Tasks 1 and 2 |
McDonald’s Story
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A história da Lanchonete |
Replacement of the title of the story by another one in order to adapt the local culture equivalence. |
“What do you like to order?”
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“O que você gosta de pedir quando vai numa Lanchonete?” |
The repetition of the word “Lanchonete” (Snack Bar) at the question promoted the younger children’s understanding at the pilot study. |
Lisa and Raymond
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Sofia e Pedro |
Common first names in Brazil and of easy pronunciation. |
“They jumped into the car …”
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“Eles correram para o carro...” |
It is an idiomatic expression with a figurative meaning in English. We made a replacement by an expression of similar meaning. |
“…and their mother drove them to…”
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“… e a mãe levou eles para…” |
“...e a mãe os levou para...” is a translation that meets the standard language. We chose to use “...levou eles para...” that meets the coloquial language. |
“She couldn’t decide whether to get a Big Mac or a Happy Meal…”
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“Ela não sabia se queria um X-salada ou um Hambúrguer...” |
It was checked at the pilot study that the children used more the structure “...não sabia se queria...” than “...não conseguia escolher...”. |
“…Cheeseburger…”
“…French fries…”
“…Vanilla milkshake…”
“…Happy Meal…”
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“…Cachorro quente…” “…Batatas fritas…” “…Suco de laranja…” “…X-salada…” |
Name of typical sandwiches in different social contexts and regions in Brazil. |
“…salad…”
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“…torta…” |
Salad is not a common food to be found in the menu at Snack Bars in Brazil. We chose “pie” which is easily found in the street Snack Bars in the country. |
“She had left it...”
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“Ela tinha esquecido a bolsa...” |
“Ela havia esquecido-a...” or “Ela havia esquecido a bolsa...” meet the standard language. We chose to use the verb “to have” plus the irregular participle of the verb “to forget” (forgotten) because it is more used in the colloquial language. |
“…Dollars…”
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“…Reais…” |
Brazil currency. |
Task 3 |
The Shipwreck Story
|
A História do Naufrágio |
We kept the original title and story. |
“...an art Project...”
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“...uma escultura...” |
“Um projeto de arte” é uma tradução correta. We chose the term “escultura” since it refers to the creation of artistic objects – shown in picture 3 by the construction of the ship. |
“Her ship was ruined...”
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“O navio dela quebrou...” |
“O navio dela ficou arruinado” is also an accepted translation, however we chose the term “quebrado” because it is more common in diferente age-groups and social contexts. |
“...she felt terrible”
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“...ela ficou triste” |
“Ela se sentiu terrível” or “Ela se sentiu mal” are accepted translations. The option “...ficou triste...” considered two aspects: (1) The feeling of “tristeza” is an emotional state easily recognized and named by children of different age-groups and social contexts and (2) the copula “ficar” to express the sadness state which is more used at colloquial language, and which also benefits its use by the children, since the verb “to feel” requires a pronominal placement “sentiu-se” in order to meet the standard language. |
Task 4 |
Late for School Story
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A história do menino atrasado para a escola |
The word “boy” was added to the title in order to better adjust the sentence structure to Brazilian Portuguese and to make possible to keep the word “history” in the title like the original version. |
A/A+
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10/10+ |
The school grade can vary among schools. At the pilot study, prior the application, we asked the child which grade was used at school. The scale zero to ten was the classification the children were more familiar with. |
Task 5 |
The dragon story
|
A história do Dragão |
We kept the original title and story. |
Daniel and Michelle
|
Daniel e Luiza |
“Michelle” was replaced by “Luiza” because it a more common first name in Brazil and of easy pronunciation. |
“...eyes wide in terror...”
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“...olhos arregalados de medo...” |
“Fear” unlike “terror” is a feeling that is very well-known by children of different age-groups and social contexts. “Fear” along with “eyes wide” form a very common and widely used expression in our linguistic culture. |
Task 6 |
Aliens Story
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A história dos Alienígenas |
At the pilot study, the children used more often the word “Alienígenas” instead of “Aliens” |
Instructions Tasks 1, 3 e 5 |
“ I want you to listen to a story ... Listen carefully”
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“Eu vou te contar uma história ... Escute com muita atenção” |
The instruction “Eu quero que você escute” was adapted to “Eu vou te contar”: (a) this instruction often preludes story listening activities and (b) and also to avoid repetitions of the verb “to hear” in very close sentence structures. |
Instructions Tasks 1, 3 e 5 |
“...I’ll ask you some questions...”
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...eu vou fazer algumas perguntas...” |
“...Eu farei algumas perguntas...” meets the standard language. However, the use of simple future is often replaced by the compost form “Eu vou fazer” at colloquial language. |
Instructions Tasks 3 and 5 |
“... I’m going to tell you a story that goes with the pictures...”
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“...Eu vou te contar uma história com essas figuras...” |
“...Eu vou te contar uma história que acompanha essas figuras...” is an accepted translation. However, we chose to use “…com essas figuras…” assuming that the pictures act as a resource with which the story is narrated orally. |