A C l I M a F : u I a i N c t x n e A T L ê P r a e f i g e l o R o e p d i T o i n í m o D
: l a u t x e t o s ã a l ç a e t b e a r t p / r s e s t o o n ç i a m a e i t a p s d n s o i e s c s ó l t o n p o a ê o n s f i t c a e / d í i n r / c v e r s / o e m e o a r i i x t e r h a e m d n r i r n u a u c n a g d e ó r z r c i o n l i e e r e a S P V P r P e R • • • • • e r e c e h n o c e r / r a c i : r f i t a z i n l e i t d I u
o ã ç a t e r p r e t : s n i o e m t i d e r g c s s a a t e n d o i s u n v t o e a g t d g r e n o a e l i e ã p c n a m m i u o u s c u g g n a / o e t n i r r a o r s o ó o i o r t a o p e r s r t l a t t o e a e x e b R C R T o R a l E • • • • •
o s s o n o a o : d e n d u a m d i l o a d u e t a e t a n d s e i s o b a m m o m e c a e s t r e i o i / u r s q m e o m e t e o n u a q t d u e s o s d n a o a n l a i c ã r t ç e r u p i o t m é t o u m i o r d e c s i O U B P r D • • • •
s e õ i n i p o e s a i e d i a c i t í r c a m r o f e d r i m i r p x E
s o d a d r o b a s a m e t s o a s a v i t a l e r s n e g a m i r e v e r c s e D
: s o d a c i f i s r e v i d s i s a s c o i ç e t a s a a r s f m p e a e s r e d g d e s s l a o t a o o r i p t n f i c t n e e í l c e r ú d m e m m i a t a x h i e t e a c l h n p r r l c a e m s o z c e i l s r o e a E P C e R e R • • • •
e v a h e , e v o v i t i t t a i e r l n i a b e f s a n u e i g p s m r r y b o r i e o n , c i s a f o o d a e i n t t l r n o d ) b s i n h u t t u r e e p c e i s o o e g G R D t n D U ( I • •
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l a s ) o l n s a e e s n c v g i e o f o a í p i t r t N t ( o c n e a A o ã i e s f i e i ç r r c a m s a a á o o c n n i o r f r o s a n n e o ã a u ã g g a a o ç o m ã g ç l e o t q ç a t a m n c m r o t i t r e i t i o s i c e a e i i m a o r u o c C F I C F A C P D R P C D T • • • • • • • • • • • • • •
l a u t o x e t e v x T a e t h o o c ã d s m ç u a i u r e c a d v d n o a s u l r n a i P e p a p i e o r c a d o c n i i ã f o i r t ç p d x a s e o t t c a i e s n e r e d o p c d i r e o e s t r a r n g r a a i I c c i f i u n f i g i i n t t n e n n i t t s e e i s i L d I d I D . 1 •
• •
s o s r o e d v l i d a r u m t e l u a c t s i i c / a í a l u o p c i t t t x x s m í e i e t t u e g s o a a n n i s i o t l i t g a i s x c o í o v e i l l e t p c o é r t n o x p p o e s i t s e s d o a e s i ã r o o ã e s ã p t c ç n n s ç a n ê e a a e t i r e e m m m r i e r f o d i p d o i f o d m s f n t a n r o r i i r x c a e e r e r c r a a a t c t e a c e n g e e i o r d h z f i n h l i i i n p i t c s n d o o b n e r e a o o c t l o e t e c e d e n p e x i e R . R M I S I t R t 2 • • • • • •
s o d o r t n e o e ã a d ç r s a a i l e c c õ n s a u s m n u r e s c s o i f e e d õ a d i n m m o i u t x p e o a e e s d t n e e s l o o g a c ã i n ç i o c a n a s a ê m i o o r r u g d t o s n a i e f í p l n x d i a g r r e m o r d e r a e b a o t i g r a c r a z n n i i i n a g s l e t k s e p a a r o c a e u b i r q a r e e p p e d e t p ó n S . A s A V I t 3 • • • •
o t x e t e d o o t s p o i t p o o r m p a o c m o e t d r o m c u a e e r d b o o s ã s ç o a d m a i r o c f n n u i a o n e r d r i i a d z g i n u r n t i t n a e t s i n r g r e r o W O p C . 4 • •
TE TS •
•
•
ritten tests peaking tests istening tests
BRIDGES 11.o Ano
MATRIZ DO TESTE DE IAGNÓSTICO [Inglês VII – 1 1.o Ano] ESTRUT RA Conteúdo
Cotações tiv.
Competências
Tipologia de itens
Número
Comp tência Linguí tica - co petência lexical - co petência gra atical A
- co petência semântica
It ens de seleçã
- co petência ortográfica
- escolha múltipla
30
120 pontos
1
80 pontos
Comp tência pragmática - co petência fun ional Conteúdos g amaticais
Comp tência sociolinguística
lecionados até ao nível
Comp tência Linguí tica
B1
- co petência lexi al - co petência gra atical - co petência semântica B
- co petência ortográfica Comp tência pragmática
It ens de constr ção - Resposta extensa
- co petência discursiva - co petência fun ional Comp tência sociolinguística 200 pontos
1 1 . o A n o B R I D G E S 18
PLACEM NT TES Name _______ ______________ _____________ ______________ _____________ _____________ ___________ Cl ss __________ ____________ eacher ____ ______________ _____________ ______________ _____ Date _ ____/ _____/ ________ Grad ____________ _____________
I 1. Read the s ntences bel w and choos e the correct option from , b, c or d. 1.1 He __ _ ____________ ______ a lot o films with T m Cruise rec ntly. a. sa b. has een c. sees
. was seen
1.2 Ask hi how old __ _____________ ______. a. he as b. is he
c. he is
. has he
1.3 Could I get ________ _____________ tea, please? a. little b. few
c. a few
. a little
1.4 Father made me __ _____________ ______ to sle p early. a. go b. goin c. to go
. gone
1.5 I wish ou _________ ____________ me then. a. hel ed b. had elped
. did help
c. have hel ped
1.6 I prefer walking ___ _____________ _____ runnin . a. than b. from c. to
. for
1.7 His lat st novel ___ _ ____________ _____ two we eks ago. a. has published b. was published c. publishe d
. has been p blished
1.8 I love reek food. _ _____________ _______. a. So I love. b. So I o.
. So love I.
c. So do I.
1.9 Would you mind __ _____________ _____ the wi dow? a. clo e b. to cl se c. closing
. closed
1.10 Let’s find her, ____ ____________ _____? a. will you b. can e
. shall we
c. do we
1.11 I’d rather we _____ ____________ ____ at home tonight. a. st yed b. stay c. to stay
. have staye 9 BRIDGES 1.o Ano
PLACEM NT TES 1.12 Coul you ________ ____________ _ me some m oney, Jack? a. le t
b. to b rrow
c. lend
. borrow
1.13 I hav worked her ____________ __________ te n years. a. fo b. sinc c. from
. by
1.14 Are you used ____ _____________ ____ on your own? a. to work b. with working c. to worki ng
. at work
1.15 Jane should ______ ____________ ___ swimmin . a. ta e in b. take up c. take on
. take after
1.16 Mary was extremely ___________ ___________ t sunlight. a. se sible b. sensitive c. sensual
. sensuous
1.17 A lot of people are suffering ___ _____________ ______ malnut rition. a. with b. for c. from
. of
1.18 What ____________ __________ ye terday at four? a. had you done b. have you done c. were yo doing
. have you b en doing
1.19 I insi t ___________ ___________ e eryone a dri k. a. to buy b. in buying c. buying
. on buying
1.20 I nee to _________ ____________ my shoes mended. a. do b. get c. take
. make
1.21 If you ____________ __________ w rmer clothes yesterday, yo u wouldn’t b ill now. a. put on b. had ut on c. have pu on . did put on 1.22 Ther are a lot of c louds _______ ____________ __ the sky. a. on b. at c. in
. by
1.23 Look at his face! H ___________ _ __________. a. will faint b. is going to faint
. can faint
c. is faintin g
1.24 I went to work ___ _____________ ____feeling ad. a. although b. in spite c. neverth less
1 1 . o A n o B R I D G E S 20
. despite
PLACEM NT TES 1.25 You _____________ ________ bett er leave now! a. w uld b. should
c. had
. have
1.26 _____ ____________ ____ had she elt so sad in er life! a. Sometimes b. Nev r c. Not only
. However
1.27 Very rarely ______ _ ____________ __does it rain here in Augu st. a. it ains b. does it rain c. is it raini ng
. it is raining
1.28 It’s _ _____________ _______ likely that this film will win the scars. a. to ally b. dee ly c. strongly
. highly
1.29 My rother invested a lot of time _______ ____________ __ researchin g the most appropriate niversity course. a. to b. for c. with . in 1.30 Our students take heir responsibilities very _ ____________ ________. a. considerably b. thor ughly c. seriousl
. strongly
http://leader.ciiv.pl/leader/upload/testy/fce_cae_placement_test.pdf, accessed in February 2014
II 1. Continue riting the st ry below. Write bet een 150 and 180 words. As I walke home from chool the other day I hear footsteps be hind me…
1 BRIDGES 1.o Ano
M TRIZ DO 1.o
OMENTO DE AVALIAÇÃO ESCRITA [Inglê VII – 11.o An ] ESTRUTURA
Conteúdo
Cotações tiv.
Competências
Tipologia de itens
Número
Comp tência Linguí tica - co petência lexi al - co petência gra atical A
- co petência semântica
It ens de seleçã - escolha múltipla
- co petência ortográfica
10
40 pontos
2
10 pontos
2
40 pontos
2
10 pontos
2
10 pontos
10
10 pontos
1
80 pontos
Comp tência pragmática - co petência funcional Comp tência sociolinguística Comp tência Linguí tica - co petência lexi al - co petência gra atical - co petência semântica
Module 1 Reading the
orld
B
- co petência ortográfica Comp tência pragmática
It ens de constr ção - Resposta curta - Resposta restrita
- co petência dis ursiva - co petência funcional Comp tência sociolinguística Comp tência Linguí tica - co petência lexi al - co petência gra atical - co petência semântica C
- co petência ortográfica Comp tência pragmática
It ens de constr ção - Resposta extensa
- co petência disc rsiva - co petência funcional Comp tência sociolinguística 200 pontos
1 1 . o A n o B R I D G E S 22
W ITTEN EST 1
MOD. 1
Name ________ ______________ _____________ ______________ _____________ _____________ __________ Class ___________ ___________ T acher ______ ______________ _____________ ______________ ____ Date___ __ / ______/__ ______ Grade _____________ ___________
ACTIVITY 1. Read the fol lowing sum ary from the novel Blue Jasmine. Choo e the right o tion to best complete the gaps. When twelve-year-old Seema Trivedi . _________ ___ that she and her famil y must move b. ________ ____ their small India town to Io a City, she realizes she c. ________ ____ have to say goodb e to d. ___ ________ purple-jeweled mango trees and s eet-smelling jasmine, to the monso n rains an the bustling market. e. _______ ____ important, she must leave behind her beloved amily of aun ts, uncles, gr andparents and her best
friend and ousin, Raju. Everything is f. _______ ____ in America, where Seema feels like an outsider to the language an traditions. She g. ______ _____ how to behave in h er new classr om, let alone handle a bully who has it h. _____ ______ for er. But whe Seema's gr ndmother be comes ill, ba ck in India, all of i. ___ ________ suddenly se ms less imp rtant. Durin a return vis t Seema is g iven a precio us gift that helps her und rstand the meaning of 'home' and 'family'. As she begins to plant roots in the fore ign soil, Seema is able o build a j. ________ ___ between two homes. ttp://kashmirasheth.com/books/y unger_eaders/blue_jasmin.php (a apted and abrid ed), accessed in February 2014
a.
learns
is lear ing
learnt
b.
to
from
for
c.
can
must
will
d.
a
an
the
e.
More
Much
Many
f.
similar
differ nt
distinctive
g.
doesn’t kno
didn’t know
hadn’t known
h.
on
in
out
i.
these
them
that
j.
tower
bridge
link
23 B R I D G E S 1 1 . o A n o
WRITTE TEST 1
MOD. 1
ACTIVITY B 1. Read the following extrac from the no el Blue Jasm ne.
Blu Jasmi e That night I wondered why they hadn’t told all of us at the sa e time. When I went to bed, I w ndered how I could leave he rest of the family and go to
merica. We all lived in the same ho se, ate in th e same
kitchen. Raj and I went to school together and were in the sam e class. Raju was my cousin, but he was as much my brot er as he was Uma’s
5
brother. He as my best f iend. I missed mo that night.
ad was so h ppy about going to Ameri a that I
didn’t want to talk to him about my fears, but I wa ted mom to old me tight and tell me that without the rest of the family we would be fi e. That 10
we would g to the new country and
ake new fri nds. Dad ha called
mom and to d her about oing to Ame ica, and I w ndered if she herself was as scared about the move as I was. For the next few days Raju hardly spok e to me. In cl ss I saw him writing furiously. He covered his writing with his right arm while he wr te with 15
his left han . I knew it
as about ou going to A erica, but h e never
mentioned i at school or at home. Th n slowly, he began talkin to me again, but h still wouldn’t discuss our leaving for
merica. For t he next
few days I thought he w s fine, until oday when I was standing by the acacia tree, nd he burst like an overfill d water bottle and ran awa y. 20
Why is Raju running awa from me? I t hought as I reached home. The iron gate was wide op n. “Why do you have to go to America? Why can’t y u stay here a nd we can ke ep on going o school tog ther?” Raju pleaded. “Pappa and
onny and
ela are going, so I have to o,” I said.
“You don’t ave to! We’r e all here and you can stay ere and go to school with 25
e.”
I didn’t kno what to say.. Raju was right. I could stay in Vishana ar, our town n Gujarat, and go to school. There was a girl name Sarla in my class whose arents had gone to Canad a, but she ha stayed behi d with her g randparents. One part of
e wanted to stay. Home
as like the s ell of ripe ke sar mangoes that made me happy even efore I took
a bite. If I went to America, everything would be unf miliar. Kashmira S eth, lue Jasmin (2004) (adapted and abridged)
2. Complete the following s ntences with information rom the first paragraph o the text. a. Seema fi ds it hard__ __________ __________ __________ __________ __________ _________ b. Raju was like_______ __________ __________ __________ __________ __________ _________ 3. Answer the ollowing qu stions. 3.1 What fears might Seema be facing ow that she i s moving to a new country? 3.2 How di Raju react t Seema movi g away to A erica? Find vidence in th e text.
1 1 . o A n o B R I G E S 24
WRITTE TEST 1
MOD. 1
4. Who or wha t do the follo wing words r efer to? a. it (l. 15) _____________ ____________ __
b. here (l. 21) ____ _____________ ___________
5. Read the third paragraph and find the words that a. angrily _ _____________ ____________ _
ean the sam as:
b. departure _____ ____________ ___________
6. Fill in the gaps with the a propriate prepositions of place. a. Do you live _____ M nchester?
f. She u ually sits ___ __ the floor hile she pray s.
b. Are the books _____ the shelf?
g. My p ssport isn’t _ ____ my roo . Where is it ?
c. He was ____ the bu stop for half an hour.
h. Is See ma going to e happy ___ _ her new scho l?
d. Look at the example ____ the bo rd. e. Seema’ mother is not here – she’ _____ work at the m oment.
i. On th ir first day _ ___ America, they had break ast _____ th garden.
ACTIVITY C You have received an email from your E nglish-speaking friend, Pe ter, who has lived in many countries a nd is now c nsidering op ening a rest urant. Read is email and answer his uestions. Th en write an mail to Pete , using all y ur notes. Email From: Peter Watkins th
Sent: 15
ctober 2014
Subject: R staurant openi g
You reme ber how Mary and I have always want ed to open a restaurant, e pecially beca use we’ve tra velled to much around the world and now kno so much ab ut world cuis ine – well, we ’re going to o it! We want t o serve food rom the diff rent countrie s we have liv ed in, and w ’re planning to travel for six more months to collect some ore ideas. e would like t o visit your c untry. When is the best tim e to come? We want t find out wh t people reall cook at ho e every day.
hat’s the be t way for us t o do that?
We’d also like to go to ome local re taurants whi h serve tradi tional food. gastronom y, isn’t it so? Can you recommend some laces for us o visit? When we pen the resta rant in Augu st, we’d like ou to come.
ortugal is kn wn to have
ill you be fre e?
Reply soo , Peter
rite your email. You must use gramma ically correct sentences w ith accurate s pelling.
25 B R I D G E S 1 1 . o A n o
onderful
MA RIZ DO 2.o M MENTO DE VALIAÇÃO ESCRITA [Inglês II – 11.o Ano] ESTRUTUR Conteúdo
Cotações A iv.
Competência
Tipologia de itens
Número
Competência Linguística - competência lexical
Ite de seleção
- competência gramatical
-
ompletamento
10
0 pontos
1
0 pontos
5
25 pontos
2
30 pontos
2
10 pontos
15
15 pontos
1
0 pontos
- competência semâ tica - competência ortográfica Competência pragmá ica - competência funcional
Ite de construç o - resposta restri a
Competência sociolin uística Competência Linguística
odule 1 eading the World
- competência lexical
Ite s de construção
- competência gramatical
-
esposta curta
- competência semâ tica
-
esposta restriita
- competência ortográfica Competência pragmá ica - competência discu siva
Itens de seleção
- competência funcional
-
ompletamento
Competência sociolin uística Competência Linguística - competência lexical - competência gramatical - competência semâ tica - competência ortográfica Competência pragmá ica
Ite s de construção -
esposta exte sa
- competência discursiva - competência funcional Competência sociolin uística 200 pontos
1 1 . o A n o B R I G E S 26
W ITTEN EST 2
MOD. 1
Name ________ ______________ _____________ ______________ _____________ _____________ __________ Class ___________ ___________ T acher ______ ______________ _____________ ______________ ____ Date___ __ / ______/__ ______ Grade _____________ ___________
ACTIVITY 1. Fitting in in new school isn’t always asy. Read Je sica’s account and fill in t e gaps with n appropriat e word. In middle school, everything began
. ________ ___ change. By then I
as speaking English flue tly, so it
b. _______ ____ easier o communic te. I told myself: I’m not going to be l aughed c. __ _________ nymore. I
started making friends. I met a girl na ed Nora, and I liked her d. ________ ___ she kept everything t herself. I could trust her. And I met Walter, who is one of those homeboys I was a real
ho gives you advice. I finally felt like I it in - like
merican. They are still e. __________ _ best friends today.
Most importantly, middle school is f. _ __________ my mom an I gained leg l status. We idn’t throw a party, but we were e cited. We
ept saying “congrats” t each other . It was a relief, becau se my mom got paid
g. _______ ____, and we moved into one-bedroo apartment t hat we didn’t h. ________ ___ to share. That was
also when my mom gave irth to my ba by sister, Mia. I feel luck that I’m
exican and American.
ost of my
elatives are still in Mor elia. I’m fin lly going
i. ________ ___ - it’ll be my first trip here since I emigrated. I’
excited to se e my grandmother and the rest of my
family. It’s ard to be so ar j. ______ _____ from them. Since th ey haven’t se en me since I was little, I’
nervous,
but mostly I can’t wait to ive them hu s. Jessica Her andez, “Jessica I An Immigrant”, www.huffingtonpost.com (adapted and abridged) accessed in ebruary 2014
2. Look at the wo photos a d comment on them. Do ’t forget to: •
•
mention the reasons why people immigrat ; mention he problems they usually face.
27 B R I D G E S 1 1 . o A n o
WRITTE TEST 2
MOD. 1
ACTIVITY B 1. Read Jessica’s story.
This is me, Jessica! Nearly 40 million peo le in America were born n another country and w nt to the US for a better ife. Jessica is one of them. This is her s ory.
5
10
15
0
5
I’ll never forget being the new ki in my second grade cla s in Silver S pring, Maryl nd, and asking the teach r for a “sho .” Everyone laughed at e, because I had meant to say “tissue.” I was so embarrassed that I turned bright red. My mom and I had moved to the U.S. hat year fro Morelia, a city in Mexic , in the mi dle of the ountry. So y English wasn’t great at first. I don’t re ember Mexico well beca se I left whe I was youn . My mom ays that we eft because it’s hard to fi d work there. She brough me to the U.S. so I coul go to a great school and get an excell nt ob some ay. But not being able to speak English well in elementar school made it hard to ake friends and understan my teacher s. Besides, I have dark sk in, dark hair, and dark eye , but in Ame ica, there are so many white people with different-colored eyes.. I didn’t just sound diff rent – I looked different. I cried ever y day. I felt like such a lo er, like I did ’t belong or deserve any hing. Nobod would talk to me, and even though I’m an outgoing person by nature, I ept everything bottled up nside because I didn’t kn w how to sa what I want d to say. It as so frustrating. It was di ficult getting used to the little 1 things too. I remembe seeing a sl ppy joe in he cafeteria or the first ime and thi king: “What is that? It lo ks nasty!”
.
Dur ing elementa y school, m family’s im igration 30 stat us was illegal , so things w ren’t easy. It was hard for my mom to fi nd a job. She eventually fo nd work as a hotel maid, ut she wasn’ getting paid ell. She cou ldn’t speak u p about it, b cause she di n’t want to ause a stir nd risk gett ng fired or deported. 35 Sin ce we didn’t ave a lot of oney, my mom and I had to live in a small apartment that we s plit with ano ther family th at we didn’t now. It was crowded, and I hated havi g to share a kitchen and athroom wit strangers. he other peo ple were nic , but we 40 did ’t know if w e could trust them. At that point, if any one told the police abo t us, we ight get dep orted. So mos t nights, my om and I holed up in our room and wa ched TV.
Jessica Hern ndez, “Jessica Is
1
n Immigrant”, w ww.huffingtonpo t.com (adapted a d abridged) accessed in Fe ruary 2014
sloppy joe minced beef, on ons, tomato sauce or ketchup and o ther seasonings, s rved on a hambu ger bun.
1 1 . o A n o B R I D G E S 28
WRITTE TEST 2
MOD. 1
2. Compl te the sente ces below a cording to t e informatio n in the stor . You can on ly write bet een two to five ords. a. People immigrate in_________ __________ __________ __________ __________ __life. b. When Jessica pro ounced a wo d wrongly in class, ______ ___________ __________ ____. c. Not eing able to peak English luently____ __________ __________ to integrate a t first. d. As she looked diff rent from ev eryone else, she felt _____ __________ _______any here. d. Due to the fear of deportation, essica and h r mom_____ ___________ __________ room in the venings. 3. Answer the followin questions. 3.1 What were the r asons that forced Jessica a nd her mom o leave Mexi co? 3.2 Wh is being an i llegal immigr nt problema ic in a countr y such as the USA? 4. Who or what do the following words refer to? a. ther (l. 11) _____ _____________ _________
b. it (ll. 33) _______ ____________ _________
5. Fill in t e gaps with he verbs in b rackets in th appropriate present or p st form. After high school, I ant to go to college and get a good job.. I want to m ke my mom proud. I’ll pro bably try to get into Harvard. I a. ______ _____ (get) straight A’s ow, and my teachers keep telling me that I b. ______ ______ (be) a leader. The y say that w en I do my ork, it c. __ __________ (make) the o ther kids around me want to o their work oo. I want to be a psyc ologist. You see me, and you don’t th ink I’ve been through thi gs, because my smile d. ___ ________ (hide) a thous nd feelings. Being an im igrant e. __ _________ make) me st ronger – it f. _ __________ (teach) me how to be determined, work hard, and overco e obstacles. At first, g. ___ ________ (b ) in a shell. I h. ________ ____ (not w nt) to talk to anyone – p ople i. ____ _______ (make) fun of me. But once I j. __________ __ (learn) E glish and k. __________ _ (feel) com fortable, I could ’t stop. I l. _ __________ (spread) my wings, and n w I feel like I can fly. If I . ________ ___ (be) playing soccer in the park today and n. ______ ______ (see) those kids w o laughed at me in secon grade, I would ay, “Hi, remember me? Lo k at me now !”o. _______ ____ (it / no sound) great?
ACTIVITY C You have seen details f a story-wri ing competition in your sc hool magazin e and have d ecided to ent er. It is under the title “Just sa no to preju ice!” Write your story in a bout 180 wo ds.
9 BRIDGES 1.o Ano
M TRIZ DO 3.o
OMENTO DE AVALIAÇÃO ESCRITA [Inglê VII – 11.o An ] ESTRUTURA
Conteúdo
Cotações tiv.
Competências
Tipologia de itens
Número
Comp tência Linguí tica - co petência lexi al - co petência gra atical A
- co petência semântica
It ens de seleçã
- co petência ortográfica
- associação
5
40 pontos
3
30 pontos
1
10 pontos
2
20 pontos
10
10 pontos
1
80 pontos
Comp tência pragmática - co petência funcional Comp tência sociolinguística Comp tência Linguí tica - co petência lexi al - co petência gra atical - co petência semântica
Module 2 Building up our Future
B
- co petência ortográfica Comp tência pragmática
It ens de constr ção - Resposta curta - Resposta restrita
- co petência disc rsiva - co petência funcional Comp tência sociolinguística Comp tência Linguí tica - co petência lexi al - co petência gra atical - co petência semântica C
- co petência ortográfica Comp tência pragmática
It ens de constr ção - Resposta extensa
- co petência disc rsiva - co petência funcional Comp tência sociolinguística 200 pontos
1 1 . o A n o B R I D G E S 30
W ITTEN EST 3
MOD. 2
Name _______ ______________ _____________ ______________ _____________ _____________ ___________ Cl ss __________ ____________ eacher ____ ______________ _____________ ______________ _____ Date _ ____/ _____/ ________ Grad ____________ _____________
ACTIVITY A 1. Read an e cerpt from t e article you re going to r ead next. Fiv sentences h ave been re oved from it . Choose from the s ntences a. t e. the one w hich fits each gap.
Wh re are he skil ed one ? Economists are now emphasising a thi d problem: t e mismatch b etween the s ills that youn people offe and the (1) ones that e ployees need. ______ — but com lain that the cannot find candidates ith the right bilities. McKinsey, a consultanc , reports that only 43% of he employers in the nine c ountries that i t has studied in depth (America, razil, Britai , Germany, I dia, Mexico, Morocco, Sa udi Arabia a d Turkey) think that they can find (2) 5 enough skilled entry-lev l workers. _______ The most obvious reas n for the mi smatch is p or basic edu cation. In most advanced economies (whether growing or shrinking) the jobless rate for people with less than secondary-s hool educati n is twice as high as for those w th university degrees. But wo more sub le reasons de erve attentio , too. (3)
______ . Germany has a long tra ition of hig -quality voc tional educat ion and appr enticeships, hich in (4) __ _____. In France few 10 recent year s have helpe it reduce yo th unemployment despite only modest rowth. high-school leavers have any real e perience of ork. In Nor th Africa uni versities foc s on preparing their students to fill civil-se vice jobs even as comp nies complai n about the shortage of technical ski lls. The unemploy ent rate in orocco is five times as high for gra uates as it is for people with only a primary education. he legacy of apartheid means that youn black South Africans ofte n live and go to school ma y miles 15 from where there are jobs. (5)
_______ ; today they o so less. Pet r Capelli, of Wharton busi ness school, argues that co panies regar d filling
a job merel like buying a spare part: ou expect it to fit. “Generation jo less”, www.econ mist.com (abridg ed), accessed in J nuary 2014
a. Countri s with the lo est youth jo bless rates ha ve a close rel ationship bet een educati n and work b. Middle-sized firms (b etween 50 and 500 workers) have an av rage of 13 e try-level job empty c. Companies used to tr y to bridge th at gap thems lves by inves ting in trainin g d. Employ rs are awash with applicat ions e. Countri s with high y outh unempl yment are s ort of such li ks
1 BRIDGES 1.o Ano
WRITTE TEST 3
MOD. 2
ACTIVIT B 1. Read the a ticle.
Gener tion Jo less
5
10
15
20
25
30
Helder Pereira is a youn man with n work and few prospects: a 21-year-old who failed to graduate from high school and lost his job on a building site a few months ago. With his sa ings about to run out, he has come to his local employment cent e in the Pa is suburb of evran to sig on for ben fits and to get help finding something to do. He’ll get the cash. Work is a other matte . Youth un mployment in Sevran is o er 40%. A continen away in A hlone, a gritty Cape To n suburb, No hona, a you g South Afr ican mother of two, lacks a “matric” or igh-school q alification, a d has been o t of work si ce October 010, when her econ omies are si milarly “inac tive”. The conomist contract as a cleaner in a coffee sho p expired. S e calc lates that, a ll told, alm st 290m ar neither hopes for a job as a maid, and has sought help from wor ing nor studying: almost a quarter of th planet’s DreamWor er, a charit that tries to place you g yout h. If the figur es did not in lude young omen in obseekers in work. A counsellor elps Nokho a 35 coun tries where t ey are rarely part of the w orkforce, brush up her interview skills. But t e jobless rate the r ate would be lower; South Asian wome account among yo ng black South Africans is probably for over a quart er of the world’s inactiv e youth, around 55%. thou gh in much o f the rich w rld young w men are Official fig res assembled by the Inter ational Labo r doin g better in the labour force than men. Organisatio say that 75m youn people are 40 On the other hand, many of the “employe ” young unemploye , or 6% of all 15- to 24 -year-olds. But have only infor al and inte mittent jobs. In rich going by youth inactivi y, which includes all those coun tries more t han a third, on average, are on who are neither in wor nor educati n, things lo k temp orary contrac ts which mak e it hard to g in skills. even worse. The OECD, an intergove nmental thin In p orer ones, a cording to t e World Bank, a fifth tank, count 26m young people in th rich world as 45 are npaid family labourers or work in the informal “NEETS”: ot in employ ent, educati n or training. econ omy. All in a ll, nearly hal of the worl ’s young A World Bank database compiled fr om househol s people are eithe outside the formal eco omy or shows mor than 260m young peopl in developi g cont ibuting less p roductively t an they coul .
“Generation joble ss”, www.econo ist.com (abridge ), accessed in Jan uary 2014
2. Complete the following entences according to the information i the article. ou can only se two to six words. a. Not only did Helder fa il _________ __________ ___ his job o n a building si te a few months ago. b. Althoug Nokhona is etting help ith the job in erviews, she ___________ __________ a job. c. A quarter of the plane t’s youth____ __________ __________ __________ __________ ____
3. Explain the title of the a rticle.
1 1 . o A n o B R I D G E S 32
WRITTE TEST 3 . Answer th following q estions. 4.1 Explain the importan ce of getting an education when the tim e comes to fi d a job. 4.2 Why are half of the orld’s young people contriibuting less p oductively th an they could ? 5. Fill in the g aps with the appropriate f uture form o the verb in rackets. a. Tomorr w after scho l, I ________ _______ (go) to a job inter view. b. When y u ________ ______ (get ff ) the plane I _________ _____ (wait) for you. c. Don’t forget that we __________ ___ (have) o r weekly sta f meeting at
pm.
d. I _____ _________ ( inish) this wo rk before to orrow morni ng – even if it takes me all ight! e. ______ ________ (y u / stay) wit friends whe you’re in Ne w York next
onth?
f. Next we k at this tim I _________ _____ (trav l) to Greece. g. Where __________ ___ (we / m et) our colle gues this we kend? h. Look at the thermometer! It _____ __________ (be) so hot lat er today! i. I think w e _________ _____ (arriv ) late at the
eeting!
ACTIVITY C ou have seen the followi g job adverti sement on th e noticeboar d of your loc l language school:
CLUB ORGANISER NEEDED! (Monday and We nesday evenings only)
O r language sc ool is looking for a person to help orga ise a Film Cl b for students of English. Our Film Club
ill meet twic a week to
watch a film in E nglish followed by a discussion of the film .
Do you ave some kn wledge of En glish?
Do you like working
Are you interested in ilms?
ith groups of people?
If ou think you would be a suitable person t organise our Film Club th n we would l ke to hear fr m you. Pleas e send your l tter to the sc ool director s ying why you are suitable f r the job.
rite your le ter of applic tion to the s hool owner around 180
ords).
3 BRIDGES 1.o Ano
MOD. 2
M TRIZ DO 4.o
OMENTO DE AVALIAÇÃO ESCRITA [Inglê VII – 11.o An ] ESTRUTURA
Conteúdo
Cotações tiv.
Competências
Tipologia de itens
Número
Comp tência Linguí tica - co petência lexi al
It ens de seleçã
- co petência gra atical A
- co petência semântica
- escolha múltipla
10
30 pontos
It ens de constr ção
1
10 pontos
2
20 pontos
2
40 pontos
4
20 pontos
1
80 pontos
- co petência ortográfica Comp tência pragmática - co petência funcional
- Resposta restrita
Comp tência sociolinguística Comp tência Linguí tica - co petência lexi al - co petência gra atical - co petência semântica
Module 2 Building up our Future
B
- co petência ortográfica Comp tência pragmática
It ens de constr ção - Resposta curta - Resposta restrita
- co petência disc rsiva - co petência funcional Comp tência sociolinguística Comp tência Linguí tica - co petência lexi al - co petência gra atical - co petência semântica C
- co petência ortográfica Comp tência pragmática
It ens de constr ção - Resposta extensa
- co petência disc rsiva - co petência funcional Comp tência sociolinguística 200 pontos
1 1 . o A n o B R I D G E S 34
W ITTEN EST 4
MOD. 2
Name _______ ______________ _____________ ______________ _____________ _____________ ___________ Cl ss __________ ____________ eacher ____ ______________ _____________ ______________ _____ Date _ ____/ _____/ ________ Grad ____________ _____________
ACTIVITY A 1. Read abou Nigel’s gap ear experience. Choose fr om the given options to b st complete he gaps. For Nigel ortman, a love of travelling began with what’s called a “ ap year”. In common with many other British teenagers, he chose to take year out before a. ______ _____ to s udy for his degree. Aft r doing 5 various jobs to b. _____ ______ som money, he left home to gain so e experience of life in diff erent cultures, visiting America a d Asia. The ore adventur ous the youn person, the c. __ _________ the challeng they are likely to d. ______ _____ themselves for t e gap year, and for _____ in a thirst for 1 some, like Nigel, it ca e. _______ adventure. Now that his university course has co e to an end, Nigel is just about to leave on a t ree-year trip that will take him f. __________ _ around the world. What’s more, he pl ns to make th e whole jour ey using onl means of transport hich are g. __________ by natural energy. In ot her words, he’ll be h. __ __________ mostly on __ cut by 1 bicycles a d his own l gs; and whe there’s an cean to cros s, he won’t e taking a i. __________ climbing a board a plan , he’ll be joining the cre of a sailin g ship instea . As well as doing some mountain climbing a d other outd or pursuits along the way, Nigel hopes to j. ______ _____ on to the people he meets the environme tal message that lies behind the whole i ea. www.englishforums.com/ nglish/ALoveTra ellingMultipleC oiceTest/gnbcb/post.htm (adapted nd abridged), accessed in ebruary 2014
a.
set ling down
getting p
taking over
holding back
b.
ac ieve
raise
advance
win
c.
str nger
wider
greater
dee er
d.
put
set
aim
place
e.
result
lead
cause
create
f.
jus
complete
whole
right
g.
pulled
charged
forced
powered
h.
rel ing
using
attempting
trying
i.
quick
short
brief
swif
j.
lea e
keep
pass
give
2. Name two advantages and two disadvantages related with takin a gap year.
5 BRIDGES 1.o Ano
WRITTE TEST 4
MOD. 2
ACTIVITY B 1. Read all about Laurence’s gap year exp rience in Madagascar.
Blu venture in M dagasc r
5
10
15
20
25
30
I decided to take a g p year bec use after spending 14 years educating myself I felt that I deserved so e time off! spent some t me in my final year of school deciding what I anted to do. It wasn't easy, so I e ded up writi g down a few criteria: it has to b remote; it as to be worthwhile; and it has t include scu a diving. Bearing this in mind, I s arted trawling through the myriad companies that offer ap Year experiences. I didn't ful y appreciate just how diverse a ch ice there wa and what a ide range of activities were open to Gap Year stu ents. I found the Blue Ventu es website and began reading a escription o their expeditions. It appealed to me instantly because of the number of different activities tha t are covere in each ex edition. Scu ba diving, teaching English, Baobab excursions, science training, pirogue ailing (local anoes), furth r scuba divin g training an a whole hos more – all in the exotic location of Madagascar. Before I co tinue – Blu Ventures is a not-for-pr ofit, English- based charity that runs expeditions o Madagasc r. The main aim of these expeditions is to train the olunteers in simple scienti fic survey methods, eq ip them to r ecognise the ub-aqua flor and fauna and then accur ately record he data. But there is so much more to it than that. Madagascar is a wonderf l country and I was impressed by the sce nery and the ibrancy of t e capital alm st as soon as I left the airport. The actual locati n of the ca p itself is o the southwest coast, just next to a small fishing village nam d Andavado ka. There is a great deal of interactio between th e volunteers and the local , who are incredibly f iendly and l ve having their pictures taken and bea ting the volu nteers' footb ll team! On e we had gotten settled in and accustomed to ou authentic Malagasy huts, the scuba div ing started al ost immedi tely. One of the joys of diving ther is the remot ness. There s no pollutan t source, no t urist diving, no commerci l trawling vessels and the majority f fishermen ish tradition lly – this me ans fantastic diving! I ha e dived in many places around the orld, but the coral formati ns I saw out here were far better than a y I have seen elsewhere. I is also an exceptionall diverse are in terms of ish species; t ere are few laces in the orld where ou can see s ch a wide variety of fish - in all sha es and sizes in one dive. I had a fantastic time out n Madagascar, I made so e important f iends, impro ed my divin technique a d I have a whole wealt of excellent memories. ou are looked after very ell and all th e staff out there are very fr iendly and approachable. Make sure you travel ab oad and go s mewhere un sual and diff rent! www.yea outgroup.org/stor ies/region/africa/blue-ventures-mad agascar (adapted nd abridged), accessed in ebruary 2014
1 1 . o A n o B R I G E S 36
WRITTE TEST 4
MOD. 2
2. For questions 2.1 and 2.2 choose the a swer which est complete s the sentenc . 2.1 Laurence decided it as time to ta e a gap year because: a. b. c. d.
he wasn’t sure ab ut what to do . he f lt he needed it. he wanted travel t o a remote pl ace. he wanted to go s uba diving.
2.2 In line 29, “any” refers to: a. b. c. d.
fish pecies. Fish rmen. plac s around the world. coral formations.
3. Answer the following qu stions. 3.1 Why wa Laurence impressed with Madagascar? 3.2 How do s he feel abo ut this whole experience? 4. Rewrite the following se tences as su gested. a. Laurence now lives in outh Africa. is gap year experience ch nged his life. Laurence …………… …….……… …………… ……………
……………………………………______ __……
b. Madagascar is a wonderful country. Laurence wi hes to visit a ain some da . Madaga scar ………………….…………………………………………………………………………________…………
c. Although Laurence worked a lot as volunteer, he feels it was extremely re arding. Despite …………………….…………………………………………
…………… …………… _…………__ ______
d. Laurence has kept in t ouch with the people he m et. He doesn’ want to forg et his memor ies. Laurence …………… …….……… …………… ……………
…………………………………………___ _____
ACTIVITY C You have seen an advertisement on your school notic board for a en friend in he United Ki ngdom. Ther would be the opport nity to stay i n England for a week in the summer, an d in return y ur friend wo uld also visit you. rite a letter o introduce ourself for t e first time. Begin your let er ear Pen Frie d...
7 BRIDGES 1.o Ano
M TRIZ DO 5.o
OMENTO DE AVALIAÇÃO ESCRITA [Inglê VII – 11.o An ] ESTRUTURA
Conteúdo
Cotações tiv.
Competências
Tipologia de itens
Número
Comp tência Linguí tica - co petência lexi al - co petência gra atical A
- co petência semântica
It ens de seleçã
- co petência ortográfica
- completamento
10
40 pontos
2
10 pontos
1
10 pontos
2
10 pontos
5
50 pontos
1
80 pontos
Comp tência pragmática - co petência funcional Comp tência sociolinguística Comp tência Linguí tica - co petência lexi al - co petência gra atical - co petência semântica
Module 3 Critical Cons merism
B
- co petência ortográfica Comp tência pragmática
Itens de constr ção - Resposta curta - Resposta restrita
- co petência disc rsiva - co petência funcional Comp tência sociolinguística Comp tência Linguí tica - co petência lexi al - co petência gra atical - co petência semântica C
- co petência ortográfica Comp tência pragmática
Itens de constr ção - Resposta extensa
- co petência disc rsiva - co petência funcional Comp tência sociolinguística 200 pontos
1 1. o An o B R IDGES 38
W ITTEN EST 5
MOD. 3
Name _ Name ________ _ _______________ _ ______________ _ _______________ _ ______________ _ ______________ _ ____________ Cl ss _ ___________ _ _____________ eacher _ _____ _ _______________ _ ______________ _ _______________ _ ______ Date _ _ _____/ _____ _____// _ _________ Grad _ _____________ _ ______________
ACTIVITY A 1. Read the f llowing text about advertising and co plete the ga s with the m issing words.
Beauty and th Beast f Adve tising Advertisin is an over 100 billion d llar a year industry and affects all of us a. ____ _____ our lives. We are each exp sed to over 2000 ads a day, constituting perh ps the most powerful educationa force in society. The average 5 American . _________ spend one and one-half years of is or her life watching television commercials. The ads sell a great deal more c. ______ _____ products. They sell values, 10 images, and concepts of success and worth, love and sexuality, popularit and normalc . They tell us who we are and who e should be. Sometimes they sell a dictions.
_TB_05
Advertisin is the foundation and eco omic lifeblo d of the d. _ ________ m edia. The pri ary purpose of the mass 15 media is t deliver an audience to dvertisers, j st as the pri ary purpos of televisio programs is to deliver e. _______ ___ audience for commercials. Adolescents are particul rly vulnerable because they are new an inexperienc d consumers and are the p rime targets of f. ____ _____ adver tisements. They are in the process of l arning their values and r les and developing their self-conce ts. Most teen gers are sensitive to peer pressure and fi nd it difficult to resist or ev en question t e dominant 20 cultural m ssages perpe uated and reinforced g. _ ________ th media. Mas s communication has mad possible a kind of national peer pressure that erodes private a d individual alues and standards. But . _________ do people, especially teenagers, le rn from the advertising messages? On the most ob ious level th ey learn the stereotypes. Advertisin creates a ythical, mos ly white wo ld in i. ___ ______ peo le are rarely ugly, overweight, poor, struggling or disabled, e ther physical y or mentall (unless you count the hou sewives who talk to little en in toilet bowls). In . _________ world, people only talk about products. Je n Kilbourne, “Be auty and the Beas t of Advertising”, www.medialit.or (adapted and ab idged), accessed i n January 2014
39 B R I D G ES 11 . o An o
WRITTE TEST 5
MOD. 3
ACTIVITY B 1. Read the a ticle.
Happi ess co es fro
5
10
15
20
25
30
the market
Most people feel that a vertising is n t something to be taken s riously. Other aspects of he media are serious – th violent film , the trashy talk shows, the bowdlerization of the ne s. But not a vertising! Although much more attentio n has been paid to the cultural impact of advertising in recent y ears than eve r before, just about ever one still feels personally exempt from its influenc . What I he r more than anything else is: ‘I don’t ay attention o ads… I ju t tune them out… they ave no effect on me.’ I ear this mos t from peopl e wearing cl thes emblazoned with logos. In truth, e are all i fluenced. There is no way to tune ut this muc informatio , especially hen it is designed to break through t e ‘tuning ou ’ process. As advertising critic Sut J ally put it: ‘To not be influenced b y advertising would be to live outside o culture. No uman being l ives outside o f culture.’ uch of adver tising’s power comes fro this belief t at it does n t affect us. s Joseph Goe bbels said: ‘This is the secr et of propaga da: those wh o are to be ersuaded by it should be completely i mersed in t e ideas of th e propagand , without ever noticing that they are being immersed in it.’ Becaus e we think a vertising is t ivial, we are less on guard, less critical, than we mig t otherwise e. While we’re laughing, ometimes sn ering, the co mmercial doe s its work. Taken indi idually, ads are silly, sometimes funny, certainly not hing to worry about. But cumulatively t ey create a climate of cynicism that is poisonous to relation hips. Ad aft r ad portrays our real liv es as dull a d ordinary, commitme t to human beings as som thing to be a oided. Beca se of the per asiveness of this kind of essage, we learn from childhood that it is far safe to make a c mmitment to a product tha n to a person, far easier to e loyal to a brand. Advertisin creates a worldview that is based up n cynicism, dissatisfactio and craving . Advertisers aren’t evil. They are just doing th ir job, whic is to sell product; bu t the conseq ences, usually unintende , are often destructive. In the histo y of the world there has never been a p ropaganda ef ort to match that of adver ising in the past 50 years. More thought, more eff rt, more money goes into dvertising th n has gone i to any other ampaign to change social conscious ess. The stor that adverti ing tells is th at the way to e happy, to ind satisfacti n – and the path to political freedo , as well – is through the onsumption of material o jects. And the major moti ating force for social change throug out the worl today is this belief that ha piness come from the ma rket.
Jean Kilb urne, www.bodyenlightenment.me (adapted and abri ged), accessed in February 2014
1 1. o An o B R IDGES 40
WRITTE TEST 5
MOD. 3
2. Complete the following entences according to the article. Use b tween two t five words. a. Although the cultural impact of ad ertising ___ __________ __________ __, people b lieve they ar exempt from its influence. b. Relatio ships _____ __________ __________ __________ _______ by t he effect adv ertising on th ir lives. 3. Comment n the last se ntence of the article: “(...) the major motivati g force for s cial change t hroughout th e world toda is this belief that happine ss comes from the m arket.” (ll. 30-31) . Who or what do the foll owing words refer to? a. it (l. 10) ____________ _____________ ____________ ____ b. this (l. 2 2) _________ _____________ ____________ ____ 5. Rewrite th following s ntences as s ggested. a. The government had to create ne legislation r garding adve rtising. New le islation……… ……….…………………………… ………………… ………………… ………______ __________ _____
b. The journalist asked Jean a lot of q uestions abo t her person l life. Jean … …………….…………………………………………… ………………… ……________ __________ __________ __………
c. Someone much teach these stude ts about media literacy. These s udents……… ………………… ………………… …………__…_ __________ __________ ___________ __………
d. “I can’t wait here an more. I’ve be en here for o er an hour! I’’ll come back tomorrow.” Jean sa d ……………… ….……………… ……………………………………………………_………_________ __________ ____……
e. “Are yo free tomorr ow? I’d like t know if we c ould meet af er lunch.” The jou nalist wondered …….……… ………………… ………………… ………………… _……______ __________ ___……
ACTIVITY C rite an arti le for a teen magazine, gi ing your opi ion on the fo llowing state ment: “It’s importa t that young people should learn to ea n money ear ly on in life r ther than be ing given poc et money. They need to start valuing other things life h as to offer.” Write about 180 words.
1 BRIDGES 1.o Ano
M TRIZ DO 6.o
OMENTO DE AVALIAÇÃO ESCRITA [Inglê VII – 11.o An ] ESTRUTURA
Conteúdo
Cotações tiv.
Competências
Tipologia de itens
Número
Comp tência Linguí tica - co petência lexi al - co petência gra atical A
- co petência semântica
It ens de seleçã
- co petência ortográfica
- escolha múltipla
10
40 pontos
2
10 pontos
2
40 pontos
6
30 pontos
1
80 pontos
Comp tência pragmática - co petência funcional Comp tência sociolinguística Comp tência Linguí tica - co petência lexi al - co petência gra atical - co petência semântica Module 4
B
- co petência ortográfica Comp tência pragmática
Stand up for the World
It ens de constr ção - Resposta curta - Resposta restrita
- co petência dis ursiva - co petência funcional Comp tência sociolinguística Comp tência Linguí tica - co petência lexi al - co petência gra atical - co petência semântica C
- co petência ortográfica Comp tência pragmática
It ens de constr ção - Resposta extensa
- co petência disc rsiva - co petência funcional Comp tência sociolinguística 200 pontos
1 1 . o A n o B R I D G E S 42
RITTE TEST
MOD. 4
Name _______ ______________ _____________ ______________ _____________ _____________ ___________ Cl ss __________ ____________ eacher ____ ______________ _____________ ______________ _____ Date _ ____/ _____/ ________ Grad ____________ _____________
ACTIVIT A 1. Read the t xt below an decide whic h answer, be st fits each sp ace.
abita Destruction All over t e world, peo ple are chan ing the face of the Earth. Wild areas are cleared for far ing and to b ild roads an expand citie . Our factories, cars and power stations poison the environment with polluting gases and che ical a. ___ _____ . As well as transfo ming the enviro ment, we are destroying habitats, the h mes of both lants and anima s. Living thi gs have evolved b. ___ _____ millio ns of years. Many animals and plants can only survive in c ertain environme ts. When c. _________ areas are estroyed, wi ldlife cannot always d. _____ ____ to the new condition and some s ecies may e. __ ______ out. Thousands of species of lants and an imals face extin tion because of human a tivities. Peo le can also suffer from habit t destruction. When forests are f. ____ ____ down, e arth is washe d away, and this causes cr p failure and starvation. There is he future to consider, too; lants provide essential foo d and can als be used in medicines. If species become exti ct, their pot ntial value ill never be known. The scale of de truction is e ormous. Swamps, f orests, grasslands and jun les are bein cleared at n increasing g. ________ _ . Half of the world's tropical rainforests have h. ________ been destro ed. Coral ree s, called the r ainforests of he ocean bec ause they are so rich in life, are threatened around the world. We must lim it the i. ____ ____ to habitats now j. _ _______ they remai a valuable r source for th future. Matt ichtel “A Silicon Valley School Th at Doesn’t Compu te”, www.nytime .com (adapted an d abridged), accessed in Fe ruary 2014
a.
ru bish
no sense
re ains
waste
b.
ov r
in
wit h
sin e
c.
so
this
suc h
that
d.
adapt
us
stand
be r
e.
fa e
die
give
run
f.
cu
pulled
put
str ck
g.
degree
rate
ext ent
index
h.
still
ev n
alr ady
yet
i.
in ury
hu t
da age
pain
j.
so that
in rder to
in ase
as result
3 BRIDGES 1.o Ano
WRITTE TEST 6
MOD. 4
ACTIVIT B 1. Read the rticle.
orld Environ ent D y and t e Rights Con ection
5
10
15
20
25
30
For Abigail Chomb in Zimbabwe, Wor ld Environme t Day will ass like any other – a d y with no sa e water to drink, a day here the bu h substitutes or a toilet. It's as unlikely that Su Xia, a father of t o in China, will notice that it's Wor ld Environme t Day. He' too busy caring for his children who have le d poisoning, sickened y industrial p llution that lagues the country. Childr n working in artisanal gold mines around the wor ld won't celebrate either, a they burn a d inhale tox ic mercury while processin gold. The Unite Nations E vironment Program, whi h sponsors World Environ ent Day, calls on all citize s of the worl to promote positive enviro mental change. While this message o optimism and action is important, i misses a crit cal factor. Ar ound the world, real impact on environ ental degrad tion cannot e achieved without protecting human ri hts. The issues are insepara ble. No one is ore aware o this connection than Phyllis Omido, a single mother i Mombasa, enya. For fo r years, Phyllis has been ighting to pr tect the heal th and rights of a slum ommunity fr om the illegal actions of a nearby lea smelter. T e smelter was built illegal y, without a roper enviro mental impact assessment, and in violation of health and safety regulations. It spews toxic pollution in o the air, water and soil, nd has caused lead poisoning amo g children in the commun ty. Yet whe Phyllis spo e out about t e impact thi smelter was having on her community, she was repeatedly threa ened, harass d and beaten by thugs all gedly linked to the smelt r. Phyllis has not obtaine any legal r edress and s e lives in fear of retaliati n for her a tions. Phylli 's
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right s under the K enyan constitution and inte rnational hum an rights law go unrealize and unprote ted. And Phyllis is not al one. Many environmental human right s defenders h ave been kille d to this day. Human Rights W tch research on industrial pollution in C hina found a close interse tion of envir onmental issu s and the vi lation of hu an rights. e found that people were egularly denied critical in ormation abou t health risk from pollution, that peo ple were arres ted and d etained wh n protestin about dang erous factori s or raising awareness about toxic poll tion, and tha medical pro essionals lie to them and prevented th m from see ing medical care for their children, all in violation of their rig ts under Chin ese and inte rnational la . When basic human right s, like the rig ts to life, he lth, food, inf rmation, usti ce, participati on and asse bly are not r espected, the lobal enviro nmental mov ement loses a critical ally – citizens round the orld for whom the prot ction of righ s and the en ironment are one and the s ame. In viola ting their rig ts, the margi alization of many of these people limits their ability to affect positive environmental change.
Jane Cohen, “World Envi onment Day and he Rights Conne tion” www.huffi gtonpost.com (ad apted and abridge d), accessed in Fe ruary 2014
1 1 . o A n o B R I D G E S 44
WRITTE TEST 6
MOD. 4
2. Complete the following entences according to the article. Use b tween two t five words. a. For ma y, _______ __________ __________ __________ __________ ____ becau e these peo ple have other pr occupations. b. Human rights are closely ________ __________ __________ __________ __________ hange. 3. Answer th following q estions. 3.1 Is Worl Environment Day a good initiative to a tract people’ s attention an d raise their wareness? Why/Why not? 3.2 Do you think there is a connection between pro tecting the e vironment a d human rig ts? Why/Wh not? . Rewrite th following s ntences as s ggested. a. Farmers treated their land with har ful pesticid s. They pollu ed both the oil and water . If ______ __________ __________ __________ __________ __________ __________ __________ ______
b. Did anyone encourag these peopl to promote
orld Enviro ment Day?
Were ___ __________ __________ __________ __________ __________ __________ __________ ______
c. Some consumers hav started to b y organic products. They
ish to protec t the environ ent.
Consumers __________ __________ __________ __________ __________ __________ __________ ______
d. “I’ve be n fighting for my community for many y ears. Don’t ig nore us anym ore!” Phyllis told the journalis __________ __________ __________ __________ __________ __________ ______
e. People know little of hat is going on in the worlld around the m. Little ___ __________ __________ __________ __________ __________ __________ __________ ______
f. Despite t he government’s good int ntions, the p oject was ne er concluded . Although __________ __________ __________ __________ __________ __________ __________ ______
ACTIVIT B In about 180 220 words, orld Enviro nment Day.
rite an argu mentative e say where y u discuss th significance of initiative such as
5 BRIDGES 1.o Ano
MATRIZ DA PROVA GLOBAL DE A ALIAÇÃO ESCRITA [Inglês VII – 11.o Ano] ESTRUTURA Conteúdo
Cotações Ativ.
A
Competências
B
5 pontos
10
2 pontos
Competência socioling ística
3
1 pontos
Competência Linguística - comp tência lexical - comp tência gramatical - comp tência semân ica - comp tência ortogr fica
3
15 pontos
3
15 pontos
1
30 pontos
4
20 pontos
1
8 pontos
Competência pragmática - comp tência discur iva - comp tência funcio al
Item de construção - r sposta curta - r sposta restrita Itens de seleção - escolha múltipl
Iten s de construção - R esposta curta - R esposta restrita
Competência socioling ística
C
Número 1
Competência Linguística - comp tência lexical - comp tência gramatical - comp tência semân ica - comp tência ortogr fica Competência pragmática - comp tência funcio al
Global Test
Tipologia de itens
Competência Linguística - comp tência lexical - comp tência gramatical - comp tência semân ica - comp tência ortogr fica Competência pragmática - comp tência discursiva - comp tência funcio al
Iten s de construção - R esposta extensa
Competência socioling ística 200 pontos
1 1 . o A n o B R I D G E S 46
GLOBAL TE T Name _______ ______________ _____________ ______________ _____________ _____________ ___________ Cl ss __________ ____________ eacher ____ ______________ _____________ ______________ _____ Date _ ____/ _____/ ________ Grad ____________ _____________
he final task you are expected to complete is to writ a text givin your opinion on the bene its of education in the uture workin lives of toda ’s youth. Acti ities A and B ill provide yo u with input f r Activity C.
CTIVITY 1. Write a sui table caption for this pictu re using the xact words g iven. youth empl yment
2. Complete t e following t xt with the w ords below.
investments
reducing
climate
st bility
growth
work
inequality
s stainable
reading
he alth
Education is more th n (a) ______ ________ riting, and arithmetic. I t is one of the most i portant (b) ______ ________ a country can make in its eople and it s future and is critical to reducing po erty and (c) ______ ________. E ucation give people critic al skills and t ools to help t hem better rovide for th emselves and others. It helps pe ple (d) _____ __________ better and c n create opp ortunities fo (e) _______ _______ and viable economic f) _________ _____ no and into the future. I t encourages transparency, good governanc , and (g) ___ __________ and helps fi ght against c rruption. The impact of in estment in e ducation is profoun : education results in raising income, improving (h ) __________ ____, prom ting gender equality, mitigating i) _________ _____ change, and (j) ___ __________ poverty. 3. Rewrite th sentences below using th e word(s) in brackets and without chan ging their m aning. Do no use the same word/expression ore than on ce. a. If I haven’t got any research to do, I read a book r listen to m sic. (Unless) ______ __________ __________ __________ __________ __________ __________ __________ ______
b. Althoug Amy worked a lot on her l ast project, s e didn’t get t he best mark in her class. Despite) _____ __________ __________ __________ __________ __________ __________ __________ ______
c. University students of ten use the In ternet to loo for the infor mation they n eed. (So that ) ______ __________ __________ __________ __________ __________ __________ __________ ______
4 7 BRIDGES 1.o Ano
GLOBAL TE T ACTIVITY B Read the f ollowing text.
Great expect tions: he hop s, fears and challenges of today's young eople
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A lifetime in debt after university, jo s hard to find, mortgages out of reac and rents t o high: you g people seem to be faci g a tough ti e. But on t e surface at least, many seem as hope ul and positi e as young people should be. Amy Baxendale, 20, fr m Wigan, is currently in her third year of a degree in photography at Falmouth. "I enjoy my freedom to come and go s I please, a d having the means to ex eriment in y line of stu y before I go out into t e big wide orld! I enj y being around likeminde people who are here for t e same reas n." Neverthel ss, there is evidence from many quarters that young people in the UK today really do 't have it easy. Oliver M redith, 17, f rom Swindo , has just l ft college an is looking f r work. "I w nt to get a jo b, move into a place with some friend and hopefully go into ac ing. Moving into a flat is likely. Acting is not likely ut I'm still h peful about it." In practi e many young peopl have go d relationshi ps with t eir family and frien s. According to Baxend le, "being away from y family an my boyfriend for so muc of the year is really diff cult. I've al ays been a f amily girl, a d my friends are such an i portant part of my life."
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Co municating via sites such as Twitter and Fac ebook is an integral part of the lives of young peo ple – many o f whom sim ly cannot re ember a time without it. Social netw rking is imp rtant for knowing what's oing on," says Jacob Mac illan. "It ma es commun ication a lot easier." nd for Ba endale: "I us e it to keep in touch with y family and friends back home, to Sk pe with my oyfriend and my mum, t o organise university gro p work, and to get inspira tion." De pite the curr ent doom an gloom, ma y of the fea s of young eople seem remarkably similar to tho se of an ol er generatio : they are afraid of growing up, taki g on responsibilities, not reaching their goals, doin badly in their exams. "Ri ht now," says Meredith, " my only challenge is getti g a job. Thi s is of paramount importance in my lif e. I’ll do my very best to be successf l and accom plish my dre ams.”
Rizwan S ed, “Great expect ations: the hopes, fears and challen es of today's you g people” (ada ted and abridged ), accessed in Feb uary 2014
1. Explain the meaning of he following expressions in the text. a. lifetim in debt (l. 1) b. curren doom and gl oom (l. 37) c. param unt importa ce (l. 43) 2. Say who or what do the following wo rds refer to. a. many (l. 4)________ ___________ _________ b. who (l. 11)_______ __________ __________ c. It (l. 31)__________ __________ ________
1 1 . o A n o B R I D G E S 48
GLOBAL TE T 1. Why do you think it is so difficult for t day’s youth o decide on line of work ? 2. Reread the ollowing sen ences from t he text. Mat h the verb fo rms in bold uses does n t apply. a. I enjoy my freedom (ll . 7-8) b. Oliver M redith (...) h s just left college (ll. 16-17 ) c. is lookin for work (l. 4) d. I’ll do m very best (ll. 43-44)
1. 2. 3. 4. 5.
ith their use s in context. ne of the
Past action ith consequ nces for the present Action com leted at a sp cific time in t he past Fact Making a pr omise Event in pro gress at the oment of spe king
CTIVITY C rite a text f r the Europ an Commission giving yo r opinion on the benefits of educatio in the futur e working li es of today’ youth. rite betwee 150 and 220 words. You may use t e input prov ided by activities A and B.
49 B R I D G E S 1 1 . o A n o
o
ATRIZ DA AV LIAÇÃO DA PRODUÇÃO O AL [Inglês VII 11. Ano] ESTRUTURA Conteúdo Ativ.
Competências
Tipologia de e ercícios
Competência Linguística - com etência lexical - com etência gram tical onteúdos lecionados té ao nível B1/B2
ST1
- com etência semântica - com etência ortográfica
C mentar
imagens,
relacionando-as
com
as
temáticas trabalhadas em aula, e expressa do a sua o inião sobre a mesmas.
Competência pragmática - com etência funci nal Competência sociolinguística
ATRIZ DA AV LIAÇÃO DA I TERAÇÃO O AL [Inglês VII 11.o Ano] ESTRUTURA Conteúdo Ativ.
onteúdos lecionados té ao nível B1/B2
ST2
ST3
Competências
Tipologia de e ercícios
Competência Linguística
Discutir algumas das áreas te áticas trabal adas ao
- com etência lexical
longo do ano.
- com etência gram tical - com etência semântica
o
- com etência ortográfica Competência pragmática - com etência funci nal
c mentar imag ns, expressando a sua opinião sobre
Competência sociolinguística
as áreas temáti as em que se inserem.
1 1 . o A n o B R I G E S 50
SSESSING ORAL PR SENTATI NS IN CL SS (Student assesseme nt: Page 63 in Bridges) Use the table elow to give feedback on this oral presentation. P t a tick in th box that best describes hat you t ought about each aspect of the prese tation, according to the riteria and prompt questions in the fir st c lumn. These marks will give the presenter an indication of their strengths and areas for i provement. However, eve more valuable are the c mments that you are able to give, which justify th mark you h ve allocated, and identify for the presenter what you considered to e particular strengths or suggestions f or i provement. e
Criteria and pro pt questions
a p e c c a n u
e l b a t p e c c a
d o o
d o o g y r e v
e v i s s e r p m i
dentdComments
Audibility Can you hear him/her clearly? Pace Is the pace of the speech, o flow of ideas too fast or too slow? Fluency Is the speech pattern fluent indicating fa iliarity with the cont nt and rehea sal of delivery? Tone and energy Is there sufficient variation in tone? Does he presenter seem enthusiasti ? Eye contact Is the presenter making eye contact across the audience and avoiding becoming note-bo nd? Body languag and gestures Is the presenter’s posture u right and confident? Does his/her ovement an gesture enhance, not distract from, what s/he are saying? Appropriaten ss to the audience Is the content and approach relevant, interesting and engaging Structure and cohesion Was the structure clearly o tlined? Is the order logical and easy to follow? I the balance f various elements effective? Is timing accurate? Use of visual ids Is there a suit ble amount? Are they easy to read? Do they effec ively support the spoken delivery? Does the presenter use the competentl ? This resource as created by Kate Ippolito fro
the LearnHigher CETL at Brunel University and is licensed under a Cr ative Common Attribution http:/ /creativecomm ons.org/licenses/by-nc-sa/2.0/ k (adapted)
51 B R I D G E S 1 1 . o A n o
Image Bank
SPEA ING TE T 1
EACHE 'S NOT S
Each studen will comment on one of the following images. •
The stude ts must be gi en some pro pts, as for ex mple: – Describe what you see in the photo/ icture. – Explain the message y u think it con eys. – Express our feelings about the photo/picture.
•
If appropriate, and in ad ance, the tea her may inform the student they can use he language ank in their P actice Book or
1 1 . o A n o B R I G E S 52
ollabor tive Ta k
SPEAKING TES
EACHE 'S NOT S The following tasks are ex mples of wh t the teacher can do in clas s. All of them can be previo sly assigned y the teacher givi g the students time to prep are the topics. The pairs ca also be chos n in advance if the teacher thinks this will be t e best optio for his/her st udents. •
The teach r must give the students a time limit, for e xample two o r three minute s.
•
The stude ts must be gi en some instructions, such s: Speak clearly and loud. Avoid hesi ation and repetitions. Listen to e ch other and comment on ach other’s o inions: – agreeing with them, extending them and justifying them, or – disagreeing, presentin your own opinion and justi ying it.
•
If appropriate, and in ad ance, the tea her may inform the student they can use he language ank in their P actice Book or
ASK 1
I pairs, choos one of the t pics below a d have a con versation ab ut it. Give yo ur own opini n on the cho en topic, r lating it to w at has been discussed in c lass. Multiculturalism Taking a gap year
Gro ing up in dif ferent countr ies The importance of e ucation
Protectin the environ ent
A dream job The po er of advert ising
How far sho uld we go? - ethics
ASK 2
I pairs, choos a topic disc ssed in class. Discuss it with your partne r. Cult re
Diversity
Im migration
Third Culture Ki s
Human Rights
Pre judice
Flexi ility at work
Th modern wor ld
Taking a gap year
Rec cling
Endan ered species
ASK 3
our school has just received a five tho sand Euro pr ize. tudent A is lanning to bu y books for t e school libr ry. tudent B wants to invest i n a volunteer ing organisation and help p eople in need . tudent C wants to save the money so it can be spent when it is re lly needed. Have a discussion (3 minute s), trying to c onvince your colleague th t s/he shoul do the sam as you. 53 B R I D G E S 1 1 . o A n o
2
Collabo ative T sk Part 1
Inter iew (3 minu es)
1. Where do y u live? 2. How long have you been tudying English? 3. What are your plans for t e future? Part 2
SPEA ING TE T 3
4. H w do you spe nd your free time? 5. W hat do you lik e/don’t like a bout your cit ? 6. Do you live in a house or in a flat?
Long Turn (1 minu te per studen t)
Now I’d like ea ch of you to t alk on your o n for about a minute. I’m going to gi e each of yo two different photographs and I’d like ou to talk ab out them. Student A: Here are your tw o photographs. They show two different places to liv . I’d like you to compare a nd contrast these pictures and say where yo would like to be and wh .
tudent B: Is there a lot of air pollution i n the area wh ere you live?
tudent B: H re are your t o photographs. They each show boats i n the sea. I’d like you to co mpare and co ntrast these picture and say what these pictu es make you feel.
tudent A: D you like spe ding time near the sea?
1 1 . o A n o B R I G E S 54
ollabor tive Ta k Part 3
SPEAK NG TES
3
Collaborative Ta k (3 minutes)
Now, I’d like ou to talk ab ut somethin together fo about three minutes. I’m just going to listen. Imagine you re doing a sc ool project n how to sav e our planet. Here are some ideas about things we ca do to save ur planet. First talk together about h w useful the e actions co ld be. Then d ecide which wo pictures ould be the best to use in your sc hool project.
Part 4
Discussion (4 mi utes)
Discuss the f llowing questions. . What is th most important threat for our planet? . Are you int erested in en ironmental i sues? Why? . Would you become or a e you alread a member o Greenpeace or any other organisation? . Are there t hings we can do at home t help save en ergy? Give a ew examples . . What is th most important environmental proble
in your coun try?
. The climat is changing. What proble s do you thi k people are going to have in the future because of t is? . What things can we do s ave our wate supplies?
5 5 BRIDGES 1.o Ano
. s i z m s e a e s u a . i o . v o . c d e i i o u u t a s o s s a ç r s o õ u u e o e m t m e e i l l e a r i s a r ç l , o p e a d r c õ g o d s s s z % c á r e n c e . o e p u s a e n s t f s t a s s o r t 5 n d e s m n d o o a m e t , e t e u a n a l i e 2 c n e a c a t s o c e g r s q s e õ n i c r e m a e c e c e a d i i e e e e e p m o s l ç m p m u e l t t n l s f e e d i u m t x m q p n s e u i n z n . r s a e í c o m e a o m a l m m e s e f g e o õ u l o z l p u e ã ã ç a o é i d s n e m e i m c c l s u c ç é t f t i a õ g p e a i o r s a e s ç a . e t d o m t s a . n e s n u n e v a a s e s i s m l a d r s r n s e c u s n u a a m e a a o m - o l c l c e o e r e o , a a d o . e ã s s u e s e o c t o o i s t l i a d r m m s a t u l d c p r n c o m ç e e m e r b i t i e s c n , s , m r x g o r u e í a e i I r a a í i u õ a b r a a f e e c t u o t a z e g s t v r i i i h i u ç i l r b i o i d a o l a u u r n d f c c s m g a z g r c t i r o i c i n s i n t a e p u e m x o u e e s á ó i s n n a a e e e s m o n n i l i I d a U g F s d V e a I c u m n E c f P r E b f q R l • • • • • • • • • o e o e d e o e d s n m n o i d s c i s . o t t s e m o c a t n . i m e á r o r o ã r o n o % e s a a s s t ã p m 5 t e p c ç x c u e e 2 m e s m e e n r t s õ e a o t e u T - e e e g ç n e . c n t r g , l n m a s a o r o . u a m p r e p e t a m a a v d e t e t m o c s o e m L n i u , , l l e m r f i e r . s e n z s A e c l o s m n i a s a i d f n e i e e l s s e o r a R m ê p r o c u c v n a õ i c e e i v m s f m i i O v r l e n e q t r ç a c i s o o s s . e l a i ê e e a l e i s n a o O l t r t o o v c s a r s p m n e r f s a a e n c m l à v C e i e s f p v o a z s c r m t s i c i Ç n n n p s a e i a i s s a l o e l s i r n n a e a u A e f e t g g e m á a x r o s o o i i i n e U m R e D c i T s o L c m F b L p m E D T • • • • • • N I e A ; r D e a / e . . s O d e n o i o a s à d s d a . e t l : d Ç % a a : a s d n p a a o a 0 s d l A n a I s s a 1 s : i o o ; s r o c u u d v r u q o i i L s d l u o a i s s a e A l o à p a / o a c a p d a i s e s s r V a d r v s c o a p i o s a c O A i u o v n t p s d ; a c a i a . u r i c s o s t t s r a m A n c i s t e u i e ; u t m e m a u a n d A ê d l u i c o r t e u o a õ u i e s n d o a e l ç r r m R p p z z z o l e a ã u o u m m e u t A F i r g u e ç d t i i m m t g m d d d P u n e o v o s a s m i S o o e o o o l o r c e c e r e o l c c m c r r r a P H P P v E R A O • • • • T I ; . R o o C d ; ã S m a r ç s E o u s i i a a c q t D ; a a e o c o l i s t : c c e n a % s i ã E 5 o o e a d i n n e t t d a ç e ã u l r : i S r d e a a a t 1 a p s o a o m n d u A n o a o ã ã m m I m t r e m a n . s o i : t m o ç v ç l i r a . e R e á n l a i e a c o u i r s o a c l r r e e r t o r o e t r l r O o a g l d s s e u g c n a n ç o r r ó d i i m a o G ã e e r s s c t e r a i a o o e a t b a s u r . a e o . i E ç t t e s z c c c á l . a a f m i s a r r i l e i i T r n n s . a a s c e s t p r i m a c u a c u c u m c i e e A r v e m i m t l n í l m a e o n e d n a o b o t b o C o r o o u u v r a g C c l m r i ú l m s u p ú l c o ú m c a u m c r , t r n a r t t n i t e n m u a i l g a o m u e m m a s a s a r r a t o r r i o o r u t g s e u e v r e a r e s v e s r n s a g u m o r l U g - P g n E p U - P i U m P a • • • • • • • e . . s s d o i o ã a o d m s / ç n c e i a o / a e ; s l o d a s i c e i s s r d s x s u r á e s a e o e a b e s b õ a d % m o o i õ l m i c c s o r i 5 o ç a d p d s o s i t s e o o i s o 2 c s a . t a t s c r f r m g í m s r n : i e s e e n i i ó r t r c u o e e a e a : a g c p d t o e s p e i s m m í r õ õ r l e i i a ; o e c x r u ç ç n r e e a n r r s a l r o , u s t s i s i / u g u e p l p p u e . e ; c s d b x b t c s x c s n e e e i i õ s s o , e e a u s r e r s o o i s e s e l n o a l l s m e s s e a õ s q a t s v s e o o s d a n n ç d e e í i õ  s a e r e m r l e l e l a u o i s t s i c u u r i z t a t ç u i n n u v p a r u t c c r e f c p n c i v a a e c u u a r r r x a a s i r a s m e r s e u u n s l t c c e a l s u r e v i a s r m s i i a m v e f P c a P a p - E h d U p i s i s o c • • • • l e 5 4 3 2 1 v í N N N N N N
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MATRIZ DO 1.o MO ENTO DE AV LIAÇÃO DE AUDIÇÃO [Ingl s VII – 11.o Ano] ESTRUTURA Conteúdo
Cotações Ativ.
A Área temátic : Reading the
orld
B
Competências
Tipologia de itens
Competência Linguística - com etência lexical - com etência gram tical - com etência semântica - com etência ortográfica Competência pragmática - com etência funci nal Competência sociolinguística Competência Linguística - com etência lexical - com etência gram tical - com etência semântica - com etência ortográfica Competência pragmática - com etência discursiva - com etência funci nal Competência sociolinguística
Número
It ens de seleção - scolha múltipla
5
100 pontos
It ens de seleção - esposta curta
10
100 pontos
200 pontos
MATRIZ DO 2º MO ENTO DE AV LIAÇÃO DE A UDIÇÃO [Inglês VII – 11.o Ano] ESTRUTURA Conteúdo
Cotações Ativ.
A Área temátic : Building up Y ur Future
B
Competências Competência Linguística - com etência lexical - com etência gram tical - com etência semântica - com etência ortográfica Competência pragmática - com etência funci nal Competência sociolinguística Competência Linguística - com etência lexical - com etência gram tical - com etência semântica - com etência ortográfica Competência pragmática - com etência discursiva - com etência funci nal Competência sociolinguística
Tipologia de itens
It ens de seleção - scolha múltipla
Itens de construção - resposta cur a
Número
5
100 pontos
5
100 pontos
200 pontos
1 1 . o A n o B R I G E S 60
MATRIZ DO 3.o MO ENTO DE AV LIAÇÃO DE AUDIÇÃO [Ingl s VII – 11.o Ano] ESTRUTURA Conteúdo
Cotações Ativ.
A Área temátic : Critical Consumerism
B
Competências
Tipologia de itens
Competência Linguística - com etência lexical - com etência gram tical - com etência semântica - com etência ortográfica Competência pragmática - com etência funci nal Competência sociolinguística Competência Linguística - com etência lexical - com etência gram tical - com etência semântica - com etência ortográfica Competência pragmática - com etência discursiva - com etência funci nal Competência sociolinguística
Número
It ens de seleção - scolha múltipla
5
100 pontos
It ens de seleção - esposta curta
10
100 pontos
200 pontos
MATRIZ DO 4.o MO ENTO DE AV LIAÇÃO DE AUDIÇÃO [Ingl s VII – 11.o Ano] ESTRUTURA Conteúdo
Cotações Ativ.
Competências
A
Competência Linguística - com etência lexical - com etência gram tical - com etência semântica - com etência ortográfica Competência pragmática - com etência funci nal Competência sociolinguística
B
Competência Linguística - com etência lexical - com etência gram tical - com etência semântica - com etência ortográfica Competência pragmática - com etência discursiva - com etência funci nal Competência sociolinguística
Área temátic : Stand Up for he World
Tipologia de itens
It ens de seleção - scolha múltipla
Itens de seleç o - escolha múlt ipla
Número
5
100 pontos
5
100 pontos
200 pontos
61 1 1 . o A n o B R I D G E S
LISTE ING TE T 1 Name ________ ______________ _____________ ______________ _____________ _____________ __________ Class ___________ ___________ T acher ______ ______________ _____________ ______________ ____ Date___ __ / ______/__ ______ Grade _____________ ___________
I
1. You will he r Alden Hortopo, the Chimes campus news co-edi tor and also a TCK. He i a junior fro m Jakarta, Indonesia, studying International Relations and Ec nomics. For uestions 1.1 to 1.5, choo e the best a swer (A, B or C). 1.1 When a ked how he poke English so well, he A. laughed at the que stion. B. felt o fended. C. failed to reply to th e question. 1.2 The fact that he spea s English so f luently, sho s that A. he has always bee an excellent student. B. he gr w up in the S. C. he has a natural tal ent for langu ges. 1.3 If you as k a missionar kid where s he is from, A. they immediately
ention their birthplace.
B. they ay they are ci tizens of the orld. C. they re unable to answer the q estion. 1.4 The mo ent Alden r turned to In onesia, A. he w s welcomed y all his familly and friends . B. he w s labelled a f reigner. C. he felt the need to move away a ain. 1.5 He still f els he remains an outside r to any Ame rican becaus A. he di n’t grow up in the US all o his life. B. he hasn’t adopted all of their cul ture and trad itions. C. he still sees himsel as an Indone sian.
1 1 . o A n o B R I G E S 62
LIST NING TEST
1
II . You will hear an interview with Paula Yoo, a novelist and childr n’s book aut hor, talking a bout one of er latest books, Good Enough. For questions a j, complete the sentences .
a. Good nough is to a great extent ased on ___ __________ ____. b.
At her last Thanksgi ing reunion, she met som of the real-li fe people wh o inspired many of he __________ ________.
c. The m st difficult th ing for her w s to write th __________ ________ of the story. d. It was hallenging to make Stephanie and Eric i to three- __________ ________ ch racters. e. The re son why Paula has so many favourite w iters is becau se she major d in _____ __________ __. f.
One of her favourite writers at th moment in om Perrotta, as she would also love to master the balance between ________ __________.
g. Whenever she does ’t feel like cr ative writing, she turns to other forms f writing, such as _____ __________ __, revising / editing or re ding novels o r re-reading lassics. h. Sometimes she also plays ______ __________ _, plays som e videogames or watches a lot of “guilty pleasu e” TV, especially Food TV. i.
The m ment she re d Charlotte’s Web, she de ided she wan ted to be ___ __________ _____.
j.
She feels very hono ured for havi g _________ _________, and doesn’t t ake it for gra ted.
3 BRIDGES 1.o Ano
LISTE ING TE T 2 Name _______ ______________ _____________ ______________ _____________ _____________ ___________ Cl ss __________ ____________ eacher ____ ______________ _____________ ______________ _____ Date _ ____/ _____/ ________ Grad ____________ _____________
I . You will h ar five care r advisers t lking to you ng people w ho are prepa ring for thei r first job in erview. Choose fro the list (A-F) which piece of advice e ach speaker ( 1-5) gives. T ere is one e tra letter w ich you do not nee to use. A. Analys all job prop sals carefully even if they on’t sound t mpting. B. Avoid oncentrating on your free- time interest . C. Prioritising is vital w en searchin for a job. D. Attend informational interviews s o you becom more at eas . E. Spend our time dis overing your true interest . F. Use so ial media ap s to widen y ur prospects Speaker 1 _____ Spea er 2 ______ Speaker 3
______ S peaker 4 ___ __ Speaker 5 ______
II
1. You will hear people talking in five dif erent situati ns. For quest ions 1.1-1.5, c hoose the be st answer (A, B or C). 1.1 You he r a young w man talking o her friend. Why does sh e want to go back to scho l? A. She ants to find a better job. B. She ants to mov to another c ountry. C. She eeds to acquire new skills. 1.2 You he r a young w man talking on the radio. What is her j ob? A. An inventor.
B. An i terior designer.
. A lawyer.
1.3 You he r a journalis talking about an artist. W hat kind of w ork does he o? A. He t ansforms the materials he is working on. B. He r invents what someone else has done. C. He orks solely o designing new building fa ades. 1.4 You hear a young m an talking ab ut his work. What is he fi hting for? A. Bett r working conditions.
B. A better job.
C. A better world.
1.5 You hear an actor b ing intervie ed on the ra io. Why did he decide to ecome an a tor? A. To f llow a family tradition.
1 1 . o A n o B R I D G E S 64
B. To pursue his assion.
C. To develop a natural alent.
LISTE ING TE T 3 Name ________ ______________ _____________ ______________ _____________ _____________ __________ Class ___________ ___________ T acher ______ ______________ _____________ ______________ ____ Date___ __ / ______/__ ______ Grade _____________ ___________
I 1. You will hear Carolina talking about sho ping in the U . For questio ns 1-5, choose the best ans er (A, B or C) . 1.1 One of t he most pop lar markets in the UK is re lated with A. fashi n. B. music. C. cinema. 1.2 The wea her and the seasons A. influe ce your moo d. B. influe ce what you friends choose to wear. C. influe ce what you wear. 1.3 When the weather allows, A. you c n read in the park. B. you c n go for a wa lk in the park C. you c n go to the c ast. 1.4 For tho e who come from abroad and want to ave some m ney, A. mak a list of wha you need and want to bu . B. only uy products hich are in t he sales. C. look in other shop before buyin g a product. 1.5 The UK i s the best pl ce to buy A. crisp of all differe t flavours. B. choc late, all flavours, shapes a d sizes. C. different types of s weets.
65 B R I D G E S 1 1 . o A n o
LIS ENING TEST
3
II 1. You will hear Mark interviewing Ruth Rothelso , an expert n ethical sh pping from the Ethical Consumer Research ssociation, nd two teen gers, Lauren and Bella. Fo r questions a j, complete t he sentences.
a. On the high street e’re all lookin g for a _____ ___________ ___________ __. b. The Ethical Consumer Research Association xists to prov ide _______ __________ __________ , letting them know what th companies are doing behind the brand that they se on the shel es. c. An ethical shopper is someone they are buying.
ho is concer ned about _ __________ __________ _ behind th product
d. When roducts are heap, it is ev en more likel someone _ __________ __________ _______ bef ore it got to us. e. A product from a fa ctory where t he workers have been pai _________ __________ __ will cost ou more to buy. f. Being n ethical sho per also me ns buying __ __________ _________. g. On the high street y u can also fi d lots of ___ __________ _________. h. When ella is out sh opping for clo thes, she do sn’t want to hink they ha e been made __________ _______. i. Lauren prefers buyi g _________ ________ cl thes which a re obviously econd-hand. j. Mark now feels he ill be a more __________ __________ ________ in he future.
1 1 . o A n o B R I G E S 66
LISTE ING TE T 4 Name ________ ______________ _____________ ______________ _____________ _____________ __________ Class ___________ ___________ T acher ______ ______________ _____________ ______________ ____ Date___ __ / ______/__ ______ Grade _____________ ___________
II
1. You will hear Emma, a high school s udent, talking about the i mportance o recycling. F r questions .1 to 1.5 choose th right answer (A, B or C). 1.1 We are often advi ed on the ne ws that we o ught A. to be active citi ens. B. to reuse products. C. to save water. 1.2 Wha are the esse ntial keys ne ded to powe r the protecti on of the en ironment? A. An informed pu blic, teaching about recycli g, and a grea ter demand f or recycled m aterials. B. An informed pu blic, the devel opment of i proved techn ology, and in estment fro
local gover ments.
C. A ore informed public, the evelopment of improved t echnology, a d a greater demand for re cycled m terials. 1.3 Who should teach the public ab out how to u se reusable
aterials?
A. local governme ts. B. sc ools and thei r teachers. C. a special commi tee. 1.4 In some cases, recycling could be hazardo s for the en vironment if special prec autions aren’t taken, beca se A. abandoned du ps can sever ly harm it. B. chemical waste is sometimes produced as a result. C. a reat deal of nergy is expended to creat e new produ ts. 1.5 The demand for recyclable
aterials in the manufact uring of ne products i sometimes sluggish
because A. so e governments are unwill ing to support expensive r cycling meth ods. B. bu inesses do n t invest enou gh money in research. C. th re is a lack of advanced te hnology to p ocess the ma terials.
67 B R I D G E S 1 1 . o A n o
LIST NING TEST
II
1. You will h ar an intervi w with Sylvi Earle, a well-known mari ne scientist a nd a National Geographic Explorer-i -Residence. or questions 1.1-1.5, cho se the best a nswer (A, B o r C). 1.1 When did she first encounter a ave? A. At the age of thr ee. B. At the age of fo r. C. At the age of fiv . 1.2 What characteristics do the bes scientists a d explorers h ave? A. They have a vivi d imagination and enjoy ex ploring. B. They question everything and they are curi ous. C. They like travelling and explo ing. 1.3 Why are oceans s important? A. They allow us t explore anot her world. B. They are beauti ul. C. They are the fo ndation of lif . 1.4 How does she defi ne the ocean nowadays? A. Vulnerable. B. Sa e. C. M sterious. 1.5 Whe was the las monk seal s en in the Gu lf of Mexico? A. 1942 B. 1952 C. 1962
1 1 . o A n o B R I D G E S 68
4
EX RA EA HER’S O ES UDIO S RI TS ANSW R EY
11.o Ano
RIDGES
EXTRA TE CHER’S NOTES (Sugestões me odológicas e respostas complementares da banda do/a docente do Man al)
Module 1
Page 5 - Exercise 5
Page 23 – Exercise 3.4 Model answer: merica has everything to be a great countr . Maybe that is hy all the uni ersity students in the audien e were amazed at the question asked b one of their colleague . Nevertheless hey were even more surprised with the answers that f llowed. It has ften been sai that America i s he land of op ortunity and f reedom, but g eat ideas fail to get off the gro nd, and are n t implemente . There is hope or the future; however, the numbers tell a different stor , and hope seems to be a thing of the past. • • • • • • • •
• • • • • • •
• • • •
Exerci se 3.5 America is still the la nd of unfinish d dreams and there is a lot of work to be d one. It has al l it takes to be a great count y, but it still h asn’t happene . So, both the song and the vi eo advocate f or all the expe ctations peopl have for the fu ure.
They are seventh in litera y; They are t enty-seventh in math; They are t enty-second in science; They are f rty-ninth in lif expectancy; They are a hundred and seventy-eighth in infant mortality; They are a hird in median household income; They are n mber four in labor force and number four in exports; They lead the world in only three categ ries: number f incarcerated citizens per capita, number of adults wh o believe an els are real, nd defense spending, where they spen more than the next twenty-six countri s combined, wenty-five of hom are allie ; They stood up for what w s right; They fough for moral rea ons; They pass d laws and struck down aws for mor l reasons; They started wars on pov rty, not poor people; They sacrificed, they care about their n ighbors; They weren’t arrogant or rash; They built reat big things, made ungodly technologic l advances, explored the universe, cured disease, and they cultivated the world's greatest rtists and the world's greatest economy They reach d for the stars, acted like me ; They aspired to intelligen e, they didn't criticize it; They didn't identify them elves by who they voted for in the last ele tion, and they didn't scare so easy; They were able to be all these things and do all these things because they were informed. By reat men, men who were revered. 1 1 . o A n o B R I D G E S 70
a. It eans two thin gs, not being a ble to speak and having los their languag . b. Th poet uses th image of tw tongues in a mouth to rep resent being a le to speak tw o languages. c. This metaphor is sed to descri e the mother tongue as bei ng a growing p lant. The repe ition of “grow ” and the wo rd “strong” m ke the moth r tongue sound healthy an robust. d. The poet shows h r mother ton ue as if it wer a part of nat ure itself, wit h a life and strength of its own. It sep arates itself fr m the other language, which is not her mo ther tongue. Her mother tongue is as stron as blood tie ; it’s a part of er identity. Page 3 3 - Exercise 2 a. Article 2: Don’t Di scriminate “Ev eryone is enti led to all the rights and fre doms set for h in this Decla ration, without distinction of any kind, suc h as race, col ur, sex, langu age, religion, olitical or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on t e basis of the political, juris dictional or in ernational status of the country or territor y to which a p rson belongs, hether it be independent, trust, non-self-governing or nder any other limitation of sovereignty.” b. Article 4: No Slave ry “N one shall be eld in slavery or servitude; sl avery and the slave trade sh all be prohibited in all their fo rms.” c. Arti le 7: We’re All Equal Before the Law “Al l are equal be fore the law and are entitled without an discriminatio to equal prot ection of the l w. All are ent itled to equal rotection against any discrim ination in vio lation of this eclaration an against any incitement to uch discrimina tion.” d. Article 18: Freedo m of Thought “Ev eryone has the right to freedom of thought, conscience and r eligion; this ri ht includes freedom to cha nge his religion or belief, an d freedom, either alone or iin community ith others an d in public or rivate, to ma nifest his reli gion or belie in teaching, practice, wo rship and obse rvance.”
e. Article 19: Freedom of Expression “Everyone has the right to freedom f opinion and expression; this right includes freedom to hold opinions without interference and to seek, rece ive and impa t information and ideas thr ugh any medi and regardless of frontiers.” . Article 23: orker’s Rights “(1) Everyone has the ri ht to work, t free choice f employment, to just and favourable conditions of work and to prot ction against nemployment. (2) Everyone, without any discrimination, has the right to equal pay f r equal work. (3) Everyo e who work has the rig t to just an d favourable remuneration ensuring for imself and his family an existence worthy of human dignity, and supplemen ed, if necessary, by other eans of soci l protection. (4) Everyone has the right to form and to join trade unions for the protection f his interests.
Exerci se 5.6
Page 35 - Exercise 4
Page 5 – Exercise 4. 5
ugestão metodológica Model answer : Esta atividade ode ser realiz da individualmente, em pare ou grupo e o/a docente pode solicitar aos/às alunos/as que apresentem as suas pesquisas à turma, incluindo imagens exemplificativas de cada uma das referência culturais. a. It is an American reality-singing competiti n program. b. It is the name given to an I card attestin to the permanent esident status of an immigrant in the United States. It is called green be ause that was the color of th card between 1946 and 19 4. It has rever ed to that colour since May 2010. c. The indigenous peoples of the United Stat s. d. It is a narro sea passage between the ea ternmost point of the Asian continent and the westernm st point of the North American continent. e. It is a nation l holiday cele rated primaril in the US (on the fourth T ursday of November) and Canada (second Monday of ctober). It is a way to give th nks for the blessing of t e harvest. In the US it dates ack to colonial times, when the Plymouth colonists and ampanoag Indians shared an autumn arvest feast in 1621.
They should grant the m permanent esidence – their green cards a minimum w age, and schooling for their children. Exerci se 5.7 She mentions Thanks iving because it is understood as a sharin g celebration. Page 3 6 - Exercise 2 Model answers: a. He lways asked di fficult questio s. b. Th y listened to him, thought for a while and then ans wered him. c. He as reading ab out illegal im igration when his father called him to wat h a documentary about immigrants on TV. d. He was reading a out illegal im igration when his father call d him to watch a documentar about immigrants on TV.
Model answer: Perh ps this happe s when peopl admire others who are negat ively seen by society in general or by their g roup of friends. And they don ’t want to admit before them hey don’t hav the same opi ion, because t ey would n’t’ be part of t he group and xclusion is margi alization. The person who has the courage t o have a differ nt opinion fro the rest of th e crowd is usu lly sociall y excluded and relegated to t e fringe of society and they d on’t want to fe el they don’t belong. Page 8 – Exercise 6 Suges ão metodológica: O/a d ocente pode entregar aos/às alunos/as o poema completo e pedir q e leiam em voz alta, em p res, para treina r a pronúncia as também o som e o ritmo , dadas as poten ialidades fon ológicas do oema. Poderá, ainda, solicit r que os/as al nos encontre uma música adequada ao poema e até t lvez criar u rap e apresentá-lo à comu idade escolar. Esta atividade será excelente para a prátic da oralidade.
Module 2
Exercise 5.5
Page 2 - Exercise 1
mericans must be grateful fo the work immigrants (and migrants) do, because although sometimes it is invisible wor they cultivate the fresh prod ce Americans at, they clean shops and restaurants – they are there to do i .
Job Va cancy A Circa 16,000 pa But d n’t forget th t you will ha e deductions from this amou t, including ta and national insurance.
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ob Vacancy B
Page 2 – Exercise 1. 1
Part time (20 rs/week) – A f ull time job would normally be around 35 hours per week, ut this does depend on wh t ype of job it i s. Part time jobs can be goo for extra cash hen you are studying at sc ool or college, or if you hav e other responsi ilities. Part of a team – If you’ve be n part of a sports team, band or a school project then make sure you t lk about these hings on your CV and covering letter – as they all help t o develop team ork skills. Page 63 – Exercise 1 Questions abo t you How will your reatest streng h help you perform?
• • • • • • • • • • • • • • •
How would ou describe y urself? Describe a t pical working eek. Describe yo r work style. Do you wor well with oth r people? Do you take work home wi h you? How many hours do you n rmally work? How would ou describe the pace at which you work? How do you handle stress nd pressure? What motiv tes you? What are your salary expe tations? What are you passionate about? What do pe ple most ofte criticize abou you? Do you pref r to work independently or on a team? What type of work environment do you p efer? How do you evaluate succ ss?
Model answers: a. Cr ators: journ lists, chef, photographer, graphic de signer b. Do ers: plumber, armed for es, firefighter, fitness ins tructor c. Helpers: police of icer, teacher, ocial worker, nurse d. Or ganisers: eve nt organiser, accountant, personal assistant (PA), civil servant e. Pe rsuaders: adv ertising executive, public relations off icer, sales man ager, hotel manager f. Thiinkers: scientist , web designe , solicitor, engi neer Page 8 – Research ime RAF st ands for the R oyal Air Force and people were against war a that time. T ey didn’t wa t to join the army in a cause they didn’t beliieve in. Part o the lyrics (lar ely the line 'I on't open let er bombs for y ou') could h ve been inspired by Mick Jones' experi ences in a par t-time job he held a few ye rs before formin g The Clash, here he worked as a clerica l assistant at a D HSS Benefit Of ice. At the tim e, government buildings were on a high t rrorist alert, with the IRA terrorist organization using le ter bombs as eapons. So with no one wanti g to open the mail at the be efit office, his senior coworke rs made Jones, as the most ju nior staff member, open and ch eck all the ma il. He mention d in a 1977 in erview to Tony Parsons about his experiences, saying "M st of the letters the social sec urity get are rom people saying their neigh ors don't nee the money. The whole thing works on spite." (www.songfact s.com)
Questions abo t the new job and the comp ny
• • • • •
Why are yo the best pers n for the job? What do yo know about this company? What challenges are you looking for in a position? What can y u contribute t this company What do yo see yourself oing within th first 30 days on the job? • Are you willing to travel?
Module 3 Page 5 – Exercise 1 Charlo tte Q1 - A bout $20 Q2 - F om babysittin jobs, I make about $10 an h ur. Q3 – S lurpees (Froze flavoured dri k) Q4 – C ash
ork history – Questions ab ut your resume
• What were our responsibilities? • What major challenges an problems did you face? How did you handle them? • What have ou learnt from your mistakes? • What did you like or dislik about your previous job? • Which was ost / least re arding?
1 1 . o A n o B R I D G E S 72
Katie Q1 - $ 10 Q2 - P ocket money and babysitting obs Q3 - C lothes, jewelle y and food Q4 – C ash Troy Q1 - I llive with my gir lfriend and we spend about $300 a eek including 150 rent.
Q2 – Part-time job Q3 – Shoes Q4– Cash
ww.macmillandi ctionary.com/dictionary/british/ dvertising, accessed in January 2014
Page 1 11 – Writing Time
Oliver Q1 – $10 Q2 – $Pocket oney. I get $6 a week and if I do extra jobs I get extra spending mon y Q3 – Sportswe r Q4 – Cash
In his poem, writer Leroi Jones, for many years n as A iri Baraka, fo regrounds th necessity of devel ping their hearts as well as their minds. F authe tic feeling includes feeling f r the world a aroun us.
Matilda Q1 – Roughly $100 Q2 – I work pa t-time at Grill' , about 10-15 hours a week, plus I get 50 a week po ket money. Q3 – Clothes Q4 – Cash or s vings account on my debit ca d
Biography:
avannah Q1 – $100 Q2 – I work 6 h ours a week at Boost Juice and mum gives me $60-70 a eek Q3 – Shoes an taxi fares Q4 – Cash or d bit card Page 102 – Exercise 1.2 Model answer: d (informal ) an advertisement: Try placing an ad in th e local paper. Commercial – an advertisement on the tel vision or radi . Billboard – a large outdoor si n used for advertising, usually placed in a bus area. Poster a large piece of paper, usually with a picture on i , used for a vertising: C mpaign pos ers appeared everywhere in he weeks bef re the election. Flyer – a piec of paper advertising a pro uct, service, r event, that is iven to peopl on the street or delivered to heir homes. logan – a s ort clever se tence or saying used in an advertisement for a particular product. Campaign – a lanned series f posters, adv rtisements, and events used f r advertising something: a big, governmen sponsored ca paign to promote tourism in the region he classified ds – small advertisements in a newspaper r magazine, often placed by pri vate individuals rather than b y companies. he small ads (British) – a more informal word for 'the classified ads'. he personal ds – a sectio in a newspa er or magazine here people advertise whe they want to meet someone o have a relationship with.
w known students r Baraka, d people
www. uic.edu/classes/ad/ad382/sites/Projects/P008/P008_first.html
Amiri Baraka (formerly LeRoi Jones) was born i Newark, New Jersey, on Oct ber 7, 1934. fter three years in the U.S. ir Force, Jo es joined t e Beat mov ment in Green wich Village. A ter the assass ination of Mal olm X, he took t he name Ami i Baraka and became involved in the Black Nationalist p etry and lite ature scenes. He later identi ied himself as Marxist. Barak is known for his aggressi e, incendiary style. His writin is controversiial and has oft n polarized readers. His poem "Somebody Blew up America," a respon se to the attack s against the nited States n September 11, 2001, was c riticized for b ing anti-Semitic. His positio n as New Jersey 's poet laurea te was stripp d as a result of public outcry against the po em. A prol ific writer, Baraka has penn d more than 50 books, includ ing fiction, music criticism, essays, shor t stories, poetry and plays. In 1984, he published The Autobiography of Le oi Jones/Ami ri Baraka. H has taught at many univer sities, includin g the New School for Social Research, San F ancisco State University and Yale Universi y. Before retire ent, he serv d as profess r emeritus o Africana Studie s at the State University of ew York at St ny Brook for 20 years. Baraka lives in Newark, New Jersey, with his wife Amina. w w.biography.com/people/amiri- baraka-9198235 (abridged), accessed in January 2014
Page 1 15 – Listening Time Exerci se 1 a. thin gs… objects.; b. self-esteem; c. violence d. dis embered... fo used; e. physical… disorders; f. anorexia; g. Kate Winslet; h. aware… pay attentio ; i. tyranny… health Page 1 55 – Research Time At pr sent, the US A may be a bigger threat (ethically speaki ng). The USA has been centr l in the devel pment of designer babies, wit out any ethic l restrictions. There are
3 BRIDGES 1.o Ano
hardly any regulations on this topic in the USA. Generally speaking, desi ner babies ar disallowed in Europe exce t or clinical reasons. It’s a h t topic, but nly in America here you can chose ‘the father’ from a catalogue, among other things. In most Euro ean countries there are very strict regulatio s. Page 166 – Sugestão metodo ógica Live as if Our F ture Matters Don’t leave us a World that is Torn and Batt red he Ruling Generation Needs to Wake Up N w nd our Gener tion is going t show them h w hy are you sleeping why ar you so blind hen I look ar und I think you lost your mind How can you dis the Earth thi Way It gives you yo r life each and every Day But You spit upon her … you ask for more Not thinking w at future gen ration will endure hat will be left by the time our done Your children ill suffer from your dis functi n Live as if our F ture Matters Don’t leave us a World that is Torn and Batt red he Ruling Generation Need to Wake up No nd our Gener tion is going t show them h w he air is so polluted its gettin hard to breath Our forests are disappearing that means no ore trees he water is rising in the seas You unleashed a storm becau e of your dise se arning bells re ringing, you better take heed gonna destroy the Earth with your greed he storm is coming ya better beware hat ya leaving us children just ain’t fair
Our e rths really bad , Its just so sad I just on’t understan d Understand u-unders tand yeaha Look a t our earth wh at do you see Why n o ones helping It beats me Come on everybody e gotta make it right Listen to what I’m sa ing, this is all f our fight, so Live as if our future atters, don’t l eave us an ear h that is torn nd battered, the ru ling generation needs to wak up now and o r generation g oing to show t em how yeah y eah! Live as if ur future mat don’t l eave us an ear h that is torn the ru ling generation needs to wak and o r generation g oing to show t
www.reverbna ion.com/artist/song_show_lyrics /12461647 (adapte ), accessed in January 2014
Page 1 67 – Speaking Time Para elhor preparar o debate o/ docente dev começar por juntar aos/ as alunos/a por áre s: o/as mode adores/as, os/ as cientistas, o s/as médicos/as… Desta forma, os/as allunos/as poderão preparar as respostas às que stões que lhes serão colocad s na perspetiv a do setor que re presentam. Os /as moderado es poderão, ig ualmente, prepa ar-se para os temas e, eventualmente, a rescentar novas perguntas a c locar aos/às articipantes. esta aula de pr paração, os/as alunos/as po erão pesquisa os vários tópicos na internet u noutros rec rsos que trag m para a aula ou existam na bi blioteca da escola.
Live as if our F ture Matters Don’t leave us a world that is orn and Battered he Ruling Generation Needs to Wake up Now nd our Gener tion is going t show them h w
AU IO SCRIP S
Youth are uniting all over the planet ere not taking our awesom Earth for Gra it e’re standin together and hanging the g me Our movement will go down in History with ame nd the peopl who’ve been ighting for so l ng re the Hero’s that have made our revolutio strong United together our message will be heard nd we will create the world e deserve
Page 1 0 – Listening Time Exerci se 2
Live as if our F ture Matters Don’t leave us a world that is orn and Battered he Ruling Generation Needs to Wake up Now nd our Gener tion is going t show them h w 1 1 . o A n o B R I D G E S 74
ers, nd battered, up now em how…!!!!!!
STU ENT’S BOOK
Georg ie is using her travel experiences in Kenya o change the w orld! She was sponsored by the Blackber y Build a Villag awards progr am, traveled ith Me to We to Kenya where she got to ex perience rich raditions as ell as the daily truggles of th e people in t e Maasai Mara Region firsthand. However, she didn’t l ave those e periences behin when she ret rned home to Canada.
Page 10 – Listening Time Exercise 3 hen I land d at the N irobi airport I immediately experienced c lture shock – everything was different: the ood, the weather, the pe ople, the lan uage and the drivers! Watching The Lion Ki g over and over again when I as a kid defi itely hadn’t p epared me fo this. However, once I arrived t our campsit I instantly felt at home – the incredible staf and facilitat rs became my family, along ith the 24 ot er high schoo students I wa s traveling wit . ogether we dove into new xperiences an learned about he hardships facing the pe ple of Eor Ewuaso, and the ir hopes and dre ms for the fut re. One of the highlights of my trip was being able to go on a ater walk with two of the mothers from E r Ewuaso. They considered th mselves lucky as they only had to walk two kilometres to the nearest wa er source – I c ouldn’t imagine my friends at ome walking that distance or a drink! Th e mothers were also grateful that their wat r source was a lowing stream, because it inimized the isk of ingesting diseases like malaria. s we walked, the children of the community ran out f heir huts and oined us on o r journey, gra bing our hands and leading us to the stream. Once we got t here, they took he jerry cans and began filling them. Once full, the jerry cans became r ally heavy, an the children showed me ho o tie scarves to them to make them easie to carry. I was astonished tha these childre , sometimes a young as six r seven years old were so co fortable carrying these heavy erry cans! It as a sad rea lization, as I k new that these children had to complete the water walk with their mothe s every day, just to stay alive and healthy. Page 10 – Listening Time Exercise 4 During the last few days of y trip in Keny , I began to r evaluate my li e. How could I have so much, when these people had so little? It’s har to summariz my experience but I can say that it changed y life. When I left Kenya aft r hose three a azing weeks, I left part of y heart in E r Ewuaso. Retur ing home was almost as m ch of a culture shock as traveling to Kenya. My family was amazingly supportive as I hid from so iety and listened to The Lion King soundtra k on repeat i an attempt to relive my trip memories. I issed everything about Kenya – from the donkey that woke me up ev ry morning to the deadly but beautiful plants that we we re all warned not to touch. I knew that I h d to turn my experience into an action f r change, so slo ly I turned my longing for Ke ya into a plan – he 2013 Mama’s Water Wal .
My pl n turned into action almost a year later, o May 11, 2013, the day befo e Mother’s Day. About 15 teams of stude ts from the Kitchener-Wa erloo Region collected pledg s and compl ted a two-kilometre wate walk at Waterloo Park. For j st a moment, I was taken ba ck to that day in Kenya when t he mothers in ited me to joi them on their alk. Someho , I felt as thou gh we had built a bridge that c nnected us to the people of Eor Ewuaso, and that we were t ruly walking in their footste s. This walk really made stude ts understand how precious water is, and t the end of the walk they each made a ple ge to take act ion. Some pledg s were as si ple as turni g off the water when brushi ng their teeth, and taking sho rter showers. Planni ng this water walk has re inded me of the lifechangiing lessons I le arned in Keny , and it has al so helped me sh are my experi nce with others. I discovere so many things during those three weeks in Kenya, and I want to incorp orate those thiings into my lif e in Canada. I l earned to live with less – less ater, less elect ricity, less apa hy. While I learn ed to live with less, I also lea rned to live wi th more – more love, more pas ion and more empathy. On y last day in Ken ya, I did not ay goodbye, I said tuananek esho, see you tomorrow; for y u can never f rget something that has chang ed your life. Discov er how you can go on a Me to
e adventure to Kenya:
www. etowe.com/kenya
Module 1 Page 0 – Listening Time Exerci se 1 America is truly a “melting pot.” Living in Miami, I experi ence this blending of cultur s everyday. A nd having atten ed a nearly a ll white school in Illinois w en I was younger, I vastly refer high s hool in Mia i, where stude ts come from all backgroun s. Some Americans may not be aware of it, b t the integrati on of cultures i n America has ch anged popular culture, mus ic, and daily li e for the better . Each culture adds differen values and a different persp ctive to form t he entirety tha t is American life. On th e weekends, my neighbor sometimes ecide to seren de the entire block by tur ing up their raditional Spanish music. I don’t mind, however. Even though I do not under stand most of he words, the message that the music delive rs is universal. he soulful blend of vocals an d acoustic guitar speaks of he rtache, while the fiery tru pets and tromb ones speak of passion. No other music delivers so direct and powerful a message a out love than Hispanic music, a music which has influenced modern hip- op. Every aftern oon, I hear on the streets th e lively, hip-h p beat of
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“Reggaeton,” a music that blends Jamai an and Latino influences. Page 20 – Listening Time Exercise 2 But the influence of different cultures is hardly restricted to music. Not only have con emporary m vies begun to incorporate el ments from iverse cultures, foreign films have also bec me more po ular in America. These films broaden our u derstanding o the struggles and triumphs f cultures around the world, onnecting every individual to he global community. In particular, f reign films from China have been important o me; they of er me the op ortunity to di cover my roots as well as to s e the struggl s that my culture experienc s oday. The film Raise the Red Lantern gave e a glimpse f old Chinese society and the truggles wom n experience , hile Hero showed me t e aesthetic aspects of my homeland and of Chinese martial arts. But more importantly, t ese films off r the same i sight to every individual that views them. Not only in f ilm has the erging of different cultur l influences be efited Ameri ans. In Miami, the culinary heritages of the world converge. As a lover f unique food , I am grateful f r this diversity. Last summer, I experienced my first taste of authentic Greek cooking at th Daily Bread and I enjoye it very muc . lthough the i gredients were not unusual to me (chicke , olives, lettuce, tomatoes, le on juice, bread), the way th e ingredients were prepared t make the Greek dishes was unique. Underneath e ery culture, the people re ain the sam ; hey experience the sam tragedies, ufferings, and riumphs that every other person does. But each culture offers a new perspective, a new lifest le, that when experienced can expand our own knowledge and amiliarities; in the process we become mor empathic, and e mature as citizens of a global community. Page 40 – Listening Time Exercise 3 2nd excerpt of athematics by Hollie McNish Man I’m sick of crappy mathemati s Cos I love a bit of sums I spent three y ars into economics nd I geek out over calculus nd when I meet these paper claims 1 1 . o A n o B R I D G E S 76
That one of every ne that came Takes away ones dail y wage I desp erately want to scream “Your maths is stuck in primary” Cos so me who come here also spend And s me who come here also lend And s me who come here also tend To set up work which employs them And al l your balance sheets and tre ds They ork with num ers not with en And al l this goddamn heated talk Ignore s the trade the Polish brough Ignore s the men they gave work to Not pl umbing jobs bu t further too Ignore s the guys the buy stock fro Accou ntants, builder , on and on And I now it’s nice t o have someone To bla me our lack of obs upon But immigrations not that plain Despite the sums insi de your brain As on for one, as hi for you As if he goes, they’ll mploy you Cos so metimes one that comes makes two And s metimes one an add three ore And s metimes two times two is m ch much more Than f our And m ost times immiigrants bring more Than inuses. Page 8 – Listening Time Exerci se 3 1st exc erpt of Faceless by Benjamin Zephaniah You h ve to look beyond the face To see the person tru e, Deep own within m inner space I am t e same as you ; I've co unted since th t fire burnt The many lessons I h ve learnt. You h ve to talk to m e and not The sk in that holds m e in, I took the wisdom th t I got To ma ke sure that I in; I'm co unting weaker folk than me Who l ok but truly c nnot see Page 8 – Listening Time Exerci se 4 2nd ex erpt of Facele s by Benjami Zephaniah I've se en compassion from the blin Who t hink with open eyes,
It's those that j udge me quick you'll find re those that are unwise; hy judge the face that I hav on ust value my opinion. Friends will co e and friends will go Now I need fri nds that feel. (…) Page 48 – Listening Time Exercise 5 3rd excerpt of aceless by Ben jamin Zephaniah My friends have changed so uch and so I make sure th y are real; I took the ride nd paid the price, I can't afford t do that twice. I came to here from ignoranc I cannot call it liss, nd now I kno the importance Of loving me li e this; o leave behin that backward state Of judging looks is very great. I'm beautiful, I'm beautiful his minor fact I know, I tell you it's in redible Near death has made me gro ; Look at me, smile, you are no
seeing
great thing c lled a human eing.
Module 2 Page 70 – Listening Time Exercise 4 here should be a class on dr gs. There sho ld be a class on sex education, a real sex ed cation class. N ot just pictur s and diaphrag s and un-logi al terms and hings like tha . here should be a drug class, there should b sex educatio , here should b a class on sc ms, there sho ld be a class o n religious cults, there should be a class on police brutalit , here should b a class on ap rtheid, there should be a class on racism in A erica, there s ould be a clas on why people are hungry, but there not, th ere’s class on ym, you kno , physical education, let’s learn volleyball. B cause one day e’re gonna need…you kno …there’s classes like algebra here I’ve yet to go to a store and say can I have xy+2 and give me my y change back th nk you. I think you can let me out, I’ve lived alone by myself. And the things that helped me were the hings I learned from my m ther, from the streets. (adapted)
Page 0 – Listening Time Exerci se 5 Readi g has helped e, I mean, sc ools taught m e reading, which is, I love. Rea ding, writing nd arithmetic, that’s it. Like f reign languag s, I think they’re important, ut I don’t think they should be required. Because…actually they shoul be teaching y ou English. An then teachin you how to un derstand dou ble-talk, politicians’ double-talk. Not teachi ng you how t understand rench, and Spanish and Germ n. When am I going to Germany?! I can’t afford to pay my rent in Ame ica! How am I going to Ger any? You know, this is what I meant by the asics are not he basics for m . And I t hink that it sh uld be like college you can g and take the cl asses that you want. I think that Element ry school shoul be that way. Where they ive you the classes you take, or the basics. And then Junior High School and High Schoo l should be th e classes that you need, in order to choos your path. It’s ju st a place you go during th day to keep you busy while they’re at wor k, that’s exact ly what it is… e’re not being taught to deal with the world as is it is. W e’re being taught to deal with t is fairy land w hich one I don’ even live in any more. And it’ sad. Becaus I’m telling y u. And it shoul not be me tell ing you. (adapt ed)
Page 8 – Listening Time Exerci se 3 I took a gap year my self before co ing to university and I’d recommend the exp rience to any ody, whether you know what ou want to d after university or not. I di n’t know what I wanted to ta e at university or what I wan ted to do after ards and I too a gap year going to Kenya, orking as a volu nteer in a lux ry tented ca p teaching w ter skiing for six months, whi h was quite a unique experience. It’s helpe obviously i prove my V. I had an amazing experi ence while I was out there a nd I think it re ally aided me both getting into university in the first lace and applying for graduate jobs afterwards. My gap y ar taught me lo ts of skills tha t I was able t o use at univ rsity and hopef lly in life aft rwards. Mainl I guess independence and se lf-reliance and also the degre e of responsibility you’re given and you take on a volunta y placement nd while you’re transporting y ourself around the world is higher than you’v ever experie nced before. In terms of transferring those skills to unive sity, my gap ear’s given m loads of confid ence. You can ell in the first week of university who’s taken a gap year an who hasn’t. I t tends to be those who come forward and a re more socially active that have had a
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bit more life e perience and also those wh are a bit mor e outspoken on their course an the lecturers love that.
Perso E: No. It’s not really that im ortant and I d n’t have the m ney for it so...
www.birmin ham.ac.uk/accessibility/transcri ts/gap-year.asp , accessed in December 2013
Perso F: It’s just a w aste of money.. They break in less than a wee k. I spend my oney on something else.
Page 79 – Listening Time Exercise 5
Perso G: No, I dare o be unique. S o I do everythi g the opposite.
Professor Marcus: Generally speaking I think if y u talk to most academics they hink that gap ears used wis ly – and the k y is used wisely are a very good thing. Ab ut 12% of ou current intake ake gap years. Now there may be a few a missions tuto s hat you talk t who are a littl e bit more skeptical about gap ears; they t nd to be in the sciences or perhaps in engineering or mathematics and they’re orried perhaps hat if you spe nd a year out of the habit of learning that it may be more ifficult to pick up of course o ce you join th e University.
Perso H: No, I belie e in just being me and if you don’t like it then ... that’s fine.
Professor Julia: I’m a big fan o gap years. I t ok one myself so I’m probably biased. I think that if you’ve ot something you want to d o in the year be ore you come to university, hat you should do it – and a lot of students who want to study a biology degree actuall want to go o f and travel and perhaps work on a conservat ion project an of course that’s all very goo , it will contribu e towards your degree and your preparation or that and then when you ome to us yo ’ll be ready f r our studies. So if there’s so ething you r ally want to do hen my advice is to go for it. hwww.birmingham.ac.uk/acc ssibility/transcripts/gap-year.aspx accessed in December 2013
Module 3 Page 94 – Join In Exercise 2 oin In Interviewer: A e you the kind of person you gets caught in he latest “gotta have it craze ? Person A: Yeah yeah yeah yeah yeah yeah y ah I am.
Perso I: I just do wh at I like, I dress how I like. It’s what makes me happy and what I enjoy. Interv iewer: When a new product or gadget comes up on the m rket like the iP hone or a new video game system are you th e first one in li e to buy it? Perso A: I won’t tak e the first ‘cau e I like it to be pretty cheap.. The price goe down, I get it, yeah... Perso J: I don’t lik to see really splurge or spending too much money on things. I’m more patient. I wait f r it to go down price. I really b uy things that I really need. Perso K: Not the fiirst in line, bu t pretty close to it. Just “gotta have” kind of ype thing. Perso C: Yeah. Interv iewer: Tell me, what kind of item? Perso C: I just got.. . I have a divin g board the d y it came out. Perso L: I didn’t hav e an iPod till li e... this year. Perso M: No, I don’ pay attention to things like t hat. Perso N: I’m not gr eedy or spoile or anything. I’m happy with hat I have. I d on’t need anything like new r like just came out to make e happy. I ha e my friends nd family for th t. There’s no n eed for anythi g. Perso H: I have fou ... three broth ers and a little sister. So, if you want it, you b y it, and I don t see the need to buy it. If you have a phone, or if you hav e a phone period and it works, why get a ne one?
Person B: I guess you could say that.
Perso O: I don’t hink it’s wor h it to have all these gadge s.
Person C: Yeah... I’m guilty but, you know, I t ry not to... hen I think a out it.
Page 4 – Join In Exerci se 3
Person D: I don’t feel as a need for me to ha e it. I gotta have it, I gotta have it, but I d like, I do like ice things, you know?
Matt: What is it a bout some o these latest fads and products which mak them so hard to resist?
1 1 . o A n o B R I D G E S 78
Bill: ell, I think when they’re advertised...hum... the comp nies, they use these big flashy things, pictur es, names
and action scenes from movies or something to advertise hem, to make them seem lik “oh it’s really cool!” Cletchy: And also, I think they use celebrities and good son s and they show me the good stuff. They don’t show the bad stuff. ince: And advertising com anies have, y u know, spent ime and money for years t ying to under tand what it is hat appeals to the youth of A merica. Keira: Also like when you se your friends ave somethin , hat’s kind of li ke “Oh man, t ey have it, no I gotta get it. ” Like, so even not like the marketers themselves, just people hat you see in your every da life. Chris: The co mercials and the advertisings, they always use that catch jingle or so ebody having fun doing tha , he thing that ou want. Kim: The ads definitely try to make you feel like you have to have it, and if you don’t hav it, you’re go na feel left out because every ne else is gonna have it. So they make you ant to buy th ir product. ess: And they’re like, with the athletes no adays, they’re paid to wear li e certain nam s. Like Tiger oods, he is paid o wear Nike. So like golfers ill be like, “Oh Tiger Woods is a great golfer.” You know what I mean? “If I get Nike, I’ll b e as good as Tiger Woods. I’ll b great!” Keira: Even, even in like Project Runway , lik when they say “the blueflydotcom” wall, they say it fifteen thousand tim s so you’re like “blueflydot om”. I actu lly looked up BlueFly.com ‘cause I’d had ne er heard of it efore. Even like on the clock that they show, it’s like Timex . Like everythin , every little way they can get themselves in th re. Page 79 – Going to the Movies Exercise 2 You are an individual, but you are also a me ber of a glob l community. M st important f all, you are a consumer. As a member of this community, it is your du y to consum . hy? Becaus the system would collap e if you stop spending, and the consequences would be awful. The system that runs you country relies on yo , being a good consumer. This film will show you how. Page 115 – Listening Time Exercise 1 e all grow up in a culture in which women’s bodies are constantly tur ed into thing and into obj cts. Here she’ s become the bottle of Michel b. In this ad sh e becomes pa t of a video ga e. And this is everywhere, in all kinds f advertising. Women’s bodie turned into hings and into
object s. Now of cou rse this affects female self steem. It also d oes somethin even more insidious – it creates a climate in which there is widespread violence against women. I’m not at all saying that an ad like th is directly cause violence, it’s not that simple but turning a human being into a thing is almost always the first ste towards justify ing violence a gainst that pe rson. We see this with racism, we see it with homop obia, we se it with terrorism. It’s alwa s the same process. The person is dehu anised and vi olence then ecomes inevitable. And that st ep is already a nd constantly t aken with wo en. Wom n’s bodies ar dismembere in ads, hacke d apart – just o e part of the b ody is focused upon, which o course is the most dehumanising thing you could do to someone. Every here we look, women’s bodies turned into hings and often ust parts of th ings. And girls are getting th message these days so youn g, that they need to be i mpossibly beauti ful. Hot, sexy, extremely thi , and they also get the messa ge that they’r going to fail, that there’s o way to really achieve it. Gir ls tend to feel fine about t emselves when they’re 8, 9, 10 years old but hey hit adolescence and they it the wall an d certainly a part of this all is this terrible emphasis on physical perf ction. So no w onder we have n epidemic o f eating disor ers in our co untry and increa singly through ut the world. I’ve b en talking abo ut this for a v ry long time nd I keep thinki g that the mo dels can’t get any thinner bu t they do. They get thinner a nd thinner and thinner. Th is is Ana Caroli a Reston who died a year a go of anorexia weighing 88 po unds and at th e time she w s still modelli g. So the models literally can not get any t hinner so Photoshop is broug t to the rescu . There are exceptions howe er – Kate Winsl t has been o utspoken about her refusal to allow Holly ood to dictate her weight. W hen British GQ magazine this p otograph of inslet which as digitally enhanced to make her look dram tically thinner, she issued a tatement that t e alterations ere made wit out her conse t and she said, “ I don’t look li ke that and ore importantly I don’t desire to look like th at. I can tell y ou that they’v reduced the siz e of my legs by about a third. Bless her hea rt. So, what can we do a bout all of this? Well the first step is to beco e aware, to p y attention, and to recognis that this affect all of us. The se are public ealth problems that I’m talkin about. The o session with t inness is a pu lic health problem, the tyrann of the ideal i age of beaut , violence agains t women. These are all public health problems that affect us all and pub lic health prob lems can only be solved by cha nging the envi onment. ww .definatalie.com/killing-us-softly-4/ (adapted and abridged), accessed in January 2014
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Page 120 – Going to the Mov es o, uh, you know on my show what I like t o do is I like t o promote kindness and equal rights, and I on't like labels and I don't see colour, I'm like a cocker spa iel in that wa . nd I don't like pointing out differences between peopl , especially men and women. And I thought that women... e've made a lot of progress towards equ lity. And we're allowed to vote, and I think since 1982 n w, and we can ear pants and drive at night, all tho e things have happened. An then I saw s mething that akes me think e still have a little bit, uh, a little ways t go. It's a ne product from ic, the pen c mpany. And t ey have a ne line of pens called Bic for Her. And this is totally real, they're pens just for l dies. And I k ow what you're thinking "it's about damn time! Where h ve our pens een?" Can you believe this? e've been using man pens all these year . Blech! And they come in both lady colours: ink and purpl . nd they're just like regular pens except the 're pink so they cost twice as much. That is absolutely tr e as well. The orst part is, t hey don't com with any inst uctions, so lik , how do they e pect us to learn how to write with them, you know? I was r ading the bac of the pack- ell I had a ma n read the back f the package to me, and it said it's designed "to fit a woma 's hand". This is all true, I'm not making any of this up. Designed to fit a oman's hand, what does th t mean? Like, so when we're t king down dictation from our bosses, we'll f eel comfortable, and we'll f rget we're n t getting paid as much? I don't know. I mean just think ov r he last 20 ye rs, companies have spent millions of dolla s making pills th t grow men's air and fix me n's sex lives and now ladies ha e a pen. Wo ! We have, e have come a long way baby It's so ridicul us. And they alled to ask m e o be their sp kesperson an I was outraged! I said I will never do a commercial for ou, and then they said ho much they'd pay me; I was like okay. So here's the commercial we shot. Ellen: Oh, what's wrong swee ie? Girl: I don't kn w... Sometimes I just feel... di fferent. Ellen: That's b cause you're rowing up. I think it's time we had that talk – the pen talk. Girl: But I can't handle those
an-pens!
Ellen: That's w y you need th new Bic for Her pen. Girl: There's a en for women? Ellen: There is now! They're uilt strong en but simple enough that even a woman can o use them. Here's how i works: Whe opinion, you rite it down n a piece of 1 1 . o A n o B R I D G E S 80
ugh for a ma , nderstand ho you have an aper and then
crump le it up and th row it away b ecause no-one wants to know our opinion sw eetheart. Girl:
ow! What els can I do with Bic for Her pe n?
Ellen: Well, you can use it to writ down a groc ry list, or even r ecipes for whe n you need to feed your man. And, it's indest ructible so it'll stand up to all our wild moo swings. Girl: It 's so pretty! Ellen: It's the only pe n for ladies you'll ever need. Girl: I an use it when I become pre ident. Ellen: Oh, right! Haha ha. We should get back now. Announcer: Bic for Her pens! For best results use while barefoot and pregna t. Ellen: Good jogging.. I need to b urn off some of those calori s. Keep fit! (back to studio)
Ellen: Wow, I wish m y mom would have talked to me about lady pens. http:/ feministing.com/2012/10/15/ellen-degeneres-endorses-bicfor-her-pens/ (adapted)
Module 4 Page 1 37 – Listening Time Exerci se 1 In 193 1, when Brav New World as being writ en, I was convinced that there was still plent of time. The completely organized society, th e scientific ca te system, th abolition of fre will by meth dical conditio ing, the servit ude made accept able by regular doses f chemically induced happi ess, the ortho doxies drummed in by nightly courses of sle p-teaching -- t hese things w ere coming all right, but not in my time, not ven in the time of my grandchildren. I forget the exact dat of the event recorded in Brave New World ; but it was so ewhere in the sixth or seven h century A.F. ( fter Ford). We who were living in the second quarter of th e twentieth century A.D. were the inhabitants, admitt edly, of a g ruesome kind of universe; but the night are of those epression years was radicall different from the nightmare of the future, described in Brave New World . Ours was a n ightmare of t o little order; theirs, in the s venth century A.F., of too uch. In the rocess of passin g from one extreme to the other, there would be a long interval, so I imagined, during which the more fortunate third of th e human race would make t e best of both orlds -- the isorderly world of liberalis and the much too orderly Bra ve New World where perfect efficiency left no room for free om or person l initiative.
wenty-seven years later, in this third quarter of the wentieth century A.D., and l ng before the end of the fir t century A.F., I feel a good eal less optimistic than I di d hen I was wr ting Brave Ne World . The prophecies made in 1931 are coming true mu h sooner than I thought they ould. The blessed interval b tween too little order and the nightmare of t o much has not begun and s hows no sign f beginning. In t e West, it is tr ue, individual en and women still enjoy a large measure of freedom. But even in those countries that have a traditi n of democra ic governmen , his freedom and even the d sire for this freedom seem to be on the wane. In the rest of the world freedom f r individuals has already gone, or is manifes ly about to g . he nightmare of total organization, which I had situated in he seventh century After Fo d, has emerge from the saf , remote future and is now awaiting us, just round the ne t corner. www.huxley.n et/bnw-revisite /
Page 153 – Listening Time Exercise 1 Narrator (Dilly Barlow): Ima ine a world w ere every child as perfect. T ey need neve get ill. Always be happy. They could be bred to be genius s, brilliant at music or spor . ome say this is no dream. T at soon we'll e able to sele t he genes of o r children and have 'designer babies'. For others the idea of designer babies fills hem with fear. hey say it's pl ying God, that the weak or unusual won't be allowed to exist. That we will breed a master race. Or it could be even worse. We mi ht create a br ed of mutant . No subject attr acts more con roversy than anipulating the genes of our o fspring. So, w at is a design r baby and ca n e really creat one today? Page 153 – Listening Time Exercise 2 Narrator: Som say one of th se children should never have been allowed to be born, that their existen e is a threat to humanity. The say the technology that created their tiny bodies threate s to bring back one of the ni htmares of our history, the dream of creating a perfectl bred race f humans. The Nazis wanted t improve the erman race by controlling those who had c ildren and ex erminating the imperfect. An some say e could use today's genetic echnology to do the same thing, even if it was nev r intended to b used in that ay. We could create a world devoid of individuality where only perfect children are allowed to be orn. Professor Steve Jones: PGD, or pre-implantation genetic
diagn sis, is a techn ique some pe ple think could lead to designer babies. Usi ng PGD scientists can screen embryos outsid e the womb, long before they develop in o babies. Then they can select just those embryos that car ry healthy genes, to ensure the baby is free from genetic abnor alities. Page 1 53 – Listening Time Exerci se 3 Dr Lee Silver: I have no doubt that in the future eople are going o want to use this technolog for uses that o beyond medic ine, for uses hat are cosmetic, for thing like eye colour and height an other things hat are on the border of medic ine like longevity. I have no uestion in my mind this techn logy is going to be used to p ovide people ith these kinds f, of genetic c oices in their hildren. Narrat or: As the us e of PGD ex ands some people are worried about just w hat genetic choices we will ake. That we might select for genes that aff ect looks or p rsonality. They think we've al eady started n a slippery slope to a world where only ge etically perfe t humans are llowed to be bo n. And that th e possibility of abusing PGD to create a maste r race draws c loser as we di cover more a out what our ge nes do. And b rely a week goes by without scientists claimi g to have dis covered how et another ge ne affects us. So me of these genes are clear ly linked to di ease. But others seem to have the power to influence our ehaviour. Dean Hamer was on e of the first scientists to lin genes to mood. He discover ed a gene hich he thin s affects happi ess. Page 1 53 – Listening Time Exerci se 4 Narrat or: PGD is un likely to be u ed to select designer baby. To create a tru e designer baby, we couldn't rely on an embryo with just the right genes o curring by chance. We'd need to be able to i sert any genes we wanted. nd some say a way to do this may already have been discovered. Frenc Anderson ha s been ackno wledged as o e of the most emarkable sci ntists of our t ime. He pione red what claimed to be the b iggest revolution in modern medicine, treating genetic disease by inser ing healthy genes into patien ts. It's called g ene therapy. I 1990 Anders n treated his firs t patient, four year old Ashi e Silva. She h d a faulty gene that meant her immune syste didn't work p roperly. Profes sor Steve Jon s: The phrase 'designer bab ' just fills me with despair, b ecause it's on e of those t ings that promi ses so much an d delivers alm st nothing. W at do you mean by designer b by? You desi n your baby hen you, when you choose to go to bed with somebody, okay? That's
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here the designer baby starts, and that's n o doubt crafted by evolution. ou design your baby when y ou send him r her to Eton, or to the local comp ehensive. The environment esigns your baby, that's appened since humans evolv d. And the notion that we can someho radically change the process y technology j st seems to me undamentally foolish. We can't do it. e can't do it echnically; if we could do it technicall , we probably ouldn't want to do it be ause it would be much less efficient than doing it environmentally.
can’t e if our entire economy is ba ed on selling f ssil fuels. It’s ti e we draw a li ne in the sand.
Page 163 – Listening Time Exercise 1
Will y u? Please don’ t let this pipeline go through.
Frankly, now much of the sci nce is pointing to the fact th t e can’t stop these things. he Arctic will melt; the world ill experience the next mass extinction. My generation will have to deal with the conseq ences. Surely, your generation owes it to us t not make it worse. he Internatio al Energy Agency says we have five years to curb global gr enhouse gas emissions. It ay just be my outhful naiveté, but if th t’s the case, expanding our network to ex ract, sell and burn fossil fuels seems highly impractical, which brings us t another point. People say, “ ell, if we don’ sell it, someone else will. We should sell it hile we can and we’ll build the Canadian economy.” Fra kly, that may be true. Mayb if we don’t sell it, someone else will, but t at certainly oesn’t make it okay. I assure you, no pare t ever has said to their ki , “Don’t worry, i t’s okay to be ome a drug dealer because if ou sell - if yo don’t sell drugs - drug addic s will give their money to som one else. You hould profit while you can.” hat’s just wro ng. Furthermore, they say it will row the economy. Well, I hav e a message for you on behalf of youth all ar und the worl . hat is not the economy we ant for our fu ure. We simply cannot keep investing in f ossil fuel infr structure. The Enbridge pipeline would exp rt the equivalent of 82 mega ones of CO2 er year. That’s more than .C. emits as a n entire province. e have quite some progres ive policies in lace in the B. . government, and allowing t is project to go through our province will e going in the exact wron direction. We need to dras ically reduce emissions, and becoming a carbon superhighway to the Pacific is not t e way to do i . Regardless of here the oil i burned, it will have the same effect on all 7 illion of us. Canadians are supposed to e the nicest people on eart . hat’s one of t e stereotypes I actually like about us, but we 1 1 . o A n o B R I D G E S 82
This is why I’ve spe t my high sc ool career not partying and h anging out with friends, but advocating for political chang e because I kn ow, even if w don’t stop th is project, some day when I have kids and the look me in th eyes and ask, “ hat the hell were you thinking, why didn’t you do anythi ng about this? I know I’ll be ble to look th m back in the ey es with absolute confidence and say, “I’m so rry. I tried my ve ry hardest.”
Thank you very much to each of you.
EXTENSIVE REA ING Page 1 79 – Exercise I was orn on Septe ber 24, 1984 i n Bangkok, Th iland. My father was a diplo at, so diplomacy and bein globallyminde d was instille in me from an early age . Being a diplo at's daughter definitely has its perks. Th rough my father , I visited va rious countrie s in Asia an Europe, experi encing the dif erent cultures and lifestyles.. Of all of my travel experie ces, I love the uniqu natural environment that ach country boasts. Norw ay is my favorit e country so f r, with its glaciers, fjords, an majestic mountains. Sri Lanka was an experiience of a lifetime, I saw what poverty looked like. I also saw how resilient and passionate children can be even hen they hav nothing. Traveling is a passio n of mine, but I'm currentl taking a break from that. So oner or later, I have to fin my own career path and take root somewhere, right? Page 1 79 – Exercise Seein my dad in th political arena made me re lize that I am n t cut out to be a diplomat or do anythi ng in the political field. It's o e aspect of s ociety that I t ry to stay away from. I believe that real cha ge can be done on the groun , on the local level. Yes, policies are important, laws and governance are important, b t they take f rever for real c ange to happ n. So, I'm an advocate of v luntarism and face-to-face int ractions. Hen e, all my volunteer and non-p ofit work. Cur rently, I'm a R esearch Assist nt at the Pinch t Institute for Conservation , assisting on a climate adapt tion plan for the Upper Delaware Region in the US (the r gion consists of seven counties in three states: New York, New Jersey, and Pennsylvania). This is my first experi ence on tackli g a global iss e (climate change) on a local l vel. The clima te adaptation plan is in its fi al editing stages and I hope to ee it publishe by the end of the year.
Page 179 – Exercise 5 Places that I'v called home: Bangkok, Thailand and in the US: New York ity and Philad lphia. Now, I' in the Poconos region of Penn ylvania (I deci ed to give a rural life a try). Places that I'v visited: Sri Lanka, the Mal ives, Malaysi , ingapore, Norway, Sweden, Denmark, England, Franc , Italy, Poland, Czech Republic, Hungary, Russia, Turkey ... and I got plenty more on my "want to visit" list. Other interests: I love to hike, eat food from various cuisin s (a dangerous pastime if I'm n t careful), coo , volunteer, and read. My favorite genres: science fiction and fantasy. My avorite TV seri s: Dr. Who (I' a big David Tennant fan).
PRACTICE BOOK Module 1 Page 4 – Exercise 2 ason Trefts is an American-born TCK who h s lived in Sau i rabia, China nd the United States. He stu ied Sociology i n the University of Washington and now live in Cambridg , Massachussets, where he was orn. He is a well-known hip-ho p ongwriter and producer. He has worked
ith the likes f
Canibus, Kool eith and Murs.. During the day he works as a
social worker, ut he cut his fi st album in 20 2, when he was 19, about a year after he m ved to the U.S. from China. It as, by every measure, a solo project. H arranged and recorded every song by himself in his bedroo , and mastered and distributed the finished p oduct on his o n. In 2008, the Boston Globe f atured him as “Five Locals On The Verge” wit h the release of his first album, “ The Glass Shoul d Be Full.”
Page 5 – Listening Time Exercise 3 hen did you first realize t at you wanted to become a hip-hop artist? hen I was in th grade, I we t to the states for the summ r and this kid I knew had a Nau hty By Nature lbum with OP . hat first albu shaped me. A d when Public Enemy dropped pocalypse 91, that album changed everything. Chuck D always sounde like he was conveying som thing important o me. I just st rted emulatin his stuff. I jus t feel like in the early 90s if you were a kid at t e age, everyone just wanted t o rap. They might not say it, b t everyone w nted to. I have good rhythm, verbally I feel like I could just do it. How did you g t to where you are now?
for m because for he most part I work with p ople who are more in tune with the struggl , like Canibus and Jean Grae. Coming from that struggle, I j ust get along ith those peopl better, becau se of how I grew up. I feel li ke a Third Culture Kid automa tically has respect from people, you don’t ven have to tr y. Page 5 – Listening Ti e Exerci se 4 As an artist, what d you feel is t e most impor ant thing listen rs should take away from your political an personal views of the world a d life? The c mmentary I’m making is no less about p litics and more about life. I’ve done th e anger to ards the gover ment stuff, bu t for the most part I want to alk about how e get like that. I want to mak e sure my impact on the world is in the most positive manner I can. I’m m ore about philos ophy and happiness than sad ness, and musi c is a way for m e to release the sadness a d try help p ople feel better as well as mys elf. I feel better after I write omething in a so ng rather than talking about yself. How d oes being a TC K benefit your career? Connections for one. I did a Europe an tour and the majority of the time I was sle ping at my fri nd’s places or friends of friend s’ houses. Like when I was in Paris I stay ed with a friend of a friend w ho I met at o ne night in N C. Having access to connection s, as well as eople having onnected crews. People are all over the plac and they’ll co me out to suppo rt you whereve r you are. Is the e anything about being a T K that held y u back in your c areer? There’ s a negativity t hat people fe l threatened by because you’v experienced so much m re culture. T at’s why peopl hang out with people the grow up wit ; it takes peopl longer to m ake friends. s a TCK, I ent from knowing everybody t o not knowing anybody. Page 5 – Listening Ti e Exerci se 5 What advice would ou give to TC s who want t pursue a life in music? Don’t forget about t he people you knew before ou made yours lf [into an arti st]. TCKs don’t have a city or place to claim, we have experiences. It’s like ll TCKs are fro one city. w w.denizenmag. om/2011/05/im-a-tck-and-a-hip-hop-artist/ (abridge ), accessed in January 2014
It’s a mixture f three things: I’m talented, I’m easy to tal k o and I’m frie dly. Being a Third Culture Ki is a huge help
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Module 2 Page 37 – Listening Time Exercise 4 Media, as we now it today, plays an impo tant role in our lives, whether we are consci us of it or not . It is all aroun d us, newspape s, commercials, posters, m gazines, flyer , reality shows, nd cartoons only to name a ew examples f our everyday i teraction wit the media. H wever, with so much involve ent in our veryday lives is the media causing some major proble s in our society? One of the main issues with the media is it only appeals to cultur l biases, what t e public want to hear and hat it support . exism can be found in multiple sources anywhere fro magazine advertisements to ovies, all of hich support r portray women in a submi sive or inferi r position and attack women ho do not follow this example. dvertisements are the mo t obvious for s of usage f sexism in the media. In an ad selling cleaning product , omen are po trayed as the nes enjoying the product as if men are not af ected by it at ll. Society still expects women o be physically, mentally and morally infe ior to men and he media is only driving this force. B enna Coleman explains in her article, “Portrayal of omen: Female tereotypes in the Media” th t ads display and highlight the emale body p rts (thigh, butt, chest) to sell a product which objectifies a omen in the yes of a man. In the articl , “Our Barbies, urselves” Emily Prager describes how Barbie as a woman orn of a man’s image. The physical attribut s of Barbie cann t be replicated by any living women but still many women ry today with plastic surger and extremely deadly diets until they are s plastic and lifeless as their Barbie beauty idol. With Ba bie, Bratz an Polly at every urn, little girls are brain ashed to believe they mu t subject themselves to being pretty and perfect to be accepted in so iety and the media plays a bi part in it. Page 37 – Listening Time Exercise 5 Movies are just as guilty of his. Women can be shown in wo ways in ilms; one, pr tty, innocent, obedient, and dependent or two, strong, independent, and sassy but a half-clothed se ual object. “T mb Raider” is a good example of the latter, t e main chara ter, Lara Croft, is independent and strong bu half-clothed and always sight appealing to he audience. he problem i it has the sa e effect as the advertisement , it objectifies women. Disne movies do this also; they port ay women as lender, fragile, vulnerable and dependent on men for sur ival such as in “Aladdin” r “Cinderella” (Prager). Worki g women are even attacked 1 1 . o A n o B R I D G E S 84
and di splayed as bein g isolated and cold-hearted like Cruella de Vil from “101 Dal atians.” Althou gh women h ve made great progress from being lawful ly excommunicated from t e workforce to voting equall y alongside men as equals, but even wit political equali ty they might never gain social equalit . This is becau se our media controls pr ctically every kind of inform ation obta inable. According to “Moral Respo nsibilities and the Power of ictures” by P ul Martin Lester , children wa tch at least twenty five hours of televis ion a week, adults spend one -half of their leisure time engaged in it, sixty million of 1,500 daily newspapers and 7,600 weekly news apers are sol d each day a d 60,000 differ nt periodicals and 40,000 books are sold ea ch year in the US . http://scholarcl udia.hubpages. om/hub/How- omen-arePortr yed-in-the-Mediia, accessed in January 2014
Module 4 Page 5 2 – Listening Time Exerci se 2 Speak er A - Martha Teens Turning Green is an organiza ion led by stu ents with a foc s on environ ental education and advo acy. This organization aims t o expose an eliminate t xics that directl y affect healt and quality of life. TTG e en made their wn brand an line of safe, environmentally friendly body care products. The organiza ion currently has three progra ms - TTG: Lifestyles, TTG: Schools, nd TTG: Community. In addition, they hold yearly campaigns. They are al so affiliated wiith green sites that discuss h ow teens can make a difference in various as ects of their li es. Speak er B - Samuel Project Green Dorm focuses on a more daily aspect of univer sity teenagers lives: living in a dormitory. It offers teens green alternat ives from choosing laundry detergent altern atives to line n to school supplies. Consider ecofriendlly brands whe buying bed sheets, pillows, and bags. Choos e recycled p roducts when shopping f r school supplies. And recruit roommates to join in the f un of the green lifestyle. Speak er C - Kimberly EarthForce focuses o n making yout s active citizens who are not o ly aware of nvironmental problems, but who are able t o critically ass ess them. Through proper t raining of educa ors, EarthF rce aims to improve youths’
understanding of civic syste s and the pr cess of prop r implementation of solutions and policy changes th t address environmental issues. The organiz tion has a si step model that is designed t engage youn people in using heir creativit and ideas for environmental decisionmaking. peaker D - An na Project Lunch is spearheade by Teens Turning Green, the organization hich speaks ut on school food programs issues. The pr ject focuses n Marin Cou ty schools an d aims to impro e school foo programs through education and involvem nt. The orga ization aims for a Platinu tandard for all the schools involved, from elementary to high school a d universities. A Platinum Standard means hat the food program off ers local, organic, and nonprocessed fo d products repared by respected and environmentally aware chefs. peaker E - John eens for Plan t Earth is a on of a kind gre n site for teen . It is a social network for teenagers sharing a common interest in environment issues and proj cts. Teens f r Planet Earth ot only connects teenagers to other lik minded peers, but also bring them together in projects f r he environment. Many of th se are citizen science projects designed to involve young people and stu ents. T4PE has several award inning green projects that u nited thousands of teenagers f r a green cause. T4PE also h lps teens to g t involved with olunteer and f und raising pro jects, as well as orkshops an seminars to further equip them in their efforts for environment cons rvation. w w.theenvironmentalblog.org/2012/01/teenager envir nment/, accessed in January 2014
Page 53 – Listening Time Exercise 4 indy: Tell us a little about the project y u created, the assport to Su tainability . Caitlin: It was program started to inspire y unger students o make small changes to heir lives and develop more sustainable habits. For kindergarten to grade six girls, we developed a p ogram that w uld enable th m every day to keep track of heir sustaina le actions. So it is basically a passport that e very girl received at the beginning of the year and it's divided into about 20 pages with bo es and areas to get stamps. So each teacher in the classro m has a stamp ith a paw p rint, which is our school's logo. For every sustainable action, say packing a litter-less l nch, walking to school, carpo ling, recycling, doing something helpful in
class, the teacher ca n award a sta p to the stud ent. It's a way t get students motivated to do these typ s of very small t hings and also inspire their families to get o board. Sindy: Why focus on this young age group? Caitlin : I thought for the youngest students, they' be th most impor ant group to get on boar they'r the ones wh o, in a couple of years, will the sc hool and also he ones who are going to b gener tion. So if the develop the abits now, in it will be so much eas ier to do this n aturally.
probably because e leading the next he future
Sindy: What are ome ways that teens ca n act in environmentally res onsible ways Caitlin: There are lo s of important actions like alking to school , carpooling, b ussing, packing lunches that on't have extra wrappers so sing containers instead, re ycling, all these different small things. But th n there's also he aspect of su tainability that has to do with relationships and intera tion with the community, o get students to look aroun them and see that perhaps going for a walk or helping with a project or pl nting a flowe has two ben fits - the enviro nmental side a d also the social responsibility side. Sindy: Where does y our passion for the environ ent come from? Caitlin : As a child, I u sed to travel a lot with my mom, play in the ga rden, be at th farm - my gra ndparents use to live in Alberta and they ha d a farm - pl ant flowers, hike in the forest. And so all th ese little things taught me a lot about seeing the world a round me and seeing how my own action s had an impa ct, even the smallest things. And that has st ayed with me until now an is the main inspiration behin everything. Sindy: Do you have any advice for kids who wa t to start simila r projects in th eir communiti s? Caitlin : Always keep in mind what the real pur pose of a projec t is. It's so ea sy to get bog ed down by rices and decisi ns and even p olitics within a institution. Just keep in mind hat the purpo se of a project is to, say buil a school or ins ire younger students. With t hat in mind, y u can get it don e and inspire veryone else round you - hoever is helpin g, adults, tea chers - to h ave similar e thusiasm towar s the commo goal because it's very easy o get lost in the details. Sindy: Any last wor s you'd like to say to get kids more involv d and more a are of pressing environmental issues? Caitlin: I think aware ness is the key word in the media now.
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here is growi g awareness. I'm not always thrilled with the ay things lik sustainability and global warming are being presented, but I think it's reat that suddenly this is a household word and people, even young children, recognize hat it is. So f r younger people to keep building their own opinions regar ing things like global warming because there are so many dif erent sources nd opinions being presented by environmental interest groups, political groups, even environment cl bs at school, but if each one c n feel confide t hat their own opinion regarding the matter i the right one, I hink is the m st important because then that way, you fe l personally connected with what you're doing and what you can do to change or help what's ha pening around you.
This w as not the firs time I have b een asked this question. Countlless times I g t the bewild red expressio when a newly introduced str anger remarks how fluent my English is and I i n turn explain once more the story behind t e accent. In fact , I was recently introduced to a fellow Indonesian who asked me if I spent ny time in Ind onesia at all. I contrast to th e majority o international students, y fluent American accent thr ws off any hint of the possibility that I am no t from this lan d. When it co es down to it I am just anoth r third culture kid, born in Indonesia to an I donesian family who grew up in Philadelphi for a significant part of my childhood, returned to my hom country and m now in Grand Rapids for my third year of c llege.
Page 53 – Listening Time Exercise 5
For th ose of you w o may not k ow what this means, a third ulture kid is term coined by sociologist Ruth Hill Usee which refer to an individual who has spent a signifi ant number o f years outside their parent s’ culture. Unlike many TCKs I a m not a missi nary kid, a military brat or fro m a business f amily; rather I was in Philadelphia for the bu lk of my time as my dad co pleted his m sters and docto ate studies.
indy: What o you do in your day-to-day life to help protect the en ironment? Caitlin Ohama-Darcus: De initely reducing as much consumption as possible. A l t of it has to d o with attitud , respect and nthusiasm towards the subject, not ju t standing back and thinking, "Okay, what I' doing today is not going to have any impa t, so I can do just whatever I ant" but thin ing about it. And even if I do 't go the whole ay by not ev r driving in a ar or somethi g like that, the act that I ackn owledge that t is having an mpact and th t here are cert in things that can be done o change it, to make up for w atever's happening. I recycle, I try to walk t o school every d y, I do not waste water at all , among dozens of other things. It can be d ne, and ackn wledging wh t role you play is most importa t. www.kidzworld .com/article/82 8-caitlin-ohama-darcus-intervie , accessed in January 2014
UDIO SCRIPTS eacher’s Book Listening Test 1 PART I Not too long a go — at a dinn er with friend — I was aske d here I was from. I calml responded that I am fro Indonesia. Af er some sh rt conversation my friend proceeded to sk, “I hope yo won’t find this offensive, but how do you peak English so well?” Up n hearing th t question I laughed and replied that I grew u p in the U.S. f r nearly eight y ars before spending the ne t decade in an international s hool in Jakarta. 1 1 . o A n o B R I D G E S 86
When you ask many missionary ki s where they are from, you m ight find that t at student is nable to name a specific nation as a result of living in multi le places. Fortunately in my ca se, I simply ave the opti n of two hometowns: Philad elphia and Ja arta. Though I would ultimately call Indon sia home due to my passport, I have at tim es replied Philad elphia for the un of it becau se it was that onvincing to pas s as a citizen fr m either country. A co mmon difficulty that TC s experienc is the identi ication of a s nse of belon ing. Since English is my first l anguage, wh n I returne to Indonesia I was confronted with th e challenge f being labeled as a foreig er in my ow n motherland.. My inability to speak fluent Indonesian h ad alienated myself from y fellow count ymen. When I started fre sh in college I was able to quickly transit ion from being labeled as n internation l student becau se of my fluency in English. If you never asked, you may have never realized that I was international. question on a r ecent survey I distributed to o-workers regarding my origin revealed tha t my American colleagues ho were unaw re of my citizenship chose Asian-Americ n as my ethnic group rather than solely Asian. Many of y friends have t old me that if t hey never kne where I was from they would have assume that I was sian-American from the way I peak and behave.
Nevertheless, I remain an outsider to any A erican because I didn’t entirel grow up in t is land. Although my lifestyl , culture and ac cent allowed me to fit in, I wasn’t familiar ith many of the terms, brands and sayings. I grew up in a different world than them ye I was still abl to cling on and it in. Likewise, I was a forei gner in Indonesia, growing up ith a wester background nd education and carrying an accent in the language. So where do I r ally belong? In reality this confusion is the ssence of bei g a TCK — th e lack of a sense of belonging. he thought of a future here r here has remained a pressing issue that I have not y t decided on. A ter being here for nearly t ree years, thi s place has stea ily become more and more a home.
The original ending had Patti joi ing the track team to impre s Ben – it was a funny ending but it lacked depth… it felt li ke a very su perficial “sitc m” ending. y editor sugge ted that inste d of making Ben the main focus of the story, I concentrate on Patti’s rel tionship to h r parents and l arning to stan d up for hers elf. That led to a much more poignant and “deeper” endi g. I would also say the scene where Patti w itnesses her fa ther being the victim of prejud ice especially difficult to write because o my own family’s personal exp eriences.
www.calvin.edu/chimes/2013/11/08/the-life-an -times-of-a-thir culture-kid/, accessed in February 2014
I had a crush on B n Wheeler! I also loved ho Samuel Kwon, the most upti ght of Patti’s f iends, learned to loosen up th most in the nd. The most difficult chara ters were Steph nie and Eric I didn’t want them to co e off as cardb ard stereotyp es, which is hy their char cter arcs ended the way they did (Stephanie trying to ap ologize to Patti and Eric bei g suspended from the raduation ceremony)… I tried o show that espite their flaws, they were human beings who simply ade mistakes based on their environment and family influences. It wa difficult, howe er, to keep t hem from be oming stereo yped Evil Villain s, so I would say it was m st challenging to make them s three-dimensional as possi le.
PART II oday, we ar interview, and he book, he riter’s block,
lucky enoug to have Paula here for an she has some awesome things to say about non-writing- nd-music-related dream jo , nd more.
Interviewer: How much of Good Enough is autobiographical? What do y u and Patti ha e in common? Paula: Wait a minute, you ean Good En ugh is fiction ! hat? OMG! Oh no! :) Haha! ust kidding. Ye , I admit quite a bit of my first novel is based n my own life. Like Patti, I play he violin and I was Concertmaster of my All State Orchestra and I did perform the Mendelssohn Violin C ncerto with my outh orchestr . I even had a bad perm that burned my ea ! But Patti’s wa is more sarcastic than me. he’s also much smarter than e (I was horri le at maths, s I made Patti a straight-A AP Calculus student!) and she plays the violin WAY better than m ! Although a l t of the book was inspired by my life, it IS fictional because I took what happened in my lif e and wondered, “What if…?” and that’s w ere the fiction kicked in. It w s interesting, however, whe I attended my 20th high school reunion this past Thanksgiving and met some of the real-life people who inspired many o the character , including the r al-life version of “Ben Wheel r.” Fortunatel , hey all liked the book… phew! Interviewer: hat was your favorite scene in the book t o rite? Which ne was most ifficult? I’d say my favorite scenes ere with Patti’s youth grou , especially when she snuck out of church to go to a rock concert with Ben. I grew quite fond of Patti and her littl e circle of uptig t square frie ds, and I lov d how they all lived vicariously through her rebellion! As for the mo t difficult, I would say the endi g was very, ve y hard to writ .
Interv iewer: Besides Patti, who was your favorite character to wri e? Who was t e most difficult?
Interv iewer: Who ar your biggest riting influences? That i a tough ques tion! How much room do y u have in your log? haha. Se riously, I hav many favorite writers, becau se I was an nglish major in college. I loved the American “realism” ovement, an I’m a huge fa of poets like Wallace Stevens. I had a thing or Japanese a thors like Shusa o Endo (loo ved his nov l “The Samurai”) and Junich iro Tanizaki (lo ooved his nov l “The Makioka Sisters”) Curre tly, I love the author Tom Perrotta – he asterfully balan es humor and poignancy, w ich is somethi ng I strive to do in my writing a well. Interv iewer: What d you do to be t writer’s block? I no longer believe in writer’s block. I think there is “left brain” writin and “right bra in” writing. Fo example, there are days when ou can’t stop e from writing. I’ll write 10,00 0 words in one d y if I’m that inspired! On the days when I’m not in the “moo ” to write, I us ally use those days to do oth r forms of writin – research, rev ising/editing w at I’ve written, or reading new novels or re-re ding the classics. I strongly believe in reading as much as po ssible because reading helps y u become a bett r writer. Sometimes I’ll play m violin or play some video games or watch a lot of guilty pleasure TV, especiall Food TV, and let my brain wa nder. I also b lieve in takin breaks –
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sometimes yo r subconscious has to solve some writing problem, so it’s best to do an thing NOT related to writing . hen the next d y, bam! Writing problem solved. On some da s hen I’m not eady to write, I will brainstorm new ideas r ork on outlines for other ideas I’ve been developing.
head of leadership development for a financial services compa ny. A Wall Str eet firm was absolutely the l st place I ever t ought I wanted to work. It turned out to be the best job I ever had at a te rrific company. If I hadn’t been open to consid ering this option, I would ave missed out on an incred ible three-year career experie ce.
Interviewer: H w long have you wanted to e a writer? I’ve wanted to e writer from ay One. When I read Charlotte s eb in the fi st grade, I knew instantly t at I wanted to become a writer. I began writing short stories as soon as I inished readin Charlotte’s Web. I wrote my first “novel” – a 50-page hand- ritten manuscript – in the 2nd grade and actually submitted it to Harp r & Row Boo s because they published “Littl House on the Prairie,” which was my favorite book series at the time. I have never not wanted to be a writ r I have never anted to be an thing else but writer since the irst grade. I fe l very lucky an honored to have achieved th t dream, and I don’t take it for granted! Interviewer: T ank you so much for the kind words, Paul , and for doing this interview! http://teen ookreview.word press.com/2008 03/17/intervie paulla-yoo/, accessed in February 2014
Speak er 4: The job search is a ll about tech ique and finess , especially hen you need to do so u rgently. I recommend doing informational interviews as a quick way to net work, meet ne w people and uncover job hints. Doing inform ational intervi ews gets you ut and about i n front of peopl who may be in a position t o hire in the near future and c n help you q ickly discover a “hidden” job market. This k eps you ahea of the compe ition for jobs that aren’t open r posted yet, ut will be soon. Speak er 5: Taking advantage of social media can elp reach a wid r variety of p ospects and c an keep your job search energized. Create YouTube resume or an Instagram accou t where you highlight aspects of your care r that will stand out to hiring anagers. Post a link to thos e creative accou ts on your res ume to get them noticed. http://career-advice.monster.com/job-search/GettingStarted/things- o-do-to-get-job-now/article.aspx (adapted), accessed in February 2014
Listening Test 2 Part I peaker 1: Yo must set a g al. Make a fr sh start in your ob search with a renewed purpose b turning your resolution into a clear-cut, co ncise goal. This can be finding a job in a cert ain field, or si ply finding a job in a certain location. I’d also recommen throwing ou old goals th t simply aren’t realistic for you. Spend time uncovering wh t ruly matters t you. What do you feel you a re at your best? hen do people ask you for help? peaker 2: S arch like it’ your job. hether you’re continuing an on-going job earch or start ing a new on , prioritizing your search is ke y. If you’re not working, your ob search is y ur job. Appro ch it as a job r a project. S t argets and de dlines. Set qu ntifiable goals. Doing so helps ou dedicate t e time and ef ort your job se arch requires to be a success. peaker 3: Focus, but don’t limit yourself. I ’s important to aim for what y u want, but also to keep an o en mind in case something une pected comes up. Don’t settle for something hat’s one of your deal- reakers, but don’t dismiss unexpected opportunities out of hand simply because they don’t match up with what you’re hoping or. Target your search, but do ’t limit it. Years ago I got a jo offer to be the 1 1 . o A n o B R I D G E S 88
Part II One You h ear a young woman talking o her friend. she w nt to go back t o school?
hy does
A Sh e wants to find a better job. B She wants to mo e to another country. C Sh e needs to acq ire new skills. Well, Sarah, I’d alway wanted to go ack to school. ut it’s not easy hen you are orking full time and you hav so many things to do as I do ... my only free ti e is in the evenings, and I also n ed to rest ... T en the firm ga e me a promotion, and it involv s leading a tea m of people, which I have no xperience of. Th t’s why I’ve decided to go ba k to school an finish my studie . I do need to pgrade my skills and develop new ones, so as t o be able to mo e further in th firm. Two You h ar a young wo an talking on t e radio. What is her job? A an inventor B an interior designer C a l awyer
I wanted to follow my passion – I knew I had to do it, so I made it happ n. I didn’t f el completely fulfilled in my career choice; ven though I loved the law, I didn’t love it all he time and I yearned for a job where I anted to go to ork when I g t up every morning. I do no – well, 99% f he time. The great thing bout studyin with young r people is that they give a fr sh perspectiv on design and definitely keep you on your toes – they challenge you with out-of-the-box ideas and push you out of your comfo t zone. I keep in touch with Weltec and h ve done some Colour Theory teaching for them. I also do ome examining and external critique wor at Massey in the Textile Department. I ’s important t give back to the industry and support the up and coming talent. hree You hear a journalist talking about an artist. What kind f ork does he do? He transforms the materi ls he is workin on. B He reinven s what someo e else has done. C He works s lely on design ng new building facades. lexandre Fart , aka Vhils, is a young Portu uese artist who has become fa ous for his stunning murals hat are created hrough scratc ing away wh t’s already th re, rather than adding additional material. Al xandre create the majority f his work by pe ling away the top layer of w atever materi l he’s working on, until it forms into something beautiful. He became well k own somewh t recently, wh n his work was linked with Banksy. His natu al talent and unique mediu skyrocketed hi to great re own, and this young artist is already workin on large commissions and being featured in galleries. His work is made through a combi ation of caref l paint applicati n and from eeling off the outer layers f alls, and he s eems to favor old buildings. lexandre’s work always seems o feature faces, old and you g, with intense and wonderfull rendered expressions. Four You hear a yo ng man talking about his work. What is he ighting for? better wor ing conditions B a better jo
analyz ing data in an office hunch d over a com puter and also b eing paid to t ravel to check out mountain streams, emerging deserts, e-purposed r inforests and restored farmland and get in some great lo al fishing. I g t to solve the p oblems of w rld poverty caused by uns stainable livelih od and environmental c anges by w rking to suppo rt sustainable farming, fishing and other l ivelihoods that ill feed people and help the stop going t bed and wakin up hungry ev ryday. Five You h ar an actor b ing interview d on the radio. Why did he de ide to become an actor? A to follow a family tradition B to pursue his pas ion C to develop a natu ral talent I’ve b en acting in sc hool plays, student films, sho s friends asked me to be in sin ce I was in sec nd grade but nly during colleg did I decide I anted to do t is professionally. When I first went away to co llege I wanted o be an engin er. So for three ears I studied lectrical engin ering at the U iversity of California at Santa Barbara. In my t ird year I reali ed I really hated what I was doi g. The prospe t of living in a cubicle for the n xt several dec des sounded retty unappealing, and I had stopped enjoyin even learnin about engine ring. The only t ing I enjoyed as acting. I had gotten involved in the school ’s drama depar ment as well as with some in ependent produ tions on cam us. Some da s I’d have six hours of rehear sal but I never once complain d. It was then I decided I wanted to do this pro essionally and o stop being a engineer, and lu kily I had all my parents’ supp rt. I love my job ! www. mericanbar.org publications/gp solo/2012/march_april/wh y _im_glad_i_beca me_lawyer.html, accessed in Feb ruary 2014 weburbanist.com/2011/01/27/vhils-murals-scratch-more-than just-the-surface/, accessed in February 2014 www. manifestyourpotential.com/work/take_up_life_work/5_drea m_j b/task3_what_is_my_dream_job.htm, accessed iin February 2014 http://www.artofmanli ness.com/2009/08/19/so-you-w nt-my-jobactor/, accessed in Feb ruary 2014
Listen ing Test 3
C a better world I get to fulfill y life calling of helping to save the world's oceans, forest and farmland by helping p ople learn ho o create sustainable liveliho ds from the la ndscape and its resources, thus becoming its protectors instead f destroying it. I am able to work in the places I lov ,
The U..K. market can offer you a g eat variety when you’re shopp ing; there are always many options to ch ose from when you are shop ing whicheve your shopping list is! I guess one of the mo t popular and attractive mar ets in the U.K. is fashion. To st rt with, every season is different from
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he previous, nd I mean it! For example, and was very ashionable during the sum quite different from the autu n... if green o wear during the summer e eryone will b hen the autumn comes, ev ryone will be on” at that mo ent.
“what was on” er tends to be as “the” colour wearing it, and earing “what’s
I think it great, you get to see o much variet and it can even be interesting (let’s be a bit sarcastic and call it that way) to atch some p ople’s taste. nyway, my main point here is hat the High treets are al ays up to dat ! Additionally, I hink that due o the weather and the seaso s, it is more fun o dress up because you hav more accessories like a scarf, gloves, boots, hats...!! Don’t give me that fac , I know that w e have to wear t ose things because it can get cold sometim s up here, but let’s look at the p sitive side of it! In addition to this, the UK is also great for other types f shopping. If you are interested in decorating your house, f r example, there are great stores that ell from little decorative ac essories to ssential pieces of furnitur . hatever you need (or want) you can find it in almost every size, shape an d colour beca se there are different stor s hat you can g to. If you are interested in books I think the UK is also good f r hat. People here tend to read everywher and whenev r hey have the hance to do so. You will find people reading books, magazi es or just newspapers in the underground, in he bus stop, aiting in a q eue, in the train, in the park (when it is sunny!), in the coffee shops... So there is a fair demand for good reading re ources. For th is reason, there are good book tores with a h ge variety for ll tastes. If you are into sports, then t here is good ews for you as ell, especiall if it’s about football, golf, rugby, cricke , squash and ba minton. Don’ worry if you like other sports apart from those; I was men ioning the most popular on s here. There ar some sports shops that are like 3 floors tall so you’re bound to find what ou are lookin for! I know you are also probably wondering ab ut the prices so now I am going to talk a little bit about it. The British economy is quite strong, so th e British Poun Sterling can be expensive whe you come fr m abroad. Ho ever, there are some good ne s and general tips I am goin to give you so ou can make the most out f your money (but rememb r here might be many other ways of saving money too). he first one is that there are many shops that sell the sam e products, so it is a good id a to look aro nd in different places instead of buying everything in the first shop you g o o. There are shops out ther for all kind o f budgets - you 1 1 . o A n o B R I D G E S 90
just n eed to shop round! Each city usually h s a main shopp ing road, in Newcastle, for example, it is North mberland Str eet; in Londo you can go o Oxford Street or Piccadilly ircus, and so on. This is quite handy becau se you can fin d everything i one area, no need for transp ortation while you are shop ing! However, once you know the city a bit better you will find a lot of very nice shops that are not ecessarily in he high streets but still offer ood quality an d wide variety of products. By the way, if you lik e crisps (yes, I mean the pot to snack) the U is “the” best place to buy crisps!! I know ou might be la ghing but h nestly they have so many flavours. Obvio sly they have the classic on es like salty a d cheese and o ion but they lso have flavours like salt and vinegar, prawn cocktail, bee f, chicken, Worcester sauc , pickled onion, bacon, barbe cue, Thai sw et chilli, Mexican chilli, Ham and mustard, O riental ribs, et c.,....! You see, there is a huge l ist to choose fr om! http:/ esol.britishcouncil.org/communiity/carolinas-blo -shoppingu , accessed in February 2014
PART III Hello and welcome o Trend UK, our shortcut t o popular cultur from the Bri tish Council. I n the next fe minutes we’re going to be sking whether you’re after value for mone when you’re shopping for f ashion, or fashion that’s made with values. e’re all afte a bargain on the high street. But how oft n do you sto to consider ow some stores seem to stoc k low-cost/high fashion ite s quicker and m ore cheaply th an others? Fulfilling our nee s for fast fashion means incr ased production and competition in clothi g made in co ntries with lo w-wage economies. Our reporter Mark has be en to the high street to find out more. Here in a typical B ritish high str et there are plenty of bargai ns to be had. Handbags at 3.99, T-shirts or a fiver and sh oes for under a tenner - all r oughly equivalent to the price of an everyda meal. But h w many of t e people shopp ing in this hig h street have stopped to think about how i ’s possible to sell clothes s cheaply? Is i t because some companies are turning a blin eye to the e ploitation in th countries here these items are made? Ruth Rothellson is an expe rt on ethical s opping from the Ethical Consu mer Research ssociation, w o amongst other things produced the magazi ne ‘Ethical Consumer’. Ruth, just tell us Associ ation is.
hat the Ethical Consumer Research
OK, w ll the Ethical C onsumer Rese rch Association exists to
provide information for shoppers, letting t em know wh t he companies are doing behind the brands hat they see on he shelves. o what make an ethical sh pper? ery broadly peaking, peo le who are c ncerned about ethical issues ant to know t at the produc they’re buying hasn’t been made at the expense of the eople who are producing it, hether it’s in this country r abroad. They might also be concerned with other kinds of issues: wheth r he company i involved in armaments, or hether they’re donating mon y to certain olitical parties. And that as a shopper, you ight not want to give your money to th t party so there fore you might not want to buy a produ t rom a company who is supp rting a political party that yo u don’t agree with. nd is there a y kind of rule of thumb? Is s mething that’s more expensive, for example, likely to be more ethical? Unfortunately it isn’t alwa s the case hat the more expensive something is, the ore ethical it is. We can buy ery cheap products and it’s ery likely that when products are cheap, so eone has suff red from expl itation in ord r o get it to us. Whether it’s the person aking it or the animals or th environment. Quality, how ver, is often a good indicator whether som thing, especially with clothe , has been ma e well. And nfortunately lot of ethic l products will c st more beca se they reflect the real cost f bringing that thing into the shops. So something that has been made in factory wher the workers have been paid a proper wage ill cost you m re to buy, simply because the people making it are getting paid enough to live on. Do you have t be well off th en to be an et ical shopper? It really depen s. You don’t have to be rich to be an ethic l shopper. One way of thinking about ethical shopping is hinking about buying less. S metimes we uy an awful l t more than we eed. We buy ore items of clothing than we need. So bein an ethical shopper really means thinking a bit before you go and spend your money in the shops. Some hings may co t a little bit ore in the short-run, but be orth it in the long-run. I you are paying for qualit , something will last you longer and then s ve you mone . nd sometimes you can buy hings second- and. There are a lot of charity shops on the high street to b y good clothe . ometimes yo can look a l t better than someone who’s ust bought off the high stree because you an have quite a unique look, a d the quality that you find in most secon hand shops is really very g od these day . So it’s abou t hinking befor you shop.
Thank s Ruth. Now among the hoppers here I’ve got Laure and Bella. Starting with you Bella, would you consid er shopping et hically? Bella: Definitely for food. And clothing, well, w en I buy clothes I wouldn’t w ant to think o f them being ade in a sweat shop. Laure , you do sho p ethically. B t you’ve got a slightly differ nt take on it, aven’t you? Yeah, I suppose I sho p ethically but my original thi g for that was t hat I like to ear clothes that are diffe ent from every ne else. So I w ould start sho ping for vinta e clothes. So ethically, obviousl y they’re seco d-hand so… also I buy a lot of clothes from market stalls, from fashion students, mayb . So they’re all made here, so they would be made ethica lly as well. Thank s Lauren, th nks Bella. ell it’s an i teresting debat e, and I’ll cer ainly be doing my clothes shopping with a little bit more care in future. http://esol.britishcouncil.org/podcasts-uk/ethical-shopping, accessed in February 2014
Listen ing Test 4 PART I We hear it a lot in the news these days: "Recycle newspapers and sav a tree. Collect bottles and cans so they can b reused in the manufacturing of new products." Protec ting our delic te environment seems to e on the agenda of politician , government leaders, and itizens in many parts of the world to sh w support for Mother Natur . The concept of green c nsumerism has gained momentum more and more over t he last decad , and the public feels moved to pitch in an d help. Howe er, three essent ial keys need d to power t is movement include a more informed public, the development of improved techn logy, and a gr ater demand f or recycled materials. Let's se paper as n example. The first step is to raise public awareness ab ut the recycling process, to explain the kinds f materials th t can be recyc led, and provide ways on how t properly disp ose of them. L cal governme ts should educa e the public on how to properly sort reusable mater ials from tho e, like waxe paper, carb n paper, plastic laminated material such as fast food wrappers, that can't e recycled ve ry easily. Then, a system of collecting these sorted materi ls needs to b established. he Public intere st might be th re, but soon ay wane if there isn't a syste where they can take these materials to b recycled.
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ometimes, we become complacent when it comes to recycling, but hen you spe k in terms of ctual facts and igures that ev ryone can un erstand, people become more cognizant of the problem. I re member readi g one time th t he energy sa ed from one recycled can provides enough power to operate a television for three ours. Give the public inform tion they can grasp, and then you will increase your chances of gaining followers. econd, technological progr ss has been ade on many ronts, but go ernmental agencies need t step up the ir support for co panies involv d in recycling by providing tax incentives, lo -cost loans, or even grants to upgrade equipment a d to encou age further research. One breakthrough has been t e development of a ne manufacturing process that ses enzymes o help remove ink from paper in m re energy efficient and environmentally safe methods. Recycling aper materials can be expensive in both monetary and environment l erms. The di ficulty in re oving print from paper, the amount of energy expended uring the process, and causti c aste that is s metimes produced are costs that compani s incur that are then passed on to the consum r. he final key is to increase d mand for the growing surplus of resources waiting to be re ycled. This pr cess (or rathe r, problem) has appeared in arious regions of the world here the technology to pro ess the used aterials lags far behind the amount being collected for recy ling. There may be a great outpouring of su port; yet the great stumbling block to implementing the s cond stage of this plan could be impeded y the corporate sector's i ability to find commercial enterprises interested in using recycled goods especially whe the cost exceeds those of vi gin materials. Recycling is a crucial key to protect our planet. The three keys mentione are importan ways to achie e this end. www.esl-lab.com/world/worldsc1.htm, acc ssed in February 2014
PART II hat were yo like as a kid a nd where did ou grow up? Earle: Growing up is a long pr cess and I am not working too hard at achieving it. My pe sonal beginning was in south (New) Jersey on a little farm. My parents oved to Florida hen I was 12 nd my backyard was the Gulf f Mexico. My first encounter with the cean was on the Jersey Shore hen I was thr e years old an I got knocked over by a wav . he ocean cert inly got my at ention! It was ’t frightening, it 1 1 . o A n o B R I D G E S 92
was m ore exhilarating. And since t en life in the ocean has captured my imagination and held it ever since. How d id you get to be a scientist o explorer? Earle: It was easy. I s tarted out as kid and neve did grow up. Th e best scientis ts and explore rs have the att ributes of kids! hey ask quest ion and have sense of wonder. They have uriosity. Who what, where, why, when, and how! They ever stop ask ing questions and I never st op asking questi ons just like a f ive year old. Why i the ocean so important to life on Earth? Earle: The ocean is the cornerst ne of our lif support syste and the cor nerstone of the ocean’s lif support syste is life in the ocean. The o cean is alive. Oxygen is gener ted by living reatures. The are part of t e system and f od chains in t he sea drive t ose systems. Every fish fertilizes the water in a way that generates the plankton that u ltimately leads back into t e food chain, but also yields oxygen, grabs carbon—it’s a part of what akes the ocean function and hat makes the planet function. Take away the oce n and we d n’t have a pl anet that works.. Take away li e in the ocean and we don’t have a planet that works. What can kids do to help the ocean ? Earle: The ocean is v ulnerable. Wh t we do or do n’t do will make a difference. As individuals, kids can make a differ nce. The only difference tha has been ma e ever in the w orld, for good or for not so good, always s tarts with some ody, an individ ual. It might as well be a kid! We n ed to convey a sense of urgency because the world is changiing. The next ten years is likely to be the most impor ant time in th e next 10,000 years. We ha e options that e are going t lose within ten years unless we take action now. Every day options clos . When I was child the last m onk seal in th e Gulf of Mexico Caribbean Sea was seen. None has bee seen there si nce 1952. I ne er got to see on e. What else a re we losing every day that children will never get to see tha we can see n ow? Once I u derstood the re al cost of ocea wildlife, I lost my appetite f r it and it appals me that we are so indiff rent to the d estructive activities that bring s eafood to our plate. In the p rocess we are no t just losing th e wildlife in the sea, we are losing the integrity of the life su pport system their future a d ours. http://kids.nationalgeographic.com/kids/stories/people laces/sylvi a-earle/ (adapt d and abridged), accessed in February 2014
A SWER KEY TESTS PLACEMENT TE T 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1. 1.
b c d a b c b c c 0d 1a 2c 3a 4c 5b 6b 7c 8c 9d 0b 1b 2c 3b 4d 5c 6b 7b 8d 9d 0c
Test 1 A tivity A 1. a. learns b. from c. will d. the e. More f. different g. doesn’t know h. in i. hat j. ridge A tivity B 2. Model answers: a. ... to understand why they hadn’t all b en told the tr th at the same time.
. … a brother to her. . Model ans ers: .1 She .1 She is moving to a place here she oesn’t know nyone and she is used to aving all of h r family next t o her. She is also starting at a new s chool and aking new friends isn’t eas . Traditions and lifestyle are probably also uite ifferent from hat she’s used to. .2 Raju .2 Raju didn’t eact positively. He anted Seema not to leave G jarat jarat and and to continue livi g with them – “You don’t ave to! We’re all here and yo u can stay ere and go to chool with me.” During the first few da s he hardly sp ke to her – “For the next few days Raju ha rdly spoke to me”; but wh n they started speaking again he didn’t mention her le aving the country – “he s ill wouldn’t dis cuss our l aving for America.” Then suddenly, one ay he burst into tears as he fi nally caved i into the sadness inside him “today hen I was sta ding by the ac cia tree, and he burst like an overfilled ater ottle and ran way.” . a. his writing . in Gujarat . a. furiously . leaving . a. in . on c. at . on . at f . on . in . in i. at / in ctivity C pen answer. est 2 ctivity A . a. to . was c. at . because . my
f. when f. when g. more g. more h. have i. back j. away 2. Model 2. Model answer: In both photos we are shown i ages of peopl who have immigrated (often illegally) to the USA. They are in s arch of a better life, and believe they ave the right to succeed. People migrate for many di fferent reasons. The e reasons can be classified as economic (moving to fin work or follow a particular career p th), social (moving somewhere for a better quality of life or to b e closer to fa ily or friends), political (moving t escape political pers cution or war) or environmental (causes of igration include natural disasters such as flooding). Despite all the d sires for a better life, these people often go through hardships: the pulling up of centuries old family roots; roots; the breaking of deep, meaningful ties; ties; the leaving of the familiar a nd comfortable for the unknown; unknown; th disorientation that follows; follows; the strangeness of the new environment and the lack f familiarity with the locall resources. Activity B 2. Model answers: 2. Model a. ... search of a better... b. ... she was laughed at. c. ... made i difficult for h er... d. ... like sh didn’t belong... e. ... hardly ver left their... 3. Model 3. Model answers: 3.1 The reas ns that forced them to leave Mexico come down t one, the desire to sea ch for a better life. It was very difficult for Jessica’s mother to find work in Mexico, and she also wanted Jessica to att nd a better s hool so she could find a etter job in the future. 3.2 It is problematic because it is difficult for t em to find pr per jobs or follow up with their studies, in the case of immigrant children. It’s ifficult for them to have a sense of bellonging in a country whe e people do not know they exist. 4. a. Mexico 93 BRIDG S 11.o Ano
b. not getting paid well 5. a. get am gettin b. am c. makes d. hides e. has made f. aught g. was h. didn’t want i. ade j. learnt OR lear ed k. felt l. pread m. was OR were n. saw o. Doesn’t it sound
job, or the jobs they find are only temporary. Th y spend most of their time unemplo ed or looking for a job rather actually working or st dying. . a. am going . get off / will be waiting c. have / are h ving . am going to finish . Are you staying OR Will you be staying f . will be travelling . are we meeting OR shall e meet OR ill we meet . is going to be i. will arrive OR ‘ll arrive OR ‘ll be arriving
everyone to travel abroad nd go somewhere ifferent and exotic. 4. a. Laurence, a. Laurence, hose gap year experience changed his life, now lives in South Africa. b. Madagasc b. Madagasc r is a wonderf ul country that Laurenc wishes to visit again some day. c. Despite c. Despite ha ing worked a lot as a volunteer, Laurence feels it was extremely re arding. d. Laurence as kept in touch with the people he m t because he oesn’t want to forget his emories.
ctivity C
Activity C
pen answer.
Open answer.
O en answer.
est 4
Test 5
Test 3
ctivity A
Activity A
A tivity C
A tivity A 1. 1. d 2. b 3. a 4. e 5. c A tivity B 2. Model answers: a. ... to graduate, but he also l st... b. ... will find it hard to get... c. ... isn’t working or studying. 3. Model answer: The title “Generation Jobless” means hat this generation has been finding it difficult to find a job. They They have become an unemployed g neration. 4. 4. Education is important when it comes to findin a job becau e it gives the knowledge, competences and skills you lack as a young perso . It also teaches you about existing options so that you know hich one is to best for you. Teens are often unawar of what path to follow nd by taking different subjects at sch ol they find out more easily about w at moves them, what in erests them. 4. They are contributing less productively because they can’t find a 1 . o A n o B R I DG E S 9 4
. a. settling down . raise c. greater . set . result f . right . powered . relying i. short j. pass ctivity B . .1 b .2 d . Model ans ers: .1 He .1 He was im ressed with adagascar ecause he was stunned by t he scenery and the livelin ss of its capit l. There as also a wonderful atmosp here etween him and the people he communicated with on a dail y basis. veryone was eally friendly and loving, and so he felt t home. .2 It was a wonderful experience and e spent a wo derful time in adagascar. He learnt a lot f new things, met ne people, improved his iving techniq es and took h ome with im a lot of go d memories. He advises
1. a. throughout b. will b. will c. than c. than d. mass d. mass e. an e. an / the f. many f. many g. by g. by / in h. what h. what i. which i. which j. this j. this / our Activity B 2. Model answers: 2. Model a. ... a. ... has bee looked at be ore ... b. ... b. ... are/can be damaged .. . 3. Model 3. Model answer: It means that people once believe that happiness came from some o her place rather than a world of commercial goods. They believed hap iness came from within, their friends, their job, fro reaching their goals. However, nowadays, happiness is ound in the s opping centre or thr ugh the cons mption of material goo s. The more you buy, the happier you ecome. 4. a. information
b. our real lives s dull and ordinary, commitment to human beings as something to be avoided 5. a. New legislation regarding a vertising had to be created by the gove nment. b. Jean was asked a lot of que tions about her perso al life. c. These students must be tau ht about media literacy. d. Jean said she couldn’t wait there anymore as she had been there for over an hour. She ad ed she would come back the next day. e. The journalist wondered if I he/she/ they was/were f was/were f ree the next day b cause he/she would like to eet me/ hi /her/them a /her/them a ter lunch.
. a. If farmers h dn’t treated t heir land ith harmful pesticides, they wouldn’t ave polluted the soil and w ter. . Were these people encouraged to romote Worl Environment Day (by anyone)? c. Consumers ho wish to pr otect the nvironment have started to buy rganic products. . Phyllis told the journalist s he had een fighting f r her commu nity for any years an asked him n t to ignore them anymore. . Little do people know of w hat is oing on in the world around them. f . Although the government ad good intentions, the project was never concluded.
A tivity C O en answer.
ctivity C pen answer.
Test 6 A tivity A 1. a. waste b. over c. such d. adapt e. die f. cut down g. rate h. already i. amage j. o that A tivity B 2. Model answers: a. ... World Envi onmental Day goes u noticed... b. ... related wit / to environ ental... 3. 3. Personal answer. 3. Model answer: There er: There is a lose connection bet een them, as people’s ri hts are often verlooked w en di asters happe , although in ome cases they are t ken into cons deration. It only depends n the people in charge of these environmental operations. The environment ne ds to be prot cted but so do people.
LOBAL TEST ctivity A . Model ans er: Choosing er: Choosing a job when you’re young / I’m young – w hich job should I go for / Young peo le have to think about a j b. . a. reading . investments c. inequality . work . sustainable f . growth . stability . health i. climate j. reducing . a. Unless I have got research to do, I read a book or listen to musi c. . Despite having worked a l t on her last project, A y didn’t get t e best ark in her class. c. University students often se the Internet so that they can loo for the information they need.
Activity B 1. Model answer: 1. Model a. It a. It means that they spend any years, if not a lifetime, paying for their education. b. It b. It means t at the situati n is difficult and not likely to improve. c. It c. It means that it is extremelly important. 2. a. young a. young people b. likeminde people c. social c. social net orking 3. a. Model answer: It wer: It is difficult because school doesn’t give them e ough experience in the different areas they can tackle and so they end up not knowing in what they are good at or what they ac ually enjoy doing. Besides this, they live life as it happ ens, and so they often d n’t think too uch about their future and what they ill be doing. 4. a. 3 a. 3 b. 1 b. 1 c. 5 d. 4 d. 4 ANSWER KE LISTENING LISTENING T ST 1 Part I 1. 1.1 A 1.2 B 1.3 C 1.4 B 1.4 B 1.5 A 1.5 A Part II 1. a. her a. her own lif e / her life b. characters b. characters c. ending c. ending d.-dimension d. -dimensional e. in e. in English (at college) f. humour f. humour and poignancy g. research g. research h. (the) h. (the) violin i. a i. a writer j. achieved j. achieved h r dream
95 BRIDG S 11.o Ano