Transcript
Page 1: Caderno Aluno 1s Vol1 2010 Reduzido

Caro(a) aluno(a),

Os conhecimentos produzidos pela humanidade ao longo da história encontram-se registrados em textos orais e escritos, nas artes, nas ciências. Os conteúdos escolares são planejados para ajudá-lo a compreender parte desses conhecimentos na expectativa de que você possa, a partir deles, construir novos conhecimentos, criar formas solidárias de convivência, respeitar valores, preservar o meio ambiente e o planeta.

As aulas e as tarefas da escola são fundamentais para que você conheça e compreenda nossa história, as diversas culturas e suas formas de manifestação, os modos de pensar ao longo da história, as formas de viver e conviver, os métodos de fazer cálculos e a diversidade do mundo das ciências e das artes...

Com este Caderno, você poderá ampliar suas possibilidades de reflexão sobre a vida e as relações humanas, que se expressam de diferentes maneiras no cotidiano e nas obras literárias e artísticas, o que lhe permitirá apreciar e aproveitar os benefícios do conhecimento.

Familiarizar-se com as diferentes linguagens e saber usá-las adequadamente é dar sentido às relações que estabelecemos com o outro e com o mundo que nos cerca. Quando nos expressamos por meio de textos orais, escritos, imagéticos, sonoros e corporais, construímos cultura e nos apropriamos de suas manifestações, além de atuarmos como sujeitos produtivos na sociedade contemporânea.

Aprender exige esforço e dedicação, mas também envolve curiosidade e criatividade, que estimulam a troca de ideias e conhecimentos. Por isso, sugerimos que você participe das aulas, observe as explicações do professor, faça anotações, exponha suas dúvidas, não tenha vergonha de fazer perguntas, procure respostas e dê sua opinião. Caso as tarefas lhe pareçam excessivas, tente priorizar algumas delas e faça um pouco por dia para que os exercícios não se acumulem.

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Assuma o compromisso de finalizar as tarefas, uma vez começadas. Não tenha receio de expor ao professor e aos colegas suas dúvidas e dificuldades, porque a troca de ideias é fundamental para a construção do conhecimento. Errar também faz parte do aprendizado. Portanto, peça ajuda ao professor e aos colegas sempre que considerar a tarefa muito difícil.

Elabore uma agenda para fazer seus trabalhos e atividades. Escolha um lugar adequado, onde você não se distraia quando estiver fazendo as tarefas. Estabeleça objetivos e comece pelos trabalhos mais exigentes. Faça breves intervalos durante o estudo para não ficar exausto.

Esperamos que, assim, você se sinta realizado e recompensado e possa refletir sobre o quanto aprendeu com este Caderno.

Coordenadoria de Estudos e Normas Pedagógicas – CENP Secretaria da Educação do Estado de São Paulo

Equipe Técnica de Linguagens e Códigos

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EXPLORATIONS

Vamos explorar este material juntos? Folheie seu Caderno rapidamente para encontrar as res-postas que completam as frases a seguir.

1. Eu encontro uma lista das competências e habilidades deste volume na página .

2. O título da Situated Learning 1 é .

3. A Situated Learning 2 começa na página .

4. A Situated Learning 3 tem páginas.

5. Nas seções Homework: Focus on Language, eu encontro .

6. Textos retirados de um site estão nas páginas e .

7. A página mostra bandeiras de países estrangeiros.

8. Eu encontro espaço para escrever o rascunho de um texto ( first draft ) na Situated Learning

.

9. A seção Learn to learn está nas páginas e lá eu encontro dicas sobre como aprender inglês.

10. Em Learn more, eu encontro dicas de .

11. Na seção chamada , eu vou registrar o vocabulário que aprendi neste Caderno.

12. Eu posso consultar a seção quando tiver dúvidas sobre gramática.

Assuma o compromisso de finalizar as tarefas, uma vez começadas. Não tenha receio de expor ao professor e aos colegas suas dúvidas e dificuldades, porque a troca de ideias é fundamental para a construção do conhecimento. Errar também faz parte do aprendizado. Portanto, peça ajuda ao professor e aos colegas sempre que considerar a tarefa muito difícil.

Elabore uma agenda para fazer seus trabalhos e atividades. Escolha um lugar adequado, onde você não se distraia quando estiver fazendo as tarefas. Estabeleça objetivos e comece pelos trabalhos mais exigentes. Faça breves intervalos durante o estudo para não ficar exausto.

Esperamos que, assim, você se sinta realizado e recompensado e possa refletir sobre o quanto aprendeu com este Caderno.

Coordenadoria de Estudos e Normas Pedagógicas – CENP Secretaria da Educação do Estado de São Paulo

Equipe Técnica de Linguagens e Códigos

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English around the world: cultural interactions

Neste Caderno, você fará atividades que vão ajudá-lo a:

1. descobrir em que países a língua inglesa é falada como língua oficial.

2. Compreender por que a língua inglesa é considerada uma língua internacional.

3. reconhecer o gênero de um texto.

4. localizar informações específicas em um texto.

5. levantar hipóteses sobre o assunto de um texto e verificá-las a partir da leitura.

6. Identificar palavras cognatas ou emprestadas da língua inglesa para compreender um texto.

7. Escrever um texto informativo sobre um programa de estudos interculturais.

8. Trabalhar em equipe, assumindo funções 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 preposições em contexto, por exemplo: respect for, based on, adopted at, threatened by.

12. reconhecer o uso das palavras consequently, when e before.

LEARNING TARGETS

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SITUAÇÃO DE APRENDIZAGEM!

?SITUATEd lEArNING 1 WHErE ENGlISH IS SPOKEN: FACTS ANd FIGUrES

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)

c) d)

e) f )

g)

© C

laud

io R

ipin

skas

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2. read the table quickly. What is it about?

Nota: no quadro, há indicação de que 100% da população, tanto do Brasil quanto de Portugal,são falantes da língua portuguesa. Esse dado desconsidera o fato de que, no Brasil, estima-se que haja pelo menos 180 línguas indígenas. Em Portugal, o mirandês, falado no norte do país, foi reconhecido como língua em 1999.

English and Portuguese in the world

English Portuguese

Countries Population (million)

% of native speakers

Native speakers Countries Population

(million)% of native

speakersNative

speakers

United States 286 86 246 Brazil 175 100 175

United Kingdom 59 97 57 Portugal 10 100 10

Canada 32 63 20 Angola 13.5 60 8.1

Australia 20 85 17 Mozambique 18.6 20 3.7

New Zealand 4 95 3.8

Ireland 4 95 3.8

TOTAl 405 347.6 TOTAl 217.1 196.8

Fonte: SCHÜTZ, ricardo. O Inglês e o Português no mundo. English made in Brazil. disponível em: <http://www.sk.com.br/sk-stat.html>. Acesso em: 29 set. 2009.

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:

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4. Work in groups. In Portuguese, discuss the questions below.

a) What is the other language Canadians speak? do you know why?

b) Why don’t all the people in the USA speak English?

c) do you know any countries where English is spoken as a second language?

d) Why is English considered an international language?

e) What are the differences between American and British English varieties?

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.

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.

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AMERICAN X BRITISH ENGLISH: VOCABULARY VARIETIES

AMErICAN ENGlISH BrITISH ENGlISH

elevator lift

faucet tap

cookies biscuits

stove cooker

check bill

refrigerator fridge

movie theater cinema

1. Study the table. Then read the situations and choose the correct answer.

HOMEWORK : FOCUS ON lANGUAGE 1

© C

laud

io R

ipin

skas

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a) My stepfather Mike is from New York, US. He loves going to the . 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 doesn’t have a . We don’t 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 = ♣ E = ☼ I = M = ¥ Q = Ө U = ● Y = ╬

B = ▲ F = ♫ J = € N = # R = ? V = ◄ Z = ▬ C = ☺ G = ۩ K = ↔ O = + S = ¿ W = ▓ D = ♪ H = ♥ L = © P = Ψ T = ◘ X = ◊

a) # ♪ ♣

b) ¿ # ۩ ♣ Ψ + ? ☼

c) € ♣ ¥ ♣ ☺ ♣

d) ▲ ☼ © ▬ ☼

e) ¿ ♣ ¥ + ♣

f) Ψ ♥ © Ψ Ψ # ☼ ¿

India

movie theater

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3. Study the chart to understand how to make questions in English.

Does Linda speak German?

Question word Auxiliary verb Subject InformationYes/No

questions XXX do you speak any foreign languages?

Information questions Why don’t all the people in

the USA speak English?

Question word Verb to be Subject Information

Yes/No questions XXX Are you from Jamaica?

Information questions

What is the other language

Canadians speak?

How old are your mom and dad? xxxxx

Now choose the correct alternative to complete the rules:

a) Yes/No questions begin with ( ) a question word. ( ) a verb.

b) Information questions begin with ( ) a question word. ( ) a verb.

4. Make questions using the words given below. Pay attention to punctuation.

a) linda / German / does / speak

b) languages / Peter / do / how many / speak / and / Tom

c) you / why / from California / move / did

d) Monica’s husband / French / study / does

e) Steven / how old / Mark / and / are

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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.”

“That’s the same with us”, the American said, “only we see stars, too.”

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SITUATEd lEArNING 2 INTErCUlTUrAl STUdIES 1

1. Study the text below. What kind of text is it? What is it about?

SITUAÇÃO DE APRENDIZAGEM!

?

disponível em: <http://www.afs.org/afs_or/view/what_we_do>. Acesso em: 29 set. 2009.

WHAT WE DOAFS Statement of Purpose

AFS is an international, voluntary, non-governmental, non-profit organi-zation that provides intercultural learning opportunities to help people de-velop 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 differ-ences, harmony, sensitivity and tolerance.

Adopted at the 1993 World Congress.

WHAT WE DOAFS Statement of Purpose

AFS 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.

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.

Getting Involved With AFS

High School

Community Service

Hosting

Volunteering

Learn About AFS

What We Do

AFS Around the World

Our 90 Year History

Our 2010 Vision

Benefits of Intercultural Study

Safety and Risk Management

AFS News

AFS in the Schools

AFS Research & Education

FIND an AFSer

Supporting AFS

Useful Resources

Search

Custom Search

g

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2. read the text quickly. Where can you find information about:

a) the future expectations of AFS?

b) the past of the organization?

c) the way we can participate in the program?

d) the countries where AFS is present?

3. Match the ideas in A with the items in B.

A B

a) human values

b) peace

c) human rights

d) sensitivity

( ) race, sex, religion, social status, language

( ) tolerance, justice and harmony

( ) emotion, feelings, sentiment

( ) dignity and respect

4. read the text carefully. Answer the questions in Portuguese.

a) What is AFS?

b) The text indicates three things that can threaten peace. What are they?

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c) The activities in AFS are based on some values. What are they?

5. Study the sentences taken from the text. Complete the gaps.

a) “understanding a diverse world”

b) “concept threatened injustice”

c) “AFS activities are based our core values”

d) “respect differences”

e) “adopted the 1993 World Congress”

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1. Go back to the text in Situated learning 2, Activity 1. read the instructions below and do what is asked.

a) Find in the text the noun for the verb “to organize”.

b) Find in the text a word in English for “aprendizagem”.

c) Find in the text the noun for the verb “to understand”.

d) Find in the text a synonym for “offers”.

e) Find in the text the opposite of “equity”.

f ) Find in the text the verb for the word “creation”.

2. read the text and fill in the gaps with the correct preposition. refer to the Instant language section for help.

“When I first arrived in Australia to learn English, I was afraid (a) making mistakes or not having friends. I was interested (b) the culture and habits of Australians but, you know, I was alone and I had never been abroad before. My first classes at school were cool and I think I succeeded (c) making myself understood, even with my poor English. Now, after two weeks, I guess I’m good (d) making conversation with all my classmates and I am never, never tired (e) starting a good chat with anybody I meet. learning a foreign language depends a lot (f ) our own effort!” (Elisa, 15)

3. Study the uses of -ing in the Instant Language section. Then read the following sentences and choose the correct form.

a) Michael would love to travel / travelling to South Africa to learn English.

HOMEWORK : FOCUS ON lANGUAGE 2

organization

of

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b) Sandra doesn’t want to stay / staying away from home for a long time. She is staying in Belize for only a month.

c) I am looking forward to meet / meeting new people in my intercultural exchange program in Canada. I’m sure it will be exciting.

d) There were lots of options to choose from, but Kelly chose to go / going to the United Kingdom to learn English.

e) When Betsy has time to travel, she always goes to warm places because she can’t stand be / being in cold places.

4. Complete the sentences with the -ing or the infinitive form of the verbs in parentheses. refer to the Instant language section for help.

a) John refused (change) his host family. They were incredible and treated him all right.

b) When Carol was away studying German, her family missed (talk) to her every day.

c) Why did you give up (work) at the International School of languages?

d) Henry can’t afford (study) abroad. He needs a scholarship.

e) If you decide to travel around Germany, I want you to promise (call) every week.

to change

At the English class, the instructor asked a question to a German student, “Hans, can you make a sentence in English using colors, please?”

The student thought for a while and then said, “The phone, it went green, green, green, I pink it up and said, yellow?”

FOr FUN

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SITUATEd lEArNING 3 INTErCUlTUrAl STUdIES 2

1. read the text AFS Benefits of Intercultural Study. Answer the questions in Portuguese.

SITUAÇÃO DE APRENDIZAGEM!

?

Benefits of Intercultural StudyWhat can you learn from an AFS experience?

“Mexico did something to me, and to everyone else who came to Benito Juárez that fall. I did not become a ‘new’ person. I am not even sure I want to say I changed. I did get a new dimension to my life, and a broader foundation to balance on when making my perceptions of the world.”

Vilde Michelsen Værøyvik, Norwegian AFS student to Mexico.

“My time in Germany taught me the value of asking questions, and of learning their true, if harsh, answers. Germany has changed, in my eyes, from a land of ‘Bier und Bratwurst’ to one of sincere people, whose attitudes and perceptions reflect their history. Consequently, I now realize that every country on earth is undoubtedly worthy of exploration and understanding.”

Alexis Duecker, U.S. AFS student to Germany.

“Before leaving for Italy, I constantly worried whether I’d be laughed at, whether I’d fit in. I now realize how silly I was.”

Ho Chui Ping, Malaysian AFS student to Italy.

These three young women are the winners of the 2007 AFS “My Different View” essay contest. Read their essays and those of other former AFS participants at My Different View.

“We relate to each other because we are similar. We learn from each other because we are different”.

Benefits of Intercultural StudyWhat can you learn from an AFS experience?

“Mexico did something to me, and to everyone else who came to Benito Juárez that fall. I did not become a ‘new’ person. I am not even sure I want to say I changed. I did get a new dimension to my life, and a broader foundation to balance on when making my perceptions of the world.”

Vilde Michelsen Værøyvik, Norwegian AFS student to Mexico.

“My time in Germany taught me the value of asking questions, and of learning their true, if harsh, answers. Germany has changed, in my eyes, from a land of ‘Bier und Bratwurst’ to one of sincere people, whose attitudes and perceptions reflect their history. Consequently, I now realize that every country on earth is undoubtedly worthy of exploration and understanding.”

Alexis Duecker, U.S. AFS student to Germany.

“Before leaving for Italy, I constantly worried whether I’d be laughed at, whether I’d fit in. Now I realize how silly I was.”

Ho Chui Ping, Malaysian AFS student to Italy.

These three young women are the winners of the 2007 AFS “My Different View” essay contest. Read their essays and those of other former AFS participants at My Different View.

We relate to each other because we are similar. We learn from each other because we are different.

disponível em: <http://www.afs.org/afs_or/view/3147>. Acesso em: 29 set. 2009.

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a) In the text we find testimonials written by students who joined the program. How many are there? What are their names?

b) Are the testimonials written by boys or girls? Where are they from? Where did they study?

c) What is the 2007 AFS “my different view”? Where can you find the essays/texts?

2. Work in groups. In Portuguese, discuss the following statement: “We relate to each other because we are similar. We learn from each other because we are different”.

3. The sentences below are taken from the text. Find them and complete the gaps.

a) “I am not even sure I to say I .”

b) “My time in Germany me the value of asking questions.”

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From

To

Subject

c) “Now I how silly I .”

d) “Mexico something to me, and to everyone else who to Benito Juárez that fall.”

4. Complete the gaps using a simple present or simple past form of the verbs in parentheses.

Hi, My name _____ (be) Silvia and I am learning English in Guyana, South

America. I _______ (come) to this country with the help of AFS international,

and I’m enjoying the visit a lot. I __________ (arrive) two weeks ago and at

first it _________ (be) difficult because I _______ (feel) unhappy without

my friends and family near me. But I quickly ________ (make) friends and

people here _______ (be) so nice and friendly. I __________ (study) English

every day and __________ (help) my host family. I _______________ (not

speak) English fluently, but I ________ (want) to learn it. It is a great experience

for me!

Best wishes,

Silvia

5. read the sentences below. Underline the correct option.

a) don’t forget to turn off the lights consequently / before you leave the bedroom.

b) When / Consequently I arrive at home, I will study for the test.

c) When / Before I go to bed, I always brush my teeth.

d) It was raining a lot yesterday. Consequently / Before, I stayed at home and watched TV.

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1. Fill in the gaps in the dialogues with the words in the box. They are all taken from the text in Situated learning 3, Activity 1.

realize – fall – worthy – fit in – sure – harsh

a) Sam: Any plans for the summer holidays?

Vicky: I’d like to visit my grandpa in Florida, but I think I’d rather go there in the .

b) Tim: Joey, have you seen my glasses?

Joey: Why? do I have to know where everything you lose is?!

Tim: Ok, man, you don’t need to give me a answer. Sorry, I’m not going to trouble you…

c) Glenn: Was it your first time in Paris, Sue?

Sue: No, I’d been there a couple of times before. But now I how many exotic places there are in the city and nobody knows about them.

d) robbie: I can’t find my keys anywhere!

Paul: Have you looked under the sofa?

robbie: Yes. I am I left them on the TV but now they’re gone.

e) Zac: You must be excited about the trip to Japan, laureen.

laureen: Yes, I really am but also kind of worried.

Zac: Worried about what?

laureen: You know, the language, the culture. Although I am of Japanese descent, I don’t know if I will .

f ) Joe: You’ve come back from Brazil real different, laura.

laura: do you think so? The country is so huge and fascinating. Brazil is of exploration.

HOMEWORK : FOCUS ON lANGUAGE 3

fall

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From

ToSubject

2. Study the sentences. Match the beginnings in column A and the endings in column B. refer to the item Linking Words in the Instant language section for help.

A B a) First I reviewed all the activities

b) The car crash was awful!

c) Have a safe return! let me know

d) Talk to your teacher

e) We tried to call you several times.

f ) Intercultural exchange programs are good opportunities to grow up.

( ) if you need extra activities.

( ) However, we didn’t get any answer.

( ) and then I took the test and did it well.

( ) when you get back home.

( ) In addition, students learn spoken language skills very fast.

( ) Fortunately, nobody was hurt.

3. read the e-mail and fill in the gaps with the past simple form of the verbs in parentheses.

Hi, Phee!

Hope you are well.

My trip to Mexico (a) (be) fantastic. I (b) (come) back home

last Saturday and everybody was really eager to see me. I also (c) (miss)

them a lot while I was in Guadalajara, so now it’s time for the family. My cousin Elvis

(d) (call) me yesterday and started talking in Spanish. I (e)

(speak) fluently with him and I (f ) (get) really happy with myself .

Write me soon.

Take care!

Alex

was

[email protected][email protected] studies

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4. read the sentences and circle the correct auxiliary verb.

a) luke: Do / Did you see Emily at the disco last night?

Adam: No, I don’t / didn’t. I think she was not around when I got there.

b) The undergraduate students at university don’t / doesn’t have to leave the campus in order to eat lunch. They can use the university restaurant.

c) When I was a child I don’t / didn’t use to eat fruit and vegetables, but now I do / did.

d) Why doesn’t / don’t Becky stay with us? We have a spare room for her at home. It will be nice to have her in.

e) Michael: How many bottles of fizzy water did / does Alison get at the market?

Hope: About 4 or 5. Why?

Michael: We need a lot more than that. Didn’t / Don’t you tell her?

FOr FUN

English is very strange...

• Didyouknowthattheword“verb”isanoun?

• Whyis“abbreviation”suchalongword?

• Whyis“crazyman”aninsultwhile“Crazy,man!” is a compliment?

• Ifyousayonemouse,twomiceandonelouse,twolice, why isn’t it one house, two hice?

Louse: a very unpleasant person who does nasty, dishonorable things. Also: an insect that lives on the hair or skin of people or animals (piolho).

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SITUATEd lEArNING 4 AN INTErCUlTUrAl STUdY PrOGrAM IN BrAZIl

1. Imagine the following situation: you work for an Exchange Student Office in Brazil and have to write the content for their web page in English. You need to write a section about the advantages of coming to Brazil to study! Think about learning opportunities, people’s culture, habits, etc. Write a list with your ideas.

2. Now, get in small groups and compare your lists. Organize the ideas into topics and write them down in the lines below.

PEOPlE

lANGUAGE

SITUAÇÃO DE APRENDIZAGEM!

?

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HABITS

TrAdITIONS

OTHEr

3. First draft: still in groups, compare your notes and put your ideas together to complement the description. Example:

In Brazil, people are very nice. You can make lots of friends and learn a lot of different things! Because the country is so big, there are several cultural traditions. In the north, there is a festival called bumba-meu-boi or boi-bumbá.

Write your draft in the lines that follow. Then ask your teacher to check it!

draft = rascunho

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4. Editing: can you correct the mistakes your teacher indicated? Are there any other changes you can make to improve your text?

5. Now produce the final version of your text. remember that it should look like a web page! Use illustrations or photos from your city and from Brazil. After your text is finished, show it to your classmates or have a school exhibition.

AN INTErCUlTUrAl STUdY PrOGrAM IN BrAZIl

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LEARN TO LEARN

Using a bilingual dictionary

Aqui você vai aprender um pouco mais sobre como usar o dicionário para estudar inglês.

Material necessário: vamos precisar de um dicionário bilíngue (inglês-português-inglês). Obs.: se você não tiver um dicionário, use o da biblioteca da sua escola ou peça um empresta-do a um colega ou parente.

1. Um verbete de dicionário contém várias informações além dos significados de uma pa-lavra: a classe gramatical à qual a palavra pertence, diferentes contextos de uso e formas flexionadas, entre outras. Estude os verbetes abaixo.

Agora, decida se as afirmações abaixo são verdadeiras ou falsas. Corrija as afirmações falsas.

a) A palavra work só pode ser usada como verbo em inglês.

b) Worked pode ser o pretérito e o particípio passado do verbo work.

c) A frase “He has two works” equivale, em português, a “Ele tem dois trabalhos”.

d) Em inglês, a palavra equivalente a “trabalho” no contexto escolar é diferente da palavra “trabalho” no sentido de emprego.

work /wз:rk/ 1 s [não contável] trabalho: to go to work ir para o trabalho 2 s obra: the complete works of Dante as obras completas de dante 3 vi (pret, pp worked) trabalhar: to work as a clerk trabalhar como balconista 4 vi (mec) funcionar: the watch isn’t working o relógio não está funcionando 5 adj working de trabalho: working hours horário de trabalho.

trabalho sm 1 work: trabalho pesado hard work 2 (emprego) job: tenho dois tra-balhos I have two jobs ■ trabalho bem pago well-paid job 3 (na escola) assignment, project: fazer um trabalho de história to do a history assignment / project.

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2. As variantes linguísticas dominantes do inglês (o inglês americano e o inglês britânico) também aparecem indicadas em vários dicionários. Estude os verbetes abaixo.

Agora complete:

Na variante americana, a palavra em inglês equivalente a “táxi” é .

Na variante britânica, a palavra em inglês equivalente a “apartamento” é .

3. Explore o dicionário. Procure as palavras indicadas abaixo e responda às perguntas:

a) Procure a palavra CHECKErS. O que ela significa? Há alguma indicação sobre a qual variante do inglês ela pertence?

b) Procure a palavra MOVE. Ela varia de classe gramatical? Há contextos de uso diferentes para essa palavra?

taxi /’tæksi/ 1 s (tb taxicab, esp USA cab) táxi 2 vi (part pres taxiing) (Aeronáut) taxiar.

apartment /ә’partmәnt/ (GB tb flat) s apartamento.

Você conhece palavras ou expressões que têm sentidos diferentes no português falado no Brasil e no português falado em Portugal?

Think about it!

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Aqui você vai registrar o vocabulário que aprendeu nas Situated Learning 1, 2 e 3. Escolha duas palavras ou expressões de cada situação e escreva cada uma delas no campo 1 (my word orexpression). No campo 2 (Definition or translation), você anota uma definição ou tradução para a palavra. depois, no campo 3 (Association, example or picture), escreva algo ligado à primeira palavra ou um exemplo; você também pode fazer uma ilustração nesse espaço. No campo 4 (Sentence from the text), você anota a frase em que a palavra apareceu no Caderno.

VOCABULARY LOG

Sentence from the text

Situated learning 1

Sentence from the text

Situated learning 1

Sentence from the text

Situated learning 2

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Sentence from the text

Situated learning 2

Sentence from the text

Situated learning 3

Sentence from the text

Situated learning 3

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Para aprender mais sobre os conteúdos deste Caderno, sugerimos uma lista de músicas (songs), sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.

Songs

Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e a palavra lyrics em seu site de busca preferido.

•Englishman in New York (Sting).

•Beautiful Day (U2).

•Orinoco Flow (Enya).

Sites

•Sobreculturaelínguainglesa,acesse<http://www.linguaestrangeira.pro.br>.Acessoem:29set. 2009.

•Parainformaçõesgeraissobrepaísesquefalamalínguainglesa,acesse<http://en.wikipedia.org/wiki/list_of_countries_where_English_is_an_official_language>. Acesso em: 29 set. 2009.

•Parainformaçõessobrealínguainglesa(pronúncia,história),acesse<http://www.sk.com.br>.Acesso em: 29 set. 2009.

•Parainformaçõessobreprogramadeintercâmbiocultural,acesse<http://www.afs.org>.Aces-so em: 29 set. 2009. O programa tem comitês no Brasil e oferece intercâmbios em escolas públicas e particulares, inclusive com bolsas de estudos.

Films

•Espanglês (Spanglish). direção: James l. Brooks. EUA, 2004. 111 min. 12 anos.

Trata das dificuldades de comunicação e do conflito cultural entre uma recém-chegada, falante do espanhol, aos EUA e seu patrão, um norte-americano vivido por Adam Sandler. Esta comédia oferece muitas passagens interessantes para refletir sobre a comunicação entre falantes de línguas diferentes e a possibilidade de intercompreensão.

•O Terminal (The Terminal). direção: Steven Spielberg. EUA, 2004. 129 min. 12 anos.

Neste misto de drama e comédia, Tom Hanks é um europeu que mora em um país fictício na Europa oriental e fala uma língua estranha. Ao viajar para os EUA, sem falar inglês, vive a situa-ção incômoda de ter de morar em um aeroporto, em virtude de problemas com sua entrada no país. Você pode fazer boas reflexões sobre como podemos (e tentamos) nos comunicar mesmo sem falarmos fluentemente uma língua estrangeira.

LEARN MORE

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INSTANT LANGUAGE

Nesta seção de seu Caderno, você encontra alguns conteúdos linguísticos sistematizados em ta-belas para auxiliá-lo em seu trajeto de aprendizagem da língua Inglesa. Você pode usar essas tabelas como um material de referência e consultá-las mesmo quando estiver usando outros Cadernos e até estudando em outras séries do Ensino Médio!

Some uses of -ING forms in English

You are working very hard.

She is thinking about taking a trip to Germany.

She looks forward to meeting you.

Jamaica is an English-speaking country.

Swimming is good for your health.

Progressive form of verbs:

Verbs after prepositions:

Adjective:

Noun:

Most verbs are followed by infinitives Some verbs are followed by -ING

I enjoy travelling.

She has given up smoking.

They couldn’t help crying.

I can’t stand listening to punk music.

She feels like dancing.

They won’t mind explaining the situation again.

I miss talking to you.

She wants to go home.

He promised to talk to you.

I need to see you.

They chose to travel by train.

She refused to see the doctor.

They can’t afford to buy a new house.

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Some verbs can be followed by -ING or infinitives with different meanings

Some verbs can be followed by -ING or infinitives with no significant difference in meaning

She loves walking. (or) She loves to walk.

I hate talking on the phone. (or) I hate to talk on the phone.

They started fighting. (or) They started to fight.

I like reading. (or) I like to read. (*)

(*) Be careful! Would like is always followed by the infinitive: I would like to live abroad.

Collocations

Adjectives + prepositions

afraid ofinterested in

good attired of

excited aboutworried about

Verbs + prepositions

depend onsucceed inlisten tobelong towait forthank for

He stopped to count the stars. (He stopped the action he was performing to start doing something different.)

He stopped counting the stars. (He stopped the action he was performing.)

I remember going to a lot of parties. (refers to the past, to things that I did.)

I will remember to bring all your books back. (refers to what I still have to do.)

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Simple Present

Affirmative Negative Interrogative

I work... I don’t work... do I work...?You work... You don’t work... do you work...?He works... He doesn’t work... does he work...?She works... She doesn’t work... does she work...?It works... It doesn’t work... does it work...?

We work... We don’t work... do we work...?You work... You don’t work... do you work...?They work... They don’t work... do they work...?

Simple Past

Affirmative Negative Interrogative

I worked... I didn’t work... did I work...?You worked... You didn’t work... did you work...?He worked... He didn’t work... did he work...?She worked... She didn’t work... did she work...?It worked... It didn’t work... did it work...?

We worked... We didn’t work... did we work...?You worked... You didn’t work... did you work...?They worked... They didn’t work... did they work...?

Linking words

Addition: and, in addition, what’s moreContrast: fortunately, unfortunately, however

Consequence: so, as a consequence, thusCondition: if, whether

Time: then, when, as soon as

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Some irregular verbs

BASE FORM PAST PARTICIPLE

be was, were been

become became become

build built built

buy bought bought

do did done

drink drank drunk

eat ate eaten

fall fell fallen

get got got, gotten

give gave given

go went gone

have had had

make made made

meet met met

read read read

see saw seen

send sent sent

speak spoke spoken

spend spent spent

take took taken

tell told told

wear wore worn

write wrote written

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SELF-ASSESSMENT

releia a lista de expectativas de aprendizagem na seção Learning Targets. Em seguida, folheie seu Caderno e procure relacionar essas expectativas às atividades que você realizou. Por fim, registre, nas linhas a seguir, o que você já sabia, o que você aprendeu e o que você gostaria de aprender mais nos próximos meses!

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