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TIME TO THINKtaimi tchu finqui

Faça no caderno as questões de resposta escrita.

1. Read the quote poster and answer the following questions with a classmate.

1. Why is it impossible to finish education?

b. In your opinion, what are the benefits of getting a school education?

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

1. How do these three words in the image relate to the concept of education?

2. Why is this image important to educational contexts?

c. In your opinion, how do the schools you know take the idea of this image into consideration?

3. Take a look at the graphs and answer the following questions with a classmate.

TOTAL expenditure on educational institutions as a percentage of GDP (2018). [S. l.sem local], 2021. OECDiLibrary. Education at a glance 2021: OECD Indicators. OECD/UIS/Eurostat (2021), Table C2.1.

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II.

READING performance (PISA), [S. l.sem local], 2021. OECD Data.

Did you know?

1. What type of information is presented in graph Ium?

2. Why doesn’t Brazil appear in graph Ium?

3. What is the meaning of “reading performance”?
   1. The ability to understand written texts.
   2. The skill of reading and writing in a language.

4. What is graph IIdois about? What does it show?

5. How can you relate Brazil’s level of investment in education and the results obtained in reading performance indicators according to the graphs?

f. What do you think can be done to improve the reading performance in Brazil?

READINGrídin

Faça no caderno as questões de resposta escrita.

Task 1 tesqui uon

Before readingbifór rídin

1. Discuss the following questions with a classmate.
   1. What do you think an op-ed (opposite the editorial page) is?
      1. A piece of writing that reflects the opinion of a newspaper or magazine’s editor about a subject.
      2. An article published in a newspaper or magazine that expresses the opinion of someone that is not part of its editorial staff.

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2. In your opinion, what is the aim of the people who write op-eds?

3. Take a look at the title of the op-ed in Read to learnríd tchu lârn. In your opinion, how can arts education make us better people?

4. Arts education is believed to be important for school students. Take a look at some reasons for this. How would you rank them according to their importance to you?
   1. It explores creativity and builds confidence.
   2. It teaches how to focus and be perseverant.
   3. It improves motor skills and academic performance.
   4. It strengthens problem-solving and critical thinking skills.
   5. It teaches how to share responsibilities when working in groups.

e. What other benefits can be added to the previous list? Think of two other benefits and share them with your classmates.

Read to learnríd tchu lârn

1. Read this op-ed with these objectives in mind:
   • to find out about arguments that support arts education;
   • to identify characteristics of op-eds.

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KING JUNIOR, John B. Arts education makes us better people. The Baltimore Sun. Baltimore, EUAEstados Unidos da América, 2 dez.dezembro 2017. Opinião.

Constructing meaningsconstrãquitchion minins

1. Answer the following questions about the op-ed.
   1. What is the main idea of the text?
   2. In the excerpt “[...] I felt a kinship with that exuberant fan”, what is the meaning of the word in bold?
      1. Affinity.
      2. Harmony.
      3. Consanguinity.
   3. How does the author introduce his ideas in the text?
      1. By presenting a school performance.
      2. By sharing a personal experience.
      3. By bringing the speech of an authority.
   4. What are the three arguments used by the author to support his ideas?

1. Enables students to become artists.
2. Has an interdisciplinary characteristic.
3. Needs to be part of the school curriculum.
4. Promotes meaningful learning experiences.
5. Teaches self-discipline, perseverance and self-expression.

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2. Read the op-ed again and do the following.
   1. The text gives some examples of how arts education can be beneficial to people. Choose three examples of how it can help students facing difficulties.
      1. It can help students outraged by injustices express their truth.
      2. It can be a vehicle for the artistic students to enhance their qualities and prosper in life.
      3. It can help students to become skilled citizens by doing things repeated times till gaining perfection.
      4. It can be a vehicle for students who have endured trauma to process their pain and rediscover strength.
      5. It can be a vehicle for those students who find it hard to say everything they want in an essay, it can help them demonstrate what they know.
   2. How did the author’s own experience contribute to his beliefs about arts education?
   3. What does the text suggest should change in the American educational system?
      1. All students should enrich the possibilities of learning the arts.
      2. All students should learn about the arts class in middle school.
      3. All students should have access to rich learning experiences with the arts.
   4. Which paragraph in the text refers back to its title?

3. Read the text one more time and do the following.
   1. The conclusion of this op-ed article presents
      1. a confirmation of the author’s arguments with full explanations.
      2. a summary of all the author’s arguments in favor of arts education.
      3. an explanation for the author’s position about the importance of arts education.
   2. Choose the three options that present elements of argumentation you can find in the text.
      1. The author’s position on the subject.
      2. The presentation of two sides of the story.
      3. Arguments all given in the same paragraph.
      4. A conclusion briefly reaffirming the author’s opinion.
      5. Arguments supported by evidence, facts or experiences.

Task 2 tésqui tchu

Before readingbifór rídin

1. Discuss and do the following with a classmate.
   1. Consider the text you read in Task 1tesqui uon and choose the elements that you expect to find in the op-ed you are going to read in Read to learnríd tchu lârn.
      1. A defined point of view.
      2. The opinion of the publisher.
      3. Arguments to defend an opinion.
      4. An informative, formal piece of writing.

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2. Where can we usually find this kind of publication?

3. Why does this sort of publication attract readers’ attention?

d. Take a look at the title of the text in Read to learnríd tchu lârn. What point of view do you think is defended in the text?

Read to learnríd tchu lârn

1. Read this op-ed with these objectives in mind:
   • to find out about arguments for rethinking school education;
   • to identify characteristics of op-eds.

BALAKRISHNAN, U. Rethink school education. The Hindu, Chennai, Índia, 29 nov.novembro 2017. Opinião.

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Constructing meaningsconstrãquitchion minins

1. Choose the best options to complete these statements about the op-ed.
   1. The main idea of the text is that
      1. India should adopt a different educational system.
      2. Indian children should only study in private schools.
      3. Indian public schools should lead the change in education.
   2. Choose the statements that refer to the quotation in the first paragraph.
      1. It is a compliment to Indian schools.
      2. It is an explanation for poverty in India.
      3. It is an outdated opinion on the Indians.
      4. It is a fragment from a book about India.
   3. The second paragraph presents
      1. arguments to criticize public opinion.
      2. justification to defend private schools.
      3. official data to support a point of view.
   4. Considering the characteristics of the text, we may say that it is
      1. a description, because it shows details of an event, place or person.
      2. a narrative, because it tells a sequence of events and the stories of characters.
      3. an argumentation, because it presents an opinion and tries to persuade the reader.

2. Answer the following questions about the text.
   1. Based on the official data, we can conclude that in India
      1. some students complete primary education and few drop out primary school.
      2. most students complete primary education and many drop out of secondary school.
      3. few students complete secondary education and many drop out of primary school.
   2. According to the text,
      1. what is a possible solution to the educational problem in India?
      2. what is the condition for India to become a developed nation?
      • Ensure that Indian young people receive world-class education over the next few decades.
      • Ensure that Indian young people receive education to reach national standards for the next few decades.

Think a little more

1. Discuss the following questions with a classmate.
   1. De acordo com o texto da Task 1tesqui uon , o ensino de Arte é importante por diferentes razões. Que outro argumento, não mencionado no texto, vocês acrescentariam?

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2. A relevância da imersão em diferentes expressões artísticas é mencionada no texto da Task 1tesqui uon . Vocês concordam com a opinião sobre essa importância? Justifiquem.

3. O texto da Task 2tésqui tchu defende que a educação na Índia deveria ser repensada. Vocês têm a mesma ideia sobre a educação no Brasil? Por quê? De que formafórma?

4. Qual é o posicionamento de vocês quanto aos investimentos feitos no sistema educacional brasileiro? Que argumentos vocês usariam para defender sua opinião?

e. Se vocês tivessem a oportunidade de escrever um op-edóped, sobre o que vocês escreveriam?

LISTENING

Faça no caderno as questões de resposta escrita.

Before listening

1. Discuss the following questions with a classmate.
   1. Education may be approached in different ways. The Montessori method is based on a prepared educational environment to promote creativity, autonomy and the development of different skills. Taking this into consideration, what characteristics do you think would be part of this context?
      1. Competition.
      2. Cooperation.
      3. Focus on students’ learning.
      4. Focus on teachers’ teaching.
   2. Take a look at this image from a Montessori school in Brazil. How do Montessori classrooms differ from other classrooms that you know?

2. Now discuss these questions with a classmate.
   1. You are going to listen to an institutional presentation about a Montessori school. What kind of information do you expect to hear?
   2. In your opinion, what are some characteristics of school institutional presentations?
      1. They present testimonials.
      2. They aim at offering scholarships.
      3. They are usually published online.
      4. They emphasize success in learning.

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Listen to learnlíssen tchu lârn

1. Listen to this institutional presentation with these objectives in mind:
   • to find out about aspects of the Montessori method;
   • to identify characteristics of institutional presentations.

MONTESSORI Middle School (Full version). [S. l.sem local], 2015. 1 vídeo (3 minminutos 21 ssegundos). Publicado por Rockford Public Schools. Disponível em: https://oeds.link/I0eYV6. Acesso em: 5 maio 2022.

Constructing meanings constrãquitchion minins

1. Listen to part Ium carefully and do the following.
   1. Which of the elements discussed in question 2b from frómBefore listeningbifór listenin can you identify in the presentation?
   2. The purpose of the institutional presentation is to
      1. explain how the Montessori method works in that school.
      2. present stories that explain some characteristics of a traditional school.
   3. Who are the people speaking in the presentation? Choose from the following options:
      1. Narrator.
      2. Principalprincipal .
      3. Students.
      4. Teacherstchitchers.
   4. These people talk about
      1. their experience in the Montessori school.
      2. the way they learned about this Montessori school.
      3. some characteristics of the Montessori method.
      4. the characteristics of their day-to-day activities.
   5. Why are the students’ testimonials important to this institutional presentation?

2. Listen to part Ium again and choose the best options.
   1. Some characteristics of this school are
      1. school years are divided into semesters.
      2. teachers stay with a class for two school years.
      3. students from different grades attend classes together.
      4. parents are regularly informed about their children’s development.
   2. According to one of the students, how does the school make its students feel?
      1. Very happy
      2. Less motivated
      3. More self-confident

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3. Listen to part IIdois again and do the following.
   1. What is the student’s opinion about the “big blocks of time”?
      1. He thinks it is positive.
      2. He thinks it is negative.
   2. He came to this conclusion based on
      1. his own experience.
      2. his classmates’ testimonials.
   3. The audio describes some activities that are part of the Montessori method. Choose the images that represent these activities.

II.

III.

4. Think about parts Ium and êndIIdois of the institutional presentation and do the following.
   1. Taking into consideration what you heard, were your predictions in Before listeningbifór listenin correct? Why?
   2. What are some of the objectives of school institutional presentations?
      1. To attract new students.
      2. To ask for donations from parents.
      3. To promote school events and activities.
      4. To raise awareness of the school method.
   3. Students’ testimonials are delivered in the
      1. 1st person.
      2. 3rd person.
   4. The narrator’s descriptions are given in the
      1. 1st person.
      2. 3rd person.

Think a little more

1. Discuss the following questions with a classmate.
   1. De acordo com a apresentação institucional que vocês ouviram, quais são as principais diferenças entre o método Montessorimontessôri e outros métodos adotados na maioria das escolas?
   2. Vocês já estudaram em uma escola montessoriana? Compartilhem suas experiências. Se não estudaram, acham que seria uma experiência interessante? Por quê?
   3. Vocês consideram importante ter contato com diferentes perspectivas de aprendizado? Por quê? Comparem as respostas com a dos colegas.
   4. Vocês acham que escolas se beneficiam com métodos de ensino diferentes? Justifiquem sua opinião.

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LANGUAGE IN ACTIONlenguagi in équitchon

Faça no caderno as questões de resposta escrita.

1. Read the following excerpts from the text in Task 1tesqui uon (Readingrídin) and do the following.

1. In the previous excerpts, “must” and “have to” express
   1. doubtdaut.
   2. obligation.
   3. possibilitypóssibíliti.

2. Write Ttí (true) or Féf (false).
   1. “Must” can be used in all tenses.
   2. “Have to” can be used in all tenses.
   3. In the first excerpt, “had to” may be replaced by “must”.
   4. In the second excerpt, “must” can be replaced by “has to”.

2. Read the following excerpts and mark only the ones where “have to” can be replaced by “must”.
   1. “Communities and school districts are going to have torévi tchu adapt [...]”.
   2. “We uíhave torévi tchu find some middle ground [...]”.
   3. “[...] local school districts are going to have torévi tchu act urgently and nimbly to fill in the gaps in technology and internet access.”
   4. “Some families have parents home all day, while other parents have torévi tchu go to work.”
   5. “We uíhave torévi tchu be aware that families are facing myriad challenges right now. If we’re not careful, we risk overloading families.”
   6. “We uíhave torévi tchu strike a balance between what children need and what families can do, and how you maintain some kind of work-life balance in the home environment.

MINEO, L. Time to fix American education with race-for-space resolve. The Harvard Gazette, Cambridge, MA, EUA. 1 abr.abril 2020. Disponível em: https://oeds.link/7V0Je9. Acesso em: 5 maio 2022.

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3. Talk to a classmate, face to face or by means of a message app, about what you think are the responsibilities of students, teachers, schools, parents and governments regarding education. Remember to use “must” or “have to” to express necessity or obligation.
4. What does the connector in bold indicate in this excerpt: “As all in-country efforts have failed, we should go in for a radical overhaul of our educational infrastructure with the help of countries that have an amazing record in providing quality school education – Finland, for instance.”?

1. That ideas are being compared.
2. That an example is being given.
3. That a conclusion is being reached.

5. Complete the following excerpts with the words from the box.

a.

b.

MINEO, L. Time to fix American education with race-for-space resolve. The Harvard Gazette, Cambridge, MAMaranhão, EUAEstados Unidos da América. 1 abrabril. 2020. Disponível em: https://oeds.link/7V0Je9. Acesso em: 5 maio 2022.

c.

UNICEF. Advancing children’s rights in the EU neighbourhood: UNICEF and the Directorate-General for Neighbourhood and Enlargement Negotiations (DG NEAR). Disponível em: https://oeds.link/CJIca3. Acesso em: 5 maio 2022.

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6. Read the excerpts of the op-eds you read in the Reading section of this unit and match the connectors to the idea they express.

1. “I regret that I never learned to play an instrument and that I cannot draw much more than stick figures, butbãt I am deeply grateful for the role that arts education has played in my own life.” (p.página 41)

2. “And being on theater crew for musicals likelaiqui ‘Grease’ and ‘Godspell’ and performing in plays helped ground me in a supportive community of peers and adults.” (p.página 41)

3. “As all in-country efforts have failed, we should go in for a radical overhaul of our educational infrastructure with the help of countries that have an amazing record in providing quality school education – Finland, for instance.” (p.página 43)
   1. Contrastcóntrést.
   2. Exemplificationegzâmplifiquêichiân.

SPEAKINGispíquin

Faça no caderno as questões de resposta escrita.

Hit the road rit de rroudi

In groups, you are going to create an institutional presentation about your own school. This will be a whole class project, but each group will be responsible for a specific task. Remember you have already seen an example of institutional presentation in Listening.

1. Before preparing your school institutional presentation, pay close attention to the following chart.

Toolbox

1. Follow these steps. They will help you prepare your school institutional presentation.
   1. Together with your teacher, brainstorm positive aspects of your school that you consider important to include in the presentation and take notes. Keep in mind that a school institutional presentation shows the schools’ facilities and activities while a narrator talks about the school.

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2. Decide which group will be responsible for each part of the institutional presentation: narrating, giving testimonials, finding locations, recording and editing the presentation.

3. Remember that a presentation usually has about two to four testimonials, and that these should be delivered in English. Decide who will give their testimonials. Besides students, members of the school staff may also give their testimonials.

4. Decide what the narrator will say in the school institutional presentation. It is usually a description of the school. What kind of information do you think should be included in it? Read the notes you took when brainstorming and consider the following suggestions of topics to write the narrator’s text. Remember that, in a descriptive text, the present simple is the most commonly used verb tense.
   1. staff
   2. school method
   3. school projects
   4. school environment
   5. number of students
   6. facilities (auditorium, sports facilities, laboratories, art room, music hall, library, etc.) etcétera

5. Think of strong arguments to promote the positive aspects of your school. What makes it special? The following topics are suggestions of what you could talk about. Your own experience can always make the text more interesting.
   1. quality of the school
   2. friendly atmosphere
   3. dedication of the staff
   4. students’ engagement
   5. individualized instruction
   6. promotion of critical thinking
   7. development of citizenship skills

6. Now that you have good arguments, you need a few examples to support your ideas. Think about experiences you had in your school that could exemplify the positive aspects you decided to talk about.

7. Think about the parts of the school that will be shown in the presentation and decide whether you are going to photograph or film them. You could also use photographs of past school events.

8. A school institutional presentation needs to be interesting to the viewers. The narrator and those giving testimonials must try to act naturally. Rehearse your lines before the presentation is recorded. Remember that, when giving your testimonial, you cannot read the text. Keep eye contact with the camera to make your presentation more interactive.

9. Editing is a very important part of any institutional presentation. As a class, discuss how your presentation is going to be edited and then the assigned group will be responsible for editing the first version of the material. In case you can’t record your institutional presentation, prepare an oral presentation of the material you produced.

j. Show the first version of your presentation to students from another class for critical appreciation and suggestions. Take notes of their comments in order to make any necessary adjustments.

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Step back

1. After getting the students’ feedback, check if your school institutional presentation has the following characteristics:
   • description focused on the positive aspects of the school;
   • convincing arguments for the testimonials;
   • clear examples to support these arguments;
   • appropriate vocabulary;
   • acceptable pronunciation;
   • respectful language;
   • good-quality images;
   • synchronization between images and lines.

2. Now it is time to record the final version of your school institutional presentation. Remember it will be published on the school website, blog or on other platforms. In case it is not possible to record it, prepare an oral presentation to the school community.

PIT STOPpiti istopi

Faça no caderno as questões de resposta escrita.

1. Look back at the introductory pages of this unit (36-37) and answer the following questions with a classmate.
   1. In your opinion, what do the images represent?
   2. How do you think they relate to the title of this unit?
   3. And how are they connected with the purpose and the texts of this unit?
   4. Did the images and activities in this unit help you think critically about education? Why?
   5. Considering what was discussed in this unit, how can you explain that education is an important path to citizenship?

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 compreender apresentações institucionais?
   2. Consigo criar apresentações institucionais?
   3. Aprendi algo novo sobre op-eds e apresentações institucionais?
   4. Refleti criticamente sobre educação?
   5. Compreendi a relação entre educação e cidadania?
   6. Participei ativamente das aulas, cooperando com o/a professor/ao professor ou a professora e os(as)os ou as colegas?

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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. página40)

• Mustmãsti é usado apenas no presente quando estamos nos referindo às ideias de necessidade e obrigação. Caso desejemos nos referir ao passado, temos de empregar had torréd tchu.
• Mustmãsti quando usado na negativa (mustn’tmâssant) adquire sentido de proibição.

• Have torévi tchu, quando usado em outros tempos verbais, se utilizará dos auxiliares desses tempos. e.g.exemplo Will you have to go school tomorrow? / Is he going to have to work tomorrow?

Example 2 egzâmpol tchu

(p.página 41)

(p.página 43)

• Conectores podem ter significados diferentes de acordo com o contexto.