9

MANUAL DO
PROFESSOR

ENSINO FUNDAMENTAL
ANOS FINAIS

LÍNGUA
INGLESA
mp_met_ativa_9a_ing_ma.indd 1 04/11/2022 09:48:09
 Know your book
UNIT 2

What is my take
in this universe?
How can we
reduce marine Opening
pollution? Composta do título da unidade e de uma imagem que instiga o
estudo do aluno.

chaiyapruek youprasert/Shutterstock.com

Success criteria
Project Everywhere; The Global Goals Campaign. Disponível em: <www.globalgoals.org/14-life-below-water>. Acesso em: 11 ago. 2020.

Marine
Pollution

Success criteria Places

Causes
(choosing
a cause)
(getting the
key ideas)

O “Success criteria” é um diagrama que mostra a distribuição dos Sports

(considering
pros and cons)
(talking about
tópicos que serão apresentados em cada lesson. Nessa mesma adjectives
and teamwork)

página, é possível encontrar o global goal que será o tema

norteador da unidade.

36 Língua Inglesa | 9o ano

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Theory
Os conceitos previstos são desenvolvidos de forma contextualizada, a partir de atividades que, ao longo das
unidades, trabalham com as habilidades auditiva, oral, de leitura e escrita (listening, speaking, reading e writing).
Além disso, os conhecimentos prévios também são valorizados por meio da evidência da interdisciplinaridade,
destacando os valores desenvolvidos para a construção de uma identidade multicultural.

2 Manual do Professor

mp_met_ativa_9a_ing_ma.indd 2 04/11/2022 09:48:09

 Na lesson B, o foco do trabalho é a habilidade oral (speaking). Na estruturação
desta lição estão os seguintes elementos:
Language of learning: technology-related words.

Lesson A Lesson B
Grammar focus: prepositions following adjectives
(familiar with, addicted to); subject, object & reflexive
How do I look to you? How can you show your point of view? pronouns.
Skill building: expressing agreement and
disagreement, and contradicting people.
Tuning in Getting ready
What are these avatars like? Which words connect to the pictures? Look at the image. Work in pairs to make questions or answers. Complete the prompts to help you.
Example:
A: Are you familiar with social media channels?
B: I’m a user of…/I’m a fan of…/I’m addicted to...
A: What do you like about …?
B: It allows/enables me to upload photos and also to express my opinions.
A: That sounds convincing! or That doesn’t sound very convincing!

Chinnapong/Shutterstock.com
dark blue light brown pale green solid gray

light orange deep purple bright red silver bright yellow

strategies
Useful

R.O.C.K.S. for word problems: useful strategies

1. Restating: Can you use the word in a different context?
2. Organizing: What part(s) of the word do you know?
3. Checking: How can you check the possible meaning?
4. Knowledge: What else can you bring to your knowledge basis? O objetivo deste exercício é ambientar os alunos com o tópico das mídias sociais e levá-los a refletir sobre a maneira como enxergamos essas ferramentas
atualmente. As perguntas e respostas apresentadas na tabela são algumas das possibilidades. O ponto principal da atividade é iniciar uma reflexão sobre os
5. Sharing: How about sharing with others what you have learned? diferentes pontos de vista que podemos ter sobre um mesmo assunto.
Após o exercício oral, deve ser feito um trabalho de extensão sobre o que os alunos (e seus familiares) pensam sobre esses meios. O áudio correspondente
deve ser tocado antes do exercício para que os alunos possam assimilar a correta pronúncia do vocabulário a ser utilizado.

9o ano Unit 5 | How do we get to know people better? 109 18 Língua Inglesa | 9o ano

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Lesson A Lesson B
A habilidade auditiva é desenvolvida nesta lição A habilidade oral é desenvolvida nesta lição atra-
através das atividades “Tuning in”, “Getting ready”, vés das atividades “Getting ready”, “Making it work”,
“Sorting it out”, “Zooming in” e “Making it steady”. “Making it clear”, “Making it stick” e “Moving on”.

Na lesson C, o foco do trabalho é a habilidade de leitura (reading). Skill building: finding most important ideas; understanding what the Na lesson D, o foco do trabalho é a habilidade escrita (writing). Na estruturação desta Interdisciplinary: social justice, poems, infographics.
Na estruturação desta lição estão os seguintes elementos: text says; relating pictures to text; relating words to numbers. lição, constam os seguintes elementos: Cognition: new forms of writing.
Language of learning: social interaction; reading comprehension. Language of learning: nonviolence-related words; use and analyze writing techniques. Skill building: identifying and writing a poem and an infographic.
Lexical development: arts and history; social science.

Lesson C Lesson D
How can we connect better socially? What cause would bring justice to your context?
Getting ready Getting ready
Look at the images and read the headers. Connect each picture to their corresponding header. Do you know who Martin Luther King was? The following text is a part of his famous speech I have a dream.
Read it and get to know a bit about him.
a)
Uncle Leo/Shutterstock.com
Evan El-Amin/Shutterstock.com

[...]
I have a dream that one day this nation will rise
up, live out the true meaning of its creed: “We hold
these truths to be self-evident, that all men are
created equal.”
[...]
I have a dream that my four little children will one
day live in a nation where they will not be judged
by the color of their skin but by the content of their
character. I have a dream ...
[...]
And if America is to be a great nation, this must
become true.
Martin Luther King Jr. “I have a dream ...”. The U.S.
National Archives and Records Administration.
Disponível em:
<www.archives.gov/files/press/exhibits/dream-speech.pdf>.
Acesso em: 17 ago. 2020.

b) Finding the pattern

Read the infographic and identify the elements to complete the table. Check your answers.
dolphfyn/Shutterstock.com

World Day for Social Justice

On November 26, 2007, the UN

General Assembly named February
Social Justice includes:
20 as the annual World Day of
Social Justice. The day was first
observed in 2009.

Poverty
Can we do something about it? Access to
prevention
“Remember that the happiest education and
people are not those getting employment
more, but those giving more.” – What does it feel like?
H. Jackson Brown Jr.
“You do not need to be a
Social
student or have a child inclusion Intergenerational “There is one kind of prison
justice where the man is behind bars,
who is a student to benefit Non-discrimination
from public education.” – and everything he desires is
(environment, outside; and there is another kind
John Green.
national debt) where the things are behind the
“Living democracy grows like a bars, and the man is outside.” –
tree, from the bottom up.” – Upton Sinclair – The Jungle
Vandana Shiva.

124 Língua Inglesa | 9o ano 80 Língua Inglesa | 9o ano 125 Unit 3 | How can we promote peace? 81

CALLIS_2021_9A_LU_LIN_U5.INDD / 26-08-2020 (15:14) / MARCELO.RIBEIRO / PROVA FINAL CALLIS_2021_9A_LU_LIN_U3.INDD / 26-08-2020 (17:45) / PATRICIA.MONTEIRO / PROVA FINAL CALLIS_2021_9A_LU_LIN_U5.INDD / 26-08-2020 (15:14) / MARCELO.RIBEIRO / PROVA FINAL CALLIS_2021_9A_LU_LIN_U3.INDD / 26-08-2020 (17:45) / PATRICIA.MONTEIRO / PROVA FINAL

Lesson C Lesson D
A habilidade de leitura é desenvolvida nesta lição A habilidade escrita é desenvolvida nesta lição através
através das atividades “Getting ready”, “Getting the das atividades “Getting ready”, “Finding the pattern”,
big picture”, “Making connections”, “Digesting it”, “Making it relevant”, “Making it meaningful”, “Nailing
“Juicing it up” e “Closing in”. it” e “Editing it”.

LÍNGUA INGLESA • 9º ano • Ensino Fundamental – Anos Finais 3

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 Making it work
To understand a point of view, we need to identify which person is saying what. Read the sentences and
decide if they are being said in the 1st, 2nd or 3rd person’s point of view.

1st person’s point of view: I/me; we/us

2nd person’s point of view: you
3rd person’s point of view: he/him; she/her; it; they/them
Boxes
Example:
I think that Facebook is over.
I is the subject from a 1st person POV (point of view).
Receive & perceive
Pronouncing city names
Whenever you are going to say a person’s or a city’s name, it is best to hear how they are pronounced
1 before
Joantrying
and I to
aresay
friends
them.online.
If this is not possible, the best you can do is try to learn them in advance.
Listen to some commonly mispronounced city names and circle the pronunciation you hear.

2 My
1. sister loves uploading her picturesa)towus-ter
Worcester her Instagram account. b) wus-ses-ter Apresenta práticas de
2. Leicester a) lie-ses-ter b) les-ter
pronúncia e entonação.

3. Loughborough a) luff-buh-ruh b) luff-buh

3 Her friends believe it makes you popular.
4. Derby a) der-bee b) dar-bee

5. Greenwich a) gren-itch b) green-witch

4 I think it just makes you a robot.

Keep in mind
Write the words and information you want to keep in mind from lesson A. strategies

Useful
S.T.A.R. for word problems: useful strategies
5 You have toTrabalha
believe in com
who you are outside the Internet.
o desenvolvimento metacognitivo,
auxiliando 1. Stop: what don’t you know exactly?
na formação do próprio repertório de estratégias para
2. Think: what other information can you use?
desenvolver a cognição.
3. Act: apply this information to solve the problem.
4. Review: is your answer a good fit?
Travel
strategy (our natural and
Super

ExpansionGetting cultural
readyheritage)
Pronouns (world historyLook
and at the pictures and decide which column of words is the most adequate to describe them. C
Countryside
Pronouns are a closed category
language names
of words (limited in number) that of the elements
can replace a noun. you can identify in each picture.
(living in cities development)
andbefore
in the a verb, it is a 1 2

Kamira/Shutterstock.com
• If aHobbies
pronoun replaces a name pronoun. Examples are:
(green and country) . Apresenta uma estratégia
public spaces
• If afor all)
pronoun replaces a name after a verb, it is an pronoun. importante que está sendo
utilizada na lesson.
Examples are: .

• If a pronoun does not refer to any particular person, it is an pronoun.

Examples are: .
Getting I need more time
Lesson A (Hobbies) Done!
there! and practice!
20 Língua Inglesa | 9o ano clear
Crystal

Can you identify some hobbies and leisure activities?

Adverbs
3 do you show you agree or disagree? 4
A.PAES/Shutterstock.com

How
Can you talk about green and public spaces?
Conduz à observação e esclarecimento
do uso da estrutura gramatical contida I totally agree.
Can you say some city names? Agree
na unidade.
You’re absolutely right.

I completely disagree.
Unit 4 | How can we protect our cultural and natural heritage?
Disagree 91
Not necessarily.
up
Stepping

Adverbs + -ly
More ways to agree and disagree total – totally
absolute – absolutely
Agree Partially agree complete – Disagree
completely
necessary – necessarily Amplia o repertório semântico
That’s a good point. I’m not so sure about ... I totally disagree with ...
article comact a apresentação de music celebrity
I think so, too. I see your point, but ... Adverbs tell you
I couldn’t howless!
agree
bestseller estruturas
something happens
audienceor how adicionais.
somebody is doing something.
concert channel
Absolutely! That may be true, however ... book camera guitarist chat/talk sh
TheDon’t you
car stopped think that …?
suddenly.
cartoon
Please, listen to the story carefully. cinema heavy metal magazine
hero/heroine
I understand you perfectly. festival hit song news
Making it stick magic film instrument selfie
Look at these advertisements. What is the product they are selling? WhatAdverb
are thetypes seriesshown in the ads to performance
reasons recording television
buy this product? Time adverbs tell when something happens.
4 Manual do Professor
Have you seen Lucca today?
utterstock.com

no You teach her Google HomeCurrently, more people are taking action. Unit 3 | How can we promote peace
mp_met_ativa_9a_ing_ma.indd 4 the ‘running man’ repeats the song 04/11/2022 09:48:11
 Agatha Koroglu/Shutt

djile/Shutt
(Compare: finding similarities)
Both pictures show …; the first one shows … while the second one is …
(Compare: finding similarities)

What if?
Although both situations involve …, there are some Recovering
differences. important information
(Compare: finding differences)
What if you want to make (a) an offer or (b) a polite request? Check how you can use would in these
In the first picture, ... sentences.
Conduz à revisão de
On the other hand, in the second one, … (a) It’s so hot today. Would you like something to drink?
Also, …,informações
while … importantes. (b) I need your help. Would you do me a favor?
(Answering the question)
1. Read the situations. Make an offer or a request in each case.
As for how …, I’d say it’s … However, I strongly believe that …
a. I don’t have a car and I need to get to the hospital.

memory b. You must pick up the dog at the pet shop, but you’re busy.
Super

Remembering connectives
Complete the letters that are missing in each connective.
c. You have a project to finish and do not know how.

Meaning Example
d. You see a blind person trying to cross the road.
Addition add an idea and, also, ad ly
Auxilia no resgate de
Opposition oppose an idea e. Your
but, mother
however, al is very busy and there
h
conhecimento
is some shopping to be done. prévio sobre um
assunto contido na unidade.
Reason justify an idea because, as (for), si e

Balancing show two sides of an idea

Movingonon
one hand …, on the o nd …
Integrate the following information to discuss the issue of plastic pollution in our oceans.
w e, w eas
Taking another
Issue Possible solution Expressing different ideas
perspective
Many of the objects Quadros
can/should e diagramas
Yes, and you
Unit 4 | How can wein protect
the oceanour
endcultural
up andthe
Collect natural
waste heritage?
from Collecting93
the waste from these zones
can ...
in giant accumulation these zones. can take too many years. We should
Yes, but ...
zones called ‘gyres’. replace plastic-made products.
Oriente os alunos a escrever palavras e informações
Keep in mind que eles desejem recordar na parte correspondente ao
can/must
escribe them. Check the Write the words and information you want to keep in mind from lesson A.
tema da lesson A – parte colorida do gráfico.

Waste ends up in the ocean for a number

of reasons. Sometimes, it is intentionally
Project Everywhere; The Global Goals Campaign. Disponível em: <www.globalgoals.org/10-reduced-inequalities>. Acesso em: 11 ago. 2020.

Diagrama
Marine life is often com os tópicos aprendidos
dumped into the sea ao(garbage
longo das from ships lessons e quadro
White House Photo/Alamy/Fotoarena

Stop littering the

affected by ocean com a descrição or fishing gear). Sometimes, it is carelessly Yes. However, ...
Equal opportunities ocean. das metas de compreensão de cada
(recognizing and waste. dropped on land and ends up in the sea.
Language
(researching
producing
different forms of
lição que devem ser visitados ao final das lessons para verificar
Natural disasters, such as hurricanes or
Technology
(showing your
sources) writing)
o progresso ao longo dastsunamis, unidades. can also result in waste
Este exercício de checagem através de uma rubrica clara e específica
ending
(SPREAD) traz para o aluno a possibilidade e a responsabilidade de

Communications point of view) Editing it adequar a escrita até atingir o objetivo especificado.

(identifying up in the sea. We must take

Check your peers’ writing according to the following rubrics. action!
Uma sugestão para o fechamento deste trabalho é que cada aluno
atribua ao seu próprio texto uma nota (ou um conceito) antes que
persuasive SPREAD the feedback!
o colega o faça. Isso auxilia o aprendiz a monitorar sua própria
produção e a trabalhar de forma independente (autorregulação).
elements)
It has been well docu- Yes No

mented that turtles, for We should ban plasticS Can you be very specific about the elements that are good and those that are
✓
O “Success criteria” contempla o trabalho das The Global Goals for a Sustainable World. O foco é desenvolver as quatro
not, according to the theme of your writing (ethics and knowledge)?
might
Use the arguments given in this exercise. Yes, xbesides, …
example, mistake plas-
habilidades destacadas no quadro dentro das reflexões e ações sobre The Global Goal 10: Reduced inequalities. O
quadro deverá ser revisitado no decorrer da unidade como uma estratégia para acompanhar os objetivos propostos. Além bags for good. Can you identify the purpose of this writing?
disso, funciona como avaliação formativa ao final de cada lesson, pois o aluno poderá retornar ao quadro e identificar se
P ✓ x
o objetivo principal foi alcançado com sucesso.
tic bags for jellyfish. Use a word web.
Can you show respect for the work of your peer?
TERIA R ✓ x
SUCCESS CRI Getting
I need more Watch your language.
Lesson A (Communications) Done! time and
Some of the marine
there!
practice! Whilst this may not E Can you encourage your peers to improve their writing?
✓ x
Use the good points in the writing.
debris is made up of directly harm the sea Can you analyze your work and find the main points you learned in this unit?
Can you identify some forms of communication? A ✓ x
chemicals that are life that swallows the We have to ...
Write what you learned.
Eeli Purola/Shutterstock.com

✓ Yes,x unless ...

Can you describe what is good and what still needs some work?

Can you use relative pronouns?

harmful to fish and waste, it can result in D We
Use themust ...
FACT rubric.

other species, altering harmful toxins entering

My ideal world
Read this excerpt from Keri’s book and create a manifesto for your
the food chain. the food chain. world. Write it on your notebook and share it with your peers.
Reprodução

Can you analyze advertisement techniques?

How to write a manifesto

A manifesto is a document you write that declares your goals, plans
Can you make rhymes?
Unit 2 | How can we reduce marine pollution?
and dreams. It is usually one page with bullet points (or in point form). Your
manifesto will be read over and over again (to remind you what you are
49
striving for and to keep you on track with your vision).
Unit 1 | How can we reduce inequalities? 17 Write about what you are passionate about. What do you stand for?
What are your beliefs?
ONTEIRO / PROVA FINAL CALLIS_2021_9A_LU_LIN_U1.INDD / 26-08-2020 (17:56) / PATRICIA.MONTEIRO / PROVA FINAL What gifts and ideas do you have to share with the world?
What big dreams do you have for your life/group/organization? What
would you like to accomplish? These can be serious goals, or they can
be absurd (it’s up to you).
Formulate a plan. Have some thoughts about how you might go about
achieving these goals.
Research other manifestos and use some of the ideas you like.
My ideal world: Inspirada no livro The imaginary world of _____, Points can be as simple or complex as you like.
You may also add a list of dos and don’ts for your manifesto.

escrito por Keri Smith, esta seção convida a relacionar o que foi Keri Smith. The imaginary world of. Toronto: Penguin Books, 2014. p. 46.

aprendido na unidade com o mundo e seu futuro, explorando

celebrity novas possibilidades com o conhecimento adquirido.
channel
chat/talk show 136 Língua Inglesa | 9o ano

magazine CALLIS_2021_9A_LU_LIN_U5.INDD / 26-08-2020 (15:14) / MARCELO.RIBEIRO / PROVA FINAL

news
selfie
television

LÍNGUA INGLESA • 9º ano • Ensino Fundamental – Anos Finais 5

mote peace? 65
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 Concepção do material de Língua Inglesa – Coleção Callis
Cada livro da Coleção Callis tem uma característica única e um desenvolvimento diferente. Isso significa que, a
cada nova fase de aperfeiçoamento, os estágios e anos pelos quais passam nossos alunos devem ser reconhecidos
em suas diferenças, as quais devem refletir-se na apresentação de cada volume. Embora possuam diferenciais,
todos os livros mantêm as características essenciais que fundamentam a coleção e que podem ser relembradas
na leitura da Fundamentação Teórica que acompanha este Manual.
No início de cada unidade há um diagrama para ajudar a esclarecer os objetivos a serem desenvolvidos
ao longo das lições. Ele deve ser explorado logo no começo da unidade, para que fique muito claro para cada
aprendiz o que deverá ser abordado, o que se espera que ele/ela aprenda e o que significa ter sucesso nessa
empreitada. Após o diagrama “Success criteria”, de modo explícito no livro do aluno ou incluído no Manual do
Professor, haverá sempre um momento de averiguação do conhecimento prévio, o qual deve ser sempre realizado
de forma individual.
Depois dessa preparação para o aprender, etapa crucial do desenvolvimento de qualquer competência
essencial, será iniciado o trabalho de cada eixo. Primeiramente, são trabalhados os elementos da oralidade,
divididos em duas lições: a lesson A tratará da habilidade de ouvir com maior ênfase, enquanto a lesson B terá
como foco a fala. Dentro dessas lições, haverá o trabalho lexical, com a construção ativa do vocabulário, e também
o desenvolvimento gramatical, com a explicitação das estruturas sintáticas da língua adicional. Assim, o eixo do
conhecimento linguístico estará no entremeio do desenvolvimento de cada um dos eixos mais tradicionais da
aprendizagem de uma língua: a escuta, a fala, a leitura e a escrita.
Dando continuidade, a lesson C ocupa-se do eixo da leitura, habilidade que deve ser aprendida de forma
explícita e minuciosa para ser consolidada, uma vez que não é atribuição do sujeito, como as habilidades de ouvir
e falar, mas produto de aprendizado cultural. Dentro desta lição, procuramos utilizar textos autênticos para que a
comunicação eficaz e a flexibilização que as línguas sofrem possam ser bem apreciadas. Por fim, a lesson D enfoca
a escrita e aborda vários gêneros desta habilidade, visando permitir que o aprendiz esteja sempre atualizado ao
empregá-la.
Acompanhando cada lição haverá um processo claro de retomada e averiguação do que foi aprendido. Isso
significa que o aprendiz terá a oportunidade de apurar pontualmente se os objetivos para determinada porção
da aprendizagem temática foram atingidos. Isto evita o acúmulo de dúvidas que possam atrapalhar o efetivo
desempenho da habilidade e possibilita uma avaliação formativa, e não apenas somativa, do que o indivíduo
aprendeu.
Ao final de cada unidade, haverá a retomada dos objetivos de aprendizagem globais para tal unidade, de
modo que o sujeito possa rever o que foi exposto e realmente refletir sobre o sucesso de seu aprendizado.
Desta forma, a responsabilidade pelo aprender passa a ser um objetivo do sujeito que, mediado pela atuação do
professor, poderá construir autonomia e independência na condução de sua competência para aprender.

6 Manual do Professor

mp_met_ativa_9a_ing_ma.indd 6 04/11/2022 09:48:12

 Base Nacional Comum Curricular (BNCC)
A Base Nacional Comum Curricular (BNCC) começou a ser concebida na Constituição Federal de 1988, quando
se falou em aprendizagens essenciais para uma formação básica comum. Mais tarde, com a Lei de Diretrizes
e Bases da Educação (LDB), de 1996, a formação básica comum se desdobrou em competências gerais que
forneceriam diretrizes para que os currículos pudessem ser desenvolvidos. A partir dessa definição, as diretrizes
pedagógicas que norteariam a elaboração de currículos tomaram corpo e forma com o reconhecimento dado pelo
Plano Nacional de Educação (PNE). A BNCC começou, então, a ser elaborada em 2014, passou por três consultas
públicas ao longo de três anos e foi oficialmente adotada em 2017.
Ao longo de 2018, toda a rede de ensino (infantil a fundamental) do país adequou seus projetos e currículos
de acordo com o que a Base estabelece. Por isso, o nome “base”, pois oferece a fundamentação das decisões
quanto ao que se vai aprender; o adjetivo “nacional”, porque tem abrangência sobre todo o território nacional;
o denominador “comum”, pois se aplica a todo e qualquer estabelecimento de ensino; e sua destinação
“curricular”, visto que fornece os parâmetros para a formulação dos currículos escolares.
Veja de outra forma, no esquema a seguir, o histórico traçado:

Diretrizes
pedagógicas

Competências
gerais

Aprendizagens
essenciais

Entenda também o que é a BNCC, onde será utilizada, a quem se aplica, e para que serve:

BASE NACIONAL COMUM CURRICULAR

criada para que todos aplicada em todo o des�nada a todos os usada como fundamentação
possam aprender terrítório nacional membros em formação das escolhas curriculares
da nossa sociedade

LÍNGUA INGLESA • 9º ano • Ensino Fundamental – Anos Finais 7

mp_met_ativa_9a_ing_ma.indd 7 04/11/2022 09:48:12

 Habilidades da Base Nacional Comum Curricular (BNCC)
Eixo Unidades temáticas Objetos de conhecimento Habilidades

Interação discursiva Funções e usos da língua (EF09LI01) Fazer uso da

inglesa: persuasão língua inglesa para expor
pontos de vista, argumentos
e contra-argumentos,
considerando o contexto
e os recursos linguísticos
voltados para a eficácia da
comunicação.
Compreensão oral Compreensão de textos (EF09LI02) Compilar as
orais, multimodais, de ideias-chave de textos por
cunho argumentativo meio de tomada de notas.
Compreensão de textos (EF09LI03) Analisar posi-
Eixo oralidade orais, multimodais, de cionamentos defendidos e
cunho argumentativo refutados em textos orais
sobre temas de interesse
social e coletivo.
Produção oral Produção de textos orais (EF09LI04) Expor resul-
com autonomia tados de pesquisa ou
estudo com o apoio de
recursos, tais como notas,
gráficos, tabelas, entre
outros, adequando as
estratégias de construção
do texto oral aos objetivos
de comunicação e ao
contexto.
Estratégias de leitura Recursos de persuasão (EF09LI05) Identificar re-
cursos de persuasão (es-
colha e jogo de palavras,
uso de cores e imagens,
tamanho de letras), utiliza-
dos nos textos publicitários
e de propaganda, como
elementos de convenci-
Eixo leitura mento.
Recursos de (EF09LI06) Distinguir fatos
argumentação de opiniões em textos
argumentativos da esfera
jornalística.
Recursos de (EF09LI07) Identificar argu-
argumentação mentos principais e as
evidências/exemplos que
os sustentam.

8 Manual do Professor

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 Práticas de leitura e novas Informações em ambientes (EF09LI08) Explorar am-
tecnologias virtuais bientes virtuais de infor-
mação e socialização,
analisando a qualidade e a
validade das informações
veiculadas.
Eixo leitura Avaliação dos textos lidos Reflexão pós-leitura (EF09LI09) Compartilhar,
com os colegas, a leitura
dos textos escritos pelo
grupo, valorizando os di-
ferentes pontos de vista
defendidos, com ética e
respeito.
Estratégias de escrita Escrita: construção da ar- (EF09LI10) Propor poten-
gumentação ciais argumentos para
expor e defender ponto
de vista em texto escrito,
refletindo sobre o tema
proposto e pesquisando
dados, evidências e exem-
plos para sustentar os ar-
gumentos, organizando-os
em sequência lógica.
Escrita: construção da per- (EF09LI11) Utilizar recursos
suasão verbais e não verbais para
construção da persuasão
Eixo escrita em textos da esfera publi-
citária, de forma adequada
ao contexto de circulação
(produção e compreen-
são).
Práticas de escrita Produção de textos escri- (EF09LI12) Produzir textos
tos com mediação do pro- (infográficos, fóruns de
fessor/colegas discussão on-line, fotor-
reportagens, campanhas
publicitárias, memes, en-
tre outros) sobre temas de
interesse coletivo local ou
global, que revelem posi-
cionamento crítico.
Estudo do léxico Usos de linguagem em (EF09LI13) Reconhecer,
meio digital: “internetês” nos novos gêneros digi-
tais (blogues, mensagens
instantâneas, tweets, en-
tre outros), novas formas
Eixo conhecimentos de escrita (abreviação de
linguísticos palavras, palavras com
combinação de letras e
números, pictogramas,
símbolos gráficos, entre
outros) na constituição das
mensagens.

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 Estudo do léxico Conectores (linking words) (EF09LI14) Utilizar conec-
tores indicadores de adi-
ção, condição, oposição,
contraste, conclusão e
síntese como auxiliares na
construção da argumenta-
ção e intencionalidade dis-
cursiva.
Gramática Orações condicionais (ti- (EF09LI15) Empregar, de
Eixo conhecimentos pos 1 e 2) modo inteligível, as formas
linguísticos verbais em orações
condicionais dos tipos 1 e
2 (If-clauses).
Verbos modais: should, (EF09LI16) Empregar, de
must, have to, may e might modo inteligível, os ver-
bos should, must, have
to, may e might para
indicar recomendação,
necessidade ou obrigação
e probabilidade.
A língua inglesa no mundo Expansão da língua ingle- (EF09LI17) Debater sobre a
sa: contexto histórico expansão da língua inglesa
pelo mundo, em função do
processo de colonização
nas Américas, África, Ásia
e Oceania.
Comunicação intercultural A língua inglesa e seu pa- (EF09LI18) Analisar a im-
pel no intercâmbio cientí- portância da língua ­inglesa
fico, econômico e político para o desenvolvimento
das ciências (produção,
Eixo dimensão
divulgação e discussão de
intercultural
novos conhecimentos), da
economia e da política no
cenário mundial.
Construção de identida- (EF09LI19) Discutir a comu-
des no mundo globalizado nicação intercultural por
meio da língua inglesa
como mecanismo de
valorização pessoal e de
construção de identidades
no mundo globalizado.

10 Manual do Professor

mp_met_ativa_9a_ing_ma.indd 10 04/11/2022 09:48:12

 Caro professor,
Inicia-se nesta coleção a adoção da Língua Inglesa como um dos componentes do conjunto de Aprendizagem
de Linguagens, segundo a BNCC. Nesse documento, que estabelece as aprendizagens essenciais para o
desenvolvimento de competências cognitivas e socioemocionais, temos a definição da língua inglesa como
língua adicional e seu reconhecimento como língua franca. Isso significa que a língua inglesa não tem mais o status
de língua estrangeira, atributo de apenas um povo ou de algumas nações, mas de uma língua utilizada para o
entendimento e o desenvolvimento dos povos, que serve de meio para a compreensão e o diálogo com o mundo.
Dessa forma, a aprendizagem da língua inglesa passa a ser focada nas quatro habilidades de qualquer língua:
oralidade (falar e ouvir), leitura, escrita e conhecimento linguístico (léxico e gramática). Soma-se a essas habilidades
a dimensão intercultural, na qual se fortalece e se sobressai o status de língua de comunicação com o mundo.
Dentro desse enquadramento e sob essa perspectiva é que a presente coleção foi desenvolvida. Entendemos que
a língua adicional é meio, e não fim; dessa forma, ao aprendê-la é possível obter o conhecimento de conteúdos
que não estão restritos a compreender como a língua funciona. Esse é o propósito da abordagem Content
Language Integrated Learning (CLIL) que traz a ideia de que o conteúdo e a língua devem ser ensinados ao
mesmo tempo. Sendo assim, o ensino de língua inglesa não é apenas meio de instrução, tampouco produto final.
Desse modo, inúmeros conteúdos de caráter interdisciplinar são trabalhados ao longo das várias unidades
(seis em cada livro) que compõem a coleção.
Entendemos, ademais, que o aprendizado deve ser o objetivo maior de qualquer ensino. Para que se tenha
clareza do que se vai aprender, é necessário um trabalho de fundo e de fôlego. Os pilares da presente coleção
consistem em saber que o que se aprende está de acordo com os objetivos de aprendizagem explicitados e
em averiguar se foi obtido sucesso quanto ao que foi estabelecido como tais objetivos. É o que se conhece
por aprendizagem visível e é por esse motivo que toda unidade se inicia com a explicitação dos objetivos de
aprendizagem.
Para que se tenha não apenas clareza, mas atenção e memória para aprender, é preciso saber o que cada aluno
já conhece e o que traz para embasar a nova aprendizagem. Não se constrói primeiro o teto de uma casa, o que
significa, com relação à aprendizagem, que se deve averiguar o conhecimento prévio e quais são as bases para
o novo conhecimento ser assentado. Dessa maneira, no início de cada unidade, investiga-se o que o indivíduo
já conhece para que ele possa consolidar os novos saberes aprendidos em alicerces sólidos.
A BNCC baseou-se, dentre outros fatores, nos quatro pilares da UNESCO para a Educação: aprender a ser,
a conhecer, a fazer e a conviver. Concordamos que estes devem também fazer parte desta coleção, e, para
que maior objetividade e premência sejam conferidas a esse propósito maior, trouxemos os Global Goals, ou
objetivos globais, que estabelecem uma agenda de 17 metas a serem buscadas coletivamente para erradicar
a pobreza e a desigualdade e conter a mudança climática até 2030. Através de um cuidadoso trabalho, baseado
no desenvolvimento da competência e de que podemos nos esforçar sempre mais para obter nossos objetivos –
fundamento central do conceito de growth mindset –, é que os pilares e os objetivos são abordados ao longo
da coleção. Dessa forma, as habilidades socioemocionais e as atitudes, assim como os valores, são objeto de
aprendizado e desenvolvimento.
Sabemos, no entanto, que qualquer esforço de aprendizagem tem sempre dois componentes principais:
professor e aluno. Acreditamos na importância desse elo para que o processo seja efetivo.

Desejamos a você um bom trabalho!

As autoras

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 Objetivos da coleção
Esta coleção tem como objetivo tornar mais viável o aprendizado da língua inglesa como língua adicional
na qualidade de componente curricular específico para o desenvolvimento de competências gerais nos Anos
Finais do Ensino Fundamental. Para que esse fim seja atingido, as unidades de cada livro foram estruturadas em
temas com objetivos de aprendizagem específicos e definidos dentro de cada eixo, de modo a tornar possível o
desenvolvimento de habilidades voltadas para a compreensão e o diálogo com o mundo.

Justificativa teórica
[...] Increasingly, all over the world, classrooms have children with different linguistic profiles and practices. It is
clear that foreign language, second language, and even traditional bilingual education programs are no longer
sufficient when classrooms are highly heterogeneous linguistically. Bilingual education has become important not
only as a way of equalizing power differentials between minoritized and majority languages, but also as a way of
extending the plurilingual potential of students, and responding to the multilingualism of the world.
[…]
(García & Flores. The Routledge handbook of multilingualism, 2007. p. 235.).
Trabalho da coleção com a língua adicional
É evidente a importância de transpor o ensino da língua inglesa como língua estrangeira para um currículo
bilíngue, tendo como base central o repertório diversificado multilíngue e plurilíngue dos alunos e docentes. São
inúmeras as possibilidades de intensificar o ensino da língua inglesa por meio do conceito de língua adicional, e
não somente de língua estrangeira que, por definição, nunca pertencerá ao domínio do estrangeiro que a aprende.
O ensino da língua inglesa como língua adicional tem como principal objetivo promover reflexões sobre o mundo
em que se vive e possibilitar maneiras de agir criticamente, oferecendo novas perspectivas do conhecimento de
si mesmo e do outro. Aprender a aprender é o objetivo maior de uma educação que visa contribuir para o desen-
volvimento do indivíduo e de seu entorno, colaborando para sua formação e para seu conhecimento por meio
de atividades que abordem a língua inglesa como língua adicional – um instrumento de entendimento recíproco
em um mundo globalizado. Buscamos, na presente coleção, formas de interação que desenvolvam no sujeito
aprendiz competências que lhe permitam preparar-se adequadamente para atuar de forma mais responsável,
saudável e dinâmica no mundo em que habita.

Organização da coleção
Na base do entendimento e da elaboração dos livros dessa série, encontram-se os preceitos fundamentais
da compreensão de como o cérebro aprende. Segundo esses princípios, é preciso desenvolver a memória de
trabalho – responsável por manter “à mão” as informações de que precisamos para que delas façamos uso a fim
de completar uma tarefa. É preciso também criar mecanismos de modo que as linguagens receptiva e expressiva
sejam paulatinamente trabalhadas para que os alunos possam entender e utilizar o que estão aprendendo. Além
disso, deve-se desenvolver a atenção e a concentração através de tarefas específicas que tenham relevância e
sejam significativas, inspirando nos alunos motivação e vontade de aprender. Ademais, faz-se necessário distin-
guir o que é organizar o pensamento para poder se planejar para cada tarefa a ser realizada.
O currículo bilíngue interdisciplinar foi desenvolvido a partir da abordagem CLIL, idealizada por Coyle, Hood
e Marsh, em 2010. A sistematização curricular por meio desse atual enfoque preconiza a possibilidade de trans-
por o foco na estrutura linguística, que é o preferencialmente utilizado, para o foco no objetivo global de cada
unidade. O professor consegue preparar as aulas tendo a visão macro dos objetivos da unidade, que são de
fácil acesso e com inúmeras possibilidades de ampliar o conhecimento do aluno a partir do que ele conhece do
assunto e do que ele gostaria de aprender acerca de cada tema. A presente abordagem parte do uso dos 4 Cs:
Communication, Content, Culture e Cognition.

12 Manual do Professor

mp_met_ativa_9a_ing_ma.indd 12 04/11/2022 09:48:12

 Communication
Dentro desta divisão, a estrutura linguística é separada em Language of Learning, que é o conteúdo principal
para o aprendizado do aluno, e Language for Learning, que é a estrutura de palavras-chave e frases específi-
cas que promovem o bom funcionamento das atividades entre os alunos em sala de aula. Os estudantes são
envolvidos no processo do conhecimento, fazendo emergir questões que vão além do texto e do contexto das
unidades. As perguntas sobre vocabulário e estruturas gramaticais devem ser valorizadas e incorporadas ao
planejamento das aulas.

Content
Por meio da interdisciplinaridade dos componentes curriculares Geografia, Matemática, Ciência, Arte,
Geografia e História, os alunos trazem os conhecimentos de outras matérias para dentro da prática e da resolu-
ção de problemas durante as aulas de Língua Inglesa. Dessa maneira, o conhecimento prévio do aluno é muito
valorizado e incorporado durante o processo de aprendizado de uma língua adicional.

Culture
É necessário trabalhar a construção e a desconstrução da identidade cultural a fim de desenvolver habilida-
des em um aluno que é um cidadão global e que está em constante transformação e evolução. Para os anos
iniciais do Ensino Fundamental, o trabalho tem como fundamentação os Hábitos da Mente (disponível em: www.
habitsofmind.org; acesso em: 4 out. 2021), série de 16 habilidades que visa desenvolver disposições que os alu-
nos podem vir a ter para se comportar de forma inteligente ao enfrentar um problema ou desafio novo ou pouco
conhecido. Para os anos finais do Ensino Fundamental, o trabalho é voltado para as competências que eles de-
vem ter em mente a fim de contribuir para um mundo mais sustentável. Dessa forma, incorporamos os 17 Global
Goals (disponível em: www.globalgoals.org; acesso em: 4 out. 2021), que visam diminuir a pobreza, combater a
desigualdade e conter as mudanças climáticas em busca de um mundo melhor, até 2030.

Cognition
A hierarquização dos níveis de cognição e de conhecimento está na base do planejamento e do pensamento
para a criação desta coleção. O ponto inicial foi a taxonomia de Bloom, que retrata uma progressão em níveis hie-
rárquicos de cognição, partindo do conhecimento básico, passando pela compreensão de algo e pela aplicação do
referido conhecimento, chegando a processá-lo através da separação em partes (análise), e depois juntando todas
estas em uma síntese para dizer o que se pensa sobre isso e, finalmente, poder avaliar o que foi aprendido. No pre-
sente trabalho, essa taxonomia foi utilizada em sua versão mais atualizada (www.celt.iastate.edu/teaching/effective-
teaching-practices/revised-blooms-taxonomy/; acesso em: 4 out. 2021), na qual as dimensões do conhecimento se
entrecruzam com as dimensões da cognição, de forma que possa haver um desdobramento tanto daquilo que se
espera que o aluno conheça como daquilo que ele deve desenvolver para bem utilizar esse conhecimento.

Avaliações
Considerando que cada aluno é único e sua trajetória de aprendizagem será sempre motivada por diferentes
variáveis, outro apoio central para a concepção e a elaboração da série de livros para esta coleção foi a orienta-
ção de uma mentalidade de crescimento (Growth Mindset), em que os objetivos definidos não visam apenas ao
desempenho, mas – e principalmente – ao aprendizado. Desse modo, foi incluído um espaço para a avaliação
individual do aluno e da habilidade dele na tarefa realizada, de forma que pudesse haver uma ideia clara do nível
de competência do aprendiz a cada passo da jornada. É necessário entender que os objetivos de aprendizagem
não são equivalentes aos de desempenho. Embora estes sejam agradáveis e fáceis de serem atingidos, em
nada contribuem para o avanço do aluno no conteúdo a ser desenvolvido, tanto o cognitivo quanto o acadêmi-
co. Os objetivos de aprendizagem que levam à construção de uma mentalidade de crescimento são difíceis de
alcançar, mas devem estar ao alcance de cada aprendiz, o que se almejou na unidade.

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 Durante a fase de planejamento, preparação e elaboração do plano de desenvolvimento dos livros dessa
coleção, bem como dos diferentes apoios e etapas que os livros teriam, as autoras buscaram concretizar a visão
de que o que se deve valorizar é a aprendizagem, e não o ensino. Para isso, precisamos de instrumentos que
levem os professores a avaliar o impacto que o seu trabalho, através dos presentes materiais, deve ter em cada
aluno e na sua trajetória de aprendizado, que é única. Para isso, utilizamos rubricas e formas de avaliação do que
e de como será aprendido, além do que o aluno deve ter certeza de que aprendeu.

Referências bibliográficas
COSTA, A.; KALLICK, B. Habits of mind: A developmental series. Alexandria, VA: Association for Supervision and
Curriculum Development, 2000.
COYLE, D.; HOOD, P.; MARSH, D. The CLIL tool kit: transforming theory into practice. In: CLIL: Content and
Language Integrated Learning. Cambridge University Press, 2010.
DWECK, C. Mindset: a nova psicologia do sucesso. São Paulo: SP. Objetiva, 2017.
FISHER, D.; FREY, N.; HATTIE, J. Visible Learning for Literacy, Grades K-12: Implementing the practices that work
best to accelerate student learning. Corwin Press, 2016.
GARCÍA, O.; BAKER, C. (Eds.). Bilingual education: An introductory reader (Vol. 61). Multilingual matters, 2007.
HATTIE, J. Visible Learning for Teachers: Maximizing impact on learning. Routledge, 2012.
HATTIE, J. Know thy impact: teaching, learning and leading. In: In Conversation, Spring 2013, IV (2).
HATTIE, J. Aprendizagem Visível para professores: como maximizar o impacto da aprendizagem. Porto Alegre:
Penso, 2017.
National Research Council. Chapter 1: Learning: From speculation to science. (p.1-19) and Chapter 3: Learning and
Transfer. (51-78), In J. Bransford, A. Brown, & R. Cocking (Eds.). How people learn: Brain, mind, experience, and
school. Washington, D.C. National Academy Press, 1999. Disponível em: <www.nap.edu/read/9853/chapter/3#5>.
Acesso em: 20 nov. 2018.
RAMACCIOTTI, M. Aprender: entendendo o cérebro. Oficina Digital, 2018.
SAXTON, M. Child language: Acquisition and development. Sage, 2017.
TOKUHAMA-ESPINOSA, T. Mind, brain, and education science: A comprehensive guide to the new brain-based
teaching. WW Norton & Company, 2010.
TOKUHAMA-ESPINOSA, T. Making classrooms better: 50 practical applications of mind, brain, and education
science. WW Norton & Company, 2014.

14 Manual do Professor

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 AUDIO SCRIPT Picture 3: Picture 4:
blog app
UNIT 1 – WHAT IS MY TAKE IN THIS UNIVERSE?
blogger connect
HOW CAN WE REDUCE INEQUALITIES? download connection
Lesson A – What’s behind the message? headline data
photograph delete
[Track 01] Tuning in – p. 11 program enter
Can you recognize the following words, numbers upload install
and images? Connect them to their meanings.
1. ROI: Return on Investment [Track 03] Sorting it out – p. 13
2. Responsive Design: an approach whereby a For each of the four questions there are three
designer creates a web page that “responds to” or sentences. Listen to the recording and choose the
resizes itself depending on the type of device it is correct answer: A, B or C.
being seen through (a smartphone, tablet, desktop
computer, etc). Before we start, here is an example.
3. E-mail marketing: FROM: [email protected] What is, essentially, a dialogue?
4. SEO (Search Engine Optimization): the process of Dialogue, differently from a debate, is a basic process
maximizing the number of visitors to a particular for building common understanding. By letting go of
website. disagreement, a group builds a shared set of meanings,
5. Viral marketing: a strategy able to generate interest step by step, and that makes much higher levels of
and the potential sale of a brand or product through mutual understanding and creative thinking possible. As
messages that spread like a virus in social media we listen to ourselves and to others, we begin to see the
channels. differences of how each person thinks and expresses
6. 24/7: all the time meanings. In this process, we do not try to convince each
7. Online promotion: internet promotion. other, but, instead, we try to build a common experience
8. Word of mouth: any instance where consumers base that allows us to learn collectively.
share information about a product or organization
with one another, whether by talking or through Now, we are ready to start. Listen carefully. You will
some other medium. hear each recording twice.
9. Website/landing page: www.marketingstrategies.
co.uk 1. What is the meaning of manipulation?
[…] It is from the Latin for “hand” (manus) and “to fill”
[Track 02] Getting ready – p. 12 (plere), and it used to refer to handling objects well.
Look at the following pictures. Decide which column Nearly 200 years ago, it started meaning handling
of words is the most adequate to describe each form people well, too. So, manipulation can mean getting
of communication. people to do or think what you want them to.
Picture 1: Picture 2: […]
hardware call We are going to learn some of the ways information
keyboard call back is manipulated in the media.
PC (personal computer) cell phone “Developing media literacy”. Mensa for Kids. Disponível em:
software dial www.mensaforkids.org/teach/lesson-plans/developing-media-
literacy/. Acesso em: 31 jul. 2019.
volume digital camera
webcam mobile phone 2. What is a fact?
smartphone […] Facts […] can be proved to be true. Facts can be
observations or definitions. An observation is something
that we see. […] A definition is an explanation of what

LÍNGUA INGLESA • 9º ano • Ensino Fundamental – Anos Finais 15

mp_met_ativa_9a_ing_ma.indd 15 08/11/2022 16:18:30

 something means. Both observations and definitions TESTIMONIAL: Nine out of ten people who
can be manipulated. […] Definitions can leave out complete this lesson become less manipulated by
important parts. The important thing to know is that advertising and the media. Therefore, everyone should
just because something is a fact, or is put forward as complete this lesson plan! Sometimes a testimonial is
a fact, doesn’t mean it’s the whole story. […] from just one person, especially a celebrity of some
“Developing media literacy”. Mensa for Kids. Disponível em: kind. The implication is that you can become as
www.mensaforkids.org/teach/lesson-plans/developing-media- fabulous as the movie star or athlete if only you buy this
literacy/. Acesso em: 31 jul. 2019.
one product that he/she uses. Sometimes advertisers
use “real” people to provide testimonials. They are
3. What is an opinion? trying to appeal to the “common man” and imply that
[…] An opinion is a personal belief. Opinion can be if their products work so well for someone just like you,
supported or unsupported. Supported opinions are they will also work for you.
opinions that have reasons attached to them for why Weasel words are ambiguous words that are used
the person feels the way he or she does. For example, to “weasel” out of something. These are words like,
if your dad says, “I want pancakes for dinner because “probably,” “may,” “might”, “often,” and “somewhat.”
it’s the only food we have in the house and I don’t These words enable advertisers to make claims
want to go to the store,” that’s a supported opinion. If without really promising anything.
your dad says, “I want pancakes for dinner” without the
explanation as to why, that is an unsupported opinion. APPEAL TO PITY: Sympathy is when you feel badly
[…] for someone else’s misfortune or when you share that
“Developing media literacy”. Mensa for Kids. Disponível em: person’s feelings. Advertisers sometimes play on this
www.mensaforkids.org/teach/lesson-plans/developing-media- sympathy in a technique called appeal to pity that
literacy/. Acesso em: 31 jul. 2019.
tries to get people to buy something because they
4. What is the meaning of bandwagon? feel sympathy. For example, a company may say, “if
[…] Another advertising technique is called you buy our shirt, we will give some of the profit to
bandwagon. In this technique, the advertiser tries to help starving kids in Africa.” That may be true, but the
get you to buy something because “everyone else” is reasons for buying a shirt have nothing to do with world
buying it. They try to convince you that if you do not hunger. The advertiser is linking two unrelated things
have this product, you will be left out forever. […] in order to get you to buy something.
“Developing media literacy”. Mensa for Kids. Disponível em: “Developing media literacy”. Mensa for Kids. Disponível em:
www.mensaforkids.org/teach/lesson-plans/developing-media- www.mensaforkids.org/teach/lesson-plans/developing-media-
literacy/. Acesso em: 31 jul. 2019. literacy/. Acesso em: 31 jul. 2019.

[Track 04] Zooming in – p. 13 [Track 06] Receive and perceive – p. 16

Listen to these sentences and write if they are Pronouncing “ea” words
facts or opinions. Then, check with your friends if the The combination of the vowels “e” and “a” usually
fact is an observation (FO) or a definition (FD). Check result in a long e sound.
if the opinion is supported (OS) or unsupported (OU). Observe:
1. A student is someone who is studying something. beach
2. Violet, which is my favorite color, is nicer than purple. weasel
3. After a thunderstorm there is always a rainbow. appeal
4. This is the boy who ran faster than Phillip. I watched
the race, he was incredible. There are a few exceptions to this rule, like bread
5. Books that are sequels are always fun to read. and wealth, which result in a short e sound. Look:
dead
[Track 05] Making it steady – p. 14 and 15 bread
Get into small groups and follow the instructions. health

16 Manual do Professor

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 Listen and check the column corresponding to the microphone
sound of ea that you hear. mouse
webcam
Word hard drive
head digital camera
bean headphones
dread USB stick
beat printer
neat router
thread laptop
spread memory stick
sea Example:
bear A: I believe that having an MP3 player is not necessary.
clean B: Really, why?
A: First, if you have a smartphone, you can use it as
Lesson B – How can you show your point of an MP3 player. Second, it only works for music.
view? B: But If I only want to listen to music, then it might be
[Track 07] Getting ready – p. 18 a good gadget, right?
A: I can see your point of view. It’s an interesting one.
Look at the image. Work in pairs to make questions I agree with you, but I prefer to have all in
or answers. Complete the prompts to help you. one gadget.
Example: I totally disagree, but that’s your point of view and I
A: Are you familiar with social media channels? respect it.
B: I’m a user of …/ I’m a fan of …/ I’m addicted to...
A: What do you like about …?
Lesson C – How do we research sources?
B: It allows/enables me to upload photos and also to [Track 10] Getting the big picture – p. 27
express my opinions.
A: That sounds convincing! or That doesn’t sound Read this text about a journalist. Complete the
very convincing! diagram with data from the article, to understand
more about this work. There is an example to help you.
[Track 08] Making it work – p. 20
To understand a point of view, we need to identify 1. What’s an investigative journalist?
which person is saying what. Read the sentences and Susie Neilson is an investigative journalist. Her job is
decide if they are being said in the 1st, 2nd or 3rd to write about real-world problems. Neilson researches
person’s point of view. people and institutions that might be doing dishonest
1. Joan and I are friends online. things. She tries to find out what is going on. She interviews
2. My sister loves uploading her pictures to her people. She looks at documents and does more research.
Instagram account. Then she writes articles about what she has learned.
3. Her friends believe it makes you popular.
4. I think it just makes you a robot. 2. What are some examples of investigative
5. You have to believe in who you are outside the journalism?
Internet. Here is one example: A professor of mine worked
on a story about fire inspections. Every year, fire
[Track 09] Making it clear – p. 21 departments are supposed to inspect schools. They
Look at the technological gadgets in the picture. need to make sure the schools meet the fire codes. This
Say which of them, in your point of view, are worth professor looked at public records. These documents
having and why. showed communications between fire departments

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mp_met_ativa_9a_ing_ma.indd 17 04/11/2022 09:48:12

 and schools. He found out that most of the schools I was a writer and a science journalist for a while. I’ve
in California are not being inspected every year. This made some documentaries and done a lot of different
could be dangerous for students and teachers. By kinds of journalism, but recently, I’ve been feeling motivation
writing this story, maybe we can get people to ask for to tell stories that make society better in some way. We
more regular inspections. are living in a time where a lot of people in power are
getting away with a lot of bad activities. They are lying to
3. Explain how you first start an investigative story people and doing things that are not good for the majority
and the steps you take to finish it. of people. I want to be a part of the solution to that. I want
An investigative story can start in one of two ways: to work really hard to hold those people accountable.
with an observation about the world, or with something Padmini Parthasarathy. Newsela, 2018.
called a tip, which is when someone shares information
with you. For example, recently, I got a tip from a man UNIT 2 – WHAT IS MY TAKE IN THIS UNIVERSE?
who has worked in the emergency room at hospitals for HOW CAN WE REDUCE MARINE POLLUTION?
about 40 years. He said there is a really big issue going Lesson A – Why is teamwork necessary?
on with emergency room doctors. They are charging
a lot more money than they should be for emergency [Track 12] Tuning in – p. 37
room procedures. And he asked me to look into it, so Can you recognize the water sports in the picture?
I did. Match them to their names. Some of them will not be
used.
4. What made you want to do this kind of 01 09 14
journalism?
swimming water skiing fishing
I was a writer and a science journalist for a while.
Recently, I've wanted to tell stories that make society 02 10 15
better. We are living in a time when a lot of people in canoeing diving windsurfing
power are getting away with a lot of bad activities. I
03 13 16
want to be a part of the solution to that. I want to work
jet skiing sailing water polo
really hard to hold those people accountable.

[Track 13] – Getting ready – p. 38, 39 and 40

5. What advice would you give kids who might want
to be investigative journalists? Look at the pictures and decide which column of
I suggest that students start writing for their school words is the most adequate to describe each of them.
newspapers. That's a great way to get started. The best Check the names of the elements you can identify in
thing is to practice being an investigative journalist. each picture.
It's really easy to take what people tell you and just Picture 1: shorts
believe it. But sometimes, they're not being totally ball swimming costume
honest with you. It is really important to keep an open bat swimsuit
mind about what could be true or not true. helmet trainers
Adapted from: https://newsela.com/read/elem-jobs-investiga- ice skates Picture 3:
tive-journalist/id/42349/ net catch
racket climb
[Track 11] Digesting it – p. 29
surfboard cycle
Read this excerpt from the text about investigative Picture 2: hit
journalism. Use the word given in the brackets to form bathing suit kick
a word that fits in the gap on the same line. Follow the jogging suit ride
example. running shoes throw

18 Manual do Professor

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 Picture 4: race track Some pools can be rented out or borrowed after
beach soccer field closing to set up a small winch and rail so you can
changing room stadium wakeboard regardless of the temperature outdoors.
court swimming pool But while there are a few spots where you can find
some people wakeboarding in nearby pools there’s
[Track 14] Sorting it out – p. 40 one spot where you can head indoors to experience
Listen to some news about a sports park and jot a true wakeboarding park.
down the main idea of the recording. The idea had come to fruition thanks to Dan Trotter
Is the weather outside frightful and the local lake who runs the Cow-C Wakeboard Park in Oklahoma.
frozen over? Creating an indoor pond, Trotter designed a 125 foot
long wakeboard experience. Using a high-speed winch,
Do you have the urge to wakeboard but the the wakeboarder can spend a few precious seconds
conditions outside aren't favorable? riding on the water.
Where else can you wakeboard like this? Well, it
Some pools can be rented out or borrowed after looks like Russia is another good destination.
closing to set up a small winch and rail so you can Steve Hartman. “Landlocked? Wakeboard Indoors!”. Water
wakeboard regardless of the temperature outdoors. But Outfitters, 7 ago. 2013. Disponível em: www.wateroutfitters.com/
blog-8-7-2013.html. Acesso em: 11 ago. 2020.
while there are a few spots where you can find some
people wakeboarding in nearby pools there’s one spot [Track 16] Making it steady – p. 41 and 42
[…] where you can head indoors to experience a true
wakeboarding park. Get into small groups and follow the instructions.
The idea had come to fruition thanks to Dan Trotter Meet the creators of the Wahoo Hall project:
who runs the Cow-C Wakeboard Park in Oklahoma. Jane Wilkinson is a 4-time world champion who
Creating an indoor pond, Trotter designed a 125 foot has visited many wakeboard cable parks in the world.
long wakeboard experience. Using a high-speed winch, She knows the needs of riders and users of such
the wakeboarder can spend a few precious seconds cable parks like no other.
riding on the water. Catherine Turner is 6-time Australia champion on the
boat and for nearly ten years active in the wakeboard
Where else can you wakeboard indoors? Well, it scene. Besides, she is an avid snowboarder and pursues
looks like Russia is another good destination. In fact, nearly all events of the extreme sports scene. She has
the 1st Indoor Wakeboard Championship of Samara also visited cable parks worldwide and dreams of the
took place in Tolyatti, Russia with categories consisting Wahoo Hall since she was just an amateur.
of: Under 14, Under 18, Men’s and Women’s.
Steve Hartman. “Landlocked? Wakeboard Indoors!”. Water Our goals are:
Outfitters, 7 ago. 2013. Disponível em: www.wateroutfitters.com/ Create a safe environment where people can
blog-8-7-2013.html. Acesso em: 1 ago. 2019.
practice water and fun sports all year round.
[Track 15] Zooming in – p. 40 Establish an indoor water sports park, create new
jobs, motivate young people to try trendy sports as
According to the information you heard in “Sorting well as offer extensive leisure activities for families
it out”, can you complete these sentences? and sports enthusiasts.
Listen again and check your answers.
What type of word is necessary to fill in the gaps? To accomplish the goals, we need to hire architects,
Is the weather outside frightful and the local lake engineers, manufacturers, project developers,
frozen over? consultants etc. The services will cost approximately
Do you have the urge to wakeboard but the US$ 85,000. We are convinced that we will achieve
conditions outside aren't favorable? our goal with this capital support for our Wahoo Hall
project.

LÍNGUA INGLESA • 9º ano • Ensino Fundamental – Anos Finais 19

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 [Track 17] Receive & perceive – p. 43 a) Online shopping is very safe.
More on compound words That’s a pro, because I can buy only what I want
Compound words are those which are made up and not worry about being robbed.
of two or more other words. A strategy to understand b) You may shop online during your work.
them more easily is to break them down into smaller That’s a pro and a con. On one side, I don’t have
words. When they are spoken aloud, the first word to shop outside work. On the other side, I may lose
(usually) receives more stress. my concentration.
There are three compound words in the following c) To use your bank online, you have to consider
sentence. Observe: privacy issues.
The teenage player in the football game hit the If I have to watch for the information I give online,
goalpost. that’s a con.
d) You should decide only among the items on display.
What are the compound words? teen + age = That’s a con for I can order the item I see, but I get
teenage/foot + ball = football/goal + post = goalpost. less options.
e) At checkout, you must only pay by card.
Where do you place the emphasis in each Lastly, I can only shop online via credit card, so that’s
compound word? In the first word: teenage football a con.
goalpost. f) You need to have access to the internet for online
services.
Lesson B – How can you consider the pros In sum, with online services, I can do many things,
and cons? but I have to consider other factors, and it only
works if I have internet access. That’s a con.
[Track 18] Getting ready – p. 44

Look at these images. Work in pairs to make Lesson C – How do we choose a cause?
questions and answers for the information. Complete
[Track 20] Getting the big picture – p. 52
the prompts to help you.
In a town called San Pedro La Laguna, single-use
Example: items made from plastic and styrofoam were banned.
A: Tell me, how often do you go to the cinema? This is the first town in Guatemala to enact such a
B: I guess that’s about once a week. drastic ordinance against waste. Who was the head
A: And why do you have to go to the movies once a of this “fight” against single-use waste? Listen to an
week? excerpt from an article about it and put the paragraphs
B: If I don’t go to the movies once a week, I may/might in order.
not be up to date on the new trends. Before 2016, San Pedro La Laguna was drowning
A: Oh, I see! in plastic pollution that was threatening the fragile
ecosystem of Lake Atitlán.
[Track 19] Making it work – p. 45 and 46 […] Mayor Mauricio Méndez decided to implement
To consider the pros and cons, we need to a stringent municipal law to encourage lasting,
identify the arguments. Read each sentence, identify sustainable change.
the argument and say if it is a pro (advantage) or a con Méndez took unprecedented measures and
(disadvantage). Use the words in the box to help you established a zero-tolerance policy, banning single-use
show your intention. items made of plastic or styrofoam including bags,
straws, and containers. San Pedro La Laguna was
Example: the first town in Guatemala to enact such a drastic
Online services can save you time. ordinance against waste.
That's a pro because I save more time for other Villagers initially resisted, as they’d become
things. accustomed to using materials that were now

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 outlawed. To get rid of the single-use plastics already b) Your mom became a mother 12 years ago.
in circulation, leaders of the 13,000-person town went She has been a mother for more than 12 years now.
from house to house to talk with villagers about waste c) Your father started working when he was 20. Today
management. […] he is 40 and still works.
The government relieved the community members’ He has worked for a long time.
financial burden by collecting all plastic and styrofoam
items and trading them for reusable or biodegradable
UNIT 3 – WHAT IS MY TAKE IN THIS UNIVERSE?
alternatives, completely free-of-charge. HOW CAN WE PROMOTE PEACE?
Lola Méndez. “How a guatemalan town tackled its plastic Lesson A – Why do people embrace causes?
problem”. Atlas Obscura, 3 jan. 2019. Disponível em: www.
atlasobscura.com/articles/plastic-ban-in-guatemala.
Acesso em: 13 set. 2019. (Adapt). [Track 22] Tuning in – p. 63 and 64
Can you recognize the people in the pictures?
[Track 21] Crystal clear – p. 52
Match them to their occupation.
Present Perfect 1. Chadwick Boseman is an actor.
Read this sentence: 2. Margot Robbie is an actress.
We have learned a lot. 3. Kim Kardashian is a celebrity.
It talks about continuity. See other examples: 4. Ana Botafogo is a ballet dancer.
Jack has already fought for the right of children to 5. Alok Achkar is a famous DJ.
education. 6. Steven Spielberg is a great moviemaker.
They have shown by example. 7. Sandra Bullock is a movie star!
She has done it under the most dangerous 8. Slash is Guns’n’Roses guitarist.
circumstances. 9. Dan Reynolds is a rockstar, he is the lead singer in
She has become a leading spokesperson for girls’ Imagine Dragons.
right to education. 10. Ellen Degeneres is the presenter of the Ellen
Degeneres Show.
1. What’s the idea of time expressed in these 11. Jimmy Fallon is a great interviewer.
sentences? 12. Arianna Huffington is a journalist and co-founder of
a) It’s in the past and is done. The Huffington Post.
b) It started in the past and continues in the present.
[Track 23] Getting ready – p. 65
c) It’s about the present.
Look at the pictures and decide which column of
When we want to talk about something that started words is the most adequate to describe them. Check the
in the past and continues in the present, we use the names of the elements you can identify in each picture.
following structure: Picture 1: magazine
Subject + have/has + past participle form of the act news
verb audience selfie
camera television
2. Complete the sentences using this structure. cinema Picture 3:
Follow the example: festival music
You started school in kindergarten, now you are in film concert
middle school. performance guitarist
You have studied for most of your life. Picture 2: heavy metal
a) You started playing a sport when you were five, now celebrity hit song
you are twelve. channel instrument
You have played this sport for many years now. chat/talk show recording

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mp_met_ativa_9a_ing_ma.indd 21 08/11/2022 16:18:31

 Picture 4: cartoon […] We largely agree that we have no highly
article hero/heroine effective therapies for Alzheimer's disease. And so
bestseller magic we're confronted with a wave of neurodegenerative
book series conditions, Parkinson's disease and Alzheimer's
disease, that's going to affect all of us directly or
[Track 24] – Sorting it out – p. 66
indirectly. And the response that we have mustered to
Listen to a famous person defending a noble date has largely been insufficient and will be insufficient
cause and complete the notes that follow. to address the growing numbers of individuals that will
What are facts and opinions? be affected.
Since 1998 when Michael J. Fox, a famous actor Bas Bloem; Ray Dorsey. “Parkinson’s will double by 2040:
who starred the Back to the Future trilogy, revealed are we ready?”. The Michael J. Fox Foundation for Parkinson’s
Research, 12 dez. 2018. Disponível em: https://staging.michaeljfox.
he had Parkinson’s Disease and has worked hard to org/podcast/podcast-parkinsons-will-double-2040-are-we-ready.
expand efforts to find a cure for it, especially by funding Acesso em: 14 ago. 2018. Entrevista concedida a Dave Iverson.

stem-cell research.
[Track 26] Receive & perceive – p. 68
His advocacy for Parkinson’s Disease made him
fight for more government support, but he’s also Pronouncing diseases
found a way to take matters into his own hands. Schistosomiasis, elephantiasis, ascariasis – The
His foundation, the Michael J. Fox Foundation for names of these neglected tropical diseases (NTDs)
Parkinson’s Research, has funded more than $200 are long and hard to pronounce.
million in Parkinson’s research. Very few celebrities
have ever been associated more closely with a cause Let’s give them a try? Check these steps:
for as long as Michael J. Fox, and his selfless efforts
have inspired many others to follow suit. 1. Define the syllables.
Kirsten Yovino. “10 selfless celebrities who fight for a cause”. 2. Discover the stressed syllable.
Showbiz Cheat Sheet, 18 jan. 2016. Disponível em: www.cheat- 3. Find rhyming words.
sheet.com/entertainment/taking-a-stand-10-celebrities-who-fight-
for-a-cause.html/. Acesso em: 14 ago. 2019. (Adapt.). *Tip: use a monolingual dictionary to help you define
the syllables and stressed syllables.
[Track 25] Making it steady – p. 67
You will hear more about the podcast on disease
Parkinson’s Disease. Step 1
How can we show to people how important a cause di.sea.se
is? One way to do this is to demonstrate the social Step 2
relevance of the topic. Talking about what it is, how disease
many people can be affected and what do to about it Step 3
are ways to develop the idea. Listen and concentrate please
on the information you have to get.
schistosomiasis
Maybe the greatest health challenge of our time Step 1
are neurodegenerative conditions. Right now the schis.to.so.mi.a.sis
leading source of disability in the world are neurological Step 2
disorders. And the fastest-growing of these disorders is schistosomiasis
not Alzheimer's disease, it's not stroke, it's Parkinson's Step 3
disease. And heretofore, we've largely neglected elephantiasis
addressing this disease […] the most effective therapy
for Parkinson's disease is Levadopa. It's 50 years old.

22 Manual do Professor

mp_met_ativa_9a_ing_ma.indd 22 04/11/2022 09:48:12

 elephantiasis architect strong mathematical skills
Step 1 engineer good analytical skills
el.e.phan.ti.a.sis
doctor good reading skills
Step 2
elephantiasis meteorologist good with technology
Step 3 teacher/professor good communication skills
hypochondriasis
pilot be precise and fast
ascariasis police officer be patient with people
Step 1
as.ca.ri.a.sis Lesson C – How do we talk about a cause?
Step 2
[Track 29] Getting the big picture – p. 77
ascariasis
Step 3 Read this text about an important cause. Complete
amebiasis; leishmaniasis the diagram to understand the main ideas.
The creator of a Puerto Rican superhero
Lesson B – What if you could choose a career uses the power of art to send help
inspired by a cause? By David Betancourt
October 4, 2017
[Track 27] Getting ready – p. 70 Like so many Puerto Ricans all over the world,
Look at these images. Work in pairs to make Edgardo Miranda-Rodriguez couldn’t escape the
questions and answers for the information. Complete emotional heartbreak of Hurricane Maria’s devastating
the prompts to help you. aftermath.
Miranda-Rodriguez’s comic book creation — […] La
Example: Borinqueña […]
A: Do you ever wonder about your future career? He created the heroine, who shares a name with the
B: Kind of. I wonder if I would be a good teacher. Puerto Rican national anthem, not just to continue
A: What makes you think about becoming a teacher? the growing diversity that has reached superhero
B: If I become a teacher, I would be able to help comics, but to serve as a reminder that Puerto Rico can
people become literate. weather its storms, be they financial or natural disasters.
A: Oh, that’s awesome!
1. Weathering The Storm
[Track 28] Making it work – p. 71 Days went by post-Maria and Miranda-Rodriguez
To consider a possibility, we need to identify the still couldn’t get a hold of family, friends and artistic
present conditions. Read the sentences and match it collaborators in Puerto Rico. National news began
to a condition. Work in pairs to form the conditional painting a picture of an island that would need months,
sentence. if not years, to recover from the destruction that had
taken place. Inspired by the fundraising of Puerto Rican
Check the example: celebrities from professional sports and entertainment,
good reading comprehension and other Puerto Ricans all over the country who were
Iawyer doing whatever they could to get needed supplies
good communication skills
to the island, Miranda-Rodriguez decided to use the
If you want to become a lawyer, you will
need good reading comprehension. national symbols of Puerto Rican hope he had created
If you want to become a lawyer, you will with La Borinqueña to join them.
need good communication skills. […]

LÍNGUA INGLESA • 9º ano • Ensino Fundamental – Anos Finais 23

mp_met_ativa_9a_ing_ma.indd 23 04/11/2022 09:48:12

 2. Fundraiser In NYC UNIT 4 – WHAT IS MY TAKE IN THIS
Miranda-Rodriguez will lead a fundraiser selling UNIVERSE? HOW CAN WE PROTECT OUR
original La Borinqueña artwork, […] CULTURAL AND NATURAL HERITAGE?
The event, “Arte de La Borinqueña/Fundraiser
for Puerto Rico,” is a collaboration with the London-
Lesson A – Can we all enjoy public green
-based gallery, Art You Grew Up With, which donated spaces?
all the printings of the 35 La Borinqueña images [Track 30] Tuning in – p. 87
being sold. Various artists in the comic book industry
also donated art. Many are Puerto Rican, including Can you name these hobbies? Connect the words
comic book legend George Perez. to the pictures.
[…] a) have a barbecue
3. Not La Borinqueña's First Hurricane b) go camping
In his first La Borinqueña issue, Miranda-Rodriguez c) keep a collection
has his hero go up against a hurricane that lands in d) go dancing
Puerto Rico. He was inspired after attending discussions e) go shopping
led by El Puente, a grass-roots organization based in f) go jogging
Brooklyn and Puerto Rico, highlighting that a natural g) listen to music
disaster such as Hurricane Maria was imminent. h) have a picnic
[…] i) make sculptures
4. Next Issue Delayed
Miranda-Rodriguez still plans to attend this week’s [Track 31] Getting ready – p. 88
New York Comic-Con, where he is a featured guest. Look at the pictures and decide which column of
But he has decided to delay the production of La words is the most adequate to describe each of them.
Borinqueña’s second issue, since he still has not been Check the names of the elements you can identify in
able to reach his colorist, Juan Fernandez in Aguadilla, each picture.
Puerto Rico. Picture 1: Picture 3:
“I'm also revisiting the script for the second book, barbecue bicycle
as I am greatly influenced by what is happening in the camp cycle
real world on the island,” he said. camping go jogging
For now, Miranda-Rodriguez will focus on his campsite park
fundraising efforts. […] hike playground
5. True Heroes tent skating
“Puerto Ricans on the island are working day and torch sunbathe
night, helping one another, feeding one another, saving
one another,” Miranda-Rodriguez said. Picture 2: Picture 4:
[…] chess camera
David Betancourt. "The creator of a Puerto Rican superhero computer facilities
uses the power of art to send help". The Washington Post, 4 out. dance festival
2017. Disponível em: www.washingtonpost.com/news/comic-riffs/
wp/2017/10/04/the-creator-of-a-puerto-rican-superhero-uses-the- dancing gallery
power-of-art-to-send-help/. Acesso em: 16 ago. 2019. From The hangout go out
Washington Post. © 2019 The Washington Post. All rights reserved.
Used under license. (Adapt.). hobby nightlife
painting party

24 Manual do Professor

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 [Track 32] Sorting it out – p. 89 spaces in neighborhoods where there is little green
Listen to a recording about green areas and space, or improving the quality is likely to improve
complete the chart. Do you live in a green area? How access to green space. Take the example of this
can you tell? London suburbs park.
Accessible Natural Greenspace Standard Access
to the natural environment through local green spaces Clissold Park is located in the North East London
varies widely across the country, and even within a Borough of Hackney. In 2011, £8.9m was invested in
single local authority area. ANGSt aims to address this park restoration, to build and improve a wide range of
by setting a range of accessibility standards for natural facilities and features. The project, proposed by local
sites and areas within easy reach of people’s homes. councilors, is funded by the Heritage Lottery Fund’s
A broad view is adopted on what constitutes ‘natural’. Urban Parks programme.
Natural does not necessarily mean it has to be rare Aside from grassy areas and trees, the park offers
or notable enough to be designated. Users will find a wide range of amenities, including:
nature in wildlife, open landscapes, seasonal changes • aviary and animal enclosures (including butterfly
and places of tranquility. dome)
• children’s play area
ANGSt • a café and function room
ANGSt recommends that everyone, wherever they • dog-free areas
live, should have an accessible natural greenspace: • fountains
• of at least 2 hectares in size, no more than 300 • multi-use games area
meters (5 minutes walk) from home; • organic food growing area
• at least one accessible 20 hectare site within two • pond-dipping platform
kilometers of home; • paddling pool
• one accessible 100 hectare site within five • table tennis table
kilometers of home; and • refreshment kiosk
• one accessible 500 hectare site within ten • river
kilometers of home; plus • tennis courts
• a minimum of one hectare of statutory Local • toilets
Nature Reserves per thousand population. • wheels park
PUBLIC HEALTH ENGLAND; UCL INSTITUTE OF HEALTH
ANGSt is based on three principles. What are EQUITY. “Local action on health inequalities: improving access
to green spaces”. PHE, set. 2014. Disponível em: https://assets.
they? publishing.service.gov.uk/government/uploads/system/uploads/
Improving access, improving naturalness and attachment_data/file/357411/Review8_Green_spaces_health_
inequalities.pdf. Acesso em: 6 set. 2019.
improving connectivity.
“‘Nature nearby’: Accessible natural greenspace guidance”. [Track 34] Making it steady – p. 90
Natural England, mar. 2010. Disponível em: www.ukmaburbanfo
rum.co.uk/docunents/other/nature_nearby.pdf.
Acesso em: 6 set. 2019. (Adapt). A: Green spaces such as parks and sports fields as
well as woods and natural meadows, wetlands
[Track 33] Zooming in – p. 89
or other ecosystems, represent a fundamental
Listen to a report about a green and public area component of any urban ecosystem. Green urban
where many people can enjoy themselves. Complete areas facilitate physical activity and relaxation, and
the words missing and identify the pictures that show form a refuge from noise. Trees produce oxygen,
amenities offered. and help filter out harmful air pollution, including
Living near a green space is important not only for airborne particulate matter. Water spots, from lakes
well-being, but also in terms of accessibility, usage to rivers and fountains, moderate temperatures.
and health outcomes. Developing new areas of green

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 B: Urban parks and gardens play a critical role in cooling B: Because there is fresh air and there are many birds
cities, and also provide safe routes for walking and and other animals to see.
cycling for transport purposes as well as sites for A: Oh, I get it!
physical activity, social interaction and for recreation.
Recent estimates show that physical inactivity, linked [Track 37] Making it work – p. 93
to poor walkability and lack of access to recreational In pairs, compare and contrast the pictures.
areas, accounts for 3.3% of global deaths. While doing so, think about the following question:
C: Green spaces also are important to mental health. How different is it to live in the countryside? Use the
Having access to green spaces can reduce prompts to help you.
health inequalities, improve well-being, and aid in Example:
treatment of mental illness. Some analysis suggests A: Would you rather live in the country or in the city?
that physical activity in a natural environment B: I don’t know. I guess I’d rather live in the country.
can help remedy mild depression and reduce A: Why would you prefer living in the country?
physiological stress indicators. B: Because there is fresh air and there are many birds
WORLD HEALTH ORGANIZATION. “Urban green spaces”. WHO. and other animals to see.
Disponível em: www.who.int/sustainable-development/ A: Oh, I get it!
cities/health-risks/urban-green-space/en/. Acesso em: 16 ago. 2019.
Reprinted from WORLD HEALTH ORGANIZATION web site © 2019. (Compare: finding similarities)
Both pictures show …; the first one shows … while
[Track 35] Receive and perceive – p. 91 the second one is …
Pronouncing city names (Compare: finding similarities)
Whenever you are going to say a person’s or a Although both situations involve …, there are some
city’s name, it is best to hear how they are pronounced differences.
before trying to say them. If this is not possible, the (Compare: finding differences)
best you can do is try to learn them in advance. In the first picture, ...
Listen to some commonly mispronounced city On the other hand, in the second one, …
names and circle the pronunciation you hear. Also, …, while …
1. Worcester (Answering the question)
2. Leicester As for how …, I’d say it’s … However, I strongly
3. Loughborough believe that …
4. Derby
5. Greenwich [Track 38] Making it clear – p. 94
Look at pictures of some good countryside cities to
Lesson B – What if more people lived outside live. Work in groups to say which has your preference and
urban areas? why. Check the example and use the vocabulary set.
[Track 36] Getting ready – p. 92 I would rather live in … since it has a beach and a
great seaside area.
Look at these images. Work in pairs to make I would prefer to live in … because there are many
questions and answers using the information in the hills and waterfalls.
chart.
Complete the prompts to help you. countryside bay; beach; harbor; island; ocean;
Example: near the sea sand; seaside
A: Would you rather live in the country or in the city? countryside
cliff; farm; hill; lake; river; valley;
B: I don’t know. I guess I’d rather live in the country. near the
waterfall; wood
mountains
A: Why would you prefer living in the country?

26 Manual do Professor

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 UNIT 5 – WHAT IS MY TAKE IN THIS peers are wearing than they are with what Miuccia
UNIVERSE? HOW DO WE GET TO KNOW Prada is inspired by this season.
Ryan wore a T-shirt with the word peace in red and
PEOPLE BETTER?
running down. “It's against war and stuff, the word in
Lesson A – How do I look to you? red seems blood running down the T-shirt" – which he
said was his current favorite piece of clothing, along
[Track 39] Tuning in – p. 109
with a pair of Converse shoes.
What are these avatars like? Which words connect Johan Bauer plays the guitar and sings in an
to the pictures? alternative rock band. He liked Kings of Leon's look
"in their denim phase", but these days is "more indie".
dark blue – light brown – pale green Plaid and polo shirts rule his wardrobe.
solid gray – light orange – deep purple The girls, too, mix clothes with music. Hannah
bright red – silver – bright yellow Oortmerssen, 15, who came to our shoot after sitting
three exams that day, had chosen a day outfit "for
[Track 40] Getting ready – p. 110 and 111
a festival" – high-waisted denim skirt, a black long
Look at the pictures. Decide which column of words sleeved shirt, denim jacket, boots and sunglasses.
is the most adequate to describe each person’s look. Rachel, who has wanted to be in a band "since
Write the elements you can identify in each picture. about year two", is the lead singer and guitarist in a
Picture 1: Picture 3: band, Forever Making History, who recently played
belt glasses their first pub gig. She is comfortable on stage, but
cap handbag wrinkles her nose and shakes her hair over her face
handkerchief make-up when I ask her how she would define her own style.
jeans pants "Um. Rock, I guess. Yeah, definitely I’m a rocker."
leather pullover Some things never change. Teenagers are
jacket scarf incredibly fussy about how they look, often obsessing
sunglasses watch over details that don't seem important to adults.

Picture 2: Picture 4: [Track 42] Zooming in – p. 115

backpack bag Listen to the information about an NGO that works
bracelet stripe to spread awareness about where our clothes come
dress tracksuit from.
earring trainers Match the questions with the correct answers.
necklace T-shirt Then, write and share your opinion about each topic.
socks underwear Welcome to Fashion Revolution! Join us in asking
sneakers uniform #whomademyclothes!
[…]
[Track 41] Sorting it out – p. 112 and 113 Fashion Revolution […] is proud to be a part of the
Listen to an interview with teens about the clothes international mission of Fashion Revolution focused
they wear. Complete the information and identify the on programming, events, and educational resources.
correct image. After that, answer the question: What’s Our mission is to educate and engage people about
your favorite style? the social and environmental impact of their clothing
How do nowadays teens dress? To find out, we purchases, so that they demand a more sustainable
asked four teenagers – 13-year-old Rachel, and fashion industry and circular economy for all.
15-year-olds Hannah, Johan and Ryan – to choose Whether you care about labor rights, human rights
and model outfits of their choice for our magazine. or the environment, you are a key variable to help
The first surprise was the almost complete absence fix the problems that currently exist. Every action
of trends. They are more concerned with what their counts, and every action has ripple effects that create

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 positive change in the industry. It’s time for you to be driving for 111km. Likewise, other fashion items, being
that ripple of change. fossil-fuel dependent, produce enormous amounts of
Currently, our short-term approach is to provide CO2 and other greenhouse gases which contribute to
open-source resources to any and all interested global warming.
individuals […]. Our regional contacts, outlined below, The way we treat our jeans and clothes
are excited to provide you with opportunities to get afterpurchase can have a significant impact on their
involved with Fashion Revolution both during Fashion carbon footprint, including the way and frequency with
Revolution Week in late April and throughout the year. which we wash them (on average jeans are washed
“Fashion Revolution USA”. Fashion Revolution. Disponível em: every other use. Washing them every 10 times would
www.fashionrevolution.org/north-america/usa/. reduce their impact by 65-70%).
Acesso em: 17 ago. 2019. (Adapt.).
“What my jeans say about the garment industry”.
Fashion Revolution. Disponível em: www.fashionrevolution.org/
[Track 43] Making it steady – p. 116 and 117 wp-content/uploads/2017/02/What-My-Jeans-Say-About-the-
Garment-Industry.pdf. Acesso em: 11 set. 2019.
Get into mini groups and follow the instructions.
[Track 44] Receive and perceive – p. 117
• Complete the chart.
• Circle the picture that relates to each part. Nouns and names
• Explain to the others the information you have in You will listen to the names of seven brands.
your piece of the text, but you may not show them Notice how they come from combinations of common
your piece. nouns. Pay attention to the new stress patterns and
Our journey begins in Xintang, China, denim’s circle the names you hear. Don’t forget to ask these
world capital with approximately 260-300 million pairs brands: #whomademyclothes.
of jeans being produced per year and consumed at
Bend the Trend
an always faster rate due to their cheap price and
Poppy Petals
people’s disconnection from their real value. They retail
Sweet Tea Boutique
for anything from US $5.99 - 99.99, but what is their
Azalea Park
true cost?
Charming Charlotte
A single pair of jeans needs 9.500 litres of water
Peach Tree Boutique
to be produced. Water necessary to grow the cotton
it is made from and for the finishing steps of its Sew Lovely
manufacturing process. Lesson B – How do I perceive myself through
[…] social media?
Greenpeace has analyzed 21 samples of water in
Xintang, China. 17 of these contained highly toxic heavy [Track 45] Getting ready – p. 119
metals all coming from the chemicals used to dye and Listen to the recording and look at the following
finish our jeans: mercury, cadmium, lead and copper. image. Work in pairs to make questions and answers
Waters in the area are blue, because of the chemical about the information. Use the prompts to help you.
indigo dye used in our jeans. The dust in its streets is Example:
blue, as denounced by another Greenpeace report, A: Can you help me fill in my profile on this new social
and the lungs of the workers are embedded with fine media site?
silica, which can lead to a serious lung disease called B: Sure. What kind of help do you need?
silicosis. 1/3 of the jeans we buy come from Xintang. A: This “who are you?” question. What do they mean?
[…] B: It’s your preferred name. Some people use it
A single pair of jeans, on average, emits 34kg instead of their full name.
of CO2 to be produced, similar to taking a car and A: Oh, cool!

28 Manual do Professor

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 [Track 46] Making it work – p. 120 When kids realize their whole life is already online
Compare and contrast the pictures and the Googling yourself has become a rite of passage.
captions Maressa O’Brian wrote about how she felt Taylor Lorenz
using social media. In pairs, share your opinion with Feb 20, 2019
this question in mind: How different is real life from For several months, Cara has been working up the
online life? Use the structures to plan your talk. courage to approach her mom about what she saw on
Compare Instagram. Not long ago, the 11-year-old – who, like all
In both pictures we can see … the other kids in this story, is referred to by a pseudonym
Whereas the first one shows …, the second one – discovered that her mom had been posting photos
shows … of her, without prior approval, for much of her life. “I’ve
What’s more … is that in both … the same person … wanted to bring it up. It’s weird seeing myself up there,
and sometimes there’s pics I don’t like of myself,” she said.
Contrast There’s even a portmanteau for it: sharenting.
However, there are some striking differences. For Almost a quarter of children begin their digital lives
instance, … and also … when parents upload their prenatal sonogram scans.
Not all kids react to finding out they’ve been living
Answer an unwitting life online. Some are thrilled. In fourth
To answer the question, it’s fair to say that … But a grade, Nate searched his name and discovered he
friend of mine, … was mentioned in a news article about his third-grade
class making a giant burrito. “I didn’t know,” he said. “I
[Track 47] Making it clear – p. 121 was surprised, really surprised.” But he was pleased
Look at the list of adjectives you can use to talk with his newfound clout. “It made me feel famous … I got
about yourself. In groups of three, share or show some to make new friends by saying, ‘Oh, I’m in a newspaper
pictures of you and say how you were feeling when you [online],’” he said. Ever since, he has Googled himself
took them. If you could go back to when the pictures every few months, hoping to find things.
were taken, would you do anything differently? Taylor Lorenz. "When kids realize their whole life is already
online". The Atlantic, 20 fev. 2019. Disponível em: www.theatlantic.
happy; sad; angry; afraid; com/technology/archive/2019/02/when-kids-realize-their-whole-
Emotions
disgusted; surprised life-already-online/582916/. Acesso em: 19 ago. 2019.
annoyed; bored; calm; cheerful;
Feelings
miserable; wonderful UNIT 6 – WHAT IS MY TAKE IN THIS
amusing; awful; charming; crazy;
Opinions UNIVERSE? HOW CAN WE ESTABLISH
fantastic; gentle; normal
EFFECTIVE PARTNERSHIPS?
Degree and particularly; simply; only; generally;
focusing absolutely; perfectly; utterly; Lesson A – Did you get my message?
adverbs awfully; terribly; quite; completely
[Track 49] Tuning in – p. 139
A: I think the first picture shows … that seems to be ...
What do you say? Can you choose the appropriate collocations to
B: I agree. I also think that … might be feeling … And build a list of daily activities?
what do you think? snooze the alarm clock
C: I’m sorry, but I disagree. I think that the … in picture take care of the dog
… is … eat breakfast
go to school
[Track 48] Moving on – p. 122 attend classes
have lunch
Read this piece of information about sharenting.
practice sports
Do you know what it is? Are you for or against this
do homework
ongoing practice? In groups, share your take on it.
take a shower
get into bed

LÍNGUA INGLESA • 9º ano • Ensino Fundamental – Anos Finais 29

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 [Track 50] Getting ready – p. 140 and 141 A: Why? Only you can make one? Who do you think
Read these messages exchanged between you are?
people. Listen carefully to identify the additional B: You definitely don’t know the stuff mom … if you
sentences and decide where they fit best, according know what I mean.
to the messages you read. Write down the sentences
using the appropriate abbreviations. [Track 51] Sorting it out – p. 141
1. Recording 1 Listen to a dialogue taken from a text message
A: Your great aunt just passed away. LOL between friends and rewrite it using the abbreviations.
B: Why is that funny? Check the table to help you.
A: It’s not funny, David! What do you mean? Sam: Jen, are you coming to the party tomorrow?
B: Mom, lol means laughing out loud! Jen: Yeah. Why?
A: Oh my goodness! I sent that to everyone, I thought Sam: Great. Because I wanted you to be my
it meant lots of love. I have to call everyone back! girlfriend and come to the party with me.
Oh god! Jen: I thought you liked Sue, my best friend forever.
B: Rolling on the floor laughing (ROTFL) … let me know Sam: No, I like you.
if you got any answers … Jen: Sorry but I have a boyfriend.
“How to Use Text Message Abbreviations and Chat
2. Recording 2 Acronyms”. Bloomsbury International, 25 abr. 2014.
Disponível em: www.bloomsbury-international.com/
A: I’m sorry… I hate it too cuz I’m scared to bring it up to blog/2014/04/25/text-message-abbreviations-chat-acronyms/.
you cuz, every time I do, it ends in us arguing, and Acesso em: 30 ago. 2019. (Adapt.).

I hate when we argue. I feel like I’m gonna make

[Track 52] Zooming in – p. 142
you lose all the feelings you have for me, and I don’t
want that cuz I like when you like me back … Listen to the rest of the dialogue from the previous
B: I love you too … But who are you? exercise. Order the sentences according to what you
A: For your information, I’m your boyfriend... Are you hear and write down the meaning of each abbreviation.
kidding me? Sam: I don’t care. In my honest opinion, he’s an
idiot.
3. Recording 3 Jen: Believe it or not I like him
A: Hi! How are you? Why not see a film together? Sam: I want you. If you know what I mean.
Tomorrow at my place? Jen: Too much information. Let’s talk face to face
B: Sorry, but tomorrow I have lots to do. Thanks tomorrow.
anyway. By the way, are you free later tonight? Sam: I’ve never felt like this before. I love you.
Fancy a burger? Jen: Please, call me now.
A: Great! I’ll wait for you at DA Odeone. Don’t be late. Sam: Haha just kidding. You believed me? Rolling
B: I’ll come as soon as possible. See ya. om the floor laughing. I don’t like you!
A: Before you go, what’s your estimated time of arrival? Jen: you are definitely not funny!
Sam: laughing out loud. Okay. See you tomorrow.
4. Recording 4 Estimated time of arrival?
A: Hi Jen: I don’t know. Nine, I guess.
B: I’m in a meeting ... brb Sam: Let me now.
A: BRB means???? Jen: Got to go, talk to you later.
B: Be right back ... Sam: Bye for now, hugs and kisses.
A: Okay, IAW. “How to Use Text Message Abbreviations and Chat
B: IAW??? Acronyms”. Bloomsbury International, 25 abr. 2014. Disponível
em: www.bloomsbury-international.com/blog/2014/04/25/text-
A: I am waiting. message-abbreviations-chat-acronyms/. Acesso em: 30 ago. 2019.
B: That’s not an abbreviation, mom. (Adapt.).

30 Manual do Professor

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 [Track 53] Making it steady – p. 142 [Track 54] Receive and perceive – p. 143
Get into mini groups and follow the instructions. Abbreviations
• Complete the chart by answering the questions. An acronym is a word formed from the first letter or
• Check the box that relates to your part. the first few letters of each word in a phrase.
• Explain to the others the information you have in An abbreviation formed from initial letters is called
your piece of the text, but you may not show them initialism.
your answers. Listen to some acronyms and initialisms and
What makes people abbreviate? categorize them in the chart:
Part A: Limits. As simple as it is, people have NATO
started abbreviating words due to the limited number radar
of characters permitted in a single message or tweet. scuba
Until 2017, one tweet could include no more than 140 FAQ
characters and 20 characters for a username. This Laser
number doubled to 280 characters, yet the tradition GIF
to abbreviate is still a trend these days. People want CD-ROM
to save their efforts and time for typing especially JPEG
when it’s made on the go. PIN number
What else made people adhere to shorthand?
Part B: Besides, one of the reasons to use
Lesson B – How can I be my best self?
shorthand in texting is the accelerated life pace [Track 55] Getting ready – p. 145
which makes us say or do more in less space and
time. People stopped using long beautiful transition Look at these images and read the text. Work in pairs
words or phrases like nevertheless, notwithstanding to make questions and answers for the information.
the fact that because it takes too many taps to write Use the prompts to help you.
them. Hence, the second reason is simply human’s Example:
laziness and impatience to type full words. Still, it’s A: Are you feeling alright?
not that bad because idleness has been an engine of B: Not sure. I guess I’m coming down with a flu.
progress for many centuries. A: Really? Does your headache?
B: Yes, and also my whole body. I guess I should see
What other form of communication can a doctor and rest.
abbreviation be compared to? A: Oh, I hope you feel better soon.
Part C: The shorthand communication can be
compared to a specific secret language code between [Track 56] Making it work – p. 145 and 146
users in different online chats, social media, instant In pairs, compare and contrast the pictures. While
messaging services like Skype, WhatsApp, Telegram, doing so, think about the following question: How can
Facebook Messenger, etc. This abbreviation code is you have a healthy life? Use the prompts to help you.
also a perfect way to protect one-to-one conversation (Compare)
from someone’s intrusion. One of the assumptions In relation to …; both pictures show … while the
is that the greater part of abbreviations appeared second one is …;
because teens needed to hide their private chats It’s fair to say that in both pictures we can notice …;
from parents’ eyes. (Contrast)
Candice Benjamin. “The most used internet abbreviations
In the first picture, ...
for texting and tweeting”. Preply, 4 maio 2018. Disponível em: But there are some noticeable differences. While
https://preply.com/en/blog/2018/05/04/the-most-used-internet- in picture …, in the other picture …
abbreviations-for-texting-and-tweeting/. Acesso em: 30 ago. 2019.
(Adapt.). Also, …, while …
(Answering the question)
As for how …, I’d say it’s … However, I strongly
believe that …
LÍNGUA INGLESA • 9º ano • Ensino Fundamental – Anos Finais 31

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 Língua Inglesa – Planejamento anual
Livro Único (28 semanas)

Habilidades
Aulas Semana do
Unidade Conteúdo contempladas
previstas planejamento
(BNCC)
COMMUNICATION:
• Language of learning: Afternoon, evening, monthly,
today, a.m./p.m., half (past), morning, tomorrow,
appointment, holidays, night, tonight, fall, hour, noon,
week, birthday, January – December, o’clock, weekday,
century, meeting, past, weekend, clock, midnight, quarter
(past/to), weekly, daily, minute, second, winter, date,
1 EF09LI01,
moment, spring, working, hours, day, Monday – Sunday,
What is my take in this EF09LI05,
summer, year, diary, month, time, yesterday.
universe? EF09LI06, 10 1a5
• Grammar chunks: Would; Relative clauses.
How can we reduce EF09LI10 e
• Language for learning: Conversation fillers.
inequalities? EF09LI13.
PHONICS: Consonant sounds.
CONTENT: Science – The Sun.
INTERDISCIPLINARY: Science.
CULTURE: Birthday celebrations around the globe.
COGNITION: What is the birthday celebration scheme in
my world?
GLOBAL GOAL: The action behind the goals.

COMMUNICATION:
• Language of learning: Environment, bottle, bank, climate
change, gas (AmE), litter, petrol (BrE), pollution, public
transportation, recycle, recycled, recycling, rubbish (bin),
2 traffic (Jam.).
EF09LI02,
What is my take in this • Grammar chunks: Adjectives and adverbs; Modal verbs.
EF09LI11,
Livro Único

universe? • Language for learning: Conversation fillers. 10 6 a 10

EF09LI14 e
How can we reduce marine PHONICS: Consonant sounds.
EF09LI16.
pollution? CONTENT: Science – cities.
INTERDISCIPLINARY: Science.
CULTURE: Recycling projects around the world.
COGNITION: Develop a recycling system to my world.
GLOBAL GOAL: Life under water.

COMMUNICATION:
• Language of learning: Work/jobs, businessperson,
explorer, officer (e.g. shop assistant, butcher, factory,
prison, police), shopper, cameraman, farm, out of work,
singer, candidate, farmer, owner, soldier, canteen, film,
star, painter, staff, captain, firefighter, part time, student,
career, football player, photographer, taxi driver, chef,
footballer, pilot, teacher, chemist, full time, poet, tennis
3 player, cleaner, goalkeeper, policeman, tour guide,
EF09LI03,
What is my take in this colleague, guard, police officer, trade, company, guest,
EF09LI04,
universe? policewoman, travel agent, computer, guide, politician, 9 11 a 15
EF09LI12 e
How can we promote unemployed.
EF09LI15.
peace? • Grammar chunks: Adverbs and Present perfect
continuous.
• Language for learning: Conversation fillers.
PHONICS: Consonant sounds.
CONTENT: History – jobs.
INTERDISCIPLINARY: History.
CULTURE: The workforce around the globe.
COGNITION: The future workforce.
GLOBAL GOAL: Life on land.

32 Manual do Professor

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 Habilidades
Aulas Semana do
Unidade Conteúdo contempladas
previstas planejamento
(BNCC)
COMMUNICATION:
• Language of learning: Transport, abroad, backpacker,
bus, capital, city, accommodation, backpacking, bus
station, car, aeroplane/airplane, bag, bus stop, car alarm,
airline, baggage, by air, car park, airport, bicycle/bike,
by land, case, ambulance, board (v), by rail, catch (v),
announcement, boarding pass, by road, change (v),
4
arrival, arrive, at sea, backpack, boat, border, bridge,
What is my take in this
brochure, by sea, cab, cabin, canal, charter, check in (v), EF09LI07,
universe?
check-in (n), check out (v). EF09LI17 e 9 15 a 19
How can we protect
• Grammar chunks: Past perfect. EF09LI18.
our cultural and natural
• Language for learning: Conversation fillers.
heritage?
PHONICS: Consonant sounds.
CONTENT: Geography – transportation.
INTERDISCIPLINARY: Geography.
CULTURE: Means of transportation around the globe.
COGNITION: Choose new means of transportation for my
world.
GLOBAL GOALS: Peace, justice and strong institutions.

COMMUNICATION:
• Language of learning: Education, absent, advanced,
Arithmetic, Art, beginner, bell, Biology, blackboard,
board, book, bookshelf, break (time), break up,
certificate, Chemistry, class, classroom, clever, coach,
college, composition, switch on, talk, telephone,
Livro Único

text, text message, course, curriculum, degree, desk,

5
dictionary, diploma, drama, Economics, elementary,
What is my take in this EF09LI08,
essay, Geography, History, handwriting, homework,
universe? EF09LI09 e 9 20 a 24
information, instructions, intermediate.
How do we get to know EF09LI19.
• Grammar chunks: Present passive form.
people better?
• Language for learning: Conversation fillers.
PHONICS: Consonant sounds.
CONTENT: History – The school system.
INTERDISCIPLINARY: History.
CULTURE: Schools around the globe.
COGNITION: The schools of the future project.
GLOBAL GOAL: Partnerships for the goals.

COMMUNICATION:
• Language of learning: Health, accident, ache,
ambulance, ankle, appointment, arm, aspirin, baby,
bandage, bleed (v), blood (n), body, bone, brain, break,
breath, breathe, check, chemist, chin, clean, cold (n),
comb, cough (n & v), cut, damage.
6
• Grammar chunks: Adverbs and Present perfect EF09LI01,
What is my take in this
continuous. EF09LI10,
universe? 9 24 a 28
• Language for learning: Conversation fillers. EF09LI13 e
How can we establish
PHONICS: Consonant sounds. EF09LI16.
effective partnerships?
CONTENT: Science – Health system.
INTERDISCIPLINARY: Science.
CULTURE: Health around the globe.
COGNITION: The cities, countries and systems in my ideal
world.
GLOBAL GOALS: Sustainable cities and community.

LÍNGUA INGLESA • 9º ano • Ensino Fundamental – Anos Finais 33

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