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TIME TO THINKtaimi tchu finqui

Faça no caderno as questões de resposta escrita.

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

1. How are all the words in the image related?

2. Which elements, from the ones mentioned in the image, do you think are more important when doing research? Why?

3. What image do the words create?

II.

III.

d. Why do you think this object was chosen?

2. Read the cartoon and discuss the following questions with a classmate.

1. What makes the cartoon funny?

b. Science is present in our everyday lives. Why is scientific research important for humankind?

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3. Now read these headlines and discuss the following questions with a classmate.

A

B

C

TANGERMANN, V. The 10 Most Significant Scientific Discoveries Of the Year (So Far). Futurism, 18 ago.agosto 2017. Disponível em: https://oeds.link/rTShaD. Acesso em: 1º maio 2022.

1. What do the headlines have in common?

2. How did you come to this conclusion? Justify your answer.

3. Which headline interests you the most? And the least? Why?

4. Which headline has the following features?
   1. Informs a finding in Biology.
   2. Refers to a breakthrough about outer space.
   3. Gives information about a new technological discovery.

4. Read the text and discuss the following questions with a classmate.

PORZUCKI, N. How did English become the language of science? The World, 6 out.outubro 2014. Disponível em: https://oeds.link/IiPE49. Acesso em: 30 abr.abril 2022.

1. According to the text, English is used in most scientific research publications nowadays. Can you think of a reason for that?

2. In your opinion, what is the benefit of having a common language of science?

c. Do you think that having a common language of science may also be a problem? Why?

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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 is a book review?
      1. a summary of a book
      2. a critical analysis of a book
   2. What is the purpose of book reviews?
      1. To shorten long texts.
      2. To help readers decide whether to read a book or not.
   3. What should a book review include?
      1. A long description of the book.
      2. A concise summary of the book.
      3. A reasoned opinion about the book.
      4. An opinionated argument from publishers.
      5. Some information about the author of the book.

2. Read this book cover and answer the following questions with a classmate.

MONTGOMERY, S. L. Does Science Need a Global Language? Chicago: University of Chicago Press, 2013.

1. What do you think the book is about?

b. In your opinion, why is the title of the book a question?

Read to learnríd tchu lârn

1. Read this book review with these objectives in mind:
   • to find out about arguments regarding the need for a global language of science;
   • to identify characteristics of book reviews.

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BILLINGS, L. Does Science Need a Global Language? English and the Future of Research. By Scott L. Montgomery (review). Technology and Culture, v.volume 56, n.número 1, p.página 261-263, jan.janeiro 2015.

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Constructing meaningsconstrãquitchion minins

1. Answer the following questions about the book review.
   1. What is the main idea of the book?
      1. It sees English as a lingua franca.
      2. It calls for the globalization of science.
      3. It questions the need for a global language of science.
   2. According to the review, what element in the title of the book allows you to understand its purpose?
   3. How does the reviewer evaluate the publication? Find a sentence in the text to justify your answer.
      1. positively
      2. negatively
   4. The reviewer gives some arguments to support her opinion about the book. Which of the following are mentioned in the text?
      1. the amount of research done
      2. the professional experience of the writer
      3. the appropriate use of personal experience
      4. the ability of the author to write academically

2. Read the text again and do the following.
   1. The book reviewed is divided into six chapters. Match the chapters to their content.
      • Chapters 1 to 4
      • Chapters 5 to 6
      1. Exchange of cultural experience.
      2. Expansion of English as the language of power.
      3. Presentation of a historical overview of lingua francas.
      4. Description of positive and negative aspects of the current language of science.
   2. What does the expression “world Englishes” refer to?
   3. According to the author of the book, a great linguistic barrier in science concerns the use of
      1. several natural languages.
      2. a language inaccessible to the general public.
   4. Which criticism is implied in “Montgomery recognizes that the disappearance of native languages from domestic science ‘is a true diminishment’ (p.página 116), raising legitimate questions about fairness, marginalization and bias.” (lines 33-35)?
      1. The scientific community tends to ignore research in other languages.
      2. The scientific community does not value the use of the English language in its publications.

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3. Answer the following questions.
   1. Which of the following elements of a book review may be observed in the text?
      1. summary of the book
      2. description of book cover
      3. presence of commentaries
      4. critical assessment of the text
      5. neutral description of the text
   2. Why is relevant information about the author of the book given in the text?
      1. To question the writer’s credibility.
      2. To persuade the reader to buy the book.
      3. To show the writer’s reputation and authority.
   3. In the fragment “[…] while ‘lingua francas in science have brought both constructive and destructive effects’ (ppágina. 158), the former greatly outweigh the latter” (p.página 77), what do the words in bold refer to, respectively?
      1. lingua francas; destructive effects
      2. constructive effects; destructive effects
      3. destructive effects; constructive effects

Task 2 tésqui tchu

Before reading bifór rídin

1. The text in Read to learnríd tchu lârn is an opinion column. With this information in mind, discuss the following questions with a classmate.
   1. Which of the following sentences is true about this genre?
      1. A text that presents the opinion of a newspaper or magazine contributor.
      2. A text that expresses the points of view of the editors of a magazine or newspaper.
   2. In your opinion, why do newspapers and magazines usually have opinion columns?
   3. What kind of language do you expect to find in opinion columns?
      1. informal language
      2. persuasive language
   4. Which of the following is a characteristic of opinion columns?
      1. description of facts
      2. points of view on facts

2. Read the title of the text in Read to learnríd tchu lârn and discuss the following questions with a classmate.
   1. How does the title give you an idea of the topic discussed in the text?
   2. What do you think the main argument about this topic will be?

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Read to learn ríd tchu lârn

1. Read the opinion column with these objectives in mind:
   • to identify the topic of the text;
   • to verify characteristics of opinion columns.

PANKO, B. English is the language of science. That isn't always a good thing. Smithsonian Magazine, Washington, D.C., 2 jan.janeiro 2017.

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Constructing meaningsconstrãquitchion minins

1. Answer the following questions about the opinion column.
   1. What is the purpose of the text?
      1. To advocate the use of English as an international language of science.
      2. To criticize the use of English as an international language of science.
      3. To discuss the pros and cons of English as a global language of science.
   2. Why didn’t the study on a virus that was affecting pigs, published in January 2004, have much impact?
   3. What is the purpose of narrating this event at the beginning of the opinion column?

4. Areas of biodiversity and conservation can be particularly affected if non-English papers are ignored because many/much
   1. scientists in countries where exotic and endangered species live cannot write in English.
   2. data produced in these areas are published in the languages of the countries where exotic or endangered species live.

5. According to the text, what would be the main alternative to avoid the loss of knowledge?

f. Why did Amano and his collaborators translate a summary of their work into Spanish, Chinese, Portuguese, French and Japanese?

2. Read the opinion column again and do the following.
   1. Choose the option that best describes what this extract suggests: “At the same time, he has seen studies that have been overlooked by global reviews, presumably because they were only published in Japanese.”
      1. Reviewers sometimes look for articles in Japanese.
      2. Academic texts should be translated into many languages.
      3. Articles in other languages than English are usually ignored.
      4. Publishers presume Japanese studies are of global relevance.
   2. In the sentence “How a biasbáias toward English-language science can result in preventable crises, duplicated efforts and lost knowledge”, which word can best replace the one in bold?
      1. dislike
      2. fairness
      3. favoritism
      4. justice

3. In the extract “Amano thinks that journals and scientific academies working to include international voices is one of the best solutions to this language gap.”, the word in bold means
   1. complication.
   2. disparity.
   3. sameness.

4. Which of the following words has a similar meaning to the word “summary”?
   1. abstract
   2. chapter
   3. indexíndequis
   4. title

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3. Now answer the following questions about the opinion column.
   1. What does the opinion column you read conclude about English as the language of science?
   2. What is the strategy used in the text to support this point of view?
      1. Showing experts’ arguments.
      2. Telling personal experiences.
      3. Presenting first-person views.
   3. What is the function of the quotation marks in some fragments of the text?
      1. Expressing the writer’s thoughts.
      2. Reporting someone’s exact words.
      3. Indicating the use of figurative words.

4. In general, opinion columns in a newspaper or magazine deal with subjects related to specific areas. What area is this text most closely related to?
   1. Medicinemédicine
   2. Sciences
   3. Educationeduqueichion

Think a little more think a lítol mór

1. Discuss the following questions with a classmate.
   1. No texto da Task 1tesqui uon , afirma-se que há uma grande barreira entre o conhecimento científico e o discurso público. Que argumento vocês podem acrescentar, além dos apresentados no texto, para defender essa ideia? Por quê?
   2. Qual é a opinião comum aos textos das Taskstésks 1 e 2? Vocês concordam com ela? Por quê?
   3. Vocês acham que a importância do inglês é a mesma na disseminação de qualquer tipo de pesquisa (por exemplo, um estudo sobre uma língua específica ou sobre a história de um país)? Justifiquem.
   4. Como vocês acham que a comunidade científica brasileira lida com a publicação de artigos em inglês?
   5. Depois de ler textos sobre inglês como língua global, qual é a opinião de vocês sobre esse assunto? Quais argumentos usariam para defender seus posicionamentos? Por quê?

LISTENINGlissenin

Faça no caderno as questões de resposta escrita.

Before listening bifór listenin

1. Discuss the following questions with a classmate.
   1. Take a look at the title of the audio in Listen to learnlíssen tchu lârn. What do you think you will listen to?
   2. In your opinion, how can science become accessible to the general public?
   3. In ínListen to learnlíssen tchu lârn, read the title of a talk by Sheril Kirshenbaum, in which she talks about communicating science. What do you think her work consists of?
      1. She delivers speeches about scientific breakthroughs.
      2. She coordinates a board of editors of scientific papers.
      3. She improves communication between scientists and the public.

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Listen to learn líssen tchu lârn

1. Listen to this talk with these objectives in mind:
   • to identify the objective of the talk;
   • to verify characteristics of talks.

COMMUNICATING Science: How, When and What (Sheril Kirshenbaum). 2016. Vídeo (21 minminutos 50 ssegundos). Publicado pelo canal American Psychological Association. Disponível em: https://oeds.link/QonuXd. Acesso em: 1º maio 2022.

Constructing meanings constrãquitchion minins

1. Listen to the talk carefully and answer the following questions.
   1. Sheril Kirshenbaum starts her talk by
      1. asking a question.
      2. presenting an example.
      3. telling the audience who she is.
      4. telling the audience how she is going to address the topic.
   2. Her talk will be divided in two parts. The first talks about
      1. the reasons why some people don’t believe in science.
      2. the reasons why people are not interested in science.
      3. the reasons why it is so difficult to communicate science.
      4. the reasons why scientists feel reluctant in presenting their research results.
   3. The second part focuses on
      1. what is urgent to research about.
      2. what has been discovered recently.
      3. what scientists consider important in their fields.
      4. what scientists can do to get their message across.
   4. Sheril Kirshenbaum's educational background is in
      1. genetics.
      2. neurology
      3. marine biology.
      4. molecular biologymolécular baiólodji.

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2. Listen to the talk again and do the following.
   1. When did the speaker begin to think about finding a better way of communicating science?
   2. Identify which of the following images represents what Kirshenbaum was studying at that time.

II.

3. What expression does she use to describe her area of study?
   1. “the very charismatic”
   2. “a lot of reproductive work”
   3. “a lot of population modeling”

d. During her research, Sheril Kirshenbaum took a job which made her see communication differently. How did her view change?

3. Answer the following questions about the talk you heard in Listen to learn.
   1. What kind of language is mostly used in the talk?
      1. plain language
      2. poetic language
      3. academic language
   2. What linguistic elements are present in the talk but not in scientific papers?
      1. slang
      2. jargon
      3. everyday words
   3. Some aspects were taken into consideration when preparing the talk. Decide which of these sentences express these aspects.
      1. Presenting details of her work.
      2. Keeping the audience connected to her.
      3. Delivering her message using formal language.
      4. Presenting to her audience the structure of her talk.

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Think a little more think a lítol mór

1. Considering what you have just heard, discuss the following questions with a classmate.
   1. De acordo com o que vocês ouviram, como acham que a comunicação entre o mundo acadêmico e o público pode ser melhorada?
   2. A conferencista considera que as pessoas querem saber sobre pesquisas científicas. Vocês concordam? Por quê? A situação entre estudantes é parecida com a do público em geral?
   3. Como os diferentes meios de comunicação podem contribuir para divulgar a ciência entre as pessoas?
   4. Como vocês podem relacionar os textos lidos em Readingrídin com a conferência que ouviram em Listen to learnlíssen tchu lârn?

LANGUAGE IN ACTIONlenguagi in équitchon

Faça no caderno as questões de resposta escrita.

1. Read these excerpts from the texts in Tasks 1 and ênd2 (Reading) and choose the correct alternatives.
   1. Which of the following expressions can replace the connector in bold in this fragment without changing its meaning?

1. Firstly
2. Even though
3. For this reason
4. In the same way

b. What does the expression in bold in this fragment suggest?

1. A different point of view about something.
2. A concluding statement of the main points of an argument.
3. An example of the information that has been presented before.

3. In the fragment “[…] becausebicós the study was published only in Chinese” (p.página 80), the word “because” introduces the idea of
   1. timetáime.
   2. reasonrrison.
   3. contrastcóntrést.
   4. sequencing.

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2. Read the excerpts from the text in Task 2tésqui tchu (Reading) and complete the statement about them.

In the previous fragments, the word in bold could be replaced by

1. butbãt
2. when
3. for instance

3. Read these excerpts from texts taken from scientific publications and write Ttí (true) or Féf (false).

LIANG, J.The Trees of Life. New Scientist, Londres, n. número3376, p.página 27, 5 mar.março 2022.

WADMAN, M. New Omicron begins to take over, despite late start. Science, v. volume375, n. número6 580, p.página 480-481, 4 fev.fevereiro 2022.

1. The word “yet” in these fragments means the same as in the examples from question 2.

b. The word “yet” in these fragments means “until the present moment”.

4. Read the following excerpts from the texts in Tasks 1 and ênd2 (Reading) and complete the statements.

In the previous excerpt, the first “that” indicates a year in the ◆espaço para resposta (future/past), while the second “that” introduces a statement.

b.

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Both uses of “so that” in the fragment express the same idea: the idea of ◆espaço para resposta (Ium) (consequence/contrast).

The two instances of “that” following the verb “to suggest” ◆espaço para resposta (IIdois) (explain/introduce) advice.

c.

The first use of “that”, following the verb “to report” ◆espaço para resposta (Ium) (explains/introduces) a statement, while in the second use, following “mixing vessel”, it could be replaced by ◆espaço para resposta (IIdois) (“which”/“who”).

d.

The use of “that is” in the previous excerpt indicates an ◆espaço para resposta (explanation/introduction) of what was said before.

SPEAKINGispíquin

Faça no caderno as questões de resposta escrita.

Hit the road rit de rroudi

In pairs, you are going to produce a talk about English as the global language of science. Remember that you have already seen an example of a talk in Listening.

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

Toolbox túlbóks

1. Follow these steps. They will help you prepare your talk.
   1. Take a few minutes to think about the topic and decide your position on it. In pairs, brainstorm and take notes of ideas related to English as the language of science and check if you are for or against it.

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2. After discussing your position, think of your arguments. Remember that, in argumentations, persuasive language is vital. You need to convince your audience to agree with your opinion. Go back to the texts in Readingrídin and read the transcript of the talk in Listening to get some ideas. Also, consider the following suggestions to make a strong argument.
   1. Go straight to the point.
   2. Present valid arguments.
   3. Give reasonable propositions (starting point).

3. In talks, it is important to include some evidence to support your arguments. This gives credibility to your opinion. Do some research to include relevant facts in your talk and make it more reliable. To show the results of your research, you can use graphs, infographics and charts. The information discussed throughout this unit may help you as well.

4. It is very important to remember that a talk is not a written text. This means that it should have characteristics of spoken language and sound natural. Read a few elements that should be taken into consideration in your talk.
   1. Speak slowly.
   2. Avoid the use of jargon.
   3. Use plain and simple language.

5. The introduction of your talk has to be especially interesting in order to engage the audience. Think about how you can connect to your audience and how to get them interested in your presentation.

6. A talk has to be engaging and attractive to the audience. So, speakers should be confident and positive about their presentation.

7. Write a script for your talk, including some basic sentences and keywords.

h. Now you are ready to give the first version of your talk. Present it to another pair of students and ask for their feedback on what could be improved. You should rehearse your lines before presenting your talk. Remember that a talk must sound natural, so you cannot read a text. Face the audience and keep eye contact with them to try to make it more interactive. The way you behave can make all the difference.

Step back istép béqui

1. After getting your classmates’ feedback, check if your talk has the following characteristics:
   • clear opinion;
   • convincing arguments;
   • relevant evidence to support your arguments;
   • proper vocabulary and syntax;
   • acceptable pronunciation;
   • appropriate language.

2. Now it is time to present the final version of your talk to the whole class.

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PIT STOPpiti istopi

Faça no caderno as questões de resposta escrita.

1. Look back at the introductory pages of this unit (72-73) and do the following with a classmate.
   1. In your opinion, what do the images represent?
   2. How do you think they relate to the theme of this unit?
   3. In what ways do the images and texts in this unit lead you to think about science in a broader sense?
   4. How important is it to invest in different areas of science, in your opinion?
   5. In your opinion, does science in Brazil have a prestigious status?
   6. Are you interested in science? If so, in what scientific areas? If not, justify your answer.
   7. Think about everything you see in your everyday life that may be related to some scientific development. Share your ideas with the class.

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 resenhas de livros e colunas de opinião?

b. Consigo identificar argumentos em artigos de opinião?

c. Aprendi algo novo sobre a língua da ciência?

d. Posso compreender e preparar conferências?

e. Participei ativamente durante as aulas, cooperando com o/a professor/ao professor ou a professora e os/asos ou as colegas?

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EYES ON GRAMMARáison grémer

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

Example 1 egzâmpol uan

(p. página75)

(p. página77)

(p. 80)

(p. página80)

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Example 2 egzâmpol tchu

(p.página 77)

(p.página 80)

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

Example 3

(p.página 77)

(p.página 80)

• Yetiéti é uma conjunção que expressa contraste, como butbãt, howeverrrauévâr etc. Pode também ser um advérbio, referindo-se a um tempo que começa no passado e continua até o presente. Usado principalmente nas formasfórmas negativa e interrogativa.