Voices Plus Rogério Tilio (organizador) Richmond Página 1 voices plus 3 rogério tilio



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. Accessed on December 31, 2015.

a This audio is a monologue/dialogue.



Circulado: monologue

b It is addressed to ordinary people/environmental specialists.



Circulado: ordinary people

c Prince Ea says that, unless people get together to stop problems such as deforestation/ wildfires, soil/water contamination and human/animal extinction, the result might be irreversible.



Circulados: deforestation; water; animal

Extract from the audio available at . Accessed on January 13, 2016.


Página 140

64 Listen to the message again and, in your notebook, number these topics according to the order they are mentioned.

a He explains what trees are and what has happened to them. III

b He talks about animal extinction and sea pollution. VI

c He mentions the Amazon desert. II

d He points out the Native Americans’ care for nature. IV

e He says nature was used as an unlimited credit card and to make money. V

f He says he is sorry and asks for forgiveness. I

Extract from the audio available at . Accessed on January 13, 2016.



After listening

5 Read these statements from the audio. What might have been Prince Ea’s intention when he created his imaginary description of our world? Does he really want to apologize to future generations? Discuss with a partner.



Professor/a, espera-se que os/as estudantes percebam qual é o real propósito do áudio, indo além de seu conteúdo explícito (um pedido de desculpas e uma descrição da destruição do meio ambiente) para descobrir outras leituras possíveis (um alerta para a geração atual de que nada está sendo feito e, por isso, o mundo provavelmente será como ele o descreveu no futuro, motivo pelo qual será realmente necessário pedir desculpas às futuras gerações, as quais provavelmente serão obrigadas a viver no planeta descrito no áudio).

“I’m guessing you probably know what is the Amazon desert, right? Well, believe it or not, it was once called the Amazon rainforest and there were billions of trees there.”

“Oh, you don’t know much about trees, do you?”

“I’m sorry we used nature as a credit card with no spending limit, overdrafting animals to extinction, stealing your chance to ever see their uniqueness or become friends with them.”

“[…] we poisoned the oceans so much that you can’t even swim in them.”

AMANDA SAVOINI

Source: . Accessed on January 13, 2016.

Discuss

Are you optimistic or pessimistic about the future of our planet?

How close to reality is the future described in the audio?

Which predictions do you think will come true?

Do you think the Amazon rainforest may become the Amazon desert one day? Why?

What will happen to the planet if the rainforest becomes a desert?

Should people apologize to future generations about what we have already done to our planet?

How important is it to preserve the natural resources?



Professor/a, espera-se que os/as estudantes usem seu conhecimento de mundo, bem como de outras disciplinas (como Geografia e Biologia), para discutir a importância da Floresta Amazônica por sua biodiversidade e seu papel como “pulmão do mundo”. Para auxiliá-los/as, pode-se sugerir a leitura da transcrição do áudio na página 206, com o foco na descrição das árvores.
Página 141

LINGUISTIC LITERACY

Tense review

Professor/a, o uso dos tempos verbais presentes nesta seção é sistematizado no “Language reference”, página 200. Sugere-se usar a seção a seu critério.

1 In your notebook, match these ideas about the past to the following extracts, paying attention to the highlighted words.

a an event that happened in the past IV

b an event that happened before another event in the past I

c a present fact II

d a past event with a present result III

e a temporary event in the present V

I“Torrential rains inundated a heavily populated, steep-sloped area about 40 miles north of Rio de Janeiro on Tuesday and Wednesday, triggering flash floods and mudslides. The disaster had claimed 610 lives at the last count.”

Linguistic literacy, page 121. Excerpt from the text available at . Accessed on January 13, 2016.



past perfect (had + past participle)

II “Spell of sweltering weather expected to last several days as temperatures hit [40º C] and UN urges countries to develop better warning systems.”

Linguistic literacy, page 120. Excerpt from the text available at . Accessed on January 13, 2016.



present simple (verb in the present)

III “Intense cold wave conditions sweeping across Rajasthan since early this week have claimed the lives of two people in Jaipur in the last 24 hours.”

Linguistic literacy, page 121. Excerpt from the text available at . Accessed on January 13, 2016.



present perfect (to have + past participle)

IV “Only a few months ago, the Rio Negro or Black river, one of the most important tributaries of the Amazon, fell to its lowest level in over a century.”

Linguistic literacy, page 122. Excerpt from the text available at . Accessed on January 13, 2016.



past simple (verb in the past)

V “What Brazil is now witnessing is what climate change scientists have been warning about for years.”

Linguistic literacy, page 122. Excerpt from the text available at . Accessed on January 13, 2016.



present progressive (verb to be + verb + -ing)
Página 142

2 Read the excerpts from activity 1 again and, in your notebook, identify the verb tenses in the box. Then answer: how is each verb tense structured? Professor/a, as respostas foram indicadas na atividade 1.

present simple
present progressive
past simple
present perfect
past perfect

3 Read these extracts and look at the highlighted structures with predictions about the future. Then answer the questions in your notebook.



I“Cars aren’t going to disappear off our streets – we just need to stop fooling ourselves that driving can be green.”

“Cars are not green”, Oral literacy, page 117. Excerpt from the text available at www.greenlivingtips.com/articles/avoiding-greenwashing.html Accessed on January 13, 2016.



II“The environmental disaster that has followed the collapse of a dam at a Brazilian mine on 5 November has caused unprecedented damage in that country and will have irreversible negative effects on human health and the environment, according to experts.”

“Brazilian mine disaster releases dangerous metals”, Reading literacy, page 126. Excerpt from the text available at . Accessed on January 13, 2016.



III “The changes in the flow of the river in respect to the currents and the new geochemical conditions in the sediments will bring profound ecosystem changes, which will also influence the species […]”

“Brazilian mine disaster releases dangerous metals”, Reading literacy, page 126. Excerpt from the text available at . Accessed on January 13, 2016.

a Which excerpt(s) refer(s) to a less probable prediction? Which structure does/do it/they use?

“II” and “III”. Subject + will + main verb in the base form.

b Which excerpt(s) express(es) more certainty about the forecast? Which structure does/do it/they use?



“I”. Subject + verb to be in the present simple (am/is/are) + going to + main verb in the base form.

4 Get together with a partner and ask him/her questions about the following topics. Then switch roles and answer your partner’s questions.



Respostas pessoais. Professor/a, se julgar necessário/pertinente, sugere-se trabalhar as perguntas com os/as estudantes antes de eles/elas iniciarem a atividade.

a Favorite type of weather conditions and reasons for this preference.

b Experiences with extreme weather conditions and environmental disasters.

c Last time the weather interfered with his/her activities.

d Predictions about the climate in your state in 10 years’ time.

e How he/she plans to contribute to climate change prevention after the work in this unit.


Página 143

CAREERS Green jobs

1 Read this web page and answer these questions.



Professor/a, sugere-se explicar aos/às estudantes que, em inglês, há os termos blue-collar jobs (empregos que requerem força física e habilidade manual, em geral em fábricas, como operários) e white-collar jobs (empregos em funções administrativas e executivas, em geral desempenhadas em escritórios).

a What is the name of the website?



“Green Collar Careers”.

b What is it about?



Careers that help the environment.

c What does the website offer?



Ideas and stories about green careers for students; lesson plans and curriculum resources on renewable energy for teachers; and information on how to get involved in the GCC program for industry partners.

GREENCOLLARCAREERS.CA/REPRODUCTION



Welcome! Choose your Green Career Path Below

What is a green collar career? Watch this video to find out more about GCC.

Students

Ideas, stories and info to help you get that green career you’ve got your eye on

Teachers

Get comprehensive lesson plans and curriculum resources on renewable energy and Ontario’s growing green job sector

Industry Partners

Want to inspire young minds? Need a helping hand? Find out how to get involved in the GCC program

Is your collar green? Find out here.

WHAT IS A GREEN COLLAR CAREER?

Think about your dream job: Do you want to work with ideas and words, or with hammers and nails? Be your own boss or work as part of a team? Do you want something hands-on, or do you enjoy looking at the big picture? Now, imagine your dream green job – doing what you love for a living and helping the environment at the same time!

This website features tools and tips to help you get started on your green collar career path! Explore green collar careers and look at a list of green jobs and decide which one is right for you. Visit our Student Resources section to find more information on green post-secondary programs, job links and The Green Energy Act. Or check out the GCC video and listen to what others have to say about their Green Collar Careers experience!

So go ahead, go GREEN! It’s your future!

Available at




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