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Agrupamento de Escolas de Avanca – Prof. Dr. Egas Moniz Ano lectivo 2010/2011

Inglês – Curso EFA NS

Name: __________________________________________

Date: ___/ ___/___

Animals Vocabulary

1. Pay attention to the powerpoint presentations about animals. 2. Name five different animals. ______________________________________________________________ 3. Try to guess: - What is the largest land animal now living? ___________________________________________________ - What animal is big and white? _____________________________________________________________ - What animal likes to bury bones? ___________________________________________________________ - What animal has got tall legs? _____________________________________________________________ - What animal has got big ears ? _____________________________________________________________ - What animal is a large sea fish with sharp teeth? _______________________________________________ 4. Name your favourite animals. _____________________________________________________________ _______________________________________________________________________________________ 5. Match the following pictures with the right word.

Formadora Sofia Martinho


1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

HORSE EAGLE SNAIL TIGER ZEBRA OWL LADYBUG SKUNK RHINO DOG BIRD SEAHORSE PANDA BEAR GIRAFFE CRAB STARFISH PENGUIN CAT MONKEY DUCK MOUSE CROCODILE ELEFANT SNAKE LION

26. SPIDER 27. BUTTERFLY 28. PARROT 29. GOAT 30. FOX 31. FROG 32. DONKEY 33. OSTRICH 34. GORILLA 35. TURTLE 36. BEE 37. SEAL 38. DEER 39. RABBIT 40. KANGAROO 41. DOLPHIN 42. PEACOCK 43. WALRUS 44. CAMEL 45. BEAVER 46. ANT 47. FLAMINGO 48. SQUIRREL 49. FISH 50. BLUE WHALE

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Specific determiners are used when we know exactly which thing(s) or person(s) we are talking about. Here are specific determiners: The definite article: the Demonstratives: this, that, these, those Possessives: my, your, his, her, its, our, their General determiners are used when we talk about thing(s) or person(s) without saying exactly who or what they are. Examples are: The indefinite articles: a, an Others such as: a few, a little, all, another, any, both, each, either, enough, every, few, fewer, little, less, many, more, most, much, neither, no, other, several, some, etc.

The definite and indefinite articles (the, a, an) are all determiners. Now, complete the below sentences with THE, A, AN, or Ø.

1. Bye, see you again. I am in _______ hurry now. 2. ______ Smiths often go to _______ cinema together. 3. She is _______ most intelligent girl in our class. 4. She usually goes to ______ school by ______ bus. 5. I am reading _______ book at present. 6. Some people go to ______ church on _______ Sundays. 7. What do you often do in _______ morning? 8. ________ sun is shining! 9. _______ train to ______ Beijing leaves at 8 o’clock. 10. We have ______ English 4 times ______ week. 11. Let’s go for ______ walk, Daddy. It’s boring here! 12. They used to live in _______ Philippines. 13. Can you play _______ guitar, Aunt Jane? 14. He has worked as _______ pilot for seven years. 3


Agrupamento de Escolas de Avanca – Prof. Dr. Egas Moniz Ano lectivo 2010/2011

Inglês – Curso EFA NS

Name: __________________________________________

Date: ___/ ___/___

Are you a true friend of the Earth? Do this quiz to find out.

Formadora Sofia Martinho


Agrupamento de Escolas de Avanca – Prof. Dr. Egas Moniz Ano lectivo 2010/2011

Inglês – Curso EFA NS

Name: __________________________________________

Date: ___/ ___/___

Our Environment

Formadora Sofia Martinho


Do you know‌

HOW LONG DOES LITTER LAST? While out enjoying our public lands, parks, and recreation areas, have you ever come across some litter and wondered how long it will be there if no one picks it up? Litter and dumping on public lands are a serious concern that can be avoided if everyone learns about the problem and what can be done to eliminate it.

Cigarette butt: 1-5 years Not only do cigarette butts last a long time, they are often thrown from a vehicle which means the cigarette butts end up in the street. These butts will eventually end up in the storm drains that lead to lakes or seas.

Leftovers: 2 years Throwing banana peels, apple cores, cigars, or your sandwich from the car is littering. Don't let anyone tell you that if it's biodegradable it's not litter.

Plastic shopping bag: 10-20 years Bring reusable bags with you to the store. Kids are starting to think plastic bags grow on bushes or trees!

Leather: 50 years A leather jacket will last for a very long time. Besides some animals are becoming extinct. Think about that before buying a leather jacket!

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Aluminum can: 500 years An aluminum can carelessly littered today could be found in the same spot by our great-great-great-greatgreat-great-great-great-great-great-great-great-greatgreat-great-grandchildren.

Disposable diaper: 500 years Can’t we avoid that kind of pollution? Think a lot about the environment where your baby will live before throwing diapers away.

Plastic bottle: May be around forever In a recent study of litter clean-ups, plastics accounted for 30% of the litter volume. Take it with you and recycle.

Glass bottle: May be around forever A minute on the lips, 1,000,000 lifetimes on the side of the trail.

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Agrupamento de Escolas de Avanca – Prof. Dr. Egas Moniz Ano lectivo 2010/2011

Inglês – Curso EFA NS

Name: __________________________________________

Date: ___/ ___/___

The Simpsons Movie Fill in the blanks after watching the movie.

In Springfield, ____________ convinces the locals to clean up the polluted ____________ Springfield after the sinking of the stage of the _______ _______ in a concert of rock and roll.

Meanwhile, ____________ saves a ____________ from being killed in Krusty Burger and adopts it, calling the animal ____________. After two days, Spider Pig fills up a silo with its excrement and Homer dumps the silo in the ____________, polluting it.

The angry ____________ forces the Simpsons to move to ____________. Meanwhile the president Arnold Schwarzenegger is induced by his advisor from EPA to put a ________ over Springfield to hold the population and ____________ the city.

When ____________ sees the news in the television, she tells Homer that they must return to Springfield to save their ____________ and friends. It's up to Homer to save ____________!

__________ __________ SON __________ Formadora Sofia Martinho


I. Match the terms. ___ mother

a. avó

___ father

b. tia

___ son

c. filha

___ daughter

d. tio

___ sister

e. irmã

___ brother

f. sobrinho

___ grandmother

g. filho

___ grandfather

h. avô

___ aunt

i. mãe

___ uncle

j. irmão

___ niece

k. pai

___ nephew

l. primo/prima

___ cousin

II. Write in the correct words from the word bank.

m. sobrinha

Word Bank III. Fill in the correct words from the word bank. A. The two girls are ______________________. B. The two boys are ______________________. C. The woman is the ____________________ of the children. D. The man is the ____________________ of the children.

sisters

brothers

mother

father

daughters

sons


IV. More matching ___ family

a. filhos

___ married

b. esposo

___ parents

c. casado

___ husband

d. família

___ wife

e. netos

___ children

f. pais

___ grandchildren

g. esposa

V. Mark each sentence with T for true or F for false. If the sentence is false, change it to make it true. _F_ A. Jorge is Antonio’s mother. father ___ B. Leticia is Jorge’s daughter. ___ C. Isabel is Jorge’s husband. ___ D. Antonio is Isabel’s son. ___ E. Leticia is Antonio’s brother. ___ F. Isabel and Jorge are the parents. ___ G. Isabel is Jorge’s wife.

VI. Fill in the blanks. 1. My father’s father is my ___________________________. 2. My mother’s sister is my ___________________________. 3. My brother’s son is my ____________________________. 4. My aunt’s son is my _______________________________. 5. My son’s daughter is my ___________________________.


II. Write in the correct words from the word bank.

I. Match the terms. ___ sister-in-law

a. tia avó

___ siblings

b. cunhado

___ son-in-law

c. bisavô

___ great-grandfather

d. bisneto

___ spouse

e. meio-irmão

___ brother-in-law

f. enteada

___ grandchildren

g. padrastro

___ daughter-in-law

h. esposa

___ great-aunt

i. genro

___ great-grandson

j. netos

___ stepdaughter

k. irmãos

___ half brother

l. cunhada

___ stepfather

m. nora

separado

__________________

viúvo

__________________

divorciado

__________________

adoptado

__________________

parentes

__________________

casado

__________________

relacionado

__________________

solteiro

__________________

pais

__________________

viúva

__________________

Word Bank adopted

divorced

widower

separated

related

relatives

parents

single

widow

married

III. Write in the correct terms. (Some terms may be repeated.) mother’s brother __uncle_________________

sister’s daughter _______________________

brother’s wife __________________________

father’s grandmother ___________________

grandfather’s brother ____________________

aunt’s son

husband’s sister _______________________

dad’s 2nd wife __________________________

daughter’s husband ____________________

son’s son’s son ________________________

stepmother’s son _______________________

husband’s mother ______________________

___________________________


Escola EB 2, 3 Professor Dr. Egas Moniz Curso de Educação e Formação de Adultos – Nível Secundário Ano lectivo 2010/2011

ÁREA DE COMPETÊNCIA-CHAVE: Cultura, Língua e Comunicação – Língua Estrangeira Iniciação e Continuação – Inglês PLANIFICAÇÃO DO NÚCLEO GERADOR 2: Ambiente e Sustentabilidade

Formadora Sofia Martinho Competências Específicas/ Domínios de Referência DR1 – Contexto Privado Regular consumos energéticos aplicando conhecimentos técnicos e competências interpretativas.

DR2 – Contexto Profissional Agir de acordo com a percepção das implicações de processos de

Critérios de Evidência

Temas / Situações de Comunicação

- Nature and Animals.

relacionados com o consumo e eficiência energética.

- Determiners (specific and general).

• Actuar em situações de comunicação interpessoal, produzindo e transmitindo informação clara sobre

- “Pieces of Home Machines” (art made from recycled materials).

consumos energéticos eficientes no

- “Are You a True Friend of the

contexto privado.

Earth?”

• Actuar reconhecendo o crescente

- “Our Environment” (pictures

recurso a processos de reciclagem de

about environmental problems;

materiais usados no trabalho artístico

vocabulary related to natural

e cultural.

disasters, pollution and effects).

reciclagem em contexto profissional, reconhecendo a mais-valia da sua utilização, recorrendo à comunicação de mensagens eficazes.

Tempo

- Visualização e exploração de apresentações powerpoint.

• Actuar em contextos privados, através da interpretação de símbolos

Actividades

- Preenchimento e/ou realização de Guiões Formativos. - Exercícios de aperfeiçoamento da escrita e da leitura em Língua Inglesa de diferentes tipos (ex.: text reading and writing, question answering, definition reading, matching, filling, multiple choice, sentence completion, true or false, information reading, etc.).

16 Horas

De 04/01 a 08/02/2011

- Exercícios de aperfeiçoamento da oralidade em Língua Inglesa de diferentes tipos (ex.: listenning, pronunciation, dialogue reading e role-play, etc.). - Visionamento de filmes.

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DR3 – Contexto Institucional • Actuar individual ou colectivamente

- “How long does litter last?”

Agir perante os recursos naturais

através da expressão oral de ideias

reconhecendo a importância da

fundamentadas de apoio ou oposição

sua salvaguarda e participando

em relação à defesa dos recursos

- Family (vocabulary and word

em actividades visando a sua

naturais.

bank).

- Aquisição de informação sobre British and American festivities/traditions sempre que for oportuno.

- Film “The Simpsons”.

protecção. • Actuar percepcionando a importância DR4 – Contexto Macro-

e o impacto das alterações climáticas

-estrutural

nos estilos de vida e no aproveitamento dos tempos de lazer.

Agir de acordo com a compreensão dos diversos

• Actuar emitindo opiniões orais e/ou

impactos das alterações

por escrito sobre a importância das

climáticas nas actividades

alterações climáticas para a vida

humanas.

humana.

Competências-Chave em Língua Estrangeira - Compreender textos em língua estrangeira, reconhecendo os seus significados implícitos, as suas tipologias e respectiva funcionalidade. - Compreender as ideias principais de textos em língua estrangeira e expressar-se oralmente e por escrito com à-vontade sobre diferentes temáticas. - Evidenciar conhecimento sobre várias linguagens, em diferentes suportes, que lhe permitam perceber as diferenças socioculturais, sociolinguísticas e técnicocientíficas, visando uma tomada de consciência da sua própria identidade e da do outro. - Evidenciar competências interculturais que lhe proporcionem uma maior abertura e aceitação de novas experiências linguísticas e culturais. - Perspectivar a dimensão da Cultura enquanto sector articulável com outras esferas de intervenção.

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EFA NS 3 NG2 2010 2011  

EFA NS 3 NG2 2010 2011

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