O PROFESSOR PDE E OS DESAFIOSDA ESCOLA PÚBLICA PARANAENSE

2008

Produção Didático-Pedagógica

Versão Online ISBN 978-85-8015-040-7Cadernos PDE

VOLU

ME I

I

Cristiana Germanovix CardosoCristiana Germanovix CardosoCristiana Germanovix CardosoCristiana Germanovix Cardoso

2008

PDE - PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL DOCENTE: CRISTIANA GERMANOVIX CARDOSO

GOVERNO DO PARANÁ

SECRETARIA DE ESTADO DA EDUCAÇÃO

PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE

UNIVERSIDADE ESTADUAL DE LONDRINA - UEL

STRATEGIES FOR READING SCIENTIFIC TEXTS

Caderno Pedagógico

Língua Inglesa

Autora: Cristiana Germanovix Cardoso

Orientadora: Simone Reis

Londrina

2008

Catalogação na publicação elaborada pela Divisão de Processos Técnicos da Biblioteca Central da Universidade Estadual de Londrina.

Dados Internacionais de Catalogação-na-Publicação ( CIP)

C268s Cardoso, Cristiana Germanovix. Strategies for reading scientific texts / Cristiana Germanovix Cardoso. – Londrina, 2008. 27 f. : il.

Orientador: Simone Reis. Caderno Pedagógico (Língua Inglesa ) – Paraná, Secretaria de

Estado da Educação, Programa de Desenvolvimento Educacional, 2008.

Inclui bibliografia. 1. Língua inglesa – Estudo e ensino. I. Reis, Simone. II. Paraná.

Secretaria de Estado da Educação. Programa de Desenvolvimento

Educacional. III. Universidade Estadual de Londrina. IV. Título.

AGRADECIMENTOS

Agradeço a Deus por ter me sustentado e dado a graça de participar deste Programa.

Agradeço a minha família que com muito carinho e paciência me apoiaram e ajudaram na realização deste trabalho.

Agradeço a minha orientadora Profª. Simone Reis que com tanta dedicação me orientou

neste projeto.

SUMÁRIOSUMÁRIOSUMÁRIOSUMÁRIO

INTRODUÇÃO...........................................................................

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QUADRO DE CONTEÚDOS..........................................................

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UNIT 1.....................................................................................

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UNIT 2.....................................................................................

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UNIT 3.....................................................................................

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UNIT4......................................................................................

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UNIT 5.....................................................................................

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REFERÊNCIAS...........................................................................

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INTRODUÇÃO Este material propõe estimular a leitura através de estratégias de compreensão do

conteúdo do texto em Inglês, tendo em vista a grande dificuldade e desinteresse que muitos

alunos de Ensino Médio apresentam, e, muitas vezes, não entendem a mensagem de um texto.

A prática da leitura em inglês é imprescindível para a compreensão do contexto de mundo, no

que se refere às grandes descobertas e inovações científicas e que geralmente são noticiadas

em língua inglesa. Nesta produção didática serão trabalhadas atividades de compreensão de

textos de revista de notícias científicas em inglês e contribuir para o desenvolvimento da

leitura crítica.

Leffa (1999) descreve a leitura como um processo de interação, onde são

necessários dois elementos: o leitor e o texto, o autor, as fontes de conhecimentos envolvidas

na leitura, conhecimento lingüístico ou, ainda, o leitor e os outros autores. Essa interação

provoca mudanças em nós mesmos e, por sua vez, no mundo.

A compreensão da mensagem de um texto pelo aluno constitui estímulo na sua

aprendizagem pela leitura, possibilitando desenvolver seu conhecimento e sua interação com

outros conhecimentos.

Compreender um texto envolve basicamente estratégias de leitura. Segundo Duffy

(2003), boas compreensões criam imagens nas mentes dos alunos, tanto que eles podem ‘ver’

o que está acontecendo. O autor ressalta que a compreensão é a essência da leitura. Ele

menciona, também, que a compreensão é uma ação dinâmica que causa mudança e que

envolve um número limitado de estratégias. O importante não é o número de estratégias, mas

entender a natureza estratégica da compreensão. Usar relativamente poucas estratégias em

várias combinações, variando de uma situação de leitura a outra. Essas incluem: making

predictions; monitoring and questioning what is happening; adjusting predictions as you go;

creating images in the mind; removing blockages to meaning; reflecting on the essence or the

significance of what has been read. Essas estratégias podem ser categorizadas como:

strategies used as you begin reading; strategies used during reading; strategies used after

reading (DUFFY, 2003, p.22, 24).

O alvo da utilização deste material são os alunos do Ensino Médio, e poderão ser

feitas adaptações, porque as estratégias são o foco deste material, mas não são as únicas

opções didático-metodológicas.

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Este material está estruturado em cinco (5) unidades e para cada uma contém um

texto e um repertório de atividades. As unidades por vezes se alternam e às vezes se

sobrepõem na seleção das estratégias de leitura. Dentre as estratégias incluem-se: Leitura para

compreensão geral do texto, Leitura para localizar informações específicas do texto, Imagens,

Previsão Inferência contextual, Títulos, Cognatos, Abreviaturas, Afixos, Grupos nominais.

O Quadro 1 apresenta o conjunto de estratégias para facilitar a compreensão de

textos. Atividades extras, a critério do professor, podem ser adicionadas.

As proposições dos exercícios estão tanto em português, em itálico, para verificação

da compreensão do texto, quando em inglês, para aumentar contato com a língua-alvo.

Este material foi produzido no Programa PDE-2008, sob orientação da Profª.

Simone Reis, visando a contribuir para o desenvolvimento da educação em inglês em escolas

públicas.

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QUADRO 1: Conjunto de Estratégias para Facilitar a Compreensão de Textos.

TEXTOS

ESTRATÉGIAS

1 2 3 4 5

Não-verbal Imagens X X X X X

Previsão X Metacognitivas Verificaçãodaprevisão

Marcas tipográficas Títulos X X Abreviaturas X X Skimming X X X X X Cognatos X X X X X Palavra-chave X X Uso do dicionário X X X X X Scanning X X X X X Pronomes Grupos nominais X Estrutura de frase Modais X Verbos frasais X Afixos X _ing X Substantivação Conectivos Condicionais Citações X Apóstrofe

Verbais; cognitivas

Oração frasal Texto 1: Obesity research boosted by watching hunger in the brain. Texto 2: Electrical fields could increase infection risk. Texto 3: Reaching out. Texto 4: Mapping the stars. Texto 5: Lowering blood pressure cuts stroke and mortality in elderly patients.

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UNIT 1 I – EXPLORING WORLD KNOWLEDGE 1) What do you know about obesity? ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

II - PREDICTING Skim the text, explore the cognates, and then with a partner predict and discuss the central idea of the text: ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

Fonte :www.pdclipart.org/displayimage

Fonte: Imperial Matters, London, n. 31, p. 6, ago. 2007/2008.

III – FINDING COGNATES Find cognates in the text. Write them down: ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

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IV - BUILDING VOCABULARY measure – medir reveal – v. revelar, v. mostrar behave – v. comportar-se brain – cérebro satiety = saciedade firing – linha de fogo

V – UNDERSTANDING SPECIFIC INFORMATION Read the text again and answer the following questions: 1) Qual a contribuição das descobertas

realizadas pela ciência em relação obesidade humana?

________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

2) Quais os procedimentos utilizados pela equipe liderada pelo profº Jimmy para descobrir o campo regulador do apetite?

________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

3) Explique o resultado da pesquisa. _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ VI – SHARING YOUR OPINION 1) O que posso aprender com esse texto? _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ 2) Os fatos apóiam o argumento? _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ 3) A informação ou argumento tem aplicabilidade para nós? _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

FONTE: f.i.uol.com.br/folha/ciencia/images/0707255.jpg

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GRAMMAR TERM FORM FUNCTION EXAMPLES EXAMPLES FROM THE TEXTS

Simple Present

A word or phrase that describe an action, condition or experience.

To describe actions, events or states that happens routinely or presently.

1) I live in Londrina. 2) I think he’s wrong. 3) He walks quickly. 4) He doesn’t like cheese.

… how full or hungry a mouse fells, thanks to a new technique that uses imaging to reveal how neurons behave.

Adverb Why. To understand a reason of something.

1) Why do you like living in Paris?

2) I don’t know why she isn’t here.

3) The police asked me to explain why I haven’t reported the accident sooner.

… far greater understanding of why certain people become obese and why people have different appetites.

Phrases Verbs

Ex: take up, light up. A phrase, which consists of in combination with a preposition or adverb or both, the meaning of which is different from the meaning of its separate parts.

To make clear an idea or expression.

1) I have enough time to look around the museum before lunch.

2) Take off your coat and sit down a little.

3) Laura has take up doing translations improve he income.

… the contrast agent was taken up, making the neurons light up on the scan.

Preposition + verb in the infinitive

form.

Ex: by using. Idea of infinitive given by a preposition plus a verb in the gerund.

To express ideas in the sense of the infinitive.

1) Management experts dedicated to improving healthcare outcomes across the globe.

2) He began by showing us where the island was and about its climate.

3) He fined for driving on wrong side of the street.

1) They could watch the neurons firing in the area of the brain that regulates appetite, by using a contrast agent to make the neurons visible on a magnetic resonance imaging scan.

2) It had previously been very difficult to measure satiety, which is the psychological feeling of being full and satisfied.

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VII – TRANSFORMING QUALITIES INTO THINGS What are the noun forms of these adjectives? Use your dictionary: ADJECTIVES NOUN Ex: Famous ___fame______ Hungry ________________ Difficult ________________ Satiety ________________ Helpful ________________ Warm ________________ VIII – CLASSIFY WORDS TEXT REFERENCE : Obesity research boosted by watching hunger in the brain. Classify the words below according to their grammatical class. See the example in the first row: MICROSCOPE -ENHANCE – EXPLORE – GALAXY – DIFFICULT – AMONGST – ANALYSE – BEGIN – PREVIOUSLY – BETWEEN – SIGNIFICANTLY – WITH – HOLE – CLOSELY – VISIBLE – ENERGY – HARMFUL – PARTICULARLY – EASY – AS

ADJECTIVE NOUNS VERBS PREPOSITION ADVERBS

HUNGRY BRAIN USE FROM ELDERLY

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UNIT 2 I – EXPLORING THE TITLE 1) Read only the title of this text and

look at the picture, predict and write down four words related to the ideas of the text:

________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

II – FINDING THE KEY WORDS 2) Skim the text quickly. Look for key

words. Write them down. ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

FONTE: www.diaadiaeducacao.com.br

Fonte: Imperial Matters, London, n. 31, p.9, ago. 2007/2008

III – BUILDING VOCABULARY fields – campos such as – tal como indoor environments – ambientes fechados increased – aumento enhances – realça airbone – transportado por via aérea deal (to) – resolver (algo) air ion – íon do ar laptop – computador portátil * ion – an atom or small group of atoms which has an electrical charge because it gained or lost one or more electrons.

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IV – UNDERSTANDING SPECIFIC INFORMATION Read the text again and answer the following questions:

1) Segundo o texto, o que pode causar uma exposição diária a campos magnéticos?

___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

2) De que forma os campos elétricos podem aumentar o risco de infecção nas pessoas?

___________________________________ ___________________________________ ___________________________________ ___________________________________ 3) Dê exemplos de aparelhos que produzem campos magnéticos. ____________________________________

____________________________________ ____________________________________ ____________________________________ 4) Que atitude seria tomada para acabar com esse risco? ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

FONTE: www.diaadiaeducacao.com.br

5) Encontre no texto palavras ou expressões relacionadas a: a) campos elétricos __________________________________ b) pesquisa publicada __________________________________ c) equipamento elétrico __________________________________ d) redução da carga elétrica __________________________________

FONTE: www.diaadiaeducacao.pr.gov.br

V - MONITORING LEARNING 1) Write a sentence reporting on something you

learned from the text. ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

2) Who benefits or loses by the publication of the text?

_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ ________________________________ _____________________________________ _____________________________________

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GRAMMAR

TERM FORM FUNCTION EXAMPLES EXAMPLES FROM THE TEXTS

Modal Can – could - might

To express an idea such as possibility that is not expressed by the main verb of a sentence.

1) I can’t see you tonight. 2) Could you help me? 3) You might tell me what he said.

1) There are a number of easy actions which can already be implemented in the workplace. 2) The study indicated that prolonged exposure to the electrical fields generated in everyday indoor environments might cause increased risk of respiratory diseases…

Present Perfect

Formation: present of the verb have + past participle of the main verb.

To refer to actions or events which have been completed or which have happened in a period of time up to now.

1) I have never been to Australia. 2) Somebody has spilt water on my desk. 3) They have innovated their researches. 4) That hospital has become one of top academic health systems in the world.

1) These electrical fields have also been shown by the authors to significantly reduce localized concentrations of charged molecular oxygen, a type of small air ion, that enhances biological functioning and kills harmful microbes.

Affixes: suffixes and prefixes.

-ly, -ness, -tion, -ing, -ed, -al, un-, in-.

To make a new word using particles in the beginning and/or end of the word root.

Examples: (suffixes and prefixes) 1) happy – happily 2) invent – invention 3) park – parking 4) relate – related 5) adequate – inadequate 6) interested - uninterested

Examples from the text: (suffixes and prefixes) 1) particular – particularly 2) ill – illness 3) infect – infection 4) great – greatly 5) door – indoor 6) increase – increased 7) ensure - ensuring

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VI – WORD BUILDING REFERENCE TEXT : Electrical fields could increase infection risk. Find words from the text that can be formed with syllables from the box bellow. You can use your dictionary. Good luck!

_________________ _________________

_________________ _________________

_________________

_________________ _________________

_________________

_________________ _________________

LAP CAL LO O GI DIS

EN LAP EARTH ED DES EASE

GREAT SUR BI TOP LY EX

ILL TION ING BI O LY

NESS DIS LAP EASE GREAT TOP

O PAR TIC U LAR LY

TOP E CAL TRI LEC E

LAP CAL EL EX LY PO

O TIC EX EASE PO DIS

CAL GI LO O BI SURE

Possible answers: ENSURING – ELETRICAL – EXPOSURE – DISEASE – LAPTOP – GREATLY – EARTHED – BILOGICAL – PARTICULARY – ILLNESS.

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UNIT 3

I – DRAWING ON PREVIOUS KNOWLEDGE Observe the picture. What are the people doing? Write down your idea of what they are probably doing. ______________________________________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

II – FINDING COGNATES Skim the text briefly. Find cognates in the text. List them below: ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ III - BUILDING VOCABULARY workshop – oficina amongst – entre igniting – (v.) acender relationship – relação, relacionamento held – (p.p. hold: acontecer) taste – sabor, gosto hard – duro, difícil, árduo

Fonte: Imperial Matters, London, n. 31, p.3, ago. 2007/2008.

FONTE; www.diaadiaeducacao.pr.gov.br

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IV - UNDERSTANDING SPECIFIC INFORMATION Read the text again and answer the following questions: 1) Quais os principais temas oferecidos

na feira de ciência pelo “Imperial’s Outreach Office”?

_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ ____________________________ ____________________________ ____________________________ 2) Qual foi o exemplo de

problematização citado no texto na área de neurociência?

____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ 3) Cite o principal objetivo pretendido

nos programas de feiras de ciências. ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

FONTE:www.diaadiaeducacao.pr.gov.br

V – MONITORING LEARNING Write in English or in Portuguese. Write down a sentence reporting on something you learned from the text: _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

FONTE: www.diaadiaeducacao.pr.gov.br

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GRAMMAR TERM FORM FUNCTION EXAMPLES EXAMPLES FROM THE

TEXTS Past Tense Past Tense: Regular

form added –ed to the verb. Irregular form: interrogative, affirmative and negative forms.

To describe actions, events or states that happened or existed before the present time.

1) Brazilian government announced the creation of a million-acre protected forest. 2) The students improved their science knowledge.

1) Imperial’s Outreach Office inspired over 3.500 young people in 2007. 2) The neuroscience workshop asked the pupils, does colour influence flavour identification?

Past Participle

Added –ed to the verb in the regular and the irregular form.

The form of a verb used in grammatical structures such as the passive or perfect tense.

1) The Architecture project was established in Summer 2006. 2) The scheme has provided a means of meeting former students around the world. 3) That university has become one of the top academic health system.

1) The Outreach Office has organized over 70 different science events. 2) Our Programme here at Imperial is designed to give pupils a taste of life at university…

Prepositions Of, on, between, to, at, by, as, in, with, from, amongst.

To distinguish relations of possession, place, agency, time, origin, destination, target and etc, among people and/ or things.

1) From healthcare to environmental engineering. 2) Nobody has looked Mars at this resolution.

1) Aimed at raising aspiration amongst school pupils and igniting their interest in the world of science. 2) It was organized by the College’s race equality group.

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VI - WORD BUILDING REFERENCE TEXT : Reaching out. Searching for syllables (diagonally, vertically and horizontally). The words are from the text. Use a dictionary if necessary: EVENTS – ENERGY – RELATIONSHIP – UNIVERSITY - SUBSTANCE – COLOUR – PROVIDE - SODA - ACTIVITIES – NEUROSCIENCE – INTERACTIVE – FLAVOUR.

E SHIP SCI SUB AC SHIP IN TER AC TIVE

NEU VENTS VIDE TIV ENCE EP STANCE SCI PRO LA

STANCE SO I QUAL TY CO PRO GAN DE VOUR

DE TIES LA SI RE GY VIDE VENT FLA OUR

SUB CALL VER OR U VER IZED SUB CAV SHIP

ENCE NI PRO CLO STANCE EN RE SO COV TION

U PRO COL EN ER GY TLE DA VENT LA

E QUA SHIP SO TION VIDE SUB TY TIV RE

COL STANCE OUR ER COL ORU EN GY PRO E

SUB COL ENCE CORD U CAT NEU RO SCI ENCE

VII - ORAL DRILL Observe the words below. Put a dot (.) above the stressed syllables of each word: a) flavoured b) emphasizes c) opportunity

d) academics e) investigations f) robotics

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UNIT 4 I –PREDICTING 1) Read the text and make predictions about what the text will cover and write down some information about the text. The information can be in Portuguese or English: ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

II – EXPLORING THE TITLE Observe the picture and read the text. Answer: 2) What is the relation between the title and the picture? ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ 3) Look at the text and write down any words that you think are important. ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

Fonte: Imperial Matters, London, n. 31, p. 9, ago. 2007/2008

III - BUILDING VOCABULARY

mapping – mapear outcome – resultado strip – faixa feature – característica extended – ampliada Groth – (nome próprio) wavelength – extensão de onda survey – pesquisa, estudo greater – maior *big dipper – a small railway in an amusement park which travels very quickly along a narrow track that slopes and bends suddenly.

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IV - UNDERSTANDING SPECIFIC INFORMATION Scan the text again and answer the following questions: 1) Qual é a característica do “Google

Earth”, segundo o texto? _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ 2) Segundo o texto, qual é a relação (partici-

ção) dos acadêmicos do ‘Imperial College London’ na pesquisa?

_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ 3) Cite 3 (três) idéias do texto. _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

4) Retire do texto palavras ou expressões relacionadas a: a) imagem via satélite _________________________________________ b) uma nova característica do Google Earth __________________________________________ c) radiação alta de energia do raio-x __________________________________________ d) buracos negros __________________________________________

V – SHARING YOUR OPINION The information can be in English or Portuguese: 1) Would you choose to read this text? Why? _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ 2) What do you think what was not mentioned? _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________

FONTE: www.diaadiaeducacao.pr.gov.

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VI - TRYING OUT IN PRACTICE 3) Do you have access to a computer? __________________________________________ __________________________________________ 4) See where you live by using Google Earth.

FONTE: www.diaadiaeducacao.pr.gov.br

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GRAMMAR

TERM FORM FUNCTION EXAMPLES EXAMPLES FROM THE TEXTS

Noun Phrases Headword and Modifiers.

To refer to an idea that is expressed by two or more words.

1) dictionary use; 2) different grape varieties; 3) temperature increase; 4) global warming

1) Imperial physicists are part of an international team mapping a distant strip. 2) Images obtained from satellite imagery and aerial photography.

Past Participle -In the regular verb: suffix -ed -In the irregular verb: suffix in the irregular form.

To refer to things or people that suffered actions or to their states. To refer to events that took place in an undetermined past (and whose consequences reach the present).

1) Johns Hopkins Hospital in the USA was founded in 1889. 2) Palmira Atoll is located a thousand miles south of Havaii. 3) A community volunteers have planted nearly 1.000.000 trees.

1) The team is taking deep images of an area of sky known as the Extended Groth Strip. 2) Academic from Imperial College London, part of the global team, have used the NASA satellite telescope Chandra to take deep images of the area to detect highly energetic X-ray radiation from objects in the sky. 3) Imperial physicists are part of an international team mapping a distant strip of the universe to be included in Google Sky, a new feature of Google Earth.

Acronym (abbreviation)

An abbreviation consisting of the first letters of each word in the name of something, pronounced as a word.

To make abbreviation. 1) IPCC – Intergovernmental Panel on Climate Change. 2)WWF – Word Wildlife Fund 3) ARPA – Amazon Region Protect Areas.

1) The All-wavelength Extended Groth Strip International Survey (AEGIS) is observing the same region of the sky.

Citation Citation - in inverted commas ( “ “ ).

A word or piece of oral or written text.

1) Professor Smith declared: “We must be good at discoveries and inventions but then we must be positive and quick at introducing these advances into our healthcare systems.”

1) “We are looking back to a time when the universe was more than half its current age and when galaxies were forming most of their stars”, said the project’s Professor Kirpal Nandra, Department of Physics.

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UNIT 5 I – EXPLORING THE TITLE Read only the title of this text. Look at the picture. Predict and write down a sentence related to the information of the text. The sentence can be in Portuguese or in English. _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

II – LOOK AT THE PICTURE Can you understand anything about the written text? What? _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ III – FINDING COGNATES Skim the text and find cognates. Write down the main point of the text. _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

Fonte: Imperial Matters, London, n. 31, p. 6, ago. 2007/2008. IV - BUILDING VOCABULARY cut – (v.) reduzir trial – período de experiência solely – exclusivamente elderly – idoso stroke – (med.) derrame cerebral blood pressure – pressão arterial as well as – bem como

FONTE: www.diaadiaeducacao.pr.gov.br FONTE: www.diaadiaeducacao.pr.gov.br

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V - UNDERSTANDING SPECIFIC INFORMATION Read the text again and answer the following questions: 1) Que motivo leva os cientistas pesquisarem sobre

a pressão arterial nos idosos? _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ 2) O que significa a sigla HYVET? _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ 3) Transcreva a frase que relata sobre o período

da experiência. _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ 4) Segundo o Prof. Bulpitt, quem se beneficiou

com a pesquisa? _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

5) Encontre no texto palavras ou expressões relacionadas a: a) pressão alta ____________________________ b) pacientes idosos ________________________ c) pressão baixa __________________________ d) grupos de pessoas desta idade _____________ d) notícias ótimas _________________________ VI - SHARING YOUR OPINION 1) Em sua opinião, a informação ou argumento se aplica ao nosso país? _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

2) O que você acha sobre a saúde direcionada para os idosos no Brasil? _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

FONTE: www.diaadiaeducacao.pr.gov.br

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GRAMMAR TERM FORM FUNCTION EXAMPLES EXAMPLES FROM THE TEXTS Affixes -ing, -ed, -est, -er

To make a new word using particles in the beginning or/and end of the word root.

1) She glued a stamp to the envelope.

2) The weather is getting colder. 3) What’s the largest Brazilian

state?

1) Giving blood pressure-lowering medication to elderly patients significantly…

2) …lowering blood pressure in those aged 80 or over reduced the number of strokes…

Noun Phrase

Headword and modifiers To refer to an idea expressed by two or more words.

1) internationally excellent. 2) healthcare system. 3) marine mammal protection.

1) Giving blood pressure-lowering medication to elderly patients…

2) …that where they have high blood pressure.

Adverb Such To refer to something or someone mentioned before or to be mentioned right after.

1) She wanted to see Mr. Johnson but there was no such person there.

2) Such is the reality in hospitals: long waiting time, scarcity of specialists, and busy atmosphere.

1) … such treatment can cut their chance of dying as well as of stroke.

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VII – CLASSIFY WORDS TEXT REFERENCE: Lowering blood pressure cuts stroke and mortality in elderly patients. Classify the words below according to their grammatical class: prescribe – about – health – paediatric allergies – large – can –harmful – make – for – scientific evidence – research – blood pressure lowering – patient – from – different – understand – adults – by – clinical trial – scientists – high blood pressure – great - children – of – new. ADJECTIVE VERBS NOUNS PREPOSITION NOUN

PHRASE

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REFERÊNCIAS

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