Apresentação do Projeto

Xplore Inglês • 10.° ano • Nível de continuação

Oo

• Student’s Book• Guia do Professor (soluções nas bandas laterais do manual)

• Xplore Fun Kit (oferta ao aluno)

• Xplore Reading (oferta ao aluno) Soluções em exclusivo para o professor• Ficheiros MP3 (oferta ao aluno)

• Workbook• Teacher’s Resource Book Year and Lesson plans, Progress check, Oral evaluation,

Grammar and Extra worksheets• Teacher’s Audio CDs

Recursos Digitais do Professor•• Video clips, trailers, short films e webquests•• Materiais editáveis (em Word®, Excel®,

PowerPoint® e Prezi®)

•• e-Manual Premium CD-ROM

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READ / LISTEN

• Textos curtos e variados de diferentes tipos (testemunhos, gráficos, artigos, canções, etc.)

• Atividades de exploração textual de diferentes graus de dificuldade (análise de tabela ou gráfico, matching, true/false, multiple choice, finding evidence, reference words, sentence completion…) adequadas às reais competências dos alunos.

STUDY (GRAMMAR)

Gramática em contexto, isto é, os textos fornecem o enquadramento temático para a abordagem de conteúdos gramaticais. As explicações gramaticais são simples com amplas e diversificadas oportunidades de exercitação.

WORDS (VOCABULARY)

Atividades de desenvolvimento de vocabulário que assumem várias formas, desde associogramas, mapas de conceitos, jogos

Introdução de cada unidade

Além da imagem de grandes dimensões do separador, para cada uma das quatro unidades temáticas foram criadas apresentações temáticas em Prezi que permitem antecipar os temas a abordar na unidade e motivar os alunos para o seu estudo.

Cada uma destas unidades está dividida em 8 subunidades, cada uma constituída por 4 páginas, que apresentam a seguinte organização:

START

Introdução ao tema da subunidade de forma apelativa, através de atividades muito variadas: video clips, apresentações em Prezi ou PowerPoint, questionários, comentários, jogos de palavras… que visam a ativação de conhecimentos prévios, reforço vocabular ou comunicativo.

Student’s Book (soluções para o Professor nas bandas laterais do manual)

Unidade 0

Engloba todas as macrocapacidades – ouvir/ver, ler, falar e escrever – e visa:

1. Avaliar o perfil de competências dos alunos

2. Propiciar a autoavaliação das dificuldades e capacidades no domínio da língua inglesa

3. Dar feedback através de check list com descritores de análise/reflexão sobre o perfil de conhecimentos/capacidades

Subunidades 0.1 a 0.4

Cada subunidade está organizada de modo a orientar / facilitar a aprendizagem e centra-se na exploração de conteúdos específicos que visam:• recordar estruturas lexicais e

gramaticais aprendidas ao longo do ensino básico

• ativar as competências prévias• desenvolver estratégias de leitura/

de interpretação de textos áudio• consultar um dicionário / elaborar

glossários

Esta unidade inicial desenvolve-se ao longo de três semanas e permite o diagnóstico / autoavaliação das diversas competências: leitura, audição, aplicação do vocabulário e estruturas morfossintáticas, produção oral e escrita.

1

Xplore Reading 3Xplore Fun Kit 12Student’s Book1

3.1 Teens – Then and Now

3.2 Teens Today

3.3 Young Wonders

3.4 Teens Helpline

3.5 Young Business

3.6 Teen Spending

3.7 Fashion Identity

3.8 No Music, No Life?

TeenagersLanguage focusPast tenses

Collocations

Phrasal verbs

Numbers

Modal verbs

Future tenses

Indefinite, definite, zero article

Passive with modals

’s genitive

Describing past experiences

Comparing/contrasting

Expressing agreement/

disagreement

Asking for/giving advice

Expressing preferences

Making plans/speculating

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2.8 iKeepsafe Communication iKeepsafe

Words

1. cybercrime 2. intelectual 3. plot4. site 5. success 6. page7. accurate 8. portrayal9. movie 10. friendship

1 What do the words in the box mean? Choose three words that you know and write a synonym or a short definition.

Example: plot – a storyline

2 Now complete the text using the words from the box.

The Social Network

Not exactly a 1 movie but there is a lawsuit over 2

property of a website, so close enough. the 3 : a smart student

named Mark Zuckerberg creates a small 4 called Facebook and is

accused of stealing the idea for it. that small site ends up being a huge

5 and you’re probably aware of that since you’re already a fan of

SPaMfighter’s Facebook 6 . Even though Mark Zuckerberg, the real

one, insists that the only 7 part about his 8 in the movie

is the clothes that he wears, we found it to be a great 9 about

10 , greed, ambition and entrepreneurship.

adapted from http://www.imdb.com

plot friendship

accurate movie

page cybercrime

site intellectual

portrayal success

Look at these prepositions taken from the texts.

Example: from our own conduct; without doing; co-written by; blamed… for

1 Find, at least, five other prepositions in texts A and B.

2 Underline all the words followed by a dependent preposition in the texts.

Example: aware of.

3 What prepositions are used after the following words?

a. prepared e. spend

b. based f. prevent

c. famous g. good

d. invest

4.1. for2. like3. around4. of5. by6. of7. about8. with9. to10. of11. from12. to

Choose oNE of the following issues to discuss in groups. Here are some ideas to get you started.

1 Prepare what you are going to say. You can support your opinions by giving examples.

remember to use all the language you have learnt in this unit and the work

you have produced.

2 Present the conclusions of your group to the class.

a. Cybersecurity:

• People should be forced to take more care online.

• Keeping safe online should be part of the school curriculum.

• Failing to take responsibility for security should be seriously punished.

b. Copyright and creativity:

• Illegal download (piracy) is another way of stealing.

• Online resources cost money and time to create.

• Our treatment of other digital citizens matters.

c. Harassment/bullying:

•�Students who mistreat other digital users should be expelled from schools.

•�Schools should take measures to fight online cyberbullying.

sTUdY

1.Before; in; after; about; from; to; as…

2.Aware of; prepared for; blamed for; educate about; apply to

3.a. Prepared for; b. based on; c. famous for; d. invest in; e. spend on; f. prevent from; g. good at

4 Complete this list of precautions to take online. Use appropriate prepositions from the box below. Some of them may be used more than once.

of tolike about with from by for around

Internet Safety Guidelines

the internet is a wonderful place 1 learning and entertainment, but

2 the world 3 us, it can pose dangers if precautions are

not taken. You need to understand the public nature 4 the internet

and its risks.

– Be good “digital friends” 5 respecting personal information

6 friends and family.

– do not share anything 7 others that is potentially embarrassing.

– Limit sharing personal information 8 new friends.

Wired Safety.org provides help, information and education 9

internet users. they help victims 10 cyberabuse ranging 11

online fraud, cyberstalking and child safety, 12 hacking and

malicious code attacks.

PrePoSitioNS / dePeNdeNt PrePoSitioNS

Prepositions are words or groups of words, normally used before a noun, pronoun, or gerund to express a relationship between one person /event, etc. and another.

• Most common prepositions are short and never change. Example: after, at, of, on, down, for, about, in, into, …

• They may be more than one word. Example: a lot of, out of, next to, in front of, …

• The gerund (the -ing form) is used after all prepositions: Example: is like living in a war zone

• Some prepositions are connected to the verbs before them. In this case the basic meaning of the preposition does not apply. Example: stick to; spend on; invest in; prevent from

• Many nouns and adjectives are followed by particular prepositions. Example: becoming aware of

Common nouns / adjectives with dependent prepositionsfamous for surprised at expert incurious about devoted to interested ingood at angry about/at involved in

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O manual integra nas páginas finais mais duas secções:

1. CHECKPOINT – Grammar Revision

Atividades de revisão e consolidação gramatical dos itens mais representativos abordados ao longo do manual.

2. ORAL SKILLS

Atividades de interação oral de diversos tipos, visando o desenvolvimento das competências de oralidade e, simultaneamente, as competências de interação e de negociação. Permite, também, a abordagem de temas socioculturais a partir do conhecimento que os alunos têm sobre o contexto em que vivem.

Cada unidade integra, no final, as seguintes secções:

PROJECT

Propostas diversificadas para uma atividade final de projeto interdisciplinar – tarefas integradoras das aprendizagens em que estão contempladas as várias temáticas abordadas ao longo da unidade e que poderão ser desenvolvidas em articulação com outras disciplinas, no sentido de possibilitar a integração de diferentes saberes. Ao longo das unidades vão surgindo também pequenas atividades de pesquisa passíveis de abordagens interdisciplinares.

CHECKLIST

A autoavaliação final é realizada através de uma lista de verificação, com descritores, inserida no final de cada unidade, de acordo com os níveis B.1.1 e B.1.2., do Quadro Europeu de Referência.

especulativos, combinação de palavras e definições até exercícios de formação de palavras e preenchimentos de espaços em diversos textos.

WRITE E/OU SPEAK

Atividades de desenvolvimento das competências de escrita que incidem na produção de vários tipos de texto como: slogans, textos publicitários, pequenos artigos e relatórios, comentários, entre outros, para as quais os alunos vão sendo preparados gradualmente ao longo de cada unidade, através da realização de pequenas atividades de escrita.

Atividades de desenvolvimento das competências de oralidade, como: role-plays, tarefas de interação em pares ou com o grupo-turma, expressão de opiniões e preferências, discussões e apresentação de sugestões.

Xplore Reading Workbook 4

SPEAK

2. Aline mentions reason b. and Alonso mentions reasons c. and g.

Study

1. The verb tense is the Present Simple.

2. a. a., b., d., e.b. c., f.

3. a. speaksb. happens c. used. speakse. outnumberf. transmitg. reachh. Do you knowi. isj. lists

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Languages English Everywhere

1 As you have noticed, learning English is important in today’s world. The sentences below give you several good reasons to learn English. Which reason do you believe is the most relevant? Which one is the least relevant?

2 Now check what these teens had to say about learning English and why it is important. Which of the reasons above are mentioned here?

3 Using all the information you have gathered and the testimonies from the previous exercises as an example, tell your classmates your views on why learning English is important for you and your future.

Suppose that as you were surfing the internet, you came across a discussion forum debating the importance and dominance of the English language worldwide.

The most recent post stated, “English and all native English speakers need to understand that the rest of the world isn’t obliged to learn their language. We must preserve our own national languages.”

Post your own comment giving your opinion on why learning English is important and why it has become a universal language.

Aline, Brazil Alonso, Spain

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1.7 English Everywhere

1 Notice the examples taken from the text and identify the verb tense.

a. Estimates place its worldwide use among 1.5 billion people…

b. almost any human working in the travel industry speaks some English.

c. No matter where americans go, people speak our language.

d. Elementary school students learn it. High school students practice it.

e. one California company offers instruction to workers…

f. When 200 business executives from around the world gather for a

conference in Frankfurt, the common language is English.

2 Which of the above verbs is/are used

a. to express general facts?

b. to give a definition or explanation?

3 How much do you know about the English language? Fill in the blanks with the correct form of the verb in the Present Simple and learn more.

27% of the planet

a (speak) English

as a first or second

language.

around 80% of all

business communication

b (happen) in

English.

Non-native speakers e (outnumber) native speakers of English by more than 2 to 1.

Five of the largest broadcasting companies in the world – CBS, NBC, aBC, BBC and CBC – f

(transmit) in English, and g (reach) millions and millions of people all over the world.

h (you/know) that of all the world’s languages (over 2,700) English i (be) the richest in

vocabulary? and that the oxford English dictionary j (list) about 500,000 words?

4 out of the top 5

biggest companies in the

world c (use)

English as their primary

language.

1 in 5 of the world’s

population d

(speak) English.

20%

80%

Learning English…

a. gives you power in today’s society.b. helps you understand movies, songs and TV programmes.c. improves your academic success.d. allows you to travel easily. e. makes you happy.f. enables you to impress your friends, teachers, and other

people.g. improves your chances of finding a successful job.

PrESENT SimPlE

The Present Simple can be used:

• to give a definition or explanation• to express general facts or universal truths

Here are some time expressions used with the Present Simple: always, often, every day, usually, rarely, seldom, currently, frequently…

We build the Present Simple:

Affirmative• Add -s or -es to the 3rd person singular (he/she/it)I speak English and she speaks German.

Negative• Combine don’t or doesn’t and the infinitiveWe don’t speak English.

Interrogative • Combine do or does and the infinitiveDo they speak English?

Well, English doesn’t have to be only studying – lots of the films that we see are in English (with subtitles) and almost all the music on my MP3 player is in English. I like stuff from my own country too, but lots of the bands here sing in both English and Spanish!

In my country, if you want a career in engineering, law, medicine, or even science, then learning English is a really good way to make sure you start well, especially if you use it to go to another country to get some work experience.

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Checklist – Unit 4How close are you to the recommended level? Look at the different areas below and tick (✔) the boxes that correspond to what you can do.

CEFR1 LEVEL B1.2 I Can… ✔

LISTENING • follow accounts of experiences.

• understand the main points of a radio interview.

• understand the main points of a dialogue, a film review and a song.

READING • understand information in polls and graphs.

• understand the main points about current and familiar topics: technology and its impact, robotics, gadgets, IT skills and careers, space exploration,…

• skim short texts (for example opinion articles, film reviews, news articles,…) and find relevant facts and information.

• guess the meaning of unknown words from context.

SPEAKING / ORAL

INTERACTION• ask and answer questions about topics like technology, robotics, space exploration, …

• maintain a conversation or discussion.

• give or seek personal views and opinions in an informal discussion.

• give a prepared presentation in class.

WRITING • write a text, giving reasons in support of or against a particular point of view (technology and its advantages and disadvantages, texting, virtual reality, …).

• write about events and real experiences in a detailed and easily readable way.

• write a clear and detailed text (essay, comment, news article, fact files,…) on the topic of teens’ digital skills, technology…

• write a formal argumentative letter, following a template.

• write a dialogue for a film scene.

1 Common European Framework of reference

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Life-changing Technology

Tech School

Prepare a short presentation about how technology has changed the way people live nowadays. In groups:

1. Select a technological device or scientific discovery.

Example: GPS, robotics, microwave…

2. Research it and write a brief description. Give information on who invented it, where and when. Explain its uses.

3. Explain the impact of that technological device or scientific discovery on people’s lives. These questions may help you:

•Howhasitmadelifeeasier? •Isiteasyordifficulttouse?

•Hasitbroughtnewhabitsorroutines? •Isitapriorityinpeople’slives?

•Hasitmadethingsfaster? •Doesithaveanegativeside?

•Isitaccessibletoeveryone? •…

4. Build a PowerPoint presentation with the information and pictures you have gathered.

5. Present your work in class.

2. Then interview teachers of different subjects to find out their views on using technology in schools and what type of gadgets and equipment they use. Remember to work out the questions you want to ask before the interview.

3. Look at the answers you have and write some general statements like these: My English teacher believes that having an Internet connection and YouTube

access allows him/her to put the students in contact with different uses of English.

4. Organise all the information you have collected and then write a report on how to make your school more technology friendly.

The European Commission is promoting an international competition for European secondary students called ‘Making schools more technology friendly.’ Students have to carry out research work on how technological resources are used in their schools. Then they have to make suggestions on how to get the most of technology to increase classroom efficiency and success. The best project will be presented in Brussels before an international audience.Follow these steps:

1. Explore how the different school subjects use the technological resources that exist in your school and what the benefits are that come from using technology in classes and school.

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ConjunCtions

1. b) when2. a) which 3. a) but4. c) therefore5. c) if6. c) Although7. a) Unless8. c) but

PrePositions

1. about 2. on 3. through 4. of 5. in 6. by 7. by 8. of 9. in 10. with 11. in 12. towards 13. In 14. for 15. of

Verb tenses

1.1. was listening / appeared 2. was running / arrived 3. rang / was interacting4. was making / was cancelled5. presented / were dreaming

2.1. is facing 2. are disappearing 3. are dying 4. have become 5. are 6. are reaching 7. speak 8. are producing/produce 9. are posting/post 10. helps 11. gives 12. is 13. have contributed 14. has created

3.1. realised 2. had come 3. found 4. loved 5. felt 6. was 7. was 8. had lived 9. neared 10. became 11. had had 12. thought 13. could 14. had travelled

1. Past Simple/Past Continuous. Choose the right combination to complete the blanks in these sentences.

1. I to the Erasmus lecture when a laser beam on the window.

a) was listening / appeared b) listened / appeared

2. The Erasmus language course when I in France.

a) was running / arrived b) ran / was arriving

3. When the bell , she with other Erasmus students.

a) rang / interacted b) rang / was interacting

4. He all the arrangements to go to Italy when his Erasmus application .

a) was making / was cancelled b) made / was being cancelled

5. When our teacher the Erasmus programme, many students about the

experience.

a) was presenting / dreamt b) presented / were dreaming

2. Put each verb in brackets into the Present Simple, Present Continuous or Present Perfect Tenses.

Humanity today 1 (face) a massive extinction: languages 2 (disappear) at an

unprecedented pace. In fact, many languages in the world 3 (die) from wider dissemination of

more dominant languages. In South America many of these native languages 4 (become) extinct

or 5 (be) in danger of extinction. However, with the advent of new technology, some of these

dying languages 6 (reach) to wider audiences now. In Southern Chile, some youngsters that 7 (speak) a language called Huilliche 8 (produce) rap videos and 9 (post) them

on the Internet in their native tongue. Although technology 10 (help) bring ideas, and thus

language assimilation, to the most remote parts of the world, it also 11 (give) these languages

a chance to reach out and fight off extinction. This 12 (be) also the aim of Endangered

Languages Project, an organisation resulting from the collaboration of groups around the world who 13 (contribute) to its launch. Recently Endangered Languages Project 14 (create) a

website with the most up-to date and comprehensive information on Endangered Languages.

3. Complete the text using the verbs from the box. Use the Past Simple or the Past Perfect Tense.

find think come live be(×2) realise near travel become feel love can have

Before departing for my first semester in Rennes, I 1 that my year abroad 2 round very

quickly. Then I 3 myself on a plane heading to France. I 4 the experience of being

away from home. In terms of personal gain, I 5 it 6 a life changing experience.

It 7 the first time I 8 on my own. As we 9 the end of the semester it 10 clear to me that I 11 one of the best times of my life, which I never 12 I 13 find still remaining so close to England, in comparison with places I 14 previously.

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Checkpoint – Grammar RevisionCheckpoint – Grammar Revision

VERB TENSES CONJUNCTIONS

PREPOSITIONS

Choose the most appropriate conjunction to complete the sentences below.

1. Negative press may have undesirable effects broadcast multiple times.

a) while b) when c) even if

2. Readers can leave comments to celebrity blogs, are often critical of celebrities.

a) which b) but c) because

3. Cruelty on the part of media practitioners may have its effects on celebrities, such

intentions are difficult to prove at best.

a) but b) since c) however

4. The public’s consumption of magazines and tabloids is unhealthy. the public, not the

paparazzi, should be blamed.

a) Nevertheless b) If c) Therefore

5. The paparazzi would not be so intrusive the public did not create demand for the personal

details of celebrities.

a) because b) unless c) if

6. she sold the mobile phone snap to The Sun, she sent it to other newspapers.

a) In spite b) Despite c) Although

7. governments enforce strict rules regarding privacy, paparazzi will continue to invade

people’s lives.

a) Unless b) If c) But

8. Celebrities often complain about the loss of privacy, they continue to appear in magazines

and advertisements.

a) besides b) because c) but

Complete this text with one of the prepositions in the box below. Some of them can be used more than once.

about of with towards for in on through by

News agencies commonly inform journalists 1 breaking news. Readers want to know what

happened based 2 evidence. Therefore, journalists have to convince them 3 eye witness

accounts, expert opinions, and records. These types 4 sources are key elements 5

producing stories that are accepted 6 society. Communication intercedes 7 directly linking

all three 8 these processes 9 which journalists interact 10 news sources.

Writers play an important role 11 journalism, because they direct communication 12

society. 13 fact, they are responsible 14 the content 15 journalism.

Activity 1

1. New media: Internet, social network, e-mail, blog; old media: television, radio, newspapers, magazine.

4. couch potato – a person who spends much time sitting or lying down, usually watching television; zapping – to use a remote control to avoid (a TV commercial or program segment), as by changing channels; reality TV – a genre of television programming that presents melodramatic or “humorous” situations, documents actual events, based on real life; tabloid – a newspaper of small format giving the news in condensed form, usually with illustrated, often sensational material; media addiction – an expression used when people cannot do without TV, computers, iPhones, etc; soap operas – a drama, typically performed as a serial on daytime television or radio, characterized by stock characters and situations, sentimentality, and melodrama.

Describing picturesActivity 1

2. Possible answers: Picture A + communication / lack of understanding = There is no communication because the birds can’t speak the same language.

B + translation / communication = You need to learn more than one language in order to translate/ Translation makes communication possible between different countries;

C + communication / lack of understanding / learning = If you don’t learn languages, you cannot communicate;

D + global / multilingualism = We live in a multilingual world although English is used globally;

E + learning / lack of understanding / translation = Mandarin is the most widely spoken language; we should be learning it;

F + translation / multilingualism / travelling = When travelling, multilingual signs are very useful if you can’t speak the native language…

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Oral Skills

Activity 1 — New Media

1. Look at this picture and divide these types of media into old media and new media.

2. How much time do you spend as an audience of new media as compared to books and radio?

3. Interact with your partner and exchange information about your media preferences.

Your favourite TV show / programme

Your favourite newspaper

Your favourite radio show / station

Explain why you like them.

4. Explain the following concepts.

couch potato zapping reality TV tabloid

media addiction soap operas

5. Now choose the most suitable topic below to discuss with your partner.

a. the impact of communication in our lives

b. different forms of communication

c. the social networking explosion

Unit 2 – Communication

Activity 1 — Teens Fun Time

1. Before looking at the pictures answer the following questions.

a. What is/are your favourite free time activitiy(ies)?

b. What motivated you to choose that/those activity(ies)?

c. How do you balance your free time with your other duties – school work and chores?

Unit 3 – Teens

Activity 1

1. Look at these pictures. In what ways are they related to the topic “Languages”?

2. Choose three pictures and use words from this box to talk about them.

Example: Picture A + lack of understanding ➝ The birds don’t understand each other because they can’t speak the same language.

learning global communication translation lack of understanding success multilingualism exchange travelling

3. You need to make a poster to advertise a language school. Which of the pictures above would you choose to put on that poster? Explain your choices.

4. What slogan would you add to your poster?

5. Choose a foreign language and persuade your partner to enrol in a language school to learn it. Give at least four reasons.

A B C

D E F

DesCribiNg piCTUres

Unit 1 – Languages

televisionradio

social network

emailnewspaper

blog

magazineInternet

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Teacher’s Audio CDsContém os textos, canções e atividades de listening do manual, dos testes de listening do Teacher’s Resource Book e três contos do Xplore Reading.

Recursos digitais do Professor – CD-ROMApresenta:– ficheiros editáveis em Word®

(planificações, testes e fichas de atividades)

– 22 apresentações em PowerPoint® para exploração e exercitação de conteúdos gramaticais e lexicais

– 9 apresentações em Prezi para exploração de conteúdos temáticos

– video clips e trailers com atividades de exploração em ficheiro editável

– 34 atividades complementares ao manual

Inclui o e-Manual que lhe disponibiliza centenas de recursos interativos em contexto sem precisar de aceder à Internet.

O professor dispõe, ainda, do e-Manual Premium online.

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• Inclui quatro fichas de autoavaliação, uma por unidade.

Teacher’s Resource BookApresenta cinco secções:

1. Propostas de planificação anual/trimestral e 74 planos de aula

2. Progress check (pack de testes avaliativos):

– 18 testes escritos: dois de diagnóstico e quatro por módulo temático ou domínio de referência

– 17 testes de listening – 16 testes escritos e 14 testes

de listening com atividades alternativas de níveis diferenciados

– critérios de classificação por níveis de desempenho, de acordo com os exames do GAVE e mapa de cotações convencionais, cabendo ao professor optar por um destes procedimentos de classificação

3. Atividades de interação oral

4. Atividades suplementares: 22 fichas gramaticais (que acompanham as apresentações em PowerPoint existentes no CD-ROM do professor) e 34 fichas extra

5. Guião / Script de todos os textos em suporte áudio.

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Xplore Fun Kit Auxiliar para exercitação dos conteúdos lexicais, gramaticais e socioculturais através de uma perspetiva lúdica envolvendo jogos de palavras, palavras cruzadas, adivinhas, puzzles, entre outras atividades.

Xplore Reading Guia de apoio à implementação da leitura extensiva que engloba:• 6 contos/short stories• 4 short films• 2 films• 3 contos em suporte áudio• tales of mystery and suspense

– webquest• Media texts• guiões de exploração de contos.

Workbook• Livro de apoio ao aluno incidindo

sobre a exercitação dos conteúdos vocabulares e gramaticais de cada unidade do manual, com instruções/explicações e caixas gramaticais em português e inglês.

• Incorpora orientações em português para o desenvolvimento de estratégias de leitura, de escrita, de apresentações orais e de interação oral com exercícios de aplicação prática.

2

3

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Recursos digitais do Professor – CD-ROM

67Teacher’s Audio CDs6