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UNIT 13
ROLL UP YOUR SLEEVES
Quando usamos a expressão roll up your sleeves, queremos dizer que estamos nos preparando para fazer algo que demanda esforço e dedicação.
She works as a volunteer on the project. She really rolls up her sleeves to make a difference.
1. Qual das frases a seguir apresenta a expressão roll up your sleeves usada de forma incorreta? Junte-se a um colega e justifiquem a resposta.
a ) Teacher Débora Garofalo rolled up her sleeves and taught her students how to make robots using junk material and worthless items.
b ) Greta Thunberg rolled up her sleeves and mobilized millions of children around the world to defend the environment.
c ) The teacher will have a day off, so, she will need to roll up her sleeves to rest.
Resposta: Alternativa c. A expressão indica entregar-se inteiramente a uma tarefa, não a um período de descanso.
Exchanging ideas
Agora, você vai conversar sobre as questões a seguir com o colega mais próximo. Virem-se um para o outro, ouçam as orientações do professor e iniciem a conversa.
1. A imagem mostra um protesto a favor do meio ambiente. Qual é a relação dessa ação com o título da unidade?
2. Na imagem há um cartaz com a frase There is no planet B. O que significa essa frase no contexto do protesto?
3. Quais são as atitudes que as pessoas estão tomando para cuidar das áreas verdes do lugar em que você vive? Comente e dê exemplos.
Professor, professora: Respostas e comentários nas Orientações para o professor.
Nesta unidade, você terá como objetivos:
- refletir e conversar sobre sustentabilidade e ações para tornar o mundo um lugar melhor;
- ler e compreender um artigo de opinião sobre a Amazônia e os povos indígenas que a habitam;
- ouvir e compreender um podcast sobre uma organização não governamental ambiental;
- fazer uma apresentação sobre uma organização não governamental ambiental;
- compreender e utilizar o futuro em inglês com going to;
- conversar sobre planos pessoais a longo e curto prazo.
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Warming up
Plans to change the world
1. As imagens a seguir mostram pessoas realizando trabalho voluntário.
a ) Você já realizou ou gostaria de realizar algum tipo de trabalho voluntário? Comente com os colegas.
Resposta pessoal. Incentive os estudantes a compartilhar os motivos que os levaram ou levariam a realizar esse tipo de trabalho.
b ) Qual é a importância desse tipo de atividade?
Possível resposta: O trabalho voluntário pode ser bom para quem o realiza e para quem é beneficiado por ele; a prática melhora a qualidade de vida dos envolvidos, desenvolve habilidades sociais e promove a solidariedade e a empatia.
2. O trabalho voluntário pode ser desenvolvido por indivíduos ou organizações, como a Organização das Nações Unidas (ONU). A ONU é uma organização que trabalha para promover a paz, a segurança e o desenvolvimento econômico por meio da cooperação internacional. Quais outras organizações nacionais e internacionais você conhece? O que elas fazem? Se necessário, faça uma pesquisa.
Resposta pessoal. Explique aos estudantes que há organizações que buscam ajudar o próximo ou propõem ações para melhorar o mundo, como a Médicos sem Fronteiras, que se dedica a levar auxílio médico e humanitário a comunidades em situação de vulnerabilidade.
Learning vocabulary
1. Leia os Objetivos de Desenvolvimento Sustentável publicados pela ONU para um futuro melhor. Pesquise e anote em seu caderno o que significa cada objetivo.
Professor, professora: Respostas e comentários nas Orientações para o professor.
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2. Agora, retome os Objetivos de Desenvolvimento Sustentável que você conheceu na atividade anterior e os relacione com as frases a seguir.
A. Make sure people are vaccinated and healthy.
B. Make sure all children go to school.
C. Preserve oceans, seas and marine life.
D. Guarantee that men and women are treated equally.
E. Revitalize the global partnership✚ for sustainable development.
F. Eliminate poverty✚.
G. Establish responsible production and consumption standards✚.
H. Guarantee clean energy for everyone.
I. Combat climate change and its impacts.
J. Guarantee investments in infrastructure and industrialization.
K. Guarantee clean and accessible water and basic sanitation for everyone.
L. Reduce social inequalities✚.
M. Create conditions to improve job quality for workers.
N. Preserve biodiversity and guarantee environmental sustainability.
O. Make sure everyone can eat.
P. Guarantee access to justice for everyone.
Q. Make sure cities are inclusive, safe and sustainable.
Resposta: A – 3; B – 4; C – 14; D – 5; E – 17; F – 1; G – 12; H – 7; I – 13; J – 9; K – 6; L – 10; M – 8; N – 15; O – 2; P – 16; Q – 11.
Reading
Article
Pre-reading
1. One way to make the world a better place is by protecting indigenous land. What do you know about the Brazilian indigenous peoples?
Resposta pessoal. Dê a oportunidade aos estudantes de expressarem o que sabem sobre os povos indígenas e os modos de vida de etnias específicas, relatando, por exemplo, se sabem qual região é habitada por determinada etnia e quais são algumas de suas práticas tradicionais e culturais.
2. Do some research and explain why it is important to protect indigenous peoples and preserve their land. Read about the following problems.
- The suffering of indigenous peoples and the destruction of their lands due to deforestation and land grabbing.
- The fight for the demarcation of indigenous lands and the territorial rights of these peoples.
- The struggle to preserve the indigenous peoples' ways of life, traditions, and cultures.
Resposta pessoal. Comentários nas Orientações para o professor.
3. You are going to read an extract from an opinion article written by Raoni Metuktire, chief of the Kayapos, a Brazilian indigenous group. Read the title of the text and identify the correct sentences.
a ) The Kayapo people are an indigenous group that inhabit the Brazilian Amazon forest.
b ) In the title of the opinion article, the pronoun we refers not only to the Kayapos, but also to the other indigenous peoples that live in the Amazon forest.
c ) In the title of the opinion article, Raoni makes it clear that he will address the advantages of being a member of an indigenous people in Brazil.
d ) In the title of the opinion article, Raoni makes a statement about how the indigenous peoples feel and also gives a warning to the readers.
Resposta: Alternativas a; b; d. Aproveite esta atividade para incentivar os estudantes a levantar hipóteses sobre o texto.
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While reading
1. Read the text and answer the following questions.
We, the peoples of the Amazon, are full of fear. Soon you will be too
For many years we, the indigenous leaders and peoples of the Amazon, have been warning you, our brothers who have brought so much damage to our forests. What you are doing will change the whole world and will destroy our home – and it will destroy your home too.
We have set aside✚ our divided history to come together. Only a generation ago, many of our tribes were fighting each other, but now we are together, fighting together against our common enemy. And that common enemy is you, the non-indigenous peoples who have invaded our lands and are now burning even those small parts of the forests where we live that you have left for us. [...]
We call on you to stop what you are doing, to stop the destruction, to stop your attack on the spirits of the Earth. When you cut down✚ the trees you assault✚ the spirits of our ancestors. When you dig✚ for minerals you impale✚ the heart of the Earth. And when you pour poisons on the land and into the rivers – chemicals from agriculture and mercury from gold mines – you weaken the spirits, the plants, the animals and the land itself. When you weaken the land like that, it starts to die. If the land dies, if our Earth dies, then none of us will be able to live, and we too will all die.
[...]
We all breathe this one air, we all drink the same water. We live on this one planet. We need to protect the Earth. If we don't, the big winds will come and destroy the forest.
Then you will feel the fear that we feel.
METUKTIRE, Raoni. We, the peoples of the Amazon, are full of fear. Soon you will be too. The Guardian, Sept. 2nd, 2019. Available at: https://s.livro.pro/bnn7jt. Accessed on: Aug. 28th, 2024. Copyright Guardian News & Media Ltd 2024
a ) When the author uses the pronoun you, who is he talking to?
Resposta: He is talking to the non-indigenous peoples who have invaded their lands and are now destroying them.
b ) What effect is intended by the repetition of this pronoun in the text?
Resposta: To address readers directly, so that they are aware of their responsibility towards the problem and its consequences.
2. Read the following extract from the text again and answer the questions.
What you are doing will change the whole world and will destroy our home – and it will destroy your home too.
[...] now we are together, fighting together against our common enemy.
We need to protect the Earth. If we don't, the big winds will come and destroy the forest.
a ) In the first sentence, what are people doing?
Resposta: Destroying nature.
b ) Also in the first sentence, what are the homes the author refers to?
Resposta: The forest and planet Earth.
c ) In the second sentence, who is the enemy?
Resposta: The people who exploit the natural resources and damage the forests.
d ) In the third sentence, what does the phrase the big winds mean?
Resposta: The consequences of the destruction of the environment.
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3. Read the third paragraph of the the text again. In this paragraph, the author mentions the environmental impacts caused by some actions. What are these actions? Identify the correct sentences.
a ) Waste of energy.
b ) Use of chemicals in crops✚.
c ) Deforestation.
d ) Exploitation✚ of natural resources.
e ) Mineral extraction.
f ) Plastic pollution.
Resposta: Alternativas b; c; d; e.
4. Read the sentences and, according to the text, identify if they are true or false. Then, correct the false ones.
a ) The indigenous peoples have an enemy. This enemy is a different tribe who have invaded their lands.
Resposta: False. The indigenous peoples have an enemy. This enemy is the non-indigenous peoples who have invaded their lands.
b ) The author says that many tribes have been fighting each other for centuries.
Resposta: False. The author says that only a generation ago the tribes were fighting each other, but now they are together, fighting against their common enemy.
c ) The small parts of the forests where indigenous peoples live are safe from destruction.
Resposta: False. Even the small parts of the forests where indigenous peoples live are now burning and being destroyed.
d ) What people are doing will change part of the world and will destroy the Amazon forest.
Resposta: False. What people are doing will change the whole world and will destroy everybody's home.
e ) When people weaken the land, it starts to die. If the land dies, if our Earth dies, none of us will be able to live. These words mean that all living things are connected and everyone will suffer the consequences of the destruction of nature.
Resposta: True.
5. Read the last sentence of the text again, in which the author makes a warning. What does he mean by it? Explain.
Then you will feel the fear that we feel.
Resposta: If the Earth is not protected, everyone will feel the fear that the indigenous peoples already feel. It means that the consequences of the destruction of the environment will be disastrous and will affect all humankind.
Post-reading
1. Is the opinion article similar to what you expected before reading it?
Resposta pessoal. Incentive os estudantes a se lembrarem das hipóteses que levantaram quando leram apenas o título do artigo e a compará-las com as ideias apresentadas no texto.
2. In your opinion, are the author's ideas and arguments convincing?
Resposta pessoal. Incentive os estudantes a pensar sobre as consequências negativas que os povos indígenas enfrentam com a destruição de suas terras e do meio ambiente, e como essas mesmas consequências podem se aplicar a todos nós.
3. Read the following sentence from the text and discuss the questions with a classmate.
We all breathe this one air, we all drink the same water. We live on this one planet. We need to protect the Earth.
a ) How does this make you feel? Why?
Resposta pessoal. Peça aos estudantes que tentem expressar o sentimento deles em inglês, por exemplo: "I feel sad because the rivers are..."
b ) Do you agree with Raoni? Why?
Resposta pessoal. Incentive os estudantes a responder em inglês. Eles podem começar a resposta com a estrutura: "Yes, I agree because.../No, I disagree because...".
c ) In your opinion, what must be done to make sure the Earth is protected? Read the following actions and discuss their viability.
I ) Fight for indigenous land demarcation.
II ) Make efforts to plant more trees and promote reforestation.
III ) Reflect on our lifestyle and take actions to reduce our carbon footprint.
Resposta pessoal. Se necessário, ajude os estudantes a formular as respostas. Eles podem iniciá-la com a seguinte estrutura: "People must/should/could...".
4. How was your understanding of the article? Talk about it with your teacher.
Resposta pessoal. Comentários nas Orientações para o professor.
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Listening
Podcast
Pre-listening
1. Which environmental issue are you most concerned✚ about? Why? Discuss it with classmates.
Resposta pessoal. Aproveite para revisar o que os estudantes aprenderam sobre problemas ambientais na seção Reading.
2. There are many non-governmental organizations (NGOs) concerned with environmental issues and that work to protect the planet. Read about two of them.
World Wildlife Fund
The mission of this international and non-governmental organization is to protect nature (forests, rivers, seas) and the diversity of life on Earth, such as animals in general.
Wildlife & Environment Society in South Africa
The objective of this environmental organization is to offer good education programs to young people, sustainable tourism and to implement an effective environmental system for them.
Research and identify some Brazilian organizations similar to these ones. Write their names and describe their objectives.
Professor, professora: Respostas e comentários nas Orientações para o professor.
While listening
1. 
Track 29 Listen to the podcast and
match the information to the meanings.
A. Sean Kheraj.
B. Ryan O'Connor.
C. Canadian history and environment.
D. Ontario, Canada.
I. The name of the guest.
II. The name of the host.
III. Where the podcast is from.
IV. What the podcast is about.
Resposta: A – II; B – I; C – IV; D – III.
2.
Track 29 Listen to the podcast
again and answer the following questions.
a ) Which environmental non-governmental organization (ENGO) is this episode about?
Resposta: Pollution Probe.
b ) When did Canadians become involved in ENGOs?
Resposta: In the late 1960s and early 1970s.
c ) Which environmental problems are mentioned in the audio?
Resposta: Air pollution, water pollution, solid waste disposal.
d ) Where and when was Pollution Probe born?
Resposta: At the University of Toronto, in 1969.
e ) What is the focus of Pollution Probe?
Resposta: Air pollution in Canada.
f ) Why is this ENGO important?
Resposta: It has become one of the most influential environmental groups in Ontario and shaped a national environmental movement across the country.
Post-listening
1. The podcast starts with the phrase "Reduce, reuse and recycle". Write down some actions to put this concept into practice and share your ideas with a classmate.
Possíveis respostas: Reduce: shop for products that last longer; Recycle: separate used containers; Reuse: use empty containers for other purposes.
2. For you, what is the importance of organizations like Pollution Probe? In your opinion, how can these kinds of organizations help find solutions to environmental problems?
Respostas pessoais. Deixe os estudantes discutirem as questões em duplas e, depois, abra essa discussão para a turma. Se necessário, sugira-lhes que façam uma breve pesquisa para fundamentar suas respostas com mais informações.
3. How was your understanding of the audio? What can you do to improve your comprehension in the next activities?
Resposta pessoal. Comentários nas Orientações para o professor.
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Speaking
Talking about an ENGO
1.
Track 30 Listen to the audio about
non-governmental organizations. Complete the information about what
these organizations are.
An NGO is a ■ organization that operates independently from the ■ to promote a ■, political, ■ or humanitarian cause. There are some differences between NGOs and non-profits, because some non-profits do not promote a ■, but provide a service that ■ needs.
Resposta: not-for-profit; government; social; environmental; cause; society.
2. There are many ways to refer to a non-governmental organization. Do some research about these kinds of organizations and answer the following questions.
a ) Which terms can be used for these kinds of organizations?
Possíveis respostas: NGO; nonprofit organizations; civil society organization (CSO); humanitarian organization; advocacy group; grassroots organization etc.
b ) Where can you hear about these kinds of organizations? Talk to a classmate about it.
Resposta pessoal. Comente com os estudantes que é comum encontrar esses termos em documentários ou noticiários sobre questões ambientais.
3. Now, you are going to talk about an environment non-governmental organization (ENGO) that you admire or that caught your attention during the research. Follow these steps.
a ) First, pick an ENGO that you are interested in and write notes about its goals and features. If necessary, use a dictionary to help you. Look at the suggestions.
The Green Belt Movement in Kenya
This organization empowers women, particularly those from communities, with the purpose of protecting the environment and improving their livelihoods✚.
b ) Select an image that represents the organization you chose.
c ) Then, pair up with a classmate and talk in English about this ENGO. Be sure to explain the importance of the ENGO's work. Follow these examples.
Which ENGO did you choose?
I chose...
What does this organization do?
This organization focuses on...
d ) At the end of your conversation, share your ideas with your classmates.
Respostas pessoais. Comentários nas Orientações para o professor.
4. After the interaction, answer the following questions.
a ) Do you think it is possible for a single ENGO to solve all social and environmental problems? Why?
Resposta pessoal. Comente que a colaboração entre diferentes ONGs ambientais e a sociedade é essencial para enfrentar os desafios sociais e ambientais.
b ) How do you evaluate this conversation about ENGOs? How was it for you?
Resposta pessoal. Incentive os estudantes a dizer se sentiram alguma dificuldade e, em caso afirmativo, qual foi, em qual etapa da atividade ela ocorreu e como ela foi superada.
c ) Could you understand everything your classmate talked about? How can you improve your oral comprehension in conversations?
Resposta pessoal. Diga aos estudantes que refletir sobre a aprendizagem desenvolve a autonomia para avaliar quais são as melhores estratégias.
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Comprehending and using
Future - Be going to
1. Leia o texto a seguir e responda às questões.
The future of volunteering in Brazil
Potentialities and complexities of volunteering
[…]
Are we looking at volunteering the right way? If you like movies, you have probably done this exercise: after watching a movie, you come home, read one or more reviews about it and, in this research, found out that the work is much deeper✚ and more incredible than it seemed at the first time.
It is normal. The greatest value of things is not always on the visible surface. It takes time, experience, and different perspectives to see all sides of a job.
This dynamic, by the way, is not limited to art. And that is precisely why I am going to borrow✚ the reasoning to deal with a completely different subject, but one that also needs a second look to be well understood: volunteering.
There is probably not one among the 209 million Brazilians who see volunteer work in a negative light. People recognize the value in someone making their time, knowledge, and emotion available for the good of others without asking anything in return.
In the collective imaginary, however, volunteering often arises✚ as an occasional good action focused on tasks of low operational complexity. It is the classic case of task forces painting the walls of a school, collecting the garbage after an event, or doing technical repairs in a social organization.
There is nothing wrong with actions of this kind. The problem lies in portraying✚ them in a caricatural, simplistic way, and then using the caricature as a universal representation of volunteer work.
[…]
Recognizing the complexity of volunteering and investing in its potentialities, therefore✚, is much more than learning. It is much more than a second look to expand understanding. It is an act of citizenship✚, where everybody wins and no one loses.
NAHAS, José Alfredo. The future of volunteering in Brazil. In: NACCACHE, Silvia Maria Louzã; CARMO, Kelly Alves do; SOUZA, Felipe Pimenta de. Volunteering in Brazil: two decades of transformation. Available at: https://s.livro.pro/5f2dui. Accessed on: May 22nd, 2020.
a ) A respeito de qual assunto o autor do texto está argumentando?
I ) The author talks about the importance of recognizing that volunteering has more potentialities than how it is usually portrayed.
II ) The author explains that people who volunteer do not have time to enjoy their lives and are usually described in a simplistic way.
Resposta: Alternativa I.
b ) Qual é a complexidade mencionada no texto?
I ) The complexity of volunteering, because most people have a simplistic idea about what it is and ignore the fact that there is a lot to learn about volunteering.
II ) The complexity of writing a text about volunteering, because most people don't consider this type of work important.
Resposta: Alternativa I.
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2. Você já tinha pensado sobre essa complexidade? O que você faria para melhorar as condições de trabalho voluntário?
Resposta pessoal. Incentive os estudantes a pensar em iniciativas para que trabalhos voluntários sejam mais valorizados.
3. Releia o parágrafo a seguir e identifique a alternativa correta para as questões.
This dynamic, by the way, is not limited to art. And that is precisely why I am going to borrow the reasoning to deal with a completely different subject, but one that also needs a second look to be well understood: volunteering.
a ) Nesse parágrafo, o que o autor enfatiza?
I ) O autor explica que planeja utilizar uma comparação para falar sobre trabalho voluntário.
II ) O autor comenta que desistiu de fazer trabalho voluntário.
Resposta: Alternativa I.
b ) O que a estrutura I am going to borrow exprime nesse trecho?
I ) Uma opinião sobre algo que aconteceu no passado.
II ) Uma intenção ou planejamento sobre algo que vai acontecer.
Resposta: Alternativa II.
c ) Como é a estrutura desse tempo verbal?
I ) verbo to go + verbo com -ing.
II ) verbo to be (am, is, are) + going to + verbo principal.
Resposta: Alternativa II.
Tip
Além de ser utilizado para falar de planos e intenções futuras, going to também pode ser usado para falar de previsões baseadas em evidências. Leia o exemplo:
Look at those dark clouds. It's going to rain.
Em situações informais, especialmente na oralidade, é comum utilizarmos a forma contraída gonna em vez de going to. Confira:
Bill is gonna give a lecture about NGOs and he's gonna invite us to attend it.
Para formar frases negativas, acrescenta-se not. Leia o exemplo:
Karina and Bia are not going to sort out the recyclables.
Para formar frases interrogativas, deve ser feita a inversão do sujeito com a forma do verbo to be (am, is, are) utilizada na frase.
Are you going to study more about environmental problems and solutions?
4. Complete as frases com o futuro be going to. Depois, relacione-as com as imagens.
A.
B.
C.
I. Isabela ■ teach kids on her vacation from the office.
II. They ■ adopt an animal from the street.
III. Amanda and her friend ■ volunteer to clean up the park.
Resposta: A – II; B – I; C – III. As legendas das imagens não foram inseridas para não comprometerem a realização da atividade.
5. Junte-se a um colega, pensem em planos para transformar o mundo em um lugar melhor e completem as frases a seguir com as suas ideias.
I am going to ■.
I am not going to ■ because ■.
Respostas pessoais. Caso os estudantes não tenham ideias, sugira-lhes que releiam as seções anteriores. Eles também podem fazer uma pesquisa sobre ações que podem impactar o mundo de forma positiva ou negativa.
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Tip
Para falar sobre futuro em inglês, é possível usar o tempo verbal Present Continous. Neste caso, a construção Sujeito + to be + verbo no gerúndio (ing) é usada para expressar planos arranjados ou eventos programados que acontecerão no futuro.
- I 'm meeting my friends at the park tomorrow.
- They are traveling to Rome next week.
- We are staying at home tonight.
Activities
1. Complete the following sentences. Use verb to be + going to and the verbs in the box. You can use the affirmative or the negative form of the verbs.
- adopt
- buy
- donate
- drive
- ride
- save
- take
- throw away
- use
a ) I ■ less paper. I believe that if we conserve paper, we'll help save the trees.
Resposta: am going to use.
b ) I ■ clothes I don't wear anymore. I ■ them to charity.
Resposta: am not going to throw away; am going to donate.
c ) Sandra ■ short showers and close the tap while she brushes her teeth. This way, she ■ water.
Resposta: is going to take; is going to save.
d ) Peter ■ his bike to work. He ■ his car every day because he wants to pollute less.
Resposta: is going to ride; isn't going to drive.
e ) My friends want to have a dog, but they ■ one from a pet shop. They ■ a rescue dog.
Resposta: aren't going to buy; are going to adopt.
2. Answer these questions in your notebook. Then, ask a classmate about his/her plans.
a ) What are you going to do tonight?
Resposta pessoal. Os estudantes devem começar a frase com "Tonight, I'm going to...".
b ) What are you going to do next year?
Resposta pessoal. Os estudantes devem começar a frase com "Next year, I'm going to...".
c ) What are you going to do tomorrow morning?
Resposta pessoal. Os estudantes devem começar a frase com "Tomorrow morning, I'm going to...".
d ) What are you going to do 10 years from now?
Resposta pessoal. Os estudantes devem começar a frase com "10 years from now, I'm going to...".
e ) What are you going to do next weekend?
Resposta pessoal. Os estudantes devem começar a frase com "Next weekend, I'm going to...".
Learning more
Do/Make
Even though the verbs do and make have the same meaning in Portuguese, they are used differently in English. We usually use do with repetitive tasks. The focus of the noun phrases with do is in the process of performing an activity.
do the homework • do an exercise • do some research • do the gardening • do the dishes
Make is usually used when we create or produce something. The focus of the noun phrases with make is in the product or the result of an action.
make a cake • make coffee • make a choice • make a promise • make noise
There are many collocations with do and make. Read some of them below.
Do: the cleaning, the laundry, the shopping, a favor, some work, your best.
Make: a decision, a discovery, an effort, a phone call, a suggestion, plans.
3. Write the sentences choosing the correct word to complete them.
a ) I'm going to ■ (do/make) some volunteer work for the environment.
Resposta: do.
b ) We're going to ■ (do/make) plans for next year.
Resposta: make.
c ) The students are going to ■ (do/make) some research about recycling.
Resposta: do.
d ) Mary's going to ■ (do/make) an effort to save water.
Resposta: make.
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Summing up
Now, it's time to remember what you studied in this unit. List the main points studied in each topic below. Then, talk to a classmate and compare notes. Finally, share your notes with the whole class.
In this unit I…
- talked to my classmates about plans to change the world;
- learned vocabulary about environmental problems and solutions;
- read an opinion article written by a Brazilian indigenous chief;
- listened to a podcast about an ENGO;
- talked to a classmate about an ENGO;
- studied the future tense with be going to;
- talked about short-term and long-term plans.
Respostas pessoais. Comentários nas Orientações para o professor.
What can I do to improve my English?
- Do some research about other Environmental Non-Governmental Organizations and learn how to protect the Earth.
- Read about people who are working and creating projects to save nature and endangered species.
- Read books, sites and learn more about the indigenous populations in Brazil.
CONNECTIONS with BIOLOGIA e GEOGRAFIA
Terras indígenas e parques nacionais: preservação e biodiversidade
In Brazil, there are many indigenous lands and national parks which are crucial for biodiversity and the preservation of indigenous cultural traditions. These territories, however, face constant threats✚ from urbanization and exploitation. Knowing about them and valuing these areas is very important for environmental and cultural preservation.
Leia o mapa "Situação de terras indígenas no Brasil" e reflita sobre as questões.
Orientação para acessibilidade
Professor, professora: Para análise deste mapa, utilize o mapa tátil.
Situação de terras indígenas no Brasil (2020)
Fonte de pesquisa: IBGE. Atlas geográfico escolar. 9. ed. Rio de Janeiro, 2023. p. 112.
1. O que você sabe sobre a relação entre a biodiversidade e os modos de vida tradicionais indígenas nas áreas preservadas? Pesquise mais informações e compartilhe-as com os colegas.
2. Como a luta dos povos originários pela proteção de seus territórios resultou na demarcação das terras indígenas? Pesquise mais informações e compartilhe-as com os colegas.
3. Pesquise textos em inglês sobre a preservação de terras indígenas em outros países e compare com a situação no Brasil. Depois, converse com o professor e os colegas.
Professor, professora: Respostas e comentários nas Orientações para o professor.