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TIME TO THINKtaimi tchu finqui

Faça no caderno as questões de resposta escrita.

1. Take a look at these images and discuss the following questions with a classmate.

I.

II.

III.

IV.

V.

VI.

1. O que essas imagens representam?

2. De qual manifestação artística representada nessas imagens vocês mais gostam? Por quê?

3. Vocês praticam alguma dessas manifestações artísticas? Qual(is)qual ou quais? Se não, escolham uma delas e expliquem por que gostariam de praticá-la. Justifiquem sua resposta.

4. Vocês já foram a uma exibição de arte? Quando e onde foi isso? Vocês gostaram? Se não, gostariam de visitar alguma?

e. Vocês acreditam que arte é uma parte importante da cultura? Justifiquem sua resposta.

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2. Go around the classroom and talk to your classmates. Find a person who has each of the following characteristics.

3. Read and do the following with a classmate or in small groups.
   1. Relacione cada imagem da questão 1 à arte visual que ela representa.
      1. photographyfódógrafi
      2. ceramicssârémics
      3. drawingdróin
      4. graffiti artgrâfíri árt
      5. paintingpêintin
      6. tapestrytépestri
   2. Relacione cada trecho a uma função da arte.

1. “Artists create art to express personal feelings.”
2. “Artists may create art to express spiritual beliefs about the destiny of life controlled by the force of a higher power. Art produced for this purpose may reinforce the shared beliefs of an individual or a human community.”
3. “Artists may produce art to reinforce and enhance the shared sense of identity of those in a family, community or civilization. […] Art produced for this purpose also may be used in celebrations and displayed on festive occasions.”
4. “In the past, many people could not read and art was often created to provide visual instruction. Artists produced artworks, such as symbols painted on signs, to impart information. Viewers could learn from their artworks.”

RAGANS, R. ArtTalk. Woodland Hills, California, Estados Unidos: Glencoe/McGraw-Hill, 2005. p. página7-8.

4. Read the following book extract about street art in Yogyakarta, Indonesia. Then discuss with a classmate and choose the option that does not reflect the benefits that street art offers to the city.

1. “Ultimately, [street] art is being used as a vehicle and a tool for messaging about social, economic and political injustices.”

2. “Sometimes messages are wrapped into decorative patterns, which make the message indirect, but still stimulating critical thinking of the audience.”

c. “Street art is an ever-changing phenomenon and its techniques are almost countless. The most common in Yogyakarta are posters, stencils and murals.”

LUPINŠEK, P. Street art in Yogyakarta, Indonesia: messages of the streets. In: COSTA, P.; GUERRA, P.; NEVES, P. S. Urban intervention, street art and public space. Lisboa: Urban Creativity, 2017. p. página100-112.

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READINGrídin

Faça no caderno as questões de resposta escrita.

Task 1tesqui uon

Before readingbifór rídin

1. Discuss the following questions with a classmate.

1. When you think of urban and street art, what ideas come to mind?

b. Have you ever seen a wall covered in graffiti? Tell your classmate what message you think it conveyed or try to find someone in your classroom who has already seen one and ask him or her to let you know his or her impressions of it.

2. Read the following quote posters. Then, choose the option(s)ópchiãn ór ópchiãns that, in your opinion, present(s)présent ór présents the purposes of graffiti street art.

I.

II.

III.

1. To help new artists.

2. To address political issues.

3. To promote a famous artist.

4. To redecorate old buildings.

5. To make art available to anyone.

f. To share one’s ideas and feelings.

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3. Take a look at this image and read this extract from Brandeis University Newsletter. Then do the following with a classmate.

I.

II.

LALS 2015-2016.Waltham/Boston, Massachussetts, Estados Unidos: Brandeis University, n. 25, outono 2016.

1. What connection can you make between image I umand excerpt IIdois?

2. Discuss what the previous information tells you about LALS Graffiti Week.

c. Based on image I umand excerpt IIdois, try to predict and list some topics that will appear in the text you are going to read in Read to learn.

Read to learnríd tchu lârn

1. Read the following cultural calendar with these objectives in mind:
   • to make connections between graffiti art and socio-political issues;
   • to identify characteristics of cultural calendars.

LALS 2015-2016.Waltham/Boston, Massachussetts, Estados Unidos: Brandeis University, n. número25, outono 2016.

Page twenty-four

Constructing meaningsconstrãquitchion minins

1. After reading the text, what can you say about your predictions in question 3c ofóf Before reading? Were they correct?

2. Choose the excerpt that best relates to the image in question 3 ofóf Before reading.
   1. “Graffiti Wall open for painting/tagging contest, between Volen Science Center and Chapel’s Field (open M, T, F 2-5, W, Th 12-3).”
   2. “‘Digital Cuba: Contemporary Screen Cultures’ talk by Paloma Duong (MIT), Mandel Reading Room 303.”
   3. “[…] Roundtable ‘Between Free Speech and the Spray Can: Graffiti as Social Protest from the Margin’ with Greg Childs and Brazilian graffiti artist Marcelo Ment, Lown 2 (room not accessible).”

3. Answer the following questions about the text.
   1. Which Latin American countries are going to be represented in the event?
      1. Colombia, Cuba and Peru.
      2. Bolivia, Brazil and Nicaragua.
      3. Brazil, Cuba and Puerto Rico.
      4. Argentina, Mexico and Puerto Rico.
   2. What is the name of the Brazilian artist invited to take part in the event? What kind of art does he do?
   3. Choose all the correct alternatives in which the activities mentioned in the text can be associated with socio-political messages.
      1. “Graffiti Wall open for painting/tagging contest, between Volen Science Center and Chapel’s Field.”
      2. “The Youth Movement, Urban Art and Puerto Rico’s Economic Catastrophe.”
      3. “Between Free Speech and the Spray Can: Graffiti as Social Protest from the Margin.”
      4. “Digital Cuba: Contemporary Screen Cultures.”
      5. “Demonstration by Marcelo Ment, between Volen Science Center and Chapel’s Field.”

4. Choose the piece of information that is not in the cultural calendar.
   1. locationloqueichion
   2. date and time
   3. contact details
   4. title of the event
   5. description of the artworks

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Task 2tésqui tchu

Before readingbifór rídin

1. Answer the following questions.
   1. Do you know any art made by indigenous peoples? Which? If you don’t know, ask your classmates.
   2. Do you think that art produced by indigenous peoples should have the same importance in society as art made by non-indigenous peoples? Justify your answer.

2. Take a look at this image and do the following with a classmate.

1. What does the image show?

2. Do you like what the picture shows? Justify.

3. Take a look at the title of the Read to learnríd tchu lârn text. What does it mean? If you can’t understand it, talk to other classmates. If necessary use a dictionary.

d. Read the following quote and try to imagine the subject of the text.

DEACON, D.A.; CALVIN, P. An international study of weaving, knitting, sewing, quilting, rug making and other fabric arts. Jefferson: McFarland, 2014, p.página 116-117.

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Read to learnríd tchu lârn

1. Read the following press release with these objectives in mind:
   • to increase knowledge about an art form made by indigenous women;
   • to identify characteristics of press releases.

DRAWING with Scissors: Molas from Kuna Yala. Disponível em: https://oeds.link/IqpgAl. Acesso em: 25 mar. março2022.

Page twenty-seven

Constructing meaningsconstrãquitchion minins

1. What does the text tell us about the Kuna indigenous people and the mola art? Decide whether the following statements are T (true) or ór F (false).
   1. The Kuna live on the San Blas Islands (Panama).
   2. The dêmola art is mainly used in women’s blouses.
   3. The Kuna are famous for a traditional art called mola.
   4. The dêmola art has been recognized in Panama since the country’s independence.

2. Which of the following information can be inferred from the text?
   1. Cloth panels are elaborately decorated.
   2. Kuna indigenous women begin making molasmôlas at a very early age.
   3. Molasmôlas have a fascinating history that encompasses tradition and resistance. 
   4. Mola making is a unique and very personal handicraft ability, and that is why we can say no two molasmôlas are ever alike.

3. Read the text again and do the following.
   1. Why is the title of the text “Drawing with Scissors”?
   2. “Drawing with Scissors: Molas from Kuna Yala” is a text that
      1. informs readers about a specific topic (informative).
      2. tells stories to entertain the readers, focusing on specific characters (narrative).
      3. discusses a subject from different angles, giving one’s opinions about a topic (argumentative).
   3. Is it possible to know who is responsible for organizing the exhibition? Justify your answer.
   4. A person who chooses to read this text is probably
      1. looking for information about Panama.
      2. interested in knowing more about an art exhibition.
      3. trying to find out some specific details about Canada.
   5. Take a look at the website’s heading “PAST EXHIBITIONS”. What does it tell about the text?
   6. Identify the true statements. In the excerpt, the reader
      1. finds out what molasmôlas are.
      2. can find further information about the artists.
      3. learns who is responsible for the art exhibition.
      4. has access to the release date of the art exhibition.
      5. can find information about a specific kind of indigenous artwork from Panama.
      6. can see photos of an exhibition showing the matrilocal Kuna world of the San Blas Islands.

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g. In which paragraph(s)péragraf ór péragrafs can you find

1. an account of a historical fact?
2. a reference to a major figure in Panamanian history?
3. an explanation about the technique used to make the mola?

h. Although Kuna women try hard to keep their traditions, are they receptive to new trends? Justify your answer with a text excerpt.

Think a little morethink a lítol mór

1. Discuss the following questions with a classmate.
   1. Que relação pode ser estabelecida entre os textos das Taskstésks 1 e 2 (Readingrídin)? Justifiquem sua resposta.
   2. Em sua opinião, por que a globalização pode representar uma ameaça para as tradições indígenas?
   3. Vocês consideram que as populações indígenas brasileiras fazem esforços semelhantes aos dos Kuna para manter suas tradições? Justifiquem sua resposta.
   4. Em sua opinião, de que formafórma(s)ésse a obra de arte de um artista reflete sua identidade e herança cultural?

LISTENINGlissenin

Faça no caderno as questões de resposta escrita.

Before listeningbifór listenin

1. Take a look at this poster and answer the following questions.

1. What does the poster show?

2. Where does the event take place?

3. How are the scenes shown related to a weekend?

4. How do you think this poster relates to the audio excerpt you are going to listen to in Listen to learn? Justify your answer.

e. Make a list of the activities you can see in the poster. Then compare it to a classmate’s. Add any missing activities to your list.

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2. Look back at the poster and do the following.
   1. Choose the different kinds of services and activities you think visitors might find in a street market. Use the Greenfield District Central Park, in the Philippines, as an example.
      1. live art
      2. playgroundpleigraund
      3. sports attractions
      4. food truck services
      5. outdoor activities
      6. local or international souvenirs fair
   2. Which of the options in question 2a do you think will be mentioned in the audio excerpt you are going to listen to?

Listen to learnlíssen tchu lârn

1. Listen to the following culture news with these objectives in mind:
   • to check the content of the audio excerpt and relate it to the theme of this unit;
   • to identify characteristics of culture news.

A MIX of Food, Culture and Arts at the Greenfield Weekend Market. Daybreak. 9TV Phillippines, Filipinas, 14 ago.agosto 2014.

Constructing meanings constrãquitchion minins

1. Listen to the culture news carefully and answer the following questions.
   1. Based on the culture news you have just heard, what kind of people might be interested in visiting the Greenfield Weekend Market?
      1. Everyone who likes outdoor activities.
      2. People who are interested in art, culture and food.
   2. Which of the following phrases was not used to talk about the Greenfield Weekend Market?
      1. food place
      2. open space
      3. ordinary market
   3. Which of the following connectors can substitute “aside from” in this context? “Aside from restaurants and stores, this hotspot in the metro also offers the host of other activities that promote arts and culture.”
      1. becausebicós
      2. besidesbissaids
      3. but bãt

2. Listen to the culture news again and decide whether the following statements are Ttí (true) or Féf (false). Greenfield Weekend Market is
   1. a hotspot for lovers of usual malls and restaurants.
   2. a fair where art and food lovers can find what they like.
   3. an open space where people are expected to have fun.
   4. a nonconventional market place for food, art and culture.
   5. a place that promotes lots of activities, but none related to arts or culture.

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3. Choose the correct statements about the Greenfield Weekend Market.
   1. The Greenfield Weekend Market is located in the metro.
   2. The Greenfield Weekend Market is open on Sundays from 4 a.m. to 12 p.m.
   3. People who want to break away from the usual malls and restaurants are not going to enjoy the Greenfield Weekend Market.
   4. The Greenfield Weekend Market is a place where people can find not only restaurants and stores, but also activities that promote arts and culture.

Think a little morethink a lítol mór

1. Discuss the following questions with a classmate.
   1. Como lugares ao ar livre e com atividades de lazer podem contribuir para a promoção da arte e da cultura na cidade?
   2. Na cidade de vocês, existem lugares a céu aberto onde as pessoas se reúnem para se divertir? O que as pessoas costumam fazer nesses locais e em que horários eles podem ser visitados? Caso não haja, tentem pensar no motivo dessa ausência.
   3. Existem locais em sua cidade aonde você possa ir para desfrutar de manifestações de arte e eventos culturais? Quais? Caso não os conheçam, digam como pensam que esses locais devam ser.
   4. A notícia cultural sobre o Greenfield Weekend Marketgrinfíld uíkend márket foi veiculada na televisão em meio à grade da programação diária. Vocês acham que isso aconteceria no Brasil? Por quê?

LANGUAGE IN ACTIONlenguagi in équitchon

Faça no caderno as questões de resposta escrita.

1. Read the fragments of a few texts about culture and arts and answer the questions.

II.

III.

IV.

Page thirty-one

1. What (or who) do the highlighted words refer to?
   1. “whorú”
   2. “thatdét”
   3. “whichuítch”
   4. “thatdét”

2. Which of the highlighted words refer to
   1. people?pípol?
   2. things?thíngs?

2. Read the excerpt of a book review and mark the correct alternative.

GOPNIK, Adam.Silent treatment: The case for Buster Keaton. The New Yorker. Nova Iorque, Estados Unidos: Condé Nast, 31 jan.janeiro 2022. p.página 65.

1. The word “who” refers to
   1. Flaubert.
   2. Keaton.
   3. the artist.

2. The word “whose” indicates
   1. possession.
   2. space.
   3. time.

3. Look at the Eyes on grammaráison grémer and choose the correct answers.
   1. In the sentence “Women’s blouses called mola, with their geometric and pictorial patterns thatdét articulated the Kuna understanding of the world, were banned” (p.página 26), extracted from the text in Task 2tésqui tchu (Reading), the relative pronoun “that” refers to
      1. mola.
      2. women’s blouses.
      3. geometric and pictorial patterns.
   2. What can we say about the relative pronoun “which” in the following statement, extracted from question 1?

Artlink Canada. February, 2016.

1. It is used to express possession.
2. It refers back to a person already mentioned.
3. It enables us to combine clauses without repetitions.

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c. Choose the option with a pronoun that can be used to replace “that” in the following sentence, extracted from the text in Task 2tésqui tchu (Readingrídin):

1. whorú
2. whichuítch
3. whoserúse

4. Complete the fragments of the cultural agenda below with “which”, “who” or “whose”.

NEW YORK. Nova Iorque, Estados Unidos: Vox Media. 14-27 fev. fevereiro2022. p.página 66.

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5. See the Eyes on grammar and choose the correct answers.
   1. Taking into consideration the sentence “Student painted on the graffiti wall throughout the week” (p.página 23), extracted from questionquestchion 3 in ínBefore readingbifór rídin, Task 1tesqui uon , how long did it take the student to paint the graffiti?
      1. a day
      2. a week
      3. a month
   2. The preposition “on” is used in different contexts for different purposes. Read two sentences and choose the option that describes its purpose in each of them, respectively.

1. To refer to a position on a surface and to refer to an address.
2. To refer to a position on a surface and to talk about a particular day.
3. To talk about direction or movement to a position on a surface and to refer to a date.

6. What idea does “by” express in the following sentences?

1. It describes how to do something.

2. It refers to a person who is going to do something.

c. It refers to arrangements and deadlines, meaning “not later than”.

7. Match the sentences to the appropriate senses of “for” in each of them.

b.

1. “having the purpose of”
2. “to the benefit of”

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8. What does “from” indicate in the sentences below?

1. destination.

2. origin.

c. purpose.

9. Read the excerpts and write T (true) or F (false) in the sentences below. Correct the false ones.

1. Both “between” and “among” refer to something or someone that is in the middle of other things.

2. “Among” indicates that someone or something is right in the middle of just two elements.

c. “Between” indicates that someone or something is surrounded by a lot of things.

SPEAKINGispíquin

Faça no caderno as questões de resposta escrita.

Hit the roadrit de rroudi

In pairs, you are going to create a piece of culture news on things to see and do around your neighborhood. Remember you have already seen an example of this in Listening.

1. Before preparing your culture news, pay close attention to the following chart.

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Toolboxtúlbóks

1. Follow these steps. They will help you prepare your culture news.

a. Pensem em atividades artísticas e culturais para ver e participar em seu bairro ou sua cidade e façam uma lista dos eventos que estão acontecendo. Vocês podem buscar informações em um guia cultural, na seção de arte e cultura de um jornal, em um livro de referência da área ou na internet. Lembrem-se de organizar as atividades, de acordo com suas características, em diferentes categorias e assuntos, e de dispô-las em um quadro no estilo de uma agenda cultural semanal, que será usada durante a apresentação oral para toda a turma.

b. Pensem na melhor maneira de expressar suas ideias em inglês. Observem que existem aspectos de nossa cultura (nomes próprios, nomes de pratos culinários, estilos musicais estilos de dança, tradições etc.)etcétera que não podem ou não devem ser traduzidos, porque isso os descaracterizaria. Verifiquem, também, se estão usando a melhor expressão/palavra em inglês para descrever as atividades.

c. Façam um rascunho de sua notícia cultural para usar como roteiro durante a apresentação. Não se esqueçam de incluir o local onde as atividades acontecerão, bem como a data e o horário dos eventos. Vocês também podem incluir informações como a biografia do(s) artista(s)do artista ou dos artistas, o público-alvo, meios de contato e outras informações que julgarem pertinentes. Considerem, também, a possibilidade de usar imagens para ilustrar os eventos artísticos e culturais. Caso tenham dúvidas, peçam ajuda ao professor.

d. Ensaiem sua apresentação, prestando atenção, particularmente, ao texto e à pronúncia das palavras para que vocês consigam se comunicar de formafórma eficaz. Apresentem o conteúdo a outra dupla, para que uma ajude a outra a identificar o que está bom e o que pode ser melhorado.

e. Caso os colegas tenham achado necessário que vocês expliquem melhor alguma informação, reescrevam trechos da versão inicial ou elaborem novos trechos que contenham as sugestões deles.

f. Preparem-se bem, pois, no momento da apresentação final, vocês devem estar prontos para se autocorrigirem e reformularem algum trecho se necessário, bem como ter cuidado ao usarem gestos e expressões faciais, uma vez que a apresentação é um momento mais formal.

Step backistép béqui

1. After getting your classmates’ feedback, check if your culture news has the following characteristics:
   • presents a variety of artistic and cultural events;
   • displays date, time and location of those events;
   • uses language and vocabulary consistent with an informative text;
   • uses correct pronunciation and a good performance during the presentation.

2. Now present your culture news to the whole group.

Page thirty-six

PIT STOPpiti istopi

Faça no caderno as questões de resposta escrita.

1. Look back at the introductory pages of this unit (18-19) and answer the questions.
   1. What do the opening images of this unit have in common?
   2. How do they relate to the theme developed in this unit?
   3. Look at the images and give examples of art forms that express social and cultural values from traditional indigenous African or Brazilian cultures.
   4. Which work of art depicted in this unit did you like the most? Justify your answer.

2. You are going to make a wallchart to display in class. To prepare it, go for a walk around your neighborhood and take pictures of as much street art as you can find on your way. You should only go with adult supervision. Then talk about the pictures with your classmates.

THINK IT OVERthinkirôver

Faça no caderno as questões de resposta escrita.

1. Think about everything you studied in this unit and consider the following questions. Give examples and explain your answers.
   1. Consigo ler uma agenda cultural e um “press releaseprés rilís”?

b. Consigo entender bem uma notícia cultural?

c. Sou capaz de produzir uma notícia cultural sobre um evento da minha comunidade?

4. O que você aprendeu sobre artes visuais? Cite alguns exemplos.

e. Que conhecimentos novos sobre a língua inglesa você adquiriu nesta unidade? Esses aspectos são semelhantes em língua portuguesa? Justifique sua resposta.

EYES ON GRAMMARáison grémer

Read the examples extracted from this unit’s texts, as well as the highlighted words and expressions. Pay close attention to the notes that follow them.

Example 1 egzâmpol uan

 (p. 22)

 (p. 23)

 (p. 23)

Page thirty-seven

 (p. página26)

• As preposições podem ter diferentes sentidos dependendo do contexto.

Example 2egzâmpol tchu

(p.página 25)

(p.página 26)

(p. página31)