Caderno Aluno 1s Vol1 2010 Reduzido

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<p>Caro(a) aluno(a), Os conhecimentos produzidos pela humanidade ao longo da histria encontram-se registrados em textos orais e escritos, nas artes, nas cincias. Os contedos escolares so planejados para ajud-lo a compreender parte desses conhecimentos na expectativa de que voc possa, a partir deles, construir novos conhecimentos, criar formas solidrias de convivncia, respeitar valores, preservar o meio ambiente e o planeta. As aulas e as tarefas da escola so fundamentais para que voc conhea e compreenda nossa histria, as diversas culturas e suas formas de manifestao, os modos de pensar ao longo da histria, as formas de viver e conviver, os mtodos de fazer clculos e a diversidade do mundo das cincias e das artes... Com este Caderno, voc poder ampliar suas possibilidades de reflexo sobre a vida e as relaes humanas, que se expressam de diferentes maneiras no cotidiano e nas obras literrias e artsticas, o que lhe permitir apreciar e aproveitar os benefcios do conhecimento. Familiarizar-se com as diferentes linguagens e saber us-las adequadamente dar sentido s relaes que estabelecemos com o outro e com o mundo que nos cerca. Quando nos expressamos por meio de textos orais, escritos, imagticos, sonoros e corporais, construmos cultura e nos apropriamos de suas manifestaes, alm de atuarmos como sujeitos produtivos na sociedade contempornea. Aprender exige esforo e dedicao, mas tambm envolve curiosidade e criatividade, que estimulam a troca de ideias e conhecimentos. Por isso, sugerimos que voc participe das aulas, observe as explicaes do professor, faa anotaes, exponha suas dvidas, no tenha vergonha de fazer perguntas, procure respostas e d sua opinio. Caso as tarefas lhe paream excessivas, tente priorizar algumas delas e faa um pouco por dia para que os exerccios no se acumulem.</p> <p>INGLES_CAA_1bi_1s.indd 1</p> <p>28/06/10 10:43</p> <p>Assuma o compromisso de finalizar as tarefas, uma vez comeadas. No tenha receio de expor ao professor e aos colegas suas dvidas e dificuldades, porque a troca de ideias fundamental para a construo do conhecimento. Errar tambm faz parte do aprendizado. Portanto, pea ajuda ao professor e aos colegas sempre que considerar a tarefa muito difcil. Elabore uma agenda para fazer seus trabalhos e atividades. Escolha um lugar adequado, onde voc no se distraia quando estiver fazendo as tarefas. Estabelea objetivos e comece pelos trabalhos mais exigentes. Faa breves intervalos durante o estudo para no ficar exausto. Esperamos que, assim, voc se sinta realizado e recompensado e possa refletir sobre o quanto aprendeu com este Caderno.Coordenadoria de Estudos e Normas Pedaggicas CENP Secretaria da Educao do Estado de So Paulo Equipe Tcnica de Linguagens e Cdigos</p> <p>INGLES_CAA_1bi_1s.indd 2</p> <p>28/06/10 10:43</p> <p>Ingls - 1a srie - Volume 1</p> <p>EXPLORATIONSVamos explorar este material juntos? Folheie seu Caderno rapidamente para encontrar as respostas que completam as frases a seguir. 1. Eu encontro uma lista das competncias e habilidades deste volume na pgina 2. O ttulo da Situated Learning 1 3. A Situated Learning 2 comea na pgina 4. A Situated Learning 3 tem pginas. . e . . . .</p> <p>5. Nas sees Homework: Focus on Language, eu encontro 6. Textos retirados de um site esto nas pginas 7. A pgina</p> <p>mostra bandeiras de pases estrangeiros.</p> <p>8. Eu encontro espao para escrever o rascunho de um texto ( first draft ) na Situated Learning . 9. A seo Learn to learn est nas pginas aprender ingls. 10. Em Learn more, eu encontro dicas de 11. Na seo chamada neste Caderno. 12. Eu posso consultar a seo e l eu encontro dicas sobre como . , eu vou registrar o vocabulrio que aprendi quando tiver dvidas sobre gramtica.</p> <p>3</p> <p>INGLES_CAA_1bi_1s.indd 3</p> <p>28/06/10 10:43</p> <p>Ingls - 1a srie - Volume 1</p> <p>LEARNING TARGETSEnglish around the world: cultural interactions Neste Caderno, voc far atividades que vo ajud-lo a: 1. descobrir em que pases a lngua inglesa falada como lngua oficial. 2. Compreender por que a lngua inglesa considerada uma lngua internacional. 3. reconhecer o gnero de um texto. 4. localizar informaes especficas em um texto. 5. levantar hipteses sobre o assunto de um texto e verific-las a partir da leitura. 6. Identificar palavras cognatas ou emprestadas da lngua inglesa para compreender um texto. 7. Escrever um texto informativo sobre um programa de estudos interculturais. 8. Trabalhar em equipe, assumindo funes e contribuindo para o trabalho em grupo. 9. reconhecer o uso do tempo verbal simple present. 10. reconhecer o uso do tempo verbal simple past. 11. reconhecer os usos de algumas preposies em contexto, por exemplo: respect for, based on, adopted at, threatened by. 12. reconhecer o uso das palavras consequently, when e before.</p> <p>4</p> <p>INGLES_CAA_1bi_1s.indd 4</p> <p>28/06/10 10:43</p> <p>Ingls - 1a srie - Volume 1?</p> <p>!</p> <p>SITUAO DE APRENDIZAGEM FIGUrES WHErE ENGlISH IS SPOKEN: FACTS ANd</p> <p>SITUATEd lEArNING 1</p> <p>1. Work in groups. In Portuguese, discuss the questions. Study the flags below. They all represent countries where English is spoken as a first language. do you know their names? a) b) Claudio Ripinskas</p> <p>c)</p> <p>d)</p> <p>e)</p> <p>f)</p> <p>g)</p> <p>5</p> <p>INGLES_CAA_1bi_1s.indd 5</p> <p>28/06/10 10:43</p> <p>Ingls - 1a srie - Volume 1</p> <p>2. read the table quickly. What is it about? English and Portuguese in the world EnglishCountries United States United Kingdom Canada Australia New Zealand Ireland TOTAl Population % of native Native (million) speakers speakers 286 59 32 20 4 4 405 86 97 63 85 95 95 246 57 20 17 3.8 3.8 347.6 TOTAl 217.1 196.8 Countries Brazil Portugal Angola Mozambique</p> <p>PortuguesePopulation (million) 175 10 13.5 18.6 % of native speakers 100 100 60 20 Native speakers 175 10 8.1 3.7</p> <p>Fonte: SCHTZ, ricardo. O Ingls e o Portugus no mundo. English made in Brazil. disponvel em: . Acesso em: 29 set. 2009.</p> <p>3. read the table again. Complete the information below: a) Total of native speakers of English: b) Percentage of native speakers of English in Canada: c) Country with the highest percentage of English native speakers: d) Country with the lowest percentage of native speakers of English: e) Countries where the whole population has only one native language: Nota: no quadro, h indicao de que 100% da populao, tanto do Brasil quanto de Portugal, so falantes da lngua portuguesa. Esse dado desconsidera o fato de que, no Brasil, estima-se que haja pelo menos 180 lnguas indgenas. Em Portugal, o mirands, falado no norte do pas, foi reconhecido como lngua em 1999.6</p> <p>INGLES_CAA_1bi_1s.indd 6</p> <p>28/06/10 10:43</p> <p>Ingls - 1a srie - Volume 1</p> <p>4. Work in groups. In Portuguese, discuss the questions below. a) What is the other language Canadians speak? do you know why?</p> <p>b) Why dont all the people in the USA speak English?</p> <p>c) do you know any countries where English is spoken as a second language?</p> <p>d) Why is English considered an international language?</p> <p>e) What are the differences between American and British English varieties?</p> <p>5. read the text below to find out if your answers to the questions in Activity 4 are right. You may not find all the answers.</p> <p>The International Language: English! English is present in our daily lives. If you have access to the Internet, most of the information there is in English: if you like listening to pop songs, lots of them are in English; if you go to the cinema, most film productions are in English; in other words, we are in contact with English all the time. There are about 700 million speakers of English around the world. In some countries it is the first language, like in the USA and the United Kingdom. In Canada, for example, people speak English and French as official languages. In other countries like South Africa, Pakistan and India, it is the second official language. And we cannot forget people who need to speak the language for professional reasons: the world of science and business uses English as a means of communication. In this sense, English is considered a lingua franca. But is the language the same in all these contexts of use? Of course not. There are many different kinds of English. For example, a British person would call a taxi to go home, but an American would call a cab; a student at school in the USA uses an eraser, whereas a school boy in England uses a rubber. And an American inside a bank waits in line, whereas a British waits in a queue.7</p> <p>INGLES_CAA_1bi_1s.indd 7</p> <p>28/06/10 10:43</p> <p>Ingls - 1a srie - Volume 1</p> <p>HOMEWORK : FOCUS ON lANGUAGE 1</p> <p>1. Study the table. Then read the situations and choose the correct answer. Claudio Ripinskas</p> <p>AMERICAN X BRITISH ENGLISH: VOCABULARY VARIETIES AMErICAN ENGlISH BrITISH ENGlISH</p> <p>elevator</p> <p>lift</p> <p>faucet</p> <p>tap</p> <p>cookies</p> <p>biscuits</p> <p>stove</p> <p>cooker</p> <p>check</p> <p>bill</p> <p>refrigerator</p> <p>fridge</p> <p>movie theater</p> <p>cinema</p> <p>8</p> <p>INGLES_CAA_1bi_1s.indd 8</p> <p>28/06/10 10:44</p> <p>Ingls - 1a srie - Volume 1</p> <p>a) My stepfather Mike is from New York, US. He loves going to the movie theater . His favorite genres are comedies and thrillers. b) Peter and I were born in london, UK. We live in a small flat downtown. The building is not high, so it doesnt have a . We dont like climbing up the stairs very much. c) Jeremy is staying with his cousins in California, USA. The eldest one asked him this morning, Would you like some ? and he said, Yes, of course. I prefer the chocolate ones. d) debbie is from liverpool, England, but now she lives in Florida, US. At the beginning it was difficult for her to understand some words American people use. In restaurants, for instance, Americans always ask for the when they want to pay for the meal and go home. e) Tommy is going to get married soon. His American friends wrote to him asking what present he would prefer: a or a . 2. Study the code and break it to discover 5 (five) names of countries where English is an official language. A= B= C= D= a) India b) c) d) e) f) # E= F= G= H= # I= J= K= L= + ? M= N=# O=+ P= Q= R=? S= T= U= V= W= X= Y= Z=</p> <p>+</p> <p>9</p> <p>#</p> <p>INGLES_CAA_1bi_1s.indd 9</p> <p>28/06/10 10:44</p> <p>Ingls - 1a srie - Volume 1</p> <p>3. Study the chart to understand how to make questions in English. Question word Yes/No questions Information questions XXX Why Auxiliary verb do dont Subject you all the people in the USA Subject you the other language your mom and dad? Information speak any foreign languages? speak English?</p> <p>Question word Yes/No questions Information questions XXX What How old</p> <p>Verb to be Are is are</p> <p>Information from Jamaica? Canadians speak? xxxxx</p> <p>Now choose the correct alternative to complete the rules: a) Yes/No questions begin with b) Information questions begin with ( ( ) a question word. ( ) a question word. ( ) a verb. ) a verb.</p> <p>4. Make questions using the words given below. Pay attention to punctuation. a) linda / German / does / speak Does Linda speak German? b) languages / Peter / do / how many / speak / and / Tom</p> <p>c) you / why / from California / move / did</p> <p>d) Monicas husband / French / study / does</p> <p>e) Steven / how old / Mark / and / are10</p> <p>INGLES_CAA_1bi_1s.indd 10</p> <p>28/06/10 10:44</p> <p>Ingls - 1a srie - Volume 1</p> <p>FOr FUN A visitor from Holland was chatting with his American friend and was jokingly explaining about red, white and blue in the Netherlands flag. Our flag symbolizes our taxes, he said. We get red when we talk about them, white when we get our tax bill, and blue after we pay them. Thats the same with us, the American said, only we see stars, too.</p> <p>11</p> <p>INGLES_CAA_1bi_1s.indd 11</p> <p>28/06/10 10:44</p> <p>Ingls - 1a srie - Volume 1?</p> <p>!</p> <p>SITUATEd lEArNING 2 SITUAO DE APRENDIZAGEM INTErCUlTUrAl STUdIES 1</p> <p>1. Study the text below. What kind of text is it? What is it about?</p> <p>WHAT WE DOCustom Search Search</p> <p>AFS Statement of PurposeAFS is an international, voluntary, non-governmental, non-profit organization that provides intercultural learning opportunities to help people develop the knowledge, skills and understanding needed to create a more just and peaceful world. The Core Values and Attributes of AFS AFS enables people to act as responsible global citizens working for peace and understanding in a diverse world. It acknowledges that peace is a dynamic concept threatened by injustice, inequity and intolerance.</p> <p>Getting Involved With AFSHigh School Community Service Hosting Volunteering</p> <p>WHAT seeks to affirm faith in the dignity and worth of every human being WE DO AFSand of all nations and cultures. It encourages respect for human rights and fundamental freedoms without distinction as to race, sex, language, religion AFSsocial status. Statement of Purpose or</p> <p>gLearn About AFSWhat We Do AFS Around the World Our 90 Year History Our 2010 Vision Benefits of Intercultural Study Safety and Risk Management</p> <p>AFS isharmony, sensitivity and tolerance. voluntary, non-governmental, non-profit an international, ences, organization that provides intercultural learning opportunities to help people Adopted at the 1993 World Congress. develop the knowledge, skills and understanding needed to create a more just and peaceful world. The Core Values and Attributes of AFS AFS enables people to act as responsible global citizens working for peace and understanding in a diverse world. It acknowledges that peace is a dynamic concept threatened by injustice, inequity and intolerance. AFS seeks to affirm faith in the dignity and worth of every human being and of all nations and cultures. It encourages respect for human rights and fundamental freedoms without distinction as to race, sex, language, religion or social status. AFS activities are based on our core values of dignity, respect for differences, harmony, sensitivity and tolerance. Adopted at the 1993 World Congress.disponvel em: . Acesso em: 29 set. 2009.</p> <p>AFS activities are based on our core values of dignity, respect for differ-</p> <p>AFS News AFS in the Schools AFS Research &amp; Education FIND an AFSer Supporting AFS Useful Resources</p> <p>12</p> <p>INGLES_CAA_1bi_1s.indd 12</p> <p>28/06/10 10:44</p> <p>Ingls - 1a srie - Volume 1</p> <p>2. read the text quickly. Where can you find information about: a) the future expectations of AFS?</p> <p>b) the past of the organization?</p> <p>c) the way we can participate in the program?</p> <p>d) the countries where AFS is present?</p> <p>3. Match the ideas in A with the items in B. A a) human values b) peace c) human rights d) sensitivity B ( ) race, sex, religion, social status, language ( ) tolerance, justice and harmony ( ) emotion, feelings, sentiment ( ) dignity and respect</p> <p>4. read the text carefully. Answer the questions in Portuguese. a) What is AFS?</p> <p>b) The text indicates three things that can threaten peace. What are they?</p> <p>13</p> <p>INGLES_CAA_1bi_1s.indd 13</p> <p>28/06/10 10:44</p> <p>Ingls - 1a srie - Volume 1</p> <p>c) The activities in AFS are based on some values. What are they?</p> <p>5. Study the sentences taken from the text. Complete the gaps. a) understanding b) concept threatened c) AFS activities are based d) respect e) adopted differences...</p>