This document contains an English reading passage titled "The Little Girl and the Wolf" followed by homework assignments and activities related to the story. The reading passage is a fable about a wolf trying to trick a little girl into the woods by claiming he needs to see her grandmother. However, the little girl realizes it is the wolf in her grandmother's clothing and shoots him dead. The moral of the story is that it is not so easy to fool little girls nowadays. The homework assignments include having students write their own version of a classic fairy tale and creating a poster summarizing the original story and their parody. The activities focus on grammar, vocabulary, translation, and writing practice in English.
This presentation is actually a summary of Evand Halim repeatedly explains to his students. He did an awesome work by systhesizing the complex interrelated relationship between some elements that make a sentence.
This presentation is actually a summary of Evand Halim repeatedly explains to his students. He did an awesome work by systhesizing the complex interrelated relationship between some elements that make a sentence.
This assessment photo album covers a variety of subjects: Literary theme, figurative language, natural disasters, weather, weather tools, and government plan of actions for natural disasters.
This assessment photo album covers a variety of subjects: Literary theme, figurative language, natural disasters, weather, weather tools, and government plan of actions for natural disasters.
How Teachers Can Use Stories In Teaching Classroom LessonsAileen Santos
Most teachers already know that stories are more interesting to students than plain facts. This article serves as a primer for teachers from grade school to high school on how they can use stories to teach actual lessons.
The article includes a 4-step process for turning lessons into stories, as well as story suggestions you can find online to start your storytelling adventures with.
Courtesy of STAR TEACHER magazine (published by Summit Media, Inc.) and A.S.Santos of http://StudentParanormalResearchGroup.com .
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. 1
Apostila da 3ª Unidade
Língua Inglesa – Segundo Grau
Prof. Fernandes Carvalho
Aluno(a): _________________________________________________________ Grupo: ____________
The Little Girl and the Wolf
One afternoon a big wolf was waiting in a dark forest for a little girl to come along carrying a
basket of food to her grandmother. Finally a little girl did come along and she was carrying a basket of
food.
“Are you carrying that basket to your grandmother?” asked the wolf. The little girl said yes, she
was. So the wolf asked her where her grandmother lived and the little girl told him and he disappeared
into the forest.
When the little girl opened the door of her grandmother’s house she saw that there was somebody
lying in bed with a nightcap and a nightgown on. She was about twenty-five feet from the bed when she
realized that it was not her grandmother but the wolf, for even in a nightcap a wolf does not look any
more like your grandmother than Donald Duck looks like Mick Jagger. So the little girl took an
automatic out of her basket and shot the wolf dead.
Moral: It is not so easy to fool little girls
nowadays as it used to be.
Adapted from a fable by James Thurber,
in Valter Lellis Siqueira & Edson Leone Pellizzon in Enjoy It.
São Paulo, Atual, 1993, vol. 1, p. 48.
2. Atividade pontuada (valor: ) 2
Trabalho de tradução e paródia de história infantil
Pesquisa, leitura, reflexão e criatividade na aprendizagem de Inglês
Você acaba de participar de uma aula em que foi apresentada uma paródia da
famosa história infantil O Chapeuzinho Vermelho. O que você achou do texto?
Ele é criativo e divertido? A 'Moral' apresentada corresponde ao que você
entendeu da versão?
Homework
Faça sua própria versão de uma história infantil. Sugestões: Os Três Porquinhos,
Branca de Neve e os Sete Anões, Pinóquio, Cinderela, A Roupa Nova do Rei,
Joãozinho e o Pé de Feijão, O Gato de Botas.
Procedimentos
1. Escreva um pequeno resumo (três ou quatro parágrafos) de alguma história
infantil.
2. Faça em três ou quatro parágrafos sua paródia para esta história. Estes
parágrafos (assim como os do resumo acima citado) devem obedecer à sequência
lógica de uma redação, isto é, ter a introdução, o desenvolvimento e a conclusão da
história. E como na versão de O Chapeuzinho Vermelho, “The Little Girl and the
Wolf”, a sua história deve também ter uma 'Moral'.
2. Traduza esta sua versão pessoal utilizando o Google Translator.
3. Traga para a próxima aula o resumo da história original, a paródia que você
escreveu e a tradução do Google translator.
4. Após os ajustes na tradução você faz um belo cartaz com o seu resumo da
história original, sua paródia em Inglês e a tradução em Português e ilustrações. O
texto deve ser digitado em fonte Comic Sans MS (22), Times New Roman (24 ou
26) ou Arial (24 ou 26) ocupando o espaço de uma folha de papel ofício.
3. Trabalho de tradução e criação de resenha sobre filme 3
Pesquisa, leitura, reflexão e criatividade na aprendizagem de Inglês
The Best Writing
The Shawshank Redemption
The Shawshank Redemption is a
great movie directed by Steven
Spielberg a couple of years ago. It was
a well recognized film and it won three
Oscars: best actor, director and photography. It
is really a great production.
The film is about a man who is in jail but is innocent.
While in jail he fights for his liberty. He wants it back and
deserves it. However, he needs a plan to get out of there. He
must be smart. He must be careful. He must have his freedom back
because his life is outside. You won’t get away from the TV. And even at
the end, you will be shocked with this movie and impressed by this wonderful
story, its braveness and dream. Don’t miss it!
Nathalia Federman, Pre-Intermediate, in Today by Day, ano 2,
n. 3. Informativo do Day by Day – Curso de Inglês, São Paulo.
Source: http://portal.mec.gov.br/seb/arquivos/pdf/estrangeira1.pdf (adapted)
4. Atividade pontuada (valor: ) 4
Trabalho de tradução e criação de resenha sobre filme
Pesquisa, leitura, reflexão e criatividade na aprendizagem de Inglês
Procedimentos
1. Faça uma tradução para o trabalho da estudante Nathalia Federman, “The
Best Writing – The Shawshank Redemption”.
2. Escreva um texto de três ou quatro parágrafos sobre um filme que você
goste. Estes parágrafos devem obedecer à sequência lógica de uma redação,
isto é, ter a introdução, o desenvolvimento e a conclusão. Na introdução deve
estar o nome do filme e de seu diretor, nomes dos atores principais (opcional),
e uma referência ao sucesso e às premiações por ele alcançados. No segundo
parágrafo você escreverá um resumo da história narrada no filme. Mas você
NÃO deve contar o final do filme (isto é, como o filme termina, o desfecho da
história).
3. Traduza o seu texto utilizando o Google Translator:
(http://translate.google.com)
4. Traga para a próxima aula de Inglês o seu texto e a tradução (digitados).
5. Após os ajustes de tradução feitos em sala de aula, você fará um belo
cartaz sobre este filme. Este deve conter o texto em Português, a tradução
em Inglês e ilustrações (gravuras, fotos, desenhos). O textos devem ser
digitados em fonte Comic Sans MS (22), Times New Roman (24 ou 26) ou
Arial (24 ou 26) ocupando o espaço de uma folha de papel ofício.
Parâmetros:
I- trabalho pode ser feito individualmente ou em dupla, o que deve ser combinado com o professor.
II – O texto em Português deve obedecer às regras de redação, ortografia e gramática.
III - Resenhas sobre filmes proibidos para menores de 16 anos não serão aceitas, nem sobre filmes de
violência gratuita, uso de drogas e vulgaridades.
IV - O cartaz deve mostrar os textos de forma legível, e as ilustrações não devem ferir o bom gosto.
V – A data para a entrega e afixação dos cartazes é _____ de setembro de 2013. Não serão admitidas
prorrogações, salvo em caso de doença ou algum outro tipo de impedimento que possa ser comprovado.
VI- A pontuação para os cartazes será dada por todos os professores da escola.
5. 5
Atividade pontuada (valor: )
Who did what? Search!
1. ________________________ whote "Imagine" in 1971.
2. ________________________ invented the telephone in 1876.
3. ________________________ declared the Brazilian Independence from Portugal in 1822.
4. ________________________ invaded China in 1210.
5. ________________________ painted Mona Lisa in 1503.
6. ________________________ was elected Brazil's first female president in Oct 31, 2010.
7. ________________________ flew a heavier-than-air machine for the first time in 1906.
8. ________________________ formulated the Laws of Gravity in 1666.
9. ________________________ created the Theory of Evolution Via Natural Selection in 1859.
10. _______________________ invented the electric light bulb in 1879.
11. _______________________ wrote “We Are The World” with Lionel Richie in 1985.
12. _______________________ became South Africa's first black president in 1994.
Send your answers (numbered) to: segundob.liceu@gmail.com (optional)
Source: http://engliceu2b.blogspot.com.br/2011/07/who-did-what-search.html (Adapted)
Write a list of cognates you found in the questionnaire:
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________
6. 6
Grammar Activity – Simple Present Tense
Write down the missing sentences in the chart below:
Pronoun affirmative negative questions
I I play.
you You do not help. /
You don't help.
he Does he answer?
she She sings.
it It does not rain. /
It doesn't rain.
we Do we dream?
you You read.
they They do not work. /
They don't work.
7. Grammar Activity – Simple Present Tense: Verb To Be 7
Write down the missing sentences in the chart below:
Pronoun
s
AFFIRMATIVE NEGATIVE INTERROGATIVE
I
I am /
I'm
you
you are not /
you aren't
he Is he?
She
she is /
she's
it
it is not /
it isn't
we Are we?
you
you are not /
you aren't
they Are they?
8. Grammar Activity – Vocabulary: Occupations and Professions 8
Match each profession to its description. Follow the example in '1':
Occupation Descriptions / tips
1 SINGER
Help doctors in their work
2
BUSINESSMAN /
BUSINESSWOMAN
Health care and disease prevention
3 LAWYER
Paints and brushes are their working material
4 MECHANIC 1
The voice is their “working tool”.
5 HAIRDRESSER
Do business and earn money from it.
6 ATHLETE
Deliver letters, telegrams, etc.
7 ACTOR / ACTRESS
Drive cars, buses and trucks.
8 DRIVER
Maintain order and fight crime.
9 DIVER Fight fires and help people in accidents and calamities.
10 POLICE OFFICER
They work in schools and universities.
11 FIREFIGHTER
Laws are their “working material”.
12
POSTMAN / MAIL CARRIER (fem.
US)
Play roles in movies, soap operas, etc.
13 DOCTOR Prepare delicious foods.
14 NURSE Fix cars.
15 TEACHER
Work under water.
16 CHEF Work with the aesthetics of hair.
17 PAINTER Playing sports is their field of expertise.
9. Translation and Text Analysis 9
My name's Anthony Stevens, but my nickname is Tonny. I'm sixteen years old
and I study at BrasilTreina on Tuesdays and Thursdays. I'm a brunette and thin boy.
I'm not very tall and my eyes are dark brown. My sister Linda is fifteen years old and
she studies English with me too. She is blonde and short. I have a little brother too.
His name is Bernard, but he doesn't study with us because he is only eight years old.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Answer the questions according to the text:
1) How old is Linda?
___________________________________________________________________________________________
2) Is she tall?
___________________________________________________________________________________________
3) Does Bernard study at BrasilTreina?
___________________________________________________________________________________________
4) When and where does Anthony study English?
___________________________________________________________________________________________
5) Who has dark brown eyes?
____________________________________________________________________
5) What is Anthony's nickname?
____________________________________________________________________
10. Writing activity 10
Forme sentenças no simple present tense e depois traduza-as. Siga o exemplo:
Guga / tennis player
This is Guga. He’s a tennis player.
Este é o Guga. Ele é jogador de tênis.
a) Charles Robert / a singer.
___________________________________________________________________________________________
___________________________________________________________________________________________
b) The book / on the table.
___________________________________________________________________________________________
___________________________________________________________________________________________
c) Eduardo / a pharmacologist.
___________________________________________________________________________________________
___________________________________________________________________________________________
d) Vera / an engineer from Argentina.
___________________________________________________________________________________________
___________________________________________________________________________________________
d) Nailane / a coordinator.
___________________________________________________________________________________________
___________________________________________________________________________________________
d) Marcolino / also a coordinator.
___________________________________________________________________________________________
___________________________________________________________________________________________
11. Writing activity 11
Forme sentenças iniciadas com o simple present tense, terminadas com o simple past e depois
traduza-as. Exceção no ítem 'c', no qual não será usado o present tense nem o pronome
demonstrativo this . Siga o exemplo:
Ringo Starr / from / The Beatles group.
This is Ringo Starr. He was from The Beatles group.
Este é o Ringo Starr. Ele foi do grupo The Beatles.
a) Pablo / from / my English course.
___________________________________________________________________________________________
___________________________________________________________________________________________
b) Ester / my Capoeira instructor.
___________________________________________________________________________________________
___________________________________________________________________________________________
c) The book / on the table.
___________________________________________________________________________________________
___________________________________________________________________________________________
d) Julia / my Geography teacher.
___________________________________________________________________________________________
___________________________________________________________________________________________
e) Pancho / born in Mexico.
___________________________________________________________________________________________
___________________________________________________________________________________________
f) my new 50 Cent's CD / It / signed by the singer himself.
___________________________________________________________________________________________
___________________________________________________________________________________________
g) Bianca / elected the most beautiful in her school.
___________________________________________________________________________________________
___________________________________________________________________________________________
12. Writing activity 12
Forme sentenças com o simple future tense e depois traduza-as. Siga o exemplo:
He / be elected the new president
He will be elected the new president.
Ele vai ser eleito o novo presidente.
a) The book / be on the table.
___________________________________________________________________________________________
___________________________________________________________________________________________
b) Ester / be approved in Mathematics assessment.
___________________________________________________________________________________________
___________________________________________________________________________________________
c) Leonardo / go to Lisbon .
___________________________________________________________________________________________
___________________________________________________________________________________________
d) Julia / dance on the weekend.
___________________________________________________________________________________________
___________________________________________________________________________________________
e) Pancho / sing a song.
___________________________________________________________________________________________
___________________________________________________________________________________________
f) My mommy / cook my dinner.
___________________________________________________________________________________________
___________________________________________________________________________________________
g) My sister / do the chores.
___________________________________________________________________________________________
___________________________________________________________________________________________
h) I / eat it all.
___________________________________________________________________________________________
___________________________________________________________________________________________