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XPL12EP_20140251_CAP_2P.indd 1 3/11/15 10:43 AM

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2 Multicultural Interactions

CEFR1 Level C1.1 I Can…

Listening

• understand a wide range of texts.

• recognise implicit meaning in a wide range of texts: documentaries, songs, trailers, interviews, infographics, opinion texts.

Reading

• understand a wide range of texts, recognising structural patterns and appreciating distinctions of style.

• understand texts about important sociocultural issues: multiculturalism and human rights, social and political activists, gender (in)equality, religious freedom, migration…

• skim and scan a wide range of texts, recognising implicit meaning: speeches, biographies, infographics, opinion articles, news articles, interviews, cartoons...

Speaking / Oral Interaction

• provide relevant explanations and arguments about important sociocultural issues: multiculturalism and human rights, social and political activists, gender (in)equality, religious freedom, migration…

• express myself fluently and spontaneously without much obvious searching for expressions.

Writing

• write clear, detailed texts, passing on information or giving reasons in support of or against a particular point of view (human rights, social and political activists, gender (in)equality, religious freedom, migration).

• summarise information and arguments from different texts.

• write clear, organised texts giving detailed information (opinion articles, fact files, argumentative texts...) on the topic of human rights, social and political activists, gender (in)equality, religious freedom, migration…

1 How close are you to the recommended level? Look at the different areas below and tick ( ) the boxes that correspond to what you can do.

1 Common European Framework of Reference

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A autoavaliação final é realizada através de uma lista de verificação, com descritores, inserida no final de cada unidade, de acordo com os níveis B.2.2 e C.1.2., do Quadro Europeu de Referência.

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Cada domínio de referência integra, a meio e/ou no final, as seguintes secções:

SELF XPLORE

SELF XPLORE 1B

XPL12 © Porto Editora

Complete the following report on the way English is spreading and changing by writing the missing words in the spaces provided. Use only one word in each space. All the missing words are of one grammatical type. Can you say what this is?

Global English

English dominates international business, politics, and culture more than any other language 1 human history, and new words are melding 2 English 3 a frenetic

pace. As more non-native speakers converse 4 each other, hundreds 5 impromptu varieties of English are taking on a life of their own 6 the world.

In many parts of the world English is merging 7 native languages to create hybrid Englishes. Linguists see three main “Englishes” forming.

One includes Britain, the U.S., Canada, Australia, and New Zealand where distinct dialects 8 English are already spoken 9 about 350 million people.

A second includes South Asia and such African countries as Kenya and Tanzania, where pidgin Englishes – 10 numerous forms – are dominant. e-Manual Premium

Exercícios interativos/ soluções projetáveis

Answer Key

XPLORE WORDS 1. in; 2. into; 3. at; 4. with; 5. of; 6. around; 7. with; 8. of; 9. by; 10. in; 11. for; 12. in; 13. of; 14. to; 15. between; 16. to.Prepositions

HER’

And a third is broken English, used 11 basic communication 12 the rapidly industrializing regions 13 Eastern Europe,

Eastern Asia, Latin America and the Middle East. The spread of English has given rise 14

interaction 15 foreign peoples that would have been considered remarkable only a few years ago, according 16 linguists.

Adapted from: www.pbs.org

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1 Language Matters

English is Weird!

1 Listen to these facts on the English language and fill in the missing information.

LINGUISTICDOMINATION

Noooo!

… is the native language of between a million people or about b of the world’s total population. … is the most c language worldwide, is considered the lingua franca of our era and has d than any other language.

First, consider that English is the love-child of various e and Romance languages. This was largely due to various invasions of the British isles throughout history. Weirdly, the f native to the Isles are largely unrelated to modern English.

, English contains several g or physiologically challenging h .

These include the “ch” in “church”, the “j” in “judge”, the “r” in “road” and the two “l”s in “laurel”.

We are all addicted to MORPHEMES

which are word i . We use affixes to indicate j . However, there is literally k in English.

e-Manual Premium Exercícios interativos/ soluções projetáveis

Audio CD 1 – Track 15

Answer Key

XPLORE FACTS 1. a. 300 – 400; b. 5%; c. published; d. more words; e. German, Nordic; f. Celtic languages; g. unusual; h. sounds; i. building blocks; j. tense; k. no future; l. 1 billion; m. India; n. Canada; o. learn it; p. speaking it.

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Atividades de revisão e consolidação dos conteúdos abordados ao longo do domínio de referência.

PROJECT

XPL12 © Porto EditoraAll the units in this section focus on different issues related to multicultural interactions and

human rights such as: universal rights and freedoms of citizens, gender equality, religious freedom, human rights activists and human rights violations against migrants.

The purpose of this project is to provide you with further information about human rights and to help you take a stand.

1 Carry out research work about some of the individuals who have fought for human rights in different countries. Present the results of your findings in class.

These are some useful websites giving information on human rights activists: www.speaktruthtopower.org www.universalrights.net/heroes www.globalyouthconnect.org www.hrw.org

2 Religious understanding is very important today as Islam is flourishing in Western countries.

Work in groups to research the Five Pillars of Islam and share your findings in a class discussion. Are any of the principles found in Islam also found among other religions (Buddhism, Christianity, Hinduism, Judaism)?

Check out these sites to research world religions:

www.islam.org/media/ancmts/grafrep.htm www.ummah.org.uk/hajj

3 Take a stand! Write For Rights!

Many times migrants have to endure human rights violations, discrimination, and exploitation.

Think about situations in which you might have to stand up for human rights. Choose one of them and write a letter to join Amnesty International’s annual ‘letter writing marathon’.

To find out more about this initiative, check out these websites: www.amnesty.org.au/write

https://campaigns.amnesty.org/campaigns/individuals-at-risk

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Teacher’s Resource FileApresenta três secções:

1. Planificação anual/trimestral e 48 planos de aula.

2. Progress check (pack de testes de avaliação).

3. Guiões áudio de todos os textos em suporte aúdio.

2 CD ÁudioContêm textos, canções e atividades de listening do manual e dos testes de listening do Teacher’s Resource File.

STUDY (GRAMMAR)

1 Language Matters

1 Notice these expressions from the texts in this unit.

Nowhere is this truer than in Europe.

On no account should we underestimate the value of language learning.

a. Where is the verb placed?

b. Why are the subject and the verb inverted?

2 Match the two halves of the sentences correctly.

In formal English, and in written language in particular, negative expressions such as Nowhere, On no account are used at the beginning of the sentence to make it more emphatic or dramatic. If there is no auxiliary verb, do/does/did or had are used, as in a question.Example: Not only does she work as a linguist but she also has other responsibilities at work.

This inversion of subject and verb also happens after other negative introductions such as:

1. Never / At no time / Rarely / Seldom2. In no way / Under / In no circumstances3. Only / Only after / If / When4. Not a (person or thing)5. Little (with a negative meaning)6. Hardly / Barely / Scarcely... when

7. No sooner... than

ExamplesNever have I made any such promise!In no way did I say such a rude thing!Only yesterday did I hear the news.Not a single word would he say about it.Little did he know about the polyglot concept.Hardly had he mentioned it when the audience protested.No sooner had she accepted the job as a translator than she regretted it.

Expressions 6 and 7 are used to mean that one action is followed very quickly by a second action. The verb describing the earlier event is usually in the Past Perfect tense.

Inversion after negative introductions

a. Hardly had he shared his favourite language quote

b. Nowhere else in the world can you find

c. Never did I think the consequences

d. Under no circumstances will I accept

e. No sooner had I expressed my ideas

1. would be so far-reaching.

2. than they left the conference.

3. his biased views on language matters.

4. when the computer crashed.

5. such a huge amount of linguistic diversity.

PowerPoint Adverb inversion

Answer Key

STUDY1. a. The verb is placed after the subject. b. Because the sentence starts with a negative adverb / adverbial expression.2. a. 4; b. 5; c. 1; d. 3; e. 2.

HER’

Workbook · pp. 21, 62 Xplore · p. 53

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3 Rewrite the sentences, putting the words in italics at the beginning, and making any other necessary changes.

a. This is nowhere more evident than in multilingual education.

b. You mustn’t accept second-class linguistic citizenship on no account.

c. I have rarely disagreed with other linguists.

d. He had hardly started the research on language families when the alarm went off.

e. The young linguist knew little about the roots of languages.

f. They had never shown any concern with the fate of marginalised languages.

Write an argumentative text on this issue for an online youth forum on language matters aimed at promoting linguistic diversity and multilingualism. Follow this outline:

Language diversity is a bridge for building relationships and not a tool for creating divisions across differences.

Introduction – brief comments on language diversity. Example: Language diversity can be seen in a positive or negative light.

Points in favour

– language diversity as a resource. Example: Essential for breaking down divisions / achieving understanding and partnership / leading to advances in multilingual education / foreign language learning. All languages as rich modes of expression, expressing cultural identity / giving potential economic advantage in the job market.

Points against

– language diversity as a problem. Example: Used to justify patterns of exclusion and exploitation. It may lead to language barriers and cultural misunderstandings / language domination.

Conclusion– important in protecting and promoting the linguistic wealth of Europe. Example: need to generate a greater interest in and curiosity about languages.

1.5 Language Diversity

Answer Key

STUDY 3. a. Nowhere is this more evident than in multilingual education. b. On no account must you accept second-class linguistic citizenship. c. Rarely have I disagreed with other linguists. d. Hardly had he started the research on language families when the alarm went off. e. Little did the young linguist know about the roots of languages. f. Never had they shown any concern with the fate of marginalised languages.

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Workbook · p. 12

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Gramática em contexto – os textos fornecem o enquadramento temático para a abordagem dos conteúdos gramaticais.

Diversidade de atividades de exercitação com diferentes graus de dificuldade.

WRITE E/OU SPEAK

4.4 The Art of Cinema

Type of film a.

Story line b.

Director / Producer c.

Actors d.

Quality of acting e.

Visual effects f.

Opinion g.

1 Read this film review and complete the table.

2 Now imagine your class is going to organise a film festival at your school. Each of you will have to pick a film you like and write a short review to advertise it.

And remember to explain why you would recommend this film.

It took them four films, but they finally made it. It’s the best Transformers ever. A frequently stylish, heart-pounding and adrenaline-charged movie that will blow you away. Director and producer Michael Bay crafts another tremendously spectacular and unforgettable must-see action-adventure. The special effects are amazing and it features some of the best Robot designs by far as well as an introduction to the Dinobots. It’s loaded with great characters, a solid story and a great sense of fun. Actors Mark Wahlberg, Stanley Tucci and Kelsey Grammer are brilliant.

Adapted from: www.rottentomatoes.com

Don’t forget to include information about:

• type of film

• story

• characters

• visual effects

• actors and directors

Extra Activity The Shared Wonder of Film – Reading

Transformers film trailer

Answer Key

WRITE1. a. adventure, action; b. solid storyline; c. Michael Bay; d. Mark Wahlberg, Stanley Tucci and Kelsey Grammer; e. brilliant; f. amazing, best robot designs; g. heart-pounding, great sense of fun, unforgettable, must-see.

HER’

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Xplore ReadingProjetos apelativos de leitura extensiva de: short story (disponível em versão áudio), play e book reviews.

Inclui no final as soluções de todos os exercícios.

WorkbookO Workbook permite o reforço das atividades de produção escrita e de compreensão da leitura, para além da consolidação vocabular e gramatical.

READ / LISTEN

4 Culture, Arts and Society

1 Read this text about street art in Egypt and identify in which paragraph the following topics are mentioned.

a. The rise of street artists in Egypt. c. Revolutionary nature of street art.

b. Iconic figures of street art in Egypt. d. Unconventional monuments to the revolution.

Egypt’s powerful street art packs a punch

More than two years after the protests, Cairo is still ablaze with fiery visual reminders of Egypt’s revolution. Around the corner from Tahrir Square, there is a different kind of monument to the revolution. Mohamed Mahmoud Street – is colourful and vibrant. Almost every square centimetre of the walls that flank the street has been covered with bright, vibrant paint. These murals are some of the best examples of the inimitable street art movement that has flourished since the protests against Mubarak began.

‘There was very little street art in Egypt before the revolution,’ says Mia Gröndahl, a writer and photographer who has lived in Cairo since 2001, ‘So few pieces, in fact, that people weren’t aware of it. But Egypt had the artists waiting to come out of the closet and express themselves honestly and politically.’ Emboldened by the ferocity of the protesters, several artists started painting slogans and murals commenting upon the tumultuous events that were convulsing their country. While other young protesters threw bricks, Egypt’s fledgling street artists picked up paintbrushes and spray cans. By the summer of 2011, people had started to talk about the walls of Egypt being under an “art attack”.

Two years ago, during a collaborative event known as the “Mad Graffiti Weekend”, Ganzeer, a graphic designer, created an unforgettable stencilled mural of a large tank aiming its cannon at a boy on a bicycle who is balancing a tray of bread upon his head.

Another memorable character to appear on the wall – a pot-bellied panda bear with drooping shoulders and a melancholy expression – has disappeared beneath subsequent layers of paint. Despite this, though, the Sad Panda has become one of the most recognisable visual motifs in the country’s new lexicon of street art.

‘People in Egypt love street art,’ Gröndahl tells me. ‘There is an old heritage of expressing yourself in images here, so they are no strangers to it. It has become an integrated part of the continuous struggle for freedom. The graffiti reminds people that the revolution isn’t over yet.’

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4.3 Street Art

2 Answer these questions on the text. Use your own words as far as possible.

a. Explain why it was said that the walls of Egypt were under an “art attack”.

b. Which tradition accounts for the fact that Egyptians are very fond of street art?

c. How is Egyptian street art defined by the author of the article?

3 Explain the meaning of these expressions.

a. … the artists waiting to come out of the closet… (l. 12)

b. … a strident yet eloquent instrument of protest… (l. 32)

4 Find synonyms for these words from paragraphs one and two.

a. unequalled

b. boomed

c. inspired

d. unsettling

5 Explain the meaning of the title.

6 The author gives us a vivid and visual account of street art in Egypt. Identify the strategies used and quote examples from the article.

Revolution Graffiti, Gröndahl’s book, documents the urgency and self-confidence of contemporary Egyptian street art. Most of the images reproduced in the book make the work of celebrated British graffiti artists such as Banksy appear insipid by comparison. Street art, by definition, should be by the people, for the people: in Egypt it has proved a strident yet eloquent instrument of protest.

Adapted from: www.bbc.com

Answer Key

READ1. a. 2; b. 3-4; c. 5-6; d. 1.2. a. Because all of a sudden all street artists began painting the walls with various slogans conveying revolutionary messages. b. It is part of Egyptian tradition to use images as a means of expression. c. It is defined as self-confident, original and revolutionary. 3. a. It means that these artists were waiting for an opportunity to show themselves and their work. b. It means that street art is a powerful and expressive way to protest. 4. a. inimitable; b. flourished; c. emboldened; d. convulsing.5. It means that the street art in Egypt has a powerful effect on people.6. The author uses idioms and adjectives to help the reader “visualise” these art forms and their impact. His choice of words is also suggestive, stressing the uniqueness of these art forms, such as inimitable, memorable or unforgettable, and their powerful impact on people, as ablaze, fiery, flourished or ferocity. Idioms: packs a punch, come out of the closet. Adjectives: ablaze, fiery, colourful, vibrant, bright, inimitable, memorable, unforgettable, strident, eloquent.

HER’

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Textos variados de diferentes universos de expressão inglesa – alguns disponíveis em versão áudio.

UN Women Goodwill Ambassador Emma Watson delivered a speech at the United Nations Headquarters to launch the HeForShe campaign.

1 Read / Listen to the speech and identify the topics mentioned.

g . health care h . leadership i . unequal pay

j . agriculture k . political power l . child marriage

a. violence b. stereotypes c. image exploitation

Gender equality is your issue tooI am reaching out to you because we need your help. We want

to end gender inequality – and to do this we need everyone involved. [...] We want to try and galvanize as many men and boys as possible to be advocates for change. And we don’t just want to talk about it, we want to try and make sure that is tangible. [...]

The more I have spoken about feminism, the more I have realized that fighting for women’s rights has too often become synonymous with man-hating. If there is one thing I know for certain, it is that this has to stop. For the record, feminism by definition is: “The belief that men and women should have equal rights and opportunities. It is the theory of the political, economic and social equality of the sexes.”

I started questioning gender-based assumptions a long time ago. When I was eight, I was confused at being called “bossy,” because I wanted to direct the plays that we would put on for our parents – but the boys were not. When at 14, I started to be sexualized by certain elements of the media. When at 15, my girlfriends started dropping out of their beloved sports teams because they didn’t want to appear “muscly”. When at 18, my male friends were unable to express their feelings.

I decided that I was a feminist and this seemed uncomplicated to me. But my recent research has shown me that feminism has become an unpopular word. […] Apparently I am among the ranks of women whose expressions are seen as too strong, too aggressive, isolating and anti-men, unattractive even. Why has the word become such an uncomfortable one?

I am from Britain and I think it is right that I am paid the same as my male counterparts. I think it is right that I should be able to make decisions about my own body. I think it is right that women be involved on my behalf in the policies and the decisions that will affect my life. I think it is right that socially I am afforded the same respect as men. But sadly I can say that there is no one country in the world where all women can expect to receive these rights. No country in the world can yet say that they have achieved gender equality.

These rights, I consider to be human rights, but I am one of the lucky ones. My life is a sheer privilege because my parents didn’t love me less because I was born a daughter. My school did not limit me because I was a girl. My mentors didn’t assume that I would go less far because I might give birth to a child one day. These influencers were the gender equality ambassadors that made me who I am today. [...]

In 19951, Hilary Clinton made a famous speech in Beijing about women’s rights. Sadly many of the things that she wanted to change are still true today. But what stood out for me the most was that less than 30 per cent of the audience were male. How can we affect change in the world when only half of it is invited or feel welcome to participate in the conversation?

Men – I would like to take this opportunity to extend your formal invitation. Gender equality is your issue too. Because to date, I’ve seen my father’s role as a parent being valued less by society despite

d . access to education e . unemployment f . contraception

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4.5 Voices for Women

2 Identify the reason(s) behind the HeForShe campaign.

3 Give three examples of inequality lived or witnessed by Emma Watson while growing up.

4 Explain why gender inequality is a male issue too.

5 Find out what these numbers refer to in the text.

b. 15.5 million

c. 2086

my needing his presence as a child as much as my mother’s. [...] I’ve seen men made fragile and insecure by a distorted sense of what constitutes male success. Men don’t have the benefits of equality either.

We don’t often talk about men being imprisoned by gender stereotypes but I can see that they are and that when they are free, things will change for women as a natural consequence. If men don’t have to be aggressive in order to be accepted, women won’t feel compelled to be submissive. If men don’t have to control, women won’t have to be controlled. Both men and women should feel free to be sensitive. Both men and women should feel free to be strong… It is time that we all perceive gender on a spectrum instead of two sets of opposing ideals. If we stop defining each other by what we are not and start defining ourselves by who we are – we can all be freer and this is what HeForShe is about. It’s about freedom. [...]

You might be thinking who is this Harry Potter girl? And what is she doing speaking at the UN? It’s a really good question, I have been asking myself the same thing. All I know is that I care about this problem. And I want to make it better. And having seen what I’ve seen – and given the chance – I feel it is my responsibility to say something. [...]

In my nervousness for this speech and in my moments of doubt, I’ve told myself firmly – if not me, who, if not now, when? If you have similar doubts when opportunities are presented to you, I hope that those words will be helpful. Because the reality is that if we do nothing it will take 75 years, or for me to be nearly a hundred before women can expect to be paid the same as men for the same work. 15.5 million girls will be married in the next 16 years as children. And at current rates it won’t be until 2086 before all rural African girls can have a secondary education.

If you believe in equality, you might be one of those inadvertent feminists that I spoke of earlier. And for this I applaud you. We are struggling for a uniting word but the good news is that we have a uniting movement. It is called HeForShe. I am inviting you to step forward, to be seen, and to ask yourself if not me, who? If not now, when?

Adapted from: www.theage.com.au

Answer Key

READ1. b; c; d; f; h; i; k; l. 2. Suggested answer: In order to end gender inequality men have to be actively involved as well. 3. She was called “bossy” for wanting to direct plays but the boys weren’t; at 14 she started being sexualised by the press; at 15 her girlfriends started dropping out of their sports teams because they didn’t want to appear “muscly”; at 18 her male friends were unable to express their feelings; her father’s role as a parent was valued less by society. 4. Because men haven’t had the benefits of equality either: their role as fathers isn’t valued as much as mothers’; men are trapped by stereotypes as well. 5. a. The number of years women can expect to get equal pay if nothing is done to change the situation today; b. The number of young girls who will be forced to marry in a period of 16 years; c. The year when all African girls are expected to receive secondary education.

HER’

1 In her speech, Emma Watson says ‘1997’ as a slip of the tongue.

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Atividades de exploração textual com diferentes graus de complexidade, de modo a promover o envolvimento de todos os alunos.

Pop Art 4.2

XPL12 © Porto Editora1 Look at this work by Andy Warhol, one of the most

famous artists of Pop Art. Then read the comments below. Which one(s) do you agree or disagree with?

a. This is hardly Art! These are just repeated images of a celebrity portrait.

b. The colourful prints of screen icon Marilyn Monroe are awesome! They preserve her forever in an image that is both timeless and gorgeous.

c. I love the way it calls attention to a popular icon who became a victim of an affluent, materialistic society.

d. I think this work questions our relationship with celebrity culture. It represents social and cultural criticism.

2 What is your interpretation of these Warhol’s works? What feelings do they evoke in you? Write your own comment about these paintings.

Gold Marilyn Monroe – Andy Warhol

Coca-Cola 5 bottles – Andy Warhol

Campbell’s Soup Can – Andy Warhol

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Introdução ao tema da unidade de forma apelativa, através de atividades muito variadas e de uma vasta gama de recursos multimédia: video clips, apresentações em PowerPoint®, quizzes, canções, … que visam a ativação de conhecimentos prévios, reforço vocabular e/ou comunicativo.

WORDS (VOCABULARY)

2 Use the words from the previous exercise to complete these sentences.

a. The painting on the south wall of the building was the result of a work between two street artists.

b. The early works of that street artist were . I still remember some of the details and colours.

c. Street art is an act of outright rebellion in which artists are and socially involved.

d. Street art is a growing in today’s art world.

e. The events portrayed on the stencilled mural were . Everyone just took a look and knew what they were immediately.

f. Most of his work is so that it makes you think you are looking at the rainbow.

g. I immediately saw whose mural that was. His use of spray paint is .

1 Find in the text words that were formed by adding suffixes or prefixes to the ones below.

a. blaze

b. imitate

c. colour

d. move

e. politics

f. bold

g. collaborate

h. forget

i. memory

j. recognise

Answer Key

WORDS1. a. ablaze; b. inimitable; c. colourful; d. movement; e. politically; f. emboldened; g. collaborative; h. unforgettable; i. memorable; j. recognisable.2. a. collaborative; b. memorable; c. politically; d. movement; e. recognisable; f. colourful; g. inimitable. 3. a. beautiful; b. swiftly; c. successful; d. playful; e. nostalgically; f. madness.

HER’

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Student’s Book (soluções e remissões para todas as componentes do projeto nas bandas laterais do manual)

Permite uma abordagem integrada de todas as componentes, apresentando uma teia de remissões em cada página.

Forte abordagem comunicativa – múltiplas atividades de escrita e de interação/produção oral.

Novidade: duas secções de revisão por unidade.

Integra uma vasta gama de recursos multimédia extremamente dinâmicos e motivadores.

Introdução de cada unidade

LanguageFocus Double genitive

Intensifiers: gradable / ungradable adjectives

Word formation

Future Perfect

Modal verbs

Compound words

Arguing for / against

Agreeing / Disagreeing

Describing objects / events / situations

Explaining

Narrating

Giving suggestions

4.1 The Beat Generation

4.2 Pop Art

4.3 Street Art

4.6 Native Americans

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Culture, Arts and Society

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Cada um dos quatro domínios de referência está dividido em 6 unidades de 6 páginas, com a seguinte organização:

Xplore Reading 2Student’s Book1 Workbook 3 Teacher’s Resource File4 e-Manual Premium (exclusivo para o Professor)6 e-Manual do Aluno7

2 CD Áudio5

Atividades diversificadas de desenvolvimento de vocabulário: descrição de imagens, associogramas, mapas de conceitos, jogos especulativos, combinação de palavras e definições, exercícios de formação de palavras e de preenchimento de espaços em diversos textos.

Atividades de produção orientada e/ou autónoma de escrita de diferentes tipologias textuais.

Reforço das atividades de produção/interação oral.

Propostas diversificadas para uma atividade final de projeto interdisciplinar – atividades integradoras das aprendizagens contemplando as várias temáticas abordadas ao longo da unidade, as quais poderão ser desenvolvidas em articulação com outras disciplinas, possibilitando a integração de diferentes saberes. Ao longo das unidades, surgem, ainda, pequenas atividades de pesquisa passíveis de abordagens interdisciplinares.63

2.1 Everyone Has Rights

1 The Youth for Human Rights organisation organises a summit every year. Read this press release describing the topic for the summit and decide which fact you find most surprising.

2 Imagine you have been asked to participate in this conference. You will have to prepare a

presentation about human rights and what they represent for you. You should also make suggestions on what can be done to promote, protect and make human rights a reality.

Firstly, you will need to gather further information on the Declaration of Human Rights. You can also find news reports on human rights violations or successes. These websites will help you.

www.youthforhumanrights.org www.ohchr.org/EN/Pages/WelcomePage.aspx

www.amnesty.org.au/news

27 million people live in slavery – more than twice the number during the peak of the slave trade. And more than a billion adults are unable to read. Given the magnitude of human rights violations – and those listed in the Human Rights Abuses section of our website are only a glimpse of the full picture – it is not surprising that by survey 90 percent of people are unable to name more than 3 of their 30 rights.

Who, then, with so many unaware of their most basic rights, will make sure that human rights are promoted, protected and become a reality?

3 Now it is time to prepare your presentation. You can begin like this:

• What are human rights? • Well… that’s a question most people on earth don’t know the answer to. • By definition… • To me, human rights are… Workbook · p. 9

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XPLORE YOURSELF!

Listening

Reading

Writing

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NOVIDADE

SELF XPLORE

SELF XPLORE 1B

Global English

Answer Key

HER’

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1 Language Matters

English is Weird!

Noooo!

Answer Key

HER’

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PROJECT

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STUDY (GRAMMAR)

1 Language Matters

Answer Key

HER’

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Points in favour

Points against

Answer Key

HER’

Workbook · p. 12

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WRITE E/OU SPEAK

Type of film a.

Story line b.

Actors d.

Visual effects f.

Opinion g.

• type of film

• story

• characters

• visual effects

Answer Key

HER’

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READ / LISTEN

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4.3 Street Art

a. unequalled

b. boomed

c. inspired

d. unsettling

Answer Key

HER’

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b. 15.5 million

c. 2086

Answer Key

HER’

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Pop Art 4.2

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WORDS (VOCABULARY)

a. blaze

b. imitate

c. colour

d. move

e. politics

f. bold

g. collaborate

h. forget

i. memory

j. recognise

Answer Key

HER’

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Word formation

Future Perfect

Modal verbs

Compound words

Explaining

Narrating

Giving suggestions

4.2 Pop Art

4.3 Street Art

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2 CD Áudio5

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XPLORE YOURSELF!

Listening

Reading

Writing

XPL12EP_20140251_F07_4P.indd 103 3/10/15 5:10 PM

NOVIDADE

SELF XPLORE

SELF XPLORE 1B

Global English

Answer Key

HER’

XPL12EP_20140251_F04_4P.indd 50 3/10/15 5:12 PM

1 Language Matters

English is Weird!

Noooo!

Answer Key

HER’

XPL12EP_20140251_F04_4P.indd 51 3/10/15 5:12 PM

PROJECT

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STUDY (GRAMMAR)

1 Language Matters

Answer Key

HER’

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Points in favour

Points against

Answer Key

HER’

Workbook · p. 12

XPL12EP_20140251_F03_4P.indd 43 3/10/15 5:13 PM

WRITE E/OU SPEAK

Type of film a.

Story line b.

Actors d.

Visual effects f.

Opinion g.

• type of film

• story

• characters

• visual effects

Answer Key

HER’

XPL12EP_20140251_F12_4P.indd 181 3/10/15 5:06 PM

READ / LISTEN

XPL12EP_20140251_F11_4P.indd 168 3/10/15 5:07 PM

4.3 Street Art

a. unequalled

b. boomed

c. inspired

d. unsettling

Answer Key

HER’

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XPL12EP_20140251_F12_4P.indd 184 3/10/15 5:06 PM

b. 15.5 million

c. 2086

Answer Key

HER’

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Pop Art 4.2

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WORDS (VOCABULARY)

a. blaze

b. imitate

c. colour

d. move

e. politics

f. bold

g. collaborate

h. forget

i. memory

j. recognise

Answer Key

HER’

XPL12EP_20140251_F11_4P.indd 170 3/10/15 5:07 PM

Word formation

Future Perfect

Modal verbs

Compound words

Explaining

Narrating

Giving suggestions

4.2 Pop Art

4.3 Street Art

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2 CD Áudio5

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OFERTA AOPROFESSOR

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• Workbook

• 2 CD Áudio

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