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TIME TO THINKtaimi tchu finqui

Faça no caderno as questões de resposta escrita.

1. Take a look at this mural painted by the Brazilian artist Eduardo Kobra for the Rio Olympics in 2016. Then read the dictionary entry and discuss the following questions with a classmate.

II.

ETHNICITY. In: DICIONÁRIO Lexico. Disponível em: https://oeds.link/7ivm1A. Acesso em: 2 maio 2022.

1. What did you like the most about this graffiti wall? And the least? Justify your answers.

2. In this image, you can see three of the five different faces that are part of the graffiti wall. What do you think they represent? Justify your answer.

3. What is the relationship between the graffiti wall and the dictionary entry?

d. From your point of view, how can a mural like this contribute to raise global awareness of original peoples? Justify your answer.

Did you know?

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2. Now discuss the following questions with a classmate.
   1. What do you know about Brazil’s original peoples?
   2. Is it common to hear about the culture of Brazil’s original peoples on television or toread about it in magazines or newspapers? In your opinion, why does this happen?
   3. Why do you think you are learning about original peoples’ culture at school?
   4. Do you know any words used in Brazilian Portuguese that come from original peoples’ languages? Tell your classmates what word(s) you know or do some research about it.

Did you know?

3. Take a look at this image and make hypotheses about what is going on. Then share your ideas with a classmate and work together to make up a story about what happened before and after this scene was captured. Finally, compare your story with another pair’s story.

READINGrídin

Faça no caderno as questões de resposta escrita.

Task 1 tesqui uon

Before reading bifór rídin

1. Read this excerpt and discuss with a classmate: do you think it is possible for someone to live in an isolated community nowadays? Why?

FERRO, S. Rare New Video Captures Isolated Amazon Tribe. Popular Science, [s. l.sem local], ago.agosto 2013.

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2. Discuss the following questions with a classmate.
   1. If you had the chance to live in a community that is totally isolated from the rest of the world, how would you feel about that? Justify your answer.
   2. In your opinion, why do some traditional communities of original peoples still prefer to live in isolation? Explain your answer.
   3. From your point of view, to what extent do official agencies have the right to invade the privacy of isolated original peoples?

3. In what way do you think the topics you have already discussed in this unit relate to the text you are going to read? Take notes of your predictions and share them with a classmate.

Read to learn ríd tchu lârn

1. Read the science news article with these objectives in mind:
   • to become familiar with issues involving original peoples;
   • to identify characteristics of science news articles.

FERRO, S. Rare New Video Captures Isolated Amazon Tribe. Popular Science, [s. l.sem local], ago.agosto 2013.

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Constructing meaningsconstrãquitchion minins

1. Answer the following questions about the science news article.
   1. Who are the Kawahira and where do they live?
   2. According to the text, who is allowed by the Brazilian law to trespass on the land of the Kawahira?
   3. Why can that “quick video” be considered a major find?
   4. Who recorded the video?
   5. Based on the second paragraph, what is one of the responsibilities of the Funai employees in the Kawahira territory?

2. Choose the options that could replace the words in bold without changing the meaning of the sentences.

1. “[…] no one but a select few government workers is allowed to trespass on the land of the Kawahira […].”
   1. break the law
   2. make a surprise visit to
   3. construct habitations in
   4. enter without permission

2. “[…] the governmental body charged with preserving the lands and rights of the country’s indigenous peoples […].”
   1. on behalf of
   2. responsible for
   3. with the intention of
   4. considered not guilty of

3. “[…] in order to ensure outsiders aren’t sneaking in and jeopardizing the tribe’s right […].”
   1. invading
   2. ensuring
   3. persecuting
   4. threatening

3. Answer the following questions about the text.
   1. What does “the tribe’s right to self-determination” imply in the context where it is used in the text?
   2. Read the subtitle of the text. What does “a quick glimpse” mean?
      1. A detailed look.
      2. A superficial look.
   3. Have you confirmed the predictions you made about the text in question 3 from Before readingbifór rídin? Justify your answer.

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4. Choose the best option(s)ópchiãn ór ópchiãns to complete the statements about the text.
   1. The main purpose of the third paragraph is to
      1. give an opinion about a specific topic.
      2. mention data from scientific research and surveys.
      3. describe what happened to the communities throughout their whole existence.
   2. We could say that the text
      1. has a journalistic style.
      2. puts the most important facts first.
      3. uses literary descriptive techniques.
      4. reports what its sources of information have said.
      5. focuses on the whole life of an individual to tell a story.

5. Read the text again and decide whether the following statements are Ttí (true) or Féf (false). Then correct the false ones using excerpts from the text.
   1. Brazil encompasses the largest part of the Amazon rainforest.
   2. In Brazil, there is a small number of original peoples who live in isolation.
   3. In the footage, it is possible to see kids making their way through the jungle.
   4. As the quality of the images were good, it was easy to capture the children in the video.

Task 2 tésqui tchu

Before reading

1. Discuss and do the following with a classmate.
   1. Are you interested in reading about sciences (biological, social, natural, etc.etcétera)? Why?
   2. Match the purposes to the types of journal.

1. publishes articles on academic research aimed at researchers.
2. publishes articles related to scientific topics addressed to the general public.

3. Do you think science is a popular topic in your country? Justify your answer.

4. Make a list of scientific discoveries that have changed our lives. Compare your examples with your classmates’ list.

e. Give reasons why science is important. Then share your point of view with the whole class.

2. Have a quick look at the title of the text in Read to learn. What do you think the text is going to be about? Take notes of your predictions.

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Read to learn ríd tchu lârn

1. Read the first part of a pop-science article with these objectives in mind:
   • to enhance knowledge about original peoples’ living context;
   • to identify characteristics of pop-science articles.

WALKER, R. S.; HILL, K. R. Protecting isolated tribes. Science, [s. l.sem local], v. volume348, n.número 6 239, p.página 1 061, jun. junho2015.

Constructing meaningsconstrãquitchion minins

1. Answer the following questions about the pop-science article.
   1. What is the strategy mentioned in the text that has been used as a current policy of governments in order to ensure the preservation of the isolated tribes?
   2. According to the text, how does this strategy work?
   3. Who represents a threat to isolated populations by penetrating into their territories without being allowed?

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2. Read the text again and do the following.
   1. What are the authors’ professions and where do they work?
   2. Choose the options that best complete the following statement: it is possible to say that the text you have just read
      1. talks about scientific issues.
      2. addresses a non-scientific audience.
      3. presents arguments without scientific basis.
      4. includes personal thoughts and opinions delivered through interviews.

3. Considering the first part of the pop-science article, we can say that it presents
   1. results of recent research on how isolated tribes live.
   2. points of view on the preservation of isolated tribes.

Task 3

Before reading

1. Discuss and do the following with a classmate.
   1. What can we expect from a text dedicated to making science popular? You can choose more than one option.
      1. It is framed with visual details to entertain the audience.
      2. It is written to make science affordable and accessible to everyone.
      3. It is produced to turn science into a popular and inspiring experience.
      4. It is centered on specific topics aimed at encouraging readers to become scientists.
   2. Imagine that you wanted to read a text from a popular science magazine. What would you like to read about? Why? Share your ideas with your classmate.
   3. Read Article 21 of the United Nations Declaration on the Rights of Indigenous Peoples (2007). According to it, all peoples, without discrimination, have the right to the improvement of their sanitation and health. What’s your opinion about it? Do you think this happens to the original peoples in Brazil?

UNITED Nations. United Nations Declaration on the Rights of Indigenous Peoples. New York: UN, 2007.

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Read to learnríd tchu lârn

1. Read the second part of the pop-science article with these objectives in mind:
   • to identify specific threats to original peoples’ lives;
   • to verify characteristics of pop-science articles.

WALKER, R. S.; HILL, K. R. Protecting isolated tribes. Science, [s. l.sem local] v.volume 348, n.número 6 239, p.página 1 061, jun.junho 2015.

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Constructing meaningsconstrãquitchion minins

1. Answer the following questions about the second part of the pop-science article.
   1. When it comes to controlled contact with isolated peoples, what is the ideal measure to be taken by governments?
      1. Avoid making contact with isolated communities.
      2. Initiate contact only after creating a well-organized plan.
   2. Why can we say that the mentioned past contacts with isolated Amazonian tribes went wrong?
   3. What lesson did the researchers learn from Hill’s experiences with communities in Paraguay and Peru?
   4. How can a well-organized and controlled contact plan contribute to enhancing the protection of isolated tribes?

2. Read the text again and do the following.
   1. What excerpt from the text mentions that living in isolation is not a viable long-term condition?
   2. Find an excerpt from the text that present unsuccessful actions involved in uncontrolled contacts with isolated tribes.

3. Based on the text you read in Tasks 2 and ênd3 (Reading), choose the best options to complete the following statement: Pop-science articles are texts that
   1. use accessible language.
   2. avoid too complex concepts.
   3. present research methodologies.
   4. mention several bibliographical references.
   5. disseminate research to the general public.
   6. address relevant issues in a concise manner.

Think a little more

1. Discuss the following questions with a classmate.
   1. Considerando o texto das Taskstésks 2 e 3 (Reading), vocês acham que essas aldeias sem contato querem continuar vivendo em isolamento ou querem entrar em contato com o mundo exterior? Por quê?
   2. Releiam o Artigo 21 da Declaração Universal dos Direitos dos Povos Indígenas na questão 1c de Before readingbifór rídin, Task 3tésk thri (Readingrídin). Como esses direitos podem ser garantidos sem desrespeitar o direito ao isolamento por parte de alguns povos indígenas? Justifiquem.
   3. Vocês concordam com o texto nas Taskstésks 2 e 3 (Readingrídin) sobre a necessidade de contato controlado com alguns povos originários isolados? Por quê?

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4. Vocês acreditam que existem interesses econômicos envolvidos em contatos desorganizados com as aldeias isoladas? Por quê?

5. O que mais impressionou vocês nos textos das Taskstésks 1, 2 e 3 (Readingrídin)? E o que menos impressionou? Justifiquem.

f. Na opinião de vocês, o que podemos fazer para chamar a atenção dos brasileiros quanto às necessidades dos povos originários? Compartilhem suas ideias com os colegas.

LISTENINGlissenin

Faça no caderno as questões de resposta escrita.

Before listening bifór listenin

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

II.

1. Who do you think these people are?

2. And what is different about them?

3. How do you think the images relate to the testimony you are going to hear in Listen to learnlíssen tchu lârn?

4. People record testimonies about original peoples to
   1. make their voices heard.
   2. talk about something they are not good at writing about.
   3. promote traditional communities in order to attract visitors.

Listen to learn

1. Listen to the testimony with these objectives in mind:
   • to identify the purpose of the text;
   • to verify characteristics of testimonies.

WHERE is your grandmother? From Little Things Big Things Grow. National Museum of Australia, 2011.

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Constructing meanings

1. Listen to part I carefully and answer the following questions.
   1. From which ethnicity does the speaker descend?
      1. Anangu.
      2. Guringaigâringái.
      3. Weraerai.
   2. How many family members does he mention in the audio? Who are they?
   3. What kind of means of transportation appears in his testimony?
      1. Old trains.
      2. Old streetcars.
      3. Old double-decker buses.

2. Listen to part Iai again and do the following.
   1. Which places are mentioned by the speaker? More than one option is possible.
      1. Harbord.
      2. A desert.
      3. South Shore.
      4. A northern beach.
   2. Decide whether the following statements are Ttí (true) or Féf (false) and correct the false ones.
      1. His grandmother lived in Harbord.
      2. Just one of his parents is Aboriginal.
      3. His mother is from the Guringai people.
      4. He used to spend some time with his grandmother, his father’s mom.

3. Listen to part II carefully and answer the following questions.
   1. Which money-related words can you hear in the audio? More than one option is possible.
      1. Pennypêni.
      2. Pound.
      3. Tuppence.
   2. Which period of the speaker’s life does the audio refer to?
      1. His adulthood.
      2. His childhood.
      3. His adolescence.
   3. What didn’t he realize in those days?
   4. How did the fact of “being fair skinned” influence the author’s perception of racism in those days?
   5. What hadn’t he thought about when he was a kid?

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4. Listen carefully to part IIItrês and answer the following questions.
   1. What was his grandmother’s strategy to avoid discrimination on the bus?
   2. What could happen if the conductor discovered they were Koori?
   3. Which option best describes the text you have listened to?
      1. It relates events of one’s personal story.
      2. It centers on reading a document that tells a story.
      3. It stimulates the use of imagination to visualize the story.

5. Now listen to parts Ium, IIdois and êndIIItrês of the testimony one more time and take notes of what you find most important. You will use your notes to write a summary of the text in Writingráitin.

Think a little more

1. Discuss the following questions with a classmate.
   1. Vocês concordam com a formafórma como a avó do áudio que ouviram lida com a discriminação? Por quê?
   2. O que vocês fariam se fossem discriminados da mesma maneira?
   3. Algum dos seus amigos próximos ou de seus familiares já sofreu discriminação? Como eles a enfrentaram? Se não, encontrem alguém que tenha enfrentado algum tipo de discriminação e ouçam sua história.
   4. Quais formasfórmas de discriminação vocês já observaram no Brasil? E o que tem sido feito para promover mais empatia em nossa sociedade?
   5. O que vocês fazem para combater a discriminação e apoiar aqueles que sofrem com ela?

LANGUAGE IN ACTIONlenguagi in équitchon

Faça no caderno as questões de resposta escrita.

1. Read the excerpts from the texts in Time to Thinktaimi tchu finqui and êndTasks 1 and ênd2 (Reading) and do the following.

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1. What do all the words in bold have in common?

2. All the underlined words are
   1. conjunctions.
   2. prepositionspréposíchiâns.
   3. pronouns.
   4. verbs.

2. Read the following excerpt from a pop-science article and find two examples of the structure highlighted in question 1.

INDIGENOUS peoples are crucial for conservation – a quarter of all land is in their hands. The Conversation, [s. l.sem local] 17 jul.julho 2018. Disponível em: https://oeds.link/kFD5CF. Acesso em: 2 maio 2022.

3. Analyze the role played by the preposition “ofóf” in these excerpts from the pop-science article in Tasks 2 and ênd3 (Reading). Then match the excerpts to their corresponding descriptions.
   1. “Miners, loggers and hunters penetrate into the homelands ofóf isolated tribes […]” (p.página 143)
   2. “[…] fear fíãrofóf being killed or enslaved […]” (p.página 143)
   3. “[…] a qualified team ofóf cultural translators and health care professionals […]” (p.página 145)
   4. “[…] dozens ofóf Yora died within a few weeks.” (p.página 145)
      1. To refer to a number of proportion.
      2. To indicate belonging or connection.
      3. To identify an individual or member of a group.
      4. To indicate one’s feelings toward someone or something.

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4. Read the excerpts from the texts that you read and listened to in this Unit and match them to what the preposition “from” expresses in each fragment.

b.

c.

1. OriginÓrigin.
2. Separation.
3. Source of knowledge.

5. Read the following excerpts from the pop-science article in Task 3 (Reading). Find the verbs in each sentence and say if they are in the present simple tense or in the past simple tense.

b.

c.

d.

6. Complete with the appropriate tense of the verbs in parenthesis.

b.

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c.

d.

WHO are they? Povos indígenas no Brasil. Disponível em:https://oeds.link/jXTtBU. Acesso em: 2 maio 2022.

WRITINGráitin

Faça no caderno as questões de resposta escrita.

Hit the road

You are going to write a summary based on the testimony “Where is your grandmother?”, that you heard in Listening. Remember you have already taken notes about its most important information in question 5 of the same section.

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

Toolbox

1. Read an example of a summary about the text you read in Task 1 (Reading)tésk uan (rídin).

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2. Answer the following questions.
   1. Do you enjoy writing summaries to help you study? Why?
   2. In your opinion, what is the easiest part of writing a summary? And the most difficult one?
   3. What are the best ways to write a useful summary? You may choose more than one option.
      1. To copy and paste.
      2. To be short and concise.
      3. To use a logical organization.
      4. To present the most relevant facts.

3. Follow these steps. They will help you write your summary.

1. Listen to parts Ium, IIdois, and IIItrês of the audio in Listeninglissenin again and analyze the notes you have taken in question 5 of the same section. Check whether they include the most relevant facts related to the theme or not. Then listen to the audio one more time and review your notes.

2. First, identify the audio’s main idea to write the introduction of your text. Then identify the supporting ideas to include after it. Keep in mind that you should avoid including repeated ideas in your summary. Be short and concise. Also remember you have to mention the title and the author of the text you are summarizing.

3. Think about the most effective way to express your ideas in English. Remember to choose linking words to connect your ideas by expressing addition, contrast, exemplification, conclusion, etc.etcétera

4. Since your summary is based on an audio recording, remember to check if you are spelling the words correctly. Also, make sure you are using the best words/expressions in English to refer to ethnic groups.

5. To conclude your summary, you could make a link to what you have said throughout the text to ensure cohesion.

f. Make a draft of your summary and read it all the way through to check whether it is coherent and well organized. Make sure it describes the most important information present in the audio. Then exchange it with another classmate for critical appreciation and suggestions.

Step back

1. After getting your classmate’s feedback, check if your summary has the following characteristics:
   • title and author of the text;
   • clear presentation of topics;
   • short and concise writing style;
   • logically structured organization;
   • presentation of the most relevant information.

2. Now write the final version of your summary. When it is ready, read it to the whole class before putting it onto the classroom board.

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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 (136-137) and answer the following questions with a classmate.
   1. What did you like the most about the images in the opening pages? Justify your answer.
   2. How would you relate them to the theme developed in this unit?
   3. What has impressed you the most about the original peoples depicted? Justify your answer.
   4. The images show a blend of traditional habits of original peoples and habits of urban groups. How can urban habits and technologies influence original peoples’ habits and daily lives? Do you think this influence is positive, negative or both?
2. Follow these steps with a classmate.

a. Prepare a questionnaire to assess the knowledge of your local community about original peoples.

b. Use the questionnaire to interview at least ten adults. Remember to ask an adult to walk around the streets with you.

c. Prepare a summary of the results of the questionnaire and present it to your classmates.

d. With the results of all questionnaires, the whole class can prepare a poster showing a graph or a chart and place it on a school notice board.

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. Do que você mais gostou na unidade?
   2. O que você aprendeu sobre povos originários?
   3. O que você aprendeu sobre science news articlessains níus árticols e pop-science articles? E sobre depoimentos e resumos? Você achou fácil compreender esses gêneros?
   4. Foi difícil escrever um resumo?

EYES ON GRAMMARáison grémer

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

Example 1 egzâmpol uan

(p.página 140)

(abre parênteses p.página 145)

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

Example 2 egzâmpol tchu

(p.página 140)

(abre parênteses p.página 145)

(p.página 147; Testimony - Part Ium)

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

Example 3

(p.página 143)

(p.página 145)

• Verbos usados após preposições, como afteráfter e bybái, devem estar no gerúndio.