The Native American Cultures - Unit 6 - Compact English Book - Ensino Médio.

The Native American cultures

In 1492, Christopher Columbus called (named) Indians the first natives he encountered on the island of Hispaniola, believing (supposing) he had reached (contacted) the East Indies.
The original Indian settlers (colonizers) that inhabited what now is the United States arrived (entered) tens of thousands of years ago from Southeast Asia, probably across the Bering Strait (see the map) at the end of the Ice Age (period). They themselves gradually dispersed over the North and South American continents.
They formed small bands (groups: 20-50 elements), but some tribes had 1,000 people or more. The Indians that lived (reside) in the western coastal area were mainly (principally) fishers. The Great Plains Indians such as the Cheyenne, the Sioux and the Apaches were basically hunters (caçadores). The eastern Indians belonged to tribes of 30,000 inhabitants. The southeastern tribes such as the Cherokees and the Natchez received a deep (profound) influence from the highly (extremely) developed Aztec civilization.
(From: The Best of America, Bonechi; 1996. In Inglês Ensino Médio, Vol Único, p 80; Unit 6)

Check Your Reading
1. According to the text, Columbus:a) believed he had arrived in the West Indies.
b) was wrong about the identity of the people he encountered.
c) called the natives in honor to the East Indies.
d) contacted the first Indians in Spain.
e) believed that he had touched the ground in the West Indies.

2. The American continent was populated:a) slowly.
b) from the southeast to the northeast.
c) first in the Bering Strait.
d) with the tribes of Indians probably from Asia.
e) firstly by Columbus’ sailors.

3. Circle the correct answer:
a) The Sioux didn’t live in the Great Plains.
h) The Apaches were mainly fishers.
e) The Cheyenne and the Sioux didn’t live in the same area.
d) The southeastern tribes were probably the most advanced.
e) Some American Indians were civilized in 1492.

4. Bering Strait and Great Plains are:
a) names of temples.
b) places that existed before 1492.
c) Indian names of places.
d) ancient Indian fortifications.
e) geographical denominations.

5. We read the date 1492 in the following way:
a) forty-ninety-two.
h) one thousand four hundred and ninety-two.
c) fourteen ninety-two.
d) fourteen hundred and ninety and two.
e) fourteen nineteen two.

THE ACE - GABARITO: 1 = b); 2 = a); 3 = d); 4 = e); e 5 = c).

Direções:note que as direções são formadas pela união das palavras.
north (norte); south (sul); east (leste); west (oeste).
northeast (nordeste); northwest (noroeste).
southeast (sudeste); southwest (sudoeste)
from the south = southern = sulista
from the north = northern = nortista
from the east = eastern = oriental
from the west = western = occidental
from the northeast = northeastern = ? …………

Grammar in Focus
Em inglês, a maioria dos verbos é dividida em regular verbs e irregular verbs.
Os regular verbs recebem -ed ao infinitivo: forma o Simple Past e Past Participle.
Infinitive Simple Past Past Participle
to repeat (repetir) repeated (repeti/u/imos) repeated (repetido/a)
to belong (pertencer) belonged belonged

SIMPLE PAST TENSE
Em inglês há verbos regulares e irregulares.
1 – Para formar o passado simples dos verbos regulares acrescenta—se -d / -ed ao verbo.
Ex.: love — loved change — changed (mudar – mudei, mudaste, mudamos ...)
play — played (brincar/ tocar/ jogar – brinquei, toquei, joguei, ... )

2 – Se o verbo terminar em – y precedido de consoante, troca—se o – y por “i” + “ed”.
Ex.: carry — carried (carregar – carreguei, carregastes, ...)

study — studied (estudar – estudei, estudastes...);

hurry — hurried (apressar–se, eu me apressei, tu te apressastes)

3 – Se o verbo terminar em sílaba forte formada por consoante, vogal, consoante,
dobra—se a última consoante e acrescenta—se —ed.
Ex.: stop – stopped (parar – parei, paraste, parou, ... )
occur — occurred (ocorrer – ocorreu, ocorrera, ... )
drop — dropped (pingar – pingou, pingamos, ... )
permit – permitted (permitir – permitia, permito, ... )

Os verbos irregulares não seguem regras para a formação do passado.

Ex.: go – went – gone (ir – foi – ido)
(Consultar a lista dos verbos irregulares no final dos livros.)

Para interrogar e negar usamos o verbo auxiliar “DO”, no passado: DID (*)
Do – did – done (tb pode ser verbo irregular e significa fazer, fiz/estes/eram/mos, feito)

Affirmative: He studied. (Ele estudou) He spoke. (Ele falou)

Negative: He didn’t / did not study. (Ele não estudou)
He didn’t / did not speak. (ele não falou)
(did = indicative de passado)

Interrogative: Did he study ? (Ele estudou?) Did he speak ? (Ele falou?)

O passado simples expressa ações acabadas em tempo definido.
Ex: I walked to school yesterday. (Eu andei/caminhei para a escola ontem.)

Expressa, também, hábitos passados
I always walked to school when I was a child.
(Eu sempre andava para a escola quando era uma criança)

Advérbios mais usados: ago (atrás), last (último), yesterday (ontem),...

Affirmative
I loved you. (Eu te amei)
You loved me (Tu me amastes)
She loved me. (Ela me amou)
He loved me. (Ele me amou)
It loved me. (Ele/ela me amou)
We loved her. (Nós a amávamos).
You loved him. (Vós o amastes)
They loved him. (Eles/as o amaram)

( * )Quando uso o DID, corto o /ID/ E ou ED

Negative - LOVED 
I didn’t love you.
You didn’t love me.
She didn’t love me.
He didn’t love me.
It didn’t love me.
We didn’t love her.
You didn’t love him.
They didn’t love him.

Interrogative
Did I love you?
Did you love me?
Did she love me?
Did he love me?
Did it love me?
Did we love her?
Did you love him?
Did they love him?

Seeds of Speech - Sementes do discurso (da fala) - Unit 4 of Compact English Book.

Seeds of speech

In the near future, 1.5 billion people – a quarter of the world’s population - will speak English. For 1.1 billion, it will a second or third language. English is rapidly becoming a language for business, science and popular culture. Three quarters of the world's mail and 80% of the electronic mail on the Internet use English.
There aren't linguistic reasons for this global dominance of English. The grammar is difficult, the pronunciation eccentric, and the spelling peculiar. Maybe the reason is the flexibility of the English language which incorporates words from more than 150 different languages.
As English spreads across Australia, Asia and Africa, it will invariably be transformed - even subverted. Perhaps English will fragment into different languages as Latin fragmented into French, Spanish, Portuguese, Italian and other languages 1,500 years ago.

Vocabulary

business - commerce to become - to come to be
mail – correspondence perhaps = maybe thee - you (old English)

1. De acordo com o texto:

a) o inglês será a primeira língua de 400 milhões de falantes.
b) 25% da população mundial falarão inglês como alternativa.
c) a língua inglesa já é falada em 3/4 do globo.
d) mais da metade da correspondência mundial será em inglês.
e) o inglês é a língua mais ágil para o comércio, a ciência e a cultura popular

2. Segundo o texto, a língua inglesa:

a) é pouco diferente de outras línguas.
b) tem peculiaridades gramaticais.
c) possui características lingüísticas inexplicáveis.
d) apresenta excentricidades na escrita e na fala.
e) não é muito fácil.

3. Leia as afirmações abaixo:

I. Há uma grande influência de outras línguas no inglês.
II. Tal como o latim, o inglês irá desaparecer.
III. A semelhança do latim, o inglês poderá ser fragmentado em
diversas outras línguas.

Está(ão) correta(s) a(s) seguinte(s) afirmação(ões):
a) I.
b) II e III
c) II.
d) I e II.
e) I e III.

4. Um outro título adequado para o texto seria:
a) Will Latin repeat English?
b) What language will the world speak?
c) Is English going to change the world?
d) The global dominance of the languages.
e) A language of inflexibility.

5. Como ficaria por extenso 80% e 1500?
a) eighty for cent; one thousand and five hundreds.
b) eighty by cent; one thousand and five hundreds.
c) eighty per cent; one thousand and five hundred.
d) eigty to cent; one tousand and five hundred.
e) eighty by center; one thousand and five hundred.

6. Em "As English spreads across Australia..." a palavra across não pode ser substituída por:
a) over.
b) all over.
c) through.
d) between
e) throughout.



THE ACE = O GABARITO: 1 = a); 2 = e); 3 = e); 4 = b); 5 = c) e 6 = d).

From Compact English Book, Ensino médio. Vol único. 1998. p. 40/41 - As respostas são do Autor/ Editor.
O blog destina-se principalmente aos alunos que querem ter certeza se acertaram ou não. 
Abraços,
Darcigp.

Reading Technics. English for all Unit 1 - Englsh around the world -

READING TECHNICS

Algumas técnicas de leitura facilitam a nossa compreensão do texto apresentado:

Layout à é a apresentação/exploração visual do que está sendo apresentado e depende da compreensão de cada uma de nós.

Ex.: o formato, as ilustrações, as cores, os destaques (negrito, itálico, tamanho das letras), o “pano de fundo” dos textos, os gráficos, mapas, as pictures, ...

Cognates à são as palavras iguais e com o mesmo significado nos dois idiomas.  Às vezes elas são semelhantes ou parecidas – devido a diferença do tempo de entrada da palavra em uso – para os ingleses as palavras oriundas dos romanos (latim – nossa língua materna), estão estagnadas, ié, não sofrem alteração, mas no nosso idioma, elas estão em constante evolução. 

Ex: os nomes próprios (pessoas, lugares, continentes);

Os números romanos,  arábicos, ordinais e suas variações e os símbolos: 1; 1°; 1st; 100 X 5; 20ª;  5 2; #;

As words terminadas em “AL”: animal, fatal, annual (na língua portuguesa sofreu evolução), natural, gradual, general,  ...

Os suffixes:  sempre tem a mesma tradução:

- tion à lemos /sham/ e traduzimos “ção”: nation = nação; introduction = introdução;  evolution = evolução; translation,...

- “ty” = dade à  city = cidade; quality = qualidade; antiquity = antiguidade; ...

“ly” = menteà gradually = gradualmente;  generally = geralmente;              

“ence" = ência à independence = independência; influence = influência; eloquence = eloqüência; ...

Key words: São as palavras chaves para a compreensão do que o autor quer transmitir.

Scanning: localização de dados específicos no texto;

Skimming:  identificação de informações gerais como a ideia central do texto (ou parágrafo).

Após essas dicas, espero que a leitura e a compreensão sejam mais fáceis.

Não se esqueça de underline os cognatos, para facilitar a compreensão!!!

As respostas dadas são de responsabilidade das autoras do livro texto (fornecidos aos alunos e professores/as)!!!

UNIT 1 – ENGLISH  AROUND THE WORLD

A língua inglesa é usada como principal idioma para a comunicação internacional. Você sabe o motivo?

Dê uma olhada no texto abaixo, observe o título e os subtítulos e responda as questões em português.

1. Em sua opinião, qual é o assunto do texto?

2. Quem é o autor do texto?

3. De onde é o autor?

TEXT  1.                                                     Why do we teach English?

Kenji Kitao

                                            Doshisha University (Kyoto, Japan)

                                K. Kitao [at] Lancaster.ac.uk

Introduction

We are teaching English or studying the teaching of English, but why do we want to teach English, as opposed to other foreign languages?  It is useful for us to consider this basic question occasionally.

The importance of English

English is not the most widely spoken language in the world in terms of the number of native speakers - there are many more Chinese speakers than native English speakers – but Chinese is spoken little outside Chinese communities, so English is the most widespread language in the world.  lt is difficult to estimate exactly how many English speakers there are, but according to one estimate there are more than 350,000,000 native English speakers and more than 400,000,000 speakers of English as a second language (a language used in everyday life, even though it is not the native language) or foreign language (a language studied but not used much in everyday life).

However, even these numbers do not really indicate how important English is as a world language, because less than fifteen percent of the world population uses English. The importance of English is not just in how many people speak it but in what it is used for. English is the major language of news and information in the world.  lt is the language of business and government even in some countries where it is a minority language.  lt is the language of maritime communication and international air traffic control. American popular culture - primarily movies and music - carries the English language throughout the world. 

                                            

                                                                         (...)The lnteruet TESL Journul, r,'. II, n. 4, April 1996.                              http:i/iteslj.orgiArticlesiKitao-WhyTeach.html (Accessed 3 September 2009)

COMPREHENSION

A)       Numere as ideias principais do texto de acordo com o parágrafo em que se encontram.

(  3  ) A importância da língua inglesa para comunicação nacional e internacional em todos

os setores de atividades.

(  1 ) A necessidade de considerar as razões de ensinar a língua inglesa em vez de outra língua estrangeira.

(  2  ) A quantidade de pessoas que usam a língua inglesa, seja como língua nativa, como

segunda língua ou como língua estrangeira.

B)        A quem você acha que esse texto se dirige?     (Resposta Pessoal)

______________________________________________________________________

C)         Mark all the correct alternatives.

(    ) A língua inglesa é a que tem o maior número de falantes nativos.

(  X ) A língua inglesa não é falada pela maioria dos habitantes do mundo.

(  X ) A cultura popular americana é a principal transmissora da língua inglesa no mundo.

(   X ) A língua inglesa é a mais difundida no mundo.

(    ) A língua inglesa não é usada para negócios internacionais, mas é usada para transações governamentais.

D)      Find in the text.

1.        O quanto a língua chinesa é falada fora das comunidades chinesas.

Chinese is spoken little outside Chinese communities._____________________________

2.        A porcentagem de pessoas que usam a língua inglesa no mundo.

(…) less than fifteen percent of the world population uses English. ______________________________________

3.        A principal razão da grande importância da língua inglesa.

The importance of English is not just in how many people speak it but in what it is used for.______________________

THINKING  ABOUT   THE   TEXT

Com seus colegas, discuta:

1.        Além das situações apresentadas no texto, em quais outras é importante o conhecimento do inglês?

       2.  Em sua opinião, por que o conhecimento de uma segunda língua é importante?

       3.   Que outra língua poderá  se tornar tão importante, para certos grupos sociais, quanto a língua inglesa no futuro?

      4.   Por que esse texto foi escrito em inglês e não em japonês?

VOCABULARY   STUDY

       A)      Complete the sentences using the cognate words from the text which are in the box.

culture - native - population - government

1. Brazil's __ population ___ is about 200,000,000  people.

2. My ______ native _______ language is Portuguese.

3. Carnival is a typical celebration of  Brazilian__ culture ____

4. This country has a democratic system of ___ government _

B)      Find the opposite of the following words in the text

2nd paragraph                                       3rd paragraph

less -  _more___                                   unimportant - _imprtant____

inside - __outside_                               national - ______international_____

easy - ____difficult _______                majority - _____minority____

C)        Now use some of the words you have just found to complete the paragraph below.

This is my second Year at the ___international__ English Institute. In my opinion, studying a second language is very _important __ to work and to travel _____outside________  Brazil. Besides, in my opinion, English is not _____difficult____  On the contrary: it is easy!

VOCABULARY  EXPANSION

Look at these people. They are from different countries. Aqui podemos usar a técnica de leitura dos suffixes: “an, ish, esse”, que correspondem  aos nossos adjetivos pátrios.   

COUNTRY	NATIONALITY	LANGUAGE
Brazil	Brazilian	Portuguese
France	French	French
Germany	German	German
Italy	Italian	Italian
Japan	Japanese	Japanese
Spain	Spanish	Spanish
Lebanon	Lebanese	Arabic
United States	American	English
Mexico	Mexican	Spanish
Portugal	Portuguese	Portuguese
England	English	English

Choose the appropriate nationality and language to finish the sentences.

1. Consuelo is from Mexico City. She is __ Mexican ___. Her native language is __ Spanish ___

2. Marie Claire is from Paris. She  is ______ French ____ Her native language is ______ French ____

3. I am from São Paulo. I am ______ Brazilian ______ My native language is ____ Portuguese ______

4. Jorge and Saba are from Beirut. They are ____Lebanese___.  Their native language is _Arabic__

5. Rudolph and I are from Berlin. We are _German _ Our native language is  German __

6. Stefano is from Rome. He is_ Italian _ .  His native language is _ Italian _ .

LISTENING      ACTIVITY

Listen to someone from Hazely Academy of Refinement and Modeling talking about social etiquette and mark the correct option.

1. The presenter's name is

a. (     ) Jennifer Lopez.                           b. (    ) Nancy  Lopez                              c. ( X ) Hazely Lopez.

2. She is talking about

a. (  X  ) how to introduce yourself.     b. (   ) the importance of English.     c. (   ) how to study English.

3. One of the important things when you introduce yourself is

a. (   ) say "excuse me".             b. (  X ) say your first and last name.         c. (    )say "good-bye”.

LANGUAGE  IN  USE

A)       This is Ahreum Kang introducing herself in a blog.                                                                                           

Read  and complete the text with sentences from the box.

Nimo is  a Boston  terrier - It's aThai school -  my brother and I are students – My name is Ahreum Kang – My parents are Korean – My father is a businessman -

                _____My name is Ahreum Kang______ . My nickname is Arum and I’m fifteen years old.  I live in Phuket, Thailand, with my parents. __ My parents are Korean __ but I was born in Bangkok .  So, I’m Thai. There are four people in my family.  Father, mother, one younger brother and me.   I also have two dogs, _____Nimo is  a Boston  terrier__   and Sunni is a Cocker Spaniel.  _____My father is a businessman___, my mother is a housewife, ____my brother and I are students__ at Chalermprakiart  School. ____ It's aThai school___ but it has an English programme that my brother and I are studying in. My brother studies in grade B and I study in grade 10. I like to play badminton. (...)

http://myschoolyogrschoolproject.blogspot.co ml2006l09lstttdents-from-thailand-are-introducing.html (Accessed I I December 2009.

B)       Some teachers and students from Millennia Institute of Languages are getting to know each other. Use the given sentences to complete their dialogs.

Where are you from? - No, we aren't. –No, English is their second language. – they’re from India. – where are they from?

1.       - Are you from China?

_____No, we aren't. ________

_______________________________

 We're from San Francisco.

- And your friends? _____where are they from?_____

___________________________________________

Is English their native language?

_________________________________________________________

I'm from Frankfurt. - No, they're from Berlin. - Are you German?

2.        __________________________________

-          Yes, I am.

-          Where exactly are you from?

-          _____________________________________________

-          And your friends?  Are they also from Frankfurt?

-          _________________________________________________

COMMUNICATIVE  ACTIVITY

Show your partner photos of people that you admire: athletes, politicians, singers, actors, actresses... And ask him/her questions like these:

. What is his/her full name?

. Where is he/she from?

. What is his/her native language?

WRITING

Having a penpal/e-pal is a great way to practice a foreign language. Fill in the blanks to sign up for "Worldpals".

1. What kind of map is this?

TEXT 2

ENGLISH AROUND THE WORLD – THE MAP

COMPREHENSION

Answer the questions in Portuguese.

1.       On this map there are some highlighted countries. What do people from these countries have in common?

_________________________________________________________________________________________

2.        What is the objective of a map like this one?

________________________________________________________________

No Brasil, a língua inglesa é usada como língua estrangeira. Em sua opinião, em que circunstâncias o inglês é mais utilizado aqui?