This document is a chapter from an English language textbook for second year high school students. It covers cultural diversity and is divided into several sections: pre-reading, reading, context, observations and production. It includes images and questions to introduce the topic of cultural diversity. It then shares experiences of children encountering different cultures. It asks students to reflect on what they know about their own and other cultures. It discusses what diversity means and the importance of inclusion in dealing with diversity. It asks students to continue a story about cultural diversity. Finally, it reviews adjectives and has students identify good and bad adjectives from the texts and translate sentences into English.

1. Volume 2
Aleques Mateus
Raquel Rodrigues Fernandes
Inglês

2. 2
Departamento de Ciências Humanas
Produção de Material Didático de Língua Inglesa
Professora Tânia Romero
Aleques Mateus
Raquel Rodrigues Fernandes
Lavras
2014/1
Produção de capítulo de Livro Didático

3. 3
Nessa unidade trabalharemos com os alunos do 2°ano do Ensino Médio, questões sobre
diversidade cultural. A unidade é subdividida nos seguintes aspectos:
Pré-leitura;
Leitura;
Contextualização;
Observações e Produção;

4. 4
Pre-reading
Look at the images:
Image 1 Image 2
There is some similarity between the images?
What is the issue that predominates in the performing arts?
What are the differences presented in the figure below?

5. 5
READING
We know some experiences of children. They described their visions when they were in
contact with a culture different from their country.

6. 6

7. 7
source: http://kidsownpublishing.com/library/the-cultural-diversity-book < acesso em 10 de junho de 2014>
Do you know what diversity is?
What do you know about the culture of your country?
What are the characteristics most often observed by children?
What diversity do the children present?

8. 8
More:
Refletion:
1. Do you already know some of these cultures?
2. What you did not know and called you attention in this text?
3. Look at your classmate!
4. What is different between you and him/her?
Diversity is about the (visible and invisible) differences. Diversity is about numbers and percentages. Inclusion is about
how we deal with diversity. About values, behavior, culture. Diversity is the mix, and inclusion is about making the mix
work. Both diversity and inclusion will not grow by itself.
An inclusive culture is essential to make diversity work. That is, an atmosphere and way of doing in which all talents are
welcomed and used. In which different ideas can be voiced and nobody is implicitly or explicitly excluded on the basis of
his or her otherness.
With diversity, you’ll get different ideas, opinions and insights. All leading to greater combined wisdom. To unwrap this
gift, you need to be able to work and live with contradictions in a flexible way. As well as managing the challenge of the
inclusion: be your authentic self and fit into the group. The real question is: how much diversity can you handle?
In: http://diversityandchange.com/diversity

9. 9

10. 10
1. In strips can perceive aspects of diversity. Now you will choose one of the strips
and will continue the story. You must be objective. You can also change the
context or the end of the story. Good Luck!
Adjectives
Adjectives are used to describe or modify a noun or a pronoun. They appear before the
noun or after linking verbs in the sentence.
Example:
I have a blue pencil. (Eu tenho um lápis azul.)
She is smart. (Ela é esperta.)
Some adjectives have a different ending. This is the case of adjectives ending in-ing
and-ed.
Example:
Julia is very interesting. Julia is very interested in Arts.
(Julia é muito interessante.) (Julia é muito interessada em Artes.)

11. 11
Adjectives are used, mostly before the nouns they qualify. This rule is also valid when
present two or more adjectives. Adjectives can also position after a few linking verbs.
Example:
old house
beautiful and tall girl
intelligent boy
fast and red car
blue eyes
Diana was happy.
Diana estava feliz.
I am cold.
Eu estou com frio.
1. The texts of this unit had many adjectives. We can separate these qualifiers into two
groups. Return the text and give examples to continue the table.
Good adjectives (positives) Bad adjectives (negative)
2. Transcribe the sentences in English. Remember the position of adjectives:
a) Os brasileiros são muito acolhedores.
b) A África tem muitas paisagens bonitas.
c) As paredes das igrejas romanas são todas esculpidas.
d) As praias do Brasil são consideradas belíssimas.
e) A onça pintada é a atração mais esperada na verde Selva da África.
f) Os olhos chineses são pequenos. Mas eles são estudiosos e brilhantes em suas
criações.