Beruflich Dokumente
Kultur Dokumente
Bridging
110 WORKSHEETS
BRIDGES
Ingls 11 Ano
Celeste Simes / Helena Oliveira
INCLUI
110 fichas fotocopiveis para utilizar em sala
de aula, divididas em trs grandes blocos:
CLIL,
temas e contedos que fazem
a ponte com outras reas curriculares
Inclusion,
estratgias de aprendizagem, destinadas a todos
os tipos de alunos/as
ndice
INCLUSION
Inclusion ....................................................................................................................................... 109
ANSWER KEY ......................................................................................................................................... 119
CONTENT
AND LANGUAGE
INTEGRATED
LEARNING
Geology pp. 05-08
NAME: _______________________________________________________________________________________________________
1
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
FAULTS
1. A fault is a fracture along which the blocks of crust on either side have moved relative to one
another parallel to the fracture.
a. _______________________________________ are vertical (or nearly vertical) fractures where the blocks have
mostly moved horizontally.
b. _______________________________________ drop rock on one side of the fault down relative to the other side.
c. _______________________________________ are faults in which the rocks on the upper side of an inclined fault
plane have been displaced upwards, usually by compression; a reverse fault in which the fault plane is
inclined at an angle equal to or less than 45.
a. _____________________________________
b. _____________________________________ c. _____________________________________
NAME: _______________________________________________________________________________________________________
2
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
PALEOENVIRONMENTS
1. Complete the text below with the words given.
(a) (b)
One of the basic tenets of ______________________ in the present is the key to the ______________________.
(c)
In the present context this simply means that if we document the distribution of ______________________
(d)
today, and have some degree of understanding of what combination of ______________________variables
controls those distributions, then we can use this information to reconstruct past environments by using
5 the (e) __________________________ representatives of the modern organisms as (f) __________________________
(g)
indicators. This classic use of ______________________, along with biostratigraphy, is of great signicance in
the search for oil and gas.
In recent years, however, with an increased awareness of how (h) ______________________ are aecting the
natural world, in many cases for the worst, micropaleontologists are increasingly turning that basic tenet
10 around to the past, which is now believed to be the key to the (i) ______________________. In other words, if we
can understand how organisms in the past responded to environmental (j) ______________________ then we
can use that information to predict how future natural or anthropogenic environmental change might aect
the Earths biota.
Interpreting paleoenvironments with microfossils is, therefore, a topic that demonstrates the
(k)
15 relevance of these aspects of ______________________. It shows how knowledge obtained via
study of modern organisms can be used to infer environmental conditions in the past. It also
demonstrates the (l) ______________________ side of science; for example, what might happen if a particular
(m)
______________________ is introduced to an estuary, or, on a much larger scale, what might happen to
(n)
______________________ ecosystems if sea-level rose as a result of anthropogenic global warming and
20 subsequent collapse and (o) ______________________ of polar ice sheets.
NAME: _______________________________________________________________________________________________________
3
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
c.
d.
e.
b.
f.
g.
h.
a.
i.
j.
NAME: _______________________________________________________________________________________________________
4
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
ENERGY QUIZ
r a. Non-renewable
r b. Renewable
r c. Finite
1.2 Energy resources that, once used, cannot be replaced are called:
r a. Non-renewable
r b. Renewable
r c. Innite
1.3 What are some renewable energy sources?
r a. Sun
r b. Wind
r c. Oil
1.5 What type of energy source is formed from fossilised plants and is found sandwiched between
other types of rock in the Earth?
r a. Oil
r b. Coal
r c. Nuclear
1.6 What happens to the atmosphere when fossil fuels are used?
NAME: _______________________________________________________________________________________________________
5
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
a. _____________________________________ b. _____________________________________
2. Complete the following text about the dierence between DNA and RNA using the words given.
The main dierence between DNA and RNA is the (a) ______________________ present in the molecules.
While the sugar present in an RNA molecule is (b) ______________________ , the sugar present in a molecule of
DNA is (c) _____________________ . Deoxyribose is the same as ribose, except that the former has one more
OH. DNA does not usually exist as a single (d) _____________________ , but instead as a tightly-associated pair
5 of molecules. These two long strands entwine like vines, in the shape of a double (e) ___________________ . This
arrangement of DNA strands is called (f) _______________________ . The asymmetric ends of DNA strands
are referred to as the 5 (ve (g) _____________________ ) and 3 (three prime) ends. One of the
major dierences between DNA and RNA is the sugar, with 2-deoxyribose being replaced by the alternative
(h)
_____________________ sugar ribose in RNA. The four bases found in DNA are adenine (abbreviated A),
10 cytosine (C), guanine (G) and (i) _____________________ (T). A fth pyramidine base, called
(j)
_____________________ (U), usually takes the place of thymine in RNA and diers from thymine by
lacking a (k) _____________________ group on its ring.
www.dien.com/dierence/DNA_vs_RNA (adapted), accessed in January 2014
NAME: _______________________________________________________________________________________________________
6
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
LIFE CYCLES
1. Write the following words in the correct place to complete the angiosperm life cycle diagram.
a. Stigma
Style
Microsporangium
b. Anther
Ovary Perianth
Petal: Corolla
Sepal: Calyx
c.Filament
Floral axis
Nectary Articulation
Macrospore Pedicel Microspore
Ovule mother cell
d.
MEIOSIS d. MEIOSIS
e.
MITOSIS e. MITOSIS
Antipodal Germinating seed
Polar
nuclei
f. Egg Seed coat Generative Cell
Synergid g.Endosperm Tube Cell
Megametophyte Embryo Microgametophyte
(Embryo sac) (pollen)
h. Sperm
Pollen grain
Pollen tube Sperm Pollen tube
i.
Tube nucleus
j.
NAME: _______________________________________________________________________________________________________
7
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
b. Protista r 2. Multicellular form with specialised eukaryotic cells; do not have their own means of
c. Fungi r locomotion
d. Plantae r 3. Small, simple single prokaryotic cell (nucleus is not enclosed by a membrane); some
form chains or mats
e. Animalia r 4. Multicellular form with specialized eukaryotic cells; have their own means of
locomotion
5. Large, single eukaryotic cell (nucleus is enclosed by a membrane); some form chains
or colonies
b. Sponges, worms, insects, sh, amphibians, reptiles, birds, and mammals _________________________________
3. What is the method of nutrition in each kingdom? Write the name of the above kingdoms in the
correct places.
NAME: _______________________________________________________________________________________________________
8
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
GLOSSARY OF TERMS
1. Unscramble the words to nd the correct terms for these denitions.
a. The class of vertebrates that includes frogs, toads, and salamanders.
AAMIHPIB ____________________________________________________
b. Without oxygen.
CARNIOAEB __________________________________________________
CDONRSIHCHHYET ___________________________________________
HCOROSMOESM _____________________________________________
e. The development of a similar anatomical feature in distinct species lines after divergence from a
common ancestor that did not have the initial trait that led to it. The common ancestor is usually
more distant in time than is the case with parallelism.
CNGNVEOREEC _______________________________________________
SEZNEMY _____________________________________________________
h. Referring to the classication system in use by the biological sciences today to classify all living
things. It was invented by Carolus Linnaeus in the 18th century.
NLEINANA ____________________________________________________
i. The animal phylum consisting of creatures that have soft unsegmented bodies that are usually,
but not always, enclosed in a hard shell. They also usually have at least one strong foot that helps
them move.
LMLACUSO ___________________________________________________
YOMGOPORLH ________________________________________________
k. Naming, describing, and classifying organisms into dierent categories on the basis of their
appearance and other diagnostic characteristics as well as their evolutionary relationships.
The biological sciences primarily use the Linnaean classication system for this purpose.
NTOXOYMA ___________________________________________________
PHOTOCOPIABLE BRIDGES 11.o Ano 12
GEOGRAPHY
NAME: _______________________________________________________________________________________________________
9
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
ABBREVIATIONS
1. What do the following abbreviations related to 2. Match them with their Portuguese
agriculture and trade institutions stand for? equivalents.
3. What are their aims? Write the abbreviations in 1. in the correct place.
a. It is the agricultural policy of the European Union. It implements a system of agricultural subsidies
and other programmes. ___________________
b. It was a fund within the overall European Union budget for the nancing of the Common Agricultural
Policy. ___________________
c. Its aim is to increase the capacity of local rural community and business networks to build
knowledge and skills, and encourage innovation and co-operation in order to tackle local
development objectives. ___________________
d. It aims at strengthening the European Union rural development policy and simplifying its
implementation. ___________________
e. It deals with the global rules of trade between nations. Its main function is to ensure that trade
ows as smoothly, predictably and freely as possible. ___________________
f. It nances direct payments to farmers under the Common Agricultural Policy and measures to
regulate agricultural markets such as intervention and export refunds. ___________________
g. It is the European Unions main nancial instrument for supporting employment in the member states
of the European Union as well as promoting economic and social cohesion. ___________________
h. It aims to promote economic and social cohesion by correcting the main regional imbalances and
participating in the development and conversion of regions, while ensuring synergy with assistance
from the other Structural Funds. ___________________
NAME: _______________________________________________________________________________________________________
10
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
r a. industrialisation
r b. crude birth rate
r c. zero population growth
1.2 Which is not an example of an urban function?
r a. Entertainment
r b. Administration
r c. River crossing
1.3 What is the meaning of the expression Urban Land use?
r a. A part of the city where there are high levels of heavy or light industry
r b. Open space areas where people can relax within cities
r c. Residential areas
1.6 The most important factor for the development of cities was:
r a. Access to water
r b. A defensible situation
r c. An agricultural surplus
PHOTOCOPIABLE BRIDGES 11.o Ano 14
GEOGRAPHY
NAME: _______________________________________________________________________________________________________
11
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
NAME: _______________________________________________________________________________________________________
12
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
2. In groups, create your own Smart City. Think about the planning and management (public safety,
smarter buildings and urban planning), infrastructure (energy and water, environmental solutions
and transportation) and human services (social programs, healthcare and education). Present your
project to the school community.
NAME: _______________________________________________________________________________________________________
13
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
FAMOUS PHYSICISTS
1. Choose the correct option to answer these questions.
1.1 Who is the person in the picture?
r a. Descartes
r b. Einstein
r c. Isaac Newton
NAME: _______________________________________________________________________________________________________
14
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
LAWS OF MOTION
1. Identify the following laws of motion. Use the words given.
a. The relationship between an objects mass m, its acceleration a, and the applied force F is F = ma.
Acceleration and force are vectors (as indicated by their symbols being displayed with an arrow);
in this law the direction of the force vector is the same as the direction of the acceleration vector.
______________________________________
c. Every object in a state of uniform motion tends to remain in that state of motion unless an external
force is applied to it. ______________________________________
a. _____________________________________
b. _____________________________________ c. _____________________________________
NAME: _______________________________________________________________________________________________________
15
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
TYPES OF WAVES
1. Complete the following text using the words given.
At the simplest level, waves are (a) _____________ that propagate energy through a (b) ______________ .
Propagation of the energy depends on (c) ___________________________ between the particles that make up
the medium. (d) _____________________________ move as the waves pass through but there is no net motion of
particles. This means that once a (e) ______________________________ has passed the particles return to their
(f) (g)
5 _____________________ position. As a result, _____________________ , not matter, is propagated by waves.
Dierent types of waves exhibit specic (h) _______________________ . These characteristics are used to
distinguish between wave (i) __________________________ . Orientation of particle motion relative to the
direction of energy (j) _______________________ is one way waves are characterised. A second way that waves
are characterised is by the types of matter they are able to (k) _______________________ through.
2. Match the types of waves on the left with their denitions on the right.
Types of Waves Denitions
a. Electromagnetic wave r 1. A wave that is not capable of transmitting its energy through
NAME: _______________________________________________________________________________________________________
16
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
The night sky presents the viewer with a picture of a calm and unchanging Universe. So the
(a) (b)
__________________ discovery by __________________ that the Universe is in fact expanding at enormous
speed was revolutionary. Hubble noted that galaxies outside our own (c) __________________ were all moving
away from us, each at a speed proportional to its distance from us. He quickly realized what this meant: that
5
there must have been an instant in time (now known to be about (d) __________________ billion years ago)
when the entire Universe was contained in a single point in space. The Universe must have been born in this
single violent event which came to be known as the (e) __________________ .
Astronomers combine mathematical models with observations to develop workable theories of how the
Universe came to be. The mathematical underpinnings of the Big Bang theory include (f) _________________s
10
general theory of relativity along with standard theories of fundamental particles. Today NASA spacecraft
such as the Hubble Space (g) __________________ and the Spitzer Space Telescope continue Edwin Hubbles
work of measuring the expansion of the (h) __________________ . One of the goals has long been to decide
whether the Universe will expand forever, or whether it will someday stop, turn around, and collapse in a
Big Crunch
http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/ (adapted and abridged), accessed in January 2014
d. 10 14 8
NAME: _______________________________________________________________________________________________________
17
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
ACIDS
1. Write the formulas of the following acids in the correct place.
NAME: _______________________________________________________________________________________________________
18
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
BASES
1. Write these expressions in the correct place.
a. _____________________ dissociate 100% into the cation and OH- (hydroxide ion). The hydroxides of the
Group I and Group II metals are usually considered to be such bases.
b. Examples of _____________________ include ammonia, NH3 and diethylamine, (CH3CH2)2NH. They do not
furnish OH- ions by dissociation. Instead, they react with water to generate OH- ions.
2. Identify the strong and weak bases. Tick () the right column.
3. Match the formulas on the left with the bases on the right.
Formulas Bases
a. NaOH r 1. potassium hydroxide
d. NH3 r 4. methylamine
e. CH3NH2 r 5. pyridine
g. NH4OH r 7. ammonia
NAME: _______________________________________________________________________________________________________
19
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
ACID RAIN
1. Write the following expressions in the correct place.
Water table Lake acidication Water course Leaching Sulfur dioxide emission
Fossil fuel Cloudwater Sulfuric acid emission Acid rain Nitrogen oxide emission
a.
b. c.
d. f.
e.
g.
h.
i.
j.
k.
l.
m.
n.
o.
NAME: _______________________________________________________________________________________________________
20
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
OXIDATION-REDUCTION QUIZ
1. Choose the correct answer to these questions.
1.1 Of the following, which would most likely be an oxidising agent?
r a. K
r b. Ag +
r c. C12
1.2 Of the following, which would most likely be a reducing agent?
r a. K
r b. Ag +
r c. C12
1.3 What do you call the substance that gains electrons?
r a. Oxidising agent
r b. Reducing agent
r c. Redox agent
1.4 What is another name for oxidation-reduction reaction?
r a. Chemical reaction
r b. Neutralisation reaction
r c. Redox reaction
1.5 What are the oxidation numbers of the atoms in HNO3?
r a. H: +1, N: +5, O: -2
r b. H: 1, N: 5, O: 2
r c. H: +1, N: -5, O: +2
1.6 For the following example, identify the oxidising agent: Na^+1 + Cl^-1 --> NaCl
r a. Na^+1
r b. Cl^-1
r c. both
1.7 In which substance does phosphorus have a +3 oxidation state?
r a. P4O10
r b. KH2PO3
r c. Ca3(PO4)2
PHOTOCOPIABLE BRIDGES 11.o Ano 24
MATHEMATICS
NAME: _______________________________________________________________________________________________________
21
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
TRIGONOMETRY TIPS
1. Read the following tips that will help you better understand trigonometry.
a. You dont have to calculate both tangent and cotangent. You can calculate the tangent and then
copy the column from the bottom up.
1
b. Do not leave irrational numbers in the denominator. For example, tan30 = . Dont leave it that
V3 V
3
way. Instead, write it like .
3
c. The formulae (formula) for nding angle and sides of triangle can be easily remembered using the
sentence - Old Harry And His Old Aunt.
Sin (V) = Old/Harry = Opposite/Hypotenuse
Cos (V) = And/His = Adjacent/Hypotenuse
Tan (V) = Old/Aunt = Opposite/Adjacent
d. If measure of an angle is given in degree, then to convert into radians, multiply the measure of an
U
angle by and, if the measure of an angle is given in radians, then to convert it into degree, write
180
180 at the place of U.
NAME: _______________________________________________________________________________________________________
22
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
Quieter Louder
Saturn
C
a
b
Deeper pitch
A
Higher pitch Earth c
B
Sun
a. b.
ht
f Sig
eo
Lin
Angle of Elevation
A B
D
E
c. d.
PHOTOCOPIABLE BRIDGES 11.o Ano 26
MATHEMATICS
NAME: _______________________________________________________________________________________________________
23
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
GEOMETRY GLOSSARY
1. Match the following symbols with their meanings.
Symbols Meanings
a. * r 1. perpendicular
b. m*ABC r 2. pi
c. r 3. a circle
d.
r 4. parallel
e. r 5. a 90 degree angle; a right angle
f. r 6. implies
g. r 7. the symbol for degrees
h. r 8. congruent
i. r 9. if and only if
j. Y r 10. parallel lines
k. ] r 11. not
l. ~ r 12. an angle
m. { } r 13. a is an element in b
n. r 14. set markers
o. r 15. a null set
p. a E b r 16. the measure of angle ABC
NAME: _______________________________________________________________________________________________________
24
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
CALCULUS GLOSSARY
1. Complete the crossword puzzle below.
12
2 7
11
4 10
8 9
Across Down
1. A limit; its extent only goes so far, and then it 7. The highest point on a graph, especially over a
stops or ends. specied domain. It is the greatest value of f(x)
2. It employs derivatives and algebra to solve for over a dened interval of x, provided y = f(x).
variables that represent functions. 8. Having no bounds or boundary.
3. Often represented with an arrow, it is a quantity 9. To approach a limit.
with both magnitude (size) and direction. 10. A bound beyond which functions may not
4 A vector in physics, it has both magnitude realize.
(speed) and direction. 11. When its sum approaches a limit.
5. Approaching zero in size. 12. An integral with no limits of integration; it can
6. A line (or curve) that a function approaches be thought of as an antiderivative.
without actually reaching the line as the
domain either grows unbounded or approaches
a limit.
NAME: _______________________________________________________________________________________________________
25
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
r a. It might shatter.
r b. It wouldnt be absorbent.
r c. It would be transparent.
1.3 Where do metals come from?
r a. From trees.
r b. From bres woven together.
r c. From rocks called ores.
1.4 How is glass made?
r a. By heating sand.
r b. By mashing up wood from trees.
r c. By weaving bres together.
1.5 Which spoon is it safer to stir very hot soup with?
r a. A metal spoon.
r b. A wooden spoon.
r c. A paper spoon.
1.6 Material A is stretchy but not absorbent. Material B is very absorbent but does not stretch. Which
makes the best swimwear?
NAME: _______________________________________________________________________________________________________
26
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
TYPES OF PAPERS
1. Circle the correct options from the words in bold in the following text.
NAME: _______________________________________________________________________________________________________
27
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
COLOURS
1. Write these colours under the right columns.
Cadmium red Lead-tin yellow Cobalt violet Cremnitz white Lapis lazuli
Terre verte Burnt sienna Dragons blood Lampblack Verdigris Bone brown
Titanium white Manganese violet Cadmium yellow Indigo Vermilion
Vandyke brown Lead white Yellow ocher French ultramarine Tyrian purple
Ivory black Sap green Bone black Barium yellow Caput mortuum Bistre
Emerald green Zinc white Azurite Carmine
NAME: _______________________________________________________________________________________________________
28
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
CD BOOKLET
1. Create a CD booklet for your favourite band/singer or a CD of songs you have collected.
Important Tips:
CD booklets often include
a. The booklet cover, with the name of the band, artist or artists and the title of the CD;
b. The booklet contents, including
lyrics, with the name of the person who wrote it;
photos of the artist or band;
names of all the people who worked on the CD;
names of the people the artist wishes to thank.
Dont forget:
Pick a photograph or drawing for your cover. Use a picture of the performer or band, or pick an
image that gives a feeling for the music. Covers give you a clear representation of what the
content will be and sell you on the content by looking great itself;
Add the title of your CD. You can choose the name of one of the songs on the CD or come up with
a new name that ts the music;
Add text and graphics to the inside of your booklet, just as you did for the cover.
NAME: _______________________________________________________________________________________________________
29
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
S S E T H M C J V V M W N B X
S V D W E A Q E Q C I O M E B
I E F L P K Q G Y Q I C C N X
A R R I O E R F R T B O S E I
B O T V L H D A A Z N Y R F A
R A C P I D E L M O F X E I G
L O G H B C F S M N N D M T N
I T V O C E E I U C F T U V D
P B O G D K C S L O B W S O G
J H M D Z S Q F C B H X N V W
Z S C I Y D N A M E D A O R S
I Q K S P L X S N P B C C H D
M R T R E S O U R C E S J H O
P E R U E N E R P E R T N E O
M R U D A P K E D P R W Z M G
1.1 What is the meaning of the above words? Look it up in your English dictionary.
NAME: _______________________________________________________________________________________________________
30
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
Income Firms
a. Revenue Spending
Goods Market
b. Firms Households
c.
d.
Land, Labor, Capital Factors
Factors Market
Wages
e. and Rent f. Income
NAME: _______________________________________________________________________________________________________
31
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
GOVERNMENT BUDGET
1. Underline the correct words to complete the following text.
What is a Budget?
Meaning and Concept
A government (a) has/is having several policies to implement in the overall task of performing (b) its/its
functions to (c) met/meet the objectives of social & economic (d) grow/growth. In implementing (e) these/
this policies, it has to spend a huge amount of funds on defence, administration, development, welfare
projects & various other operations. It is therefore necessary to nd out (f) all/whole possible sources
of (g) get/getting funds (h) so that/so as to sucient revenue can be generated to meet the mounting
expenditure. The planning process of assessing revenue & expenditure is (i) term/termed Budget. The
term is derived from the French word Budgette (j) whose/which means a leather bag or a wallet. It is
a statement of the nancial plan of the government. It (k) shows/show the income & expenditure of the
government during a nancial year, which (l) runs/rans generally from 1stApril to 31st March. The budget is
the (m) more/most important information document of the government.
2. Complete the following graph of the main components or parts of a government budget. Use the
words given.
Government
a.
b. c.
Budget Budget
e. Revenue Non-Tax
Revenue
NAME: _______________________________________________________________________________________________________
32
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
PORT
TUGAL GOVERNMENT
PORTUGAL GOVVERNMEN
V NT
T BUDGET
T
Percentaaage of the GD
Percentage DP
D
GDP
-2 -2
-3.1
-4 -3.4 -3.6 -4
-4.1 -4.3
6
-6 -6
-6.1
-6.4
-8 -8
-10 -10
-9.8
-10.2
-12 -12
2004 2006 2008 2010 2012
NAME: _______________________________________________________________________________________________________
33
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
ARGUMENTATION
1. Write the words Proposition, Validity, Truth, Premise and Argument in the correct place.
2. To test the validity of an argument, we use a three-step process. Write the steps in the correct
order.
a. If the truth table has a row where the conclusion column is FALSE while every premise column r
is TRUE, then the argument is INVALID. Otherwise, the argument is VALID.
b. Make a truth table that has a column for each premise and a column for the conclusion. r
c. Symbolise each premise and the conclusion. r
NAME: _______________________________________________________________________________________________________
34
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
VALIDITY OF ARGUMENTS
1. Write these titles in the correct place in the table.
a.
0. Valid Impossible: no valid argument can have true premises and a false conclusion.
b.
c.
d.
NAME: _______________________________________________________________________________________________________
35
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
NAME: _______________________________________________________________________________________________________
36
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
1.1 Your group has broken away from one of the major political parties in your country because of a single
issue.
1.2 Choose the issue:
taxes;
trade;
jobs;
the environment;
business regulation;
education;
health care;
technology;
transportation;
1.3 Create a philosophy statement, and then list ve to six goals your party will have.
1.4 Create a political poster for your party.
NAME: _______________________________________________________________________________________________________
37
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
1.4 Who was the rst person to use a microscope to view bacteria?
r a. Matteo Realdo Colombo
r b. Antoine van Leeuwenhoek
r c. William Harvey
1.6 Who was Pierre Fauchard? 1.7 Who is the sentence I think, therefore I am attributed to?
r a. A 17 century physician
th
r a. Aristotle
r b. A 17 century astronomer
th
r b. Plato
r c. An 18 century physician
th
r c. Descartes
41 11.o Ano BRIDGES PHOTOCOPIABLE
HISTORY
NAME: _______________________________________________________________________________________________________
38
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
The Atlantic slave trade took place across the (a) __________________ , predominantly from the 16th to the 19th
centuries. The vast majority of slaves transported to the (b) __________________ were Africans from the
central and western parts of the continent, sold by native African tribes to (c) __________________ slave
traders who then transported them to the colonies in North and South America. Various African tribes
played a fundamental role in the slave trade by selling their (d) __________________ or prisoners of war to
European buyers, which was a common practice on the continent. The prisoners and captives who
were sold to the Europeans were usually from neighbouring or enemy (e) __________________ groups,
and therefore not considered part of the African group dealing with the European slavers.
The (f) __________________ Atlantic system is a term used to characterise the (g) __________________ and
Spanish African slave trade to the South American colonies in the 16th century, which lasted until 1580,
when Portugal was temporarily united with Spain. While the Portuguese traded enslaved people
themselves, the (h) __________________ empire relied on the asiento system, awarding merchants (mostly
from other countries) the license to trade enslaved people to their colonies. During the First Atlantic
system, most of these traders were Portuguese, giving them a (i) __________________ during the era, although
some Dutch, English, and French traders also participated in the slave trade. After the (j) __________________
with Spain, Portugal was prohibited from directly engaging in the slave trade as a carrier, and so ceded
control over the trade to the Dutch, British and French.
The (k) __________________ Atlantic system, from the 17th through early 19th centuries, was the trade of
enslaved Africans that was dominated by (l) __________________ , French, and Dutch merchants. Most
Africans sold into slavery during the Second Atlantic system were sent to the (m) __________________ sugar
islands, as European nations developed economically slave-dependent colonies through sugar cultivation.
It is estimated that more than half of the slave trade took place during the 18th century, with the British as
the biggest transporters of slaves across the Atlantic.
www.boundless.com/u-s-history/slavery-freedom-and-the-struggle-for-empire-1750-1763/slavery-in-the-colonies/the-triangular-trade/ (adapted and abridged),
accessed in January 2014
NAME: _______________________________________________________________________________________________________
39
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
r
2. American patriots disguised as Mohawk Indians dumped 9,000 of
c. Boston Tea Party East India Company tea into Boston harbour.
d. Battle of Bunker Hill r 3. The rst major battle of the War of Independence.
4. Parliament required all legal documents, newspapers and
pamphlets to use watermarked, or stamped paper on
which a levy was placed.
NAME: _______________________________________________________________________________________________________
40
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
HUMAN RIGHTS
1. Read the following lyrics of a song by Blood on the Dance Floor and discuss the issues it deals
with, particularly human rights, the right to love, citizenship, among others.
Every man, woman and child seeks equal Open your mind to something big,
justice, equal opportunities, equal dignity. step out of the world in which you live,
Without discrimination, regardless of race, sex, realize we all have the right to love,
religion, sexual preference or social status. FIGHT! FOR! LOVE!
5 When you were born, you were born with the
same human rights as everyone else. 30 Stop the war,
You have the right to live, you were born free put division to an end,
and equal to have freedom and choice of your break free for the faith you believe in,
religion and the freedom of expression. ()
Liberty and justice for all,
10 All men and women are created equal...
35 United as one we stand tall.
Liberty and justice for all,
Love is love, it lives through it all,
United as one,
Hate is all alone, it makes you very small,
United as one!
We are one, and one for everyone
()
So take my hand, and open your heart to love.
40 Those who ght today against torture,
poverty and discrimination, are not giants or
15 Love is kind, so put aside your hate,
superheroes.
Love is meek...
Theyre people, kids, mothers, fathers,
a close mind will only make you weak. teachers.
45 Free thinking individuals who refused to
() be silent, who realize human rights are not
The only person you need to history lessons, theyre not words on a page,
20 prove your love to theyre not speeches or commercials or PR
is the person who feels the same about you. campaigns.
Dont you think love is worth ghting for? 50 They are choices we make every single day as
Dont you wanna live for something more? human beings, theyre our responsibilities we
We all deserve the right to love, all share, to respect each other, to help each
25 FIGHT! FOR! LOVE! other, to protect those in need, UNITY.
NAME: _______________________________________________________________________________________________________
41
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
MUSIC
1. Who are these famous musicians? Write their names under the correct picture.
NAME: _______________________________________________________________________________________________________
42
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
NAME: _______________________________________________________________________________________________________
43
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
PORTUGUESE WRITERS
1. Identify these Portuguese writers.
PORTUGUESE WRITER
a. Amor de Perdio
b. Lendas e Narrativas
c. Sonetos Completos
d. Sermo de Santo Antnio. Pregado na cidade
de S. Lus do Maranho, ano de 1654
e. Cnticos do Realismo
f. Os Maias
NAME: _______________________________________________________________________________________________________
44
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
NAME: _______________________________________________________________________________________________________
45
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
CESRIO VERDE
1. Read the following English translation of part of a poem by Cesrio Verde.
NAME: _______________________________________________________________________________________________________
46
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
FILM REVIEW
1. Choose a lm adaptation of a Portuguese book and write a review of the lm.
Thesse gguidelinne
ess may help yyou:
Paraggrapph 1: Include th
e name of the lm, the pro
setting ((time and place), an minent stars of the lm, ba
d type of lm (comedy, ad sic
etc.). vventure, drama, horror,
Paraggraph
p 3 & 4: Discuss two dif ifffer
erent aspects of lmmakin
ggraph
p ): acting, direction, editi g (one in each para
ng, costume design, set de
background music, or anyth sign, photography,
ing else you may think of.
annd cite examples from th Be sure that you are speci
e mo vie. c
NAME: _______________________________________________________________________________________________________
47
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
RUNNING
1. Identify these types of races. Use the words below.
Ultramarathon Marathon
f. Long distance r 5. A race typically longer than a traditional marathon (over 42 km).
6. The most common are 800m, 1,500 m, 3,000 m.
NAME: _______________________________________________________________________________________________________
48
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
BASKETBALL
1. The basketball court is divided into the following specic areas. Find their descriptions below.
c. Frontcourt r 2. The markings on each side of the key used for lining players up for free
r
throws.
d. Backcourt
3. The half of the court containing the basket at which the team is shooting.
e. Midcourt (Halfcourt) line r
r
4. The line 15 feet from the basket that cuts the free throw circle in half.
f. Jump circles
g. Free throw line r 5. The line that runs from sideline to sideline down the center of the court.
h. Lane lines r 6. A basket made by a player beyond this line is worth 3 points instead of 2.
i. Block and Hash marks r 7. The half of the court containing the opponents basket.
j. Three-Point line r 8. The two lines that extend from the ends of the free throw line to the
baseline forming a rectangular area called the free throw lane or the key.
b. c.
Base
Center Line
a. Circle
NAME: _______________________________________________________________________________________________________
49
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
FOOTBALL TERMS
1. Unscramble each of the clue words and then copy the letters in the numbered cells to other cells
with the same number to nd the mystery word.
a. SSITAS
3
b. TEATAKRC
6
c. KABC
11
d. RELCA
7
e. RTTEOCUATACNK
15 10 13 12 5
f. REFREEE
g. TANLYPE
1 2
h. LFRIMEDDIE
8
i. WADRORF
9
j. KIRREST
4
k. GNSIW
14 16
H
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
NAME: _______________________________________________________________________________________________________
50
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
Simon Mundie, Doping and corruption to top 2014 sports news agenda, www.bbc.co.uk
(adapted and abridged), accessed in January 2014
2. Join in groups and discuss the problems dealt with in the text:
doping;
corruption;
NAME: _______________________________________________________________________________________________________
51
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
AS BYATT
1. Read the following excerpt of a short story by AS Byatt.
Sea Story
He was born beside the sea almost literally, for his
mothers birth pangs began when she was walking
along the shoreline under a pale sun gathering
buttery shells. He was born in Filey, on the east
5 Yorkshire coast, a shing town with a perfect sweep
of pale golden beach, crumbling grassy clis, and
the unique Filey Brigg, a mixture of many rocks,
beginning at Carr Naze, and stretching out in a long
peninsula into the North Sea, full of rock pools and
10 rivulets, harsh and tempting at once. His father was
an oceanographer, the son of an oceanographer who studied the deep currents of the North Sea. His mother
taught English at a high school and wrote erce little poems about waves and weather. They took him walking
along the beach, and scrambling on the Brigg and shing from rocks and with lines over the side of rowing
boats. The family had almost a collection of bottles picked up by sailing vessels and along coastlines. Several
15 of these were numbered bottles, sealed and weighted to bob along the seabed, designed by the Marine Science
project to map the movement of currents around the coast. One a rather sinister-looking early 20th-century
medicine bottle contained a lined sheet of paper. This read Dear Mary and was followed by the phrase I
love you, I love you, I love you repeated until it lled both sides. It was meticulously signed Robert Fisher,
with an address in Hull; the house turned out to have been demolished by bombs in 1944.
3. Draw the village and the landscape according to the description in the text.
3.1 Find the location in a map and try to discover some images of the location and then compare your
drawing with the real images. What dierences and similarities can you nd?
4. Have you ever sent a message in a bottle? Share your experience in class.
Dear...,
I love you, I love you, I love you
NAME: _______________________________________________________________________________________________________
52
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
SAVANNAH BROWN
1. Do some research to nd out the denition of Slam Poetry.
2. Read the following slam poem Savannah Brown, a 17-year-old girl, wrote in response to another
poem which depicted girls in a very negative way.
A Slam Poem
When I rst learned that no one could ever love me more than
me, a world of happiness previously unseen was discovered
because somewhere along the line of aging and scrutiny and
time, I was taught to despise myself. ()
4. Choose one of those issues and prepare a presentation about it to show in class.
NAME: _______________________________________________________________________________________________________
53
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
a. Select a topic to write your poem about. Then begin writing your poem. Usually spoken word
poetry is often highly politicised, drawing upon racial, economic, and gender injustices as well
as current events for subject manner.
b. Research new slang words or relevant modern contextual references and use them for more
impact. Do not be too formal in your presentation since formality is the antithesis to slam
poetry.
c. Read your poem out loud to a friend who will give you honest feedback.
3. Tips:
a. Write about something you are passionate about;
b. Be as authentic as possible;
c. Practise as many times as possible;
d. Do not over-use (try to avoid it!) oensive or sexual imagery;
e. Do not over-rehearse your poetry; you should always feel it from the inside.
NAME: _______________________________________________________________________________________________________
54
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
BIOPOEM
NAME: _______________________________________________________________________________________________________
55
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
BENJAMIN ZEPHANIAH
1. Read the following poem by Benjamin Zephaniah.
They must respect what weve planted But if theyre out of order
10 They should not take us for granted 40 Show them to the border
The tourists are coming The tourists are coming
The tourists are coming. The tourists are coming.
They should practise what they preach And if it does start raining
When theyre lying on the beach Tell them o if theyre complaining
15 The tourists are coming to play. 45 The tourists are coming I say.
20 We will not rant and rave 50 Call them names like fools and criminals
If they will behave If they dont like animals
The tourists are coming The tourists are coming
The tourists are coming. The tourists are coming.
We will not be bitter Tell them if they cant keep the peace
25 If they dont drop their litter 55 That tourism must cease
The tourists are coming The tourists are coming
The tourists are coming. The tourists are coming.
3. Do you have the same problems with tourists in your region? Describe them.
NAME: _______________________________________________________________________________________________________
56
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
MONICA ALI
1. Read the following excerpt from the book Brick Lane, by Monica Alili
an epic saga about a Bangladeshi family living in the UK.
See those kids down there? Karim stood at the window but Nazneen would
not go and stand with him. Those kids, theyre all users.
She did not understand.
Theyre users, addicts.
5 What is it? Users?
Theyre all on heroin. All of that lot.
Drugs.
This estate is full of it. You have got no idea. He came away from the window. Some of them are, right, twelve years
old. Know how it got this way? Ten years ago, this place was clean, yeah? There was just Tippex, or gas. A bit of weed.
10 Ganja. But then, what happened, this area started going up. And the City started coming out towards Brick Lane. You
got grant money coming in, regeneration money. Property prices going up, new people moving in, businesses and that.
And we started to do well, man.
He sat down at her sewing machine. Thats the problem. That is the start of it. No coincidence. Its like what happened
in America when the blacks got organised. Youve got to keep them down, keep them quiet. The FBI the government
15 they got together with the Maa, and ooded the blacks with drugs, set them up with all the guns and stu, so they can
just get high and shoot each other. As long as it stays in the ghettoes, man, theyre not bothered.
Nazneen wondered if her English had failed her, misled her. She said, The government gave the drugs?
Know what Im saying? said Karim. You have to ask the questions.
For a while he looked inside his magazine. He rubbed his beard, cupped his chin in his hand, and tested the bristles.
20 Not like they couldnt stop it, if they wanted to. Everyone knows the dealers. He gave a short, bitter laugh. Its not hard.
The dealers are the ones the kids look up to. With the ash cars and all the gold. But, know what Im thinking?
Im thinking He shook his head as if it could not be true. Im thinking as long as theyre drug addicts, they stay away
from religion. And the government its more scared of Islam than heroin.
NAME: _______________________________________________________________________________________________________
57
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
WRITING A BLURB
1. Use your English dictionary to nd the meaning of blurb.
3. Choose a book to your liking and write a short blurb. These tips may help you:
a. Make it short!
Write only a few lines or paragraphs. It should arouse curiosity and promise a good read.
b. Make it punchy!
Book blurbs tend to use emotive words. Find out what your reader wants, and write a blurb that
shows how youll deliver.
c. End with a reason for the reader to buy/read the book.
This can be in the form of a statement or a provocative question.
d. Dont confuse a short book blurb with a short synopsis!
A synopsis is a summary of the whole story - beginning, middle and end. A back cover blurb does
NOT give the game away! It stimulates interest and curiosity and therefore entices the reader to buy
the book.
NAME: _______________________________________________________________________________________________________
58
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
JD SALINGER
1. All these excerpts belong to stories by J. D. Salinger. Do some research to match them with their
corresponding story.
1 2 3 4
c. I dont really
deeply feel th
needs an airti at anyone
ght reason for
the works of w quoting from
riters he loves,
always nice, Il but its
l grant you, if
he has one.
NAME: _______________________________________________________________________________________________________
59
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
ATHENA N. EDMONDS
1. Read the following poem by Athena N. Edmonds.
NAME: _______________________________________________________________________________________________________
60
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
BARBARA K. BASSETT
1. Read the following poem and together with your partner discuss the message the author is trying
to convey.
PHOTOCOPIABLE o
BRIDGES 11. Ano 66
LITERATURE
NAME: _______________________________________________________________________________________________________
61
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
Author;
Title;
Number of pages.
c. For ction:
Describe the setting, the point of view (who tells the story), the mood and tone;
d. For non-ction:
Give a general overview of the authors topic, main points, and argument.
Refer to what you think are the strengths and weaknesses of the book;
For non-ction comment on the authors arguments and conclusions and give your opinion on them;
Give your overall response to the book: did you nd it interesting, dull, exciting...?;
Say if you would recommend this book to other people and why.
NAME: _______________________________________________________________________________________________________
62
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
FERNANDO PESSOA
1. How much do you know about Elizabethan language, which you can nd in Shakespeares
works? Match the words on the left with contemporary English on the right.
c. Hadst r 3. Were
d. No r 4. Had
e. Sans r 5. Aye
f. Wert r 6. Without
g. Livdst r 7. Nay
h. Thy r 8. Your
i. Fare thee well r 9. Lived
3. Write your own poem using some of the Elizabethan terms above or others you may nd.
NAME: _______________________________________________________________________________________________________
63
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
NAME: _______________________________________________________________________________________________________
64
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
2. Choose an excerpt from a classic novel/traditional short story you know and make it into a
comic strip.
NAME: _______________________________________________________________________________________________________
65
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
She dreamed of oating up the aisle in frothy white, to stand beside a dark-suited gure. He slipped a golden band onto
her nger, but when she turned to look at him, his face was never clear. It was her favourite dream, but she knew enough
to keep it to herself.
We all have our gifts, and yours is The Brain, Hilary, her mother had told her rmly, guiding her away from dates and
5 dances and the like. Home and school had worn her success like a prize rosette, and she trotted o to university with a
stack of leather-bound prizes and dire warnings about hard work, early nights and regular meals.
She saw him at the rst lecture, and thrilled at his cultured voice. Black-jacketed on the podium, he was on a dierent
plane from the student body, silent and scribbling at his feet. Everybody liked Professor Harrison.
Call me Mark, he urged her in his tutorials. She had been rapt at his every phrase, pen ready to score out any word or
10 even a comma in her essays to please him.
A matter of months later, he chose her to be his wife. He told her she was beautiful. Her mother snied throughout the
service. Her eyes said mutton that wants to be taken for lamb and my poor impressionable baby. She took the rst train home.
Hilary put it all behind her. For she loved his dapper brilliance my husband the professor. And now her heart anticipated
his every wish, eager to change the slightest gesture, for how could he be wrong?
Sue Thomas, (ed.). Wild women. Contemporary Short Stories by Women Celebrating Women
3. What do you think is going to happen next? Write an ending to the story.
NAME: _______________________________________________________________________________________________________
66
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
Christina Aguilera
Boyce Avenue
a.
___________________________________ d.
___________________________________
Anastacia
Michael Bubl
___________________________________
b. e.
___________________________________
Miley Cyrus
John Legend
c.
___________________________________ f.
___________________________________
NAME: _______________________________________________________________________________________________________
67
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
WHAT IS MUSIC?
What is music? Its what comes out of the speakers when we play a CD on our stereo. Its what we hear on the
radio. Music is singers singing and musicians playing. Music is a sound that we enjoy hearing. Is this a proper
answer to the question What is music?
If I asked What is a car?, you could answer by pointing at a large object moving up the street and saying Its
one of those. But this may not be a satisfactory answer. A full explanation of what a car is would mention
petrol, internal combustion engines, brakes, suspension, transmissions and other mechanical things
that make a car go. And we dont just want to know what a car is; we also want to know what a car is for. An
explanation of what a car is for would include the facts that there are people and other things (like shopping)
inside cars and that the purpose of cars is to move people and things from one place to another.
By analogy, a good answer to the question What is music? will say something about the detailed mechanics
of music: instruments, notes, scales, rhythm, tempo, chords, harmony, bass and melody. This matches up
with the mechanical portion of the car explanation. Its harder to answer the What is it for? part of the
question. A simple answer is that music is enjoyable it makes us feel good. It creates emotions, or interacts
with the emotions we already feel, and sometimes, it makes us want to dance.
Blues Pop
Classical Punk
Country Rap
Electronic Reggae
Jazz R&B
Latin Rock
Metal Folk
1. In groups, choose one type and do some research on it (characteristics, any famous singers
bands, ...).
Present your ndings in class.
NAME: _______________________________________________________________________________________________________
68
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
MY SONGS
1. Choose a song which is related with the topic you are discussing in class. Fill in the table with
information about the song and bring it to class.
LYRICS
Reasons of my choice
NAME: _______________________________________________________________________________________________________
69
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
ROYALS
1. Listen to the song by Lorde. Fill in the gaps with the missing words.
Ive never seen a diamond in the esh And well never be royals
I cut my teeth on wedding rings in the It dont run in our blood
(a)
______________________ that kind of lux just aint for us
And Im not proud of my address, We crave a dierent kind of
(d)
in the torn up town ______________________
No postcode envy Let me be your ruler, you can call me queen bee
And baby Ill rule Ill rule Ill rule Ill rule
But every songs like gold teeth, Let me live that fantasy
grey goose, trippin in the bathroom
Blood stains, ball gowns, My friends and I weve cracked the code
trashin the hotel room We count our dollars
We dont care, on the train to the
(e)
were driving Cadillacs in our ______________________
(b)
______________________ And everyone who knows us knows
But everybodys like Cristal, Maybach, diamonds that were ne with this
on your timepiece we didnt come from money
Jet planes, islands, tigers on a gold leash
We dont care,
we arent caught up in your love
(c)
______________________
2.3 Are there two conicting sentiments in the song? Give evidence.
2.5 Explain the title of the song, and relate it with the message she is trying to convey throughout
the song.
NAME: _______________________________________________________________________________________________________
70
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
COUNTING STARS
1. Listen to the song by OneRepublic. Fill in the gaps with the missing words.
Lately Ive been, Ive been losing (a) ______________________ I feel something so right
Dreaming about the things that we could be By doing the wrong (g) ______________________
But baby, Ive been, Ive been praying hard And I feel something so wrong
Said no more counting (b) ______________________ By doing the right thing
Well be counting stars I could lie, could lie, could lie
Yeah, well be counting stars Everything that kills me
makes me feel
(h)
I see this life like a swinging vine ______________________
Swing my heart across the (c) ______________________
In my face is ashing signs
Seek it out and you shall (d) ______________________
6. Relate this statement with the song Dreaming big dreams and working towards them
passionately and prayerfully is more important than monetary success.
NAME: _______________________________________________________________________________________________________
71
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
FIFTEEN
1. The title of the song youre going to listen to is Fifteen. What do you think it will be about?
2. Listen to the song by Taylor Swift. Check if your predictions were right.
You take a deep breath and you walk through the doors
Its the morning of your very rst day
You say Hi to your friends you aint seen in a while
Try and stay out of everybodys way
5 Its your freshman year and youre gonna be here
For the next four years in this town
Hoping one of those senior boys will wink at you and say
You know, I havent seen you around before.
Cause when youre fteen and somebody tells you they love you
10 Youre gonna believe them
And when youre fteen
Feeling like theres nothing to gure out
Well is count to ten, take it in
This is life before you know who youre gonna be
15 Fifteen
25 Cause when youre fteen and somebody tells you they love you
Youre gonna believe them
And when youre fteen and your rst kiss makes your head spin around
But in your life youll do things greater than dating the boy on the football team
But I didnt know it at fteen
3. How did you feel on your rst day of school (primary and/or secondary)?
NAME: _______________________________________________________________________________________________________
72
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
But its a ve oclock world when the whistle (c) shows / blows
No one owns a piece of my time
And theres a ve oclock me inside my clothes
(d)
Believing / Thinking that the world looks ne
NAME: _______________________________________________________________________________________________________
73
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
WIND OF CHANGE
1. Listen to the song by the Scorpions. Fill in gaps with the missing words.
I follow the Moskva Take me to the magic of the moment
Down to Gorky Park On a glory night
Listening to the wind of change Where the children of tomorrow
An August summer (a) ______________________ share their (e) ______________________
Soldiers passing by With you and me
Listening to the wind of change Take me to the magic of the moment
On a glory night
The world is closing in Where the children of tomorrow dream away
Did you ever think in the wind of change
That we could be so close, like brothers
The future is in the (b) ______________________ The wind of change
I can feel it everywhere Blows straight into the face of
Blowing with the wind of change (f)
______________________
Like a storm wind that will ring the freedom bell
(c)
Take me to the magic of the ______________________ For peace of mind
On a glory night Let your balalaika sing
Where the children of tomorrow dream away What my guitar wants to say
In the wind of change
2. Find out what Moskva is, and which city has a Gorky Park.
r a. the end of the Cold War. r b. the American Civil War. r c. the end of World War II.
4. Explain the meaning of the second verse.
79 11.o Ano BRIDGES PHOTOCOPIABLE
MUSIC
NAME: _______________________________________________________________________________________________________
74
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
NAME: _______________________________________________________________________________________________________
75
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
LIFETIME
1. Listen to the song by Emeli Sand. Look at the sentences in the box and put the missing lines in
the correct place.
Dreaming only lasts until you wake up We stay in touch till we forget
(a)
_______________________________ And beauty fades the kiss will end
Silence only sticks around till someone (e)
_______________________________
in the room decides to speak Youll have it all until its gone
(b)
_______________________________ The books get burnt and statues fall
Were only young until were old Sometimes feels like nothing will ever last
And summer leaves us wondering where it went (chorus)
The friends you have can disappear
(c)
_______________________________
And money only lasts until its spent
(chorus)
But you, you
You last a lifetime
You last a lifetime
(d)
_______________________________
1. The whole world can change within a year
The party lasts until the wine is gone
2. And fame will love and leave you just as fast
This time next week the radio will change its mind
3. And luck runs out and hearts go cold
And play a dierent song
4. Truth will change and time will y
NAME: _______________________________________________________________________________________________________
76
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
Better tell them while theyre here cause Try to take the easy way out
They just may run away from you I kept on falling short of something
Youll never know quite when, well I couldve gave up then but
5 Then again it just depends on Then again I couldnt have cause
How long of time is left for you 25 Ive traveled all this way for something
NAME: _______________________________________________________________________________________________________
77
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
BROKEN ENGLISH
1. Listen to the song by Adam Lambert. Fill in the gaps with the missing words. The rst letter is
already there.
NAME: _______________________________________________________________________________________________________
78
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
IMPOSSIBLE
1. Listen to the song by James Arthur. Spot the ten mistakes in the verbs and try to correct them.
I remember years ago Falling out of love is hard
Someone told me I should took 25 Falling for betrayal is worse
Caution when it comes to love Broken trust and broken hearts
I did I know, I know...
5 And you are strong and I was not And thinking all you need is there
My illusion, my mistake Building faith on love and words
I was careless, I forget 30 Empty promises will wore
I did
I know, I know...
And now when all is done And now when all is done
10 There was nothing to say There is nothing to say
You have gone and so eortlessly And if youre done with embarrassing me
You have win 35 On your own
You can go ahead tell them You can went ahead tell them
(chorus)
Tell them all I knew now
15 Shout it from the rooftops
Write it on the skyline
All we had went now
Tell them I was happy
And my heart is broken
20 All my scars are open
Tell them what I hope would be
Impossible, impossible
Impossible, impossible
NAME: _______________________________________________________________________________________________________
79
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
IMAGINE
1. Think about the way you would like our world to be and write your own version of Imagine by John
Lennon. Dont make your lines too long, and try to make them rhythmical. Some of the original lines
have been left to help you.
Imagine __________________________________
Its easy if you try
No __________________________________
Above us only sky
Imagine __________________________________
Imagine __________________________________
It isnt hard to do
Nothing __________________________________
And __________________________________
Imagine __________________________________
Imagine __________________________________
I wonder if you can
No need for __________________________________
__________________________________
Imagine __________________________________
NAME: _______________________________________________________________________________________________________
80
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
BECAUSE WE CAN
1. Listen to the song by Bon Jovi and put the jumbled verses in order.
a. e.
Lately hes feeling like a broken promise I dont wanna be another wave in the ocean
In the mirror staring down his doubt I am a rock not just another grain of sand
Theres only one thing in this world I wanna be the one you run to
that he knows when you need a shoulder
He said forever and hell never let her down I aint a soldier but Im here to take a stand
Because we can
b.
I dont wanna be another wave in the ocean f.
Because we can,
I am a rock not just another grain of sand
our love can move a mountain
I wanna be the one you run to
We can, if you believe in we
when you need a shoulder
We can, just wrap your arms around me
I aint a soldier but Im here to take a stand
We can, we can
NAME: _______________________________________________________________________________________________________
81
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
FILM FILE
1. Choose a lm which is related with the topic you are discussing. Fill in the table with information
about the lm and bring it to class.
PLOT
NAME: _______________________________________________________________________________________________________
82
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
There are one million (a) ______________________ under 18 and 4.4 million under 30 living in America out of
the estimated total of 11.1 million undocumented immigrants living in here. These young people are not the
only ones aected by undocumented (b) ______________________. Nearly half of undocumented adults are
(c)
______________________ of minors, many of whom are citizens. There are an estimated 5.5 million
5 children with at least one undocumented parent, 4.5 million of whom were born here, making them U.S.
(d)
______________________ . These kinds of mixed-status family situations are very common, with an
estimated nine million people living in (e) ______________________ that contain at least one undocumented
adult and one citizen child.
www.apa./topics/immigration/undocumented-video.aspx
2. Watch the lm. Look at the questions below and answer them in note form as you watch the lm.
2.1 What obstacles do undocumented individuals face?
2.2 How do 17-year-olds feel when their friends are doing
everything a 17-year-old can do, and they cant?
2.3 Whats it like to be undocumented, according to Jong-Min?
2.4 How did Pedro feel when he was told he was undocumented?
2.5 What are the greatest fears they face each day?
2.6 What happened to Pedro in January 2008?
2.7 What was Silvias dream?
2.8 What happened when she graduated?
2.9 How did she manage to pay for her education at Harvard?
NAME: _______________________________________________________________________________________________________
83
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
Meena is twelve years old and lives in the village of Tollington. The year is 1972. She is the daughter of
(a)
______________________ parents who have come to England to give her a better life. Her idyllic
(b)
______________________ , surrounded by eccentric relatives and friends, is disrupted by the arrival in
Tollington of Anita Rutter and her (c) ______________________ family. At fourteen - blonde, aloof,
5 beautiful, outrageous and sassy - Anita is everything Meena thinks she wants to be. Meena wheedles her way
into Anitas life, but the arrival of a baby (d) ______________________ , teenage hormones, impending entrance
exams for the posh grammar school and a motor cycling rebel without a future, threaten to turn her salad
days sour.
FOLLOW-UP Activities
1. In groups of 2 or 3 do some research into life in 1970s Britain. In particular, focus on town life,
attitudes to racism, entertainment, typical jobs, shops and school life. Present your ndings to
the class in the form of a PowerPoint presentation.
2. Meena and Anita go their separate ways. Meena has the possibility of becoming someone like
Meera Syal. What do you think happens to Anita? Describe the sort of person you think she will
become. For example, where will she live? What kind of job will she nd herself doing?
NAME: _______________________________________________________________________________________________________
84
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
The Help takes place in Jackson, Mississippi, during the 1960s. This time of great turmoil and change is
important to the history of the United States. One of the real life events rooted in The Help is the death of
Medgar Evers. Evers was a prominent gure in the Civil Rights Movement in Jackson, Mississippi. His death
is the impetus in the lm for Aibileen and Minny to help Skeeter collect the stories of all the women who
contributed to the book, The Help.
RESEARCH Time
1. Select two of the topics below to research and then report on each, relating each to the climate
you witnessed in The Help. Be certain to explore where the event took place, who it involved and
how it impacted not only on the city in which it took place, but the entire Civil Rights Movement in
the United States.
Freedom Riders
Project C
2. After youve researched the events you selected, share your information with others in your group
or class to learn more about the history of the time.
NAME: _______________________________________________________________________________________________________
85
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
Lee Daniels The Butler is inspired by the life of Cecil Gaines. He was a butler at the White House from 1957 to
1986. It depicts the eects of injustice, ignorance, hatred and fear that Cecil and other
African-Americans faced during his lifetime. The eye-opening images remind us of a horrible time of
American history and challenge everyone to address the remnants of racism today.
1. Watch the trailer from the lm The Butler and choose the right option.
1.1 At the White House, there is no tolerance for:
r a. politics.
r b. failure.
r c. laziness.
NAME: _______________________________________________________________________________________________________
86
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
2.2 Part of the enslavement process was to break the will of the
African, remove his/her name and force the person to live
under the construct of another persons name and denition.
What do you think kept Solomon from falling into despair while
living in this horric situation?
2.3 The lm shows great brutality and beauty. What, in the lm, showed you the power and genius of
black people?
2.4 Why did the lmmaker take time to show the natural beauty of the south?
2.6 What do you think Solomon was thinking when he decided to sing Roll Jordan Roll?
2.7 Solomon is lynched and allowed to hang for hours standing on his tip-toes because he is educated
and smart, and dares challenge his master. Are black men today treated in this same manner?
2.8 Why was the scene with the Indians important to the story?
2.9 Women have a prominent place in the story, yet women are marginalised. How are the women in
the lm (black and white) victims of the system of oppression?
NAME: _______________________________________________________________________________________________________
87
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
NAME: _______________________________________________________________________________________________________
88
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
j. Derivatives w. Subprime
m. Hedge Fund
NAME: _______________________________________________________________________________________________________
89
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
IN AMERICA (2002)
1. Watch the lm In America.
2. Read the lm review below from The New York Times, and complete the gaps with the missing
words.
In America is Mr. Sheridans most personal movie (n) _____________ far. The title of the movie sounds a little
grandiose, (o) _____________ it is meant to evoke a postcard, or a childs diary: not this is what it means to
be in America but this is what we saw when we were there. (p) _____________ movie, from moment to
moment, feels small, almost anecdotal. It is only afterward that, (q) _____________ Mr. Sheridans other lms,
25
it starts to grow (r) _____________ something at once unassuming and in its own way grand.
NAME: _______________________________________________________________________________________________________
90
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
Like most people, Bill is not an activist by nature. Theres really not that many
people whose (a) _____________ desire it to go out and ght the system.
GREAT
His theory of change was that hell write his book, people will read it and theyll
change. But thats not how change happens. What is required is to make a little
5 noise, and push other people to be a little (b) _____________ . The moment has come
COMFORTABLE
where we have to take a real stance, because were reaching limits. The biggest limit
that were running into may be that were running out of atmosphere into which to
put the waste products of our society, (c) _____________ the carbon dioxide that is the
PARTICULAR
ubiquitous byproduct of burning fossil fuels. We burn coal, or oil, or gas, we get
10 CO2 and the atmosphere is now lling up with it.
One of the things that (d) _____________ is facing is the need to dramatically reduce HUMAN
its carbon footprint over the next 40 years. Were no longer at the point of
trying to stop global warming. Its too late for that. Were at the point of trying
to keep it from becoming a complete and utter calamity. The most important
15 (e)
_____________ , Jim Hansen, had his team at NASA do a study to gure out how CLIMATE
much carbon in the atmosphere was too much. The paper they published, which
may be the most important (f) _____________ paper of the millennium to date, said SCIENCE
we now know enough to know how much is too much. Any value for carbon in the
atmosphere greater than 350 parts per million is not compatible with the planet on
20 which civilization developed and to which life on earth is adapted.
http://topdocumentarylms.com/do-the-math/, accessed in January 2014
3. In groups, prepare a poster about the Climate Changes that have been occuring, and think about
possible solutions. Display your work in class.
Suggestions:
NAME: _______________________________________________________________________________________________________
91
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
Beasts of the Southern Wild whisks you to a surreal realm, where little girls and mythical animals coexist in a
bayou called The Bathtub, all intertwined in the cosmic mesh of the universe. Hushpuppy a ve-year-old girl,
relentlessly explores her world for answers to satisfy her curiosity and to make her budding mark on a world
shes only beginning to comprehend.
1. Watch the lm trailer and choose from a, b or c the best answer to the questions.
SPEAKING Time
Throughout the lm, Hushpuppy has this remarkable sense of our place in
the universe and how everyone and every thing plays his or her part. Her
conviction is pretty clear: The entire universe has been orchestrated with
intention and purpose when she says
NAME: _______________________________________________________________________________________________________
92
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
1.1 Share with your partner the ve things you have chosen, and explain why they are important to you.
1.2 Together with your partner, choose the two things that matter the most.
2. Watch the rst excerpt from the lm (6 30 - 8 10) and choose the correct answer.
2.1 Who is Campbell? 2.3 What does Kate need from Anna?
r a. A doctor r a. The liver
r b. An attorney r b. A kidney
r c. A private investigator r c. A blood transfusion
2.2 Why did Anna go to his oce? 2.4 What does Anna call herself?
r a. To sue her parents r a. An InVitro baby
r b. To help her parents r b. A cloned baby
r c. To sue her sister r c. A designer baby
3. Watch the second excerpt (01 10 35 - 01 11 10) and answer the questions.
3.1 What did the doctors talk about during the hearing? Mention at least two things.
3.2 What was the greatest thing that Anna had done, according to Kates doctor?
4. Watch the third and last excerpt (01 12 22 - 01 11 49) and complete the sentences.
a. Anna started donating to her sister when she was still a ___________________________________________.
THINKING Time
Discuss these questions relating to the lm.
2. Is Sara and Brians choice - to conceive Anna as a genetic match for Kate - morally justied?
Why/Why not?
NAME: _______________________________________________________________________________________________________
93
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
2. Watch an excerpt from the lm. Choose from a, b or c to best complete the sentences.
3. A quest or a journey provides a useful structure to tell a story. Can you think of any other lms
you may have seen in which characters go on a long journey? Do they learn about themselves
along the way? What do you expect the characters in Africa United might learn on their journey?
Are there any clues in the lms title?
99 11.o Ano BRIDGES PHOTOCOPIABLE
CINEMA
NAME: _______________________________________________________________________________________________________
94
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
1. Look closely at this poster image for the lm and work through these tasks with a partner or in a
group.
1.1 Describe what you see in the image, as though you are telling someone how it looks over the phone,
going into as much detail as you can.
1.2 What does this image suggest about the lm, in terms of the:
a. characters their identity as individuals and as a group
b. setting
c. story
1.3 How does this poster image t with the ways girls tend to be shown in lm posters, or on
magazines, or on TV? Explain your answer, using examples where you can.
NAME: _______________________________________________________________________________________________________
95
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
SPEAKING Time
Dierent people might have dierent views on what gangs are and what they do. For example, a police
ocer or a youth worker who comes into contact with young people and with gangs will have dierent
perspectives on them; also, their opinions might be dierent from those of a person who has never come
into contact with a real gang, but who has seen news items on gangs, or seen them portrayed in lms or
on TV.
1.1 What do you think a gang is? What do you base this on?
1.2 How is a gang dierent from other kinds of group, for example, a friendship group, followers of a
football team, etc.? Think about how individuals within those dierent groups work together, and
what they have to do to be part of that group.
1.3 Can you give some examples of ctional (i.e. not real) gangs you have seen on TV or on lms how
are they shown and what do they do?
2. Comment on the statement below by Jennifer Blake, a former gang member who now runs a
project in south London called Safe N Sound, which oers a safe and supporting environment
for young people looking to get away from gang life.
Your actions are a choice that you choose. Your destiny is your choice. A life on the street has a destiny: prison,
mental health and death you choose. It is important that when a young person is excited out of youth violence
that they are channelled into something where they can still feel in control and feel part of a family.
NAME: _______________________________________________________________________________________________________
96
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
ONE-MINUTE TALKS
1. Put these cards face down.
3. You must speak about the topic for a minute without stopping.
NAME: _______________________________________________________________________________________________________
97
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
2. Work in pairs. One of you will be Student A and the other Student B.
Student A
Filmmeisterei
2 Hans Schmidt Germany Commercial- Producer
Productions
Cambridge
4 Peter Brooks England Professor
University
Manager
Benetton Italy Giovanna De Palma 5
Public Relations
Student B
NAME: _______________________________________________________________________________________________________
98
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
JOB FAIR
1. Get in two major groups Employers and Employees.
2. Some of you will be candidates looking for a job (applicants/employees) while others will be
employers looking for the right candidate for the job you are oering.
3. Fill in the rst column on your sheet with your personal information applicant / employee or
the information about the job position employer.
4. Talk to as many employers/applicants as you can, so you can nd the right person for the job/
the best company.
JOB TYPES
Name of Company
Job
Salary
Location
Benets / Incentives
Promotions / Raises
APPLICANTS INFORMATION
Name of company
Experience
Major
Skills
Good Points
Bad Points
NAME: _______________________________________________________________________________________________________
99
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
CREATING A STORY
1. Choose one of the following pictures and imagine what is behind what you see.
a. Who is/are the person/people in the picture?
b. What happened to this/these person/people? What is/are he/she/they doing?
c. Where?
d. When?
e. How?
f. Why?
g. What will happen next?
h. ...
1 2
3 4
NAME: _______________________________________________________________________________________________________
100
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
PERSUASIVE SPEECH
1. You are going to try and persuade your partner to accept your opinion on a given topic. The
problem is s/he has a dierent opinion on the same subject. You both have to justify your
opinions while at the same time trying to counter your partners arguments by others in
favour of y
your p
preferences. Take turns to speak.
p
STUDENT A STUDENT B
Horror lms Romantic lms
Football Ballet
a. Opening statement
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
b. First reason
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
c. Second reason
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
e. Closing statement
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
NAME: _______________________________________________________________________________________________________
101
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
Kingdom
Phylum
Class
Order
Family
Genus
Species
2. Create your own letter strategy for some subject/topic you nd hard to memorise.
NAME: _______________________________________________________________________________________________________
102
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
Use the acronym PENS to help you remember the steps in writing a sentence.
E.g.
S V
E = What words can you pick for S? Person, Place, Thing, Ideas
What kinds of words can you pick for V? Action words, for example
NAME: _______________________________________________________________________________________________________
103
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
P = Pick
Pick a topic;
Pick the appropriate textual format given the topic, purpose and audience.
L = List
E = Evaluate
Evaluate if it is complete;
Evaluate/Plan the best way of organising or sequencing the ideas that will
be used to generate supporting sentences.
A = Activate
S = Supply
Supply supporting sentences based on items from the list and gradually
enhance the idea by generating clarifying or expansion sentences.
E = End
NAME: _______________________________________________________________________________________________________
104
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
- proper nouns?
- titles?
O = Overall
How is the overall appearance?
- spaces between words and double spaces between lines;
- neat printing/writing/typing;
- paragraphs are indented;
- paragraphs follow the model;
- complete sentences used.
P = Punctuation
Is the punctuation correct?
- proper end marks;
- comas;
- semi-colons, colons, quotation marks, and hyphens as required.
S = Spelling
Have you spelled all the words correctly?
- use tools such as lists, word walls, dictionaries, word study
notebooks, and spell check technology.
NAME: _______________________________________________________________________________________________________
105
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
Parts of a theme:
Title catchy titles should name the subject of the theme and grab the readers attention;
Introduction/Introductory Paragraph tells the main idea or topic of the theme, includes the
thesis statement; a sentence or two contains the focus of your essay and tells your reader what
the essay is going to be about;
Body/Detail Paragraphs form the body of the theme. Each paragraph covers a group of details
related to each other. Each contains a topic / transition sentence that tells what the paragraph is
about (topic sentence).
PROCESS ACTIVITY
Think
Think about the topic and what you can say about
it discuss brainstorming, etc. Ask yourself who, what,
where, when, why, which and how questions on the
chosen topic.
Organise Organise the ideas using a graphic organiser of your
choice: diagram, mind map, ow chart...
NAME: _______________________________________________________________________________________________________
106
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
2. This will be a reading activity and it will last for about 25 to 35 minutes.
COACH: Read along silently and help the reader with hard
words and mistakes.
6. Your teacher will circulate around the classroom and observe you, providing feedback and
remedial lessons where necessary.
Note: You can try the PALS strategy with other activities, for example to help promote reading
uency and comprehension:
2. Paragraph shrinking (stopping at the end of each paragraph to identify the main idea);
NAME: _______________________________________________________________________________________________________
107
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
GRAPHIC ORGANISERS 1
1. Graphicorganisers help you to visually display, interpret, and understand complex topics. You
also use them when youre reading to help you nd the main ideas, facts, plot, setting, and
characters in a story or just the main ideas in a text.
X Is a type or part
OR
Is a member of this group TOPIC
Deforestation
Key
ey things to remember about this topic Its important because
Is like
tearing apart your favourite toy to get a battery out of it. You are destroying something that is very important to you to get something
that is also useful out of it. It is a hard decision to make, but we must weigh all the cost and decide what is best for everything involved.
3. Createyour own graph concept map, KWL (What I Know, What I Want to Know, What I Have
Learned) chart, checklist, story maps on a text/story you are working on.
NAME: _______________________________________________________________________________________________________
108
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
GRAPHIC ORGANISERS 2
Visual organisers are extremely valuable techniques, and there are many dierent types. It is useful
to select a format that matches the type of information you are reading. Three of many ways that
organisers may be used are:
Before reading before beginning, create an organiser of the primary sections. Then during the
reading, add additional details.
Cause
Attribute Attribute Attribute Effect
Solutions
NAME: _______________________________________________________________________________________________________
109
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
K-W-L STRATEGY
1. The K-W-L Strategy helps you become a good reader. It helps you learn to activate your background
knowledge and to set purposes for reading.
2. KWL stands for What I Know, What I Want to Learn, and reviewing What I Have Learned
Know-Want-Learned.
3. The following chart shows you the steps in each part of the procedure:
4. Choose a topic you are studying and create your own KLW chart:
NAME: _______________________________________________________________________________________________________
110
CLASS: _________________ No.: _________________ DATE: ________ /________ / ________ GRADE: ___________________
It is called Five Finger Retell because you can use your ngers to help you memorise the retelling
components.
Middle of the hand: The heart of the text (What is the big idea or lesson the author wants you to
gure out?)
Who is in
s the story?
ter
a rac
Ch
1. Use the Five Finger Retell Strategy to tell the class about a text youve just read.
GEOLOGY 2. j. Morphology
FAULTS a. sugar k. Taxonomy
1. b. ribose
1.1 c. deoxyribose
a. Strike-slip faults d. molecule GEOGRAPHY
b. Normal faults e. helix ABBREVIATIONS
c. Thrust faults f. antiparallel 1.
g. prime a. European Regional Development Fund
1.2 h. pentose b. European Agricultural Fund for Rural
a. Normal fault i. thymine Development
b. Thrust fault j. uracil c. Common Agricultural Policy
c. Strike-slip fault k. methyl d. European Agricultural Guarantee Fund
e. European Agricultural Guidance and
PALEOENVIRONMENTS
LIFE CYCLES Guarantee Fund
1.
1. f. European Social Fund
a. geology
a. Stigma g. Liaisons entre actions de developpement
b. past
b. Ovary de lconomie rurale (links between actions
c. organisms
c. Filament for the development of the rural economy
d. environmental
d. Meiosis or Rural Development Programme)
e. fossilized
e. Mitosis h. World Trade Organisation
f. paleoenvironmental
f. Egg
g. microfossils
g. Endosperm 2.
h. humans
h. Sperm 1. d
i. future
i. Pollen tube 2. f
j. changes
j. Tube nucleus 3. g
k. paleontology
4. c
l. predictive
KINGDOMS OF LIVING THINGS 5. b
m. pollutant
1. 6. h
n. coastal
a. 3 7. e
o. melting
b. 5 8. a
GEOLOGIC TIME SCALE c. 1
1. d. 2 3.
a. Paleozoic e. 4 a. CAP
b. Cenozoic b. EAGGF
c. Holocene 2. c. LEADER
d. Pliocene a. Plantae d. EAFRD
e. Oligocene b. Animalia e. WTO
f. Jurassic c. Monera f. EAGF
g. Permian d. Fungi g. ESF
h. Devonian e. Protista h. ERDF
i. Cambrian
j. Archean 3. URBAN SPACES QUIZ
a. Monera and Fungi 1.1 a
ENERGY QUIZ b. Plantae 1.2 c
1. c. Protista 1.3 a
1.1 b d. Animalia 1.4 b
1.2 a 1.5 b
1.3 a GLOSSARY OF TERMS 1.6 c
1.4 c 1.
1.5 b a. Amphibia THE LISBON METROPOLITAN AREA
1.6 c b. Anaerobic 1.
c. Chondrichthyes a. growth
BIOLOGY d. Chromosomes b. reduced
DNA & RNA e. Convergence c. is
1. f. Double Helix d. been
a. DNA helix structure g. Enzymes e. many
b. Structure of RNA (hairpin loop from h. Linnaean f. than
pre-mRNA) i. Mollusca g. though
11911.11.o oAno
119 Ano BRIDGES
BRIDGES PHOTOCOPIABLE
PHOTOCOPIABLE
ANSWER KEY
TYPES OF PAPERS
CIRCULAR FLOW OF ECONOMIC ACTIVITY
a. bers ECONOMICS
1. The circular ow of economic activity
b. more ECONOMIC TERMS GLOSSARY
is a model of an economy showing the
c. less
interactions between households and
d. three 1.
business rms as they exchange goods
e. hot-press paper S S E T H M C J V V M W N B X
and services and resources in markets.
f. weights S V D W E A Q E Q C I O M E B
g. softer I E F L P K Q G Y Q I C C N X
A R R I O E R F R T B O S E I
1.1 It is also known as circular ow of goods
h. more
B O T V L H D A A Z N Y R F A and services.
i. darker
R A C P I D E L M O F X E I G
j. weight
L O G H B C F S M N N D M T N 2.
k. more I T V O C E E I U C F T U V D
a. Revenue
l. will P B O G D K C S L O B W S O G
b. Firms
m. good J H M D Z S Q F C B H X N V W
Z S C I Y D N A M E D A O R S c. Households
n. nal
I Q K S P L X S N P B C C H D d. capital
M R T R E S O U R C E S J H O e. Wages
COLOURS
P E R U E N E R P E R T N E O
Reds: f. Income
M R U D A P K E D P R W Z M G
Cadmium red
Carmine 1.1 GOVERNMENT BUDGET
Dragons blood Benet The gain received from voluntary 1.
Vermilion exchange. a. has
Yellows: Capital All buildings, equipment and b. Its
Barium yellow human skills used to produce goods and c. meet
Cadmium yellow services. d. growth
Lead-tin yellow Consumers People whose wants are e. these
Yellow ocher satised by consuming particular goods f. all
Greens: and services. g. getting
Emerald green Deation A sustained and continuous h. so that
Sap green decrease in the general price level. i. termed
Terre verte Demand A schedule of how much j. which
Verdigris consumers are willing and able to buy at all k. shows
Blues: possible prices during some time period. l. runs
Azurite Economic system The collection of m. most
2. thee thee thou wert thou hadst ROYALS makes it sound like Lorde realizes that as
thou livdst thou wert Nay thy Thy 1. wonderful a world as that would be for her,
thy thee thou wert thee sans thy a. movies where she gets to be a pop star while being
thy b. dreams herself and still speaking for her small-town
c. aair friends, the whole thing is pretty farfetched
3. Personal answer. d. buzz and will probably never happen.
e. party http://popdust.com/2013/09/12/lyrics-analysis-will-
FIGURES OF SPEECH QUIZ becoming-a-royal-herself-come-back-to-haunt-lorde/
1. 2.1 She lived in a small-town, and grew up in
1.1 b the suburbs of Auckland, New Zealand. COUNTING STARS
1.2 c 2.2 She thinks songs are too shallow, and 1.
1.3 b they all sell the same sex, drugs, crime. a. sleep
1.4 a She dislikes this pop culture shes exposed b. dollars
1.5 a to. She doesnt enjoy this ostentation and c. line
1.6 c she cant relate to it. d. nd
2.3 There are dierent (and arguably e. bold
GRAPHIC NOVELS ADAPTATIONS OF CLASSIC conicting) sentiments expressed in the f. told
LITERATURE song. The Cadillacs in our dreams line g. thing
1. Moby Dick, by Herman Melville. makes it sound like Lorde and her implied h. alive
friends dont live the pop lifestyle because
WOMEN CELEBRATING WOMEN they dont have the means, but are OK with 2. Perhaps the lead singer and his wife or
2. it because they can fantasise about it with girlfriend.
2.1 The name of the main character is Hillary. one another and thats almost as good. 3. They are trying to make a living and so
2.2 Her deepest dream is to get married: But the love aair line makes it sound they need to pay their bills, like everyone
She dreamed of oating up the aisle in like theyre simply not buying what the pop does.
frothy white, to stand beside a dark-suited world is selling, that they dont want the
gure. He slipped a golden band onto her Cadillacs at all, that they arent tempted 4. Maybe something good happens or
nger (...) but such showiness. The conict of this luck strikes. If so, they will be nding their
2.3 Her greatest asset, according to her message is echoed in the sentiments of the way through hard times and stop counting
mother, is her brain, her intelligence. chorus: And well never be royals (royals). dollars. They will be enjoying life, and
2.4 She falls in love with her professor and It dont run in our blood, That kind of lux counting stars.
she marries him. just aint for us. We crave a dierent kind
2.5 Her mother didnt like it and she cried of buzz. 5. Maybe this means that he is still quite
during the wedding. She left immediately 2.4 This refers to her roots once again. She young, but he doesnt feel brave, and still
after the wedding. came from a humble background. needs some encouragement. The world
2.6 Both mutton and lamb are the meat of 2.5 The Royals of the title makes its hasnt been sold: its only that he and other
the sheep, but while the latter is a young appearance as an obvious stand-in noun people are good at following orders.
sheep, the former is an older one. So the for standard pop stardom, a status which
mother is referring to the dierence of ages Lorde declares herself not only to not be a 6. This statement means that money is
between the Professor and her daughter. part of by her DNA, even but which she important but higher values mean more.
She is criticizing him for wanting to feel seems to hold no aspiration towards, saying Fighting for your dreams and having that
younger by marrying a younger girl. that she wants something else out of her wonderful sense of accomplishment is
2.7 She reveres him; she wants to please life and her music. However, the second part incomparable, especially when you feel
him because she thinks he can never be of the chorus oers a somewhat dierent passionate and dedicate yourself 100% to
wrong. She adopts a submissive attitude perspective: Let me be your ruler (ruler), You make it happen.
and changes her personality for him. can call me queen Bee And baby Ill rule, Ill
rule, Ill rule, Ill rule. Let me live that fantasy. FIFTEEN
MUSIC Here, Lorde does seem to be shooting 1. Model answer: It will be about a
BANDS AND SINGERS for some sort of pop stardom, though the fteen-year-old girl and her life.
1. changing of we to me and you makes it
a. Christina Aguilera sound like now shes addressing her friends 3. Personal answer.
b. Michael Bubl as their representative to the outside world.
c. Boyce Avenue In other words, it seems like Lorde does FIVE OCLOCK WORLD
d. Anastacia want a seat at the mainstream pop table, 1.
e. Miley Cyrus but perhaps only on her own terms, and only a. job
f. John Legend as long as she continues to express the b. pounding
views of her own people. c. blows
2. Personal answer. The nal line, Let me live that fantasy, d. Thinking
e. made whole world on one boat. It was like a vision; Wall came down, it signalled the beginning
f. end everyone was talking the same language. It of the total collapse of the Iron Curtain in
g. time was a very positive vibe. That night was the Europe, which would reach all the way up
basic inspiration for Wind Of Change. to the very hub of communism: Russia. The
2. This song is related with the working It was the same year this song was written Cold War, which had gripped the world and
world. Usually workers nish their work at that the world changed forever. Modern glued us to the edge of our seats for ve
ve oclock, and there is also that expression history will record that in late summer of decades, was nally over.
working from nine to ve. 1989, Communist Europe ceased to be. In 2005, viewers of the German television
Wind of Change rose to be the unocial network ZDF chose Wind of Change as
3. He feels free as no one owns his free theme song of the dismantling of the Berlin the song of the century. It is the highest-
time. He can do whatever he pleases and Wall, late in the summer of 1989. ever selling song in Germany, and is
meet whoever he wishes. The world looks The Berlin Wall was erected in 1961 and frequently played with footage of the Wall
much better after ve oclock. separated two German states for 28 years. coming down. This song is also widely
West Berlin was part of west Germany, a known in Germany as the song of German
4. He feels stressed out. It seems as though capitalist democracy, while East Berlin was reunication (and the fall of communism
he needs to wake up only because he the capital of East Germany, a communist in Eastern Europe, generally), even though
needs to get to work, and then he has to state largely controlled from Moscow. it only rose to popularity two years after.
go through all these people, these crowded The Wall was over 96 miles long and was (www.rockremembers.com/2008/09/wind-
places, and he feels anxious and irritated actually two walls back to back. In 1975, of-change-scorpions-1989-rock.html)
at the same time. The morning noise drives the nal modications to The Wall were
him crazy. added, constructed from 45,000 sections 4. Model answer: This means that people
of reinforced concrete each 12 feet high who used to be on dierent sides are now
5. No, he doesnt. He works because he has and 4 feet thick. It had 116 watchtowers, breathing the same air and sharing the
to, to carn his pay, not because he loves it. 20 bunkers, barbed wire, canine patrols, same beliefs, as brothers. The future is
fakir beds (beds of nails under balconies) close, things are about to change for the
6. He is eager to leave work because he and anti-vehicle trenches that guarded better.
can do whatever he wants, and there is a a no mans land...the death strip area in
longhaired girl waiting for him. between the two walls. It was paved with 21ST CENTURY LIFE
raked gravel, which made it easy to spot 1.
WIND OF CHANGE footprints. a. century
1. When the border between East and West b. future
a. night Berlin was ocially closed on August 13th c. 21,000
b. air 1961, families were abruptly separated. d. TV
c. moment People who commuted to work from East e. disease
d. street to West were instantly either homeless or
e. dreams without employment. At least 136 people 2.
f. time are conrmed killed trying to escape from 2.1 He thought about how life would be in
East to West Berlin (but there were probably the future.
2. The Moskva is the name of a river that many, many more unconrmed), and 2.2 It means that the present and future are
runs through Moscow and Gorky Park is an countless documented and undocumented combined, as everything changes quickly
amusement park in Moscow. desperate successful and failed escape and around him all the time.
attempts. 2.3 Maybe because too much has changed
3. a Ironically, the collectiveness The Scorpions and he didnt have the time or energy to
(and everyone else) experienced at the cope with it all.
Background information Moscow Music Peace Festival would not
The Meine brothers (aka The Scorpions) end when the Music Peace Festival ended. LIFETIME
began writing this song in 1989 after a Wind of Change celebrated the political 1.
visit to Moscow. They were actually the shift in Eastern Europe. Although Winds of a. 5
rst hard rock band ever to play in Russia. Change wasnt written specically about b. 3
They returned the following year to play the the Berlin Wall, the feelings of the world and c. 1
Moscow Music Peace Festival. It was then the lyrics of the Meines became linked with d. 4
that the words to this song were written. it. The Berlin Wall was an icon of the rule of e. 2
They were inspired by the sight of thousands tyranny and poverty behind the Iron Curtain,
of Russians cheering them on, even though and it was one of the largest, most real, 2. Model answer: This song is about how
they were German. Lead singer Klaus Meine tangible, material objects that smacked nothing really lasts forever, but in her life
is quoted as saying, Everyone was there: the face of humanity and said that the music and the ideas she has will last.
the Red Army, journalists, musicians from Cold War was real... and it was so much
Germany, from America, from Russia the more than simple politics. When the Berlin 3. Personal answer.
SKET
2.
1.
2.1 b
1.1 I can see several girls. They look extremely
2.2 a
aggressive, and one of them is using a bat.
2.3 b
Another seems to be kicking something or
2.4 c
someone, and another one seems to be
hitting something or someone. The words
3.
written on the poster are also very strong,
3.1 They said Kate was a miracle. She
such as raw, gritty, gripping, hard
shouldnt have lived past ve years old. They hitting. The whole message seems to be
also talked about Annas decision, and how extremely powerful.
it would aect her future life. Still, most of 1.2 The girls seem to be together, as in a
them were for the kidney donation, and not group. The setting might be the streets and .
against it. as for the story they might be ghting for
3.2 She got to save her sisters life. their survival on the streets.
1.3 This posters image doesnt t with the
4. image of girls we are usually shown. Girls are
a. (...) newborn (baby). usually shown in a much more romantic or
b. (...) lymphocytes (her blood). sexier way, and not as aggressive as on the
c. (...) hospitalised for six days. poster.