Claudio Franco Kátia Tavares

3Ensino Médio

Língua Estrangeira

Moderna – Inglês

Claudio Franco

Kátia Tavares

WAYWAYTOTO

MANUAL DO

PROFESSOR

Way_Go_Ingles_Vol3_PNLD2018_Capa_AL_PR.indd 2 4/5/16 8:40 AM

3

Claudio Franco

Kátia Tavares

Ensino Médio

Língua Estrangeira

Moderna – Inglês

Claudio de Paiva FrancoDoutor em Estudos Linguísticos (Linguística

Aplicada) pela UFMG. Mestre em Linguística

Aplicada pela UFRJ. Professor de Língua Inglesa

da Faculdade de Letras da UFRJ. Possui

certificado de proficiência em inglês da

Universidade de Cambridge. Foi professor de

Educação Básica das redes estadual (Ensino

Médio) e federal (Ensino Fundamental e Médio).

Autor de livros didáticos de inglês.

Kátia Cristina do Amaral TavaresDoutora em Linguística Aplicada e Estudos

da Linguagem pela PUC-SP. Mestra em Letras

Anglo-Germânicas pela UFRJ. Professora de

Língua Inglesa da Faculdade de Letras da UFRJ.

Foi professora de Educação Básica das redes

estadual (Ensino Médio) e federal (Ensino

Fundamental e Médio) e de Ensino Superior

na PUC-RJ. Autora de livros didáticos de inglês.

2ª edição

São Paulo, 2016

MANUAL DO

PROFESSOR

Way_to_Go_Ingles_V3_PNLD2018_001_002.indd 1 5/17/16 10:21 AM

2

Diretoria editorialLidiane Vivaldini Olo

Gerência editorialLuiz Tonolli

Editoria de Língua Estrangeira e ArteMirian Senra

EdiçãoCarmela Ferrante e Barbara Manholeti (estag.)

Gerência de produção editorialRicardo de Gan Braga

ArteAndréa Dellamagna (coord. de criação),

Priscila Zenari (progr. visual de capa),

Leandro Hiroshi Kanno (progr. visual de miolo),

Leandro Hiroshi Kanno (coord. e edição), Fábio Cavalcante

e Lívia Vitta Ribeiro (assist. e diagram.)

RevisãoHélia de Jesus Gonsaga (ger.),

Rosângela Muricy (coord.), Gabriela Macedo de Andrade,

Luís Maurício Boa Nova,

Paula Teixeira de Jesus,

Brenda Morais e Gabriela Miragaia (estagiárias)

IconografiaSílvio Kligin (superv.), Denise Durand Kremer (coord.),

Claudia Bertolazzi (pesquisa),

Cesar Wolf e Fernanda Crevin (tratamento de imagem)

IlustraçõesSirayama

CartografiaEric Fuzii

Foto da capa: Perfect Lazybones/Shutterstock

ProtótiposMagali Prado

Direitos desta edição cedidos à Editora Ática S.A.Avenida das Nações Unidas, 7221, 3o andar, Setor A

Pinheiros – São Paulo – SP – CEP 05425-902

Tel.: 4003-3061

www.atica.com.br / [email protected]

2016

ISBN 978 85 08 17965 7 (AL) ISBN 978 85 08 17966 4 (PR)

Cód. da obra CL 713360

CAE 566 145 (AL) / 566 146 (PR)

2a edição

1a impressão

Impressão e acabamento

Dados Internacionais de Catalogação na Publicação (CIP) (Câmara Brasileira do Livro, SP, Brasil)

Franco, Claudio de Paiva Way to go! : língua estrangeira moderna : inglês : ensino médio / Claudio Franco, Kátia Tavares . -- 2. ed. -- São Paulo : Ática, 2016.

Obra em 3 v.

1. Inglês (Ensino médio) I. Franco, Claudio de Paiva. II. Título.

16-02738 CDD-420.7

Índices para catálogo sistemático:

1. Inglês : Ensino médio 420.7

Way_to_Go_Ingles_V3_PNLD2018_001_002.indd 2 5/17/16 10:21 AM

Caro aluno

O número de pessoas que usa a língua inglesa e tem outro idioma como língua

materna é maior do que a quantidade de falantes nativos de inglês. Dessa

forma, a língua inglesa possibilita a comunicação escrita e oral entre

pessoas do mundo todo, seja presencialmente ou a distância, seja para fins

pessoais, profissionais, artísticos ou acadêmicos. Assim, saber inglês é um

conhecimento importante para o mercado de trabalho e um instrumento valioso

para o desenvolvimento acadêmico, além de facilitar o acesso a diferentes formas

de entretenimento e de arte. Aprender inglês, portanto, é uma maneira de se

preparar e se qualificar para tudo isso.

Esta coleção foi planejada pensando-se em contribuir para o desenvolvimento da

sua formação como indivíduo que utiliza a linguagem em diversas práticas sociais.

Dessa forma, ao longo dos três volumes, você encontra uma grande variedade de

gêneros textuais e de temas de relevância social, além da valorização do uso da

língua inglesa como instrumento de ampliação das possibilidades de acesso a

diversas formas de pensar, sentir e agir no mundo. Para tal, o ensino da língua não

acontece de maneira isolada, mas é sempre articulado com as demais disciplinas

do currículo, convidando você a refletir de modo crítico sobre diversas questões e

a participar mais ativamente da sua comunidade.

Todas as atividades foram elaboradas a partir de situações de uso da língua inglesa

para que você seja capaz de desenvolver, de forma integrada, as habilidades de

compreensão e de produção tanto da escrita quanto da fala. Além disso, a obra

busca explorar a diversidade cultural e a riqueza das variações linguísticas.

Como buscamos valorizar seu papel na construção coletiva do conhecimento ao

longo de toda a coleção, esperamos que a obra seja um convite para você se

engajar com entusiasmo, junto com seus colegas e seu professor, em um processo

de aprendizagem colaborativo, prazeroso e enriquecedor.

Os Autores

Todas as atividades foram elaboradas a partir de situações de uso da língua inglesa

para que você seja capaz de desenvolver, de forma integrada, as habilidades de

compreensão e de produção tanto da escrita quanto da fala. Além disso, a obra

busca explorar a diversidade cultural e a riqueza das variações linguísticas.

Como buscamos valorizar seu papel na construção coletiva do conhecimento ao

longo de toda a coleção, esperamos que a obra seja um convite para você se

engajar com entusiasmo, junto com seus colegas e seu professor, em um processo

de aprendizagem colaborativo, prazeroso e enriquecedor.

szefei/Shutterstock

APRESENTA‚ÌO

Way_to_Go_Ingles_vol3_PNLD2018_003a007_IN.indd 3 06/05/16 17:44

4

Contents

WOULDA, COULDA, SHOULDA

ETHNIC DIVERSITY IN BRAZIL

EXPLORING CARTOONS

ESTABLISHING CONNECTIONS WITH GEOGRAPHY, HISTORY AND SOCIOLOGY

Warming Up .................................................................................................................... 21

Reading ........................................................................................................................... 24

Vocabulary Study .......................................................................................................... 26

Word Formation ........................................................................................................... 26

Collocations ................................................................................................................. 27

Language in Use ............................................................................................................ 27

Review: Present Perfect or Past Simple? ................................................................... 27

Past Perfect ................................................................................................................ 29

Listening and Speaking ................................................................................................ 31

Writing............................................................................................................................. 33

Looking Ahead ................................................................................................................ 34

EXPLORING POLLS

ESTABLISHING CONNECTIONS WITH SOCIOLOGY AND PHILOSOPHY

Warming Up .................................................................................................................... 35

Reading ........................................................................................................................... 38


Multi-word Verbs ......................................................................................................... 40

Discourse Markers ...................................................................................................... 40

Language in Use ............................................................................................................. 41

Modal Verbs ................................................................................................................. 41

Modal Verbs with have ................................................................................................ 41

Third Conditional ..........................................................................................................42

Wish / If only .................................................................................................................43


Writing ............................................................................................................................. 47

Looking Ahead ............................................................................................................... 48

Review 1 ........................................................................................................ 49

Reading ...................................................................................................... 49

Language in Use ........................................................................................ 50

Studying for Exams ................................................................................... 52

Thinking about Learning ........................................................................... 53

Project 1A ..................................................................................................... 54

Conheça seu livro ......................................................................................... 8

Doing Research on the Internet ................................................................... 11

Tips into Practice .......................................................................................... 13

Fa

bio

Co

lom

bin

i/A

cerv

o d

o f

otó

gra

foM

ari

dav

/Sh

utt

ers

tock

UNIT 1

UNIT 2


5

INSPIRING STORIES, INSPIRING VALUES

CAREER EXPECTATIONS

EXPLORING STORIES


Warming Up .................................................................................................................... 55

Reading ........................................................................................................................... 58

Vocabulary Study ........................................................................................................... 60

Prepositions ................................................................................................................ 60

Noun Phrases .............................................................................................................. 60

Language in Use ............................................................................................................. 61

Direct and Indirect Speech ......................................................................................... 61


Writing ............................................................................................................................. 67

Looking Ahead ............................................................................................................... 68

EXPLORING PERSONAL STORIES

ESTABLISHING CONNECTIONS WITH SOCIOLOGY

Warming Up .................................................................................................................... 69

Reading ........................................................................................................................... 72


Multi-word Verbs ......................................................................................................... 74

Collocations ................................................................................................................. 75

Prepositions ................................................................................................................ 75

Language in Use .............................................................................................................76

Direct and Indirect Speech (II) ................................................................................... 76


Writing ............................................................................................................................ 81

Looking Ahead ............................................................................................................... 82

Review 2 ........................................................................................................ 83

Reading ...................................................................................................... 83

Language in Use ........................................................................................ 84

Studying for Exams ................................................................................... 86

Thinking about Learning........................................................................... 87

Project 1B ..................................................................................................... 88

ose

Oto

/BS

IP/D

iom

ed

iaM

ich

aelj

un

g/S

hu

tte

rsto

ck/G

low

Im

ag

es

UNIT 3

UNIT 4


6

Contents

TO SHOP OR NOT TO SHOP?

EXPLORING ADVERTISING POSTERS


Warming Up .................................................................................................................. 103

Reading ......................................................................................................................... 106

Vocabulary Study ........................................................................................................ 108

Idioms ........................................................................................................................ 108

Discourse Markers .................................................................................................... 109

Word Formation ......................................................................................................... 109

Language in Use .......................................................................................................... 110

Passive Voice (II) ....................................................................................................... 110

Listening and Speaking .............................................................................................. 113

Writing ........................................................................................................................... 115

Looking Ahead ............................................................................................................. 116

Review 3 ....................................................................................................... 117

Reading ..................................................................................................... 117

Language in Use ....................................................................................... 118

Studying for Exams .................................................................................. 120

Thinking about Learning .......................................................................... 121

Project 2A .................................................................................................... 122

SAVE THE AMAZON!UNIT 5

UNIT 6

EXPLORING FACT FILES

ESTABLISHING CONNECTIONS WITH GEOGRAPHY AND BIOLOGY

Warming Up .................................................................................................................... 89

Reading ........................................................................................................................... 92


Noun Phrases .............................................................................................................. 94

Discourse Markers ...................................................................................................... 94

Prepositions ................................................................................................................ 95

Language in Use ............................................................................................................ 95

Passive Voice ............................................................................................................... 95


Writing........................................................................................................................... 101

Looking Ahead ............................................................................................................. 102

Zu

bin

Sh

roff

/Tax

i/G

ett

y I

ma

ge

sL

au

ren

ce

Du

tto

n/S

ton

e/G

ett

y Im

ag

es


7

WOMEN IN LITERATURE

EXPLORING PLOT OVERVIEWS

ESTABLISHING CONNECTIONS WITH PORTUGUESE, LITERATURE AND ARTS

Warming Up .................................................................................................................. 123

Reading ......................................................................................................................... 126


Word Formation ......................................................................................................... 128

Language in Use .......................................................................................................... 129

Relative Pronouns: who, whom, whose, which ......................................................... 129


Writing ........................................................................................................................... 135

Looking Ahead ............................................................................................................. 136

EXPLORING QUIZZES

ESTABLISHING CONNECTIONS WITH LITERATURE AND SOCIOLOGY

Warming Up .................................................................................................................. 137

Reading ......................................................................................................................... 140


Idioms ........................................................................................................................ 142

Discourse Markers .................................................................................................... 143

Language in Use .......................................................................................................... 144

Relative Pronouns (Omission) .................................................................................. 144


Writing .......................................................................................................................... 149

Looking Ahead ............................................................................................................. 150

FALLING IN LOVE

UNIT 7

UNIT 8

Review 4 ...................................................................................................... 151

Reading .................................................................................................... 151

Language in Use ...................................................................................... 152

Studying for Exams ................................................................................. 153

Thinking about Learning ........................................................................ 155

Project 2B ................................................................................................... 156

Language Reference and Extra Practice .................................................. 157

Irregular Verbs ........................................................................................... 172

Extra Activities ........................................................................................... 180

Studying for Enem ..................................................................................... 196

Glossary ...................................................................................................... 218

Index ........................................................................................................... 222

Bibliography ............................................................................................... 224

Re

pro

du

çã

o/E

dit

ora

Pe

ng

uin

Ma

rad

on

na

88

88

/Sh

utt

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tock

/Glo

w Im

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8

Conheça as seções que fazem parte deste livro.

CONHEÇA SEU LIVRO

READING

Prepare-se para ler

o texto principal da

unidade (Before Reading),

fazer atividades de

compreensão (Reading for

General Comprehension,

Reading for Detailed

Comprehension) e refletir

criticamente sobre o texto

que acabou de ler (Reading

for Critical Thinking).

Unit111Warming

UP

LEARNING

OBJECTIVES

Ethnic Diversity

in Brazil

21

Do you have a mixed family? Where do your family members come from?

Dan

iella C

esare

i/A

lam

y/G

low

Im

ag

es

• to take part in discussions on ethnic diversity in Brazil

• to review the use of the Present Perfect and the Past Simple tenses

• to learn how to use the Past Perfect tense

• to explore cartoons

Now read the text to check your predictions.

THE CONTINENT: SOUTH AMERICA

FOCUS ON: AMAZON RAIN FOREST78#

NATIONAL Geographic Student Atlas of the World. Third edition. Washington: National Geographic Society, 2009. p. 78.

Ern

esto

Reg

hra

n/P

uls

ar

Imag

en

s

Ric

ard

o A

zou

ry/P

uls

ar

Imag

en

s

Amazon Rain ForestThe Amazon rain forest, which covers approximately 2.7 million square miles

(7 million sq km), is the world’s largest tropical forest. Located mainly in Brazil,

the Amazon rain forest accounts for more than 20 percent of all the world’s

tropical forests. Known in Brazil as the selva, the rain forest is a

vast storehouse of biological diversity, filled with plants and

animals both familiar and exotic. According to estimates, at

least half of all species are found in tropical forests, but

many of these species have not yet been identified.

Tropical forests contain many valuable resources,

including cacao (chocolate), nuts, spices, rare

hardwoods, and plant extracts used to make

medicines. Some drugs used in treating cancer and

heart disease come from plants found only in tropical

forests. But human intervention — logging, mining, and

clearing land for crops and grazing — has put tropical

forests at great risk. In Brazil, roads cut into

the rain forest have opened the way for

settlers, who clear away the forest only to

discover soil too poor in nutrients to sustain

agriculture for more than a few years. Land

usually is cleared by a method called

slash-and-burn, which contributes to

global warming by releasing great amounts

of carbon dioxide into the atmosphere.

TROPICAL RAIN

FORESTS:

FACTS & FIGURES

• Tropical rain forests cover 6 percent of

Earth’s surface, but are home to half of

Earth’s species.

• Average monthly temperature is 68 to

82 o F (20 to 28 oC).

• Total annual rainfall averages 5 to

33 feet (1.5 to 10 m).

• Trees in tropical rain forests can

grow up to 200 feet (60 m) in height.

• Most nutrients in tropical rain forests

are stored in the vegetation rather

than in the soil, which is very poor.

• Some of Earth’s most valuable woods,

such as teak, mahogany, rosewood, and

sandalwood, grow in tropical rain forests.

• Up to 25 percent of all medicines include

products originating in tropical rain forests.

• Tropical rain forests absorb carbon dioxide

and release oxygen.

• Deforestation of tropical rain forests

contributes to climate change.

• An estimated 100 acres (40 ha) of rain forest

are lost every minute.

• Brazil loses 10.6 million acres (4.3 million ha) of

tropical forests annually, but Nigeria, in Africa,

has the highest rate of deforestation — more

than 11 percent annually.

Palê

Zu

pp

an

i/Pu

lsar

Imag

ens

SLOW-MOVING, this three-toed sloth spends most of its life in the treetops. It is one of the many unusual species of animals that make their homes in the forests of the Amazon Basin.

DENSE CANOPY OF THE RAIN

FOREST stands in sharp

contrast to the silt-laden

waters of one of the Amazon’s

many tributaries. Although

seemingly endless, the forest

in Brazil is decreasing in size

at the rate of almost 15,000

acres (6,070 ha) per day.

SLASH-AND-BURN is a method used in the tropics for clearing land for farms. But the soil is poor in nutrients, and good yields are short-lived.

READING

92 UNIT 5

11

Doing Research

on the Internet

FINDING WEBSITES

Here are some steps to help you use the Internet for your research.

�. Choose a search engine.

2. Type your keywords into the search box. Make your keywords as precise as possible. Use two or

more keywords in your search. Put the most important keywords first.

Four tips for getting more precise results. You can also combine them!

A. Use “ ” to search for specific terms or phrases.

“the first book of Harry Potter”

B. Use + to include word(s) in the results.

“book reviews” +young +adult +novels

C. Use – to remove word(s) from the results.

“book review” +Divergent –movie

D. Use * to substitute for one or more characters/words.

“it depends * me”

3. Make sure you spell the keywords correctly.

4. Click on the name of the website that seems to be the most helpful to you.

5. Evaluate the website to see if it will really help you (see next section).

ww

web

meis

ter/

Sh

utt

ers

tock

E.g. If you want to find book

reviews of young adult novels.

TIP

E.g. If you want to find a book

review of Divergent and eliminate

movie review from the results.

TIP

E.g. If you want to find out

the name of the first book of

Harry Potter.

TIP

E.g. If you are not sure about

the prepositions that go with the

verb depend.

TIP

13

Tips into Practice

Disponível em: <www.bbc.co.uk>. Acesso em: 22 abr. 2016. (Adaptado)

Nesta seção, pense nas estratégias de leitura que você já usa e aprenda outras para

responder a questões do Enem e de vestibulares. Conheça também algumas dicas de

resolução de questões que podem ser úteis na hora da prova. Escreva as respostas às

questões de 1 a 19 em seu caderno.

1. (Enem/2012)

J. K. Rowling tornou-se famosa por seus livros sobre o bruxo Harry Potter e suas aventuras, que

foram adaptados para o cinema. Esse texto, que aborda a trajetória da escritora britânica, tem

por objetivo

a. informar que a famosa série Harry Potter será adaptada para o público adulto.

b. divulgar a publicação do romance de J. K. Rowling inteiramente para adultos.

c. promover a nova editora que irá publicar os próximos livros de J. K. Rowling.

d. informar que a autora da saga Harry Potter agora pretende escrever para adultos.

e. anunciar o novo livro da série Harry Potter publicado por editora diferente.

J. K. Rowling to Pen First Novel for Adults

23 February 2012 Last update at 16:53 GMT

BBC World Service

Author J. K. Rowling has announced plans to

publish her first novel for adults, which will be

“very different” from the Harry Potter books she

is famous for.

The book will be published worldwide although

no date or title has yet been released.

“The freedom to explore new territory is a gift

that Harry’s success has brought me,” Rowling said.

All the Potter books were published by

Bloomsbury, but Rowling has chosen a new publisher for her debut into adult fiction.

“Although I’ve enjoyed writing it every bit as much, my next book will be very different

to the Harry Potter series, which has been published so brilliantly by Bloomsbury and

my other publishers around the world,” she said, in a statement.

“I’m delighted to have a second publishing home in Little, Brown, and a publishing

team that will be a great partner in this new phase of my writing life.”

EN

EM

/2012

A Leia primeiro o enunciado da questão para conhecer as informações

solicitadas e, assim, definir seu objetivo ao ler o texto.

CEm questões

de múltipla

escolha,

busque

informações

no texto

que ajudem

a eliminar

alternativas.

BPara identificar

mais facilmente

o objetivo ou a

ideia principal

de um texto,

observe o título

ou a manchete,

e a primeira frase

ou parágrafo.

DOING RESEARCH

ON THE INTERNET

Apresenta dicas

práticas de como usar a

Internet para pesquisas

escolares.

WARMING UP

Explore o título da unidade e as imagens de abertura

para discutir questões relacionadas ao tema.

TIPS INTO PRACTICE

Conheça dicas para colocar em prática diversas

estratégias de compreensão de textos escritos

e orais em inglês.

Way_to_Go_Ingles_vol3_PNLD2018_008a010_CL.indd 8 06/05/16 17:44

9

READING FOR CRITICAL THINKING

Discuss the following questions with your classmates.

a. Love is a feeling that is hard to describe and scientists find it difficult to explain how it happens.

Do you think science can help us understand love and other feelings? Why (not)?

b. The text presents the view of a professor of evolutionary psychology. What other perspectives

could enrich the debate about how we fall in love?

VOCABULARY STUDY

IDIOMS

1. The idiom fall in love means ‘begin to love someone’. Match the definitions below with other

idioms about love. Write the answers in your notebook.

a. Begin to love

someone very much.

b. It happens when two

people fall in love

immediately, the very

first time that they

see one another.

c. The temporary love

that exists between

two young people,

typically teenagers.

This kind of love is

supposedly one that

does not last.

d. The most significant

love of your life.

I. the love of someone’s life

IV. fall head over heels in love

II. puppy love

2. Replace each icon ✪ with an idiom from exercice 1 to complete the sentences below. Write the

answers in your notebook.

a. When our eyes met, it was ✪. I knew from that moment she would be the woman I married.

b. I’m sure their relationship will never last. It’s a case of ✪ between those two.

Ilu

str

açõ

es: S

irayam

a/A

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ivo

da e

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ora

III. love at first sight

142 UNIT 8

�. Copy the following diagram in your notebook and replace each icon ✪ with a word or expression

from the box below.

sweaty palms • chemicals • flushed skin • serotonin • heavy breathing

2. 21

Listen to part of a lecture in which a researcher at Stanford University talks about the

chemistry of love. According to him, what is the relationship between love and chemistry? Choose

the correct answer and write it in your notebook.

a. Love cannot change your body chemistry.

b. Chemistry plays an important role in how a relationship progresses.

c. Chemicals only race around your brain and body when you are in a long-term relationship.

3. 21

Listen to the recording again and replace each icon ✪ with an appropriate answer to complete

the sentences below. Write the answers in your notebook.

a. Attraction, love and ✪ are fueled by actual chemicals.

b. Nonverbal ✪ plays a big role in first attraction.

c. When you are in love, chemical reactions include racing ✪,

sweaty palms and flushed skin.

4. 21

Listen to the recording once more and check your answers.

5. Replace each icon ✪ with a word from the picture on the right

to complete the following quote by the professor. Write the


“Researchers have found that long-term relationships

confer chemical benefits in the form of stabilized

production of ✪ and ✪.”

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rod

ução

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ute

r/<

htt

p://f

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OXYTO

CINDOPAM

INE

SEROTONIN

VASOPRESSIN

LISTENING AND SPEAKING

Love

Body reactions

oxytocin

dopamine

✪

✪

✪

✪

✪

Falling in Love 147

DIRECT AND INDIRECT SPEECH (II)

Read the fragments below and do exercises 1-3.

Write the answers in your notebook.

I. “… our dad always encouraged us to find a career that we

would be able to support ourselves with ...”

II. “My in-laws always told my husband and his brothers to

find something that they loved to do …”

III. “… my mom told me that as a youngster she’d always

wanted to be a journalist …”

IV. “My father always told me to do what makes me happy,

and to follow my heart.”

�. Choose the correct item that completes each sentence below (▲ or ■).

a. The fragments

▲ quote the exact words of the speaker.

■ report what the speaker said without quoting his/her exact words.

b. The fragments are in

▲ direct speech. ■ indirect speech.

c. The reporting verb is the same in fragments

▲ II and IV. ■ II, III and IV.

2. Replace each icon ✪ with I, II, III or IV to complete the following statements as in the example.

a. The reporting verb encourage is used with the structure:

• encourage someone to do something, as in fragment I.

b. The reporting verb tell can be used with the structures:

• tell someone to do something, as in fragments ✪ and ✪.

• tell someone that…, as in fragment ✪.

3. In your notebook, rewrite the fragments above. Use direct speech as in the following example.

a. “Find a career that you will be able to support yourselves with,” said our dad. (Fragment I)

b. “✪,” said my in-laws to my husband and his brothers. (Fragment II)

c. “✪,” said my mom. (Fragment III)

d. “✪,” said my father. (Fragment IV)

LANGUAGE IN USE

Jen

nif

er

Gra

ylo

ck/F

ilm

Mag

ic/G

ett

y Im

ag

es

76 UNIT 4

WRITING

In this unit you can find cartoons on pages 22 and 28. Each of them has a drawing and a caption.

The combination of the visual and the verbal elements drives the humor. Cartoons can address

several different issues of our lives and they are frequently published in magazines and

newspapers. Some of them, like The New Yorker (<www.newyorker.com/humor/caption>) and

The Boston Globe (<www.boston.com/bostonglobe/toons/>), even run cartoon caption

contests which are quite popular.

Take the challenge to write cartoon captions. Exercise your creativity and sharpen your ability to

see and create humor in all areas of life.

1. In pairs, create a cartoon to encourage a positive attitude towards ethnic diversity. Be careful to

use humor without expressing prejudice.

Ao revisar os textos, considere, por exemplo:

• objetivo: As informações estão adequadas a seu objetivo e ao

público-alvo?

• linguagem: As linguagens verbal e não verbal estão bem integradas

para criar humor no cartum?

• ortografia: As palavras estão escritas corretamente?

Reescreva seu texto com base na revisão feita por você e seus colegas.

TIP

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2. Now it’s time to share your cartoon with your classmates and other people. What about running a

cartoon contest and inviting the school community to vote?

STEP BY STEP

1. With your classmate, choose one of the drawings

from this page or create your own.

2. Study the cartoon drawing and ask yourself a few

questions: What is the most obvious thing

happening? What could be happening here that is

NOT obvious? Remember that humor is often

produced by the unexpected.

3. Study the details of the cartoon and ask yourself:

What could this detail mean? What else could this be?

4. Write down one or more captions. Eliminate every

unnecessary word. Study the placement of the

punch words, the words that drive the joke. They

should normally be at the end of the caption.

5. Exchange captions with classmates and discuss all

of them. Choose the best ones.

6. Make the necessary corrections.

7. Write the final version of the cartoon caption.

WRITING CONTEXT

Before writing your text, match the columns below to

identify the elements of the writing context. Write the

answers in your notebook as in the example below.

Example. a. III

a. Writer: I. classmates and other people

b. Readers: II. school board/Internet

c. Genre: III. you and your classmate

d. Objective: IV. humorous tone

e. Style: V. cartoon

f. Media: VI. encourage a positive attitude

towards ethnic diversity

Ethnic Diversity in Brazil 33

VOCABULARY STUDY

Estude o vocabulário de forma

sistemática e contextualizada.

WRITING

Escreva um texto com base na

observação de textos que você

explorou na unidade.


Participe, com seus colegas,

de atividades de ouvir e falar

em inglês.

LANGUAGE IN USE

Aprimore seus conhecimentos

gramaticais a partir de

situações de uso da língua.


10

122 Project 2A

RESHAPING THE IMAGE OF WOMEN IN ADVERTISING (FIRST PART)

In Unit 6 you have talked about advertising. Read the text below and do the first part of Project 2,

Reshaping the image of women in advertising.

Stereotyping is something that has been around for a while, and affects all groups. It is no surprise

that women are also a target audience for stereotyping. A stereotype creates a world where no one

is ugly, overweight, poor, struggling, or disabled. In advertisements women are often portrayed in

similar roles and lumped together with the assumption that all women are the same or should be

the same.

Go to page 156 for the second part of this project.

TASK: In small groups, look for women stereotypes in

advertisements. Choose two or three advertisements that appeal

to you and think of ways to reshape the image of women. Try to

select ads from different countries to compare how women are

viewed in different places around the world. Later, you are going to

recreate the ads so that they do not reinforce any stereotypes.

Take a look at two advertisements and discuss the following questions with your classmates.

a. What products are being advertised?

b. How are women viewed in each ad? What women stereotypes can you identify?

c. How can the images reinforce the stereotypes? What about the words and expressions?

Para fazer uma

busca eficiente na

Internet, é fundamental

escolher palavras-chave

adequadas. Para buscar

anúncios em inglês que

contenham

estereótipos atribuídos

às mulheres, você pode

usar diferentes

combinações de

palavras-chave, como

women, gender,

stereotypes,

advertisements, ads.

TIP

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gender-stereotypes/>. Accessed in: March 2016.

Adapted from: <http://dunbar09.wordpress.com/2012/11/14/


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PRETTY HAIR

PROJECT 2A

Anúncios publicitários

empregam recursos verbais

e não verbais para chamar a

atenção de um determinado

público-alvo e persuadi-lo a

consumir um produto ou a

aderir a uma ideia.

TIP

Available at: <www.courses.psu.edu/wmnst/wmnst001_atd1/Advertising/ster.htm>. Accessed in: March 2016. (Fragment)

333ReviewUnits 5 & 6

117

1. Read the following text. Then copy the diagrams below in your notebook and complete them.

Forest Change and Desertification

Forests contribute directly to the livelihood of poor

people. They meet many people’s basic needs, providing

food, fuel, building materials and clean water. In addition

they nourish the natural systems on which many more

people depend. They also account for as much as 90% of

terrestrial biodiversity. In most countries, however, forests

are shrinking and forest loss is taking a terrible toll on

both the natural and economic resources of many

countries. At the same time deserts are advancing.

Deserts are not necessarily hot, sandy places but any

areas where degradation of land by overgrazing or

overcultivation of the soil has meant that it is no longer

viable to grow crops.

FORESTS

(90% of terrestrial ✪)

are shrinking

provide

food ✪

✪

✪

nourish

✪

are ✪

degradation of land by

overgrazing

✪ of the soil

DESERTS

(no longer possible to grow ✪)

DaCek/Shutterstock/Glow Images

READING

COLLINS WORLD WATCH: a Dynamic Visual Guide Packed with Fascinating Facts about the World.

2nd edition. Glasgow: HarperCollins Publishers, 2012. p. 88.

PROJECT

Planeje, desenvolva e apresente projetos

interdisciplinares em grupo. Cada projeto

está dividido em duas partes (A e B).

LANGUAGE REFERENCE AND EXTRA PRACTICE

Reveja os conteúdos linguísticos trabalhados e

faça novos exercícios para praticar o que aprendeu.

IRREGULAR VERBS

Consulte uma lista de verbos irregulares no

passado agrupados por ordem alfabética e por

formas semelhantes.

EXTRA ACTIVITIES

Faça atividades adicionais relacionadas aos

conteúdos das unidades.

STUDYING FOR ENEM

Prepare-se para o Enem por meio de seis

simulados, totalizando 30 questões, e, depois,

faça uma prova anterior completa.

GLOSSARY

Veja o significado de palavras e expressões

utilizadas no livro.

INDEX

Consulte a lista de tópicos gramaticais trabalhados

na coleção.

BIBLIOGRAPHY

Conheça a bibliografia utilizada na coleção.

REVIEW

Reveja conteúdos

trabalhados (Reading,

Language in Use), faça

questões do Enem

e de vestibulares

anteriores (Studying

for Exams) e avalie

sua aprendizagem

(Thinking about

Learning) a cada

duas unidades.

LOOKING AHEAD

Take a look at the graph below and answer the following questions in groups of three.

What does the graph reveal about

deforestation in the Brazilian

Amazon?

The graph shows data about

deforestation from 1988 to 2012.

What about the rate of


Amazon nowadays? Do some

research and get informed about

it. Has the rate decreased or

increased since 2012?

Brazil’s Forest Code has been central to Brazil’s recent success in reducing deforestation in

the Amazon. But it has also been under pressure from those who see the restrictions on

deforestation as a barrier to agricultural development. Environmentalists, however, have

called for more severe measures to protect

the Amazon.

In your opinion, what can be done

to slow deforestation in the Brazilian

Amazon?

How can you do your part?

EXTRA READING

<www.rain-tree.com/facts.htm>

<http://worldwildlife.org/places/amazon>

<www.greenpeace.org/international/en/

campaigns/forests/amazon/>

<http://rainforests.mongabay.com/amazon/>

<http://desmatamentozero.org.br/>

EXTRA VIDEO

<www.youtube.com/watch?v=ZGAHJ0lZQYo>

Available at: <www.mongabay.com/brazil-state_deforestation.html>. Accessed in: March 2016.

Rep

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102 UNIT 5

LOOKING AHEAD

Debata, com seus colegas,

questões relevantes sobre o

tema da unidade.


11

Doing Research

on the Internet

FINDING WEBSITES

Here are some steps to help you use the Internet for your research.

1. Choose a search engine.

2. Type your keywords into the search box. Make your keywords as precise as possible. Use two or

more keywords in your search. Put the most important keywords first.

Four tips for getting more precise results. You can also combine them!

A. Use “ ” to search for specific terms or phrases.

“the first book of Harry Potter”

B. Use + to include word(s) in the results.

“book reviews” +young +adult +novels

C. Use – to remove word(s) from the results.

“book review” +Divergent –movie

D. Use * to substitute for one or more characters/words.

“it depends * me”

3. Make sure you spell the keywords correctly.

4. Click on the name of the website that seems to be the most helpful to you.

5. Evaluate the website to see if it will really help you (see next section).

wwwebmeister/Shutterstock

Esta seção apresenta dicas práticas de como usar a Internet para pesquisas escolares. Ela está dividida em duas partes: Finding Websites e Evaluating Websites. Na primeira parte, os alunos aprendem os principais passos de como fazer buscas on-line e a usar alguns comandos para fazer buscas mais eficientes. Na segunda parte, eles aprendem dicas para avaliar fontes de informação na Internet. Ao final da seção, há duas tarefas para os alunos colocarem em prática o que aprenderam. Estimule-os a consultar esta seção sempre que usarem a Internet para pesquisas escolares. Ao longo da coleção, os alunos são incentivados a fazer buscas, geralmente, nas seções Writing e Looking Ahead de cada unidade e nos Projects. Aproveite para destacar a importância de os alunos nunca fornecerem dados ou

fotos pessoais em cadastros de sites não confiáveis.

E.g. If you want to find book

reviews of young adult novels.

TIP

E.g. If you want to find a book

review of Divergent and eliminate

movie review from the results.

TIP

E.g. If you want to find out

the name of the first book of

Harry Potter.

TIP

E.g. If you are not sure about

the prepositions that go with the

verb depend.

TIP

Way_to_Go_Ingles_vol3_PNLD2018_011a012_U0.indd 11 06/05/16 17:43

12

EVALUATING WEBSITES

Is all online information reliable? Not really! Here are some useful questions to ask yourself when

you are evaluating websites on the Internet.

Who is the author of the website?

Is he/she an expert?

Is there a link to find out more about him/her?

What is the purpose of the website?

Is there relevant information in it?

Is it different from other websites?

When was the website created?

Are dates included for the last update?

Are the links current and all functional?

Where does the content of the website come from?

Are sources of factual information or statistics mentioned?

Is there a bibliography included?

Why is this website useful for my purpose?

Why should I use it?

Is it better than another?

The website domain can provide indications of the website’s area of interest or purpose.

The most common domains are:

•.edu: an educational website;

•.com: a commercial website;

•.gov: a federal government website;

•.org: a nonprofit website.

It is time to put into practice what you have learned about finding and evaluating websites.

Imagine you are searching for reviews of young adult novels and do exercises 1 and 2. Write the


1. Find three websites that offer reviews of young adult novels. Follow the steps and tips on page 11

to get more precise results.

2. Based on the three websites you chose, answer questions 1-5 in order to decide which websites

contain reliable information on the book reviews you are searching for. Personal answers.

Personal answers. Some suggested websites: <http://youngadultbookreviews.com>; <www.yabookscentral.com>; <www.teenreads.com>.

1

WHO?

2

WHAT?

3

WHEN?

4

WHERE?

5

WHY?


13

Tips into Practice

Disponível em: <www.bbc.co.uk>. Acesso em: 22 abr. 2016. (Adaptado)

Nesta seção, pense nas estratégias de leitura que você já usa e aprenda outras para

responder a questões do Enem e de vestibulares. Conheça também algumas dicas de

resolução de questões que podem ser úteis na hora da prova. Escreva as respostas às

questões de 1 a 19 em seu caderno.

1. (Enem/2012)

J. K. Rowling tornou-se famosa por seus livros sobre o bruxo Harry Potter e suas aventuras, que

foram adaptados para o cinema. Esse texto, que aborda a trajetória da escritora britânica, tem

por objetivo d

a. informar que a famosa série Harry Potter será adaptada para o público adulto.

b. divulgar a publicação do romance de J. K. Rowling inteiramente para adultos.

c. promover a nova editora que irá publicar os próximos livros de J. K. Rowling.

d. informar que a autora da saga Harry Potter agora pretende escrever para adultos.

e. anunciar o novo livro da série Harry Potter publicado por editora diferente.

J. K. Rowling to Pen First Novel for Adults

23 February 2012 Last update at 16:53 GMT

BBC World Service

Author J. K. Rowling has announced plans to

publish her first novel for adults, which will be

“very different” from the Harry Potter books she

is famous for.

The book will be published worldwide although

no date or title has yet been released.

“The freedom to explore new territory is a gift

that Harry’s success has brought me,” Rowling said.

All the Potter books were published by

Bloomsbury, but Rowling has chosen a new publisher for her debut into adult fiction.

“Although I’ve enjoyed writing it every bit as much, my next book will be very different

to the Harry Potter series, which has been published so brilliantly by Bloomsbury and

my other publishers around the world,” she said, in a statement.

“I’m delighted to have a second publishing home in Little, Brown, and a publishing

team that will be a great partner in this new phase of my writing life.”

ENEM/2012

A Leia primeiro o enunciado da questão para conhecer as informações

solicitadas e, assim, definir seu objetivo ao ler o texto.

CEm questões

de múltipla

escolha,

busque

informações

no texto

que ajudem

a eliminar

alternativas.

BPara identificar

mais facilmente

o objetivo ou a

ideia principal

de um texto,

observe o título

ou a manchete,

e a primeira frase

ou parágrafo.

Way_to_Go_Ingles_vol3_PNLD2018_013a020_TP.indd 13 06/05/16 17:43

Quotes of the DayFriday, Sep. 02. 2011

“There probably was a shortage of not just respect and

boundaries but also love. But you do need, when they cross the

line and break the law, to be very tough.”

British Prime Minister DAVID CAMERON, arguing that those

involved in the recent riots in England need “tough love” as he

vows to “get to grips” with the country’s problem families.

Disponível em: <www.time.com>. Acesso em: 22 abr. 2016. (Adaptado)

2. (Enem/2012)

DPara ajudar a inferir

o signifi cado de um

termo desconhecido,

observe a formação

da palavra, como no

caso de shortage

(short + sufi xo -age).

EApoie-se em

palavras-chave

cujo signifi cado

você já conhece.

A respeito dos tumultos causados na Inglaterra em agosto de 2011, as palavras de alerta de

David Cameron têm como foco principal d

a. enfatizar a discriminação contra os jovens britânicos e suas famílias.

b. criticar as ações agressivas demonstradas nos tumultos pelos jovens.

c. estabelecer relação entre a falta de limites dos jovens e o excesso de amor.

d. reforçar a ideia de que os jovens precisam de amor, mas também de firmeza.

e. descrever o tipo de amor que gera problemas às famílias de jovens britânicos.

Leia o texto a seguir para responder às

questões 3-8.

(Uerj/2013)

FNão se preocupe com o tamanho do texto nem com as palavras

desconhecidas. O grau de difi culdade não é determinado

pelo texto em si. Ele está relacionado aos conhecimentos e

às habilidades necessários para responder a cada questão.

Concentre-se sempre no que é solicitado.

The Art of Difference

Mutuality in recognizing and negotiating difference is crucial for people to deal with their

past and the future; it is also essential in the process of creating a culture of responsibility.

How can this be achieved and what is the role of art in this process?

A vision based on ideologies solves both challenges of sharing — the interpretation of the

past and the projections of the future. But ideologies are somehow “total”, if not totalitarian,

because there is not much space for serious public negotiation. Individuals, then, lose their

integrity or are restricted to their private spheres and, in the end, their memories become

part of the dominant identity discourse, their aspirations are delegated. Even in less obvious

systems of ideological rule, where individual subscription to the official story line seems to

be consciously voluntary and collective memories are willingly encouraged for the sake of

collective identities, the negotiation of difference is often not welcome: exclusion happens

quickly and non-conformist doubts produce suspicion.

5

10

14 Tips into Practice


3. The author criticizes the first vision of negotiation of difference in society. This criticism is related

to ideologies having the following characteristic: d

a. private

b. serious

c. unwelcome

d. undemocratic

4. A vision based on ideologies solves both challenges of sharing —

the interpretation of the past and the projections of the future. (l. 4-5)

The punctuation mark called dash, in the fragment above, signals

the introduction of an explanation. The dash is equivalent to the

following connective: a

a. that is b. above all c. in addition d. for example

A democratic vision — shared aspirations for the future, based on negotiated

interpretations of the past that respect diversity — is necessarily found in complex processes

of private and public discourse and participatory and inclusive culture. Yet, politics tends to

reduce complexity and engineer the balance between the individual and the collective rather

than invest in processes of negotiation. We have learned, though, that this social engineering

is a phantasm, largely limited and limiting, and, even if successful, often creates paranoid

and fatal structures of homogeneity by trying to mould memories and hopes.

Humankind has gathered impressive knowledge about the limitations of the human will

and the failures of such “engineering”. Nevertheless, despite this, and maybe even because of

it, we cannot give up trying the impossible: to create conditions for equality and solidarity for

individuals to flourish. These conditions should be accompanied by narratives of a just, fair

and free commonwealth of all. If history and memory seem to make this dream an unlikely

scenario, can art play this part?

The role of art is precisely to keep inspiration alive, to deconstruct ideology, to recall the

necessary dream of freedom, of the individual and of the common good beyond the “either/or”

and beyond simplicity. In this sense, art in general prevents false hopes, and thus generates

hope in the most paradoxical way: the only way of hoping that reaches beyond the private

sphere without some kind of ideological distortion.

What makes art so unique? And why? Because the best narratives of art are purpose free,

uniquely non-instrumental, simply human. Art narrates what we don’t understand in

enlightened ways. Artists in particular offer a wealth of unseen perspectives and unexpected

pathways of human exploration. Art makes us aware that all memories are personal, despite

the power of collective narratives. Arts and culture empower people to think freely, to imagine

the unimagined, and to feel responsible across borders and boundaries. Hopefully, the

narratives of the future will be intercultural — and art will be the ally in the art of difference

that needs to be further developed. “Art is about difference, art is difference”, as stated by Igor

Dobricic*. And it is difference that will be at the origin of the new bonding narratives of confidence.

GOTTFRIED WAGNER

alliancepublishing.org

* Igor Dobricic – dramaturgo sérvio

HUse seu

conhecimento sobre

sinais de pontuação

e marcadores

discursivos. Aqui é

preciso identifi car o

marcador discursivo

usado para introduzir

uma explicação.

15

20

25

30

35

GIdentifi que as palavras-chave do enunciado para

localizar a informação solicitada mais facilmente.

Tips into Practice 15


5. and non-conformist doubts produce suspicion. (l. 12)

Two words whose prefixes are semantically similar to the prefix in non-conformist are present in a

a. impossible (l. 22)/unlikely (l. 24).

b. recall (l. 26)/unseen (l. 33).

c. enlightened (l. 33)/unexpected (l. 33).

d. unimagined (l. 36)/intercultural (l. 37).

6. We have learned, though, that this social engineering is a

phantasm, (l. 17-18)

Nevertheless, despite this, and maybe even because of it, we

cannot give up trying the impossible: (l. 21-22)

The underlined connectives express the same notion. They could be replaced by c

a. so.

b. thus.

c. however.

d. therefore.

7. The ideas expressed in a text might be perceived as true because of the choice and repetition of a

specific tense. The verb tense that makes the ideas in the text seem true is b

a. Future Perfect.

b. Simple Present.

c. Present Perfect.

d. Present Progressive.

8. Writers use different strategies in order to try to form more effective alliances with readers. The

resource used in the last paragraph to establish this alliance is in the use of d

a. nouns in the plural.

b. rhetorical questions.

c. quotation by authority.

d. first person plural pronouns.

Leia o texto a seguir para responder às questões 9-13.

(PUC-MG/2013)

Read the following passage and choose the option which best completes each question,

according to the text.

IUse seu conhecimento sobre

afixos para identificar os prefixos

usados na formação das palavras

e compreender o sentido deles.

Lembre-se de que os prefixos

trazem sentidos novos às palavras.

JUse seu conhecimento sobre

marcadores discursivos. Lembre-se

de que diferentes conectivos podem

expressar a mesma ideia.

KObserve os efeitos dos tempos

verbais utilizados em um texto.

Lembre-se de que cada tempo

verbal pode ser empregado com

diferentes propósitos.

LObserve os recursos

linguísticos utilizados pelo

autor para se referir a si

próprio e ao leitor, assim

como para estabelecer uma

relação entre eles.



9. The Olympic Games of 2012 can be considered the first

sustainable Olympics because b

a. the new stadiums and visitor facilities are shiny and comfortable.

b. the Olympic Park was built considering environmental aspects.

c. there are a lot of green landscaped grounds in eastern London.

d. there have been large amounts of money invested in this event.

10. The Olympic Park in London was built in a ✪ area of London. d

a. distant b. prosperous

c. trendy d. decadent

11. The word which in “… which wend their way…” (paragraph 2) refers to a

a. canals. b. parks.

c. games. d. wildlife.

12. The word besides in “Besides, organizers have planted…” (paragraph 2) conveys an idea of b

a. contrast. b. addition.

c. place. d. time.

13. The use of recycled materials to build the sporting

arenas was important because c

a. the park will attract visitors for a long time.

b. construction has been a constant challenge.

c. it was less expensive and more ecological.

d. the team’s efforts appear to have paid off.

NApoie-se em palavras transparentes, como dilapidated

e neglected, para identificar a informação solicitada.

OLembre-se de que o pronome relativo refere-se a um termo que

o antecede. Identifique-o para compreender melhor o texto.

PIdentifique as relações

estabelecidas pelos

marcadores discursivos entre

as ideias do texto. Se desejar,

substitua o conectivo em foco

por outros cujos significados

você conhece para inferir a

ideia que ele expressa.

MUtilize seu conhecimento

de mundo para estabelecer

relações entre palavras-chave do

enunciado e das alternativas. No

caso, deve-se buscar a alternativa

relacionada à expressão

Olimpíada sustentável.

Tip J can also help you!

Tip G can also help you!

Tips G and M can also help you!

Olympic Park Sets Gold Standards for Sustainability

With shiny new stadiums and visitor facilities among green landscaped grounds, every detail of the

Olympic Park has taken into account environmental concerns, making 2012 the first sustainable

Olympics. It’s hard to believe that this area of east London was once a dilapidated and neglected quarter

of the UK capital.

“There’s a huge emphasis on reuse and recycling,” says David Stubbs, head of sustainability for the

London 2012 Games. The River Lea and several canals which wend their way through the park used to be

badly polluted, he says. Today, after an intensive program of clearing and widening, wildlife is being

encouraged to return. Besides, organizers have planted more than 4,000 trees and 130,000 plants and bulbs.

London 2012 organizers are also proud of the park’s sporting arenas built for the Games. Stubbs and

his team have used recycled materials wherever possible, which is not only cheaper but also cuts carbon

emissions and energy costs. The complexities of addressing sustainability have been a constant

challenge, Stubbs says, but his efforts appear to have paid off. He is hopeful the park will be attracting

visitors long after the Olympics has left town.

Disponível em: <http://edition.cnn.com/2012/07/10>. Acesso em: 22 abr. 2016.



Leia o poema a seguir para responder às questões 14-16.

(UFG/2013)

The following poem presents a different version of the popular song “California Dreamin” by The

Mamas and The Papas (1965).

14. In this adaptation, the poet’s main aim is to c

a. characterize the climate and biomes found in California.

b. give a detailed account of his daily life in California.

c. describe the weather conditions he is experiencing in California.

d. express how religious he and other Californians are.

e. tell a story about a church he has visited in California.

15. From this adaptation, the reader concludes that b

a. the current season is Autumn.

b. it has been hot in California.

c. rain is expected over the next few days.

d. Los Angeles (L.A.) is a polluted city.

e. the preacher likes drinking.

16. “I should be safe and sound now / If I was miles from L.A.” means that the poet d

a. isn’t in Los Angeles (L.A.).

b. feels free of danger in L.A.

c. is likely to move to another city.

d. wishes he was somewhere else.

e. regrets a past situation.

QApoie-se em palavras-chave

das alternativas de resposta

para verificar se as informações

apresentadas em cada uma

delas podem ser encontradas

no texto.

RObserve as palavras do texto que

pertencem ao mesmo campo

semântico, tais como steamin’,

greenhouse day e sweltering day,

para ajudar a compreender o texto.

Glossário

steamin’: fumegante sweltering: abafado stumbled: cambaleei

S Observe a ideia expressa pela

conjunção if. Lembre-se de que

a conjunção if seguida de verbo

no Past Simple introduz uma

situação hipotética.

Tips B and C can also help you!

California SteaminÕ

By Clinton Van Inman – Contributing Poet

All the trees are brown

And the sky is gray

I’ve been for a walk

On a greenhouse day.

I should be safe and sound now

If I was miles from L.A.

California steamin’

On such a sweltering day.

Stopped into a church

I stumbled along the way

Got down on my knees

And prayed for a rainy day.

You know the preacher likes it cold

Now that all his candles have melted away,

California steamin’

Please don’t take my fan away.

Disponível em: <http://cafe.cynicmag.com/>. Acesso em: 22 abr. 2016.



17. (UFG/2013)

The headlines below are from the online version of the British newspaper The Guardian.

Disponível em: <www.theguardian.co.uk/>. Acesso em: 22 abr. 2016.

Red Squirrel population wiped out in northern Italy

Why is Labour so quiet on green issues?

Obama blocks Chinese firm’s purchase of four US wind farms

In which of the following sections can such headlines be found? a

a. Environment.

b. Business.

c. Culture.

d. Life & Style.

e. Travel.

18. (UFG/2013)

Read the cartoon.

UObserve que, para expressar diferentes intenções (como pedir desculpas,

fazer um pedido etc.), o falante costuma utilizar determinadas palavras e

estruturas linguísticas (como I’m sorry, could you etc.).

UFG/2013

Disponível em: <www.washingtonpost.com/wpsrv/artsandliving/comic/king.html?name=zits&date=20120926>. Acesso em: 22 abr. 2016.

According to the girl’s speech in each part of the cartoon, the list of verbs that represents her

discursive intentions is b

a. regret – suppose – accuse – advise.

b. apologize – emphasize – suggest – request.

c. excuse – declare – propose – demand.

d. blame – insinuate – recommend – invite.

e. state – imply – recriminate – insist.

TObserve as palavras-chave dos textos

apresentados (no caso, manchetes de

jornal) para estabelecer relações entre eles

e as alternativas de resposta.



19. (UEL/2012)

Leia o texto e a charge a seguir.

VEm questões discursivas, preste atenção aos verbos usados nos enunciados (tais

como descreva, compare, justifique etc.) para fazer exatamente o que é pedido.

a. Descreva a descoberta feita por pesquisadores britânicos e cite dois

exemplos que a ilustrem.

b. Compare a noção de tempo ilustrada na charge com a da tribo

Amondawa.

a. Resposta esperada: A

descoberta refere-se a

uma tribo amazônica cujas

noções de tempo e data

diferem das nossas. A

linguagem da tribo marca

a passagem do tempo por

meio de eventos, tais como:

divisões entre noite e dia;

estações chuvosas e secas;

e a adoção de novos nomes

próprios, conforme a fase da

vida e a posição social de

seus membros.

b. Resposta esperada: A noção de tempo ilustrada na charge enfatiza a falta de tempo da sociedade moderna e como esta é escravizada

por ele. Por outro lado, a noção de tempo dos Amondawa está diretamente ligada às mudanças naturais que o ser humano vivencia e às

mudanças da natureza.

WUse seu conhecimento

de mundo para ajudar

a compreender

informações implícitas

em um texto (como

a noção de tempo

ilustrada na charge).Tip B can also help you!

Disponível em: <www.cartoonstock.com/

cartoonview.asp?catref=mfl0316>.

Acesso em: 22 abr. 2016.Mik

e F

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British researchers have discovered an Amazonian tribe that understand the concepts of time and

date in a rather unusual way. The Amondawa people of Brazil do not even have words for ‘time’, ‘week’,

‘month’ or ‘year’, said Chris Sinha of the University of Portsmouth. He argues that it is the first time

scientists have been able to prove that time is not a deeply entrenched universal human concept. The

professor reported his findings in the Journal of Language and Cognition, writing: ‘For the Amondawa,

time does not exist in the same way as it does for us. ‘We can now say without doubt that there is at

least one language and culture which does not have a concept of time as something that can be

measured, counted or talked about in the abstract’.

‘This doesn’t mean that the Amondawa are “people outside time”, but they live in a world of events,

rather than seeing events as being embedded in time.’ Team members, including linguist Wany

Sampaio and anthropologist Vera da Silva Sinha, spent eight weeks with the Amondawa researching

how their language conveys concepts like ‘next week’ or ‘last year’. There were no words for such

concepts, only divisions of day and night and rainy and dry seasons.

They also found nobody in the community had an age. Instead, they change their names to reflect

their life stage and position within their society. For example, a little child will give up their name to a

newborn sibling and take on a new one.

Adaptado de: DOHERTY, R. Brit researchers discover Amazonian tribe with no concept of dates or time. Disponível em: <http://travel.aol.co.uk/2011/05/21/brit-researchers-

discoveramazonian-tribe-with-no-concept-of-date-or-time/>. Acesso em: 22 abr. 2016.



Unit111Warming

UP

LEARNING

OBJECTIVES

Ethnic Diversity

in Brazil

21

Do you have a mixed family? Where do your family members come from? Personal answers.

Antes de os alunos responderem às perguntas da página seguinte, explore com eles a foto, relacionando-a ao título da unidade. Isso pode ser feito em inglês ou português, a seu critério. Destaque a importância da diversidade étnica para a constituição do nosso país e incentive o respeito a todos, independentemente da etnia.

Da

nie

lla

Ce

sare

i/A

lam

y/G

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es

• to take part in discussions on ethnic diversity in Brazil

• to review the use of the Present Perfect and the Past Simple tenses

• to learn how to use the Past Perfect tense

• to explore cartoons


49%

7%

white

black1%

Asian or

indigenous

43%mixed

1. The Brazilian population consists of people of different skin colors. Look at the following pie chart

and answer the questions below in your notebook. Personal answers.

a. Which ethnic group do you belong to: white, mixed, black, Asian or indigenous?

b. Does skin color matter in your personal relationships? Why (not)?

O exercício 1 deve ser feito oralmente, em português ou inglês, a seu critério.

2. Read the following cartoon and answer the questions below in pairs. Write the answers in

your notebook.

A partir das palavras no

quadro (race, ethnicity,

culture, gender), destaque

para os alunos que o cartum

se refere à diversidade tanto

étnica quanto cultural e de

gênero. Destaque também o

verbo to stress, que, no

contexto, significa “enfatizar”,

e não “causar estresse”.

Comente o jogo feito com uni

(para indicar unicidade, união)

e di (para indicar

multiplicidade, difusão).

Population by Skin Color in Brazil, 2006

Source: IBGE, Pesquisa Nacional por Amostra de Domicílios, 2006.

Available at: <http://focus-migration.hwwi.de/Brazil.5879.0.html?&L=1>. Accessed in: March 2016.

Ro

n M

org

an

/Ca

rto

on

sto

ck

“Our goal is to stress di-versity while

remaining a uni-versity.”

MORGAN, Ron. Available at:

<www.cartoonstock.com/

directory/e/ethnic_

background.asp>.

Accessed in: March 2016.

a. Where are these people? Suggested answers: At a university/in a meeting/in a conference.

b. Who is the man talking about diversity? Suggested answers: A professor/school principal/lecturer.

c. According to him, what terms are related to diversity? Race, ethnicity, culture and gender.

d. What is the relationship between diversity and university established in the cartoon caption?

e. In your opinion, is there diversity in Brazilian universities? Personal answer.

Suggested answer: A university should welcome people from different races, cultures and genders without segregation.

Ban

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22 UNIT 1


The doctrine that several

different cultures can coexist

peacefully in a single country.

2. Turn over the page and, before reading the text, look at its title and source.

a. Which words and expressions from the diagram in exercise 1 do you expect to be in the text?

Write the answer in your notebook.

b. Which topics do you expect to read about? Write the answer in your notebook.

I. Changes in Brazilian thinking on race.

II. Acts of racism among Brazilian police officers.

III. The reduction of racial discrimination in Brazil.

IV. The social integration of people with different skin colors in Brazil.

a. Personal answers.; b. Personal answers.

Diferentes respostas são possíveis. Ao corrigir, peça aos alunos que justifiquem as respostas. Para ampliar o item a, pergunte a eles que relações esperam que o texto estabeleça entre as palavras selecionadas.

BEFORE READING

1. Copy the following diagram in your notebook. Then complete it by

replacing each icon ✪ with a word or expression from the box below and

find the associations with ethnic diversity.

racial quotas • racism • apartheid • white supremacy • multiculturalism

Ativar o conhecimento prévio dos alunos sobre o assunto ou o gênero do texto favorece o estabelecimento de hipóteses sobre o que será lido e sua compreensão.

Fa

bio

Co

lom

bin

i/A

ce

rvo

do

fo

tóg

rafo

Observe o contexto de uso

para verificar se palavras em inglês

parecidas com o português

apresentam significados diferentes

(false friends). Esse é o caso de

prejudice e policies.

TIP

racism

white supremacy

multiculturalism

apartheid

racial quotas

The belief that members of

the white race are superior

to members of other races.

A political system of racial

segregation in South Africa from

1948 to 1994. It enforced a racial

hierarchy that privileged white

South Africans.

The belief that members

of one race are superior to

members of other races.

It is an affirmative action

policy intended to combat a

situation of racial inequality.

It grants educational

opportunities for non-whites.

policies prejudice

awareness

ethnic diversity

Pergunte aos alunos o que eles entendem pela expressão “affirmative action policy”. Explique que políticas ou programas de ação afirmativa privilegiam uma etnia, ou às vezes um gênero, com dois objetivos principais: compensar efeitos de séculos de injustiça social e aumentar a diversidade em uma população de estudantes ou trabalhadores.

Veja nota sobre apartheid na seção Notas Culturais e Linguísticas deste Manual do Professor.

Oriente os alunos a inferir, pelo contexto, que prejudice significa “preconceito” (e não prejuízo – em inglês, damage, harm) e a palavra policies significa “políticas” (e não polícias). Comente que a forma singular de policies é policy (política, princípio, linha de conduta), cuja sílaba tônica é a primeira, enquanto polícia é police, em que a sílaba tônica é a segunda.



Brazil’s New Era of Racial Policy


Lembre aos alunos que um texto pode ser lido com diferentes objetivos. Nesta primeira leitura, o objetivo é verificar se as previsões se confirmam. Oriente-os a se apoiar nas palavras transparentes e no vocabulário já conhecido.

Brazil’s New Era of Racial Policy

Afinal reason for reexamining Brazilian race relations is to discuss them in the context of

the sudden and dramatic changes in Brazilian race thinking. This new phase is reflected

mostly in the new acknowledgement of racism and government attempts to redress it.

The issue of race in Brazil has moved to the center of the social-policy agenda. As a

result, public interest in race has skyrocketed. For the first time in Brazilian history, social policies

have begun to explicitly promote social integration of blacks and mulattos. Such policies do not

merely seek to eliminate or alleviate material poverty but also strive to eliminate or reduce class,

racial, gender, and other discriminations that bar citizens from access to social justice. This

includes both universal policies that encompass the entire population or the poor population, as

well as particularistic policies that combat discrimination and promote categories of people that

have been excluded on the basis of particular characteristics, including race. The designs of these

policies vary widely, but together they seek to address a broad range of social exclusions that are

manifested economically, psychologically, politically, and culturally. This change is a milestone in

Brazilian racial thought, much like Brazil’s earlier ideological transition from white supremacy to

racial democracy.

Indeed, the idea of affirmative action or policies specifically designed for blacks and mulattos

sounds quite odd and out of place in the Brazilian context. In fact, the whole idea sounded

preposterous and highly unlikely just a few years ago. Brazil had been one of the first multiracial

states to go beyond race, but it had become apparent that its racial democracy continued to

privilege whites at the expense of non-whites, just as it did during most of its history of white

supremacy. Now that these policies are actually being implemented, Brazilian policymakers are

accused of imposing U.S. policies. Why would Brazil want such policies? Opponents claim that

the Brazilian context is different from the United States and such policies would be of limited

effectiveness. But does Brazil have an alternative to U.S.-style race-conscious policies? As the

Brazilian state begins to use race explicitly to promote blacks for the first time in its history, what

consequences can be expected?

Caio Guatelli/Folhapress

READING

TELLES, Edward Eric. Race in Another America: The Significance of Skin Color in Brazil. New Jersey: Princeton University Press, 2004. p. 16.

24 UNIT 1


READING FOR GENERAL COMPREHENSION

1. The text is a section of the introduction to a book called Race in Another America: The Significance

of Skin Color in Brazil. What is the main purpose of the text? Write the answer in your notebook. c

a. To prove that racial discrimination in Brazil is over.

b. To compare social policies in Brazil and in the United States.

c. To present a reason for reconsidering Brazilian race relations.

2. What is the author’s tone toward racial policies in Brazil? Write the answer in your notebook. b

a. Confident.

b. Concerned.

Find a fragment from the text that illustrates his point of view and write it in your notebook.

READING FOR DETAILED COMPREHENSION

1. In your notebook write T (True) or F (False) for each statement. Then correct the false statements.


a. New social policies are being implemented in Brazil and they address race issues.

b. Social policies have started to promote racial segregation between blacks and mulattos.

c. The main aim of social policies in Brazil is to provide social justice to all citizens.

d. Brazil has moved from racial democracy to white supremacy.

2. Find fragments that express the same ideas as in the statements below. Write the answers in

your notebook.

a. Brazilian policymakers are discussing the issue of race as a central topic.

b. Affirmative actions seemed not to fit in the Brazilian context.

c. Racial democracy in Brazil still favored whites over blacks.

Explique aos alunos que aqui se pede a compreensão do texto de forma geral, e não detalhada. Lembre a eles que podem se apoiar em palavras-chave, em palavras transparentes e no vocabulário já conhecido.

Ao corrigir o exercício 1, destaque o trecho inicial: “A final reason (...) changes in Brazilian race thinking” e comente que, nessa seção da introdução, o autor apresenta mais uma razão para justificar a relevância do livro (reconsiderar as relações de etnias no Bra sil em um contexto de mudanças no pensamento sobre etnias

no país). Explique que é comum o autor mostrar a relevância do livro na introdução.

Suggested answers: “Why would Brazil want such policies?”/“Opponents claim that the Brazilian context is different from the United States and such policies would be of limited effectiveness.”/“But does Brazil have an alternative to U.S.-style race-conscious policies?”/“As the Brazilian state begins to use race explicitly to promote blacks for the first time in its history, what consequences can be expected?”

Explique aos alunos que esta leitura se destina à compreensão detalhada do texto; portanto, eles deverão reler o texto para identificar informações específicas.

a. T; b. F: Social policies have started to promote social integration of blacks and mulattos.;

c. T; d. F: Brazil has moved from white supremacy to racial democracy.

Fragment: “The issue of race in Brazil has moved to the center of the social-policy agenda.”

Fragment: “Indeed, the idea of affirmative action or

policies specifically designed for blacks and mulattos

sounds quite odd and out of place in the Brazilian

context.”/“In fact, the whole idea sounded preposterous

and highly unlikely just a few years ago.”

Fragment: “that its racial democracy continued to privilege whites at the expense of nonwhites”

grm

arc/Shutterstock




1. The author addresses some questions in the end of the text. Taking into consideration that the

text was written in 2004, discuss the last question with your classmates: Personal answers.

“As the Brazilian state begins to use race

explicitly to promote blacks for the first time

in its history, what consequences can be

expected?”

2. Do you think affirmative action policies

have promoted ethnic diversity and ethnic

equality in Brazil? Why (not)? Personal answers.

Esta atividade deve ser feita oralmente, em português ou inglês, a seu critério. Comente com os alunos que esta leitura visa a uma reflexão crítica sobre questões relacionadas ao texto, de modo que eles possam considerar novas perspectivas sobre o tema e discutir quais interesses ou pontos de vista são privilegiados ou ignorados.

VOCABULARY STUDY

WORD FORMATION

1. Copy the table below in your notebook. Then complete it by replacing each icon ✪ with a word

from the text on page 24.

Noun Adjective Adverb

culture cultural ✪

✪ effective effectively

idea ✪ ideologically

politics political ✪

psychology psychological ✪

race ✪ racially

universe ✪ universally

2. Now copy the Word Formation box (on page 170) on a special page in your notebook and

complete it with what you have learned about the suffixes: -ness, -al, -ly. Notice that this box will

be used in other units.

Explique aos alunos a importância do estudo sistemático de prefixos e sufixos para a ampliação do vocabulário.

culturally

effectiveness

ideological

politically

psychologically

racial

universal

Oriente os alunos a copiar em seus cadernos o quadro sobre Word Formation (que está na página 170) e a registrar nesse quadro o que aprenderam sobre -ness, -al, -ly nesta unidade. Destaque que esse quadro será utilizado em outras unidades para

que eles registrem outros conteúdos sobre afixos de modo a completarem o quadro gradativamente ao longo do ano letivo. Utilizar uma folha ao final do caderno pode facilitar esse trabalho.

Explique para os alunos que, como o texto foi escrito em 2004, já é possível avaliar algumas das consequências das políticas raciais adotadas no Brasil desde então, além de prever novas consequências.

Kim

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26 UNIT 1


REVIEW: PRESENT PERFECT OR PAST SIMPLE?

Read the fragments below and do exercises 1 and 2. Write the answers in your notebook.

I. … public interest in race has skyrocketed.

II. The issue of race in Brazil has moved to the center of the social-policy agenda.

III. … the whole idea sounded preposterous and highly unlikely just a few years ago.

IV. … social policies have begun to explicitly promote social integration of blacks and mulattos.

COLLOCATIONS

3. Each verb or adjective in bold goes with a noun. In your notebook use an arrow to connect

them as in the example below.

VERB + NOUN

a. eliminate or alleviate material poverty

b. particularistic policies that combat discrimination

Collocations são combinações de palavras que ocorrem frequentemente em uma língua. Por exemplo, sudden change, dramatic change, bright idea, brilliant idea, strongly recommend. Um dicionário on-line de collocations está disponível em <www.ozdic.com>. Destaque o fato de que estudar essas expressões (e não apenas palavras isoladas) é uma forma eficiente de ampliar o vocabulário.

4. Replace the words in bold from exercise 3 to learn new collocations. Replace each icon ✪ with a

word from the box below as in the example that follows. Write the answers in your notebook.

eradicate • fight • reduce • rapid • massive • wide

a. eradicate or reduce material poverty

b. particularistic policies that ✪ discrimination

c. the ✪ and ✪ changes in Brazilian race thinking

d. they seek to address a ✪ range of social exclusions

b. fight; c. rapid, massive; d. wide

ADJECTIVE + NOUN

c. the sudden and dramatic changes in Brazilian race thinking

d. they seek to address a broad range of social exclusions

Estude combinações de palavras

que ocorrem frequentemente em

inglês para compreendê-las melhor e

utilizá-las em seus textos.

TIP

LANGUAGE IN USE



We’d like you to embrace the concept of cultural diversity…

Malc

olm

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5. Read the cartoon on the right and choose the

correct item that answers each question that follows

(▲ or ■). Write the answers in your notebook.

a. In what historical period is the scene depicted in

the cartoon set?

▲ The Age of Discovery (15th-17th centuries),

a period during which Europeans explored

Africa, the Americas, Asia and Oceania.

■ The Age of Enlightenment (17th-18th centuries),

a cultural movement of intellectuals, first in

Europe and later in the American colonies.

a. ▲; b. ■; c. ■; d. ■; e. ▲

Ju

liu

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itis

/Sh

utt

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ck

MCGOOKIN, Malcolm. Available at: <www.cartoonstock.com/cartoonview.

asp?catref=mmcn148>. Accessed in: March 2016.

1. Which fragments refer to finished actions that happened at an unspecified time in the past and

have consequences in the present? a, b, d

a. Fragment I.

b. Fragment II.

c. Fragment III.

d. Fragment IV.

Are the fragments in the Present Perfect or in the Past

Simple tense? In the Present Perfect tense.

2. Which fragment refers to an action that happened

at a specified time in the past? c

a. Fragment I.

b. Fragment II.

c. Fragment III.

d. Fragment IV.

What is the time expression used in the fragment? “just a few years ago”

3. Replace each icon ✪ with the correct form of the verbs in

parentheses to complete the sentences below. Use the Present

Perfect or the Past Simple. Write the answers in your notebook.

a. During the colonial period, the colonists ✪ (bring) hundreds of

thousands of African slaves to work in the sugar plantations.

b. Rio de Janeiro State University (Uerj) ✪ (adopt) racial quota

policies since 2002.

c. The Supreme Court of Brazil ✪ (approve) the adoption of racial quota policies in higher

education institutions across Brazil in 2012.

d. Cities like São Paulo ✪ (develop) into multicultural and multiethnic places as a result of

centuries of international immigration.

e. Princess Isabel ✪ (proclaim) the abolition of slavery in Brazil on May 13, 1888.

f. Since Brazil ✪ (abolish) slavery in 1888, its laws ✪ (be) racially neutral.

4. Find the time expressions in the sentences in exercise 3. Write the answers in your notebook.

Ao corrigir o exercício 1, relembre aos alunos que usamos o Present Perfect tense para indicar ações que ocorreram em um momento não especificado no passado. Nesses casos, o importante não é determinar quando as ações foram realizadas, mas destacar seus efeitos no presente. No caso do primeiro fragmento, por exemplo, o interesse público por etnia cresceu rapidamente e continua alto.

a. brought; b. has adopted; c. approved; d. have developed; e. proclaimed; f. abolished, have been

a. During the colonial period; b. since 2002; c. in 2012; e. on May 13, 1888; f. in 1888

Explique que as expressões de tempo das frases a, c, e, f referem-se a momentos ou períodos no passado. As expressões de tempo das frases b e f referem-se a um período que começou no passado e se estende até o presente.

Ju

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28 UNIT 1


b. How does the colonizer address the native inhabitants?

▲ Rudely. ■ Politely.

c. What is the colonizer’s real intention?

▲ He wants to assimilate the culture of the native inhabitants.

■ He wants to impose the culture of his country on the native inhabitants.

d. What is the tone of the cartoon?

▲ Sad. ■ Ironic.

e. Which verb forms complete the following sentence about the topic of the cartoon?

During the European colonization of the Americas, explorers ✪ control of the native

inhabitants’ land and ✪ their culture and ideologies on them.

▲ took — imposed ■ have taken — have imposed

PAST PERFECT

Read the statements and the graph below. Then do exercises 6-9. Write the answers in your

notebook.

I. A large proportion of immigrants in recent decades were originally Brazilian emigrants.

The 2000 census revealed that two thirds of all immigrants between 1990 and 2000 were

Brazilian citizens who had previously lived abroad.

II. In addition to North America and Europe, at the beginning of the 1980s Japan became the

third major migration destination for Brazilians. Of these main destinations for emigrants,

only Japan had recruited Brazilian workers.

Verifique se os alunos sabem a diferença entre imigração (immigration) e emigração (emigration). Imigração é o movimento de entrada de estrangeiros em um país de forma temporária ou permanente e emigração é a saída de indivíduos do país.

Uruguay

Boliv

ia

Germ

any

France

Italy

Portugal

Arg

entina

UK

USA

Japan

Others

Paraguay

60.000

50.000

40.000

30.000

20.000

10.000

Source: Instituto Brasileiro de Geografia e Estatística (IBGE), Census 2000.

Return of Former Brazilian Emigrants 1990-2000

STELZIG, Sabina. Country Profile: Brazil. Focus Migration, n. 15, November 2008. Available at: <http://focus-migration.hwwi.de/typo3_

upload/groups/3/focus_Migration_Publikationen/Laenderprofile/CP_15_brazil.pdf>. Accessed in: March 2016.

Busque sempre

estabelecer relações entre

a linguagem verbal e a não

verbal. O gráfico ao lado

ilustra o trecho I ou II?

Como o gráfico e esse

trecho se relacionam?

TIP

O gráfico ilustra o trecho I. Ambos

abordam a questão de brasileiros

que haviam emigrado para outros

países e retornaram ao Brasil no

período entre 1990 e 2000.

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6. When did each action happen? In your notebook, match the columns in the boxes below.

Statement I

a. First action I. The 2000 census reveals that two thirds of all immigrants between

1990 and 2000 are Brazilians.

b. Second action II. Brazilian citizens leave the country to live abroad.

Statement II

a. First action I. Japan becomes the third major migration destination for Brazilians.

b. Second action II. Japan recruits Brazilian workers.

7. The Past Perfect tense (had lived/had recruited) is used in the statements to refer to something

that happened a

a. before another action in the past.

b. after another action in the past.

8. Go back to the text on page 24 and find a sentence with two verbs in the Past Perfect.

9. What is the structure of the Past Perfect tense? b

… Brazilian citizens who had previously lived abroad.

… only Japan had recruited Brazilian workers.

Brazil had been one of the first multiracial states…

a. auxiliary verb had + main verb in the Past Simple form

b. auxiliary verb had + main verb in the Past Participle form

10. Replace each icon ✪ with the correct form of the verbs in parentheses to complete the text

below. Use the Past Simple or the Past Perfect tense. Write the answers in your notebook.

STELZIG, Sabina. Country Profile: Brazil. Focus Migration, n. 15, November 2008. Available at: <http://focus-migration.hwwi.de/typo3_upload/

groups/3/focus_Migration_Publikationen/Laenderprofile/CP_15_brazil.pdf>. Accessed in: March 2016. (Fragment)

Public awareness of prejudice based on skin colour ✪ (be) slow to develop due to

the social structures that ✪ (grow) over the centuries and deeply rooted paternalism.

Until the 1980s the government ✪ (deny) responsibility for human rights violations

such as racism or even the existence of racism. Only at the beginning of the 1990s

was there open dialogue between the government and various civil society groups,

which ✪ (lead), in 1995, to the elaboration of the “National Programme of Human

Rights” (Programa Nacional de Direitos Humanos, PNDH).

Statement I: a. II; b. I; Statement II: a. I; b. II

“Brazil had been one of the first multiracial states to go beyond race, but it had become apparent that its racial democracy continued to privilege whites

at the expense of non-whites, just as it did during most of its history of white supremacy.”

was/had grown/denied/led

Go to LANGUAGE

REFERENCE and

EXTRA

PRACTICE on page

157

30 UNIT 1


Ativar o conhecimento prévio dos alunos relacionado ao tema do texto (no caso, igualdade entre diferentes etnias) favorece o estabelecimento de hipóteses sobre o que será ouvido e a sua compreensão.

1. Look at the magazine cover below and answer the questions in

pairs. Write the answers in your notebook.

a. Who is on the cover of the magazine?

b. What happened at the time?

c. What does the expression “makes history” refer to?

Suggested answers: Barack Obama./The President of the United States.

Suggested answers: The election of Barack Obama

as President of the United States./Barack Obama’s victory in the American Presidential election.

Suggested answer: Barack Obama becomes the first black President of the United States.

2. 2

Listen to a television reporter talking about the fight for equality in the United States. Choose

the topics that she mentions. Write the answers in your notebook. b, c, d, f

a. Barack Obama’s relationship with his father as

a child.

b. Barack Obama’s victory in the American

Presidential election.

c. Conflicts between black and white people

when Barack Obama was a child.

d. The introduction of the Civil Rights Act in 1964.

e. The role of Malcolm X as a human rights

activist.

f. The importance of Martin Luther King in the

civil rights movement.

g. The publication of the Universal Declaration of

Human Rights.

3. 2

Listen to the recording again and replace each icon ✪ with what you hear to complete the

sentences below. Write the answers in your notebook. a. democracy; b. status; c. schools; d. Martin Luther King

a. American ✪ has a troubled history.

b. As recently as 50 years ago, African Americans were fighting to be granted the same ✪ as

white people.

c. There was a time that in some places in the US black and white children couldn’t go to the

same ✪ together.

d. ✪ was the most famous American campaigner for civil rights.

4. 2

Listen to the recording once more and check the answers to exercises 2 and 3.

Oriente os alunos a ler todo o exercício 2 antes de ouvir o áudio e a prestar atenção às informações solicitadas. Eles devem ouvir o áudio uma ou duas vezes.

Oriente os alunos a ler todo o exercício 3 antes de ouvir o áudio e a prestar atenção às informações solicitadas.

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PEOPLE magazine. Time Inc. (Time Warner).

November 17, 2008. (Cover)


Veja nota sobre Barack Obama na seção Notas Culturais e Linguísticas deste Manual do Professor.



5. Do you think some people changed their attitude towards black people with the election of

Barack Obama? If so, how? Personal answers.

3

SPOKEN LANGUAGE

Homophones are pairs of words with different spellings, and different meanings, but the

same pronunciation. For example, two /tuː/ and too /tuː/; new /nuː/ and knew /nuː/.

Listen to five sentences. For each sentence, choose the word you hear as in the example

below (▲ or ■). Write the answers in your notebook. b. ▲; c. ■; d. ■; e. ▲

Example: a. ▲

a. ▲ know ■ no

b. ▲ see ■ sea

c. ▲ write ■ right

d. ▲ here ■ hear

e. ▲ where ■ wear

Listen to the recording again and check your answers.

Comente com os alunos que new e knew são pronunciados como /nuː/ em inglês americano e como /njuː/ em inglês britânico.

Quando uma palavra

começa com kn, em inglês, o k

não é pronunciado, como em

know, knife, knee, knight.

TIP

6. In pairs, talk about famous civil rights activists. Use the expressions and information from the

following boxes to help you. You can also talk about other people from your country who have

fought for equality. Personal answers.

Rosa Parks (1913-2005)

�African-American civil rights activist and “mother of the freedom movement”;�international icon of resistance to racial segregation;�best known for the Montgomery Bus Boycott (a protest campaign against the policy of racial segregation on the buses of Montgomery, Alabama).

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�Afro-Brazilian scholar, artist, politician and leader in Brazil’s black movement;�nominated for the Nobel Prize for Peace in 2004;�best known for supporting legislation to address racial problems.

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Nelson Mandela (1918-2013)

�South African anti-apartheid revolutionary and politician;�President of South Africa from 1994 to 1999;�best known for tackling institutionalized racism, poverty and inequality.

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Have you ever heard about…?

What was she/he best known for?

What (else) do you know about…?

What do you think about…?

If I'm not mistaken, she/he was...

As far as I'm concerned, she/he was…

She/he was recognized as…

Everyone knew her/him as…

32 UNIT 1


WRITING

In this unit you can find cartoons on pages 22 and 28. Each of them has a drawing and a caption.

The combination of the visual and the verbal elements drives the humor. Cartoons can address

several different issues of our lives and they are frequently published in magazines and

newspapers. Some of them, like The New Yorker (<www.newyorker.com/humor/caption>) and

The Boston Globe (<www.boston.com/bostonglobe/toons/>), even run cartoon caption

contests which are quite popular.

Take the challenge to write cartoon captions. Exercise your creativity and sharpen your ability to

see and create humor in all areas of life.

1. In pairs, create a cartoon to encourage a positive attitude towards ethnic diversity. Be careful to

use humor without expressing prejudice.

Explique aos alunos que podem escolher um dos desenhos sugeridos ou fazer o próprio desenho para criar o cartum.

Observar características de um gênero discursivo nos ajuda a compreender e produzir textos desse gênero. Encoraje os alunos a observar vários exemplos de cartuns, como os disponíveis nos sites da revista e do jornal indicados. Comente que o jogo de palavras, utilizado nos cartuns das páginas 22 e 28, é um recurso comum para criar um efeito de humor.



público-alvo?

• linguagem: As linguagens verbal e não verbal estão bem integradas

para criar humor no cartum?



TIP

Destaque a importância de revisar e reescrever todos os textos que produzimos. A troca de textos entre os alunos deve ajudá-los a rever sua produção de forma colaborativa.

Punch words são palavras que dão humor ao cartum, geralmente por trazerem algo inesperado. Destaque a importância de revisar e reescrever todos os textos que produzimos. A troca de textos entre os alunos deve ajudá-los a rever sua produção de forma colaborativa.

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2. Now it’s time to share your cartoon with your classmates and other people. What about running a

cartoon contest and inviting the school community to vote?

STEP BY STEP

1. With your classmate, choose one of the drawings

from this page or create your own.

2. Study the cartoon drawing and ask yourself a few

questions: What is the most obvious thing

happening? What could be happening here that is

NOT obvious? Remember that humor is often

produced by the unexpected.

3. Study the details of the cartoon and ask yourself:

What could this detail mean? What else could this be?

4. Write down one or more captions. Eliminate every

unnecessary word. Study the placement of the

punch words, the words that drive the joke. They

should normally be at the end of the caption.

5. Exchange captions with classmates and discuss all

of them. Choose the best ones.


7. Write the final version of the cartoon caption.

WRITING CONTEXT

Before writing your text, match the columns below to

identify the elements of the writing context. Write the

answers in your notebook as in the example below.

Example. a. III b. I; c. V; d. VI; e. IV; f. II

a. Writer: I. classmates and other people

b. Readers: II. school board/Internet

c. Genre: III. you and your classmate

d. Objective: IV. humorous tone

e. Style: V. cartoon

f. Media: VI. encourage a positive attitude

towards ethnic diversity

A partir do boxe Writing Context, destaque para os alunos a importância de compreender os elementos envolvidos no contexto de produção escrita (quem escreve, para quem escreve, o que escreve, com que objetivo, com que estilo, em que suporte) e levá-los em consideração no processo de criação, revisão e reescrita do texto. Ethnic Diversity in Brazil 33


LOOKING AHEAD

Ethnic diversity in Brazil has inspired Brazilian

artist Tarsila do Amaral. Look at her painting

Operários and discuss the following questions

in pairs.

Do you think Brazilian identity is based on

ethnicity? Why (not)?

Do you believe that discrimination in Brazil is

more a matter of social class than of ethnicity?

Why (not)?

Read the cartoon and discuss the questions below in groups of three.

Solicite a participação de todos no debate e o estabelecimento de relações entre os temas abordados e a vida do aluno e da comunidade. A discussão pode ser feita em inglês ou português, a seu critério.

Tarsila do Amaral, Operários, 1933.

Operários, de Tarsila do Amaral, é de 1933. É um quadro modernista. Ele retrata o imenso número e a diversidade racial das pessoas vindas de todas as partes do Brasil para trabalhar nas fábricas, que começavam a surgir no país. É interessante notar também que a artista pintou rostos de personalidades intelectuais e artísticas, como Mário de Andrade (de óculos).

In your opinion, what are the

advantages of living in a multicultural/

multiethnic world?

How would you answer the question in

the cartoon?

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Available at: <http://multicultclassics.blogspot.com.br/2009/11/7298_ethnic-

insightwhite_corporations.html>. Accessed in: March 2016.

EXTRA READING

<http://focus-migration.hwwi.de/Brazil.5879.0.html?&L=1>

<http://encyclopedia.jrank.org/articles/pages/6027/

Brazilian-Racial-Formations.html>

<www.duniamagazine.com/2012/01/a-racial-democracy-race-and-

ethnicity-in-brazil/>

<www.unesco.org/new/en/brasilia/social-and-human-sciences/

ethnic-and-racial-relations/>

EXTRA VIDEO

<www.youtube.com/watch?v=3bBGWyByAIA>

(Africans in Brazil: a brief history)

34 UNIT 1


222Warming

UP

LEARNING

OBJECTIVES

Unit

Woulda, Coulda,

Shoulda

Can you guess how this person is feeling? Do you have any regrets?

Ao longo da unidade, os alunos vão aprender que woulda, coulda, shoulda correspondem, respectivamente, a would have, could have e should have e constituem expressões que se referem a arrependimentos (ou seja, situações relacionadas a coisas que a pessoa teria feito, poderia ou deveria ter feito no passado).

Antes de os alunos responderem às perguntas da página seguinte, explore com eles a foto relacionando-a ao título da unidade. Isso pode ser feito em inglês ou português, a seu critério.

• to take part in discussions on regrets

• to learn how to use modal verbs and modal verbs with have

• to learn how to use the third conditional

• to learn how to use wish/if only

• to explore polls

LeventeGyori/Shutterstock

35


1. There are a lot of movies about people who have the opportunity to do everything differently. Find

out about some of those movies and complete their descriptions by replacing each icon ✪ with

an expression from the box below. Write the answers in your notebook.

two wishes • start over • travels back in time • divine powers

Pergunte aos alunos o que sabem sobre os filmes. Esse conhecimento prévio pode ajudá-los a compreender os textos do exercício 1 e gerar debate sobre arrependimen tos e as mudanças que podem ser feitas a partir deles. Se houver interesse, pode-se sugerir aos alunos que assistam a um ou mais desses filmes em inglês, com legendas (em inglês ou português).

Never been kissed is about a journalist who has never had a

real relationship. One day her boss assigns her to report

undercover at a high school to help parents become more

aware of their children’s lives. She sees her assignment as

an opportunity to ✪ and correct the mistakes she made in

high school. start over

2. What movie from exercise 1 do the following main characters belong to? Write the answers in

your notebook. a. 13 Going on 30; b. 13 Going on 30/Never Been Kissed; c. The Butterfly Effect; d. Bruce Almighty

a. She wished to get older.

b. She had the chance to fix things.

c. He could change parts of his past.

d. He regretted playing the role of someone extremely powerful.

3. If you could, would you travel back in time? If so, what for? Personal answers.

A television reporter complains about God too often and is

given ✪ for one week to learn how difficult it is to run the

world. He uses his new abilities for personal gain and not

for helping people. He soon learns that being God is very

challenging. divine powers

A 13-year-old girl has ✪ — to become popular in high

school and to be 30. She plays a game on her 13th birthday

and wakes up the next day as a 30-year-old woman. She

realizes that she has made the wrong choices as an adult

and wishes she were 13 again. Finally, she is able to make

things right. two wishes

A young man experienced severe blackouts during traumatic

moments when he was a child. Since the age of seven he has

written a diary of his blackout moments so he can remember

what happens. One day at college, he finds that when he reads

his old diaries he ✪, and he is able to “redo” parts of his past. travels back in time

Never Been Kissed (1999)

Bruce Almighty (2003)

13 Going on 30 (2004)

The Butterfly Effect (2004)

Available at: <www.imdb.com>. Accessed in: March 2016.

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36 UNIT 2


BEFORE READING

1. Copy the diagram below in your notebook and replace each icon ✪ with a word related to regret

to complete it. Choose words from the following box. remorse, lament, complain, sorrow

rue • joy • remorse • lament • praise • sorrow • contentedness • complain • celebrate


2. Turn over the page and, before reading the text, look at the layout, the structure and the source

of the text. Then, choose the correct item that completes each sentence below (▲ or ■). Write the

answers in your notebook. a. ▲; b. ▲; c. ■; d. ■

a. The text is

▲ an article.

■ a letter of advice.

b. The author is

▲ an expert on the subject.

■ an amateur on the subject.

c. The author posts new texts every

▲ week.

■ month.

d. The author writes texts for

▲ teenagers only.

■ people in general.

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REGRET

Woulda, Coulda, Shoulda 37



LEARNING FROM YOUR REGRETS“If only I had known then what I know now.” How often I hear that phrase replayed by those

who dwell on missed opportunities and regrets.

Jane regrets dropping out of college to get married. “I wish I had had a better education

and had made something of myself. Now that my kids are older, I’m bored. I would’ve liked

to have an important career, but it’s too late now,” she laments.

Rick regrets taking the easy way out. “I entered my dad’s business right after college.

Financially, I’ve got no complaints. But I have a hard time shaking off the feeling that I would

have become someone special if only I had had the courage to go out on my own back then.”

Regrets like these can become a constant reminder of “what could have been”. But it

doesn’t have to be that way. Regrets can also enlighten and be an incentive for new

opportunity. Here’s how that might happen:

Conquer your negative emotions. People often imagine that they would have done

things differently if they had known better. Yet, the decisive factor in their

decision-making is often an emotional one, not a lack of information. Jane could still get

her college degree if she weren’t afraid that the commitment would be too much for her.

As she reflects on her past, she recognizes that feeling overwhelmed was the same reason

she dropped out of school years ago. If Jane is to learn from her regrets, she needs to deal

with her fears in a different manner this time.

Use your regrets to motivate yourself to take a different action. Rick can motivate

himself to do something different now, instead of simply regretting his long ago decision.

Perhaps, he could move the business in a new direction, start a second career, or blaze a

creative trail in a completely different field. Ruing your regrets is a passive approach to life;

using your regrets to make a better life for yourself is a positive and active approach.

Anticipate future regrets before you make major decisions. If Jane does decide to

return to college, it would be helpful for her to anticipate what might make her regret this

decision too. If her goal is to have a thriving career, she should choose an appropriate

program. Simply taking the easiest courses (which would be her typical pattern) would

likely result in her regretting her decision once again.

Use regrets to learn more about what’s important to you. Rick imagines that he

might have become a musician if he hadn’t gone into his dad’s business. But he conveniently

ignores how music might play a role in his life now. Too often people assume that it’s too late

in life to make any changes. Not true, unless you get entrenched in the position that: it should

have been a certain way then so there’s nothing you can do about it now.

Many people regret decisions they’ve made or opportunities they’ve lost. But only a few

make those “woulda, coulda, shouldas” work for them. You can be one of those people! It’s

never too late to use your regrets as a catalyst for revamping your life.

“Make your ‘woulda, coulda, shouldas’ work for you.”

Copyright 2006: Linda Sapadin, Ph.D. is a psychologist in private practice who specializes in helping individuals, families and couples overcome self-defeating patterns of behavior.

Adapted from: <www.drsapadin.com>. Accessed in: March 2016.

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Lembre aos alunos que um texto pode ser lido com diferentes objetivos. Nesta primeira leitura, o objetivo é verificar se as previsões feitas se confirmam. Oriente-os a se apoiar nas palavras transparentes e no vocabulário já conhecido.READING

38 UNIT 2



Which fragment below summarizes the main idea of the text? Choose the correct item that

answers this question. Write the answer in your notebook. a

a. “Regrets can also enlighten and be an incentive for new opportunity.” (4th paragraph)

b. “Too often people assume that it’s too late in life to make any changes.” (8th paragraph)

c. “Many people regret decisions they’ve made or opportunities they’ve lost.” (9th paragraph)


1. Choose the correct item that completes the sentence below. a

Jane and Rick are examples of people who

a. regret decisions they have made. b. have never lost any opportunities.

2. In your notebook, answer the questions below with a fragment from the text.

a. What does Jane regret? Fragment: “Jane regrets dropping out of college to get married.”

b. What about Rick? Fragment: “Rick regrets taking the easy way out.”

c. According to the author, what is really important when people make decisions?

d. And how can people have a positive approach to life?

3. What are the author’s recommendations? Choose the correct items that answer this question.

Write the answer in your notebook. a, b, c

a. Overcome your negative emotions.

b. Use regrets to learn more about what is valuable to you.

c. Use your regrets to motivate yourself to take a different action.

d. Avoid predicting future regrets before you make major decisions.

4. What does the writer do to explain each recommendation? Choose the correct item that answers

this question. Write the answer in your notebook. b

a. She shares her personal life experiences.

b. She makes comments on other people’s life experiences.

5. Use your own words to explain the meaning of the fragment below. Write the answer in your

notebook. Suggested answer: You can always use your regrets to make a better life for yourself.

“It’s never too late to use your regrets as a catalyst for revamping your life.”

6. What does the expression “woulda, coulda, shouldas” refer to? Choose the correct item that

answers this question. Write the answer in your notebook.

a. Regrets.

b. Opportunities.

Explique aos alunos que aqui se pede a compreensão do texto de forma geral, e não detalhada. Lembre-os de que eles podem se apoiar em palavras-chave, em palavras transparentes e no vocabulário já conhecido.

Ao corrigir o exercício, destaque a relação entre o fragmento selecionado e o título do texto (Learning from your regrets).


Fragment: “the decisive factor in their decision-making is often an emotional one, not a lack of information.”

Fragment: “using your regrets to make a better life for yourself is a positive and active approach.”

Em linguagem informal, pode-se usar woulda, coulda, shoulda em vez de would have, could have e should have, respectivamente. Esses verbos também podem ser abreviados desta forma: would’ve (como em “I would’ve liked...”), could’ve e should’ve.

a

Explique para os alunos que a expressão “woulda, coulda, shouldas” usada em Make your “woulda, coulda, shouldas” work for you tem valor de substantivo e pode ser substituída pelo substantivo regrets (arrependimentos).





a. Does the author offer useful tips to deal with regrets and move on to a productive life? Which

one do you consider the most important? Why?

b. Do you make your “woulda, coulda, shouldas” work for you? If so, how? Personal answers.

VOCABULARY STUDY

MULTI-WORD VERBS


a. … those who dwell on missed opportunities and regrets. (1st paragraph)

b. Jane regrets dropping out of college to get married. (2nd paragraph)

c. … she needs to deal with her fears in a different manner this time. (5th paragraph)

1. Match the multi-word verbs to their meanings. Write the answers in your notebook. a. III; b. I; c. II

a. dwell on

b. drop out

c. deal with

I. stop doing something before you have completely finished

II. take action in order to achieve something or to solve a problem

III. keep thinking or talking about something, especially something bad

2. Replace each icon ✪ with a multi-word verb from exercise 1 to complete the sentences below.

a. She doesn’t want to ✪ the past any longer.

b. She ✪ of school at 14.

c. You have to find a way to ✪ mixed feelings.

DISCOURSE MARKERS

3. Read the fragments below.

I. Yet, the decisive factor in their decision-making … (5th paragraph)

II. Not true, unless you get entrenched in the position that … (8th paragraph)

Now replace each icon ✪ with a discourse marker from the box below to complete the following

statements. Write the answers in your notebook. a. but; b. except if

but • moreover • except if • provided that

a. In fragment I, the discourse marker yet is equivalent to ✪.

b. In fragment II, the discourse marker unless is equivalent to ✪.

4. Now copy the Discourse Markers box (on page 171) on a special page in your notebook and

complete it with what you have learned. Notice that this box will be used in other units.

Esta atividade deve ser feita oralmente, em português ou inglês, a seu critério. Comente com os alunos que esta leitura visa a uma reflexão crítica sobre questões relacionadas ao texto, de modo que possam considerar novas perspectivas sobre o tema e discutir quais interesses ou pontos de vista são privilegiados ou ignorados no texto.

Multi-word verbs, ou seja, verbos formados pela combinação de um verbo e uma ou mais palavras (preposições e/ou advérbios) são bastante comuns, especialmente no inglês falado. Muitas pessoas se referem a esses verbos como phrasal verbs, que são, na verdade, apenas um dos tipos de multi-word verbs, juntamente com os prepositional verbs e phrasal-prepositional verbs. Como a distinção entre esses tipos de verbos não será tratada aqui, utilizaremos o nome mais abrangente multi-word verbs.

a. dwell on; b. dropped out; c. deal with

Destaque para os alunos que conhecer os marcadores discursivos ajuda a compreender como as ideias de um texto se relacionam.

Ao corrigir o exercício 3, peça aos alunos que expliquem, com suas palavras, as relações entre as ideias do texto estabelecidas pelos marcadores discursivos.

Oriente os alunos a copiar em seus cadernos o quadro sobre Discourse Markers (que está na página 171) e a registrar nesse quadro o que aprenderam sobre marcadores discursivos nesta unidade. Destaque que esse quadro será utilizado em outras unidades para que eles registrem outros conteúdos sobre marcadores discursivos de modo a completarem o quadro gradativamente ao longo do ano letivo. Utilizar uma folha ao final do caderno pode facilitar esse trabalho.

40 UNIT 2


MODAL VERBS

Read the fragments below and do exercises 1-3. Write the answers in your notebook.

I. Jane could still get her college degree …

II. … she should choose an appropriate program.

III. But he conveniently ignores how music might play a role in his life now.

1. In fragment I, we can find the modal verb could. Which modal verbs can you find in fragments II and III?

2. Copy the table below in your notebook and complete it.

In fragment… the modal verb… expresses…

I could ▲ certainty. ■ possibility.

II ✪ ▲ recommendation. ■ obligation.

III ✪ ▲ certainty. ■ possibility.

3. Choose the correct item that completes the sentence below. a

We use modal verbs

a. before the infinitive of other verbs. b. after the infinitive of other verbs.

4. Replace each icon ✪ with the correct modal verb in parentheses to complete the quotations

below. Write the answers in your notebook. a. could; b. should; c. could

a. (could/should)

“I usually say I did the best I ✪ with what I had. I have no major regrets.”(Stokely Carmichael)

b. (should/might)

“Music ✪ probably provide answers in terms of lyrical content and give people a sense of

togetherness and oneness, as opposed to being alone in their thoughts and dilemmas or

regrets or happiness or whatever.”(Peabo Bryson)

c. (could/should)

“If I have any regrets, I ✪ say that I’m sorry I wasn’t a better writer or a better singer.”(Patti Smith)

MODAL VERBS WITH HAVE

5. Read the fragments below and choose the correct item that completes each sentence on the

next page (▲ or ■). Write the answers in your notebook. a. ■; b. ▲; c. ■

I. Regrets like these can become a constant reminder of “what could have beenÓ.

II. … it should have been a certain way then so there’s nothing you can do about it now.

III. Rick imagines that he might have become a musician …

“Should” in fragment II and “might” in fragment III.

In fragment I the modal verb could expresses possibility; In

fragment II the modal verb should expresses recommendation; In fragment III the modal verb might expresses possibility.

LANGUAGE IN USE

Veja nota sobre Stokely Carmichael, Peabo Bryson

e Patti Smith na seção Notas Culturais e Linguísticas

deste Manual do Professor.



a. The forms could have been (fragment I) and might have become (fragment III) express

▲ criticism. ■ past possibility.

b. The form should have been (fragment II) expresses

▲ criticism. ■ past possibility.

c. After modal verb + have, we use

▲ the base form of the main verb. ■ the past participle of the main verb.

6. Replace each icon ✪ with the correct modal verb in parentheses to complete the following

sentences. Write the answers in your notebook.

a. I think that engineering ✪ an interesting career choice for you.

Why don’t you try it? (might be/might have been)

b. The more I think about my current job, the more I believe I ✪

another career path when I was younger. (should choose/

should have chosen)

c. I do not know if I ✪ to a better college, but it doesn’t matter

now. We can’t change the past. (could go/could have gone)

d. Many people choose not to quit their jobs, although they know

they ✪ it as soon as possible. (should do/should have done).

e. When Rick was a teenager, he ✪ afraid of telling his father about his career aspirations.

(might be/might have been)

f. Vocational training ✪ the key to unlocking job opportunities. Consider going to a vocational

training school. (could be/could have been)

THIRD CONDITIONAL


I. … I would have become someone special if only I had had the courage to go out on my own back then.

II. People often imagine that they would have done things differently if they had known better.

III. Rick imagines that he might have become a musician if he hadn’t gone into his dad’s business.

7. Choose the correct item that completes each sentence below (▲ or ■).

a. In fragment I, it is correct to say that

▲ Rick believes he has become someone special. ■ Rick didn’t have the courage to go out

on his own.

b. In fragment II, people believe that

▲ the access to information in the past was easy. ■ things would have been different if

they had been wise enough.

c. We use the third conditional to talk about

▲ unreal situations in the past. ■ improbable situations in the future.

a. might be; b. should have chosen; c. could have gone; d. should do;

e. might have been; f. could be

A chamada vocational education (também conhecida como vocational education and training ou VET) está relacionada à formação profissional ou técnica, em que o aluno aprende um conjunto de habilidades e técnicas para capacitá-lo a exercer uma determinada profissão.

michaeljung/Shutterstock

a. ■; b. ■; c. ▲

42 UNIT 2


8. Read the fragments again and replace each icon ✪ with an appropriate

word/expression to complete the following table about the structure of

the third conditional.

People often imagine that they

would havedone things differently if they had known better.

would ✪ have + Past Participle of the main verb if + verb in the Past Perfect tense.

Rick imagines that he might have become a musicianif he hadn’t gone into his dad’s

business.

✪/could have might + Past Participle of the main verb if + verb in the ✪ tense. Past Perfect

9. Complete the following sentences as in the example below. Write the answers in your notebook.

a. Jane didn’t graduate from college, so she didn’t pursue a career.

If Jane had graduated from college, she would have pursued a career.

b. Jane got married, so she didn’t finish college.

If Jane ✪, she ✪. b. If Jane hadn’t got/gotten married, she would have finished college.

c. Rick took the easy way out, so he didn’t become a musician.

If Rick ✪, he ✪. c. If Rick hadn’t taken the easy way out, he would have become a musician.

d. Rick didn’t have the courage to go out on his own, so he entered his dad’s business right

after college. d. If Rick had had the courage to go out on his own, he wouldn’t have entered his dad’s business right after college.

If Rick ✪, he ✪.

WISH/IF ONLY


I. If only I had known then what I know now.

II. I wish I had had a better education and had made something of myself.

III. … and wishes she were 13 again.


a. In fragment I, the person

▲ is not so experienced now. ■ was not so experienced in the past.

b. In fragment II, the person

▲ finished college and pursued a career.

■ did not finish college and did not pursue a career.

c. In fragment III, the person

▲ is not 13. ■ does not want to be 13.

d. Fragments I and II express regret about the

▲ past. ■ present/future.

e. Fragment III expresses that she wants something to be different in the

▲ past. ■ present/future.

a. ■; b. ■; c. ▲; d. ▲; e. ■

Podemos usar If only

para dizer que gostaríamos

que alguma coisa fosse

diferente. Significa o mesmo

que I wish, porém, é mais

enfático.

TIP

Observe que, em frases com wish

(I wish I was, He/She wishes he/she

was…), a forma subjuntiva were pode

ser usada no lugar de was (I wish I were,

He/She wishes he/she were…). O uso de

were é mais formal.

TIP

A partir dos

exemplos, faça inferências

para compreender regras

de uso da língua inglesa.

TIP



JJ

Stu

dio

/Sh

utt

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tock

/Glo

w I

ma

ge

s

What’s your biggest

health regret?

• That I didn’t start exercising

sooner.

• That I haven’t appreciated my

body more.

• That I wasted time on quick

fixes that didn’t work.

• That I haven’t taken better

care of my body.

• That I pushed my body too

hard over the years.

• That I’ve focused too much on

the scale rather than my quality

of life.

• That I’ve let other things in my

life get in the way of exercise.

• I’m not sure.

• I have no regrets.

• Other – Please explain in

comments.

Personal answers.

Available at: <http://exercise.about.com/b/2009/09/21/258283.htm>. Accessed in: March 2016.

Current Results

11. Replace each icon ✪ with present, past or future to complete the statements below.a. present, future; b. past

a. We use wish/if only + Past Simple to

express that we want a situation in the

✪ or ✪ to be different. Example: I wish/

If only I studied harder, I would get better

grades.

b. We use wish/if only + Past Perfect to

express a regret, or that we want a

situation in the ✪ to be different.

Example: I didn’t pass the test. I wish/

If only I had studied harder!

12. Replace each icon ✪ with the correct verb form to complete the sentences below. Write the

answers in your notebook. a. spoke; b. had studied

a. She doesn’t speak French. She regrets it.

She wishes she ✪ French. (spoke/had spoken)

b. They didn’t study abroad. They regret that.

They wish they ✪ abroad. (studied/had studied)

Answer the following poll and do exercises 13 and 14. Write the answers in your notebook.

Comente com os alunos que a enquete apresentada foi retirada de um site. Pergunte a eles para que servem o botão “Submit” e o link “Current results”. Espera-se que eles concluam que servem, respectivamente, para enviar uma resposta e para consultar os resultados da enquete até o momento.

13. Complete the following sentences as in the example below.

a. That I wasted time on quick fixes that didn’t work.

I wish/If only I hadn’t wasted time on quick fixes that didn’t work.

b. That I didn’t start exercising sooner.

I wish/If only I ✪ had started exercising sooner

c. That I pushed my body too hard over the years.

I wish/If only I ✪ hadn’t pushed my body too hard over the years

14. What about you? What do you wish you had done for your health? Personal answers.

SUBMIT

Go to LANGUAGE REFERENCE

and

EXTRA PRACTICE on page

159

44 UNIT 2


1. Choose the expressions related to regret. Write the answers in your notebook. Suggested answers: a, b, d

a. a feeling of remorse c. the desire for revenge

b. a sense of loss or absence d. a sense of guilty responsibility

Explique para os alunos que eles não devem se preocupar em entender todas as palavras e todas as informações do áudio. O objetivo é ter uma ideia global do que é dito.

2. 4

Listen to a woman talking about her memories of the Second World War. What does she

regret? Write the answer in your notebook. d

a. Never having painted.

b. Never having been in the air force.

c. Never having written a poem about the war.

d. Never having told a young man she loved him.

3. 4

Listen to the recording again and in your notebook write T (True)

or F (False) for each statement. Write the answers in your notebook.

a. The woman fell in love with a young man who was killed

during the war.

b. She had the chance to say goodbye to him.

c. She likes using different colors in paintings.

d. She wrote a poem called Black on White.

4. 5

Listen again to the woman reciting the poem she wrote. Then replace each icon ✪ with a word

from the box below to complete the poem as in the example. What feelings are evoked in the

poem? Write the answers in your notebook.

night • fear • change • chance • land • tears • place • heart • face • soul

The canvas still stays black on white.

No time to paint in you.

How fast daylight fades into night.

No colors left to choose.

Your portrait’s finished, over, for you there is no ✪.

I am black on white and colored, a wider spectrum range.

Could we have filled a canvas as we travelled through the years?

The pallet filled with colors of laughter, love, some ✪.

I never even said goodbye, you vanished without trace.

From the sky you drifted to some undiscovered ✪.

You forever stay the youth who captured my young ✪.

I read your name in black on white on the cenotaph in the park.

5

10

Óle

o s

ob

re t

ela,

Ken

t, R

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wel

l (18

82-1

971)

/Pri

vate

Co

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ion

/Bri

dg

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/Key

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a. T; b. F; c. F; d. T



change/tears/place/heart. Suggested answers: love, regret, sadness.

Jose

ph

Sch

war

tz/C

orb

is/L

atin

sto

ck


A rima é um recurso

sonoro frequentemente

utilizado em poemas. Observe

que cada palavra que você

usou para completar o poema

rima com outra, como, por

exemplo, white e night.

TIP

Veja nota sobre Segunda

Guerra Mundial na seção

Notas Culturais e Linguísticas

deste Manual do Professor.



5. 5

Listen to the poem once more and check the answers to exercise 4.

6. In which line does the poet refer to a regret? Write the answer in your notebook. b

a. “I am black on white and colored, a wider spectrum range.” (line 6)

b. “I never even said goodbye, you vanished without trace.” (line 9)

c. “You forever stay the youth who captured my young heart.” (line 11)

7. Some people turn to writing poetry as a way of expressing their innermost feelings.

What about you? Personal answers.

6

SPOKEN LANGUAGE

Listen to the recording and repeat the words below. Notice the sound /ɪə/.

year • fear • tear • clear • hear • near

Which of the following words contain the sound /ɪə/? Listen to the recording and check

your answers. Write them in your notebook. a. ear; b. appear; c. dear

a. ear / Earth / heart

b. heard / appear / wear

c. learn / dear / early

7

Uma letra não é a representação de um som. A sequência de letras

ear, por exemplo, pode ser pronunciada de diversas formas: /ɪə/ como em

year, /e/ como em wear, /ɜ:/ como em learn e /a:/ como em heart.

TIP

8. 8

It is your time to recite a poem in English! One interesting way to practice rhythm in English is

to use poetry. Go to the Academy of American Poets website (www.poets.org/page.php/

prmID/361), which has a large collection of poems with audio recordings, and listen to different

poems. Then choose your favorite one to recite. Put your emotions into it as in the recitation you

have just heard. Personal answers

The poem I’m going to recite is called

“Dreams” by Langston Hughes:

Hold fast to dreams

For if dreams die

Life is a broken-winged bird

That cannot fly.

Hold fast to dreams

For when dreams go

Life is a barren field

Frozen with snow.

Recitar poemas é uma ótima oportunidade para

testar rimas e perceber como diferentes sons se encaixam.

TIP

Explique para os alunos que o poema é um texto escrito que, ao ser recitado ou lido em voz alta, provoca um novo impacto em quem ouve. Oriente-os a, ao ouvir o poema, observar o ritmo e as rimas (die/fly; go/know). Para ampliar a atividade, convide os alunos a comentar as metáforas dos versos 3-4 e 7-8, que comparam, respectivamente, uma vida sem sonhos com um pássaro de asa quebrada que não pode voar e um campo infértil, congelado com neve.

Se houver interesse, pode-se organizar um sarau na escola, com os alunos recitando poemas em inglês, em português e, se possível, em outros idiomas. Pode-se organizar um concurso dos melhores poemas e das melhores interpretações.

9. What emotions did you put into the poem when you recited it?

How did you feel when your classmates were reciting the poems?

Personal answers.

Mrs. Opossum/Shutterstock

46 UNIT 2


In this unit you have read a poll on page 44. A poll allows you to ask a group of people multiple-choice

questions in order to get information about their opinions on a subject. Online polls have become

very popular. They allow Internet users to express themselves and also to find out about the results

of the poll.

1. Create a poll about regrets people may have and/or about things they wish they had done

differently. You can also ask what people would do (or would have done) in a particular situation.

Choose one of the poll questions below or create a new one.

• What’s your biggest regret so far?

• What would you have done differently if you had known better?

• If you could travel back in time and meet your 10-year-old self, what would you say to yourself?

STEP BY STEP

1. Think about your poll

question. If you write your

own question, make it

short and objective.

2. Write at least five possible

answers. Make them short

and clear. You can add an

Other field to allow a voter

to enter his/her own answer.

3. Write a first draft of the poll.

You can allow the voter to

select just one answer or

allow him/her to choose

multiple answers.

4. Ask a classmate to

answer your poll. This

is a good way to figure

out if the question and

the answer options

are clear enough.

5. Answer your

classmate’s poll and

discuss both polls

with him/her.

6. Make the necessary

corrections.

7. Write the final version

of the poll.

WRITING CONTEXT

Before writing your text, match the columns

below to identify the elements of the writing

context. Write the answers in your notebook

as in the example below.

Example. a. IV. b. I; c. V; d. VI; e. III; f. II

a. Writer:

b. Readers:

c. Genre:

d. Objective:

e. Style:

f. Media:

I. classmates and other people

II. school board/Internet

III. informal

IV. you

V. poll

VI. find out people’s opinions on

regrets they may have

and/or about things they wish

they had done differently


• objetivo: As informações estão adequadas a seu objetivo e ao público-alvo?

• conteúdo: As informações foram verificadas e estão corretas?

• linguagem: A pergunta e as respostas estão redigidas de maneira clara e objetiva?

• leiaute: A organização visual facilita a rápida compreensão das informações?


TIP

2. Now it’s time to print your poll or publish it online. To publish free online polls, you can use

different online services such as:

• <www.easypolls.net> • <https://flisti.com>

• <http://pollcode.com> • <www.acepoll.com/create>

Finally, invite people to answer your poll and divulge the results. Your friends are curious, just like you.

A partir do boxe Writing Context, destaque para os alunos a importância de compreender os elementos envolvidos no contexto de produção escrita (quem escreve, para quem escreve, o que escreve, com que objetivo, com que estilo, em que suporte) e levá-los em consideração no processo de criação, revisão e reescrita do texto.

Destaque a importância de

revisar e reescrever todos

os textos que produzimos.

A troca de textos entre os

alunos deve ajudá-los a

rever sua produção de forma

colaborativa.

Incentive os alunos a buscar formas de divulgar seus textos (mural, jornal da escola, Internet etc.).

WRITING Observar as características de um gênero discursivo nos ajuda a compreender e produzir textos desse gênero.



LOOKING AHEAD

Which of the following quotes do you identify with? Why? Personal answers.

Solicite a participação de todos no debate e o estabelecimento de relações entre os temas abordados e a vida dos alunos e da comunidade. A discussão pode ser feita em inglês ou português, a seu critério.

Available at: <www.spirituallythinking.blogspot.com>. Accessed in: March 2016.

“The worst regret we have in life is not for the wrong things we did, but for the right things we could

have done but never did.”Available at: <www.brainyquote.com>. Accessed in: April 2016.

“We cannot change something that happened in the past,

but we can change our reaction to it.”(Unknown.)

How can you try to change the effect of a past event on your life?

Do you believe regrets can be opportunities for personal growth?

Even if you do not have too many regrets, what have you learned from the

discussions in this unit?

EXTRA READING

<www.forbes.com/sites/ericjackson/2012/10/18/the-25-biggest-

regrets-in-life-what-are-yours/>

<www.ehow.com/how_2078640_overcome-regret.html>

<www.ehow.com/how_8705207_stop-feeling-guilty-past-regrets.html/>

EXTRA VIDEO

<www.ignitermedia.com/mini-movies/1087/Regrets>

Gary

Pau

l Lew

is/S

hu

tters

tock

/Glo

w Im

ag

es

Ma

rid

av

/Sh

utt

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tock

NEVER REGRET

IF IT’S GOOD, IT’S

WONDERFUL.

IF IT’S NOT, IT’S

EXPERIENCE.

Victoria Holt

48 UNIT 2



49

1. Choose the words below related to diversity. Then read the following text to check your answers.

Write the answers in your notebook. a, d, e

a. acceptance

b. intolerance

c. prejudice

d. respect

e. understanding Reprodução/<http://career.gatech

.edu>

Definition of Diversity

The concept of diversity encompasses acceptance and respect. It means understanding that each

individual is unique, and recognizing our individual differences. These can be along the dimensions of

race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious

beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive,

and nurturing environment. It is about understanding each other and moving beyond simple tolerance

to embracing and celebrating the rich dimensions of diversity contained within each individual.

2. Answer each question below with one or more fragments from the text above. Write the answers in

your notebook.

a. What does diversity means?

b. What dimensions of diversity does the text mention?

c. In which environment should diversity be explored?

3. Read the text again to find a word for each definition below. Make inferences. Write the answers in

your notebook.

a. include different types of things encompass(es)

b. encouraging, supportive nurturing

a. “It means understanding that each individual is unique, and recognizing our individual differences.”/“It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual.”

b. “race, ethnicity, gender, sexual orientation, socio-economic status, age,

physical abilities, religious beliefs, political beliefs or other ideologies.”/

“the rich dimensions of diversity contained within each individual.”c. “in a safe, positive, and nurturing environment.”

READING

Available at: <http://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html>. Accessed in: March 2016.

Way_to_Go_Ingles_vol3_PNLD2018_049a054_R1.indd 49 06/05/16 17:46

50 Review 1

PAST PERFECT

1. Replace each icon ✪ with the correct form of the verbs in parentheses to complete the sentences

below. Use the Past Simple or the Past Perfect tense. Write the answers in your notebook.

a. Growing up, my parents often ✪ me to different cultures. In our home “different” ✪ interesting,

not scary. (expose/mean)

b. Their kids ✪ to respect others before they ✪ school. (learn/reach)

c. We ✪ late for the class because we ✪ our student ID card. (be/forget)

MODAL VERBS

2. Replace each icon ✪ with the correct modal verb in parentheses to complete the sentences below.

Write the answers in your notebook. a. may; b. should; c. can't

a. We ✪ look different, but our hearts beat with the same dreams. (may/might not)

b. Cultural awareness encompasses an understanding of how a person’s culture ✪ inform their

beliefs and values. (may/should)

c. Mahatma Ghandi once said “Be the change you want to see in the world”. This means that

you ✪ change the world unless you change yourself first. (may/can’t)

3. In your notebook rewrite each sentence below beginning as shown in the examples that follow.

a. Perhaps he lost his way.

He might have lost his way.

b. It is a good idea to know them better.

You should know them better.

c. It was possible for her to be more respectful.

She could ✪ have been more respectful.

d. They were wrong to underestimate their colleague.

They shouldn’t ✪ have underestimated their colleague.

e. It is a mistake to work alone.

You shouldn't ✪ work alone.

4. In exercise 3a, the form might have lost expresses b

a. criticism. b. past possibility.

5. In your notebook rewrite each sentence below so that it contains the word in bold as in the

example that follows.

a. It would have been a good idea for you to understand his personal beliefs.

should You should have understood his personal beliefs.

b. Perhaps his parents respected his decision.

might His parents might have respected his decision.

c. It was possible for them to embrace diversity.

could They could have embraced diversity.

6. In exercise 5a, the form should have understood expresses a

a. criticism. b. past possibility.

a. exposed, meant; b. had learned, reached; c. were, had forgotten

LANGUAGE IN USE


Review 1 51

THIRD CONDITIONAL

7. Replace each icon ✪ with the correct verb form to complete the following sentences. Use the third

conditional as in the example below. Write the answers in your notebook.

a. I couldn’t call her because I lost her number.

I would have called her if I hadn’t lost her number.

b. He lost his job because he had been disrespectful to his colleagues.

He ✪ his job if he ✪ disrespectful to his colleagues. wouldn’t have lost/hadn’t been

c. She was so interested in their culture that she spent more time with them.

If she ✪ so interested in their culture, she ✪ more time with them. hadn’t been/wouldn’t have spent

d. They were so open-minded that their political differences were not a problem.

If they ✪ so open-minded, their political differences ✪ a problem. hadn’t been/would have been

8. We use the third conditional to talk about a

a. unreal situations in the past. b. improbable situations in the future.

WISH/IF ONLY

9. Replace each icon ✪ with the correct verb form in parentheses to complete the sentences below.


a. They don’t see diversity as a positive thing. They regret it.

They wish they ✪ diversity as a positive thing. (saw/had seen) saw

b. He didn’t behave in a caring way. He regrets that.

He wishes he ✪ in a caring way. (behaved/had behaved) had behaved

c. She didn’t teach her children to accept differences. She regrets that.

She wishes she ✪ her children to accept differences. (taught/had taught) had taught

d. My grandfather doesn’t tolerate cultural differences. He regrets it.

My grandfather wishes he ✪ cultural differences. (tolerated/had tolerated) tolerated

10. Complete the following sentences as in the example below. Write the answers in your notebook.

a. She regrets that she didn’t provide opportunities for her kids to interact with people who are

culturally different.

She wishes she had provided opportunities for her kids

to interact with people who are culturally different.

b. I regret that I didn’t value diversity through my

friendships.

If only ✪ diversity through my friendships. I had valued

c. He regrets that he didn’t treat everyone with respect

and dignity when he was younger.

He wishes ✪ everyone with respect and dignity

when he was younger. he had treated

Phase4Studios/Shutterstock


52 Review 1

Nesta seção, escreva a resposta de cada

questão em seu caderno.

1. (Enem/2011)

War

Until the philosophy which holds one race superior

And another inferior

Is finally and permanently discredited and

abandoned,

Everywhere is war — Me say war.

That until there is no longer

First class and second class citizens of any nation,

Until the color of a man’s skin

Is of no more significance than the color of his eyes —

Me say war.

[…]

And until the ignoble and unhappy regimes

that hold our brothers in Angola, in Mozambique,

South Africa, sub-human bondage have been

toppled,

Utterly destroyed —

Well, everywhere is war — Me say war.

War in the east, war in the west,

War up north, war down south —

War — war — Rumors of war.

And until that day, the African continent will not

know peace.

We, Africans, will fight — we find it necessary —

And we know we shall win

As we are confident in the victory.

[…]

MARLEY, B. Disponível em: <www.sing365.com>. Acesso em: 24 mar. 2016. (Fragmento)

Bob Marley foi um artista popular e atraiu

muitos fãs com suas canções. Ciente de sua

influência social, na música War, o cantor se

utiliza de sua arte para alertar sobre

a. a inércia do continente africano diante das

injustiças sociais.

b. a persistência da guerra enquanto houver

diferenças raciais e sociais.

c. as acentuadas diferenças culturais entre

os países africanos.

d. as discrepâncias sociais entre moçambicanos

e angolanos como causa de conflitos.

e. a fragilidade das diferenças raciais e

sociais como justificativas para o início de

uma guerra.

b

STUDYING FOR EXAMS

Review TIPS INTO PRACTICE

on page 13

2. (Fuvest/2013)

Missing Out: In Praise of the Unlived Life is Adam Phillips’s 17th book and is a characteristic blend of literary criticism and philosophical reflection packaged around a central idea. The theme here is missed opportunities, roads not taken, alternative versions of our lives and ourselves, all of which, Phillips argues, exert a powerful hold over our imaginations. Using a series of examples and close readings of authors including Philip Larkin and Shakespeare, the book suggests that a broader understanding of life’s inevitable disappointments and thwarted desires can enable us to live fuller, richer lives. Good things come to those who wait.

Does he see himself as a champion of frustration? “I’m not on the side of frustration exactly, so much as the idea that one has to be able to bear frustration in order for satisfaction to be realistic. I’m interested in how the culture of consumer capitalism depends on the idea that we can’t bear frustration, so that every time we feel a

bit restless or bored or irritable, we eat, or we shop.”

Guardian.co.uk, 1 June 2012. (Adaptado)

Segundo o texto, o livro Missing Out: In

Praise of the Unlived Life sugere que

a. a fantasia deve se sobrepor a nossos

planos de vida.

b. uma compreensão maior das decepções e

dos desejos não realizados pode nos

ajudar a viver melhor.

c. os relatos de vida dos escritores não nos

servem de exemplo.

d. um controle maior de nossa imaginação é

importante para lidarmos com nossas

frustrações.

e. as oportunidades perdidas devem ser

recuperadas para uma vida satisfatória.

No texto, em resposta à pergunta “Does he

see himself as a champion of frustration?”, o autor

do livro argumenta ser necessário que as pessoas

a. tenham experiências satisfatórias para

compreender a frustração.

b. entendam cada vez mais a cultura

capitalista de consumo.

c. se distraiam fazendo compras quando

estão irritadas.

d. lidem com as frustrações para que suas

satisfações sejam realistas.

e. percebam o que as deixa frustradas no dia a dia.

b

d


Review 1 53

Nesta seção, escreva a resposta de cada questão em seu caderno.

HOW CONFIDENT AM I ABOUT...

• taking part in discussions on ethnic diversity in Brazil?

• taking part in discussions on regrets?

• using the Past Perfect tense?

• using modal verbs and modal verbs with have?

• using the third conditional?

• using wish/if only?

• exploring cartoons?

Choose one of the following answers:

✓✓✓ Very confident.

✓✓ Reasonably confident.

✓ Not so confident.

WHAT WORDS/EXPRESSIONS HAVE I LEARNED IN UNITS 1 AND 2?

Example:

Words/Expressions Words/Expressions in use Meaning in context

drop out"Jane regrets dropping out of college

to get married." - p. 38

stop doing something before you have

completely finished

WHAT LEARNING RESOURCES HAVE I USED IN UNITS 1 AND 2?

The items in the box below can help you.

• Dictionaries

• Extra readings

• Extra videos

• Internet

• Glossary

• Language Reference and Extra Practice

WHAT DO I NEED TO DO IN ORDER TO IMPROVE MY LEARNING?

Example:

• Listen to podcasts and songs in English.

THINKING ABOUT LEARNING


54 Project 1A

Destaque para os alunos que o projeto tem uma natureza interdisciplinar e um compromisso social.

Explique que o projeto está dividido em duas partes (1A e 1B). Nesta primeira, os alunos vão entrevistar

uma pessoa que tenha uma história inspiradora sobre diversidade. Na segunda parte (p. 88), prevista

para ser realizada após a Unit 4, eles vão fazer um podcast e publicá-lo na Internet.

Reprodução/<www.brasil.gov.br>

PÁGINA INICIAL CIDADANIA DIREITOS DO CIDADÃO DIVERSIDADE E INCLUSÃO

Direitos do cidadão

Diversidade e inclusão

Imagine se os mais de 6,5 bilhões de habitantes do planeta fossem iguais.

Não teria graça, não é mesmo? A diversidade é uma das maiores riquezas do ser

humano no planeta e a existência de indivíduos diferentes numa cidade, num país,

com suas diferentes culturas, etnias e gerações fazem com que o mundo se torne

mais completo.

Mas essa convivência só se torna possível se as diferenças forem respeitadas.

O artigo 2o da Declaração Universal dos Direitos Humanos (DUDH), aprovada na

Assembleia Geral das Nações Unidas em 10 de dezembro de 1948, diz que não deve

haver, em nenhum momento, discriminação por raça, cor, gênero, idioma,

nacionalidade, opinião ou qualquer outro motivo. […]

When preparing for the interview, you should have in mind that the main aim of the interview is to

get to know an inspiring story that can help people be more aware of diversity and embrace it. Visit

the following links to know how to conduct an interview:

• <http://stringers.media.mit.edu/interview.htm>;

• <www.wikihow.com/Interview-People>.

Remember that before starting the interview, it is necessary to get the interviewee’s permission

to take notes and use them to make a podcast. Tell him or her that you are going to create a podcast

in English and share it later on the Internet. Also, ask for the interviewee’s permission to publish a

photograph of him/her and a short text to introduce the podcast.

Para criar um clima descontraído,

comece a entrevista com uma conversa

casual. Use um roteiro de perguntas curtas

para ajudar você a conduzir a entrevista, mas

evite lê-las para não estabelecer um tom

muito formal. A partir do que é dito, podem

surgir questões não previstas.

TIP


EMBRACING DIVERSITY THROUGH INSPIRING STORIES (FIRST PART)

In Unit 1 you have talked about ethnic diversity in Brazil. Read the text below and do the first part

of Project 1, Embracing diversity through inspiring stories.

Note que o projeto está relacionado aos temas das Unidades 1 e 3

(diversidade e histórias/valores inspiradores, respectivamente).

Considerando a natureza interdisciplinar do projeto, é desejável a

participação de professores de outras áreas, como Geografia,

História, Sociologia e Filosofia.

PROJECT 1A

TASK: In small groups, interview someone from your

community who has an inspiring story about diversity

to tell. In this part of the project, it is only necessary to

interview a person with an inspiring story and take

notes. Later, you are going to create a podcast to share

the person’s story.

Available at: <www.brasil.gov.br/sobre/cidadania/direitos-do-cidadao/diversidade-e-inclusao>. Accessed in: March 2016. (Fragment)


333Warming

UP

LEARNING

OBJECTIVES

Inspiring Stories,

Inspiring Values Unit

What are the values associated with the pictures below?Suggested answers: devotion, loyalty, friendship, partnership, love.

Antes de os alunos responderem às perguntas da página seguinte, explore com eles as fotos, relacionando-as ao título da unidade. Isso pode ser feito em inglês ou português, a seu critério.

ImageSource/Diomedia

• to take part in discussions on values

• to learn how to use direct and indirect speech

• to explore stories

View Apart/ShutterstockAndy Dean Photography/Shutterstock

forestpath/Shutterstock/Glow Images

55


1. Choose the three values you consider as the most important.

AMBITION COMPASSION COURAGE DEDICATION

FRIENDSHIP INTEGRITY OPTIMISM OVERCOMING

2. Which values do the following billboards promote? Replace each icon ✪ with compassion,

courage, dedication and overcoming. Write the answers in your notebook.

Personal answers.

O exercício 1 deve ser feito oralmente, em português ou inglês, a seu critério.

Para ampliar o exercício 2, comente que os quatro cartazes compõem uma campanha de promoção de valores e peça aos alunos que identifiquem elementos em comum entre os cartazes – foto de uma pessoa (em alguns casos, já famosa) cuja história de vida nos remete a um valor ou princípio, frase curta relacionada a essa história, indicação do princípio, slogan convidando para a divulgação do princípio (Pass it on) e a assinatura da fundação que promove a campanha. Comente que imagens, slogans curtos e assinatura da instituição são características desses tipos de cartaz.

✪ overcoming

✪ courage

✪ dedication

✪ compassion

Reprodução/<www.values.com>


Reprodução/<www.values.com>Reprodução/<www.values.com>

56 UNIT 3


BEFORE READING

1. The following billboard anticipates the content of the story on the next page. Read the billboard

and answer the questions below in your notebook.

Re

pro

du

ção

/<w

ww

.valu

es.c

om

>

a. What are they doing? They are running a marathon.

b. How many times has it happened? 65 times/marathons.

c. Who is the person pushing the man in his wheelchair? His dad/father.

d. In your opinion, why is he doing that? Suggested answers: Because he loves his son./Because he is devoted to his son.

e. Who are the members of “Team Hoyt”? Father and son.

f. Which value is being promoted in the billboard? Devotion.

2. Turn over the page and, before reading the text, look at its title and subheadings. Which words

and expressions do you expect to find in the text? Write the answers in your notebook.

Ativar o conhecimento prévio do aluno sobre o assunto ou o gênero do texto favorece o estabelecimento de hipóteses a respeito do que será lido e sua compreensão.

Diferentes respostas ao exercício 2 são possíveis. Ao corrigir, peça aos alunos para justificar a resposta.

Personal answers./Suggested answers: dad, father, marathons, sports, wheelchair, quadriplegic.

Observe o contexto de uso para

verificar se palavras em inglês

parecidas com o português

apresentam significados diferentes

(false friends). Esse é o caso de push

(no item c).

TIP

Inspiring Stories, Inspiring Values 57



Lembre aos alunos que um texto pode ser lido com diferentes objetivos. Nesta primeira leitura, o objetivo é verificar se as previsões feitas se confirmam. Oriente-os a se apoiar nas palavras transparentes e no vocabulário já conhecido.

Veja nota sobre maratona, duatlo e triatlo na seção Notas Culturais e Linguísticas deste Manual do Professor.

About Team HoytThe Early Years

Rick was born in 1962 to Dick and Judy Hoyt. As a result of oxygen

deprivation to Rick’s brain at the time of his birth, Rick was diagnosed as a

spastic quadriplegic with cerebral palsy. The doctors advised Dick and Judy

to institutionalize Rick because there was no chance of him recovering,

and little hope for Rick to live a “normal” life. This was just the beginning

of Dick and Judy’s quest for Rick’s inclusion in the community.

Dick and Judy soon realized that though Rick couldn’t walk or speak, he

was quite astute and his eyes would follow them around the room. They

fought to integrate Rick into the public school system, pushing

administrators to see beyond Rick’s physical limitations.

With $5,000 in 1972 and a skilled group of engineers at Tufts

University, an interactive computer was built for Rick. This computer

consisted of a cursor being used to highlight every letter of the alphabet.

Once the letter Rick wanted was highlighted, he was able to select it by just a simple tap with his head

against a head piece attached to his wheelchair. When the computer was originally first brought home,

Rick surprised everyone with his first words. Instead of saying, “Hi, Mom,” or “Hi, Dad,” Rick’s first

“spoken” words were: “Go, Bruins!”. The Boston Bruins were in the Stanley Cup finals that season. It was

clear from that moment on that Rick loved sports and followed the game just like anyone else.

In 1975, at the age of 13, Rick was finally admitted into public school. After high school, Rick attended

Boston University, and he graduated with a degree in Special Education in 1993.

The Beginning of Team HoytIn the spring of 1977, Rick told his father that he wanted to participate in a 5-mile benefit run for a

Lacrosse player who had been paralyzed in an accident. Far from being a long-distance runner, Dick

agreed to push Rick in his wheelchair and they finished all 5 miles. That night, Rick told his father,

“Dad, when I’m running, it feels like I’m not handicapped.”

This realization was just the beginning of what would become over 1,000 races completed, including

marathons, duathlons and triathlons (6 of them being Ironman competitions).

Rick was once asked, if he could give his father one thing, what would it be? Rick responded,

“The thing I’d most like is for my dad to sit in the chair and I would push him for once.”

Reprodução/<www.teamhoyt.com>

Dick Hoyt pushing his son, Rick, in their first Boston Marathon (1981).

READING

YES YOU CAN!

Adapted from: <www.teamhoyt.com/About-Team-Hoyt.html>. Accessed in: March 2016.

58 UNIT 3



Which proverb can express the main value of the story? Write the answer in your notebook. c

a. Bad things never walk alone. (Chinese proverb)

b. A man may be his own ruin. (Irish proverb)

c. I am because you are. (African proverb)


1. Replace the icons ✪ with words from the text to complete the sentences below. Write the answers

in your notebook.

a. Rick Hoyt was born with spastic quadriplegia and ✪ palsy. Therefore, he cannot ✪ or speak.

b. With the help of a ✪, Rick said his first words: “Go, Bruins!”. computer

c. Rick attended Boston University where he majored in ✪ in 1993. Special Education

d. Team Hoyt has participated in different types of races: ✪, ✪ and ✪. marathons, duathlons, triathlons

2. Write T (True) or F (False) for each statement. Then, correct the false statements with a fragment

from the text. Write the answers in your notebook.

a. The doctors believed Rick Hoyt had great chances of recovery.

b. Rick was a very clever child despite his physical limitations. T

c. Rick’s father used to be a long-distance runner.

d. When Rick and his father run together, it seems to Rick that he is not physically challenged. T

Ao corrigir o item d, destaque a frase “Dad, when I’m running, it feels like I’m not handicapped.” e comente que, atualmente, prefere-se usar a expressão physically challenged em vez de handicapped como forma não ofensiva de se referir a pessoas com deficiência física. Comente também que it feels like é uma expressão equivalente a ‘parece (que)’, em português.

3. What made Rick ask his father to participate in a benefit race? Write the answer in your notebook.


O provérbio africano I am because you are (Eu sou porque tu és) significa que uma pessoa só pode compreender sua existência por meio de outras pessoas.

Explique aos alunos que esta leitura se destina à compreensão detalhada do texto; portanto, o aluno deverá reler o texto para identificar informações específicas.

Ao corrigir o item b, destaque a frase “Rick’s first ‘spoken’ words were: ‘Go, Bruins!’”, e pergunte aos alunos por que spoken está entre aspas. Eles devem perceber que Rick não “falou”, ou seja, ele não usou a voz, mas selecionou as letras que desejava ver escritas para se comunicar.

cerebral, walk

F: “The doctors advised Dick and Judy to institutionalize Rick because there was no chance of him recovering...”.

F: “Far from being a long-distance runner, Dick agreed to push Rick in his wheelchair...”.

a. He wanted to show people he was a

normal person despite his paralysis.

b. He wanted to help a hockey player who

had been paralyzed in an accident.

c. He wanted to be the first person in a

wheelchair to participate in a

marathon.

b

Sim

on

Bru

ty/S

po

rts Illu

str

ate

d/G

ett

y Im

ag

es




Discuss the following questions with your classmates. Personal answers.

a. Did Rick’s parents have a hard time integrating him into the local community? In your opinion,

what can be done to help people like Rick be included in society?

b. Which values need to be encouraged to make people see beyond a person’s physical limitations?

VOCABULARY STUDY

PREPOSITIONS

1. Copy the table below in your notebook and complete it by replacing each icon ✪ with a word from

the text.

in at

Rick’s ✪ in the community inclusion

Rick was born in ✪ 1962

In the ✪ of 1977 spring

he wanted to ✪ in a 5-mile benefit run participate

at the ✪ of his birth time

at the ✪ of 13 age

a skilled group of engineers at ✪

for

an interactive computer was built for ✪ Rick

little ✪ for Rick to live a “normal” life hope

Dick and Judy’s ✪ for Rick’s inclusion in the community quest

Esta atividade deve ser feita oralmente, em português ou inglês, a seu critério. Comente com os alunos que esta leitura visa a uma reflexão crítica sobre questões relacionadas ao texto, de modo que todos possam considerar novas perspectivas sobre o tema e discutir quais interesses ou pontos de vista são privilegiados ou ignorados no texto.

Os alunos devem observar os fragmentos apresentados no exercício 1 de modo que possam inferir algumas regras de uso das preposições apresentadas. A preposição in é usada antes de ano (in 1962) e estações do ano (in the spring of 1977). É também utilizada para introduzir os complementos de algumas palavras, como o substantivo inclusion (in the community) e o verbo participate (in a 5-mile benefit run).

A preposição at é usada para indicar idade (at the age of 13). É também utilizada antes de expressões com a palavra time (at the time of his birth) e de locais com um objetivo especial, como locais de trabalho (at Tufts University). A preposição for é usada antes de um elemento “recebedor” (for Rick). É também usada para introduzir os complementos dos substantivos hope (for Rick to live a “normal” life) e quest (for Rick’s inclusion in the community).

Tufts University

2. Now replace each icon ✪ with in, at or for to complete the following sentences. Write the answers in

your notebook. a. at; b. for; c. In, at, in

a. Rick studied ✪ Boston University.

b. Rick knows there’s nothing his dad wouldn’t do ✪ him.

c. ✪ 1977, ✪ the age of fifteen, Rick told Dick that he wanted to take part ✪ a 5-mile run.

NOUN PHRASES

3. Put the words in order to form noun phrases. Then find the main word in each noun phrase. Write

the answers in your notebook.

a. school/the/system/public the public school system

b. physical/Rick’s/limitations Rick’s physical limitations

c. community/the/in/inclusion/Rick’s Rick’s inclusion in the community

Explique para os alunos que compreender a estrutura usual do sintagma (ou grupo) nominal auxilia a sua compreensão e, por consequência, a compreensão de textos em que sintagmas nominais exercem funções importantes.

Recorde aos alunos que, no grupo nominal, o núcleo (que é sempre um substantivo) pode ser modificado por palavras que vêm antes ou depois dele. Artigos, pronomes possessivos e demonstrativos, adjetivos (como physical) e substantivos com função de adjetivo (como school em school system) vêm antes do núcleo. Expressões iniciadas por preposição (in the community) vêm depois do núcleo. Comente o uso do genitivo (’s), que indica posse, em Rick’s physical limitations e Rick’s inclusion in the community.

60 UNIT 3


DIRECT AND INDIRECT SPEECH


I. Rick told his father that he wanted to participate in a 5-mile benefit run for a Lacrosse player...

II. Dick agreed to push Rick in his wheelchair and they finished all 5 miles...

III. … Rick told his father, “Dad, when I’m running, it feels like I’m not handicapped.”

IV. Rick responded, “The thing I’d most like is for my dad to sit in the chair and I would push him for once.”

1. Answer the questions below.

a. Which fragments contain Rick’s own words? III and IV.

b. What punctuation mark is used to indicate Rick’s exact words?

c. Which fragments report what Rick and Dick said without using their exact words? I and II.

2. In fragment I, the verb told is used to report what Rick said. It is a reporting verb. What reporting

verb is used in each fragment above? II. agreed; III. told; IV. responded

3. Replace each icon ✪ with direct or indirect to complete the following statements. a. indirect; b. direct

a. In ✪ speech (or reported speech), we report what the speaker said without quoting his/her

exact words. Example: “… Rick told his father that he wanted to participate in a 5-mile benefit

run for a Lacrosse player …” (Fragment I)

b. In ✪ speech, we quote the exact words of the speaker. Example: “… Rick told his father, ‘Dad,

when I’m running, it feels like I’m not handicapped.’” (Fragment III)

4. Compare the two sentences below and choose the correct statements that follow. Write the

answers in your notebook. a, b, d, e

I. Rick told his father, “Dad, I want to participate in a 5-mile benefit run.”

II. Rick told his father that he wanted to participate in a 5-mile benefit run.

a. The first sentence is in direct speech.

b. The second sentence is in reported speech.

c. The second sentence uses Rick’s exact words.

d. In both sentences, the reporting verb is told.

e. In the second sentence, the verb want is in the Past Simple tense.

f. In both sentences, the verb tenses are the same.

Geralmente há mudança de tempo verbal quando se passa do discurso direto para o

discurso indireto.

TIP

Quotes/Quotation marks/Inverted commas/Speech marks/“ ”.

LANGUAGE IN USE



5. In your notebook complete the following sentences in indirect speech as in the examples below.

a. Dick Hoyt said, “I am very proud of my son.”

Dick Hoyt said that he was very proud of his son.

b. The doctors said, “Rick is gonna be a vegetable for the rest of his life.”

The doctors said that Rick was gonna be a vegetable for the rest of his life.

c. “Dick and Rick face all obstacles together,” Judy said.

Judy said that ✪ Dick and Rick faced all obstacles together.

d. “People usually underestimate him because of his physical condition,” Rick’s parents said.

Rick’s parents said that ✪ people usually underestimated him because of his physical condition.

e. Rick said, “I am no different than anyone else.”

Rick said that he ✪ was no different than anyone else.

Have you ever heard about Gilad Shalit? He wrote a short story about peace between enemies

when he was 11 years old, When the shark and the fish first met. Ironically, years later, as a soldier

of the Israel Defense Forces, he was held in captivity by a Palestinian militant group in the Gaza

Strip for over five years.

Now read the story Gilad wrote and do exercises 6-10. Write the answers in your notebook.

Leve os alunos a perceber que, ao passar do discurso direto para o indireto, o verbo que está no presente passa para o passado: am (Present Simple) passa para was (Past Continuous) e is gonna (Present Continuous) passa para was

gonna (Past Continuous). Lembre a eles que gonna é o modo informal, geralmente usado na linguagem falada, de se dizer going to.

A partir das informações sobre Gilad Shalit e do título do texto, incentive os alunos a fazer previsões sobre a história que vão ler. Call to someone (called to the shark, no primeiro parágrafo do texto) significa ‘gritar para obter a atenção de alguém’.

When the Shark and the Fish First Met

A small and gentle fish was swimming in the middle of a peaceful ocean. All of a

sudden, the fish saw a shark that wanted to devour him. He then began to swim very

quickly, but so did the shark. Suddenly the fish stopped and called to the shark:

“Why do you want to devour me? We can play together!”

The shark thought and thought and said:

“Okay, fine. Let’s play hide and seek.”

The shark and fish played all day long, until the sun went down. In the evening,

the shark returned to his home. His mother asked:

“How was your day, my dear shark? How many animals did you devour today?”

The shark answered:

“Today I didn’t devour any animals, but I played with an animal called FISH.”

“That fish is an animal we eat. Don’t play with it!”, said the shark’s mother.

At the home of the fish, the same thing happened.

“How are you, little fish? How was it today in the sea?”, asked the fish’s mother.

The fish answered:

“Today I played with an animal called SHARK.”

“That shark is the animal that devoured your father and your brother. Don’t play

with that animal,” answered the mother.

The next day in the middle of the ocean, neither the shark nor the fish were there.

Sir

aya

ma

/Arq

uiv

o d

a e

dit

ora

Veja nota sobre Gilad

Shalit na seção Notas Culturais e Linguísticas deste Manual do Professor.

62 UNIT 3


6. What is Gilad’s story all about? a

a. A young fish and a young shark that decide to become friends and live in peace.

b. A young fish and a young shark that start to live in peace but become enemies later.

7. What values does the story promote? Suggested answers: Friendship, partnership, peace.

8. What verbs are used in the text as reporting verbs? a, b, d

a. answered b. asked c. happened d. said e. thought f. wanted

9. What punctuation mark is used after the reporting verbs to introduce the speaker’s exact words

in quotes? Colon (:).

10. In your notebook, complete the first column with fragments from Gilad’s story in direct speech

as in the example below. Notice the reporting verbs in bold.

Direct speech Indirect speech

The shark thought and thought and said:

“… Let’s play hide and seek.”

The shark thought and thought and invited the

fish to play hide and seek.

✪ The shark’s mother warned him not to play with

that fish as it is an animal they eat.

✪ His mother asked her dear shark how his day

had been.

✪

The mother answered (that) that shark was

the animal that had devoured his father and his

brother.

✪

The shark answered (that) that day he hadn’t

devoured any animals, but he had played with

an animal called FISH.

Pergunte aos alunos qual é o gênero do texto. Espera-se que eles respondam que se trata de uma fábula, ou seja, uma história ficcional que apresenta uma moral (no caso, a possibilidade de amizade e paz entre inimigos). Pergunte se conhecem outras fábulas (tanto antigas quanto modernas). Em <www.aesopfables.com>, os alunos encontram diversas fábulas em inglês com áudio.

Os verbos que são itens da resposta do exercício 8 estão sublinhados no texto para facilitar a localização deles pelo professor.

Chame a atenção dos alunos para a estrutura dos verbos usados nas duas primeiras frases do exercício 10: invite (someone) to do (something), warn (someone) to do/not to do (something). Essas estruturas são semelhantes ao que se usa em português. Nas duas últimas frases, a conjunção that (“que”) é opcional. Na estrutura correspon-dente em português, a conjunção é obrigatória.

“That fish is an animal we eat. Don’t play with it!”, said the shark’s mother.

His mother asked: “How was your day, my dear shark?”.

“That shark is the animal that devoured your father and your brother. […],” answered the mother.

The shark answered: “Today I didn’t devour any animals, but I played with an animal called FISH.”

Available at: <www.mfa.gov.il/MFA/MFAArchive/2000_2009/2008/When+the+Shark+and+the+Fish+First+Met+by+Gilad+Shalit.htm>. Accessed in: March 2016.

Verb tense Pronoun Time expression

Geralmente, quando se passa do discurso direto para o

indireto, além da mudança de tempo verbal, há mudança nos

pronomes e nas expressões de tempo e lugar.

TIP

They didn’t meet for many days, weeks and even months. Then, one day they met. Each

one immediately ran back to his mother and once again they didn’t meet for days, weeks and

months. After a whole year passed, the shark went out for a nice swim and so did the fish. For

the third time, they met and then the shark said:

“You are my enemy, but maybe we can make peace?”

The little fish said:

“Okay.”

They played secretly for days, weeks and months, until one day the shark and fish

went to the fish’s mother and spoke together with her. Then they did the same thing with

the shark’s mother; and from that same day the sharks and the fish live in peace.

THE END

Destaque para os alunos as cores utilizadas na segunda coluna do quadro para sinalizar verbos, pronomes e expressões de tempo que foram modificados na passagem do discurso direto para o discurso indireto.

Sir

ay

am

a/A

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ivo

da

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ra



11. Go back to exercise 10 and notice the differences between direct speech and indirect speech.

Then copy the following boxes in your notebook and complete them as in the examples below.

a. Verb tenses usually change in indirect speech:


▶ Present

“That shark is the animal”

“we can make peace”

▶ Past

“devoured your father”

“didn’t devour any animals”

▶ Past

“that shark was the animal”

“they ✪ make peace” could

▶ Past Perfect

“✪ his father” had devoured

“✪ any animals” hadn’t devoured

b. Place and time expressions usually change in indirect speech too.


▶ “Today I didn’t devour”

▶ yesterday

▶ here

▶ “✪ he hadn’t devoured” that day

▶ the day before/the previous day

▶ there

c. Pronouns usually change in indirect speech too.


▶ “my dear shark”

▶ “an animal we eat”

▶ “your father and your brother”

▶ “✪ dear shark” her

▶ “an animal ✪ eat” they

▶ “✪ father and ✪ brother” his/his

d. If something is still true, we use the Present Tense in indirect speech.


▶ “That fish is an animal we eat.” ▶ “it ✪ an animal they ✪.” is/eat

e. When a question is reported, the interrogative form turns into the affirmative form.


▶ “How was your day…?” ▶ “how ✪ had been.” his day

Explique que, na forma interrogativa, o sujeito vem depois do verbo to be ou do verbo auxiliar, enquanto na forma afirmativa o sujeito vem antes do verbo.

64 UNIT 3


12. In your notebook complete the following sentences in indirect

speech as in the example below.

a. The shark told the fish, “I believe we can be friends.”

The shark told the fish (that) he believed they could be friends.

b. She told the fish, “I don’t want you to play with that shark.”

She warned the fish ✪ not to play with that shark.

c. “We played hide and seek yesterday,” they said.

They said (that) ✪ they had played hide and seek the day before/the previous day.

d. The fish said, “The first time I saw the shark I was afraid of him.”

The fish said (that) ✪ the first time he had seen the shark he had been afraid of him.

PM

O/H

O/A

FP

The release of Israeli soldier Gilad Shalit.

Ativar o conhecimento prévio do aluno relacionado ao tema do texto (no caso, histórias inspiradoras) favorece o estabelecimento de hipóteses sobre o que será ouvido e a sua compreensão.

1. Read the inspirational quote below and discuss the following questions in pairs. Personal answers.

a. Do you agree with the quote? Why (not)?

b. Who do you really care about?

c. Apart from caring, what other values give life its deepest significance?

2. 9

David is an American boy who recorded a

podcast to share his life story on his blog. Listen

to David’s story. Who does he take care of?

Write the answer in your notebook. b

a. His best friend.

b. His elder brother.

c. His younger brother.

3. 9

Listen to the recording again and choose the activities that David does to help Ricky. Write the

answers in your notebook. b, c, d, g

a. Wake him up. b. Get him to bed. c. Get him dressed. d. Make his breakfast.

e. Go shopping with him. f. Take him to guitar classes. g. Take him to the bathroom.

Explique aos alunos que não é necessário entender todas as palavras e todas as informações do áudio. O objetivo é ter uma ideia global do que é dito.

Oriente os alunos a ler todo o exercício 3 antes de ouvir o áudio e a prestar atenção nas informações solicitadas.



and

EXTRA PRACTICE on page

160

oli

vero

mg

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Pablo Casals (1876-1973) Ð Cellist, Conductor

“I feel the capacity to care is the thing

which gives life its deepest significance.”



4. 9

Listen to the recording once more and answer the questions below in your notebook.

a. What’s Ricky’s condition? Down’s syndrome/Down syndrome.

b. Why does David help his mother with the shopping? Suggested answers: Because she can’t carry the bags.

c. What is David’s favorite hobby? What else does he enjoy doing?

d. What is the good thing about David and Ricky? Suggested answer: Ricky always knows that David will be there for him.

5. 9

Listen to the recording again and check the answers of exercises 3 and 4.

6. In your opinion, what values can we learn from David’s story?


Suggested answer: Playing the guitar. He also likes listening to music and playing with his toys.

Suggested answers: love, caring, dedication, responsibility.

10

SPOKEN LANGUAGE

When a word ends in a consonant sound and the next word begins with the same

consonant sound, both sounds are pronounced together as one. Listen to the sentences

below and notice the consonant sounds in bold.

I have to care for my brother Ricky.

I always tell him what to do.

Listen to the recording and repeat the sentences below.

a. He’s a calm man. c. I miss Sandra.

b. They have a lot to do. d. I can’t take it anymore.

Em inglês, assim como em

português, alterações de pronúncia

ocorrem frequentemente quando as

palavras são pronunciadas em uma

sequência sem pausa. Procure sempre

observar como as palavras são

pronunciadas dentro de enunciados

maiores.

TIP

7. The pictures below show people doing different volunteer work. In pairs, talk about what kind of

volunteer work you would like to do and why. Use information from the following box to help you.

Take turns. Personal answers.

Volunteer work

Benefits of volunteering:

• help people feel happier/

respected

• put social values into practice

• learn from others

• learn about different cultures

• make a difference in your

community

• feel motivated and engaged

• boost your career options

• meet a diverse range of people

• have new experiences

• learn or develop new skills

ose O

to/B

SIP

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me

dia

Lis

a F

. Yo

un

g/S

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w Im

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Ka

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IMP

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Pre

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take care of the elderly

teach young children

cheer up children in hospital

pick up trash from streets/beaches

66 UNIT 3


In this unit you have read two different inspirational stories on pages 58 and 62-63. Each of

them passes on a particular value and inspires in readers a positive feeling. The first story is

non-fictional, based on real events, and describes the devotion of a father to his son. The

second one is a fictional story with a moral, also known as a fable, and is about peace

between enemies. You can find other inspirational non-fictional stories at <www.values.com>

(The Foundation for a Better Life).

1. Write an inspirational story in order to promote an important value. It can be fictional or

non-fictional. You can write different kinds of stories: family stories, love stories, friendship

stories, stories about famous inspirational people, inspirational sports stories etc.

STEP BY STEP

1. Choose a value you would like to promote and decide if you are

going to write a fictional or a non-fictional story. If you know a

true story that is really inspirational and worth sharing, write a

non-fictional story. If you don’t know any or want to develop

your creativity, write a fictional story.

2. Write down your ideas. Think about the basic elements of the

story (characters, setting, important events).

3. Start writing after you have organized your thoughts.

Remember that your story should contain: introduction,

conflict, climax and conclusion.

4. Use direct speech to introduce the characters’ exact words

(e.g. “‘I tried to be optimistic,’ he said.”). Use indirect speech to

report what the characters said without quoting their exact

words (e.g. “Rick told his father that he wanted to participate in

a 5-mile benefit run…”).

5. Write a first draft of the story.

6. Include a picture (photograph or drawing) to illustrate your story.

7. Exchange stories with a classmate and discuss both texts. Try

to make some suggestions on your classmate’s story.


9. Write the final version of the story.

Para obter mais ideias para histórias inspiradoras, pode-se consultar <www.inspiredpersonal-development.com/inspirational-stories.html#ideas>.

2. Now it’s time to share your story with your classmates and the local community. You can organize

all the stories on a classroom board or publish them on the school’s website. You can also publish

them on <www.values.com>.

Destaque a importância de revisar e reescrever todos os textos que produzimos. A troca de textos entre os alunos deve ajudá-los a rever sua

produção de forma colaborativa.

WRITING Observar características de um gênero discursivo nos ajuda a compreender e produzir textos desse gênero.

WRITING CONTEXT




as in the example below. Example. a. IV.

a. Writer:

b. Readers:

c. Genre:

d. Objective:

e. Style:

f. Media:

I. story

II. classroom board/Internet

III. informal tone

IV. you

V. classmates and the local

community

VI. promote an important

value

b. V; c. I; d. VI; e. III; f. II



• objetivo: As informações estão adequadas a seu objetivo e

ao público-alvo?

• conteúdo: Os elementos básicos da história, como nomes

de personagens, tempo, lugar etc., estão claros e ajudam o

leitor a compreender o texto?

• linguagem: O texto elaborado está redigido de maneira

clara e objetiva?


Reescreva seu texto com base na revisão feita por você e

seus colegas.

TIP



LOOKING AHEAD

Tim

e L

ife P

ictu

res/M

an

se

ll/G

ett

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Values are traits or qualities that are considered

worthwhile. They represent our highest priorities.

They are made up of everything that has

happened to us in our lives and include

influences from: our parents and family, our

religious affiliation, our friends and peers, our

education, and more.

Read the quotation on the right and discuss the

following questions with a classmate: Personal answers.

In your opinion, what has most influenced

your values?

What is the role of values in your life?

Dick and Rick Hoyt’s life story inspires us to be more

devoted to those we love.

Devotion and love are values that guide this

father’s life.

Dick and his son Rick Hoyt.

EXTRA READING

<www.teamhoyt.com>

<www.values.com/inspirational-sayings-billboards/16-Devotion>

<www.thedailybeast.com/articles/2012/10/19/gilad-shalit-s-five-years-in-gaza.html>

<www.telegraph.co.uk/news/worldnews/middleeast/israel/9604756/Gilad-Shalit-

reveals-details-of-his-five-years-held-hostage-by-Hamas.html>

EXTRA VIDEOS

<http://teamhoyt.zrainmedia.com/videos/index.htm> (Team Hoyt videos)

<www.youtube.com/watch?v=On64kjmZ62Y> (When the fish met the shark)

Sim

on

Bru

ty/S

po

rts Illu

str

ate

d/G

ett

y Im

ag

es

In your opinion, what values have guided your

choices and actions lately?

What values would you like to put into practice

more often? Para ampliar a discussão sobre valores pessoais e da sociedade nos dias de hoje e também ao longo do tempo, pode-se propor uma atividade interdisciplinar com o professor de Sociologia, Filosofia e/ou História.

Veja nota sobre Mahatma Gandhi na seção Notas Culturais e Linguísticas deste Manual do Professor.

68 UNIT 3


444Warming

UP

LEARNING

OBJECTIVES

Career

Expectations Unit

Jamie Grill/Getty Imagescarballo/Shutterstock Sturti/Getty Images

The photos show what the children want to become when they grow up.

What do your parents want you to be? What about you?

Antes de os alunos responderem às perguntas da página seguinte, explore com eles as fotos, relacionando-as ao título da unidade. Isso pode ser feito em inglês ou português, a seu critério.

• to take part in discussions on career expectations

• to learn how to use direct and indirect speech (II)

• to explore personal stories

Personal answers.

69


1. Read the text below and discuss the following questions in pairs. Personal answers.

a. Would you like to follow in your parents’ footsteps? If so, what would you do?

b. Do your parents (or close relatives) have high expectations about your career choices? If so,

what are they?

2. Choose the proverb below that expresses the idea of a person who has followed in a parent’s

footsteps. Write the answer in your notebook. c

a. Everyone is the son of his own works.

b. Two footsteps do not make a path.

c. Like father, like son.

3. Replace each icon ✪ with career, work or job to complete the quotes below. Write the answers in

your notebook. a. job; b. career; c. Work

a. “Choose a ✪ you love, and you will never have to work a day in your life.”

(Confucius)

b. “It’s not what you achieve, it’s what you overcome. That’s what defines your ✪.”

(Carlton Fisk)

c. “✪ to become, not to acquire.”

(Elbert Hubbard)

4. Read the quotes in exercise 3 again and answer the following questions in pairs.

a. In your opinion, what is the difference between a career and a job?

b. Which quote do you prefer? Why? Personal answers.

Comente com os alunos que like mother, like daughter é outra forma possível para o provérbio like father, like son.

Veja nota sobre job, work e career na seção Notas Culturais e Linguísticas deste Manual do Professor.

Esta atividade pode ser feita oralmente, em português ou inglês, a seu critério.

Suggested answer: A job is an activity through which an individual can earn money, a career is a series of connected employment opportunities.

CSA

_Im

ages

/Get

ty Im

ages

“Every parent has some kind of ideal future in mind for his or her child. Whether it is to follow in their own footsteps and take over the family business or just be successful or act to the best of their abilities and have the most fun, they want the best for their offspring.”

Available at: <www.dyrmdaily.com/5498/parents-children/#>. Accessed in: March 2016.

70 UNIT 4


BEFORE READING

1. Read different parents’ expectations on career decisions and choose the one(s) you agree with.

Write the answer in your notebook. Personal answers.


2. Turn over the page and, before reading the text, look at the picture, the title, the subheadings and

the structure of the text. Then choose the correct item that completes each sentence below (▲ or ■).

Write the answers in your notebook. a. ▲; b. ■

a. The text is intended for

▲ adults.

■ children.

b. The text was published on

▲ a blog.

■ an online newspaper.

Oriente os alunos a observar apenas o formato geral do texto, e não o texto completo. Destaque que o leiaute, o título, os subtítulos e as imagens antecipam ideias importantes do texto e podem ajudar a compreendê-lo. Ao corrigir o exercício 2, destaque que é possível inferir que o texto foi escrito para adultos porque o título está no passado (o que os pais queriam que seus filhos fossem quando se tornassem adultos).

a.

“Find something that you truly love and

always follow your heart.”

b.

“You can do whatever you want as long as you are not

a fashion designer, a photographer or a musician.”

c.

“You must be independent and successful.”

d.

“You can only choose between

being a doctor or a lawyer.”

Se

rgey

Niv

en

s/S

hu

tte

rsto

ck/G

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Im

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es

3. The text is organized into two parts: an introduction that presents a question and the answers to

that question. Notice the words in bold in the text and answer the questions below in your

notebook.

a. What is the main question posed in the introduction?

b. How many answers to that question are there? Four.

4. What jobs do you expect to be mentioned in the text? Write the answers in your notebook.

Ao corrigir o exercício 3, leve os alunos a perceber a relação entre a pergunta What did your parents want you to be? e o título do texto.

What did your parents want you to be?

Oriente os alunos a estabelecer hipóteses sobre os possíveis empregos a serem mencionados no texto a partir da observação dos subtítulos Secure, University Degree, Not the Army e Business Woman. Secure, por exemplo, se refere a profissões que oferecem segurança financeira. University Degree, por sua vez, pode estar relacionado a profissões que exigem diploma universitário.

Personal answers.

Career Expectations 71



Do your parents like your job?

It may sound like a silly question – after all, you’re the one working

every day, not them – but as it turns out, your parents’ expectations of

where you would end up could have had more of an impact on your

eventual career path than you believed.

As much as parents really just want their kids to be happy, they also

can’t help but be human and put a few expectations on them as well.

We asked different professionals from Canada for their own

recollections of their parents’ expectations, and were happily surprised to

discover they covered the gamut from “be a doctor” to “piano playing will

always pay the bills.” What did your parents want you to be?

SecureMy in-laws always told my husband and his brothers to find something that they loved to do and then find a way to get

paid for doing it. Three of them have managed to take their love of computers and make careers out of it.

For my sister and I, our dad always encouraged us to find a career that we would be able to support ourselves with and

never have to rely on a man. I don’t recall any discussions on finding something that you really loved to do. : )

-Michelle Edwards-Boldt, Business Manager, Cultural Ambassador

University DegreeAll my parents wanted was for me to go and finish university. In my mom’s eyes that made me a “somebody”. I was the first

person in my family to do so, so anything after that was a bonus! The fact that I have a Director title gives her enough bragging

rights to last her a lifetime!

-Marieta Mendoza, Director, Human Resources

Not The ArmyMy parents were devastated when I joined the Army, which was made worse by the fact I had to get their signature because

I was only 17. Heartbroken but wanting to be supportive, they signed. But years later, when I got into journalism school, my mom

told me that as a youngster she’d always wanted to be a journalist but just was never able to pursue her dream. She never

shared that tidbit with me until then.

-Pablo Richard Fernandez, News Editor

Business WomanMy mother wanted me to become a lawyer or a business woman or a director of something. I played the role of a lawyer in a

play at school, which made my mother very proud, and I became a business woman quite early on, from working in a bank to

managing a team. Today I’m in sales and I think she would be very proud of me.

My father always told me to do what makes me happy, and to follow my heart. I tried to combine both of their good advice

and do my very best every day.

-Maryse Huet, Account Executive

Parental Expectations: What My Parents

Wanted Me To Be When I Grew UpThe Huffington Post Canada Posted: 8/30/2012 5:11 pm Updated: 8/31/2012 2:24 pm

Michaeljung/Shutterstock/Glow Images

READING

Adapted from: <www.huffingtonpost.ca/2012/08/30/parental-expectations_n_1843210.html>. Accessed in: March 2016.

72 UNIT 4



What is the main purpose of the text? Choose the correct item that answers this question. Write

the answer in your notebook. c

a. To discover the career expectations of youngsters.

b. To discuss the positive impact of parental expectations on career decisions.

c. To present different stories regarding parental expectations on career decisions.


1. Replace each icon ✪ with Michelle, Marieta, Pablo or Maryse to complete the sentences below.

Write the answers in your notebook. a. Maryse; b. Pablo; c. Michelle; d. Marieta

a. ✪ works with sales.

b. ✪ has chosen the career of a family member’s dreams.

c. ✪ was encouraged to look for financial independence.

d. ✪ is the first person in the family to graduate from university.

2. Are the following statements true or false? In your notebook write T (True) or F (False) for each

statement. Then correct the false statements.

a. Parents’ expectations do not play an important part in a person’s career path.

b. It is expected that parents put a few expectations on their children.

c. Michelle and her sister were advised to find a career that they would love to pursue.

d. Pablo’s parents were pleased when he decided to join the Army.

e. Maryse’s father did not impose a career path on her.

3. Go back to the text and find a fragment

to support each statement below.


a. Parents cannot prevent themselves from

putting expectations on their children.

b. There was a great diversity in the responses

to the question “What did your parents want

you to be?”.



F: Parents’ expectations play an important part in/have an impact on a person’s career path.

T

F: Michelle and her sister were advised/encouraged to find a career that they would be able to support themselves with and never have to rely on a man.

F: Pablo’s parents were devastated when he decided to join the Army.

T

Fragment:

“[...] they also can’t help but be human and put a few expectations on them [...]”.

Fragment: “[...] they covered the gamut from ‘be a doctor‘ to ‘piano playing

will always pay the bills’”.

Comente com os alunos que can’t help é uma expressão idiomática que significa “ser incapaz de evitar”.

To

msic

ko

va T

aty

an

a/S

hu

tters

tock



4. In the fragments below, what do the pronouns in bold refer to? Choose the correct answers

(▲ or ■) and write them in your notebook. a. ■ ; b. ■ ; c. ■ ; d. ▲; e. ■

a. … own recollections of their parents’ expectations… (paragraph 4)

▲ recollections ■ different professionals from Canada

b. … get paid for doing it. (paragraph 5)

▲ find a way ■ something that they loved to do

c. Three of them … (paragraph 5)

▲ my in-laws ■ my husband and his brothers

d. … so anything after that was a bonus! (paragraph 7)

▲ finishing university ■ the first person

e. … which made my mother very proud … (paragraph 9)

▲ school ■ I played the role of lawyer in a play at school



a. Do you think parents’ and other relatives’ opinions about your career choices can help you

make a decision about what career path you should follow? Why (not)?

b. Happiness, social status and financial stability are some of the aspects people often look for

when choosing a career. What do you expect from your future career?

c. Marieta was the first person in her family to finish university. In your opinion, how important is a

university degree for someone’s career? What other ways are there to become more qualified?

VOCABULARY STUDY

MULTI-WORD VERBS


Parental Expectations: What my parents wanted me to be when I grew up (title)

… but as it turns out … (paragraph 2)

… your parents’ expectations of where you would end up … (paragraph 2)

But years later, when I got into journalism school … (paragraph 8)

1. Match the multi-word verbs to their meanings. a. III; b. II; c. I; d. IV

a. grow up I. finally be in a particular place or situation

b. turn out II. happen in a particular way; have a particular result

c. end up III. become older or an adult

d. get into IV. be accepted by an organization/school; start doing something

Esta atividade deve ser feita oralmente, em português ou inglês, a seu critério. Comente com os alunos que esta leitura visa a uma reflexão crítica sobre questões relacionadas ao texto, de modo que eles possam considerar novas perspectivas sobre o tema e discutir quais interesses ou pontos de vista são privilegiados ou ignorados no texto.

Personal answers.

Multi-word verbs, ou seja, verbos formados pela combinação de um verbo e uma ou mais palavras (preposições e/ou advérbios) são bastante comuns, especialmente no inglês falado. Muitas pessoas se referem a esses verbos como phrasal verbs, que são, na verdade, apenas um dos tipos de multi-word verbs, juntamente com os prepositional verbs e phrasal-prepositional verbs. Como a distinção entre esses tipos de verbos não será tratada aqui, utilizaremos o nome mais abrangente multi-word verbs.

Ajude os alunos a inferir, a partir do contexto, o significado de in-laws (sogros), relembrando que, em inglês, sogra é mother-in-law e sogro, father-in-law.

Gustavo Frazao/Shutterstock

74 UNIT 4


2. Replace each icon ✪ with a multi-word verb from exercise 1 to complete the following sentences.

Use the appropriate verb forms. a. end up; b. turned out; c. grew up; d. got into

a. She will ✪ being a doctor just like her parents and uncle.

b. What a disaster her quick career decision ✪ to be!

c. I ✪ hearing my parents complain about their jobs.

d. My brother ✪ law school at 16. He is a genius!

COLLOCATIONS

3. Read the fragments below and choose the correct item that completes each sentence that follows

(▲, ■ or ●). Write the answers in your notebook. a. ●; b. ■ ; c. ▲

I. “All my parents wanted was for me to go and finish university” (paragraph 7)

II. “My parents were devastated when I joined the Army ...” (paragraph 8)

III. “I played the role of a lawyer in a play at school …” (paragraph 9)

a. In fragment I, another verb that can replace finish is

▲ apply for. ■ enter. ● graduate from.

b. In fragment II, another verb that can replace join is

▲ leave. ■ go into. ● train.

c. In fragment III, another verb that can replace play is

▲ perform. ■ find. ● swap.

PREPOSITIONS

4. Copy the table below in your notebook and replace each icon ✪ with a word from the text.


on of

• an ✪ on your eventual career path impact

• never have to ✪ on a man rely

• ✪ on finding something that you really

loved to do discussions

• played the ✪ of a lawyer role

• she would be very ✪ of me proud

5. Replace the icons ✪ with words of your choice to express your opinions. Use the prepositions

on or of. Write the answers in your notebook. Personal answers.

a. My friends should rely ✪.

b. I am very proud ✪.

c. ✪ have a significant impact ✪.

Collocations são combinações de palavras que ocorrem frequentemente em uma língua. Por exemplo, Olympic record, unbroken record, bright idea, brilliant idea, strongly recommend. Um dicionário on-line de collocations está disponível em: <www.ozdic.com>. Explique para os alunos que estudar essas expressões (e não apenas palavras isoladas) é uma forma eficiente de ampliar o vocabulário.

Explique para os alunos que algumas palavras são usadas necessariamente com determinadas preposições e é preciso estudar essas combinações para saber, por exemplo, que rely é usado com a preposição on e não com outra. O mesmo acontece com a língua portuguesa.

Estude combinações

de palavras que ocorrem

frequentemente em inglês

para compreendê-las melhor

e utilizá-las em seus textos.

TIP



DIRECT AND INDIRECT SPEECH (II)

Read the fragments below and do exercises 1-3.


I. “… our dad always encouraged us to find a career that we

would be able to support ourselves with ...”

II. “My in-laws always told my husband and his brothers to

find something that they loved to do …”

III. “… my mom told me that as a youngster she’d always

wanted to be a journalist …”

IV. “My father always told me to do what makes me happy,

and to follow my heart.”

1. Choose the correct item that completes each sentence below (▲ or ■). a. ■; b. ■; c. ■

a. The fragments

▲ quote the exact words of the speaker.

■ report what the speaker said without quoting his/her exact words.

b. The fragments are in

▲ direct speech. ■ indirect speech.

c. The reporting verb is the same in fragments

▲ II and IV. ■ II, III and IV.

2. Replace each icon ✪ with I, II, III or IV to complete the following statements as in the example.

a. The reporting verb encourage is used with the structure:

• encourage someone to do something, as in fragment I.

b. The reporting verb tell can be used with the structures:

• tell someone to do something, as in fragments ✪ and ✪.

• tell someone that…, as in fragment ✪.

3. In your notebook, rewrite the fragments above. Use direct speech as in the following example.

a. “Find a career that you will be able to support yourselves with,” said our dad. (Fragment I)

b. “✪,” said my in-laws to my husband and his brothers. (Fragment II) Find something that you love to do

c. “✪,” said my mom. (Fragment III) I always wanted to be a journalist as a youngster

d. “✪,” said my father. (Fragment IV) Do what makes you happy, and follow your heart

b. II, IV; III.

LANGUAGE IN USE

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76 UNIT 4


4. Read the short text below and choose the correct item that completes each sentence on the right

(▲ or ■). Write the answers in your notebook. a. ■; b. ▲

a. As Tamy is a blogs editor, we infer

that she

▲ has followed the career path her father

had expected.

■ has not followed the career path her

father had expected.

b. The text in direct speech is

▲ “You should be a laywer because you

always have opinions about everything,

and you will defend them very

passionately”, said my dad.

■ My dad said that I should be a lawyer

because I always had opinions about

everything, and I would defend them

very passionately.

Piano Teacher

My father survived the aftermath of World War II by

playing piano in espresso bars and translating for US

forces in Europe. He always used to say, “No matter

what happens in life, if you know how to play, you

can always teach piano.” Wise words, but, for a kid

who hated to practice, not that motivating somehow.

-Ilona Biro, Walletpop EditorA

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Writer

In my mother’s words: “I wanted you to be a strong independent

woman who could look after herself. You were very goal-oriented

at a young age and I knew you would be successful at whatever

you chose to do. When in high school I thought you might be a

writer — a news writer and travel, or a novelist because you are so

imaginative and such a good writer.”

-Jacqueline Delange, Associate Editor

Available at: <www.huffingtonpost.ca/2012/08/30/parental-expectations_n_1843210.html>. Accessed in: March 2016.

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Read the short texts below and do exercises 5-7. Write the answers in your notebook.

Lawyer

My dad always said I should be a lawyer

because I always had opinions about

everything, and I would defend them very

passionately.

-Tamy Emma Pepin, Blogs Editor

Sze

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Adapted from: <www.huffingtonpost.ca/2012/08/30/parental-expectations_n_1843210.

html>. Accessed in: March 2016.




a. Ilona and Jacqueline talk about parental expectations by

▲ quoting their parents’ exact words.

■ reporting what their parents said without quoting the exact words.

b. The parent who wanted his/her child to follow in his/her footsteps is

▲ Ilona’s father. ■ Jacqueline’s mother.

c. The parent whose career expectation was met is

▲ Ilona’s father. ■ Jacqueline’s mother.

6. What punctuation mark is used in each text to introduce the speaker’s exact words in quotes?

7. Rewrite the sentences below. Use indirect speech as in the following example.

a. My father said, “No matter what happens in life, if you know how to play, you can always teach piano.”

My father said (that), no matter what happened in life, if I knew how to play, I could always teach piano.

b. My mother said, “I wanted you to be a strong independent woman who could look after herself.”

My mother said ✪ (that) she had wanted me to be a strong independent woman who could look after herself/myself.

c. My mother said, “You were very goal-oriented at a young age and I knew you would be

successful at whatever you chose to do.”

My mother said ✪ (that) I had been very goal-oriented at a young age and she had known I would be successful at whatever I chose to do.

d. My mother said, “When in high school I thought you might be a writer – a news writer and

travel, or a novelist because you are so imaginative and such a good writer.”

My mother said ✪

8. Copy the following table in your notebook and replace each icon ✪ with the correct verb form.

Use the verbs from exercise 7 as in the example below.

Direct Speech Indirect Speech Direct Speech Indirect Speech

happens happened knew ✪

know ✪ would ✪

can ✪ chose ✪

wanted ✪ thought ✪

could ✪ might ✪

were ✪ (you) are (I) ✪

a. ▲; b. ▲; c. ■

Ao corrigir o exercício 5, destaque que, no primeiro texto, Ilona cita a frase que seu pai costumava dizer no passado, quando ela era criança. No segundo texto, Jacqueline preferiu não responder ela mesma à pergunta What did your parents want you to be?, mas usar uma declaração de sua mãe, feita na época da publicação do texto, sobre suas antigas expectativas em relação ao futuro profissional da filha.

Comma (,) in the first text and colon (:) in the second.

(that) when in high school she had thought I might be a writer – a news writer and travel, or a novelist because I was so

imaginative and such a good writer.

had known

knew would

could had chosen

had wanted had thought

could might

had been was

Go to LANGUAGE

REFERENCE and

EXTRA

PRACTICE on page

160

Note que

geralmente há

mudança de tempo

verbal quando se passa

do discurso direto para

o discurso indireto.

TIP

78 UNIT 4


2. 11

Listen to Vicky talking about her job. What does she do? Does she enjoy it? Write the answers in

your notebook. She’s a visual merchandiser./Yes, she does.

3. 11

Listen to the recording again and answer the questions below in your notebook.

a. What did people use to call Vicky’s job? A window dresser.

b. When she was at school did she really know what she wanted to do? No, she didn’t.

c. Who made Vicky go to college? Her dad/father.

4. 11

Listen to the recording once more and replace

each icon ✪ with the appropriate word/expression in

parentheses to complete the sentences below. Write


a. Vicky knew she wanted to do something

✪ (highly-paid/creative/demanding). creative

b. She did a course on ✪ (design patterns/3D design

and display/3D animation) at college.

c. While she was at college she was offered a job

at the end of a ✪ (week/month/year) of

work experience. week

d. Now she works as the ✪ (assistant/team leader/

manager) of a store. team leader

e. In the future she wants to become the

manager of her ✪ (own store/father’s store/

sisters’ store). own store

5. 11

Listen to the recording again and check the answers to exercises 3 and 4.

Oriente os alunos a ler todo o exercício 3 antes de ouvir o áudio e a prestar atenção nas informações solicitadas. Eles ouvem o áudio uma ou duas vezes.

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Oriente os alunos a ler todo o exercício 4 antes de ouvir o áudio e a prestar atenção nas informações solicitadas. Eles devem ouvir o áudio uma ou duas vezes.

3D design and display

1. Ask and answer the following questions in pairs. Personal answers.

a. When you were a child, what did you want to be when

you grew up?

b. Have you changed your mind?

Ativar o conhecimento prévio dos alunos relacionado ao tema do texto (no caso, expectativas de carreira) favorece o estabelecimento de hipóteses sobre o que será ouvido e a sua compreensão.

Os alunos não devem se preocupar em entender todas as palavras e todas as informações do áudio. O objetivo é ter uma ideia global do que é dito.

Identificar o tom de voz de um falante é muito importante para

entender melhor sua opinião sobre determinado assunto.

TIP

Se

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12

SPOKEN LANGUAGE

The speaker’s mood (angry, anxious, bored, happy, surprised, worried etc.) reveals

emotions and influences the meaning given to words. Listen to four different speakers

and identify each speaker’s mood.

a. ▲ angry ■ bored

b. ▲ happy ■ surprised

c. ▲ bored ■ worried

d. ▲ bored ■ anxious


a. ▲; b. ■; c. ■; d. ▲

6. In your opinion, is it important to take part in work experience while in college? If so, why? Personal answers.

7. Copy the table below in your notebook. Then interview your classmates to find out about their

career interest areas. Replace the green icons ✪ with new items to ask about. Replace the black

icons ✪ with your classmates’ names when their answer is affirmative. Personal answers.

Find someone who would like to work with… Classmates’ names

… arts. ✪

… business. ✪

… education. ✪

… engineering. ✪

… health sciences. ✪

… information technology. ✪

… sales. ✪

… tourism. ✪

✪ ✪

✪ ✪

8. In pairs, discuss the questions below. Personal answers.

a. What is the most popular career area among your classmates?

b. Can you think of three occupations that you could take up? What do they have in common?

c. If you had to choose between a well-paid job and a satisfying one, which would you choose? Why?No exercício 7, cada aluno entrevistará vários colegas sobre suas preferências em relação a diferentes carreiras a partir das palavras sugeridas no quadro e outras escolhidas pelos próprios alunos. A proposta é tentar encontrar pelo menos um aluno que responda sim a cada pergunta. Para tal, os alunos podem entrevistar os colegas que sentam

perto deles ou, se possível, circular pela sala. Pode-se fazer uma competição para saber quem encontra, em um período de tempo determinado, um maior número de alunos que respondam sim às perguntas. Os alunos ouvem o áudio uma ou duas vezes. Oriente-os a observar a entonação das perguntas.80 UNIT 4


Observar características de um gênero discursivo nos ajuda a compreender e produzir textos desse gênero. Destaque para os alunos que as histórias pessoais podem variar de tamanho (de um breve parágrafo a um livro autobiográfico, por exemplo) e ter diferentes motivações e objetivos. No caso em questão, as histórias pessoais são curtas e contadas quando as pessoas buscam responder a uma pergunta feita por um jornal.

In this unit you have read several answers to the same question, What did your parents want you to be?,

all published as part of a newspaper article. To answer the question, people used their recollections

and told short personal stories about a specific aspect of a person’s life: parents’ expectations

about their children’s professions.

Personal stories are personal accounts of events and experiences a person has

been through. Writing a personal story allows you to share your life with other

people. It can also help you think about the meaning some past events have to

you and how they have affected your life. You can write a personal story because

you have to do it — for a job perhaps — or because you choose to do it — for a

blog post, a comment on a website, an answer to a survey question etc.

1. Write a short personal story about your parents’ (or other close relatives’) expectations about

your professional future. Try to answer the question “What do your parents (or other close

relatives) want you to be?”. Writing it can help you think about your own career expectations.

STEP BY STEP

1. Try to remember past

events related to your

parents’ or other relatives’

expectations about your

future profession, such as

giving you profession-

related toys (a doctor doll,

toy tools etc.) or making

you take piano lessons.

2. Also try to remember

moments in which your

parents (or other close

relatives) have talked about

career choices with you or

other people.

3. Write down your ideas.

4. Write a first draft of the

story. Use direct speech

to introduce the

characters’ exact words

(e.g. He always used to say,

“No matter what happens

in life, if you know how to

play, you can always

teach piano lessons”).

Use indirect speech to

report what the characters

said without quoting their

exact words (e.g. My father

always told me to do what

makes me happy…).

5. Include a picture to

illustrate your text.

6. Exchange stories with a

classmate and discuss

both texts. Try to make

some suggestions on your

classmate’s story.

7. Make the necessary

corrections.

8. Write the final version of

your personal story.

WRITING CONTEXT




as in the example below.

Example. a. IV.

a. Writer:

b. Readers:

c. Genre:

d. Objective:

e. Style:

f. Media:

I. personal story

II. classroom board/Internet

III. informal tone

IV. you

V. classmates and other

people

VI. share personal accounts

of events and experiences

with other people

b. V; c. I; d. VI; e. III; f. II

2. Now it’s time to share your personal story with your classmates and other people. You can put all

the texts together on a classroom board or on the school’s website.

Para obter mais ideias para histórias inspiradoras, pode-se consultar <www.inspiredpersonal-development.com/inspirational-stories.html#ideas>.

Pode-se sugerir aos alunos postar seus textos como respostas à pergunta feita no artigo (<www.huffingtonpost.ca/2012/08/30/parental-expectations_n_1843210. html#slide=1456339>). Nesse caso, entretanto, é fundamental alertar os alunos para questões de preservação da privacidade.

WRITING

Lembre-se de

que tudo o que é

publicado na Internet

pode ser compartilhado

com qualquer um e

ficar disponível para

sempre. Seja cuidadoso.

TIP


• objetivo: As informações estão adequadas a seu

objetivo e ao público-alvo?

• conteúdo: Os elementos básicos da história, como

nomes de personagens, tempo, lugar etc., estão claros e

ajudam o leitor a compreender o texto?

• linguagem: O texto elaborado está redigido de

maneira clara e objetiva?

Reescreva seu texto com base na revisão feita por você

e seus colegas.

TIP





LOOKING AHEAD

Read the infographic below and answer the questions.

What does the graphic show?

In your opinion, are today’s teens

more or less likely to follow in their

parents’ footsteps than they were a

generation ago?

Do your parents’ careers impact

your plans for a future career?

If so, how?

What career paths have you

considered so far?

Have you ever talked to your

parents or other family members

about career choices?

Do they have expectations about

your future career?

How do you deal with these

expectations?expectations?

I want to

be a/an...

EXTRA READING

<http://articles.marketwatch.com/2010-05-26/finance/30760719_1_female-

dominated-occupations-home-health-new-career>

<http://guiadoestudante.abril.com.br/>

EXTRA VIDEOS

<http://video.about.com/jobsearch/Factors-to-Consider-When-Choosing-a-Career.htm>

<www.videojug.com/film/how-to-choose-the-right-career>

<www.videojug.com/interview/choosing-a-career?sourcelink=verticalrecommendation>

A partir das perguntas sobre o diálogo com os pais e familiares sobre carreira, pode-se estimular um debate sobre outras formas de apoio disponíveis para ajudar os alunos a fazer suas escolhas. Pode-se, por exemplo, indicar serviços de orientação na própria escola e sugerir aos alunos que pesquisem as profissões preferidas e conversem com pessoas que atuam na área.


Suggested answer: It shows that the majority of/most teens (79%) don’t want to follow the career path of their

parents/mother or father.

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Available at: <http://content.usatoday.com/educate/college/ business/snapshots/20040315.htm>.


79%Neither

4% Mother 6%

Both

11% Father

USA TODAY SnapshotsTeens don’t like their parents’ careersDo you want to follow the career path of your mother or father?

Source: Junior Achievement Interprise Poll of 961 respondents ages 13 to 18 conducted in January.

Margin of error: 3 percentage points.

By Darryl Haralson and Adrienne Lewis, USA TODAY.

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Personal answers.

82 UNIT 4



83

1. Read the following text quickly to answer the question: “Are we wired to be selfish or altruistic?”

(title). Write the answer in your notebook. Altruistic.

Os alunos não devem se preocupar em compreender todas as palavras do texto para fazer o

exercício 1. Ao corrigi-lo, peça a eles que indiquem trechos do texto que os ajudaram a chegar à

resposta. Destaque os trechos: “And studies show that this altruism is innate.”/“Even 18-month-old

toddlers will almost always try to help an adult […] will try to hand it to him.”

Are We Wired to Be Selfish or Altruistic?

Under the survival-of-the-fittest mentality,

man evolved to compete for precious

resources, making us a relatively selfish bunch

(yielding a potential mate to a rival, for

example, doesn’t do your genes any good in

seeing another generation). But those theories

fail to account for the fact that humans could

not have survived without the occasional

charity and social reciprocity of the group, too.

And studies show that this altruism is

innate. Even 18-month-old toddlers will

almost always try to help an adult who is

visibly struggling with a task, without being

asked to do so: if the adult is reaching for

something, the toddler will try to hand it to

him. Another study found that 3-to 5-year

olds tend to give a greater share of a reward

(stickers, in this case) to a partner who has

done more work on a task – again, without

being asked – even if it means they get to

keep less for themselves.

How is all this helping hard-wired? Our

stress systems themselves seem to be

designed to connect us to others. They calm

down when we are feeling close to people we

care about – whether related to us or not –

and spike during isolation and loneliness.

Even short periods of solitary confinement

can derange the mind and damage the body

because of the stress they create.

Of course, that doesn’t mean humans

are never selfish, but those bouts of

self-centeredness seem to be balanced with

a good dose of the Good Samaritan as well.

2. Read the text again. Which paragraph presents examples to support the idea that we are born

altruistic? Write the answer in your notebook.

3. Replace each icon ✪ with a word or expression from the text to complete the sentences below.


a. Human beings could not have ✪ without altruism.

b. Our ✪ calm down when we are feeling close to people we care about and spike during isolation.

4. Match the words to their definitions. Make inferences. Write the answers in your notebook.

a. reward (2nd paragraph)

b. toddler (2nd paragraph)

c. charity (1st paragraph)

d. innate (2nd paragraph)

e. derange (3rd paragraph)

I. kindness and sympathy towards other people

II. a quality or ability that you are born with

III. a young child who is just beginning to walk

IV. something that you get because you have worked hard

V. cause something to act irregularly

2nd paragraph.

survived

stress systems

a. IV; b. III; c. I;

d. II; e. V

2. Comente com os alunos que o 2o parágrafo é composto de uma frase inicial que apresenta a ideia central do parágrafo (ou seja, estudos mostram que o altruísmo é inato) e duas frases que apresentam resultados de estudos que confirmam a ideia central. Explique que a expressão “another study found...” indica que as frases apresentam resultados de estudos.

READING

TIME. 100 New Scientific Discoveries: Fascinating, Momentous, and Mind-Expanding Stories. Time Esp. Ed. 34, 2013. p. 26.


84 Review 2


Read the comic strip below and do exercises 1 and 2. Write the answers in your notebook.

Available at: <www.gocomics.com/peanuts/2013/05/12>. Accessed in: March 2016.

Pea

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LANGUAGE IN USE


Review 2 85

1. Answer the questions below in your notebook.

a. What are they doing?

b. What special day is it?

c. How did they feel about themselves?

d. Why did they feel this way?

e. In comic strips, it is common to use direct speech. Does it happen in this comic strip? If so, why?

2. Rewrite the following sentences as in the example below. Use indirect speech.

a. Schroeder said, “Today is Mother’s Day...”

Schroeder said (that) that day was Mother’s Day.

b. Lucy said, “We should be home serving our mothers breakfast in bed.”

Lucy said ✪

c. Patty said, “My mother is always doing nice things for me.”

Patty said ✪

d. Frieda said, “My mother always sings to me before I go to sleep

at night.”

Frieda said ✪

e. Charlie Brown said, “I sent my mother a very nice card and a dozen pink roses.”

Charlie Brown said ✪

3. Complete the following sentences in your notebook. Use indirect speech.

a. “Do you want a word of advice?”, my mother asked me.

My mother asked me ✪

b. “You should be honest with yourself,” she said.

She advised him ✪

c. “Where did you stay?”, my parents asked me.

My parents wanted to know ✪

d. “Believe in yourself and then good things will happen,” her grandmother said.

Her grandmother told her ✪

e. “Pursue your own dreams and follow your own heart,” their mom said.

Their mom told them ✪

They are playing baseball.

Mother’s Day.

Suggested answers: Selfish; cruel; heartless; thoughtless.

Suggested answers: Because they are spending Mother’s Day away from home./Because they never think of

anyone but themselves.

Suggested answer: Yes, it does. Because the comic strip presents the characters’ exact words.

Re

pro

du

çã

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Fil

me

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(that) they should be home serving their mothers breakfast in bed.

(that) her mother is always doing nice things for her.

(that) her mother always sings to her before she goes to sleep at night.

(that) he had sent his mother a very nice card and a dozen pink roses.

if I wanted a word of advice.

to be honest with himself.

where I had stayed.

to believe in herself and then good things would happen.

to pursue their own dreams and follow their own heart.


86 Review 2

1. (Enem/2011)

Nesta seção, escreva a resposta de cada

questão em seu caderno.

How’s your mood?

Enem/2011

For an interesting attempt to measure cause

and effect try Mappiness, a project run by the

London School of Economics, which offers a

phone app that prompts you to record your

mood and situation.

The Mappiness website says: “We’re

particularly interested in how people’s happiness

is affected by their local environment – air

pollution, noise, green spaces, and so on –

which the data from Mappiness will be

absolutely great for investigating.”

Will it work? With enough people, it might. But

there are other problems. We’ve been using

happiness and well-being interchangeably. Is that

OK? The difference comes out in a sentiment

like: “We were happier during the war.” But was

our well-being also greater then?

Disponível em: <www.bbc.co.uk>. Acesso em: 25 mar. 2016. (Adaptado)

O projeto Mappiness, idealizado pela

London School of Economics, ocupa-se do tema

relacionado

a. ao nível de felicidade das pessoas em

tempos de guerra.

b. à dificuldade de medir o nível de felicidade

das pessoas a partir de seu humor.

c. ao nível de felicidade das pessoas enquanto

falam ao celular com seus familiares.

d. à relação entre o nível de felicidade das

pessoas e o ambiente no qual se encontram.

e. à influência das imagens grafitadas pelas

ruas no aumento do nível de felicidade das

pessoas.

d

2. (Enem/2011)

Going to university seems to reduce the risk

of dying from coronary heart disease. An

American study that involved 10 000 patients

from around the world has found that people

who leave school before the age of 16 are five

times more likely to suffer a heart attack and die

than university graduates.

World Report News. Magazine Speak Up. Ano XIV, n.º 170. Camelot, 2001.

Em relação às pesquisas, a utilização da

expressão university graduates evidencia a

intenção de informar que

a. as doenças do coração atacam dez mil

pacientes.

b. as doenças do coração ocorrem na faixa

dos dezesseis anos.

c. as pesquisas sobre doenças são

divulgadas no meio acadêmico.

d. jovens americanos são alertados dos

riscos de doenças do coração.

e. maior nível de estudo reduz riscos de

ataques do coração.

3. (UFG/2011)

Read the comic graph.

According to the graph, when people say

“I’m fine”,

a. most of them mean what they say.

b. very few of them feel really happy.

c. more than 40% of them are thrilling.

d. all of them must be very bored.

e. half of them is asking for help.

Review TIPS INTO

PRACTICE on page

13

e

UFG/2011

c

STUDYING FOR EXAMS


Review 2 87


• taking part in discussions on values?

• taking part in discussions on career expectations?

• using direct and indirect speech?

• exploring stories?

• exploring personal stories?






Example:


turn out“but as it turns out, your parents’ expectations (...)” – p. 72

happen in a particular way; have a particular result



• Dictionaries

• Extra readings

• Extra videos

• Internet

• Glossary



Example:

• Read magazines and books in English to learn new collocations.



EMBRACING DIVERSITY THROUGH INSPIRING STORIES (SECOND PART)

In Unit 3 you have talked about inspiring stories and values. Follow the steps below and do the

second part of Project 1, Embracing diversity through inspiring stories.

TASK: After having interviewed a person with an inspiring story about diversity, it is time to review

your notes to create a podcast and share the story with your local community and the world!

Podcast é um arquivo digital de áudio que se encontra

disponível na Internet. Os conteúdos podem variar bastante, mas é

comum haver depoimentos, entrevistas, dicas, instruções e/ou

comentários em geral.

TIP

YOU CAN FIND EXAMPLES OF PODCASTS AT:

<www.values.com/inspirational-audio-stories>

Considerando a natureza interdisciplinar do projeto, é desejável a participação de professores de

outras áreas, como Geografia, História, Sociologia e Filosofia.

1. Produce it! In groups, review your notes and select the most

interesting parts of the interview. Reconstruct the person’s

story to create a podcast. You can add music and sound

effects. Visit the following links to learn how to create your

own podcast:

• <www.wikihow.com/Start-Your-Own-Podcast>;

• <http://reviews.cnet.com/4520-11293_7-6246557-1.html>.

2. Share it locally! Organize an event at your school in which

you play the podcasts that you and your classmates have

recorded. You can organize the stories by the dimensions of

diversity (ethnic, cultural, gender etc.). Invite teachers,

family members, friends and, if possible, the people

interviewed to listen to the podcasts and join in a discussion

on the topic.

3. Share it globally! Publish the podcast on the school’s website

or on a blog and let people from all over the world get inspired

by the stories! You can also publish a photograph of the

interviewee and a short text to introduce the podcast as in the

following example.

Os links indicados oferecem instruções para a criação de podcasts.

THINK ABOUT IT!Reflita sobre o desenvolvimento do projeto a partir das

questões a seguir:

Como você se sentiu ao entrevistar uma pessoa que contou

uma história inspiradora sobre diversidade e respeito às

diferenças?

Como foi a apresentação dos podcasts e a discussão sobre

diversidade na escola?

Como as pessoas reagiram aos podcasts na Internet?

Você faria alguma coisa de modo diferente? Em caso afirmativo, o quê?

Você acredita que sua escola possa desenvolver iniciativas para a promoção da diversidade?

Em caso afirmativo, quais?

Personal answers.

Incentive os alunos a compartilhar suas impressões sobre o impacto do projeto nos alunos, na escola e na comunidade. Convide-os também a falar sobre o que aprenderam com o desenvolvimento do projeto e como podem utilizar esse conhecimento em sua vida. Dentre outras coisas, os alunos podem falar sobre a

importância da diversidade na sociedade e sobre como fazer uma entrevista e um podcast.


RossHelen/Shutterstock

Na apresentação dos podcasts na escola, é recomendável fazer uma breve introdução em português para cada gravação para

que todos os visitantes possam ter uma ideia global do conteúdo. Uma alternativa é fazer uma versão em português dos

podcasts. Para auxiliar no debate sobre o assunto em foco, sugere-se convidar professores de Geografia, História, Sociologia,

Filosofia e Português.

88 Project 1B

PROJECT 1B

Available at: <www.values.com/inspirational-audio-

stories/5-Marlon-Shirley>. Accessed in: March 2016.


555Warming

UP

LEARNING

OBJECTIVES

Save the Amazon! Unit

What does the photograph show?

Ricardo Funari/Brazil Photos/LightRocket/Getty Images

• to take part in discussions on environmental awareness

• to learn how to use the passive voice

• to explore fact files

Suggested answers: The Amazon rain forest./It

shows the devastation/deforestation of the Amazon

rain forest.

Antes de os alunos responderem às perguntas da página seguinte, explore com eles a foto, relacionando-a ao título da unidade. Isso pode ser feito em inglês ou português, a seu critério.

89


2. Replace each icon ✪ with a word or expression from the following box to complete the facts as in

the example below. Write the answers in your notebook.

greenhouse-gas emissions • commercial agriculture •

Amazon rainforest • oxygen (O2) • global warming •

climate change • carbon dioxide (CO2) • square kilometres

square kilometres; Amazon rainforest; commercial agriculture;

carbon dioxide (CO2), oxygen (O

2)

Oriente os alunos a deduzir que square kilometres (sq km) é uma medida de área e corresponde a “quilômetros quadrados (km2)” em português. Square = “quadrado”.

Above: Rainforests are destroyed for a variety

of reasons, including logging, cattle ranching

and commercial agriculture.

• Deforestation is the largest source of land-use

greenhouse-gas emissions, contributing up to 18%

of global greenhouse gas emissions.

• Approximately 117,000 ✪ of rainforest are destroyed

each year.

• Approximately twenty per cent of the ✪ has already

been destroyed.

• Rainforests are destroyed for a variety of reasons,

including logging, cattle ranching and ✪.

• Rainforests have the ability to absorb ✪ and

release ✪.

ROSSER, Simon. The A-Z of Global Warming. Cornwall: Schmall World Publishing, 2008. p. 29-30.

Re

pro

du

çã

o/G

ree

np

eace

Rep

rod

ução

/S. R

osser

20

07

Algumas palavras compostas,

como rainforest e rainfall, podem ser

grafadas como duas palavras separadas

(rain forest e rain fall).

TIP

Available at: <http://osocio.org/message/not-only-a-tree-is-cut-down>. Accessed in: March 2016.

1. Read the advertisement below and then discuss the following questions in pairs.

a. What does the picture show? Describe it.

b. What is the intention of the campaign?

c. What ideas are related to the slogan “Not only a tree is cut down”?

d. How did you feel when you looked at the picture? In your opinion, is it a good ad?

a. Suggested answer: It shows a cut down tree in the shape of a leopard.

b. Suggested answers: Raise people’s awareness towards deforestation./Show the

consequences of deforestation.

c. Suggested answers: Animals are also affected by deforestation./Animals also die.

They lose their habitats./Killing trees is like

taking lives.

d. Personal answers.

90 UNIT 5


2. Turn over the page and, before reading the text, look at the pictures, the title and the layout.

Then, choose the correct item that completes each sentence below (▲ or ■). Write the answers in

your notebook.

a. The page contains

▲ a main text and a fact file, both about the Amazon rain forest.

■ a main text about the Amazon rain forest and a fact file about tropical

rain forests.

b. The pictures show

▲ the deforestation in the Amazon rain forest and its fauna and flora.

■ the most endangered species in the Amazon rain forest.

a. ■; b.▲

Fact file é

um texto que

apresenta,

geralmente em

forma de tópicos,

informações

relevantes sobre

determinado

assunto.

TIP

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is L

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hu

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tock

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sFa

bio

Co

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bin

i/A

cerv

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o f

otó

gra

fo

gu

en

term

an

au

s/S

hu

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change in climatic conditions • road construction • destruction of natural habitats • endangerment

of species • expansion of agriculture • home to many plants and animals • the world’s largest

tropical forest • valuable source of medicines • extraction of minerals and generation of energy

BEFORE READING

1. Replace each icon ✪ with an expression from the following box to complete the table below.


Importance of the

Amazon rain forest

Causes of

deforestation

Consequences

of deforestation

✪

✪

✪

✪

✪

✪

✪

✪

✪

Importance of the Amazon rain forest: home to many plants and animals; the world’s largest tropical forest; valuable source of medicines

Causes of deforestation: expansion of agriculture; extraction of minerals and generation of energy; road construction

Consequences of deforestation: change in climatic conditions; destruction of natural habitats;

endangerment of species

Save the Amazon! 91



THE CONTINENT: SOUTH AMERICA

FOCUS ON: AMAZON RAIN FOREST78#

NATIONAL Geographic Student Atlas of the World. Third edition. Washington: National Geographic Society, 2009. p. 78.

Ern

esto

Reg

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n/P

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Imag

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Ric

ard

o A

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gen

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Amazon Rain ForestThe Amazon rain forest, which covers approximately 2.7 million square miles

(7 million sq km), is the world’s largest tropical forest. Located mainly in Brazil,

the Amazon rain forest accounts for more than 20 percent of all the world’s

tropical forests. Known in Brazil as the selva, the rain forest is a

vast storehouse of biological diversity, filled with plants and

animals both familiar and exotic. According to estimates, at

least half of all species are found in tropical forests, but

many of these species have not yet been identified.

Tropical forests contain many valuable resources,

including cacao (chocolate), nuts, spices, rare

hardwoods, and plant extracts used to make

medicines. Some drugs used in treating cancer and

heart disease come from plants found only in tropical

forests. But human intervention — logging, mining, and

clearing land for crops and grazing — has put tropical

forests at great risk. In Brazil, roads cut into

the rain forest have opened the way for

settlers, who clear away the forest only to

discover soil too poor in nutrients to sustain

agriculture for more than a few years. Land

usually is cleared by a method called

slash-and-burn, which contributes to

global warming by releasing great amounts

of carbon dioxide into the atmosphere.

TROPICAL RAIN

FORESTS:

FACTS & FIGURES

• Tropical rain forests cover 6 percent of

Earth’s surface, but are home to half of

Earth’s species.

• Average monthly temperature is 68 to

82 o F (20 to 28 oC).

• Total annual rainfall averages 5 to

33 feet (1.5 to 10 m).

• Trees in tropical rain forests can

grow up to 200 feet (60 m) in height.

• Most nutrients in tropical rain forests

are stored in the vegetation rather

than in the soil, which is very poor.

• Some of Earth’s most valuable woods,

such as teak, mahogany, rosewood, and

sandalwood, grow in tropical rain forests.

• Up to 25 percent of all medicines include

products originating in tropical rain forests.

• Tropical rain forests absorb carbon dioxide

and release oxygen.

• Deforestation of tropical rain forests

contributes to climate change.

• An estimated 100 acres (40 ha) of rain forest

are lost every minute.

• Brazil loses 10.6 million acres (4.3 million ha) of

tropical forests annually, but Nigeria, in Africa,

has the highest rate of deforestation — more

than 11 percent annually.

Palê

Zu

pp

an

i/Pu

lsar

Imag

ens

SLOW-MOVING, this three-toed sloth spends most of its life in the treetops. It is one of the many unusual species of animals that make their homes in the forests of the Amazon Basin.

DENSE CANOPY OF THE RAIN

FOREST stands in sharp

contrast to the silt-laden

waters of one of the Amazon’s

many tributaries. Although

seemingly endless, the forest

in Brazil is decreasing in size

at the rate of almost 15,000

acres (6,070 ha) per day.

SLASH-AND-BURN is a method used in the tropics for clearing land for farms. But the soil is poor in nutrients, and good yields are short-lived.

1 pé (foot) corresponde a 30,48 cm.

READING

92 UNIT 5



What is the main purpose of the fact file? Write the answer in your notebook. b

a. To present some facts and myths about tropical rain forests.

b. To provide important information about tropical rain forests.

c. To bring together all the details about the Amazon rain forest.


1. Write T (True) or F (False) for each statement. Then, correct the false statements with a fragment

from the text. Write the answers in your notebook.

a. Many species that live in tropical forests have not been identified yet.

b. Some medicines used in treatments for cancer and heart disease come from tropical forests.

c. The soil in tropical rain forests is rich in nutrients.

d. Deforestation of tropical rain forests contributes to global warming.

e. Brazil has the highest rate of deforestation.

2. Replace each icon ✪ with a word or expression from the text to complete the sentences below.


a. The Amazon Basin is home to a vast range of exotic ✪ and ✪.

b. Some of Earth’s most important ✪ grow in tropical rain forests.

c. Tropical forests are disappearing because of ✪ intervention.

d. Tropical rain forests release great amounts of ✪.

Destaque que, no título do fact file Tropical Rain Forests: Facts & Figures, a palavra figures significa “números”, e não figuras.

a. plants/animals; b. woods/trees; c. human; d. carbon dioxide

a. T; b. T; c. F: Fragment: “only to discover soil too poor in nutrients to sustain agriculture for more than a few years”/“Most nutrients in tropical rain forests are stored in the vegetation rather than in the soil,

which is very poor” (fact file); d. T; e. F: Fragment: “but Nigeria, in Africa, has the highest rate of deforestation” (fact file).

Mic

hael W

arw

ick/S

hu

tte

rsto

ck

Save the Amazon! 93


3. The following pictures are examples of actions that destroy tropical rain forests. Label them with

words from the text. Write the answers in your notebook.

a. b. c.

Oriente os alunos a observar que os termos que aparecem no texto entre travessões depois de human intervention são exemplos de intervenção humana que colocam as florestas em risco. Esses termos são ilustrados pelas imagens do exercício 3. Destaque também a legenda de uma das fotos do texto que mostra a queimada

(slash-and-burn) como método de limpeza da terra.



a. According to the text, human intervention has put tropical forests at great risk. In your opinion,

why do people use forests in a destructive manner rather than in a sustainable manner?

b. Today Brazil faces a big challenge: balance economic growth with the preservation of the

Amazon rain forest. In your opinion, how can it be possible?

VOCABULARY STUDY

NOUN PHRASES

1. What is the main word in each noun phrase below? Write the answers in your notebook.

a. total annual rainfall

b. average monthly temperature

c. the world’s largest tropical forest

d. deforestation of tropical rain forests

e. a vast storehouse of biological diversity

f. the highest rate of deforestation

DISCOURSE MARKERS

2. In each item below, choose the discourse marker with the same meaning as the one in bold.


a. Although seemingly endless, the forest in Brazil is decreasing in size…

▲ Despite ■ However

b. … valuable woods, such as teak, mahogany, rosewood, and sandalwood…

▲ so ■ like

3. Now complete the Discourse Markers box on page 171 with what you have learned.

Suggested answers: With incentives for green companies./With severe laws against deforestation./With educational campaigns.

Comente que os núcleos dos grupos nominais são substantivos que podem ser modificados por palavras que vêm antes deles (como artigos e adjetivos – a vast, the highest) e por palavras que vêm depois deles (como expressões iniciadas por preposição – of biological diversity, of deforestation).

a. rainfall; b. temperature; c. forest; d. deforestation; e. storehouse; f. rate

Ao corrigir o item b do exercício 2, comente que, mesmo sem saber os correspondentes em português de teak, mahogany, rosewood e sandalwood, é possível inferir, pelo uso de such as, que são exemplos de madeiras valiosas.

a. ▲; b. ■

Pa

lê Z

up

pa

ni/

Pu

lsar

Imag

en

s

Ro

géri

o R

eis

/Pu

lsa

r Im

ag

en

s

Ern

esto

Re

gh

ran

/Pu

lsa

r Im

ag

en

s

slash-and-burn/clearing land

(for crops and grazing)

mining logging

a. Suggested answers: For economic reasons./Because they do not know how to get

products and benefits from the forest without destroying it./Because they are not

worried about the future.

Oriente os alunos a copiar em seus cadernos o quadro sobre Discourse Markers (que está na página 171) e a registrar nesse quadro o que aprenderam sobre marcadores discursivos nesta unidade. Destaque que esse quadro será utilizado em outras unidades para que eles registrem outros conteúdos sobre marcadores discursivos de modo

a completarem o quadro gradativamente ao longo do ano letivo. Utilizar uma folha ao final do caderno pode facilitar esse trabalho.94 UNIT 5


PREPOSITIONS

4. Read the following fragments and choose the correct item that answers each question below


I. … by releasing great amounts of carbon dioxide into the atmosphere.

II. … at least half of all species are found in tropical forests.

a. Which sentence is in agreement with fragment I?

▲ The carbon dioxide enters the atmosphere.

■ The carbon dioxide is already in the atmosphere.

b. What idea does the preposition into express?

▲ Position. ■ Movement.

c. Which sentence is in agreement with fragment II?

▲ The species are outside tropical forests and enter them.

■ The species are inside tropical forests.

d. What idea does the preposition in express?

▲ Position. ■ Movement.

5. Replace each icon ✪ with in or into to complete the sentences below. Write the answers in your

notebook.

a. A large amount of mineral substances are stored ✪ the vegetation.

b. The woodcutter was frightened by a snake and jumped ✪ the river to escape.

c. Some of the tallest trees in the world grow ✪ tropical rainforests.

d. The jaguar ran ✪ the forest as the hunters approached.

a. ▲; b. ■; c. ■; d. ▲

a. in; b. into; c. in; d. into

PASSIVE VOICE

1. Read the fragments below and choose the correct item that completes each sentence that

follows (■ or ▲). Write the answers in your notebook.

I. Most nutrients in tropical rain forests are stored in the vegetation rather than in the

soil, which is very poor.

II. An estimated 100 acres (40 ha) of rain forest are lost every minute.

III. … half of all species are found in tropical forests, but many of these species have not

yet been identified.

a. The subjects of the fragments are underlined. They are

▲ the receivers of the actions. ■ the performers of the actions.

a. ▲; b. ■

Zubin Shroff/Taxi/Getty Images

LANGUAGE IN USE

Save the Amazon! 95


b. The fragments are in the passive voice. The focus is on

▲ what happens (the action).

■ what or who performs the action (the performer of the action).

2. Replace each icon ✪ with an expression from the parentheses to complete the statements below.


I. Human intervention has put tropical forests at great risk.

subject object

II. Tropical forests have been put at great risk by human intervention.

subject agent

a. Sentence I is in the active voice. It focuses on ✪ (the action/the performer of the action).

b. Sentence II is in the passive voice. It focuses on ✪ (the action/the performer of the action).

c. In the passive, ✪ (the subject/the agent) is the performer of the action.

d. In the passive, the preposition by introduces ✪ (the subject/the agent).

3. What is the structure of the passive voice? Write the answer in your notebook.

Tropical forests have been put at great risk.

a. Subject + auxiliary verb (be) + main verb (Past Participle)

b. Subject + auxiliary verb (have) + main verb (Past Participle)

4. Replace each icon ✪ with the appropriate verb form to complete the sentences that follow as in

the example below. Write the answers in your notebook.

Human intervention has put tropical forests at great risk. Active Voice

main verb in the

Present Perfect tense

Tropical forests have been putat great risk by human

intervention.Passive Voice

auxiliary verb be in the

Present Perfect tense

main verb in

the Past Participle

Tropical rain forests ✪ six percent of Earth’s surface. Active Voice

main verb in the

Present Simple tense

six percent of Earth’s

surfaceis covered by tropical rain forests. Passive Voice


Present Simple tense

main verb in

the Past Participle

a. the performer of the action; b. the action; c. the agent; d. the agent

a

cover

Note que a formação da

voz passiva em inglês é

semelhante à formação da voz

passiva em português.

TIP

Na voz passiva, o verbo auxiliar be é usado no mesmo tempo verbal do verbo principal da frase correspondente na voz ativa.TIP

a.

b.

Mostre que have been é a forma do verbo auxiliar be no Present Perfect e que put é o particípio passado do verbo irregular put (que é o verbo principal da frase). Destaque que o verbo auxiliar be da frase na voz passiva fica no mesmo tempo verbal que o verbo principal da frase correspondente na voz ativa (no caso, o Present Perfect tense).

96 UNIT 5


Rain forests in 1950 covered nearly 15 percent of the Earth’s land. Active Voice

main verb in the

Past Simple tense

Nearly 15 percent of the

Earth’s land surface ✪ ✪ by rain forests in 1950. Passive Voice


Past Simple tense

main verb in

the Past Participle

Humans ✪ hundreds and thousands of rainforest species. Active Voice

main verb in the

Present Continuous tense

Hundreds and thousands

of rainforest speciesare being extinguished. Passive Voice


Present Continuous

tense

main verb in the

Past Participle

In 2010, people were usingthe river Thames to generate electricity for

about 200 homes.Active Voice

main verb in the

Past Continuous tense

In 2010, the river Thames ✪ ✪to generate electricity

for about 200 homes.Passive Voice


Past Continuous tense

main verb in

the Past Participle

Humans ✪almost half of the world’s original forests

by 2011.Active Voice

main verb in the

Past Perfect tense

Almost half of the world’s

original forestshad been destroyed by 2011. Passive Voice


Past Perfect tense

main verb in

the Past Participle

Humans ✪approximately half of the world’s fauna and

flora in the next decades.Active Voice

main verb in the

Future with will

Approximately half of the

world’s fauna and florawill be destroyed in the next decades. Passive Voice


Future with will

main verb in

the Past Participle

People can describethe Amazon rainforest as the “Lungs

of our Planet”.Active Voice

modal verb can + main

verb in the base form

The Amazon rainforest ✪ ✪as the “Lungs of our

Planet”.Passive Voice

modal verb can +

auxiliary be in the

base form

main verb in

the Past Participle

was covered

are extinguishing

used

had destroyed

described

c.

d.

e.

f.

g.

h.

was being

will destroy

can be

Save the Amazon! 97


FACT FILE

5. We usually omit the agent in the passive voice when it is not important or when it refers to

“people”, “humans”. In which sentences from exercise 4 has it happened? Write the answer in

your notebook.

a. Sentences a, b, c, f. b. Sentences d, e, g, h. c. Sentences d, e, f, g, h.

6. The Amazon contains millions of species, including some of the world’s most unusual wildlife,

such as the Toco Toucan. Replace the icon ✪ with the correct form of the verbs from the following

box to complete the fact file below. Write the answers in your notebook.

make • locate • locate • build • find • may design • can hear

c

Para ampliar os exercícios 6 e 7, pergunte aos alunos por que a voz passiva foi utilizada em algumas frases. Espera-se que concluam que, nessas frases, o foco está na ação, e não em quem a realiza, e que, em muitas delas, não é possível ou necessário informar quem realiza a ação.

7. Replace the icon ✪ with the correct form of the verbs in parentheses to complete the wildlife fact

files below. Use either the active voice or the passive voice. Write the answers in your notebook.

FACT FILE

Family Motacillidae. These small, slender, often

long-tailed birds ✪ (know) as wagtails and pipits.

They mostly nest on the ground and feed on insects.

The typical wagtails ✪ often ✪ (find) near running

water, on riverbanks and in most grassland areas.

Pipits are very widespread, and ✪ (prefer) open

country.

Genera: 5

Species: 1,800

water, on riverbanks and in most grassland areas.

Pipits are very widespread, and ✪ (prefer) open

country.

Genera: 5

Species: 1,800

Location and habitatToco toucans ✪ in many countries throughout South America. The countries ✪

mostly on the eastern side of the continent and include Brazil, Guyana, Suriname,

Argentina, Bolivia and Venezuela. Toco toucans’ nests ✪ in decayed, hollow trees of the

rainforest. These nests ✪ high in the canopies of the rainforests.

Diet

Toco toucans mostly eat various types of fruit. Occasionally, they will also feed on

insects or lizards.

Size and description

Toco toucans are the largest of all toucans. They grow to sizes of 1.5-2 feet. The most

noticeable aspect of toco toucans is their large bills. These bills ✪ of a type of keratin.

Behaviors

Toco toucans have loud calls and chatter that they use to communicate with other tocos of the rainforest. Some of these

calls ✪ miles away.

Other facts

Toucan Sam, the cartoon mascot for a cereal, ✪ after a toco toucan.

Jo

ão

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de

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Whale shark. Massive, filter-feeding whale sharks ✪ (believe)

to be highly migratory. They sometimes ✪ (form) loose

aggregations of a hundred or more individuals but it ✪ (think)

that most lead solitary lives.

Up to 59 ft (18 m)

Up to 44,100 lb (20,000 kg)

Ovoviviparous

Male & Female

Vulnerable

Cosmopolitan

occur in all

warm seas

An

dré

Seale

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Imag

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Ag

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Whale shark: are believed/form/is thought; Family Motacillidae: are known/are found/prefer

are located/are located/are built/

are found/are made/can be heard/

may be designed

Toco Toucan

Ramphastos toco

Go to LANGUAGE

REFERENCE and

EXTRA

PRACTICE

on page 165

Adapted from: <www.theanimalspot.com/tocotoucan.htm>. Accessed in: March 2016.

Idem. Ibidem. p. 340.COOKE, Fred; BRUCE, Jenni. The Encyclopedia of Animals: A Complete Visual Guide.

California: University of California Press, 2004. p. 457.

98 UNIT 5


1. Replace each icon ✪ with a word from the box below to complete the text about extinct species.


animals • plant • habitat • extinctions • death • alive • intervention

plant/alive/extinctions/death/intervention/habitat/animals

Ativar o conhecimento prévio do aluno relacionado ao tema do texto (no caso, extinção de plantas) favorece o estabelecimento de hipóteses sobre o que será ouvido e a sua compreensão.

Extinction of a particular animal or ✪ species occurs when there are no more

individuals of that species ✪ anywhere in the world — the species has died out. This is a

natural part of evolution. But sometimes ✪ happen at a much faster rate than usual. For

example, at the end of the Cretaceous period, 65 million years ago, a mass extinction

caused the ✪ of many different types of animals and plants, including the dinosaurs.

Today human ✪ is also causing rapid extinction. Hunting, ✪ destruction and the over

exploitation of wildlife means that many different types of plants and ✪ are being

pushed to the edge of extinction.

2. 13

Listen to part of a documentary in which a biologist talks about the environment. What

environmental issue is being addressed? Write the answer to this question in your notebook.

a. The deforestation in the Amazon rainforest.

b. Animal extinction.

c. Plant extinction.

3. 13

Listen to the recording again and choose the facts about plants

mentioned by the biologist. Write the answers in your notebook.

a. Human beings cannot survive without plants.

b. There are at least 38,000 plant species on the Earth.

c. Some plants have compounds that are capable of curing diseases.

d. Thousands of plant species are cultivated to modify temperatures.

e. A wide variety of plants are poisonous and may cause harm to animals.

4. 13

Listen to the recording once more and complete the sentences below. Write the answers in

your notebook.

a. According to a study, plants are just as much at risk of extinction as endangered animals like

leopards and ✪.

b. One in ✪ plants could disappear if we don’t start to take more care of them.

c. Most of the plants under threat are in the tropical rain forest of ✪.

d. There are many ✪ alive today who’ve survived leukemia because of a plant that was found on a

remote island.

c

a, b, c

a. pandas; b. five; c. the Amazon; d. children



Mo

pic

/Shutter

st

ock/G

low Im

ages


Available at: <www.oum.ox.ac.uk/thezone/animals/extinct/define.htm>. Accessed in: March 2016.

Save the Amazon! 99


5. Listen to the recording again and check the answers to exercises 3 and 4.

6. Do you know any initiatives taken by the government

in our country to protect plants from human activity?

If so, which one(s)? Personal answers.

14

SPOKEN LANGUAGE

You can stress different words in a sentence depending on the idea you want to express.

For example, you can say “I love plants” (not another person), “I love plants” (not

another feeling), or “I love plants” (not something else).

Which word needs to be stressed in each item? Write the answers in your notebook.

Then listen to the recording and check your answers.

a. She said plants are at risk of extinction. (Meaning: Not another person.)

b. She said plants are at risk of extinction. (Meaning: Not animals.)

c. She said plants are at risk of extinction. (Meaning: Not another risk.)

7. In small groups, make an oral presentation about a conservation program or organization. Before

delivering the presentation, prepare what you are going to say. Use the Internet to learn more

about the conservation program or organization you chose. Use information from the boxes

below to help you.

Projeto Tamar

• Created in: 1980

• Meaning: Ta for tartaruga and mar for marinha

(sea turtle in Portuguese)

• Mission: to promote the recovery of five endangered sea

turtle species from Brazil

• Actions: to develop conservation actions and research

advancements through social inclusion programs

• Additional information: one of the most successful projects

in marine conservation; a model for other countries

WWF

• Created in: 1961

• Meaning: World Wildlife Fund

• Mission: build a future in which people live in

harmony with nature

• Actions: help people live more sustainably and

take action against climate change

• Additional information: the world’s largest

non-governamental organization with over

5 million supporters worldwide

Other conservation programs/organizations:

• Greenpeace (www.greenpeace.org/)

• SOS Mata Atlântica (www.sosma.org.br/)

• Programa de Conservação do Gavião Real

(http://gaviaoreal.inpa.gov.br/)

• Conservação do Mico-Leão-Preto (www.ipe.org.br/

projetos-pontal/conservacao-do-mico-leao-preto)

Ao dizer uma frase, tanto em inglês quanto

em português, podemos enfatizar diferentes

palavras para destacar diferentes informações.

Na frase “Especialistas denunciam a extinção de

espécies vegetais”, por exemplo, que diferentes

informações podem ser enfatizadas?

TIP

It is recognized/known as...

It was created in...

It is aimed at developing/promoting/helping...

It is supported by...

It plays a key role in...

Personal answers.

Available at: <www.wwf.org/>. Accessed in: March 2016.Available at: <www.tamar.org.br/interna_ing.php?cod=63>. Accessed in: March 2016.

Sugestão de resposta: Especialistas (e não outras pessoas); denunciam (e não outra ação); extinção (e não outro fato); vegetais (e não outras espécies).

100 UNIT 5


Fact files are collections of facts related to a specific topic. They are used to present

information in a direct and objective way. In this unit you have read fact files about tropical rain

forests (on page 92) and about some animals (on page 98).

1. Write a fact file about an ecosystem, an animal or a plant of your choice to inform people about

its main characteristics and, if possible, its conservation status.

WRITING CONTEXT

Before writing your text, replace each icon ✪ with an appropriate answer to identify the elements of the writing

context. Write the answers in your notebook.

a. Writer: you

b. Readers: classmates and other people

c. Genre: ✪

d. Objective: present facts about ✪

e. Style: informative tone

f. Media: classroom board/Internet

STEP BY STEP

1. Choose an ecosystem of your region or a species of its fauna or flora.

2. Do research to gather information about it. Try to check its conservation status.

It is very important to alert people if a species is already threatened (that is, if it is

critically endangered, endangered or vulnerable). Look for reliable sources.

3. Check all the information you get and organize it in topics.

4. Write a first draft of the fact file. Use short sentences.

5. Use the passive voice when you want to focus on the action rather than the

performer of the action. Also use the passive voice when it is not possible or

necessary to mention the agent (e.g. "Approximately 117,000 square kilometres of

rainforest are destroyed each year.").

6. Include one or more pictures to illustrate your text. Other visual and graphic

elements, such as tables, words in bold and different sizes of letters can help you

display the information in an organized manner.

7. Exchange fact files with a classmate and discuss both texts. Try to make some

suggestions on your classmate’s work.


9. Write the final version of the fact file.

2. Now it’s time to share your fact file with your classmates and other people. You can organize all

the fact files on a classroom board or publish them on the school’s website, for example.

WRITING

c. fact file; d. an ecosystem, an animal or a plant


Destaque a importância de revisar

e reescrever todos os textos que

produzimos. A troca de textos

entre os alunos deve ajudá-los

a rever sua produção de forma

colaborativa.

Ao revisar os textos,

considere, por exemplo:

• objetivo: As informações

estão adequadas a seu


• conteúdo: As informações

foram verificadas e estão

corretas?

• leiaute: A organização

visual facilita a rápida

compreensão das

informações?

• imagens: As figuras

tornam o texto mais claro

e interessante?

Reescreva seu texto com

base na revisão feita por

você e seus colegas.

TIP

Save the Amazon! 101


LOOKING AHEAD

Take a look at the graph below and answer the following questions in groups of three.


What does the graph reveal about


Amazon?

The graph shows data about

deforestation from 1988 to 2012.

What about the rate of


Amazon nowadays? Do some

research and get informed about

it. Has the rate decreased or

increased since 2012?

Brazil’s Forest Code has been central to Brazil’s recent success in reducing deforestation in

the Amazon. But it has also been under pressure from those who see the restrictions on

deforestation as a barrier to agricultural development. Environmentalists, however, have

called for more severe measures to protect

the Amazon.

In your opinion, what can be done

to slow deforestation in the Brazilian

Amazon?

How can you do your part?

EXTRA READING

<www.rain-tree.com/facts.htm>

<http://worldwildlife.org/places/amazon>

<www.greenpeace.org/international/en/

campaigns/forests/amazon/>

<http://rainforests.mongabay.com/amazon/>

<http://desmatamentozero.org.br/>

EXTRA VIDEO

<www.youtube.com/watch?v=ZGAHJ0lZQYo>

Suggested answers: Eat less meat; buy certified wood

products.

Available at: <www.mongabay.com/brazil-state_deforestation.html>. Accessed in: March 2016.

Suggested answer: The graph shows that the rate of deforestation in the Brazilian Amazon started to decrease/fall in 2004. It also shows that there was a

Para ampliar a atividade, proponha uma discussão sobre as possíveis razões para a situação atual da Amazônia brasileira.

Veja nota sobre Greenpeace na seção Notas Culturais e Linguísticas deste Manual do Professor.

Re

pro

du

çã

o/<

ww

w.m

on

gab

ay.c

om

>

Lo

u D

em

att

eis

/Red

ux/L

ati

nsto

ck

Veja nota sobre Código Florestal Brasileiro na seção Notas Culturais e Linguísticas deste Manual do Professor.

great decline between 2008 and 2009.

102 UNIT 5


666Warming

UP

LEARNING

OBJECTIVES

To Shop or

Not to Shop? Unit

What is the woman thinking about? In your opinion, is the woman a

shopaholic? What about you?

Re

pro

du

çã

o/S

en

zo M

all

A partir da imagem, do título da unidade e da formação da palavra (semelhante a chocoholic – chocólatra e workaholic – viciado em trabalho), oriente os alunos a inferir que shopaholic é alguém viciado em compras.

Suggested answer: The woman is thinking about shopping/different

objects/things to buy/Personal answers.

• to take part in discussions on consumerism

• to learn how to use the passive voice (II)

• to explore advertisement posters

103


Buy Nothing Day é

uma campanha

internacional que busca

combater o consumismo, ou

seja, o consumo exagerado

de produtos e serviços.

TIP

Reprodução/<www.adbusters.org>

1. Imagine the picture on the previous page is part of an advertising poster of a shopping mall. Look

at it again and answer the questions below in your notebook.

a. How does the woman in the picture feel about shopping?

b. What goods can she find at the shopping mall?

c. What kind of information do you expect to be included in the advertising poster?

• a catchy slogan or headline

• the name of the shopping mall

• the address of the shopping mall

• the website of the shopping mall

• the phone number of the shopping mall

2. Read the advertising poster below and answer the following questions in pairs. Write the answers

in your notebook.

Suggested answers: She feels happy/delighted/ excited/pleased/relaxed.

Suggested answers: She can find everything she wants/needs./She can find sunglasses, shoes, clothes etc.

Suggested answer: a catchy slogan or headline; the name of the shopping mall; the address of the shopping mall; the website of the shopping mall; the phone number of the shopping mall

Para ampliar o exercício 2, pergunte aos alunos qual é o público-alvo do pôster (consumidores em geral), quando será o Buy Nothing Day (23 de novembro nos países norte-americanos e 24 de novembro em outros países) e como se pode saber mais sobre o evento (por meio do site <www.adbusters.org/bnd>). Para ampliar a discussão sobre consumismo, pergunte aos alunos o que consideram mais importante para se sentir bem do que a aquisição de produtos.

a. Who is the woman talking to the man?

b. Why is she proud of him?

c. Do you think the woman has a good reason for being proud of the man? Why (not)?

d. What is being advertised?

e. Buy Nothing Day is an anticonsumerism campaign. What is the specific aim of Buy Nothing Day?

f. How does the poster try to catch the reader’s attention?

g. Would you like to join the Buy Nothing Day campaign? Why (not)?

Probably his wife or girlfriend.

Because he bought something.

Personal answers.

Buy Nothing Day.

Suggested answers: Inviting/convincing people to spend a day without shopping./Inviting people not to buy anything on a specific day (Nov 23rd or Nov 24th).

Suggested answers: (By) using irony/humor, bright colors, funny image.

Personal answers.

Available at: <www.adbusters.org/wp-

content/uploads/2016/02/2013-Buy-

Nothing-Day.jpg>. Accessed in: March 2016.

104 UNIT 6


BEFORE READING

1. Which words below are related to shopping? Write the answer to this question in your notebook.

Use the Glossary if necessary. shopaholic; consumerism; shopper; advertising; splurge; purchasing

2. Turn over the page and, before reading the text, look at the title, the picture, the layout and the

source of the text. Then choose the correct item that completes each sentence below (▲ or ■).

Write the answers in your notebook. a. ■; b. ▲; c. ■; d. ■

a. The text is

▲ a blog post.

■ an online article.

b. The text can be found in the

▲ health section.

■ entertainment section.

c. The text was reviewed by

▲ shopping addicts.

■ qualified experts.

d. The text presents

▲ the story of a shopping addict.

■ basic information about compulsive shopping.

3. The text is divided into an introductory part and four specific sections. What information do you

expect to find in the introductory part? Write the answer in your notebook.

4. Choose the section of the text you believe can be more helpful to people in the following

situations (▲ or ■). Write the answers in your notebook. a. ▲; b. ■

a. Someone who likes shopping but doesn’t know if she/he is a shopping addict.

▲ Normal Shopping v. Shopping Addiction

■ How Is Shopping Addiction Like Other Addictions?

b. Someone who is a shopaholic and is looking for help.

▲ The Controversy of Shopping Addiction

■ What If I Have a Shopping Addiction?

Personal answers/Suggested answers: The definition of shopping addiction./The causes of shopping addiction./The importance of shopping in our society.

Converse sobre a estrutura geral do texto (ver exercício 3): parte introdutória seguida de pequenas seções com títulos. Comente que, em textos com esse tipo de estrutura, a parte introdutória costuma apresentar conteúdos mais gerais e abrangentes, como relevância do tema e definição de palavras-chave, enquanto as seções tratam de aspectos específicos, indicados no título de cada uma.

Tim Carillet/Shutterstock/Glow Images

shopaholic

masterpiece

consumerism

shopper

advertising

detachment

splurge

purchasing

To Shop or Not to Shop? 105



READING

What Is Shopping Addiction?Compulsive Shopping BasicsBy Elizabeth Hartney, About.com Guide Updated July 15, 2011

About.com Health’s Disease and Condition content is reviewed

by the Medical Review Board

Omniomania, compulsive shopping (or what’s more

commonly referred to as shopping addiction), is perhaps

the most socially reinforced of the behavioral addictions.

We are surrounded by advertising, telling us that

buying will make us happy. We are encouraged by

politicians to spend as a way of boosting the economy.

And we all want to have what those around us have —

consumerism has become a measure of our social worth.

Although widespread consumerism has escalated in

recent years, shopping addiction is not a new disorder. It

was recognized as far back as the early nineteenth

century, and was cited as a psychiatric disorder in the

early twentieth century.

Almost everyone shops to some degree, but only about

6% of the U.S. population is thought to have a shopping

addiction. Usually beginning in the late teens and early

adulthood, shopping addiction often co-occurs with other

disorders, including mood and anxiety disorders,

substance use disorders, eating disorders, other impulse

control disorders, and personality disorders.

Normal Shopping v. Shopping Addiction

So what makes the difference between normal

shopping, occasional splurges, and shopping addiction?

As with all addictions, shopping becomes the person’s

main way of coping with stress, to the point where they

continue to shop excessively even when it is clearly

having a negative impact on other areas of their life. As

with other addictions, finances and relationships are

damaged, yet the shopping addict feels unable to stop or

even control their spending.

The Controversy of Shopping Addiction

Like other behavioral addictions, shopping addiction

is a controversial idea. There is some disagreement

among professionals about whether compulsive

shopping should be considered an obsessive-compulsive

disorder (OCD), impulse control disorder (like

pathological gambling), mood disorder (like

depression), or addiction. It has been suggested that,

along with kleptomania (compulsive stealing) and

binge-eating disorder (BED), it be viewed as an

impulsive-compulsive spectrum disorder.

How Is Shopping Addiction Like Other Addictions?

There are several characteristics that shopping

addiction shares with other addictions. As with other

addictions, shopping addicts become preoccupied with

spending, and devote significant time and money to the

activity. Actual spending is important to the process of

shopping addiction; window shopping does not

constitute an addiction, and the addictive pattern is

actually driven by the process of spending money.

As with other addictions, shopping addiction is

highly ritualized and follows a typically addictive

pattern of thoughts about shopping, planning shopping

trips, and the shopping act itself, often described as

pleasurable, ecstatic even, and as providing relief from

negative feelings. Finally, the shopper crashes, with

feelings of disappointment.

What If I Have a Shopping Addiction?

Fortunately, although not yet well-researched,

compulsive shopping does appear to respond well to a

range of treatments, including medications, self-help

books, self-help groups, financial counseling, and

cognitive-behavioral therapy (CBT). It should be noted,

however, that although some medications show promise,

results are mixed, so they should not be considered a

sole or reliable treatment.

Lau

ren

ce D

utt

on

/Sto

ne

/Gett

y I

ma

ge

s

Adapted from: <http://addictions.about.com/od/lesserknownaddictions/a/shoppingadd.htm>. Accessed in: March 2016.

Addictions Types Harm Reduction Getting Help

106 UNIT 6



What is the main purpose of the text? Choose the correct item that answers this question. Write

the answer in your notebook. a

a. To give the reader general information about shopping addiction.

b. To argue against the idea that compulsive shopping is an addiction.

c. To point out differences between shopping addiction and other behavioral addictions.


1. Match each subheading below to its main idea. Write the answers in your notebook as in the

following example.

Example. a. II

a. Normal Shopping v. Shopping Addiction

b. The Controversy of Shopping Addiction

c. How Is Shopping Addiction Like Other

Addictions?

d. What If I Have a Shopping Addiction?

I. The different views about compulsive shopping.

II. The difference between two shopping behaviors.

III. The treatment for people with shopping addiction.

IV. The similarities between shopping addiction and

other addictions.

2. Replace each icon ✪ with a word or expression from the text to complete the following sentences.


a. Compulsive shopping, also known as shopping addiction, is a ✪ behavioral addiction.

b. Every day we are bombarded by ✪ encouraging us to spend more and more.

c. Shopping addiction was first cited as a ✪ early in the 20th century.

d. Addicts shop excessively because they believe it is a way of ✪.

3. Answer the following questions in your notebook.

a. When does shopping addiction usually begin?

b. Does window shopping constitute an

addiction? Why (not)?

c. What are some examples of treatment for

shopping addiction?

d. What are some possible negative effects of

shopping addiction?

4. Go back to the text on page 106 and find three

characteristics that shopping addiction shares

with other addictions. Write the answer in your

notebook.

b. I; c. IV; d. III

socially-reinforced

advertising

psychiatric disorder

coping with stress

No, it doesn’t.The addictive

pattern is actually driven by the process of spending money.

Medications, self-help books, self-help groups, financial counseling, and cognitive-behavioral therapy (CBT).

Finances and relationships can be damaged.

Suggested answers: Addicts devote significant time and

money to the activity./Addicts become preoccupied with

the activity./Addictions are highly ritualized./Addictions follow a typically addictive pattern of thoughts./Addictive activities are often described as pleasurable

and as providing relief from negative feelings./Addictions bring feelings of disappointment.

Comente com os alunos que a expressão as with other addictions é usada

três vezes no texto, reforçando as semelhanças entre o vício em compras e

outros vícios.

Ao corrigir o exercício 4, destaque a importância de o leitor estar atento a expressões que sugerem a enumeração de itens (tais como several characteristics) de modo que, durante a leitura, ele possa identificar os itens a que essas expressões se referem e, assim, compreender melhor as ideias do texto.

(It usually begins) in the late teens and early adulthood.wrangler/Shutterstock



5. In the following fragments, what do the pronouns in bold refer to? Choose the correct answers


a. “... it is clearly having a negative impact on other areas of their life.” (paragraph 5)

▲ shopping ■ stress

b. “... so they should not be considered a sole or reliable treatment.” (paragraph 9)

▲ some medications ■ results



a. Do you think people’s attitudes towards

shopping are influenced by the rise of

consumerism, materialism and

advertising? If so, how?

b. In your opinion, can shopping be a way of

coping with stress? Do you know many

people who go shopping to feel good when

things aren’t quite right? What do you think

about this behavior?

VOCABULARY STUDY

IDIOMS

1. Expressions like go window shopping (meaning ‘look at things in store windows, without actually

buying anything’) are sometimes difficult to understand because their meaning is different from

the meanings of the separate words. Expressions like this are called idioms. Match the

idioms below with their correct definitions. Write the answers in your notebook.

a. ▲; b. ▲

Personal answers.

a. II; b. III; c. I

O uso de expressões idiomáticas torna a linguagem mais atraente e interessante.

Ao conhecê-las e usá-las, enriquecemos nossa comunicação.

TIP

2. Replace each icon ✪ with an idiom from exercise 1 to complete

the sentences below. Write the answers in your notebook.

a. They always ✪ for the most competitive deals.

b. He’s ✪ when it comes to dealing with people’s feelings. He often

offends his friends and workmates.

c. Don’t ✪ or you will end up spending all your money.

shop around

like a bull in a china shop

shop Ôtil you drop

I. Visit a number of stores selling

similar goods in order to

compare the prices.

II. Go shopping for a very long

time, until you are exhausted.

III. Behaving without care; a

reckless person in a room full

of fragile things.

a. shop ‘til you drop

b. like a bull in a china shop

c. shop aroundS

ira

ya

ma

/Arq

uiv

o d

a e

dit

ora

108 UNIT 6


DISCOURSE MARKERS

3. Read the fragments below. Then copy the following table in your notebook and choose the

appropriate items (▲ or ■) to complete it.

I. As with all addictions, shopping becomes the person’s main way of coping with stress…

(paragraph 5)

II. …yet the shopping addict feels unable to stop or even control their spending. (paragraph 5)

III. Like other behavioral addictions, shopping addiction is a controversial idea. (paragraph 6)

IV. It should be noted, however, that (…) results are mixed… (paragraph 9)

In fragment…the discourse

marker…expresses… and it is equivalent to…

I As▲ cause

■ comparison

▲ Because

■ Like

II yet▲ opposition

■ addition

▲ but

■ as well as

III Like▲ exemplification

■ comparison

▲ For example

■ As

IV however▲ concession

■ opposition

▲ even though

■ nevertheless

4. Replace each icon ✪ with a discourse marker from exercise 3 to complete the sentences below.


a. Compulsive shopping ✪ any other kind of addiction needs treatment.

b. Almost everyone shops to some degree, ✪ only a small percentage of the population can be

considered shopping addicts.

c. Shopping addiction shares several characteristics with other addictions. ✪, it is still a

controversial idea.

5. Now copy the Discourse Markers box (on page 171) on a special page in your notebook and

complete it with what you have learned. Notice that this box is used in other units.

WORD FORMATION

6. Replace each icon ✪ with a word from the text on page 106 to complete the following definitions.


a. ✪ (3rd paragraph) (noun) a disturbance in physical or mental health; an irregularity

b. ✪ (6th paragraph) (noun) when people have a different opinion about something

c. ✪ (4th paragraph) (verb) to appear together in sequence or simultaneously

d. ✪ (5th paragraph) (adjective) lacking the skills or opportunity to do something

I. comparison/Like; II. opposition/but; III. Comparison/As; IV. opposition/nevertheless

as/like

yet/but

However/Nevertheless

Oriente os alunos a copiar em seus cadernos o quadro sobre Discourse Markers (que está na página 171)

e a registrar nesse quadro o que aprenderam sobre marcadores discursivos nesta unidade. Destaque que

esse quadro será utilizado em outras unidades para que eles registrem outros conteúdos sobre marcadores

discursivos de modo a completarem o quadro gradativamente ao longo do ano letivo. Utilizar uma folha ao

final do caderno pode facilitar esse trabalho.

Note que a conjunção however (entretanto) é

separada do restante da frase por vírgulas.

TIP

disorder

disagreement

co-occur

unable



7. Use the same prefixes found in words from exercise 6 to form new words, as in the example

below. Copy the following tables in your notebook. Replace each green icon ✪ with the

appropriate prefix and each black icon ✪ with an appropriate word.

dis +respect disrespect

appear disappear

✪ +

exist ✪ coexist

pilot ✪ copilot

✪ +

reliable ✪

finished ✪

common ✪

natural ✪

unreliable

unfinished

uncommon

unnatural

8. In your notebook, write two sentences about your attitudes towards shopping. Work with a

classmate. Use at least two words with prefixes from exercises 6 or 7.


complete it with what you have learned. Notice that this box is used in other units.

Personal answers.

Oriente os alunos a copiar em seus cadernos o quadro sobre Word Formation (que está na página 170) e a

registrar nesse quadro o que aprenderam sobre prefixos nesta unidade. Destaque que esse quadro será utilizado

em outras unidades para que eles registrem outros conteúdos sobre afixos de modo a completarem o quadro

gradativamente ao longo do ano letivo. Utilizar uma folha ao final do caderno pode facilitar esse trabalho.

PASSIVE VOICE (II)

1. Which verbs in the fragments below are in the passive voice? Write the answers in your

notebook as in the following example.

a. “… what’s more commonly referred to as shopping

addiction…” (paragraph 1)

Verb in the passive voice: ‘s referred

b. “Although widespread consumerism has escalated in

recent years…” (paragraph 3)

c. “… whether compulsive shopping should be considered

an obsessive-compulsive disorder…” (paragraph 6)

d. “It has been suggested that,… it be viewed as an

impulsive-compulsive spectrum disorder.” (paragraph 6)

e. “… the addictive pattern is actually driven by the process of spending money.” (paragraph 7)

f. “Finally, the shopper crashes, with feelings of disappointment.” (paragraph 8)

g. “… so they should not be considered a sole or reliable treatment.” (paragraph 9)

2. What is the structure of the passive voice? Write the answer in your notebook. b

a. subject + auxiliary verb (be) + main verb (Past Simple)

b. subject + auxiliary verb (be) + main verb (Past Participle)

Destaque para os alunos que, no exercício 1, há fragmentos em que a voz

passiva não é utilizada.

b. - ; c. shoud be considered; d. has been suggested; e. is driven; f. - ; g. should not be considered

LANGUAGE IN USE

un

co

Claudiu Mihai Badea/Shutterstock/Glow Images

110 UNIT 6


3. Go back to the text on page 106 and find other examples of the passive voice. Then copy the table

below in your notebook and replace the icons ✪ with the correct verb forms.

Paragraphs Verbs in the Passive Voice

3rd✪

✪

5th ✪

9th✪

✪

4. Replace the icons ✪ with the appropriate form of the verbs in parentheses to complete the

following sentences. Use the passive voice. Write the answers in your notebook.

a. A lot of consumers ✪ by online advertising. (influence)

b. Compulsive shopping ✪ like any substance addiction. (should treat)

c. People’s attitude towards shopping ✪ by the rise of consumerism. (shape)

Read the sentences below and do exercises 5 and 6. Write the answers in your notebook.

I. Compulsive shopping is more commonly referred to as shopping addiction.

II. Shopping addiction was cited as a psychiatric disorder in the early twentieth century.

III. We are surrounded by advertising.

IV. We are encouraged by politicians to spend as a way of boosting the economy.

V. The addictive pattern is actually driven by the process of spending money.

5. Replace each icon ✪ with I, II, III, IV or V to complete the following statements.

a. We use the passive voice when we want to focus on an action which is more important to us

than who or what causes the action, or when there is simply no need to mention the doer, such

as in sentences ✪ and ✪.

b. In passive constructions, when we wish or have to say who or what is responsible for the event

in question, we use by + the doer, such as in sentences ✪, ✪ and ✪.

6. Identify the performer of the actions in sentences III, IV and V.

7. Compare the sentences in the box below and choose the correct

answer to the following question. Write the answer in your notebook.

I. 6% of the U.S. population has a shopping addiction.

II. 6% of the U.S. population is thought to have a shopping addiction.

If you want to be cautious about what you say, which sentence should

you use?

a. Sentence I. b. Sentence II.

was recognized

was cited

are damaged

should be noted

are mixed

are influenced

should be treated

has been shaped

a. I, II; b. III, IV, V

III. by advertising; IV. by politicians; V. by the process of spending money

b

Reprodução/<www.buynothingday.co.uk>



8. Use a passive construction from the box to make each sentence below sound less definitive, as

in the example. Write the answers in your notebook.

is said to • are believed to • is thought to • was considered to

a. Compulsive shopping is the most socially-reinforced of the behavioral addictions.

Compulsive shopping is said to be the most socially-reinforced of the behavioral addictions.

b. My grandmother was a shopaholic.

c. Elizabeth Hartney knows everything about addictions.

d. Some homeopathic remedies have an immediate effect on your health condition.


I. … the shopping act itself, often described as pleasurable…

II. Fortunately, although not yet well-researched, compulsive shopping…

9. Replace the icons ✪ with the appropriate verb forms to rewrite the fragments below. Use the

passive voice.

a. … the shopping act itself, which ✪ as pleasurable… (Fragment I)

b. Fortunately, although compulsive shopping ✪, it… (Fragment II)

10. What auxiliary verb did you use in exercise 9?

Read the advertising poster on your right

and do exercises 11-13. Write the answers

in your notebook.

11. Answer the questions below.

a. What is the main purpose of the text?

b. What shouldn’t people buy? Why?

c. What organization is responsible

for the advertising poster?

d. Who supports the organization?

e. Who is Sophie?

My grandmother was considered to be a shopaholic.

Elizabeth Hartney is said to/is thought to know

everything about addictions.

Some homeopathic remedies are believed to have an immediate effect on your health condition.

is often described

is not yet well-researched

The auxiliary verb is.

Suggested answer:To encourage people to adopt a pet/cats and dogs.

PETA.

Kevin McHale.

The dog.

Root for é uma expressão informal que

significa apoiar, torcer. Underdog se refere ao

competidor com menos chances de vencer ou a

alguém em dificuldades. No pôster, a frase Always

root for the underdog! faz um jogo de palavras

com dog em defesa dos animais abandonados.

TIP

Kevin McHale é um ator e cantor americano, mais conhecido por seu papel como Artie Abrams (jovem inteligente e cadeirante) na série de televisão Glee.

Reprodução/Peta

Every year, hundreds of thousands of cats and dogsend up in shelters across the UK, and many are euthanised.Be part of the solution to animal homelessness and savea life by adopting from your local animal shelter.

Available at: <www.peta.org/features/

kevin-mchale-always-adopts.aspx>. Accessed

in: March 2016.

b. Suggested answers: A pet./Pets./Cats and dogs. Because there are a lot of

cats and dogs in (animal) shelters (that can/to be adopted).

112 UNIT 6



12. Which of the verb forms in the fragments below is in the passive voice?

“… and many are euthanised.” “… and save a life by adopting…”

13. Advertising posters must catch the reader’s attention. Which of the strategies below are used

by the ad on the right? a, c, d

a. The use of the imperative (“adopt, “don’t buy”, “save”).

b. The use of numbers (“hundreds of thousands”).

c. The use of a larger font size for “adopt”.

d. The use of a catchy phrase (“adopt, don’t buy”).

e. The use of a moving image.

Read another advertising poster and do exercises 14 and 15.


14. Which of the fragments below are in the passive voice?

a. “… dogs and cats are taken to crowded animal shelters…”

b. “… countless more are abandoned on the streets to die.”

c. “Save lives by always adopting…”

d. “adopt, don’t buy”

15. In your opinion, why is the passive voice used in the sentences in exercise 14?

are euthanised

a, b


and EXTRA PRACTICE on page

165

Suggested answers: Because we do not know who does the

actions./Because the focus is on the actions and not on the

doers./Because there is no need to mention the doers.

Re

pro

du

çã

o/P

eta

Para ampliar o trabalho de compreensão de anúncios publicitários, explore o pôster acima perguntando quais são as semelhanças e as diferenças entre ele e o anterior. Os alunos devem perceber que os dois pôsteres fazem parte de uma mesma campanha para adoção de animais promovida pela mesma organização (PETA) e utilizam recursos semelhantes para chamar a atenção do leitor. No pôster acima, quem apoia a campanha é Jay Sean (cantor, compositor e rapper britânico). Nele, menciona-se o abandono de animais nas ruas, mas não a eutanásia (mencionada no pôster da página anterior).

1. Nowadays there are more ways than ever before to advertise. Choose the most popular types of

advertising media in your city. Write the answer in your notebook.

billboard bus email flyer radio social media television wallscape

2. 15

Listen to a local television reporter talk about advertisements in London. Choose the type of

advertisement he describes. Write the answer in your notebook. b

a. b. c.

Personal answers.

Explique aos alunos que eles não precisam entender todas as palavras e todas as informações do áudio. O objetivo é ter uma ideia global do que é dito.

Caro

l B

on

d/A

lam

y/G

low

Im

ag

es

Gre

g B

alf

ou

r E

van

s/A

lam

y/G

low

Im

ag

es

Mart

in P

resto

n/S

hu

tters

tock

/Glo

w I

ma

ge

s

Every year, millions of dogs

and cats are taken to crowded

animal shelters, and countless

more are abandoned on the

streets to die. Save lives by

always adopting, never buying.

Ativar o conhecimento prévio dos alunos relacionado ao tema do texto (no caso, tipos de propaganda) favorece o estabelecimento de hipóteses sobre o que será ouvido e a sua compreensão. Verifique se os alunos estão familiarizados com todos os termos. Consulte o significado dos termos nas notas culturais e linguísticas no Manual do Professor.

Available at: <www.peta.org/features/Jay-Sean-Animal-

Adoption.aspx>. Accessed in: March 2016.

Comente com os alunos que o verbo euthanise vem de euthanasia (semelhante ao português) e significa ”cometer eutanásia” (ou seja, interromper a vida para cessar o sofrimento de alguém).

Veja nota sobre billboard, wallscape, flyer e social media na seção Notas Culturais e Linguisticas deste Manual do Professor.



3. 15

Listen to the recording again and choose the sentences related to the advertisements the

reporter describes. Write the answers in your notebook.

a. They are currently being preserved.

b. They are a source of historical information.

c. They were painted on the sides of buildings.

d. They are examples of modern advertising.

4. 15

Listen to the recording once more. Replace the icons ✪ with the appropriate words in

parentheses to complete the sentences below. Write the answers in your notebook.

a. There are a lot of ✪ (early/late) nineteenth century adverts that still survive on London’s streets.

b. The old adverts were from a time when people used to ✪ (cycle/walk) a lot more and have

slower forms of transport.

c. Now many old adverts are completely ✪ (disappearing/fading).

5. 15


6. What kind of advertisement attracts your attention? Why?

b, c


Oriente os alunos a ler todo o exercício 4 antes de ouvir o áudio e a prestar atenção nas informações solicitadas. Eles devem ouvir o áudio uma ou duas vezes.

late

walk

disappearing

Personal answers.

16

SPOKEN LANGUAGE

Listen to the recording and notice some examples of the differences between British and

American pronunciation. Listen to the words in the recording again and repeat them.

British English (BrE) American English (AmE)

/ɪ/ /aɪ/ /aɪ/ /ə/

advertisement

simultaneous

vitamin

globalisation

organisation

visualisation

advertisement

simultaneous

vitamin

globalization

organization

visualization

Listen to the words below and identify the pronunciation you hear – British English (BrE)

or American English (AmE). Write the answers in your notebook.

a. modernisation d. dynasty

b. privacy e. civilisation

c. privatization

17

a. BrE; b. AmE; c. AmE;

d. BrE; e. BrE.

7. Search for advertisements in magazines, newspapers or on the

Internet and bring them to the class. In small groups, choose one ad

and make a short oral presentation about it. Talk about its main

objective, the advertiser, the target audience, the layout and the

resources used (pictures, catchy phrases etc.). Use the expressions

from the box to help you.

This ad called our attention because…

It’s an ad about…

The main aim/objective of the ad is…

The picture shows/illustrates…

Personal answers.

O sufixo -ization/-isation apresenta variação de ortografia e

pronúncia. Nos Estados Unidos, escreve-se com -ization e pronuncia-se

/əˈzeɪʃn/. Na Grã-Bretanha, escreve-se -isation e pronuncia-se /aɪˈzeɪʃn/.

TIP

Comente com os alunos que o sufixo -ization/-isation (derivado do sufixo -ize/-ise) é usado para formar substantivos que denotam ação, processo ou resultado de uma ação.

Há variação nas formas de abreviar

advertisement. Nos Estados Unidos,

usa-se ad. Na Grã-Bretanha, usa-se advert.

TIP

Gordo25/Shutterstock

114 UNIT 6


WRITING

You have examined several posters in this unit. They are an effective way to promote and advertise a

product, service, event or idea. Advertising posters are normally just briefly seen by the target audience, so

they must be attractive and have a clear point. They usually have eye-catching images and a slogan or a

headline message. Sometimes there is also a short text to provide some additional relevant information.

1. In small groups (of three or four students), make an advertising poster to invite people to think

about their shopping habits and start shopping more consciously. You can create it on paper or

on the computer.

WRITING CONTEXT

Before writing your text, replace each icon ✪ with an appropriate answer to identify the elements of the writing

context. Write the answers in your notebook.

a. Writer: you and two or three classmates


c. Genre: ✪

d. Objective: invite people to think about their ✪

e. Style: persuasive tone

f. Media: school board/Internet

STEP BY STEP

1. With your classmates, choose the size of

your poster based on where you want it

to be hung.

2. Think about your target audience

(students, teachers, local community etc.)

so that you can tailor the images and the

message to that audience.

3. Brainstorm for ideas. Come up with ideas

for slogans, images, colors, fonts and

overall messages.

4. Look for potential images. If you already

have a slogan, look for an image that fits it.

If you don’t, a striking image may give you

ideas for a slogan.

5. Choose a memorable image. Simple but

unexpected is often the best route to take.

6. Define your slogan or headline message.

It should be no longer than eight to ten

words.

7. Below the main headline, you can add

some other relevant information in a

smaller font size. But don’t use too much

text. Try to keep your poster visual.

8. Place headlines, text and images in an

eye-catching configuration.

9. Do 2 or 3 draft versions and exchange

them with another group. Ask the group

to select the best poster and give

feedback on it.

10. Make any necessary changes.

11. Make the final version of the advertising

poster.

2. Now it’s time to share your poster with your classmates and other people. You can hang it on a

school board or publish it on the Internet (a blog, the school’s website, a non-profit organization’s

website etc.).

c. advertising poster; d. shopping habits


Ao revisar os

textos, considere, por

exemplo:

• objetivo: As informações

estão adequadas a seu


• leiaute: A distribuição

dos elementos verbais e

não verbais está

equilibrada?

• título/slogan: O título ou

slogan transmite a ideia

central do texto e chama

a atenção do leitor?

• imagens: As figuras estão

relacionadas ao texto e o

tornam mais atraente?

• cores: As cores usadas

despertam interesse sem

prejudicar a leitura?

Reescreva seu texto com

base na revisão feita por

você e seus colegas.

TIP


Se houver interesse, pode-se promover na escola um evento interdisciplinar para discutir o consumo e o consumismo na sociedade

atual. Nesse caso, o pôster poderia ser de divulgação do evento. Pode-se também promover um concurso de pôsteres na escola. Os alunos podem ainda optar por

participar de campanhas internacionais promovidas por organizações não governamentais, como o Buy Nothing Day (<www.adbusters.org/campaigns/bnd>), e até

enviar seus pôsteres para possível publicação no site da campanha.

Para ajudar os alunos a organizar os elementos no pôster publicitário e a criar um bom slogan, pode-se sugerir que assistam aos vídeos indicados na próxima página, na seção Extra Videos.



LOOKING AHEADSolicite a participação de todos no debate e o estabelecimento de relações entre os temas abordados e a vida dos alunos e da comunidade. A discussão pode ser feita em inglês ou português, a seu critério.

Since the popularity of the movie Confessions of a Shopaholic, it is not uncommon to hear

people talk of being “shopaholics”. As shopping addiction has become associated with

wealthy, attractive celebrities, and charming fictional characters, it has almost become

fashionable to “admit” to uncontrolled spending. Veja nota sobre Confessions of a Shopaholic na seção Notas Culturais e Linguísticas deste Manual do Professor.

Rep

rod

u•‹o

/Dis

ney/B

uen

a V

ista

In your opinion, do people often buy things they do not really need? What about you?

Do you think people are too materialistic nowadays? Why (not)? Discuss about your

attitudes towards shopping with a classmate and, then, with the whole class.

How often do you go window shopping? Do you think window shopping encourages

consumerism? Why (not)?

Have you ever wanted to buy something just to feel part of a group? Why (not)?

Do you take into consideration how the purchase will impact you and your family?

In your opinion, should you, your friends and/or your family members shop more

consciously? If so, what can you do to help?

Personal answers.

Estimule os alunos a propor ações concretas para promover o consumo consciente. Conforme já sugerido na seção Writing, com o apoio de professores de outras disciplinas, pode-se organizar um evento interdisciplinar para discutir o consumo e o consumismo na sociedade atual.

EXTRA VIDEOS

<www.ehow.com/video_7369054_design-advertising-poster.html>

<http://marketing.about.com/od/plantutorialsandsamples/ht/stickyslogans.htm>

116 UNIT 6



117

1. Read the following text. Then copy the diagrams below in your notebook and complete them.

Forest Change and Desertification

Forests contribute directly to the livelihood of poor

people. They meet many people’s basic needs, providing

food, fuel, building materials and clean water. In addition

they nourish the natural systems on which many more

people depend. They also account for as much as 90% of

terrestrial biodiversity. In most countries, however, forests

are shrinking and forest loss is taking a terrible toll on

both the natural and economic resources of many

countries. At the same time deserts are advancing.

Deserts are not necessarily hot, sandy places but any

areas where degradation of land by overgrazing or

overcultivation of the soil has meant that it is no longer

viable to grow crops.

FORESTS

(90% of terrestrial ✪)biodiversity

are shrinking

provide

food ✪

✪

✪

fuel

building materials

clean water

nourish

✪the natural systems

are ✪ advancing

degradation of land by

overgrazing

✪ of the soilovercultivation

DESERTS

(no longer possible to grow ✪) crops

DaCek/Shutterstock/Glow Images

READING

COLLINS WORLD WATCH: a Dynamic Visual Guide Packed with Fascinating Facts about the World.

2nd edition. Glasgow: HarperCollins Publishers, 2012. p. 88.


118 Review 3

2. Write T (True) or F (False) for each statement below. Then correct the false statements. Write the


a. In most countries, forests are becoming smaller.

b. Forest loss is causing a lot of damage to the natural and economic resources of many countries.

c. All deserts are hot and sandy places.

a. T; b. T; c. F: Deserts are not necessarily hot, sandy places (but any areas where degradation of land by overgrazing or overcultivation of the soil has meant that it is no longer viable to grow crops).

PASSIVE VOICE

1. Choose the sentences below that are in the passive voice. Then identify the verbs in the passive

voice as in the example that follows. Write the answers in your notebook. b. is threatened; d. is caused; f. is defined

Example:

a. The Earth is being degraded.

Verb in the passive voice: is being degraded

b. One third of the world’s land surface is threatened by desertification.

c. Desertification affects terrestrial areas, animal and plant populations.

d. Desertification is caused by complex interactions among several factors such as physical,

biological, social and economic factors.

e. Spontaneous or human-induced forest fires can severely degrade the environment.

f. The term desertification is defined as land degradation resulting from several factors such as

climatic variations and human intervention.

g. Land degradation transforms fertile soils into deserts that are no longer suitable for cultivation.

2. Go back to exercise 1 and, whenever possible, identify the performer of the actions in the sentences

in the passive voice. Write the answers in your notebook.

3. Read the cartoon below and choose the correct item that completes each sentence that follows


b. by desertification; d. by complex interactions among several factors such as physical, biological, social and economic factors.

a. ▲; b. ▲; c. ■

Ch

ris

Mad

den

/<w

ww

.ch

ris

ma

dd

en

.co

.uk>

Destaque para os alunos o uso da preposição by para introduzir o agente da passiva nas frases b e d. Para ampliar o exercício, pergunte a eles os possíveis motivos para a omissão do agente da

Available at: <www.cartoonstock.com/newscartoons/directory/t/tree_felling.asp>. Accessed in: March 2016.

LANGUAGE IN USE

passiva nas frases a e f. Eles podem dizer, por exemplo, que o agente se refere à humanidade ou a um grande número de pessoas, que a ênfase está na ação etc.


Review 3 119

Reprodução/<http://rainforests.m

ongabay.com>

sir.Enity/Shutterstock

a. The cartoon illustrates

▲ the deforestation caused by human activity.

■ a natural disaster that occurred in a rainforest.

b. The two men believe that their action was

▲ harmful to the environment.

■ harmless to the environment.

c. “We’ve chopped down all the trees” in the passive voice is

▲ “All the trees were chopped down.”

■ “All the trees have been chopped down.”

4. Replace each icon ✪ with the appropriate verb

form to complete the following sentences in the

passive voice as in the example below. Write the


a. The Amazon produces over 20% of the

world’s oxygen.

Over 20% of the world’s oxygen is produced by

the Amazon.

b. Deforestation drives climate change.

Climate change ✪ by deforestation.

c. We lose 147 plants and animals every day due

to deforestation.

147 plants and animals ✪ every day due to

deforestation.

d. Human activity has put tropical forests at

great risk.

Tropical forests ✪ at great risk by human activity.

5. Replace each icon ✪ with the correct form of the verbs in parentheses to complete the sentences

below. Use either the active voice or the passive voice. Write the answers in your notebook.

a. The Earth ✪ (cover) by approximately 14.8 billion acres of forest 8,000 years ago.

b. The highest rates of deforestation

✪ (occur) during the last 50 years.

c. Between 1980 and 1990, Brazil ✪

(lose) 91.4 million acres of tropical

forest.

d. In the period from 2000 to 2005,

10.4 million hectares of tropical

forest ✪ (destroy) each year.

e. Tropical rainforests ✪ (house) an

estimated 50% of all life on the

planet.

f. 40% of the Amazon rainforest ✪

(go) by the year 2050.

is driven

are lost

have been put

was covered

occurred

lost

were destroyed

house

will be gone

Available at: <http://jonykrau.se/rainforest>. Accessed in: March 2016.


120 Review 3

(UFSC/2012)


STUDYING FOR EXAMS

The text Greenheart Travel refers to a special non-profit organization whose missions and visions are

a. to provide experiences abroad for people who work in the Center for Cultural Interchange.

b. to support cultural understanding so that people can expand their hearts and minds.

c. to imagine a sustainable world and to celebrate cultural diversity.

d. to help people to spend their money while traveling abroad.

e. to choose volunteers who are working in Spain, in Georgia and in East Africa.

The CORRECT alternative(s) is (are):

01. only A and C.

02. only A, D and E.

04. only E.

08. A, B, C, D, E.

16. only B.

32. only D.

64. only B and C.

According to the sentence “Whether you want to teach in the Republic of Georgia, spend a high

school semester in Spain or volunteer with the Maasai tribe in East Africa, we’ll help you get there”,

it is CORRECT to state that

01. there is a limited set of volunteer work that people can do.

02. there are options among a range of possibilities that people can choose in Greenheart Travel.

04. only people from the Republic of Georgia, Spain and East Africa can attend the program.

08. every person can choose an appropriate option according to his/her preference.

16. Greenheart Travel has the potential to help people to get a variety of experiences abroad.

64

2 + 8 + 16 = 26

Adapted from: <www.flyforgood.com/nonprofit.php?page_id=614>. Accessed in: March 2016.

At Greenheart Travel we are passionate about helping

people reach their full potential through unforgettable

experiences abroad. Whether you want to teach in the

Republic of Georgia, spend a high school semester in

Spain or volunteer with the Maasai tribe in East Africa,

we’ll help you get there.

Greenheart Travel is part of the Center for Cultural

Interchange, an environmentally-responsible volunteer

organization founded in 1985 to promote cultural

understanding, academic development, environmental

consciousness and world peace. As the leading

eco-friendly exchange organization, Greenheart Travel

envisions a sustainable world where cultural differences

are celebrated and people are empowered to continually

expand their hearts and minds.

UFSC/2012


Review 3 121


• taking part in discussions on environmental awareness?

• taking part in discussions on consumerism?

• using the passive voice?

• exploring fact files?

• exploring advertising posters?






Example:


unable"(...) yet the shopping addict feels unable to stop or even control their spending." – p. 72

lacking the skills or opportunity to do something



• Dictionaries

• Extra readings

• Extra videos

• Internet

• Glossary



Example:

• Set some time to study English every day.



122 Project 2A

RESHAPING THE IMAGE OF WOMEN IN ADVERTISING (FIRST PART)

In Unit 6 you have talked about advertising. Read the text below and do the first part of Project 2,

Reshaping the image of women in advertising.

Destaque para os alunos que o projeto tem uma natureza interdisciplinar e um compromisso social.

Explique que ele está dividido em duas partes (2A e 2B). Nesta primeira, os alunos vão pesquisar

diversos anúncios que utilizam uma imagem estereotipada da mulher. Na segunda parte (p.156),

prevista para ser realizada após a Unit 8, eles vão criar, a partir dos anúncios selecionados, seus

próprios anúncios, desfazendo os estereótipos atribuídos às mulheres.

Stereotyping is something that has been around for a while, and affects all groups. It is no surprise

that women are also a target audience for stereotyping. A stereotype creates a world where no one

is ugly, overweight, poor, struggling, or disabled. In advertisements women are often portrayed in

similar roles and lumped together with the assumption that all women are the same or should be

the same.


O projeto está relacionado aos temas das Unidades 6 e 7 (anúncios e mulheres na

literatura, respectivamente). Considerando a natureza interdisciplinar do projeto, é

TASK: In small groups, look for women stereotypes in

advertisements. Choose two or three advertisements that appeal

to you and think of ways to reshape the image of women. Try to

select ads from different countries to compare how women are

viewed in different places around the world. Later, you are going to

recreate the ads so that they do not reinforce any stereotypes.

Take a look at two advertisements and discuss the following questions with your classmates.

a. What products are being advertised?

b. How are women viewed in each ad? What women stereotypes can you identify?

c. How can the images reinforce the stereotypes? What about the words and expressions?

1st ad: Hair product. 2nd ad: Paper towel.

Para fazer uma

busca eficiente na

Internet, é fundamental

escolher palavras-chave

adequadas. Para buscar

anúncios em inglês que

contenham

estereótipos atribuídos

às mulheres, você pode

usar diferentes

combinações de

palavras-chave, como

women, gender,

stereotypes,

advertisements, ads.

TIP

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Adapted from: <http://jholland530.wordpress.com/


Os anúncios aqui apresentados são anúncios reais nos quais foram trocados os nomes das marcas, a fim de evitar sua divulgação.

b. Suggested answers: 1st ad: Women should be attractive, beautiful, fit, and healthy. 2nd ad:

Women should be good housewives and make

their husbands happy.

c. Suggested answers: 1st ad: By showing a beautiful white woman with straight hair and green eyes. The image and all the expressions reinforce certain standards of beauty

Adapted from: <http://dunbar09.wordpress.com/2012/11/14/


Rep

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PRETTY HAIR

PROJECT 2A

desejável a participação de professores de outras áreas, como Língua Portuguesa, Literatura, Arte, Sociologia e Filosofia.

expected from women. 2nd ad: By showing a traditional housewife taking care of the housework, making dinner for her husband. The notes in the woman’s journal reinforce the role of women as housewives as they show that she values discovering a new brand of paper towel and pleasing her husband.

Anúncios publicitários

empregam recursos verbais

e não verbais para chamar a

atenção de um determinado

público-alvo e persuadi-lo a

consumir um produto ou a

aderir a uma ideia.

TIP

Available at: <www.courses.psu.edu/wmnst/wmnst001_atd1/Advertising/ster.htm>. Accessed in: March 2016. (Fragment)


777Warming

UP

LEARNING

OBJECTIVES

Women in

Literature Unit

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Bo

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• to take part in discussions on women in literature

• to learn how to use the relative pronouns who, whom, whose, which

• to explore plot overviews

What do these books have in common? Have you ever read any of

them? If so, which one(s)? Personal answers./Suggested answers: They are literary works/

stories. They have female characters as protagonists.

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Roman Motizov/Shutterstock

Veja nota sobre A moreninha, Senhora, A escrava Isaura, Romeu e Julieta, Wuthering Heights e Sense and

Sensibility na seção Notas Culturais e Linguísticas deste Manual do Professor.

123


1. Capitu (Dom Casmurro) and Aurélia (Senhora) are examples of important female characters in

Brazilian literature. Do you know any others? If so, which one(s)? Personal answers.

2. Read a short summary of the book A escrava Isaura. Then copy the form below in your notebook

and complete it. Try to infer the meaning of unknown words. If necessary, use the Glossary.

Em um texto narrativo, como o romance (novel), o enredo (plot) é a história que se desenvolve com personagens (characters) em

um determinado espaço (setting) e tempo (time) e é contada por um narrador (narrator).

TIP

Available at: <www.goodreads.com/book/show/2019236.A_Escrava_Isaura>. Accessed in: March 2016.

A escrava Isaura

By Bernardo Guimarães

The beautiful light-skinned slave Isaura resists the harrassment of her newly-married owner, Leôncio, son of the man who harrassed her mother until she died.

Leôncio sends Isaura to the fields to force her to yield, but Isaura flees instead with her father to Recife. There Isaura meets and falls in love with a well-to-do young man, Álvaro, but at a ball, she is recognized, and Leôncio takes her back to his farm, and orders her to marry Belchior, the gardener.

But Leôncio is practically bankrupt, so Álvaro purchases his debts, freeing Isaura and driving Leôncio to commit suicide.

Relembre aos alunos que não é necessário compreender todas as palavras do texto para realizar a atividade e, ao mesmo tempo, estimule-os a deduzir o significado das palavras desconhecidas a partir da observação do contexto, de semelhanças com o português, da formação das palavras e do seu conhecimento prévio sobre o assunto.

Title A escrava Isaura

Writer ✪ Bernardo Guimarães

Genre Novel

Main characters ✪ (protagonist), ✪ (antagonist)

Setting Campos dos Goytacazes (RJ) and ✪ Recife

3. The text below describes a famous female character in Brazilian literature, Iracema. Read it and

answer the following questions. If necessary, use the Glossary. Write the answers in your notebook.

O exercício 1 deve ser feito oralmente.

Comente com os alunos que novel significa “romance”, em português, e não “telenovela” (que, em inglês, é soap opera).

Se necessário, lembre que o protagonista é a personagem principal e o antagonista é a personagem que se opõe ao protagonista.

Isaura Leôncio

Veja nota sobre Iracema na seção Notas Culturais e

Linguísticas deste Manual do Professor.

Jati ou jataí: abelha; graúna: ave de coloração preta.

Estimule os alunos a citar nomes de diferentes personagens femininas, da literatura brasileira ou não, como Carolina (A Moreninha), Lúcia (Lucíola), Gabriela (Gabriela, cravo e canela), Elizabeth Bennet (Pride and Prejudice), Elinor e Marianne (Sense and Sensibility), Julieta (Romeo and Juliet) etc.

Observe que a comparação é o recurso de

linguagem utilizado pelo autor de forma recorrente

para a construção da personagem.

TIP

a. Iracema is described as an extremely beautiful

woman. What elements of the natural

environment are used to describe Iracema?

• A mountain. • The graúna’s wings.

• The horizon. • The palm.

• Honey. • The jati’s honeycomb.

• The fragrance of vanilla in the forest.

b. Who wrote the novel?

c. What kind of novel is it: urban or indianist?

a. Honey, The fragrance of vanilla in the forest, The graúna’s wings, The palm, The jati ’s honeycomb; b. José de Alencar; c. Indianist

Para ampliar o exercício 3, peça aos alunos que comparem o texto em inglês com o original em português. Destaque que Iracema é uma obra da primeira fase do Romantismo no Brasil e a personagem é descrita pelo autor de forma idealizada e integrada ao seu meio ambiente. Peça que comentem as comparações feitas entre Iracema e os elementos assinalados no item a: honey (Iracema é a virgem dos lábios de mel); the graúna’s wings (seus cabelos são mais negros do que as asas da graúna); the palm (seus cabelos são mais longos que seu talhe de palmeira); the jati’s honeycomb (o favo da

jati não era doce como seu sorriso); the fragrance of vanilla in the forest (a baunilha não recendia no bosque como seu hálito perfumado).

Far, very far from that mountain that still looms blue on the horizon, was Iracema born.

Iracema, the maiden with lips of honey, whose hair was darker than the graúna’s wings and longer than her torso, straight and slender as the palm.

The jati’s honeycomb was not as sweet as her smile; nor did the vanilla sending forth its fragrance in the forest match the perfume of her breath.

ALENCAR, José de. Iracema. New York: Oxford University Press,

2000. p. 3 (Fragment)

124 UNIT 7


BEFORE READING

Knowing about the writer can help you make predictions about his/her books. Before reading a text

about a novel by Charlotte Brontë, read a short biography of her and do exercises 1 and 2. Write the


Adapted from: <www.sparknotes.com/lit/janeeyre/context.html>. Accessed in: March 2016.

Charlotte Brontë was born in Yorkshire, England on April 21, 1816. Because Charlotte’s mother

died when Charlotte was five years old, Charlotte’s aunt, a devout Methodist, helped her

brother-in-law raise his children. In 1824 Charlotte and three of her sisters — Maria, Elizabeth, and

Emily — were sent to a school for clergymen’s daughters. When an outbreak of tuberculosis killed

Maria and Elizabeth, Charlotte and Emily were brought home. Charlotte became a teacher in 1835

but decided after several years to become a private governess instead.

As adults, Charlotte suggested that she and her sisters Anne and Emily collaborate on a book of

poems. The three sisters published under male pseudonyms: Charlotte’s was Currer Bell, while

Emily and Anne wrote as Ellis and Acton Bell, respectively. When the poetry volume received little

public notice, the sisters decided to work on separate novels but retained the same pseudonyms.

Charlotte wrote Jane Eyre in 1847. The book, a critique of Victorian assumptions about gender and

social class, became one of the most successful novels of its era, both critically and commercially.

1. Write T (True) or F (False) for each statement below. Then

correct the false statements.

a. The Brontë sisters were raised by their mother and father.

b. Charlotte worked as a teacher and a governess.

c. The book of poems written by the Brontë sisters was a great

success.

d. Charlotte’s pseudonym was Currer Bell.

2. Replace each icon ✪ with a word from the box below to complete the following statements.

American • Anne • British • Elizabeth • Emily • nineteenth • twentieth

a. Charlotte’s sisters ✪ and ✪ were also novelists.

b. Jane Eyre was written during the Victorian Age of ✪ literature.

c. Charlotte established a platform for feminist writing in the ✪ century.

3. Turn over the page and, before reading the text, look at the picture on the book cover, the source

and the structure of the text. Then choose what you expect to be correct about it (▲ or ■). Write

the answers in your notebook. a. ■; b. ▲

a. The text is a short

▲ review of Jane Eyre.

■ summary of Jane Eyre.

b. Jane is the

▲ protagonist of the novel.

■ antagonist of the novel.

Comente com os alunos que conhecer um pouco da vida do escritor nos ajuda a identificar mais facilmente os temas de sua obra.

Veja nota sobre Era Vitoriana na seção Notas

Culturais e Linguísticas deste Manual do Professor.

a. F: The Brontë sisters were raised by their aunt and father. b. T; c. F: The book of poems by the Brontë sisters received little public notice.; d. T

a. Anne, Emily; b. British; c. nineteenth

Time Life Pictures/Mansell/Getty Images

Women in Literature 125


Jane Eyre is a young orphan being raised by Mrs. Reed, her cruel, wealthy aunt. One day, as punishment for fighting

with her bullying cousin John Reed, Jane’s aunt imprisons Jane in the red-room, the room in which Jane’s Uncle Reed died.

While locked in, Jane, believing that she sees her uncle’s ghost, screams and faints. She wakes to find herself in the care of

the cordial servant Bessie and the kindly pharmacist Mr. Lloyd, who suggests to Mrs. Reed that Jane be sent away to school.

Once at the Lowood School, Jane finds that her life is far from ideal. The school’s headmaster is Mr. Brocklehurst, a

cruel, hypocritical, and abusive man. At Lowood, Jane befriends a young girl named Helen Burns, whose attitude toward

the school’s miseries is both helpful and displeasing to Jane. A massive typhus epidemic sweeps Lowood, and Helen dies.

After a group of more sympathetic gentlemen takes Brocklehurst’s place, Jane’s life improves dramatically. She spends

eight more years at Lowood, six as a student and two as a teacher.

After teaching for two years, Jane accepts a governess position. Jane’s employer is a man named Rochester, with whom

Jane finds herself falling secretly in love. She saves Rochester from a fire one night, which he claims was started by a

drunken servant. Rochester proposes to Jane, who accepts.

The wedding day arrives, and as Jane and Mr. Rochester prepare to exchange their vows, the voice of Mr. Mason cries

out that Rochester already has a wife, Bertha. Mason introduces himself as her brother. Mr. Mason testifies that Bertha,

whom Rochester married when he was a young man in Jamaica, is still alive. Rochester does not deny Mason’s claims, but

he explains that Bertha has gone mad and he keeps her hidden. Bertha was the real cause of the mysterious fire earlier in

the story. Knowing that it is impossible for her to be with Rochester, Jane runs away.

Poor and hungry, Jane is forced to sleep outdoors and beg for food. At last,

three siblings — Mary, Diana, and St. John Rivers — take her in. St. John

surprises her one day by declaring that her uncle, John Eyre, has died and left

her a large fortune. When Jane asks how he received this news, he reveals that

Jane and the Riverses are cousins.

St. John decides to travel to India as a missionary, and he urges Jane to

accompany him — as his wife. Jane refuses to marry her cousin because she

does not love him. Jane realizes that she cannot abandon forever the man she

truly loves. She hurries back to Rochester’s house and finds that it has been

burned by Bertha Mason, who lost her life in the fire. Rochester saved the

servants but lost his eyesight and one of his hands. Jane travels on to

Rochester’s new residence.

Rochester and Jane rebuild their relationship and soon marry. At the end

of her story, Jane writes that she has been married for ten happy years and

that she and Rochester enjoy perfect equality in their life together. She says

that after two years of blindness, Rochester regained sight in one eye and was

able to behold their first son at his birth.

Rep

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in

Adapted from: <www.sparknotes.com/lit/janeeyre/summary.html>. Accessed in: March 2016.

Comente que the Riverses (quinto parágrafo) se refere aos membros da família Rivers. Em inglês, para nos referirmos ao nome da família, usamos o plural do sobrenome, como em the Riverses, the Brontës, the Smiths, ou usamos o sobrenome antes de family, como em the Rivers family, the Brontë family, the Smith family.

Jane Eyre(Charlotte Bront‘)

READING


126 UNIT 7



1. What is the main purpose of the text? Write the answer in your notebook. b

a. To offer literary criticism of the novel Jane Eyre.

b. To present the main events in the novel Jane Eyre.

2. What themes are mentioned in Jane Eyre? Write the answer to this question in your notebook. b, c

a. Racial justice.

b. A woman’s search for love.

c. Surviving a difficult childhood.


1. Who is who? There is one extra item on the right. Write the answers in your notebook as in the

following example. b. IV; c. V; d. I; e. VII; f. IX; g. VIII; h. VI

Example: a. II

a. Jane Eyre

b. Mrs. Reed

c. John Eyre

d. Mr. Brocklehurst

e. Mr. Rochester

f. Bertha

g. Mr. Mason

h. St. John Rivers

I. Lowood School’s headmaster

II. The protagonist of the novel

III. Jane’s brother

IV. Jane’s aunt

V. Jane’s uncle

VI. Jane’s cousin

VII. Jane’s husband

VIII. Bertha’s brother

IX. Rochester’s first wife

2. In your notebook order the events below (1-10) according to the order they appear in the text.

a. Jane finds out that Rochester is married to Bertha.

b. Jane’s uncle dies and leaves her a large fortune.

c. Jane works as a teacher at the Lowood School.

d. Jane’s aunt imprisons Jane in the red-room.

e. Jane works as a governess for Rochester.

f. Jane believes she sees her uncle’s ghost.

g. Lowood is hit by a typhus epidemic.

h. Jane goes to Lowood School.

i. Rochester and Jane marry.

j. Jane gives birth to a boy.

3. Much of Jane Eyre is autobiographical. Read again the short biography on page 125 and choose

the similarities between writer Charlotte Brontë and character Jane Eyre. Write the answer in

your notebook. a, c, d

a. Jane Eyre, like Charlotte Brontë, worked as a teacher and a governess.

b. They did not attend school when they were young.

c. They lost their mother at an early age.

d. They were raised by their aunt.

a. 7; b. 8; c. 5; d. 1; e. 6; f. 2; g. 4; h. 3; i. 9; j. 10





a. Jane Eyre is a character who has a passionate desire for life and questions conventions. Do you

know other characters with similar characteristics? Do you think these characters can inspire

women to fight for their rights?

b. In the past women’s roles were very limited. The Brontë sisters, for example, had to use male

pseudonyms in order to have their books published. In your opinion, what is the importance of

ensuring that men and women have the same rights?

VOCABULARY STUDY

WORD FORMATION

1. Replace each icon ✪ with a word from the text to complete the definitions below. All the words are

formed with a suffix. Write the answers in your notebook. a. wealthy; b. mysterious; c. relationship; d. equality

a. ✪ (1st paragraph)

(adjective) having a great deal of money, resources; rich

b. ✪ (4th paragraph)

(adjective) difficult or impossible to understand or explain

c. ✪ (7th paragraph)

(noun) emotional connection that exists between two people

d. ✪ (7th paragraph)

(noun) a situation in which everyone is equal and has the same rights

2. Use the same suffixes found in words in exercise 1 to form new words, as in the example. Write the


popular + ity popularity

danger + ✪ ous ✪ dangerous

friend + ✪ ship ✪ friendship

health + ✪ y ✪ healthy

3. Read the fragments below and complete the statements that follow.

Replace each icon ✪ with a word from the parentheses. Write the

answers in your notebook. a. verbs, prefix; b. again; c. befriend

I. Rochester and Jane rebuild their relationship and soon marry.

II. Rochester regained sight in one eye and was able to behold their

first son at his birth.

III. At Lowood, Jane befriends a young girl named Helen Burns…

A partir do item a, promova o diálogo com as disciplinas de Literatura e Língua Portuguesa, assim como o estabelecimento de relações intertextuais.

Para ampliar os exercícios 1 e 2, peça aos alunos que, em duplas, criem frases com palavras formadas pelos sufixos em foco.

O acréscimo de um sufixo a

uma palavra costuma modificar sua

classe gramatical. Note que

determinados sufixos (como -ity e

-ship) formam substantivos,

enquanto outros (como -y e -ous)

formam adjetivos.

TIP

Reprodução/Universal Pictures

128 UNIT 7


a. The words in bold are ✪ (verbs/nouns) formed with a ✪ (prefix/suffix).

b. In rebuild and regained, re means ✪ (again/before).

c. The word ✪ (rebuild/befriend) means to become a friend to someone.


complete it with what you have learned about suffixes and prefixes. Notice that this box is used in

other units. Oriente os alunos a copiar em seus cadernos o quadro sobre Word Formation (que está na página 170) e a registrar nesse quadro o que aprenderam sobre sufixos nesta unidade. Destaque que esse quadro será utilizado em outras unidades para que eles registrem outros conteúdos sobre afixos de modo a completarem o quadro gradativamente ao longo do ano letivo. Utilizar uma folha ao final do caderno pode facilitar esse trabalho.

RELATIVE PRONOUNS: WHO, WHOM, WHOSE, WHICH


I. Jane’s aunt imprisons Jane in the red-room, the room in which Jane’s Uncle Reed died.

II. Rochester proposes to Jane, who accepts.

III. Jane befriends a young girl named Helen Burns, whose attitude toward the

school’s miseries…

IV. Jane’s employer is a man named Rochester, with whom Jane finds herself falling secretly in love.

V. She saves Rochester from a fire one night, which he claims was started by a drunken servant.

VI. Mr. Mason testifies that Bertha, whom Rochester married when he was a young man

in Jamaica…

1. Choose the correct word or expression that completes each item below (▲ or ■).

In fragment… the relative pronoun… refers to…

I which▲ the room

■ Jane’s Uncle Reed

II who▲ Rochester

■ Jane

III whose▲ Jane

■ Helen Burns

IV whom▲ Jane

■ Rochester

V which▲ a fire

■ one night

VI whom▲ Bertha

■ Rochester

I. ▲; II. ■; III. ■; IV. ■; V. ▲; VI. ▲

LANGUAGE IN USE



2. Choose the item that completes each sentence below (▲ or ■). a. ▲; b. ▲

Rochester proposes to Jane. + Jane accepts. = Rochester proposes to Jane, who accepts.

Jane’s employer is a man

named Rochester.+

Jane finds herself

falling secretly in love

with Rochester.

=

Jane’s employer is a man named

Rochester, with whom Jane finds

herself falling secretly in love.

a. Relative pronouns are used

▲ to connect elements in a sentence and to avoid repetition.

■ to emphasize an element in the sentence and to contrast ideas.

b. Relative pronouns refer to

▲ a previous element (= noun or noun phrase).

■ a following element (= noun or noun phrase).

3. Read the fragments on the previous page again. Which relative pronouns in the fragments are

preceded by a preposition? a, d

a. Which.

b. Who.

c. Whose.

d. Whom.

4. Replace each icon ✪ with an appropriate preposition to complete the sentences below. a. in; b. with

a. An equivalent sentence to fragment I is the following:

Jane’s aunt imprisons Jane in the red-room, the room that Jane’s Uncle Reed died ✪.

b. An equivalent sentence to fragment IV is the following:

Jane’s employer is a man named Rochester, who Jane finds herself falling secretly in love ✪.

5. In your notebook join the sentences as in the example below. Use the relative pronoun whose.

Charlotte Brontë

wrote Jane Eyre.+

Charlotte Brontë’s

pseudonym was Currer Bell.=

Charlotte Brontë, whose pseudonym

was Currer Bell, wrote Jane Eyre.

a. Anne Brontë published her first novel, Agnes Grey, in 1847. Anne Brontë’s pseudonym was

Acton Bell. Anne Brontë, whose pseudonym was Acton Bell, published her first novel, Agnes Grey, in 1847.

b. The Brontë sisters were great novelists. The Brontë sisters’ mother died at an early age. The Brontë sisters, whose mother died at an early age, were great novelists.

130 UNIT 7


6. Replace each icon ✪ with the relative pronoun who, whom, whose or which to complete the

statements below. Write the answers in your notebook. a. which, which; b. who, whom, whom, who; c. whose

a. We use that and ✪ for things. The relative pronoun ✪ can be preceded by a preposition, but the

relative pronoun that cannot.

b. We use that, ✪ and ✪ in reference to people. The relative pronoun ✪ can be preceded by a

preposition, but that and ✪ cannot.

c. We use ✪ in relative clauses to express possession. It means of whom/which.

7. Replace each icon ✪ with a relative pronoun from the box below to

complete the following fragments from the novel Jane Eyre. Write the


who • whose • which • for which • to whom

a. “Bessie went into the housemaid’s apartment, ✪ was near.” (CHAPTER III)

b. “Jane Eyre, ✪ had been an ardent, expectant woman — almost a bride,

was a cold, solitary girl again: her life was pale; her prospects were

desolated.” (CHAPTER XXVI)

c. “Prejudices, it is well-known, are most difficult to eradicate from the heart ✪ soil has never

been loosened or fertilized by education: they grow there, firm as weeds among stones.”

(CHAPTER XXIX)

d. “… Tomorrow, I [St. John] leave home for Cambridge: I have many friends there ✪ I should wish

to say farewell…” (CHAPTER XXXIV)

e. He [St. John] laid his hand on my head as he uttered the last words. (…) his look was (…) that

of (…) a guardian angel watching the soul ✪ he is responsible.” (CHAPTER XXXV)

BRONTË, Charlotte. Jane Eyre. London: Smith, Elder, and Company, 1847.

8. Replace each icon ✪ with a relative pronoun from the box below to complete the following short

summary of Iracema. Write the answers in your notebook. which/from whom

who • which • from which • from whom

a. which; b. who; c. whose; d. to whom; e. for which

Para ampliar o exercício 7, relembre com os alunos, a partir de fragmentos do romance, algumas personagens e partes do enredo. Por exemplo: Bessie era a empregada que era gentil com Jane; Jane passou por vários momentos difíceis; St. John cuidou de Jane e sentia-se responsável por ela. A partir do terceiro fragmento, pode-se também discutir a relação entre a formação de preconceitos e a falta de educação.

20th

Cen

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Iracema

By JosŽ de Alencar

José de Alencar’s love story, ✪ might be thought of as a Brazilian

“Pocahontas”, tells how Iracema meets and falls in love with the

Portuguese colonist Martim. Their child, named Moacir, represents the

union of the Portuguese with the native people, ✪ the Brazilian people

arise. But, tragically, Iracema dies, metaphorically demonstrating that the

cost of this union is the life of the native peoples of Brazil.

Rep

rod

u•‹

o/E

dit

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çti

ca

Available at: <www.goodreads.com/book/show/1093672.Iracema>. Accessed in: March 2016. (Fragment translated from Portuguese.)


Way_to_Go_Ingles_vol3_PNLD2018_123a136_U7.indd 131 7/7/17 4:21 PM

9. Replace each icon ✪ with a word or expression from the summary of Iracema to complete the

sentences below. Write the answers in your notebook. a. Iracema, Portuguese colonist; b. José de Alencar

a. The person with whom ✪ falls in love is the ✪ Martim.

b. The literary period in which ✪ wrote Iracema is called Romanticism.

10. In your notebook, rewrite the fragment below using the relative pronoun whose.

Their child, named Moacir, represents the union…

11. In your notebook, write a new sentence with the relative pronoun in CAPITAL LETTERS as in the

example below.

Their child, whose name is Moacir, represents the union…

a. José de Alencar was a Brazilian novelist. José de

Alencar’s pseudonym was Erasmo.

WHOSE

José de Alencar was a Brazilian novelist whose pseudonym was Erasmo.

b. Iracema is a novel by José de Alencar. José de Alencar is

one of the most famous writers of the first generation of

Brazilian Romanticism.

WHO Iracema is a novel by José de Alencar, who is one of the most famous writers of

the first generation of Brazilian Romanticism.

c. A Moreninha is the first urban novel in Brazilian literature.

A Moreninha is a novel by Joaquim Manuel de Macedo.

WHICH A Moreninha, which is a novel by Joaquim Manuel de Macedo, is the first urban

novel in Brazilian literature./A Moreninha, which is the first urban novel in Brazilian

literature, is a novel by Joaquim Manuel de Macedo.

d. Gonçalves Dias is famous for the poem “Canção do exílio”.

FOR WHICH

e. Gonçalves Dias fell in love with Ana Amélia. He dedicated

many of his most famous love poems to Ana Amélia.

TO WHOM

The poem for which Gonçalves Dias is famous is “Canção do exílio”.

Gonçalves Dias fell in love with Ana Amélia, to whom he dedicated many of his

most famous love poems.

Ilu

str

açõ

es: A

nd

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es/

Acerv

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ta

132 UNIT 7


f. Castro Alves is famous for his abolitionist poems. Castro

Alves is known as the “poet of the slaves“.

WHO Castro Alves, who is known as the “poet of the slaves”, is famous for his abolitionist

poems./Castro Alves, who is famous for his abolitionist poems, is known as the “poet of the

slaves”.

An

dré

Le

me

s/A

ce

rvo

do

art

ista

1. Ask and answer the following questions in pairs. Personal answers.

a. Do you like poetry? If so, who is your favorite poet?

b. Have you ever written a poem? If so, what was it about?

2. 18

Winnie and Joan are volunteers in a project called Building Bridges. Listen to them and choose

the picture below that best relates to the project. Write the answer in your notebook. b

Ativar o conhecimento prévio dos alunos relacionado ao tema do texto (no caso, o papel da literatura na vida das pessoas) favorece o estabelecimento de hipóteses sobre o que será ouvido e a sua compreensão.

3. 18

Listen to the recording again and choose the correct statements about Winnie and Joan.

Write the answer in your notebook. a, c

a. They are interested in poetry.

b. They are very good at writing verses.

c. They both appreciate the poetry of Wordsworth.

4. 18

Listen to the recording once more. Then replace each icon ✪ with a word from the recording

to complete the sentences below about Joan. Write the answers in your notebook.

a. Joan was first interested in poetry through her ✪.

b. She always read the ✪ of Wordsworth and Louis Stevenson.

c. She used to write down a verse when she saw lovely ✪ and trees.


a. mother; b. biographies; c. flowers

a.

Pre

ssm

aste

r/S

hu

tters

tock

/Glo

w I

ma

ge

s

b.

Ha

llg

erd

/Sh

utt

ers

tock

/Glo

w Im

ag

es


Go to LANGUAGE

REFERENCE and

EXTRA

PRACTICE on page

167



5. 18


19

SPOKEN LANGUAGE

Listen to the following pairs of words below and repeat them. Notice the difference

between the sounds /ʃ/ as in wish and /tʃ/ as in which.

/ʃ/ /tʃ/

wash

cash

ship

shoes

watch

catch

chip

choose

Listen to the recording and identify the words you hear (▲ or ■). Write the answers in

your notebook. a. ■; b. ▲; c. ▲; d. ■

a. ▲ mash ■ match

b. ▲ share ■ chair

c. ▲ wish ■ which

d. ▲ sheep ■ cheap

20

6. In your opinion, is poetry important in our lives? Why (not)? Personal answers.

7. In pairs, talk to each other about your literary interests and reading preferences. Use the

suggested questions and expressions below to help you. Ask extra questions. Personal answers.

Yeko

Ph

oto

Stu

dio

/Sh

utt

ersto

ck

• Which books have you read recently?

enjoy it?/what about?

• Have you ever read a book and then

watched a movie of that book?

enjoy it?/similarities and differences?

• Do you prefer reading books or e-books?

why?/advantages and disadvantages?

134 UNIT 7


WRITING

In this unit you have read plot overviews on pages 124, 126 and 131. A plot overview is a short

summary of the story of a literary work, such as a novel or a play. It is not a review and should not

contain the opinions of the author. A plot overview, also called a plot summary, simply tells what

happens in a story without confusing the reader with unnecessary details. Well-written plot

overviews describe the main events in the work, linking them together with brief descriptions of

less important scenes.

1. Write a plot overview to tell the readers the story of a literary work you like. If they have already

read the work, your summary can remind them of the story and even help them understand it

better. If they have not read the literary work yet, the summary of the story may get them

interested in the original text.

WRITING CONTEXT

Before writing your text, replace each icon ✪ with an appropriate answer to identify the elements of the

writing context. Write the answers in your notebook.

a. Writer: you


c. Genre: ✪

d. Objective: tell the readers ✪ and get them interested in it

e. Style: descriptive tone

f. Media: classroom board/Internet

STEP BY STEP

1. With one or two classmates, choose a piece

of literature (in English or in Portuguese) that

you have already read. Name the title and the

author.

2. Try to remember the basic elements of the story

(characters, setting, important events) and take

notes. If necessary, read the story (or parts of it)

again and/or do some research about it.

3. Start writing after you have organized your

thoughts. Summarize the main events of the

story. Remember your text should not cover

every scene and every moment of a story.

4. It is not necessary to tell the events of the story

in the order they appear, but it is often helpful.

If it makes the plot easier to explain, events can

be reordered. Plot overviews are usually

written in the narrative present. Use the

present tense and make events more vivid

(e.g. “… Jane accepts a governess position.”).

5. Write a first draft of the plot overview.

6. If possible, include a picture of the book cover

to illustrate your text.

7. Improve your plot overview by making sure you

have included the most important events in the

correct order.

8. Exchange plot overviews with other classmates

and discuss both texts. Try to make some

suggestions on your classmates’ texts.


10. Write the final version of the plot overview.

2. Now it’s time to share your plot overview

with your classmates and other people. You

can organize all the plot overviews on a

classroom board. You can also publish your

plot overview on the class blog or on the

school’s website.

Observar características de um gênero discursivo nos ajuda a compreender e produzir textos desse gênero.

c. plot overview; d. the story of a literary work (you like)




público-alvo?

• conteúdo: Você verificou as informações gerais do livro (nome do

autor, personagens etc.)?

• linguagem: O texto está redigido de maneira clara e objetiva?


TIP




LOOKING AHEADSolicite a participação de todos no debate e o estabelecimento de relações entre os temas abordados e a vida dos alunos e da comunidade. A discussão pode ser feita em inglês ou português, a seu critério.

The novel Jane Eyre criticizes the limited

options open to educated but poor women,

and the idea that women should be

confined to household activities.

Do you know other stories (novels, plays,

movies, soap operas etc.) that discuss the

roles of women in society? Which one(s)?

What are they about?

Personal answers.

Do you agree with this statement? Why (not)?

In your opinion, what is the importance of literature in our lives?Fo

cu

s F

ea

ture

s/E

ve

rett

Co

lle

cti

on

/Ke

ysto

ne

Fe

rnan

do

Co

rtes/S

hu

tters

tock

/Glo

w I

ma

ge

s

EXTRA READING

<www.gutenberg.org/>

<www.online-literature.com/>

<www.victorianweb.org/authors/bronte/cbronte/bronteov.html>

<www.janeausten.org/>

<www.flavorwire.com/265847/10-of-the-most-powerful-female-characters-in-literature>

<www.utulsa.edu/tswl/>

EXTRA VIDEOS

<www.youtube.com/watch?v=-ebkmo1Ygz8>

<www.biography.com/people/jane-austen-9192819>

LITERATURE

IS KNOWN

AS THE

MIRROR

OF LIFE.

MIRROR

A partir das questões propostas, incentive o diálogo com as disciplinas de Literatura e Língua Portuguesa, assim como o estabelecimento de relações entre diferentes obras já conhecidas pelos alunos.

136 UNIT 7


888Warming

UP

LEARNING

OBJECTIVES

Falling in Love Unit

Why do people fall in love? Have you ever fallen in love? Personal answers.

• to take part in discussions on falling in love

• to learn how to use relative pronouns (omission)

• to explore quizzes

Leren Lu/Digital Vision/Getty Images

137


Answer the quiz below. Write the answers in your notebook. 1. d; 2. d; 3. a; 4. c; 5. a; 6. a; 7. c; 8. a; 9. c; 10. a

Pergunte aos alunos se eles sabem o que é um quiz e se já responderam a algum quiz em inglês ou em português. Convide-os a ler o quiz apresentado e observar suas características. Os alunos devem concluir que um quiz é um tipo de teste. Destaque que são informados o título (Love is in the air), o grau de dificuldade (medium) e a categoria temática (General Knowledge) do quiz apresentado. O trabalho com esse gênero será retomado na seção Writing (página 149).

Ilu

str

açõ

es:

mo

on

kin

/Sh

utt

ers

tock Love is in the air

Medium

Category: General Knowledge

If you’re a true romantic then answer our ‘Love is in the air’ quiz to your heart’s content.

1. Valentine’s Day was originally an…

a. Ancient Egyptian festival

b. Ancient Greek festival

c. Ancient Celtic festival

d. Ancient Roman festival

2. Cupid is the son of which Roman goddess?

a. Minerva

b. Juno

c. Diana

d. Venus

3. Which Italian city was the home of Shakespeare’s

famous star-crossed lovers, Romeo and Juliet?

a. Verona

b. Rome

c. Florence

d. Venice

4. “If music be the food of love, play on” is a famous

line from which Shakespeare play?

a. Romeo and Juliet

b. The Tempest

c. Twelfth Night

d. Hamlet

5. Which English writer made the first recorded

association of Valentine’s Day with romantic love?

a. Geoffrey Chaucer

b. William Shakespeare

c. Christopher Marlowe

d. Edmund Spenser

6. In Japan and Korea, it is customary for only

women to buy Valentine’s Day presents.

a. True

b. False

7. What are girlfriends permitted to do on

Valentine’s Day on a leap year?

a. Split up with their boyfriend

b. Have a day off work

c. Propose to their partner

d. Go on a girls’ night out

8. In which country is it traditional to give someone a

carved wooden spoon as a token of affection?

a. Wales

b. Portugal

c. Spain

d. Italy

9. If you received china on your wedding anniversary,

how many years would you have been married?

a. 30

b. 25

c. 20

d. 15

10. In which country is the equivalent of Valentine’s

Day known as “Dia dos Namorados”?

a. Brazil

b. Denmark

c. Russia

d. Mexico

Adapted from: <www.dkquiz.com/index.php/quizzes/play/love-is-in-the-air>. Accessed in: March 2016.

To one’s heart’s content é uma expressão idiomática que significa ‘até a completa satisfação’, ou seja, ‘until one’s heart is content ’. Assim, to your heart’s content também equivale a as much as you want to, as long as you want to.

138 UNIT 8


BEFORE READING

1. Match the questions below to the specialist who can answer them properly. Write the answers in

your notebook. a. II; b. IV; c. I; d. III; e. V

a. Why do we speak English? I. Mario Batali, chef

b. How do writers think of their ideas? II. Professor David Crystal, language expert

c. When did people start using recipes? III. Baroness Susan Greenfield, neuroscientist

d. How does my brain control me? IV. Philip Pullman, author

e. Are we all related? V. Dr Richard Dawkins, evolutionary biologist

BIG QUESTIONS FROM LITTLE PEOPLE… and Simple Answers from Great Minds. Compiled by Gemma Elwin Harris. London: Harper Collins Publishers Limited, 2012.

Há palavras em inglês parecidas com palavras em português, mas com

significados diferentes nas duas línguas. Professor, em inglês, refere-se apenas

ao professor universitário. Teacher é o nome mais abrangente para professor.

TIP

2. Turn over the page and, before reading the text, look at the title, the picture and the source of the

text. Then choose the item that completes each sentence below (▲ or ■). Write the answers in

your notebook. a. ▲; b. ▲; c. ■; d. ■

a. The text comes from a

▲ book. ■ magazine.

b. The purpose of the publication is to offer

▲ simple answers to difficult questions. ■ scientific explanations for natural phenomena.

c. The questions are asked by

▲ parents. ■ children.

d. The questions are answered by

▲ caring parents. ■ qualified experts.

3. Which words below do you expect to be mentioned in the text?

Comente com os alunos que professor, em inglês, diferentemente do português, tem a segunda sílaba tônica (proFESsor).

Suggested answers: happiness, science, emotion, feelings, explain, brain, environment

pollution

happiness

emotion feelings

explain

science

BRAIN

environment

Vla

da K

ram

ina

/Iko

n Im

ag

es/G

ett

y Im

ag

es

No exercício 3, podem ser dadas diferentes respostas. Ao corrigi-lo, peça aos alunos que justifiquem sua escolha de palavras.

Falling in Love 139


How do you fall in love?

Robin Dunbar

Professor of evolutionary psychology

What happens when we fall in love is probably one of the

most difficult things in the whole universe to explain. It’s

something we do without thinking. In fact, if we think

about it too much, we usually end up doing it all wrong

and get in a terrible muddle.

That’s because when you fall in love, the right side of

your brain gets very busy. The right side is the bit that

seems to be especially important for our emotions.

Language, on the other hand, gets done almost

completely in the left side of the brain. And this is one

reason why we find it so difficult to talk about our

feelings and emotions: the language areas on the left side

can’t send messages to the emotional areas on the right

side very well. So we get stuck for words, unable to

describe our feelings.

But science does allow us to say a little bit about what

happens when we fall in love. First of all, we know that

love sets off really big changes in how we feel. We feel all

light-headed and emotional. We can be happy and cry

with happiness at the same time. Suddenly, some things

don’t matter any more and the only thing we are

interested in is being close to the person we

have fallen in love with.

These days we have scanner machines

that let us watch a person’s brain at work.

Different parts of the brain light up on the

screen, depending on what the brain is doing.

When people are in love, the emotional bits of

their brains are very active, lighting up. But

other bits of the brain that are in charge of

more sensible thinking are much less active

than normal. So the bits that normally say

‘Don’t do that because it would be crazy!’ are

switched off, and the bits that say ‘Oh, that

would be lovely!’ are switched on.

Why does this happen? One reason is that love

releases certain chemicals in our brains. One is called

dopamine, and this gives us a feeling of excitement.

Another is called oxytocin and seems to be responsible

for the light-headedness and cosiness we feel when we

are with the person we love. When these are released in

large quantities, they go to parts of the brain that are

especially responsive to them.

But all this doesn’t explain why you fall in love with a

particular person. And that is a bit of a mystery, since

there seems to be no good reason for our choices. In fact,

it seems to be just as easy to fall in love with someone

after you’ve married them as before, which seems the

wrong way round. And here’s another odd thing. When

we are in love, we can trick ourselves into thinking the

other person is perfect. Of course, no one is really perfect.

But the more perfect we find each other, the longer our

love will last.

Rep

rod

ução

/Harp

er

Co

llin

s P

ub

lish

ers

Lim

ite

d,

2012

BIG QUESTIONS FROM LITTLE PEOPLE… and Simple Answers from Great Minds. Compiled by Gemma Elwin Harris. London: Harper Collins Publishers Limited, 2012. p. 228-229.

Cosiness (no quinto parágrafo), que significa ‘aconchego’ em português, é o substantivo abstrato formado pelo

adjetivo cosy (aconchegante) e pelo sufixo -ness. Cosy e cosiness são as grafias do inglês britânico, enquanto

cozy e coziness são grafias do inglês americano.

READING


140 UNIT 8



Which quote below confirms professor Dunbar’s answer to “How do you fall in love?” Write the

answer to this question in your notebook. b

a. “When you connect with a cause, it’s like falling in love.” (Debra Winger)

b. “People fall in love for mysterious reasons.” (Jeff Bridges)


1. Are the following statements true or false? In your notebook

write T (True) or F (False) for each statement. Then correct

the false statements with a fragment from the text.

a. Falling in love is probably one of the most mysterious

phenomena a person could experience.

b. The left part of the brain controls our emotions.

c. Oxytocin is the chemical that gives us a feeling of

excitement.

d. When we are in love, we tend to think that the other

person is perfect.

2. Answer the questions below according to the text. Write


a. Why is it so difficult to talk about our feelings and emotions?

b. How do we feel when we fall in love?

c. When someone is in love, what happens to the parts of the brain responsible for more sensible

thinking? They are much less active than normal.

3. Choose the brain scan that shows what happens to a person’s brain when he or she is in love.

Then, in your notebook, write a fragment from the text to support your answer.

Comente com os alunos que phenomena é a forma plural de phenomenon. a. T; b. F: “The right side is the bit that

seems to be especially important for our

emotions.”; c. F: “… dopamine, and this

gives us a feeling of excitement.”; d. T

The language areas on the left side [of the brain] can’t send messages to the emotional areas on the right side very well. (So we get stuck for words, unable to describe our feelings.)

We feel all light-headed and emotional. (We can be happy and cry with happiness at the same time.)

Brain scan b. “When people are in love, the emotional bits of their brains are very active, lighting up.”

a.

Rep

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ução

/<w

ww

.io

9.c

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>

Nata

lia

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/Sh

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b.

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>

Ao corrigir o exercício 2b, destaque que light-headed é um adjetivo formado a partir da expressão light head (“cabeça leve”) e, portanto, significa “de cabeça leve”. Comente também que light-headedness (no quinto parágrafo) é o substantivo abstrato formado pelo adjetivo light-headed e o sufixo -ness, assim como happiness é o substantivo abstrato formado pelo adjetivo happy e o sufixo -ness. Falling in Love 141




a. Love is a feeling that is hard to describe and scientists find it difficult to explain how it happens.

Do you think science can help us understand love and other feelings? Why (not)?

b. The text presents the view of a professor of evolutionary psychology. What other perspectives

could enrich the debate about how we fall in love?

VOCABULARY STUDY

IDIOMS

1. The idiom fall in love means ‘begin to love someone’. Match the definitions below with other

idioms about love. Write the answers in your notebook. a. IV; b. III; c. II; d. I

a. Begin to love

someone very much.

b. It happens when two

people fall in love

immediately, the very

first time that they

see one another.

c. The temporary love

that exists between

two young people,

typically teenagers.

This kind of love is

supposedly one that

does not last.

d. The most significant

love of your life.

I. the love of someone’s life

IV. fall head over heels in love

II. puppy love

2. Replace each icon ✪ with an idiom from exercice 1 to complete the sentences below. Write the

answers in your notebook. a. love at first sight

b. puppy love

a. When our eyes met, it was ✪. I knew from that moment she would be the woman I married.

b. I’m sure their relationship will never last. It’s a case of ✪ between those two.

Além da expressão puppy love, a expressão calf love (que faz referência ao bezerro – calf) também se refere a um amor juvenil.

Ilu

str

açõ

es: S

ira

ya

ma

/Arq

uiv

o d

a e

dit

ora

III. love at first sight

142 UNIT 8


DISCOURSE MARKERS

3. Read the fragments below. Then copy the following table in your notebook and choose the

appropriate items (▲ or ■) to complete it. I. ■ opposition/■ however; II. ■ consequence/■ as a result; III. ▲ cause/▲ because

I. But other bits of the brain … (paragraph 4)

II. So the bits that normally say … (paragraph 4)

III. … that is a bit of a mystery, since there seems to be… (paragraph 6)

In fragment… the discourse marker… expresses… and it is equivalent to…

I but▲ addition

■ opposition

▲ not only… but also

■ however

II so▲ addition

■ consequence

▲ and

■ as a result

III since▲ cause

■ time

▲ because

■ from

4. Read the following fragments and choose the correct item that completes each sentence below

(▲ or ■). Write the answers in your notebook. a. ▲; b. ■; c. ■

I. In fact, if we think about it too much … (paragraph 1)

II. Language, on the other hand, gets done … (paragraph 2)

III. First of all, we know that … (paragraph 3)

a. In fragment I, in fact is used for emphasis and it is equivalent to

▲ actually; as a matter of fact. ■ in reality; eventually.

b. In fragment II, on the other hand is used to introduce a

▲ consequence. ■ contrastive aspect.

c. In fragment III, first of all is used to introduce a first point/reason and it is equivalent to

▲ first and at last. ■ first and firstly.

5. Replace each icon ✪ with a discourse marker from exercises 3 and 4

to complete the sentences below. Write the answers in your notebook.

a. People often say, “never fall in love with your best friend ✪ there is

no being friends when it doesn’t work out.”

b. People all over the world celebrate Valentine’s Day. Lovers usually

exchange cards, flowers, chocolate, and spend time together.

The origin of Valentine’s Day, ✪, is still a mystery to scholars.

c. Love cannot be defined easily. ✪, when a person falls in love, he or

she feels completely different.

6. Now copy the Discourse Markers box (on page 171) on a special

page in your notebook and complete it with what you have learned.

Comente com os alunos que eventually é um false friend e significa at last, finally (em português, ‘no final das contas’, ‘finalmente’). ‘Eventualmente’ (‘de vez em quando’) corresponde, em inglês, a occasionally.

a. since/because; b. on the other hand/however; c. In fact/Actually/As a matter of fact

A conjunção but (mas,

porém) não é usada entre

vírgulas como é o caso de on

the other hand (por outro lado)

e however (entretanto).

TIP

Maria

Bo

/Sh

utt

ersto

ck

Oriente os alunos a copiar em seus cadernos o quadro sobre Discourse Markers (que está na página 171) e a registrar nesse quadro o que aprenderam sobre marcadores discursivos nesta unidade. Destaque que esse quadro será utilizado em outras unidades para que eles registrem outros conteúdos sobre marcadores discursivos de modo a completarem o quadro gradativamente ao longo do ano letivo. Utilizar uma folha ao final do caderno pode facilitar esse trabalho. Falling in Love 143


RELATIVE PRONOUNS (OMISSION)


I. It’s something we do without thinking.

II. … the only thing we are interested in …

III. … the person we have fallen in love with.

IV. … the light-headedness and cosiness we feel …

1. A relative pronoun is omitted in each fragment. Insert that or who in the appropriate place as in

the example. b. [...] the only thing that we are interested in [...]; c. [...] the person who we have fallen in love with.;

d. [...] the light-headedness and cosiness that we feel [...]

a. It’s something we do without thinking.

It’s something that we do without thinking.

b. … the only thing we are interested in …

c. … the person we have fallen in love with.

d. … the light-headedness and cosiness we feel …

2. Copy the following table about the fragments in exercise 1 in your notebook. Replace each icon ✪

with an appropriate expression to complete it as in the example below.

In item…the relative

pronoun…refers to… In other words…

a that something We do something without thinking.

b that ✪ We are interested in ✪

c who ✪ We have fallen in love with ✪

d that ✪ We feel ✪

3. Replace the icon ✪ with subjects or objects to complete the sentence below.

The words used to complete the chart in exercise 2 work as ✪. objects

4. Compare the following sentences and replace each icon ✪ with can or cannot to complete the

statements on the next page.

I. It’s something (that) we do without thinking.

object

II. … we have scanner machines that let us watch a person’s brain at work.

subject

b. the only thing/the only thing; c. the person/the person; d. the light-headedness and cosiness/the light-headedness and cosiness.

Ao corrigir o exercício 4, comente com os alunos que, na primeira frase, we é o sujeito da oração subordinada (that) we do without thinking. Já na segunda frase, that é o sujeito e us é o objeto da oração subordinada that let us watch a person’s brain at work.

LANGUAGE IN USE

144 UNIT 8


[last lines] Allie Calhoun: Do you think our love

can take us away together?

Duke: I think our love can do anything we want it to.

Allie Calhoun: I love you.

Duke: I love you, Allie.

Allie Calhoun: Good night.

Duke: Good night. I’ll be seeing you.

Edward Cullen: Bella, I’ve had a bad habit of

underestimating you. Every obstacle you’ve

faced, I’d think you couldn’t overcome it, and

you just did. You’re the reason I have something

to fight for, my family.

a. Relative pronouns ✪ be omitted when they work as objects

as in sentence I. can

b. Relative pronouns ✪ be omitted when they work as subjects as in sentence II. cannot

5. Replace each icon ✪ with an appropriate relative pronoun

to rewrite fragments II and III.

a. Fragment II: … the only thing in ✪ we are interested…

b. Fragment III: … the person with ✪ we have fallen in love.

6. Which relative pronoun is omitted in the cartoon on the

right? In your notebook rewrite the sentence in the

cartoon using the relative pronoun.

a. which; b. whom

Love is essential as the air that you breathe.

Explique para os alunos que, conforme foi apresentado na Unit 7, somente os pronomes relativos which e whom podem ser precedidos de preposição. Os pronomes relativos that e who não são precedidos de preposição. Comente ainda que, nos fragmentos originais II e III, os pronomes relativos podem ser omitidos porque as preposições (in e with, respectivamente) estão no final da frase, e não imediatamente antes dos pronomes relativos.

a.

The Twilight Saga: Breaking Dawn –

Part 2 (Bill Condon, 2012).The Notebook

(Nick Cassavetes, 2004).

b.

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Available at: <http://loveiscomix.com/20071026/>.


Os pronomes relativos precedidos

de preposição não podem ser omitidos.

TIP

7. The relative pronoun that is omitted in both transcripts below. Find out where it can be inserted.

Write the answers in your notebook. a. Every obstacle that you’ve faced...; b. I think our love can do anything that we want it to.

Falling in Love 145


8. Which relative pronouns can be omitted in the quotes below? Write the answers in your notebook. a. that; b. – ; c. that; d. –

a. “Love is a game that two can play and both win.”

Eva Gabor (1919-1995), Hungarian-American actress.

d. “Tell me who admires and loves you, and I will tell

you who you are.”

Antoine de Saint-Exupéry (1900-1944), French writer and pioneering aviator.

b. “Love is when you meet someone who tells you something

new about yourself.”

André Breton (1896-1966), French writer and poet.

c. “Love is all we have, the only way that each can help the other.”

Euripides (480 BC-406 BC), Greek playwright.

9. Do you agree with the quotes in exercise 8? Which one is your favorite? Write the answers in

your notebook. Personal answers.

10. In the sentences below, replace the icons ✪ with your opinions about love. Use relative

pronouns and put them in parentheses if they can be omitted. Write the answers in your

notebook. Personal answers.

a. In my opinion, love is ✪.

b. I find love isn’t ✪.

c. I believe people ✪.

11. Show a classmate your answers to exercise 10 and read his/her answers. Do you

have similar opinions? Personal answers.

Po

pp

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oto

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ag

es

Th

e A

rt A

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ive/A

lam

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Im

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Lip

nit

zki/R

og

er

Vio

llet/

Gett

y Im

ag

es

Keysto

ne-F

ran

ce/G

am

ma-K

eysto

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ia G

ett

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Go to LANGUAGE

REFERENCE and

EXTRA

PRACTICE on page

169

146 UNIT 8


1. Copy the following diagram in your notebook and replace each icon ✪ with a word or expression

from the box below.

sweaty palms • chemicals • flushed skin • serotonin • heavy breathing

Veja nota sobre oxitocina, serotonina e dopamina na seção Notas Culturais e Linguísticas deste Manual do Professor.

Ativar o conhecimento prévio dos alunos relacionado ao tema do texto (no caso, a química do amor) favorece o estabelecimento de hipóteses sobre o que será ouvido e a sua compreensão.

2. 21

Listen to part of a lecture in which a researcher at Stanford University talks about the

chemistry of love. According to him, what is the relationship between love and chemistry? Choose

the correct answer and write it in your notebook. b

a. Love cannot change your body chemistry.

b. Chemistry plays an important role in how a relationship progresses.

c. Chemicals only race around your brain and body when you are in a long-term relationship.

3. 21

Listen to the recording again and replace each icon ✪ with an appropriate answer to complete

the sentences below. Write the answers in your notebook. a. relationships; b. communication; c. heart

a. Attraction, love and ✪ are fueled by actual chemicals.

b. Nonverbal ✪ plays a big role in first attraction.

c. When you are in love, chemical reactions include racing ✪,

sweaty palms and flushed skin.

4. 21

Listen to the recording once more and check your answers.

5. Replace each icon ✪ with a word from the picture on the right

to complete the following quote by the professor. Write the

answers in your notebook. oxytocin; serotonin

“Researchers have found that long-term relationships

confer chemical benefits in the form of stabilized

production of ✪ and ✪.”

Oriente os alunos a não se preocuparem em entender todas as palavras e todas as informações do áudio. O objetivo é ter uma ideia global do que é dito.

Reprodução/Couter/<http://farm

4.static.flickr.com>

OXYTO

CINDOPAM

INE

SEROTONIN

VASOPRESSIN


Love

Body reactions

oxytocin

dopamine

✪ serotonin

✪

✪

✪

sweaty palms

flushed skin

heavy breathing

✪Chemicals

Falling in Love 147


6. In your opinion, what are the advantages of long-term relationships? Personal answers.

22

SPOKEN LANGUAGE

Listen to the words in the recording and repeat them. In English, ch is most commonly

pronounced as /tʃ/ as in chance, but it can also be pronounced as /k/ as in chemical.

chemistry • school • architect • mechanic • epoch • stomach

23

Which of the words below have the sound /k/? Listen to the recording and write the

answer in your notebook. character; chaos; choreography; chorus; headache.

character chaos chapter choreography

charity chorus headache machine

No Spoken Language, mencionamos duas formas de pronunciar ch em inglês: /tʃ/ (como em China e em sandwich, pronunciado em inglês americano) e /k/ (como em chemistry). Note que ch também pode ser pronunciado de outras formas: /ʃ/ (como em machine) e /dʒ/ (como em sandwich, pronunciado em inglês britânico). O ch também pode não ser pronunciado, como em yacht.

A semelhança entre a grafia de algumas palavras em inglês e a forma de seus correspondentes em

português torna-se mais evidente quando essas palavras são pronunciadas, como no caso da palavra

chemical (que, ao ser pronunciada, parece mais com químico).

TIP

7. The pictures below show different types of love. In pairs, describe each situation and talk about

the importance of love. Ask and answer questions related to your own lives. Use expressions from

the boxes to help you. Personal answers.

TG

P I

ma

ge

s/K

eysto

ne

close friends/best friends/

childhood friendships

Mo

nkey

Bu

sin

ess I

ma

ge

s/S

hu

tte

rsto

ck

a loving couple/long-term relationship/

romantic love

ww

w.B

illio

nP

ho

tos.c

om

/Sh

utt

ers

tock

maternal love/unconditional love/

the most important relationship

The first/second/third photo shows/depicts…

They seem/appear to be…

I believe/think they are…

How important is friendship/family/love…?

What is your relationship with… like?

148 UNIT 8


In this unit you have read a quiz on page 138. A quiz is a set of quick questions designed to test

knowledge. It can be used as a game, a competition or a short test given to students.

Quizzes may be held on a variety of subjects (general knowledge quizzes) or be subject-specific

(a quiz on Literature, Brazilian History, Technology etc.). The format of the quiz can also vary

widely. Online quizzes have become very popular. Visit <www.dkquiz.com> to find examples of

quizzes on several different subjects.

1. In small groups (of three or four students), write a quiz on love or another topic of your choice to

challenge your friends. If you choose love as the topic of your quiz, you can ask questions about

wedding anniversaries, love songs, love movies etc.

WRITING CONTEXT

Before writing your text, replace each icon ✪ with an appropriate answer

to identify the elements of the writing context. Write the answers in

your notebook.

a. Writer: you and two or three classmates


c. Genre: ✪

d. Objective: test your classmates’ knowledge on a specific topic of your choice

e. Style: ✪

f. Media: school board/Internet

STEP BY STEP

1. With your classmates, choose a topic to focus on. Decide

how many questions you are going to ask.

2. Brainstorm questions about the topic. You can use different

types of questions: multiple choice, yes or no, true or false.

If necessary, do research on the Internet to get more

information on the topic. Look for reliable sources.

3. Be creative. Write interesting and challenging questions

that are not too easy to answer.

4. Review all the questions and choose those that you consider

the most relevant. Check if the word order is correct in each

question. If necessary, brainstorm more questions.

5. In the case of multiple choice questions,

decide how many choices per question

you are going to use and write down

answer options for each question.

6. Write a first draft of the quiz and

choose a title for it. Don’t forget to

prepare a key with the correct answers.

7. Exchange quizzes with another group

and discuss them.


9. Write the final version of the quiz.

2. Now it’s time to share your quiz and challenge your classmates and other people. You can print

copies of your quiz or publish it on the Internet. To create an online quiz, you may use one of the

services below:

• <www.makeaquiz.net> • <www.quizyourfriends.com> • <www.quizbox.com/builder>

O trabalho com quizzes sobre diferentes áreas do conhecimento favorece a interdisciplinaridade. Para estabelecer relações com a literatura, encontram-se quizzes em <www.goodreads.com/quizzes>.

c. quiz; e. informative tone



O site <http://quizstar.4teachers.org> é destinado à criação de quizzes on-line por professores para elaborar testes de múltipla escolha.

WRITING

Comente com os alunos que, quando um quiz não é usado para testar conhecimento, mas sim para avaliar alguma qualidade do respondente, ele costuma ser conhecido como um personality quiz. Nesse caso, não há respostas certas ou erradas. As respostas são quantificadas e avaliadas de acordo com uma chave de respostas e os resultados do quiz pretendem revelar algum aspecto relacionado ao respondente. São exemplos de títulos de quiz (em português e em inglês): Você está pronto para um relacionamento sério? Qual é seu parceiro(a) ideal?; Is it love?; Will your love last?; What’s your love vibe?

Ao revisar os textos,

considere, por exemplo:

• objetivo: As informações estão

adequadas a seu objetivo e ao

público-alvo?

• linguagem: Os itens estão redigidos

de maneira clara e objetiva?

• conteúdo: As informações foram

verificadas e estão corretas?

• leiaute: A organização visual facilita

a rápida compreensão das

informações?

• ortografia: As palavras estão

escritas corretamente?

Reescreva seu texto com base na

revisão feita por você e seus colegas.

TIP

Falling in Love 149



LOOKING AHEAD

Love and passion are both extremely strong

feelings. In your opinion, are they different? Do you

agree with the statements below? Why (not)?

In your opinion, can passion and true love coexist in a relationship? Why (not)?

Love is not only about passionate love. It is an intense feeling of caring for another person.

It can take many different forms: romantic, friendly, familial. How important are these

different forms of love in your life? Why?

In your opinion, can love change a person’s life? If not, why? If so, how?

Ma

rad

on

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88

88/S

hu

tters

tock

/Glo

w I

ma

ges

bik

eri

derl

on

do

n/S

hu

tters

tock

/Glo

w Im

ag

es

EXTRA READING

<http://psychology.about.com/od/loveandattraction/f/what-is-love.htm>

<http://teenadvice.about.com/od/factsheetsforteens/a/10thingslove.htm>

EXTRA VIDEO

<http://bestmovielovequotes.tumblr.com/>

1. Love is a state of living, while passion is a

state of being.

2. Passion lasts for a short while, but love

lasts for a long time.

3. In love, deeper understanding is the

essence, while passion doesn’t require it.

Personal answers.

150 UNIT 8



151

1. Before reading the whole text, read only the title and the first line. What is the text about? Write

the answer to this question in your notebook.

a. Men don’t fall in love the same way women do.

b. Falling in love on the Internet is inconsequential.

c. People from different countries have different beliefs about love.

c

2. Copy the following table in your notebook. Then replace each icon ✪ with an expression from the

text above to complete the table.

United States Lithuania and Russia

Participants believe that romantic love is ✪. Participants believe that romantic love is ✪.

Participants reported that it took ✪ to fall in love. Participants reported that it took ✪ to fall in love.

highly important temporary and inconsequential

two months to a year a month

READING

Love across Longitude“Falling in love” is different across the

East-West divide. A new study examined how men

and women from the United States, Lithuania and

Russia defined romantic love. Both Lithuanian

and Russian participants felt that romantic love is

temporary and inconsequential.

This was not the case for those from the United

States, who rated romantic love as highly

important. United States participants also

frequently used words like “comfort”, “love”, and

“friendship” to describe romantic love, whereas

these words were seldom or never used by their Eastern counterparts. There were also

differences in how those from East and West fell in love. Americans reported that it took two

months to a year to fall in love, whereas the Lithuanian and Russian participants almost

universally reported falling in love within a month. Check out your own beliefs: are you more of the

East or West in your loving? Source: Cross-Cultural Research.

WELL BEING. Australia, Universal Magazines, Issue 136, January 2012. p.12.

Ruslana Newsom/Shutterstock


152 Review 4

RELATIVE PRONOUNS

1. Replace each icon ✪ with a relative pronoun from the box below to complete the following

definitions. Write the answers in your notebook.

who • with whom • that • that

ro·mance (rō -mă nsʼ, rō mă nsˈ)

n.

1. Ardent emotional attachment or

involvement between people.

2. A long medieval narrative in prose or

verse ✪ tells of the adventures and

heroic exploits of chivalric heroes.

3. An artistic work, such as a novel,

story, or film ✪ deals with love,

especially in an idealized form.

2. that; 3. that

love (lŭ v)

n.

1. A deep, tender, ineffable feeling of

affection and solicitude toward a person.

2. A feeling of intense desire and attraction

toward a person ✪ one is disposed to

make a pair.

3. A person ✪ is the object of deep or

intense affection or attraction; beloved.

Often used as a term of endearment.

2. with whom; 3. who

Adapted from: <www.thefreedictionary.com/>. Accessed in: March 2016.

2. Replace each icon ✪ with a relative pronoun

from the following box to complete the

sentences from the novel A Walk to

Remember, a romance by Nicholas Sparks.


whom • of whom • who • which

a. “It’s basically the story of a man ✪ had lost

his wife a few years back.” (CHAPTER I)

b. “They knew it was based on something

that happened in real life, ✪ gave it special

meaning.” (CHAPTER I)

c. “There were about fifty senior boys at the

high school, twenty-two ✪ were on the

football team, and with the team still in the

running for the state title, none of them

would have the time to go to the

rehearsals.” (CHAPTER IV)

d. “This wasn’t like being with Angela, ✪ I’d

kissed the first time I was ever alone with

her.” (CHAPTER X)

a. who; b. which; c. of whom; d. whom

Comente com os alunos que, em definições, é comum o uso de orações introduzidas por um

pronome relativo para restringir um termo mais geral.

LANGUAGE IN USE

Rep

rod

u•‹o

/Dig

ital E

dit

ion

s


Review 4 153

3. Go back to exercise 2 and identify the words the relative pronouns refer to. Write the answers in

your notebook. a. a man; b. something that happened in real life; c. about fifty senior boys; d. Angela

4. In your notebook write a new sentence with the relative pronoun in CAPITAL LETTERS as in the

example. Write the answers in your notebook.

a. Nicholas Sparks has published 17 novels. Eight have been adapted into films, including A Walk

to Remember.

OF WHICH

Nicholas Sparks has published 17 novels of which eight have been adapted into films, including A Walk to Remember.

b. A Walk to Remember is a novel by Nicholas Sparks.

A Walk to Remember is about two teenagers who fall in love with each other.

WHICH

c. Austrian filmmaker Michael Haneke is famous for the movies Amour (2012) and The White

Ribbon (2009).

FOR WHICH The movies for which Austrian filmmaker Michael Haneke is famous are Amour (2012) and The White Ribbon (2009).

d. Amour is a drama film about an elderly couple, Anne and Georges.

Anne and Georges are retired music teachers.

WHO Amour is a drama film about an elderly couple, Anne and Georges, who are retired music teachers.


5. Choose the sentences below in which the relative pronoun that can be omitted. Write the answers

in your notebook. a, b, e

a. The Valentine’s card that she bought was very thoughtful.

b. The person that she is in love with is so romantic!

c. Who is the character that married Elizabeth Bennet in Pride and Prejudice?

d. Fitzwilliam Darcy is the character that married Elizabeth Bennet in Pride and Prejudice.

e. The film that we saw yesterday was based on a novel by Jane Austen.

A Walk to Remember, which is a novel by Nicholas Sparks, is about two teenagers who fall in love with each other./A Walk to Remember,

which is about two teenagers who fall in love with each other, is a novel by Nicholas Sparks.


1. (Enem/2012)

Aproveitando-se de seu status social e da possível influência

sobre seus fãs, o famoso músico Jimi Hendrix associa, em seu texto,

os termos love, power e peace para justificar sua opinião de que b

a. a paz tem o poder de aumentar o amor entre os homens.

b. o amor pelo poder deve ser menor do que o poder do amor.

c. o poder deve ser compartilhado entre aqueles que se amam.

d. o amor pelo poder é capaz de desunir cada vez mais as pessoas.

e. a paz será alcançada quando a busca pelo poder deixar

de existir.

STUDYING FOR EXAMSEnem/2012


154 Review 4

2. (UFBA/2012)

Identifique as proposições verdadeiras e some os números a elas associados.

FERGUSON, Niall. Men without women. Newsweek, New York,

March 14, 2011. p. 8. (Adaptado)

São afirmações verdadeiras que se depreendem do texto: 01 + 04 + 08 + 32 = 45

(01) Ao contrário da Ásia, há mais mulheres do que homens no mundo ocidental.

(02) Em todo o planeta, o número de homens supera o de mulheres em mais de 100 milhões.

(04) Nas diferentes faixas etárias, o índice de mortalidade dos homens no Ocidente é maior do que o das mulheres.

(08) Em muitas sociedades orientais, as meninas são discriminadas tanto em seu trabalho como economicamente.

(16) A atual tendência de casar cada vez mais tarde expõe as mulheres asiáticas a inúmeros riscos de parto.

(32) A preferência cultural dos orientais por filhos do sexo masculino leva as mulheres ao aborto seletivo de fetos do sexo feminino.

Sobre a publicação de Hemingway, Men

Without Women, é correto afirmar: 08 + 16 = 24

(01) É um documentário sobre antigos problemas do mundo ocidental.

(02) Proporcionou a seu autor o Prêmio Nobel de Literatura.

(04) Possui, como seus principais personagens, homens em busca de uma companheira.

(08) É uma coletânea de contos cujo título sintetiza o dilema de uma proporção crescente do gênero humano.

(16) Apresenta a violência como tema predominante na obra.

(32) Defende a causa de toureiros e soldados desertores.

Men Without Women

In China, young men soon outnumber young women by millions.

In 1927, Ernest Hemingway published a collection of short stories titled Men Without Women. Today, less than a century later, it sums up the predicament of a rising proportion of mankind.

According to the United Nations, there are far more men than women on the planet. The gender gap is especially pronounced in Asia, where there are a hundred million more guys than girls. This may come as a surprise to people in the Western world, where women outnumber men because — other things being equal — the mortality rate for women is lower than for men in all age groups. Nobel Prize-winning economist Amartya Sen calls it the mystery of Asia’s “missing women.”

The mystery is partly explicable in terms of economics. In many Asian societies, girls are less well looked after than boys because they are economically undervalued. The kind of domestic work they typically do is seen as less important than paid work done by men. And, of course, early marriage and minimal birth control together expose them to the risks of multiple pregnancies.

When Sen first added up the missing women — women who would exist today if it were not for selective abortion, infanticide and economic discrimination — he put the number at a hundred million. It is surely higher now. For, even as living standards in Asian countries have soared, the gender gap has widened. That’s because a cultural preference for sons over daughters leads to selective abortion of female fetuses, a practice made possible by ultrasound scanning, and engaged in despite legal prohibitions. The American feminist Mary Anne Warren called it “gendercide.” Notoriously common in northwestern India, it’s also rampant in the world’s most populous country: China.

That has scary implications. Remember, most of Hemingway’s stories in Men Without Women are about violence. They feature gangsters, bullfighters, and wounded soldiers as well. The most famous story is called simply “The Killers.”

UFBA/2012

1

5

10

15

20

25

30

35

40

It may be that the coming generation of Asian men without women will find harmless outlets for their inevitable frustrations, like team sports or videogames. But I doubt it. Either this bachelor generation will be a source of domestic instability, whether Brazilian-style crime or Arab-style revolution — or, as happened in Europe, they and their testosterone will be exported. There’s already enough shrill nationalism in Asia as it is. Don’t be surprised if, in the next generation, it takes the form of macho militarism and even imperialism. Lock up your daughters.

45

50


Review 4 155



• taking part in discussions on women in literature?

• taking part in discussions on falling in love?

• using the relative pronouns who, whom, whose, which?

• using relative pronouns (omission)?

• exploring plot overviews?

• exploring quizzes?






Example:


wealthy

“Jane Eyre is a young orphan being

raised by Mrs. Reed, her cruel, wealthy

aunt.”- p. 126

having a great deal of money,

resources; rich



• Dictionaries

• Extra readings

• Extra videos

• Internet

• Glossary



Example:

• Organize words in word family charts.


RESHAPING THE IMAGE OF WOMEN IN ADVERTISING (SECOND PART)

In Unit 7 you have talked about women in literature. Follow the steps below and do the second

part of Project 2, Reshaping the image of women in advertising.

TASK: After having selected two or three advertisements that contain women stereotypes,

it is time to recreate the ads, so that they do not reinforce any stereotypes. This is your

chance to reshape the image of women in advertising.

Considerando a natureza interdisciplinar do projeto, é desejável a participação de professores de

outras áreas, como Língua Portuguesa, Literatura, Artes, Sociologia e Filosofia.R

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1. Produce it! In groups, make a draft of your ads. Be creative and use a wide variety of resources.

Don’t forget to include an appealing image and a catchy phrase! You can create your ads using a

word processing software or Glogster (www.glogster.com).

2. Share it locally! Organize an exhibition at your school to show what you and your classmates have

created. Invite teachers, family members, friends and other people from your community to get to

know about your ads free of women stereotypes and join in a discussion on the topic.

3. Share it globally! Publish the advertisements on the school’s website or on a blog and let people

from all over the world get inspired by your ads!

O link indicado oferece um serviço gratuito que possibilita a criação de pôsteres; nesse caso, a criação de anúncios em forma de pôster.

THINK ABOUT IT! Personal answers.

Reflita sobre o desenvolvimento do projeto a partir das questões

a seguir:

Como você se sentiu ao selecionar anúncios que apresentam

estereótipos atribuídos às mulheres? E ao criar seus próprios

anúncios?

Como foi a exposição na escola?

Como as pessoas reagiram aos anúncios publicados na Internet?

Você faria alguma coisa de modo diferente? Em caso afirmativo, o quê?

Você acredita que os anúncios criados por você e seus colegas possam promover, de alguma

forma, uma reflexão sobre a imagem estereotipada da mulher na propaganda?Incentive os alunos a compartilhar suas impressões sobre o impacto do projeto nos alunos, na escola e na comunidade. Convide-os também a falar sobre o que

aprenderam com o desenvolvimento do projeto e como podem utilizar esse conhecimento na vida. Entre outras coisas, os alunos podem falar da importância de uma

postura crítica diante de anúncios e estereótipos eventualmente veiculados por eles.

SAY NO TO

STEREOTYPES

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After creating your own

ads, make sure the images

and the choice of words

and expressions are free

of stereotypes. Take a look

at an ad of a personal care

brand. It belongs to a

campaign whose objective

is to make all women have

the confidence to be

comfortable with

themselves.

PROJECT 2B

156 Project 2B

Na exposição na escola, pode-se apresentar cada anúncio original ao lado do

anúncio criado pelos alunos, a fim de evidenciar a necessidade de avaliar criticamente a imagem da mulher na propaganda e transformá-la. Os anúncios podem ser

organizados por tipo de produto e/ou país do anúncio original. Para auxiliar o debate sobre o assunto, sugere-se convidar publicitários e professores de Língua

Portuguesa, Literatura, Artes, Sociologia e Filosofia.

Available at: <www.sanjeev.net/printads/d/dove-campaign-for-real-beauty-1616.html>.



Language Reference

and Extra Practice

157

Unit 1

REVIEW: PRESENT PERFECT OR PAST SIMPLE?

Usamos o Present Perfect (have/has + particípio passado do verbo principal) para ações que

aconteceram no passado em um momento indeterminado e têm importância ou consequência no

presente.

I have seen the movie The Color Purple by Steven Spielberg. It’s fantastic!

I’ve participated in the public debate on ethnicity.

Usamos o Past Simple para ações que aconteceram no passado em um momento determinado.

Princess Isabel proclaimed the abolition of slavery in Brazil in 1888.

Europeans explored Africa, the Americas, Asia and Oceania during the Age of Discovery (15th-17th centuries).

PAST PERFECT

Usamos o Past Perfect (had + particípio passado do verbo principal) para falar de uma ação

passada anterior a outra ação também passada.

Her kids had already learned to respect others before

they reached school.

They were late for the lecture because they had

forgotten their student ID cards.

Forma negativa

I

hadn’t learned from mistakes.

You

He

She

It

We

You

They

Em frases negativas, usamos hadn’t (had not)

antes do particípio passado do verbo principal.

Forma afirmativa

I

had learned an important lesson.

You

He

She

It

We

You

They

Way_to_Go_Ingles_vol3_PNLD2018_157a171_LR.indd 157 06/05/16 17:56

158 Language Reference and Extra Practice

Em frases interrogativas, usamos had antes

do sujeito:

Forma interrogativa

Had

I

learned from mistakes?

you

he

she

it

we

you

they

Respostas curtas

Afirmativa Negativa

Yes,

I

had. No,

I

hadn’t.

you you

he he

she she

it it

we we

you you

they they

EXTRA PRACTICE

Replace each icon ✪ with the correct form of the verbs in parentheses to complete the text below.

Use the Past Simple or the Past Perfect tense. Write the answers in your notebook.

Available at: <www.justice.gc.ca/eng/rp-pr/csj-sjc/jsp-sjp/rp02_8-dr02_8/p4.html>. Accessed in: March 2016. (Fragment)

Cultural Diversity in Canada: The Social Construction of Racial Difference

Changes in Ethnic and Racial Diversity

When the 1963 Royal Commission referred to the three elements of

Canada’s mosaic, it was, without any doubt, one that was overwhelmingly

European in origin. [...] This Canadian mosaic of Europeans has a history that

✪ (date) back as early as the late nineteenth century, and it ✪ (persist) for

much of the twentieth century. Changes in the mosaic before the 1970s were mainly in the direction of

having more European diversities in the Canadian population other than British and French.

By 1971, Canadians of European origin ✪ (continue) to account for 96 percent of the 21.5 million

people in the total population. Those of European origin other than British and French ✪ (remain) the

dominant element within the “Third Force”, accounting for 85.5 percent of the 5.8 million people who

✪ (declare) a non-British and non-French ethnic origin in the 1971 Census. However, by 1981, this

group ✪ (decline) to 75.8 percent of those not of British or French origin. By 1991, despite the growth of

the non-British and non-French origin to 7.4 million people, the European component of the “Third

Force” had further declined to 55.7 percent.

Hence, between 1971 and 1991, despite that fact that those not of British or French origin ✪

(remain) at around 26 to 28 percent of the total Canadian population, there were changes in the ethnic

and racial differentiation in the “Third Force” to include a growing segment made up of non-European

origin. For example, in 1971, those of Asian origin ✪ (account) for only 5 percent of those not of British

or French origin; by 1981, they ✪ (grow) to 11.3 percent, and by 1991, they ✪ (increase) to 21.6 percent.

Similarly, those of African origin rose from less than 1 percent of those not of British or French origin in

1971 to 3.4 percent in 1991.

dated/persisted/continued/remained/declared/had declined/remained/accounted/had grown/had increased

Ju

liar S

tud

io/S

hu

tte

rsto

ck


Language Reference and Extra Practice 159

Unit 2

MODAL VERBS: SHOULD, MIGHT, COULD

Usamos, geralmente, o verbo modal should para indicar aconselhamento, recomendação e os

verbos modais might ou could para indicar possibilidade remota. Note que usamos verbos modais

antes de um verbo principal no infinitivo (sem a partícula to).

You should be proud of your decisions and have no regrets about them.

Students might find it difficult, but it is not.

Perhaps you could try a new musical instrument.

Para formar frases negativas com should ou might, usamos not depois do verbo modal e antes do

verbo principal.

You should not let others dictate what is good for you.

They might not believe in your dream, but you must.

She could not possibly go to prison for the crime.

MODAL VERBS WITH HAVE: SHOULD/MIGHT/COULD HAVE

Os verbos modais, quando se referem ao passado, são seguidos de have + particípio passado do

verbo principal:

Your brother should have helped you. You really needed his support.

He might have lost his way home. Was he alone?

Her parents could have been more understanding. She was going through a hard time.

THIRD CONDITIONAL

Usamos a condicional do tipo 3 (Third Conditional) para expressar uma condição hipotética no

passado e que, dessa forma, é impossível de ser realizada no presente.

A estrutura dessa condicional é:

Oração condicional Oração principal

If + verbo no Past Perfect,

would have + particípio passado do verbo principal

ou

might/could have + particípio passado do verbo principal

If she had had the courage, she would have started her own business.

If he hadn’t taken the easy way out, he could have become a businessman.

Se invertermos a posição das orações, eliminamos a vírgula.

She would have started her own business if she had had the courage.

He could have become a businessman if he hadn’t taken the easy way out.



WISH/IF ONLY

Usamos wish ou if only para expressar desejos ou lamentar algo que aconteceu no passado. If only

é mais enfático que wish.

• Usamos wish/if only + Past Simple para falarmos de uma situação no presente ou no futuro.

I don’t speak Italian. If only I spoke it fluently.

I wish I studied more, but I have a lot of things going on.

• Usamos wish/if only + Past Perfect para falarmos de uma situação no passado.

I didn’t pass the exam. I wish I had studied more.

If only I had exercised sooner.

Observe que, em frases com wish, a forma subjuntiva were pode ser usada no lugar de was.

I wish I were younger.

I wish she were here.

EXTRA PRACTICE

Replace each icon ✪ with the correct modal verb in parentheses to complete the quotes below

about regrets. Write the answers in your notebook.

a. “Regrets are idle; yet history is one long regret. Everything ✪ (might turn out/might have

turned out) so differently.” Charles Dudley Warner

b. “I love life. I wish I ✪ (could live/could have lived) another 500 years, truly. There is so much to

do. I don’t feel bitter or angry or disappointed. If anything, I am very grateful for where I come

from. I have absolutely no regrets.” Waris Dirie

c. “It has been a wonderful life for me. It’s just been a blessing. I can’t say I ✪ (would do/would

have done) it any other way. I have no regrets. I like what I do.” Ron Shock

d. “Some of the regrets I’ve had about my own career are things I have not done that I ✪ (should

do/should have done). More than some of the things that I’ve done.” Samuel Goldwyn, Jr.

e. “I was offered some film roles, and I did not do them. It ✪ (would be/would have been)

interesting, but I have no regrets. I am where I am; I accept and embrace the mistakes because

they’re character-building and they build perspective and talent.” Peter Scolari

Available at: <www.brainyquote.com>. Accessed in: March 2016.

Unit 3/Unit 4


Usamos o discurso direto (direct speech) quando relatamos o que foi dito com as mesmas palavras

da pessoa. Ao relatar o que alguém disse, utilizamos aspas e, antes da citação, utilizamos vírgula ou

dois-pontos.

He told his father, “Dad I want to run a marathon.”

He said: “I participated in a 5-mile benefit run.”

a. might have turned out; b. could live; c. would have done; d. should have done; e. would have been



Usamos o discurso indireto (indirect or reported speech) quando relatamos, com nossas próprias

palavras, o que uma pessoa falou. Ao relatar o que alguém disse, no discurso indireto, não utilizamos

aspas, mas geralmente precisamos modificar o tempo verbal, os pronomes e as expressões de

tempo e de lugar empregados no discurso direto.

He told his father (that) he wanted to run a marathon.

He said (that) he had participated in a 5-mile benefit run.

Observe, no quadro abaixo, as mudanças de tempo verbal que ocorrem quando se passa do discurso

direto para o indireto.

Direct Speech Indirect Speech

Present Simple

He said, “I always talk to her.”

Past Simple

He said (that) he always talked to her.

Present Continuous

He said, “I’m talking to her.”

Past Continuous

He said (that) he was talking to her.

Present Perfect

He said, “I’ve talked to her.”

Past Perfect

He said (that) he had talked to her.

Past Simple

He said, “I talked to her.”

Past Perfect

He said (that) he had talked to her.

Observe, no quadro abaixo, as mudanças dos verbos modais que ocorrem quando se passa do

discurso direto para o indireto.


can

He said, “I can talk to her in English.”

could

He said (that) he could talk to her in

English.

will

He said, “I will talk to her in English.”

would

He said (that) he would talk to her in

English.

may

He said, “I may talk to her in English.”

might

He said (that) he might talk to her in

English.

must/have to

He said, “I must talk to her in English.”

had to

He said (that) he had to talk to her in

English.



Observe, no quadro abaixo, as mudanças nas referências pronominais que ocorrem quando se passa

do discurso direto para o indireto.


1a pessoa: I 3a pessoa: he/she

1a pessoa: we 3a pessoa: they

2a pessoa: you 1a pessoa: I/you

Demonstrativo: this Demonstrativo: that

Demonstrativo: these Demonstrativo: those

Observe, no quadro abaixo, as mudanças nas expressões de tempo e de lugar que ocorrem quando

se passa do discurso direto para o indireto.


here there/that place

now then/at that time

today that day

tonight that night

yesterday the day before/the previous day

last week/month/year the week/month/year before

a week/month/year ago a week/month/year before

tomorrow the next day/the following day

next week/month/year the following week/month/year

Quando se passa uma pergunta do discurso direto para o indireto, usamos a frase na

forma afirmativa.

She asked, “Where is my brother?” (direct speech)

She asked where her brother was. (indirect speech)

He said, “How was your day?” (direct speech)

He asked how my day had been. (indirect speech)



EXTRA PRACTICE

1. Read the text below and identify the sentences in direct speech. Write the answers in your

notebook.

Available at: <www.rd.com/true-stories/survival/snowmobile-accident>.


This Quick-Thinking Kid Saved His

Dad After a Snowmobile Accident

In the Lake Tahoe backcountry, 9-year-old

Bode Beirdneau rode for miles in the snow to

find help that would save his dad’s life.

On a crisp day last April, as Bode Beirdneau,

then nine, and his father, John Taylor, 54, wrapped

up their afternoon of snowmobiling around the

Lake Tahoe backcountry, a twig jammed in the

throttle of John’s vehicle. Unable to slow down,

John careened toward a pine tree. He moved to jump off the vehicle before it crashed, but his pant leg

caught underneath it. John felt his leg snap. As he sunk six inches into the powdery snow, he could tell

his ribs and shoulder were injured too. Bode rushed to dig out his father, but John stopped him. They

had no water, little food, and no cell phone service. “Get on your snowmobile,” John told Bode. “Follow

the road, and try to find help.”

After a 20-minute ride, Bode spotted a tour group and asked the guide to radio for help. The El

Dorado County Sheriff’s Search and Rescue Unit and firefighters quickly appeared on the scene, and

Bode led them through the white wilderness to his dad, who was pale and in pain.

While waiting for a helicopter to airlift John to nearby Barton Memorial Hospital, the rescuers

stabilized his leg. Within an hour or two, he was receiving surgery for a broken femur and internal

bleeding.

Today, John’s leg has healed enough for him to take Bode out on dirt bikes. Father and son now carry

extra gear on their treks, including a walkie-talkie with an emergency button. “I’m still a little afraid to

go out [on a snowmobile],” says Bode. “But I’m starting to feel better about it.”

Tisha Shaw, Bode’s mother, says her son’s courage and quick thinking have led her to treat him as

more of an adult. She lets him stay up later at night because “I trust his judgment,” she says.

2. Rewrite the sentences you identified in direct speech (exercise 1) as in the example below.

Use indirect speech. Write the answers in your notebook.

“Get on your snowmobile,” John told Bode.

John told Bode to get on his snowmobile.

3. Use direct speech to rewrite the following fragment in your notebook.

Bode (...) asked the guide to radio for help.

“Get on your snowmobile,” John told Bode./“Follow the road, and try to find help.”/“I’m still a little afraid to go out [on a

snowmobile],” says Bode./“But I’m starting to feel better about it.”/“I trust his judgment,” she says.

John told Bode to follow the road, and to try to find help./

Bode said (that) he was still a little afraid to go out [on a

snowmobile]./Bode said (that) he was starting to feel better

about that./She said (that) she trusted his judgment.

Suggested answer: “Can you radio (, please)?,” asked Bode.

Ala

n D

ep

/Ma

rin

In

de

pe

nd

en

t Jo

urn

al



4. In the cartoon below, the woman on the right is telling another woman what she told the school’s

principal about her son. Imagine the woman on the right is talking to the school’s principal now.

What would she say? Write the answer in your notebook. Use direct speech.

De

an

Mo

ore

/Cart

oo

nS

tock

.co

m

Available at: <http://topicalteaching.com/2012/07/14/parenting-is-not-

a-competition/>. Accessed in: March 2016.

5. Report the dialogues between a mother and her son presented in the following cartoons.

The expressions in the box below can help you. Write the answers in your notebook.

Use reported speech.

A mother asked her son.../The mother/She told her son (that)...

The son answered (that)/The son/He told her/said (that)...

Rep

rod

ução

/<w

ww

.sylv

iari

mm

.co

m/>

Pari

s G

am

ble

/Dav

id S

oft

ware

En

gin

ee

r

Available at: <www.sylviarimm.com/article_expectations.html> and <http://delawarestem.org/news/stem-career-comic-book-david-software-engineer>. Accessed in: March 2016.

Suggested answer: “I definitely don’t

want my son to be labelled – but if he

has to be labelled, ‘gifted and talented’

will/would be nice.”

Suggested answers: Cartoon 1: A mother asked her son how she could be pressuring him if he didn’t do any work. He answered

(that) she was just pressuring him to get As. Cartoon 2: A mother told her son (that) it was his senior year and he hadn’t visited

any colleges or taken any aptitude tests. Her son said

(that) he had told her he would go to the community

college the following year. She said okay and asked

what (would happen) then. She said that was only two

years. Then, she asked him to stop looking for at the

controller. He said he was not (doing it).

MOM, YOU'RE JUST

PRESSURING ME TO

GET AS.

HOW CAN I BE PRESSURING YOU

IF YOU DON'T DO ANY WORK?



Unit 5/Unit 6

PASSIVE VOICE

Geralmente usamos a voz passiva (verbo auxiliar be + verbo principal no particípio passado) para

enfatizar uma ação ou o seu resultado.

All trees were chopped down.

Thousands of rainforest species are being extinguished.

Usamos o agente da passiva, introduzido pela preposição by, para mencionar quem ou o que pratica

a ação.

Climate change is driven by deforestation.

One third of the world’s land surface is being threatened by desertification.

Também usamos a voz passiva quando não sabemos, não podemos ou não queremos identificar

quem ou o que pratica a ação. Isso é comum quando a ação é realizada por pessoas em geral.

Nesses casos, não usamos o agente da passiva.

Tropical rainforests are destroyed each year.

The planet is being degraded.

Veja, no quadro abaixo, as diferenças entre as vozes ativa e passiva. Observe que o verbo auxiliar be

é usado no mesmo tempo verbal do verbo principal da frase correspondente na voz ativa.

Active Voice Passive Voice

Present Simple They destroy the rainforests. The rainforests are destroyed.

Past Simple They destroyed the rainforests. The rainforests were destroyed.

Present Continuous They are destroying the rainforests. The rainforests are being destroyed.

Past Continuous They were destroying the rainforests. The rainforests were being destroyed.

Present Perfect They have destroyed the rainforests. The rainforests have been destroyed.

Past Perfect They had destroyed the rainforests. The rainforests had been destroyed.

Future with will They will destroy the rainforests. The rainforests will be destroyed.

Future with going to They are going to destroy the

rainforests.

The rainforests are going to be

destroyed.

Modal verbs They can destroy the rainforests. The rainforests can be destroyed.



EXTRA PRACTICE

1. Get to know some important facts about the Amazon rainforest. Replace the icon ✪ with the

appropriate form of the verbs in parentheses to complete the following sentences. Use the

passive voice. Write the answers in your notebook.

a. 20% of the Earth’s oxygen ✪ (produce) by the Amazon rainforest.

b. Sand from the Sahara ✪ (blow) by the wind all the way to the Amazon, recharging its minerals.

The desert literally fertilizes the rainforest.

c. Iquitos, Peru is the largest city in the world inaccessible by road. It ✪ (locate) deep in the

Amazon rainforest and has over 400,000 people.

d. During the past 40 years, at least 20% of the Amazon rainforest ✪ (cut down).

e. The Amazon River, according to many accounts, ✪ (name) by Spanish explorer Francisco de

Orellana in 1541.

f. The length of the Amazon ✪ (measure) from the source of the Ucayali river, which joins with

the Maranon to eventually form the Amazon.

g. Much of northern Brazil ✪ (drain) by the Rio Negro.

h. The forest areas ✪ (describe) by amount of flooding that occurs: not flooded, occasionally

flooded or regularly flooded.

i. The floral provinces of Amazonia ✪ (mark) by geographic variations in sunlight, rainfall,

temperature and soils.

Available at: <www.factslides.com/s-Amazon-Rainforest> and <http://nationalzoo.si.edu/animals/amazonia/facts/basinfacts.cfm>.


2. Replace the icon ✪ with the appropriate form of the verbs in parentheses to complete the

following text. Use the passive voice. Write the answers in your notebook. is not known/is estimated/can be seen

a. is produced; b. is blown; c. is located; d. has been cut down; e. was

named; f. is measured; g. is drained; h. are described; i. are marked

Understanding a Spending and Shopping Addiction

With the ever increasing access to credit cards, the number of people with a shopping and spending

addiction is astounding. While the exact number ✪ (not know), it ✪ (estimate) that there are over

14-15,000,000 shopaholics in the U.S. and that the U.S. credit card debt is greater than six hundred

billion dollars.

An individual who is suffering from a spending addiction pays whatever it takes to get whatever

he/she wants. With the heavy use and ease of obtaining credit cards, an individual with this addiction

believes that he/she can go on forever. There is a sense of control when spending money on everything

that an individual desires. In many cases, the purchases are not necessarily useful or needed. This form

of behavior can eventually lead to financial ruin and bankruptcy. (...)

A spending addiction ✪ (can see) as a symptom that there are negative feelings you are trying to

avoid. Indulging in shopping helps numb these feelings, at least for a while. Feelings of emptiness,



Rawpixel.com/Shutterstock

3. Use the passive voice to rewrite the following fragments. Write the answers in your notebook as in

the example below.

a. “This form of behavior can eventually lead to financial ruin and bankruptcy.”

Financial ruin and bunkruptcy can eventually be lead by this form of behavior.

b. “Shopping and spending temporarily diminishes these negative feelings.”

c. “one or two out-of-control shopping binges do not bring about enough satisfaction.”

d. “ You may hide or destroy price tags and receipts.”

Unit 7

RELATIVE PRONOUNS: WHO, WHOM, WHOSE, WHICH

Usamos relative pronouns para unir elementos em uma frase e evitar repetições. Note que os

pronomes relativos se referem a um elemento anterior e podem exercer diferentes funções.

• who e whom se referem a pessoas. O pronome who geralmente exerce a função de sujeito e o

pronome whom sempre exerce a função de objeto:

He is the boy who proposed to her.

sujeito

She is the woman whom he loved.

objeto

b. These negative feelings are temporarily diminished by shopping and spending.; c. Not enough satisfaction is brought

about by one or two out-of-control shopping binges.; d. Price tags and receipts may be hidden or destroyed.

low self-esteem, insecurity, boredom,

loneliness, anger or the pursuit of

ideal image can lead you to

compulsive shopping and spending.

Shopping and spending temporarily

diminishes these negative feelings,

but every time you try to stop the

addictive pattern of compulsive

spending, you may find you have to

deal with distressing feelings again.

Addictive behavior commonly

provides a temporary level of

satisfaction and the illusion of being in control. However, as with the other addictive behaviors, a

shopping and spending addict overlooks, ignores, or rationalizes the long-term and self-destructive

implications of the addictive behavior.

If you are a spending addict, one or two out-of-control shopping binges do not bring about enough

satisfaction. You will find yourself repeatedly in shopping binges despite the negative consequences.

Typically, you will buy items you do not really need and may never use. You may hide or destroy price

tags and receipts and lie about how much you have spent.

Available at: <www.psychologistanywhereanytime.com/addiction_psychologist/psychologist_addiction_spending.htm>.

Accessed in: April 2016. (Fragment)



Em linguagem informal, who pode exercer a função de objeto. No entanto, note que apenas whom

pode ser precedido de preposição.

She is the person who he shares everything with.

objeto

She is the person with whom he shares everything.

objeto

• whose significa cujo(s), cuja(s) e é seguido de substantivo ou grupo nominal. O pronome whose

sempre expressa posse:

I’m reading a novel whose characters are very similar to my friends.

• which se refere a coisas e pode exercer a função de sujeito ou objeto. Note que which pode ser

precedido de preposição.

The reasons for which we fall in love are unknown.

objeto

Her attitude, which was very caring, made him fall in love with her.

sujeito

EXTRA PRACTICE

1. Replace each icon ✪ with who, whom, whose or which to complete the following paragraphs.

Write the answers in your notebook. 1st paragraph: which; which; 2nd paragraph: whom; who; whose

Available at: <https://en.wikipedia.org/wiki/Novel> and <www2.nkfust.edu.tw/~emchen/CLit/study_elements.htm>. Accessed in: April 2016. (Fragment)

A novel is a long narrative, normally in prose, ✪ describes fictional characters and events,

usually in the form of a sequential story. The plot of a story is a series of interconnected events in

✪ every occurrence has a specific purpose.

In a narrative, the protagonist is the central figure with ✪ we usually sympathize or identify.

The antagonist is the figure ✪ opposes the protagonist and creates the conflict. The foil character

is the figure ✪ personality traits are the opposite of the main character’s. This is a supporting

character and usually made to shine the protagonist.

2. Write the answers to the questions below in your notebook.

a. Which of the relative pronouns in exercise 1 expresses possession?

b. Which of the relative pronouns in exercise 1 are preceded by a preposition and cannot be

replaced by the relative pronoun “that”?

a. Whose; b. Which (“in which”; “with which”) and whom (“with whom”).



Unit 8


A omissão de pronomes relativos é muito frequente em linguagem informal. Podemos omitir

pronomes relativos apenas se eles são objetos em orações adjetivas. O pronome whose nunca pode

ser omitido.

The woman (who/that) he is in love with is so pretty.

The friends (that) they have in common are all from school.

EXTRA PRACTICE

1. A relative pronoun has been omitted in each sentence below. In your notebook, rewrite these

sentences using a relative pronoun.

a. Look! I’m wearing the necklace you gave me in our last anniversary.

b. The woman he fell in love with has just arrived.

c. They will never forget the movie they saw in their first date.

d. The guy Carla met yesterday called her this morning.

2. Which relative pronoun in the sentences below can be omitted? Write the answer in your notebook.

a. “Love is friendship that has caught fire.” Ann Landers

b. “Love is the flower for which love is the honey.” Victor Hugo

c. “Love isn’t something you find. Love is something that finds you.” Loretta Young

d. “A true friend is someone who lets you have total freedom to be yourself – and especially to

feel.” Jim Morrison

e. “Love is like a beautiful flower which I may not touch, but whose fragrance makes the garden a

place of delight just the same.” Helen Keller

a. Look! I’m wearing the necklace that/which you gave me in our last anniversary

b. The woman with whom he fell in love has just arrived./The woman who he fell in love with has just arrived

c. They will never forget the movie that/which they saw in their first date

d. The guy who/whom Carla met yesterday called her this morning.

e. which

vvvita/Shutterstock



Word Formation: Suffixes and Prefixes

• Copie as tabelas abaixo no seu caderno e substitua os ícones ✪ pelo que você aprendeu sobre

sufixos e prefixos ao longo do livro. Veja as unidades 1, 6 e 7.

Sufixos PalavrasClasse

gramaticalExemplos

-al cultural

✪

adjective Cultural diffusion is the dissemination of

popular culture.

-ity✪

equality, popularity

✪

noun✪

-ly

✪ ✪ ✪

-ness

✪ ✪ ✪

-ous

✪ ✪ ✪

-ship

✪ ✪ ✪

-y

✪ ✪ ✪

Prefixos PalavrasClasse

gramaticalExemplos

co- ✪ ✪ ✪

dis- ✪ ✪

✪✪

un- ✪ ✪ ✪

ideological, political, psychological,

racial, universal

Suggested example: They enjoy perfect equality in

their life together.

culturally, effectively, ideologically,

politically, psychologically, racially,

universallyadverb Suggested example: Social exclusions can be manifested

economically, psychologically, politically, and culturally.

effectiveness noun

Suggested example: Opponents claim that the Brazilian context is

different from the United States and such policies would be of

limited effectiveness.

dangerous, mysterious adjective Suggested example: Bertha was the real cause of

the mysterious fire earlier in the story.

relationship, friendship nounSuggested example: Rochester and Jane rebuild

their relationship and soon marry.

healthy, wealthy adjective Suggested example: Jane Eyre was raised by her

wealthy aunt, Mrs. Reed.

co-occur, coexist, copilot verb Suggested example: Shopping addiction often

co-occurs with other disorders.

disorder, disagreement

disrespect, disappear

noun

verbSuggested example: Shopping addiction is not a new disorder.

unable, uncommon, unfinished,

unnatural, unreliableadjective Suggested example: Shopping addict feels

unable to stop or even control their spending.



Discourse Markers

• Copie as tabelas abaixo no seu caderno e substitua os ícones ✪ pelo que você aprendeu sobre

marcadores discursivos ao longo do livro. Veja as unidades 2, 5, 6 e 8.

Ideias Marcadores discursivos Tradução

Adição

also; too

and

as well as

both

besides; in addition to; moreover;

what is more; plus

também

e

assim como

ambos/ambas

✪

Causabecause

✪ since

porque

uma vez que

Comparação ✪, like (tal) como

Condição

as long as

if

unless (if not), ✪ except if

contanto que

se

a menos que

Concessão✪; even though

in spite of (the fact that); regardless of

embora; mesmo que

apesar de

Consequência as a consequence; as a result of; ✪ so ✪

Constraste

✪; ✪; yet; nevertheless

rather; on the other hand; on the contrary

while; whereas

mas; porém; no entanto; entretanto

✪

enquanto

Exemplificação

for example; for instance

in particular

like; ✪ such as

✪

em particular

(tal/tais) como

além disso

as

although

consequentemente

but however

por outro lado

por exemplo


172

Irregular Verbs

VERBOS IRREGULARES NO PASSADO AGRUPADOS POR ORDEM ALFABƒTICA

Forma básica PassadoParticípio

PassadoTradução

be was, were been ser, estar

bear bore borne suportar, ser portador de

beat beat beaten bater

become became become tornar(-se)

begin began begun começar

behold beheld beheld contemplar

bend bent bent curvar

bet bet bet apostar

bid bid bid oferecer, fazer uma oferta

bind bound bound unir, vincular, comprometer(-se)

bite bit bitten morder

bleed bled bled sangrar, ter hemorragia

blow blew blown assoprar, explodir

break broke broken quebrar

breed bred bred procriar, reproduzir

bring brought brought trazer

broadcast broadcast broadcast transmitir, irradiar

build built built construir

burn burnt/burned burnt/burned queimar

buy bought bought comprar

can could could poder

catch caught caught pegar, capturar

choose chose chosen escolher

come came come vir

* **

* Forma básica = infinitivo sem a partícula to

** Apresentamos aqui os sentidos mais comuns dos verbos listados. Em vários casos, os verbos podem assumir outros sentidos. É necessário sempre observar o contexto para compreender o significado do verbo em uso.

Way_to_Go_Ingles_vol3_PNLD2018_172a179_IV.indd 172 06/05/16 17:52

Irregular Verbs 173


PassadoTradução

cost cost cost custar

cut cut cut cortar

deal dealt dealt negociar, tratar

dig dug dug cavar, escavar

do did done fazer

draw drew drawn desenhar

dream dreamt/dreamed dreamt/dreamed sonhar

drink drank drunk beber

drive drove driven dirigir, ir de carro

eat ate eaten comer

fall fell fallen cair

feed fed fed alimentar

feel felt felt sentir(-se)

fight fought fought lutar

find found found achar, encontrar

flee fled fled fugir, escapar

fly flew flown voar, pilotar

forbid forbade forbidden proibir

forget forgot forgot/forgotten esquecer

forgive forgave forgiven perdoar

freeze froze frozen congelar, paralisar

get got got/gotten obter

give gave given dar

go went gone ir

grow grew grown crescer, cultivar

hang hung*** hung pendurar

have had had ter

hear heard heard ouvir

hide hid hid/hidden esconder

hit hit hit bater

hold held held segurar

hurt hurt hurt machucar

keep kept kept guardar, manter

know knew known saber, conhecer

*** Quando hang é usado no sentido de enforcar é um verbo regular (hang – hanged).


174 Irregular Verbs


PassadoTradução

lay laid laid colocar em posição horizontal, assentar

lead led led liderar

learn learnt/learned learnt/learned aprender

leave left left deixar, partir

lend lent lent emprestar (dar emprestado)

let let let deixar, alugar

lie lay lain deitar

lose lost lost perder, extraviar

make made made fazer, fabricar

mean meant meant significar, querer dizer

meet met met encontrar, conhecer

overcome overcame overcome superar

overtake overtook overtaken alcançar, surpreender

pay paid paid pagar

put put put colocar

quit quit quit deixar, abandonar

read read read ler

ride rode riddenandar de (bicicleta, carro etc.), andar a (cavalo)

ring rang rung tocar (campainha, sinos etc.)

rise rose risen subir, erguer(-se)

run ran run correr, concorrer, dirigir

saw sawed sawn serrar

say said said dizer

see saw seen ver

seek sought sought procurar obter, objetivar

sell sold sold vender

send sent sent enviar

set set setestabelecer, colocar, pôr em determinada condição, marcar, ajustar

shake shook shaken sacudir, tremer

shine shone shone brilhar

shoot shot shot atirar, alvejar

show showed shown mostrar, exibir

shrink shrank shrunk encolher, contrair


Irregular Verbs 175


PassadoTradução

shut shut shut fechar, cerrar

sing sang sung cantar

sink sank sunk afundar, submergir

sit sat sat sentar

sleep slept slept dormir

slide slid slid deslizar, escorregar

smell smelled/smelt smelled/smelt cheirar

speak spoke spoken falar

spend spent spent gastar

spin spun spun girar, fiar

spit spit/spat spit/spat cuspir

spread spread spread espalhar

stand stood stood parar de pé, aguentar

steal stole stolen roubar

stick stuck stuck furar, fincar, enfiar

stink stank stunk cheirar mal

strike struck struck golpear, desferir, atacar

strive strove striven esforçar-se, lutar

swear swore sworn jurar, prometer, assegurar

sweep swept swept varrer

swim swam swum nadar

swing swung swung balançar, alternar

take took taken tomar

teach taught taught ensinar, dar aula

tear tore torn rasgar, despedaçar

tell told told contar, dizer

think thought thought pensar

throw threw thrown atirar, arremessar

undergo underwent undergone submeter(-se) a, suportar

understand understood understood entender

uphold upheld upheld sustentar, apoiar, defender

wear wore worn vestir, usar, desgastar

weep wept wept chorar

win won won vencer, ganhar

write wrote written escrever, redigir


176 Irregular Verbs

VERBOS IRREGULARES NO PASSADO AGRUPADOS POR FORMAS SEMELHANTES

Forma básica, Passado e Particípio Passado com a mesma forma

Forma básica Passado Particípio Passado Tradução

bet bet bet apostar

bid bid bid oferecer, fazer uma oferta

broadcast broadcast broadcast transmitir, irradiar

cast cast cast atirar, lançar

cost cost cost custar

cut cut cut cortar

hit hit hit bater

hurt hurt hurt machucar

let let let deixar, alugar

put put put colocar

quit quit quit deixar, abandonar

read read read ler

set set set estabelecer, colocar, pôr em determinada condição, marcar, ajustar

shut shut shut fechar, cerrar

spread spread spread espalhar

Passado e Particípio Passado terminados em nt/ed


burn burnt/burned burnt/burned queimar

learn learnt/learned learnt/learned aprender

Passado com o som /an/ /aŋ/ e Particípio Passado com o som /ʌn/ /ʌŋ/


begin began begun começar

drink drank drunk beber

ring rang rungtocar (campainha, sinos etc.)

run ran run correr, concorrer, dirigir

shrink shrank shrunk encolher, contrair

sing sang sung cantar

sink sank sunk afundar, submergir

stink stank stunk cheirar mal

swim swam swum nadar


Irregular Verbs 177

Passado com o som /uː/ e Particípio Passado com o som /əʊn/


blow blew blown assoprar, explodir

draw drew drawn desenhar

fly flew flown voar, pilotar

grow grew grown crescer, cultivar

know knew known saber, conhecer

throw threw thrown atirar, arremessar

Passado com o som /ʊk/ e Particípio Passado com o som /eɪkən/


shake shook shaken sacudir, tremer

take took taken tomar

Passado e Particípio Passado com o som /stʊd/


stand stood stood parar de pé, aguentar

understand understood understood entender

Passado e Particípio Passado com o som /əʊld/


sell sold sold vender

tell told told contar, dizer

Passado com o som /əʊ/ e Particípio Passado com o som /əʊ/ terminado em en


break broke broken quebrar

choose chose chosen escolher

freeze froze frozen congelar, paralisar

speak spoke spoken falar

steal stole stolen roubar

Passado com o som /əʊ/ e Particípio Passado com o som /ɪ/ terminado em en


drive drove driven dirigir, ir de carro

ride rode riddenandar de (bicicleta, carro etc.), andar a (cavalo)

rise rose risen subir, erguer(-se)

write wrote written escrever, redigir


178 Irregular Verbs

Passado e Particípio Passado com o som /ɔːt/


bring brought brought trazer

buy bought bought comprar

catch caught caught pegar, capturar

fight fought fought lutar

seek sought sought procurar obter, objetivar

think thought thought pensar

teach taught taught ensinar, dar aula

Passado com o som /ɔː(r)/ e Particípio Passado com o som /ɔː(r)n/


swear swore sworn jurar, prometer, assegurar

tear tore torn rasgar, despedaçar

Passado e Particípio Passado com o som /eɪ/


lay laid laidcolocar em posição horizontal, assentar

pay paid paid pagar

Passado e Particípio Passado com o som /geɪv/


forgive forgave forgiven perdoar

give gave given dar

Passado com o som /keɪm/ e Particípio Passado com a mesma forma da Forma básica


become became become tornar(-se)

come came come vir

Passado e Particípio Passado com o som /ɛnt/


bend bent bent curvar

lend lent lent emprestar (dar emprestado)

send sent sent enviar

spend spent spent gastar


Irregular Verbs 179

Passado e Particípio Passado com o som /ept/


keep kept kept guardar, manter

sleep slept slept dormir

sweep swept swept varrer

weep wept wept chorar

Passado e Particípio Passado com o som /ɛd/


bleed bled bled sangrar, ter hemorragia

feed fed fed alimentar

flee fled fled fugir, escapar

Passado e Particípio Passado com o som /ɛlt/


deal dealt dealt negociar, tratar

feel felt felt sentir(-se)

Passado com o som /ɡɒt / e Particípio Passado com o som /ɡɒt/ /ɡɒtn/


forget forgot forgot/forgotten esquecer

get got got/gotten obter

Passado e Particípio Passado com o som /ʌk/


stick stuck stuck furar, fincar, enfiar

strike struck struck golpear, desferir, atacar


180

Extra Activities

UNITS 1 AND 2 - A

Read the text below and do exercises 1-6.


Brazil has a remarkable creative diversity. Cultural

diversity can be a central issue for the development of

projects in the country, especially focusing on

Indigenous People and Afro-descendants.

Areas like traditional crafts, small manufacturers,

fashion and design are strategic areas for Brazil, given

their capacity to improve the living conditions of the

poorer people. It can bring individual empowerment and

can contribute to poverty reduction.

In attempting to face its most pressing problem – social inequality – the country has been discovering

the strong influence of culture in shaping this reality and its potential importance to the eventual

social transformation of the current scenario.

There is still lack of deeper cultural approach when dealing with indigenous people and

Afro-descendants. These two minority groups present the worst social indicators of the country, but

only in the last few years have been targeted by specific social policies.

More needs to be done to preserve:

• Indigenous people’s traditions,

• Indigenous languages that are in danger of disappearing,

• Indigenous traditional knowledge related to nature,

• Indigenous peoples’ lands – there are conflicts related to the expansion of the agricultural frontier

and investments in infrastructure,

• The affirmation of the rights of indigenous peoples, including their right to cultural and linguistic diversity,

• African culture’s influence on Brazilian culture and history.

Unesco Brasilia Office is often sought out on issues of cultural diversity, particularly when it is seen not

only in the context of the imbalance between countries that produce and consume cultural products, but

Cultural Diversity in Brazil

© UNESCO

Quarup ritual of Caiapó Indian tribe – Xingu, Brazil

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Extra Activities 181

1. According to the text, what problem needs to be dealt with immediately

in Brazil? Social inequality.

2. Are the following statements true or false? Write T (True) or F (False) for

each statement. Then correct the false statements.

a. Traditional crafts, small manufacturers, fashion and design are examples

of strategic areas for Brazil that can help improve the living conditions of

indigenous people and Afro-descendants.

b. Indigenous people and Afro-descendants are minority groups that have

long been targeted by specific social policies.

c. The Unesco Convention on Protection and Promotion of Diversity of

Cultural Expressions guides the Organization in elaborating concepts,

goals, and policies in favor of cultural diversity.

3. What do the following words in bold refer to?

a. “These two minority groups (...)” (4th paragraph)

b. “(...) particularly when it is seen not only in the context of (...)” (6th paragraph)

c. “(...) and their various beliefs (...)” (7th paragraph)

4. What do the words in bold mean? Make inferences and match the columns

below. a. IV; b. III; c. I; d. II

a. “a remarkable creative

diversity” (1st paragraph)

b. “the current scenario”

(3rd paragraph)

c. “specific social policies”

(4th paragraph)

d. “is often sought out on issues”

(6th paragraph)

I. plans of action agreed on or chosen

by a political party, a business etc.

II. looked for and found, especially

when this means using a lot of

effort

III. happening now; of the present time

IV. unusual or surprising in a way that

causes people to take notice

a. T; b. F: Suggested answer:

Only in the last few years have indigenous people and Afro-descendants been targeted by specific social policies; c. T

a. indigenous people and Afro-descendants; b. cultural diversity; c. cultures

also in its links with human rights and minority rights, and as a way of fighting discrimination that causes

inequality.

In 2007, Brazil ratified the Unesco Convention on Protection and Promotion of Diversity of Cultural

Expressions, approved in 2005. The Convention is a legal instrument that guides the Organization in

elaborating concepts, goals, and policies in favor of cultural diversity with emphasis on pluralism, on

dialogue between cultures and their various beliefs, and on development policies.

The Organization also emphasizes the opportunities that the Convention has been creating in

respect to national legal instruments and to related entities. Unesco expects to contribute to the impact

evaluation of this international instrument on commercial relations that involve cultural services and

cultural goods.

Available at: <www.unesco.org/new/en/brasilia/culture/cultural-diversity/#c1048825>. Accessed in: March 2016.


182 Extra Activities

5. In “Areas like traditional crafts, small manufacturers, fashion and design”, the

discourse marker like expresses ■

▲ comparison. ■ exemplification.

6. Read the following fragments and choose the correct item that completes

each sentence below (▲ or ■). a. ■; b. ▲; c. ■; d. ■

I. “In attempting to face its most pressing problem ...” (3rd paragraph)

II. “... given their capacity to improve the living conditions of the poorer

people ...” (2nd paragraph)

III. “... the country has been discovering the strong influence of culture in

shaping this reality ...” (3rd paragraph)

a. The words pressing (fragment I) and living (fragment II) are

▲ verbs. ■ adjectives.

b. The word discovering (fragment III) is

▲ a verb. ■ a noun.

c. The verb face (fragment I) is equivalent in meaning to

▲ cause. ■ deal with.

d. The word pressing (fragment I) is equivalent in meaning to

▲ minor. ■ urgent.

UNITS 1 AND 2 - B

Read the following texts and do exercises 1-5.


“One of my great regrets, and

I don’t have many, is that I spent

too long putting people’s status

and reputation ahead of their

more important qualities. I learned

far too late in life that a long list

of letters after someone’s name

is no guarantee of compassion,

kindness, humour, all the far more

relevant stuff.”

Bill Nighy, British actor

“I love life. I wish I could live

another 500 years, truly.

There is so much to do.

I don’t feel bitter or angry

or disappointed. If anything,

I am very grateful for where

I come from. I have absolutely

no regrets.”

Waris Dirie, Somali fashion model

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1. What are the four quotes about? Regrets.

2. Who is each sentence below related to? Replace each icon ✪ with I, II, III or IV

to complete the following sentences. Write I for Bill Nighy, II for Waris Dirie,

III for Suze Orman and IV for John Gutfreund. a. II, III; b. I, IV; c. II; d. III; e. I; f. IV

a. ✪ and ✪ don’t have any regrets.

b. ✪ and ✪ don’t have many regrets.

c. ✪ is thankful for her past.

d. ✪ claims that her happiness is not related to wealth.

e. ✪ regrets having overestimated people’s status far too long in life.

f. ✪ believes that everybody has already harmed other people in life.

3. In “I regret mistakes, particularly those that damage other people, and we’ve

all made some of those”, what does the pronoun those refer to? Mistakes.

4. Use If only to rewrite the fragment “I wish I could live another 500 years, truly.”

5. Replace each icon ✪ with the correct form of each verb in parentheses to

complete the sentences below. a. hadn’t given; b. hadn’t damaged

a. Bill Nighy gave more importance to people’s reputation rather than their

kindness. He regrets that.

Bill Nighy wishes he ✪ (give) more importance to people’s reputation

rather than their kindness.

b. Suze Orman damaged other people. She regrets that.

Suze Orman wishes she ✪ (damage) other people.

If only I could live another 500 years, truly.

Available at: <www.brainyquote.com>. Accessed in: March 2016.

“I don’t have many regrets. I regret

mistakes, particularly those that

damage other people, and we’ve all

made some of those. But I’m not sad

about change.”

John Gutfreund (1929-2016), American banker

“I do not think I am successful

just because I have money.

I’m successful because I love who

I am and I have no regrets, and

I’m successful because I have a great

heart and I have compassion and

I care and I would be happy with or

without money.”

Suze Orman, American financial advisor

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UNITS 3 AND 4 - A



When Paramedics Needed a Sign Language Interpreter,

This 11-Year-Old Stepped Up to Help

Without a second thought, Yesenia Diosdado ran to the scene of a

three-car accident to assist EMS workers who were looking for a sign

language interpreter.

On a cold afternoon in January 2015,

Yesenia Diosdado, 11, got off a school

bus in Lenexa, Kansas, near the

apartment building where she lives

with her family. When the bus pulled

away, Yesenia saw police and

emergency workers attending to victims

of a three-car accident that had

occurred at a busy intersection nearby.

Yesenia joined a small crowd of

onlookers across the street.

She noticed that an injured woman

was trying to communicate with an EMS

worker using sign language, but he

couldn’t understand her. “I heard him

ask for an interpreter,” Yesenia says.

She ran over to the paramedic to help — her mother, a former sign language

interpreter, had taught her and her siblings how to sign (no one in the family is

hearing-impaired).

“She said, ‘I sign. Can I help?’” says EMS captain Chris Winger. “I was floored.”

Yesenia was able to relay to the emergency personnel that the woman’s neck

was injured and tell them the name of the local hospital she preferred. “She

looked really hurt,” says Yesenia. “I’m proud that I got to do something to help.”

When her mother, Susan Milidore, 36, heard about Yesenia’s heroics, she

wasn’t surprised. “It’s in her nature to help,” says Susan. “I was impressed that

she recognized the seriousness of the situation and took charge. Most adults

wouldn’t have done that.”

A few weeks later, paramedics presented Yesenia with a gold coin and a

certificate of appreciation at her elementary school.

“My mom always says that you never know when sign language might come

in handy,” says Yesenia. “That day, it did.”

Available at: <www.rd.com/true-stories/inspiring/sign-language-interpreter-hero>. Accessed in: March 2016.

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1. What is the purpose of the text? b

a. Tell the readers how a young girl learned sign language.

b. Tell the readers about the inspiring story of a young girl.

c. Tell the readers about the bus accident involving a young girl.

2. How did Yesenia help the injured woman?

3. What do the words in bold mean? Make inferences and match the columns

below. a. IV; b. III; c. I; d. II

a. “a small crowd of onlookers”

(1st paragraph)

b. “an injured woman”

(2nd paragraph)

c. “a former sign language

interpreter” (3rd paragraph)

d. “the emergency personnel”

(5th paragraph)

I. having previously filled a particular

role or been a particular thing

II. the people who work for an

organization

III. physically hurt

IV. people who watch something that

is happening but is not involved in it

4. In each noun phrase below, identify the main word as in the example that

follows. b. accident; c. afternoon; d. crowd; e. woman; f. interpreter; g. personnel; h. seriousness; i. certificate

Example:

a. a sign language interpreter

Answer: interpreter

b. a three-car accident

c. a cold afternoon

d. a small crowd of onlookers

e. an injured woman

f. a former sign language interpreter

g. the emergency personnel

h. the seriousness of the situation

i. a certificate of appreciation

5. Rewrite the sentences below. Use indirect speech.

a. “I heard him ask for an interpreter,” Yesenia says.

Yesenia said ✪

b. “She looked really hurt,” says Yesenia.

Yesenia said ✪

c. “It’s in her nature to help,” says Susan.

Susan said ✪

d. “My mom always says that you never know when sign language might

come in handy,” says Yesenia.

Yesenia said ✪

Suggested answer: She used sign language to communicate with the injured woman.

a. Yesenia said (that) she had

heard him ask for an

interpreter; b. Yesenia said

(that) she had looked really

hurt; c. Susan said that it

was in her nature to help;

d. Yesenia said (that) her mom

always said that you never

know when sign language

might come in handy.



UNITS 3 AND 4 - B



Why This Heroic Boy Scout Went Over a Waterfall

When a ten-year-old saw a little girl in danger, he dived in to save her.

It was a sizzling June day on the outskirts

of Austin, Texas, and Sammy Armstrong

couldn’t wait to get in the water.

The ten-year-old was on a camping trip

at McKinney Falls State Park with his mom,

Kelley, his dad, Stacey, and his brothers,

Ben, eight, and Willy, two.

Around 11 a.m., Sammy’s mother

and little brother Ben dropped the

family kayak into Onion Creek, which

meanders through the park’s 750 acres,

and paddled off. Sammy and Willy

accompanied their dad to Upper Falls,

which marks the point where placid Onion Creek plummets 12 feet over a rock

ledge. At the top of the waterfall, a limestone pathway traverses the creek bed.

Below is a swimming hole, 20 feet deep in some places.

With his father watching from the rocks above, Sammy jumped in. He was a

good swimmer – he’d been on the swim team in his hometown of Cypress, Texas.

Sammy played in the water for a while, eventually pulling himself out of the

swimming hole and onto a warm boulder and watching a group of children tramp

through the creek bed above. They were summer campers from Austin who,

along with their counselors, were headed back to the visitors’ parking lot after a

morning hike. As the kids passed Stacey and Willy, a tiny five-year-old girl

reached down to grab a water bottle and lost her balance. In an instant, she was

swept over the falls.

“A girl went over the waterfall!” Stacey shouted. Sammy caught a glimpse of

the girl’s arm and the top of her dark head as the roiling currents pushed her

into the hollow beneath the rock ledge, hiding her from the crowd above. She

bobbed up and down, struggling in the deep water. “I’m kind of freaked out at

this point,” Sammy says now.

His father, with Willy clasped under one arm, walked toward the edge of the

waterfall to try to locate the girl, but Sammy was the one in striking distance.

“You have to get her out of there!” Stacey yelled down to him. Sammy was

nervous, but “my dad just looked at me, and I understood what I had to do.”

Available at: <www.rd.com/true-stories/inspiring/heroic-boy-scout-waterfall>.


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1. What is the purpose of the text? a

a. Tell the readers that a little girl was rescued by a young boy.

b. Tell the readers about the daily life of a Boy Scout.

c. Tell the readers about the heroes of a ten-year-old Boy Scout.

2. Which fragment below describes the moment Sammy saved a five-year-old

girl? c

a. “With his father watching from the rocks above, Sammy jumped in.”

(4th paragraph)

b. “Sammy played in the water for a while, eventually pulling himself out of

the swimming hole and onto a warm boulder (...)” (4th paragraph)

c. “Sammy was nervous, but ‘my dad just looked at me, and I understood

what I had to do.’” (6th paragraph)

3. Order (1-6) the items below according to the sequence of events reported in

the text.

a. Sammy dived in to save the little girl.

b. Sammy and his father tried to find the girl.

c. He saw a five-year-old girl go over the waterfall.

d. Sammy and his little brother accompanied their dad to Upper Falls.

e. A limestone pathway traverses the creek bed at the top of the waterfall.

f. Sammy jumped in a deep swimming hole and played in the water for a while.

4. In each noun phrase below, identify the main word as in the example that

follows. b. kayak; c. pathway; d. hole; e. campers; f. girl

Example:

a. a little girl

Answer: girl

b. the family kayak

c. a limestone pathway

d. a swimming hole

e. summer campers from Austin

f. a tiny five-year-old girl

5. In “’You have to get her out of there!’ Stacey yelled down to him”, what do the

pronouns in bold refer to? Her refers to the (tiny five-year-old) girl. Him refers to (his son) Sammy.

6. Rewrite the sentence below. Use indirect speech.

“I’m kind of freaked out at this point,” Sammy says now.

Sammy said at that time ✪

a. VI; b. V; c. IV; d. I; e. II; f. III

Sammy said at that time (that) he was kind of freaked out at that point.



UNITS 5 AND 6 - A



The Changing Amazon Rainforest

The Amazon has a long history of human settlement, but in recent decades the pace of change has

accelerated due to an increase in human population, the introduction of mechanized agriculture, and

integration of the Amazon region into the global economy. Vast quantities of commodities produced in the

Amazon — cattle beef and leather, timber, soy, oil and gas, and minerals, to name a few — are exported today

to China, Europe, the U.S., and other countries. This shift has had substantial impacts on the Amazon.

This transition from a remote backwater to a cog in the global economy has resulted in large-scale

deforestation and forest degradation in the Amazon — more than 1.4 million hectares of forest have been

cleared since the 1970s. An even larger area has been affected by selective logging and forest fires.

Conversion for cattle grazing is the biggest single direct driver of deforestation. In Brazil, more than

60 percent of cleared land ends up as pasture, most of which has low productivity, supporting less than

one head per hectare. Across much of the Amazon, the primary objective for cattle ranching is to

establish land claims, rather than produce beef or leather. But market-oriented cattle production has

nonetheless expanded rapidly during the past decade.

Industrial agricultural production, especially soy farms, has also been an important driver of

deforestation since the early 1990s. However since 2006 the Brazil soy industry has had a moratorium

on new forest clearing for soy. The moratorium was a direct result of a Greenpeace campaign.

Mining, subsistence agriculture, dams, urban expansion, agricultural fires, and timber plantations

also result in significant forest loss in the Amazon. Logging is the primary driver of forest disturbance

and studies have shown that logged-over forests — even when selectively harvested — have a much

higher likelihood of eventual deforestation. Logging roads grant access to farmers and ranchers to

previous inaccessible forest areas.

Deforestation isn’t the only reason the Amazon is changing. Global climate change is having major

impacts on the Amazon rainforest. Higher temperatures in the tropical Atlantic reduce rainfall across

large extents of the Amazon, causing drought

and increasing the susceptibility of the

rainforest to fire. Computer models suggest that

if current rates of warming continue, much of

the Amazon could transition from rainforest to

savanna, especially in the southern parts of the

region. Such a shift could have dramatic

economic and ecological impacts, including

affecting rainfall that currently feeds regions

that generate 70 percent of South America’s GDP

and triggering enormous carbon emissions from

forest die-off. These emissions could further

worsen climate change.

Available at: <http://rainforests.mongabay.com/amazon>. Accessed in: March 2016.

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1. What is the main theme of the text?

2. Replace each icon ✪ with a word or expression from the text to complete the

sentences below. a. has accelerated; b. Logging; c. climate change; d. Higher temperatures

a. The pace of deforestation in the Amazon ✪ over the last decades.

b. ✪ is the main driver of forest disturbance.

c. Global ✪ also affects deforestation in the Amazon.

d. ✪ in the tropical Atlantic cause drought and increase the inclination of the

rainforest to fire.

3. In “Across much of the Amazon, the primary objective for cattle ranching is

to establish land claims, rather than produce beef or leather”, the discourse

marker in bold is equivalent in meaning to ■

▲ especially. ■ instead of.

4. Read the following fragments and choose the correct item that completes

each sentence below (▲ or ■). a. ▲; b. ■; c. ■

I. “But market-oriented cattle production has nonetheless expanded rapidly

during the past decade.” (3rd paragraph)

II. “... logged-over forests – even when selectively harvested – have a much

higher likelihood of eventual deforestation.” (5th paragraph)

a. The discourse marker nonetheless (fragment I) is equivalent in meaning to

▲ despite this fact. ■ because of this fact.

b. The main word in the noun phrase market-oriented cattle production

(fragment I) is

▲ market. ■ production.

c. The word likelihood (fragment II) means

▲ certainty. ■ probability.

5. Which fragments below are in the passive voice? b, c, d

a. “The Amazon has a long history of human settlement ...” (1st paragraph)

b. “Vast quantities of commodities produced in the Amazon ... are exported

today ...” (1st paragraph)

c. “... more than 1.4 million hectares of forest have been cleared since the

1970s.” (2nd paragraph)

d. “An even larger area has been affected by selective logging and forest

fires.” (2nd paragraph)

e. “Industrial agricultural production, especially soy farms, has also been an

important driver of deforestation since the early 1990s.” (4th paragraph)

f. “... studies have shown that logged-over forests ...” (5th paragraph)

g. “These emissions could further worsen climate change.” (6th paragraph)

Suggested answers: Forest degradation/Forest loss/Deforestation in the Amazon.



UNITS 5 AND 6 - B



1. What is the main theme of the text? Suggested answers: Compulsive shopping/spending.


each statement. Then correct each false statement with a fragment from the

text.

a. According to the text, many people share the belief that money,

possessions and physical comforts are important to achieve success.

b. Compulsive spending can be seen as a strategy used by some people to

reduce negative feelings or extend positive ones.

a. T; b. T; c. F: “The behavior

itself is not a diagnosable

mental health condition (...)”;

d. F: “The cycle of

compulsive spending moves

from apprehension or anxiety

to a temporary feeling of

euphoria during the search

for and acquisition of an

item, and the cycle typically

culminates in guilt or

remorse”; e. T

What Causes Someone to Spend

Compulsively?

In a culture that condones and even encourages

materialism, many people believe, subconsciously or not,

that buying the right car, the latest electronic gadget, or

an item of clothing is the key to attaining happiness and

success. They may make purchases in anticipation of

greater social acceptance, or to boost their self-image,

self-esteem, or sense of self-worth. Shopping purely for immediate personal gratification has been

glorified and deemed “retail therapy,” and overspending is fairly easy to do in a world that provides

easy access to credit. Although compulsive spending may have its roots in these cultural influences,

the behavior is typically linked to more complex issues.

Compulsive buying is often used as an emotion-regulation strategy so that a person can avoid or

alleviate negative feelings and enhance or prolong positive emotions, at least temporarily. The cycle of

compulsive spending moves from apprehension or anxiety to a temporary feeling of euphoria during

the search for and acquisition of an item, and the cycle typically culminates in guilt or remorse.

The true psychological source of a person’s compulsive spending tendencies is difficult to pinpoint.

The behavior itself is not a diagnosable mental health condition, but it has been linked to many other

psychological conditions, from low self-esteem to addiction. Some researchers identify compulsive

buying as an obsessive-compulsive tendency, and others see it as an impulse control problem, due to

the short-term gratification and dismissal of long-term consequences associated with the behavior.

Compulsive hoarding is particularly closely linked to compulsive spending in several ways, including

the meaning and value that is placed on inanimate objects, the need to possess certain items, and the

fear associated with losing an opportunity to acquire an item. Compulsive spending has also been

linked to depression, although it is just as likely that the psychological distress resulting from

overspending could lead to depression as it is that depression could lead to compulsive spending.

Available at: <www.goodtherapy.org/learn-about-therapy/issues/compulsive-shopping>.


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c. Compulsive buying is a diagnosable mental health condition.

d. The cycle of compulsive buying moves from remorse to a temporary

feeling of euphoria.

e. Compulsive shopping has been associated with depression.

3. What do the following pronouns in bold refer to? a. compulsive spending; b. compulsive buying

a. “(...) may have its roots in these cultural influences (...)” (1st paragraph)

b. “(...) and others see it as an impulse control problem (...)” (3rd paragraph)

4. In “(...) the psychological distress resulting from overspending could lead to

depression as it is that depression could lead to compulsive spending”, the

modal verb could expresses ■

▲ certainty.

■ possibility.

5. Read the following fragment and choose the correct item that completes

each sentence below (▲ or ■). a. ▲; b. ■; c. ▲

“The true psychological source of a person’s compulsive

spending tendencies is difficult to pinpoint.” (3rd paragraph)

a. The main word in the noun phrase The true psychological source of a

person’s compulsive spending tendencies is

▲ source.

■ tendencies.

b. The word spending is

▲ a noun.

■ an adjective.

c. The verb pinpoint means

▲ give the exact reason for something.

■ show the exact position of something.

6. Copy the table below in your notebook. Then complete it by replacing each

icon ✪ with a word containing a suffix from the text “What Causes Someone

to Spend Compulsively?”. acceptance/acquisition/dismissal/behavior

VERB NOUN

accept ✪

acquire ✪

dismiss ✪

behave ✪



UNITS 7 AND 8 - A

Read the texts below and do exercises 1-4.


ExtraActivities_

f08_3WcA

Jane Austen (1775-1817)

Jane Austen was born on December 16, 1775, in Steventon, Hampshire, England. While not

widely known in her own time, Austen’s comic novels of love among the landed gentry gained

popularity after 1869, and her reputation skyrocketed in the 20th century. Her novels,

including Pride and Prejudice and Sense and Sensibility, are considered literary classics,

bridging the gap between romance and realism.

Available at: <www.biography.com/people/jane-austen-9192819>. Accessed in: March 2016.

Charlotte Brontë (1816-1855)

Born on April 21, 1816, in Thornton, Yorkshire, England, Charlotte Brontë worked as a teacher

and governess before collaborating on a book of poetry with her two sisters, Emily and Anne, who

were writers as well. In 1847, Brontë published the semi-autobiographical novel Jane Eyre, which

was a hit and would become a literary classic. Her other novels included Shirley and Villette. She

died on March 31, 1855, in Haworth, Yorkshire, England.

Available at: <www.biography.com/people/charlotte-bront%C3%AB-11919959>. Accessed in: March 2016.

Virginia Woolf (1882-1941)

Born into a privileged English household in 1882, writer Virginia Woolf was raised by free-

-thinking parents. She began writing as a young girl and published her first novel, The Voyage

Out, in 1915. Her nonlinear, free form prose style inspired her peers and earned her much

praise. She was also known for her mood swings and bouts of deep depression. She committed

suicide in 1941, at the age of 59.

Available at: <www.biography.com/people/virginia-woolf-9536773>. Accessed in: March 2016.

Agatha Christie (1890-1976)

Born on September 15, 1890, in Torquay, England, Agatha Christie published her first novel,

The Mysterious Affair at Styles, in 1920, and went on to become one of the most famous writers in

history, with mysteries like Murder at the Vicarage, Partners in Crime and Sad Cypress. She sold

billions of copies of her work, and was also a noted playwright and romance author. She died on

January 12, 1976.

Available at: <www.biography.com/people/agatha-christie-9247405>. Accessed in: March 2016.

J. K. Rowling (1965-)

Born in Yate, England, on July 31, 1965, J. K. Rowling came from humble economic means

before writing Harry Potter and the Sorcerer’s Stone, a children’s fantasy novel. The work was an

international hit and Rowling wrote six more books in the series, which sold into the hundreds

of millions and were adapted into a blockbuster film franchise. In 2012, Rowling released the

non-Potter novel, The Casual Vacancy.

Available at: <www.biography.com/people/jk-rowling-40998>. Accessed in: March 2016.

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1. What do the women mentioned in the texts have in common? b

a. The writing style.

b. The country of birth.

c. The number of siblings.

d. The number of novels published.

e. The literary genre of their books.

2. Match the names of the authors on the right to the sentences related to

them on the left. a. V; b. IV; c. I; d. III; e. II

a. She is best known as the author of a children’s

fantasy series. Her books were adapted into a

blockbuster film franchise.

b. She became the world’s best-selling mystery writer.

c. Her novels are considered literary classics, bridging

the gap between romance and realism.

d. Her nonlinear, free form prose style inspired her

peers and earned her much praise.

e. She collaborated on a book of poetry with her two

sisters, who were writers as well.

I. Jane Austen

II. Charlotte Brontë

III. Virginia Woolf

IV. Agatha Christie

V. J. K. Rowling



a. Jane Austen was widely known in her own time.

b. Charlotte Brontë worked as a teacher and governess before becoming a writer.

c. Virginia Woolf was raised by close-minded parents.

d. Agatha Christie was a noted playwright and romance author.

e. J. K. Rowling was born into a wealthy family.

4. Read the fragments below and replace each icon ✪ with the appropriate

word or expression in parentheses to complete the following statements.

Make inferences. a. increase; b. reduce; c. admiration; d. an abrupt change of mood; e. distinguished

I. “… and her reputation skyrocketed in the 20th century.” (Jane Austen)

II. “… bridging the gap between romance and realism.” (Jane Austen)

III. “… and earned her much praise.” (Virginia Woolf)

IV. “She was also known for her mood swings …” (Virginia Woolf)

V. “… and was also a noted playwright and romance author.” (Agatha Christie)

a. In fragment I, the verb skyrocket means ✪ (increase/decrease).

b. In fragment II, the verb bridge means ✪ (expand/reduce).

c. In fragment III, the noun praise means ✪ (admiration/disapproval).

d. In fragment IV, the expression mood swing means ✪ (an abrupt change of

mood/a prolonged feeling of unhappiness).

e. In fragment V, the adjective noted means ✪ (unknown/distinguished).

a. F: “While not widely

known in her own time,

Austen’s comic novels of love

among the landed gentry

gained popularity after 1869,

and her reputation skyrocketed

in the 20th century”; b. T; c. F:

“Virginia Woolf was raised

by free-thinking parents”; d. T;

e. F: “J. K. Rowling came

from humble economic

means (...)“



UNITS 7 AND 8 - B



Regret

Long ago I wished to leave

“The house where I was born;”

Long ago I used to grieve,

My home seemed so forlorn.

In other years, its silent rooms

Were filled with haunting fears;

Now, their very memory comes

O’ercharged with tender tears.

Life and marriage I have known,

Things once deemed so bright;

Now, how utterly is flown

Every ray of light!

‘Mid the unknown sea of life

I no blest isle have found;

At last, through all its wild wave’s strife,

My bark is homeward bound.

Farewell, dark and rolling deep!

Farewell, foreign shore!

Open, in unclouded sweep,

Thou glorious realm before!

Yet, though I had safely pass’d

That weary, vexed main,

One loved voice, through surge and blast,

Could call me back again.

Though the soul’s bright morning rose

O’er Paradise for me,

William! even from Heaven’s repose

I’d turn, invoked by thee!

Storm nor surge should e’er arrest

My soul, exulting then:

All my heaven was once thy breast,

Would it were mine again!

Glossary:

bark: ship

blest: (archaic) blessed

forlorn: sad and abandoned or lonely

homeward bound: on the way home

strife: conflict

thee: (archaic) you (as the object of a verb)

thou: (archaic) you (as the subject of

a verb)

thy: (archaic) your

vexed: agitated

BRONTË, Charlotte. Available at: <www.poemhunter.com/poem/regret/>. Accessed in: March 2016.

LeventeGyori/Shutterstock



1. Choose the correct statement below about the woman in the poem. c

a. She wishes she had never married.

b. She has never experienced happiness in her life.

c. She believes that her true love could make her happy.

d. She believes she will never be able to find her true love.

e. She talks about her childhood memories in a joyful tone.



a. The woman in the poem describes the house where she was born as a

lively place.

b. The woman in the poem is going through a hard time.

c. Her true love is called William.

d. She has never been married.

e. The woman wants to be with her true love forever.

3. In “‘Mid the uknown sea of life” (2nd stanza), Charlotte uses a metaphor: living

life is going on a journey by sea. Can you identify the expressions related to

this metaphor? a, b, c, e

a. “blest isle”

b. “wild wave’s strife”

c. “My bark”

d. “silent rooms”

e. “foreign shore”

4. Replace each icon ✪ with the appropriate word or expression in parentheses

to complete the following statements. Make inferences.

a. In “haunting fears” (1st stanza), the -ing in haunting forms ✪ (an

adjective/a verb).

b. In “O’ercharged [overcharged] with tender tears” (1st stanza), the prefix

over- means ✪ (insufficient; not enough/in excess; too much).

c. In “unknown sea of life” (2nd stanza) and “unclouded sweep” (3rd stanza),

the prefix un- means ✪ (again; repeatedly/not; opposite to).

d. In “glorious realm” (3rd stanza), the suffix -ous forms ✪ (a noun/an

adjective).

e. In “safely pass’d” (3rd stanza), the suffix -ly forms ✪ (an adjective/an

adverb).

a. F: The woman in the poem

describes the house where

she was born as a sad and

lonely place (“My home

seemed so forlorn”); b. T;

c. T; d. F: She has already

been married (“Life and

marriage I have known”); e. T

a. an adjective ; b. in excess; too much; c. not; opposite to; d. an adjective; e. an adverb


196


Studying for Enem

SIMULADO 1

Questão 1

Disponível em: <http://stopracism.iol.co.za>. Acesso em: 27 mar. 2016.

O racismo precisa ser combatido em todo o mundo. O principal objetivo do

texto apresentado é e

a. compartilhar em redes sociais as consequências negativas do racismo.

b. denunciar a falta de compromisso das pessoas com a luta contra o

preconceito.

c. agradecer o apoio manifestado por usuários de redes sociais ao

movimento antirracismo.

d. solicitar suporte financeiro para o lançamento de uma campanha contra o

racismo nas redes sociais.

e. incentivar as pessoas a se comprometer a realizar ações concretas contra

o preconceito racial.

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Way_to_Go_Ingles_vol3_PNLD2018_196a217_ENEM.indd 196 06/05/16 17:54

Studying for Enem 197

Questão 2

Cartuns abordam diferentes temas relevantes para a sociedade. O cartum

em questão e

a. defende os direitos dos povos indígenas.

b. denuncia o despejo de lixo em terras

indígenas.

c. valoriza a sabedoria popular sobre o uso

da terra.

d. defende o retorno dos povos indígenas

às suas terras.

e. critica o uso inadequado da terra para

despejo de lixo.

Texto para as questões 3 e 4.

The Calming Power of Colouring Books

Once considered child’s play, colouring books are now

wildly popular among adults – and the craze continues

to grow.

Colouring books top bestseller lists around the globe,

selling millions of copies each year. Enthusiasts say the

hobby helps them cope with stress, anxiety and depression.

While experts emphasize that colouring isn’t the same as

art therapy, there is evidence that the act’s repetitive nature

can release tension. Some people are soothed by the

meditative focus required to fill in intricate patterns and

landscapes. Some appreciate the low-pressure creative

outlet and feel rewarded when they complete pages. Others

just enjoy feeling like a kid again.

There’s an option for every taste and style. Scottish artist Johanna Basford helped launch the trend

with 2013’s Secret Garden, a collection of ornate floral images. For a different experience, there’s

Thrill Murray, published by the British collective Belly Kids, which revisits scenes from the career of

actor Bill Murray.

Fantastic Cities, a new title by Ontario illustrator Steve McDonald, brings users on an urban joyride.

The aerial views of real and imagined cities are a stunning survey of human-made environments, from

the streets of Sault Ste. Marie, Ont., to a favela in Rio de Janeiro.

“I like the idea that, because the drawings are so detailed and because of the time it takes to colour

each page, people are giving some thought to architectural styles and patterns,” says McDonald. “This

book is the story of our human habitat and our history on the planet, of how we build dwellings and

how we do it differently in different places.”

Disponível em: <www.chrismadden.co.uk>. Acesso em: 27 mar. 2016.

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Disponível em: <www.readersdigest.ca/arts-culture/entertainment/calming-power-colouring-books>.

Acesso em: 27 mar. 2016.


198 Studying for Enem

Questão 3

Livros para colorir estão entre os mais vendidos em todo o mundo. De

acordo com o texto, c

a. a natureza repetitiva da atividade de colorir pode gerar tédio em algumas

pessoas.

b. de acordo com especialistas, a atividade de colorir é uma forma de terapia

por meio da arte.

c. a sensação de se sentir como uma criança novamente é apreciada por

alguns adultos que usam livros para colorir.

d. a variedade de temas dos livros para colorir ainda é pequena, sendo

privilegiadas imagens florais e cenas urbanas.

e. a atenção exigida para colorir padrões e paisagens excessivamente

detalhados incomoda pessoas que buscam relaxar.

Questão 4

O livro Fantastic cities, do canadense Steve McDonald, a

a. contribui para que as pessoas pensem sobre diferentes estilos e padrões

arquitetônicos.

b. oferece desenhos detalhados de ruas e construções que podem ser

coloridos em pouco tempo.

c. denuncia as condições precárias de habitação em favelas ao redor do

mundo, inclusive no Brasil.

d. apresenta um texto detalhado sobre a história da habitação e da

construção, acompanhado de ilustrações.

e. traz ilustrações de cidades fantásticas imaginárias com detalhes

inspirados em cidades reais de diversos países.

Questão 5

“Teaching Respect for All” – The Unesco-USA-Brazil Joint Initiative

Launched on 18 January 2012, the Unesco-USA-

Brazil project Teaching Respect for All aims to

design a curricular framework to fight racism and

promote tolerance, which countries can adapt to

their respective contexts and needs. The project will

also elaborate educational materials for addressing

racism and tolerance in education. These tools will

build on lessons learned and current good practices

in the field. The materials will be disseminated

Reprodu•‹o/U

NESCO



A Unesco, Organização das Nações Unidas para a Educação, a Ciência e a

Cultura, visa contribuir para a paz e a segurança no mundo. O objetivo do texto é c

a. descrever diferentes iniciativas da Unesco em favor da educação nos

Estados Unidos e no Brasil.

b. denunciar o racismo, a xenofobia e a intolerância em escolas em

diferentes países ao redor do mundo.

c. apresentar um projeto promovido pela Unesco que busca lutar contra o

racismo através da educação.

d. convidar escolas brasileiras e norte-americanas a usar materiais

educacionais sobre racismo e tolerância feitos pela Unesco.

e. convocar diferentes países a desenvolver ações de promoção da

tolerância adaptadas aos seus contextos e necessidades.

SIMULADO 2

Questão 1

Disponível em: <http://polling.reuters.com>. Acesso em: 27 mar. 2016.

Time Frame: JUL 13, 2012 – AUG 13, 2012 (5 Day Rolling)

Filtered to: 100% (9,305 Respondents)

30%

20%

10%

Agree or disagree: I believe I will be more successful than my parents were

August 13, 2012 1,864 respondents

Neither agree nor disagree 34.7%

Somewhere agree 26.4%

Strongly agree 18.6%

Somewhat disagree 12.0%

Strongly disagree 8.3%

worldwide by Unesco through education ministries as well as the Organization’s extensive networks,

including the Unesco Associated Schools.

Unesco is concerned by the rise of racism, xenophobia and intolerance, and considers that

education is essential to strengthening the foundations of tolerance, reducing discrimination and

violence, and learning to live together. Education is vital to achieve these aims and cultivate respect for

all people regardless of colour, gender, or national, ethnic or religious identity. It is especially important

to reach out to children and young people during their formative years, notably through educational

materials and curricula.

Disponível em: <www.unesco.org>. Acesso em: 27 mar. 2016.

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De modo geral, uma geração busca ser mais bem-sucedida que a anterior.

De acordo com os resultados da enquete na página anterior, d

a. mais da metade dos respondentes acredita que será mais bem-

-sucedida do que seus pais.

b. mais de um quarto dos respondentes têm certeza absoluta de que terão

mais sucesso do que seus pais.

c. cerca de um quinto dos respondentes têm certeza absoluta de que terão

menos sucesso do que seus pais.

d. cerca de um terço dos respondentes não têm inclinação favorável ou

desfavorável em relação a serem mais bem-sucedidos do que seus pais.

e. mais da metade dos respondentes tem posições bastante fortes em relação

ao menor ou maior grau de sucesso que terão em relação aos seus pais.

Questão 2

WILLIAMS, William Carlos. Disponível em:

<http://flavorwire.com/217118/10-poems-everyone-

needs-to-read>. Acesso em: 27 mar. 2016.

This is Just to Say

I have eaten

the plums

that were in

the icebox

and which

you were probably

saving

for breakfast

Forgive me

they were delicious

so sweet

and so cold

William Carlos Williams (1883-1963) foi um poeta norte-americano associado ao

movimento modernista. O poema “This is just to say” é construído como se fosse a

a. um bilhete.

b. uma confissão.

c. uma dedicatória.

d. uma carta de amor.

e. uma mensagem de despedida.

Questão 3

If you aren’t in the moment, you are either

looking forward to uncertainty, or back to pain

and regret. Jim Carrey

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Disponível em: <www.brainyquote.com>. Acesso em: 29 mar. 2016.



Jim Carrey é ator, comediante, roteirista e produtor canadense, conhecido

por interpretar principalmente papéis cômicos. Na citação da página anterior, o

ator sugere que devemos a

a. priorizar o momento presente.

b. olhar para o futuro com esperança.

c. aprender com experiências vividas.

d. planejar o futuro e evitar incertezas.

e. mostrar arrependimento por erros passados.


Genetic Study Tracks Start of Zika’s Invasion of Americas Back to 2013

The Zika virus currently sweeping through the Americas looks to have hitched a ride on a plane into

Brazil in 2013 and begun its invasion of the continent from there, scientists said on Thursday. (...)

The strain of the virus circulating in the current outbreak is most closely related to one from French

Polynesia, the scientists said, although it is also possible that Zika was introduced separately to the

Americas and French Polynesia from South East Asia.

Oliver Pybus, a biologist in Britain’s Oxford

University who co-led the research with a team

from Brazil’s Evandro Chagas Institute, said the

findings suggested increased international travel

helped the virus extend its reach.

“We looked at broad-scale patterns of human

movement and focused on air passengers who

traveled to Brazil from countries that had

reported Zika since 2012,” he said. “From late

2012 onwards, there was a 50 percent rise in the

number of passengers traveling to Brazil from

countries with Zika.”

The World Health Organization (WHO) has declared the outbreak of the mosquito-borne Zika virus

an international health emergency. This declaration was largely based on evidence linking Zika to a

birth defect known as microcephaly, marked by babies having small heads and underdeveloped brains.

It is not yet clear whether the Zika virus actually causes microcephaly in babies, but the WHO and

other infectious disease experts say evidence for a causal link is growing. For this study, Pybus’ team

sampled several Zika virus genomes linked to the recent Brazilian outbreak – including one from a

blood donor, one from a fatal adult case, and one from a newborn baby with congenital malformations

and microcephaly. Using next-generation genetic sequencing, the researchers mapped the samples’

gene codes and found there was little genetic variability among them. (...)

He said the team had also looked for links between Zika and microcephaly – and had found some

spatial and temporal correlations. To test that link conclusively, however, scientists need to see results

of full case-control epidemiological studies. (...)

Disponível em: <http://uk.reuters.com>. Acesso em: 29 mar. 2016.

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Questão 4

Com relação à propagação do vírus Zika, o texto indica que a

a. o aumento no volume de viagens internacionais contribuiu para ampliar o

alcance do vírus.

b. um aumento de 50% nos casos de Zika foi observado no Brasil e em

outros países a partir de 2012.

c. o vírus foi levado da Polinésia Francesa para o Sudeste Asiático e, depois,

para o continente americano.

d. o padrão de circulação do vírus nas Américas assemelha-se àquele

observado na Polinésia Francesa e no Sudeste Asiático.

e. o embarque de passageiros em voos provenientes de países atingidos

pelo vírus passou a ser monitorado a partir do final de 2012.

Questão 5

A microcefalia é uma doença congênita caracterizada pelo

subdesenvolvimento do cérebro e sua ocorrência foi observada em áreas

afetadas pelo vírus Zika. De acordo com a notícia, b

a. o número de casos de microcefalia efetivamente causada pelo vírus Zika

está crescendo.

b. o estudo citado encontrou correlações temporais e espaciais entre o vírus

Zika e a microcefalia.

c. a relação de causa e efeito entre o vírus Zika e casos de microcefalia foi

uma das conclusões comprovadas por estudos epidemiológicos.

d. a disseminação do vírus Zika foi declarada como uma emergência de

saúde internacional independente de sua relação com a microcefalia.

e. o mapeamento de códigos genéticos de diferentes amostras do vírus Zika,

incluindo a de um recém-nascido com microcefalia, indicou relevante

variabilidade genética.

SIMULADO 3

Questão 1

Adaptado de: <www.usatoday.com>.

Acesso em: 28 mar. 2016.

Inflating job skills on social media

Percentage who admit when searching for a job, by education level:

Source Jobvite survey of 2,084 adults

USA TODAY

20%9%

18%

Post-graduateCollege degree

High school or less B

planet/Shutterstock



As mídias sociais estão cada vez mais presentes na vida das pessoas. O texto

na página anterior mostra a porcentagem de pessoas que, nas mídias sociais, e

a. mentem sobre seu nível educacional.

b. compartilham seu crescimento profissional.

c. admitem que estão procurando emprego.

d. mostram condições de trabalho melhores do que as que possuem.

e. supervalorizam suas habilidades profissionais ao buscar um emprego.

Questão 2

Optimism

More and more I have come to admire resilience.

Not the simple resistance of a pillow, whose foam

returns over and over to the same shape, but the sinuous

tenacity of a tree: finding the light newly blocked on one side,

it turns in another. A blind intelligence, true.

But out of such persistence arose turtles, rivers,

mitochondria, figs–all this resinous, unretractable earth.

HIRSHFIELD, Jane. Disponível em: <www.poetseers.org>. Acesso em: 28 mar. 2016.

Jane Hirshfield é uma poeta norte-americana moderna nascida em 1953.

Em seu poema “Optimism”, ela admira d

a. a intensidade da luz.

b. a persistência da terra.

c. a maleabilidade da espuma.

d. a tenacidade de uma árvore.

e. a resistência de um travesseiro.

Questão 3

Dumb Blonde Stereotype Is Wrong: Study Finds No Link Between Hair

Color and Intelligence

Contrary to one of the world’s long-standing jokes and stereotypes, blondes are not dumb, a new

study found. Researchers found that the IQ scores of naturally blonde men and women are just the

same as the brunettes’, redheads’ and people with other natural hair color.

In fact, naturally blonde women had a ‘slightly higher’ average IQ score of 103.2 compared to

women with natural brown hair who scored 102.7. On the other hand, redheads had an average IQ score

of 101.2 while women with natural black hair scored 100.5. But hold your horses, blonde cheerleaders;

the researchers said the slight difference was not statistically substantial.

Study author and research scientist Jay Zagorsky from the Ohio State University said that while

‘blonde jokes’ are quite harmless, the stereotyping can lead to serious consequences when it comes to

hiring, social experiences and even work promotions.

Disponível em: <www.techtimes.com>. Acesso em: 29 mar. 2016.



Piadas sobre louras são conhecidas em vários países, mas não têm

fundamentação científica. De acordo com o texto, pode-se dizer que b

a. os resultados do estudo não foram substanciais por limitações estatísticas.

b. o estudo investigou a relação entre a cor natural do cabelo e a inteligência.

c. o estereótipo de que as louras são burras não tem impacto no mercado

de trabalho.

d. as piadas sobre louras provocam graves consequências sociais na visão

do pesquisador.

e. os resultados do estudo comprovam que as louras são significativamente

mais inteligentes que as morenas e as ruivas.


WATERCOOLER: Should schools go sugar free?

THE New Zealand government’s top child health expert has backed calls for

schools to go sugar-free.

Dr Pat Tuohy, chief child and youth health adviser for the Ministry of Health, said a

water-only policy would be a “great first step” to tackling tooth decay and child obesity.

His comments come after their Ministry of Education encouraged schools to

consider adopting healthy drinks policies. The ministry advised schools to offer

only water or plain, reduced-fat milk.

According to the Australian Institute of Health and Welfare (AIHW) one in

four Australian children are overweight or obese.

Dr Tuohy said obesity was particularly worrying in children because it was

associated with a wide range of health issues.

“The World Health Organisation recommends schools create healthy food

environments so introducing a water-only policy is a great first step for schools,”

he said. […]

Disponível em: <www.themorningbulletin.com.au>. Acesso em: 29 mar. 2016.

Questão 4

A relação entre saúde e educação é bastante estreita. Segundo a notícia

apresentada, o Ministro da Educação da Nova Zelândia c

a. recomendou a redução da ingestão de leite nas escolas.

b. recebeu telefonemas de apoio de um especialista em saúde infantil.

c. encorajou as escolas a banir a oferta de bebidas que não sejam saudáveis

para os alunos.

d. argumentou que o primeiro passo para melhorar a saúde infantil é evitar

as cáries e o excesso de peso.

e. convidou um especialista em saúde infantil para estabelecer regras sobre

bebidas a serem oferecidas na escola.



Questão 5

De acordo com a notícia, Dr. Pat Tuohy e

a. recomenda a eliminação total do açúcar da dieta das crianças nas escolas

neozelandesas.

b. trabalha como especialista em saúde infantil e juvenil no Ministério da

Educação da Nova Zelândia.

c. alerta que, dentre os problemas de saúde que afetam as crianças na Nova

Zelândia, a obesidade é o mais preocupante.

d. acredita que apenas o policiamento constante por parte das escolas pode

levar as crianças a aumentarem sua ingestão de água.

e. destaca que, de acordo com a Organização Mundial da Saúde, as escolas

devem oferecer aos alunos ambientes de alimentação saudável.

SIMULADO 4

Questão 1

Na tirinha, uma mãe sai para fazer compras com dois filhos. A fala do irmão

mais velho no último quadrinho nos faz concluir que ele e

a. entendeu, de maneira errada, o que a mãe disse.

b. compreendeu a insistência da irmã para ganhar um brinquedo.

c. rejeitou a resposta dada pela mãe sobre a compra do brinquedo.

d. resolveu parar de pedir o brinquedo e voltar a insistir mais tarde.

e. passou, em outras ocasiões, pela mesma situação retratada na tirinha.

Disponível em: <www.fbofw.com>. Acesso em: 28 mar. 2016.

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Threats to the Amazon

Deforestation

This is by far the biggest problem in the Amazon.

Huge areas of rainforest are destroyed by clearing for

agriculture, illegal or unsustainable logging for

timber, and for industrial or urban development.

The basic problem is that not enough value is placed

on the natural environment – it’s often seen as more

economically viable to cut the forest down than keep

it standing.

Questão 2

Acquainted with the Night

I have been one acquainted with the night.

I have walked out in rain—and back in rain.

I have outwalked the furthest city light.

I have looked down the saddest city lane.

I have passed by the watchman on his beat

And dropped my eyes, unwilling to explain.

I have stood still and stopped the sound of feet

When far away an interrupted cry

Came over houses from another street,

But not to call me back or say good-bye;

And further still at an unearthly height,

One luminary clock against the sky

Proclaimed the time was neither wrong nor right

I have been one acquainted with the night.

FROST, Robert. Disponível em: <www.poets.org>. Acesso em: 28 mar. 2016.

Robert Frost (1874-1963) é um dos mais conhecidos poetas norte-

-americanos. No poema apresentado, a relação do eu lírico com a noite é de e

a. medo.

b. tristeza.

c. admiração.

d. desconforto.

e. familiaridade.

Questão 3

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Expanding agriculture

Increasing global demand for food, especially

meat, has led to Brazil becoming the world’s biggest

beef exporter, and the second-largest exporter of

soybeans, which are mainly used for livestock feed.

Forests are often cleared to make way for grazing

land or soya plantations.

Infrastructure developments

As well as farming and urban sprawl, the growth of hydropower dams, mines and oil wells – and the

road networks to serve them – have all had impacts on the Amazon. These may be wanted for economic

development, but if they’re poorly planned or managed they can cause serious environmental harm.

Climate change

The Amazon is at the core of climate concerns – not only because the burning and destruction of

forests adds to the amount of CO2 in the atmosphere, but also because the rainforest itself is vulnerable

to global warming. (…)

A Floresta Amazônica enfrenta constantes ameaças e está no centro de

questões ambientais importantes para o planeta. De acordo com o texto, a

a. a queimada das florestas aumenta o volume de gás carbônico na

atmosfera e contribui para o aquecimento global.

b. apesar do grande valor atribuído ao meio ambiente, o desmatamento

acontece para tornar a floresta economicamente viável.

c. como as florestas não são adequadas para o pasto, a expansão das

plantações de soja constitui o principal motivo para o desmatamento.

d. por causa dos prejuízos com a crescente destruição da floresta, o Brasil

tem preferido investir na produção e exportação de carne.

e. a ampliação de represas de hidrelétricas, minas e poços de petróleo traz

pobreza e sérios prejuízos ambientais em vez de desenvolvimento

econômico.

Disponível em: <www.wwf.org.br>. Acesso em: 29 mar. 2016.

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The One Habit Millennials Should Keep

Millennials get a bad rap for being irresponsible with money.

But new studies show that not only are they carrying less debt

than they did in previous years, they are actually pretty good at

saving. Millennials are saving more aggressively than they have in

the past, and in some cases they’re saving more than their older

counterparts, according to a new study from Bankrate.com. (...)

Sixty-two percent of millennials, defined in the survey as

consumers between the ages of 18 and 29, are saving more than 5

percent of their pay for retirement, emergencies or for other financial goals, the study found. That’s up

substantially from the 42 percent who were saving at least that much last year.

It’s also greater than the roughly 50 percent of consumers between the ages of 30 and 49 who were

saving as much. (...)

A look at last year’s survey helps to illustrate the shift. The portion of millennials saving the bare

minimum, less than 5 percent of their pay, fell to 19 percent this year from 37 percent last year. And the

share of people saving more, between 6 percent and 10 percent of their pay, increased to 33 percent

this year from 20 percent in 2015. (...)

Having cash on hand for emergencies could also be a huge motivator for young people who may

have struggled to land a job during the recession or who saw family members get laid off, says McBride

of Bankrate. “Even if they weren’t directly impacted, they saw the effect on their parents or their

grandparents,” he said.

That could explain why when asked about the motivation behind their saving, the highest share of

millennials — 40 percent — said they were setting aside money for an emergency, according to a

separate report from the American Institute of CPAs and the Ad Council.

The next biggest motivators were to save for a big purchase, which could be more common for

millennials who are growing up and making major life changes, such as starting a family or buying a

home. Thirty-six percent of 20-something and 30-something consumers said they were saving for a

vacation, 27 percent reported saving for a house and 26 percent are setting aside money to buy a car,

according to the Aicpa report. (...)

Questão 4

Apesar de não haver consenso, os chamados “millennials”, também

conhecidos como geração do milênio ou geração Y, costumam ser identificados

como aquelas pessoas que nasceram entre o início da década de 1980 até o

período próximo ao ano 2000. Os hábitos dessa e de outras gerações são

investigados em diferentes estudos. De acordo com os estudos sobre consumo e

economia relatados no texto, d

a. o valor mínimo economizado pelos millennials é 5% do seu pagamento.

b. os millennials estão menos preocupados em quitar suas dívidas do que

no passado.

Disponível em: <www.washingtonpost.com>. Acesso em: 29 mar. 2016.

retrorocket/Shutterstock



c. os millennials têm entre 18 e 29 anos e representam 62% do público

consumidor.

d. os millennials estão conseguindo economizar mais dinheiro do que no ano

anterior.

e. os consumidores com idades entre 30 e 49 anos estão economizando

cerca de 50% a mais do que os millennials.

Questão 5

A principal motivação dos chamados “millennialsÓ para economizar é b

a. preparar-se para constituir uma família.

b. reservar dinheiro para uma emergência.

c. separar dinheiro para adquirir um carro.

d. investir no sonho de fazer uma viagem de férias.

e. poupar para uma compra de grande valor, como uma casa.

SIMULADO 5


Questão 1

A tirinha mostra três personagens em uma loja: um homem, um menino e

seu pai. Na situação retratada na tirinha, o menino quer que a

a. o homem desista de comprar a televisão.

b. o pai conheça as características do aparelho de TV.

c. a tecnologia do aparelho não fique obsoleta rapidamente.

d. o pai leve em consideração a situação econômica do país.

e. a situação da economia não influencie a compra do homem.

Disponível em: <www.cartoonistgroup.com>. Acesso em: 29 mar. 2016.

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Questão 2

Pelo seu comportamento na tirinha, pode-se concluir que o menino é d

a. tímido.

b. curioso.

c. precavido.

d. persuasivo.

e. conservador.

Questão 3

Power

Living in the earth-deposits of our history

Today a backhoe divulged out of a crumbling flank of earth

one bottle amber perfect a hundred-year-old

cure for fever or melancholy a tonic

for living on this earth in the winters of this climate

Today I was reading about Marie Curie:

she must have known she suffered from radiation sickness

her body bombarded for years by the element

she had purified

It seems she denied to the end

the source of the cataracts on her eyes

the cracked and suppurating skin of her finger-ends

till she could no longer hold a test-tube or a pencil

She died a famous woman denying

her wounds

denying

her wounds came from the same source as her power

Adrienne Rich (1929-2012) foi uma feminista e poeta norte-americana.

Em seu poema “Power”, ela cita Marie Curie (1867-1934), ganhadora de dois

prêmios Nobel e famosa por seu estudo pioneiro sobre radioatividade.

No poema, o trabalho de Marie Curie é apresentado principalmente como b

a. cura para doenças.

b. fonte de poder e sofrimento.

c. inspiração para as mulheres.

d. instrumento de purificação e superação.

e. negação do preconceito contra a mulher.

RICH, Adrienne. Disponível em: <www.poetseers.org>. Acesso em: 29 mar. 2016.



Exercising Can Knock a Decade Off the Age of Your Brain

Exercising can knock a decade off the age of your brain, a

new study reveals.

The research revealed those over 65 who did little or no

exercise at all experienced a decline equal to 10 years of

ageing compared to pensioners who reported moderate to

intense exercise.

Researchers in the United States looked at figures from 876

people enrolled in the Northern Manhattan Study who were

asked how long and how often they exercised during the two weeks before that date.

An average of seven years later, each person was given tests of memory and thinking skills and a

brain MRI, and five years after that they took the memory and thinking tests again.

The findings, published online by the journal Neurology, showed 90 per cent of the group reported

light exercise or no exercise.

Light exercise could include activities such as walking and yoga. They were placed in the

low-activity group.

The remaining 10 per cent reported moderate to high intensity exercise, which could include

activities such as running, aerobics, or calisthenics. They were placed in the high-activity group.

When looking at people who had no signs of memory and thinking problems at the start of the

study, researchers found that those with low activity levels showed a greater decline over five years

compared to those with high activity levels on tests of how fast they could perform simple tasks and

how many words they could remember from a list.

The researchers said the difference was equal to that of 10 years of ageing.

The difference also remained after the researchers adjusted for other factors that could affect brain

health, such as smoking, alcohol use, high blood pressure and body mass index (BMI). (...)


Questão 4

O aumento do número de pessoas com mais de 65 anos tem incentivado a

realização de estudos sobre essa faixa etária como o mencionado no texto em

foco. De acordo com o texto, esse estudo c

a. foi realizado ao longo de um período de cinco a sete anos.

b. monitorou as pessoas investigadas durante a realização de suas

atividades físicas.

c. conduziu testes de memória e raciocínio com cada pessoa investigada em

diferentes momentos de suas vidas.

d. questionou os dados de 876 pessoas acima de 65 anos inscritas no

chamado “Northern Manhattan Study”.

e. dividiu os participantes em quatro grupos de acordo com a intensidade do

exercício praticado (alta, moderada, leve e ausência de exercício).

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Disponível em: <www.westerndailypress.co.uk>. Acesso em: 29 mar. 2016.



Questão 5

Os resultados do estudo relatado na notícia comprovaram que b

a. fumo, uso de álcool, pressão alta e índice de massa corporal são fatores

que podem afetar a saúde mental.

b. o declínio na saúde mental de maiores de 65 anos é menor para aqueles

que fazem atividade física intensa ou moderada.

c. a diferença entre a saúde mental dos idosos ativos e a dos idosos inativos

aumenta quando considerados outros fatores de risco, como o fumo e o

uso de álcool.

d. a capacidade de idosos para executar tarefas simples de modo rápido

pode ser prejudicada após a adoção de altos níveis de atividade física por

cinco anos.

e. a adoção de uma rotina de atividades físicas deve ocorrer pelo menos

dez anos antes de se completar 65 anos para que haja benefícios para a

saúde mental.

SIMULADO 6

Questão 1

O Prêmio Pulitzer é um prêmio norte-americano concedido anualmente pela

Universidade Columbia a pessoas que realizem trabalhos de excelência nas

áreas do jornalismo, da literatura e da composição musical. O gráfico

apresentado organiza dados sobre os prêmios Pulitzer concedidos na categoria

ficção no período entre 2000 e 2015. De acordo com ele, pode-se concluir que b

Disponível em: <http://nicolagriffith.com>. Acesso em: 29 mar. 2016.

By women about men/boys

By men about men/boys

By men about both

By men about women/girls

By women about both

By women about women/girls

Unsure

Pulitzer Prize 2000-2015

By men about men/boys: 8

By women about men/boys: 3

By men about both: 0

By men about women/girls: 0

By women about both: 3

By women about women/girls: 0

Unsure: 1

a. a classificação das obras por gênero do autor

e por temática não gera dúvidas.

b. livros de ficção escritos por mulheres sobre a

temática feminina não foram premiados.

c. o fato de a temática das obras ser feminina ou

masculina parece não ter relação com o

número de prêmios concedidos.

d. obras escritas por homens sobre a

perspectiva feminina são mais premiadas do

que obras escritas por mulheres sobre a

perspectiva masculina.

e. o número de livros premiados que foram

escritos por homens é maior do que o

número de livros premiados cuja temática era

o universo masculino.

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If You Forget Me

I want you to know

one thing.

You know how this is:

if I look

at the crystal moon, at the red branch

of the slow autumn at my window,

if I touch

near the fire

the impalpable ash

or the wrinkled body of the log,

everything carries me to you,

as if everything that exists,

aromas, light, metals,

were little boats

that sail

toward those isles of yours that wait for me.

Well, now,

if little by little you stop loving me

I shall stop loving you little by little.

If suddenly

you forget me

do not look for me,

for I shall already have forgotten you.

If you think it long and mad,

the wind of banners

that passes through my life,

and you decide

to leave me at the shore

of the heart where I have roots,

remember

that on that day,

at that hour,

I shall lift my arms

and my roots will set off

to seek another land.

But

if each day,

each hour,

you feel that you are destined for me

with implacable sweetness,

if each day a flower

climbs up to your lips to seek me,

ah my love, ah my own,

in me all that fire is repeated,

in me nothing is extinguished or forgotten,

my love feeds on your love, beloved,

and as long as you live it will be in your arms

without leaving mine.

Questão 2

A tirinha mostra o relacionamento entre um casal de ursos. Na situação

apresentada, e

a. o plano do urso foi frustrado.

b. o urso desejava uma noite nublada.

c. a proposta inicial do urso foi recusada.

d. o urso queria uma companhia para estudar astronomia.

e. o urso esforçou-se para garantir o sucesso da sua proposta.


5

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20

25

30

35

40

45

Disponível em: <http://strippersguide.blogspot.

com.br>. Acesso em: 29 mar. 2016.

NERUDA, Pablo. Disponível em: <www.poemhunter.com>. Acesso em: 29 mar. 2016.

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Questão 3

O amor é um tema recorrente na poesia. No poema apresentado, o poeta

chileno Pablo Neruda (1904-1973) aborda c

a. a beleza do amor idealizado.

b. a saudade pela distância do amante.

c. a reciprocidade nas relações amorosas.

d. o medo de ser rejeitado pelo ser amado.

e. o sofrimento pelo amor não correspondido.

Questão 4

Na poesia, a linguagem figurada costuma ser usada na descrição de ações e

sentimentos. A reação do poeta caso seja deixado pela pessoa amada é descrita

pelos versos a

a. “and my roots will set off/to seek another land” (versos 34 e 35).

b. “the wind of banners/that passes through my life” (versos 25 e 26).

c. “if each day a flower/climbs up to your lips to seek me” (versos 41 e 42).

d. “to leave me at the shore/of the heart where I have roots” (versos 28 e 29).

e. “in me all that fire is repeated,/in me nothing is extinguished or forgotten”

(versos 44 e 45).

Questão 5

Psychologists Reveal Why We Kiss with Our Eyes Closed

People close their eyes while kissing to allow the brain to properly

focus on the task in hand, psychologists have said.

A study on vision and tactile sensory experience at Royal Holloway,

University of London, concluded the brain finds it difficult to process

another sense while also concentrating on the visual stimuli.

Cognitive psychologists Polly Dalton and Sandra Murphy found “tactile

[sense of touch] awareness depends on the level of perceptual load in a

concurrent visual task”. (...)

“These results could explain why we close our eyes when we want to focus attention on another

sense,” Ms Dalton said. (...)

Those behind the research said it had broader implications.

Dr Sandra Murphy said: “It was already known that increasing the demands of a visual task could

reduce noticing of visual and auditory stimuli.

“Our research extends this finding to the sense of touch. This is particularly important given the

growing use of tactile information in warning systems.”

Tactile alerts are used in as warning systems in some cars and aeroplanes, both of which demand a

high level of visual concentration. (...)

Disponível em: <www.independent.co.uk>. Acesso em: 29 mar. 2016.

karelnoppe/Shutterstock



A psicologia cognitiva estuda os processos mentais que estão por trás do

comportamento. O texto menciona um estudo desenvolvido por psicólogos

cognitivos. O principal objetivo desse estudo foi b

a. descobrir por que as pessoas fecham os olhos quando se beijam.

b. investigar relações entre a experiência sensorial tátil e a visual.

c. medir a capacidade de concentração das pessoas durante o beijo.

d. testar a adequação do uso de informação tátil em sistemas de alerta.

e. avaliar se o aumento das demandas de uma tarefa visual pode reduzir a

percepção visual e auditiva.

PROVA ANTERIOR: 2015

Quest‹o 1

As instituições públicas fazem uso de avisos como instrumentos de

comunicação com o cidadão. Esse aviso, voltado a passageiros, tem o objetivo de c

a. solicitar que as malas sejam apresentadas para inspeção.

b. notificar o passageiro pelo transporte de produtos proibidos.

c. informar que a mala foi revistada pelos oficiais de segurança.

d. dar instruções de como arrumar malas de forma a evitar inspeções.

e. apresentar desculpas pelo dano causado à mala durante a viagem.

NOTICE OF BAGGAGE INSPECTION

To protect you and your fellow passengers, the Transportation Security

Administration (TSA) is required by law to inspect all checked baggage. As

part of this process, some bags are opened and physically inspected. Your

bag was among those selected for physical inspection.

During the inspection, your bag and its contents may have been searched

for prohibited items. At the completion of the inspection, the contents were

returned to your bag.

If the TSA security officer was unable to open your bag for inspection

because it was locked, the officer may have been forced to break the locks on

your bag. TSA sincerely regrets having to do this, however TSA is not liable

for damage to your locks resulting from this necessary security precaution.

For packing tips and suggestions on how to secure your baggage during

your next trip, please visit:

<www.tsa.gov>

Smart Security Saves Time

Transportation Security Administration. Disponível em: <www.tsa.gov>.

Acesso em: 29 mar. 2016. (Adaptado)



Questão 2

My brother the star, my mother the earth

my father the sun, my sister the moon,

to my life give beauty, to my

body give strength, to my corn give

goodness, to my house give peace, to

my spirit give truth, to my elders give

wisdom.

Disponível em: <www.blackhawkproductions.com>. Acesso em: 28 mar. 2016.

Produções artístico-culturais revelam visões de mundo próprias de um

grupo social. Esse poema demonstra a estreita relação entre a tradição oral da

cultura indígena norte-americana e a d

a. transmissão de hábitos alimentares entre gerações.

b. dependência da sabedoria de seus ancestrais.

c. representação do corpo em seus rituais.

d. importância dos elementos da natureza.

e. preservação da estrutura familiar.

Questão 3

RIDGWAY, L. Disponível em: <http://fborfw.com>. Acesso em: 23 mar. 2016.

Na tira da série For better or for worse, a comunicação entre as personagens

fica comprometida determinado momento porque e

a. as duas amigas divergem de opinião sobre futebol.

b. uma das amigas desconsidera as preferências da outra.

c. uma das amigas ignora que o outono é temporada de futebol.

d. uma das amigas desconhece a razão pela qual a outra a maltrata.

e. as duas amigas atribuem sentidos diferentes à palavra season.

Ly

nn

Jo

hn

sto

n/A

ce

rvo

do

ca

rtu

nis

ta



Questão 4

Why am I compelled to write? Because the writing saves me from this

complacency I fear. Because I have no choice. Because I must keep the spirit of

my revolt and myself alive. Because the world I create in the writing compensates

for what the real world does not give me. By writing I put order in the world, give

it a handle so I can grasp it.

ANZALDUA, G. E. Speaking in Tongues: A Letter to Third World Women Writers. In: HERNANDEZ, J. B. (Ed.).

Women Writing Resistance: Essays on Latin America and the Caribbean. Boston: South End, 2003.

Gloria Evangelina Anzaldúa, falecida em 2004, foi uma escritora americana

de origem mexicana que escreveu sobre questões culturais e raciais. Na citação,

o intuito da autora é evidenciar as a

a. razões pelas quais ela escreve.

b. compensações advindas da escrita.

c. possibilidades de mudar o mundo real.

d. maneiras de lidar com seus medos.

e. escolhas que ela faz para ordenar o mundo.

Questão 5

How Fake Images Change Our Memory and Behaviour

For decades, researchers have been exploring just how unreliable our own memories are. Not only is

subverted and rewritten. In a world where we can witness news and world events as they unfold, fake

images surround us, and our minds accept these pictures as real, and remember them later. These fake

memories affect our current and future behaviour too. The problem is there’s virtually nothing we can

do to stop it.

Old memories seem to be the easiest to manipulate. In one study, subjects were showed images from

their childhood. Along with real images, researchers snuck in manipulated photographs of the subject

taking a hot-air balloon ride with his or her family. After seeing those images, 50% of subjects recalled

some part of that hot-air balloon ride – though the event was entirely made up.

EVELETH, R. Disponível em: <www.bbc.com>. Acesso em: 16 jan. 2013. (Adaptado)

A reportagem apresenta consequências do uso de novas tecnologias para a

mente humana. Nesse contexto, a memória das pessoas é influenciada pelo(a) a

a. alteração de imagens.

b. exposição ao mundo virtual.

c. acesso a novas informações.

d. fascínio por softwares inovadores.

e. interferência dos meios de comunicação.


218

Glossary

Este glossário apresenta uma seleção de palavras e expressões utilizadas no livro, acompanhadas

do sentido com que são utilizadas nele. Algumas dessas palavras podem ser utilizadas em mais de

um sentido. Oriente os alunos a usar o glossário. Destaque a importância de compreender a palavra em seu contexto de uso.

A

abroad: no exterior

absence: ausência

abstract: resumo

accept: aceitar

acceptance: aceitação

account: depoimento, relato

achieve: alcançar

achievement: conquista

acknowledgement:

reconhecimento

acquire: adquirir

ad: propaganda

addict: viciado

advertise: anunciar

against: contra

agree: concordar

aim: objetivo

air force: força aérea

alive: vivo

allow: permitir

ally: aliado

almighty: todo-poderoso,

onipotente

alone: sozinho

along: ao longo

along with: junto com

altruistic: altruísta

among: entre

anxiety: ansiedade

appear: parecer, aparecer

approach: abordagem

argue: discutir, argumentar

arise: ascender, originar(-se)

army: exército

assign: designar

assumption: crença

attach: ligar, atar

attempt: tentativa

attend: frequentar

aunt: tia

average: média

awareness: consciência

B

bachelor: solteiro

bag: bolsa, sacola

ball: baile

bankrupt: falido

bar: barrar, excluir

barren: estéril, árido

bear: suportar

beat: bater

befriend: tornar-se amigo

beg: pedir

behave: comportar(-se)

behaviour: comportamento

behold: ver, observar

belief: crença, fé

belong: pertencer

beyond: além

billboard: quadro de avisos,

outdoor

binge: consumo exagerado,

compulsão

bird: pássaro

birth: nascimento

bit: parte, pedaço

blackout: perda de

consciência

blame: culpar

blaze a trail: abrir o

caminho

blend: mistura, combinação

blessing: bênção

blindness: cegueira

bondage: escravidão

boost: impulsionar

boot: bota

border: fronteira

bored: entediado

both: ambos

boundary: limite

bout: episódio, crise, ataque

brag: alardear

brain: cérebro

breath: hálito

breathe: respirar

breathing: respiração

bride: noiva

bridge: ponte

bring: trazer

broad: amplo, grande

broken: quebrado

brother-in-law: cunhado

bulb: bulbo

bullfighter: toureiro

bunch: grupo

burn: queimar

burst: explodir

business: negócio

busy: ocupado

Ccandle: vela

canopy: cobertura

canvas: tela

caption: legenda

captivity: cativeiro

care: (v.) cuidar, preocupar(-se),

importar(-se); (s.) cuidado

carry: carregar

carve: entalhar, esculpir

catalyst: acelerador,

catalisador

catch: prender, capturar

catchy: atraente, fácil de

memorizar

cattle: gado

cautious: cauteloso

cenotaph: cenotáfio,

monumento fúnebre

erigido em memória de

uma pessoa

century: século

challenge: desafio

challenging: desafiador

chance: (v.) mudar;

(s.) oportunidade,

mudança

character: personagem

charge: responsabilidade,

cargo

in charge of: responsável

por, encarregado de

charity: caridade

chatter: som emitido pelos

tucanos e outras aves

cheap: barato

cheer up: animar(-se)

chemical: (s.) substância

química; (adj.) químico

childhood: infância

chin: queixo

china: porcelana

chivalric: relativo a cavaleiro

chop: cortar

chop down: derrubar

citizen: cidadão

civility: civilidade, cortesia

claim: afirmar, alegar

clearing: limpeza

clergyman: clérigo, pastor

code: código

college: faculdade

commitment: compromisso

commonwealth: nação

complain: reclamar

concept: conceito

concern: (v.) interessar(-se);

(s.) preocupação

confidence: confiança,

segurança

confident: confiante

content: conteúdo

contentedness: satisfação

contest: concurso

convey: expressar, transmitir

cope with: lidar com

cosiness: aconchego

counseling: assessoria,

aconselhamento

counterpart: contraparte

cousin: primo

Way_to_Go_Ingles_vol3_PNLD2018_218a221_GL.indd 218 06/05/16 17:53

Glossary 219

cover: capa

crash: estatelar(-se)

crop: colheita, safra, plantio

cry out: gritar

current: atual

currently: atualmente

cut down: reduzir

D

damage: prejudicar

danger: perigo

daughter: filha

deadline: prazo final

deal with: lidar com

debut: estreia

decayed: deteriorado

decrease: diminuir

deforestation: desmatamento

degradation: degradação

degree: nível, grau

delight: deleitar(-se)

demand: exigir, demandar

demolish: demolir

deny: negar

deprivation: privação

derange: desordenar

desire: desejo

detachment:

distanciamento

develop: desenvolver

devour: devorar

devout: devotado

die out: desaparecer,

extinguir

disabled: pessoa com

deficiência

disease: doença

disguise: disfarce

disorder: distúrbio

displeasing: desagradável

divide: fronteira

dopamine: dopamina

(neurotransmissor, uma

das substâncias químicas

utilizadas na transmissão

de impulsos nervosos)

doubt: (v.) duvidar;

(s.) dúvida

drawing: desenho

drift: ser levado pela corrente

drive: dirigir, direcionar

drop: largar

drop out: abandonar

drunken: bêbado

dry: seco

due to: devido a

dwell: remoer

E

edge: beira, margem

elder: mais velho

elderly: idoso

embedded: inserido,

embutido

embrace: abraçar, adotar

employer: empregador

empower: autorizar

enable: capacitar, permitir

encompass: abranger, incluir

endangerment: ameaça

endearment: carinho, afeto

enemy: inimigo

enforce: impor, forçar

engaged: engajado

enjoy: apreciar, divertir(-se)

enlight: iluminar

Enlightenment: Iluminismo

enough: suficiente

enrich: enriquecer

ensure: garantir

entrench: entrincheirar

envision: prever

equality: igualdade

erase: apagar

evolve: evoluir

exchange: trocar

exert: exercer

expense: custo

at the expense of: em

detrimento de,

à custa de

exploitation: exploração

eyesight: visão

F

fable: fábula

face: encarar, enfrentar

facility: instalação

fade: desaparecer, desbotar

fail: falhar

failure: falha

fair: justo

fan: ventilador

farewell: adeus

farm: fazenda

fear: medo

feature: mostrar, retratar

faint: desmaiar

field: área, campo

fight: (v.) lutar; (s.) briga

filter-feeding: alimentação

por filtragem

finding: descoberta

fit: adequado, em boa

condição física

fix: reparo, conserto

flee: fugir

flourish: prosperar, ter

sucesso

flushed: corado, ruborizado

flyer: panfleto

folk: pessoa

follow: seguir

foot: pé

footstep: passo

foreign: estrangeiro

forgiveness: perdão

forward: adiante, à frente

founder: fundador

freedom: liberdade

friendship: amizade

frozen: congelado

fuel: combustível

fueled: abastecido

Ggambling: aposta, jogo

gap: lacuna

gardener: jardineiro

gather: reunir, juntar,

acumular

gender: gênero

get to grips with: lidar com

ghost: fantasma

gift: presente

grant: conceder, dar

grassland: pasto

grazing: pasto

greenhouse: estufa

grin: sorriso largo

ground: chão, solo

grow: crescer

growth: crescimento

guess: adivinhar

guilty: culpado

H

half: metade

handicap: deficiência

handicapped: pessoa

fisicamente incapacitada

handle: lidar

harassment: assédio

hardly: dificilmente

hardwood: madeira dura

harm: prejudicar, fazer mal

harmful: nocivo, prejudicial

headline: manchete

headmaster: diretor

headpiece: capacete

heartless: sem coração

hide and seek: esconde-

-esconde

highlight: destacar

hinder: impedir

hold: segurar

hollow: oco

homogeneity: uniformidade

honeycomb: favo de mel

hope: esperança

household: doméstico

housemaid: empregada

huge: enorme

humility: humildade

hunt: caçar

hunter: caçador

I

ID: (abr.) identificação

ignoble: ignóbil, desprezível

imply: implicar

improve: melhorar

ineffable: inexplicável

inequality: desigualdade

innermost: íntimo,

profundo, secreto

instance: caso, ocorrência

instead: ao invés de,

em vez de

interchange: intercâmbio

interchangeable: um pelo

outro, passível de troca

interviewee: entrevistado

invite: convidar

island: ilha

issue: questão

J

joke: piada

joy: alegria

K

kindness: gentileza

knee: joelho

knowledge: conhecimento

L

lack of: falta de

land: terra

landscape: paisagem

last: durar

late: atrasado

lately: ultimamente

laughter: riso

law: lei

in-law: parente afim

lawyer: advogado


220 Glossary

lead: levar, conduzir

leadership: liderança

leap: saltar, pular

leap year: ano bissexto

lecture: palestra

lecturer: palestrante

light up: acender

light-headed: distraído

light-skinned: de pele clara

lip: lábio

livelihood: sustento

lizard: lagartixa

lock: trancar

logging: exploração florestal

loneliness: solidão

look after: cuidar

loom: agigantar(-se)

loose: solto

loss: perda

lovely: adorável

loyalty: lealdade

lump: agrupar

Mmad: louco

mahogany: mogno

main: principal

manage: conseguir,

conduzir, gerir

manager: gerente

mankind: humanidade

mash: amassar

masterpiece: obra de arte

match: (v.) combinar;

(s.) jogo

mate: colega

matter: (v.) importar;

(s.) problema

measure: (v.) medir;

(s.) medida

melt: derreter

milestone: marco, evento

importante

mining: mineração

miss: sentir saudade, perder

miss out: omitir, passar

por cima

mistake: erro

mood: humor,

temperamento

mold: moldar

muddle: confusão

muscle: músculo

Nnation: nação

near: próximo

neighborhood: vizinhança

nest: ninho, aninhar-se

newborn: recém-nascido

non-profit: sem fins

lucrativos

noticeable: perceptível

nourish: alimentar

novel: romance (livro)

novelist: romancista

nowadays: hoje em dia

nurturing: acolhedor

nut: noz, castanha

Oodd: estranho

offspring: prole, filho

omniomania: doença

psicopatológica que

culmina em um impulso

incontrolável para as

compras

onset: ataque

open-minded: de mente

aberta

ordinary: comum

outbreak: surto, epidemia

outdoors: na rua, do lado de

fora

outlet: saída

outnumber: ultrapassar em

número

overcome: superar

overcoming: superação

overwhelmed: sufocado

owe: dever

own: próprio

owner: dono

oxytocin: oxitocina

(substância utilizada para

aceleração do trabalho de

parto)

Ppackage: pacote

pallet: paleta (de pintura)

palsy: paralisia

paranoid: paranoico

parent: pai ou mãe

passionate: apaixonado

path: caminho, trajetória

pattern: padrão

peace: paz

peaceful: pacífico

peacefully: pacificamente

peer: colega

perhaps: talvez

pipit: corre-caminhos

(pássaro)

plot: enredo

poetry: poesia

poisonous: venenoso

policy: política

policymakers: políticos

politely: educadamente

poll: enquete, pesquisa

poverty: pobreza

praise: elogiar, louvar

pray: rezar

preacher: pastor (religioso)

predicament: situação

difícil

pregnancy: gravidez

prejudice: preconceito

preposterous: absurdo,

ilógico, sem sentido

previously: previamente

prompt: estimular

propose: propor, pedir em

casamento

prospect: planos

proud: orgulho, orgulhoso

provide: proporcionar,

prover

publisher: editora

punishment: punição

purchase: compra

purpose: objetivo, propósito

pursue: perseguir, seguir

push: empurrar

Qquest: busca

quickly: rapidamente

quite: muito

quote: citação

Rrace: (v.) acelerar;

(s.) corrida, raça

rainy: chuvoso

raise: criar

rampant: desenfreado

range: (v.) alcançar,

abranger; (s.) cadeia,

espectro, variedade

rate: (v.) avaliar; (s.) medida,

taxa, velocidade

reach: chegar, alcançar

realize: perceber

rebuild: reconstruir

recall: lembrar, resgatar

recipe: receita

reckless: descuidado

recollection: lembrança,

recordação

recovery: recuperação

recruit: recrutar

rector: reitor

redress: reparar,

compensam remediar

regain: recuperar

regret: arrepender(-se)

rehearsal: ensaio

relative: parente

release: liberar

released: liberado, lançado

reliable: confiável

rely: confiar em

remain: permanecer

remarkably:

consideravelmente

remember: lembrar

researcher: pesquisador

reshape: reformar,

transformar

resource: fonte

restless: inquieto

retain: manter

retire: aposentar

revamp: consertar,

reconstruir

reveal: revelar

revenge: vingança

reward: recompensa

riot: revolta, tumulto

riverbank: margem do rio

role: papel (teatro/cinema)

root: enraizar, fixar

root for: torcer

rosewood: pau-rosa

rudely: de forma rude

rue: lamentar, lastimar

rule: regra

rush: correr

rush in: antecipar(-se)

Ssafe: seguro

sake: causa

for the sake of: por

causa de

sandalwood: sândalo

sandy: arenoso

scale: balança

scary: assustador

scholar: estudioso

scream: gritar

search: busca

season: estação


Glossary 221

seek: procurar

seem: parecer

seemingly: aparentemente

seldom: raramente

selfish: egoísta

serotonin: serotonina

(neurotransmissor no

cérebro e no sistema

nervoso central

responsável por várias

funções)

servant: empregado

set: estabelecer

set off: detonar

setting: cenário

settler: colonizador

several: diversos

shake off: libertar(-se)

shake: misturar

shame: vergonha

share: (v.) dividir; (s.) parcela

shark: tubarão

sharpen: aguçar, afiar

sheep: carneiro

shield: defender, dar

cobertura

shiny: brilhante

shopaholic: pessoa que tem

compulsão por compras

shopper: consumidor

shortage: escassez

shrill: agudo, penetrante

shrink: encolher

sibling: irmão, irmã

sight: vista

silly: tolo

single: único

size: tamanho

skilled: habilidoso

skin: pele

skyrocket: aumentar, subir

slash and burn: queimada

slave: escravo

slender: estreito, franzino

sloth: preguiça (animal)

smog: poluição (ar

contaminado dos

centros urbanos)

smoothness: maciez

snow: neve

soar: decolar, aumentar

soil: solo

sole: único

solve: resolver

somehow: de algum modo

son: filho

sorrow: tristeza, mágoa

sort: tipo, espécie

sort it out: ordenar,

classificar

soul: alma

source: fonte

spastic: convulsivo

spend: gastar, passar

spice: especiaria, tempero

spike: aumentar

split: dividir

splurge: gasto excessivo

spoon: colher

spring: primavera

sprinter: velocista

squirrel: esquilo

standard: padrão

star-crossed: malfadado

statement: declaração

steal: roubar

steaming: vapor

sticker: adesivo

store: loja

storehouse: depósito

straight: liso

strength: força

strengthen: fortalecer

stress: enfatizar

strip: faixa

strive: esforçar-se

struggle: (v.) lutar; (s.) luta,

dificuldade

stuck: emperrar

stuff: coisa, (conjunto de)

coisas

stumble: tropeçar

substance use: consumo

de drogas

sudden: repentino,

imprevisto

support: apoiar

supposedly: supostamente

surely: certamente

surface: superfície

surrounded: rodeado,

cercado

survival: sobrevivência

survive: sobreviver

suspicion: suspeita

sweaty: suado

sweep: varrer

switch: trocar

T

tackle: enfrentar

tail: rabo, cauda

take on: assumir, adotar

take up: assumir

tap: batida

target: alvo

task: tarefa

teak: teca (tipo de madeira)

team: equipe, time

tear: lágrima

tender: afetuoso

thought: pensamento

thoughtless: descuidado

threat: ameaça, risco

thrill: excitar, eletrizar

thrive: prosperar

through: através, por meio de

thwarted: frustrado

tidbit: segredo

tired: cansado

toddler: bebê de 1 a 3 anos

toe: dedo do pé

token: lembrança, símbolo

tough: duro, rígido

towards: em direção a, em

relação a

toy: brinquedo

trace: rastro

trail: caminho

trait: traço

trash: lixo

treasure: tesouro

treetop: copa de árvore

trick: enganar

trip: viagem

trouble: problema

trust: confiança

turtle: tartaruga

typhus: tifo

U

unable: incapaz

uncle: tio

under: sob

undercover: disfarçado

underdog: oprimido,

explorado, desfavorecido

underestimate: subestimar

unforgettable: inesquecível

ugly: feio

unlikely: improvável

until: até que

utter: proferir

utterly: totalmente

V

valuable: valioso

vanish: desaparecer

viable: viável

vow: (v.) prometer, jurar;

(s.) voto

W

wagtail: lavadeira (pássaro)

wake: acordar

wallscape: grande mural na

parede externa de um

edifício

war: guerra

warn: avisar

water: água

silt-laden water: água

carregada de sedimentos,

turva

wealthy: rico

wedding: casamento

weed: erva daninha

well-to-do: próspero

wend: percorrer

wet: molhado

whatever: qualquer coisa

que, o que quer que

wheelchair: cadeira de rodas

whole: inteiro

widely: largamente,

amplamente

widening: ampliação

widespread: comum,

difundido

wig: peruca

wildlife: animais selvagens,

vida selvagem

willingly: sinceramente

wind: vento

winged: que tem asas, alado

wipe: limpar

wipe out: exterminar

wired: programado

wise: sábio

wish: (v.) desejar; (s.) desejo

wonder: imaginar, perguntar

a si mesmo

woodcutter: lenhador

wooden: de madeira

workmate: colega de trabalho

workout: exercício físico

worldwide: mundialmente

worried: preocupado

worth: valor

worthwhile: que vale a pena

wound: machucar, ofender

Y

yield: render(-se),

submeter(-se),

entregar(-se)

youngster: jovem

youth: jovem, juventude


222

Index

Este índice remissivo aponta os tópicos gramaticais trabalhados nos três volumes da coleção. Os

tópicos trabalhados neste volume são indicados pelo número da página. Os tópicos trabalhados nos

volumes 1 e 2 são apenas remetidos a esses volumes.

adjectives

comparative forms v2

superlative forms v2

adverbs v1

-ly v1

of frequency v1

borrowing (estrangeirismo) v2

collocations 27, 75; v2

comparatives v2

and superlatives v2

spelling rules for comparative and

superlative adjectives v2

conditional sentences v2

first conditional v2

second conditional v2

third conditional 42, 43

direct speech 61-65, 76-78

discourse markers 40, 94, 109, 143; v1; v2

addition v1; v2

cause 143; v1; v2

comparison 109; v1; v2

concession 94; v2

conclusion v1

condition 143; v1; v2

consequence 143; v2

contrast 40, 109, 143; v1; v2

exemplification 94, 143; v1; v2

purpose v2

false cognates v2

Future v1; v2

with going to v2

with will v1

idioms 108, 142; v2

chances are, have a lot on your plate, stay

on top of (things), slave away v2

fall in love, fall head over heels in love, love

at first sight, puppy love 142

go window shopping, shop ‘til you drop, like

a bull in a china shop, shop around 108

Imperative v1

and Present Simple v1

indirect speech 61-65, 76-78

-ing

nouns, adjectives and verbs ending

in -ing v1

spelling rules for verbs in the -ing form v1

irregular verbs v1

just, already, yet v2

modal verbs 41, 42; v1; v2

can and may v2

could 41; v1

may, might and could (to express

possibility) v1

might 41; v1

should, must, have to, can, may 41, 42; v2

with have 41, 42

the more…, the more… v2

Way_to_Go_Ingles_vol3_PNLD2018_222a224_INDEX.indd 222 06/05/16 17:53

Index 223

multi-word verbs 40, 74; v1; v2

noun phrases 60, 94; v1

passive voice 95-98, 110-113

Past Continuous v1; v2

and the Past Simple v1; v2

Past Perfect 29, 30

Past Simple v1; v2

affirmative, negative, interrogative v1; v2

and the Past Continuous v1

and the Present Perfect 27-29; v2

politically correct terms v1

possessive adjectives v1

prefixes

ab- v2

co- 109

dis- 109

mal- v2

re- 128

un- 109; v2

prepositions 60, 75, 95; v2

about, at, for, in, to, with 60, 95; v2

in × into 95

of 75

on 75

Present Continuous v1; v2

Present Perfect 27-29; v2

and the Past Simple 27-29; v2

just, already, yet v2

since/for v2

time expressions 28; v1; v2

Present Simple v1; v2

and the Imperative v1

and the Present Continuous v1; v2

spelling rules for 3rd person singular v1

pronouns 129-133, 144-146; v1; v2

object pronouns v1

possessive adjectives v1

reflexive v2

relative 129-133, 144-146; v1

omission 144-146

which, who, that 129-133; v1

who, whom, whose, which 129-133

subject pronouns v1

question words v1

regular verbs v1

reporting verbs 61-65

suffixes

-al 26; v1; v2

-er v1; v2

-ful v1; v2

-ity 128

-less v1

-ly 26; v1; v2

-ness 26; v1; v2

-ous 128

-ship 128

-y 128

superlatives v2

time expressions 28; v1; v2

used with the Past Simple 28; v1; v2

used with the Present Perfect 28; v2

used to v2

wish/if only 43, 44

word groups v1; v2


224

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ALEXANDER, L. G. Longman English Grammar. London: Longman, 1988.

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BAZERMAN, C.; HOFFNAGEL, J. C.; DIONISIO, A. P. (Org.). Gênero, agência e escrita. São Paulo: Cortez, 2006.

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. Ministério da Educação. Secretaria de Educação Média e Tecnológica. PCN+ Ensino Médio:

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tecnologias. Brasília, 2002.

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Mercado de Letras, 2010.

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Routledge, 2000. p. 3-8.

FAIRCLOUGH, N. Language and Power. London: Longman, 1989.

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GOWER, R.; PEARSON, M. Reading Literature. London: Longman, 1986.

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Press, 1991.

LEFFA, V. (Org.). A interação na aprendizagem das línguas. 2. ed. Pelotas: Educat, 2006.

LIBERALI, F. C. Atividade social nas aulas de língua estrangeira. São Paulo: Moderna/Richmond, 2009.

LIGHTBOWN, P. M.; SPADA, N. How Languages Are Learned. Revised Edition. Oxford; New York:

Oxford University Press, 1999.

MARCUSCHI, L. A. Gêneros textuais: configuração, dinamicidade e circulação. In: KARWOSKI, A. M.;

GAYDECZKA, B.; BRITO, K. S. (Org.). Gêneros textuais: reflexões e ensino. Rio de Janeiro: Lucerna, 2006.

PALTRIDGE, B. Genre and the Language Learning Classroom. Ann Arbor: The University of Michigan Press, 2004.

PARROT, M. Grammar for English Language Teachers. Cambridge: Cambridge University Press, 2000.

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VYGOTSKY, L. S. A formação social da mente. São Paulo: Martins Fontes, 1994.


MAN

UAL D

O P

ROFESSOR

3

LíNGUA ESTRANGEIRA

MODERNA

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226 Manual do Professor

Sumário

Apresentação 227

Pressupostos teórico-metodológicos 227

Interdisciplinaridade 229

Educação mediada

por novas tecnologias 230

Objetivos gerais 231

A integração das quatro habilidades

linguísticas e multiletramentos 231

A compreensão escrita 232

A produção escrita 234

A compreensão oral 235

A produção oral 236

Vocabulário 237

Gramática 238

Enem 239

Estrutura da coleção 240

Livro do Aluno 240

Manual do Professor 240

CD de áudio 241

Plano de curso 241

Descrição das unidades e seções 242

Unidade introdutória (Tips into Practice

e seção especial) 242

Unidades principais (Unit 1 a Unit 8) 242

Unidades de revisão (Review 1 a Review 4) 247

P rojetos interdisciplinares

(Project 1 e Project 2) 247

Planejamento de aulas 247

Avaliação 249

Atividades adicionais 251Atividades a partir de

Extra reading/Extra video(s) 251

Questões de vestibular 254

Notas culturais e linguísticas 265

Transcrições de áudio 270

Sugestões de leitura e de websites 276

Para o aluno 276

Para o professor 276

Para o aluno e para o professor 277

Referências bibliográficas 279

CD de áudio 280

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Esta coleção didática em três volumes pretende ser um instrumento no processo de ensino-aprendizagem

de língua inglesa a ser utilizado por professores e alunos do Ensino Médio. Esperamos, assim, contribuir para

o desenvolvimento da formação dos alunos como indivíduos que utilizam a linguagem, de forma crítica, em

diversas práticas sociais.

Entendemos que o livro didático é apenas um dos instrumentos mediadores do processo educativo e

incentivamos a utilização de vários outros, inclusive a partir de atividades propostas ao longo da coleção.

Acreditamos também que o livro didático é (e deve ser) transformado por quem o utiliza — alunos e pro-

fessores — a fim de melhor adequá-lo ao seu contexto social, às suas necessidades e possibilidades.

Do mesmo modo, neste Manual do Professor, apresentamos a fundamentação teórico-metodológica da

obra, descrevemos seus componentes e estrutura, sugerimos procedimentos, trazemos comentários cultu-

rais e linguísticos, propomos atividades adicionais e indicamos referências a fim de oferecer mais um ins-

trumento de trabalho ao professor, que pode e deve utilizá-lo a seu critério.

Dessa forma, os comentários e sugestões apresentados aqui e ao longo do Livro do Aluno, junto dos

textos e exercícios, não devem ser entendidos como recomendações que devem ser necessariamente segui-

das pelo professor, restringindo sua autonomia e criatividade. Ao contrário, todo o material de apoio ao

professor pretende instrumentalizá-lo a fim de que se sinta mais informado e confiante para adotar e

adaptar as diferentes atividades pedagógicas propostas na obra e também construir colaborativamente,

com os alunos e a comunidade escolar, suas próprias experiências de ensino-aprendizagem.

PRESSUPOSTOS TEÓRICO-METODOLÓGICOS

Esta obra adota uma perspectiva dialógica de linguagem (BAKHTIN, 1986), em que a língua é compreendi-

da como rea lidade concreta e não uma abstração científica. Na perspectiva monológica, a língua é vista como

um sistema estável, enquanto, na perspectiva dialógica, o sentido da palavra é determinado por seu contexto.

Nessa visão, os sentidos não são inerentes à língua, mas construídos pela interação entre sujeitos em de-

terminados contextos de uso, em um dado momento sócio-histórico. Através do uso das múltiplas manifes-

tações das linguagens em suas práticas sociais, o sujeito age e reflete sobre a sua realidade e a dos grupos sociais

a que pertence, podendo mantê-la, reforçá-la, questioná-la ou transformá-la.

Dessa forma, a obra busca envolver os alunos na construção de sentidos que se dá na prática discursiva,

para que possam agir no mundo social. Para tal, partimos de textos de diferentes gêneros, de temas relevantes

para os alunos e para a sociedade e propomos atividades que visam promover o engajamento dos alunos em

atividades sociais mediadas pela linguagem (LIBERALI, 2009), de modo que possam compreender melhor o

mundo em que vivem e participar dele criticamente.

Nesta coleção, conforme propõe Bazerman (2006), os gêneros não são vistos apenas como formas textu-

ais, mas também como formas de vida e de ação. Acreditamos que agir na sociedade implica o uso de gêne-

ros textuais. Segundo Bazerman (2006, p. 23), os gêneros são “ frames para a ação social”, orientando-nos

para “criar ações comunicativas inteligíveis uns com os outros” e para explorar o que não nos é familiar.

Ao longo desta obra, propomos atividades baseadas no conceito de gênero por acreditarmos que ,“quando

ensinamos a operar com um gênero, ensinamos um modo de atuação sociodiscursiva numa cultura e não um

simples modo de produção textual” (MARCUSCHI, 2006, p. 19).

APRESEnTAçãO

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Em consonância com a perspectiva dialógica de linguagem e a concepção de gênero aqui adotadas,

compreendemos o processo de ensino-aprendizagem dentro de uma perspectiva sócio-histórico-

-cultural (VYGOSTSKY, 1984), segundo a qual os sujeitos, situados no tempo e no espaço e inseridos em

um contexto social, econômico, cultural, político e histórico, agem e refletem como criadores e transfor-

madores do conhecimento e do mundo.

Nessa abordagem, os papéis do professor e dos alunos afastam-se de práticas pedagógicas centradas no

professor e na transmissão de informações e conhecimentos. O professor deixa de ser aquele que transmi-

te aos alunos conhecimentos a serem reproduzidos em testes e provas e os alunos não se restringem a re-

ceber passivamente conteúdos prontos apresentados pelo professor.

O professor passa a atuar como mediador e par mais experiente no conteúdo em foco, ao mesmo tempo

que estimula os alunos a aprender através da interação uns com os outros e do engajamento em práticas

sociais significativas, possibilitadas pelas diferentes atividades propostas ao longo desta obra. Reconhe-

cendo a importância da interação para a aprendizagem, também incluímos tarefas que privilegiam o tra-

balho conjunto, seja por meio da discussão em classe, de atividades em duplas ou de projetos em grupo

propostos ao longo da coleção.

Ao compreender o processo de ensino-aprendizagem sob a perspectiva sócio-histórico-cultural, o pro-

fessor se apresenta como aquele que orienta e incentiva os alunos a assumir o papel de sujeito de sua própria

aprendizagem, a planejá-la e avaliá-la continuamente, como, por exemplo, na seção Thinking about Learning

(presente nas unidades de revisão do Livro do Aluno) e no boxe Think about it! sobre o desenvolvimento dos

projetos interdisciplinares e também conforme sugerido na seção “Avaliação” deste Manual.

Os alunos, corresponsáveis pelo processo de ensino-aprendizagem, são estimulados a participar de di-

ferentes práticas sociais mediadas pela língua inglesa que os levem a conhecer novas realidades, assim

como a compreender melhor o mundo que os cerca e possivelmente a transformá-lo. Eles são convidados

a assumir um papel ativo ao longo das diversas seções de cada unidade, formulando hipóteses, deduzindo

regras a partir da observação de diferentes contextos de uso da linguagem e colocando-as em prática,

discutindo criticamente textos e temas e relacionando-os com suas vivências pessoais, com a vida em sua

comunidade e com conhecimentos de outras disciplinas.

Nessa perspectiva, espera-se formar sujeitos que saibam expor suas ideias e ouvir as dos demais, que

percebam a possibilidade de buscar as informações que lhes sejam necessárias, tenham um compromisso

colaborativo com o mundo e com o outro para atuar em diferentes contextos sociais e desejem transformar

o mundo e a si próprios.

Assumindo os pressupostos teórico-metodológicos aqui apresentados, buscamos concretizar a função

educacional do ensino de língua estrangeira no Ensino Médio e destacar a relevância da noção de cidada-

nia nesse contexto, dois aspectos enfatizados pelas Orientações Curriculares para o Ensino Médio (p. 87-93).

O ensino da língua inglesa nesta coleção também se insere nas funções do Ensino Médio de preparar os

alunos tanto para o ingresso no mercado de trabalho quanto para a continuidade dos estudos no ensino

superior. Tendo em vista a ampla utilização do inglês para a divulgação científica e para a comunicação

internacional, seja em contatos face a face ou mediados pela Internet, saber usar esse idioma oferece ao

indivíduo mais chances de qualificação profissional e inserção no mercado do trabalho, assim como de

acesso à universidade, onde boa parte dos textos a serem lidos pelos estudantes é escrita em língua inglesa.

Assim, esta obra busca incorporar as finalidades atribuídas ao Ensino Médio de “aprimoramento do

educando como ser humano, sua formação ética, desenvolvimento de sua autonomia intelectual e de seu

pensamento crítico, sua preparação para o mundo do trabalho e o desenvolvimento de competências para

continuar seu aprendizado”, segundo as Orientações Curriculares para o Ensino Médio (p. 7).



InTERDISCIPLInARIDADE

Acreditamos que a construção conjunta do conhecimento implica romper os limites estritos da disci-

plina e ultrapassar visões redutoras e segmentadas sobre o mundo. Desse modo, buscamos, nesta obra,

favorecer a interdisciplinaridade, tanto na área de Linguagens, Códigos e suas Tecnologias quanto na rela-

ção entre áreas, por meio da discussão de temas e questões socialmente relevantes e de atividades e proje-

tos integradores propostos a partir das inter-relações existentes entre os eixos constituintes do Ensino

Médio, ou seja, o trabalho, a ciência, a tecnologia e a cultura.

Assim, tanto os textos principais das unidades, apresentados na seção Reading, quanto textos mais

curtos, apresentados em diferentes seções, trazem à tona temas e questões que envolvem diferentes áreas

do conhecimento. Ao longo das unidades, os alunos não só têm acesso a informações relacionadas a essas

áreas através dos textos e discussões sobre eles, como são incentivados a aprofundar tais conteúdos por

meio da consulta a fontes diversas (textos e vídeos indicados no boxe Extra reading/Extra video(s)), do con-

tato com professores de outras disciplinas e do próprio desenvolvimento de atividades e projetos propostos

no Livro do Aluno. No Manual do Professor, junto de alguns exercícios, também há sugestões de atividades

interdisciplinares adicionais a serem desenvolvidas a critério do professor.

Com relação à interdisciplinaridade, cumpre destacar a seção Looking Ahead, que traz perguntas e, em

algumas unidades, pequenos textos para ajudar os alunos a aprofundar a reflexão sobre o tema da unida-

de e a relacioná-lo com sua realidade pessoal e seu contexto social, levando em consideração diferentes

perspectivas. Ao convidar os alunos a refletir sobre a comunidade em que estão inseridos, buscamos incen-

tivá-los a trazer conhecimentos de diferentes disciplinas e a contribuir, de alguma forma, para melhorar a

realidade em que vivem.

Ao longo da obra, os projetos propostos na seção Project, que incluem temas como a transformação do

lixo em arte, a promoção de uma vida mais saudável, a tolerância e o respeito às diferenças através do es-

porte, entre outros, também devem ser destacados por sua natureza interdisciplinar. Cada projeto aborda

temas tratados em uma ou mais unidades principais, reforçando as relações entre as disciplinas do currí-

culo e entre a escola e a comunidade. Os projetos oferecem aos alunos oportunidades de utilizar a língua

inglesa em práticas sociais que pretendem colaborar para o desenvolvimento da comunidade escolar e seu

entorno.

Ao serem convidados a avaliar o projeto desenvolvido (a partir de questões propostas no boxe Think

about it!), os alunos são incentivados a compartilhar suas impressões sobre o impacto do projeto neles

mesmos, na escola e na comunidade. Eles também são incentivados a falar sobre o que aprenderam com o

desenvolvimento do projeto e como podem utilizar esse conhecimento em suas vidas.

Dessa forma, as atividades e os projetos de caráter interdisciplinar propostos ao longo da coleção buscam

vincular o trabalho intelectual a atividades práticas ou experimentais, no que concerne à apropriação de

conhecimentos científicos, tecnológicos, culturais e advindos da experiência, pela intermediação da apren-

dizagem da língua inglesa.

Sem ignorar as especificidades e identidade próprias das disciplinas, buscamos estabelecer articulações

entre as diversas disciplinas e com os problemas presentes na vida para a promoção da reflexão crítica e

para o desenvolvimento de atividades e projetos de sua comunidade, em que os jovens participem como

agentes transformadores.



EDUCAçãO MEDIADA POR nOvAS TECnOLOGIAS

As novas tecnologias de informação e comunicação estão presentes em nosso cotidiano mediando

múltiplas práticas sociais, e seu uso na educação tem sido crescente. No ensino-aprendizagem de língua

inglesa, em particular, as novas tecnologias facilitam o acesso de professores e alunos a uma grande quan-

tidade de textos e hipertextos nesse idioma, que frequentemente integram texto escrito, imagem e som.

Além disso, a Internet proporciona também a interação em inglês com pessoas de diferentes partes do

mundo em diversas situações comunicativas e, portanto, a prática do idioma em contextos reais de uso.

Nesta obra, utilizamos diversos textos retirados de diferentes sites da Internet, tais como blogs, sites

institucionais, fóruns de discussão, revistas e jornais on-line, entre outros, publicados em diferentes países

com diferentes propósitos comunicativos. Além disso, ao final de cada unidade principal, no boxe Extra

reading/Extra video(s), aproveitamos o imenso volume de informações disponíveis na rede e indicamos links

para textos e vídeos relevantes e confiáveis para a ampliação dos conteúdos abordados na unidade.

Não podemos, entretanto, tratar a Internet apenas como fonte de textos autênticos em língua inglesa.

É necessário capacitar os alunos para interagirem criticamente com esses textos e hipertextos, compreen-

derem a possível integração entre texto escrito, som e imagem, navegarem com segurança pelos links dos

hipertextos, que possibilitam diferentes trajetos de leitura e dão ao leitor um certo status de coautor. Para

tal, sugerimos, por exemplo, na seção “Atividades adicionais” deste Manual do Professor, atividades que

exploram aspectos da navegação pelo hipertexto a partir de sites indicados no boxe Extra reading/Extra

video(s).

Além disso, ao longo do livro, propomos o uso da Internet para a divulgação de textos produzidos pelos

alunos nas seções Writing e Project, indicando, inclusive, alguns sites e recursos on-line gratuitos mais ade-

quados a determinados tipos de produções, como ferramentas para criação de pôsteres on-line e sites de

compartilhamento de poemas.

Na seção “Sugestões de Leitura e de Websites” deste Manual, apresentamos uma seleção de sites que

podem ser utilizados por alunos e professores para aprofundar conteúdos e enriquecer o processo de ensi-

no-aprendizagem. Além de oferecer textos e atividades que podem ser usados pelo professor em suas aulas,

a Internet também oferece referencial teórico (publicado em periódicos acadêmicos, sites de universidades

e grupos de pesquisa etc.), cursos on-line e espaços de interação com outros profissionais. Incentivamos os

professores a buscar e utilizar esses recursos para sua formação continuada.

Finalmente, cumpre destacar que, embora os jovens estejam supostamente bastante familiarizados com

as novas tecnologias por terem nascido em uma época em que elas permeiam muitas de nossas atividades

diárias, é comum os alunos fazerem uso limi tado ou mesmo equivocado dessas tecnologias. Ao fazer bus-

cas na Internet para a elaboração de um trabalho escolar, por exemplo, é comum os alunos terem dificul-

dade de escolher as palavras-chave mais adequadas e, principalmente, de selecionar e avaliar os resultados

encontrados na busca. Além disso, muitas vezes, os alunos não sabem como lidar com as informações

encontradas e apenas as reproduzem.

Para superar esses e outros usos limitados das novas tecnologias, é preciso propor atividades e projetos

que proporcionem aos alunos oportunidades e orientações para se engajarem, como sujeitos críticos, em

práticas sociais mediadas pelas novas tecnologias, conforme buscamos fazer ao longo desta obra. Em outras

palavras, cabe à escola promover o letramento digital dos alunos, não apenas garantindo o acesso dos

alunos a novos equipamentos e programas, mas ensinando-os a utilizá-los de forma crítica e inserida em

seus contextos sociais.



ObjETIvOS GERAIS

Os objetivos gerais desta coleção estão fundamentados nos pressupostos teórico-metodológicos apresen-tados em seção anterior e nas orientações dos documentos norteadores do Ensino Médio no Brasil, como os Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM), as Orientações Curriculares para o Ensi-no Médio e a Matriz de Referência de Linguagens, Códigos e suas Tecnologias do Exame Nacional do Ensino Médio (Enem). São eles:

• Desenvolver nos alunos competências que os tornem capazes de se engajar, de modo significativo, em

atividades de uso da linguagem e, assim, compreender melhor o mundo em que vivem e participar dele

como cidadãos críticos.

• Desenvolver as habilidades linguísticas (compreensão oral e escrita, produção oral e escrita) dos alunos

de forma integrada e contextualizada a fim de que possam utilizá-las em diferentes práticas sociais.

• Desenvolver diferentes estratégias de aprendizagem de leitura de modo a promover a formação de leito-

res proficientes, críticos e autônomos.

• Promover, a partir da discussão de temas e da realização de projetos e atividades de caráter interdisci-

plinar, a integração entre a língua inglesa e outras áreas do conhecimento abordadas em diferentes

disciplinas a fim de contribuir para um currículo abrangente, em que os conteúdos não são considerados

de forma segmentada e estanque nem desvinculados da vida social.

• Levar os alunos a reconhecerem e usarem a língua inglesa como instrumento de acesso a informações

diversas, grupos sociais e culturas de diferentes países e, portanto, a variadas formas de pensar, sentir e

agir no mundo.

• Levar os alunos a perceberem a importância da produção cultural em inglês como representação da

diversidade cultural e linguística que existe no mundo.

• Estimular os alunos a assumirem seu papel como agentes corresponsáveis pelo processo de ensino-

-aprendizagem, desenvolvendo, assim, sua autonomia.

• Estimular a aprendizagem colaborativa e a solidariedade.

Os objetivos específicos relativos às diferentes unidades e seções que compõem o Livro do Aluno são

apresentados mais adiante neste Manual, na seção “Descrição das unidades e seções”.

A InTEGRAçãO DAS qUATRO hAbILIDADES LInGUíSTICAS E MULTILETRAMEnTOS

A referência às quatro habilidades linguísticas — compreensão escrita (reading), produção escrita

(writing), compreensão oral (listening) e produção oral (speaking) — é uma prática tradicional no ensino de

inglês e tem sido utilizada na organização de conteúdos de planos de aula, livros didáticos e programas

de curso. Supor, entretanto, que tal organização reflita como a língua é efetivamente usada implica ignorar

a multiplicidade de contextos de uso da língua.

Nas diferentes atividades sociais em que nos engajamos, é comum que haja uma integração das habili-

dades. Em uma conversa telefônica ou mesmo em uma aula, por exemplo, podemos fazer anotações en-

quanto ouvimos e falamos. Ao assistirmos a um vídeo na Internet, podemos ouvir, ler legendas e ainda



postar um comentário sobre o que assistimos. Ao navegarmos por links de um hipertexto multimodal, em

que texto, imagem e som são integrados, escolhemos nosso próprio percurso enquanto leitores e especta-

dores, podendo criar diferentes trajetos a cada navegação.

Conforme sugerem as Orientações Curriculares para o Ensino Médio, pode-se utilizar o termo “letra-

mento” para se referir aos usos heterogêneos da linguagem em que diversas formas de compreensão e

produção oral e escrita interagem em práticas socioculturais. Para dar conta dos novos e complexos usos

da linguagem e, portanto, dos diferentes tipos de letramento, como letramento visual, letramento digital

etc., pode-se recorrer ao conceito de multiletramentos, proposto por Cope e Kalantzis (2000), como também

aponta o referido documento.

Nesta obra, seguindo as Orientações Curriculares para o Ensino Médio, mantemos a terminologia tra-

dicional das quatro habilidades (compreensão escrita, produção escrita, compreensão oral e produção oral),

mas sem ignorar os multiletramentos necessários para os alunos agirem e interagirem no mundo. Dessa

forma, levamos em consideração a experiência e o conhecimento prévio dos professores de língua inglesa,

mas propomos o desenvolvimento das quatro habilidades em suas possíveis formas de integração e em seus

múltiplos usos em contextos socioculturais diversos.

Ainda que, por razões didáticas, haja seções no Livro do Aluno que focalizam apenas uma das quatro

habilidades, não queremos sugerir que seja possível isolá-las totalmente na prática social ou mesmo no

processo de ensino-aprendizagem. Assim sendo, seções como Warming up e Looking Ahead integram leitu-

ra e prática oral. A seção Listening and Speaking, como o próprio nome indica, integra a compreensão e a

produção oral. As seções relacionadas à compreensão escrita, por sua vez, incluem também produção oral,

como a discussão sobre questões relativas ao texto lido, e algumas atividades de produção escrita, como a

organização de informações do texto principal em um quadro ou diagrama. Além disso, a seção Writing

prevê a leitura de texto(s) do mesmo gênero do texto a ser produzido pelos alunos e a discussão oral entre

alunos nas fases de planejamento e avaliação do texto pelos colegas. Destaque-se, entretanto, que algumas

discussões orais realizadas ao longo da unidade podem ser conduzidas tanto em inglês quanto em portu-

guês, a critério do professor. Finalmente, a própria integração entre as seções de cada unidade também

ajuda a reforçar a integração das quatro habilidades linguísticas.

A seguir, descrevemos como é trabalhada ao longo da obra cada uma das quatro habilidades (com-

preensão escrita, produção escrita, compreensão oral e produção oral).

A compreensão escritA

Seguindo as orientações dos PCN de Língua Estrangeira e os fundamentos teórico-metodológicos já

apresentados, esta coleção adota uma concepção sociointeracional da leitura, segundo a qual os sentidos

são construídos a partir da interação entre o leitor e o autor, sujeitos inseridos em um determinado mo-

mento sócio-histórico e em determinados contextos de uso da linguagem, através da mediação do texto.

Assim, buscamos levar os alunos a perceber que a leitura não se restringe à mera decodificação e assimi-

lação das informações apresentadas no texto e estimulamos a formação de um leitor crítico.

Para o desenvolvimento da habilidade de compreensão escrita, utilizamos grande quantidade de textos

autênticos sobre temas relevantes para os alunos e a sociedade e adequados ao Ensino Médio, tais como

tecnologia na educação; meio ambiente e sustentabilidade; pintura, literatura, cinema e outras formas de

expressão artística; difusão cultural; invenções e descobertas científicas; a escolha da carreira; saúde, exer-

cícios físicos e hábitos alimentares; superação de obstáculos; jogos olímpicos e paraolímpicos; diversidade

étnica; respeito às diferenças; habilidades de estudo; consumismo e consumo, entre vários outros. Os temas

buscam favorecer a discussão sobre questões sociais, o acesso à diversidade linguística, social e cultural,



assim como a articulação entre as diferentes disciplinas do currículo, como Língua Portuguesa, Arte, His-

tória, Geografia, Biologia, Física, Matemática, Educação Física, Filosofia e Sociologia.

A obra também apresenta uma variedade de gêneros discursivos, reunindo um conjunto de textos

oriundos de diferentes suportes e esferas sociais e representativos das comunidades que se expressam em

língua inglesa. Dentre os gêneros trabalhados na parte de compreensão escrita, incluem-se artigo de jor-

nal e revista, gráfico, infográfico, biografia, linha do tempo, poema, mensagem de fórum on-line, carta-

-consulta e carta de aconselhamento, perfil, carta ao editor, resenha de filme e de jogo, entrevista, história

em quadrinhos, tirinha, cartum, pesquisa de opinião, história de vida, pôster publicitário, quiz, fact file,

entre outros.

Alguns textos autênticos originalmente mais longos foram ligeiramente adaptados para se adequar ao

espaço do livro e às atividades pedagógicas propostas, mas sem alteração das principais características do

gênero em questão. Privilegiamos o uso de textos autênticos, que não foram criados especialmente para o

ensino de inglês, porque acreditamos que o contato dos alunos com esses textos é fundamental para o

desenvolvimento de sua capacidade de interagir em inglês nos diferentes contextos e práticas sociais.

Para o desenvolvimento da habilidade de compreensão escrita, incluímos atividades de pré-leitura, lei-

tura e pós-leitura, em que são exploradas diversas estratégias, tais como uso do conhecimento prévio, le-

vantamento e verificação de hipóteses, compreensão global e detalhada do texto, identificação de informa-

ções específicas, produção de inferência, entre outras.

Na etapa de pré-leitura, realizada na seção Before Reading, propomos atividades para ativar o conheci-

mento prévio dos alunos sobre o assunto e/ou o gênero do texto principal da unidade e levá-los a fazer

previsões sobre o que será lido a partir desse conhecimento e da observação de alguns elementos do texto,

tais como título, subtítulo, imagens, legendas, autor, fonte e leiaute. Em algumas unidades, as seções

Warming Up (seção inicial da unidade) e Before Reading também apresentam um texto curto com tema

semelhante ao do texto principal da unidade, favorecendo o estabelecimento de relações intertextuais.

Na seção Reading, apresentamos o texto principal da unidade e convidamos os alunos a lê-lo para veri-

ficar se as previsões feitas na etapa de pré-leitura se confirmam ou não. Ao estabelecermos como objetivo

de leitura a verificação das hipóteses levantadas sobre o texto, esperamos incentivar o engajamento dos

alunos na construção de sentidos durante a leitura.

A seção Reading for General Comprehension, como o próprio nome indica, aborda a compreensão global

do texto, enquanto a seção Reading for Detailed Comprehension trabalha a compreensão detalhada do tex-

to, incluindo, por exemplo, a identificação de informações específicas, a compreensão de relações entre

ideias do texto e o estabelecimento de inferências.

Na etapa de pós-leitura, a seção Reading for Critical Thinking busca promover a reflexão crítica sobre

questões relacionadas ao texto, de modo que os alunos possam considerar novas perspectivas sobre o tema

e discutir quais interesses ou pontos de vista são privilegiados ou ignorados no texto. A seção Looking

Ahead (seção final da unidade) amplia essa discussão a partir de outras questões que também objetivam

promover a reflexão crítica sobre o tema da unidade e relacioná-lo com a realidade dos alunos e da comu-

nidade. Em algumas unidades, a seção Looking Ahead também traz um texto breve, como um cartum, um

gráfico ou uma citação, que possibilita o estabelecimento de relações de intertextualidade com outros

textos da unidade.

Para auxiliar os alunos a realizar as atividades de leitura propostas, os próprios enunciados dos exercí-

cios e/ou dicas apresentadas no boxe Tip destacam algumas estratégias, tais como observar palavras

transparentes, nomes próprios, datas, números, sinais de pontuação; buscar inferir o significado das pala-

vras desconhecidas pelo contexto; relacionar informações verbais e não verbais, entre outras. Estratégias

de leitura também são apresentadas através de textos e exercícios na seção Tips into Practice, apresentada

logo no início de cada livro.



Ao longo das atividades de compreensão escrita, também apresentamos questões que abordam elemen-tos de contextualização social e histórica dos textos, de modo que os alunos possam compreender suas condições de produção e circulação. Tratamos, portanto, de aspectos como o tema do texto, os papéis sociais do autor e dos possíveis leitores, o contexto de produção, o suporte que faz o gênero circular (ex. revista, jornal, livro, site etc.), o local onde o gênero circula e seu(s) objetivo(s), além de características linguísticas e conteúdos típicos do gênero discursivo em questão. Além disso, no que concerne à leitura e aos gêneros, relações entre a língua inglesa e a língua portuguesa também são estabelecidas em comentários feitos no boxe Tip, em enunciados dos exercícios e em comentários para o professor, que pode compartilhá-los com os alunos a seu critério.

Embora algumas seções focalizem a habilidade de compreensão escrita, cumpre destacar a integração entre as seções de cada unidade em relação a seus conteúdos e objetivos, considerando a abordagem de gêneros aqui adotada. Com essa integração, o conhecimento sobre um determinado gênero desenvolvido a partir da leitura, por exemplo, pode ser mais facilmente utilizado em atividades de produção escrita.

A produção escritA

Para o desenvolvimento da habilidade de produção escrita, focalizada na seção Writing, adotamos uma abordagem que se baseia na escrita como prática social e processo de interação que exige a definição de parâmetros comunicativos (quem escreve, para quem, com que objetivos), assim como no trabalho com gêneros discursivos. Dessa forma, no início da seção Writing, fazemos referência a textos já trabalhados ao longo da unidade que exemplificam o gênero discursivo em foco e destacamos características desse gêne-ro. Em algumas unidades, também indicamos fontes onde os alunos podem encontrar outros exemplos de textos do mesmo gênero discursivo. Além disso, ao apresentarmos a proposta de produção escrita, indica-mos, além do gênero, a quem o texto se destina e com que propósito(s) ele deve ser produzido.

Logo em seguida há o boxe Writing Context, em que os alunos devem identificar claramente os elemen-tos envolvidos no contexto de produção escrita em questão (quem escreve, para quem escreve, o que escre-ve, com que objetivo, com que estilo, em que suporte) a fim de que sejam levados em consideração por eles no processo de criação, revisão e reescrita do texto.

Quando a escrita é vista como processo, conforme acontece nesta obra, a atividade de redigir inclui as etapas de preparação e planejamento, a redação propriamente dita e a revisão do texto, que prevê a rees-crita a partir da avaliação do próprio autor do texto e de feedback de colegas e do professor. Assim, o quadro Step by Step, apresentado na seção Writing, traz orientações passo a passo para auxiliar os alunos ao longo dessas etapas, levando sempre em consideração as características do gênero em questão e estimulando a revisão entre pares e a reescrita. Para auxiliar a revisão do texto, após o quadro Step by Step, apresentamos, em um boxe Tip, algumas perguntas para ajudar os alunos a avaliar seu texto e os textos de colegas em relação a alguns aspectos selecionados, tais como objetivo, conteúdo, linguagem, leiaute e ortografia. Com-preendemos, entretanto, que as etapas do processo de produção escrita não são necessariamente lineares e os alunos podem retornar a qualquer uma delas sempre que for preciso.

Com relação ao feedback necessário para a reescrita do texto, além dos comentários e sugestões dos colegas, a avaliação do professor é fundamental. Sugerimos que tal avaliação não se limite à correção de possíveis erros gramaticais, mas inclua comentários de natureza discursiva que possam orientar os alunos a reescrever o texto de modo a torná-lo mais adequado ao gênero e ao contexto de uso.

Como, além de produzir um texto, é necessário fazê-lo circular, também sugerimos diferentes suportes (pôster, mural, sites em geral etc.) e formas de circulação do texto produzido pelos alunos dentro e fora da comunidade escolar. À medida que os textos criados pelos alunos circulam fora da sala de aula, os alunos



começam gradativamente a participar de uma comunidade discursiva mais ampla que usa a língua ingle-

sa para diferentes propósitos comunicativos e em diferentes contextos de uso. Sugerimos que, sempre que

possível, os alunos compartilhem suas produções na Internet, engajando-se em situações autênticas de

comunicação em inglês. Nesse caso, entretanto, é fundamental orientá-los a tomar precauções para não

divulgar dados pessoais e resguardar sua privacidade. Conteúdos sobre esse assunto podem ser encontra-

dos no portal Internet Segura (<www.internetsegura.br>), que inclui dicas para jovens, em: <www.internet

segura.br/dicas-jovens-criancas/>.

Cumpre destacar que, a exemplo do trabalho realizado com as outras habilidades, a atividade de produ-

ção escrita também está relacionada ao tema central da unidade, contribuindo para incentivar o envolvi-

mento dos alunos na construção de sentidos.

Além da produção escrita trabalhada na seção Writing, os projetos interdisciplinares, propostos na

seção Project, oferecem aos alunos oportunidades de utilizarem a língua inglesa em práticas sociais que

pretendem colaborar para o desenvolvimento da comunidade escolar e seu entorno e incluem uma ativi-

dade de produção escrita. Mais uma vez, indicamos o gênero do texto a ser criado, a quem ele se destina

e com que propósito(s) deve ser produzido, assim como possíveis suportes para sua circulação e formas

de divulgação. Entre os gêneros trabalhados nos projetos, temos o tutorial, o podcast, o anúncio publici-

tário, a apresentação em slides, entre outros. Cumpre destacar que os projetos interdisciplinares integram

a produção escrita com outras habilidades linguísticas e, conforme já mencionado neste Manual, favore-

cem relações interdisciplinares.

Através das diferentes atividades de produção escrita propostas na coleção, buscamos propiciar situações

nas quais a escrita possa ser aprimorada a partir da compreensão de suas condições de produção e circu-

lação, bem como de seus propósitos sociais. Esperamos que, sob a orientação do professor, os alunos ob-

servem as condições de produção e circulação dos diferentes textos, discutindo os papéis sociais do(s)

autor(es) e possíveis leitores, o suporte que faz o gênero circular (jornal, pôster, site etc.), o local de circula-

ção, entre outros aspectos.

A compreensão orAl

Para a realização das atividades de compreensão oral propostas, cada livro da coleção é acompanhado

por um CD que contém os textos orais usados na seção Listening and Speaking assim como o áudio neces-

sário para a realização dos exercícios do boxe Spoken Language, que se encontra na mesma seção.

Assim como nas seções e atividades relacionadas à habilidade de compreensão escrita, também utili-

zamos, para o desenvolvimento da habilidade de compreensão oral, textos orais de diferentes gêneros (tais

como diálogos, entrevistas, palestras, depoimentos, programas jornalísticos etc.). Os textos orais foram

retirados de um banco de material multimídia sobre conteúdos das diversas disciplinas do currículo, que

oferece acesso restrito aos seus assinantes (<www.educationcliplibrary.com>), e foram adaptados para que

seu tamanho estivesse adequado às atividades pedagógicas propostas, sempre com o cuidado de manter

as principais características do gênero em questão e não fazer simplificações linguísticas que tornassem o

texto artificial. Privilegiamos o emprego de textos orais diversificados para que os alunos tenham acesso

à língua inglesa em diferentes contextos de uso. O tema dos textos orais utilizados está sempre relacionado,

de alguma forma, aos temas abordados na unidade.

Os textos orais apresentados na seção Listening and Speaking também dão aos alunos acesso a diferen-

tes pronúncias e prosódias, uma vez que incluem não só uma variedade de gêneros e contextos de uso,

como também falantes de sexos e idades diferentes, falantes de inglês como língua materna e falantes de

várias nacionalidades que usam o inglês como língua estrangeira ou segunda língua.



Para auxiliar o trabalho do professor, incluímos, em seção específica deste Manual, mais adiante, a transcrição de todos os textos orais utilizados. Os alunos, por sua vez, têm acesso apenas ao áudio dos textos orais e, assim, podem perceber que são capazes de, gradativamente, desenvolver sua habilidade de compreensão auditiva sem necessariamente recorrer a um suporte escrito.

A exemplo das atividades de leitura propostas nesta coleção, as atividades de compreensão oral da seção Listening and Speaking também incluem etapas de pre-listening, listening e post-listening. Na etapa de pre-listening, buscamos ativar o conhecimento prévio dos alunos sobre o assunto do texto e levá-los a le-vantar hipóteses sobre o que será escutado. Na fase de listening, ou de escuta propriamente dita, os exercí-cios propostos apresentam objetivos de compreensão auditiva que incluem a compreensão da ideia global do texto e/ou de informações específicas (compreensão seletiva ou pontual). Finalmente, quando trabalha-mos a etapa de post-listening, apresentamos uma ou mais questões que ampliam a discussão sobre o assun-to do texto oral escutado, relacionando-o com a realidade dos alunos de forma crítica.

Para auxiliar os alunos a realizar as atividades e a desenvolver a habilidade de compreensão auditiva, dicas apresentadas no boxe Tip ou sugeridas para o professor compartilhar com os alunos destacam algu-mas estratégias adequadas aos diferentes objetivos de compreensão oral. Assim, os alunos são orientados a, por exemplo, não se preocupar em compreender todas as palavras para ter uma compreensão global do texto e a prestar atenção a palavras-chave para identificar informações específicas. É recomendada ainda a observação de palavras transparentes, nomes próprios, palavras repetidas, pausas, entonação e caracte-rísticas típicas do gênero oral em questão. Além disso, estratégias de compreensão oral também são apre-sentadas logo no início de cada livro através de textos e exercícios na seção Tips into Practice.

O boxe Spoken Language, presente na seção Listening and Speaking, busca levar os alunos a perceber, por meio de exemplos e exercícios, algumas características da linguagem oral, tais como pausas e hesitações, incluindo questões de pronúncia e entonação. Os exercícios focalizam a compreensão oral intensiva (ou seja, de sons, palavras, frases) e buscam levar os alunos a perceber aspectos fonéticos e fonológicos da língua inglesa especialmente relevantes para os alunos brasileiros.

Ao longo da coleção, a partir do trabalho com diferentes gêneros e objetivos de compreensão auditiva, pretendemos desenvolver nos alunos a habilidade de compreender textos orais em diversas práticas sociais, incluindo a compreensão intensiva (sons, palavras, frases), extensiva (compreensão global) e seletiva (com-preensão pontual).

A produção orAlEm cada unidade, a seção Listening and Speaking, que visa ao desenvolvimento das habilidades de com-

preensão e produção oral, apresenta atividades de fala relacionadas, de alguma forma, ao tema desenvol-vido na unidade. Essa relação temática facilita o emprego de estruturas linguísticas, vocabulário e outros conteúdos já estudados e discutidos pelos alunos ao longo da unidade, o que pode deixá-los mais confian-tes para se expressar.

Ao longo da coleção, são considerados diferentes contextos de uso com diferentes graus de complexida-de de interação, privilegiando-se atividades de diálogo entre duplas de alunos. Entre as atividades de pro-dução oral propostas, incluem-se, por exemplo, conversas informais, entrevistas de pesquisa de opinião, discussão sobre tema controverso, apresentação oral em grupo para a classe toda, entre outras.

Para auxiliar os alunos a realizar as atividades de fala, em alguns casos, são incluídas sugestões de pa-lavras, expressões e frases úteis para a interação em foco, além de dicas de estratégias apresentadas no boxe Tip. Com isso, pretendemos oferecer subsídios para as situações de interação de forma a que se apro-ximem do uso real da língua. Além disso, sugerimos ao professor encorajar os alunos a produzir suas próprias frases ao interagir com o(s) colega(s).



No boxe Spoken Language, já mencionado na seção sobre compreensão oral, apresentamos também

exercícios de pronúncia e entonação vinculados à habilidade de produção oral. Depois de perceber e reco-

nhecer determinados sons, sequências de sons e ritmo em palavras e/ou frases, os alunos podem repeti-los

e se tornarem mais confiantes para pronunciar alguns termos e frases em inglês que costumam ser um

desafio para falantes que têm o português como língua materna.

Embora a seção Listening and Speaking focalize as habilidades orais, a interação oral em inglês em sala

de aula ocorre em várias seções ao longo da unidade, especialmente aquelas que trazem perguntas que

preveem respostas pessoais e questões para debate, tais como Warming Up, Before Reading, Reading for

Critical Thinking, Looking Ahead. Em comentários para o professor, indicamos que algumas atividades de

interação propostas nessas seções sejam realizadas em inglês ou português, a critério do docente, tendo

em vista o contexto em que atua.

Dessa forma, ao longo da coleção, esperamos oferecer aos alunos atividades de expressão oral em que

possam interagir significativamente na língua inglesa, em diferentes situações comunicativas.

vOCAbULáRIO

O ensino de vocabulário é o foco da seção Vocabulary Study, mas também se dá em outras seções volta-

das para as habilidades de compreensão e produção, tanto escritas quanto orais, nas quais o vocabulário

relacionado ao tema da unidade é empregado. Dessa forma, o vocabulário não é apresentado aos alunos de

maneira isolada, mas de forma contextualizada.

A seção Vocabulary Study trabalha itens lexicais do texto principal da unidade, focalizando estratégias

de inferência lexical a partir do contexto de uso, assim como aspectos relevantes para o estudo sistemático

e a ampliação do vocabulário (transparent words, false cognates, word formation, discourse markers, noun

phrases, synonyms, word groups, idioms, multi-word verbs, collocations, prepositions, borrowings, politically

correct terms).

Nessa seção, destacamos para os alunos a importância de eles perceberem as semelhanças entre palavras

em inglês e em português (transparent words), alertando-os para aquelas palavras que, apesar da semelhan-

ça de forma, têm significado em português diferente de seu sentido em inglês ( false cognates).

Buscamos também desenvolver o conhecimento dos alunos sobre prefixos e sufixos (word formation)

como forma de ampliar seu vocabulário e de facilitar a inferência do significado de palavras desconhecidas

que sejam formadas por prefixação e/ou sufixação. Apontamos o valor semântico de prefixos e mostramos

aos alunos como a adição de um determinado sufixo pode transformar uma palavra em outra de classe

gramatical diferente.

Trabalhamos ainda as relações de coesão e coe rência estabelecidas por marcadores discursivos (discour-

se markers), ressaltando a relevância de conhecê-los para melhor compreender as relações entre as ideias

de um texto.

A seção também aborda o significado de grupos nominais (noun phrases), de modo a desenvolver nos

alunos a compreensão das relações entre as palavras que compõem um grupo nominal e a torná-los capa-

zes de identificar o núcleo do grupo nominal e as palavras que caracterizam ou modificam esse núcleo.

Tendo em vista que o grupo nominal exerce funções importantes na frase, como sujeito e objeto, é funda-

mental compreendê-lo. Saber distinguir o núcleo do grupo nominal das palavras que o modificam também

pode ajudar os alunos a inferir o significado de palavras desconhecidas.

O estudo de sinônimos (synonyms) e grupos semânticos (word groups) também é desenvolvido na seção

Vocabulary Study. Dessa forma, pretendemos mostrar aos alunos que agrupar palavras que tenham sentidos

similares ou relacionados a um tema pode facilitar a aprendizagem desses termos.



Na seção, são abordadas ainda expressões idiomáticas (idioms) e verbos acompanhados de preposições

ou advérbios (multi-word verbs) que costumam ser usados na linguagem coloquial. Apresentamos também

palavras que são frequentemente utilizadas em conjunto (collocations), incluindo o emprego de preposições

(prepositions).

Ao apresentarmos estrangeirismos (borrowings), pretendemos destacar o uso frequente de palavras da

língua inglesa na língua portuguesa. Abordamos ainda a importância de usar a linguagem de forma não

ofensiva, escolhendo termos não discriminatórios (politically correct terms).

Conforme já mencionado, o ensino de vocabulário não se restringe à seção Vocabulary Study, mas perpas-

sa atividades de compreensão escrita e oral e de produção escrita e oral, nas quais é utilizado o vocabulário

ligado ao tema da unidade. Essas atividades consolidam e ampliam o vocabulário de forma contextualizada,

inserida em práticas sociais. A seção Warming Up, que inicia cada unidade, também é utilizada para apresen-

tar vocabulário enquanto introduz o tema da unidade e ativa o conhecimento prévio dos alunos sobre ele.

Ao longo das unidades, também há boxes que auxiliam na consolidação e na ampliação do vocabulário,

destacando algum item lexical ou apresentando expressões úteis para a realização de atividades propostas

(como a indicação de termos frequentes em um determinado gênero textual para uma atividade de escrita,

expressões de concordância e discordância para a apresentação de opiniões em um diálogo). Em algumas

unidades, o boxe Tip (que apresenta dicas para os alunos) também aponta variações linguísticas ligadas ao

vocabulário, indicando, por exemplo, diferenças entre termos em inglês americano e em inglês britânico.

Finalmente, algumas notas que são apresentadas para o professor junto dos textos e exercícios trazem

comentários adicionais sobre itens lexicais que podem ser compartilhados com os alunos e sugerem formas

de o professor orientar os alunos a inferir o significado de determinadas palavras.

GRAMáTICA

As estruturas gramaticais da língua inglesa abordadas em cada unidade são apresentadas na seção

Language in Use. O próprio nome da seção já destaca a abordagem ao estudo da gramática adotada nesta

obra: privilegiar a língua em uso e não apresentar regras gramaticais de forma descontextualizada.

Assim, partimos de exemplos de uso da língua, retirados de texto(s) já trabalhado(s) ou de novos textos

curtos relacionados ao tema da unidade, para que os alunos possam, a partir da observação e análise, tirar

conclusões sobre as regras e empregá-las adequadamente.

Dessa forma, o ensino de gramática não precede nem ignora as práticas sociais da linguagem, mas se

dá de forma integrada a elas, conforme recomendam as Orientações Curriculares para o Ensino Médio.

Reforçando tal integração, as estruturas e as regras gramaticais apresentadas na seção Language in Use

também são abordadas em outras seções ao longo da unidade, com atividades de compreensão e produção

oral e/ou escrita.

Além disso, ao final de cada livro da coleção, há a seção Language Reference and Extra Practice, que

sistematiza, com a ajuda de quadros e exemplos, os conteúdos gramaticais de cada unidade e oferece exer-

cícios adicionais para a revisão desses conteúdos. Dessa forma, a seção, com explicações em português,

pretende ser um instrumento útil de consulta, referência e estudo para os alunos.

Cumpre destacar que recomendamos a utilização da seção Language Reference and Extra Practice ape-

nas após a realização dos exercícios propostos na seção Language in Use, de modo que não se antecipe

para os alunos a sistematização das estruturas e regras gramaticais apresentadas. Dessa forma, ao final de

cada Language in Use, indicamos a página da seção Language Reference and Extra Practice em que se en-

contram explicações, quadros, exemplos e exercícios adicionais relativos aos conteúdos estudados.



EnEM

Buscando levar os alunos a conhecer e usar a língua inglesa como instrumento de acesso a informações

e a outras culturas e grupos sociais, esta obra objetiva desenvolver a competência exigida pelo Exame Na-

cional de Ensino Médio (Enem) em relação à Língua Estrangeira Moderna.

Para tal, conforme já mencionado, adotamos uma visão de língua como prática social, enfatizando o uso

da língua para comunicação e para acesso ao conhecimento. Além disso, utilizamos textos autênticos (ou le-

vemente adaptados), e não elaborados pelos autores desta coleção, para ensinar ou testar conhecimentos

gramaticais. Trabalhamos sistematicamente vários gêneros textuais, com temas de relevância social, e enfati-

zamos as relações com outras disciplinas do currículo através dos temas dos textos e das propostas de projetos.

Para o desenvolvimento da habilidade de associar vocábulos e expressões de um texto em inglês ao seu

tema, fazemos um trabalho com vocabulário de forma contextualizada, perpassando o ensino das diferen-

tes habilidades. Abordamos, entre outros aspectos, sinônimos, marcadores discursivos e referência prono-

minal (que são frequentemente usados como mecanismos de coerência e coesão), grupos semânticos e

identificação de palavras-chave (que sinalizam o tema do texto).

Também objetivamos o desenvolvimento da habilidade de utilizar os conhecimentos da língua inglesa

e de seus mecanismos como meio de ampliar as possibilidades de acesso a informações, tecnologias e cul-

turas – que é outra habilidade avaliada pelo Enem. Para isso, utilizamos textos de diversos gêneros e sobre

temas de diferentes áreas do conhecimento em atividades para o desenvolvimento da habilidade de leitura,

incluindo, por exemplo, a identificação de instruções ou passos a seguir para se obter determinado resul-

tado ou informação e a associação das informações do texto lido a possibilidades de aplicação prática.

Outra habilidade prevista no Enem e que buscamos desenvolver ao longo desta obra é relacionar infor-

mações em um texto em língua estrangeira, sua função e seu uso social para justificar possíveis intenções

do autor. Para desenvolver essa habilidade, levamos os alunos a perceber as relações entre as possíveis in-

tenções do autor e elementos como o gênero escolhido, o veículo em que o texto foi publicado e o público a

que se destina.

Assim, incluímos, por exemplo, exercícios para identificação da finalidade (implícita ou explícita) de um

texto. Além disso, conforme já mencionado neste Manual, esta coleção trabalha sistematicamente os gê-

neros discursivos nas diferentes habilidades, abordando quem produz o texto, para quem, com que objetivo(s),

tanto na compreensão quanto na produção textual.

Finalmente, a obra também busca levar os alunos a reconhecer a importância da produção cultural em

língua inglesa como representação da diversidade cultural e linguística — outra habilidade avaliada pelo

Enem. Para desenvolvê-la, buscamos, por exemplo, levar os alunos a identificar valores culturais presentes

em diferentes textos, tais como poemas, histórias em quadrinhos, cartuns, críticas de filmes, resumos de

enredo de romance, entre outros. Além disso, valorizamos a diversidade cultural e linguística na própria

escolha de temas e na variedade de gêneros e fontes de textos, que contemplam produções de diferentes

países de língua inglesa e diferentes suportes.

Além de buscarmos desenvolver a competência e as habilidades referentes à Língua Estrangeira Moder-

na, avaliadas pelo Enem, incluímos, na seção Studying for Enem de cada livro, 30 questões do tipo Enem,

distribuídas em seis simulados, e uma prova completa do Enem já aplicada. Questões selecionadas de

provas do Enem já aplicadas também são apresentadas nas unidades de revisão. Desse modo, pretendemos

familiarizar os alunos com o tipo de questões utilizadas nesse exame. Além disso, na seção Tips into

Practice do livro do terceiro ano, apresentamos, logo no início do volume, dicas de estratégias de resolução

de provas que os alunos podem utilizar no Enem.



ESTRUTURA DA COLEçãO

Esta é uma coleção didática em três volumes, correspondentes aos anos letivos que compõem o Ensino

Médio. Para cada ano, há um Livro do Aluno, um Manual do Professor e um CD de áudio.

livro do Aluno

O Livro do Aluno apresenta:

• unidadeintrodutória, composta pela seção Tips into Practice, que apresenta estratégias para ajudar

os alunos a compreender textos escritos e orais e/ou resolver provas de compreensão escrita, e por uma

seção especial, que apresenta a língua inglesa em situações de aprendizagem e busca desenvolver habi-

lidades de estudo nos alunos. Na seção “Descrição das unidades e seções” deste Manual, os conteúdos dessa unidade introdutória são detalhados;

• oitounidadesprincipais, organizadas em quatro blocos de duas unidades. Na seção “Descrição das unidades e seções”, encontra-se o detalhamento da estrutura das unidades principais e de suas seções;

• quatrounidadesderevisão(Review), sendo uma a cada duas unidades, com atividades de leitura, exercícios sobre aspectos gramaticais, questões do Enem e/ou de vestibulares e questões de autoavalia-ção. Os componentes de cada Review são detalhados na seção “Descrição das unidades e seções”;

• doisprojetosdenaturezainterdisciplinar(Project 1 e Project 2), um para cada semestre, com orien-tações dadas a cada duas unidades. Após a Unidade 2, há orientações para a realização da primeira parte do primeiro projeto (Project 1A). Após a Unidade 4, são dadas orientações para a finalização e a apresenta-ção desse projeto (Project 1B). Com relação ao segundo projeto, as orientações iniciais (Project 2A) são dadas após a Unidade 6, enquanto as orientações para a sua finalização e apresentação (Project 2B) são encontradas após a Unidade 8. O tipo de trabalho proposto nesses projetos é detalhado na seção “Des-crição das unidades e seções”;

• seçãoLanguage Reference and Extra Practice, com quadros que sistematizam aspectos linguísticos apresentados em cada unidade principal, exercícios adicionais, listas de afixos e marcadores discursivos (a serem completadas pelos alunos ao longo do curso) e listas de verbos irregulares (organizados alfabe-ticamente e por semelhança de forma);

• seçãoExtra Activities, com atividades adicionais (de leitura, vocabulário e/ou gramática) relacionadas

aos conteúdos das unidades, organizadas a cada duas unidades;

• seçãoStudying for Enem, com 30 questões do tipo Enem, distribuídas em seis simulados, e uma prova

Enem já aplicada;

• glossárioinglês-português(Glossary), com o vocabulário utilizado em cada livro, sendo indicados apenas os significados que os termos têm nos textos da coleção;

• índiceremissivo (Index), com a listagem dos tópicos gramaticais e daqueles relacionados ao vocabu-

lário que foram trabalhados ao longo dos três volumes da coleção.

mAnuAl do professor

As principais características do Manual do Professor são:

• ao lado dos exercícios, apresenta respostas possíveis e sugestões de estratégias para o encaminhamento

das atividades propostas, além de apontar aspectos relacionados às atividades que podem ser destacados

para os alunos e/ou ampliados;



• apresenta os pressupostos teórico-metodológicos que embasam a coleção, além de indicar os documen-

tos oficiais que orientaram a sua elaboração e outras referências bibliográficas pertinentes;

• descreve os componentes e a estrutura da coleção, assim como a estrutura e os conteúdos de cada

unidade;

• apresenta sugestões para o plano de curso, para o planejamento de aulas e para a avaliação do proces-

so de ensino-aprendizagem;

• para enriquecer as atividades propostas, sugere, ao longo do livro e também neste Manual, atividades

adicionais a serem implementadas a critério do professor, de acordo com os interesses dos alunos e as

possibilidades do contexto escolar;

• oferece, na seção “Notas Culturais e/ou Linguísticas”, informações relacionadas a assuntos, pessoas,

palavras ou expressões abordados em cada unidade, a serem compartilhadas com os alunos, a critério

do professor;

• inclui a transcrição de todos os textos utilizados na seção Listening and Speaking de todas as unidades

a fim de servir como instrumento de apoio ao trabalho do professor;

• apresenta indicações de sites e livros para uso dos alunos e do professor.

cd de áudio

O CD de áudio traz os textos orais (de diferentes gêneros e variedades linguísticas) e os exercícios de pro-

núncia e entonação (do quadro Spoken Language) usados na seção Listening and Speaking de todas as unidades.

PLAnO DE CURSO

Considerando as unidades que compõem cada livro e o planejamento por bimestre, tradicionalmente

adotado pelas escolas, propõe-se a seguinte divisão de conteúdos ao longo do ano letivo:

1º- bimestre

Unidades 1 e 2

• Review 1

• Project 1A

3º- bimestre

Unidades 5 e 6

• Review 3

• Project 2A

2º- bimestre

Unidades 3 e 4

• Review 2

• Project 1B

4º- bimestre

Unidades 7 e 8

• Review 4

• Project 2B

Nesse planejamento, devem-se incluir ainda, a critério do professor, as atividades de avaliação (para as

quais são apresentadas sugestões na seção “Avaliação”, neste Manual).

Note-se também que, de acordo com o quadro acima, as orientações para a primeira etapa de cada

projeto (Project 1A e Project 2A) estão previstas para o final de um bimestre e as orientações para a segunda

etapa (Project 1B e Project 2B) estão previstas para o final do semestre seguinte. Pode-se, entretanto, a cri-

tério do professor, dar aos alunos as orientações de planejamento e apresentação de cada projeto em um

mesmo momento. As datas de apresentação dos projetos em grupo devem ser definidas pelo professor com

seus alunos. Sugere-se que os alunos desenvolvam o projeto interdisciplinar proposto ao longo de um bi-

mestre ou, pelo menos, um mês.



Em relação aos objetivos específicos e aos conteúdos das unidades, veja a seção “Descrição das Unidades

e Seções”, a seguir. Já em relação à carga horária e a distribuição das seções de cada unidade por aula, con-

sulte a seção “Planejamento de Aulas”.

DESCRIçãO DAS UnIDADES E SEçõES

Conforme mencionamos, cada volume apresenta uma unidade introdutória (Tips into Practice), oito

unidades principais, quatro unidades de revisão (Review — de 1 a 4) e dois projetos interdisciplinares

(Project 1 e Project 2). Essas unidades e suas seções são descritas a seguir.

unidAde introdutÓriA (TIPS INTO PRACTICE E SEçãO ESPECIAl)

A unidade introdutória Tips into Practice apresenta aos alunos estratégias de compreensão de textos

escritos e orais a partir de textos e exercícios. No terceiro volume, essa seção apresenta dicas de estratégias

de resolução de provas que os alunos podem utilizar no Enem e em exames de vestibular. Na seção, os

alunos são convidados a colocar essas estratégias em prática. Com isso, espera-se que eles se sintam mais

confiantes na realização das atividades propostas ao longo do livro.

Além de trabalhar estratégias de compreensão oral e escrita e/ou de resolução de provas, a unidade

introdutória também traz uma seção especial que apresenta a língua inglesa em situações de aprendizagem

e conteúdos relacionados a habilidades de estudo que podem auxiliar os alunos ao longo do ano letivo. No

livro do 1o ano, a seção especial Understanding Instructions in English aborda a compreensão de enunciados

de exercícios em inglês. No livro do 2o ano, a seção especial Using the Dictionary oferece exercícios e dicas

de como usar dicionários bilíngues e monolíngues, impressos e eletrônicos (disponíveis on-line ou como

aplicativos). Já no livro do 3o ano, a seção especial Doing Research on the Internet busca desenvolver nos

alunos a habilidade de fazer buscas na Internet e também a de avaliar os resultados encontrados.

unidAdes principAis (uNIT 1 A uNIT 8)

As oito unidades principais estão divididas em seções e subseções cujos conteúdos e objetivos serão

detalhados em um quadro mais adiante. Para organizar os conteúdos de forma consistente e ajudar os

alunos a compreender melhor a sequência de trabalho em cada unidade, as seções são apresentadas sempre

na mesma ordem.

Estão presentes em todas as unidades principais as seguintes seções e subseções: Warming Up (que abre

cada unidade), Before Reading (que prepara os alunos para a leitura), Reading (que traz o texto principal),

Reading for General Comprehension e Reading for Detailed Comprehension (que apresentam atividades de

compreensão escrita geral e detalhada), Reading for Critical Thinking (que traz questões para discussão e

reflexão crítica), Vocabulary Study (que aborda aspectos lexicais), Language in Use (que apresenta e explora

aspectos gramaticais), Listening and Speaking (que propõe atividades de compreensão e produção oral),

Writing (que apresenta uma proposta de produção escrita) e Looking Ahead (que amplia a discussão sobre

o tema da unidade relacionando-o com a realidade do aluno e sua comunidade).



O quadro a seguir descreve os conteúdos das seções e apresenta os objetivos específicos de cada uma:

SEÇÃO CONTEÚDOS OBJETIVOS

Warming Up • Imagens e perguntas, na

página de abertura,

seguidas de exercícios

variados, incluindo, em

algumas unidades,

pequenos textos

relacionados aos temas

abordados.

• Ativar o conhecimento anterior dos alunos sobre os assuntos a serem tratados na unidade.

• Ativar o vocabulário relacionado ao tema da unidade já conhecido pelos alunos.

• Introduzir vocabulário e algumas estruturas linguísticas a serem apresentados e aprofundados ao longo da unidade.

• Explorar elementos da linguagem não verbal (fotos, ilustrações) e relacioná-los com a linguagem verbal.

Before Reading • Exercícios variados,

incluindo, em algumas

unidades, pequenos

textos relacionados ao

texto principal da

unidade.

• Ativar o conhecimento prévio dos alunos sobre o tema e/ou o gênero do texto principal da unidade.

• Levar os alunos a estabelecer hipóteses sobre o texto principal da unidade, que serão verificadas durante a leitura.

Reading • Textos de gêneros variados

sobre temas relevantes

para os alunos e a

sociedade.

• Proporcionar aos alunos contato com textos de

diversos gêneros e fontes.

• Dar aos alunos acesso a informações que

possibilitem a ampliação do seu conhecimento de

mundo.

Reading for General Comprehension

• Questões para a

compreensão geral do

texto principal da unidade.

• Desenvolver a habilidade de leitura para a

compreensão do texto de forma global.

Reading for Detailed Comprehension

• Exercícios variados para a

compreensão detalhada do


• Desenvolver a habilidade de leitura para a

identificação de informações específicas e para o

estabelecimento de relações entre as ideias do texto.

• Desenvolver a habilidade de fazer inferências sobre

o texto.

• Desenvolver a habilidade de observar elementos de

coesão e coerência, de modo a facilitar a

compreensão e o estabelecimento de relações entre

as ideias do texto.

• Apresentar e oferecer oportunidades de uso de

diversas estratégias de leitura.




Reading for Critical Thinking

• Perguntas focalizando

questões sociais, culturais

e/ou éticas relacionadas ao


• Promover a reflexão crítica sobre questões

relacionadas ao texto principal, buscando trazer

novas perspectivas sobre o tema e discutir quais

interesses ou pontos de vista são privilegiados ou

ignorados.

• Levar os alunos a estabelecer relações entre o texto

principal e sua realidade.

Vocabulary Study • Exercícios variados para

sistematização e

ampliação de vocabulário.

• Levar os alunos a se conscientizar da importância

do estudo sistemático de vocabulário.

• Apresentar estratégias de estudo e de compreensão

de vocabulário, tais como a observação de palavras

transparentes e da formação da palavra (prefixos e

sufixos), o agrupamento de palavras por campo

lexical, o estudo de expressões idiomáticas e

preposições, entre outras.

• Levar os alunos a perceber a estrutura do sintagma

nominal, identificando seu núcleo e os termos

modificadores, como forma de melhor compreender

o significado dos sintagmas nominais e seus usos

em textos.

• Desenvolver e sistematizar o conhecimento sobre

prefixos e sufixos como forma de ampliar o

vocabulário dos alunos.

• Desenvolver e sistematizar o conhecimento dos

alunos sobre marcadores discursivos enquanto itens

lexicais fundamentais para a compreensão das

relações entre as ideias de um texto.

Language in Use • Apresentação

contextualizada do(s)

tópico(s) gramatical(is) da

unidade.

• Exercícios para inferência

de regras gramaticais a

partir da observação de

exemplos de uso.

• Exercícios para utilização

dos tópicos gramaticais

apresentados.

• Desenvolver o conhecimento linguístico dos

alunos e sua habilidade de inferir regras

gramaticais a partir da observação de situações de

uso da língua.

• Proporcionar aos alunos oportunidades para

empregar regras e estruturas gramaticais de forma

contextualizada.




Listening and Speaking

• Textos orais de diversos

gêneros e de diferentes

variantes linguísticas.

• Atividades de

compreensão oral

(intensiva, extensiva e

seletiva), incluindo

atividades nas etapas de

pre-listening, listening e

post-listening.

• Atividades de escuta e de

fala relacionadas à

pronúncia e à entonação.

• Atividades de produção

oral.

• Proporcionar aos alunos oportunidades de

compreensão e produção oral da língua inglesa em

diferentes contextos de uso.

• Proporcionar aos alunos o contato com diferentes

gêneros discursivos orais e com diferentes

variantes da língua inglesa (utilizadas por falantes

de inglês como língua materna e como língua

estrangeira de diferentes nacionalidades).

• Desenvolver as habilidades de compreensão global

e de compreensão de informações específicas de

um texto oral (compreensão seletiva).

• Desenvolver diferentes estratégias de escuta,

dependendo do objetivo de compreensão oral.

• Levar os alunos a perceber características da

linguagem oral, como pausas, hesitações, entre

outras.

• Levar os alunos a perceber aspectos fonéticos e

fonológicos da língua inglesa especialmente

relevantes para os alunos brasileiros.

• Oferecer oportunidades de prática da pronúncia de

palavras e expressões, assim como da entonação

de frases.

• Abordar assuntos relacionados ao tema da

unidade a partir da compreensão e da produção de

textos orais.

• Oferecer aos alunos oportunidades de uso do

vocabulário relacionado ao tema da unidade na

compreensão e na produção de textos orais.

• Estimular a interação em inglês entre os alunos.

• Levar os alunos a estabelecer relações entre o(s)

texto(s) ouvido(s) e sua realidade.




Writing • Atividade de produção

escrita de gênero textual

trabalhado ao longo da

unidade, com orientações

passo a passo, desde o

planejamento do texto até

sua divulgação, incluindo

as etapas de escrita,

revisão por pares e

reescrita.

• Levar os alunos a observar as características de diferentes gêneros textuais.

• Levar os alunos a redigir textos de diferentes gêneros.

• Levar os alunos a identificar os elementos

envolvidos no contexto de produção escrita em

questão.

• Oferecer aos alunos oportunidades de uso contextualizado de estruturas linguístico-discursivas e de vocabulário apresentados na unidade.

• Levar os alunos a compreender a escrita como prática social e como um processo contínuo de revisão e reescrita.

Looking Ahead • Questões para discussão

sobre temas abordados na

unidade e suas relações

com a realidade dos

alunos e sua comunidade.

• Em algumas unidades,

textos curtos (como

cartuns, gráficos,

citações) relacionados ao

tema em foco.

• Encorajar o posicionamento crítico dos alunos

sobre temas abordados na unidade.

• Promover a reflexão crítica sobre a realidade dos

alunos e de sua comunidade de modo a propiciar

seu engajamento em ações transformadoras de seu

contexto social.

• Promover a integração com outras disciplinas do

currículo e com diferentes participantes da

comunidade escolar.

Além das seções aqui descritas, ao longo das unidades, em boxes chamados Tip, há dicas para os alunos

redigidas em português. Essas dicas retomam algumas das estratégias apresentadas na unidade intro-

dutória Tips into Practice e trazem outras sugestões e comentários para destacar ou ampliar conteúdos.

Além do boxe Tip, outros já mencionados neste Manual são utilizados em seções específicas das uni-

dades principais. Na página de abertura de cada unidade, o boxe Learning Objectives apresenta os obje-

tivos da unidade. Na seção Listening and Speaking, o quadro Spoken Language explora, através de exem-

plos e exercícios, algumas características da linguagem falada, incluindo questões de pronúncia e

entonação. Na seção Writing, o exercício proposto no boxe Writing Context pretende levar os alunos a

identificar os elementos envolvidos no contexto de produção escrita em questão (quem escreve, para

quem escreve, o que escreve, com que objetivo, com que estilo, em que suporte) para que sejam conside-

rados no processo de criação, revisão e reescrita do texto. Na mesma seção, o quadro Step by Step traz

orientações para auxiliar os alunos ao longo das etapas de preparação, planejamento, escrita, revisão e

reescrita. Na mesma seção, um boxe Tip apresenta perguntas em português para ajudar os alunos a

avaliar os textos produzidos em relação a alguns aspectos selecionados, tais como objetivo, conteúdo,

linguagem, leiaute e ortografia. Finalmente, na seção Looking Ahead, o boxe Extra reading/Extra video(s)

sugere sites, livros, vídeos e filmes relacionados ao tema da unidade para trazer novas perspectivas e

enriquecimento cultural.



unidAdes de revisão (REvIEw 1 A REvIEw 4)

A cada duas unidades principais, há uma unidade de revisão (Review). Dessa forma, a Review 1 retoma

conteúdos das Units 1 e 2; a Review 2, das Units 3 e 4; a Review 3, das Units 5 e 6; e, finalmente, a Review 4

retoma conteúdos das Units 7 e 8.

Cada Review inclui quatro seções: Reading (com atividades de leitura sobre um texto com tema relacio-

nado a uma das duas unidades anteriores), Language in Use (com exercícios sobre os aspectos gramaticais

apresentados nas duas unidades anteriores), Studying for Exams (com questões já aplicadas no Enem e/ou

em vestibulares que apresentam textos com tema relacionado a uma das duas unidades anteriores) e

Thinking About Learning (com questões de autoavaliação e reflexão sobre o processo de aprendizagem).

projetos interdisciplinAres (PROjECT 1 e PROjECT 2)

Em cada volume, são propostos dois projetos de natureza interdisciplinar (Project 1 e Project 2), um

para cada semestre, divididos em duas partes cada um.

Conforme já mencionado, orientações para a primeira parte do primeiro projeto (Project 1A) são dadas

após a Unidade 2. Após a Unidade 4, há orientações para a segunda parte desse projeto (Project 1B). Já para

o desenvolvimento do segundo projeto, são encontradas orientações iniciais (Project 2A) após a Unidade 6

e orientações para sua finalização e apresentação (Project 2B) após a Unidade 8.

Na primeira etapa de cada projeto, indicada pela letra A (1A e 2A), apresenta-se o título do projeto e um

breve texto (em inglês ou português) para introduzir o tema. Em um quadro chamado Task, indica-se a

tarefa a ser desenvolvida pelos alunos em grupo, destacando as atividades dessa primeira fase do projeto.

Apresenta-se também o gênero discursivo em foco, com exemplos. Finalmente, menciona-se a página onde

é apresentada a segunda parte do projeto.

Na segunda etapa de cada projeto, indicada pela letra B (1B e 2B), retoma-se o que foi feito na primeira

fase e destaca-se a parte da tarefa ainda a ser desenvolvida. Essa é a etapa de compartilhar e divulgar o

trabalho realizado. Finalmente, um quadro chamado Think about it! apresenta perguntas em português

para ajudar os alunos a refletir sobre as diferentes etapas de desenvolvimento do projeto.

Cada projeto traz uma nova abordagem dos temas tratados em duas unidades principais (uma de cada

bimestre), reforçando as relações entre as disciplinas do currículo e entre a escola e a comunidade. Os pro-

jetos oferecem aos alunos oportunidades de experimentação em que a língua inglesa é utilizada em práti-

cas sociais que buscam contribuir para o desenvolvimento de toda a comunidade escolar.

Além disso, os projetos proporcionam a integração entre as quatro habilidades e possibilitam que os

alunos explorem diferentes gêneros discursivos, tais como tutoriais, podcasts, anúncios publicitários e

apresentações em slides, estabelecendo, inclusive, relações entre o inglês e o português.

Ao trabalhar em grupos para a realização dos projetos, os alunos também têm a chance de aprimorar

sua habilidade de trabalhar e aprender colaborativamente.

PLAnEjAMEnTO DE AULAS

Conforme já apresentado na seção “Plano de curso”, a cada bimestre, recomendamos trabalhar duas

unidades principais, uma unidade de revisão e uma parte do projeto.



Tomando por base a média de duas aulas de inglês por semana e de oito aulas ao mês, sugerimos que

cada unidade seja desenvolvida ao longo de cinco tempos de aula, seguidos de três tempos para outras

atividades, a critério do professor. Esses tempos podem ser dedicados aos exercícios da unidade de revisão

e da seção Extra Activities, às orientações para o projeto interdisciplinar, a atividades além daquelas pro-

postas no material didático e/ou a avaliações (ver seção “Avaliação” neste Manual para sugestões de ins-

trumentos e procedimentos de avaliação).

Para o desenvolvimento de cada unidade, sugerimos que se utilize uma semana (ou duas aulas) para

trabalhar a parte de compreensão escrita e de vocabulário (incluindo as seções Warming Up, Before Reading,

Reading, Reading for General Comprehension, Reading for Detailed Comprehension, Reading for Critical

Thinking, Vocabulary Study). Propomos também iniciar, nessa mesma semana, a seção Language in Use.

Alguns exercícios dessa seção podem ser passados como trabalho de casa, a critério do professor.

Na semana seguinte, utilizam-se duas aulas para a correção do trabalho de casa, a finalização das ati-

vidades da seção Language in Use, a rea lização das atividades da seção Listening and Speaking e a apresen-

tação da atividade proposta na seção Writing, a ser realizada em casa.

Na aula seguinte, retoma-se a atividade de Writing para a avaliação dos textos pelos pares e para a rees-

crita. Trabalha-se também a seção Looking Ahead e incentiva-se os alunos a explorar as fontes adicionais

de informação indicadas em Extra reading/Extra video(s).

Desse modo, sugerimos o trabalho com cada unidade ao longo de cinco aulas, conforme resume o qua-

dro a seguir:

Aula 1 • Warming Up

• Before Reading

• Reading

• Reading for General

Comprehension

Aula 2 • Reading for Detailed

Comprehension

• Reading for Critical

Thinking

• Vocabulary Study

• Language in Use (introdução)

Aula 3 • Language in Use

Aula 4 • Listening and Speaking

• Writing (preparação)

Aula 5 • Writing

• Looking Ahead

Assim, em cada bimestre, dez aulas (ou cinco semanas) seriam destinadas ao desenvolvimento das

duas unidades previstas e as restantes seriam dedicadas à unidade de revisão, à seção Extra Activities, à

seção Studying for Enem, à autoavaliação, à avaliação e ao desenvolvimento e apresentação de projeto in-

terdisciplinar ou atividades além daquelas propostas no material didático, de acordo com as possibilidades

e as necessidades de cada turma.



AvALIAçãO

Por vezes, a avaliação é vista simplesmente como a atribuição de notas aos alunos, mas, como apontam os PCN de Língua Estrangeira, “a função da avaliação é alimentar, sustentar e orientar a ação pedagógica e não apenas constatar um certo nível do aluno” (PCN, 1998, p. 79). A avaliação inclui o acompanhamento crítico de todo o processo educativo, desde o planejamento à implementação, sob a perspectiva dos diversos participantes (professores, alunos e outros membros da comunidade escolar). Dessa forma, pode-se com-preender melhor o processo de ensino-aprendizagem e propor ajustes para aperfeiçoá-lo continuamente.

Sugerimos a realização de uma avaliação diagnóstica logo no início do ano letivo para melhor caracte-rizar o contexto educacional e o perfil dos participantes, através de um levantamento de necessidades, expectativas, possibilidades e limitações. Tais informações ajudarão a aprimorar o planejamento pedagó-gico e melhor adaptá-lo à realidade local. Ao longo do processo educativo, são recomendadas avaliações formativas para se obter uma melhor compreensão tanto das estratégias de aprendizagem dos alunos quanto dos procedimentos de ensino adotados. Ao final de cada etapa do curso, são indicadas avaliações somativas para verificar os resultados atingidos.

Cumpre destacar que não é apenas o professor que pode (e deve) utilizar as informações do processo avaliativo para efetuar mudanças em sua prática. É fundamental levar os alunos a perceber que as avalia-ções podem ser muito úteis para orientá-los a como tornar seu processo de aprendizagem mais produtivo. Para tal, é preciso orientar os alunos a considerar não apenas as suas notas, mas também a buscar iden-tificar seus pontos fortes e fracos e as possíveis formas de superar dificuldades com o apoio do professor e dos colegas.

Além de incentivar os alunos a se beneficiar com as informações obtidas por meio das diferentes avalia-ções, é fundamental incluir seus pontos de vista desde o início do processo. O engajamento dos alunos no processo avaliativo faz com que eles se sintam corresponsáveis por sua aprendizagem e se tornem mais autônomos. Sugerimos, assim, que se criem oportunidades para os alunos refletirem sobre seu próprio processo de aprendizagem e se posicionarem em relação às práticas pedagógicas adotadas, o que pode ser feito periodicamente (uma vez por mês ou por bimestre) através de conversas, questionários, relatos, entre outros instrumentos.

Para favorecer a participação dos alunos no processo de avaliação contínua, conforme já mencionado neste Manual, a cada duas unidades, o Livro do Aluno traz uma unidade de revisão. Em cada Review, a seção Thinking about Learning apresenta quadros para ajudar os alunos a fazer uma auto avaliação. No quadro What can I do now?, a partir da lista dos objetivos de aprendizagem das duas unidades anteriores, os alunos são convidados a avaliar o que já são capazes de fazer em língua inglesa (com confiança, satisfa-toriamente ou com dificuldade). O quadro What words/expressions have I learned in units... and…? leva os alunos a organizar o vocabulário aprendido, focalizando o significado em contexto. Já o objetivo do quadro What learning resources have I used in units... and…? é convidar os alunos a pensar sobre os recursos de aprendizagem que têm utilizado e, indiretamente, incentivá-los a ampliar e diversificar o uso de tais recur-sos. Finalmente, o quadro What do I need to do in order to improve my learning? incentiva os alunos a plane-jar sua aprendizagem, desenvolvendo sua autonomia.

Conforme já descrito neste Manual, as unidades de Review também trazem seções com atividades de compreensão escrita (Reading), exercícios sobre aspectos gramaticais (Language in Use) e questões já apli-cadas no Enem ou em vestibulares (Studying for Exams), que podem ser utilizadas como instrumento de avaliação formativa e de autoavaliação de diferentes formas. Os alunos podem fazer os exercícios em casa



ou em aula e, no momento da correção, o professor poderá promover o engajamento de todos na discussão

sobre como chegar a respostas adequadas e como aprender com eventuais erros. Os exercícios também

podem ser respondidos em folha separada a ser entregue ao professor. Pode-se ainda solicitar aos alunos

que indiquem os exercícios que eles consideram mais fáceis e mais difíceis como forma de identificar os

conteúdos e habilidades que talvez precisem de explicação ou prática adicional.

Além das unidades de revisão, a avaliação pode incluir, a seu critério, a realização de outras atividades

propostas nas unidades principais (como, por exemplo, atividades da seção Writing), atividades de leitura,

vocabulário e/ou gramática da seção Extra Activities, questões de provas (simuladas ou já aplicadas) da

seção Studying for Enem, atividades sugeridas em notas para o professor ao longo do livro ou na seção “Ati-

vidades Adicionais” deste Manual, os projetos interdisciplinares (Project 1 e Project 2) e outros trabalhos em

grupo, além da aplicação de testes e provas, que oferecem uma medida mais objetiva de aprendizagem.

Os trabalhos realizados ao longo do curso, incluindo atividades de aula e de casa, projetos, anotações

etc., podem ser agrupados em uma pasta para criar um portfólio da produção dos alunos. O portfólio é um

instrumento de avaliação bastante útil para compreender melhor o percurso de aprendizagem dos alunos

e, como requer organização e reflexão, pode estimular uma postura mais autônoma.

No caso da utilização de testes e provas, recomenda-se que se promova um ambiente que não leve

à preocupação excessiva apenas com o que os alunos acreditam ser necessário para obter uma boa

nota. A inclusão de diversas formas de avaliação pode ajudar a evitar esse tipo de comportamento e

levar os alunos a compreender a avaliação como um processo contínuo e fundamental para sua

aprendizagem.

Para uma avaliação abrangente, cumpre ainda considerar a perspectiva do professor sobre o processo

educativo. Conforme indicam as Orientações Educacionais Complementares aos Parâmetros Curriculares

Nacionais do Ensino Médio (PCN+, p. 123), espera-se que o professor, a exemplo de todo profissional, “saiba

avaliar não somente os resultados de seu trabalho, mas também o processo e seus métodos de ação”.

Para tal, sugerimos que o docente experimente observar suas aulas e fazer anotações que possam ajudá-

-lo a refletir sobre sua própria prática e, se for o caso, transformá-la. Em suas anotações, o professor pode

descrever tudo o que acontece e é dito em sala de aula e também registrar seus comentários e reflexões

pessoais. A partir da observação e descrição de suas aulas, o docente pode confrontar sua prática com os

pressupostos teórico-metodológicos que deseja adotar e, se for o caso, buscar modificar essa prática para

aprimorá-la. Conversas com outros professores podem ser úteis para trazer novas perspectivas e contribuir

para aprofundar esse processo de reflexão e reconstrução. Um professor pode, inclusive, assistir a aulas

ministradas por um colega e ambos refletirem juntos sobre elas.

É importante que o professor tente superar o receio de se expor e se autoavaliar. Só assim poderá assu-

mir a postura de professor-pesquisador, que busca investigar e compreender melhor sua própria prática à

luz de fundamentação teórica relevante para identificar não apenas limitações, mas principalmente pos-

sibilidades de reconstrução. Para que o professor tenha o embasamento necessário e se sinta mais seguro

para avaliar seu contexto de atuação, incentivamos a leitura e a discussão de textos teóricos em grupos de

professores como parte de um projeto de formação continuada do professor. A seção de “Sugestões de Lei-

tura e de Websites” deste Manual traz indicações de livros, textos e sites que podem ser úteis.

Em resumo, sugerimos a utilização, em diferentes momentos do curso, de uma variedade de instrumen-

tos e formas de avaliação que levem em consideração os pontos de vista dos diferentes participantes e in-

cluam informações sobre o produto assim como sobre o processo de aprendizagem. Recomendamos ainda

que o processo de avaliação seja conduzido de modo a propiciar o aperfeiçoamento da prática educacional

tendo em vista o contexto em que ela está inserida.



atividades adicionais

Nesta seção, sugerimos atividades adicionais elaboradas a partir de (hiper)textos e vídeos indicados

no boxe Extra reading/Extra video(s), que aparece ao final de cada unidade principal, na seção Looking

Ahead, além de questões já aplicadas em vestibulares. Essas atividades podem ser realizadas pelos alunos,

individualmente ou em duplas, em casa ou na escola (em sala de aula ou no laboratório de informática), a

critério do professor. Elas também podem ser utilizadas como instrumentos de avaliação da aprendizagem

dos alunos.

AtividAdes A pArtir de Extra rEading/Extra vidEo(s)

As atividades desenvolvidas (em inglês e português) a partir de sugestões do boxe Extra reading/Extra

video(s) e apresentadas a seguir incluem questões de compreensão de (hiper)textos e vídeos disponíveis nos

links indicados, assim como de produção de novos textos. Destaque-se que algumas atividades exploram

as características do hipertexto e requerem que os alunos naveguem pelo site em questão. Com essas ati-

vidades adicionais para cada unidade, espera-se incentivar os alunos a sempre utilizar diferentes recursos

que possam enriquecer seu aprendizado. Logo após as atividades propostas nesta seção, apresentamos as

sugestões de respostas.

UNIDADE 1

Sugestões de questões de compreensão do (hiper)texto disponível em <www.unesco.org/new/en/

brasilia/social-and-human-sciences/ethnic-and-racial-relations>, indicado no boxe Extra reading/Extra

video(s) da página 34.

1. In pairs, answer the following questions.

a. How is Brazil characterized in cultural terms?

b. What does Unesco stand for?

2. Go to Brazil-Africa: Crossed Histories Project (in “Important Frameworks on ethnic and racial

relations”) to find out about the project. What is it about?

3. Go to More about the Programme and summarize the main roles of the project.

UNIDADE 2

Sugestões de questões de compreensão do texto disponível em <www.ehow.com/how_2078640_over-

come-regret.html>, indicado no boxe Extra reading/Extra video(s) da página 48.

Read the text and, in pairs, answer the questions.

a. Do you agree with the suggested instructions on how to overcome regrets?

b. The website suggests other texts related to the topic that the reader may be interested in. What

are the titles of such texts?

c. How is this text related to the text on page 38?

Way_to_Go_Ingles_vol3_PNLD2018_251a280_MP.indd 251 5/20/16 7:02 PM


UNIDADE 3

Sugestões para explorar o vídeo Today’s Heroes – A father’s love for his son, disponível no site <http://

teamhoyt.zrainmedia.com/videos/index.htm> e indicado no boxe Extra reading/Extra video(s) da página 68.

a. What is the video about?

b. What do the video and the text from unit 3 have in common?

c. What else have you discovered about Team Hoyt by watching the video?

UNIDADE 4

Sugestões para explorar o vídeo disponível em <http://video.about.com/jobsearch/Factors-to- Consider-

When-Choosing-a-Career.htm> e indicado no boxe Extra reading/Extra video(s) da página 82.

1. In the video, Tim Tyrell-Smith, marketing coach and career strategist, talks about some important

factors to consider when choosing a career. Number the factors below in the order they are

mentioned in the video.

a. place of work

b. financial return

c. effects of work on the community

d. balance between work and personal life

2. How important are the factors above to your future career choice?

UNIDADE 5

Sugestões para explorar o texto disponível em <www.rain-tree.com/facts.htm> e indicado no boxe Extra

reading/Extra video(s) da página 102.

Escreva, com suas próprias palavras, cinco fatos sobre as florestas tropicais que você descobriu através

do texto indicado.

UNIDADE 6

Sugestões para explorar o vídeo disponível no site <www.ehow.com/video_7369054_design- advertising-

poster.html>, indicado no boxe Extra reading/Extra video(s) da página 116.

1. What is Karl Deutsch’s job?

2. According to him, what is advertising poster similar to?

3. What poster has he created?

4. In his opinion, what are the two most dominant elements in his poster?

UNIDADE 7

Sugestões para explorar o site disponível em <www.utulsa.edu/tswl/> e indicado no boxe Extra reading/

Extra video(s) da página 136.



1. Explore o site do periódico Tulsa Studies in Women’s Literature e responda.

a. A que instituição o periódico está ligado?

b. Em que ano o periódico foi criado?

c. Que conteúdos são publicados no periódico?

2. Indique qual link do site conduz a cada item a seguir.

a. edição mais recente do periódico

b. edições anteriores

c. lista de sites sugeridos

UNIDADE 8

Sugestões para explorar o texto disponível em <http://teenadvice.about.com/od/factsheetsforteens/

a/10thingslove.htm> e indicado no boxe Extra reading/Extra video(s) da página 150.

1. Read the text and, in pairs, answer the following questions.

a. Do you agree with all the ten items in the text?

b. Which item(s) do you consider the most relevant?

c. What other things about love do you think a teenager should know?

2. How is this text related to the text on page 140?

Sugestão de respostas para as atividades adicionais

Unit 1. 1. a. As one of the richest in the world. b. United Nations Educational, Scientific and

Cultural Organization. 2. The project is about promoting recognition of the importance of the

African-Brazilian history and culture intersection, in order to revamp the relation between

different racial groups living in the country. 3. Personal answers.

Unit 2. 1. a. Personal answers. b. Os títulos podem variar dependendo do momento de acesso aos

textos, mas são aqueles mencionados abaixo dos títulos “Other People Are Reading” e “You May

Like”. c. Personal answers.

Unit 3. 1. Suggested answer: The video is about the story of a father, Dick Hoyt, who pushes his son,

Rick Hoyt, in a wheelchair in marathons. 2. Suggested answer: The video and the text in unit 3

are both about a father’s love for his son. 3. Personal answers.

Unit 4. 1. 1 – 4 – 3 – 2; 2. Personal answers.

Unit 5. Resposta pessoal.

Unit 6. 1. He’s a graphic designer. 2. An advertisement in a newspaper or a magazine. 3. A poster for

a car show. 4. The name of the event and the image that relates to the event.

Unit 7. 1. a. University of Tulsa. b. 1982. c. Resposta sugerida: Artigos, notas, pesquisas e resenhas

de obras teóricas, históricas e literárias escritos por estudiosos na área de literatura e teoria

feminista. 2. a. Contents (abaixo de Inside the current issue) ou Current Issue (opção do botão

Inside the Journal na barra de navegação). b. Past issues (na barra de navegação). c. Links (na

barra de navegação).

Unit 8. 1. Personal answers. 2. Personal answers.



Questões de vestibulAr

As questões de vestibular a seguir vêm ampliar a seção Studying for Exams que integra cada unidade de

revisão (Review), e podem ser utilizadas a critério do professor. Observe-se que o assunto de cada texto dos

vestibulares está relacionado ao tema de uma das unidades principais do livro. Logo após as questões aqui

reproduzidas, apresentamos o gabarito.

(Fuvest/2015)

In 1998 Fernando Henrique Cardoso, then Brazil’s president, said he would triple the area of the

Amazonian forest set aside for posterity. At the time the ambition seemed vain: Brazil was losing

20,000 square kilometres of forest a year. Over the next 15 years loggers, ranchers, environmentalists

and indigenous tribes battled it out – often bloodily – in the world’s largest tropical forest. Yet all the

while presidents were patiently patching together a jigsaw of national parks and other protected

patches of forest to create the Amazon Region Protected Areas (Arpa), a protected area 20 times the

size of Belgium. Now, less than 6,000 sq km of Brazil’s Amazonian forest is cleared each year. In May

the government and a group of donors agreed to finance Arpa for 25 years. It is the largest tropical

forest conservation project in history.

This matters because of Brazil’s size: with 5 m sq km of jungle, it has almost as much as the next three

countries (Congo, China and Australia) put together. But it also matters for what it may signal: that

the world could be near a turning point in the sorry story of tropical deforestation.

The Economist, August 23, 2014. (Adaptado).

Redigindo em português, atenda ao que se pede.

a. Com base no texto, compare a situação da Floresta Amazônica em 1998 com a de 2014.

b. Segundo o texto, o que é o projeto Arpa e qual é a importância que ele pode vir a ter para a

Floresta Amazônica?

(UFSC/2014)

Text 2

Women with Unusual Careers

Underwater filmmaker/photographer

Jill Heinerth, of Heinerth Productions Inc., isn’t afraid to get her feet wet.

She’s dived inside Antarctic icebergs, in volcanic lava tubes and in remote

places like the frozen caves of Siberia. Her specialty is underwater

filmmaking in challenging environments, specifically caves.

Heinerth, who has been diving for more than 20 years, says she was inspired

as a young girl to be an explorer. “My family never placed boundaries in my

way,” she says. “Gender and racial barriers did not exist in my family. People

were simply people, able to pursue their dreams through tenacity.”

When she first joined the ranks of underwater explorers, being one of the few women was often a

challenge. “In the early days, there were a lot of men who tried to slow me down and tell me I did not

belong in the field,” she says. “That slowly changed into men being fascinated that I was a cave

explorer. These days, I get far less resistance and mostly respect from men and women alike.”

Adapted from: <www.sheknows.com/living/articles/811378/6-women-with-unusual-careers>. Accessed in: May 2016.

Jill Heinerth

Reprodução/<www.sheknows.com>



QUEStão 17

Which question(s) can be answered according to text 2?

Select the CORRECT proposition(s).

01. What is Jill’s area of expertise?

02. How many films has Jill made so far?

04. Where does Jill live?

08. Who admires Jill for her work?

16. For how long has Jill been diving?

32. When did Jill dive in Siberia?

QUEStão 18

Select the CORRECT ending(s) for the following sentence, according to text 2.

Jill’s family…

01. expected her to become an underwater explorer.

02. gave her the necessary financial support.

04. didn’t impose limits on her dreams.

08. had no prejudices in relation to people.

16. wanted her to inspire other young people.

Text 3

Women with Unusual Careers

Carpenter

Barb Johnson’s favorite thing about carpentry is starting out with nothing

but a sheet of paper in the morning and transforming that drawing into

something useful and beautiful. “And at the end of the day, it is always

perfectly clear what I have accomplished with my time,” she says.

Johnson claims 30 years in the business and owned Novio Wooden

Furniture until Hurricane Katrina destroyed it in 2005.

Home shows on television have made carpentry a more practical career

for women because they see others doing it, Johnson says. When Johnson

first started out, she was the only female carpenter in her city. “Now it’s

not uncommon to see a woman carpenter,” she says. “I mean, it’s not a

rare occurrence.”

These days, Johnson’s focus is on writing, but she says it parallels carpentry in many ways. “I essentially

write the way I build,” she says. “I construct some sort of framework and get to know the piece as I go

along.” She also recently taught a carpentry class for female undergraduates at Tulane University in

New Orleans.

Adapted from: <www.sheknows.com/living/articles/811378/6-women-with-unusual-careers>.

Accessed in: May 2016.

Barb Johnson

Reprodução/<www.sheknows.com>



QUEStão 19

What does text 3 say about Barb Johnson?


01. She owns a furniture factory.

02. She is no longer the only woman carpenter in her city.

04. She learned carpentry by seeing others doing it.

08. Teaching is her main motivation nowadays.

16. She can see similarities between writing and carpentry.

32. Her interests include different activities.

QUEStão 20

According to the first paragraph of text 3, when Barb Johnson says “And at the end of the day, it is always

perfectly clear what I have accomplished with my time,” she is expressing

01. satisfaction for having done a good job.

02. pleasure for the productive use of her time.

04. curiosity for what happens in her profession.

08. confidence in the people who work with her.

16. concern about working and making money.

(UFSC/2013)

Text 2

Gabriela, Clove and Cinnamon

Gabriela, Clove and Cinnamon is a Brazilian modernist novel. It was written

by Jorge Amado in 1958 and it is widely considered one of his finest works.

The action of the novel begins in 1925 in the provincial port of Ilhéus in

Brazil’s northeastern state of Bahia.

The book tells two separate but related tales: first, the romance between

Nacib Saad and Gabriela. Second, it describes the political struggle

between the old guard of Cacao growers and the forces of modernization,

in the person of Mundinho Falcão. It can be read simultaneously as an

unusual, charming love story, a description of the political and social forces

at work in 1920s Brazil, a somewhat satirical depiction of Latin American

aspirations to “modernity”, and a celebration of the local culture and

pleasures of Bahia.

Adapted from: <http://en.wikipedia.org/wiki/Gabriela, cravo_e_canela>; <www.amazon.com/

Gabriela-Clove-Cinnamon-Jorge-Amado/dp/0307276651/ref=cm_cr_pr_product_ top>. Accessed in: May 2016.

QUEStão 16


According to the review of the novel Gabriela, Clove and Cinnamon, it is…

01. an attractive love story and a portrayal of the political and social forces interacting in Brazil in the

twentieth century.

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02. a typical and common love story which combines regional society customs with a satirical

depiction of Latin America aspirations to “modernity”.

04. an account to some extent satirical of Latin American aspirations to “modernity”.

08. a book that is composed of two different stories which are interconnected.

16. one of Jorge Amado’s best novels which takes place in the second decade of the twentieth century

in Brazil.

32. a book which should be read concurrently with any other Jorge Amado’s modernist novel.

64. a story which combines love, enjoyment, political and social aspects focused on a provincial

region in the northeast of Brazil.

Text 4

O Auto da Compadecida

O Auto da Compadecida is a 2000 Brazilian comedy film, directed by Guel Arraes, with a screenplay

by Arraes and Adriana Falcão. It is based on the 1955 play of almost the same name by Ariano

Suassuna.

The plot concerns the adventures of João Grilo (Matheus Nachtergaele) and

Chicó (Selton Mello), the most cowardly of men. The lively João Grilo and the

tricky Chicó are poor guys who cheat a bunch of people in a small northeast

Brazilian town. But when they die, they have to be judged by Christ, the Devil

and the Virgin Mary, before they are admitted to paradise.

The film was a critical and commercial success in Brazil and in some South

American countries like Chile and Venezuela. It was not as well-received in

English-speaking countries.

Adapted from: <www.tumblr.com/tagged/o-auto-da-compadecida?before=1324229128>;

<http://mubi.com/films/a-dogs-will>. Accessed in: May 2016.

QUEStão 18

Select the proposition(s) which contains (contain) CORRECT answers for the following questions,

according to the text above.

01. Do the film and the play have the same name?

Yes, they do.

02. Which came first, the movie or the play?

The play did.

04. Were João Grilo and Chicó brave guys?

No, they weren’t.

08. Where does the action take place?

In the northeast of Brazil.

16. What happens at the end of the film?

João Grilo and Chicó go to hell.

32. Was the film a success everywhere?

Yes, it was.

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(FGV/2013)

Money Talks

Is money a good medium to spread messages? At first Alexei Navalny, a Russian opposition activist

and noted blogger, was skeptical. But then he did the maths: if 5,000 Russians stamped 100 bills each,

every citizen would encounter at least one of the altered notes as they passed from person to person.

Members of Iran’s Green Movement used this tactic in 2009, writing slogans on banknotes during

their antigovernment protests. This prompted a ruling that defaced notes would no longer be

accepted by banks. Similarly, supporters of the Occupy movement had added slogans and

infographics about income inequality to dollar bills. And members of China’s Falun Gong movement

wrote messages on banknotes attacking government persecution.

The use of money as a communications medium, distributing words and images as it passes from

hand to hand, is ancient. The earliest coins, minted in Lydia (now part of Turkey) in the 7th century BC,

depicted the head of a lion, thought to have been a royal symbol. Later rulers had their names and

images inscribed on coins, along with symbolic images of various kinds. In the era before printing,

this was a very efficient way to project their image directly to the people.

But their subjects were also aware of the messaging power of money, as the recently revamped exhibit

on the history of money at the British Museum in London reveals. It includes a Roman coin from 215

AD, on which the Christian “chi-rho” symbol has been scratched behind the emperor’s head; a French

coin from 1855 overstamped with an advertisement for Pear Soap; and a 1903 British penny on which

Edward VII’s face has been stamped with “Votes for women” by suffragettes. Mr. Navalny’s call for

Russians to stamp messages on banknotes is just the latest incarnation of a centuries-old idea – a

pioneering example of what we now call social media.The Economist, September 29 th 2012. p. 80. (Adapted)

1. The title of the text – “Money talks” – is a common saying in English that implies one can buy

almost anything with money, and it is used here

a. to show how corruption is spread all over the world.

b. in order to emphasize the power money brings to those who own it.

c. so as to illustrate how dictatorial governments can manipulate the use of money.

d. as a word pun, with a different meaning from the one commonly known.

e. to show that money can buy everything one needs or wants.

2. Alexei Navalny

a. collaborated with the protesters of the Occupy Wall Street movement.

b. was inspired for his actions after seeing an exhibit at the British Museum.

c. didn’t believe in the beginning that his plan would succeed.

d. was a pioneer in what eventually became a new social media.

e. helped the Falun Gong movement in China to write messages on banknotes.

3. The money exhibit at the British Museum

a. depicts royal and religious symbols from different ages of history.

b. displays documents from many centuries ago with a wide variety of messages.

c. includes the very first coins ever minted by a king.

d. has Chinese, Iranian, and Russian money, among others.

e. shows the use of currency to spread messages has been happening for centuries.



4. The first coin minted

a. had the face of the local king.

b. appeared before the Christian age.

c. were meant to make people know who the king was.

d. portrayed different kinds of symbols.

e. symbolized Christian values.

(PUC-RIo/2013)

Are You A Digital Native or A Digital Immigrant?

We all know that we are living in an increasingly technologically driven world. Living here in the heart

of Silicon Valley I certainly feel it every day. In fact, I don’t think I know a single couple in my

neighborhood, other than my wife and I, who don’t work in the technology field in some capacity.

Our local companies are Facebook, Apple, Google, Yahoo, and so many venture capital firms that I can’t

keep them straight. But you don’t have to live in Silicon Valley to feel that the world is getting more and

more technology centered, focused, and driven. We can debate the pros and cons of this reality but we

can’t deny that the world has changed very quickly in head spinning ways. Two recent comments led

me to finally enter the 21st century by getting a smart phone this week, kicking and screaming.

First, I mentioned to one of my undergraduate classes at Santa Clara University that I didn’t have a

smart phone, but rather I had a dumb phone. My phone can make and receive phone calls and that’s

about it. No email, internet, and so forth. So one of my students looked at me in an odd and curious

way, like she was talking to someone from another planet, and stated in a matter of fact manner,

“Professor Plante, even 2nd graders have smart phones.” Ouch!

Second, I was talking with a producer at the PBS NewsHour who wanted me to do a live interview

within a few hours of his call regarding some late breaking news about clergy sexual abuse, which is

my specialty. I was out of the office and driving my car when he called and in a matter of fact manner

he said that he wanted to send me some important information to my smart phone to best prepare

me for the upcoming interview. When I told him that I couldn’t receive anything since I had a dumb

phone and not a smart phone, there was a long silence. He then said he’d have to just read it to me

over the phone as a Plan B. He wasn’t happy... neither was I.

In case you haven’t noticed, the 21st century is really upon us and to live in it one really does need to

be connected in my view. Although I often consider myself a 19th or 20th century guy trapped in the

21st century we really do need to adapt. For most of us we are just living in a new world that really

demands comfort with and access to technology.

This notion of digital native vs. digital immigrant makes a great deal of sense to me. Young people in

our society are digital natives. They seem to be very comfortable with everything from iPhones to TV

remotes. Digital immigrants, like me, just never feel that comfortable with these technologies. Sure

we may learn to adapt by using email, mobile phones, smart ones or dumb ones, Facebook, and so

forth but it just doesn’t and perhaps will never be very natural for us. It is like learning a second

language... you can communicate but with some struggle.

This has perhaps always been true. I remember when I was in graduate school in the 1980s trying to

convince my grandparents that buying a telephone answering machine as well as a clothes dryer would

be a good idea. They looked at me like I was talking in another language or that I was from another planet.

Perhaps we have a critical period in our lives for technology just like we do for language. When we are

young we soak up language so quickly but find it so much harder to learn a new language when we

are older. The same seems to be true for technology.

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30

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So, this week I bought my first smart phone and am just learning to use it. When questions arise,

I turn to my very patient teenage son for answers. And when he’s not around, I just look to the

youngest person around for help.

So, what about you? Are you a digital native or a digital immigrant and how does it impact your life?

Adapted from “Digital Native vs Digital Immigrant? Which are you?” Published on July 24 th, 2012 by Thomas G. Plante, Ph.D., ABPP in Do the Right Thing

<www.psychologytoday.com/blog/do-the-right-thing/201207/digital-native-vs-digital-immigrant-which-are-you>. Retrieved on July 28, 2012.

1. The text suggests that nowadays the world is divided into two groups of people

a. those who work in the technology field and those who are against it.

b. the ones who live in Silicon Valley and those who live in the fields.

c. the smart phone users and the wireless phone addicts.

d. those who work for Apple and those who work for Facebook.

e. the technological natives and the technological foreigners.

2. The main purpose of the text is

a. to compare the new smart phones to old conventional devices.

b. to argue that people should adopt simple dumb phones for their daily activities.

c. to highlight that young people are usually technologically driven and centered.

d. to analyze the characteristics and the advantages of smart phones.

e. to prove that old people cannot learn how to use electronic instruments.

3. In paragraphs 2 and 3, the author reports two incidents he experienced to

a. declare he has contact with foreign people through his work.

b. criticize his students’ behaviour towards him and his work methods.

c. tell the reason why he finally adopted a smart phone.

d. illustrate the negative effects brought by the increasing use of smart phones.

e. argue against the indiscriminate use of technology in classrooms.

4. In the sentence “He then said he’d have to just read it to me over the phone as a Plan B.” (l. 19-20),

the underlined pronoun refers to

a. the author’s dumb phone.

b. the information needed for the interview.

c. the author’s smart phone.

d. the upcoming interview.

e. the conversation the author had with the TV producer.

5. Mark the CORRECT statement concerning the meanings of the words extracted from the text.

a. “kicking and screaming” in “... by getting a smart phone this week kicking and screaming.” (l. 8)

means “revolutionary”.

b. “odd” in “So one of my students looked at me in an odd and curious way, ...” (l. 11-12) means

“respectful”.

c. “late breaking news” in “I was talking with a producer (...) some late breaking news” (l. 14-15)

means “tragic news”.

40



d. “a critical period” in “Perhaps we have a critical period in our life for technology” (l. 34) means

“a threatening moment”.

e. “soak up” in “When we are young we soak up language so quickly (...)” (l. 34-35) means “absorb”.

6. Paraphrasing the sentence “In case you haven’t noticed, the 21st century is really upon us and to

live it one really does need to be connected in my view” (l. 21-22), we can say that

a. the future is here and we must be connected to the world.

b. the present century has come to make things more difficult for people.

c. everybody understands that technology is necessary to survive on Earth.

d. people should try to escape the new century’s negative effects.

e. digital natives have not noticed that they need to be connected.

7. The author explains the expression “dumb phone” (l. 10) as

a. a phone used by those who are digital natives.

b. a phone which does not have internet access.

c. a phone that can communicate with people from another planet.

d. a phone specially designed for second graders.

e. a phone designed for those who have hearing problems.

8. “We can’t deny” in “...we can’t deny that the world has changed very quickly...” (l. 6-7) and

“My phone can make” in “My phone can make and receive phone calls...” (l. 10) express the

ideas of, respectively:

a. probability – duty.

b. condition – ability.

c. obligation – assumption.

d. possibility – obligation.

e. impossibility – ability.

9. The author uses the expression “a matter of fact manner” (l. 12 and l. 16) twice in the text.

Inferring from the context in which it is used, “a matter of fact manner” is

a. a way of saying that something is expected.

b. like saying things very loudly.

c. a manner of affirming that someone is wrong.

d. equivalent to saying things politely.

e. a way of declaring that one thing is absurd.

10. Mark the INCORRECT option concerning the statements.

a. The author’s resistance to using a smart phone is comparable to his grandparents’ resistance to

using a clothes dryer.

b. In the author’s opinion we can’t avoid dealing with technology in the 21st century.

c. Teenagers are much more familiar to the digital world than adults are.

d. When he bought a smart phone, the author immediately got adapted to using it.

e. The author has recently faced some problems for not using a smart phone.



(UNICAmP/2013)

Photoshopping Our Souls Away

By Sarey Martin McIvor

In 2011, the American Medical Association, the

most respected group of medical professionals

in the U.S., took a public stance against the way

media “corrects” photographs of humans,

arguing that it is a leading cause of anorexia, the

third most common mental chronic disorder in

adolescents.

It’s bad enough that most models are part of a

gene pool and age group that encompasses a

very small percentage of the population. But

now, they are photographing these folks and manipulating their skin, their weight, and proportions to

make them into perfect alien life forms that exist only in a computer.

Adaptado de: <http://darlingmagazine.org/author/sarey-martin-mcivor/>.

Acesso em: 5 maio 2016.

a. O que fez a American Medical Association em 2011 e por quê?

b. Justifique o título do texto.

(UECE/2013)

Hundreds of studies have assessed leadership styles, mainly by having employees report on how their

managers typically behave. Researchers have also collected information on how effective managers

are. After large numbers of such studies became available, reviewers aggregated them quantitatively

to discover what kinds of leadership are effective.

One conclusion that has emerged based on the research of the past 30 years is that a hybrid style

known as transformational leadership is highly effective in most contemporary organizational

contexts.

A transformational leader acts as an inspirational role model, motivates others to go beyond the

confines of their job descriptions, encourages creativity and innovation, fosters good human

relationships, and develops the skills of followers. This type of leadership is effective because it fosters

strong interpersonal bonds based on a leader’s charisma and consideration of others. These bonds

enable leaders to promote high-quality performance by encouraging workers rather than threatening

them, thus motivating them to exceed basic expectations.

By bringing out the best in others, transformational leaders enhance the performance of groups and

organizations.

Transformational leadership is androgynous because it incorporates culturally masculine and

feminine behaviors. This androgynous mixing of the masculine and feminine means that skill in

this contemporary way of leading does not necessarily come naturally. It may require some effort

and thought.

Men often have to work on their social skills and women on being assertive enough to inspire others.

It is nonetheless clear that both women and men can adapt to the demands of leadership in the

transformational mode.

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One of the surprises of research on transformational leadership is that female managers are

somewhat more transformational than male managers. In particular, they exceed men in their

attention to human relationships. Also, in delivering incentives, women lean toward a more positive,

reward-based approach and men toward a more negative and less effective, threat-based approach.

In these respects, women appear to be better leaders than men, despite the double standard that can

close women out of these roles.

Why are women leaders more transformational when they are less likely to become leaders in the

first place? One reason is that the double standard that slows women’s rise would work against

mediocre women while allowing mediocre men to rise. As a consequence, the women who attain

leadership roles really are better than the men on average.

It is also true women generally avoid more domineering, “command and control” behavior because of

the backlash they receive if they lead in this way. Men can often get away with autocratic behavior

that is roundly disliked in women. Ironically, this backlash against domineering women may foster

good leadership because the androgynous middle ground is more likely to bring success. Leaders gain

less from ordering others about than from forming teams of smart, motivated collaborators who

together figure out how to solve problems and get work done.

Disponível em: <www.nytimes.com>. Acesso em: 5 maio 2016.

1. As to the leadership pattern that requires attitudes based on features of both male and female

behaviors, one may infer that it

a. is the easiest way, for it is what someone would normally do.

b. brings satisfaction to people under command, but not to the leader.

c. leads managers to avoid it because of prejudice.

d. makes leaders reflect and struggle to become skillful in this way of leading.

2. According to the research results, women tend to do better in terms of the application of the

transformational type of leadership because of their

a. longer hours of work at the office.

b. very assertive and sometimes intimidating approach.

c. considerate and rewarding way of dealing with people.

d. attitude in relation to men under their command.

3. Further exploring the apparently paradoxical reasons why women leaders are more successful in

transformational leadership than men, the text mentions the fact that

a. because of gender inequality, only women who are really good get leading positions.

b. women seem to have a better performance in job interviews.

c. men are usually more willing to get jobs done when led by women.

d. due to gender issues, leading women usually try to make men seem mediocre.

4. Among the factors that make transformational leadership effective, the text mentions

a. the increasing equality of treatment for men and women.

b. the connection established with people based on respect and motivation.

c. a return to traditional strategies long forgotten in the business world.

d. the extensive use of coercive behavior disguised in new roles.



5. As to the effectiveness of managers, researchers have found, after many years of study, that

a. an inspirational style can encourage creativity among mediocre men.

b. masculine behavior leans toward a reward based approach.

c. the androgynous pattern seems to be preferred by men.

d. the so-called transformational style is very positive in many contexts.

6. Women usually refuse to behave in a domineering way due to the fact that they

a. think it is unlikely to bring success.

b. receive backlash when they lead in this manner.

c. prefer to make believe they are treating collaborators in a friendly way.

d. dislike any kind of threat-based approach.

Gabarito das questões de vestibular

(Fuvest/2015) a. Em 1998, o então presidente Fernando Henrique Cardoso disse que pretendia triplicar a área de preservação da Floresta Amazônica. Naquele ano, o desmatamento das florestas no Brasil chegava a 20 mil km2 por ano. Em 2014, com o projeto Arpa em vigor, menos de 6 mil km2 ao ano eram desmatados. Além disso, em maio de 2014, o governo e um grupo de financiadores concordaram em financiar o projeto Arpa por 25 anos. b. O projeto Arpa é um conjunto de parques nacionais e outros trechos de florestas protegidos que totalizam uma área de preservação 20 vezes maior que a Bélgica. Além de ser o maior projeto de preservação de florestas tropicais da história, ele pode sinalizar um ponto de mudança na triste história do desmatamento tropical.

(UFSC/2014) QUESTÃO 17 (Proposições corretas: 1, 8, 16) 25; QUESTÃO 18 (Proposições corretas: 4, 8) 12; QUESTÃO 19 (Proposições corretas: 2, 16, 32) 50; QUESTÃO 20 (Proposições corretas: 1, 2) 3.

(UFSC/2013) QUESTÃO 16 (Proposições corretas: 1, 4, 8, 16, 64) 93; QUESTÃO 18 (Proposições corretas: 2, 4, 8) 14.

(FGV/2013) 1. d; 2. c; 3. e; 4. b.

(PUC-RIO/2013) 1. e (the technological natives and the technological foreigners). O texto busca distinguir dois tipos de usuários de tecnologia: aqueles que nasceram em um mundo marcadamente dominado pela influência de aparelhos eletrônicos e da digitalização (os tecnológicos nativos), e aqueles que, por pertencerem a uma geração que não cresceu fazendo uso tão ostensivo e intensivo da tecnologia, tiveram que se adaptar ao ritmo e às necessidades de uma vida dominada pela tecnologia (os tecnológicos imigrantes ou estrangeiros).

2. c (to highlight that young people are usually technologically driven and centered). A ideia principal do texto é reforçar a noção de que as pessoas mais jovens, de acordo com a percepção do autor, são geralmente mais direcionadas e hábeis em lidar com a tecnologia que domina o nosso cotidiano.

3. c (tell the reason why he finally adopted a smart phone). Os dois episódios que o autor nos reporta no texto (a conversa com a aluna de graduação e a conversa com o produtor do programa no qual ele vai dar uma entrevista) se configuram como os dois principais motivos que o levaram a aderir ao uso do “smart phone”. 4. b (the information needed for the interview). O pronome it resgata, ao fazer referência, a informação de que o autor do texto precisará para



notas culturais e linguísticas

Esta seção traz informações relacionadas a assuntos, pessoas, palavras ou expressões abordados em cada unidade e que o professor pode compartilhar com os alunos, a seu critério.

UNIDADE 1

Apartheid (p. 23, exercício 1)

Regime que impôs a segregação racial, o apartheid vigorou o�cialmente na África do Sul de 1948 até 1994. Estabelecia uma hierarquia em que a minoria branca dominava o resto da população (negros, mestiços e asiáticos) e separava as raças em territórios reservados. As leis raciais abrangiam todos os aspectos da vida social, incluindo, por exemplo, a proibição de casamento entre brancos e não brancos, a existência de empregos, escolas e hospitais exclusivos para brancos. Essas e muitas outras restrições não eram apenas sociais, mas eram obrigatórias pela força da lei.

Fontes: <www-cs-students.stanford.edu/~cale/cs201/apartheid.hist.html>; <http://pt.wikipedia.org/wiki/Apartheid>.

Acesso em: 12 abr. 2016.

participar da entrevista para a qual ele está sendo convidado por telefone. 5. e (“soak up” in

“When we are young we soak up language so quickly (...)” (l. 34-35) means “absorb”). O sintagma verbal soak up traz consigo o sentido de adquirir, absorver, o que é totalmente aplicável à ocorrência do verbo na frase em questão. 6. a (the future is here and we must be connected to the

world). A preposição upon, na frase em tela, deve ser compreendida semanticamente com sentido de presença, de imediatismo. Assim, o futuro, segundo o autor, já chegou, já está aqui.

7. b (a phone which does not have internet access). O autor cria uma expressão “dumb phone”

(telefone “burro”), em oposição à expressão “smart phone” (telefone “esperto”). Para o autor, o “dumb phone” é aquele que apenas faz e recebe chamadas, sem acesso à Internet. 8. e (impossibility – ability). As duas ocorrências do verbo modal “can” indicam, respectivamente, “impossibilidade” (ao usar-se a forma negativa) e “habilidade”. Na primeira ocorrência “nos é impossível negar que o mundo mudou rapidamente”. Na segunda, “o telefone tem a capacidade/habilidade de fazer e receber ligações”. 9. a (a way of saying that something is expected). A expressão “a matter of fact manner” foi usada pelo autor para descrever a fisionomia ou a reação de seus interlocutores, indicativa de que aquilo que estes falavam seria a coisa mais corriqueira e esperada a ser dita, exceto para o próprio autor.

10. d (When he bought a smart phone, the author immediately got adapted to using it). A única opção incorreta entre as listadas é a de que o autor rapidamente se adaptou ao uso do telefone, quando adquiriu um. Na verdade, ele ainda está precisando da ajuda de seu filho adolescente, ou de qualquer jovem que esteja próximo, para aprender a lidar com o aparelho.

(UnICamP/2013) a. Resposta esperada: Ela se posicionou publicamente contra o modo como a mídia “corrige” as fotos de seres humanos, porque isso é a principal causa da anorexia, a terceira maior desordem mental crônica em adolescentes. b. Resposta esperada: O ato de corrigir nossa imagem com o programa Photoshop, como afirma o título do texto, nos destitui de nossa alma, pois nos transforma em seres perfeitos e irreais, que só existem nos computadores.

(UeCe/2013) 1. d; 2. c; 3. a; 4. b; 5. d; 6. b.



Barack Obama (p. 31, exercício 1)

Nascido em 1961, Barack Hussein Obama Jr. tornou-se, em 2008, com 69,4

milhões de votos, o primeiro presidente negro da história dos Estados Unidos, o

mais votado no país e o segundo presidente mais votado no mundo. Recebeu o

prêmio Nobel da Paz em 2009 e foi reeleito presidente dos EUA em 2012.

Fonte: <http://pt.wikipedia.org/wiki/Barack_Obama#Elei.C3.A7.C3.A3o_presidencial_de_2008>.


UNIDADE 2

Stokely Carmichael, Peabo Bryson, Patti Smith (p. 41, exercício 4)

Stokely Carmichael (1941-1998) foi um ativista negro do Movimento dos Direitos Civis nos Estados Uni-

dos na década de 1960. Peabo Bryson (1951) é um cantor de soul e R&B, vencedor de dois Grammys. Patti

Smith (1946) é uma poetisa, cantora e musicista norte-americana, conhecida como “poetisa do punk”.

Fontes: <www.biography.com>; <http://wikipedia.org>. Acesso em: 12 abr. 2016.

Segunda Guerra Mundial (p. 45, exercício 2)

A Segunda Guerra mundial começou em 1939, quando o exército alemão invadiu a Polônia e, em segui-

da, a França e a Inglaterra declararam guerra à Alemanha. De acordo com a política de alianças militares

existentes na época, foram formados dois grupos de países: o Eixo (Alemanha, Itália e Japão, com objetivos

expansionistas), e os Aliados (bloco liderado por Inglaterra, URSS, França e Estados Unidos). O grande con-

flito terminou com a rendição dos países do Eixo em 1945, deixando cidades destruídas e milhões de mortos

e de feridos.

Fontes: <http://pt.wikipedia.org/wiki/Segunda_Guerra_Mundial>; <www.suapesquisa.com/segundaguerra/>.


UNIDADE 3

Maratona, duatlo, triatlo, Ironman (p. 58)

maratona é uma corrida de cerca de 42 km. Duatlo é uma competição que inclui duas modalidades: corri-

da e ciclismo. O triatlo inclui corrida, ciclismo e natação. Ironman é uma modalidade de triatlo de longas

distâncias, compreendendo aproximadamente 3,8 km de natação, 180 km de ciclismo e 42 km de corrida.

Fonte: <http://wikipedia.org>. Acesso em: 12 abr. 2016.

Gilad Shalit (p. 62)

O israelita Gilad Shalit, nascido em 1986 na cidade de Nahariya, tornou-se soldado das Forças Armadas de

Israel e foi capturado em Kerem Shalom, na fronteira de Israel com a Faixa de Gaza. O jovem foi capturado

por palestinos em 25 de junho de 2006, tornando-se o primeiro soldado israelita capturado por palestinos

desde as forças de Nachshon Wachsman, em 1994. Shalit possui cidadania francesa, o que incentivou a

França e a União Europeia a se envolverem de alguma forma nos esforços para libertá-lo. Em 18 de outubro

de 2011, Shalit foi libertado em troca de 1.027 prisioneiros palestinos.

Fonte: <http://pt.wikipedia.org/wiki/Gilad_Shalit>.


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Mahatma Gandhi (p. 68)

mohandas Karamchand Gandhi (1869-1948), mais conhecido como Mahatma Gandhi (“Mahatma” significa “A Grande Alma”) nasceu em Porbanda, na Índia, e es-tudou Direito em Londres. Em 1893, foi para a África do Sul, onde passou 20 anos combatendo a legislação discriminatória contra os indianos. Em 1914, Gandhi voltou à Índia e se tornou líder do movimento de independência do país, organizando boico-tes contra instituições britânicas em formas pacíficas de desobediência civil. Lutou contra os impostos abusivos, a discriminação e a pobreza. Após a independência da Índia (1947), Gandhi foi assassinado por um fanático em 1948.

Gandhi se tornou um dos maiores líderes políticos e espirituais de seu tempo. Mesmo após a sua morte, seu compromisso com a não violência e sua crença em uma vida simples (fazendo as próprias roupas, sendo ve-getariano, fazendo jejum para autopurificação e como forma de protesto) têm inspirado lutas em favor dos oprimidos e dos marginalizados por todo o mundo.

Fonte: <www.biography.com/people/mahatma-gandhi-9305898>.


UNIDADE 4

Job, work, career (p. 70, exercício 3)

As diferenças entre job, work e career podem gerar dúvidas. Job e career são substantivos contáveis e, portan-to, podem ser usados no plural. Work pode ser um verbo (She works for a law firm.) ou um substantivo in-contável (I have a lot of work.). Job é uma palavra que se usa para se referir ao trabalho que se faz para ganhar dinheiro, refere-se a um emprego ou cargo/função (I like my job.; I’m a teacher. My brother has a good job as

a lawyer.). Work (substantivo) significa trabalho, uma atividade em que há esforço para atingir um objetivo. Todo emprego (job) envolve trabalho (work), mas há trabalho que não é relacionado a um emprego. Como verbo, work também significa “funcionar” (This machine is not working.). Job também é sinônimo de task, “tarefa” (I have many jobs to do this weekend.). Career é a carreira, ou seja, o trabalho desenvolvido ao longo da vida profissional, incluindo os diferentes empregos (jobs) e as decisões profissionais.

UNIDADE 5

Código Florestal Brasileiro (p. 102)

O Código Florestal Brasileiro institui as regras gerais sobre onde e de que forma o território brasileiro pode ser explorado ao determinar as áreas de vegetação nativa que devem ser preservadas e quais regiões são legalmente autorizadas a receber os diferentes tipos de produção rural.

Fonte: <www.brasil.gov.br/sobre/meio-ambiente/legislacao-e-orgaos/codigo-florestal>. Acesso em: 12 abr. 2016.

Greenpeace (p. 102)

O Greenpeace é uma organização global cuja missão é proteger o meio ambiente, promover a paz e inspi-rar mudanças de atitudes que garantam um futuro mais verde e limpo para esta e para as futuras gerações. As campanhas do Greenpeace envolvem: mudanças climáticas, proteção às florestas, oceanos, agricultura sustentável, poluição e energia nuclear. No Brasil, as principais frentes de trabalho são a proteção à Amazônia e a campanha de clima e energia. O Greenpeace está presente em 43 países de todos os continentes, contan-do com o apoio de quase 4 milhões de colaboradores em todo o mundo e cerca de 18 mil voluntários.

Fonte: <www.greenpeace.org/brasil/pt/quemsomos>. Acesso em: 12 abr. 2016.

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UNIDADE 6

Billboard, wallscape, flyer, social media (p. 113, exercício 1)

Billboard é um grande painel usado para a exposição de anúncios em espaços públicos externos (no Brasil, costumamos chamá-lo de outdoor). Wallscape é um grande mural na parede externa de um edifício. Flyer é o anúncio impresso em uma página para ampla distribuição (no Brasil, chamamos de folheto ou usamos o próprio termo em inglês). A expressão social media refere-se às tecnologias de comunicação on-line utili-zadas pelas pessoas para compartilhar conteúdos, tais como redes sociais, blogs etc.

Fonte: <http://wikipedia.org>. Acesso em: 12 abr. 2016.

Confessions of a Shopaholic (p. 116)

Confessions of a Shopaholic (em português, Os Delírios de Consumo de Becky Bloom) é um filme de comé-dia romântica lançado em 2009 e baseado na série de livros Shopaholic da escritora britânica Sophie Kin-sella. No filme, Rebecca Bloomwood, conhecida como Becky Bloom, é uma garota formada em jornalismo que tem obsessão por compras. Becky acaba conseguindo um emprego em uma revista sobre finanças, mas gasta boa parte do seu tempo fugindo desesperadamente dos cobradores que a perseguem.

Fonte: <www.imdb.com/title/tt1093908>. Acesso em: 12 abr. 2016.

UNIDADE 7

A moreninha, Senhora, A escrava Isaura (p. 123)

Escrita em 1844, A moreninha é considerada a obra-prima de Joaquim Manuel de Macedo. Narra a história de Carolina e Augusto, jovens que se reencontram na ilha de Paquetá após terem jurado amor na infância.

Fonte: <http://pt.wikipedia.org/wiki/A_Moreninha>. Acesso em: 12 abr. 2016.

Senhora é um dos principais romances de José de Alencar. Nessa história publicada em 1875, a bela e pobre Aurélia Camargo é apaixonada por Fernando Seixas, que, apesar de amá-la, decide casar-se com uma moça rica. Ao receber uma herança, Aurélia recupera Fernando, oferecendo um dote para casar-se com ele.

Fonte: <http://pt.wikipedia.org/wiki/Senhora_(livro)>. Acesso em: 12 abr. 2016.

Romance de Bernardo Guimarães, A escrava Isaura foi publicado em 1875. Conta a história de Isaura, mu-cama que nasceu quase branca, é tratada como filha por sua sinhá e é desejada por Leôncio, filho de seus senhores, que a herda e lhe impõe grandes sofrimentos. Fugitiva, Isaura conhece o rico Álvaro e se apaixona, mas é recapturada por Leôncio. Álvaro liquida os bens do falido Leôncio e a salva.

Fonte: <http://pt.wikipedia.org/wiki/A_Escrava_Isaura>. Acesso em: 12 abr. 2016.

Romeu e Julieta, Wuthering Heights, Sense and Sensibility (p. 123)

Escrita entre 1591 e 1595, Romeu e Julieta (no original em inglês, Romeo and

Juliet) é uma peça sobre dois adolescentes cuja morte acaba unindo suas famílias (a família Montecchio, de Romeu, e a família Capuleto, de Julieta), outrora em pé de guerra. A história se passa em Verona, na Itália. É uma das obras de William Shakespeare mais levadas aos palcos do mundo inteiro, tendo sido adaptada de diversas formas para o cinema e a televisão.

Fonte: <http://pt.wikipedia.org/wiki/Romeu_e_Julieta>. Acesso em: 12 abr. 2016.

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Único romance da escritora britânica Emily Brontë, Wuthering Heights foi lançado em 1847 e traduzido para o português como O Morro dos Ventos Uivantes. Conta a trágica história de amor vivida pelos persona-gens Heathcliff, Catherine e Edgar. É considerado um clássico da literatura inglesa. Teve várias adaptações para o cinema, TV e originou uma canção de sucesso de mesmo nome.

Fonte: <http://pt.wikipedia.org/wiki/Wuthering_Heights>. Acesso em: 12 abr. 2016.

Sense and Sensibility (no Brasil, Razão e Sensibilidade) é um romance da escrito-ra Jane Austen publicado em 1811 e adaptado para o cinema e a televisão diversas vezes. A história relata a vida e os amores das irmãs Elinor e Marianne Dashwood em busca do equilíbrio entre a razão e a sensibilidade na vida e no amor.

Fonte: <http://pt.wikipedia.org/wiki/Sense_and_Sensibility>. Acesso em: 12 abr. 2016.

Iracema (p. 124, exercício 3)

Iracema é um romance da literatura romântica brasileira escrito por José de Alencar e publicado em 1865. O romance conta, de forma poética, o amor impos-sível entre um branco, Martim Soares Moreno, e a bela índia Iracema.

Fonte: <http://pt.wikipedia.org/wiki/Iracema>. Acesso em: 12 abr. 2016.

Era Vitoriana (p. 125, exercício 1)

era Vitoriana é o período do reinado da Rainha Vitória (1837-1901). Seu caráter e padrões morais restau-raram o prestígio da monarquia britânica, mas deram ao período uma reputação pudica. Romances vito-rianos, como Jane Eyre, costumam retratar, de forma idealizada, vidas difíceis nas quais o trabalho duro, a perseverança, o amor e a sorte vencem no final. Jane Eyre, entretanto, critica as crenças vitorianas conser-vadoras sobre classe social e gênero (no caso, o papel da mulher).

Fontes: <www.bbc.co.uk/history/british/victorians/>; <http://pt.wikipedia.org/wiki/Era_vitoriana>. Acesso em: 12 abr. 2016.

UNIDADE 8

Oxitocina, serotonina, dopamina (p. 147, exercício 1)

A oxitocina (ou ocitocina) é um hormônio presente no corpo do homem e da mulher, popularmente conhe-cido como hormônio do amor. A função da ocitocina é estreitar o vínculo afetivo entre mãe e filho; além dis-so, é o hormônio que faz com que o útero se contraia no final da gravidez para que o bebê nasça. A ocitocina é chamada de hormônio do amor pois está intimamente ligada à sensação de prazer e de bem-estar físico e emocional, e à sensação de segurança e de fidelidade entre o casal.

Fonte: <www.tuasaude.com/ocitocina/>. Acesso em: 12 abr. 2016.

A serotonina é um neurotransmissor que atua no cérebro regulando o humor, sono, apetite, ritmo cardíaco, tem-peratura corporal, sensibilidade à dor, movimentos e as funções intelectuais. Quando ela se encontra em baixa concentração pode levar ao mau humor, dificuldade para dormir e vontade de comer o tempo todo, por exemplo.

Fonte: <www.tuasaude.com/serotonina/>. Acesso em: 12 abr. 2016.

A dopamina é um neurotransmissor que exerce funções relacionadas a diferentes aspectos: movimento, me-mória, recompensa agradável, atenção, sono, humor, aprendizagem, entre outros. A alteração nos níveis de dopamina está associada a várias doenças, tais como a doença de Parkinson e o vício em drogas. A dopamina é a substância que media o prazer no cérebro. É liberada durante situações agradáveis e estimula o indivíduo a buscar tais situações. O amor e o envolvimento emocional estão relacionados a altos níveis de dopamina.

Fontes: <www.news-medical.net/health/Dopamine-Functions.aspx>; <www.tuasaude.com/a-explicacao-da-paixao/>. Acesso em: 12 abr. 2016.

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transcrições de áudio

Para ser instrumento de apoio ao trabalho do professor, esta seção apresenta a transcrição de todos os

textos utilizados na seção Listening and Speaking de todas as unidades, incluindo o áudio principal, trecho(s)

para a realização de exercício(s) e o(s) exercício(s) do quadro Spoken Language.

UNIDADE 1

Áudio principal (Faixa 2)

Barack Obama has won a sweeping victory in the American Presidential election.

His success also marks the climax of the long struggle of black Americans to be treated equally in their

own country.

But American democracy – equal rights for all – has a troubled history.

As recently as 50 years ago, African Americans were fighting to be granted the same status as white people.

In some places black and white children couldn’t even go to the same schools together.

When Barack Obama was a child, there were riots in many American cities between black and white

people. The civil rights movement demanded equality between people of different color.

Martin Luther King was the most famous American campaigner for civil rights.

In 1964 the country made a huge leap forward with the introduction of the Civil Rights Act – making it

illegal to treat people differently because of their race.

Even so, most people – especially black people – hardly even dreamt that one day a black man would

become President of the most powerful country on earth.

Spoken Language (Faixa 3)Homophones are pairs of words with different spellings, and different meanings, but the same pronunciation.

For example, two /tuː/ and too /tuː/; new /nuː/ and knew /nuː/. Listen to five sentences.

For each sentence, choose the word you hear as in the example below (▲ or ■). Write the answers in your

notebook.

a. I guess I know this politician.

b. I see what you mean.

c. Barack Obama was reelected, right?

d. I can’t hear you.

e. Where was Rosa Parks born?


a. I guess I know this politician.

b. I see what you mean.

c. Barack Obama was reelected, right?

d. I can’t hear you.

e. Where was Rosa Parks born?

UNIDADE 2

Áudio principal (Faixa 4)

There are not many people left who remember what it was like to live during the Second World War.

I was very young when it started, and then I went into the air force and lots of people lost people that they

loved, members of their family, and it was a very, very hard time emotionally.

And I remember that I fell in love with a young man, when I was 17 and he was killed during the war. I

never had the chance to say goodbye and I wish I had told him that I loved him.



And I was looking at some pictures in my house, which my son had painted, and I thought, life is like a

color, it’s like a painting. You know there are different colors and different things that happen in your life.

And then I thought, people who died did not have any color in their life, it was just white in the beginning

and then black and I wrote this poem called Black On White.





Your portraits finished, over, for you there is no change.



The pallet filled with colors of laughter, love, some tears.


From the sky you drifted to some undiscovered place.

You forever stay the youth, who captured my young heart.


Poema (Faixa 5)





Your portraits finished, over, for you there is no change.



The pallet filled with colors of laughter, love, some tears.


From the sky you drifted to some undiscovered place.

You forever stay the youth, who captured my young heart.


Spoken Language I (Faixa 6)

Listen to the recording and repeat the words below. Notice the sound /ɪə/.

year · fear · tear · clear · hear · near

Spoken Language II (Faixa 7)

Which of the following words contain the sound /ɪə/? Listen to the recording and check your answers.

Write them in your notebook.

a. ear / Earth / heart b. heard / appear / wear c. learn / dear / early

atividade 8 (Faixa 8)

The poem I’m going to recite is called “Dreams” by Langston Hughes:

Hold fast to dreams

For if dreams die

Life is a broken-winged bird

That cannot fly.

Hold fast to dreams

For when dreams go

Life is a barren field

Frozen with snow.



UNIDADE 3

Áudio principal (Faixa 9)My name is David and I’m nine. I’m in year five at school.

There are three people in my family: myself, my mum and my brother, Ricky, who’s got Down syndrome.

I have to care for my brother Ricky, who is 12, and I also have to do a lot of stuff that other kids wouldn’t

normally do, like make his breakfast, take him to the bathroom, get him to bed, and sometimes get him

dressed.

I also help my mum. I sometimes go shopping with her because she can’t carry the bags.

My favourite hobby is… playing the guitar. I also like listening to music quite a lot, and I like playing with

my toys.

The good thing about me and my brother is that we always know that… He always knows that I’ll be

there for him.

Spoken Language (Faixa 10)When a word ends in a consonant sound and the next word begins with the same consonant sound, both

sounds are pronounced together as one. Listen to the sentences below and notice the consonant sounds

in bold.

I have to care for my brother Ricky.

I always tell him what to do.

Listen to the recording and repeat the sentences below.

a. He’s a calm man.

b. They have a lot to do.

c. I miss Sandra.

d. I can’t take it anymore.

UNIDADE 4

Áudio principal (Faixa 11)I’m always getting people coming up to me and saying: Vicky, what do you do? And I say I’m a visual

merchandiser and everyone says what’s that? And I like say well basically it’s what people used to call a

window dresser.

When I was at school I didn’t really know what I wanted to do when I was older. I just definitely knew

that I wanted it to be something creative. My dad dragged me into college actually on to a course on 3D

design and display. While I was at college we had to do a week’s work experience. So we went for one

week’s work experience me and another girl and we got on so well they offered us a job at the end of it.

So it was really good, I was really pleased with it. It was like kind of I didn’t expect it so it was really

excellent.

As the team leader I’m responsible for looking after the team. In the future what I want to do is become a

manager of my own store, which would be excellent. Basically I need to learn about the managerial side

of the job like managing people and so on and that would be great.

Spoken Language (Faixa 12)The speaker’s mood (angry, anxious, bored, happy, surprised, worried etc.) reveals emotions and influences

the meaning given to words. Listen to four different speakers and identify each speaker’s mood.

a. I can’t believe it! My boss is complaining about my work again. On top of that, he’s just set tight

deadlines.



b. I can’t believe it! She did it! Wow, she’s such a good professional. I didn’t expect she would handle

the situation so well.

c. I can’t believe it! I’m afraid I won’t make it to the meeting. It’s already eight fifty and I’m supposed

to arrive before nine. People are going to believe I’m irresponsible.

d. I can’t believe it! I’m doing the same thing all over again. I’m very, very, tired of sending emails.

I can’t take it anymore.


a. I can’t believe it! My boss is complaining about my work again. On top of that, he’s just set tight

deadlines.

b. I can’t believe it! She did it! Wow, she’s such a good professional. I didn’t expect she would handle

the situation so well.

c. I can’t believe it! I’m afraid I won’t make it to the meeting. It’s already eight fifty and I’m supposed

to arrive before nine. People are going to believe I’m irresponsible.

d. I can’t believe it! I’m doing the same thing all over again. I’m very, very, tired of sending emails.

I can’t take it anymore.

UNIDADE 5

Áudio principal (Faixa 13)“Save the plants!” is not something you hear very often, but a study has shown that plants are just as

much at risk of extinction as endangered animals like leopards and pandas.

There are at least 38,000 plant species on the Earth, but one in five could disappear if we don’t start to take

more care of them. Humans can’t survive without plants, and we can’t afford to lose one in five of them.

Most of the plants under threat are in the tropical rain forest of the Amazon, which is being cut down at a

huge rate so the land can be used for grazing animals and growing crops.

Governments have been meeting to try to find ways to protect plants from human activity, but they

know we all have a lot more to do.

Plants are all around us – some delicate and beautiful, some big and bold! And many hold surprising

treasures.

We can say that there are many children alive today who’ve survived leukemia because of a plant that

was found on a remote island and was found to have compounds that were capable of curing leukemia.

So we just don’t know which plants are going to be useful to us in the future, and I think we owe it to our

children and our grandchildren to leave them all the plants as all the possibilities for the future.

Spoken Language (Faixa 14)You can stress different words in a sentence depending on the idea you want to express. For example, you

can say “I love plants” (not another person), “I love plants” (not another feeling), or “I love plants” (not

something else).

Which word needs to be stressed in each item? Write the answers in your notebook. Then listen to the

recording and check your answers.

a. She said plants are at risk of extinction.

b. She said plants are at risk of extinction.

c. She said plants are at risk of extinction.



UNIDADE 6

Áudio principal (Faixa 15)Reporter: How do you tell the story of a city?

In London at least it should be easy.

After all, this is one of the most written about places in the world.

Plus, there are many museum and historic buildings that will explain the history of the capital.

But what about the everyday... the ordinary?

Well one way to explore that sort of past is to look at adverts.

Look up... and you’ll be surprised at how many old adverts, hand-painted and dating back to the late

nineteenth century, still survive on London’s streets.

They were from an era when people used to walk a lot more; people would have slower forms of transport.

These days we have cars, fast buses, everything was a lot slower in the days when these were around. And

so they would be much more noticeable there.

They’re not just fading, they’re completely disappearing.

Every year more are painted over, more are demolished, or are simply erased by time.

Spoken Language I (Faixa 16)Listen to the recording and notice some examples of the differences between British and American

pronunciation. Listen to the words in the recording again and repeat them.

British English (BrE) American English (AmE)

/ɪ/ /aɪ/ /aɪ/ /ǝ/

advertisement

simultaneous

vitamin

globalisation

organisation

visualisation

advertisement

simultaneous

vitamin

globalization

organization

visualization

Spoken Language II (Faixa 17)Listen to the words below and identify the pronunciation you hear – British English (BrE) or American

English (AmE). Write the answers in your notebook.

a. modernisation

b. privacy

c. privatization

d. dynasty

e. civilisation

UNIDADE 7

Áudio principal (Faixa 18)Winnie and Joan are volunteers in a project called Building Bridges in which elderly and young people

work together. In this instance to write poetry.

Winnie: You can get a lot from poetry, I think. Especially when you are on your own and you’re reading it

and you’re into it somehow. It makes it feel that it’s all real. When we went to school poetry all rhymed

and it feels more like prose that you get now. You had to rhyme to make any poetry.

Joan: I think I was first interested in poetry through my mother who was very, very keen on flowers and birds

and such like. We used to walk a lot in the Lake District, and it just became automatic that when we saw



lovely flowers and trees we’d write down a line that just came in our head. Then sort of sort it out when we

got home. So I always read the biographies of Wordsworth and Louis Stevenson and those sort of portraits.

Winnie: I’ve always enjoyed reading it but the only time I did have a try was when I joined Building

Bridges and we had to make some verses up for a song, which I managed the first one and that was all.

As I say I’m not good at writing at all. I wish I could write some verses. But I love to read poetry.

William Wordsworth is my favorite poet.

Spoken Language I (Faixa 19)Listen to the following pairs of words below and repeat them. Notice the difference between the sounds

/ʃ/ as in wish and /tʃ/ as in which.

/ʃ/ wash cash ship shoes

/tʃ/ watch catch chip choose

Spoken Language II (Faixa 20)Listen to the recording and identify the words you hear (▲ or ■). Write the answers in your notebook.

a. match

b. share

c. wish

d. cheap

UNIDADE 8

Áudio principal (Faixa 21)We all know that you can’t make someone love you. There are no magic love potions that you can use to

make a person fall in love with you. However, did you know that there are a lot of chemicals racing

around your brain and body when you’re in love? It explains, for instance, racing heart, sweaty palms and

flushed skin.

Attraction, love and relationships are fueled by actual chemicals. Chemistry does play an important part

in how a relationship progresses. Chemicals responsible for our behavior in love belong to the class of

“neurochemicals”, that is, compounds forming largely in the brain. The brain, in its turn, passes them to

other parts of the body.

Nonverbal communication plays a big role in first attraction and some of this communication may

involve pheromones, a form of chemical communication.

Researchers have found that long-term relationships confer chemical benefits in the form of stabilized

production of oxytocin and serotonin.

Researchers are now using functional magnetic resonance imaging to watch people’s brains when...

Spoken Language I (Faixa 22)Listen to the words in the recording and repeat them. In English, ch is most commonly pronounced as

/tʃ/ as in chance, but it can also be pronounced as /k/ as in chemical.

chemistry · school · architect · mechanic · epoch · stomach

Spoken Language II (Faixa 23)Which of the words below have the the sound /k/? Listen to the recording and write the answer in your

notebook.

character charity

chaos chorus

chapter headache

choreography machine



sugestões de leitura e de websites

Esta seção traz sugestões de livros e sites que podem ser utilizados pelo professor em sua prática peda-gógica e em sua formação continuada, e também pelos alunos, como recursos de aprendizagem.

pArA o Aluno

AMORIM, J. O. Longman Gramática Escolar da Língua Inglesa. São Paulo: Longman, 2004.

DICIONÁRIO Oxford Escolar para estudantes brasileiros de Inglês — Português-Inglês/Inglês-Português. Oxford: Oxford University Press – ELT, 2009.

MARQUES, Amadeu. Dicionário de Inglês/Português-Português/Inglês. São Paulo: Ática, 2005.

pArA o professor

BROWN, H. Douglas. Teaching by principles: An Interactive Approach to Language Pedagogy. 3rd ed. São Paulo: Pearson Longman, 2007.

A obra reúne sugestões práticas voltadas para o ensino-aprendizagem de inglês como língua estrangei-ra, todas teoricamente fundamentadas. Ao final de cada capítulo, há exercícios que proporcionam reflexão sobre tópicos relacionados à aprendizagem de línguas e, ainda, recomendações de leitura complementar.

CELANI, Maria Antonieta Alba (Org.). Professores e formadores em mudança: relato de um processo de reflexão e transformação da prática docente. Campinas: Mercado de Letras, 2003.

O livro relata uma experiência com professores de inglês da rede pública de São Paulo e é voltado, principalmente, para a formação contínua do professor em serviço. Dentre os temas apresentados e dis-cutidos, destacam-se os seguintes: aprendendo a aprender, habilidades na organização do currículo, a re-lação entre teoria e prática no processo de formação docente, a autoavaliação no processo reflexivo, as representações do professor sobre sua prática docente, o processo reflexivo e a tomada de consciência, a formação e o papel do professor.

. Reflexões e ações (trans)formadoras no ensino-aprendizagem de inglês. Campinas: Mercado de Letras, 2010.

No livro, o leitor encontra reflexões sobre a necessidade de constante avaliação de currículos, objetivos e procedimentos, no contexto da educação contínua, tendo em vista particularmente a escola pública e o ensino-aprendizagem de uma língua estrangeira. Outras questões relevantes para a área de formação de professores de línguas são discutidas como, por exemplo, a resistência à mudança, concepções de linguagem e o papel da narrativa na constituição da identidade profissional.

CRYSTAL, David. English as a Global Language. Cambridge: CUP, 2003.Crystal explora detalhadamente o tema de inglês como uma língua global e aponta questões interes-

santes tanto para professores de inglês como língua estrangeira quanto para especialistas no assunto.

DIAS, Reinildes; CRISTÓVÃO, Vera Lúcia Lopes (Org.). O livro didático de língua estrangeira: múltiplas perspectivas. Campinas: Mercado de Letras, 2009.

Coletânea que reúne trabalhos de vários pesquisadores na área de língua estrangeira voltados para formadores de professores e professores de língua estrangeira. A obra tem por objetivo compartilhar conhe-cimento teórico-metodológico sobre o livro didático de língua estrangeira e apresentar argumentos para o desenvolvimento da postura crítica em relação ao material didático.



FIGUEIREDO, Francisco José Quaresma de (Org.). Aprendendo com os erros: uma perspectiva de ensino de línguas. Goiânia: Editora UFG, 2006.

O livro é voltado para professores de línguas estrangeiras e tem o objetivo de estabelecer duas trajetórias dentre os estudos sobre aprendizagem de línguas: as pesquisas sobre aquisição e a evolução da noção de erros.

LIBERALI, Fernanda Coelho. Atividade social nas aulas de língua estrangeira. São Paulo: Moderna, 2009.O livro propõe pensar o ensino de língua estrangeira não apenas como uma disciplina do currículo escolar,

mas, sobretudo, como prática social. A obra também trata da relação entre atividades sociais e os gêneros.

SWAN, Michael. Practical English Usage. 3rd ed. Oxford: Oxford University Press, 2009.O livro oferece explicações claras e simples do uso da língua inglesa, falada e escrita, com exemplos

reais. É uma referência para professores e usuários da língua.

pArA o Aluno e pArA o professor

Cambridge Dictionaries Online

(http://dictionary.cambridge.org)

O site oferece seis dicionários monolíngues (inglês-inglês) de Cambridge: British English, American English, Business English, Learner’s Dictionary, Essential British English e Essential American English. Para encontrar a definição desejada, basta digitar a palavra no campo do topo da página, escolher um dicionário e clicar no botão Search!. Além da definição da palavra e de exemplos de uso, é possível ter acesso também à pro-núncia (clicando no ícone de alto-falante).

Longman Dictionary of Contemporary english

(www.ldoceonline.com/)

Versão on-line do dicionário monolíngue de Longman, que contém mais de 200 mil verbetes. Para en-contrar o verbete desejado, basta digitar a palavra ou expressão no campo de busca e clicar no botão Search. Cada verbete é acompanhado de pronúncia, definição, diversos exemplos de uso e, se disponível, imagem.

Dictionary.com

(http://dictionary.reference.com/)

Portal conhecido que oferece gratuitamente um dicionário monolíngue e um dicionário de sinônimos (Thesaurus). Há, ainda, palavras cruzadas e diversos jogos. É possível também fazer o download gratuito do aplicativo dictionary.com para celular.

Oxford Dictionaries Online

(http://oxforddictionaries.com/)

O portal disponibiliza dicionários monolíngues de Oxford, um na versão inglês americano e outro na versão inglês britânico/global. Além dos dicionários, é possível encontrar uma seção dedicada à produção escrita, em Better Writing, com prática de gramática, ortografia, pontuação, abreviações e sugestões para a escrita de diversos gêneros textuais (convites, cartas etc.). Atividades fotocopiáveis e jogos também podem ser encontrados no portal. A versão on-line do dicionário para aprendizes de inglês de nível avançado está disponível em: <http://oald8.oxfordlearnersdictionaries.com/>.

Oxford Collocation Dictionary

(www.ozdic.com/)

Versão on-line do dicionário de colocações de Oxford. Ao consultar uma palavra, tem-se acesso a uma lista de combinações mais frequentes da palavra com outros termos.



activities for eSL Students

(http://a4esl.org)

Disponibiliza exercícios, jogos, testes e quebra-cabeças para praticar gramática e vocabulário em inglês. Todas as atividades estão organizadas por nível de dificuldade (easy, medium, difficult).

englishClub.com

(www.englishclub.com)

Oferece amplo conteúdo para aprendizes de inglês (listening, speaking, reading, writing, grammar, pronun-

ciation, vocabulary, forums, videos, exams etc.) e professores (teaching, tips forums, projects, articles, training etc.).

Learn english

(http://learnenglish.britishcouncil.org)

Oferece prática da língua inglesa por meio de jogos, exercícios de vocabulário, gramática e atividades de compreensão escrita e oral. O portal do Conselho Britânico (British Council) oferece conteúdo específico tanto para professores quanto para alunos de inglês.

english Grammar Lessons

(www.english-grammar-lessons.com)

Apresenta explicações claras e exercícios práticos sobre tópicos gramaticais da língua inglesa. Todos os exercícios têm resposta automática.

english Listening Lesson Library Online

(www.elllo.org)

Oferece um grande número de atividades de compreensão oral, organizadas por tema, região (variação linguística) e nível de dificuldade. Os textos orais pertencem a gêneros diversos e os falantes de inglês são de diferentes partes do mundo. Além das atividades baseadas em áudio, há exercícios elaborados a partir de vídeos e em forma de jogos.

Sounds of english

(www.soundsofenglish.org)

Traz material voltado para a pronúncia de sons em inglês, como textos, exercícios, atividades fotoco-piáveis etc. É possível treinar a pronúncia de sons específicos em inglês (vogais, ditongos, pares mínimos etc.) e a sílaba tônica de diversas palavras.

englishCentral

(www.englishcentral.com/)

Reúne vídeos autênticos de diversos gêneros, organizados por tópicos e/ou níveis de dificuldade para praticar a compreensão e a produção oral e ampliar o vocabulário. É possível acompanhar os vídeos com ou sem legendas, gravar a própria fala com um microfone e explorar o vocabulário utilizado.

about.com

(http://about.com)

Oferece textos autênticos de gêneros variados, entre os quais vários elaborados por especialistas exclu-sivamente para o site. Além da busca por palavras-chave, os textos podem ser localizados a partir de uma lista de tópicos ou categorias mais abrangentes.

newseum

(www.newseum.org/todaysfrontpages/default.asp)

Disponibiliza, diariamente, a primeira página de centenas de jornais de todo o mundo, em diferentes línguas, incluindo a língua inglesa.



Short Stories

(www.short-stories.co.uk)

Traz textos narrativos em língua inglesa, acompanhados de atividades de compreensão. Há também jogos e recursos para o professor explorar os textos.

referências bibliográficas

ABREU-TARDELLI, L. S.; CRISTÓVÃO, V. L. L. (Org.). Linguagem e educação: o ensino e a aprendizagem de gêneros textuais. Campinas: Mercado de Letras, 2009.

ALEXANDER, L. G. Longman English Grammar. London: Longman, 1988.

BAKHTIN, M. M. Speech Genres and Other Late Essays. Austin: University of Texas Press, 1986.

BAZERMAN, C.; HOFFNAGEL, J. C.; DIONISIO, A. P. (Org.). Gênero, agência e escrita. São Paulo: Cortez, 2006.

BLOCK, D.; CAMERON, D. (Ed.). Globalization and Language Teaching. London: Routledge, 2002.

BRASIL. Ministério da Educação. Secretaria de Educação Básica. Orientações Curriculares para o Ensino

Médio. Linguagens, códigos e suas tecnologias. Brasília, 2006.

BRASIL. Ministério da Educação. Secretaria de Educação Média e Tecnológica. Parâmetros Curriculares

Nacionais: Ensino Médio. Linguagens, códigos e suas tecnologias. Brasília, 2000.

. Ministério da Educação. Secretaria de Educação Média e Tecnológica. PCN+ Ensino Médio: Orientações educacionais complementares aos Parâmetros Curriculares Nacionais. Linguagens, códigos e suas tecnologias. Brasília, 2002.

CELANI, M. A. A. (Org.). Reflexões e ações (trans)formadoras no ensino-aprendizagem de inglês. Campinas: Mercado de Letras, 2010.

CELCE-MURCIA, M.; LARSEN-FREEMAN, D. The Grammar Book. New York: Heinle and Heinle, 1999.

COPE, B.; KALANTZIS, M. (Ed.). Multiliteracies: Literacy Learning and the Design of Social Futures. London: Routledge, 2000. p. 3-8.

FAIRCLOUGH, N. Language and Power. London: Longman, 1989.

FREIRE, P. Educação como prática da liberdade. Rio de Janeiro: Paz e Terra, 1987.

GOWER, R.; PEARSON, M. Reading Literature. London: Longman, 1986.

HANCOCK, M. English Pronunciation in Use (Intermediate). Cambridge: Cambridge University Press, 2004.

LAVE, J.; WENGER, E. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press, 1991.

LEFFA, V. (Org.). A interação na aprendizagem das línguas. 2. ed. Pelotas: Educat, 2006.

LIBERALI, F. C. Atividade social nas aulas de língua estrangeira. São Paulo: Moderna/Richmond, 2009.

LIGHTBOWN, P. M.; SPADA, N. How Languages Are Learned. Revised Edition. Oxford; New York: Oxford University Press, 1999.

MARCUSCHI, L. A. Gêneros textuais: configuração, dinamicidade e circulação. In: KARWOSKI, A. M.; GAYDECZKA, B.; BRITO, K. S. (Org.). Gêneros textuais: reflexões e ensino. Rio de Janeiro: Lucerna, 2006.

PALTRIDGE, B. Genre and the Language Learning Classroom. Ann Arbor: The University of Michigan Press, 2004.

PARROT, M. Grammar for English Language Teachers. Cambridge: Cambridge University Press, 2000.

QUIRK, R.; GREENBAUM, S. A University Grammar of English. London: Longman, 1973.

SWAN, M. Practical English Usage. 3rd ed. Oxford: Oxford University Press, 2009.

VYGOTSKY, L. S. A formação social da mente. São Paulo: Martins Fontes, 1994.



cd de áudio

Faixa Conteúdo

1 Apresentação

2 (Unit 1) Atividades 2, 3, 4

3 (Unit 1) Spoken Language

4 (Unit 2) Atividades 2, 3

5 (Unit 2) Atividades 4, 5

6 (Unit 2) Spoken Language (I)

7 (Unit 2) Spoken Language (II)

8 (Unit 2) Atividade 8

9 (Unit 3) Atividades 2, 3, 4, 5
















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Claudio Franco Kátia Tavares