PDE
2010
Activity Book
Sibelle Villa
SECRETARIA DE ESTADO DA EDUCAÇÃO – SEED
SUPERINTENDENCIA DA EDUCAÇÃO – SUED
DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS - DPPE
PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE
Av. Água Verde, 2140 – CEP 80240-900 – Curitiba - Paraná
INTEGRAÇÃO DE HABILIDADES NO APRENDIZADO
DE INGLÊS NO ENSINO MÉDIO
LONDRINA
2011
Programa de Desenvolvimento Educacional – PDE
Autora:
Sibelle Villa
Orientadora:
Telma Nunes Gimenez
Universidade Estadual de Londrina
SUMÁRIO
INTRODUÇÃO........................................................................................................04
UNIDADE 1.............................................................................................................05
UNIDADE 2.............................................................................................................12
UNIDADE 3.............................................................................................................17
UNIDADE 4.............................................................................................................22
REFERÊNCIAS BIBLIOGRÁFICAS......................................................................30
INTRODUÇÃO
De modo geral, a habilidade de leitura em língua estrangeira tem sido
privilegiada no ensino médio em função dos exames que cobram a
compreensão de textos.
Contrariamente à postura de que se deveria privilegiar a leitura nesse
nível de ensino, este caderno pedagógico visa ao desenvolvimento das quatro
habilidades na aula de Língua Inglesa, de maneira integrada, com base no
pressuposto de que a ênfase nas quatro habilidades se coaduna mais com as
expectativas dos alunos. Além disso, de acordo com Nicholls (2001), as quatro
habilidades devem ser apresentadas simultaneamente, sem haver qualquer
preferência de alguma sobre a outra, pois o aluno usa as quatro habilidades
desde o início do processo de aprendizagem de uma língua.
Portanto,
esta
proposta
tem
como
objetivo
aproximar-se
das
expectativas dos alunos, fazendo com que a língua aprendida seja trabalhada
na sua totalidade. Para a delimitação de temas de interesse dos alunos
buscamos compor este material com assuntos do cotidiano, com o objetivo de
levar o aluno a expor sua rotina, ideias e opinião. A organização temática
permite explorar as quatro habilidades, iniciando com a exploração da leitura.
UNIDADE 1
“SPORTS”
Esta unidade se propõe a trabalhar sobre os esportes, sua importância na
saúde, no crescimento e nas relações sociais do indivíduo na sociedade.
Desenvolvemos o tema proposto por meio de atividades direcionadas em
‘reading’, ‘listening’, ‘writing’ e ‘speaking’.
Discuss with your classmates:
a) Qual a importância da prática de esportes em nossa vida?
_________________________________________________________________
b) Qual é seu esporte favorito?
_________________________________________________________________
Leia o texto abaixo, que trata da importância dos esportes, assinalando
as palavras que lhe são familiares. Em seguida faremos exercícios de
compreensão leitora.
READING: The importance of sports
'Sport is a universal language that can bring people to together, no matter
what their origin, background, religious beliefs or economic status.'' Kofi Anan,
Former UN. Secretary General.
Introducing children to sport is very essential. Sports is important not only for
physical fitness and growth of a child, but also for his mental growth.
Physical Fitness- Sports such as football or basketball involve lots of physical
activities. Health is wealth, those who have understood its importance will try to keep
themselves fit. Apart from a balance diet, Sports are necessary to maintain our
health. If we do not play regularly our body does not develop. Our body becomes
weak. We may become a target for many of the diseases. Sport are necessary for
maintaining our health and physical fitness.
Mental Strength- Sports make people mentally strong. Success and failure
are both parts of sport as well as life. A sportsman knows that there will also be times
when he will win matches, there will also be times when he will lose them, therefore,
he know how to handle defeat and thus, treats success and failure equally. This is
important life lesson too. which sports can teach a person. Besides, it teaches both
children and adult how to handle competition and be fearless when facing the
adversaries.
Constructive Use of Time - When children and adolescents are involved in
sports, they physical energies are used in a constructive way. Teenage is such an
impressionable age, If adolescents are given free time they might get involved in
wrong activities or may fall in bad company or many also display anti-social
behavoiur.
Confidence - Sports fix self-confidence in a person, when a child or person
excels in a particular sports, he becomes very self confident. Its also built discipline,
dedication and responsibility in a person, which he is able to apply in other areas of
life as well. This makes him achieve success in every sphere of life, thus, making him
even more confident.
Team Spirit - When children or adults plays team sport, be it ''ampee'' or
tennis, they learn to work in groups, they learn that if the team wins, they win and If
the loses, they lose, This way they learn how to work in groups. thus, the importance
of sports for kids in that they understand that what is team spirit and thus, they grow
and actually start working, it will help them immensely in building relationships with
their co-workers and also to work in harmony with others.
Decision Making - In sports, a person has to make quick decisions depending
upon the situation that he is in, thus a person who is involved in sports is able to
make wise and quick decisions in other areas of life as well.
(From www.acroghana.org.com, acesso em 21/05/2011)
VOCABULARY ACTIVITY
1) We can find in the text several of known words. Write from the text the
words which are familiar to you:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
READING COMPREHENSION
1) Answer these questions in portuguese:
a) De acordo com o texto, qual a importância de se introduzir esportes na educação
das crianças?
__________________________________________________________________
__________________________________________________________________
b) O que ocorre se não praticarmos esportes regularmente?
__________________________________________________________________
__________________________________________________________________
c) O que o esporte pode nos ensinar em relação à competição?
__________________________________________________________________
__________________________________________________________________
2) Check the statements according to the text with ‘true’ or ‘false’:
a) Nosso corpo pode tornar-se fraco se não praticarmos esportes regularmente. ( )
b) A prática de esporte não facilita lidar com a derrota. ( )
c) A prática de esporte pode auxiliar na construção das relações pessoais. ( )
d) Com a prática de esporte é possível evitar doenças. ( )
e) Uma pessoa que está envolvida em esportes é capaz de tomar sábias e rápidas
decisões. ( )
3) Choose the best answer based on the ideas of the text:
a) If we don’t exercise our body regularly, it can become
( ) sick
( ) weak
( ) fearless
b) Sports can help about making decisions in other areas of life because
( ) in sports a person has to make wise decisions
( ) in sports a person has to make decisions in group
( ) in sports a person has to make quick decisions
c) Sports make people how to handle with some aspects of the life because who
practices sports knows how
( ) to handle with success and failure
( ) the importance of learning to face the adversaries
Let’s remember and learn some kinds of sports:
aquatics
boxing
gymnastics
sailing
table tennis
archery
cycling
football
shooting
swimming
athetics
dancing
jogging
soccer
volleyball
baseball
equestrian
judo
surfing
weightlifting
basketball
football
rowing
taekwondo
wrestling
1) Now write the names of the suitable sports according to the pictures:
_______________
_______________
_____________
________________
_______________
_______________
GRAMMAR FOCUS
Present Tense:
I like sports very much.
It rains here every month.
You play volleyball every week.
We take dance classes every week.
He plays tennis every weekend.
You swim every day.
She enjoys archery.
They play judo every Saturday.
1) Complete the sentences with present form of the verbs from the text:
a) Our body________stronger when we practice sports.(become)
b) He always________success in everything. (achieve)
c) We_____our adversaries without fear. (face)
d) Children______in a particular sport. (excel)
e) Thus, he______how to work in group. (learn)
LISTENING:
Let’s listen and sing a music which has been a great success lately
“Move your body”, by Beyoncé.
Now pay attention to this part of the music and fill in with the words from the
box:
wall tonight won’t everybody worried
just
I ain’t________doing me________
A little sweat ain’t never hurt nobody
Don’t_____stand there on the______
_____________just move your body.
Move your body, move your body
Move your body, move your body
Everybody_____ you move your body?
Everybody won’t you move your body?
You can see the video of “Let’s move”, www.youtube.com
WRITING:
Leia a composição abaixo que uma pessoa descreve sua rotina na prática de
esportes. A seguir descreva também sobre sua rotina nos esportes utilizando
vocabulário explorado nesta unidade:
‘I practice sport every week, because I know it’s good for our health. So I play
basketball twice a week with some friends at school’.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
SPEAKING:
Pay attention to the following conversation:
Carlos: Hi Ana!
Ana:
Hi! Carlos what kind of sport do you like?
Carlos: I like tennis, but I play basketball twice a week.
And you?
Ana:
I play tennis every Saturday.
Pair work: Now ask and answer these questions with your partner:
a) Do you like sports? What kind of sports do you play?
_________________________________________________________________
b) What kind of sport do you like to watch?
_________________________________________________________________
UNIDADE 2
“STRANGE NAMES”
Esta unidade propõe a discussão sobre os nomes estranhos que
muitas pessoas têm, desenvolvendo a capacidade de compreensão para lidar
com
diferentes tipos
de texto em situações de uso real
da
língua.
Exercitando o ‘listening’ através da música “What’s my name?”
Por que escolher nomes estranhos para os filhos?
É muito comum encontrarmos nomes estranhos, mas o que leva os pais
tomarem estas atitudes? Será que estes pais não pensam no futuro de seus filhos?
Estudos nos mostram que nomes estranhos podem ocasionar vários conflitos tanto
na vida escolar quanto na vida social da criança. Seria falta de consciência ou falta
de responsabilidade dos pais? Esta atitude ocorre no mundo todo, a seguir veremos
que influenciados pela rede social ‘Facebook’, um casal de Israel nomeou
recentemente sua filha com um nome bastante incomum.
(www.publicdomainpictures.net)
READING: FACEBOOK INSPIRES ISRAELI COUPLE TO NAME BABY ‘LIKE’
An Israeli couple have named their baby daughter Like, taking inspiration
from the Facebook social networking site, Israeli media say.
Lior Adler and his wife Vardit said they were looking for a name that was
"modern and innovative".
Facebook allows users to "like" their friends' statuses, pictures and posts.
Like Adler's father said originality was a key factor in the choice and said he
had checked no-one else in Israel had the same name.
"In our opinion it's the modern equivalent of the name Ahava [Love]," he said,
according to Israeli newspaper Maariv.
"It's just my way of saying to my fantastic daughter, 'Love'."
According to the Haaretz newspaper, the most popular names for girls in
Israel currently are Noa, Maya and Tamar.
Like, however, will not be alone within her family with her unusual name.
Both parents enjoy cooking and named one of their daughters Pie - using the
English word for the name - and Dvash, Hebrew for Honey, according to Maariv.
Like's father said that when he announced her arrival on Facebook she was
very popular.
"When I posted her picture and name on Facebook I got 40 'likes'," he told
the newspaper.
"Considering that I have only a little more than 100 friends on the network
that's a lot.”
(From www.bbc.co.uk/news/world, 16 May 2011/ Last updated at 21:22 GMT, Acesso em 21/05/2011)
VOCABULARY ACTIVITIES
1) What’s the meaning of these words from the text? Use the equivalent word:
filha
escolha
chegada
contudo
sozinho
dentro
mesmo
estranho
a) unusual _____________________
b) within _______________________
c) daughter _____________________
d) arrival _______________________
e) alone _______________________
f) choice _______________________
g) however _____________________
h) same _______________________
2) Use the dictionary and write the meaning of these verbs from the text:
a) to forbid _____________________
b) to allow _____________________
c) to look for ____________________
d) to announce __________________
e) to take ______________________
READING COMPREHENSION
1) Answer these questions about the text:
a) Qual foi a intenção do autor em escrever este texto?
_________________________________________________________________
b) Encontramos neste texto o uso de aspas, por que foi necessário ao autor utilizálas enfaticamente?
_________________________________________________________________
2) Answer the questions according to the text in Portuguese:
a) Qual o nome que Lior e Vardit escolheram para a filha?
_________________________________________________________________
b) Que tipo de nome Lior e Vardit queriam para a filha?
_________________________________________________________________
c) Quais os nomes mais populares em Israel para garotas?
_________________________________________________________________
d) Qual foi a repercussão do nome da filha de Lior no Facebook?
_________________________________________________________________
_________________________________________________________________
e) Qual o nome da outra filha de Lior e Vardit? Por que escolheram este nome?
_________________________________________________________________
_________________________________________________________________
LISTENING
Let’s listen and sing the music “What’s my name?” by Rihanna.
Now pay attention to this part of the music and fill in with the words from the
box:
alive window right soon as word white lips
“What’s my name?” (Rihannna - feat.Drake)
[Rihanna]
Oh na na, what’s my name?
Oh na na, what’s my name?
Oh na na, what’s my name?
Oh na na, what’s my name?
Oh na na, what’s my name?
[Drake]
I heard you good with them soft______.
Yeah you know_______of mouth.
The square root of 69 is 8 something.
Cuz, I’ve been tryna work it out, oooow.
Good weed, _______wine.
I come_______in the night time.
Okay, away we go.
Only thing we have on is the radio.
Ooooh, let it play, say you gotta leave.
But I know you wanna stay.
You just waiting on the track to finish girl.
The things we could do in twenty minutes girl.
Say my name, say my name.
Wear it out, its getting hot, crack ________ air it out.
I can get you through a might long day.
_________I go the text you gon_____ is gon say?
You can see the clip of “What’s my name?” on www.youtube.com
SPEAKING
Pay attention to the following conversation:
Sara: Luca! Come here a minute.
Luca: Yeah, sure, Sara? What’s up?
Sara: See this reporting about unusual names, I really can’t
understand how some parents are able to choose names
like these: Robin Hood, Hidráulico Oliveira, Maria Panela,
Um Dois Três de Oliveira Quatro, João Cólica, Hypotenusa
Pereira, Disney Chaplin!
Luca: Oh God! Actually I don’t know how I would feel if I had a
name like these!
Sara: Me too. I think it would be terrible for me!
NOTE: We can find in this dialogue false cognates: parents – pais
actually – na verdade
Pair work: Now ask and answer these questions with your partner:
a) Do you like your name?
_________________________________________________________________
b) Do you know the origin of your name?
_________________________________________________________________
c) What unusual names do you know?
________________________________________________________________
UNIDADE 3
“SLEEPING”
Esta unidade propõe a discussão sobre o sono dos adolescentes,
alertando para um problema decorrente nesta fase da vida.
O sono na adolescência
Dormir na adolescência é essencial quanto em qualquer outra fase da vida,
pois durante o sono importantes funções cerebrais ocorrem no corpo. Para os
adolescentes é necessário em torno de 9 horas e meia por noite para terem
condições de desenvolverem suas atividades.
(Adaptado de www.fundasono.org.br, Acesso em 02/08/2011)
READING: EARLY CLASSES = SLEEPY TEENS
(www.publicdomainpictures.net)
Half of Americans teenagers don’t get enough sleep on schools nights.
They get an average of 60-90 minutes less than they need, experts say.
One problem is biology. Teens are programmed to go to sleep later and
wake up later than other age groups, but many schools start classes as early as
7:00 a.m.
Many students go to class feeling tired. One student, Danny, says that
getting up in the morning is terrible. He feels tired. During his first classes of the
day, it’s difficult to stay awake.
Michael Breus is a psychologist. He’s an expert in sleep problems. He says
that teenagers need eight to ten hours of sleep a night. He feels that sleepy teens
can
become depressed. This can also affect their ability in sports and driving.
Michael Breus says a tired driver, especially a tired teenage driver, is dangerous.
What can schools do? Psychologists say schools can start classes later
in the morning. Studies show that students’ grades improved by starting classes
later.
St. George’s School in Rhode Island wanted to try this. They started classes
just thirty minutes later.
Visits to the health center by tired students decreased by half. Late
arrivals to first period decreased by one/third. Students were happier and more
awake.
(From www.voanews.com, acesso em 20/05/2011)
VOCABULARY ACTIVITIES
1) Match the verbs from the text:
( a ) to improve
(
) iniciar
( b ) to show
(
) diminuir
( c ) to feel
(
) melhorar
( d ) to become
(
) mostrar, apresentar
( e ) to start
(
) sentir
( f ) to decrease
(
) tornar-se
2) Check the correct alternative:
a) They are depressed, they feel
( ) extremely sad
( ) glad
( ) sick
b) Teenagers are
( ) twelve to nineteen years old
( ) thirteen to nineteen years old
( ) thirteen to eighteen years old
( ) nine to nineteen years old
READING COMPREHENSION
1) Answer these questions in portuguese:
a) Qual o assunto abordado no texto?
_________________________________________________________________
_________________________________________________________________
b) A que gênero pertence este texto? Relato de pesquisa, entrevista ou carta?
_________________________________________________________________
_________________________________________________________________
c) De acordo com Michael Breus quantas horas de sono os adolescentes precisam?
_________________________________________________________________
_________________________________________________________________
d) Qual a solução encontrada pela St. George’s School para amenizar o problema
do sono dos alunos?
_________________________________________________________________
_________________________________________________________________
2) Check the statements according to the article, ‘true’ or ‘false’:
a) Michael Breus diz que os adolescentes precisam de oito a dez horas de sono por
noite. ( )
b) Os estudantes mostram que suas notas não são afetadas pela falta de sono. ( )
3) Choose the best answer based on the ideas in the article:
a) It’s more difficult to learn if you’re:
( ) a teenager
( ) not feeling well
( ) half asleep
( ) awake
b) Why don’t American teenagers go to bed earlier?
( ) They’re tired
( ) Their bodies are programmed to go to sleep later
( ) They don’t want to sleep too much
( ) It’s not a good idea
LISTENING:
Now let’s see the video on www.youtube.com
‘Teenager Sleep Study’ and
answer the questions in Portuguese according to the video:
a) A adolescente tem dificuldade para dormir durante a noite. O que ela faz?
_________________________________________________________________
_________________________________________________________________
b) De acordo com o vídeo os adolescentes necessitam de 9 horas de sono mas
somente quantos fazem isto corretamente?
_________________________________________________________________
_________________________________________________________________
c) Qual a porcentagem de adolescentes que têm dificuldades de concentração
durante as aulas, por não dormirem as horas adequadas?
_________________________________________________________________
_________________________________________________________________
d) Qual a porcentagem de adolescentes que acordam cansados?
_________________________________________________________________
_________________________________________________________________
WRITING:
Ask your partner questions like these:
What time do you go to bed?
Do you fall asleep quickly?
How do you do feel when you don’t sleep well?
Now write about his or her ‘sleeping routine’:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
SPEAKING:
Pair work: Ask and answer these questions with your partner:
a) What time do you usually go to bed?
_________________________________________________________________
_________________________________________________________________
b) Do you fall asleep quickly when you go to bed?
_________________________________________________________________
_________________________________________________________________
c) How do you feel you when you have to wake up very early?
_________________________________________________________________
_________________________________________________________________
UNIDADE 4
Esta unidade discute sobre a vida do atleta Ronaldo Nazário de Lima, ‘o
fenômeno’, sua carreira e sua despedida do futebol. Compreensão do texto e
desenvolvimento
da
habilidade
gramatical
dos
adjetivos
nos
graus
‘comparativo de superioridade’ e ‘superlativo’.
Desenvolvendo o tema proposto com atividades de ‘reading’, ‘writing’,
‘listening’ através da música “Simply the Best’ e ‘speaking’.
“Ronaldo Nazário – The phenomenon”
(www.publicdomainpictures.net)
Discuss with your classmates:
a) What’s your favorite football player?
_________________________________________________________________
b) What’s your favorite team?
_________________________________________________________________
READING: Ronaldo Plays Final Game for Brazil
(VOA News June 08, 2011)
Ronaldo's great football career with Brazil's national team has come to an
end.
The three-time FIFA world Player of the Year was given an emotional send-off
during Tuesday night's friendly match against Romania in Sao Paulo. Ronaldo had
announced he was retiring in February after an 18-year career.
The 34-year-old striker made a cameo appearance in the game, won by
Brazil, 1-0. He played from the 30th minute until halftime, when he was honored in a
ceremony that recognized his contribution to the 'Seleção’.
Ronaldo represented Brazil in four World Cups - winning two of them - and
he remains the competition's all-time leading scorer with 15 goals. Only the great
Pele scored more international goals for Brazil than Ronaldo.
Players from both teams lined up near the sideline and applauded Ronaldo
as he left the field at halftime. Visibly moved he put the Brazilian flag on his back, and
with the ball in his hand, went around saluting the fans that packed the Pacaembu
stadium.
There were banners remembering the matches in which he scored each of
his 15 World Cup goals.
As a teenager, Ronaldo was a member of the squad that won the 1994 World
Cup in the United States. His biggest moment came at the 2002 World Cup, after he
recovered from one of the many serious knee injuries that plagued his career. He
scored twice in the final against Germany to lead Brazil to its fifth world title.
In all, he scored 67 goals in 104 matches for Brazil, behind only Pele's 95
goals.
Professionally he thrived with some of Europe's top teams - Barcelona, Real
Madrid, Inter Milan and AC Milan - but it was with Brazil that he excelled the most.
His last club was Corinthians, Sao Paolo's biggest team.
(From www.voanews.com, acesso em 11/06/2011)
VOCABULARY ACTIVITY:
NOTE:
We can find in this text several of known words, like ‘cognates’ and
‘foreign words’, the ‘foreign words’ are used as language loans and they have been
included in Portuguese language as well.
cognate word = final
foreing word = banner
1) Now you can find in the text the words which are familiar to you:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
READING COMPREHENSION:
1) Answer these questions in Portuguese:
a) Quantos gols Ronaldo fez em sua carreira para o Brasil?
_________________________________________________________________
b) Em quantas Copas do Mundo Ronaldo participou?
_________________________________________________________________
c) Quantas vezes Ronaldo foi eleito o melhor jogador de futebol do mundo?
_________________________________________________________________
d) Quando o jogador anunciou sua aposentadoria?
_________________________________________________________________
2) Match the columns according to the text:
(a) There were banners remembering
(b) He played from the 30 minutes
(c) As a teenager
(d) He has announced
(
) he was a member of the squad that won the 1994 World Cup.
(
) the matches in which he scored each of his 15 World Cups goals.
(
) he was retiring in February after an 18-year career.
(
) when he was honored in a ceremony that recognized his contribution to the
‘Seleção’.
3) Write ‘true’ or ‘false’ according to the text:
a) Ronaldo scored 67 goals in 104 matches in his career. (______)
b) His last club was Flamengo, Rio de Janeiro’s biggest team. (______)
c) Ronaldo represented Brazil in five World Cups. (______)
d) Ronaldo thrived with some of Europe’s top teams. (______)
4) Research about ‘Ronaldo’s biography’ on the internet, then compare with
your partner:
YOURS
YOUR FRIEND
a- family
b- education background
c- teams he played
d- places he lived
e- marriages
f- children
WRITING
Leia a passagem do texto a seguir sobre a vida do famoso jogador de futebol
Pelé que descreve alguns aspectos de sua carreira e vida pessoal.
‘Edson Arantes do Nascimento ( born 21 Ocbotber, 1940) best
known by his nickname Pelé, is a retired Brazilian football player. He was
born in Três Corações, Minas Gerais. He grew up in poverty in Bauru, São
Paulo.
He married Rosemary dos Reis and they had two daughters and a
son, after he married psychologist and gospel singer Assíria Seixas, and
had twin daughters, they are now separated. Pelé began playing for Santos
(Brazilian team) at 16. On October 1977, he closed out his career in an
exhibition match between the Cosmos (from United States) and Santos’.
(Adapted from wikipedia)
De acordo com a pesquisa realizada sobre Ronaldo, desenvolva
uma
composição sobre sua carreira e vida pessoal:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
GRAMMAR FOCUS
Comparisons with adjectives:
Adjective
big
Comparative
bigger
Superlative
the biggest
He was one of the biggest football player of his time.
large
larger
the largest
Which city is larger, São Paulo or Rio de Janeiro?
São Paulo is larger than Rio de Janeiro.
beautiful
more beautiful
the most beautiful
famous
more famous
the most famous
good
better
the best
What’s the best solution for this?
The best solution is yours.
bad
worse
the worst
1) Complete these sentences with comparatives:
a) Which city is______________________, São Paulo or Buenos Aires? (crowded)
b) Which city is______________________, Tokyo or Taipei? (cheap)
c) I think Curitiba is_____________________than Londrina. (beautiful)
d) For me Chemistry is__________________than Math.(bad)
e) Brian thinks Lady Gaga is_____________ than Madona. (good)
f) Julia thinks David Beckman is_________________than Ronaldo. (handsome)
2) Complete these sentences with superlative:
a) I think Rio de Janeiro is_________________city. (beautiful)
b) This is___________________kind of exercise. (bad)
c) Roberto Carlos is_________________singer in Brazil. (famous)
e) Canada and Russia are____________countries in the world.(large)
LISTENING
The music “The best” is one of Turner’s most successful and popular singles
worldwide. A version recorded in 1992 as a duet with Jimmy Barners, titled
“Simply the best”. (Adapted from wikipedia)
“Simply the best”
(Mike Chapman/Holly Knight - performed by Tina Turner)
Pay attention to this part of the music and put the sentences in the correct
sequence:
I call you when I need you, my heart’s on fire you come to me, come to me wild and
wired when you come to me
( ) Speak a language of love like you know it means
( ) Give me a lifetime of promises and a world of dreams
( ) Take my heart and make it strong baby
( ) And it can’t be wrong
( ) Give me everything I need
You’re simply the best, better than all the rest better than anyone, anyone I’ve ever
met
( ) and hang on every word you say
( ) Tear us apart no, baby. I would rather be dead…
( ) I’m stuck on your heart
You can see the clip of “Simply the Best” on www.youtube.com
SPEAKING
Read and practice the dialogue:
Pedro: Maria, did you watch Ronaldo’s farewell last Tuesday?
Maria: Of course, it was very emotional….he’s really the best of all!
Pedro: I also think Ronaldo is fantastic, but for me the best of the world is still Pelé.
Maria: Yes, there are a lot of good players in the world like Romário, Maradona,
Zico, David Beckman and so on. But almost all the Brazilian players have a common
history, the poverty.
Pedro: It’s really nice to see how sport can change people’s life.
Maria: Because of this I think the government should provide more social programs
to help poor people.
Pedro: No doubt! It would be great, if they were really interested.
Glossary:
almost – quase
farewell – despedida
poverty – pobreza
so on – assim por diante
Pair work – Ask and answer the following questions with your partner:
a) According to Pedro who is the best football player of the world?
_________________________________________________________________
b) In which day of the week was Ronaldo’s farewell?
_________________________________________________________________
c) What factor does Maria think is common among some Brazilian players?
_________________________________________________________________
d) What’s the solution that Maria gives for helping poor people in Brazil?
_________________________________________________________________
REFERÊNCIAS BIBLIOGRÁFICAS
BRASIL. Orientações curriculares para o ensino médio OCEM, 2006. Linguagens,
códigos e suas tecnologias / Secretaria da Educação Básica. Brasília, Ministério da
Educação, Secretaria de Educação Básica. Conhecimentos de línguas estrangeiras,
Vol.1, p. 85-124.
JACK C. R. Interchange. Vol.1 Student’s book. Cambridge: Cambridge University,
1990.
________Interchange. Vol 2 Student’s book. Cambridge: Cambridge University,
1990.
________New interchange. Vol 1A, Vol 1B. Cambridge: Cambridge University,
1997.
MURPHY, R. English grammar in use. Cambridge: Second Edition, Cambridge
University Press, 1994.
SEED, Diretrizes Curriculares de Língua Estrangeira Moderna. Curitiba, 2008.
SOUZA, A. G. F., Absy C. A., Costa, G. C. C.,Melo. L. F. Leitura em língua inglesa
Uma abordagem Instrumental. 2 ed. Bantim, Canato e Gazzelli editora Ltda. Barueri
SP, 2010.
SPRATT, M., English for the Teacher. A language development course:
Cambridge University, Cambridge, 1999.
Sites consultados on line:
http://algunsnomesestranhos.blogspot.com Acesso em 02/07/2011.
www.acroghana.org.com Acesso em 21/05/2011.
www.bbc.co.uk/news/world Acesso em 21/05/2011.
www.fundasono.org.br Acesso em 02/08/2011.
www.publicdomainpictures.net Acesso em 01/0802011.
www.pt.wikipedia.org Acesso em 03/08/2011.
www.voanews.com/english/news Acesso em 20/05/2011 e 11/06/2011.
www.youtube.com Acesso em 02/06/2011, 20/06/2011 e 02/08/2011.