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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 with a classmate the following questions.

II.

III.

1. O ato de ler está presente no nosso dia a dia. Vocês concordam? Por quê?

2. Mencionem pelo menos cinco tipos de textos que vocês leem no dia a dia.

c. Vocês acham que os brasileiros leem pouco? Justifiquem a resposta.

2. Discuss these questions with a classmate.
   1. Vocês têm livros em casa além dos que usam para estudar? Quais? Se não têm, quais gostariam de ter?
   2. Vocês gostam de ler livros de contos, poesias ou romances? Por quê?
   3. Se vocês precisassem recomendar um livro para seu melhor amigo, que tipo de livro seria? Por quê?
   4. Vocês conseguem se lembrar de um livro que foi transformado em filme ou série? Qual é o título dele? Se não se lembram, encontrem um(a)um ou uma colega que se lembre e peçam a ele(a)ele ou ela para contar a vocês um pouco sobre a história.

3. You are going to interview a classmate about his or her reading habits. Do the following.
   1. Preparem-se para a entrevista. Usem as questões a seguir e adicionem outras três na lista.
      1. Do you like reading books?
      2. How many hours a week do you spend reading books?
      3. Have you ever been to a library?
      4. How do you choose the books you are going to read?

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5. How important is the cover of the book when choosing what to read?
6. What is the best story you have read or listened to?
7. If you were a writer, what would you write about?

2. Escolha um(a)um ou uma colega de sala para realizar a entrevista.

c. Compartilhem as respostas com a turma toda. Discutam e comparem suas opiniões com a dos outros.

READINGrídin

Faça no caderno as questões de resposta escrita.

Task 1 tesqui uon

Before reading bifór rídin

1. Discuss the following questions with a classmate.
   1. In your opinion, is it more exciting to read short or long texts? Justify your answer.
   2. Do you think it is possible to tell a fascinating story in just a few sentences? Why?
   3. Why do you think some people prefer writing stories with few words instead of long narratives?
   4. How important is the title to a story?

2. Look at this image and discuss the following questions with a classmate.

1. What do you think the expression “for sale” means?

b. This expression will appear in one of the texts you are going to read in Read to learnríd tchu lârn. What do you expect this text to be about?

Read to learnríd tchu lârn

1. Read the flash fiction texts with these objectives in mind:
   • to identify fictional elements in flash fictions;
   • to verify characteristics of flash fictions.

I.

O’BRIEN, E. J.; COOK, A. E.; LORCH JR., R. F. (ed.). Inferences during Reading. Cambridge: Cambridge University Press, 2015. p. página220.

Did you know?

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II.

MOON, L. Y. The shoes. Flash Fiction Magazine. 2017. Disponível em: https://oeds.link/UMMi13. Acesso em: 20 abr. abril2022.

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Constructing meaningsconstrãquitchion minins

1. Read text I and do the following.
   1. Choose the option that best describes this kind of text.
      1. A story told in few words.
      2. A work of fiction based on real facts.
      3. A story whose protagonist is the narrator.
   2. Who do you think is selling the baby shoes?
   3. What image shows “never worn” shoes?

I.

II.

d. In your opinion, why were “never worn” shoes being sold?

2. Now read text II and do the following.
   1. Decide if these statements are Ttí (true) or Féf (false).
      1. The little girl wishes she had nicer shoes.
      2. The child does not seem to have high self-esteem.
      3. Someone’s opinion has influenced the child’s dissatisfaction.
      4. Jessica is annoyed because her parents did not buy her new shoes.
      5. The father seems to be very understanding toward his young daughter.
   2. Find another way to express the ideas in the following statements from the text. Match them to the sentences from I umto tiúV.
      1. “A banging bedroom door […]”
      2. “The little girl wiped her eyes.”
      3. “[…] she sighed.”
      4. “The child stared up at her father.”
      5. “[…] he grinned.”

A The girl stopped crying.

B The little girl’s father smiled widely.

C The little girl let out a long deep breath.

D The kid looked up at her father for a long time.

E The door of the bedroom was closed with a loud noise.

3. Match the following information based on the narrative.
   1. where uér
   2. who rú
   3. what uót
   4. how rráu

A Probably a room in the family’s house.

B The shoes seem to bother the little girl.

C The little girl, her parents and Jessica, a mean girl on the bus.

D Her father makes her realize that she has no reason to hate her shoes.

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3. What can we say about the texts in Read to learn? Match texts I and II to the following statements.
   1. It presents its characters.
   2. It builds a story with very few words.
   3. It explains a problem and offers a solution.
   4. It organizes the events by when they occurred.
   5. It uses literary techniques to tell a fictional short story.

4. Decide if the following statements are Ttí (true) or Féf (false) according to text IIdois. Then correct the false ones.
   1. The girl comes into conflict with her parents.
   2. The mean girl on the bus is the antagonist of the story.
   3. Jessica is mentioned in the story, but she is not the main character.
   4. The story was written from the perspective of a first-person narrator.
   5. The girl doesn’t change her attitude and behavior throughout the story.

Task 2 tésqui tchu

Before readingbifór rídin

1. Read these quotes, which are related to the text you are going to read in Read to learn. Then discuss the following questions with a classmate.

I.

Mr. Browne, character in PALACIO, R. J. Wonder. New York: Alfred A. Knopf Books, 2012. p. página311.

II.

Unknown author.

1. Why is it important to be kind?

2. Give some examples of kind behaviors.

3. How can our behavior influence others positively?

4. What is the most important lesson you learned from your family and friends?

e. What do you usually do to be a good person toward the people around you?

2. Read this quote and discuss the questions with a classmate.

1. How can society influence the way we feel about how we look?

2. In your opinion, how important is a person’s appearance? Can it affect his or her everyday life? Justify your answer.

c. Can you guess how this quote relates to the text you are about to read? Take notes and compare your answers with your classmate.

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3. Take a look at these images and do the following.

I.

II.

1. Do you know this book and this movie? What do you know about them? Consult your classmates if you don’t know.

b. You are going to read “Chapter 3 — How I Came to Life”, from Wonder, a book that tells the life of a boy named Auggie. What do you think the subject of the text will be?

Did you know?

Read to learn ríd tchu lârn

1. Read this excerpt from a novel with these objectives in mind:
   • to recognize the theme of the narrative;
   • to identify characteristics of novels.

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PALACIO, R. J. Wonder. Nova York: Alfred A. Knopf Books, 2012. p.página 6-7.

Constructing meaningsconstrãquitchion minins

1. Read the text and do the following.
   1. The purpose of the text is to narrate Auggie’s
      1. birth.
      2. first months of life.
      3. mother’s pregnancy.
   2. What doctors mean by “small anomalies” before Auggie’s birth?
      1. Auggie would probably be born with some facial problems.
      2. Auggie’s prenatal development was impacted by certain medical conditions.
      3. Auggie’s mother had needed special attention due to her uncommon pregnancy.
   3. The following fragments refer to

1. the doctor’s lack of experience due to his young age.
2. the incompetence of the hospital staff.

4. What can we infer about Auggie’s mother not being allowed to see him right after his birth?
   1. The doctors and nurses were afraid of the way she would react to her baby’s anomaly.
   2. The doctors wanted to avoid his mother seeing the baby right away because she was hysterical.
   3. The nurses had to rush the baby out of the room to prepare him to his first contact with his mother.

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5. Which character became a good person throughout the chapter?
   1. The nurse.
   2. The father.
   3. The doctor.

2. Decide if the following statements are Ttí (true) or Féf (false). Then correct the false ones with passages taken from the novel.
   1. Doctors told Auggie’s mom the real situation of the baby.
   2. The mother was shocked when she looked at August for the first time.
   3. His father was so anxious about seeing Auggie that he even dropped his camera while running after the nurse.

3. Choose the option that substitutes the underlined words without changing the meaning of the sentences from the novel.

1. “[…] but when Mom tells it, Via and I just start cracking up.”
   1. laughing
   2. clapping our hands
   3. crying our eyes out

2. “[…] everyone in the room was kind of grumpy, […].”
   1. unreliable
   2. enthusiastic
   3. bad-tempered

3. “[…] the farting nurse was yelling at her to stay calm […].”
   1. complaining
   2. saying loudly
   3. asking patiently

4. Read the excerpt from the novel one more time and do the following.
   1. In the fragment “Mom is beautiful, by the way. And Dad is handsome. Via is pretty. In case you were wondering.” Who is “you”?
      1. The nurse.
      2. The reader.
      3. The doctor.
   2. Choose the option that shows a piece of information we can associate with the text in Read to learnríd tchu lârn.
      1. It reveals how the characters feel or behave toward each other.
      2. It tells several episodes of the protagonist’s life.
   3. What can we say about Auggie’s personality? Does he seem like a sad or happy boy? Why?

Think a little more think a lítol mór

1. Discuss the following questions with a classmate.
   1. Após terem lido os textos da Task 1 (Reading)tésk uan (rídin), como vocês definiriam flash fictionfléxi fiquitchon?
   2. Vocês acham que devemos deixar de usar uma roupa ou um calçado por causa da opinião dos outros? Por quê?
   3. Por causa de uma síndrome, Auggie nasceu com uma deformidade no rosto. Como devemos agir para que crianças assim não se sintam excluídas?

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LISTENINGlissenin

Faça no caderno as questões de resposta escrita.

Before listeningbifór listenin

1. Take a look at these images. They can be associated with a story you are going to hear. Talk about them with a classmate. Then create a short story in your notebook.

2. The title of the flash fiction you are going to hear is Free as a Bird. With that in mind, discuss the questions with a classmate.
   1. Why is the bird a symbol of freedom?
   2. How can a person be free as a bird?
   3. Who do you think the main character of the flash fiction is?
   4. Do you think this character feels free or imprisoned? Why?

Listen to learnlíssen tchu lârn

1. Listen to the oral flash fiction with these objectives in mind:
   • to find the relationship between title and story;
   • to identify characteristics of oral flash fictions.

SJÖDAHL, A. Free as a Bird [S.l.]: [s.n.],sem local, sem nome 2015.

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Constructing meanings constrãquitchion minins

1. Answer the following questions about the oral flash fiction.
   1. In ínBefore listeningbifór listenin, you created a story based on four images. Does your story have anything in common with the oral flash fiction you have just heard? Justify your answer.
   2. How many characters are there in the story? Who are they?
   3. How would you describe the conflict in that story?
      1. The bird taught the protagonist that freedom was the most important thing in life.
      2. The protagonist has a hard time trying to set herself free to experience happiness in life.
   4. And how would you describe the resolution in that story?
      1. Before her mother’s death, the protagonist managed to free herself from her problems.
      2. After her mother’s death, she had to learn how to take care of herself and become independent.

2. Listen to the oral flash fiction carefully and do the following.
   1. Which of these options best represents the oral flash fiction you have just heard?
      1. It presents only animals as characters.
      2. It tells an adventure in a distant place.
      3. It shows changes in a person’s behavior.
      4. It describes action scenes to entertain the listeners.
   2. Which of the following topics can be asssociated with the story?
      1. Learning to be insensitive.
      2. Dealing with loss in life.
      3. Learning to be strong.
      4. Reflecting on the importance of family.
   3. Decide if the following statements are Ttí (true) or Féf (false) about the main character of the story.
      1. She listened to her mother singing.
      2. Her mother had died of skin cancer.
      3. She really wanted to live free like a bird.
      4. Her umbrella fell from her hand with the wind.

3. Listen to the text again and put the events in the order they happened.
   1. She wanted to feel joy.
   2. She heard a bird sing a lullaby.
   3. She heard her mother in a faraway distance.
   4. She didn’t leave her umbrella after her mother died.
   5. She had a protective umbrella that omitted the real life from her.

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4. Decide which statements are correct according to the text.
   1. The protagonist is an animal.
   2. An object represents freedom.
   3. A character tells her own story.
   4. Two characters fight each other.
   5. Some events have a special meaning.
   6. The plot is about an emotional conflict.

5. Think about these words from the text and do the following.
   1. Choose the meanings of “stuck”, the past form of “to stick”, in these sentences: “I was stuck under my umbrella” and “I stuck my hand out into the sunlight”.
      1. to cause something to become fixed; to put something somewhere
      2. to stop moving; to push a pointed object into or through something
      3. to be put or set in a specified position or place; to put something somewhere
   2. In the sentence “A bird sang a lullaby”, the underlined word means
      1. a noise made by some animals.
      2. a sound produced in the woods.
      3. a song used to help a child go to sleep.

c. The word “umbrella” is commonly used in the sense of cover for protection from the rain or sun. Is this the meaning the word has in the text? Why?

Think a little more think a lítol mór

1. Discuss the following questions with a classmate.
   1. Em sua opinião, por que o título do texto é “Free as a Birdfrí és a bârd”?
   2. Que palavras vocês associam com liberdade? Por quê?
   3. Como vocês entendem a frase “Let the sun ray into your lifelét dâ san rei intu iór laif”?

LANGUAGE IN ACTIONlenguagi in équitchon

Faça no caderno as questões de resposta escrita.

1. Flash fiction and novels are narratives, so it is common to use verbs in the past in them. Read the text you heard in Listening and complete it with the past tense form of the verbs in parentheses. 

SJÖDAHL, A. Free as a Bird. [S.l.]: [s.n.],sem local, sem nome 2015.

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2. Read this excerpt from the text in Task 2 (Reading) again and consider the verb forms in bold. Which event happened first?

3. Read another excerpt from the text in Task 2 (Reading) and take a look at the verb forms in bold. They are in the past perfect tense. Based on these examples, answer: when do we use this verb tense?

4. Now read one more excerpt from Wonderuânder. Then complete it with the correct form (past simple or past perfect) of the verbs in parentheses.

PALACIO, R. J. Wonder. Nova York: Alfred A. Knopf Books, 2012. p. 27.

5. Take a look at the word in bold in this sentence from the text in Task 2 (Reading) and answer the questions.

1. This word is formed from a verb. What verb is it?

2. What does this verb mean?

3. What does “unbelievable” mean?

d. Give examples of Portuguese words formed in the same way.

6. Consider the word formation process of “unbelievable” and write the adjectives formed from the following verbs.
   1. enjoy
   2. read
   3. suit
   4. wash

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7. Consider these examples of other word formation processes and complete the charts.

WRITINGráitin

Faça no caderno as questões de resposta escrita.

Hit the roadrit de rroudi

In pairs, you are going to create a piece of flash fiction to compose an anthology. Remember you have already read and listened to examples of flash fiction in this unit.

1. Before preparing your flash fiction, pay close attention to the following chart.

Toolboxtúlbóks

1. Follow these steps. They will help you prepare your flash fiction.
   1. Pensem em um tema interessante para sua flash fictionfléxi fiquitchon. Pensem sobre estas sugestões:
      • escolher algo com base em uma situação real e refletir sobre a possibilidade de transformar em ficção;
      • procurar uma notícia interessante em jornais e revistas e criar o enredo com base nela;
      • lembrar-se de algo significativo que aconteceu com vocês e transformar em uma história.
   2. Decidam onde a história se passará e pensem nos elementos que podem caracterizar o cenário. Se tiverem dúvidas, leiam novamente o texto IIdois da Task 1tesqui uon  (Reading). Observem quais informações sobre o ambiente aparecem no texto e como elas são introduzidas na narrativa.
   3. Definam quantos e quais serão os personagens da história. Lembrem-se de que a flash fictionfléxi fiquitchon é uma narrativa breve e que, por isso, não deve ter muitos personagens. Conforme o enredo, verifiquem se alguma característica física ou psicológica do(s) personagem(ns)do personagem ou dos personagens será destacada.

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4. É importante que a flash fictionfléxi fiquitchon retrate um momento especial na vida de um personagem. Uma boa ideia é começar a história com uma ação ou um sentimento que desperte o interesse do leitor e inserir os elementos do enredo de modo criativo para que ele se sinta motivado a continuar lendo.

5. Pensem na melhor maneira de expressar as ideias em inglês. Verifiquem quais palavras podem ser usadas para representar sentimentos e situações, assim como os termos birdbârd e umbrellaambréla foram usados na flash fictionfléxi fiquitchon ouvida na seção Listeninglissenin.

6. Para finalizar a flash fictionfléxi fiquitchon uma estratégia interessante é levar o leitor a se envolver com o desfecho da história, provocando alguma reflexão e estimulando-o a continuar pensando sobre o que leu.

7. Escrevam uma primeira versão da flash fictionfléxi fiquitchone, em seguida, leiam-na, tentando posicionar-se como leitores. Avaliem se gostaram do que escreveram.

h. Peçam a outra dupla que leia e comente a versão inicial da sua flash fictionfléxi fiquitchon. Anotem os comentários para melhorar o texto.

Step back istép béqui

1. After getting your classmates’ feedback, check if your flash fiction has the following characteristics:
   • extensão curta;
   • poucos personagens;
   • enredo interessante e envolvente;
   • palavras expressivas;
   • linguagem adequada.

2. After all the flash fictions are ready, arrange the anthology to be displayed in the school library.

PIT STOPpiti istopi

Faça no caderno as questões de resposta escrita.

1. Look back at the introductory pages of this unit (76-77) and discuss the following questions with a classmate.
   1. In your opinion, how inspiring are the quotes that open this unit?
   2. Which quote did you like the most? Justify your answer.
   3. How do the quotes relate to the theme developed in this unit?
   4. Can we say that quotes like those encourage people to express their own views and feelings through writing? Justify your answer.
   5. How can you explain the following saying by Khaled Hosseini: “Writing fiction is the act of weaving a series of lies to arrive at a greater truth.”?
   6. Two images show different formats of books. Do you think there is any difference when using each of these media to read? Justify your answer.

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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. O que você considerou fácil nesta unidade? E o que achou difícil?
   2. O que você pode falar sobre o tema da unidade?
   3. O que você aprendeu sobre flash fictionsfléshi fiquichions? E sobre romances?
   4. Quais estratégias você usou para compreender os textos apresentados?
   5. O que você achou da experiência de escrever uma flash fictionfléxi fiquitchon?

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 83-84)

(p. página86; Oral flash fiction - Parts I and II)

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Example 2 egzâmpol tchu

(p. página83-84)

• O past perfectpést pârfect é usado para expressar um evento que aconteceu antes de outro evento no passado.

“So when I was in my mom’s stomach, no one had an idea I would come out looking the way I look. Mom had had Via four years before [...]”

“[…] and then they both started screaming for the doctor. But guess what? He had fainted!”