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TIME TO THINKtaimi tchu finqui

Faça no caderno as questões de resposta escrita.

1. Take a look at this image and answer the following questions with a classmate.

1. What is the main purpose of the sign?
   1. To point to the nearest town.
   2. To show the way to a better life.
   3. To indicate the right direction of the traffic.

2. In your opinion, what is a healthy lifestyle?

3. Why do you think it is important to lead a healthy lifestyle?

d. Do you think people can have a healthy lifestyle in Brazil? Why?

2. Now read the mind map and discuss the following questions with a classmate.

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1. Does the information shown on the mind map differ from your answers to question 1b? Justify your answer.

b. Which of the actions suggested in the mind map do you consider most important? Number them from 1 (least important) to 4 (most important).

3. Discuss the following questions with a classmate.
   1. Is preventive medicine part of the health program in your city? How does it work?
   2. What measures are taken in Brazil to encourage people to have a healthy lifestyle?
   3. Which are the health needs of the Brazilian population? Does the country’s national health system meet them?
   4. Regarding everybody’s legal right to health, what could you say about these aspects?
      1. nutrition
      2. sanitation
      3. prevention
      4. treatment of diseases

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. Look at the logo of the World Health Organization (WHO). Have you ever heard about this organization? What is it related to?

2. Choose the actions you think WHO promotes:
   1. implementation of virtual health libraries.
   2. dissemination of disease treatment campaigns.
   3. protection for immigrant children and adolescents.
   4. education and training of health professionals.

3. Do you think there should be exclusive health services for adolescents? Why?

4. What can governments do to make health systems and services better for adolescents? What services should be provided?

e. Take a look at the text in Read to learnríd tchu lârn. What do you think it is about?

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Read to learnríd tchu lârn

1. Read this infographic with these objectives in mind:
   • to identify governmental measures to improve the quality of health services for adolescents;
   • to verify characteristics of infographics.

WORLD HEALTH ORGANIZATION. Making health services adolescent-friendly: What adolescents can do. [S. l.sem local]: WHO, 2015. Disponível em: https://oeds.link/KfhHUB. Acesso em: 4 maio 2022.

Constructing meaningsconstrãquitchion minins

1. Answer the following questions about the infographic.
   1. What is the target audience of this text?
      1. health professionals rélt proféssionals
      2. children and teenagers
      3. teachers and school managers
      4. governmental health authorities
   2. How did you find the answer to the previous question?
   3. According to the text, how old must someone be to be considered an adolescent?

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4. Which actions can governments take to make health services better for adolescents? Identify at least two in the text.

5. The benefit of this campaign for adolescents is that they can
   1. search for different topics.
   2. study about health at school.
   3. choose the doctors that they prefer.
   4. have access to better health services.

2. Read the infographic again and do the following.
   1. How do the visual elements of the infographic contribute to the success of the campaign?
   2. Think about the meaning of the following words in the text and match them to the options from the box.

1. count
2. ensure
3. involve
4. support

3. What does the expression “adolescent-friendly” mean in the sentence “Making health services adolescent-friendly”?
   1. The government wants to have adolescents as friends.
   2. The program aims at offering helpful services to adolescents.
   3. The campaign intends to provide suitable services for adolescents.

Task 2 tésqui tchu

Before readingbifór rídin

1. Discuss the following questions with a classmate.
   1. Do you consider yourself a physically active person? Why?
   2. Which of these physical activities do you find most interesting? Justify your choice.
      1. Walking
      2. Running
      3. Swimming
      4. Riding a bike
      5. Going to gym
      6. Playing at the park
   3. What could be the benefits of these activities?
   4. In your opinion, why should children and adolescents do physical activities?

2. Take a look at the text in Read to learnríd tchu lârn and discuss the following questions with a classmate.
   1. What do you think the theme of the text is?
   2. In your opinion, what do the images represent?
   3. Do you think that doing physical activity always involves practicing a sport?

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Read to learnríd tchu lârn

1. Read this infographic with these objectives in mind:
   • to recognize physical activities;
   • to identify characteristics of infographics.

GOV.UK. Physical activity for children and young people: 5 to 18 years. [S. l.sem local]: GOV.UK, 2019.

Constructing meaningsconstrãquitchion minins

1. Answer the following questions about the infographic.
   1. The purpose of the infographic is to show that
      1. people of all ages should play various types of sports.
      2. children and young people should be physically active, as well as the activities they can do.
      3. governments should create parks for the practice of physical activities in accessible places.
   2. What do the items that are just below the title of the infographic show?
   3. How long should people spend doing physical activities daily?
   4. What kind of activity should be practiced three times a week?
   5. According to the text, what should be reduced?

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2. Read the infographic again and do the following.
   1. Identify to whom the following sentences are addressed.
      1. “Be physically active”
      2. “Find ways to help all children and young people accumulate at least 60 minutes of physical activity every day”
   2. “Spread activity throughout the day” means to practice activities
      1. every day.
      2. once a day.
      3. all day long.
   3. In the sentence “Physical activity strengthens muscles and bones”, the verb in bold means
      1. harms.
      2. makes stronger.
      3. weakens.

3. Observe the images and the graphic elements in the infographic and do the following.
   1. Visual elements.
   2. Image of a heart.
   3. Larger letters in parts of the text.
   4. Image of confidence and social skills.
      1. It corresponds to the idea of life.
      2. It represents an interaction between people.
      3. They draw the reader’s attention to most important information.
      4. They help readers relate some physical activities and their benefits.

Task 3 tésk thri

Before readingbifór rídin

1. Discuss the following questions with a classmate.
   1. What does this image suggest?

b. Look at the photo. What do you think people are doing?

1. They are claiming health care for all.
2. They are announcing the opening of a hospital.
3. They are explaining the symptoms of some diseases.
4. They are talking about the importance of playing sports.

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3. When we talk about the right to health, it encompasses a number of things. In your opinion, what should be part of a health system? Make a short list.

4. Take a look at the text title in Read to learn. The title indicates that the purpose of the text is primarily
   1. to explain.
   2. to describe.
   3. to comment.

Read to learn ríd tchu lârn

1. Read the fact sheet with these objectives in mind:
   • to find out about the standards of the right to health;
   • to identify characteristics of fact sheets.

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WORLD HEALTH ORGANIZATION. The right to health - Fact Sheet N. 31. Geneva, 2008. p.página 3-4.

Constructing meanings constrãquitchion minins

1. Answer the questions about the fact sheet.
   1. What is the purpose of the text?
   2. Some standards, other than medical services, should be taken into consideration to promote the right to health. Choose two of them and explain their importance.
   3. Compare your answers to your hypotheses in 1b (Before readingbifór rídin). How similar are they?
   4. Some privileges related to the right to health are presented in the text. What is the option that presents three of them?
      1. Accessibility, goods and facilities.
      2. Prevention, treatment and information.
      3. Non-discrimination, confidentiality and freedom.
   5. What is a key principle in human rights? Why is it important?

2. Pay attention to the information presented in the fact sheet and choose the best options.
   1. Is the right to health the same as the right to be healthy?
      1. Yes, because being healthy depends on the right to health.
      2. No, because good health also depends on an individual’s biological constitution and socioeconomic conditions.
   2. Regarding the information presented the text
      1. It starts with a question.
      2. It has complex paragraphs.
      3. It presents trivial information.
      4. It uses items to simplify the explanation.

Page twenty-eight

Think a little more think a lítol mór

1. Discuss the following questions with a classmate.
   1. O que pode ser feito no Brasil para melhorar a qualidade dos serviços de saúde dirigidos aos adolescentes? Usem as informações da Task 1tesqui uon como apoio.
   2. O que vocês pensam sobre fazer atividades físicas? Acham que ajuda a desenvolver confiança e habilidades sociais? Justifiquem suas respostas.
   3. Na opinião de vocês, o que podepóde ser feito para ajudar crianças e jovens a praticar atividades físicas?
   4. O que vocês precisam mudar em seus hábitos para praticar atividades físicas por pelo menos 60 minutos por dia?
   5. No Brasil, como as pessoas lutam pelo direito à saúde? Quais padrões apresentados na Task 3tésk thri precisam ser melhorados no sistema de saúde brasileiro?
   6. Considerando tudo o que vocês leram e discutiram, o que precisa mudar no Brasil para que os cidadãos tenham uma vida mais longa e saudável?

LISTENINGlissenin

Faça no caderno as questões de resposta escrita.

Before listening bifór listenin

1. Discuss the following questions with a classmate.
   1. In your opinion, how can schools contribute to students’ success and well-being?
   2. What are guidelines?
      1. needs
      2. instructions
      3. obligations
   3. Which of these examples would be present in the health guidelines of a school?
      1. Meet students’ needs.
      2. Give students medication.
      3. Promote vaccination campaigns.
      4. Create a supportive school environment.
   4. You are going to listen to a health guideline about School Health Services. In your opinion, what might these services be?

Listen to learnlíssen tchu lârn

1. Listen to this health guideline with these objectives in mind:
   • to verify the objective of the health guideline;
   • to identify characteristics of health guidelines.

GUIDELINE 6 School Health Services. 2018. Vídeo (1 minminuto 43 ssegundos). Publicado pelo canal Centers for Disease Control and Prevention (CDC). Disponível em: https://oeds.link/6nxIVy. Acesso em: 4 maio 2022.

Page twenty-nine

Constructing meanings constrãquitchion minins

1. Listen to the health guideline carefully and do the following.
   1. What is the purpose of the guideline?
   2. Which of the following are examples of school health services?
      1. sports teams
      2. support groups
      3. psychological support
      4. chronic disease prevention
   3. Order the following information according to what you hear.
      1. usefulness of services
      2. school responsibilities
      3. critical role of school staff
      4. concern about students’ needs
      5. benefits of a supportive environment
   4. Which of the following subjects is not mentioned in the text?

2. Listen to the health guideline again and answer the questions.
   1. What are the three responsibilities of the schools, according to the text?
   2. Who helps students with special needs most?
      1. A nurse.
      2. A doctor.
      3. A teacher.
   3. Why is it important to create a supportive environment at school?
      1. To give students autonomy.
      2. To make students feel comfortable.
      3. To help students perform better at school.

3. Listen to the guideline one more time and choose the best answers.
   1. How is the information presented in this text? Choose the correct options.
      1. In a simple way.
      2. In a complex way.
      3. With clear speech.
      4. With sound interference.

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2. Which verb tense is used more often in the text?
   1. past tense
   2. present tense

3. Why is this verb tense used in the health guideline?
   1. To give explanations.
   2. To talk about future events.
   3. To describe universal truths.

Think a little more think a lítol mór

1. Considering what you have just heard, discuss the following questions with a classmate.
   1. Por que as diretrizes de saúde promovidas em escolas são importantes?
   2. Como um ambiente escolar saudável podepóde influenciar o comportamento dos estudantes?
   3. Além das informações mencionadas no áudio, que ações vocês sugerem para promover um ambiente escolar saudável?

LANGUAGE IN ACTIONlenguagi in équitchon

Faça no caderno as questões de resposta escrita.

1. Read the infographic “Making Health Services Adolescent-Friendly” (22) again and do the following.
   1. Considering what you read, what is the meaning of “affordable” in “Make health services free or affordable for adolescents”?
      1. possible to be paid for
      2. impossible to be paid for
   2. Decide if the statements are Ttí (true) or Féf (false).
      1. The word “affordable” is an adjective.
      2. The word “affordable” derives from the verb “afford”.
      3. If something is “affordable”, it means that it is not economical.
      4. When I say: “I can afford that”, it means that “I have enough money to pay for that”.

2. Read the infographic from page 24 again and find the noun that derives from the underlined adjective in “Be physically active”.

3. Read the fact sheet “What is the Right to Health?” (26-27) and find in the text what is requested.
   1. Two adjectives formed by the addition of the suffix -able.
   2. Two nouns formed by the addition of the suffix -ity.
   3. One adjective derived from the verb to access.

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4. Complete the following excerpts with the appropriate alternative.

b.

c.

AMERICAN ACADEMY OF PEDIATRICS. Get fit, stay healthy. Itasca: AAP, 2006.

d.

e.

GOV.UK. Healthy eating guidance published for the early years sector. [S. l.sem local], 13 nov. 2017. Disponível em: https://oeds.link/ng60yl. Acesso em: 4 maio 2022.

f.

WORLD HEALTH ORGANIZATION. Physical Activity. Geneva: WHO, 26 nov.novembro 2020. Disponível em: https://oeds.link/aR0tFm. Acesso em: 4 maio 2022.

5. Read the excerpt from the fact sheet “What is the Right to Health?” (26-27) and answer the questions.

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1. What is the modal verb that appears three times in the previous excerpt?

2. What does it express in this context of ensuring the right to health as a human right?
   1. Choice.
   2. Necessity.
   3. Prohibition.

6. Work with a classmate to create posters about the following themes. Write a sentence that expresses a need related to each theme and use it in the poster. Remember to use the modal verb must.
   1. health services
   2. physical activities
   3. out-of-home meals

WRITINGráitin

Faça no caderno as questões de resposta escrita.

Hit the road rit de rroudi

In pairs, you are going to create an infographic. Remember you have already seen examples of infographics in Tasks 1 and 2 (Reading).

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

Toolboxtúlbóks

1. Follow these steps. They will help you prepare your infographic.
   1. Take a few minutes to think about what kind of healthy habits are important to create a healthy environment at school. Take these questions into consideration.
      1. Which healthy habits do you consider important to have a healthy school environment?
      2. What do you believe people could do to have healthy habits at school?
      3. What are the advantages of having a healthy school environment?
      4. What kind of information must be part of your infographic?
   2. Decide on which healthy habits you are going to write about. Don’t forget that your infographic should be short and simple in order to be effective.

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3. Make a list with creative titles for your texts and choose what best conveys the infographic content.

4. Think about the layout of your infographic. Decide which visual elements should be part of your text. Take into account the font type, size and colors.

5. Think about the language you are going to use. The following elements are possible.
   1. Present simple sentences to describe healthy habits.
   2. Imperative sentences to give suggestions or advice.
   3. Modal verb “must” to describe necessities, such as very important changes.

6. Do some research about vocabulary related to having a healthy school environment. You can use dictionaries or, if there is a computer lab at your school, you can visit some websites.

7. Think of ways to make your infographic convincing, e.g. giving a simple explanation about each healthy habit you mention.

h. Present the first version of your infographic to another pair and ask for their feedback.

Step back istép béqui

1. After getting your classmates’ feedback, check if your infographic has the following characteristics:
   • possible suggestions on how a school can have a healthy environment;
   • objective information about what can be done to make the school environment healthy;
   • appropriate vocabulary and syntax;
   • reader-friendly layout;
   • proper use of images.

2. Now share your infographic on the school notice board.

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 following questions with a classmate.
   1. What can you say about those images? In your opinion, what right to health does each of them represent?
   2. How are they connected with the purpose and the texts of this unit?
   3. How do the images and texts in this unit persuade you to lead a healthier lifestyle? Why?
   4. Interview some people about the health rights that are represented on the opening pages. Ask, especially, if these rights are actually respected or not. Ask them to justify their answers. After that, share the information you gathered with your classmates.

Page thirty-four

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 infográficos e fact sheetsféct chíts?

b. Consigo compreender diretrizes de saúde promovidas em espaço escolar?

c. Consigo falar sobre ter um estilo de vida saudável?

d. Aprendi algo novo sobre infográficos, fact sheetsféct chíts e diretrizes de saúde?

e. Participei ativamente das aulas, cooperando com o/a professor/ao professor ou a professora e meus colegas? Como?

EYES ON GRAMMARáison grémer

Leia os exemplos extraídos dos textos desta unidade, bem como as palavras e expressões destacadas. Preste atenção às observações que as seguem.

Example 1 egzâmpol uan

(p.página 22)

(p.página 27)

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• Adjetivos com os sufixos -able e -ible podem derivar de verbos ou substantivos. Quando eles derivam de verbos, indicam que algo pode ser feito (exexêmplo: “accept” andênd “acceptable”). Quando eles derivam de substantivos, descrevem qualidades que alguém ou algo possui (exexêmplo.: “equityécuiti” e “equitableécuitâbol”).

Example 2 egzâmpol tchu

(p.página 26)

• Alguns substantivos que indicam uma qualidade ou uma condição derivam de adjetivos acrescentando-se o sufixo -ity (exexêmplo.: “curiousquírious” e “curiositycurióciti”).

Example 3

(p.página 27)