Extensivo 2020-2.Indd

EXTENSIVE COURSE 2 R Where there’s a will, there’s a way Old saying CONTATOS TEACHER RÚBIA (51) 99189-1883 Rúbia Fernandes [email protected] Grupo ENGLISH by Ruby englishbyrubia.com.br rubia.mfernandes Corujas para Hogwarts em meu nome serão recebidas ao ﬁ nal de cada dia! TABLE OF CONTENTS | EXTENSIVE COURSE 2 R TABLE OF CONTENTS EXTENSIVE COURSE 2 2020 Lesson 1 – Reading strategies II 7 Lesson 2 – Possessive case 41 Lesson 3 – Verb tenses review 49 Lesson 4 – Tag questions 63 Lesson 5 – Modal verbs II 69 Lesson 6 – Linking words II 83 Lesson 7 – Comic strips 93 Lesson 8 – False cognates and vocabulary work 105 Lesson 9 – Passive voice II 113 Lesson 10 – Poetry and Songs 123 Lesson 11 – Prepositions II 141 Lesson 12 - Focus on both, either, neither 161 Lesson 13 – Further reading practice 169 Lesson 14 – Focus on proverbs 187 Lesson 15 – Words often Confused 199 Anexo – Lista de verbos irregulares 211 Gabaritos 215 5 LESSON 1 READING STRATEGIES II READING STRATEGIES II | EXTENSIVE COURSE 2 R Simple past Past participle Translation Example To shake LET’S GO BACK TO READING TIPS... SHALL WE? First of all you have to be totally up to what you’re about to do. Get connected to the text. Trust your instincts and… go get’em !! 1. When you rst look at a text, it is possible to predict several things about it. Take a close look at the whole thing – check the title, subtitle, familiar words, pictures, numbers, words in bold, the source…. Literally everything and anything. Go all in. 2. Focus on what you know. Remember that there are MANY words that are similar to Portuguese in form and meaning! 3. If there are words you don’t know, or whose meanings are unclear to you, do not worry. Remember that the other words around it and everything you know about the topic will help you guess and maybe build the meanings. 4. Look for words/data that are somehow highlighted, or perhaps are repeated throughout the text. These pieces of information might be relevant. 5. Identifying the purpose of the text is extremely helpful. Also, think about the author’s tone. Is it positive? Neutral? Negative? Ironic? 6. Do take your previous knowledge into account – it will help you understand the text. Nevertheless, when you answer the questions, STICK TO THE TEXT. 7. Identify the text’s genre. Thinking of particular characteristics of a genre can make a di erence in answering the questions about the text. 8. How about reading the rst sentence of each paragraph? This is probably a very good way to help you grasp its main topics and ideas. 9. Go to the questions and look quickly at what each one asks you to do. That will give you purpose for reading and will probably steer you towards the answers. 10. Be patient and breathe. Always. You can do this. YOUR TIP 9 R EXTENSIVE COURSE 2 | READING STRATEGIES II Practice: You’re going to do 20 questions so that you can practice using the “tips” we’ve just reviewed. Think about the best way to answer each question. TEXTO PARA A PRÓXIMA QUESTÃO: Maya Angelou: the ache for home lives in all of us Maya Angelou, whose 1passing at age 86 leaves us a bit orphans, said often that although she gave birth to one son, she had thousands of daughters. “I have daughters who are black and white, Asian and Spanish-speaking and native American. I have daughters who are fat and thin, pretty and plain”, she said. “I have all sorts of daughters who I just claim. And they claim me.” I wonder if Angelou ever knew really how many girls were told about her, named after her or like me, growing up in a suburban corner of England, clinging ercely to her books and even when not reading them, inhaling the 2spirit of her struggle from the titles alone: A song ung up to 3heaven, I know why the caged bird sings and Gather together in my name. 4I loved and admired Angelou, but it was the content of her writing that had most power over me, her novels and poems all languishing playfully somewhere on her rich 5spectrum between poetry and prose. Here was a woman who had been raised in the America of racial segregation. As the structural injustice of race had become more subtle and sophisticated during her 6lifetime, she called it 7byits right name. Therefore, her comment on 9/11: “Living in a state of terror was new to many white people in America, but black people have been living in a state of terror in this country for more than 400 years.” Here was a woman who was not a historical 8relic, but a living, breathing one-woman phenomenon. She gave me a language of identity that radiated as much from her very 9existence as it did from her work. The book that had the most impact on my life was All God’s children need travelling shoes – the fth instalment in her series of autobiographies – about the time she spent in Africa during the civil rights movement. Here was a woman who gave voice to the struggle of black people. In Ghana, she was part of a community of African Americans, but her travels stand out as an act of de ance against the view perpetrated by many then that Africans and people of African descent in countries like the US have nothing in common. She didn’t just live it, she wrote about it, warts and all. “If the heart of Africa remained elusive, my search for it had brought me closer to understanding myself and other human beings”, she wrote. “The ache for home lives in all of us, the safe place where we can go as we are and not be questioned.” With her 10departure, America has not just lost a talented woman and gifted raconteur. It has lost a connection to its recent past which helped it make sense of its present. Afva Hirsch - theguardian.com 1) (UERJ/2016) I loved and admired Angelou, (ref. 4) The fragment above hints at the purpose of the text, which is an exemplar of genre known as eulogy. The purpose of this genre can be described as: a) exalting a deed b) praising a person c) describing a woman d) appreciating an action 10 READING STRATEGIES II | EXTENSIVE COURSE 2 R TEXTO PARA A PRÓXIMA QUESTÃO: Poverty may hinder kids’ brain development, study says Reduced gray matter, lower test scores reported for poor children July 20, 2015 Poverty appears to a ect the brain development of children, hampering the growth of gray matter and impairing their academic performance, researchers report. Poor children tend to have as much as 10 percent less gray matter in several areas of the brain associated with academic skills, according to a study published July 20 in JAMA Pediatrics. “We used to think of poverty as a ‘social’ issue, but what we are learning now is that it is a biomedical issue that is a ecting brain growth,” said senior study author Seth Pollak, a professor of psychology, pediatrics, anthropology and neuroscience at the University of Wisconsin-Madison. The results could have profound implications for the United States, where low-income students now represent the majority of kids in public schools, the study authors said in background information. Fifty-one percent of public school students came from low-income families in 2013. Previous studies have shown that children living in poverty tend to perform poorly in school, the authors say. They have markedly lower test scores, and do not go as far in school as their well-o peers. To see whether this is due to some physical e ect that poverty might have on a child’s brain, Pollak and his colleagues analyzed MRI scans of 389 typically developing kids aged 4 to 22, assessing the amount of gray matter in the whole brain as well as the frontal lobe, temporal lobe and hippo campus. “Gray matter contains most of the brain’s neuronal cells,”Pollak said. “In other words, other parts of the brain – like white matter – carry information from one section of the brain to another. But the gray matter is where seeing and hearing, memory, emotions, speech, decision making and self-control occur.” Children living below 150 percent of the federal poverty level – US$ 36,375 for a family of four – had 3 percent to 4 percent less gray matter in important regions of their brain, compared to the norm, the authors found. Those in families living below the federal poverty level fared even worse, with 8 percent to 10 percent less gray matter in those same brain regions. The federal poverty level in 2015 is US$ 24,250 for a family of four. These same kids scored an average of four to seven points lower on standardized tests, the researchers said. The team estimated that as much as 20 percent of the gap in test scores could be explained by reduced brain development. A host of poverty-related issues likely contribute to developmental lags in children’s brains, Pollak said. Low-income kids are less likely to get the type of stimulation from their parents and environment that helps the brain grow, he said. For example, they hear fewer new words, and have fewer opportunities to read or play games. Their brain development also can be a ected by factors related to impoverishment, such as high stress levels, poor sleep, crowding and poor nutrition, Pollak said.

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