Apresentação do Projeto

Be the Change Inglês • 7.° ano • Nível 3

Oo

• Student’sBook• GuiadoProfessor(nas bandas laterais do manual)

• VocabularyandGrammarBook(oferta ao aluno)

• ExtensiveReading(oferta ao aluno)

• FicheirosMP3(oferta ao aluno)

• Workbook• Teacher’sResourceBook• AudioCD

RecursosDigitaisdoProfessor• Vídeos• Jogosinterativos• Materiaiseditáveis(emWord®)• e-ManualPremium CD-ROM

Contamos consigo. Conte connosco.

EDUCAÇÃO 2012

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Communication Talking about global warming Expressing opinion about global warming Talking about alternative energy Exchanging ideas about the environment Asking for and giving opinion about the 3 Rs

Grammar

Future simple with “will” Conditional sentences – types 0 and 1 Future with “be going to”

Vocabulary Environment

Global warming

Alternative energy

The 3 Rs

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Guia do Professor

Use the grammar tips videos to focus on the main aspects of the grammar points in the unit.This unit contains three sub-themes related to the environment, global warming, alternative energies, etc. Students are encouraged to get involved and be the change in their own school, town and country.

The picture can be used to create some expectation as to the topics in the following sub-units. Students may start by describing the weather in the picture and revising weather vocabulary learned previously.

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Lift-off

There are six wrong actions in this picture. Look at the picture and identify them.

1.washingthecaroutside

2. waterrunningoutfromthehose

3.lettingoildripfromthecar

4. notcleaningdogpoop

5. pouringpaintdownadrain

6. droppinglitter

A

C

D

F

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LIFT-OFF

The picture contains a number of situations which the students should identify and match.

ANSWER KEY

1. D2. A3. E4. C5. F6. B

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5.3 Be the change in your town

Word powerhose=mangueiradrip =escorrerdog poop =excrementosdecãopouring=verterdrain =esgotolitter =lixo

B

E

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I can read/listen

Some kids just play computer games, watch TV and surf the Internet. Others try to change the world!

Here are a few amazing teens: Conner Cress was just 16 when he and four friends from his school created an organisation called “Dry Tears” and started helping

others by bringing clean water to kids in Africa. Craig Kielburger started an organisation called “Free the Children”

when he was just 13. “Free the Children” is kids helping kids! Zach Hunter was 12 when he began working to stop modern-day slavery.

What do these kids all have in common? Well… they are going to change the world and make it a better place!

What are you going to do to make a change where you are? Are you going to make a difference in your neighbourhood?

There is a lot we can do to “be the change” in our own home or in our school or town.

Next month at my school we’re going to have a sports day. We are going to sell T-shirts, cakes, drinks and other things to raise money to paint

our local skate park. It’s very dirty and run-down at the moment. We want to make it a clean and safe place to play.

We’re not going to do it just for us, it’s for the whole community.

Drew

Anabelle

Teen heroes: read the text.1

now read about what these kids are going to do.2

In my class we are going to doa publicity campaign to clean the area near

our school. Lots of people leave rubbish in the street and they also let their dogs make a mess. It’s disgusting!

We are going to make people change their behaviour.

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I CAN READ/LISTEN

Teachers can do the texts separately or together depending on the strength of the students in the class.

AUDIO CD, tracks 71, 72, 73, 74

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5.3 Be the change in your town

Which of the three kids – Drew, Anabelle or Tito…

1. already did something important to make a change?

2. will do something in the near future to make a change?

Say whether the statements are true (T) or false (F). Correct the false ones by changing just ONE word.

1. All kids just watch TV and surf the Internet in their free time.

2. The three teen heroes are not working to change the world.

3. Drew, Anabelle and Tito are interested in changing the world.

4. The text says we can’t make a difference.

5. Even doing something small can be important.

Match the kid with the statement.

1. Probably saved many lives in Africa with his / her friends.

2. Wants to change people’s behaviour.

3. Is organising a fun activity day to get money for a project.

4. Wants to do something for the school.

5. Was the youngest to start getting involved in activism.

3

4

5

My friends and I are going to organise an event to clean our school playground. We are going to show

people that we can make small changes. Small changes make a big difference. If we don’t take care of our own environment, we won’t be able to take care of the whole

world. We must start now. Every bit helps!

Tito

a. Zach b. Conner

c. Drew

d. Anabelle

e. Tito

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ANSWER KEY

3.1. Noneofthem.2. Drew,AnabelleandTito.

4.1. F–Somekidsjust…2. F–…areworking…3. T4. F–…canmakeadifference.5. T

5. 1. b(Conner)2. d(Anabelle)3. c(Drew)4. e(Tito)5. a(Zach)

More activities:

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Future (be going to)We use be going to:

when we have already decided or we intend to do something in the future: e.g. They are going to help the environment.

when there are strong signs that something is going to happen in the future: e.g. The sky is full of clouds. It is going to rain this afternoon.

Write affirmative sentences using is / are going to.

1. (he / help / the teacher)

2. (Mary / clean / her room)

3. (they / study / harder)

4. (I / celebrate / my birthday / with my friends)

5. (she / change / her clothes)

B

Choose the correct option.

1. James is a friend of the environment. He…

a. going to recycle paper.

b. is going to recycle paper.

2. Many people…

a. going to cut down trees.

b. are going to cut down trees.

3. We trees and flowers in our school.

a. are going to plant

b. is going to plant

A

I can study grammar

am / is / are +

going to +

verb in the infinitive

I am(’m)

he / she / it

is(‘s)

goingto

wash the car

you / we / they

are(‘re)

Affirmative

I am not(‘m not)

he / she / it

is not(isn’t)

goingto

wash the car

you / we / they

are not(aren’t)

Negative

Am I

Is he / she / it

goingto protect…?

Are you / we / they

Interrogative

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I CAN STUDY GRAMMAR

ANSWER KEY

A.1. b2. b3. a

B.1. Heisgoingtohelptheteacher.2. Maryisgoingtocleanherroom.3. Theyaregoingtostudyharder.4. Iamgoingtocelebratemy

birthdaywithmyfriends.5. Sheisgoingtochangeher

clothes.

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Write questions using is / are going to.

1. (she / run / in the school race) ?

2. (computer / crash) ?

3. (he / study at home / this afternoon) ?

4. (we / eat vegetables / tonight) ?

5. (you / dance Hip Hop / for us) ?

What isn’t going to happen? Use the expressions in the box and isn’t / aren’t going to.

C

D

Complete the gaps.

1. Look at those black clouds. It (rain) soon.

2. In ten years time, I (be) the boss of my own successful company.

3. Are you (travel) on holiday this year?

4. She (not do) her homework tonight.

5. Sara said that you (not invite) Peter for the party.

E

a. put the litter in the bin c. recycle the bottles e. plant a tree

b. turn off the tap d. turn off the light f. keep the beach clean

1. 2. 3.

4. 5. 6.

5.3 Be the change in your town

Guia do Professor

ANSWER KEY

C.1. Isshegoingtorunintheschool

race?2. Isthecomputergoingtocrash?3. Ishegoingtostudyathome

thisafternoon?4. Arewegoingtoeatvegetables

tonight?5. AreyougoingtodanceHipHop

forus?

D.1. e.Heisn’tgoingtoplantatree.2. a.Theyaren’tgoingtoputthe

litterinthebin.3. d.Sheisn’tgoingtoturnoffthe

light.4. c.Sheisn’tgoingtorecyclethe

bottles.5. b.Heisn’tgoingtoturnoffthe

tap.6. f.Sheisn’tgoingtokeepthe

beachclean.

E.1. isgoingtorain2. amgoingtobe3. goingtotravel4. isn’tgoingtodo5. aren’tgoingtoinvite

More activities:

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Find these words related to the environment.1

I can study vocabulary

I can speak

What are you going to do during your summer holiday?Ask your classmates what their plans are. Also tell them about your plans.

Find someone who:

is going to go to another country is going to attend a youth camp

is going to learn a new sport is going to study a new language

3

yETULLOPPygBSnMJk

PSPUSHnTErrOCOgOy

FWyDTgLASSOAArBUL

CAkBIIJTOOPrrECAL

xOTrkCMELTLDTCATC

ETTEELyELAAOOyATA

gEWATDACIFnOnCrEn

ACAkErUSTAEISLVPL

BHTEMAnCEATTnErUO

rSEkrBHFEgHTEgInZ

ALrDqEnVIrOnMEnTr

gkJArrEPAPFqnSxHU

HZESUErPISSOgESEU

IWIZOEDECITSALPny

TOOrSSDLCnIEArTHT

Where do these items go? Choose the best answer and find out.

1. Plastic bottles, cups and jars with the recycling symbol on the bottom a. yes! recycle. b. no! Throw into the bin.

2. Pizza boxes a. yes! recycle. b. no! Throw into the bin.

3. Paper juice boxes and paper milk cartons a. yes! recycle. b. no! Throw into the bin.

4. glass bottles and cans a. yes! recycle. b. no! Throw into the bin.

2

pollute

reuse

recycle

reduce

Earth

planet

water

glass

plastic

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I CAN STUDY VOCABULARY

ANSWER KEY

1.Y p F C x E g A B R A g H I TE S w A O T E C H S l K Z w OT p Y K T T w A T E R j E I OU U D B R E A K E K D A S Z Rl S T I K E T E M R q R U O Sl H g I C l D R A B E R E E SO N l j M Y A U N H N E R D Dp T A T E E C S C F v p p E lp E S O l l I T E E I A I C CY R S O T A F A A g R p S I Ng R O p l A N E T H O F S T IB O A R D O O I T T N q O S ES C A R T O N S N E M N g A AN O R E C Y C l E g E S E l RM g B C A A R v R I N x S p Tj O U A T T E p U N T H E N HK Y l l C A N l O Z R U U Y T

2. Askstudentstofindoutthecorrectanswers.Herethevocabularyisalsobeingrecycled(boxes,cups,jars,plastic,juice,cartons,cans,bottles).1. a2. b(NO!Becauseofthegrease

fromthepizza!)3. a4. a

I CAN SPEAK

givestudentssometimetopreparetheirquestions,thencirculateintheclassroomandasktheirclassmatesquestionsinEnglish.Thisactivitywillcreatesomenoise,sostudentswillhavetoaskandanswereachotherwithinterferencefromthenoise!

Option

Askstudentstomakeachartwiththeinformationabouttheclass.

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5.3 Be the change in your town

Imagine that you and your friends are going to create a new project to change something at your school or in your community – or even in the world!

Write a few sentences on your new website / blog to talk about your new idea.

4

I can write

I can listen

Listen to the song and underline the mistakes.

I see trees of yellow, red rivers too I see them bloom for me and you And I think to myself what a wonderful place.

I see seas of blue and clouds of white The fight blessed day, the dark sacred night And I think to myself what a wonderful world.

The colours of the sky so pretty in the city Are also on the faces of cars going byI see friends shaking hands crying “how do you do?” They’re really saying I have you.

I hear babies crying, I watch them sing They’ll play much more than I’ll ever know And I think to myself what a wonderful world yes, I think to myself what a wonderful world.

Louis Armstrong, What a wonderful world (adapted)

Listen again and correct the mistakes.

Write the opposite of these words.

1. wonderful 3. pretty

2. dark 4. love

Go through the song and find sentences in the Present Simple and the Future Simple.

1. 3. 2. 4.

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I CAN WRITE

Helpstudentscreatetheirtextsfromafewshortsimplesentencesthattheyalreadyknow.Theycanalsouseinformationfromthereadingtextsonpage144tohelpthem.

Idea

Designchallenge/Showandtell:askstudentstoprepareapresentation/designaposteraboutactivitiestheycandotobethechangeinschoolorinthelocalcommunity.Bethechange:askstudentswhatactivitiestheycanorganisetoputintopracticethethingstheyhavelearned.

I CAN LISTEN

AUDIO CD,track75

ANSWER KEY

5.Iseetreesofgreen,redrosestoo…AndIthinktomyselfwhatawonderfulworldIseeskiesofblueandcloudsofwhiteThebrightblessedday,thedarksacrednight…ThecoloursoftherainbowsoprettyintheskyArealsoonthefacesofpeoplegoingbyIseefriendsshakinghandssaying“howdoyoudo?”They’rereallysayingIloveyouIhearbabiescry,IwatchthemgrowThey’lllearnmuchmorethanI’lleverknow…

7.Allowstudentstolookindictionariesortheinternetiftheywantto.1. awful/terrible/bad2. light3. ugly4. hate

8.Allowforvariousanswers;examples:

Present simpleIseetreesofgreenIseethembloomIthinktomyself

Future SimpleThey’lllearnmuchmorethanI’lleverknow

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Workbook4Extensive Reading3Vocabulary and Grammar Book

2Student’s Book1

ICANSTUDYGRAMMAR

Explicações gramaticais simples com amplas e diversificadas oportunidades de exercitação.

ICANSTUDYVOCABULARY

Exercícios de consolidação ou de reforço vocabular.

ICANSPEAK/ICANWRITE/ICANLISTEN

Atividades de speaking, writing e listening que promovem a exercitação destas macrocompetências de forma integrada.

LIFT-OFF

Introdução ao tema da subunidade de forma apelativa, recorrendo a imagens de grandes dimensões que servem de base a atividades motivadoras de reforço vocabular ou comunicativo.

ICANREAD/LISTEN

Diferentes tipos de textos (testemunho, diálogo, descrição, banda desenhada, etc.) divididos em pequenos trechos para permitir diversificar as estratégias de leitura.

Atividades de compreensão variadas e adequadas às reais competências dos alunos.

1 Student’sBookGuiadoProfessor(nas bandas laterais do manual)

Apresenta sugestões extras, dicas úteis, remissões para a utilização conjunta dos materiais do projeto e as soluções de todas as atividades.

Unidade0Revisão de vocabulário e estruturas gramaticais básicas.Reflexão sobre a forma como cada aluno aprende a língua inglesa.

Unidades1a5Cada unidade está dividida em pequenas subunidades de forma a orientar e facilitar a aprendizagem.

SEPARADORDAUNIDADE

Imagem de grandes dimensões que permite antecipar os temas a abordar na unidade e motivar para o seu estudo.

Indicação dos conteúdos vocabulares e gramaticais e das estruturas comunicativas.

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SHOWWHATYOUKNOW

Exercícios de revisão e de consolidação de todos os conteúdos vocabulares e gramaticais abordados na unidade.

CULTURE

Abordagem de aspetos culturais relevantes e do interesse dos alunos relativos a países de língua oficial inglesa.

Exploração de festividades de inspiração anglo-americana mas observando também a forma como são celebradas noutros países.

2 VocabularyandGrammarBook(oferta ao aluno na badana da contracapa do manual)

Glossário temático Inglês-Português dividido de acordo com as unidades do manual.Auxiliar para estudo dos conteúdos gramaticais do manual (com explicações em português).

Inclui

IcanstudygrammarEXTRA!Abordagem de alguns conteúdos gramaticais de forma simples (explicação das regras gramaticais em português) com exercícios para prática controlada.

3 ExtensiveReadingHistória empolgante, com mistério e aventura e com o nível de língua adequado.

4 WorkbookExercitação dos conteúdos vocabulares e gramaticais de cada unidade.

Inclui

Myportfolio

Propostas de pesquisa de âmbito cultural (trabalhos de projeto).

Fichas de self-assessment por unidade.

5 Teacher’sResourceBook• Propostas de planificação anual e

de planos de aula que auxiliam na utilização conjunta dos diferentes materiais do projeto.

• Fichas de atividades de listening (com canções), de vocabulário, de gramática e de reading comprehension; jogos didáticos e trabalhos de projeto.

• Testes de avaliação com dois níveis diferenciados de dificuldade.

• Soluções de todos os materiais do projeto.

6 AudioCDContém os textos, canções e atividades de listening do manual, canções do Workbook e testes de listening do Teacher’s Resource Book.

7 RecursosDigitaisdoProfessor–CD-ROM• Vídeos com explicação (pelo autor!)

dos conteúdos gramaticais do manual.

• Jogos interativos para treino do vocabulário e gramática de cada unidade.

• Ficheiros editáveis em Word® (planificações, testes e fichas de atividades).

Inclui o e-Manual que lhe disponibiliza centenas de recursos interativos em contexto sem precisar de aceder à Internet.

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Australia

Do some research and decide for yourself:

Is Australia the world’s smallest continent? Or is it the world’s largest island?

Sydney is its most famous city, but it isn’t the capital city! What’s the capital city of Australia?

Australian animals

Australia is famous for its marsupial animals: kangaroos, koalas, wallabies, possums and many more. Do you think the animal in the picture is a possum, a koala or a wallaby?

Aussie food and drink

Australians love a barbecue! They call it a “barbie”. People get together with their friends in their gardens on a Sunday afternoon. They eat and drink and have a good time together.

Aborigines

The original inhabitants of Australia were the Aborigines. They have their own culture and live close to nature.

Boomerangs and didgeridoos

The boomerang is an aboriginal hunting weapon. The didgeridoo is an aboriginal musical instrument.

Fill in the word puzzle. A

Student challenge! Can you find out more about Australia?

give a short presentation or make a poster about this country. Share it with your class.

B

ob

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o

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b

o

b

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n

a

w

a

u

s

t

r

a

l

i

a

y

a

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l

c

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Guia do Professor

ANSWER KEY

A.kangaroopossumSydneycontinentaborigineboomerangkoalabarbiewallaby

Suggestion

Askstudentstomakeholidayposters(DesignChallenge)forsomethingAustralian.TheycanpresenttheirpostersinaShowandTellpresentation.StudentscanalsodotheCulture Questintheworkbook.

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4th July

A very important holiday in America is 4th July or “Independence Day”.

All over the United States there are parties when friends and families get together to celebrate their country’s independence. Many towns have parades and firework displays, and baseball games. It’s a huge national holiday! It’s a time for family. It’s a time to remember history.

Over two hundred years ago America was a British colony. But the Americans wanted to have their own country! They adopted the “Declaration of Independence” on 4th July 1776. Fifty-six people signed the declaration of Independence. Here are just two of them.

Benjamin Franklin was a “founding father” of America. He was an important politician, inventor, and author. He is the person on the one hundred dollar bill!

Do an American Independence Day project with some friends. Find out information about the Declaration of Independence. Here is part of it:

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness.

Make a powerpoint presentation showing 4th July celebrations.

A

B

George Washington was the 1st President of the United States of America from 1789 to 1797.

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Show what you know

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Unscramble the letters to find the missing words.

1. Many rivers, lakes and seas around the world are (lolpdeut).

2. We should (roctpte) all animals and their (aibhatt).

3. Everyone should start a (picnamag) against (llopuoint).

4. you don’t throw (ishbubr) on the floor.

5. Help clean your school. Don’t (iltert).

6. Our planet is in (gerdan). Let’s (veas) it.

1

Use the words and will / won’t to write about what will happen next year.

1. the planet / be / warmer / .

2. green organisations / fight / for a better world / .

3. we / not pollute / the air / .

4. people / clean / their neighbourhood / ?

5. you / not forget / to recycle newspapers / .

6. you / help / me / to organise / a green campaign / ?

7. the ozone layer / be / thinner / in 2030 / ?

2

Guia do Professor

SHOW WHAT YOU KNOW

Teacherscanaskstudentstodothesepagestogetherandstudentshelpeachotherstudy.

ANSWER KEY

1.1. polluted2. protect…habitat3. campaign…pollution4. rubbish5. litter6. danger…save

2.1. Theplanetwillbewarmer.2. greenorganizationswillfight

forabetterworld.3. wewillnotpollutetheair.4. willpeoplecleantheir

neighbourhood?5. Youwon’tforgettorecycle

newspapers.6. willyouhelpmetoorganize

agreencampaign?7. willtheozonelayerbe

thinnerin2030?

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Conditional sentences: complete the gaps with the right tense of the verbs in brackets.

1. If it (rain), I’ll catch a cold.

2. If you need a concert ticket, I (get) you one.

3. John will never speak to you again if you (not apologise).

4. If it (not rain), we’ll have a picnic.

5. If you study every day, you (get) good marks.

6. If they (practise) sports, they will be a lot healthier.

7. If you drink coffee late at night, you (not sleep).

8. I (not go) to Australia if the tickets cost too much money.

3

Choose the best answer: a or b.

1. Look at that beautiful sky.

a. It looks like it was cloudy. b. It looks like it’s going to be a wonderful day.

2. Caroline doesn’t look very happy, does she?

a. no, she seemed unhappy. b. no, she looks as if she’s going to cry.

3. Are you going to the shops?

a. yes, I’m going to get a cake. I’m hungry. b. yes, I was.

4. What are you planning to do when you go to the States?

a. I plan nothing at all. b. I’m going to spend a few days shopping in new york.

Complete the gaps with the verb in brackets and be going to.

1. Look at those clouds. It’s (rain).

2. I haven’t done any revision. I (fail) the exam.

3. He’s beaten all the other players. He (win).

4. When I leave university, I (be) a doctor.

5. They (meet) us in the pub after the film.

6. When I leave school I (live) with my grandparents.

4

5

Guia do Professor

ANSWER KEY

3.1. rains2. willget3. don’tapologise4. doesn’train5. willget6. practise7. won’tsleep8. won’tgo

4.Drawstudentsattentiontotheverbtenses.1. b2. b3. a4. b

5. 1. goingtorain2. amgoingtofail3. isgoingtowin4. amgoingtobe5. aregoingtomeet6. amgoingtolive

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Recursos Digitais do Professor – CD-ROM7Audio CD6Teacher’s Resource Book 5

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