ROTEIRO DE RECUPERAÇÃO DE INGLÊS AVANÇADO - 2a Série - 1o BIM - 2017
Nome: _________________________Nº_____ 2a. Série __
Data:
/
/2017
Professores: __________________
Nota: _____ (valor: 1,0)
1st Term
A – Introdução
Neste bimestre, você não assimilou os conteúdos mínimos necessários. Agora, você
terá a oportunidade de recuperar esses conteúdos por meio de um roteiro de estudo.
Leia, atentamente, este roteiro, pois ele resgata conteúdos essenciais para o
prosseguimento de seus estudos no segundo bimestre.
B - Conteúdos essenciais do bimestre:
No 1º bimestre deste ano, os conteúdos essenciais de nossa disciplina foram:
o Nouns;
o Pronouns, so it, there;
o Adjectives;
o Adjectives with infinitive or –ing;
o Adverbs;
o Making comparisons.
C - Objetivos de aprendizagem (conceituais e procedimentais/habilidades):
Além dos conteúdos essenciais, citados anteriormente, no decorrer do 1º bimestre
tínhamos como objetivos de aprendizagem:
o Utilizar todas as ocorrências substantivos;
o Utilizar todas as ocorrências de adjetivos em suas mais variadas formações;
o Utilizar todas as ocorrências advérbios em suas mais variadas formações.
D - Orientações de estudo (atividades que têm como objetivo diagnosticar os erros
dos alunos para que eles possam superá-los e, consequentemente, consigam
atingir uma aprendizagem satisfatória):
Agora, leia com bastante atenção as propostas de trabalho apresentadas a seguir,
pois elas propõem uma retomada da trajetória de seus estudos semestrais e, assim,
possibilitarão que você recupere sua aprendizagem e, consequentemente, sua média.
É importante ressaltar que você precisará de muito empenho e dedicação na
elaboração destas atividades, mas não estará sozinho nessa jornada porque terá o
constante apoio de seu professor e também do monitor da área.
Não se esqueça de que a meta geral de todos os seus professores neste ano é o
fortalecimento da postura de estudante.
E. Etapas e atividades
Veja quais são as atividades que fazem parte do processo de recuperação:
a) refazer as provas mensais e bimestrais para identificar as dificuldades encontradas e
aproveitar os momentos propostos para esclarecer as dúvidas com o professor ou monitor
da disciplina.
b) refazer os exercícios do livro ou caderno.
c) revisar as atividades realizadas em aula, bem como as anotações que você fez no
caderno.
d) fazer os exercícios do roteiro de recuperação.
F. Postura de estudante – Organização do material
Reveja suas anotações de aula. Você conseguiu garantir os registros mínimos de
cada conteúdo? Reflita sobre isso e, se necessário, complete suas anotações e anexe-as
ao final deste roteiro.
Reflexões sobre os estudos
Quais as principais dificuldades que você percebe em seus estudos?
Nunca
Às vezes
Muitas vezes
Sempre
Distraio-me
com facilidade
Esqueço-me
rapidamente do
que li
Desisto de
continuar a
estudar quando
não
compreendo o
que leio ou faço
0
1
Quando tenho que
estudar um texto,
primeiramente faço
uma
leitura
do
começo ao fim
Depois de fazer uma
primeira leitura do
texto, tento identificar
as ideias principais
de cada parágrafo
Sublinho as partes
mais importantes dos
textos que leio
Anoto as dúvidas
para pedir ajuda
Faço
resumos,
esquemas ou mapas
conceituais do texto
que li
Como vou estudar?
2
3
4
Respostas que ajudam pouco
Respostas que ajudam muito
Ler o livro e as anotações de aula de - fazer resumos;
Inglês
- pedir ajuda ao professor;
- pedir ajuda ao monitor;
- rever as correções de exercícios;
- reorganizar minhas anotações;
- copiar a matéria que perdi quando faltei;
- estudar com meus colegas após as
aulas.
Dificuldades na avaliação (percepção do aluno)
Interpretação Compreensão
Produção
Erros
ortográficos
dos
das
de textos
documentos
perguntas
e
Conteúdo
Não houve
dificuldade
relevante
respostas
Dificuldades na avaliação (percepção do professor)
Interpretação Compreensão
Produção
Erros
ortográficos
dos
das
de textos
documentos
perguntas
e
respostas
Conteúdo
Não houve
dificuldade
relevante
Trabalho de Recuperação
1. Choose the best response – COMPOUND NOUNS:
1. Three of the words below go together with 'HEAD' to make a new word. Which word
does not make a new word?
a) ache
b) line
c) master
d) man
2. Three of the words below go together with 'NEWS' to make a new word. Which word
does not make a new word?
a) reader
b) magazine
c) paper
d) flash
3. Three of the words below go together with 'BIRTH' to make a new word. Which word
does not make a new word?
a) day
b) mark
c) control
d) baby
4. Three of the words below go together with 'AIR' to make a new word. Which word does
not make a new word?
a) conditioning
b) mail
c) port
d) pilot
5. Three of the words below go together with 'BOOK' to make a new word. Which word
does not make a new word?
a) shop
b) worm
c) maker
d) library
6. Three of the words below go together with 'POLICE' to make a new word. Which word
does not make a new word?
a) person
b) woman
c) dog
d) force
2. Change the “_______ of _______” phrases into possessive noun phrases using an
apostrophe:
1) This is the shoe of the girl.  ____________________________________________.
2) We are at the room of the hotel.  ________________________________________.
3) He is the son of Marcus.  ______________________________________________.
4) This is the house of Julie and Juan.  ______________________________________.
5) Please close the door of the car.  _________________________________________.
6) The flowers of the plant are red.  _________________________________________.
7) The website of the College is confusing.  ___________________________________.
8) I want to play the guitar of Ernesto.  _______________________________________.
9) Do you want to walk to the side of the river?  ________________________________.
10) I want to ride in the car of Bobbie.  _______________________________________.
3. Underline the correct pronoun(s) in each sentence:
1) Tom’s mother was tired of (him, his) whining.
2) (We, Us) teachers love to work with students.
3) Please give the packages to (we, us) customers.
4) The bride and groom planned the wedding by (theirselves, themselves).
5) Angela gives (we, us) underclassmen no credit.
6) Barb is enchanted with (their, them) singing.
7) Please buy some water for (we, us) and (they, them).
8) I plan on buying (me, myself) a Miata when I retire.
9) (Your, You) begging will not affect my decision.
10) (They, Them) and (we, us) annoyed (she, her) by yelling all night.
11) The neighbors called (we, us) bikers careless.
12) Sally found (they, them) hiding in the closet.
13) I’m going to write (she, her) and (he, him) a note explaining the directions.
14) The best singer in the band was (she, her).
15) (We, Us) workers need better pay and benefits.
16) Casey talked (him, himself) into buying a new coat.
17) The manager hates (us, our) being late for work.
18) The children like to give (we, us) parents amazing gifts.
19) I told (me, myself) to slow down on the snowy roads
20) The man who won the contest was (he, him).
4. Use the words in the box below to make the adjectives in each sentence either
stronger or weaker, as in the example. Use each word once only:
a bit / absolutely / fabulously / fairly / highly / slightly / somewhat / very /
virtually
Make these sentences weaker:
1. These days mobile phones are inexpensive. ...............................
2. Take care when you change gear; the gearstick’s stiff. ...............................
3. The inscription on the tomb was indecipherable. ...............................
4. Many of the Inca ceremonies were bloodthirsty. ...............................
Make these sentences stronger:
5. Jane’s fl at was freezing last night. ...............................
6. This new computer game sounds interesting. ...............................
7. Hilary’s husband is rich. ...............................
8. Victory in our next game seems unlikely. ...............................
5. Choose the correct adjective:
1. My nephew was (amusing / amused) by the clown.
2. It’s so (frustrating / frustrated)! No matter how much I study I can’t seem to remember
this vocabulary.
3. This lesson is so (boring / bored)!
4. I’m feeling (depressed / depressing), so I’m going to go home, eat some chocolate, and
go to bed early with a good book.
5. I thought her new idea was absolutely (fascinated / fascinating).
6. This maths problem is so (confusing / confused). Can you help me?
7. The teacher was really (amusing / amused) so the lesson passed quickly.
8. The journey was (exhausting / exhausted)! Twelve hours by bus.
9. The plane began to move in a rather (alarming / alarmed) way.
10. He was (frightening / frightened) when he saw the spider.
6. Circle the adjectives and draw an arrow to the nouns they describe. Underline the
adverbs and draw a line to the verbs they describe:
I’m a professional hairstylist, and I’m very good at my job. I’m friendly and polite to my
clients, so I make a good impression. But I don’t schedule clients early in the day because
I’m not in a good mood until noon. Of course, I don’t get an early start to my day. I wake up
late and start my day slowly. I can’t think clearly without three cups of strong coffee. After
breakfast, I take a shower, get dressed, and check my e-mail. I don’t talk to anyone in the
morning, except for my elderly neighbor when I leave home. He likes to sit on the front
porch. I think he’s lonely. I drive to work, but my commute isn’t bad. When I get to work, I
check my schedule closely and make a few quick phone calls. At 11:55 a.m., I finish my
last cup of coffee and smile warmly at my first client at 12:00 noon.
7. Complete the sentences about a party. Use very or too.
1. The party lasted for six hours. The party was very long, so we went home ___________
early.
2. The party lasted for an hour. Everyone wanted to stay longer. The party was
___________ short.
3. There were 75 people at the party. Th e living room holds 50. The room was
___________ small.
4. There were fi ve people at the table. The table seats 12. The table was ___________
big.
5. The party was noisy, and I couldn’t hear conversations. The party was ___________
noisy.
6. The party was noisy, but I had a great time. The party was ___________ noisy.
7. Some people spoke quickly, but I understood most of it. Some people spoke
___________ quickly.
8. One man spoke quickly, and I didn’t understand a word of it. He spoke ___________
quickly.
9. It was 25°F (-4°C) outside on the porch. We had to leave. It was ___________ cold.
10. It was 43°F (6°C) outside on the porch. I wore my coat. It was ___________ cold.
8. Find and correct the mistakes in this article about job interviews:
An interview can be a difficult experience. Prepare carefully your responses , and you will make
a good impression. Before the interview, research thoroughly the company. Find out about its
products and services. You should always be truthfully about the things you do good. When you
talk about something you do bad, choose a weakness that is not serious. Say that you are too
aware of the weakness and that you are working hardly to improve yourself. Say you want a
new challenge and that you want to progress in your career. Always sound positively and don’t
complain about your current job. On the day of the interview, dress nice. Shake firmly hands
when you meet the interviewer. Try to sound sincerely and look too confident. Follow these
steps and you’ll do good.
9. Determine whether each underlined word below is an adjective or an adverb:
1. The woolly mammoth is believed to be the ancestor of the modern elephant.
2. She jumped up suddenly and left the room.
3. This recipe calls for coarsely ground nuts.
4. The early bird gets the worm.
5. She speaks so softly that I can hardly hear her.
6. She has curly blond hair and blue eyes.
7. “Come here, quickly,” she said, “and help me get this curtain hung.”
8. At the pet shop a cuddly little kitten snuggled up to me, and I almost bought it.
9. A nicely trimmed hedge is an asset to a yard.
10.His kingly bearing makes him a perfect choice for the role of pharaoh in our play.
11.That oil painting is absolutely magnificent!
12.Toothpaste ads on television always feature models with gleaming, pearly teeth.
13.“I’m the greatest,” he said jokingly, as he flexed his almost nonexistent muscles.
10. Choose the correct item from the choices in the parentheses:
1. He (correct, correctly) defined the terms. The answer sounded (correctly, correct).
2. She (quickly, quick) adjusted the fees. She adapted (quick, quickly) to any situation.
3. He measured the floor (exact, exactly). They proved to be (perfectly, perfect) (exact,
exactly) measurements.
4. The stillness of the tomb was (awfully, awful). The tomb was (awfully, awful) still.
5. It was a (dangerously, dangerous) lake to swim in. The man was (dangerous,
dangerously) drunk. The gas smelled (dangerously, dangerous).
6. She performed (magnificent, magnificently). It was a (magnificent, magnificently)
beautiful performance.
7. Her voice sounds (beautifully, beautiful). She sang the song (exact, exactly) as it was
written. We heard it (perfectly, perfect).
8. He was a very (sensibly, sensible) person. He acted very (sensible, sensibly).
9. Mike wrote too (slow, slowly) on the exam. He always writes (slow, slowly).
10. Talk (softly, soft) or don't talk at all. The music played (softly, soft).
11. Andrea knows the material very (good, well). She always treats us (good, well).
12. You must send payments (regular, regularly). We deal on a (strictly, strict) cash basis.
13. The mechanic's tools were (well, good). The foreman said that his work was (good,
well) done.
14. She worked (careful, carefully) with the sick child. She was a very (careful, carefully)
worker.
15. He did not pass the course as (easy, easily) as he thought he would.
16. I find this novel very (interesting, interestingly). It was (interesting, interestingly) written.