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TIME TO THINK

Faça no caderno as questões de resposta escrita.

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

II.

III.

1. What is depicted in each of these images?

b. How can each of these images represent relationships between people and the environment?

2. Which of the following options do you consider the most harmful to the environment? Discuss your answers with a classmate.
   1. Regarding food production.
      1. organic farming
      2. pesticides in farming
   2. Regarding personal hygiene.

1. closing the faucet while brushing your teeth
2. keeping the faucet open while brushing your teeth

3. Regarding shopping.
   1. using cloth bags
   2. using plastic bags

3. Answer the following questions with a classmate.
   1. How important is clean water for life?
   2. Access to clean water is a human right. Is this right respected everywhere?

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4. Read this excerpt from a news article and answer the following questions with a classmate.

SKYNEWS. South Africa’s ecological ‘nightmare’ after plastic pellets spill. Reino Unido, 24 fev.fevereiro 2018. Disponível em: https://oeds.link/GqsnWq. Acesso em: 5 maio 2022.

1. What is the news article about? How do you know that?

b. What can you learn about the news article by looking at the image?

READINGrídin

Faça no caderno as questões de resposta escrita.

Task 1tesqui uon

Before readingbifór rídin

1. Match the images to the fields they belong to.

1. artárti

2. publicity

3. private life

d. politicspolitícs

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2. Read the quote poster and answer the questions with a classmate.

1. What does it mean?

2. Do you agree with this quote? Why?

c. Choose one of the images from question 1 and explain how it could be used to exemplify this quote.

3. Take a look at the text in Read to learnríd tchu lârn and choose the best option to answer the questions.
   1. What do you expect the text to be?
      1. A photo report.
      2. A campaign poster.
   2. What do you think it will be about?
      1. Volunteer work.
      2. Environmental issues.

Read to learnríd tchu lârn

1. Read the photo report with these objectives in mind:
   • to identify the purpose of the text;
   • to verify characteristics of photo reports.

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SIM, D. World Environment Day 2015: 21 aerial photos show humanity’s impact on Earth. International Business Times. Reino Unido, 5 jun.junho 2015. Disponível em: https://oeds.link/V2qIeq. Acesso em: 5 maio 2022.

Constructing meaningsconstrãquitchion minins

1. Answer the following questions about the photo report.
   1. What is the main purpose of the text?
   2. Which special date is it connected to?
   3. “Seven Billion Dreams” refers to the number of
      1. people living on Earth.
      2. destroyed areas in the world.
      3. people who are eviromentally conscious.
   4. Check all options indicating that images are used to show
      1. the human impact on Earth.
      2. the possibilities our planet has to fight against pollution.
      3. the work being develop to save these areas.
      4. some of the ecological challenges faced by our planet.

2. Decide whether the following statements are Ttí (true) or Féf (false) according to the text.
   1. One of the images shows a woman collecting trash.
   2. The text was originally published on December 30, 2015.
   3. The photo report thanks people for their ecological awareness.
   4. Climate change is a consequence of the irresponsible use of natural resources.

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3. Choose the correct statements about photo reports.
   1. They capture actual moments and events through photographs.
   2. They depict imaginary events using real photos to entertain the reader.
   3. They provide a detailed explanation about the causes of the events depicted in the photographs.
   4. They present a sequence of photos combined with captions; that is, short passages of informative/explanatory writing.

4. Decide if the following statements refer to the photographs (P) or to their captions (C).
   1. Aim at emotional responses.
   2. Describe the situation concisely.
   3. Function as evidence of something.
   4. Provide extra pieces of information about the images.
   5. Draw the reader’s attention to the content of the photo report.

Task 2 tésqui tchu

Before readingbifór rídin

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

II.

1. What kind of events do you think these images show?

2. Take a look at the people in each image. What are they doing?

c. The event in image Ium is Rio+20 United Nations Conference on Sustainable Development. What do you understand by “sustainable development”?

2. Take a look at the text in Read to learnríd tchu lârn and choose the options that best represent your predictions about it.
   1. The text is
      1. a lecture.
      2. a speech.
      3. an interview.
   2. It was originally delivered during a
      1. workshopUorquixópi.
      2. conference.
      3. demonstration.
   3. Its theme is the
      1. environmentenváironment.
      2. societySossáiti.
      3. world peace.

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Read to learnríd tchu lârn

1. Read the first part of this speech with these objectives in mind:
   • to identify the purpose of the text;
   • to verify characteristics of speeches.

COOK, C. (ed.edição). Involuntary resettlement in Africa: Selected papers from a conference on environment and settlement issues in Africa. Washington, D.C., EUAEstados Unidos da América: The World Bank, 1994. p.página 209-211.

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Constructing meaningsconstrãquitchion minins

1. Answer the following questions about the speech.
   1. What is the text about?
   2. Who delivered it?
      1. Henry Kajura
      2. 10. 1. Ocaya-Lakidi
   3. How do you know that?
   4. To whom was the speech addressed?
   5. Why is it called “opening speech”?

2. Find the following in the text.
   1. The meaning of the term “human settlements”.
   2. Two examples of natural dangers for unprotected settlements.
   3. Three words in the third paragraph that convey the idea of expansion or elevation.

3. Consider the text and match the words to their meanings.

1. complete
2. small areas
3. make it better
4. types, designs, models
5. making great efforts to achieve something

4. Read the text again and do the following.
   1. Identify two problems related to settlements in African countries that have an impact on its environment.
      1. Great violence indexes.
      2. Low levels of education.
      3. Rapid population growth.
      4. Poor management practices.
   2. What elements make a good environment for human settlements?
   3. What else is missing in a lot of settlements in African countries?
   4. Why did land become dangerously degraded in arid areas of Africa?
   5. What may happen to those areas in the future?

5. In your opinion, how could the speech continue? Choose from the following options.
   1. Participants’ questions will be answered.
   2. Participants’ protests will interrupt the speech.
   3. The conference will be officially opened at the end of the speech.
   4. Other patterns of human settlements verified in Africa will be discussed.
   5. Potential solutions for the damage caused by inappropriate forms of settlements will be presented.

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Think a little morethink a lítol mór

1. Discuss the following questions with a classmate.
   1. Uma das imagens da fotorreportagem da Task 1tesqui uon mostra lixo boiando nas águas do Rio Negro, Brasil. O que vocês sabem sobre problemas ambientais do Brasil? Que medidas deveriam ser adotadas para lidar com esses problemas?
   2. O discurso da Task 2tésqui tchu é de 1994. Se levarmos em consideração as condições de vida hoje em Uganda e em outros países africanos, esse discurso ainda poderia ser usado nos dias atuais? Por quê?
   3. Quais são as semelhanças e as diferenças entre as condições de vida em um assentamento africano (como o descrito na Task 2) e os assentamentos existentes na sua comunidade?
   4. Como más condições de vida, como as descritas na Task 2, afetam o meio ambiente?
   5. O que deveria ser feito para promover o uso sustentável dos recursos naturais e melhorar as condições de vida em comunidades semelhantes às descritas na Task 2?

LISTENINGlissenin

Faça no caderno as questões de resposta escrita.

Task 1

Before listening bifór listenin

1. Take a look at these images and answer: What are the people in these images doing?

II.

III.

IV.

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2. Think about the images from activity 1 and discuss the following questions with a classmate.
   1. What is the connection between the theme of this unit and the sentences written in images Ium and êndIIdois?
   2. What about image IIItrês? What kind of event do you think this person is involved in?
   3. What is the connection between images Ium, IIdois and êndIIItrês?
   4. Who is speaking in image IVquatro? What’s his occupation?
   5. What do you think he’s doing?
   6. Why is his participation so important?

3. Read the box in Listen to learnlíssen tchu lârn and choose the options that best represent your predictions about the text that you are going to listen.
   1. The audio was taken from a
      1. moviemuvi.
      2. conference.
      3. demonstration.
   2. It was delivered by
      1. an actor.
      2. a governor.
      3. a professor.
   3. It is about
      1. fiction movies.
      2. educational policies.
      3. environmental issues.

Listen to learnlíssen tchu lârn

1. Now listen to the speech with these objectives in mind:
   • to identify its main theme and ideas;
   • to verify characteristics of speeches.

DICAPRIO, L. (UN messenger of peace) at the opening of the Climate Summit 2014. [Nova York, EUAEstados Unidos da América]: Nações Unidas, 23 set.setembro 2014. 1 vídeo (3 minminutos 58 ssegundos). Disponível em: https://oeds.link/ERTDrI. Acesso em: 5 maio 2022.

Constructing meaningsconstrãquitchion minins

1. Listen to part Ium and answer the following questions.
   1. Who is delivering the speech?
   2. He was announced as a
      1. United States peace representative.
      2. United Nations messenger of peace.
   3. His speech is about
      1. climate crisis.
      2. world peace crisis.
      3. job opportunities crisis.
   4. How does he open his speech?
   5. Who is the conference addressed to?

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2. Now listen to part IIdois and answer the following questions.
   1. Why did the speaker compare the work of an actor to the previous attitude of mankind toward climate change?
   2. What does he mean by “You can make history or you will be vilified by it”?
   3. According to the speaker, who can take decisive large-scale action to solve the climate crisis?
      1. Industries and consumers around the world.
      2. Individuals and green parties around the world.
      3. Industries and governments around the world.

3. Listen to part IIItrês and answer the following questions.
   1. What is the purpose of the final part of the speech?
   2. How do we know that he has finished his speech?

4. Listen to part IIItrês again and choose the actions suggested by Leonardo DiCaprio to address the climate crisis.
   1. Use renewable energy.
   2. Subsidise renewable energy.
   3. Put a price tag on carbon emissions.
   4. Adopt more condescending laws to polluters.
   5. Foster the production of oil, coal and gas.
   6. Eliminate government subsidies for oil, coal or gas companies.

5. Decide whether the following statements about the speech are Ttí (true) or Féf (false).
   1. Clean air and livable climate are human rights that cannot be ignored.
   2. The speaker provides plenty of evidence that climate change is a fact, not fiction.
   3. Leonardo DiCaprio speaks both as a concerned citizen and as an expert on climate.
   4. He believes that there is nothing the authorities can do to solve the climate problem.

Think a little more think a lítol mór

1. How can the following image be related to Leonardo DiCaprio’s speech?

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2. Think about Leonardo DiCaprio’s speech and discuss the following questions with a classmate.
   1. Por que Leonardo DiCaprio diz em seu discurso que apenas incentivar as pessoas a mudar seus hábitos não é o bastante?
   2. O que o cidadão comum pode realmente fazer para solucionar questões ambientais locais e globais? Qual é o papel que indústrias e governos têm nessas questões?
   3. Qual é a sua opinião sobre o engajamento de artistas em causas políticas e humanitárias? Esse engajamento é comum?

LANGUAGE IN ACTIONlenguagi in équitchon

Faça no caderno as questões de resposta escrita.

1. Read this excerpt of Leonardo DiCaprio’s speech (64) and choose the best answers.

1. “If” in the previous fragment introduces a
   1. cause.
   2. conditioncândíchân.
   3. consequence.

2. The sentence in bold
   1. provides instructions.
   2. expresses a general truth.
   3. describes a probable result of an action.

3. The verb in the “if-clause” is in the
   1. simple present tense.
   2. simple future tense.
   3. simple past tense.

4. The verb in the main clause is in the
   1. simple present tense.
   2. simple future tense.
   3. simple past tense.

2. Read this excerpt from a speech by Nelson Mandela and do the following.

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MANDELA, N. Retirement announcement by former President Nelson Mandela. Joanesburgo, África do Sul, 1º jun. junho2014.

1. “If” is used in this sentence in bold to introduce
   1. a cause.
   2. a condition.
   3. a consequence.

2. If Mandela wants to spend more time with his family,
   1. nobody will accuse him of being selfish.
   2. everybody will accuse him of being selfish.

3. If he has more time for himself,
   1. he will travel more and launch social campaigns.
   2. he will read more, reflect more and write his memoirs.

4. If he wants to participate in events,
   1. he will call people.
   2. he will wait for a call.

3. Read the excerpts from the text “World Environment Day 2015” (58) and answer the questions.

1. Which part of the sentences or clauses are played by the fragments in bold?
   1. They are the subjects of the sentences or clauses.
   2. They are the verbs of the sentences or clauses.

2. In the second example, what do “they” refer to?
   1. To “greenhouse gases”.
   2. To “shrinking forests and oceans”.

3. In the previous sentences, what is the relationship of the elements in bold to the actions performed?
   1. The elements in bold actively perform the actions.
   2. The elements in bold suffer the action.

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4. Mark the sentence which best paraphrases the meaning of the examples discussed in question 3.
   1. “World Environment Day is observed annually on June 5.”
      1. We celebrate World Environment Day on June 5 every year.
      2. World Environment Day observes what we do on June 5 every year.
   2. “Greenhouse gases are emitted faster than theydei can be absorbed by our shrinking forests and oceans.”
      1. We emit greenhouse gases faster than our shrinking forests and oceans can absorb them.
      2. Greenhouse gases emit faster absorptions than they shrink forests and oceans.

5. Read an excerpt from a speech by Malcolm X and do the following.

PERRY, B. (ed.edição). Malcolm X: the last speeches. New York: Pathfinder Press, 1989. p.página 156.

1. Find in the fragment another sentence that refers to the same fact expressed by “Our people were brought here […]”.

2. Is the sentence “Our people were brought here involuntarily […]” in the active or in the passive voice?

c. What about the sentence in your answer to letter a? Is it in the active or the passive voice?

WRITINGráitin

Faça no caderno as questões de resposta escrita.

Hit the road rit de rroudi

In pairs, you are going to produce a photo report about any relevant local or global environmental issue to be part of an advertising campaign in favor of environmental protection. Remember you have already seen an example of photo report in Task 1 (Reading).

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

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Toolboxtúlbóks

1. Follow these steps. They will help you prepare your photo report.
   1. Make two lists: one of the main environmental issues in your local community and another of those affecting the planet as a whole.
   2. Based on the lists, decide which of the problems will be the theme of your photo report.
   3. Find out as much information as you can about the theme. Interview people and do research using reliable print and online sources. Take photographs or look for images in different sources to use in your photo report. Remember that the photographs are the main elements that express the message in a photo report, so they cannot merely illustrate the written text.
   4. Select the most relevant pieces of information and plan the sequence in which they will be presented in your text.
   5. Decide which pieces of information will be delivered or evidenced by the photographs and plan their sequence within the photo report. Plan and write captions for them as well.
   6. Elaborate a first draft of your photo report and exchange it with another pair for critical appreciation and suggestions. Take notes of your classmates’ comments in order to make any necessary adjustments.

Step back istép béqui

1. After getting your classmates’ feedback, check if your photo report has the following characteristics:
   • provides information about the problem and persuades the reader to engage in helping solve the issue;
   • sequences the information in a clear and organized way;
   • uses clear, easy-to-read captions;
   • integrates photographs and written text harmoniously, avoiding redundancy and irrelevance;
   • makes use of appropriate language.

2. Now write the final version of your photo report. Remember that all the photo reports will be placed on the school notice boards as part of an environmental protection campaign.

PIT STOPpiti istopi

Faça no caderno as questões de resposta escrita.

1. Look back at the introductory pages of this unit (54-55) and do the following with a classmate.
   1. What do the images in the opening pages have in common?
   2. Take a closer look at each image, one at a time. State at least one possible consequence of each situation that was photographed.

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3. Now think about your neighborhood. Can you identify any of the problems portrayed in these images in the surrounding areas of your neighborhood? Are there any environmental organizations where you live?

d. In your opinion, how important are individual actions to the building of a more sustainable society? What about collective actions: how can communities or social organizations contribute to creating such a society?

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 aprendeu sobre meio ambiente e sobre sustentabilidade nesta unidade?
   2. Houve algum aspecto discutido nesta unidade que tenha levado você a mudar de opinião? Qual?
   3. O que você aprendeu sobre fotorreportagens? E sobre discursos?
   4. Foi difícil criar uma fotorreportagem? Por quê?
   5. Quais estratégias você usou para compreender e empregar o vocabulário novo?
   6. Como você avalia sua aprendizagem nesta unidade?

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 58)

(p.página 59)

(p.página 61)

(ppágina. 61)

(p. página61)

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• A voz passiva é usada para enfatizar a ação em vez do agente.
• O agente pode ser tanto omitido quanto incluído depois do past participlepést párticipou, introduzido pela partícula “bybái”.
• Os efeitos produzidos pela escolha da voz passiva incluem, por exemplo, não enfatizar muito o agente da ação.
• A voz ativa, por outro lado, tem o efeito oposto: chama a atenção para o agente da ação.
• Veja o apêndice List of irregular verbslíst óvirégiuler vãrbs (p.página 200) para verificar o past participlepést párticipou de verbos irregulares.

Example 2 egzâmpol tchu

(p.página 64; Speech – Part IIdoisIum)

(ppágina. 66)

• Orações condicionais do tipo 1 são usadas para expressar um resultado provável no futuro, desde que uma condição seja satisfeita.