1o. ano - Quarantine Classes - Part I

Semanas de 16/03 a 03/04 – 1º.Ano – English Activities

Hi, guys!

Nas semanas anteriores, falamos sobre Real people x Superhero’s characteristics. Iniciamos o tema Injustice and Violence (pages 101 and 102, da apostila). Fizemos a leitura do texto Superhero Comic Contest que conta a história de Rizka, uma menina da Indonésia que criou uma super heroína.  

Acessem o link abaixo e vejam como ela é e o que ela fez para ser a vencedora do concurso:

https://www.youtube.com/watch?v=nCJmI4BV938 

Realizem as próximas atividades em folha separada (manuscrita ou impressa) pois elas valerão nota de bimestre, e deverão ser entregues para mim assim que retornarmos da quarentena, ok?!

Let’s go!

Vocês podem começar traduzindo a mensagem do dia:

“Sometimes we’re tested not to show our weaknesses, but to discover our strengths.”

Caderno do Aluno - Página 103

d) Escreva uma pequena biografia (em inglês, com a tradução em português). Fale sobre você, seus sonhos, expectativas.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

e) Crie uma biografia de um personagem real ou fictício que represente sua escola e conte como ele/ela pode mudar a realidade ou resolver problemas da vida real. (também em inglês e depois a tradução)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 4 – page 103

a)    Assista o vídeo “the silence” e escreva, em português, de que se trata.

https://www.youtube.com/watch?v=LrFksFWneCM&t=19s  

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b)    Siga o que se pede no Caderno do aluno e responda em inglês.

Page 104

c)    Leia as anotações do exercício anterior e escreva um resumo do vídeo.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Activity 5

a)    Desenhe o personagem que você criou na atividade 2, letra e.

b)    Em grupo (vocês podem se organizar por whatsapp) ou individual, crie uma homepage, um blog ou um canal para compartilhar seu super herói (biografia e desenhos). Conte porquê ele/ela é especial, como ajuda as pessoas etc. Faça em inglês! Pode ser em forma de HQ ou então por meio de vídeos, você decide! Essa será nossa avaliação do bimestre! Capriche! Abaixo, estou deixando um exemplo do que eu quero nessa atividade!

Keep Calm and do your job!

Kisses

Nas próximas semanas tem mais! 😉

Aqui vai um exemplo do que eu estou pedindo a vocês:

“CIPTA: Create!” tells the story of how one girl helps defeat bullying and restores peace in her school. After searching far and wide, the ultimate superhero striving to end violence in school has been chosen: Cipta!  Cipta, known as Rajwa to her peers, is a 15-year-old who can turn her drawings into real-life objects that she uses to stop violence in schools. As soon as she enters a new school rife with bullying, Rajwa discovers two girls cornering another girl in an empty classroom. It appears that after a whole summer of online shaming, these bullies are ready to take it to the next level. This is definitely a job for Cipta, but first she will have to face a three-headed dragon, an ogre, a rock monster and more. Is there a more nefarious power behind it all? Cipta, whose strength is only limited by her imagination, must use all of her wits and empathy to defeat the invisible force responsible and restore peace.

Sugestão de leitura

Projeto transforma cantores do rap nacional em personagens de HQ 
Clique aqui

(Vocês podem deixar comentários com perguntas ou sugestões que aos poucos vou respondendo... eles não vão aparecer para vocês até que eu os publique, ok?!)

9o.A - Quarantine Classes - Part I

Semanas de 16/03 a 03/04           9º A – Activities

Nas semanas anteriores, falamos sobre Types of energy e vocês desenharam no caderno o esquema a seguir:

Assistimos aos vídeos abaixo, depois vocês responderam questões sobre o tema (isso tudo deverá constar no caderno assim que retornarmos da quarentena).

https://www.youtube.com/watch?v=1kUE0BZtTRc

https://www.youtube.com/watch?v=PLBK1ux5b7U

Agora, deixarei as atividades das aulas que seguem.

Vocês têm duas opções: 1) copiá-las em folha separada – só a parte escrita, as imagens não (of course!) ou 2) imprimí-las.

Todas essas atividades valerão nota e deverão ser entregues respondidas para mim assim que retornarmos.

Let’s go!

Vocês podem começar traduzindo a mensagem do dia:

“Sometimes we’re tested not to show our weaknesses, but to discover our strengths.”

1-    Create a Mind Map with the word Energy, the questions below can help you:
What else do you know about energy? Which types of energy do you use in your daily life? (Complete o desenho abaixo com palavras relacionadas a tipos de energia - aquelas que você utiliza diariamente – em inglês).

2-    Fill out the T-Chart below, sort the words from the mind map (activity 1) according to energy sources:

A – Non-Renewable Energy Sources	B – Renewable Energy Sources
e.g. Natural gas

(e. g. = exempli gratia = exemplo)

b) Define the energy source.

·         Non-Renewable Energy Source means:

_______________________________________________________________

·         Renewable Energy Source means:

_______________________________________________________________

3-    Com base no quadro do exercício anterior e a imagem abaixo, complete a frase, conforme o exemplo.

Natural gas is an example of non-renewable energy source but, wind is an
example of renewable.

Now it is your turn! (Sua vez)

“__________________ is an example of ______________ energy source but ___________________ is an example of __________________.”

4-    Encontre uma forma de representar cada WH question por meio de desenhos (DRAW), como o exemplo do WHO (você também pode assistir ao vídeo a seguir para relembrar esse conteúdo https://www.youtube.com/watch?v=zuYrFs_m5lw)

5-    Observe a imagem. Look at Picture. Why is the girl protesting? Think about it and answer the questions (você deverá responder em inglês e depois traduzir para português):

a)    What does the girl’s poster might mean?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b)    What do you think that she wants for the future?

_______________________________________________________________________________________________________________________________________________________________________________________________

6-    Let’s take a research about renewable and non-renewable energy to complete the sentences.

(Vamos fazer uma pesquisa sobre energia renovável e não renovável para completar as frases, conforme o exemplo):

a)    Computed Tomography exams use nuclear energy but plastic industry uses petroleum energy.

b)    ____________________ uses ________________ energy but _______________ uses ______________ energy.

c)    ____________________ uses ________________ energy but _______________ uses ______________ energy.

d)    ____________________ uses ________________ energy but _______________ uses ______________ energy.

Keep Calm and do your job!

Kisses

Nas próximas semanas tem mais! 😉

(Vocês podem deixar comentários com perguntas ou sugestões que aos poucos vou respondendo... eles não vão aparecer para vocês até que eu os publique, ok?!)

Profile Super Heroes

Os alunos dos 8os anos, da escola Bispo Dom Gabriel, protagonizaram a elaboração do jogo Perfil baseado na história de super heróis das HQs. 
Durante meses, eles pesquisaram biografias para a escrita de dicas em português e inglês, que se transformaram nas cartas do jogo. Além disso, desenvolveram o logotipo, tabuleiro e as peças para compor o “Profile Super Heroes”! Ao final de novembro, chegamos à fase de curtir o resultado do trabalho coletivo!
Amei fazer parte desse processo! Congrats to all of you! 

Quem quiser conferir todas as etapas do projeto, acesse: http://tiny.cc/Profile-SuperHeroes

Schools around the world - Produções - 7os anos

Congratulations, dear students!

Only education can change the world!

Schools around the world - 7os anos

Hi, Guys!
Last week nós observamos imagens de schools around the world. https://www.theguardian.com/world/gallery/2015/oct/02/schools-around-the-world-un-world-teachers-day-in-pictures
Essa semana conheceremos um pouco mais sobre as escolas em diversos países e a ampla diversidade cultural presente em cada uma. Segue o texto estudado em sala e os vídeos que assistimos. Aproveitem para treinar o listening! Enjoy it!

SCHOOLS AROUND THE WORLD

While we may be used to rows of desks in brightly decorated classes, there are many more unique schools around the world teaching children. These school have sprung up to meet the needs of kids who didn’t have access to an education. This lesson about schools around the world (with photos and videos) is an eye opener for kids in traditional school settings, and helps us to learn about different perspectives of kids. Find the school locations on a map and discuss the landscape, climate, and demographics of each setting. Learn some facts about how climate change is affecting the regions, and guess why getting to school could be a problem. After exploring these schools around the world, make connections with students in another country, and share what school is like where you live.

UNICEF tell us that “as of 2001 estimates around 115 million children of primary school age, the majority of them girls, do not attend school..”   Kids may wonder, why don’t they, or why can’t they go to school? The main reason is that some countries do not have enough money and resources to build schools. Some families live too far away from school… other families can’t afford to send their kids to school when they could be working. Other kids aren’t allowed to go because of their background, their gender, or their citizenship.

Educating children helps reduce poverty and promote gender equality. Many organizations and individuals are coming up with creative ways to help provide an education for students in some of the toughest environmental and cultural challenges, who live some of the most unique lifestyles on Earth. In the fascinating book “Off to Class: Incredible and Unusual Schools Around the World,” by Susan Hughes, which describes many of these amazing schools. Here’s a peek at four of my favorites in the book, each with a link to photos or videos from the schools around the world.

 In Bangladesh, which is in Asia near northeast India, an architect named Mohammed Rezwan has developed boat schools to make education more accessible to students living in the region. Floods from monsoons and the heavily melting glaciers of the Himalaya Mountains due to climate change, have damaged thousands of schools. Now, for 3 hours a day, students board a boat to have lessons in math, reading, writing, English, Bengali, and conservation. Solar panels (!!) provide electricity for internet and a DVD player, and the boats are equipped with books. See this slideshow of children attending boat schools in Bangladesh.

In a high-altitude desert in the Himalaya Mountains, in the Ladakh region of India, a school was built to help sustain the Buddhist way of life for the students (who are mostly of Tibetan descent). The region is closed off from the rest of India for more than half of the year due to severe weather, limited electricity, and earthquakes. There were few local schools, and parents did not wish to send their children to boarding schools where traditional Ladakhi culture could be lost.

One special aspect of the Druk White Lotus School was that it was built by local architects, using local materials, and traditional building methods so that materials did not need to be transported long distances, and so that the local knowledge could help the school survive earthquakes. Combining modern technology (such as solar energy and thick insulating walls against the cold) and traditional Tibetan Buddhist culture (of “do no harm”), the school is a sustainable model that gives students the best of both worlds. See these photographs to learn more about the typical day of a student at Druk White Lotus School.

In Burkina Faso, in West Africa, students needed a new school to replace their collapsing local school; not only was it old, it was also very dark, and very hot. An architect named Diebedo, who was the son of the chief, was the first person to win a scholarship and get a university degree. He came up with an ingenious way to build a school that used a lot of natural light and circulated the air so that the students could be comfortable without electricity. As an added bonus, Gando’s villagers were trained to do the construction, and now earn money working in other towns. Nearby communities are following Gando’s example and building sustainable schools and houses as well. Here’s a short video of Diebedo, and how he used local materials and methods to create an award-winning school that keeps students cool and dry.

The last school showcased today is in northern Russia. The Evenks are a group of Siberian indigenous peoples, who maintain a traditional, nomadic lifestyle based on raising reindeer. They move their herds over a huge territory so they can graze from one area to the next. Several families live in a camp and travel together, and the parents and elders teach their children everything they need to know as reindeer herders. French-born ethnologist (a branch of anthropology) Alexandra Lavrillier arrived in 1994 to do a photo expedition, and was so impressed by the people’s warmth and efforts to conserve their culture, she created a moveableschool just for the Evenk children. Besides the regular Russian curriculum, the students also learn English, French, and some computer skills.

Fonte: https://kidworldcitizen.org/schools-around-the-world-2/

Starting over!

Hi, guys!
Let's start posting new activities on this page!
I am glad to have a little time to do this hahaha!

A partir de hoje retomarei as postagens de atividades e complementos das aulas nesse blog! Fiquem ligados!

7o. ano - PRESENT CONTINUOUS

Hi, guys!!!

Nessa atividade vocês poderão escolher o exercício que querem realizar clicando nos links abaixo. É só seguir os seguintes passos:

1) Acesse o link: http://www.learnenglish.be/gr1_prco_study.htm e estude todas as formas verbais (afirmativa, negativa e interrogativa);
2) Depois do estudo, escolha que exercício deseja realizar - você tem 4 opções (os links abaixo);
3) Faça o exercício que escolher prestando bastante atenção na forma como você o realizou: as dificuldades que teve e também as facilidades;
4) Para entregar, você deverá anotar o link que escolheu, explicar de que se tratava o exercício que realizou, como você teve que realizá-lo, as suas dificuldades, facilidades e sua opinião sobre essa tarefa on-line (se gostou ou não e por que?);
5) Esse trabalho a ser entregue poderá ser digitado e deverá contar com uma capa com os dados do aluno e o seguinte título: PRESENT CONTINUOUS - ATIVIDADE ON-LINE.
6) A data para a entrega será divulgada em sala de aula.

Aí vão os links para vocês acessarem e escolherem suas atividades:

http://www.englishspace.ort.org/esdemo/startdemo_4.htm

http://nea.educastur.princast.es/repositorio/RECURSO_ZIP/1_jantoniozu_Clothes/Tema_9_1%BAESO/Quiz/activ_5/quiz3/quiz%203.htm

http://michel.barbot.pagesperso-orange.fr/cap/prs_ing/exo1.htm

http://www.english4all.pro.br/students/exercises/L1/whataretheydoing.htm

Have a nice job!!!

Kisses

What time is it? - 6os. anos

Hello, dear students from 6th grade!!!

Let's talk about "What time is it"?

Assistam à vídeo aula e anotem as informações para nossa próxima aula.

Kisses

Biography - Mark Zuckerberg - 9os. anos

Hello, guys!!!

Assistam ao vídeo e anotem o que compreenderam. Lembrem-se do texto lido em sala que vai ajudá-los na compreensão, ok.
Essa atividade deverá ser feita de 14 a 22 de fevereiro.

Kisses