1. INGLÊS

2. Learn AND Share in English
Amadeu Marques; Ana Carolina Cardoso
2º ano do ensino médio

3. Unit 1 – Help! I Can't Put Down My Phone
Nessa unidade:
Let's Start
Reading
Word Study
Language Study
Writing
Listening
Speaking

4. Unit 1 – Help! I Can't Put Down My Phone
Let’s Start
Look at the different technological devices in the pictures on the right. What do you use them for? Match each device to the activities you normally do with it. You may add some activities to the list.
Take pictures.
Chat with friends.
Text friends.
Watch the news.
Listen to music.
Download and watch videos.
Check s.
Check notifications.
Search for information.
Others.

5. Unit 1 – Help! I Can't Put Down My Phone
Word Study
Now read the text below and do the following activities in your notebook.
Should Students Be Allowed to Bring Electronic Devices to School?
Why do students need to bring electronics to school? For learning purposes? No! They are very distracting, which causes students to play games, go on inappropriate websites and urges students to text. Students should not be allowed to bring electronic devices to school because students would get easily distracted and some students would feel left out if they didn't have electronic devices.
a) Is the author for or against the use of cell phones in the classroom?
b) Do you share the author's opinion? Justify your answer.

6. Unit 1 – Help! I Can't Put Down My Phone
Language Study
Can, could, and may are some of the words called modal verbs or modal auxiliary verbs. In your notebook, write down the correct options to complete the following sentences about them.
a) In the examples on page 25, the modal verb can expresses
permission.
ability.
request.
b) In the examples on page 25, the modal verbs may and could express
prohibition.
possibility.

7. Unit 1 – Help! I Can't Put Down My Phone
Let's Practice
A cartoonist often uses humor to illustrate a topic. What comic device does the cartoonist use in exploring that classroom situation?
Symbol.
Irony.
Exaggeration.
Informal language
© Mark Anderson/Anderstoon.com
Available at: < cher/cartoon/6298/i- appreciate-text-katebut- next-time-you-can-just- raise-your-hand>. Accessed on: April 29, 2016.

8. Unit 1 – Help! I Can't Put Down My Phone
Writing
We have been talking about technology. However, does everybody have access to it? Read and find out.
There are about 4.4 billion people on this planet who have never been online. That number is the finding of a new study that tried to quantify what the global offline population look like. The report found that of the estimated 7 billion-plus people alive today, more than half are offline.

9. Unit 1 – Help! I Can't Put Down My Phone
After You Listen
Discuss the following questions with a classmate.
Do you agree with the author's main point? Why (not)?
Is tech addiction a teenager's thing or do adults get addicted to their cell phones too?

10. Unit 1 – Help! I Can't Put Down My Phone
Speaking
Get together in groups and decide which side your group will support. Then think of some arguments to justify your position. If your group decides to support the idea that technology is good, think of some pros of using it. If your group decides that technology is bad, think of some cons of using it.
After some time discussing with your group, get ready for the debate. A student or teacher can be the moderator, controlling the time and keeping order. The expressions in the box may be useful for the debate.

11. Unit 1 – Help! I Can't Put Down My Phone
Think About It
Read the sentence below, taken from the text. Then choose the correct definition of the highlighted word.
"[...] those who are familiar with internet slang are capable of easily multitasking without taking up too much time to send a formal letter, message, , or chat reply.“
Using the ability to write texts.
Using the ability to write internet slang.
Using the ability to write computer programs.
Using the ability to perform more than one activity at the same time.

12. Unit 1 – Help! I Can't Put Down My Phone
Self-Assessment
Evaluate your performance in the Unit. In your notebook, give yourself a score from 1 to 5 for each of the topics below.
Take a look at the items in activity 1 in which you gave yourself a score of 1 or 2. Talk to a classmate and think of what you can do to improve your performance. Then discuss your ideas with your teacher.

13. Unit 2 – Why Should Animals Have Rights?
Nessa unidade:
Let's Start
Reading
Word Study
Language Study
Writing
Listening
Speaking

14. Unit 2 – Why Should Animals Have Rights?
Let's Start
Look at the words listed below. Which lexical area do they belong to: a, b, or c?
Use your notebook to classify these words. Check your answer with a classmate's.
Abuse · neglect · rabbit · fear · pig · consideration · frustration · fish · bird · cruelty · loneliness · exploitation · guinea pig · pain · prejudice · pleasure
Animal Species
Animal Feelings
Human Attitudes Toward Animals

15. Unit 2 – Why Should Animals Have Rights?
Before You Read
Discuss the following questions with a classmate.
Do you eat meat?
If so, do you consume more white meat or red meat?
Do you use objects made from leather, silk or wool?
Do you like to see animals kept in zoos or exhibited in circuses?
Do you care for animals? Why (not)?

16. Unit 2 – Why Should Animals Have Rights?
After You Read
Discuss the following questions in small groups. Justify your answers.
Do you agree with the author's views? Or do you find them radical?
Do you think eating animals is a form of abuse?
Could you live without wearing leather, silk or wool?
Do you think using animals in scientific experiments is abusive?
Do you think keeping animals in circuses or zoos is wrong?

17. Unit 2 – Why Should Animals Have Rights?
Language Study
Rewrite the table below in your notebook, completing it with the missing words.

18. Unit 2 – Why Should Animals Have Rights?
Let's Practice
The aim of the campaign is to
Convince people to adopt dogs.
Ask people to report pet abuse.
Raise awareness of the use of dogs by the police.
Reprodução/SpotAbuse.org
Available at: < provocative-prevention-campaign-is- aboutanimal- cruelty-and-domestic/>. Accessed on: November 12, 2015.

19. Unit 2 – Why Should Animals Have Rights?
After You Listen
Discuss the following questions with a classmate.
Do you think PFA's mission is important? Why (not)?
Have you ever rescued or helped an animal? If, so, talk about that experience.
Do you know of any other organization that rescues animals?

20. Unit 2 – Why Should Animals Have Rights?
Speaking
Throughout this Unit we've learned about some organizations concerned with animal welfare. Now it's your turn to search for other organizations that help animals (in your city, country or in any other place around the world) and make a presentation to your class. In your presentation you should mention:
The name of the organization;
Where it is from;
Its mission;
Who can join it;
Other information you consider important.
Fotos: Tatiana Popova/Shutterstock

21. Unit 2 – Why Should Animals Have Rights?
Think About It
What do you think the campaign is about? Read the text on the right, check your predictions and discuss the following questions with a classmate.
What problem is the project concerned about?
What does the campaign slogan ask tourists to do?
Is whale meat an important food source in Iceland?
Would you eat whale meat if you went to Iceland? Why (not)?
What advice regarding animals would you give to tourists who come to Brazil?
Fotos: Tatiana Popova/Shutterstock