TEACHER’S BOOK BRIDGES Inglês 11º Ano, Manuais, Projetos, Pesquisas de Inglês

Baixe TEACHER’S BOOK BRIDGES Inglês 11º Ano e outras Manuais, Projetos, Pesquisas em PDF para Inglês, somente na Docsity! INCLUI: * Planificações anual, trimestral, modular e da leitura extensiva * Testes escritos, de produção oral e de audição (com soluções) * Matrizes de avaliação de todos os testes * Grelhas de avaliação da componente oral e escrita * Sugestões metodológicas * Cenários de resposta extensa * Informações complementares * Audio scripts manual escolar 2.0] SEBENTA Exclusivo do(a) Docente ÍNDICE Apresentação do projeto Planificações Planificação anual .... Planificação trimestral Planificação modular Planificação da Leitura Extensiva .. Tests Placement test Written tests . Global test Speaking tests Listening tests Extra Teacher's Notes Audio scripts .. Answer Key Teacher's Book Inclui: Y Planificações — anual, trimestral, modular e da Extensive Reading. Y Testes de writing, speaking e listening, com matrizes e respetivas soluções. Y Grelhas de avaliação da oralidade. Y Sugestões metodológicas complementares e respostas mais extensas a questões do manual. Y Audio scripts. Bridging... 110 Worksheets Publicação para o/a docente com recursos suplementares a utilizar em sala de aula ou como trabalho para casa. As 110 fichas estão divididas em três blocos: CLIL, para trabalho em língua inglesa sobre conteúdos de outras áreas disciplinares; Literature, Music, Cinema & Speaking Activities, para trabalho sobre cultura de língua inglesa; Inclusion, com estratégias de aprendizagem, destinadas a todos os tipos de alunos/as. CD-Áudio Este recurso inclui documentos áudio de diversos tipos, autênticos ou gravados por falantes nativos da língua, das atividades de listening do Manual e do Practice Book e dos listening tests que encontra aqui, no Teacher's Book, e na plataforma multimédia. 20 Aula Digital Aluno Esta componente para o/a aluno/a conjuga o livro escolar em formato digital com um banco de testes interativos que abrangem os vários conteúdos do Manual. Esta plataforma multimédia é disponibilizada ao/à docente adotante. Todos os recursos impressos do projeto estão aí presentes, muitos deles em formato editável, para que o/a docente os possa adaptar à realidade da sua escola e das suas turmas. Integram ainda esta plataforma uma grande variedade de conteúdos multimédia articulados com o Manual, que tornam possível ao/à docente tirar mais partido do seu projeto escolar e adaptar as suas aulas às atuais competências a nível tecnológico e de multimédia dos/das alunos/as. Adicionalmente, o/a docente encontra materiais e funcionalidades que lhe simplificam o trabalho quotidiano: e Manual em formato digital com ferramentas de edição e ada ptado a quadro interativo e Atividades interativas do Manual, com validação imediata, e testes interativos e Vídeos e links de internet e apresentações em PowerPoint e Animações — textos narrados para treino da leitura em voz alta e da pronúncia e Conteúdo integral do CD-áudio e Planificações, testes, matrizes e grelhas em formato editável e Módulo para gestão do trabalho diário com planificações, fichas de registo de alunos, de criação de turmas, relatórios de avaliação, entre outros recursos e Módulo de comunicação com os/as alunos/as — para envio de mensagens e testes ou comunicação em tempo real SEBENTA) 11.º Ano sniDces 4 «Planificação Anual «Planificação Trimestral « Planificação Modular «Planificação da Leitura Extensiva 11.º Ano [SEBENTA sejoJey seu oyuadwa exosa opsednjued 210 ogsedirued oyjegen apsewis eseo apsoyeges sajsaL exp opsensasgo opel enneuuos ogeieny apepauepios ouadsay eruouojny odrus wa no sased e ogsesogejoo apepigesuodsoy OjuaUA|onua ogsennoIA assa Jaju| enedua [enugsajor ogsuay Jejoosa [eae sjeuor sopunuy sopeuo|3a|as soyxaj seysinay exngueis EUO PIA oujegen ap seis [sussew oJpenp aum Jozafosd j2uJ5ju| Jopeindwo soapia/sawjt4 olpne do sao ap 10457 Y00g s9p901g jenueia sosinay opepunua op oxajuoo o a odp 0 Jedynuap| sengejadxa Je|nuoyas no/9 JeÚyguo) + 07X] 0e OpÍejau Wa SeNgejadxa Jejnuos e Io 497 :085ejo4d1aju! ap selfajessa seinud sepugjadiuos Jez opjenjus0e 'epunuosd 'ogóeojua ap saguped sajuaJajip J3294U09y opÍejuatungue ap 'ojunsse ap “ensinasip eiBpje sa ap eSuepnuw waznpomui anb [eJo 0)xa) Op Sez Je Jedynuap| seaJeuu sens se a 03X9) Op jemyjna | exnsInBuioNDos OesuaLuIp e 13994024 0Jxa Op OpÍPuLIOJU| JeUO/3a|9S opnuas ap Opnuysuo eu jenyxagajui a jenyxajuos “jenyxaze sed ogseuoy jpossad BIUQAIA ENS E UJOD 3 / Qua payuo nas o u1oo 9] / amo anb o Jeuonejay 0)Xa) ap sodiy SOsJaA!p ta expijdu! & PyIjdxa opáeuuoju! sejoudiaju| 09x33 ou epuanbas 2 0P5902 ap SOjuaua|a Ja394UO224 09Xa) ou sajuasaud seja! 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WO) saseuy ap oquateja duo) sojedsa / ejagea ap ouauiyusasa jeusojut ejJeo en ap ogsepay eJogne ejad eyeJBolq ewn ap ogipny sepepianv/selSojeusa VAISNILXI VENLIIT VA OVÍVIIIINVIA esinbsad a quo euwesgeig suagew] exsmamuz jenyxa, elBojodir “Jejjene 9 JeUOWDaPS E ap apepiedeo opuensuowap 'ogáeuuojui e aquesad eua apmane eun ejonas !sopeuea sauodns an “OgÍPUJOJU! EAOU GP EUJ JEM & OgSUGBIdLLOD “EDSNQ EU EDUGpuadapu! a esmJage ensuouap !S0noU SOJUSUIIaUUOD JE183UI 9 SOpLNbpe SOjuatuaayuo? Jez|qow eJed apepnedes ejonas “waSezpus:de ap ossaaoJd nas op ogsejnfa Joane ap sapepiede ensuowap “esajgu! enfu!| ep WaSezipuside ap ossasoJd O ajuesad eneoId aprane eum ensuowap “epequoo anb tos selnyjno se Woo ta84O ap esnyjno ens e ajuawepedosde euorpejas !seJmyjna à Sapepatos seno e 398) a selap! a sepugladxa senou ajuesad eunjuage ejsuotuap uwoSezipuaudy ap a jeinyjmotos sepugiaduos “BqUB4309 à 09189] Opou ap e-opueznajus 'opáeuLoju! ap ogóeuonejas ap apepredeo ensuowap — e “|eungnoo10s ogsuauw!p eu sopepJoge son!do) sop onuap 'ouEjeunsap a ogáuny ens e opuapuaje “opemnusa opouu ap 'sopelen a soJe|p soIxa) esogejo « J8n9053 “aju21909 à 03189] OpoUU ap e-OpuezpajuIs ogÍeULOJUl Pp OBÍPUOlDe|a! ap apepredeo ensuowap e !sagiuido a eJsIA ap sojuod opuapuajap esnyjnaopos oBsuaLuIp eu sopepuoge soz!do) sop oJuap sagssnastp wa opuedp|ued *esaj3ui enSul| ua ejopoya LIOD aBexajui e uejes -waBezipuaJde Inbpe sojuawpaquoo ez|Igouw 3 ejpuguuadxa ens e esSajui e Eónpoud sq | (OSUS]X3 01X) apusaJduio? + “anjo ds!p jensia ogsewogui E Opu3110931 “je: |noo0s OBsuau!p eu sopepJoge sos !do3 sop onuap '07xa) ap sodiy SOs12np apusaJduio? e a7 ap sagõemyIs saquaJaj!p ua seul|dyas!p segnou so) eJmyjn20/205 ogsuauu!p eu sopepJoge soa!do) so uO) Sopeuolejau sojunsse aJgos “oapIa à olpne ojeuoy wa “apepieme ap sewesZoud a sougpnou apusaiduioo « [esmjnoopos ogsuaup eu sopepJoge soa!do) sop ojuap opiejuawngie ap seyu!| Jndas ap zedeo 2 2 OpIn|j OsINIs!p apusaJduiod e :nO “waSezpuside ap sagóemis saquasajIp wa seujdrostp segnou sopuinbpe sojuawaquos ezjigouw a ejpuguadxa ens e esSajul e :opiejoudsojui aq oIxa| ap opônposd 2 ogseyasdiajui engum ep osn op sepugjaduioy SEBENTA) 11.º Ano eriDces 16 PLACEMENT TEST | | Name Class Teacher Date Grade 1. Read the sentences below and choose the correct option froma, b, cor d. 1.1 He a lot of films with Tom Cruise recently. a. saw b. has seen c. sees d. was seen 1.2 Ask him how old : a.he has b.ishe c.heis d. has he 1.3 Could Iget tea, please? a. little b. few c.afew d. a little 1.4 Father made me tosleep early. a.go b. going c.togo d. gone 1.5 I wish you me then. a. helped b. had helped c. have helped d. did help 1.6 | prefer walking running. a. than b. from c.to d.for 1.7 His latest novel a. has published 1.8 | love Greek food. a. So Ilove. 1.9 Would you mind a. close 1.10 Let's find her, a. will you 1.11 I'd rather we a. stayed two weeks ago. b. was published c. published b. Sol do. c. So dol. the window? b. to close c. closing ? b.canwe c. do we at home tonight. b. stay c. to stay d. has been published d. So love |. d. closed d. shall we d. have stayed 19 eriDGEs 11.º Ano [SEBENTA) 1.12 Could you a. lent 1.13 | have worked here a. for 1.14 Are you used a. to work 1.15 Jane should a. take in 1.16 Mary was extremely a. sensible 1.17 A lot of people are suffering b. a. with 1.18 What a. had you done 1.19 linsist a. to buy 1.20 | need to a. do 1.21 Ifyou a. puton 1.22 There are a lot of clouds a.on 1.23 Look at his face! He a. will faint 1.24 | went to work a. although b. . in buying . get . in spite me some money, Jack? . to borrow c. lend ten years. - Since c. from on your own? . with working c. to working swimming. . take up c. takeon to sunlight. . sensitive c. sensual malnutrition. for c. from yesterday at four? have you done c. were you doing everyone a drink. c. buying my shoes mended. c. take PLACEMENT TEST | | d. borrow d. at work d. take after d. sensuous d. have you been doing d. on buying d. make warmer clothes yesterday, you wouldn't be ill now. . had put on c. have put on the sky. at ein . is going to faint c. is fainting feeling bad. c. nevertheless SEBENTA) 11.º Ano sninces 20 d. did puton d.by d. can faint d. despite PLACEMENT TEST | | 1.25 You better leave now! a. would b. should c. had d. have 1.26 had she felt so sad in her life! a. Sometimes b. Never c. Not only d. However 1.27 Very rarely does it rain here in August. a. itrains b. does it rain c.isit raining d.itis raining 1.28 It's likely that this film will win the Oscars. a. totally b. deeply c. strongly d. highly 1.29 My brother invested a lot of time researching the most appropriate university course. a. to b. for ce. with d.in 1.30 Our students take their responsibilities very . a. considerably b. thoroughly c. seriously d. strongly http://leader.civ. pl/leader/upload/testy/fce. cae placement test.pdf, accessed in February 2014 1. Continue writing the story below. Write between 150 and 180 words. As | walked home from school the other day | heard footsteps behind me... 21 eniDGEs 11.º Ano [SEBENTA) Na VR EE ACTIVITY B 1. Read the following extract from the novel Blue Jasmine. Blue Jasmine That night 1 wondered why they hadn't told all of us at the same time. When I went to bed, I wondered how I could leave the rest of the family and go to America. We all lived in the same house, ate in the same kitchen. Raju and I went to school together and were in the same class. Raju was my cousin, but he was as much my brother as he was Uma's brother. He was my best friend. 1 missed mom that night. Dad was so happy about going to America that I didn't want to talk to him about my fears, but I wanted mom to hold me tight and tell me that without the rest of the family we would be fine. That 10 we would go to the new country and make new friends. Dad had called mom and told her about going to America, and I wondered if she herself was as scared about the move as I was. For the next few days Raju hardly spoke to me. In class I saw him writing furiously. He covered his writing with his right arm while he wrote with 15 his left hand. I knew it was about our going to America, but he never mentioned it at school or at home. Then slowly, he began talking to me again, but he still wouldn't discuss our leaving for America. For the next few days I thought he was fine, until today when I was standing by the acacia tree, and he burst like an overfilled water bottle and ran away. Why is Raju running away from me? I thought as I reached home. The iron gate was wide open. “Why do you have to go to America? Why can't you stay here and we can keep on going to school together?” Raju pleaded. “Pappa and Monny and Mela are going, so I have to go,” I said. “You don't have to! We're all here and you can stay here and go to school with me.” I didn't know what to say. Raju was right. I could stay in Vishanagar, our town in Gujarat, and go to school. There was a girl named Sarla in my class whose parents had gone to Canada, but she had stayed behind with her grandparents. One part of me wanted to stay. Home was like the smell of ripe ke sar mangoes that made me happy even before I took a bite. IfI went to America, everything would be unfamiliar. p B Kashmira Sheth, Blue Jasmine (2004) (adapted and abridged) 2. Complete the following sentences with information from the first paragraph of the text. a. Seema finds it hard b. Raju was like 3. Answer the following questions. 3.1 What fears might Seema be facing now that she is moving to a new country? 3.2 How did Raju react to Seema moving away to America? Find evidence in the text. SEBENTA)11.º Ano eninces 24 Na VR EE 4. Who or what do the following words refer to? a.it(.15) b. here (1. 21) 5. Read the third paragraph and find the words that mean the same as: a. angrily b. departure 6. Fillin the gaps with the appropriate prepositions of place. a. Doyoulive Manchester? f. She usually sits the floor while she prays. b.Arethebooks *theshelf? £. My passport isn't my room. Where is it? cHewas | the busstopfor halfan hour. h.IsSeema goingto be happy. hernew d. Look at the example the board. school? e. Seema's mother is not here — she's work i. On their firstday America, they had = breakfast | thegarden. at the moment. ACTIVITY You have received an email from your English-speaking friend, Peter, who has lived in many countries and is now considering opening a restaurant. Read his email and answer his questions. Then write an email to Peter, using all your notes. Email From: Peter Watkins Sent: 15” October 2014 Subject: Restaurant opening You remember how Mary and 1 have always wanted to open a restaurant, especially because we've travelled to much around the world and now know so nuch about world cuisine — well, we're going to do it! We want to serve food from the different countries we have lived in, and we're planning to travel for six more months to collect some more ideas. We would like to visit your country. When is the best time to come? We want to find out what people really cook at home every day. What's the best way for us to do that? We'd also like to go to some local restaurants which serve traditional food. Portugal is known to have wonderful gastronomy, isn't it so? Can you reconmend some places for us to visit? When we open the restaurant in August, we 'd like you to come. Will you be free? Reply soon, Peter Write your email. You must use grammatically correct sentences with accurate spelling. 25 eriDGES 11.º Ano [SEBENTA MATRIZ 2.º MOMENTO DE AVALIAÇÃO ESCRITA [Inglês VII ESTRUTURA Conteúdo Cotações Ativ. Competências Tipologia de itens Número Competência Linguística - competência lexical Item de seleção - competência gramatical completamento 10 20 pontos - competência semântica A - competência ortográfica e =" Item de construção Competência pragmática 1 20 pontos - competência funcional - Fesposta restrita Competência sociolinguística Competência Linguística - competência lexical Itens de construção 5 25 pontos - competência gramatical - Resposta curta - ênci: ânti - Resposta restrita Module 1 competência semântica 2 30 pontos B - competência ortográfica Reading the World Competência pragmática 2 10 pontos - competência discursiva Itens de seleção - competência funcional - completamento 15 15 pontos Competência sociolinguística Competência Linguística - competência lexical - competência gramatical - competência semântica Itens de construção c - competência ortográfica 1 80 pontos - Resposta extensa Competência pragmática - competência discursiva - competência funcional Competência sociolinguística 200 pontos SEBENTA) 11.º Ano eninces 26 Nada RA EE . Complete the sentences below according to the information in the story. You can only write between two mn tofive words. a. People immigrate in. life. b. When Jessica pronounced a word wrongly in class, c. Not being able to speak English fluently. to integrate at first. d. As she looked different from everyone else, she felt anywhere. d. Due to the fear of deportation, Jessica and her mom room in the evenings. w . Answer the following questions. 3.1 What were the reasons that forced Jessica and her mom to leave Mexico? 3.2 Why is being an illegal immigrant problematic in a country such as the USA? 4. Who or what do the following words refer to? a. there (1.11) b.it(1.33) ua » Fillin the gaps with the verbs in brackets in the appropriate present or past form. After high school, | want to go to college and get a good job. | want to make my mom proud. I'll probably try to get into Harvard. | a. (get) straight A's now, and my teachers keep telling me that | b. (be) a leader. They say that when | do my work, it c. (make) the other kids around me want to do their work too. I want to be a psychologist. You see me, and you don't think I've been through things, because my smile d. (hide) a thousand feelings. Being an immigrant e. (make) me stronger — ttf (teach) me how to be determined, work hard, and overcome obstacles. At first, e (be) in a shell. | h. (not want) to talk to anyone — people i. (make) fun of me. But once | j. (learn) English and k. (feel) comfortable, I couldn't stop. | |. (spread) my wings, and now I feel like | can fly. If Im. (be) playing soccer in the park today and n. (see) those kids who laughed at me in second grade, | would say, “Hi, remember me? Look at me now!”o. (it / not sound) great? PAT ÁEnd You have seen details of a story-writing competition in your school magazine and have decided to enter. Itis under the title “Just say no to prejudice!” Write your story in about 180 words. 29 eniDGEs 11.º Ano [SEBENTA) MATRIZ ÇÃO ESCRITA [Inglês VII Ano] ESTRUTURA Conteúdo Cotações Ativ. Competências Tipologia de itens Número Competência Linguística - competência lexical - competência gramatical - competência semântica Itens de seleção A 5 40 pontos - competência ortográfica - associação Competência pragmática - competência funcional Competência sociolinguística Competência Linguís - competência lexical 3 30 pontos - competência gramatical Itens de construção - competência semântica 1 10 pontos Module 2 - Resposta curta B - competência ortográfica Building up Your Future - Resposta restrita Competência pragmática 2 20 pontos - competência discursiva - competência funcional 10 10 pontos Competência sociolinguística Competência Linguís - competência lexical - competência gramatical - competência semântica Itens de construção c - competência ortográfica 1 80 pontos - Resposta extensa Competência pragmática - competência discursiva - competência funcional Competência sociolinguística 200 pontos SEBENTA) 11.º Ano sninces 30 WRITTEN TEST 3 | voo.2| Name ass Teacher Date yo S Grade ACTIVITY A 1. Read an excerpt from the article you're going to read next. Five sentences have been removed from it. Choose from the sentences a. to e. the one which fits each gap. Where are the skilled ones? Economists are now emphasising a third problem: the mismatch between the skills that young people offer and the ones that employees need. ” — but complain that they cannot find candidates with the right abilities. McKinsey, a consultancy, reports that only 43% of the employers in the nine countries that it has studied in depth (America, Brazil, Britain, Germany, India, Mexico, Morocco, Saudi Arabia and Turkey) think that they can find 5 enough skilled entry-level workers. 2 The most obvious reason for the mismatch is poor basic education. In most advanced economies (whether growing or shrinking) the jobless rate for people with less than a secondary-school education is twice as high as for those with university degrees. But two more subtle reasons deserve attention, too. 9 - Germany has a long tradition of high-quality vocational education and apprenticeships, which in 10 recent years have helped it reduce youth unemployment despite only modest growth. - In France few high-school leavers have any real experience of work. In North Africa universities focus on preparing their students to fill civil-service jobs even as companies complain about the shortage of technical skills. The unemployment rate in Morocco is five times as high for graduates as it is for people with only a primary education. The legacy of apartheid means that young black South Africans often live and go to school many miles 15 from where there are jobs. º : today they do so less. Peter Capelli, of Wharton business school, argues that companies regard filling a job merely like buying a spare part: you expect it to fit. “Generation jobless”, www.economist.com (abridged), accessed in January 2014 a. Countries with the lowest youth jobless rates have a close relationship between education and work b. Middle-sized firms (between 50 and 500 workers) have an average of 13 entry-level jobs empty c. Companies used to try to bridge that gap themselves by investing in training d. Employers are awash with applications e. Countries with high youth unemployment are short of such links 31 11.º Ano [SEBENTA] MATRIZ 4.º MOMENTO DE AVALIAÇÃO ESCRITA [Inglês VII Ano] ESTRUTURA Conteúdo Cotações Ativ. Competências Tipologia de itens Número Competência Linguística - competência lexical Itens de seleção - competência gramatical e e - escolha múltipla 10 30 pontos - competência semântica A - competência ortográfica aa e Itens de construção 1 10 pontos Competência pragmática o o - Resposta restrita - competência funcional Competência sociolinguística Competência Linguística - competência lexical - competência gramatical 2 20 pontos Itens de construção - competência semântica Module 2 - Resposta curta B - competência ortográfica 2 40 pontos Building up Your Future - Resposta restrita Competência pragmática - competência discursiva 4 20 pontos - competência funcional Competência sociolinguística Competência Linguística - competência lexical - competência gramatical - competência semântica Itens de construção c - competência ortográfica 1 80 pontos - Resposta extensa Competência pragmática - competência discursiva - competência funcional Competência sociolinguística 200 pontos SEBENTA) 11.º Ano sninces 34 2 ACTIVITY 1. Read about Nigel's gap year experience. Choose from the given options to best complete the gaps. For Nigel Portman, a love of travelling began with what's called a “gap year”. In common with many other British teenagers, he chose to take a year out before a. to study for his degree. After doing various jobs to b. some money, he left home to gain some experience of life in different cultures, visiting America and Asia. The more adventurous the young person, the c. the challenge they are likely to d. themselves for the gap year, and for 10 some, like Nigel, it can e. in a thirst for adventure. Now that his university course has come to an end, Nigel is just about to leave on a three-year trip that will take him f. around the world. What's more, he plans to make the whole journey using only means of transport which are g. by natural energy. In other words, he'll be h. mostly on 15 bicycles and his own legs, and when there's an ocean to cross, he won't be taking a i. cut by climbing aboard a plane, he'll be joining the crew of a sailing ship instead. As well as doing some mountain climbing and other outdoor pursuits along the way, Nigel hopes to j. on to the people he meets the environmental message that lies behind the whole idea. tn www englishforums.com/English/ALoveTravellingMultipleChoiceTest/gnbcb/posthtm (adapted and abridged), accessed in February 2014 a. settling down getting up taking over holding back b. achieve raise advance win Ch stronger wider greater deeper d. put set aim place eo result lead cause create f. just complete whole right g. pulled charged forced powered h. relying using attempting trying i. quick short brief swift j leave keep pass give 2. Name two advantages and two disadvantages related with taking a gap year. 35 eriDGEs 11.º Ano [SEBENTA) “E ACTIVITY B 1. Read all about Laurence's gap year experience in Madagascar. Blue venture in Madagascar I decided to take a gap year because after spending 14 years educating myself I felt that I deserved some time off! I spent some time in my final year of school deciding what I wanted to do. It wasn't easy, so I ended up writing down a few criteria: it has to be remote, it has to be worthwhile; and it has to include scuba diving. Bearing this in mind, I started trawling through the myriad companies that offer Gap Year 10 experiences. I didnt fully appreciate just how diverse a choice there was and what a wide range of activities were open to Gap Year students. I found the Blue Ventures website and began reading a description of their expeditions. Tt 15 appealed to me instantly because of the number of different activities that are covered in each expedition. Scuba diving, teaching English, Baobab excursions, science training, pirogue sailing (local canoes), further scuba diving training and a whole host more -— all in the exotic location of Madagascar. Before I continue — Blue Ventures is a not-for-profit, English-based charity that runs expeditions to Madagascar. The main aim of these expeditions is to train the volunteers in simple scientific survey methods, equip them to recognise the sub-aqua flora and fauna and then accurately record the data. But there is so much more to it than that. Madagascar is a wonderful country and I was impressed by the scenery and the vibrancy of the capital almost as soon as I left the airport. The actual location of the camp itself is on the southwest coast, just next to a small fishing village named Andavadoaka. There is a great deal of interaction between the volunteers and the locals, who are incredibly friendly and love having their pictures taken and beating the volunteers' football team! Once we had gotten settled in and accustomed to our authentic Malagasy huts, the scuba diving started almost immediately. One of the joys of diving there is the remoteness. There is no pollutant source, no tourist diving, no commercial trawling vessels and the majority of fishermen fish traditionally — this means fantastic diving! I have dived in many places around the world, but the coral formations I saw out there were far better than any I have seen elsewhere. It is also an 30 exceptionally diverse area in terms of fish species; there are few places in the world where you can see such a wide variety of fish - in all shapes and sizes — in one dive. I had a fantastic time out in Madagascar, I made some important friends, improved my diving technique and I have a whole wealth of excellent memories. You are looked after very well and all the staff out there are very friendly and approachable. Make sure you travel abroad and go somewhere unusual and different! B www.yearoutgroup.org/stories/region/africa/b lue-ventures-madagascar (adapted and abridged), accessed in February 2014 SEBENTA) 11.º Ano eninces 36 ES Name Class Teacher Date / / Grade ACTIVITY A 1. Read the following text about advertising and complete the gaps with the missing words. 1 IB Beauty and the Beast of Advertising Advertising is an over 100 billion dollar a year industry and affects all of us a. our lives. We are each exposed to over 2000 ads a day, constituting perhaps the most powerful educational force in society. The average American b. spend one and one-half years of his or her life watching television commercials. The ads sell a great deal more c. products. They sell values, images, and concepts of success and worth, love and sexuality, popularity and normalcy. They tell us who we are and who we should be. Sometimes they sell addictions. Advertising is the foundation and economic lifeblood of the d. media. The primary purpose of the mass media is to deliver an audience to advertisers, just as the primary purpose of television programs is to deliver e. audience for commercials. Adolescents are particularly vulnerable because they are new and inexperienced consumers and are the prime targets of f. advertisements. They are in the process of leaming their values and roles and developing their self-concepts. Most teenagers are sensitive to peer pressure and find it difficult to resist or even question the dominant cultural messages perpetuated and reinforced g. the media. Mass communication has made possible a kind of national peer pressure that erodes private and individual values and standards. But h. do people, especially teenagers, leam from the advertising messages? On the most obvious level they leam the stereotypes. Advertising creates a mythical, mostly white world in i. people are rarely ugly, overweight, poor, struggling or disabled, either physically or mentally (unless you count the housewives who talk to little men in toilet bowils).In j. world, people only talk about products. Jean Kilboume, “Beauty and the Beast of Advertising”, www.medialit.org (adapted and abridged), accessed in January 2014 39 eriDGEs 11.º Ano [SEBENTA tn 10 information, especially when it is designed to break through the “tuning out” 15 are to be persuaded by it should be completely immersed in the ideas of the IB b “E ACTIVITY B 1. Read the article. Happiness comes from the market Most people feel that advertising is not something to be taken seriously. Other aspects of the media are serious — the violent films, the trashy talk shows, the bowdlerization of the news. But not advertising! Although much more attention has been paid to the cultural impact of advertising in recent years than ever before, just about everyone still feels personally exempt from its influence. What I hear more than anything else is: “I don't pay attention to ads... I just tune them out... they have no effect on me.” I hear this most from people wearing clothes emblazoned with logos. In truth, we are all influenced. There is no way to tune out this much process. As advertising critic Sut Jhally put it: “To not be influenced by advertising would be to live outside of culture. No human being lives outside of culture.” Much of advertising's power comes from this belief that it does not affect us. As Joseph Goebbels said: “This is the secret of propaganda: those who propaganda, without ever noticing that they are being immersed in it.” Because we think advertising is trivial, we are less on guard, less critical, than we might otherwise be. While we're laughing, sometimes sneering, the commercial does its work. Taken individually, ads are silly, sometimes funny, certainly nothing to worry about. But cumulatively they create a climate of cynicism that is poisonous to relationships. Ad after ad portrays our real lives as dull and ordinary, commitment to human beings as something to be avoided. Because of the pervasiveness of this kind of message, we learn from childhood that it is far safer to make a commitment to a product than to a person, far easier to be loyal to a brand. Advertising creates a worldview that is based upon cynicism, dissatisfaction and craving. Advertisers aren't evil. They are just doing their job, which is to sell a product; but the consequences, usually unintended, are often destructive. In the history of the world there has never been a propaganda effort to match that of advertising in the past 50 years. More thought, more effort, more money goes into advertising than has gone into any other campaign to change social consciousness. The story that advertising tells is that the way to be happy, to find satisfaction — and the 30 path to political freedom, as well — is through the consumption of material objects. And the major motivating force for social change throughout the world today is this belief that happiness comes from the market. Jean Kilboume, www bodyenlightenment. me (adapted and abridged), accessed in February 2014 SEBENTA) 11.º Ano sninces 40 NA VR EM 2. Complete the following sentences according to the article. Use between two to five words. a. Although the cultural impact of advertising , people believe they are exempt from its influence. b. Relationships by the effect advertising on their lives. 3. Comment on the last sentence of the article: “(...) the major motivating force for social change throughout the world today is this belief that happiness comes from the market.” (II. 30-31) 4. Who or what do the following words refer to? a.it (1. 10) b. this (1. 22) 5. Rewrite the following sentences as suggested. a. The government had to create new legislation regarding advertising. New legislation b. The journalist asked Jean a lot of questions about her personal life. Jean c. Someone much teach these students about media literacy. These students d. “I can't wait here anymore. I've been here for over an hour! Il come back tomorrow.” Jean said e. “Are you free tomorrow? I'd like to know if we could meet after lunch.” The journalist wondered ACTIVITY Write an article for a teen magazine, giving your opinion on the following statement: “It's important that young people should learn to earn money early on in life rather than being given pocket money. They need to start valuing other things life has to offer.” Write about 180 words. 41 eriDGES 11.º Ano [SEBENTA) ta Rr ACTIVITY B 1. Read the article. WRITTEN TEST 6 EM World Environment Day and the Rights Connection For Abigail Chombo in Zimbabwe, World Environment Day will pass like any other - a day with no safe water to drink, a day where the bush substitutes for a toilet. It's as unlikely that Su Xia, a father of two in China, will notice that it's World Environment Day. He's too busy caring for his children who have lead poisoning, sickened by industrial pollution that plagues the country. Children working in artisanal gold mines around the world 10 won't celebrate either, as they burn and inhale toxic mercury while processing gold. The United Nations Environment Program, which sponsors World Environment Day, calls on all citizens of the world to promote positive environmental change. While this message of optimism and action is important, it misses a critical factor. Around the world, real impact on environmental degradation cannot be achieved without protecting human rights. The issues are inseparable. No one is more aware of this connection than Phyllis Omido, a single mother in Mombasa, Kenya. For four years, Phyllis has been fighting to protect the health and rights of a slum community from the illegal actions of a nearby lead smelter. The smelter was built illegally, without a proper environmental impact assessment, and in violation of health and safety regulations. It spews toxic pollution into the air, water and soil, and has caused lead poisoning among children in the community. Yet when Phyllis spoke 30 out about the impact this smelter was having on her community, she was repeatedly threatened, harassed and beaten by thugs allegedly linked to the smelter. Phyllis has not obtained any legal redress and she lives in fear of retaliation for her actions. Phyllis's rights under the Kenyan constitution and international human rights law go unrealized and unprotected. And Phyllis is not alone. Many environmental human rights defenders have been killed to this day. Human Rights Watch research on industrial pollution in China found a close intersection of environmental issues and the violation of human rights. We found that people were regularly denied critical information about health risks from pollution, that people were arrested and detained when protesting about dangerous factories or raising awareness about toxic pollution, and that medical professionals lied to them and prevented them from seeking medical care for their children, all in violation of their rights under Chinese and international law. When basic human rights, like the rights to life, health, food, information, justice, participation and assembly are not respected, the global environmental movement loses a critical ally — citizens around the world for whom the protection of rights and the environment are one and the same. In violating their rights, the marginalization of many of these people limits their ability to affect positive environmental change. Jane Cohen, “World Environment Day and the Rights Connection” www huffinstonpost.com (adapted and abridged), accessed in February 2014 SEBENTA) 11.º Ano eninces 44 WRITTEN TEST 6 EM 2. Complete the following sentences according to the article. Use between two to five words. a. For many, because these people have other preoccupations. b. Human rights are closely change. 3. Answer the following questions. 3.1 Is World Environment Day a good initiative to attract people's attention and raise their awareness? Why/Why not? 3.2 Do you think there is a connection between protecting the environment and human rights? Why/Why not? 4. Rewrite the following sentences as suggested. a. Farmers treated their land with harmful pesticides. They polluted both the soil and water. 1£ b. Did anyone encourage these people to promote World Environment Day? Were c. Some consumers have started to buy organic products. They wish to protect the environment. Consumers d.“Fve been fighting for my community for many years. Don't ignore us anymore!” Phyllis told the journalist e. People know little of what is going on in the world around them. Little f. Despite the government's good intentions, the project was never concluded. Although ACTIVITY B In about 180-220 words, write an argumentative essay where you discuss the significance of ini World Environment Day. 45 eriDGES 11.º Ano [SEBENTA) Conteúdo Global Test MATRIZ Ativ. PROVA GLOBAL DE AVAI O ESCRITA [Ing ESTRUTURA 11.º Ano] Competências Tipologia de itens Competência Linguística - competência lexical - competência gramatical Item de construção - competência semântica - resposta curta - competência ortográfica - resposta restrita Competência pragmática Itens de seleção - competência funcional ds - escolha múltipla Competência soci linguí: Competência Linguística - competência lexical - competência gramatical - competência semântica Itens de construção - competência ortográfica - Respostacurta Competência pragmática - Resposta restrita - competência discursiva - competência funcional Competência sociolinguística Competência Linguística - competência lexical - competência gramatical - competência semântica - competência ortográfica Itens de construção Competência pragmática - Resposta extensa - competência discursiva - competência funcional Competência sociolinguí: SEBENTA) 11.º Ano sninces 46 Número 10 Cotações 5 pontos 20 pontos 15 pontos 15 pontos 15 pontos 30 pontos 20 pontos 80 pontos 200 pontos 7 1. Why do you think it is so difficult for today's youth to decide on a line of work? 2. Reread the following sentences from the text. Match the verb forms in bold with their uses in context. One of the uses does not apply. a. lenjoy my freedom (il. 7-8) « Past action with consequences for the present - Action completed at a specific time in the past - Fact . Making a promise - Event in progress at the moment of speaking b. Oliver Meredith (...) has just left college (Il. 16-17) c. islooking for work (|. 14) d. VIldo my very best (Il. 43-44) DOC ACTIVITY C Write a text for the European Commission giving your opinion on the benefits of education in the future working lives of today's youth. Write between 150 and 220 words. You may use the input provided by activities A and B. 49 eriDGEs 11.º Ano [SEBENTA MATRIZ DA AVALIAÇÃO DA PRODUÇÃO ORAL [Inglês Vil — 11.º Ano] Conteúdo Ativ. Conteúdos lecionados até ao nível B1/B2 st1 Competências Competência Linguística - competência lexical - competência gramatical - competência semântica - competência ortográfica Competência pragmática - competência funcional Competência sociolinguística ESTRUTURA Tipologia de exercícios Comentar imagens, relacionando-as com as temáticas trabalhadas em aula, e expressando a sua opinião sobre as mesmas. ENTANIT AD AVN ZA (or to o: WTNpI=iv ço to Do): VR Ta ATA RIR a Conteúdo Ativ. st2 Conteúdos lecionados até ao nível B1/B2 st3 Competências Competência Linguística - competência lexical - competência gramatical - competência semântica - competência ortográfica Competência pragmática - competência funcional Competência sociolinguística SEBENTA)11.º Ano sniDces 50 ESTRUTURA Tipologia de exercícios Discutir algumas das áreas temáticas trabalhadas ao longo do ano. comentar imagens, expressando a sua opinião sobre as áreas temáticas em que se inserem. ASSESSING ORAL PRESENTATIONS IN CLASS (Student assessement: Page 63 in Bridges) Use the table below to give feedback on this oral presentation. Put a tick in the box that best describes what you thought about each aspect of the presentation, according to the criteria and prompt questions in the first column. These marks will give the presenter an indication of their strengths and areas for improvement. However, even more valuable are the comments that you are able to give, which justify the mark you have allocated, and identify for the presenter what you considered to be particular strengths or suggestions for improvement. Criteria and prompt questions Audibility Can you hear him/her clearly? unacceptable acceptable dentdComments uia Pace Is the pace of the speech, or flow of ideas too fast or too slow? Eluency Is the speech pattern fluent, indicating familiarity with the content and rehearsal of delivery? Tone and energy Is there sufficient variation in tone? Does the presenter seem enthusiastic? Eye contact Is the presenter making eye contact across the audience and avoiding becoming note-bound? Body language and gestures Is the presenter's posture upright and confident? Does his/her movement and gesture enhance, not distract from, what s/he are saying? Appropriateness to the audience Is the content and approach relevant, interesting and engaging? Structure and cohesion Was the structure clearly outlined? Is the order logical and easy to follow? Is the balance of various elements effective? Is timing accurate? Use of visual aids Is there a suitable amount? Are they easy to read? Do they effectively support the spoken delivery? Does the presenter use them competently? This resource was created by Kate Ippolito from the LearnHigher CETL at Brunel University and is licensed under a Creative Commons Attribution http://creativecommons.org/licenses/by-ne-sa/2.0/uk (adapted) 51 eriDGES 11.º Ano [SEBENTA Colla SPEAKING TEST | 3 | Part1 € Interview (3 minutes) 1. Where do you live? 4. How do you spend your free time? 2. How long have you been studying English? 5. What do you like/don't like about your city? 3. What are your plans for the future? 6. Do you live in a house or in a flat? Part 2 € Long Turn (1 minute per student) Now I'd like each of you to talk on your own for about a minute. Im going to give each of you two different photographs and I'd like you to talk about them. Student A: Here are your two photographs. They show two different places to live. I'd like you to compare and contrast these pictures and say where you would like to be and why. Student B: Is there a lot of air pollution in the area where you live? Student B: Here are your two photographs. They each show boats in the sea. I'd like you to compare and contrast these pictures and say what these pictures make you feel. Student A: Do you like spending time near the sea? SEBENTA)11.º Ano sninces 54 Colla as SPEAKING TEST | 3 | Part3 € Collaborative Task (3 minutes) Now, I'd like you to talk about something together for about three minutes. I'm just going to listen. Imagine you are doing a school project on how to save our planet. Here are some ideas about things we can do to save our planet. First talk together about how useful these actions could be. Then decide which two pictures would be the best to use in your school project. Part4 € Discussion (4 minutes) Discuss the following questions. « What is the most important threat for our planet? . Are you interested in environmental issues? Why? . Would you become or are you already a member of Greenpeace or any other organisation? . Are there things we can do at home to help save energy? Give a few examples. . What is the most important environmental problem in your country? . The climate is changing. What problems do you think people are going to have in the future because of this? “sous wnha . 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Ouaduasap Wn [] *Openasgo oyuaduissap oe apuodsaJ1os anb |oalu O 'ejjoga]e2 epeo esed “ojeuissy [] HOGYNIIAVXI OA TYNIAIANI OYÍVIIAISSVID :TVEO OVÍNCONd VA OVÍVITVAY V VEVA SVINODILVI MATRIZ DO 1.º MOMENTO DE AVALIAÇÃO DE AUDIÇ) ESTRUTURA Conteúdo Cotações Ativ. Competências Tipologia de itens Número Competência Linguística - competência lexical - competência gramatical e - competência semântica Itens de seleção 100 - competência ortográfica - escolha múltipla pontos Competência pragmática Área temática: - competência funcional Competência sociolinguística Competência Linguística - competência lexical - competência gramatical - competência semântica Itens de seleção 100 B - competência ortográfica 10 Competência pragmática - resposta curta pontos - competência discursiva - competência funcional Competência sociolinguística Reading the World 200 pontos MATRIZ DO IOMENTO DE AVALIAÇÃO DE AUDIÇÃO [Inglês VII o] ESTRUTURA Conteúdo Cotações Ativ. Competências Tipologia de itens Número Competência Linguística - competência lexical - competência gramatical - competência semântica Itens de seleção 100 - competência ortográfica - escolha múltipla pontos Competência pragmática Área temática: Building up Your Competência Linguística Future - competência lexical - competência gramatical - competência semântica Itens de construção 100 B - competência ortográfica 5 Competência pragmática - resposta curta pontos - competência discursiva - competência funcional Competência sociolinguística 200 pontos SEBENTA)11.º Ano sniDces 60 MATRIZ DO MOMENTO DE AVALIAÇÃO DE AUDIÇ, ESTRUTURA Conteúdo Cotações Ativ. Competências Tipologia de itens Número Competência Linguística - competência lexical - competência gramatical e - competência semântica Itens de seleção 100 - competência ortográfica - escolha múltipla pontos Competência pragmática Área temática: - competência funcional Competência sociolinguística Competência Linguística - competência lexical - competência gramatical - competência semântica Itens de seleção 100 B - competência ortográfica 10 Competência pragmática - resposta curta pontos - competência discursiva - competência funcional Competência sociolinguística Critical Consumerism 200 pontos MATRIZ DO 4.º MOMENTO DE AVALIAÇÃO DE AUDIÇÃO [Inglês VI º Ano] ESTRUTURA Conteúdo Cotações Ativ. Competências Tipologia de itens Número Competência Linguística - competência lexical - competência gramatical - competência semântica Itens de seleção 100 - competência ortográfica - escolha múltipla pontos Competência pragmática Área temática: - competência funcional Competência sociolinguística Competência Linguística - competência lexical - competência gramatical - competência semântica Itens de seleção 100 B - competência ortográfica no 5 Competência pragmática - escolha múltipla pontos - competência discursiva - competência funcional Competência sociolinguística Stand Up for the World 200 pontos 61 11.º Ano BRIDGES [SEBENTA| LISTENING TEST | 2 | Name Class Teacher Date / / Grade 1.You will hear five career advisers talking to young people who are preparing for their first job interview. Choose from the list (A-F) which piece of advice each speaker (1-5) gives. There is one extra letter which you do not need to use. A. Analyse all job proposals carefully even if they don't sound tempting. . Avoid concentrating on your free-time interests. . Prioritising is vital when searching for a job. . Attend informational interviews so you become more at ease. - Spend your time discovering your true interests. nmmoor - Use social media apps to widen your prospects. Speaker 1 Speaker 2 1. You will hear people talking in five different situations. For questions 1.1-1.5, choose the best answer (A, B or C). Speaker 3 Speaker 4 Speaker 5 1.1 You hear a young woman talking to her friend. Why does she want to go back to school? A. She wants to find a better job. B. She wants to move to another country. €. She needs to acquire new skills. 1.2 You hear a young woman talking on the radio. What is her job? A. An inventor. B. An interior designer. C.A lawyer. 1.3 You hear a journalist talking about an artist. What kind of work does he do? A. He transforms the materials he is working on. B. He reinvents what someone else has done. €. He works solely on designing new building facades. 1.4 You hear a young man talking about his work. What is he fighting for? A. Better working conditions. B. A better job. C. A better world. 1.5 You hear an actor being interviewed on the radio. Why did he decide to become an actor? A. To follow a family tradition. B. To pursue his passion. €. To develop a natural talent. SEBENTA) 11.º Ano sniDces 64 LISTENING TEST | 3 | Name Class Teacher Date / / Grade 1, You will hear Carolina talking about shopping in the UK. For questions 1-5, choose the best answer (A, BorC). 1.1 One ofthe most popular markets in the UK is related with A. fashion. B. music. €. cinema. 1.2 The weather and the seasons A. influence your mood. B. influence what your friends choose to wear. C. influence what you wear. 1.3 When the weather allows, A. you can read in the park. B.you can go for a walk in the park. C. you can goto the coast. 1.4 For those who come from abroad and want to save some money, A. make a list of what you need and want to buy. B. only buy products which are in the sales. €. look in other shops before buying a product. 1.5 The UK is the best place to buy A. crisps of all different flavours. B. chocolate, all flavours, shapes and sizes. C. different types of sweets. 65 eniDGEs 11.º Ano [SEBENTA SANTAS EH 1. You will hear Mark interviewing Ruth Rothelson, an expert on ethical shopping from the Ethical Consumer Research Association, and two teenagers, Lauren and Bella. For questions a-j, complete the sentences. a. Onthe high street we're all looking for a b. The Ethical Consumer Research Association exists to provide letting them know what the companies are doing behind the brands that they see on the shelves. c. An ethical shopper is someone who is concerned about behind the product they are buying. d. When products are cheap, it is even more likely someone before it got tous. e. A product from a factory where the workers have been paid will cost you more to buy. f. Beingan ethical shopper also means buying £. Onthe high street you can also find lots of h. When Bella is out shopping for clothes, she doesn't want to think they have been made i. Lauren prefers buying clothes which are obviously second-hand. j. Mark now feels he will be a more in the future. SEBENTA) 11.º Ano eninces 66 EXTRA TEACHER'S NOTES AUDIO SCRIPTS ANSWER KEY EXTRA TEACHER'S NOTES (Sugestões metodológicas e respostas complementares da banda do/a docente do Manual) Module 1 Page 23 - Exercise 3.4 Model answer: America has everything to be a great country. Maybe that is why all the university students in the audience were amazed at the question asked by one of their colleagues. Nevertheless they were even more surprised with the answers that followed. It has often been said that America is the land of opportunity and freedom, but great ideas fail to get off the ground, and are not implemented. There is hope for the future; however, the numbers tell a different story, and hope seems to be a thing of the past. * They are seventh in literacy; * They are twenty-seventh in math; * They are twenty-second in science; * They are forty-ninth in life expectancy; * They are a hundred and seventy-eighth in infant mortality; * They are a third in median household income; * They are number four in labor force and number four in exports; They lead the world in only three categories: number of incarcerated citizens per capita, number of adults who believe angels are real, and defense spending, where they spend more than the next twenty-six countries combined, twenty-five of whom are allies; * They stood up for what was right; * They fought for moral reasons; * They passed laws and struck down laws for moral reasons; They started wars on poverty, not poor people; * They sacrificed, they cared about their neighbors; * They weren't arrogant or brash; They built great big things, made ungodly technological advances, explored the universe, cured disease, and they cultivated the world's greatest artists and the world's greatest economy; They reached for the stars, acted like men; * They aspired to intelligence, they didn't criticize it; * They didn't identify themselves by who they voted for in the last election, and they didn't scare so easy; * They were able to be all these things and do all these things because they were informed. By great men, men who were revered. SEBENTA) 11.º Ano eniDces 70 Exercise 3.5 America is still the land of unfinished dreams and there is a lot of work to be done. It has all it takes to be a great country, but it still hasn't happened. So, both the song and the video advocate for all the expectations people have for the future. Page 25 - Exercise 5 . It means two things, not being able to speak and having lost their language. . The poet uses the image of two tongues in a mouth to represent being able to speak two languages. This metaphor is used to describe the mother tongue as being a growing plant. The repetition of “grows” and the word “strong” make the mother tongue sound healthy and robust. . The poet shows her mother tongue as if it were a part of nature itself, with a life and strength of its own. It separates itself from the other language, which is not her mother tongue. Her mother tongue is as strong as blood ties; it's a part of her identity. o o e Page 33 - Exercise 2 a. Article 2: Don't Discriminate “Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-goveming or under any other limitation of sovereignty.” b. Article 4: No Slavery “No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.” c. Article 7: We're All Equal Before the Law “All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.” d. Article 18: Freedom of Thought “Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.” e. Article 19: Freedom of Expression “Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless offrontiers.” f. Article 23: Worker's Rights “(1) Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment. (2) Everyone, without any discrimination, has the right to equal pay for equal work. (3) Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection. (4) Everyone has the right to form and to join trade unions for the protection of his interests.” Page 35 - Exercise 4 Sugestão metodológica Model answers: Esta atividade pode ser realizada individualmente, em pares ou grupo e o/a docente pode solicitar aos/às alunos/as que apresentem as suas pesquisas à turma, incluindo imagens exemplificativas de cada uma das referências culturais. a. Itis an American reality-singing competition program. b. Itis the name given to an ID card attesting to the permanent resident status of an immigrant in the United States. It is called green because that was the color of the card between 1946 and 1964. It has reverted to that colour since May 2010. c. The indigenous peoples of the United States. . Itis a narrow sea passage between the easternmost point ofthe Asian continent and the westernmost point of the North American continent. e. Itis a national holiday celebrated primarily in the US (on the fourth Thursday of November) and Canada (second Monday of October). It is a way to give thanks for the blessing of the harvest. In the US it dates back to colonial times, when the Plymouth colonists and Wampanoag Indians shared an autumn harvest feast in 1621. o Exercise 5.5 Americans must be grateful for the work immigrants (and migrants) do, because although sometimes it is invisible work —they cultivate the fresh produce Americans eat, they clean shops and restaurants — they are there to doit. Exercise 5.6 They should grant them permanent residence — their green cards — a minimum wage, and schooling for their children. Exercise 5.7 She mentions Thanksgiving because it is understood as a sharing celebration. Page 36 - Exercise 2 Model answers: a. He always asked difficult questions. b. They listened to him, thought for a while and then answered him. c. He was reading about illegal immigration when his father called him to watch a documentary about immigrants on TV. d. He was reading about illegal immigration when his father called him to watch a documentary about immigrants on TV. Page 45 - Exercise 4.5 Model answer: Perhaps this happens when people admire others who are negatively seen by society in general or by their group of friends. And they don't want to admit before them they don't have the same opinion, because they wouldn't” be part of the group and exclusion is marginalization. The person who has the courage to have a different opinion from the rest of the crowd is usually socially excluded and relegated to the fringe of society and they don't want to feel they don't belong. Page 48 - Exercise 6 Sugestão metodológica: O/a docente pode entregar aos/às alunos/as o poema completo e pedir que leiam em voz alta, em pares, para treinar a pronúncia mas também o som e o ritmo, dadas as potencialidades fonológicas do poema. Poderá, ainda, solicitar que os/as alunos encontrem uma música adequada ao poema e até talvez criar um rap e apresentá-lo à comunidade escolar. Esta atividade será excelente para a prática da oralidade. Module 2 Page 62 - Exercise 1 Job Vacancy A Circa £16,000 pa But don't forget that you will have deductions from this amount, including tax and national insurance. 71 eniDGEs 11.º Ano [SEBENTA) hardly any regulations on this topic in the USA. Generally speaking, designer babies are disallowed in Europe except for clinical reasons. It's a hot topic, but only in America where you can chose the father" from a catalogue, among other things. In most European countries there are very strict regulations. Page 166 - Sugestão metodológica Live as if Our Future Matters Don't leave us a World that is Torn and Battered The Ruling Generation Needs to Wake Up Now And our Generation is going to show them how Why are you sleeping why are you so blind When | look around | think you lost your mind How can you dis the Earth this Way It gives you your life each and every Day But You spit upon her ... you ask for more Not thinking what future generation will endure What will be left by the time your done Your children will suffer ftom your dis function Live as if our Future Matters Don't leave us a World that is Torn and Battered The Ruling Generation Need to Wake up Now And our Generation is going to show them how The air is so polluted its gettin hard to breath Our forests are disappearing that means no more trees The water is rising in the seas You unleashed a storm because of your disease Warning bells are ringing, you better take heed gonna destroy the Earth with your greed The storm is coming ya better beware What ya leaving us children just ain't fair Live as if our Future Matters Don't leave us a world that is Torn and Battered The Ruling Generation Needs to Wake up Now And our Generation is going to show them how Youth are uniting all over the planet Were not taking our awesome Earth for Granit We're standing together and changing the game Our movement will go down in History with fame And the people who've been fighting for so long Are the Hero's that have made our revolution strong United together our message will be heard And we will create the world we deserve Live as if our Future Matters Don't leave us a world that is Torn and Battered The Ruling Generation Needs to Wake up Now And our Generation is going to show them how SEBENTA) 11.º Ano eninces 74 Our earths really bad, Its just so sad Ijust don't understand Understand u-understand yeaha Look at our earth what do you see Why no ones helping It beats me Come on everybody we gotta make it right Listen to what I'm saying, this is all of our fight, so... Live as if our future matters, don't leave us an earth that is tom and battered, the ruling generation needs to wake up now and our generation going to show them how yeah yeah! Live as if our future matters, don't leave us an earth that is tom and battered, the ruling generation needs to wake up now and our generation going to show them how...!!t tt! www.reverbnation.com/artist/song. show lyrics/12461647 (adapted), accessed in January 2014 Page 167 - Speaking Time Para melhor preparar o debate o/a docente deve começar por juntar aos/as alunos/as por áreas: o/as moderadores/as, os/as cientistas, os/as médicos/as... Desta forma, os/as alunos/as poderão preparar as respostas às questões que lhes serão colocadas na perspetiva do setor que representam. Os/as moderadores poderão, igualmente, preparar-se para os temas e, eventualmente, acrescentar novas perguntas a colocar aos/às participantes. Nesta aula de preparação, os/as alunos/as poderão pesquisar os vários tópicos na internet ou noutros recursos que tragam para a aula ou existam na biblioteca da escola. AUDIO SCRIPTS STUDENT'S BOOK Page 10 - Listening Time Exercise 2 Georgie is using her travel experiences in Kenya to change the world! She was sponsored by the Blackberry Build a Village awards program, traveled with Me to We to Kenya where she got to experience rich traditions as well as the daily struggles of the people in the Maasai Mara Region firsthand. However, she didn't leave those experiences behind when she returned home to Canada. Page 10 — Listening Time Exercise 3 When | landed at the Nairobi airport | immediately experienced culture shock — everything was different: the food, the weather, the people, the language and the drivers! Watching The Lion King over and over again when | was a kid definitely hadn't prepared me for this. However, once | arrived at our campsite | instantly felt at home — the incredible staff and facilitators became my family, along with the 24 other high school students | was traveling with. Together we dove into new experiences and learned about the hardships facing the people of Eor Ewuaso, and their hopes and dreams for the future. One of the highlights of my trip was being able to go on a water walk with two of the mothers from Eor Ewuaso. They considered themselves lucky as they only had to walk two kilometres to the nearest water source — | couldn't imagine my friends at home walking that distance for a drink! The mothers were also grateful that their water source was a flowing stream, because it minimized the risk of ingesting diseases like malaria. As we walked, the children of the community ran out of their huts and joined us on our journey, grabbing our hands and leading us to the stream. Once we got there, they took the jerry cans and began filling them. Once full, the jerry cans became really heavy, and the children showed me how to tie scarves to them to make them easier to carry. | was astonished that these children, sometimes as young as six or seven years old were so comfortable carrying these heavy jerry cans! It was a sad realization, as | knew that these children had to complete the water walk with their mothers every day, just to stay alive and healthy. Page 10 — Listening Time Exercise 4 During the last few days of my trip in Kenya, | began to re- evaluate my life. How could | have so much, when these people had so little? It's hard to summarize my experience but | can say that it changed my life. When | left Kenya after those three amazing weeks, | left part of my heart in Eor Ewuaso. Returning home was almost as much of a culture shock as traveling to Kenya. My family was amazingly supportive as | hid from society and listened to The Lion King soundtrack on repeat in an attempt to relive my trip memories. | missed everything about Kenya — from the donkey that woke me up every morning to the deadly but beautiful plants that we were all warned not to touch. | knew that | had to turn my experience into an action for change, so slowly | turned my longing for Kenya into a plan — the 2013 Mama's Water Walk. My plan tumed into action almost a year later, on May 11, 2013, the day before Mother's Day. About 15 teams of students from the Kitchener-Waterloo Region collected pledges and completed a two-kilometre water walk at Waterloo Park. For just a moment, | was taken back to that day in Kenya when the mothers invited me to join them on their walk. Somehow, | felt as though we had built a bridge that connected uso the people of Eor Ewuaso, and that we were truly walking in their footsteps. This walk really made students understand how precious water is, and at the end of the walk they each made a pledge to take action. Some pledges were as simple as turning off the water when brushing their teeth, and taking shorter showers. Planning this water walk has reminded me of the life- changing lessons | learned in Kenya, and it has also helped me share my experience with others. | discovered so many things during those three weeks in Kenya, and | want to incorporate those things into my life in Canada. | learned to live with less - less water, less electricity, less apathy. While | learned to live with less, | also learned to live with more — more love, more passion and more empathy. On my last day in Kenya, | did not say goodbye, | said tuananekesho, see you tomorrow; for you can never forget something that has changed your life. Discover how you can go on a Me to We adventure to Kenya: www.metowe.com/kenya Module 1 Page 20 - Listening Time Exercise 1 America is truly a “melting pot” Living in Miami | experience this blending of cultures everyday. And having attended a nearly all white school in Illinois when | was younger, | vastly prefer high school in Miami, where students come from all backgrounds. Some Americans may not be aware of it, but the integration of cultures in America has changed popular culture, music, and daily life for the better. Each culture adds different values and a different perspective to form the entirety that is American life. On the weekends, my neighbors sometimes decide to serenade the entire block by turning up their traditional Spanish music. | don't mind, however. Even though | do not understand most of the words, the message that the music delivers is universal. The soulful blend of vocals and acoustic guitar speaks of heartache, while the fiery trumpets and trombones speak of passion. No other music delivers so direct and powerful a message about love than Hispanic music, a music which has influenced modern hip-hop. Every afternoon, | hear on the streets the lively, hip-hop beat of 75 eriDGEs 11.º Ano [SEBENTA) “Reggaeton,” a music that blends Jamaican and Latino influences. Page 20 - Listening Time Exercise 2 But the influence of different cultures is hardly restricted to music. Not only have contemporary movies begun to incorporate elements from diverse cultures, foreign films have also become more popular in America. These films broaden our understanding of the struggles and triumphs of cultures around the world, connecting every individual to the global community. In particular, foreign films from China have been important to me; they offer me the opportunity to discover my roots as well as to see the struggles that my culture experiences today. The film Raise the Red Lantern gave me a glimpse of old Chinese society and the struggles women experienced, while Hero showed me the aesthetic aspects of my homeland and of Chinese martial arts. But more importantly, these films offer the same insight to every individual that views them. Not only in film has the merging of different cultural influences benefited Americans. In Miami, the culinary heritages of the world converge. As a lover of unique foods, [am grateful for this diversity. Last summer, | experienced my first taste of authentic Greek cooking at the Daily Bread and | enjoyed it very much. Although the ingredients were not unusual to me (chicken, olives, lettuce, tomatoes, lemon juice, bread), the way the ingredients were prepared to make the Greek dishes was unique. Underneath every culture, the people remain the same; they experience the same tragedies, sufferings, and triumphs that every other person does. But each culture offers a new perspective, a new lifestyle, that when experienced can expand our own knowledge and familiarities; in the process we become more empathic, and we mature as citizens of a global community. Page 40 - Listening Time Exercise 3 2º“ excerpt of Mathematics by Hollie McNish Man I'm sick of crappy mathematics Cos | love a bit of sums I spent three years into economics And | geek out over calculus And when | meet these paper claims SEBENTA) 11.º Ano eniDces 76 That one of every new that came Takes away ones daily wage Idesperately want to scream “Your maths is stuck in primary” Cos some who come here also spend And some who come here also lend And some who come here also tend To set up work which employs them And all your balance sheets and trends They work with numbers not with men And all this goddamn heated talk Ignores the trade the Polish brought Ignores the men they gave work to Not plumbing jobs but further too Ignores the guys they buy stock from Accountants, builders, on and on And | knowit's nice to have someone To blame our lack of jobs upon But immigrations not that plain Despite the sums inside your brain As one for one, as him for you As if he goes, they'll employ you Cos sometimes one that comes makes two And sometimes one can add three more And sometimes two times two is much much more Than four And most times immigrants bring more Than minuses. Page 48 - Listening Time Exercise 3 1º excerpt of Faceless by Benjamin Zephaniah You have to look beyond the face Tosee the person true, Deep down within my inner space lam the same as you; I've counted since that fire burnt The many lessons | have learnt. You have to talk to me and not The skin that holds me in, Itook the wisdom that | got To make sure that | win; I'm counting weaker folk than me Who look but truly cannot see Page 48 - Listening Time Exercise 4 2º“ excerpt of Faceless by Benjamin Zephaniah I've seen compassion from the blind Who think with open eyes, and action scenes from movies or something to advertise them, to make them seem like “oh it's really cool!” Cletchy: And also, | think they use celebrities and good songs and they show me the good stuff. They don't show the bad stuff. Vince: And advertising companies have, you know, spent time and money for years trying to understand what it is that appeals to the youth of America. Keira: Also like when you see your friends have something, that's kind of like “Oh man, they have it, now | gotta getit.” Like, so even not like the marketers themselves, just people that you see in your every day life. Chris: The commercials and the advertisings, they always use that catchy jingle or somebody having fun doing that, the thing that you want. Kim: The ads definitely try to make you feel like you have to have it, and if you don't have it, you're gonna feel left out because everyone else is gonna have it. So they make you want to buy their product. Jess: And they're like, with the athletes nowadays, they're paid to wear like certain names. Like Tiger Woods, he is paid to wear Nike. So like golfers will be like, “Oh Tiger Woods is a great golfer.” You know what | mean? “If | get Nike, Il be as good as Tiger Woods. I'll be great!” Keira: Even, even in like Project Runway, like when they say “the blueflydotcom” wall, they say it fifteen thousand times so you're like “bluefliydotcom”. | actually looked up BlueFly.com “cause I'd had never heard of it before. Even like on the clock that they show, it's like Timex. Like everything, every little way they can get themselves in there. Page 79 - Going to the Movies Exercise 2 You are an individual, but you are also a member of a global community. Most important of all, you are a consumer. As a member of this community, it is your duty to consume. Why? Because the system would collapse if you stop spending, and the consequences would be awful. The system that runs you country relies on you, being a good consumer. This film will show you how. Page 115 - Listening Time Exercise 1 We all grow up in a culture in which women's bodies are constantly turned into things and into objects. Here she's become the bottle of Michelob. In this ad she becomes part of a video game. And this is everywhere, in all kinds of advertising. Women's bodies turned into things and into objects. Now of course this affects female self esteem. It also does something even more insidious — it creates a climate in which there is widespread violence against women. I'm not at all saying that an ad like this directly causes violence, it's not that simple but turning a human being into a thing is almost always the first step towards justifying violence against that person. We see this with racism, we see it with homophobia, we see it with terrorism. It's always the same process. The person is dehumanised and violence then becomes inevitable. And that step is already and constantly taken with women. Women's bodies are dismembered in ads, hacked apart — just one part of the body is focused upon, which of course is the most dehumanising thing you could do to someone. Everywhere we look, women's bodies turned into things and often just parts of things. And girls are getting the message these days so young, that they need to be impossibly beautiful. Hot, sexy, extremely thin, and they also get the message that they're going to fail, that there's no way to really achieve it. Girls tend to feel fine about themselves when they're 8, 9, 10 years old but they hit adolescence and they hit the wall and certainly a part of this wall is this terrible emphasis on physical perfection. So no wonder we have an epidemic of eating disorders in our country and increasingly throughout the world. I've been talking about this for a very long time and | keep thinking that the models can't get any thinner but they do. They get thinner and thinner and thinner. This is Ana Carolina Reston who died a year ago of anorexia weighing 88 pounds and at the time she was still modelling. So the models literally cannot get any thinner so Photoshop is brought to the rescue. There are exceptions however — Kate Winslet has been outspoken about her refusal to allow Hollywood to dictate her weight. When British GQ magazine this photograph of Winslet which was digitally enhanced to make her look dramatically thinner, she issued a statement that the alterations were made without her consent and she said, “| don't look like that and more importantly | don't desire to look like that. | can tell you that they've reduced the size of my legs by about a third.” Bless her heart. So, what can we do about all of this? Well the first step isto become aware, to pay attention, and to recognise that this affects all of us. These are public health problems that !'m talking about. The obsession with thinness is a public health problem, the tyranny of the ideal image of beauty, violence against women. These are all public health problems that affect us all and public health problems can only be solved by changing the environment. www.definatalie.comykilling-us-softly-4/ (adapted and abridged), accessed in January 2014 79 eniDGEs 11.º Ano [SEBENTA) Page 120 - Going to the Movies So, uh, you know on my show what | like to do is | like to promote kindness and equal rights, and | don't like labels and | don't see colour, I'm like a cocker spaniel in that way. And | don't like pointing out differences between people, especially men and women. And | thought that women... we've made a lot of progress towards equality. And we're allowed to vote, and | think since 1982 now, and we can wear pants and drive at night, all those things have happened. And then | saw something that makes me think we still have a little bit, uh, a little ways to go. It's a new product from Bic, the pen company. And they have a new line of pens called Bic for Her. And this is totally real, they're pens just for ladies. And | know what you're thinking "it's about damn time! Where have our pens been?" Can you believe this? We've been using man pens all these years. Blech! And they come in both lady colours: pink and purple. And they're just like regular pens except they're pink so they cost twice as much. That is absolutely true as well. The worst part is, they don't come with any instructions, so like, how do they expect us to learn how to write with them, you know? | was reading the back of the pack- well | had a man read the back of the package to me, and it said it's designed "to fit a woman's hand". This is all true, I'm not making any of this up. Designed to fit a woman's hand, what does that mean? Like, so when we're taking down dictation from our bosses, we'll feel comfortable, and we'll forget we're not getting paid as much? | don't know. | mean, just think over the last 20 years, companies have spent millions of dollars making pills that grow men's hair and fix men's sex lives and now ladies have a pen. Wow! We have, we have come a long way baby. It's so ridiculous. And they called to ask me to be their spokesperson and | was outraged! | said | will never do a commercial for you, and then they said how much they'd pay me; | was like okay. So here's the commercial we shot. Ellen: Oh, what's wrong sweetie? Girl: | don't know... Sometimes | just feel... different. Ellen: That's because you're growing up. | think it's time we had that talk — the pen talk. Girl: But | can't handle those man-pens! Ellen: That's why you need the new Bic for Her pen. Girl: There's a pen for women? Ellen: There is now! They're built strong enough for a man, but simple enough that even a woman can understand how to use them. Here's how it works: When you have an opinion, you write it down on a piece of paper and then SEBENTA) 11.º Ano eninces 80 crumple it up and throw it away because no-one wants to know our opinion sweetheart. Girl: Wow! What else can | do with a Bicfor Her pen? Ellen: Well, you can use it to write down a grocery list, or even recipes for when you need to feed your man. And, it's indestructible so it'll stand up to all your wild mood swings. Girl: It's so pretty! Ellen: It's the only pen for ladies you'll ever need. Girl: | can use it when | become president. Ellen: Oh, right! Hahaha. We should get back now. Announcer: Bic for Her pens! For best results use while barefoot and pregnant. Ellen: Good jogging. | need to burn off some of those calories. Keep fit! (back to studio) Ellen: Wow, | wish my mom would have talked to me about lady pens. http://feministing.com/2012/10/15/ellen-degeneres-endorses-bic- for-her-pens/ (adapted) Module 4 Page 137 - Listening Time Exercise 1 In 1931, when Brave New World was being written, | was convinced that there was still plenty of time. The completely organized society, the scientific caste system, the abolition of free will by methodical conditioning, the servitude made acceptable by regular doses of chemically induced happiness, the orthodoxies drummed in by nightly courses of sleep-teaching -- these things were coming all right, but not in my time, not even in the time of my grandchildren. | forget the exact date of the events recorded in Brave New World; but it was somewhere in the sixth or seventh century A.F. (After Ford). We who were living in the second quarter of the twentieth century AD. were the inhabitants, admittedly, of a gruesome kind of universe; but the nightmare of those depression years was radically different from the nightmare of the future, described in Brave New World. Ours was a nightmare of too little order; theirs, in the seventh century A.F., of too much. In the process of passing from one extreme to the other, there would be a long interval, so | imagined, during which the more fortunate third of the human race would make the best of both worlds -- the disorderly world of liberalism and the much too orderly Brave New World where perfect efficiency left no room for freedom or personal initiative. Twenty-seven years later, in this third quarter of the twentieth century A.D., and long before the end of the first century A.F., | feel a good deal less optimistic than | did when | was writing Brave New World. The prophecies made in 1931 are coming true much sooner than | thought they would. The blessed interval between too little order and the nightmare of too much has not begun and shows no sign of beginning. In the West, it is true, individual men and women still enjoy a large measure of freedom. But even in those countries that have a tradition of democratic government, this freedom and even the desire for this freedom seem to be on the wane. In the rest of the world freedom for individuals has already gone, or is manifestly about to go. The nightmare of total organization, which | had situated in the seventh century After Ford, has emerged from the safe, remote future and is now awaiting us, just around the next corner. www.huxley.net/bnw-revisited/ Page 153 - Listening Time Exercise 1 Narrator (Dilly Barlow): Imagine a world where every child was perfect. They need never get ill. Always be happy. They could be bred to be geniuses, brilliant at music or sport. Some say this is no dream. That soon we'll be able to select the genes of our children and have 'designer babies". For others the idea of designer babies fills them with fear. They say it's playing God, that the weak or unusual won't be allowed to exist. That we will breed a master race. Or it could be even worse. We might create a breed of mutants. No subject attracts more controversy than manipulating the genes of our offspring. So, what is a designer baby and can we really create one today? Page 153 - Listening Time Exercise 2 Narrator: Some say one of these children should never have been allowed to be born, that their existence is a threat to humanity. They say the technology that created their tiny bodies threatens to bring back one of the nightmares of our history, the dream of creating a perfectly bred race of humans. The Nazis wanted to improve the German race by controlling those who had children and exterminating the imperfect. And some say we could use today's genetic technology to do the same thing, even if it was never intended to be used in that way. We could create a world devoid of individuality where only perfect children are allowed to be born. Professor Steve Jones: PGD, or pre-implantation genetic diagnosis, is a technique some people think could lead to designer babies. Using PGD scientists can screen embryos outside the womb, long before they develop into babies. Then they can select just those embryos that carry healthy genes, to ensure the baby is free from genetic abnormalities. Page 153-- Listening Time Exercise 3 Dr Lee Silver: | have no doubt that in the future people are going to want to use this technology for uses that go beyond medicine, for uses that are cosmetic, for things like eye colour and height and other things that are on the border of medicine like longevity. | have no question in my mind this technology is going to be used to provide people with these kinds of, of genetic choices in their children. Narrator: As the use of PGD expands some people are worried about just what genetic choices we will make. That we might select for genes that affect looks or personality. They think we've already started on a slippery slope to a world where only genetically perfect humans are allowed to be born. And that the possibility of abusing PGD to create a master race draws closer as we discover more about what our genes do. And barely a week goes by without scientists claiming to have discovered how yet another gene affects us. Some of these genes are clearly linked to disease. But others seem to have the power to influence our behaviour. Dean Hamer was one of the first scientists to link genes to mood. He discovered a gene which he thinks affects happiness. Page 153-- Listening Time Exercise 4 Narrator: PGD is unlikely to be used to select a designer baby. To create a true designer baby, we couldn't rely on an embryo with just the right genes occurring by chance. We'd need to be able to insert any genes we wanted. And some say a way to do this may already have been discovered. French Anderson has been acknowledged as one of the most remarkable scientists of our time. He pioneered what claimed to be the biggest revolution in modern medicine, treating genetic disease by inserting healthy genes into patients. It's called gene therapy. In 1990 Anderson treated his first patient, four year old Ashi De Silva. She had a faulty gene that meant her immune system didn't work properly. Professor Steve Jones: The phrase 'designer baby' just fills me with despair, because it's one of those things that promises so much and delivers almost nothing. What do you mean by designer baby? You design your baby when you, when you choose to go to bed with somebody, okay? That's 81 sniDGES 11.º Ano [SEBENTA Module 2 Page 37 - Listening Time Exercise 4 Media, as we know it today, plays an important role in our lives, whether we are conscious of it or not. It is all around us, newspapers, commercials, posters, magazines, flyers, reality shows, and cartoons only to name a few examples of our everyday interaction with the media. However, with so much involvement in our everyday lives, is the media causing some major problems in our society? One of the main issues with the media is it only appeals to cultural biases, what the public want to hear and what it supports. Sexism can be found in multiple sources anywhere from magazine advertisements to movies, all of which support or portray women in a submissive or inferior position and attack women who do not follow this example. Advertisements are the most obvious forms of usage of sexism in the media. In an ad selling cleaning products, women are portrayed as the ones enjoying the product as if men are not affected by it at all. Society still expects women to be physically, mentally and morally inferior to men and the media is only driving this force. Brenna Coleman explains in her article, “Portrayal of Women: Female Stereotypes in the Media” that ads display and highlight the female body parts (thigh, butt, chest) to sell a product which objectifies a women in the eyes of a man. In the article, “Our Barbies, Ourselves” Emily Prager describes how Barbie was a woman born of a man's image. The physical attributes of Barbie cannot be replicated by any living women but still many women try today with plastic surgery and extremely deadly diets until they are as plastic and lifeless as their Barbie beauty idol. With Barbie, Bratz and Polly at every turn, little girls are brain washed to believe they must subject themselves to being pretty and perfect to be accepted in society and the media plays a big partin it. Page 37 - Listening Time Exercise 5 Movies are just as guilty of this. Women can be shown in two ways in films; one, pretty, innocent, obedient, and dependent or two, strong, independent, and sassy but a half-clothed sexual object. “Tomb Raider” is a good example of the latter, the main character, Lara Croft, is independent and strong but half-clothed and always sight appealing to the audience. The problem is it has the same effect as the advertisements, it objectifies women. Disney movies do this also; they portray women as slender, fragile, vulnerable and dependent on men for survival such as in “Aladdin” or “Cinderella” (Prager). Working women are even attacked SEBENTA) 11.º Ano eninces 84 and displayed as being isolated and cold-hearted like Cruella de Vil from “101 Dalmatians.” Although women have made great progress from being lawfully excommunicated from the workforce to voting equally alongside men as equals, but even with political equality they might never gain social equality. This is because our media controls practically every kind of information obtainable. According to “Moral Responsibilities and the Power of Pictures” by Paul Martin Lester, children watch at least twenty five hours of television a week, adults spend one-half of their leisure time engaged in it, sixty million of 1,500 daily newspapers and 7,600 weekly newspapers are sold each day and 60,000 different periodicals and 40,000 books are sold each year in the US. http://scholarclaudia.hubpages.com/hub/How-Women-are- Portrayed-in-the-Media, accessed in January 2014 Module 4 Page 52 - Listening Time Exercise 2 Speaker A - Martha Teens Turning Green is an organization led by students with a focus on environmental education and advocacy. This organization aims to expose and eliminate toxics that directly affect health and quality of life. TTG even made their own brand and line of safe, environmentally friendly body care products. The organization currently has three programs - TTG: Lifestyles, TTG: Schools, and TTG: Community. In addition, they hold yearly campaigns. They are also affiliated with green sites that discuss how teens can make a difference in various aspects of their lives. Speaker B - Samuel Project Green Dorm focuses on a more daily aspect of university teenagers” lives: living in a dormitory. It offers teens green alternatives from choosing laundry detergent alternatives to linen to school supplies. Consider eco- friendly brands when buying bed sheets, pillows, and bags. Choose recycled products when shopping for school supplies. And recruit roommates to join in the fun of the green lifestyle. Speaker C - Kimberly EarthForce focuses on making youths active citizens who are not only aware of environmental problems, but who are able to critically assess them. Through proper training of educators, EarthForce aims to improve youths' understanding of civic systems and the process of proper implementation of solutions and policy changes that address environmental issues. The organization has a six- step model that is designed to engage young people in using their creativity and ideas for environmental decision- making. Speaker D - Anna Project Lunch is spearheaded by Teens Turning Green, the organization which speaks out on school food programs issues. The project focuses on Marin County schools and aims to improve school food programs through education and involvement. The organization aims for a Platinum Standard for all the schools involved, from elementary to high school and universities. A Platinum Standard means that the food program offers local, organic, and non- processed food products prepared by respected and environmentally aware chefs. Speaker E - John Teens for Planet Earth is a one of a kind green site for teens. It is a social network for teenagers sharing a common interest in environment issues and projects. Teens for Planet Earth not only connects teenagers to other like- minded peers, but also brings them together in projects for the environment. Many of these are citizen science projects designed to involve young people and students. T4PE has several award winning green projects that united thousands of teenagers for a green cause. T4PE also helps teens to get involved with volunteer and fund raising projects, as well as workshops and seminars to further equip them in their efforts for environment conservation. www.theenvironmentalblog.org/2012/01/teenagers- environment/, accessed in January 2014 Page 53 - Listening Time Exercise 4 Sindy: Tell us a little about the project you created, the Passport to Sustainability. Caitlin: It was a program started to inspire younger students to make small changes to their lives and develop more sustainable habits. For kindergarten to grade six girls, we developed a program that would enable them every day to keep track of their sustainable actions. So it is basically a passport that every girl received at the beginning of the year and it's divided into about 20 pages with boxes and areas to get stamps. So each teacher in the classroom has a stamp with a paw print, which is our school's logo. For every sustainable action, say packing a litter-less lunch, walking to school, carpooling, recycling, doing something helpful in class, the teacher can award a stamp to the student. It's a way to get students motivated to do these types of very small things and also inspire their families to get on board. Sindy: Why focus on this young age group? Caitlin: | thought for the youngest students, they'd probably be the most important group to get on board because they're the ones who, in a couple of years, will be leading the school and also the ones who are going to be the next generation. So if they develop the habits now, in the future it will be so much easier to do this naturally. Sindy: What are some ways that teens can act in environmentally responsible ways? Caitlin: There are lots of important actions like walking to school, carpooling, bussing, packing lunches that don't have extra wrappers so using containers instead, recycling, all these different small things. But then there's also the aspect of sustainability that has to do with relationships and interaction with the community, to get students to look around them and see that perhaps going for a walk or helping with a project or planting a flower has two benefits - the environmental side and also the social responsibility side. Sindy: Where does your passion for the environment come from? Caitlin: As a child, | used to travel a lot with my mom, play in the garden, be at the farm - my grandparents used to live in Alberta and they had a farm - plant flowers, hike in the forest. And so all these little things taught me a lot about seeing the world around me and seeing how my own actions had an impact, even the smallest things. And that has stayed with me until now and is the main inspiration behind everything. dy: Do you have any advice for kids who want to start similar projects in their communities? Caitlin: Always keep in mind what the real purpose of a project is. It's so easy to get bogged down by prices and decisions and even politics within an institution. Just keep in mind that the purpose of a project is to, say build a school or inspire younger students. With that in mind, you can get it done and inspire everyone else around you - whoever is helping, adults, teachers - to have similar enthusiasm towards the common goal because it's very easy to get lost in the details. Sindy: Any last words you'd like to say to get kids more involved and more aware of pressing environmental issues? Caiítlin: | think awareness is the key word in the media now. 85 eriDGES 11.º Ano [SEBENTA There is growing awareness. I'm not always thrilled with the way things like sustainability and global warming are being presented, but | think it's great that suddenly this is a household word and people, even young children, recognize that it is. So for younger people to keep building their own opinions regarding things like global warming because there are so many different sources and opinions being presented by environmental interest groups, political groups, even environment clubs at school, but if each one can feel confident that their own opinion regarding the matter is the right one, | think is the most important because then that way, you feel personally connected with what you're doing and what you can do to change or help what's happening around you. Page 53 - Listening Time Exercise 5 Sindy: What do you do in your day-to-day life to help protect the environment? Caitlin Ohama-Darcus: Definitely reducing as much consumption as possible. A lot of it has to do with attitude, respect and enthusiasm towards the subject, not just standing back and thinking, "Okay, what I'm doing today is not going to have any impact, so | can do just whatever | want" but thinking about it. And even if | don't go the whole way by not ever driving in a car or something like that, the fact that | acknowledge that it is having an impact and that there are certain things that can be done to change it, to make up for whatever's happening. | recycle, | try to walk to school every day, | do not waste water at all, among dozens of other things. It can be done, and acknowledging what role you play is most important. www.kidzworld.com/article/8218-caitlin-ohama-darcus-interview, accessed in January 2014 AUDIO SCRIPTS Teacher's Book Listening Test 1 PARTI Not too long ago — at a dinner with friends — | was asked where | was from. | calmly responded that | am from Indonesia. After some short conversation my friend proceeded to ask, “l hope you won't find this offensive, but how do you speak English so well?” Upon hearing that question | laughed and replied that | grew up in the U.S. for nearly eight years before spending the next decade in an international school in Jakarta. SEBENTA) 11.º Ano eninces 86 This was not the first time | have been asked this question. Countless times | get the bewildered expression when a newly introduced stranger remarks how fluent my English is and lin turn explain once more the story behind the accent. In fact, | was recently introduced to a fellow Indonesian who asked me if | spent any time in Indonesia at all. In contrast to the majority of international students, my fluent American accent throws off any hint of the possibility that | am not from this land. When it comes down to it | am just another third culture kid, born in Indonesia to an Indonesian family who grew up in Philadelphia for a significant part of my childhood, returned to my home country and am now in Grand Rapids for my third year of college. For those of you who may not know what this means, a third culture kid is a term coined by sociologist Ruth Hill Useem which refers to an individual who has spent a significant number of years outside their parents” culture. Unlike many TCKs | am not a missionary kid, a military brat or from a business family; rather | was in Philadelphia for the bulk of my time as my dad completed his masters and doctorate studies. When you ask many missionary kids where they are from, you might find that that student is unable to name a specific nation as a result of living in multiple places. Fortunately in my case, | simply have the option of two hometowns: Philadelphia and Jakarta. Though | would ultimately call Indonesia home due to my passport, | have at times replied Philadelphia for the fun of it because it was that convincing to pass as a citizen from either country. A common difficulty that TCKs experience is the identification of a sense of belonging. Since English is my first language, when | returned to Indonesia | was confronted with the challenge of being labeled as a foreigner in my own motherland. My inability to speak fluent Indonesian had alienated myself from my fellow countrymen. When | started fresh in college | was able to quickly transition from being labeled as an international student because of my fluency in English. If you never asked, you may have never realized that | was international. A question on a recent survey | distributed to co-workers regarding my origins revealed that my American colleagues who were unaware of my citizenship chose Asian-American as my ethnic group rather than solely Asian. Many of my friends have told me that if they never knew where | was from they would have assumed that | was Asian-American from the way | speak and behave. | wanted to follow my passion — | knew | had to do it, so | made it happen. | didn't feel completely fulfilled in my career choice; even though | loved the law, | didn't love it all the time and | yearned for a job where | wanted to go to work when | got up every morning. | do now — well, 99% of the time. The great thing about studying with younger people is that they give a fresh perspective on design and definitely keep you on your toes — they challenge you with out-of-the-box ideas and push you out of your comfort zone. | keep in touch with Weltec and have done some Colour Theory teaching for them. | also do some examining and external critique work at Massey in the Textile Department. It's important to give back to the industry and support the up and coming talent. Three You hear a journalist talking about an artist. What kind of work does he do? A He transforms the materials he is working on. B He reinvents what someone else has done. C He works solely on designing new building facades. Alexandre Farto, aka Vhils, is a young Portuguese artist who has become famous for his stunning murals that are created through scratching away what's already there, rather than adding additional material. Alexandre creates the majority of his work by peeling away the top layer of whatever material he's working on, until it forms into something beautiful. He became well known somewhat recently, when his work was linked with Banksy. His natural talent and unique medium skyrocketed him to great renown, and this young artist is already working on large commissions and being featured in galleries. His work is made through a combination of careful paint application and from peeling off the outer layers of walls, and he seems to favor old buildings. Alexandre's work always seems to feature faces, old and young, with intense and wonderfully rendered expressions. Four You hear a young man talking about his work. What is he fighting for? A better working conditions B abetterjob C a better world I get to fulfill my life calling of helping to save the world's oceans, forests and farmland by helping people learn how to create sustainable livelihoods from the landscape and its resources, thus becoming its protectors instead of destroying it. | am able to work in the places | love, analyzing data in an office hunched over a computer and also being paid to travel to check out mountain streams, emerging deserts, re-purposed rainforests and restored farmland and get in some great local fishing. | get to solve the problems of world poverty caused by unsustainable livelihood and environmental changes by working to support sustainable farming, fishing and other livelihoods that will feed people and help them stop going to bed and waking up hungry everyday. Five You hear an actor being interviewed on the radio. Why did he decide to become an actor? A to follow a family tradition B to pursue his passion C to develop a natural talent I've been acting in school plays, student films, shows friends asked me to be in since | was in second grade but only during college did | decide | wanted to do this professionally. When | first went away to college | wanted to be an engineer. So for three years | studied electrical engineering at the University of California at Santa Barbara. In my third year | realized | really hated what | was doing. The prospect of living in a cubicle for the next several decades sounded pretty unappealing, and | had stopped enjoying even learning about engineering. The only thing | enjoyed was acting. | had gotten involved in the schools drama department as well as with some independent productions on campus. Some days I'd have six hours of rehearsal but | never once complained. It was then | decided | wanted to do this professionally and to stop being an engineer, and luckily | had all my parents” support. Ilove myjob! www.americanbar.org/publications/gp. solo/2012/march april/wh y.im glad | became, lawyer.html, accessed in February 2014 weburbanist.com/2011/01/27 Nhils-murals-scratch-more-than- justthe-surface/, accessed in February 2014 www. manifestyourpotential.com/work/take. up, life work/5. drea m job/task3 what is my. dream job.htm, accessed in February 2014 http://www artofmanliness.com/2009/08/19/s0-you-want-my-job- actor/, accessed in February 2014 Listening Test 3 The U.K. market can offer you a great variety when you're shopping; there are always many options to choose from when you are shopping whichever your shopping list is! | guess one of the most popular and attractive markets in the U.K. is fashion. To start with, every season is different from 89 sriDGES 11.º Ano [SEBENTA the previous, and | mean it! For example, “what was on” and was very fashionable during the summer tends to be quite different from the autumn... if green was “the” colour to wear during the summer everyone will be wearing it, and when the autumn comes, everyone will be wearing “what's on” at that moment. | think it great, you get to see so much variety and it can even be interesting (let's be a bit sarcastic and call it that way) to watch some people's taste. Anyway, my main point here is that the High Streets are always up to date! Additionally, | think that due to the weather and the seasons, it is more fun to dress up because you have more accessories like a scarf, gloves, boots, hats...!! Don't give me that face, | know that we have to wear those things because it can get cold sometimes up here, but let's look at the positive side of it! In addition to this, the UK is also great for other types of shopping. Ifyou are interested in decorating your house, for example, there are great stores that sell from little decorative accessories to essential pieces of furniture. Whatever you need (or want) you can find it in almost every size, shape and colour because there are different stores that you can goto. If you are interested in books, | think the UK is also good for that. People here tend to read everywhere and whenever they have the chance to do so. You will find people reading books, magazines or just newspapers in the underground, in the bus stop, waiting in a queue, in the train, in the park (when it is sunny!), in the coffee shops... So there is a fair demand for good reading resources. For this reason, there are good bookstores with a huge variety for all tastes. If you are into sports, then there is good news for you as well, especially if it's about football, golf, rugby, cricket, squash and badminton. Don't worry if you like other sports apart from those; | was mentioning the most popular ones here. There are some sports shops that are like 3 floors tall so you're bound to find what you are looking for! | know you are also probably wondering about the prices so now | am going to talk a little bit about it. The British economy is quite strong, so the British Pound Sterling can be expensive when you come from abroad. However, there are some good news and general tips | am going to give you so you can make the most out of your money (but remember there might be many other ways of saving money too). The first one is that there are many shops that sell the same products, so it is a good idea to look around in different places instead of buying everything in the first shop you go to. There are shops out there for all kind of budgets - you SEBENTA) 11.º Ano eniDces 90 just need to shop around! Each city usually has a main shopping road, in Newcastle, for example, it is Northumberland Street; in London you can go to Oxford Street or Piccadilly Circus, and so on. This is quite handy because you can find everything in one area, no need for transportation while you are shopping! However, once you know the city a bit better you will find a lot of very nice shops that are not necessarily in the high streets but still offer good quality and wide variety of products. By the way, if you like crisps (yes, | mean the potato snack) the UK is “the” best place to buy crisps!! | know you might be laughing but honestly they have so many flavours. Obviously they have the classic ones like salty and cheese and onion but they also have flavours like salt and vinegar, prawn cocktail, beef, chicken, Worcester sauce, pickled onion, bacon, barbecue, Thai sweet chilli, Mexican chilli, Ham and mustard, Oriental ribs, etc.,....! You see, there is a huge list to choose from! http://esol.britishcouncil.org/community/carolinas-blog-shopping- uk, accessed in February 2014 PARTII Hello and welcome to Trend UK, your shortcut to popular culture from the British Council. In the next few minutes we're going to be asking whether you're after value for money when you're shopping for fashion, or fashion that's made with values. We're all after a bargain on the high street. But how often do you stop to consider how some stores seem to stock low-cost/high fashion items quicker and more cheaply than others? Fulfilling our needs for fast fashion means increased production and competition in clothing made in countries with low-wage economies. Our reporter Mark has been to the high street to find out more. Here in a typical British high street there are plenty of bargains to be had. Handbags at £3.99, T-shirts for a fiver and shoes for under a tenner - all roughly equivalent to the price of an everyday meal. But how many of the people shopping in this high street have stopped to think about how it's possible to sell clothes so cheaply? Is it because some companies are turning a blind eye to the exploitation in the countries where these items are made? Ruth Rothelson is an expert on ethical shopping from the Ethical Consumer Research Association, who amongst other things produced the magazine “Ethical Consumer”. Ruth, just tell us what the Ethical Consumer Research Association is. OK, well the Ethical Consumer Research Association exists to provide information for shoppers, letting them know what the companies are doing behind the brands that they see on the shelves. So what makes an ethical shopper? Very broadly speaking, people who are concerned about ethical issues want to know that the product they're buying hasn't been made at the expense of the people who are producing it, whether it's in this country or abroad. They might also be concerned with other kinds of issues: whether the company is involved in armaments, or whether they're donating money to certain political parties. And that as a shopper, you might not want to give your money to that party so therefore you might not want to buy a product from a company who is supporting a political party that you don't agree with. Andis there any kind of rule of thumb? Is something that's more expensive, for example, likely to be more ethical? Unfortunately it isn't always the case that the more expensive something is, the more ethical it is. We can buy very cheap products and it's very likely that when products are cheap, someone has suffered from exploitation in order to get it to us. Whether it's the person making it or the animals or the environment. Quality, however, is often a good indicator whether something, especially with clothes, has been made well. And unfortunately a lot of ethical products will cost more because they reflect the real cost of bringing that thing into the shops. So something that has been made in a factory where the workers have been paid a proper wage will cost you more to buy, simply because the people making it are getting paid enough to live on. Do you have to be well off then to be an ethical shopper? It really depends. You don't have to be rich to be an ethical shopper. One way of thinking about ethical shopping is thinking about buying less. Sometimes we buy an awful lot more than we need. We buy more items of clothing than we need. So being an ethical shopper really means thinking a bit before you go and spend your money in the shops. Some things may cost a little bit more in the short-run, but be worth it in the long-run. If you are paying for quality, something will last you longer and then save you money. And sometimes you can buy things second-hand. There are a lot of charity shops on the high street to buy good clothes. Sometimes you can look a lot better than someone who's just bought off the high street because you can have quite a unique look, and the quality that you find in most second- hand shops is really very good these days. So it's about thinking before you shop. Thanks Ruth. Now among the shoppers here I've got Lauren and Bella. Starting with you Bella, would you consider shopping ethically? Bella: Definitely for food. And clothing, well, when | buy clothes | wouldn't want to think of them being made in a sweatshop. Lauren, you do shop ethically. But you've got a slightly different take on it, haven't you? Yeah, | suppose | shop ethically but my original thing for that was that | like to wear clothes that are different from everyone else. So | would start shopping for vintage clothes. So ethically, obviously they're second-hand so... also | buy a lot of clothes from market stalls, from fashion students, maybe. So theyre all made here, so they would be made ethically as well. Thanks Lauren, thanks Bella. Well it's an interesting debate, and [Il certainly be doing my clothes shopping with a little bit more care in future. http://esol.britishcouncilorg/podcasts-uk/ethical-shopping, accessed in February 2014 Listening Test 4 PARTI We hear it a lot in the news these days: "Recyde newspapers and save a tree. Collect bottles and cans so they can be reused in the manufacturing of new products." Protecting our delicate environment seems to be on the agenda of politicians, government leaders, and citizens in many parts of the world to show support for Mother Nature. The concept of green consumerism has gained momentum more and more over the last decade, and the public feels moved to pitch in and help. However, three essential keys needed to power this movement include a more informed public, the development of improved technology, and a greater demand for recycled materials. Let's use paper as an example. The first step is to raise public awareness about the recycling process, to explain the kinds of materials that can be recycled, and provide ways on how to properly dispose of them. Local governments should educate the public on how to properly sort reusable materials from those, like waxed paper, carbon paper, plastic laminated material such as fast food wrappers, that can't be recycled very easily. Then, a system of collecting these sorted materials needs to be established. The Public interest might be there, but soon may wane if there isn't a system where they can take these materials to be recycled. 91 eniDGEs 11.º Ano [SEBENTA) b. not getting paid well 5. a. get am getting b. am c. makes d. hides e. has made f. taught E. was h. didn't want i. made |. learnt OR learned k. felt |. spread m. was OR were n. saw o. Doesn't it sound Activity C Open answer. Test3 Activity A vawnHA = Activity B 2. Model answers: a. ... to graduate, but he also lost... b.... will find it hard to get... €. ... isn't working or studying. 3. Model answer: The title “Generation Jobless” means that this generation has been finding it difficult to find a job. They have become an unemployed generation. 4. 4.1 Education is important when it comes to finding a job because it gives the knowledge, competences and skills you lack as a young person. It also teaches you about existing options so that you know which one is to best for you. Teens are often unaware of what path to follow and by taking different subjects at school they find out more easily about what moves them, what interests them. 4.2 They are contributing less productively because they can't find a SEBENTA) 11.º Ano eninces 94 job, or the jobs they find are only temporary. They spend most of their time unemployed or looking for a job rather actually working or studying. 5. a. am going b. get off / will be waiting c. have /are having d. am going to finish e. Are you staying OR Will you be staying t. will be travelling £. are we meeting OR shall we meet OR will we meet h. is going to be à. will arrive OR “ll arrive OR 'II be arriving Activity C Open answer. Test 4 Activity A 1. a. settling down b. raise c. greater o. set e. result E right £. powered h. relying 1. short ). pass Activity B 2. 21b 22d 3. Model answers: 3.1 He was impressed with Madagascar because he was stunned by the scenery and the liveliness of its capital. There was also a wonderful atmosphere between him and the people he communicated with on a daily basis. Everyone was really friendly and loving, and so he felt at home. 3.2 It was a wonderful experience and he spent a wonderful time in Madagascar. He learnt a lot of new things, met new people, improved his diving techniques and took home with him a lot of good memories. He advises everyone to travel abroad and go somewhere different and exotic. 4. a. Laurence, whose gap year experience changed his life, now lives in South Africa. b. Madagascar is a wonderful country that Laurence wishes to visit again some day. c. Despite having worked a lot as a volunteer, Laurence feels it was extremely rewarding. d. Laurence has kept in touch with the people he met because he doesn't want to forget his memories. Activity C Open answer. Test5 Activity A 1. a. throughout b. will c. than d. mass e.an/the f.many e. by /in h. what à. which à. this /our Activity B 2. Model answers: a. ... has been looked at before ... b.... are/can be damaged ... 3. Model answer: It means that people once believed that happiness came from some other place rather than a world of commercial goods. They believed happiness came from within, their friends, their job, from reaching their goals. However, nowadays, happiness is found in the shopping centre or through the consumption of material goods. The more you buy, the happier you become. 4. a. information b. our real lives as dull and ordinary, commitment to human beings as something to be avoided 5. a. New legislation regarding advertising hadto be created by the government. b. Jean was asked a lot of questions about her personal life. c. These students must be taught about media literacy. d. Jean said she couldn't wait there anymore as she had been there for over an hour. She added she would come back the next day. e. The journalist wondered if |/he/she/ they was/were free the next day because he/she would like to meet me/ him/her/them after lunch. Activity C Open answer. Test6 Activity A waste over such - adapt - die - cut down . rate - already i. damage j. so that szwmrnoorn con Activity B 2. Model answers: à... World Environmental Day goes unnoticed... b.... related with / to environmental... 3. 3.1 Personal answer. 3.2 Model answer: There is a close connection between them, as people's rights are often overlooked when disasters happen, although in some cases they are taken into consideration. Itonly depends on the people in charge of these environmental operations. The environment needs to be protected but so do people. 4. a. f'farmers hadn't treated their land with harmful pesticides, they wouldn't have polluted the soil and water. b. Were these people encouraged to promote World Environment Day (by anyone)? c. Consumers who wish to protect the environment have started to buy organic products. d. Phyllis told the journalist she had been fighting for her community for many years and asked him not to ignore them anymore. e. Little do people know of what is going on in the world around them. f. Although the government had good intentions, the project was never concluded. Activity C Open answer. GLOBAL TEST Activity A 1. Model answer: Choosing a job when you're young / I'm young — which job should I go for? / Young people have to think about a job. 2. a. reading b. investments c. inequality d. work e. sustainable f. growth g. stability h. health 1. climate ). reducing 3. a. Unless | have got research to do, | read a book or listen to music. b. Despite having worked a lot on her last project, Amy didn't get the best mark in her class. c. University students often use the Internet so that they can look for the information they need. Activity B 1. Model answer: a. lt means that they spend many years, if nota lifetime, paying for their education. b. It means that the situation is difficult and not likely to improve. c. t means that it is extremely important. 2. a. young people b. likeminded people c. social networking 3. a. Model answer: It is difficult because school doesn't give them enough experience in the different areas they can tackle and so they end up not knowing in what they are good at or what they actually enjoy doing. Besides this, they live life as it happens, and so they often don't think too much about their future and what they will be doing. .ocsp» pUnnw ANSWER KEY LISTENING LISTENING TEST 1 Part 1. 11A 12B 13C 148 1.5A Parti 1. a. her own life / her life b. characters c. ending d.-dimensional e. in English (at college) f. humour and poignancy E. research h. (the) violin i.a writer j. achieved her dream 95 eniDGEs 11.º Ano [SEBENTA LISTENING TEST 2 Parti Speaker 1: E Speaker 2: C Speaker 3:A Speaker 4: D Speaker 5: F Partll 11€ 12B 1.3A 14C 1.5B LISTENING TEST 3 Parti 1. 1.1A 1.2C 13B 14C 1.5A Partll 1. a. bargain b. information for shoppers c. ethical issues d. suffered from exploitation e.a proper wage f. less £g. charity shops h. in sweatshops i. vintage j. ethical shopper / ethical consumer LISTENING TEST 4 Parti 1. 118 1.2C 1.3A 148 1.5C Partll 1. 1.1A 12B 1.3€ 1.4A 1.58 SEBENTA) 11.º Ano eninces 96