Atividade Inglês - Professor Marcos 8° ano

ACTIVITY 1

Warm up

This activity can be done in pairs or individually.

 Elicit from students what they know about water usage in our planet;

 Ask if they know how much of Earth’s water is drinkable;

Curricular Adaptation - Activity 1

➢ Ask to the interlocutor to show the image of the earth globe and give others questions about the

lesson’s theme like this: The planet’s surface is covered in water. Where can we see water? What kind of water

can we use? After that, the interlocutor can promote the interaction with the hearing students in Brazilian Sign

Language.

SDA NR

ACTIVITY 1

a)       Fill the first and second columns of the KWL Chart about the water on Earth

ACTIVITY 2

a) In this activity, students need to match each description to the correct picture.

 First, let students try to do the exercise by themselves. If necessary, give them dictionaries so they can research

the words they don’t know;

 Correct the activity with students. Read together each description and ask to which picture they related them;

 Ask students if they know what each picture represents. They may give answers like: river, ice, lake, ocean,

well and swamp;

b) This activity can be done in pair or small groups.

 Ask students to make sentences relating the pictures on the last activity as sources of water.

 Ask each pair/group to read one of the sentences they wrote.

Curricular Adaptation - Activity 2

➢ Teacher, at this moment, the deaf student uses the bank of words with the interlocutor help, already

explained in the guide on the introduction text.

➢ Ask the student to use his/her word bank;

➢ Tell the interlocutor how you want that student to do the words selection;

➢ Together (teacher, interlocutor and student) settle a color pencil for each part of the speech to paint words that

will be learned and used along classes.

➢ Ask the interlocutor to help the student with the word bank construction;

➢ The interlocutor needs to explain the meaning to the student in sign language. After that, the student registers

it in the word bank. This word bank will be used along the year to consult and to do activities.

➢ Use the Brazilian Sign Language to help the deaf student match each image with its meaning and to promote

the interaction with the hearing students.

➢ Pay attention on frames given as model, Ice is a source of water.

➢ If you judge necessary, you can ask the deaf student to construct a TO BE verb organizer in the word bank

notebook to consult later like the model:

ACTIVITY 2

a) Water is distributed through different sources. Match each image with its

definition

b) In pairs, write and talk to you partner about the sources of water as in the model:

Model: The ice is a source of water.

ACTIVITY 3

 Ask students to complete the mind map with the sources of water they learned about in Activity 2a;

 Read each word to the students and ask them to repeat.

Curricular Adaptation - Activity 3

➢ Now, it is time to go back to the word bank notebook for consult and make the activity.

ACTIVITY 3

a) Look at the following mind map with sources of water. Relate them to the images on the

previous activity and complete it.

Activity

Pesquisar sobre Corona vírus?

Responda:

A)      O que você sabe sobre Corona vírus?

R:

B)      Quais são os sintomas de Corona vírus, gripe, alergia?

R:

C)      Quais são os cuidados que devemos ter com relação a nossa higiene?

R:

D)      O que o Governo, está fazendo para combater o Corona vírus?

R: