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Page sixty

TIME TO THINKtaimi tchu finqui

Faça no caderno as questões de resposta escrita.

1. Read the text and do the following with a classmate.

a. Escolham a melhor imagem para representar o conceito de “wasteuêist” no texto.

I.

II.

III.

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2. Que mensagem(ns)mensagem ou mensagens o texto busca transmitir? Escolham a melhor opção. Justifiquem sua resposta considerando, especialmente, a situação de países como o Brasil.
   1. A população deveria parar de produzir lixo.
   2. A sociedade deveria combater o uso de embalagens recicláveis.
   3. As pessoas deveriam lutar contra o excesso de lixo.
   4. Os indivíduos deveriam se preocupar com o desperdício de alimentos.

2. Discuss and answer the questions with a classmate.
   1. Por que é importante reduzir a quantidade de lixo que produzimos?
   2. O que as pessoas podem fazer para contribuir com essa causa? Façam uma lista de ações e comparem com a lista de outros colegas.

3. Look at this image and answer the following questions with a classmate.

1. O que vocês entendem por “consumo consciente”?

2. Como consumo consciente e ser “greenGrín” estão relacionados?

3. Quais atitudes devem ser tomadas por consumidores conscientes? Escolham as melhores opções.
   1. Reutilizar e optar por produtos ecológicos.
   2. Pensar “greenGrín” e usar produtos processados.
   3. Apoiar a igualidade e desprezar a sustentabilidade.
   4. Ser socialmente responsável e consumir produtos que não prejudiquem os animais.

d. Vocês acham que o consumo consciente é uma formafórma de garantir os direitos humanos? Justifiquem.

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READINGrídin

Faça no caderno as questões de resposta escrita.

Task 1tesqui uon

Before readingbifór rídin

1. Discuss the questions with a classmate.
   1. In your opinion, what are the benefits of being a conscious consumer?
   2. Do you think it is important to carry out educational campaigns to make people aware of conscious consumption? Why?

2. Take a look at the brochure cover and answer the questions.

1. According to the image of the Earth, which of the following items are examples of biological resources?
   1. Wood and plastic.
   2. Textiles and acrylic.
   3. Animals and plants.

2. In your opinion, what can people do to preserve biological resources?

3. Take a look at the round symbol next to “Council for Sustainable Development”, on the brochure cover. Does it remind you of any other symbol you have seen in this unit?

d. How can you associate this symbol with the image of the Earth?

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Read to learn ríd tchu lârn

1. Read the outer pages of this brochure with the following objectives in mind:
   • to recognize the relationship between verbal and nonverbal languages;
   • to identify characteristics of educational campaign brochures.

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Constructing meaningsconstrãquitchion minins

1. Read the outer pages of the brochure again and do the following.
   1. What is the objective of the educational campaign?
   2. Who is responsible for the campaign?
   3. According to the text, it is a person’s responsibility to contribute to the preservation of biological resources. What individual actions can be taken? Choose the best options.
      1. To think about other people.
      2. To buy only what is necessary.
      3. To read the label of products.
      4. To choose industrialized products.
   4. One of the suggestions given in the brochure is “practise green procurement”. What can you infer from this sentence?
      1. Individuals should eat green vegetables.
      2. People should buy sustainable products.
      3. Consumers shouldn’t use animal-friendly goods.

2. Read the text one more time and answer the following questions.
   1. If you want to get more information about future engagement activities, what should you do?
   2. What sentence is used to introduce this information?
   3. The brochure suggests some ways to conserve biological resources. How are they presented to the reader?
      1. In the form of questions.
      2. In a short explanatory text.
      3. In items with different colors.
   4. What is the effect of this kind of presentation?

Task 2 tésqui tchu

Before readingbifór rídin

1. Look at the image and do the following with a classmate.

1. What do you believe this image is connected to?

2. How can this image relate to the educational campaign in Task 1 (Reading)?
   1. It could show that children like to preserve nature and plant trees.
   2. It could make people reflect on the preservation of biological resources.
   3. It could draw attention to the urgency of a reforestation campaign.

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2. Discuss the questions with a classmate.
   1. In your opinion, what are the impacts of overusing biological resources? Make a short list and compare it to other classmates’ lists.
   2. You will read the inner pages of the brochure from Task 1 (Reading). What kind of information do you think you will find?

Read to learn ríd tchu lârn

1. Read the inner pages of the brochure with the following objectives in mind:
   • to learn about measures that contribute to the conservation of biological resources;
   • to identify characteristics of educational campaign brochures.

Constructing meaningsconstrãquitchion minins

1. Answer the following questions about the inner pages of the brochure.
   1. What three categories are the biological resources classified into?
   2. What is the importance of biological resources to humans?

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2. Read the text again and match the columns.
   1. Two impacts of over-consumption.
   2. Three examples of over-exploitation.
   3. Some species threatened by the destruction of rainforests due to oil palm plantations.
      1. Rhinos, elephants, tigers and orangutans.
      2. Overfishing, industrial-scale hunting and deforestation.
      3. Species depletion and extinction and the destruction of habitats.

3. Read the text again and answer the questions.
   1. How is the information presented in the inner pages of the brochure?
      1. It is written in plain text.
      2. It is accompanied by data.
      3. It is organized without examples.
      4. It is structured into items or numbers.
   2. What is the function of the images displayed on the inner pages of the brochure?
   3. Which alternative corresponds to what is presented on the inner pages?
      1. Information about what biological resources are, what impact their overuse has on nature and what actions can be taken.
      2. Information on how to get in contact with the organization that is running the campaign and raises awareness of the actions it promotes.

Think a little morethink a lítol mór

1. Discuss the following questions with a classmate.
   1. Por que as campanhas educativas como a apresentada nesta unidade são importantes para nossa sociedade?
   2. Na opinião de vocês, por que as pessoas desperdiçam recursos biológicos?
   3. Que atitudes sustentáveis vocês têm no dia a dia? Que outras medidas vocês poderiam tomar para se tornarem mais sustentáveis?
   4. Sua escola é um ambiente sustentável? Observem ao seu redor. O que vocês reduzem, reúsam e reciclam?
   5. Considerando as Taskstésks 1 e 2 (Readingrídin), o que é feito na comunidade de vocês para contribuir para a conservação dos recursos biológicos?
   6. Vocês acham que a falta de consciência ecológica contribui para um aumento da pobreza e da fome? Justifiquem.

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LISTENINGlissenin

Faça no caderno as questões de resposta escrita.

Before listening bifór listenin

1. Discuss and do the following with a classmate.
   1. Look at the diagram and answer: how can you relate the concept of fair trade to the words presented in it?

Did you know?

2. Fair trade is a system in which developed and developing countries participate. Identify the developing and the developed countries.
   1. Afghanistan, Bolivia and Haiti.
   2. Canada, Germany and the United States.

3. In your opinion, what role do developing and developed countries play in fair trade?
   1. Developed countries sell products at a low price to developing countries.
   2. Developed countries buy products from developing countries at a fair price.

4. What are nonprofit organizations? Do you know any?

e. In ínListen to learnlíssen tchu lârn, you will hear an educational advertisement about fair trade. Based on the previous discussion, what information do you think the advertisement will give?

Listen to learnlíssen tchu lârn

1. Listen to the educational advertisement by a nonprofit organization with these objectives in mind:
   • to verify the objective of the organization;
   • to identify characteristics of educational advertisements.

WHAT is Fairtrade? 12 jul. julho2017. 1 vídeo (1minminuto46ssegundos). Publicado pelo canal FairtradeANZ. Disponível em: https://oeds.link/HCzjni. Acesso em: 23 fev. fevereiro2022.

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Constructing meaningsconstrãquitchion minins

1. Listen to the educational advertisement carefully and answer the following questions.
   1. Which of the following images represents this nonprofit organization’s system?

I.

II.

III.

2. Which of these aspects is not mentioned in the educational advertisement as a factor that influences people’s decision on what to buy?
   1. price
   2. taste
   3. quality
   4. packaging

3. What product is used as an example to explain how this nonprofit organization’s system works?
   1. banana
   2. beans
   3. coffee
   4. rice

d. In your opinion, what does “the power is in your hands” mean?

2. Listen to the educational advertisement again and answer the following questions.
   1. What is the main objective of this nonprofit organization?
      1. To make money in a sustainable manner in developed countries.
      2. To give farmers and producers in developing countries better living and working conditions.
      3. To create cooperatives in developing countries in order to sell products to developed countries.
   2. What is the purpose of this educational advertisement?
      1. To obtain donations from producers.
      2. To make people more aware of conscious shopping.
      3. To create cooperatives to help producers sell their products.

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3. Which of the following are characteristics of the language used in the educational advertisement?
   1. Verbs in the past simple.
   2. Verbs in the present simple.
   3. Short and simple sentences.
   4. Long and abstract sentences.

4. Listen to the educational advertisement one more time. Which of the following words can you identify in it?

1. employee

2. farmers

3. industry

4. price

5. producer

6. products

7. profit

h. workers

5. Number the following information in the order it appears in the educational advertisement.
   1. There are many advantages to farmer cooperatives.
   2. Consumers can choose fair trade products, which change lives.
   3. The minimum price is a central component of the fair trade system.
   4. Consumer decisions on what to buy are based on taste, quality and price.
   5. Families in developing countries receive the benefits of fair trade products.

Think a little morethink a lítol mór

1. Thinking about what you have just heard, discuss the following questions with a classmate.
   1. Qual é a importância do sistema de negócios proposto no áudio?
   2. O comércio justo também é chamado de comércio solidário. Por quê?
   3. Vocês acham que as pessoas geralmente levam em consideração questões sociais ao fazer compras? Justifiquem sua resposta.
   4. Vocês costumam refletir sobre atitudes que podem contribuir para um mundo mais justo? Por quê?
   5. Vocês sabiam que o Brasil participa do comércio justo exportando produtos? Façam uma pesquisa para saber quais são esses produtos.
   6. Vocês já ouviram falar sobre iniciativas de comércio justo/solidário no mercado interno brasileiro? Em caso afirmativo, compartilhem o que sabem sobre essas iniciativas. Em caso negativo, procurem informações a esse respeito.

Page seventy

LANGUAGE IN ACTIONlenguagi in équitchon

Faça no caderno as questões de resposta escrita.

1. Read the phrases from the poster The Power of Conscious Consumption (p.página 61) and answer the questions.

1. What word part do these expressions have in common?

2. What is expressed by that word part?
   1. Frequency.
   2. Manner.
   3. Time.

2. Complete the excerpts from the brochure with the appropriate alternatives.
   1. “Anna (I) um◆espaço para resposta (environmental/environmentally) green school is a school that upholds the values of good (II)dois ◆espaço para resposta (environmental/environmentally) management.”
   2. “It would be (I) um◆espaço para resposta (ideal/ideally) if the school’s principal could be (II) dois◆espaço para resposta (direct/directly) involved to ensure that the project receives full support from management.”
   3. “Avoid buying products with ◆espaço para resposta (excessive/excessively) packaging.”

HOW to start a school recycling programme. Department of Environmental Affairs. Republic of South Africa.

3. Read the outer pages from the brochure Consume Wisely to Conserve our Biological Resources (p. página63) again and do the following.
   1. What is the role of this sentence in the text?

1. It gives instructions.
2. It expresses a general truth.
3. It describes something that is likely to happen.

2. The verbs in the if clause (“want”) and in the main clause (“contact”) are
   1. in the present simplePrézent simpou and in the pastpést, respectively.
   2. in the present simplePrézent simpou and in the imperativeimpêrátiv, respectively.

c. What about the sentence below?

1. It gives instructions
2. It expresses a general truth.
3. It describes something that is likely to happen.

4. The verbs in the if clause (“buy”) and in the main clause (“do not overconsume”) are both
   1. in the imperativeimpêrátiv.
   2. in the present simplePrézent simpou.

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4. Combine the clauses to make conditional sentences. Take a look at the Eyes on grammar section if you need to.

5. In your notebook, write zero conditional sentences using the sentences from the box. Check the Eyes on grammar section for further information.

1. Have a green school.

2. Prevent waste.

3. Reduce the amount of garbage.

4. Set up a waste recycling program at your school.

e. Make your school greener.

6. Read the excerpts from the text in Task 2 (Reading) and answer the following questions.
   1. What idea does the underlined connector oppose in this excerpt?

 (p.página 65)

b. Which of the following options could replace the underlined connectors in this excerpt?

 (p. 65)

1. in addition; so
2. on the contrary; but
3. because of; that is

c. What does the underlined connector below indicate?

 (p.página 65)

1. Reason.
2. Explanation.
3. Exemplification.

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SPEAKINGispíquin

Faça no caderno as questões de resposta escrita.

Hit the road rit de rroudi

In small groups, you are going to create an educational campaign advertisement. Remember you listened to an example in Listening.

1. Before preparing your educational campaign advertisement, pay close attention to the following chart.

Toolboxtúlbóks

1. Follow these steps. They will help you prepare your educational campaign advertisement.

1. A campanha deve estimular atitudes ecologicamente responsáveis. É importante que o anúncio seja informativo, de modo que as pessoas entendam o que é ser sustentável. Considerem as seguintes questões:
   1. Que ações sustentáveis a campanha deve promover?
   2. Quais atitudes ecologicamente responsáveis devem ser incentivadas no anúncio? Como?
   3. Quais vantagens de adotar atitudes ecologicamente responsáveis convém destacar?

b. Para definir as informações e as sugestões para mudanças de atitude a serem apresentadas no anúncio, leiam novamente os textos das Taskstésks 1 e 2 (Readingrídin). Se for necessário, façam uma pesquisa para obter mais dados.

3. Pensem em frases ou slogansislôgans para a campanha que possam incentivar a realização de ações em defesa do meio ambiente. Recordem alguns exemplos vistos nesta unidade:
   1. “Love food. Don’t waste it!”
   2. “The power is in your hands.”

d. Escrevam o texto do anúncio usando linguagem clara e objetiva. Lembrem-se de que é um texto para ser falado (e não lido silenciosamente) e, por isso, as frases não devem ser longas. Consultem dicionários para usar vocabulário adequado.

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e. Se o anúncio for em vídeo, pensem também em quais imagens podem ser usadas para compô-lo. É importante que elas tenham relação com o tema do anúncio e sejam uma formafórma de ilustrar ou complementar o texto verbal.

f. Quando o texto estiver pronto, ensaiem a leitura em voz alta antes de fazer a gravação. Decidam se cada integrante do grupo falará uma parte do texto ou se haverá apenas um narrador. Observem atentamente a pronúncia das palavras e o ritmo da fala.

g. Quando considerarem que o texto está bem ensaiado, apresentem a primeira versão do anúncio para outro grupo e peçam a seus integrantes que indiquem como o trabalho pode ser melhorado. Anotem os comentários dos colegas para reformular os pontos que precisam de ajustes.

Step back istép béqui

1. After getting your classmates’ feedback, check if your educational campaign advertisement has the following characteristics:
   • informações claras sobre o que são atitudes ecologicamente responsáveis;
   • sugestões de atitudes ecologicamente responsáveis que podem ser adotadas por todos;
   • sloganislôgam ou frases expressivas que incentivem essas ações;
   • linguagem clara e frases curtas, que facilitem a compreensão;
   • imagens relacionadas com o conteúdo do anúncio, se for em vídeo.

2. Now record your educational advertisement or prepare your oral presentation. When it’s ready, post it on a blog/the school website or present it to your classmates.

PIT STOPpiti istopi

Faça no caderno as questões de resposta escrita.

1. Look back at the introductory pages of this unit (58-59) and answer the following questions with a classmate.
   1. What can you say about this image? How are the elements connected in it?
   2. How can you relate this image to the campaigns presented in this unit?
   3. How effective are the texts in this unit? Do you think they can help convince people to become greener?

2. Taking the texts in this unit into consideration, answer the following questions with a classmate or present it to your classmates and check their reactions.
   1. What did you learn about educational campaigns?
   2. Did you like discussing them? Which one did you like the most? Why?
   3. What other kind of educational campaigns would you like to discuss? Why?

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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 fôlderes de campanhas educativas?

b. Entendo anúncios educativos de organizações não governamentais?

c. Consigo criar anúncios educativos?

d. Adquiri novos conhecimentos sobre campanhas educativas?

e. Participei das aulas, colaborando com o professor e com os colegas?

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.página 62)

(p.página 65)

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Example 2 egzâmpol tchu

(p. página63)

• As orações condicionais do tipo zero são usadas para falar sobre os resultados previsíveis de determinadas ações ou circunstâncias.

Example 3

(p. página65)

(p.página 65)

* i.e. – é abreviação da expressão latina id est, que significa “isto é”, “ou seja”.