# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| SÉRIE: 1ºE
| PROFESSOR: Elisabete
| PLANO DE AULA – número de aulas – 4 aulas (8/5, 14/5, 15/5 e 21/5)   DISCIPLINA: Inglês
| HABILIDADE (S): leitura de texto informativo sobre um programa de intercâmbio cultural  (usar dicionário bilíngue, localizar informações explícitas em um texto).
Youth Ambassadors Program
| Youth Ambassadors Program  The Youth Ambassadors Program is an initiative of social responsibility of the U.S.Embassy in Brazil, in partnership with public and private organizations. Among our key collaborators are the National Council of State Secretaries of Education – CONSED, the Brazilian Ministry of Education – MEC, and the large network of U.S.-Brazil Binational Centers. […]  Created in 2002, this program targets Brazilian students who are examples in their communities – in terms of proven leadership, positive attitude, proven social consciousness, academic excellence, and English language ability. The Program’s main goal is to value and promote the strengthening of public education through these students, transforming them in models to their colleagues and communities.  The winners of this contest travel in January to a three-week program in the United States. During the first week, they visit the U.S. Capital and its main landmarks, participate in meetings in public and private sector organizations, visit schools and social projects, and take a course on youth protagonism. After that first week in Washington D.C., they are divided into smaller groups that go to different states in the U.S., where they stay with host families, attend classes in local high schools and interact with Americans of their same age, take part in cultural and social responsibility activities in the community and deliver presentations about Brazil.  The experience of being a Youth Ambassador gives these outstanding students the opportunity to expand their horizons at the same time as they help us strengthen the ties of friendship, respect and collaboration between Brazil and the United States. Disponível em: https://br.usembassy.gov/education-culture/youth-ambassadors/ 1) Study the Text " Youth Ambassadors Program ". What is it about ? Were was it taken from ? 2) Read the text quickly. Where can you find information about :
a) The benefits of the Youth Ambassadors Program to students ?
b) When the program started ?
c) The organizations that collaborate wit the Program ?
d) What Youth Ambassadors do in the USA ? 3) Now , read the text carefully. Answer the questions in portuguese .
a) What are the objectives of the Youth Ambassadors Program ?
b) What are the requirements to be a Youth Ambassadors ?
c) Mention five activities thet Youth Ambassadors do in the United States.

Disponível em: https://brainly.com.br/tarefa/4548626
| PRAZO DE ENTREGA:  25/5/20 (2ª feira)
O trabalho deverá ser elaborado no “Word” e entregue pelo e-mail abaixo.
| E-MAIL PARA DEVOLUÇÃO: mlimanetto@gmail.com
Não esqueça de colocar nome, nº, série e nome da escola

# data[].attributes.body
Não esqueça de colocar nome, nº, série e nome da escola!
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| PLANO DE AULA – NÚMERO DE AULAS – 4 AULAS – 30/4 e 7/5 DISCIPLINA: Inglês
| SÉRIE: 3E
| PROFESSOR: Elisabete
| HABILIDADE (S): Refletir e argumentar sobre a importância do trabalho voluntário
| ATIVIDADE: Faça uma pesquisa sobre o  trabalho voluntário e escreva um texto em Português sobre esse tema e a importância dele em nossa sociedade. Se você já realizou qualquer tipo de trabalho voluntário em igrejas, hospital, escolas ou na sua comunidade, acrescente essa experiência no seu texto. (20 a 30 linhas)
| PRAZO DE ENTREGA: 14/5/20 (5ª feira)
O trabalho deverá ser elaborado no “Word” e entregue pelo e-mail abaixo.
| E-MAIL PARA DEVOLUÇÃO: mlimanetto@gmail.com

# data[].attributes.body
Não esqueça de colocar nome, nº, série e nome da escola!
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| PLANO DE AULA – NÚMERO DE AULAS – 4 aulas – 14/5 e 21/5  DISCIPLINA: Inglês
| SÉRIE: 3E
| PROFESSOR: Elisabete
| HABILIDADE (S): identificar o assunto principal do texto, sua finalidade e sua organização textual; localizar informações explicitas; inferir o sentido de palavras ou expressões a partir do contexto; relacionar informações entre textos.
|  ATIVIDADE: Volunteer Programs in Brazil Brazil is known as one of the most beautiful and exotic destinations, not only in South America, but the world over. With its magnificent beaches, tremendous wilderness, and rich cultural heritage, Brazil has always been a popular destination for foreigners. Even though Brazil is a progressive country with a growing economy, there are parts of the country that remain impoverished and are in dire need of volunteers.   | Due to the COVID-19 crisis we understand there is a lot of uncertainty around travel. While many programs have been canceled this summer we're all crossing our fingers that travel opens again soon. In the meantime many new online programs have emerged. While certainly not the same experience as going overseas, we think they offer the next best thing to creating a connection to the world. DISPONÍVEL EM; https://www.gooverseas.com/volunteer-abroad/brazil  EXERCISE 1. Answer the questions in Portuguese:  a) What is the text about? Escreva o que você entendeu sobre os dois textos.  _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________  b) Who is the target reader?  --------------------------------------------------------------------------------------------------------- c) Where can you find this kind of text?  --------------------------------------------------------------------------------------------------------- d) What is the objective of the text?   e) Have you ever volunteered to help a person, organization or cause?  ---------------------------------------------------------------------------------------------------------
| PRAZO DE ENTREGA: 21/5/20 (5ª feira)
O trabalho deverá ser elaborado no “Word” e entregue pelo e-mail abaixo.
| E-MAIL PARA DEVOLUÇÃO: mlimanetto@gmail.com

# data[].attributes.headline
O uso do verbo TO HAVE, TO BE no presente simples

# data[].attributes.subject
O uso do verbo TO HAVE, TO BE no presente simples

# data[].attributes.body
Não esqueça de colocar nome, nº, série e nome da escola!
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| PLANO DE AULA – NÚMERO DE AULAS – 4 aulas – 14/5 e 21/5  DISCIPLINA: Inglês
| SÉRIE: 3E
| PROFESSOR: Elisabete
| HABILIDADE (S): identificar o assunto principal do texto, sua finalidade e sua organização textual; localizar informações explicitas; inferir o sentido de palavras ou expressões a partir do contexto; relacionar informações entre textos.
|  ATIVIDADE: Volunteer Programs in Brazil Brazil is known as one of the most beautiful and exotic destinations, not only in South America, but the world over. With its magnificent beaches, tremendous wilderness, and rich cultural heritage, Brazil has always been a popular destination for foreigners. Even though Brazil is a progressive country with a growing economy, there are parts of the country that remain impoverished and are in dire need of volunteers.   | Due to the COVID-19 crisis we understand there is a lot of uncertainty around travel. While many programs have been canceled this summer we're all crossing our fingers that travel opens again soon. In the meantime many new online programs have emerged. While certainly not the same experience as going overseas, we think they offer the next best thing to creating a connection to the world. DISPONÍVEL EM; https://www.gooverseas.com/volunteer-abroad/brazil  EXERCISE 1. Answer the questions in Portuguese:  a) What is the text about? Escreva o que você entendeu sobre os dois textos.  _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________  b) Who is the target reader?  --------------------------------------------------------------------------------------------------------- c) Where can you find this kind of text?  --------------------------------------------------------------------------------------------------------- d) What is the objective of the text?   e) Have you ever volunteered to help a person, organization or cause?  ---------------------------------------------------------------------------------------------------------
| PRAZO DE ENTREGA: 21/5/20 (5ª feira)
O trabalho deverá ser elaborado no “Word” e entregue pelo e-mail abaixo.
| E-MAIL PARA DEVOLUÇÃO: mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE: 3E
| PROFESSOR: ELISABETE
| HABILIDADE(S) Explicar onde os tsunamis são gerados; • Distinguir entre desastres e desastres naturais; • Distinguir o impacto dos tsunamis em diferentes áreas;
| PÚBLICO ALVO: ALUNOS DO 3E
A Atividade deverá ser elaborado no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.
ACTIVITY 1
Para responder a questão 1 e 2 olhe a Imagem  no final (se expandir está no início) do post.

1) What can you see in this image? Is it a representation of something fictional or a situation that has happened?

2) Brainstorm words related to the image and to any real life event.

Fonte: Caderno do aluno SP FAZ ESCOLA – 3ª SÉRIE EM - 2º BIMESTRE
| Nº DE AULAS PREVISTAS: 2
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade. Avaliação processual.
| PRAZO DE ENTREGA: 19/06/2020
| E-MAIL PARA DEVOLUÇÃO:  E-MAIL PARA DEVOLUÇÃO: mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE: 3E
| PROFESSOR: ELISABETE
| HABILIDADE(S) Explicar onde os tsunamis são gerados; • Distinguir entre desastres e desastres naturais; • Distinguir o impacto dos tsunamis em diferentes áreas; • Descrever os deveres relacionados ao trabalho voluntário;
| PÚBLICO ALVO: alunos do 3E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.  ATIVIDADE
ACTIVITY 2
a) Read the text below and find out where the most significant tsunamis were originated.

| WHERE DO TSUNAMIS HAPPEN? Tsunamis can be generated in all of the world’s oceans, inland seas, and in any large body of water.They have caused damage and deaths in coastal areas all around the world. However, certain areas are particularly prone to tsunamis due to their proximity to tsunami sources, the depth and shape of the ocean floor near the coast (bathymetry), and coastal elevation and features (topography). Of the 754 confirmed events in the Global Historical Tsunami Database between 1900 and 2015, about 78% occurred in the Pacific Ocean (around the geologically active “Ring of Fire”), 8% in the Atlantic Ocean and Caribbean Sea, 6% in the Mediterranean Sea, 5% in the Indian Ocean, and 1% in other seas. Since 1900, the highest percentage of tsunamis was generated off Japan (21%) followed by Russia (8%) and Indonesia (8%). Most tsunamis are small and nondestructive or only affect coasts near their source, but some tsunamis can cause damage and deaths on distant shores (more than 1,000 kilometers, 620 miles, away). The most significant distant tsunamis since 1900 originated off Alaska, Chile, Japan, Indonesia, Pakistan, and Russia. Source: National Weather Service (NOAA) - US National Tsunami Warning System. Tsunami - Frequently Asked

b)  Where do Tsunamis  happen?
c) What do they cause?
d) Where were the most significant distant Tsunamis originated off?

Fonte: Caderno do aluno SP FAZ ESCOLA – 3ª SÉRIE – ENSINO MÉDIO 2º BIMESTRE

| Nº DE AULAS PREVISTAS: 2
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade. Avaliação processual.
| PRAZO DE ENTREGA: 19/06/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE:3E
| PROFESSOR: ELISABETE
| HABILIDADE(S) Reconhecer as características e a organização de um anúncio de emprego
| PÚBLICO ALVO: alunos do 3E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.  ATIVIDADE
TEXT A IT Recruitment Officer
We are looking for recent graduates who would like to work with some of the most important companies in the digital industry. This post is based in Dubai.  Once you have received training on our computer system, you will be responsible for:
- liaising with recruiters to create job descriptions
- advertising jobs
- sourcing possible candidates
- updating the database
We are looking for someone with passion, drive and commitment.  Recruitment Resourcers must be able to work under pressure and be self-motivated and people-focused. These qualities will help you progress within the company.  Recruitment Resourcers who are willing to learn can train to become Account Managers and Account Directors.
- Competitive basic salary plus commission
TEXT B Logistics Associate
Our company is looking for someone to work in the sales and customer service department to ensure that customers have a professional service from the moment they place an order until they receive their shipment. The job is for 27 hours per week. Hours are negotiable. Opportunities for overtime are likely.
Your responsibilities will include:
- placing and processing orders
- keeping accurate records
- processing returns and refunds
The successful candidate will:
- be educated to degree level
- be able to work efficiently and to deadlines in a high pressured environment
- have good IT skills
Candidates should have experience in business logistics, purchasing and supply management or operations management.
TEXT C Insurance Telesales
Do you have previous sales experience? Are you available from January 6th until the end of March?
We are currently looking for someone to deal with insurance renewals sales. The role will involve calling existing customers and asking them if they intend to renew their policy, and if necessary, discuss how we can keep them as a customer. The role is a 3-month fixed term contract. The hours of work will be 8:45am until 5pm Monday to Friday. We are looking for a hard worker who is computer literate and has a good telephone manner.
TEXT D Data Analyst
As a Data Analyst you will join a team that analyses research data for anomalies and presents findings to people within and outside the company. A graduate with an eye for detail and a love of working with figures would be ideal. Confident communications skills are also vital. If you enjoy problem solving, have an investigative and enquiring mind, have a good knowledge of word processing and spreadsheet software, and excellent numerical skills, this could be a great career opportunity for you.
A great benefits package is available including health cover and gym membership.
TEXT E Project Assistant
Reporting to the Project Manager, you will undertake property surveys, site inspections and attend site meetings to ensure that work undertaken by our contractors is being carried out properly. You must have initiative, as you will be required to work on your own. It is essential that you have your own transportation. An allowance will be provided. Candidates should have: Good keyboard and IT skills, an organised and methodical approach, good written and verbal communication skills.
REQUIREMENTS
* Minimum 2-year Construction related qualification.
* Minimum of two year's relevant experience or transferrable skills from a relevant background.  QUESTÕES:
Dizer se a sentença se refere ao texto A, texto B, texto C, texto D ou texto E.
1. Requires applicants to have their own car?
2. Is temporary?
3. Is part-time?
4. Is located abroad?
5. Offers people the chance of promotion?
6. Is suitable for a mathematician?  7. Requires the employee to work alone?
8. Gives employees the opportunity to earn more by making sales?
9. Gives employees the opportunity to earn more by working extra hours?
10. Requires the employee to make presentations?    Disponível em: https://www.examenglish.com/B2/b2_reading_people.htm
| Nº DE AULAS PREVISTAS: 4
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade. Avaliação processual.
| PRAZO DE ENTREGA: 26/06/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE: 3E
| PROFESSOR: ELISABETE
| HABILIDADE(S) Ler, compreender, analisar e interpretar: anúncio, boletins informativos, guia de orientação, piadas, adivinhas e diálogos, inferindo seus traços característicos, bem como suas finalidades e usos sociais. Localizar informações específicas no texto a partir de leitura detalhada (detailed reading).
| PÚBLICO ALVO: alunos do 3E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

3 Steps To Develop Your Career Plan
1. Self-reflection.
It’s easy to neglect reflecting on your career when you’re so busy chugging along, but taking the time to think about your current situation and the path you want to be on is crucial to a productive career plan. Research even shows reflection is key to success, and it increases productivity and performance. Besides reflecting on your career path, you should also reflect on yourself and your values, skills and passions. When you begin to understand yourself and what you want, you’ll be able to more easily create a plan that suits your goals and your lifestyle.
2. Goal setting.
Self-reflection will lead you to identifying what kind of career you want. Now it’s time to figure out how to get there. Setting goals is the key to a successful career plan. But what kind of goals should you create? You probably already know about SMART goals. These are specific, measurable, attainable, relevant and timebound goals that all set you up for success in your goal setting and achievement. In fact, studies show SMART goals really do work.
3. Develop a plan.
So, you know yourself and what you want to do, and you have your goals set and written down. Now it’s time to really dig into developing a plan to get there. This is the point in your career planning where you should know your interests and skills, and start figuring out what you need to do to get where you want to go. Yes, it’s time to make career decisions. Here are some ways you can make those difficult decisions: Make a pros and cons list. Evaluate how each path aligns with your values. Think about the future consequences of each path.

ANSWER THE QUESTIONS:
a) Underline the questions in the  second step, and answer it
.b) Read the third step and answer: How to develop a plan?
c) Point out the most relevant step in your opinion.
d) Do you think these steps can help you choose a career?  Why (not)?
DISPONÍVEL EM: https://www.forbes.com/sites/ashleystahl/2018/08/29/3-steps-to-develop-your-career-plan/#7e51d1e54910
| Nº DE AULAS PREVISTAS: 4
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade. Avaliação processual.
| PRAZO DE ENTREGA: 26/06/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
| DISCIPLINA: INGLÊS
| SÉRIE:2E
| PROFESSOR: ELISABETE
| HABILIDADE(S) Intertextualidade e cinema - Textos para leitura e escrita - Propagandas publicitárias, roteiros e entrevistas
| PÚBLICO ALVO:alunos do 2E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

Crash
Crash is a 2004 American drama film produced, directed, and co-written by Paul Haggis. The film features racial and social tensions in Los Angeles. A self-described "passion piece" for Haggis, Crash was inspired by a real-life incident in which his Porsche was carjacked in 1991 outside a video store on Wilshire Boulevard.[3] The film features an ensemble cast, including Sandra Bullock, Don Cheadle, Matt Dillon, Jennifer Esposito, William Fichtner, Brendan Fraser, Terrence Howard, Chris "Ludacris" Bridges, Thandie Newton, Michael Peña, and Ryan Phillippe.
DISPONÍVEL EM: https://en.wikipedia.org/wiki/Crash_(2004_film)
Questions:
1. What kind of text is this?
2. Where can you find this kind of text?
3. What kind of film is Crash?
4. Who was the director of the film? 5. What does the film feature?
6. When was the film released?

| Nº DE AULAS PREVISTAS:  4
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade. Avaliação processual.
| PRAZO DE ENTREGA: 26/06/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.co

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE: 2E
| PROFESSOR: ELISABETE
| HABILIDADE(S)  Identificar as situações de uso de diferentes tempos verbais
| PÚBLICO ALVO: alunos do 2E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

Black Lives Matter
From Wikipedia, the free encyclopedia
Black Lives Matter (BLM) is an international human rights movement, originating from within the African-American community, which campaigns against violence and systemic racism towards black people. BLM regularly holds protests speaking out against police brutality and police killings of black people, and broader issues such as racial profiling, and racial inequality in the United States criminal justice system.[1] In 2013, the movement began with the use of  the hashtag #BlackLivesMatter on social media after the acquittal of George Zimmerman in the shooting death of African-American teen Trayvon Martin in February 2012. Black Lives Matter activists became involved in the 2016 United States presidential election.[4] The originators of the hashtag and call to action, Alicia Garza, Patrisse Cullors, and Opal Tometi, expanded their project into a national network of over 30 local chapters between 2014 and 2016.[5] The overall Black Lives Matter movement, however, is a decentralized network and has no formal hierarchy.[6] The movement returned to national headlines and gained further international attention during the global George Floyd protests in 2020 following Floyd's death by police in Minneapolis, Minnesota
1. When was #BlackLivesMatter created?
2. What are the goals of the Black Lives Matter movement?
3. Who started Blacklivesmatter?
4. What did Alicia Garza, Patrisse Cullors and Opal Tometi do?
5. Why did the movement return to national headlines?

| Nº DE AULAS PREVISTAS: 2
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade. Avaliação processual.
| PRAZO DE ENTREGA: 26/06/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE:1E
| PROFESSOR: ELISABETE
| HABILIDADE(S) Informação no mundo globalizado - O jornal - Pronomes relativos (who, that, which, where)
| PÚBLICO ALVO: alunos do 1E
A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

FOX NEWS FLASH

Family attorney says George Floyd death was 'foreseeable', claims 'pattern and practice' of police misconduct
Published June 4, 2020.
By Julia Musto | Fox News

Floyd family attorney: Expect the 3 other officers to be arrested before soon

Ben Crump, attorney for George Floyd's family, speaks with Bill Hemmer.

Attorney Benjamin Crump, who represents the family of George Floyd, told "Bill Hemmer Reports" Wednesday that the Hennepin County medical examiner's mention of fentanyl in its autopsy report was an attempt to assassinate Floyd's character.

Crump noted that the examiner worked with the Minneapolis Police Department on a daily basis, as well as that an independent family investigation had proven the officers should be held criminally responsible.

A private autopsy report commissioned by Floyd's family found the cause of death to be mechanical asphyxia and the manner of death to be homicide. Shortly after the family’s autopsy findings were announced Monday, the Hennepin County medical examiner released its own updated findings, which also classified Floyd's death as a homicide.

"He was breathing, walking, [and] talking just fine until those officers put their knee in his neck and on his back while he was face down in handcuffs," Crump remarked.

Disponível em: https://www.foxnews.com/media/benjamin-crump-george-floyd-death-foreseeable-minneapolis

EXERCISES
1) Who is the author of the article?

2) Where is that information?

3) Where and when was the article published?
4) What is this News talking about?
5) Who is the target reader?
6) Where can you find this kind of text?
7) What is the objective of the text?
8) What do you know about George Floyd?
9) What does the word ‘foreseeable' mean and who is Benjamin Crump?
10) How did George Floyd die?
| Nº DE AULAS PREVISTAS:  4
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade. Avaliação processual.
| PRAZO DE ENTREGA: 26/06/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

ATIVIDADE 2
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE:1E
| PROFESSOR: ELISABETE
| HABILIDADE(S) Definir e descrever "lixo eletrônico" e "lixo espacial"; • Refletir sobre lixo eletrônico e lixo espacial; • Analisar e coletar informações de um mapa online; • Relacionar fenômenos naturais à interferência humana;
| PÚBLICO ALVO: alunos do 1E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

Read the following text:
The Human and Environmental Effects of E-Waste Roughly 40 million metric tons of electronic waste (e-waste) are produced globally each year, and about 13 percent of that weight is recycled, mostly in developing countries. About 9 million tons of this waste— discarded televisions, computers, cellphones, and other electronics devices — are produced by the European Union, according to the United Nations Environment Program (UNEP). The organization notes that this estimate of waste is likely too low. Informal recycling markets in China, India, Pakistan, Vietnam, and the Philippines handle anywhere from 50 percent to 80 percent of this e-waste, often shredding, burning, and dismantling the products in “backyards.” Emissions from these recycling practices are damaging to human health and the environment. Developing countries with rapidly growing economies handle e-waste from developed countries, and from their own internal consumers. Currently, an estimated 70 percent of e-waste handled in India is from other nations, but the UNEP estimates that between 2007 and 2020, domestic television e-waste will double, computer e-waste will increase five times, and cell phones 18 times. […] E-waste is an important global environmental and health issue. Promising policy responses have arisen from the European Union, which is defining the source as responsible for e-waste. With this approach, manufacturers are required to eliminate dangerous toxins from production.  Source: Population Reference Bureau. The Human and Environmental Effects of E-Waste.
Available at: <https://www.prb.org/e-waste/>. Accessed in: 28th Nov. 2019.

1) Match the columns according to the text

1. e-waste   2. Informal recycling practices    3. Developing countries 4. Emissions from these recycling practices are damaging to human  health and the environment
(    ) shredding, burning and dismanthing the products in backyards
(    ) informal recycling practices

(    ) discarded televisions, computers, cellphones and other electronic devices
(   ) handle e-waste from developed countries and from their own internal consumers
2. What is the text about?

FONTE: STUDENT/S LEARNING GUIDE- 2020 E-WASTE AND SPACE JUNK – 1. SERIE EM – 2. VOLUME

| Nº DE AULAS PREVISTAS: 2
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade. Avaliação processual.
| PRAZO DE ENTREGA: 26/06/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE:2E
| PROFESSOR: ELISABETE
| HABILIDADE(S) Identificar o uso de comparativos e superlativos em língua inglesa.
| PÚBLICO ALVO: Alunos do 2E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

Pesquisar Adjetivos (superlativos / comparativos) em língua inglesa, o que são os comparativos e superlativos, como se usam os superlativos e comparativos e regras para formar superlativos e comparativos em inglês.

| Nº DE AULAS PREVISTAS: 2
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade. Avaliação processual.
| PRAZO DE ENTREGA: 26/06/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE:2E
| PROFESSOR: ELISABETE
| HABILIDADE(S) Identificar advérbios de frequência em inglês.
| PÚBLICO ALVO:Alunos do 2E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

Pesquisar Advérbios de frequência, conceito, quais são os advérbios mais usados no presente simples da língua inglesa, como usar, regras de uso e exemplos.
| Nº DE AULAS PREVISTAS:
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade. Avaliação processual.
| PRAZO DE ENTREGA:03/07/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE:1E
| PROFESSOR: ELISABETE
| HABILIDADE(S): Identificar o uso de formas verbais do presente simples para expressar ações habituais, situações e fatos atuais na língua inglesa.
| PÚBLICO ALVO:1E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

Pesquisar quando usar o presente simples em inglês; as principais regras e conjugação na terceira da pessoa do singular (he, she, it).   Os verbos irregulares:To be e to have no presente simples. Verbo auxiliar do/does, forma afirmativa, negativa e interrogativa. Regras ortográficas.
| Nº DE AULAS PREVISTAS: 2
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade. Avaliação processual.
| PRAZO DE ENTREGA: 26/06/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE:1E
| PROFESSOR: ELISABETE
| HABILIDADE(S) Reconhecer os usos de pronomes interrogativos e de pronomes relativos (who, that, where, when)
| PÚBLICO ALVO:1E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

Pesquisar e explicar o uso dos pronomes relativos em inglês e dar exemplos; Who,  which, where, when, that.
| Nº DE AULAS PREVISTAS: 2
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade. Avaliação processual.
| PRAZO DE ENTREGA: 03/07/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
Não esqueça de colocar nome, nº, série e nome da escola!
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| PLANO DE AULA – número de aulas – 3 aulas (22/5, 28/5 e 29/5)
| DISCIPLINA: Inglês
| SÉRIE: 1ºE
| PROFESSOR:  Elisabete
| HABILIDADE (S): Perceber a importância de aprender Inglês hoje e argumentar
| ATIVIDADE: Pesquise o que é Língua Franca e escreva um texto em Português sobre a influência internacional dos usos da Língua Inglesa como Língua Franca. Neste texto também explique 5 situações diferentes que você pode precisar usar o Inglês aqui no seu país. (25 a 30 linhas).  O trabalho deverá ser elaborado no “Word” e entregue pelo e-mail abaixo.
| PRAZO DE ENTREGA: 29/5/20 (6ª feira)

O trabalho deverá ser elaborado no “Word” e entregue pelo e-mail abaixo.
| E-MAIL PARA DEVOLUÇÃO: mlimanetto@gmail.com

# data[].attributes.body
EE. FRANCISCO AUGUSTO DA COSTA BRAGA
DISCIPLINA: Inglês
SÉRIE: 1ºE
PROFESSOR: Elisabete
HABILIDADE (S): Identificar países que usam a Língua Inglesa
ATIVIDADE: Fazer um mapa mundi e pintar apenas os países que usam a Língua Inglesa como língua oficial. (Senão conseguir fazer este desenho do mapa mundi e pintar os países que usam a Língua Inglesa como língua oficial vocês deve fazer uma lista com o nome destes países e escrever em que continente fica cada um destes países)
PRAZO DE ENTREGA: 12/5/20 (3ª feira)
O trabalho deverá ser elaborado no “Word” e entregue pelo e-mail abaixo.
E-MAIL PARA DEVOLUÇÃO: mlimanetto@gmail.com

# data[].attributes.headline
Tempos verbais nas formas afirmativa, negativa e interrogativa

# data[].attributes.subject
Tempos verbais nas formas afirmativa, negativa e interrogativa

# data[].attributes.body
Não esqueça de colocar nome, nº, série e nome da escola!
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| PLANO DE AULA – NÚMERO DE AULAS – 4 AULAS -  8/5 e 15/5  DISCIPLINA: Inglês
| SÉRIE: 2E
| PROFESSOR: Elisabete
| HABILIDADE (S): Diferenciar e usar os diferentes tempos verbais em Inglês
|  ATIVIDADE: Pesquise o uso e explique em Português com exemplos em Inglês sobre estes diferentes tempos verbais nas formas afirmativa, negativa e interrogativa:
- TO BE no presente , passado e futuro
- Simple Present (Uso de DO e DOES nas formas interrogativas, DON’T e DOESN’T na negativa, conjugação de verbos com as terminações S, ES e IES e conjugação do verbo TO HAVE)
- Advérbios mais usados em cada um destes tempos verbais em Inglês com tradução
| PRAZO DE ENTREGA: 15/5/20 (6ª feira)
O trabalho deverá ser elaborado no “Word” e entregue pelo e-mail abaixo.
| E-MAIL PARA DEVOLUÇÃO: mlimanetto@gmail.com

# data[].attributes.body
Não esqueça de colocar nome, nº, série e nome da escola!
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| PLANO DE AULA – número de aulas – 4 – 22/5 e 29/5
| DISCIPLINA: Inglês
| SÉRIE: 2E
| PROFESSOR: Elisabete
| HABILIDADE (S): Mobilizar conhecimentos prévios para compreender texto escrito
| ATIVIDADE: Leiam o texto abaixo:  Enjoying popcorn at the movie

Native Americans ate popcorn as food and were the first to try it popped. It was not until 1914 that a farm boy from Iowa formed the American Pop Corn Company and began to sell popcorn. Gradually, it became a national fad. In the 1920s it was introduced into the movie theaters. People wanted to eat it during the movie, but the theater managers discouraged the practice since the crunching distracted the other patrons. With the introduction of background music and sound for the movies, which drowned out the crunching, coupled with the need for cash during the Depression, the theater managers had a change of heart and permitted the establishment of lobby concessions. Popcorn is now an established “must” for all theatergoers.

TEXT QUESTIONS 1. Who first popped popcorn? ______________________________________________________
2. What did a boy from Iowa do in 1914? ______________________________________________________
3. What happened in the 1920s? ______________________________________________________
4. Why did theater managers discourage the practice of eating popcorn during the movie? _____________________________________________________
5. When did theater managers permit the establishment of lobby concessions? Why? ______________________________________________________

Fonte: https://www.passeiweb.com/estudos/sala_de_aula/ingles/texto_enjoying_popcorn_at_the_movies
| PRAZO DE ENTREGA: 29/05/2020
O trabalho deverá ser elaborado no “Word” e entregue pelo e-mail abaixo.
|  E-MAIL PARA DEVOLUÇÃO: mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE: 2E
| PROFESSOR: ELISABETE
| HABILIDADE(S) - Ler, compreender, analisar e interpretar textos diversos, inferindo seus traços característicos, bem como suas finalidades e usos sociais;
| PÚBLICO ALVO: 2E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.
enviar: mlimanetto@gmail.com

I - Leia o texto e responda às questões:
A Brief History of Cinema - Uma Breve História do Cinema

The first moving images were shown to audiences in the 1800s. Since then, new technologies and storytelling techniques have been developed, different film styles have gone in and out of fashion, and audience tastes have changed. From Silent to CGI: A Brief History of Cinema has been developed with young people aged 7-14 in mind. It aims to showcase the pivotal moments in the history of cinema, from its early inception to the multi-sensory experience of today. This resource will complement curricular learning (such as history, English or design and technology) or provide a backdrop to Into Film Club activity involving watching and making films. Disponível em: https://www.intofilm.org/resources/1279
1. Where can you find this kind of text?
2. Who is the target reader?
3. What is the text about?

Em caso de dúvida, entrar em contato comigo.

| Nº DE AULAS PREVISTAS: 2
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade.
| PRAZO DE ENTREGA:21/08/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE: 2E
| PROFESSOR: ELISABETE
| HABILIDADE(S) Ler, compreender, analisar e interpretar: roteiros, anúncios ou propagandas publicitárias, piadas, adivinhas e diálogos, inferindo seus traços característicos, bem como suas finalidades e usos sociais.
| PÚBLICO ALVO: 2E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.
Enviar: mlimanetto@gmail.com

1. What are the cognate words present in the text? (cognatas são palavras  parecidas tanto no significado quanto na forma com o português ex: Consumption – consumo)

Consumption of products and services impacts the environment in many different ways. For example, the things we buy contribute, directly or indirectly through the product lifecycle, to climate change, pollution, biodiversity loss, and resource depletion in Europe and other regions.

Atividade da aula de inglês do centro de mídias – CMSP - do dia 31/07.
Em caso de dúvida, entrar em contato comigo.

| Nº DE AULAS PREVISTAS: 2
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade.
| PRAZO DE ENTREGA:21/08/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE: 3E
| PROFESSOR: ELISABETE
| HABILIDADE(S) Reconhecer as características de um texto de apresentação de uma universidade americana: tipo de leitor, objetivo, tipo de informações e sua organização textual: localizar informações específicas no texto a partir de leitura detalhada (detailed reading).
| PÚBLICO ALVO: 3E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.
enviar: mlimanetto@gmail.com

Stanford University
Stanford University was established in 1885; opened in 1891 by Leland Stanford (former California governor and U.S. senator) and wife Jane Lathrop Stanford as a memorial to their son, who died from typhoid fever. It is the largest contiguous campus in the U.S. with over 8,000 acres, and has 700 buildings. There are currently over 5,000 externally-sponsored projects in which the university is participating. Stanford, which is the most selective research university in the U.S. as of the Class of 2017, has an endowment of $18.7B. It was also home to a node for the original ARPANET — a predecessor to the Internet. There are seven schools and colleges. Ninety-seven percent of undergraduates live on campus, and the student body enjoys a 5-1 student-to-faculty ratio (over 2,000 faculty members). Notable faculty and alumni include "22 Nobel laureates that are currently members of the Stanford community."
DISPONÍVEL EM: https://www.collegechoice.net/50-of-the-most-popular-us-universities-and-colleges-for-international-students/
1 - What is the text about?
2 - Who is the target reader?

Em caso de dúvida, entrar em contato comigo.
| Nº DE AULAS PREVISTAS: 2
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade.
| PRAZO DE ENTREGA: 21/08/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE: 3E
| PROFESSOR: ELISABETE
| HABILIDADE(S) (EM13LGG403) Fazer uso do inglês como língua do mundo global, levando em conta a multiplicidade e variedade de usos, usuários e funções dessa língua no mundo contemporâneo.
| PÚBLICO ALVO: 3E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

Volunteerism
The term ‘volunteerism’ is derived from the Latin word voluntas which means will, desire, wish, attitude, disposition or freedom. It is an activity which is governed by its own members and not by any outside force or external control. According to the Thesaurus free online dictionary, the term is related to the principle of donating time and energy for the benefit of other people in the community as a social responsibility rather than for any financial reward, or the policy or practice of volunteering one’s time or services, as for charitable or community work. According to The UN, the volunteerism lets people and communities participate in their own growth. Through volunteering, citizens build their resilience, enhance their knowledge base and gain a sense of responsibility for their own community. Social cohesion and trust is strengthened through individual and collective volunteer action, leading to sustainable outcomes for people, by people.  Source: The Free Dictionary by Farlex.

1. What kind of text is this?
2. Where can you find this kind of text?
3. What is the text about?
4. Who is the target reader?

Atividade da aula de inglês do centro de mídias – CMSP - do dia 24/07
Em caso de dúvida, entrar em contato comigo.

| Nº DE AULAS PREVISTAS: 2
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade.
| PRAZO DE ENTREGA: 21/08/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
|  SÉRIE: 1E
| PROFESSOR: ELISABETE
|  HABILIDADE(S) Ler, compreender, analisar e interpretar: opinião do leitor classificados, primeira página, notas de correção, piadas, adivinhas e diálogos, inferindo seus traços característicos, bem como suas finalidades e usos sociais.
| PÚBLICO ALVO:1E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.
mlimanetto@gmail.com

Leia e responda:
Many batteries are thrown away in regular waste after they have been used. Battery recycling is the name of the process of separately collecting such batteries so that they can be disposed of properly. Batteries contain metals such as lead, copper or zinc. In the form they are used in the batteries, these metals are very harmful to the environment - most are toxic. Collecting the batteries allows the extraction of some of the metals, which can then be reused, not thrown away. The parts that cannot be extracted or reused are disposed of in a way that is less harmful to the environment.
1. What are the cognate words present in the text?  ( aqui é para você encontrar no texto e escrever as palavras que são parecidas com o português, ex: battery – bateria)

Atividade da aula de inglês do centro de mídias – CMSP - do dia 31/07.
Em caso de dúvida, entrar em contato comigo.

| Nº DE AULAS PREVISTAS: 2
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade.
| PRAZO DE ENTREGA:21/08/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE: 1E
| PROFESSOR: ELISABETE
| HABILIDADE(S) Ler, compreender, analisar e interpretar: opinião do leitor classificados, primeira página, notas de correção, piadas, adivinhas e diálogos, inferindo seus traços característicos, bem como suas finalidades e usos sociais.
| PÚBLICO ALVO: 1E
| A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.
Enviar: mlimanetto@gmail.com

Read the text:
Europe is at crossroads regarding its management of plastic, plastic waste and the plastic waste trade. Rapidly growing amounts of plastic have negative environmental and climate impacts. Plastic and plastic waste are traded worldwide. Exporting plastic waste from the EU to Asia is a means of dealing with insufficient recycling capacities in the EU. Waste import restrictions in China have shifted exports to other countries. Because some types of plastic waste have been added to the United Nations Basel Convention, the option of exporting plastic waste is becoming increasingly difficult.

1. What is the text about?

Atividade da aula de inglês do centro de mídias – CMSP - do dia 31/07.
Em caso de dúvida, entrar em contato comigo.

| Nº DE AULAS PREVISTAS: 2
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade.
| PRAZO DE ENTREGA:21/08/2020
| E-MAIL PARA DEVOLUÇÃO:  mlimanetto@gmail.com

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA

NOME DO ALUNO:

SÉRIE: 1E

PROFESSORA ELISABETE

3º BIMESTRE

ATIVIDADE 3

Solar energy is the transformation of heat, the energy that comes from the sun. It has been used for thousands of years in many different ways by people all over the world. In the past, solar energy was basically used for heating, cooking, and drying. Today, it is also used to make electricity where other power supplies are not there, such as in places far away from where people live, and in outer space.

1. What is the text about?

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA

NOME DO ALUNO:

SÉRIE: 2E

PROFESSORA ELISABETE

3º BIMESTRE

ATIVIDADE 3

A map is an image of an area, usually of the Earth or part of the Earth. A map is different from an aerial photograph because it includes interpretation. Many maps are called “charts” such as star charts and nautical charts. Before the late 20th century, almost all maps were on paper, though now they are more often to be seen on a smartphone or a computer screen. People who make maps are called cartographers. If a map is on a piece of paper or a computer screen, it has to be projected. This is because the Earth is round and paper and screens are flat. Mathematics is used for these projections.

1. What are the cognate words present in the text? Quais são as palavras cognatas presentes no texto? (Palavras cognatas são aquelas parecidas com o português que facilitam o entendimento geral do texto ex: map – mapa. È para escrever essas palavras - não precisa traduzir)

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA

NOME DO ALUNO:

SÉRIE: 3E

PROFESSORA ELISABETE

3º BIMESTRE

ATIVIDADE 3

Dê sua opinião sobre quatro tópicos diferentes.

1. Who makes the best pasta?

2. Who has the best perfumes?

3. Who has the best soccer?

4 .Who has the most beautiful beaches?

Who - quem

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA

NOME DO ALUNO:

SÉRIE:

PROFESSORA ELISABETE

3º BIMESTRE

Joanne Kathleen Rowling, author of the Harry Potter series, is a modern-day literary sensation and one of Britain’s richest women. But when she wrote the first book in the series, Harry Potter and The Philosopher’s Stone, she was a single mother on welfare struggling to support a young daughter. In fact, Rowling sold the manuscript for her first book for only $4000. Harry Potter and The Sorcerer’s Stone (the name was changed for the American audience) was an immediate success in both theU.K. and the U.S.. By the summer of 2000, this book and the two subsequent books in the series had earned $480 million, with over 35 million copies in print in 35 languages.
Responda:
1. What is the text about?

Em caso de dúvida, entrar em contato comigo.

A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

enviar:  mlimanetto@gmail.com

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA

NOME DO ALUNO:

SÉRIE:

PROFESSORA ELISABETE

3º BIMESTRE

1. WRITE the verbs in the Simple Present Tense in the text:

Europe consumes more resources than most other regions. An average European citizen uses approximately four times more resources than one in Africa and three times more than one in Asia, but half of that of a citizen of the USA, Canada or Australia.

A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

enviar:  mlimanetto@gmail.com

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA

NOME DO ALUNO:

SÉRIE:

PROFESSORA ELISABETE

3º BIMESTRE

ATIVIDADE

Pesquisar Verbos Modais em inglês /Modal Verbs - Can, may, might, shall, must e should. O que são, significados mais comuns  e uso; dar exemplos em inglês com a tradução em português.

A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

enviar:  mlimanetto@gmail.com

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA

NOME DO ALUNO:

SÉRIE:

PROFESSORA ELISABETE

3º BIMESTRE

The 2016 Kumamoto earthquakes happened on April 14-16, 2016 near Kumamoto Prefecture in Southern Japan. A foreshock of magnitude 6.2 on the Richter scale happened on the evening of April 14 at 21:26 Japan Standard Time (JST). The main earthquake happened at 1:25 am JST with a magnitude of 7.0 on April 16.

A total of 48 people died in the two earthquakes. About 3,000 more were injured. There was severe damage in and around Kumamoto. Many structures, including Kumamoto-Castle, fell and some of them caught fire and infrastructures, especially water, electricity and gas supply were destroyed.

1. Where did the earthquakes happen? Onde os terremotos aconteceram?

2. How many people were injured?
Quantas pessoas ficaram feridas?

A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

enviar:  mlimanetto@gmail.com

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA

NOME DO ALUNO:

SÉRIE:

PROFESSORA ELISABETE

3º BIMESTRE

An advertisement (often shortened to advert or ad) is the promotion of a product, brand or service to a viewership in order to attract interest, engagement and sales. Advertisements come in many forms, from copy to interactive video, and have evolved to become a crucial feature of the app marketplace.

An advertisement is different from other types of marketing because it is paid for, and because the creator of an advert has total control over the content and message.

I – Now answer the questions:

a) What is an advertisement?

b) Do you trust advertisements? (resposta pessoal)

c) What products shouldn't be allowed to be advertised? (resposta pessoal)

A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

enviar:  mlimanetto@gmail.com

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA

NOME DO ALUNO:

SÉRIE:

PROFESSORA ELISABETE

3º BIMESTRE

Rizka is a 17-year-old high schooler from South Sulawesi, Indonesia, who loves coffee and bicycling. “I’m a shy person but, please, do not hesitate to approach me,” she says. As she was inspired to keep drawing by someone, she hopes her drawing can inspire someone else too. “I planned to create Cipta with a concept of fighting the silence with silence.”
1- Qual é o assunto geral do texto?

A Atividade deverá ser elaborada no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.

enviar:  mlimanetto@gmail.com

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA
SÉRIE 1E
4º BIMESTRE
PROFESSORA ELISABETE

NOME COMPLETO DO ALUNO:
(Não esqueça de colocar o nome!)

A Atividade deverá ser entregue pelo e-mail:
mlimanetto@gmail.com
ou postado no Whatsapp pessoal.

ATIVIDADE 1
American researchers, from Harvard University, created a ball that transforms kinetic energy kicks into electricity. It is an invention that can be used as a source for luminaries, to charge electronic devices, such as cell phones and LED lamps.

The invention was called “Soccket”, a mixture of “soccer” and “socket”.

It is estimated that 15 minutes of kicks can generate energy for an LED lamp for about 3 hours. The ball weighs 28 grams, more than an ordinary ball, and is made of resistant and durable material.

The first versions were taken for families that do not have access to electricity, in South Africa, Mexico and Brazil. It was even tested at the 2010 FIFA World Cup.

The balls were also distributed at schools to assist teachers in teaching about energy.

1- O que esse texto está falando?

ATIVIDADE 2
Read the text:

You probably have already heard people saying that are feeling “energyless” or tired because they are hungry. Exactly! When we eat, the food undergoes an electrochemical transformation in our body to be converted into energy.

Energy conversion also happens inside vehicles: the chemical energy from the fuel makes the engine works, generating kinetic energy, which moves the vehicle and is converted into thermal energy in the engine and wheels. The electrical energy stored in the battery, in its turn, is transformed into sound energy (the horn, the sound system, etc) or light energy (the headlight, light panel etc).

1 – Qual o assunto geral do texto?

Em caso de dúvida, entrar em contato comigo.

Nº DE AULAS PREVISTAS: 8

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA
SÉRIE 2E
4º BIMESTRE
PROFESSORA ELISABETE

NOME COMPLETO DO ALUNO:
(Não esqueça de colocar o nome!)
A Atividade deverá ser entregue pelo e-mail:
mlimanetto@gmail.com
ou postado no Whatsapp pessoal.

ATIVIDADE 1
“Hi, we have just got back from our trip to Quito and the Galapagos. I wanted to drop you a line to thank you for organizing such an amazing holiday. I also wanted to mention that our guide was brilliant and made the whole trip so remarkable. He obviously cares so much about his islands that it is infectious. We had a great group and have come home with some great memories.”

1 - O que o texto está falando?

ATIVIDADE 2

“I traveled to Chiang Mai, Thailand just before the COVID-19 pandemic. The trip was awesome! Due to the many cancellations I had the guides’ full attention, and this was a great experience. The guides were knowledgeable and made the trip interesting. Cycling through the local areas and away from touristy things was great. I felt I really experienced local culture. You should do that too if you come to Thailand. And, of course, you shouldn’t miss the local cuisine”.

1 - What is the text about?

Atividade adaptada do CMSP - Bons estudos!
Qualquer dúvida, entrar em contato comigo.
Nº DE AULAS PREVISTAS: 8

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA
SÉRIE 3E
4º BIMESTRE
PROFESSORA ELISABETE

NOME COMPLETO DO ALUNO:
(Não esqueça de colocar o nome!)
A Atividade deverá ser entregue pelo e-mail:
mlimanetto@gmail.com
ou postado no Whatsapp pessoal.

ATIVIDADE 1

In some countries, discrimination against somebody based on race, sex, religion, sexual orientation, age, or disability is illegal. However, it still takes place for reasons not covered by the law. In some countries, discrimination against somebody is legal or even official government policy. This especially takes place in countries where there is an official religion, and people from other religions are discriminated against.

1 – O que o texto está falando?

ATIVIDADE 2

In the past, the age of marriage was young. The average age of marriage for women has increased to 21, according to 2011 Census. In 2009, about 7% of women got married before the age of 18. Arranged marriages have long been the norm in this society. Even today, the majority of the people have their marriages planned by their parents and other respected family members. However, the percentage of self-arranged marriages (called love-marriages) have increased in the urban parts of the country.

1 - What is the text about?

2 - Who is the target reader?

ATIVIDADE 3

What are the human rights, exactly
According to the United Nations, Human Rights are innate rights to all human beings, no matter their race, sex, nationality, and any other status. They include the right to life and liberty, freedom of opinion and expression, right to work and education, and many more.
Everyone is entitled to these rights, without discrimination.

1. What is the text about?

2. Who is the target reader?

Em caso de dúvida, entrar em contato comigo.
Atividade adaptada do CMSP - Bons estudos!
Nº DE AULAS PREVISTAS: 8

# data[].attributes.attachment_link.title
09/10 - 1ª série  EM - Inglês - Non-Renewable: Revisited

# data[].attributes.attachment_link.title
09/10 - 2ª série EM - Inglês - Still traveling

# data[].attributes.attachment_link.title
09/10 - 3ª série EM - Inglês - Inequality

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA
SÉRIE 1E
4º BIMESTRE
PROFESSORA ELISABETE
NOME COMPLETO DO ALUNO:____

(não se esqueça de colocar seu nome no trabalho!).

A Atividade deverá ser entregue pelo e-mail: mlimanetto@gmail.com
ou postado no Whatsapp pessoal.

ATIVIDADE 3

Video games are good for you!

For years video games have been criticized for making people more antisocial, overweight or depressed. But now researchers are finding that games can actually change us for the better and improve both our body and mind.

Games can help to develop physical skills. Pre-school children who played interactive games such as the ones available on Wii have been shown to have improved motor skills, for example, they can kick, catch and throw a ball better than children who don’t play video games. A study of surgeons who do microsurgery in Boston found that those who played video games were 27 per cent faster and made 37 per cent fewer errors than those who didn’t. Vision is also improved, particularly telling the difference between shades of grey. This is useful for driving at night, piloting a plane or reading X-rays.

Games also benefit a variety of brain functions, including decision-making. People who play action-based games make decisions 25 per cent faster than others and are no less accurate, according to one study. In another study by researchers from the University of Rochester in New York, experienced gamers were shown to be able to pay attention to more than six things at once without getting confused, compared with the four that most people can normally keep in mind. Additionally, vídeo games can also reduce gender differences. Scientists have found that women who play games are better able to mentally manipulate 3D objects.

There is also evidence that gaming can help with psychological problems. At the University of Auckland in New Zealand, researchers asked 94 young people diagnosed with depression to play a 3D fantasy game called SPARX and in many cases, the game reduced symptoms of depression more than conventional treatment. Another research team at Oxford University found that playing Tetris shortly after exposure to something very upsetting – in the experiment, a film of traumatic scenes of injury and death was used – can actually prevent people from having disturbing flashbacks.

The effects are not always so positive, however. Indiana University researchers carried out brain scans on young men and found evidence that violent games can alter brain function after as little as a week of play, affecting regions in the brain associated with emotional control and causing more aggressive behavior in the player. But Daphne Bavelier, one of the most experienced researcher in the field, says that the violent action games that often worry parents the most, may actually have the strongest beneficial effect on the brain. In the future, we may see many treatments for physical and neurological problems which incorporate the playing of video games.

RESPONDA DE ACORDO COM O TEXTO:

A) Encontre e escreva as palavras cognatas (palavras que se parecem com o português e tem o mesmo significado) e coloque a tradução.

B) Qual o assunto geral do texto?

ATIVIDADE 4

Complete os espaços com as palavras abaixo:

|  Shades - skills - scans - behavior - field - attention - decisions - difference

1) Playing video game improves the speed at which people can make

_________________ .

2) Video gamers also demonstrate an improved ability to pay

_______________ to several things at once.

3) Pre-school children who play video games have been shown to have

improved motor ______________________.

4) Playing video games also has a beneficial effect on vision, increasing

players’ ability to tell the _______________________ between varying

______________________ of grey.

5) Researchers from Indiana University investigated the effects of violent

video games by doing some brain ___________________________ on video

gamers.

6) Their research showed that violent video games affect emotional control

and may cause more aggressive _______________________________.

7) Daphne Bavelier is one of the most experienced researchers in her

______________________.

Fonte: CADERNO DO ALUNO 1ª SÉRIE ENSINO MÉDIO 4º BIMESTRE

Qualquer dúvida entre em contato comigo

PRAZO DE ENTREGA: 11/12/2020

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA
SÉRIE 1E
4º BIMESTRE
PROFESSORA ELISABETE
NOME COMPLETO DO ALUNO:___________________________

(não se esqueça de colocar seu nome no trabalho!).

A Atividade deverá ser entregue pelo e-mail: mlimanetto@gmail.com
ou postado no Whatsapp pessoal.

ATIVIDADE 3
A toy is something to play with. Toys are for children, adults and animals. Before 1970, most toys were made of metal and wood. Now, they are mostly made of plastic. Sometimes they are made of electronic material. Some people also consider video games toys.

Toys were originated many years ago. The earliest ones were made of rocks, sticks, or clay. In ancient Egypt, children played with dolls made of clay and sticks. In ancient Greece and Rome, children played with dolls made of wax or terracotta, sticks, bows and arrows, and yo-yos.

1 – O que o texto está falando?

ATIVIDADE 4

1 - Pesquisar as regras do comparativo dos adjetivos em inglês com terminações curtas  –ER, IER, -R e com CVC (Consoante/Vogal/Consoante) mais THAN

2 - Pesquisar o uso do comparativo do inglês com adjetivos longos (MORE + ADJETIVO LONGO +THAN)

Qualquer dúvida entre em contato

PRAZO DE ENTREGA: 11/12/2020

# data[].attributes.body
EE PROF FRANCISCO AUGUSTO DA COSTA BRAGA
SÉRIE 1E
4º BIMESTRE
PROFESSORA ELISABETE
NOME COMPLETO DO ALUNO:___________________________
(não se esqueça de colocar seu nome no trabalho!).

A Atividade deverá ser entregue pelo e-mail: mlimanetto@gmail.com
ou postado no Whatsapp pessoal.

ATIVIDADE 4

Elections in the United States

Elections in the United States are held for government officials at the federal, state, and local levels. At the federal level, the nation's head of state, the president, is elected indirectly by the people of each state, through an Electoral College. Today, these electors almost always vote with the popular vote of their state. All members of the federal legislature, the Congress, are directly elected by the people of each state. There are many elected offices at state level, each state having at least an elective governor and legislature. There are also elected offices at the local level, in counties, cities, towns, townships, boroughs, and villages; as well as for special districts and school districts which may transcend county and municipal boundaries. According to a study by political scientist Jennifer Lawless, there were 519,682 elected officials in the United States as of 2012.

While the United States Constitution does set parameters for the election of federal officials, state law, not federal, regulates most aspects of elections in the U.S., including primaries, the eligibility of voters (beyond the basic constitutional definition), the running of each state's electoral college, as well as the running of state and local elections. All elections—federal, state, and local—are administered by the individual states.

The restriction and extension of voting rights to different groups has been a contested process throughout United States history. The federal government has also been involved in attempts to increase voter turnout, by measures such as the National Voter Registration Act of 1993. The financing of elections has also long been controversial, because private sources make up substantial amounts of campaign contributions, especially in federal elections. Voluntary public funding for candidates willing to accept spending limits was introduced in 1974 for presidential primaries and elections. The Federal Elections Commission, created in 1975 by an amendment to the Federal Election Campaign Act, has the responsibility to disclose campaign finance information, to enforce the provisions of the law such as the limits and prohibitions on contributions, and to oversee the public funding of U.S. presidential elections.

Disponível em: https://en.wikipedia.org/wiki/Elections_in_the_United_States

Responda:

1 - What is the text about?

ATIVIDADE 5

As questões 01 e 02 devem ser respondidas de acordo com o texto que segue.

NASA is looking for people to go to Mars, and never come back. This appealing career is for people who want a permanent change of scenery and planet. It is part of an ambitious new project to colonize Mars called the Hundred Years Starship. Settlers would travel to the Red Planet and live there forever. NASA says it would be too expensive to bring humans back to Earth. The space agency can afford, however, to send supplies to the astronaut pioneers. NASA has started the project with a modest $1.6 million, but hopes to attract investment from space-loving billionaires. Google founder Larry Page told NASA he’d be interested if they could get the cost of a one-way ticket down from $10 billion to $2 billion.

The journey to Mars could take just four months. Settling on the planet would be extremely hazardous, especially the freezing temperatures and carbon dioxide atmosphere. Many scientists think colonizing space is essential. Stephen Hawking believes we must move to other planets to survive as a species. He said: “Once we spread out into space and establish independent colonies, our future should be safe.” Dirk Schulze-Makuch and Paul Davies call it a “desirable goal” and part of our desire to explore saying: “It would require not only major international cooperation, but a return to the exploration spirit and risk-taking character of the great period of Earth exploration, from Columbus to Amundsen.”

1ª Questão: Answer in Portuguese.

a) A quem interessaria a proposta lançada pela NASA?

b) Em que situação o fundador do Google aceitaria mudar-se para Marte?

2ª Questão: Answer in Portuguese.

O que afirma Stephen Hawking?

Qualquer dúvida entre em contato

PRAZO DE ENTREGA: 11/12/2020

# data[].attributes.body
| EE. FRANCISCO AUGUSTO DA COSTA BRAGA
| DISCIPLINA: INGLÊS
| SÉRIE: 3E
| PROFESSOR: ELISABETE
| HABILIDADE(S) Explicar onde os tsunamis são gerados; • Distinguir entre desastres e desastres naturais; • Distinguir o impacto dos tsunamis em diferentes áreas;
| PÚBLICO ALVO: ALUNOS DO 3E
A Atividade deverá ser elaborado no “Word” e entregue pelo e-mail abaixo com NOME DO ALUNO, SÉRIE e NOME DA ESCOLA.
ACTIVITY 1
Para responder a questão 1 e 2 olhe a Imagem  no final (se expandir está no início) do post.

1) What can you see in this image? Is it a representation of something fictional or a situation that has happened?

2) Brainstorm words related to the image and to any real life event.

Fonte: Caderno do aluno SP FAZ ESCOLA – 3ª SÉRIE EM - 2º BIMESTRE
| Nº DE AULAS PREVISTAS: 2
| AVALIAÇÃO: Devolutiva dos alunos dentro do prazo estipulado e realizado de acordo com as instruções expressas na atividade. Avaliação processual.
| PRAZO DE ENTREGA: 19/06/2020
| E-MAIL PARA DEVOLUÇÃO:  E-MAIL PARA DEVOLUÇÃO: mlimanetto@gmail.com

# data[].attributes.body
Elections in the United States

Elections in the United States are held for government officials at the federal, state, and local levels. At the federal level, the nation's head of state, the president, is elected indirectly by the people of each state, through an Electoral College. Today, these electors almost always vote with the popular vote of their state. All members of the federal legislature, the Congress, are directly elected by the people of each state. There are many elected offices at state level, each state having at least an elective governor and legislature. There are also elected offices at the local level, in counties, cities, towns, townships, boroughs, and villages; as well as for special districts and school districts which may transcend county and municipal boundaries. According to a study by political scientist Jennifer Lawless, there were 519,682 elected officials in the United States as of 2012.

While the United States Constitution does set parameters for the election of federal officials, state law, not federal, regulates most aspects of elections in the U.S., including primaries, the eligibility of voters (beyond the basic constitutional definition), the running of each state's electoral college, as well as the running of state and local elections. All elections—federal, state, and local—are administered by the individual states.

The restriction and extension of voting rights to different groups has been a contested process throughout United States history. The federal government has also been involved in attempts to increase voter turnout, by measures such as the National Voter Registration Act of 1993. The financing of elections has also long been controversial, because private sources make up substantial amounts of campaign contributions, especially in federal elections. Voluntary public funding for candidates willing to accept spending limits was introduced in 1974 for presidential primaries and elections. The Federal Elections Commission, created in 1975 by an amendment to the Federal Election Campaign Act, has the responsibility to disclose campaign finance information, to enforce the provisions of the law such as the limits and prohibitions on contributions, and to oversee the public funding of U.S. presidential elections.