Atividades de inglês (interfaces Língua Portuguesa e Matemática)

ESTADO DE MINAS GERAIS
SECRETARIA DE ESTADO DE EDUCAÇÃO
Superintendência Regional de Ensino de Barbacena
Diretoria Educacional
Progama de intervenção
pedagógica – PIP/CBC
SRE-Barbacena
Analista:
Natan José Campos de Carvalho
Sugestão de Atividades para o Ensino Fundamental
Componente Curricular: Língua Inglesa
Interface em Língua Portuguesa
9º ano

 Habilidade de Língua Inglesa:
 Descritores de Língua Portuguesa:
1- Read three different plot summaries for SpongeBob written by IMDB (International Movie
Database) contributors.
Available at: < http://www.imdb.com/title/tt0206512/plotsummary> Accessed on: July 29, 2013.
TEXT 1
In the ocean, there is a town called Bikini Bottom.
The residents of Bikini Bottom are all fish. But there is
a certain fry cook named Spongebob Squarepants. Just
getting a job at Bikini Bottom's most popular
restaurant The Krusty Krab, he lives a crazy life with
his hard-headed neighbor, and friend, Patrick. His next
door Neighbor Squidward is a sarcastic, boring squid
who can't stand Spongebob and Patrick. In the Krusty
Krab, Spongebob's Boss, Eugene Krabs is one of the
most money-greedy men alive. He's probably the most
money-greedy man alive. So, in Spongebob's life, life
under the sea is always quirky and crazy. Written by Bradboy.
TEXT 2
Spongebob Squarepants is a talking square sponge "who lives in a pineapple
under the sea." His relentless cheerfulness gets on the nerves of his grumpy
neighbor, Squidward Tentacles. Spongebob works as a frycook at the Crusty Crab,
owned by the kind-hearted but greedy Mr. Crabs. Spongebob's other pals are Gary,
SB's pet snail, Patrick Star, a simple-minded starfish, and Sandy Cheeks, a space-suit
wearing Texan squirrel. Written by Mike Konczewski.
TEXT 3
This show takes place under the sea, in a little
town of Bikini Bottom. Many sea creatures live there.
None of them however are as loveable as SpongeBob
Squarepants. He lives in a Pineapple with his pet snail
Gary. He lives next door to Squidward Tentacles, a
boring and stuffy squid that hates Spongebob. He Also
lives near his best friend Patrick Star, a little dumb
starfish who really loves ice cream. He goes to work at
the Krusty Krab, a local restaurant run by the greedy
Mr. Eugene Krabs. Some of SpongeBob’s other friends
include Sandy, a squirrel who lives in an underwater air dome, there is Pearl, Mr.
Krabs's teenage and bratty daughter, Larry and Scooter, who are two local beach
bums. There is also Mrs. Puff who teaches SpongeBob how to drive. Oh, and I
shouldn't leave out Plankton, an evil organism whos restaurant is the most unpopular
in the sea. Written by Keith.
4.2 – Construir as relações explícitas e/ou inferir sentido em textos de gêneros
textuais diferentes.
D2 – Localizar informações explícitas em um texto.
D20 – Reconhecer diferentes formas de abordar uma informação ao comparar textos
que tratam do mesmo tema.

2- Compare the plot summaries and check if they contain the pieces of information below. The
first is done for you.
a) (1) ( ) (3) Bikini Bottom is the name of the town under the ocean.
b) ( ) ( ) ( ) The house of SpongeBob Squarepants is a pineapple.
c) ( ) ( ) ( ) The story happens in the sea.
d) ( ) ( ) ( ) SpongeBob Squarepants works in a restaurant.
e) ( ) ( ) ( ) SpongeBob Squarepants is a lovely character.
f) ( ) ( ) ( ) Squidward does not like SpongeBob Squarepants.
g) ( ) ( ) ( ) SpongeBob’s boss is greedy.
h) ( ) ( ) ( ) Patrick is SpongeBob friend.
i) ( ) ( ) ( ) Mr. Puff teaches SpongeBob how to drive.
j) ( ) ( ) ( ) Plankton’s restaurant is the most unpopular in the sea.
k) ( ) ( ) ( ) Sandy is a squirrel.
 Habilidades de Língua Inglesa:
1- What’s the humor in the comic strip?
a) He didn’t like the joke.
b) He didn’t like the rabbit.
c) He didn’t like the Monica’s face.
d) He didn’t like the cart.
2- The expression of Jimmy’s face in the comic is?
a) Happy
b) Astonished
c) Angry
d) Tired
14.2. Inferir o efeito de sentido pretendido pelo uso de expressões de ironia, raiva,
humor, sarcasmo, etc.
III. Uso de notações para produção de efeitos de sentido diferentes no texto escrito
de diferentes gêneros.
D8 – Interpretar texto que conjuga linguagem verbal e não-verbal.
D23 – Identificar efeitos de ironia ou humor em textos.
D21 – Reconhecer o efeito de sentido decorrente do uso de pontuação e de outras
notações.

3- The exclamation point used in the phrase "Guess!” indicates:
a) Friendship
b) Indignation
c) Joy
d) Thought
1- Read the text below written by Simon Romero (The New York Times).
Available at: <http://www.nytimes.com/2013/07/01/world/americas/brazilian-police-break-up-a-protest>
Accessed on: July 29, 2013.
Brazilian Police Break Up a Protest
Simon Romero
RIO DE JANEIRO — Security forces on
Sunday night fired rubber bullets and tear gas
into a crowd of protesters to break up a
demonstration near the Maracanã stadium, even
as spectators inside the 77,000-seat arena
watched Brazil’s national soccer team play
against Spain.
The tumult starkly pointed out the festering
tension here around public spending on lavish
stadium projects. It also marred the opening of the championship game of the Confederations
Cup, a soccer tournament viewed as a dress rehearsal for the World Cup, which Brazil is set to
host in 2014. Several times during the game, fans cheered Brazil’s 3-0 rout of Spain even as
the odor of tear gas wafted into the stadium.
Protests venting rage against Brazil’s political establishment have rattled the nation in
recent weeks, with many demonstrators lashing out at corruption, deplorable schools and
hospitals and costly World Cup preparations.
“The investment for the World Cup is absurd,” said João Pinheiro, 38, a pharmacy manager
who was on hand to watch the game. “The complaint of the protesters is not Brazilian soccer,
but the expenditures. I support them.”
Thousands of demonstrators gathered peacefully near the stadium on Sunday afternoon in
a first wave of protest, holding signs reflecting an array of political and social grievances.
“Maré resists,” read one placard, referring to a favela, or slum, here that was the site of a
gun battle in June involving the police in which at least nine people died. Another sign, “Get
2.1. Localizar informação específica (scanning), de acordo com os objetivos de leitura
dos vários gêneros textuais.
2.4. Identificar e/ou localizar características lexicais e sintáticas de alguns dos tipos
textuais (injunções, descrições, narrações), tendo em vista a compreensão global do
texto.
D2 – Localizar informações explícitas em um texto.
D28 – Reconhecer o efeito de sentido decorrente da escolha de uma determinada
palavra ou expressão.

out, Eike,” expressed anger at Eike Batista, a billionaire with a stake in the venture that
obtained the concession to operate Maracanã over the next three decades.
“We just want the people to be seen and heard,” said Gustavo Bueno, 47, a publicist who
was among a group of protesters who stood with their backs to the police to ask other
demonstrators to respect a security cordon and avoid conflict.
Later, however, a small group of protesters threw rocks in the direction of police officers,
and at least six people were wounded in the fracas, according to Brazilian news media reports.
Although the protests here on Sunday were much smaller than they had been earlier in
June, Brazil’s political leaders remained on alert. President Dilma Rousseff, whose approval
ratings have fallen sharply in recent weeks, opted not to attend the game. She and Joseph S.
Blatter, the president of FIFA, soccer’s governing body, were booed at another game earlier in
the month.
www.nytimes.com/2013/07/01
2- Answer the questions bellow.
a) Who wrote the text?
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b) What kind of text is it? Explain why.
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c) Do you know a similar example of protests in Brazil?
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d) What Gustavo Bueno meant when he said “We just want the people to be seen and heard”?
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1- Read the text and answer the questions.
Kids And Pricy Technology Dont Mix
Children have changed as much as the technology
has. As the computers and machines have advanced,
our kids have become more prone to fits of rage and
temper tantrums if they don't get their turn on the
new gadget. What strikes me, are the parents who
encourage their children by buying them huge, high-
priced computers and IPads. A touch-screen as
delicate as most IPhones isn't something you should
give to a 5 year old to play with. Despite that truth, I continue to see kids who are extremely
young, texting away at dinner tables in restaurants or constantly playing little games, on these
knick-knacks that look like one drop on the concrete could end its electronic life. I do believe
that kids should have cell phones but strictly for emergency uses. Most companies make
phones with tracking capabilities and parental controls. Parents have become far too lenient
when it comes to their children and technology, which is why the internet rape cases are up and
sexting is such an issue. Kids are naturally curious and if you're the type to not monitor their
use and give them an IPad at a young age, you'll regret it. It may not be something as
traumatic as child abduction due to your kid's constant access to a chat room, but it could
mean a ruined piece of a very expensive piece of technological equipment. I've found that a lot
of parents are afraid to say no because the kids will be pressured by peers to have a facebook
and to do all these new things with their new electronic toys. The simple fact remains though,
that you are the parent and good parenting techniques haven't changed when it comes to what
is and is not effective. I'm not saying take away all their technology but parents shouldn't be
afraid to include strict boundaries because kids, particularly tweens, can get carried away when
1.1. Identificar (fazendo uso de skimming) o tema geral do texto e estabelecer alguns
aspectos de suas condições de produção (o gênero a que pertence, função
sociocomunicativa, finalidade, suporte, autor, data e local de publicação).
3.1. Estabelecer relações entre termos, expressões e idéias que tenham o mesmo
referente, de modo a construir os elos coesivos (lexicais e gramaticais) em gêneros
textuais diferentes.notações.
D1 – Identificar um tema ou o sentido global de um texto.
D5 – Inferir o sentido de uma palavra ou expressão.
D10 –Distinguir um fato da opinião relativa a esse fato.

it comes to racking up the phone bill with something that has an extendable keyboard. The
upside? Their typing skills are incredible. I've never seen anyone's thumbs move so fast. The
downside? Almost everything else. Think twice before allowing your usually so responsible child
to have a piece of technology that is far beyond their comprehension.
Available at: http://www.issues.cc/complaints/technology/kids-and-pricy-technology-don’t
mix#sthash.zSnx1Mny.dpuf
Accessed on: July 29, 2013.
a) A palavra “kids” destacada no texto pode ser substituída, sem alteração do sentido do texto,
por
( ) boys.
( ) young.
( ) children.
( ) adults.
b) Identifique dentre as alternativas qual é o tema do texto.
( ) Child trafficking
( ) Children and technologies
( ) Child abuse
( ) Children's games
c) Na frase “I do believe that kids should have cell phones but strictly for emergency uses” a
intenção do autor do texto é
( ) fazer uma crítica.
( ) narrar um fato.
( ) fazer um apelo.
( ) expressar uma opinião.

1- Leia o trecho abaixo.
“… Never mind, I'll find someone like you
I wish nothing but the best for you, too
Don't forget me, I beg, I remember you said
Sometimes it lasts in love
But sometimes it hurts instead
Sometimes it lasts in love
But sometimes it hurts instead, yeah…”
Someone like you by Adele
a) O gênero textual usado acima é
( ) lyric
( ) comic strip
( ) fable
( ) tourist guide
b) A pessoa da música encontra-se
( ) happy
( ) very sad
( ) anxious
( ) hopeful
2.3. Identificar e/ou localizar as características básicas de cada gênero textual, tendo
em vista a compreensão global do texto.
D6 – Identificar o gênero de um texto.
D3 – Inferir informações implícitas em um texto.

1- Leia com atenção:
I II
- Observando os textos acima, você pode concluir que
a) os dois textos pertencem ao mesmo gênero, mas com temas diferentes.
b) os dois textos pertencem ao mesmo gênero e mesmo tema.
c) o texto I indica que apenas uma pessoa faz aniversário.
d) os aniversariantes são adolescentes.
2- Ambos os textos têm o objetivo de:
a) to inform.
b) to advise.
c) to teach.
d) to invite.
4.2. Construir as relações explícitas e/ou inferir sentido em textos de gêneros
textuais diferentes.
D20 – Reconhecer diferentes formas de abordar uma informação ao comparar textos
que tratam do mesmo tema.
D7 – Identificar a função de textos de diferentes gêneros.

 Descritor de Língua Portuguesa:
1- Leia o texto a seguir.
Mini Biography
Ayrton Senna da Silva was born in Sao Paulo, Brazil to a wealthy family. When he was four
years old his father Milton bought him a go-kart, and by age eight Ayrton was regularly
competing in karting events. His career progressed quickly, and in 1982 he moved to England
to pursue his racing. In 1984 he came to the attention of the whole world by racing in Formula
One. Over the next ten years he won the World Championship three times and engaged in
some controversial racing with France's Alain Prost and England's Nigel Mansell. Ayrton Senna
was killed on 1 May 1994 in a race at the San Marino Grand Prix when his car, which had been
beset with problems the entire season, inexplicably left the track and crashed into the concrete
barrier. His was the last death in Formula One due to the major safety reforms that the tragic
weekend at Imola had brought about. He was voted by over two hundred of his fellow Formula
One drivers as the best driver of all time in a 2010 poll. Senna was also a humanitarian who
discreetly donated millions to help those less fortunate in his native country.
a) O advébio When de “When he was four years….” (1ª linha) Indica:
( ) manner
( ) age
( ) time
( ) duration
4.1. Inferir o significado de palavras e expressões desconhecidas com base na
temática do texto, no uso do contexto e no conhecimento adquirido de regras
gramaticais (flexões, posições das palavras nas frases, tempos verbais, preposições
de tempo e lugar, advérbios de tempo, modo e lugar).
D11 – Reconhecer relações lógico-discursivas presentes no texto, marcadas por
conjunções, advérbios, etc.

Progama de intervenção
pedagógica – PIP/CBC
SRE-Barbacena
Analista:
Natan José Campos de Carvalho
Sugestão de Atividades para o Ensino Fundamental
Componente Curricular: Língua Inglesa
Interface em Matemática
9º ano

 Descritores de Matemática:
1- Leia atentamente o seguinte texto:
Make It Easy Beef Pot Pie
Prep: 10 minutes
Cook: 20 minutes
Servings: Serves 6
1 lb. boneless beef top sirloin steak, cut 3/4”
thick
1 tbs. vegetable oil
1/2 lb. small mushrooms, quartered
1 medium onion, sliced
1 clove garlic, minced
1/4 cup water
1 jar (12 oz.) beef gravy
1 package (10 oz.) frozen peas and carrots
1/4 tsp. dried thyme
1 small can (4-1/2 oz.) refrigerated buttermilk
flavor biscuits
- Como você responderia às perguntas abaixo?
a) O que vem a ser beef? E steak?
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b) Quantos gramas de carne bovina e de cogumelos são necessários para fazer o prato
sugerido?
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c) Qual a quantidade aproximada de cenouras e de ervilhas congeladas indicadas na receita?
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11.2. Identificar informação específica (nomes dos falantes envolvidos, números -
de telefone, idades, percentagens, temperaturas, condições do tempo, etc.).
D14 – Utilizar as relações entre diferentes unidades de medida.
D17 – Resolver situações-problema com números naturais envolvendo diferentes
significados das operações (adição, subtração, multiplicação, divisão, potenciação).
D 20 – Identificar fração como representação que pode estar associada a diferentes
significados.

- Descritor de Matemática:
1- Number the steps according to the drawing. Then make a car with a piece of paper.
a. ( ) Draw the main block.
b. ( ) Add all the round parts, such as the wheels and headlights.
c. ( ) Add blocks to the main block.
d. ( ) Add all the details that make it look like a modern car.
- Now build a house with a piece of paper. Then write the instructions in four steps using the
Imperative.
1.
2.
3.
4.
9.1. Avaliar e/ou redigir textos com sequências injuntivas, considerando as condições
de produção e circulação.
23.1. Reconhecer e/ou produzir as funções comunicativas do imperativo, assim como
os efeitos de sentido que ajudam a construir nos vários gêneros textuais,
principalmente nas seqüências injuntivas.
32.1. Fazer uso adequado da ordem de palavras no processo de recepção/produção
do texto oral e escrito.
D2 – Identificar propriedades de figuras tridimensionais, relacionando-as com suas
planificações.

- Descritores de Matemática:
Facebook and Twitter Post Large Year over Year Gains in Unique Users
- Answer the questions.
a. How many people have become users of Facebook in 2010?
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b. How many people have become users of Twitter in 2009?
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c. How many people have become users of Myspace in 2008?
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11.2. Identificar informação específica (nomes dos falantes envolvidos, números de
telefone, idades, percentagens, temperaturas, condições do tempo, etc.).
D9 – Identificar e localizar pontos no plano cartesiano e suas coordenadas e vice-
versa.
D31 – Interpretar e utilizar informações apresentadas em tabelas e/ou gráficos.

- Descritor de Matemática:
1- Look at the table Bellow:
What browser do you love?
- Write in the chart above table information.
D32 – Associar informações apresentadas em listas e/ou tabelas simples aos gráficos
que as representam e vice-versa.

Atividades de inglês (interfaces Língua Portuguesa e Matemática)

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Atividades de inglês (interfaces Língua Portuguesa e Matemática)