Hello, dear student!

Nesta atividade, você encontrará diferentes construções artísticas e culturais que buscam um
mesmo objetivo na informação ou, apenas, retratam fatos de modo imagético. Com isso, você
poderá conhecer culturas diferentes e como cada uma delas expõe suas visões de mundo.
Além do mais, é preciso entender que cada forma de manifestação artística está
intrinsecamente ligada à identidade do sujeito e a sua formação cultural. Dessa forma, faremos
a adesão de formas de produção distintas e aprimorando-se de novas identidades culturais.

ATIVIDADES
Read the following two texts.

Text I

Imagine
John Lennon
Working Class Hero: The Definitive Lennon

Imagine there's no heaven But I'm not the only one

It's easy if you try I hope someday you'll join us
No hell below us And the world will be as one
Above us only sky
Imagine no possessions
Imagine all the people I wonder if you can
Living for today No need for greed or hunger
A Brotherhood of man
Imagine there's no countries
It isn't hard to do Imagine all the people
Nothing to kill or die for Sharing all the world
And no religion too
You may say, I'm a dreamer
Imagine all the people But I'm not the only one
Living life in peace I hope someday you'll join us
And the world will live as one
You may say, I'm a dreamer

Fonte: Vagalume. Disponível em: https://www.vagalume.com.br/john-lennon/imagine.html

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Text II

We Want Peace
Lenny Kravitz

Here it is once again in our face Yes we want peace

Why haven't we learned from our past And we want it fast
We're at the crossroads of the human race
Why are we kicking our own ass We want peace, we want it
Yes we want peace, we want it
[Chorus] Yes we want peace
We want peace, we want it And we want it fast
Yes we want peace, we want it
Yes we want peace The solution is simple and plain
And we want it fast There won't be peace if we don't try
In a war there is nothing to gain
We want peace, we want it And so many people will die
Yes we want peace, we want it
Yes we want peace [Chorus]
And we want it fast We want peace, we want it
Yes we want peace, we want it
We're on the eve of destruction my friends Yes we want peace
We are about to go too far And we want it fast
Politicians think that war is the way
But we know that love has the power We want peace, we want it
Yes we want peace, we want it
[Chorus] Yes we want peace
We want peace, we want it And we want it fast
Yes we want peace, we want it

Fonte: Vagalume. Disponível em: https://www.vagalume.com.br/lenny-kravitz/we-want-peace.html

Answer the following questions:

1 – Listen to both songs.

2 – Did you notice any differences in the artists' accents? Describe what you noticed that was
different.

3 – What is the theme of each of the songs? Are they similar?

4 – Write an inspiring sentence about the central theme of these two songs.

5 – Read the synopsis of the movie Enola Homes below.

England, 1884 – a world on the brink of change. On the morning of her 16th birthday, Enola
Holmes (Millie Bobby Brown) wakes to find that her mother (Helena Bonham Carter) has
disappeared, leaving behind an odd assortment of gifts but no apparent clue as to where she’s
gone or why. After a free-spirited childhood, Enola suddenly finds herself under the care of her
brothers Sherlock (Henry Cavill) and Mycroft (Sam Claflin), both set on sending her away to a
finishing school for “proper” young ladies. Refusing to follow their wishes, Enola escapes to search

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for her mother in London. But when her journey finds her entangled in a mystery surrounding a
young runaway Lord (Louis Partridge), Enola becomes a super-sleuthin her own right, outwitting
her famous brother as she unravels a conspiracy that threatens to set back the course of history.
Based on the beloved book series by Nancy Springer, ENOLA HOLMES is a dynamic new mystery-
adventure that introduces the world’s greatest detective to his fiercest competition yet: his
teenage sister. The game is afoot.
Fonte: Legendary. Disponível em: https://www.legendary.com/film/enola-holmes/

Answer the questions:

A) When does Enola Homes find out that her mother has disappeared?
B) Did Enola Homes agree to go to the school indicated by her brothers? Justify with
fragments of the text.
C) When does Enola Homes become a spy?

6 – Visit the website below and watch, listen to and read the texts of the speeches. Now it's time
to practice!

 Enola Holmes. Legendary.

Disponível em: https://www.legendary.com/film/enola-holmes/.

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Hello, dear student!

Nesta atividade, você será induzido a ler, interpretar e compreender informações implícitas ou
explícitas contidas nos diferentes tipos e gêneros textuais, com o propósito de entender como
esses textos são organizados e a função que eles desempenham.

ATIVIDADES
1 – Read the two headlines below:

BBC – Headline I

What would happen if all

satellites stopped working?
Fonte: BBC. Disponível em: https://www.bbc.com/future/article/20130609-the-day-without-satellites

THALESGROUP – HEADLINE II

CAN YOU IMAGINE A

WORLD WITHOUT
SATELLITES?
Fonte: Thales Group Disponível em: https://www.thalesgroup.com/en/worldwide/space/news/can-you-imagine-world-without-satellites

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Answer:

A) What is the subject of the headlines?

B) Which headline presents a more impersonal marking? Justify your answer with textual
marks.
C) When a journalist adds his or her opinion to a news story, does it interfere with the fact?
Explain.

2 – Read the following cartoon carefully and answer.

Fonte: (Pinterest, 2023)

Answer:

A) What is the criticism in the cartoon?

B) What does the smartphone's answer mean?
C) In your opinion, could smartphones be more intelligent than human beings? Comment on
this.

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Hello, dear student!

Neste momento, iremos entender que as palavras em inglês podem ser pronunciadas de maneiras
diferentes, além das frases. Com isso, é primordial esse conhecimento antecipadamente, com o
intuito de emitirmos opiniões e manifestarmos nossas justificativas sobre determinado assunto
ou situação de maneira coesa e coerente, sem prejuízos de entendimentos. Além, é claro, de
informações mal-intencionadas e interpretadas, com o foco de deturpar as interpretações e
veracidade dos fatos.

Assim, poderemos experimentar vivências textuais verbais, não-verbais e multimodais, com

associações e a outros elementos textos, com o objetivo de elaborarmos nossa apreciação e
resultar na compreensão plena da informação e da comunicação entre os indivíduos.

ATIVIDADES
1 – Read the dialog below carefully:

A: Jaqueline, can I tell you something?

B: Yes, Meggy!

A: I don't understand a word this speaker is saying.

B: Meggy, neither do I.

A: Are we at the right event?

B: I think so, aren't we?

A: I don't think this is a matter for philosophy.

B: I don't think so either. Wait! Look! He said something about quantum physics.

A: I can't believe that. Let's get out of here.

B: Let's go unnoticed, but not realize we've made a mistake.

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2 – Look at the image below:
Imagem de Mrkhallah

Fonte: Medium. Disponível em: https://medium.com/@larakhaines/the-rise-and-significance-of-paraphrasal-art-47898f1650a0

Answer:

A) Do you recognize any fragments of the image?

B) How does the background relate to the foreground?
C) What intertextual resource was used to produce this image?

3 – Select a painting by a famous artist and recreate it with a movie, series or song that you like.
Then present it to the class.

4 – Observe at this sentence:

“I read on a website that drinking water poses health risks.”

A) Write a comment giving your opinion on this information. Is it true or false?

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Hello, dear student!

Nesta atividade, você será capaz de inferir a mensagem informativa/jornalística por meio de
podcasts dos Estados Unidos da América e do Reino Unido, com o objetivo de treinar o listening
e o seu processo de decodificação das falas dos jornalistas, absorvendo a ideia núcleo de cada
manchete exposta por eles.

ATIVIDADES
1 – Search the main newspapers listed below:

Washington Post

Los Angeles Times

The Guardian

The Times

Now...

Write a short text about their story:

2 – Go to Google Podcasts: https://podcasts.google.com/?hl=pt-br

Now...

Visit the following podcasts:

Washington Post

Los Angeles Times

The Guardian

The Times

3 – Write down the headlines you were able to understand from the journalists.

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