. Accessed on January 13, 2016. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].
Occasional linguistic adjustments to fit standard language marked with [ ].
How could disasters like the one described in the text be avoided?
How hard is it for a town like Bento Rodrigues to recover its status of historic and tourist location?
To what extent might financial compensation to the victims and fines solve this issue?
Should companies reduce the amount of minerals extracted from the soil? What impact would such a decision have on our economy?
Would you give up some goods made from minerals in order to save water and pollute less?
Professor/a, sugere-se discutir com os/as estudantes a questão da prevenção, a qual costuma ficar em segundo plano em virtude de interesses econômicos, falta de fiscalização e até mesmo de negligência ou erro humano. Pode-se discutir também se atividades econômicas dessa natureza deveriam ser permitidas em cidades históricas/turísticas, bem como o custo-benefício para a manutenção do estilo de vida vigente, o qual depende dos recursos naturais, mesmo que isso signifique causar danos ao meio ambiente. A economia, bem como a quantidade de recursos disponíveis para a indústria, seriam afetadas negativamente com uma produção em menor escala, o que tornaria os bens mais escassos e, consequentemente, mais caros.
Find out the current situation of Rio Doce and the town of Bento Rodrigues and answer: have they recovered from the disaster? Were there any other consequences of this catastrophe after the publication of the text in activity 4? Share your findings with your classmates.
How to cope with a natural disaster
1 Have you or anyone you know ever been in a flood? If so, tell a partner about this experience.
Respostas pessoais. Página 129
2 Read the leaflet and answer the questions in your notebook.
Move any items kept outside, such as garden furniture, to higher ground. Remember that floodwater could get into your garage so move any chemicals or fuel to ensure that they do not spill into the floodwater and cause damage.
Unplug any exterior electrical connections such as outdoor lighting, pond pumps and filters.
Available at . Accessed on April 28, 2016.
a What is it about? It is about what to do in the event of a flood.
b What is its aim? Its aim is to inform and instruct readers.
c Who created it? It was created by OPW (The Office of Public Works).
d What did you notice about the language used in the leaflet? The language is simple and direct. The imperative form is used to instruct the reader about what to do in the event of a flood.
b A title and the name of the organizers are on the front page. True
c Verbs in the imperative form are used to instruct the reader. True
d The text is not divided into blocks introduced by headings. False
e No instruction is written in bullet point form. False
f There are visual elements and different font sizes and colors. True
4 Choose an extreme weather condition or an environmental disaster that might occur in your city. Collect some information about what people must do in case this event happens, considering the benefits of receiving these instructions in advance.
Professor/a, sugere-se solicitar aos/às estudantes que pensem em desastres ambientais ou eventos climáticos extremos que sejam relevantes para sua cidade. Recomenda-se pedir a eles/elas que procurem informações não só na internet, mas também em órgãos públicos da sua região, como o Corpo de Bombeiros e a Defesa Civil.
5 In groups, prepare a leaflet with information about what to do in the event of an extreme weather situation or an environmental disaster. Follow these steps.Respostas pessoais.
Decide on how to present the information gathered in activity 4.
Include internet links to provide readers with the possibility of getting further information.
6 Share your leaflet with your classmates and read theirs. Use this checklist to provide them with feedback and listen to what they have to say about your work. Also, ask for your teacher’s feedback.Respostas pessoais.
a Does the front page show a title and the name of the organizers?
b Is the leaflet organized in sections under clear headings?
c Is information presented in a way that is clear and easy to understand?
d Is the language used accurate (in terms of grammar, spelling and punctuation)?
e Is the language used appropriate (in terms of grammar, spelling and punctuation) to the target audience?
7 Think about places in your city where people could benefit from having access to your leaflet. Consult them on the possibility of publicizing it.
Professor/a, algumas possibilidades seriam centros comunitários e centros de informações turísticas.
8 Discuss these questions with a partner.Respostas pessoais.
a Why did you choose that topic for your leaflet? Why is it relevant to your city?
b How much have you learned about what to do in extreme situations by preparing your own leaflet and reading your classmates’ leaflet?
c How important is it for your community to be prepared for such events?
d How could your school have an active role in helping the city deal with this issue?
Professor/a, sugestão de atividade extra para esta seção encontra-se no Guia Didático, página 244.